STATUS OF COLLEGE EFFORTS IN SUPPORT OF
STRATEGIC INITIATIVES 1, 2, 3 and 4
September 2003
Strategic Initiative #1: Achieve excellence in teaching and learning.
Activities:
A. The College will rigorously pursue superior academic and skills-based student outcomes.
Instruction
· A subcommittee of the college’s Coordinated Studies Committee has undertaken an initiative to expand faculty planning for coordinated studies. The subcommittee’s activities have included outreach to specific divisions and departments, faculty informational events, and one-on-one assistance with applications and program design.
· On January 22 and 23, 2003, the Faculty Resource Center hosted Virginia Anderson, a nationally recognized grading and assessment expert. Dr. Anderson gave workshops that involved 42 HCC instructors and met with members of the Pure & Applied Science Division to discuss grading and assessment issues specific to their disciplines.
· The Education Department continued to integrate skill standards into student outcomes and assessment. This effort is supported by the Phase IV Skill Standards grant from the State Board for Community and Technical Colleges.
· Respiratory Care has institutionalized oral exams of proficiency for all graduating students. A professional from the field administers the oral exams and provides feedback for students in an interactive format.
· The Speech Department has revised their “Assessment of Student Knowledge” test to reflect their recent work on the development of a broader repertoire of group communication skills by their students and have collaborated on a new rubric for the assessment of group communication skills for use by Speech faculty and faculty in other disciplines.
· Cooperative Education has revamped all of the evaluation forms used by the student, faculty, and employer, giving opportunity for more appropriate and useful feedback to be used by the campus and business community.
· The Faculty Resource Center supports innovations in teaching through its “Gateway” faculty initiatives in Math, Reading, and Writing. Gateway faculty activities included:
o Working with the Math department to revise and update the operation of the Math Lab
o Working with faculty from History, Anthropology, Music, and Biology on improving student performance on reading assignments
o Working with Writing 91 and ESL 91 instructors to standardize course content and assessments.
Institutional Advancement
· Institutional Research office provided student progress and outcomes analyses to multiple academic offices; assisted with designing the instrument and sample file for a Writing placement study; conducted prerequisite evaluations for several programs; and re-designed the graduate follow-up survey for professional/technical programs.
B. The College will create an atmosphere that inspires and prepares all students to succeed.
Instruction
· The site visit team noted in its commendation number 1 that Highline “is commended for actively engaging in college-wide appreciation of diversity. This commitment can be recognized in the inclusive, multidimensional approach to instruction, student services, and on/off campus activities.”
· The Accreditation site visit team praised the College in commendation number 2 stating that the College “is commended for providing exemplary support to faculty in the areas of instructional design and professional development. Examples include the Instructional Design department, the Instructional Computing department, and the Faculty Resource Center; as well as the Summer Institute Program, faculty internships and the International Education initiative.”
· The site visit team also commended the college in commendation number 4 “for their innovative instructional approaches to supporting student success through ‘student focused’ experiences and ‘learning-centered opportunities.”
· Media Services has provided on-going support for Instruction programs including instructional video production, DVD’s for Sign Language education, and materials for the Medical Assistant program among others.
· The Library Technical Services have worked diligently to enhance the library catalog, update bibliographic records, and prepare items for circulation quickly and efficiently.
· Instructional Design had strengthened the campus’s web presence for student success by establishing policies and procedures, designing and posting new web sites, implementing a new web editor for distance education, researching and proposing new software, beginning development of the on-line version of the college catalog, redesigning and updating the Campus Web Committee web site, and publishing the summer and Fall Preliminary Quarterlies and developed a “kiosk” version for use on the Student Services kiosks.
· The Faculty Senate undertook several policy initiatives aimed at promoting student success and progression. Among these efforts, the Senate:
o Further refined the Academic Standards Policy to provide for more intensive intervention with students with low academic performance.
o Revised the Residency Requirement to reduce time-to-degree for students who transfer among several community colleges during their associate degree work.
o Adopted the AAS-T degree, which provides a transfer option for professional/technical students into Bachelor of Applied Science programs.
· The development of the 2003-05 catalog has stressed clarity, readability, and usefulness of the document as a tool in student success. Degree descriptions, in particular, have been streamlined and simplified, with an eye to student needs. Support services and related information/resources are identified on each page. Sections have been re-ordered and indexing has been improved to ease student use.
· In January 2003, the Faculty Resource Center conducted Winter Institute, focusing on student retention and entrepreneurship. Four Highline instructors, four Cape Technikon instructors from South Africa, and one administrator from the Polytechnic of Namibia worked on projects related to retention. Two Highline instructors and two Cape Technikon instructors worked on entrepreneurship projects. The institute included a Martin Luther King Day retreat that provided participants with the opportunity to share their expertise and contribute to the development of each other’s projects.
· The Scholarship of Teaching and Learning discussion series covered gender roles and expectations and their implications for teaching, the development of student learning communities, and the effect on HCC students of poverty and socioeconomic forces on the working poor. A total of 25 faculty and staff took part in the various sessions.
· A faculty learning community was formed and met every other week during Spring quarter in the Faculty Resource Center to discuss under-prepared students: the challenges they pose and appropriate instructional responses to their needs. Seven faculty from different departments and divisions took part.
· The Faculty Resource Center held a number of faculty seminars including those for new faculty, those focused on retention, and those on understanding the second language learner.
· In early May, seventeen faculty and staff members shared the results and achievements of eight different Summer Institute 2002 Projects during two one-hour symposiums. These projects included such activities as a techniques catalogue for ESL instructors, reading and study skills across disciplines, a market communication capstone course, and a students of color conference.
· On June 23, 2003, the Faculty Resource Center hosted Dr. Vincent Tinto, a nationally recognized expert on student retention and learning communities in higher education. The workshop was attended by over 70 faculty and staff as well as visitors from South Africa and Namibia. He also met with eight administrators from different divisions to discuss student retention at Highline.
· The 2003-04 Summer Institute involved a total of 23 HCC faculty and 3 staff who worked on eleven projects. Four participants from the Polytechnic of Namibia and four participants from Cape Technikon also took part. The Summer Institute model offers time and support for faculty and staff to come together for an intensive, focused time to work on projects that are directed at improving instruction and/or improving the experience students have at Highline.
· Faculty from Heath, Physical Education, and Education worked to organize an Education Transfer Fair as part of the FIPSI grant. Over 70 HCC students attended the fair.
· HCC Instruction faculty organized and participated in this spring’s “Defining Democracy in 2003” which provided a day-long campus forum to examine the Patriot Act, meanings of freedom, dealing with uncertainty, bioterrorism, and other relevant topics. The coordinating committee brought in speakers and tapped campus expertise to provide the College community with a variety of viewpoints and to engage participants in wide ranging discussions.
· Cooperative Education continued to provide students with quality, work-based learning opportunities using its database of over 850 area employers.
· The Office of Professional Technical Education secured State Board of Community and Technical Colleges funding allocation for “Non-Traditional Training and Employment” that will support targeted recruitment, increased enrollment, and retention of underrepresented students in high-demand Information Technology and Healthcare programs.
· The Office of Instruction has completed professional-technical program transfer articulation agreements with University of Phoenix (all AAS programs), Argosy University/Seattle (AAS in Human services and Administration of Justice), and University of Washington-Tacoma (AAS in Nursing).
Student Services
· College 100/Freshman Seminar – taught by MCS, EPAC and Entry Services professional exempt staff; continued support in teaching classes as well as sessions.
· Washington Achievers – MCS providing mentoring, advising and quarterly workshops.
· Orientation to college and careers for Level 5 and 6 ESL classes.
· Orientation to College for GED students.
· “Living with Chaos” a special program offered by Women’s Programs to help students juggle home, job, school, kids, etc.
· New Student Orientation and Registration, ”pilot” program for Medical degree students – May 30.
· New Student Orientation and Registration pilot program that is a collaboration of faculty, Admissions/Entry Services, EPAC, Team Highline/Ambassadors, and Student Programs.
· New Transfer Information session for Running Start students – collaboration of EPAC and High School Programs.
· “Good Writing Does Matter: Writing a Personal Statement” program offered collaboratively by Transfer Center and Humanities faculty.
· New Student Leadership Development program initiated through a new ASHCC budget allocation of over $9,000 to support monthly leadership trainings open to all HCC students and to foster student participation at statewide leadership training conferences.
· Access to college success programs for parent users of childcare services will be improved with the planed expansion of services. This year, student fees have been allocated to provide new infant program staff in advance preparation of the new Early Childhood Education Center coming on-line in Fall 2004.
· Access Services served 130 to 150 students each quarter. The disability breakdown for students who received services is as follows:
Ø 49 Physical Impairment
Ø 34 Emotional/Psychological
Ø 30 Learning Disability
Ø 11 Deaf and 5 Hearing Impaired
Ø 8 ADD/ADHD
Ø 2 Blind and 5 Visual Impairment
28 Access Services students received degrees in 2003.
· International Student Programs (ISP) conducted a college survival course fpr to all new international students each quarter. It helps international students to adjust themselves to the U.S. academic life and culture. It also helped to monitor our student’s success.
C. The College will assess the progress of pre-college students and develop strategies for their success.
Instruction
· The college’s Institutional Effectiveness Plan includes specific measures for assessment of student success in Pre-College Studies areas. During the 2002-03 academic year, the Institutional Research Office has provided the Pre-College Studies Department with statistics on both course retention and completion rates. Retention rates were better than expected but faculty are committed to further improvements. The department plans to continue monitoring these data and using the information to plan new classes and revise current ones.
· As part of a 2002 Summer Institute project, the Pre-College Department developed a reading/study skills course designed to link specifically to Psychology 100. Preliminary studies of that project indicate a positive impact on retention in PSYCH 100. The Pre-College Studies Department will expand the linked study skills course to biology in the fall and has a reading/writing link for second-language student in the planning phase.
· Several academic departments have implemented reading prerequisites for courses. As a result, a greater number of students with pre-college reading skills will receive instruction in reading before they enter courses that place heavy demands on textbook skills. In addition, the Pre-College Studies Department has revived the model of integrated readings/writing classes at lower levels. The first of these 10-credit blocks will run in 2003-04.
· The Pre-College Studies Department and the Writing Department agreed, with Instruction Cabinet support, to reassign oversight of developmental writing courses to full-time Writing faculty. Writing Department Coordinator has worked with full- and part-time faculty on an in-depth study of curriculum, placement practices, and teaching methodologies in these courses. Follow-up training for part-time instructors has been scheduled for Opening Week 2003. Additional research and policy recommendations are anticipated in 2003-04.
· Library Reference Services has worked closely with faculty to discover better ways to communicate with students about resources available to them. Library staff have taught 75 classes to pre-college students.
Student Services
· Provided language assistance in six languages during ESL orientation session.
· Identified first generation college students via the admissions application.
D. The College will assess the community to ensure that the instructional programs, services and technology capabilities respond to community needs.
Instruction
· Working with Central Washington University’s Manufacturing Technology Department, HCC has developed an articulation agreement and a collaborative cohort program that will allow HCC professional-technical graduates to continue into a Bachelor of Applied Science program offered by CWU, without leaving campus.
· In implementing its first year of funding through the Office of Immigrant and Refugee Assistance (ORIA), the Adult Basic Education/ESL Department has expanded and strengthened its ties to organizations that serve those communities. These include the International Rescue Committee, New Futures, Neighborhood House, the Non-Profit Assistance Center, and World Relief.
· A family literacy “summit” in June brought together schools and organizations that have partnered with HCC to deliver school-based English-as-second-language programs in neighborhoods serving a high proportion of immigrant and refugee families. The result will be a better integrated, more efficient model for these collaborative programs in 2003-04.
· The basic skills components of WorkFirst were integrated and coordinated with the program’s job training components in 2002-03. A 32-hour-per-week WorkFirst Skills Lab was developed to provide vocationally-related ABE/ESL and family literacy instruction for WorkFirst referrals.
· The college’s Adult Basic Education/ESL Department continues to collaborate with King County Housing and other agencies that serve public housing developments in the college service area. The Hope VI redevelopment of Park Lake Homes has been a focus of these efforts. The Dean of Instruction for Transfer and Pre-College Education serves on the Park Lake Homes Employment Task Force.
· Reference Services (Instructional Resources) received a Virtual Reference Services grant (shared with Tacoma Community College) to assess ways to meet our community needs for Virtual Reference Services.
· Instructional Resource staff have been working to improve library services to HCC’s culturally diverse student body through participation in state-wide groups, using assessment tools to determine areas of need, and working on grants to fund specific multi-cultural outreach programs.
· Reference Services assessed database resources during Spring Quarter and is now seeking faculty and staff involvement in evaluating the databases.
· Professional-Technical Education established an Apprenticeship training program for Educational Paraprofessionals and Instructional Assistants to help those currently employed to comply with the No Child Left Behind Act. The program is offered in conjunction with the Public School Employees, the Highline and Federal Way School Districts. In additional Highline continues to work closely with the Dispensing Optician Joint Apprenticeship Training Committee, and the Public School Employees’ state-wide Library Technician Joint Apprenticeship Committee by offering related training in those program areas.
· Professional-Technical staff increased program visibility with the WorkSource Renton and Auburn offices by the Worker Retraining Department’s regular participation in general client orientation sessions and sessions designed for laid-off Boeing employees.
· Many instructors integrate a service-learning component into classes whereby students work with local service agencies and complete projects that link their classroom instruction to Highline’s community. A few examples include involvement in World AIDS Day activities, projects with World Vision, working with Spanish-speaking elementary students, and providing reading tutoring and English language support to area grade schools.
· The Dean for Professional Technical Education and the Education Department developed five, short-term certificates for Early Childhood Education that provide students the opportunity to build upon their initial certificate by adding specialty areas. This also creates a ladder toward completion of the Associate of Applied Science degree in Early Childhood Education.
Student Services
· Provide computer access to students via six student kiosks located in building 6.
· Implementation of DegreeWorks, an effective web based advising tool for students, faculty and staff.
· Streamlined the Distance Learning Registration process.
· Installed a reader board in lower lobby of bldg 6 to provide timely information to students of important dates and events.
E. The College will establish a process of incorporating continuous quality improvement by regularly assessing services, staff, faculty, administrators and instructional programs.
Instruction
· With substantial support from the Office of Institutional Research, the college completed development of an institution-wide Institutional Effectiveness Plan (IEP) that will measure progress toward HCC’s Strategic Initiatives. The IEP contains a significant number of benchmarks for instruction. The first IEP report was reviewed by Instruction Cabinet in Winter/Spring 2003.
· A team of 15 faculty and administrators attended the annual Assessment Conference of the American Association of Higher Education in Seattle in June. The sessions provided important background, in a national context, on assessment activities at the course, program, and institutional level. The Student Outcomes and Competencies Committee funded faculty attendees.
· In preparation for the college’s successful full-scale accreditation evaluation, the Student Outcomes and Competencies Committee invested significant effort during 2002-03 in a review of assessment activities at the academic department and program level across campus. This review resulted in a two-year “action plan” for assessment that will guide the committee’s work with faculty in improving HCC’s assessment and curricular planning efforts. The plan focuses on utilizing SOCC members as “consultants” to departments in a campus-wide effort to improve consistency and understanding of assessment terms and tools; and to assist departments in development and implementation of meaningful, sustainable assessment activities.
· The college’s Speech Department arranged and publicized two days of consultation sessions and workshops with Dr. Ron Shumer, a nationally-known expert in the assessment of service learning programs in January 2003. Dr. Shumer’s visit was underwritten by a project grant from the Student Outcomes and Competencies Committee.
· Instructional Design has conducted a brief survey of faculty to determine workshop needs and scheduling issues then revised spring quarter schedules accordingly. Instructional design also researched, negotiated, and advised on purchasing a Course Management System. BlackBoard was chosen and implemented. Staff attended BlackBoard training and will begin assisting faculty during the next academic year. They have continued to provide their “Just-in-time” assistance to faculty on a variety of technology and curriculum design issues and have continued their workshops on uses of technology in the classroom and as an instructor aid.
· Instructional Computing continued with the quarterly updates of lab images as well as re-imaging computers that use instructional software. They have created and implemented web sites for online courses, new employees, and students using web related courses. They also continue to improve their communication with the campus by maintaining and enhancing an intuitive department web site.
· Professional Technical programs have instituted a systematic program review process.
· All librarians have been working on creating and using formal assessment of course-integrated information literacy instruction. At a foundational level, library personnel worked with a Student Outcomes and Competencies Committee subcommittee to create a campus-wide information literacy outcome, which has now been adopted.
Student Services
· Student Services staff participated in the new Associate of arts educations and business statewide articulation programs.
· Two sessions of academic advising training were offered to new faculty.
· In addition to individual consultations with continuing faculty, sessions were offered on how to advise students about financial aid and nursing.
· Educational Planning and Advising mailed a survey to all of the spring graduates who had earned an Associate of Arts and Associate of Science transfer degree. The survey was enclosed with each graduate’s diploma. Graduates were queried about their plans for continuing their education and how the Transfer Center can better serve students. Results from the survey will be used to develop and improve the outreach of Highline’s Transfer Center.
Administration
· Institutional Research office developed institutional effectiveness plan, identified measures. Collected the base year data, prepared report for accreditation, and refined measures for next edition of report.
· Institutional Research office developed the Spring 2003 employee survey.
· Human Resources office developed and has begun pilot implementation of a program for comprehensive evaluation and professional development for administrative and exempt professional staff.
· Human Resources office has begun training all classified supervisors and some classified staff on elements of performance review and assessment in accordance with state guidelines.
· Administrators in Administrative Services participated in post-tenure review of faculty, and VP of Administration serves on Tenure Review Committee as administrative appointment.
· Individual offices within administrative services have developed customer feedback forms to assess performance and improve service. For all conference or classroom set-ups and all maintenance work orders, surveys are sent to the requesters to get customer feedback and ensure quality service.
F. The College will create and maintain an infrastructure that supports a safe, accessible and innovative environment for teaching and learning.
Instruction
· The College’s Distance Education registration page has been streamlined so that students may now view course offerings, assess readiness, and receive clearance for on-line registration in one “stop.” Previously, registration information was submitted to that website, and then re-inputted by hand in the Registration Office, causing additional workload, delays, and occasional conflicts with closed sections.
· Media Services (Instructional Resources) began working in consultation with Instruction’s scheduling office to coordinate instructors, rooms, and high demand equipment to reduce the equipment delivery load and also reduce faculty frustration with equipment delay and unavailability.
· Instructional Computing has upgraded several servers, including the campus’s instructional web server, has implemented an improved computer based training system, and has installed a BlackBoard server to facilitate online instruction.
· Instructors across disciplines have collaborated to provide innovative learning opportunities for students. For example, a Respiratory Care instructor taught Education students about the care and treatment of asthma, a Physical Education instructor shared her expertise on world health issues to global studies classes, writing classes, education classes, and geography classes, and Nursing and Biology instructors have collaborated on sharing resources and information.
· Under the leadership of speech instructor and Accreditation Steering Committee Chair Dr. Vickie Ropp, over 150 HCC staff, faculty, administrators, and students participated in the development of the college’s 2003 Accreditation Self-Study document. The first complete draft of the report was completed in December 2002 and was posted to the college web site for campus comment. The final report includes significant analysis of the college’s strengths and challenges, with thoughtful recommendations that reflect the consensus of a wide cross-section of the college community.
Student Services
· Admissions/Entry Services departments combined to provide streamlined enrollment functions for new and returning students.
· New database of prospective students who request information about the College or programs. Information packets sent daily to inquiring students.
· Provide bi-weekly reports of prospective students to Professional Technical program coordinators for follow-up.
· Assist with orientation and enrollment of apprentice students.
· Maintain probation/suspension list.
· Administer Nursing and Respiratory Care special admissions process.
· Provide avenues of financial assistance for students.
· Offer priority registration for following quarter to students enrolled in College 100.
· Admissions/Entry Services co-coordinates quarterly Registered Nursing program information sessions with EPAC.
· ASHCC conducted a detailed report on the safety and security climate for students at HCC. This report addresses proposed changes to college facilities and services that would improve student perceptions of their own safety and well-being.
Administration
· Deficiencies in all major campus utility systems have been identified, scoped, and are being upgraded and/or are targeted for upgrades. These systems (power, domestic water piping, heating water piping, storm drain piping, sanitary sewer piping, etc.) are required for building occupancy and essential for comfortable, distraction-free instruction.
· Building is beginning on three major additions to campus to replace old, obsolete ineffective facilities with modern up to date facilities. Complex administration of GCCM project management, coordination of three projects, schedules and budget, and campus coordination including signage and information letters, power and utility disruptions.
· Administrative Technology set up a computing environment with computing, printing, network and internet access services for the visiting Accreditation Team.
· In August of 2002 Enterprise Services (AT) fully implemented Altiris Deployment Solution for Clients
· In mid June of 2003 Customer Services (AT) worked in collaboration with Instructional Design and the Faculty Resource Center to install software needed to enable faculty (and staff) to utilize Blackboard.
· Assisted with the Implementation of DegreeWorks - Beginning in December 2002, Student Services staff supported by Admin. Technology began training and gearing up for the deployment of DegreeWorks.
· Bookstore Server Upgrades - In August of 2002 the Bookstore upgraded their textbook ordering software, providing specifications for server, security, and placement of the new server along with linking Follett’s software with Sequoia
· Campus Construction Technology needs - Project Coordination for technology, wireless network planning and use of web cams in addition to insuring building construction fits campus technology standards. Projects included --- The remodel of the Administrative Technology offices; the remodel of building 21 including reconstructing the hardware lab; Building 6 installation of a vertical fiber optic cable to extend the building 06A fiber to the building 6 communications closet after building 8 hub was moved; moving the main campus network hub rooms located in building 8; Campus construction work for the new Student Center, Childcare Facility, and the Higher Education Center Utility project required Network Services planning and coordination for relocating network and telephone utilities. The remodel of building 16 into office space to house the Student Programs required new utility and technology connections; the Higher Education Building Utility Project required that Network Services install and terminate a temporary fiber optic cable from building 21 to building 22 to allow network access to building 22 during construction.
· Creation and Implementation of Databases for Student Services including upgrade of Prospective Student database; creation of Admissions database; creation of a Nursing program database to process prospective Nursing applicants; creation of a Respiratory Care program database to process prospective Nursing applicants; conversion of a Student Services Records database to print out diplomas to updated Access data format; creation of a Transcript Tracking database for Registration.
· Implementation of SQL 2000 database server for database services to enable implementation of Sevis and Docit systems, and eventual implementation of Resource25 and Purchasing System.
· Desktop Upgrades / Equipment Installations including installing more than 270 devices for the faculty and staff. This consisted of 187 Windows based workstations (175 TAC upgrade) , 5 Macintosh workstations (all of these under the TAC upgrade), 33 printers, and 48 other miscellaneous peripherals such as Personal Digital Assistants, flat-panel monitors, scanners, laptops, digital cameras, etc. Installation also included configuring, reuse of old computers to other areas, provided support to Federal Way, and created (along with Media Services) 3 computer/printer carts for special events.
· Highline Technology Passport -- Developed and implemented (along with Instructional Resources) training program for technology training for faculty and staff. 255 individuals have participated in the Highline Technology Passport Program by attending workshops or completing assessments either during a training session or on-line.
|
Highline Technology Passport |
2002/2003 FY |
Overall since Fall 2001 |
||
|
|
Workshop |
Assessment |
Workshop |
Assessment |
|
Highline Basics Part One |
58 |
62 |
63 |
65 |
|
Highline Basics Part Two |
35 |
21 |
45 |
23 |
|
Highline Basics Part Three |
26 |
20 |
35 |
20 |
|
Completed all Highline Basics |
16 |
19 |
20 |
19 |
|
Web Part One - Intro to FP |
23 |
in-class |
78 |
in-class |
|
Web Part Two - More FP |
16 |
in-class |
27 |
in-class |
|
Web Part Three - Design |
42 |
in-class |
46 |
in-class |
|
Data Express for
SMS - |
7 |
n/a |
7 |
n/a |
· In May of 2003 the Web Credit Card system was tested successfully then implemented in a limited roll out for summer and fall quarters. If the system continues to perform well, a full implementation is scheduled for September 2003.
· Established a domain controller at Federal Way.
· In 02/03 the inventory data from the physical inventory was compiled and reconciled with the inventory information that had been collected throughout the previous years for over 10,000 individual items. Also established, updated and maintained software inventory and installation information.
· In May and June of 2003 Enterprise Services migrated the following servers to Windows 2000: CATEGO (main campus file server), WEBBIT (web server for Public, Intranet, and access to HP3000 information), and OMNI (file server at OMNI building).
· In November of 2002 Enterprise Services migrated the campus e-mail system from Exchange 5.5 to Exchange 2000. This included extensive campus preparation in training staff about reducing and maintaining campus e-mail
· Mission Critical Operations including network Services providing telephone voice mail and telephone set support ,IP address and physical network support - additions, moves, changes; during the past year Administrative Technology phased in the management and operations of the campus Telephone Switchboard into Network Services; Enterprise Services provides e-mail and campus administrative file server account support ,main frame job scheduling, on demand reporting and system maintenance and account creations throughout the year, campus administrative operational support that including regular backups, report printing and delivery, and file restorations as needed throughout the year.
· Network Enhancement Projects including upgrading networks in buildings 5, 11, 16, 26 2nd floor, and install wireless Ethernet in the Administrative Technology office and coordinating and working with contractors to install wireless networking to the 6th and 4th floor of the Library, installing wireless networking to every floor of the Instructional Computing Center.
· New Telecommunications Cabinets In Building 19,16.
· Office Moves and Remodels --- support of office moves, and remodels.
· Support Calls Received and Resolved customer services has received between 1500 and 2000 calls to the helpdesk in the past year, with an average of 30% of the issues being resolved over the phone. There were approximately 1000 calls entered into the Helpdesk database. Software installed that enables remote access to staff computers to address problems.
· Updated the On-Line Web Application -- supported the implementation of new Admissions form in April of 2003.
Institutional Advancement
· The Highline Community College Foundation accepted in-kind donations of printing equipment in excess of $40,000 for the Offset Printing program. In addition it secured a $6,500 line of credit from the Boeing Company that was used to purchase computer and engineering equipment from Boeing Surplus, and received $4,025 worth of equipment donated to the Dispensing Optician Apprenticeship Program.
Activities:
A. The College community will deepen its understanding and appreciation of the diversity of our nation and local community.
Instruction
· Instruction faculty, staff, and administrators work continuously with various community organizations on global issues including World Affairs Council, Community Colleges for International Development, World Trade Center Tacoma, Trade and Development Alliance of Greater Seattle, and the South West King County Economic Development (focusing on the creation of an Export Promotion Center), the Port of Seattle; and various committees supporting city initiatives in Kent, Federal Way, Burien, Seattle, and SeaTac.
· Recruitment efforts to target non-traditional industry employers and employees for professional-technical advisory committee membership are ongoing.
· Instructional on-line website and catalog have been tested to meet accessibility standards. Additional initiatives that support HCC’s diverse student and staff population include a monthly “Recommended Reading” display that have included themes such as Native American History, Black History, Travel and Exploration, and World Literature.
· Nine members of the library staff attended the workshop “Intercultural Communication in Libraries” sponsored by the Washington State Library, and forty-seven took part in customer service training that addressed working within a diverse culture. Nine library staff members attended the workshop “Signing for Library Services” presented by Access Services. In addition, a key library staff person is a member of the Washington State Library’s Diversity Committee and has brought information back to HCC that further enhances Instructional Resource personnel expertise in working with diverse populations.
· The Center for Extended Learning offers classes for seniors at 10 Senior Centers in our area. Courses vary from beginning and intermediate Spanish, Art of India, The Art and Culture of Islam, Neighbors of the Pacific Rim and Contemporary Programs. The Center also provides beginning level classes through our ACIEVE program for individuals possessing all learning styles and abilities, and offered a mentoring program that focused on training people to work with persons with disabilities.
· CEL participates in community outreach and marketing to diverse populations including ESL students, Federal Ways’ Korean community, and Environmental Safety and Health courses focusing on the Hispanic population.
· CEL’s WorkSafe project with Colville Federated Tribe focusing on Train-the-Trainer in lead and asbestos removal also serves to raise HCC’s profile as an institution well positioned to meet the needs of diverse populations, as does the fact that 98% of the clients CEL serves at Park Lake Homes are of a minority background.
· The Adult Basic Education Department has continued to provide significant service and outreach to second-language English speakers in the college service district. Last academic year, over 2,000 students participated. This year, to date, is on track to equal or exceed that number. Several particular initiatives have been launched to better serve immigrant and refugee populations in the HCC area:
o “School Success” ESL family literacy projects at Seahurst and Parkside elementary Schools, funded in partnership with Renton Technical College
o Continued growth of the Even Start family literacy program at Tukwila
o Integration of vocational ESL (VESL) with job-skills training as part of the WorkFirst service program
· The Office of Institutional Research has begun distributing a student demographics summary each quarter to all faculty and staff. The “Student Data at a Glance” gives the HCC community a better picture of the diversity of the student population.
· The Diversity and Globalism Committee approved the first Business course as meeting the standards for Diversity and Globalism credit in spring 2002. The total number of courses meeting that requirement now stands at 41 and represents all of the college’s divisions. One new course has been developed by the Culture, Gender, and Global Studies (CGG) this academic year, which brings that area’s offering to 16 courses.
· On March 3, 2003, the FRC sponsored a presentation on “Understanding the Second Language Learner” by Professor Nona Stokes, American Language Department Chair at Mt. San Antonio College in California. Professor Stokes also conducted small group discussions during the day with interested faculty and staff.
· Three Opening Week 2002 sessions related to internationalization or appreciation of student diversity and included “Gender and Islam,” “Gender, Race, and Performance Expectations of College Students,” and “The Challenge and Values of Teaching Abroad.”
· Faculty serving on the Unity through Diversity Committee have discussed way to create assignments that respond directly to the Unity through Diversity programs students attend during the week.
· Faculty in the Humanities Division have increased the cross-cultural content and pedagogy in a number of existing courses through an emphasis on world literatures, ethnic literatures in the U.S., writers of color and gay/lesbian writers, as well as the development of new courses.
· During International Week, three sessions led by HCC faculty specifically addressed internationalization issues:
o Beyond CNN: Alternative information sources for international events,
o Discrimination Post 9/11: A Look At U.S. Government Policies,
o How Teaching Has Changed Since 9/11
· Established Faculty & Staff Recruitment & Retention Council. The goal of the council is to improve the recruitment and retention of faculty and staff of color, a goal which will require the continued attention of the council and college.
· Employment statistics document that HCC employs more people of color than almost all other community colleges.
· Community Services and Supported Employment Initiatives at Highline Community College currently provide education, training, employment opportunities and advocacy services that promote and support the rights of individuals with disabilities to become fully contributing members of the community. The department currently works with 60 local employers and numerous other community organizations in both the public and private sector to achieve this outcome. Outreach to the community includes education, training and consultation as required for accommodation.
· The 2003 Contract with HCC’s Community Services and Supported Employment office and King County Human Services serves 160 individuals and will generate $1,521,186 this year.
· The Department of Vocational Rehabilitation and Supplemental Security Payment through Social Security to HCC will serve approximately 102 individuals and will produce a projected $286,330 for 2003. These initiatives have substantial community impact and create high visibility for HCC.
· Through HCC’s Adult Basic Education and partnership with local city government and private not for profit organizations another 150 individuals are served in Bellevue, Federal Way, and Kent.
· Total number of individuals served through the office of Community Services and Supported Employment in 2003 is expected to be between 400-465 clients. Total revenue from outside sources is projected at $1,807,516.
Student Services
· Co-sponsored the Students of Color Opting to Reach Excellence (SCORE) conference on February 28, 2003. (Summer Institute Project). Purpose of the program was to provide a one-day activity for diverse youth to: explore post-secondary opportunities (including Highline Community College), discuss relevant issues as students of color and build networks of support for future reference.
o Held a one day leadership conference for college bound junior and senior high school students of color. 61 students accompanied by 6 high school counselors from Tyee, Thomas Jefferson, Federal Way and Highline High Schools attended. 15 HCC students of color volunteered their time during the day to act as college peer leaders for the event. Plans are being made to maintain contact with these students and provide recruiting services from Highline as they complete their senior year.
· Increase the number of underrepresented students, administrators, faculty, and staff to reflect the needs of the communities Highline College serves.
o Maintain ethnic minority representation for custodians.
o Participated in recruiting conference for faculty to increase diversity pool
o Participate in Faculty and Staff Diversity Council
o Increase representation of minorities in business office from 16% to 26% through new hires; increase gender diversity.
· A Student Services staff member joined the Black Dollar Days Task Force.
o Promotes economic development in the African-American community and builds institutions that support self sufficiency. Impact and Outcomes are evident in on-going activities.
· Critical Moments (CM) Components for Student Leadership, a retention, awareness and change project for students of color and other underrepresented students. The project prepares students, faculty and administrators to respond proactively to campus and classroom events that involve issues of race, gender, class and other differences through detailed discussion of in-dept case studies cased on extensive interviews with individual students. The interviews focus on describing situations that caused the student to think about dropping out of college-the “critical moment”.
o In coordination with the Washington Center for Improving Quality of Undergraduate Education, this project provides student leadership opportunities and advocacy for students of color and a particularly powerful complement to the many existing strategies for improving campus climate for diversity and retention because it empowers students to act on behalf of themselves and their communities.
o Summer Institute Projects showcased Highline Students’ Untold Stories through a FRC Grant and teamwork with other campus divisions and services. The goal to increase visibility of successful students from diverse backgrounds on campus and in the community was met. A published CM booklet and art gallery showcase gala was a high moment in the team project development—to hear the student’s voice.
o These case stories are being used in a variety of educational settings: academic courses, co-curricular organizations, community settings, and staff/faculty development institutes.
o Critical Moments work contributes to the cultural knowledge of faculty, staff and students, and promotes collaboration among academics and students, and among 2-year and 4-year educational institutions.
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