Area Report for Board of Trustees

Good day Trustees,

As we settle into winter quarter, I’m happy to say that our enrollment is up and students are on campus!  It’s a great feeling to see.  And while we haven’t reached our enrollment numbers pre-pandemic, I’m encouraged about our enrollment when compared to last year.  We are trending up.  I can’t say it enough but many thanks to our staff and faculty in providing a warm and caring environment for our students as they continue to “return” to campus.

In addition to growing enrollment, this is peak tenure review time.  At the next board meeting, on behalf of the Tenure Review/Working committees and Dr. Lardner, I will be recommending to the trustees those continuing in the tenure process and individuals eligible for tenure.  This is one of my favorite times of the year and as done in previous years, there will be a tenure reception for faculty and their families right after the board meeting.  If you have time, please stop by, even for a few minutes.  Our faculty will be grateful and excited to see you!

Thank you to Trustees Swensen and Exstrom and Shakira Ericksen for attending the ACCT Legislative Summit in Washington, DC last week.  The college appreciates your advocacy and the numerous meetings you attended with legislators.  I look forward to hearing your observations about the summit at an upcoming board meeting.

Have a great week.

Information Technology Services

We took a big leap on February 15th with the implementation of the Multi-Factor Authentication (MFA) requirement for students in credit programs for ctcLink.  Additionally, an MFA requirement for Microsoft365 logins went into effect the same day for employees and credit students.  These moves significantly increase our protection of these systems and data, and are a big step forward in our regulatory compliance.

At the same time we rolled out the ability for Highline users who have MFA enabled to log in to ctcLink utilizing their Highline credentials using the Highline Okta Dashboard, simplifying access to multiple systems for our users.  ITS and Ed Tech staff collaborated on updated and improved documentation to help support users through this significant change.

Human Resources

Core Theme 4: CULTURE & CAPACITY, Create capacity for meaningful strategic planning and institutional transformation through intentional development of employees, facilities, and systems that support student success and close equity gaps.

HR Operations: HR personnel hosted our first monthly training to campus staff and supervisors.  We had approximately 30 staff participate in this initial training opportunity which focused on timekeeping and attendance rules.  We held this session in person and virtually, with a virtual make up session scheduled for the end of the month.  Our next topic will be focused on Title IX requirements.

Labor Relations: HR staff had several meetings with both HCEA and WPEA representatives related to a variety of subjects.  We were able to successfully resolve several employee related concerns, and provide clarification on institutional and contractual processes.

Recruitment:  HR recruiters have been processing our initial set of faculty recruitments with more likely on the way.  We have also prepared the job announcement for the Executive Director for Human Resources which will be posted broadly later this month.  HR Staff have been working closely with Dr. Mosby to develop the announcement and recruitment timeline.  We are anticipating a hire date for the permanent position around July 1, 2024.

Payroll: Payroll staff have been busy cross training staff in advance of a pending retirement within the department.  We also met with SBCTC staff for some additional training and assistance.

Benefits: The benefits team have been working hard learning the state’s new benefits platform, Benefits 24/7.  Staff have discovered a few challenges with the system and have been effective in submitting needed corrections to the Health Care Authority.

Title III

End of Year Two (2022-23) Title III Evaluator Report delivered. We have already begun acting on many of the recommendations.

Summary:

5 of 8 objectives met target, 1 partially met target:

• Of gateway courses with Title III interventions (tutoring, teaching changes), Prof Tech courses met pass rate targets (overall, Black and Hispanic students) Aggregated degree-required (mostly transfer) classes did not yet meet targets for any population.
• Did not meet target on percentage of Black and Hispanic students completing 30 credits in first year, with a larger gap for Hispanic students.
• Exceeded target for fall to fall retention.
• Exceeded target for 6-year graduation rate, did not meet target for 3-year graduation rate (note: 3- and 6- year graduation rates for Black and Hispanic students are notably lower than overall)
• Exceeded target for percent of newly enrolled students meeting with an Entry Advisor
• Exceeded target for number of faculty and staff attending professional development on data literacy and equity and inclusion
• Exceeded target for number of faculty who have adopted culturally responsive practices

Evaluator highlighted successes:

• Onboarding: COL 101, Entry Advising, and New Student Orientation.
• Professional Development: Communities of Practice launched, began regular data literacy training, many faculty examining their outcomes and adjusting their practice.
• Advising: launch of faculty advising as part of the negotiated contract, establishment of 3 of 4 phases
• Tutoring: Students are making great use of e-tutoring, both AEW’s and Embedded Tutoring rolled out.
• Black and Hispanic Student focus: Year 2 Juntos convened to focus on hispanic students, leading to Year 3 launch of Moving Toward Serving. Year 2 Title III supported faculty and staff attending Umoja Summer Learning Institute.

Evaluator Recommendations:

1. Place a renewed emphasis on their pre-Title III focus to fully implement Guided Pathways as a way to reinforce current Title III advising initiatives and positively impact objective targets. (Executive Cabinet and SBCTC have begin refocusing on GP. Advising is a part of this. RAISE is supporting examination of 4 phase advising model.)
2. JCCI recommends that Highline consider supplementing peer tutors with hourly paraprofessionals (beginning to happen)
3. Disaggregate student data pertaining to degree completion to determine factors associated with students who do not complete their degrees and inform future interventions. Suggests internal tracking and reporting (beginning to happen)
4. Consider a budget modification to support a Latinx student retention specialist ($30,000 salary plus $10,000 benefits) to be shared with other departments including the Division of Equity, Diversity and Transformation. (happening)
5. JCCI recommends PD/project staff look into the options for incentivizing both faculty and staff for Title III work such as stipends for faculty who take on additional duties/activities related to the grant.   (still a challenge)
6. JCCI recommends Highline review and discuss Complete College America’s Purpose First as a strategy to help students identify the connection between their interests and programs of study/career pathways. (shared as a resource with stakeholders)

Core Theme 1: ACCESS, Reduce Barriers and close equity gaps to access for all community members

Entry Advising, College 101, New Student Orientations, Retention Efforts through the Retention department and RAISE committee (Retention and Advising Increasing Student Engagement)

Core Theme 2: STUDENT LEARNING, Increase educational success, collaborate to improve

Title III Sponsored professional development around anti racism, culturally responsive teaching and inclusion.

Embedded tutoring, E tutoring, AEWs

Core Theme 3: COMMUNITY PARTNERSHIPS, Create a more inclusive working environment and a more valued , visible relationship with communities we serve

Cross-campus collaboration in all we do, highlighting the fonts of knowledge of communities who are being underserved at Highline.

Core Theme 4: CULTURE & CAPACITY: Promote a campus culture which fosters equity and inclusivity supporting employee growth and development, and institutional capacity for transformation.

Data Literacy trainings consistently offered for different campus stakeholders.

Mission Statement: As a South King County college striving for social justice, Highline College partners with global students as they envision, plan and achieve their educational and professional goals.