Area Report for Board of Trustees
Faculty and staff in Academic Affairs continue to respond to the challenges we face in resourceful, resilient, creative and caring ways. We continue to learn how best to support and engage students, as well as faculty staff, in remote teaching and service delivery. This becomes even more pressing because of the decision to offer most instruction remotely in winter quarter 2021 as well.
Accreditation update: Highline’s self-study will be sent to the visiting team on 9-4-20. The draft schedule for the visit is being negotiated with the committee chair. Plans are being made to engage the campus community during Opening Week in preparation for the October site visit.
Guided Pathways updates: A faculty team spring quarter led the effort to finalize revisions to Highline’s pathways based on feedback from students. A second faculty team worked during spring and summer quarters to develop a prototype for program maps—the list of courses students need to take to complete certificates or degrees. Their work included suggesting revisions to the current presentation of Highline’s pathways and programs on our website. The web team has begun work on this new presentation, with the goal of having it ready to roll out in winter quarter. A third team of faculty and staff began the work to revise Highline’s college success course to include career exploration, and to serve as an anchor for a first quarter exploratory experience.
On-campus instruction fall 2020: Not all competencies can be taught remotely. Faculty responsible for teaching competencies that cannot be taught remotely were asked to submit a request that identified the skills that need be taught on campus. Seven departments applied to offer on-campus instruction for these competencies, including Chemistry, Personal Fitness Training, Integrated Design, Medical Assisting, Respiratory Care, Nursing, and Nursing Assistant Certificate. In addition, students enrolling in the beginning level of the English for Speakers of Other Languages program (ESOL) will come to campus once to learn how to use the technology they need to engage in remote instruction.
New inclusive syllabus template: Instruction Cabinet approved an evidence-based inclusive syllabus template for use by all faculty beginning Fall 2020. The new accessible syllabus template and a syllabus design checklist was inspired by last spring’s Equity Development Institute. Implementing the revised syllabus template across all Highline courses is a retention strategy, as the template is designed to make students feel more welcome in their classes and provide them with the information they need to be successful.
Scaffolding for Highline’s criteria for effective teaching: Over the summer, a faculty team supported by key staff developed a series of modules to provide consistent, current scaffolding for Highline’s criteria for effective teaching. New faculty will work through the modules as part of their orientation this coming year. Administrators serving on tenure working committees are in the process of reviewing the modules prior to fall term. Faculty serving on tenure working committees will have access to these materials. The goal is to strengthen our collective practice around the criteria, particularly practicing culturally responsive instruction. The course is designed to illustrate key principles of universal design for learning, and includes research and suggestions on best practices for observing classes and interpreting student evaluations.
Policy recommending use of Canvas for most courses: In response to the switch to emergency remote teaching, and the extended snow days before that, Instruction Cabinet worked with Educational Technology to develop a policy on using Canvas. IC also approved a grade retention policy. Using Canvas meets the grade retention policy requirement. Faculty must apply for an exemption to using Canvas if they choose to maintain grades outside of Canvas.
Student evaluation options: The Tenure Review Committee has approved the use of mid-quarter evaluations instead of, or in addition to, end of course student evaluations. All faculty can choose this option. The TRC is also in the process of revising the five common questions to better reflect what we’re learning about keeping students engaged and learning in remote circumstances.
Reflecting with Peers on Teaching Remotely: Nearly 60 faculty participated in this project in spring quarter. Based on their feedback, feedback from several surveys, and responses from faculty groups, the project has been reprised for Fall quarter at least–maybe longer.
Encouraging the use of the 4-Connections: The 4-connections is an evidence-based retention strategy developed by Odessa College in Texas, and in broad use around the state. Highline’s Learning and Teaching Center supported two faculty inquiry groups last year, and is planning to expand work in this area in 20-21.
SBCTC Fall Faculty Institute September 9-10: “Preparing Faculty to Lead with Racial Equity Teaching Online During COVID-19” is the theme of this two-day conference, redesigned to be relevant to all faculty, not just faculty new to the WA community and technical college system. We registered our campus—so all faculty (full-time and part-time) are welcome to attend.
Common read: A team in Academic Affairs is working out details for a common read for all staff members in Academic Affairs. Faculty are welcome to join, as are staff from other divisions. Details to follow, but the book, Overcoming Educational Racism in the Community College, provides case studies of community colleges who have used pathways to close equity gaps.
Report submitted Aug. 31, 2020, by Vice President Emily Lardner, Ph.D.