Professional and Growth & Enrichment Leave (for 2017/18)
TO: ALL FULL-TIME FACULTY
FROM: Jeff Wagnitz, Vice President for Academic Affairs
SUBJECT: Professional and Growth & Enrichment Leave
Full-time faculty who wish to apply for Professional Leave or Growth & Enrichment Leave this year (for leaves in 2017-18) are reminded of the upcoming submission deadlines for leave requests.
Submission to Division Chair — December 1, 2016. Applications are submitted first to the Division Chair. To promote consistency, the Division Chairs this year have agreed to a college-wide December 1 deadline.
Submission to Dean/CSSO — January 15, 2017. Divisions will review the requests, add letters of recommendation from the Department Coordinator and Division Chair, and forward them to Alice Madsen, Rolita Ezeonu, Toni Castro or Monica Luce, as appropriate, by January 15, 2016.
Submission to Vice President — January 31, 2017. The dean or Chief Student Services Officer (CSSO), as appropriate, will add comments to the application and forward the entire packet to the Vice President for Academic Affairs. Requests must be received by the Vice President for Academic Affairs on or before January 31, 2016, to be eligible for consideration for remunerated leave during the 2016-17 academic year
Committee Review — Winter 2017. The Professional Leave Committee expects to review proposals and make its recommendations during winter quarter.
Section 604 HCEA Agreement contains details of the local policy on Professional Leave and Growth & Enrichment Leaves. Please review that section carefully before submitting an application, particularly Sections 604.2, 604.4, and 604.5, which outline procedures and criteria used by the Professional Leave Committee in considering leave requests.
Requests must follow the attached outline and should conform to the attached cover-sheet checklist for the Division Chair to use in compiling the packet.
I will be hosting an information session on leave applications at 3 p.m., Tuesday, November 1, in Room 10-202. Please bring your questions.
I encourage you to consider applying for this valuable professional development opportunity.
Upcoming Canvas Training
Introduction to Canvas Oct. 31-Nov. 21
[State Board of Community and Technical Colleges]
This free, three week, online, asynchronous course is designed for instructors and staff who have never used the Canvas learning management system or who are just getting started. By the end of the course, you will have a basic understanding of the main features of Canvas and you will be ready to begin using Canvas with your classes. This course is good for those planning to teach fully online or for those simply moving a portion of their class activities and lectures online. The time commitment for this course is approximately 20 hours. For those of you who may be new to teaching online and/or are unfamiliar computers, your time investment for the course may be greater. Click this link to register for training.
(note from Marc Lentini: [this] a class that is used as an intro to Canvas for other schools. For us, it overlaps a bunch of what we do in the Orientation, but can’t be used as a substitute for the local class. So I usually warn faculty that they might find they don’t get a lot out of it. Also, there’s a high fee for not completing, so if you commit to doing it, then find out you already know the stuff, then it’s a bummer.)
The Learning and Teaching Center, in partnership with the Library, has developed a collection of books specificially designed to support the Highline faculty and staff in their professional development as educators. These books are kept in the MIDS room (lower level of Bldg. 9). Any college faculty and staff can suggest titles for the collection by contacting any member of the the LTC staff. A list of available titles, alphabetically by title and by subject, can be found here.
New in the LTC Collection
Reflective Teaching in Higher Education / Paul Ashwin et al. Bloomsbury Academic, 2015
Description: Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education.
Case studies, activities, research briefings and annotated key readings are provided throughout. More about the book.
To achieve this, the LTC provides theoretical and practical learning support through programs, workshops, individual consultation, and other professional development activities.
As a result of participating in LTC offerings, faculty and staff will be empowered to consistently:
- align course learning outcomes, learning activities, and learning assessment practices.
- use data and research to make informed strategic learning and teaching choices.
- engage in culturally responsive learning and teaching practices.
- create student-centered, active learning environments.
- help Highline students learn to be successful college students