Classroom Management, Safety, and Support
Winter Quarter Faculty and Staff Seminar

Our own Rod Fowers will facilitate this six-session one-credit seminar for faculty and staff, helping us learn about personal and social dynamics that affect classroom management and the safety of all who may be involved in stressful student interactions.

The focus will be on helping us learn to balance safety and support in our interactions with our students, with a focus on the use of procedures developed by our Student Assessment and Information Team (SAIT).

Course sessions will be held Tuesday afternoons, from 1:45-3:00 Winter quarter:  1/24, 1/31, 2/07, 2/14, 2/28, 3/07.  (Registrants will be contacted with the classroom location.)

Seminar highlights include an examination of our own and our students’ social identities, student rights and responsibilities, classroom management strategies, de-escalation techniques, and a thorough exploration of our Student Assessment and Information Team (SAIT) procedures and potential outcomes for students and faculty.

If you would like to enroll in this one-credit seminar, please sign up at this link.  Enrollment will be capped at 20 participants.

If you have questions, please contact Rod Fowers at rfowers@highline.edu

Reasons to Build MLK/Unity Week Attendance into your Syllabus and Personal Calendar
by Darryl Brice

As faculty we all have material that we need to cover throughout the quarter, but it is important to remember that our course material is never more important than our students. 
This is why we should take every opportunity to bring our students to annual MLK Week and Unity through Diversity Week events on campus Winter and Spring quarters.
These weeks offer a plethora of social justice oriented programming, where students have the opportunity to interact with artists, activists, and scholars about historical and contemporary social issues.  These weeks bring students the opportunity to meaningfully connect with and learn from truly amazing speakers.  Quite often these renowned scholars are speaking directly to our students’ lives and experiences.  These events may be where students most see their own realities reflected and honored.  These presentations are a beautiful enhancement to students’ campus experience, and may well be some of the most memorable experiences our students take with them from college.
Equally important, events during these weeks are great professional development opportunities for us as faculty.  Many of the speakers are nationally respected individuals in their areas of expertise.  Don’t just send your students during your class, and offer extra credit for attendance outside of class time – come to as many of the events as you can yourselves!  Being culturally responsive and aware is an important part of being an excellent Highline instructor and community member.  (See our Tenure Criteria regarding faculty excellence.)

Go to MLK Week 2017 to see what is planned for this year and to archive past MLK Week events, including early 10 years of videos of our remarkable MLK and Unity Week speakers.

Past Presenters

Bill Ayers Jared Ball Mark Bolden Eduardo
Lydia Brown
John Carlos Patrick Chapman Jeff

Joy DeGruy Aaron Dixon
Lani Guinie Gary Howard Dolores Huerta

Bob Jensen Lee Mun Wah
George Lipsitz James Lowen David Roediger
Tricia Rose Bernice Sandler
Bobbie Seale   Tim Wise   Dave Zirin


LTC Book Collection

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.

The LTC Mission: Teaching each other how to teach our students...

The purpose of the Learning and Teaching Center is to support a culture of self-directed and collaborative professional development, assisting faculty and staff engagement in meaningful learning practices. The LTC is especially committed in furthering the college's strategic initiatives of excellence in teaching and learning. The LTC is also dedicated to enhancing a college climate that values diversity and global perspectives.
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