Highline logo

   Learning and Teaching Center

Quick Links

LTC Home 

LTC Blog 

LTC Calendar

Cultural Responsiveness 

Opening Week 

Professional Development Day 

MLK Jr. Week 

Academic Affairs 

Faculty Handbook

New in the
LTC Library 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.

Bad Meeting Haiku
Reports, talk, process
Time moves geologically
Death gnaws at my soul

Articles of Interest

Want Students With Drive and Grit? Look in Community Colleges   
Chronicle of Higher Education
May 15, 2016

Should Everyone Go to College?
Chronicle of Higher Education
May 1, 2016

4-Part Plan Seeks to Fix Mathematics Education
Chronicle of Higher Education

May 1, 2016

How to Get the Most Out of a Professional Conference
Faculty Focus  May 23rd, 2016

How Teaching is Like Composting
Faculty Focus  May 11th, 2016

Noncompletion Success in California
Inside Higher Ed  March 4, 2016

Growing number of community colleges use multiple measures to place students
Inside Higher Ed  March 4, 2016

Study finds comparatively good outcomes for community college transfers
Inside Higher Ed  May 3, 2016

Emai Haiku
Electronic mail
The endless tide engulfs me
I dream delete all

NOTE:  Stay tuned (metaphorically) for the new LTC website, to be unveiled  in Fall 2016

Institutionalizing Cultural Responsiveness Professional Development: Highline's Story
Allison Green, Allison Lau, Natasha Burrowes

"From 2014-16, we co-coordinated a Faculty and Staff Learning Community on cultural responsiveness at Highline College. Our goal was to create a Canvas-based resource for professional development that could be used by individuals or facilitated groups. Thirty-six faculty and staff participated in the project over the two years.

We have come to the conclusion that, while it might be tempting to try to export the Canvas site wholesale to other campuses, such an approach would not be as effective as a program developed organically at each institution, responding to the specific needs of that institution’s student body, faculty, and staff. Therefore, assembled here are thoughts on how the process we used at Highline might be adapted to other institutions and some documents that might be useful as starting points for discussion."     Read the full report

Open Education Resources at Highline
Hara Brook, Deborah Moore

Through funding from SBCTC eLearning, our Faculty Learning Community on Institutionalizing OER has created the following artifact for use at Highline College: Faculty Guide to Open Educational Resources (OER).  Please have a look at it, and as always, if you have questions please email refhelp@highline.edu.

 Our Story and Process:
 Audience: This guide was initially created for the OER Faculty Learning Community (FLC) and other faculty and staff at Highline College; however, we hope that it will be useful to anyone interested in OER. It’s our hope that it will encourage other faculty on our campus and beyond to explore and adopt OER in their courses.

Our process: Our FLC met three times each quarter. At first, we started by reading more about OER and having conversations about related topics such as OER vs. open access, faculty vs. campus ownership, copyright, print options, etc. Then we moved to show-and-tell type sessions where FLC members shared where they’d been searching, what they found, tips and cautions, etc. Throughout all of this, our two FLC coordinators, who are librarians, started putting resources we found in this Library Guide so we would have everything in one place. We also kept notes on our research, which was used to create the OER Heroes section of this Library Guide.

 We wanted to keep the Library Guide simple, so we organized it to include information for those first exploring OER (OER Explained), and then separate pages on finding OER (OER Content) and locating reviews (OER Reviews). The OER Heroes page tells our FLC’s personal stories with OER, and the Lessons Learned page is self-evident.  Our colleagues in the FLC are also a valuable resource, so contact someone listed on the Hero’s page or ask us to connect you to someone familiar with OER in your discipline.

Want Funding for Professional Development?   Check out some of the available funds to you from the college.  Over time we will improve the list by including tips and examples for increasing your chances for funding.

   Professional Development - Upcoming Conferences

   The Learning and Teaching Center staff have prepared a list of upcoming regional and national conferences for the 2016/17 academic year.  The conferences selected for inclusion are of more general interest to faculty (not specific to any academic discipline).  Conference List.

Below is an example from the list.  For each conference (listed by date), the date, location, and available conference description is given, along with a link to the conference webpage.  We have also assigned each conference a broad subject heading ( Teaching, Assessment, Diversity, Technology, Student Success, STEM, etc.)

Note:  for Highline College faculty - if you are aware of a conference you have attended in the past that you found valuable and it is not on the list, please email the conference name to Jack Harton.  This can include conferences specific to your academic/subject discipline as well.

Sample Conference List Entry

Oct. 26-28


2016 EDUCAUSE Annual Conference
Oct. 26-28, 2016  Anaheim, CA  

Program Domains

  • Driving Innovation in Teaching and Learning
  • Enabling the Data-Driven Decision-Making Environment
  • Innovating in IT Infrastructure and Cloud-Based IT Environments
  • Leading and Partnering Strategically across the Academy
  • Producing, Distributing, and Using Digital-Based Knowledge
  • Reducing and Managing Risk in a Digital World
  • Transforming the Student Experience


The Practice of Teaching

Would you like to contribute to to the LTC building a repository of best teaching tips, activities, and perspectives as practiced by Highline faculty?  The idea is to get input from our faculty and make it available through the LTC site.  We are looking for contributions on a variety of areas.  Some of them are stated in the box below.  You can contribute on any of these subjects or suggest others you think would be of interest to our instructors simply by emailing Laura Manning or Jack Harton.

Practice of Teaching:  Looking for input (about a page on Word) on topics like:

Critical Thinking Lecturing Retention Student Engagement
 Using Canvas   Classroom Management Groupwork Blended/Flipped Classes
Hybrid Classes  Advising Building a Syllabus Information Literacy
Reading Apprenticeship   Assessment Icebreakers   Online Classes 
Using Different Technologies   Building Communities Open Education Resources Oral Presentations



Groupwork (Ruth Frickle) 

I have, depending on the course, always used group work in my classes to some extent.  In the human relations class (PSYCH120), group work predominated (yes, right, you must relate to humans in the human relations class), while in general psychology (PSYC&100) and other courses I tended to use group work as ancillary to lecture.  What I am now doing in general psychology is actually a very specific approach with strong research underpinnings, which is called ‘inter-teaching’.  There are a lot of similar models out there, including the moderate/high structure model that is used by Sarah Eddy and her colleagues.  The inter-teaching model has been developed and used in psychology classes for several years, and assessed for effectiveness.  The strength of the model enticed Sue Frantz to give it a whirl, and she in her quiet but infectious way got me thinking about it.  So, between the power of Sarah Eddy’s research, which shows the positive impact on students of color that this approach can have, and the proximity of Sue’s work with it, I have implemented a version of it over the past year.  It is a work in progress, but I’m excited about it.  Read more.

Student Retention (Helen Burn )    

Increasing the percentage of US adults with college degrees hinges on retaining them in their current courses. In the five-quarter period from Summer 2014 to Summer 2015, I have retained on average  33 students in each of my classes.  The class cap is 32 students and I typically overload to 36. Thus, I am losing, on average, 3 students per quarter.  My high retention results from employing evidence-based practices, described in the paragraphs that follow. The first section describes the crucial role of the first week in students’ decision to stay. Following this, I describe efforts to maintain student motivation throughout the quarter.  Read more.

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.