Learning and Teaching Center
MLK Jr. Week
Teaching in Higher Education
Paul Ashwin et al. Bloomsbury Academic, 2015
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.
activities, research briefings and annotated key
readings are provided throughout.
More about the
NOTE: Stay tuned (metaphorically) for the
new LTC website, to be unveiled in Fall 2016
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
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
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.)
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
This can include conferences specific to your
academic/subject discipline as well.
2016 EDUCAUSE Annual Conference
Oct. 26-28, 2016 Anaheim, CA
Innovation in Teaching and Learning
- Enabling the
- Innovating in
IT Infrastructure and Cloud-Based IT
- Leading and
Partnering Strategically across the
Distributing, and Using
- Reducing and
Managing Risk in a Digital World
the Student Experience
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
Practice of Teaching:
Looking for input (about a page on Word) on
Building a Syllabus
Open Education Resources
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
What I am now
doing in general psychology is actually a very
specific approach with strong research
underpinnings, which is called
There are a
lot of similar models out there, including the
moderate/high structure model that is used by
Sarah Eddy and her
inter-teaching model has been developed and used
in psychology classes for several years, and
assessed for effectiveness.
of the model enticed Sue Frantz to give it a
whirl, and she in her quiet but infectious way
got me thinking about it.
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.
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.
|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.