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Review the sessons for Professional Development Day 2015
(selected presentation summaries and links)

Applied Baccalaureate Degrees
Highline has four Applied Bachelor degrees (B.A.S.):  Youth Development ; Respiratory Care; Global Trade and Logistics; Cybersecurity and Forensics.  There are 35 such degrees offered in Washington State.  In August 2015 Goals for these programs as set by the State Board of Community and Technical Colleges are:

  1. Increase educational pathways for professional-technical associate graduates who have been limited in their ability to apply credits toward a bachelor degree. The workforce student population is comprised of a large portion of people of color, older working adults and people (primarily women) who are place bound with family responsibilities.

  2.  Meet state goals for increasing the total number of baccalaureate degrees awarded by public two-year and four-year institutions to 42,400 per year. To do this, the CTC system will need to increase the number of students who transfer to baccalaureate programs by 25 percent and increase the number of applied baccalaureate graduates to 1,400 by the year 2030.2

  3.  Expand the workforce mission of CTCs further to better serve the needs of local and state employers.

In August 2015 the SBCTC released a Policy and Outcomes Evaluation of these programs.

Highlights include:

  • In 2014-15, CTCs enrolled 947 full-time equivalents (FTE), 1,403 headcount enrollments in 35 applied baccalaureate programs in 15 colleges. This is a significant increase from four programs and 77 FTES, 141 headcount enrollments in 2008, the first year programs were offered.

  • The number of graduates in applied baccalaureate programs has increased nearly fivefold from 52 in 2010 to 246 in 2014. Colleges retained or graduated an average of 81 percent of their fall enrollment by the end of the academic year. The retention rate has increased over time because more students are attending full-time.

  • In 2007-08, the programs were evenly distributed between healthcare, visual and performing arts, and business/management. By 2014-15, business/management FTES more than doubled, visual and performing arts stayed relatively constant, and health professions FTES doubled in 2014 with the addition of several new nursing programs. Computer and Information Science programs started in 2013-14 and quadrupled in the following year as six of the 18 new programs coming on line were in cyber security, application development, and other IT related fields.

  • Student diversity in applied baccalaureate programs continues to increase each year.4 In 2011, students identifying as “white” made up 72 percent of all enrolled students. This percentage dropped to 65 percent as of 2015. Students identifying as Native American has remained constant, while the percent of participation for students identifying as African-American has fluctuated up and back down to 7 percent in 2015, the same as in 2011. The percentage of students identifying as Hispanic has grown consistently over the past five years, up to 12 percent in 2015.

Read the Entire Report.


Recent Articles of Interest from Faculty Focus 

How to Improve Group Work: Perspectives from Students  (Nov. 19, 2015)
Many college courses today incorporate some form of group assignment, such as a project, presentation, or a collaborative paper or report. However, instructors are frequently met with resistance from students who don’t like working in groups and don’t want their grade to be affected by peers who may not pull their weight. Nonetheless, research shows that there are many benefits to group work, in terms of both active learning and expanding teamwork skills.  Read more

Step Away from the Lectern (Nov. 4, 2015)
A quote from my June 3 blog post appeared in the October 18 issue of the New York Times. I was thrilled until I read the beautifully written op-ed piece. It proposes more lecture and less active learning. My quote was used to illustrate the perspective of those of us who favor active learning.  Read more

Peer Assessment that Improves Performance in Groups  (Oct. 29, 2015)
Peer assessment in groups has been shown to effectively address a number of group process issues, but only if the peer assessment has a formative component. Many studies have shown that if peer assessment is used at the end of a group project, group members will punish their dysfunctional members—those who didn’t do work, didn’t turn work in on time, didn’t come to meetings, and didn’t do quality work—but they won’t confront those group members when they commit those dysfunctional behaviors.   Read more

Thinking about Teaching and Learning  (Oct. 21, 2015)
I heard someone say today that he’s been teaching for 50 years and never really thought about his teaching. “I just go in there and teach—I don’t think about it.” And here I am having spent something like 45 years thinking a lot about my own teaching and that of everyone else. From my perspective, it’s hard to imagine teaching without thinking about it.    Read more


 Upcoming  Events of Interest
(2015-16 Calendar)
Dec. 3 Anti-Racism and Self-Awareness (Washington Education Association)
Dec.14 Last day of classes
Dec.15-18 Final exams
Dec. 21 Faculty day
Jan.11 First day of Winter classes

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.