Plan Your Professional Development for 15-16!

ATLC listserv
If you are not already subscribed to the Assessment, Teaching, and Learning Community (ATLC) listserv, sign up here!  This listserv is the primary method the office of Assessment, Teaching, and Learning (ATL) disseminates information about events of interest to faculty and staff in our Washington State CTC system, including our Fall and Winter retreats, the new 15-16 Systems Biology Workshop Series, state-wide conversations about issues of importance such as “Standing in the Gap” and “English 101 as ‘Next Space,’” and our Bridge to College English (BCTE) Course Refinement and Development Meetings.

SBCTC Professional Learning Calendar
This google calendar is regularly updated with all of the professional learning opportunities offered by our agency, including the annual Best Practices event, eLearning’s popular Open Educational Resources (OER) training and Introduction to Canvas for Faculty, and other trainings such as Bootcamps for Professional Technical Instructors.

ATL Blog
If you follow Jen Whetham’s Blog, you can find out how to join a Faculty Learning Community (FLC) on hybrid instruction and read meditations on hot topics like Standardized Testing by Bill Moore.  Jen also posts opportunities that fund faculty travel and participation in national projects—like this invitation to participate in an assignment charrette in New Orleans.  Sometimes Jen will even ask for help when she is preparing for an event!

Spring ATL Conference
Save the Dates: May 4-6, 2016
Our annual spring conference brings together educators to broaden their understanding of teaching, relate effective learning practices, and exchange insights, methods, and strategies that promote and support student learning.  This year the keynote is the leading authority on communities of practice, social learning theorists and consultants Etienne and Bev Wegner-Trayner.

FLC Grants
Read about the FY 15-16 FLC grant recipients here!  A faculty learning community (FLC) is a group of educators (faculty, administrators, professional staff) who collaboratively design and then implement a structured, intensive, year-long professional learning experience for its members. Together, the community builds a curriculum of study that engages complex problems and focuses around the members’ individual and collective teaching and learning.  To support system-wide professional learning related to instruction and innovation, the Assessment, Teaching, and Learning (ATL) and eLearning and Open Education departments of the Washington State Board for Community and Technical Colleges (SBCTC) invites faculty, staff, and administrators to apply for grants of up to $5,000 to fund Faculty Learning Communities.  Applications for FY 16-17 will be available in March 2016.

As usual, Jen welcomes your questions, comments, and suggestions!  Contact her at jwhetham@sbctc.edu

15-16 Faculty Learning Community Grants

SBCTC’s Assessment, Teaching, and Learning (ATL) and eLearning departments are pleased to announce the recipients of the 15-16 Faculty Learning Community (FLC) grants.

A faculty learning community (FLC) is a group of educators (faculty, administrators, professional staff) who collaboratively design and then implement a structured, intensive, year-long professional learning experience. Together, this special kind of community of practice builds a curriculum of study that engages complex problems and focuses around the members’ individual and collective teaching and learning.

To support system-wide professional learning related to instruction and innovation, the Assessment, Teaching, and Learning (ATL) and eLearning and Open Education departments of the Washington State Board for Community and Technical Colleges (SBCTC) annually award grants of up to $5,000 to fund Faculty Learning Communities.

Cultivating Growth Mindsets: Fortifying the Foundation of Teaching and Learning
Growth mindset is a term developed by Stanford professor Carol Dweck, and is defined by its divergence from fixed mindsets. Dweck explains that “in a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They believe everyone can get smarter if they work at it.” Without a growth mindset innovation cannot occur. Revision cannot occur. True teaching and learning cannot occur. While there is general agreement on the value of growth mindsets, there is little available as far as practical and researched means of instilling, cultivating, and measuring them. Our FLC will seek to quantify and develop specific strategies and assessments in pursuit of this overarching goal.
Whatcom 
Contact: Justin Eriksen & Kaatje Kraft

Becoming Culturally Responsive Educators; From the Parking Lot/Bus Stop to the
Classroom, Part II
This is year two, as we complete and deploy the Culturally Responsive Educators (CRE) modules across our campus. Last year, we created modules around cultural responsiveness and we discovered areas we wanted to include and go into more depth than we had anticipated. We connected with more departments and divisions and our group and work has grown. We now have a solid framework for an online course of study about being a culturally responsive educator, including staff and faculty.
Highline College
Contact: Allison Lau 

Integrative Learning
This FLC will take a deeper look at integrative learning practices such as learning communities, common read programming, transfer theory, and civic engagement. Stakeholders include faculty, staff (Student Affairs & Instruction) that are either new to integrative learning or new to the practice. Members will discover how these practices and initiatives can be infused between disciplines and also in curricular and co-curricular activities.
Clark College
Contact: Janette Clay

Developing Sustainability Content
The primary goal of the FLC is to increase the likelihood that WCC faculty members will infuse sustainability concepts and content into at least one of the courses they teach, and to share their work-in-progress both internally among WCC colleagues as well as externally in the online Curriculum for the Bioregion Curriculum Collection.
Whatcom

Contact: Barry Maxwell

Purpose and Vocation Groups: Exploring Spirituality
A number of key issues converge around students’ development of a sense of personal
mission/purpose: The continuously expanding understanding that teaching and learning happen best when the whole person is involved (i.e., students are not just brains that walk into a room to download information); Retention and completion data consistently points to “student engagement” – the desire to show up each day because one feels valued and understands the value of what is occurring through teaching and learning – as a key element of student success (i.e., are we satisfying the need to know and be known?); 3) Wrestling with the tensions surrounding the role of spirituality in the classroom and on campus, in the lives of students and instructors, and how best to facilitate conversations about the meaning of our work and our lives.
Lake Washington
Contact: Sally Heilstedt

Service Learning
Service learning offers applied learning opportunities and unique, meaningful experiences for both students and faculty. According to LEAP (Liberal Education and America’s Promise), service learning is field-based “experiential learning” that collaboratively includes community partners as part of course curriculum. The two important components of service learning that distinguish it from other instructional strategies are students are given the opportunity to 1) apply what they are learning in a “real-world setting” and 2) reflect on their service in a classroom setting. Essentially, service learning allows students to gain experience in their field of study by working in the community. Often, it is more meaningful than an internship opportunity because students connect with mentors within organizations who help the students to continuously reflect on their career choices, life challenges, and professional growth.
Peninsula
Contact: Jennifer Santry 

Universal Design for Learning
At Pierce College (PC), over the years, faculty have been exposed to an array of standards, technologies, theories of practice and interventions designed to address one or more specific areas in course design, assessment, and teaching. Universal Design for Learning (UDL) promises to provide a wider framework for considering how we approach content/course creation, how we assess learning and how we organize and deliver our courses. We have a group of interested faculty from across the district who are eager to participate in a deeper learning experience about UDL, experiment with implementation of UDL strategies within their personal teaching practices and share their successes and challenges with the college as a whole. The work of this FLC will benefit not only the students in the participants’ classes, but
provide concrete examples of UDL implementations for other faculty to view and consider in their own practices.
Pierce College
Contact: Renee Phoenix 

Institutionalizing OER
We want to reduce barriers to student success by getting Open Educational Resources (OER) institutionalized and implemented in every academic division. The college serves a large number of low-income students, many of whom are immigrants and refugees, and the high cost of textbooks is a barrier to their success. In addition, Highline has a very diverse student population, and many are not well served by commercially available materials. The members of this FLC will identify, evaluate, and incorporate OER in their classes as an example to their peers. In the course of this work, we will identify institutional processes that support or hinder OER adoption, and begin the work of changing them.
Highline
Contact: Deborah Moore

Exploring Hybrid Instruction
Creating an FLC where faculty can work together to test online instructional ideas, get
feedback from peers and share best practices will help RTC improve the hybrid courses now available as well as expand into additional hybrid courses to meet the needs of students.
Renton Technical College
Join this FLC!
Contact: Liz Falconer

Accessibility
An average of 12% of community college students have a disability. Instructors are required to make online course content accessible to students. Accessibility needs vary. There will not be one checklist that fits all purposes. We need a diverse group of thinkers creating a variety of solutions to meet students’ needs. This group wants to deepen our understanding of the need, the variety of solutions, and create a sustainable and scalable system that can be adopted and adapted in other schools in Washington.
Tacoma
Contact: Deb Padden

Join a Faculty Learning Community (FLC) Focused Around Hybrid Teaching!

Renton Technical College (RTC) has received one of the Faculty Learning Community (FLC) grants; their FLC will focus on hybrid teaching.  This group will “learn by doing” as they experience and create hybrid content.  In addition to discussion of readings and selected videos exploring hybrid teaching, participants will have a chance to try out lesson ideas and get feedback.  All work will be compiled in a Canvas shell.  This group will provide support to nurture confidence as hybrid teachers.

The FLC is open to both new and experienced hybrid teachers, and everyone is invited to join them!  The group will meet a few times a quarter; they will use appear.in for those who want to attend virtually.

The five meetings are

  • Oct 2nd, 2015
  • Oct 16th, 2015
  • Oct, 30th, 2015
  • Nov. 13th, 2015
  • Dec. 4th, 2015

All  meetings will be 11:00 AM to 12:30, with lunch provided.

To join the FLC to access the material for the first meeting and further information, please email Liz Falconer, lfalconer@rtcf.edu

Register Now for the Washington State Learning Community Coordinator’s Meeting!

Register Now!
Deadline: Friday, October 7, 2014

Washington State Learning Community Coordinators’ Meeting
Friday, October 16, 2015
8:00 AM to 3:30 PM

Cornish College of the Arts
Seattle, WA

This meeting is an opportunity for learning community program coordinators and those involved in integrative learning initiatives such as I-BEST to exchange ideas, share questions and effective practices, and hear about new research. Our goal is to continue to build and strengthen the Washington state network of learning community programs.

THERE IS NO CHARGE FOR THIS EVENT.

Due to limited space, we ask that each institution send no more than 2 representatives to this meeting. Please work with your LC coordinator and colleagues to determine who will attend before registering for this event.

To register, please email: washcenter@evergreen.edu

Questions: Brenda Orzino, Program Coordinator, Washington Center for Improving Undergraduate Education
The Evergreen State College
Phone: 360.867.6602
Fax: 360.867.6662
Email: orzinob@evergreen.edu
Email: washcenter@evergreen.edu

Systems Biology Workshop Series 15-16: Register Now!

The Washington State Board for Community and Technical Colleges (SBCTC) is pleased to continue our partnership with the Institute for Systems Biology (ISB) and further our mutual commitment to the new biology, to our students, and to our faculty.

Overview of Workshop Series
We have designed a three phase workshop series focused around two big data sets—one health and one environment. Working with ISB scientists and colleagues from across the CTC system, faculty will collaboratively design, develop, test, and refine new materials to use in their classrooms.

Primary Faculty Learning Outcome
To increase faculty content knowledge and pedagogical strategies for integration of computational thinking (e.g., access to, integration of, and analysis of big data) into undergraduate biology experiences.

Purpose
As the world changes, so must our classrooms. Now more than ever, our students require authentic learning experiences that connect the content of their science courses to real world problems— not only to foster skills that allow them to enter the rapidly evolving workforce, but to participate in their communities as effective citizens. Faculty need time, space, structure, and community to “refresh” their learning in ways that invigorate their disciplinary knowledge and expertise—while leveraging precious workshop time to produce new materials to use in their classrooms.

Phase I: Learning and Initial Design
Workshop Date: October 16th, 2015

Phase II: Materials Development
Workshop Date: January 29th, 2016

Phrase III: Reflection and Refinement
Workshop Date: April 22nd, 2016

Who Should Attend?
The ideal team will consist of 3 to 5 faculty members who teach the diversity of undergraduate biology courses offered by Washington State CTCs. Depending on institutional potentials for collaboration, Chemistry and Statistics faculty, as well as other STEM faculty, may benefit.

Cost
College sends one faculty member to attend the series of three workshops— $450 flat fee.

College sends more than one faculty member to attend the series of three workshops— $390 per faculty member.

Questions About Content: Dana Riley Black or Jennifer Whetham
Questions About Registration: Jackie Eppler-Clark

2015 IGNIS Webinar Schedule!

IGNIS Logo

Join Us in Collaborate

Thursday, February 5th, 2015, 2 pm
My Decade of Mistakes: Four Things I Did Wrong as an OL Teacher
Alyson Indrunas
eLearning Director, Everett
Click here for Recording and Materials

Thursday, February 19th, 2015, 2 pm
Position Stands
Janet Hinson, MS, CHES
Faculty, South Seattle

Thursday, March 19th, 2015, 2 pm
Universal Design for Learners
Al Souma
Counselor, Seattle Central

Thursday, April 16th, 2015, 2 pm
Reading Strategies for the Digital Age
Bellingham Technical College Faculty Learning Community

Thursday, May 7th, 2015, 2 pm
Quality Matters’ Principle of Alignment
Brenda Boyd
Director of Professional Development and Consulting at Quality Matters Program

Thursday, May 21st, 2015, 2 pm
Making Accessibility Accessible
Terrill Thompson
Technology Accessibility Specialist, University of Washington

IGNIS Webinar Recording: K-12/CTC Partnerships, LGBPTQIA, QM: Transition from F2F to Hybrid, Reading Apprenticeship

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Thank you to our fabulous presenters today!  It is inspiring and humbling to hear about the great professional development that is happening across our system during the 2013-14 Faculty Learning Communities.  These presentations achieve a lovely balance of content about the work and the process of learning in this modality . . . with GREAT visuals!

View the Blackboard Collaborate recording

Click Here for the Webinar Survey

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Reimagining Relationships Between High School and College Instructors

Tacoma Community College

LGBT+– LGBPTQIA Socially Responsible Faculty

Highline Community College

Transitioning a Face-to-Face Course to a Hybrid Course Using the Quality Matters™ Rubric Standards and Best Practices for Blended Learning

Olympic College

Reading Apprenticeship Across Disciplines and Programs

Highline Community College

 See the IGNIS Webinar Schedule for a complete list of upcoming FLC Highlights!

FLC GraphicJoin members

of the

SBCTC-Funded 2013-14 FLCs

as they share what they have learned through their work!

Thursday, May 15, 2014

2pm to 3pm

in the IGNIS Webinar Room

Reimagining Relationships Between High School and College Instructors

Tacoma Community College

LGBT+– LGBPTQIA Socially Responsible Faculty

Highline Community College

Transitioning a Face-to-Face Course to a Hybrid Course Using the Quality Matters™ Rubric Standards and Best Practices for Blended Learning

Olympic College

Reading Apprenticeship Across Disciplines and Programs

Highline Community College