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Breakout Sessions

Wednesday September 21st, 2016 9:05 - 10:20 AM

Bldg. 19-102 - What would an advisor do?

Jennifer ScanlonDirector, Advising and High School Programs

Bevin TaylorFaculty, Adult Basic Education / English as a Second Language

In this highly interactive and collaborative session, you’ll be presented with several common advising scenarios, share how you might approach each one, and hear suggestions from a few “experts.”

If you’re a new advisor, come hear tips from your colleagues. An experienced advisor? Come share your wealth of knowledge. Maybe you don’t consider yourself an “advisor” at all, but want to share about your program with advisors, or just want to learn more about helping our students.

You’ll come away with some strategies and resources on topics such as academic probation, undecided students, competitive majors, Running Start, and more. Bring your questions!


Bldg. 19-205 - Cultural Responsiveness 101  

Allison Green & Patricia McDonald Culturally Responsive Educators Working Group

Folks are saying that it’s part of everyone’s job at Highline to learn to be increasingly “culturally responsive” in our work with students and colleagues, but it is not always clear what the term means.

Members of the Culturally Responsive Educators working group will lead faculty and staff in a self-evaluation exercise exploring these themes:  1)  What do you already know about cultural responsiveness and how it relates to how you do your job at Highline?  2)  What would you like to know?

All participants will be encouraged to make a plan for professional development for the 2016-17 academic year.  New Canvas-based modules exploring how cultural responsiveness affects the work we do – modules designed collaboratively by a large group of Highline staff and faculty – will be presented as a professional development resource. 


Bldg. 25 Library - Main Floor - Got info?  Measuring student achievement  

Emily Coates Manager, Highline College Institutional Research

Tom Pollard & Woody Moses Highline College Assessment Committee

Data documenting student achievement comes from many valuable sources.

1)  Find out from Emily Coates, our Institutional Research Manager, what data from Highline’s “Mission Fulfillment Report” says about how our students are progressing toward achieving their goals here at Highline.  2)  Find out from Tom Pollard and Woody Moses, members of our campus teaching and learning Assessment Committee, how faculty can improve their teaching and painlessly fulfill accreditation requirements by documenting data about how students are mastering course outcomes. 

Both of these topics have accreditation implications; take away ideas about how to use these valuable data sources to make meaningful decisions that will help ensure that our students achieve their goals.


Bldg. 19-206 - Student Services assessment TED Talks:  SS celebrates learning  

Jonathan Brown & fellow Student Services Professionals

Come hear a sampling of what we are learning from our assessment activities in the Student Services division. 

All Student Services departments engage in assessment of program and learning outcomes annually.  This TED Talk-styled event is intended to encourage more participation in assessment initiatives on campus while sharing some data collected during our 2015-2016 assessment cycle. 

Come see what we are learning about our students, our offerings, and our on-going work to support student achievement and success.  Highlighted programs: TRiO, Center for Leadership & Service, Advising Center, and our Student Services Assessment Taskforce.

Wednesday September 21st, 2016 10:30 - 11:45 AM

Bldg. 19-205 - Respectfully yours:  Working with diverse colleagues   

Faculty and Staff of Color Network and the Culturally Responsive Educators Working Group

Each of us brings a wide array of identities to our work here at the College – we bring our diverse genders, ethnicities, religions, socioeconomic backgrounds, and so much more.  So it is not surprising that we are not always sure how to best demonstrate respect,  or ask for what we need, in ways that diverse colleagues can see and hear.

Members of the Faculty and Staff of Color Network and the Culturally Responsive Educators Group are collaborating in this session to help us thoughtfully consider ways in which we can be more culturally responsive and respectful to one another as we do the good work we do together here.  Specifically, we will explore the concept of “microaggressions,” discussing how we can learn to identify and avoid sending these commonplace “hidden insults.”  We will also explore ways to productively respond when we see and hear these often unintentionally hurtful comments.

Session attendees will learn how to use the new Canvas-based modules on cultural responsiveness to engage in self-study to build knowledge and sensitivities that will help to improve relations with colleagues – and with students as well.

Bldg. 30-303
- Moo-ve over CAFS:  Curriculog is here!

Tim WryeExecutive Director, Information Technology Services

Carrie DavidsonExecutive Assistant to the Vice President of Academic Affairs

Most faculty members are familiar with the CAF database.  It is where our Course Adoption Forms (CAFs) have been housed – until now.  There is a new game in town; Curriculog is the new tool replacing our CAF database.  If you ever plan to modify an existing course or create a new one, you’ll want to be friends with Curriculog.

Curriculog allows us to update course outcomes, change prerequisites, or create new courses with the benefit of a more transparent approval progression process, automated system reminders about changes awaiting approval, and automatic sync with the College Catalog.

Tim and Carrie say this is a good thing!  But they have to show faculty what it is and how it works before we can enjoy the benefits.  Come make friends with Curriculog!

Bldg. 19-206 - Enrollment Services:  Meeting student needs long after enrollment  

Lorraine OdomAssociate Dean of Enrollment Services/i> and Additional Enrollment Services Professionals

As we all become more deeply involved in the work of advising our students throughout their time at Highline, it is important that we learn as much as we can about the rich array of campus resources available to assist them.   Our students’ odds of success go up when can connect them to the services best suited to their specific challenges.

One significant source of student support is Enrollment Services.  Our Enrollment Services professionals are excited to share information in this session about how Admissions, Registration, Financial Aid, Student Employment, and our Veterans Program all provide critical assistance to our students.  The more we know about their offerings, the more effectively and confidently we can help our students connect with them to get the students’ needs met.

Come gather some great tools to put in your advising toolbox!  You’ll leave with an increased appreciation for the resources available to our students, and self-assurance about your own capabilities as a student advisor.

Bldg. 19-102 - Enriching the HC experience: Perspectives from multilingual learners

Faiz (Afghanistan), Elena (Ukraine), Teresa (Mexico), and Ibrahima (Eritrea) – Students, Highline College

Monica LeMoine – Instructor, Highline College English Department

If you work with Highline students – many of whom are immigrants and refugees – you work with multilingual learners.  Our students who are non-native English speakers experience our campus and course offerings from a perspective which many of us, as English-only speakers, may not fully understand.

Come listen as these student panelists from around the world share their stories and insights about the benefits and challenges they encounter as they bring their multilingual selves to our classrooms and campus programming. 

Take away suggestions from these students, and from Monica LeMoine, Highline English instructor, for how we can best partner with non-native English speakers to help them achieve their goals and to ensure that their classroom and campus experiences are meaningful.