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Learning Agenda

Find materials, event details, and other information below for upcoming and previous events. 

Upcoming All-College Events

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Condensed Agenda:

  • Downloadable Agenda
  • Retreat Dates: November 8-9, 2021
  • Location: Zoom 
  • College Contact: Vice President of Instruction: Coordinates selection and registration of college team at the respective institution.  
  • SBCTC Leads: Claudine Richardson (crichardson@sbctc.edu) 
  • Speakers: Dr. Michael Baston, Dr. Jeremiah and Rachel Sims, IDEAL Scholars and You  
  • Suggested Team Composition: Instruction and student services leadership, institutional research Representative, career and academic advisors, and faculty. Teams of 10-12 per college. 
  • Learning Outcomes: 
    • Discover equity centered transformative leadership tenets designed to examine ways to transition from crisis to opportunity.
    • Examine ways to prioritize transformative change within the intake process in alignment with essential practice areas (Intake, Sense of belonging, Structured Exploratory Experiences). 
    • Build knowledge of equity-centered data analysis practices to identify and assess alignment of college Guided Pathways priorities with enrollment goals.  
Day 1: Monday, November 8:
  • 8:30-8:45 a.m. – Care and Check-in
  • 8:45-9:25 a.m. – Welcome, Centering & Introductions
  • 9:30-11:00 a.m. – Plenary 1: Where We Go from Here?
  • 11:10-12:00 p.m. – Team Time (Facilitated)
  • 1-2:30 p.m. – Concurrent Sessions
  • 2:40-3:30 p.m. – Team Time (Facilitated)
  • 3:30-3:45 p.m. – Wrap-Up, Reminders for Day 2  
Day 2: Tuesday, November 9:
  • 8:45-9:00 a.m. – Care & Check-in 
  • 9-9:30 a.m. – Welcoming: The Constellations Framework Rezo “Trust and Love in All Spaces”
  • 9:30-10:30 a.m. – Plenary 2A: Hot & Cold: Understanding Data for Deep Equitable Change
  • 10:40-11:30 a.m. – Team Time (Facilitated)
  • 12:30-1:30 p.m. – Plenary 2B: Love as Praxis - Guided Pathways IDEAL Program and Fellows (Student Centered Practices)
  • 1:35-2:30 p.m. – Team Time (Facilitated)
  • 2:40-3:50 p.m. – Concurrent Sessions
  • 3:50-4:30 p.m. – Closeout, Reminder, Updates, and Team Time

Register Now! 

Location/Room:
Zoom link will be sent before the event and through the Canvas shell for participants. 

Close Captioning:  
Live transcription will be available in main Zoom sessions.  
Email Ashley Montenegro Ramirez at amontenegro@sbctc.edu around Wednesday, October 20, 2021, to ensure we can provide the best support for live captioning or ASL interpreter needs.

Pre-attendance Request:  
Prior to the arrival of the retreat, please modify Zoom name to show [College | Name | Pronouns]. We will need to create breakout rooms prior to the start of the retreat.  

Completed Events

2020 Events

November 10, 2020 1:00-2:30 p.m.

Leading with Equity: Dr. Bryan Brayboy of Arizona State University and Dr. John Mosby and Dr. Tanya Powers with Highline College.

Learning Outcomes:

  • Engage leaders from Washington’s community and technical colleges in 90 minutes of conversations/activities to address the fundamental question: What does leading with racial equity look like?
  • Consider larger questions of intersectionality around class and gender justice.
  • Engage the question of: What is justice?
  • Consider how Tribal, Native & Indigenous students experiences and values are underrepresented in history, policy, and practice
  • Play out ideas of equality and equity so that we “set the terms of debate”

Speakers

Dr. Bryan Brayboy, Arizona State University

Bryan McKinley Jones Brayboy (Lumbee) is President’s Professor in the School of Social Transformation at Arizona State University. At ASU, he is senior advisor to the president, director of the Center for Indian Education, and co-editor of the Journal of American Indian Education. From 2007 to 2012, he was visiting President’s Professor of Indigenous education at the University of Alaska Fairbanks.

He is the author of more than 95 scholarly documents, including being the author/editor of eight volumes, dozens of articles and book chapters, multiple policy briefs for the U.S. Department of Education, National Science Foundation, and the National Academy of Sciences. His research focuses on the role of race and diversity in higher education, and the experiences of Indigenous students, staff, and faculty in institutions of higher education. He has been a visiting and noted scholar in Canada, Australia, New Zealand, and Norway. His work has been supported by the U.S. Department of Education, the National Science Foundation, the Ford, Mellon, Kellogg, and Spencer Foundations, and several other private and public foundations and organizations. He and his team have, over the past 17 years, prepared more than 165 Native teachers to work in American Indian communities and more than 21 American Indian PhDs.

He is a fellow of the American Educational Research Association and a member of the National Academy of Education.

Dr. John Mosby, Highline College

Dr. John R. Mosby is beginning his 3rd year as President of Highline College. Originally from California, he is celebrating his 26th year in higher education. In addition to serving as President, Dr. Mosby is an Adjunct faculty member in San Francisco State University’s Doctoral program in Educational Leadership and Higher Education. Locally, Dr. Mosby serves on the Port Jobs Board of Directors, Federal Way Chamber of Commerce Board of Directors and is the Co-Chair for the WACTC President’s Equity Committee.

Dr. Tanya Powers, Highline College

Dr. Tanya Powers (St. Lawrence Island Yupik/Alaska Native) is the Associate Dean for BAS and Workforce Pathways at Highline College. Tanya works on creating accessible pathways and serving students in our communities. After spending eighteen years working in the community college system, Tanya has a solid understanding of instruction, baccalaureate and workforce education, addressing barriers to education, community engagement and working with traditionally under-served students. When not at work, she enjoys spending time with family, playing roller derby and reading.

Meeting Materials:

October 21, 2020

Facilitators: Nikki Edgecombe, Senior Research Scholar, Community College Research Center (CCRC) and PI for the Center for the Analysis of Postsecondary Readiness (CAPR), Laura Schueller, SSC Policy Associate, Kristi Wellington-Baker, Director, Student Success Center (SSC)

Recommended Team Composition: Team of 5-7
Decision-making authority for placement; Math & English faculty, Basic Education faculty, Placement operations staff

Learning Outcomes:

  • Clarify current college placement process and underlying assumptions and potential impacts
  • Draft college placement design principles
  • Finalize college placement design principles
  • Identify preliminary strategies for equitable placement practices

Meeting Materials:

Contact Dr. Laura Schueller at lschueller@sbctc.edu to be added to the Canvas shell to access additional meeting materials and discussions.

This four part webinar series is intended for faculty and staff from Washington Community and Technical Colleges who are interested in mathematics placement or who:

  • Participate in developing mathematics placement policies.
  • Work directly with students as they engage in the mathematics placement process.
  • Participate in the collection and sharing of data related to mathematics placement.

Multiple Measures

August 25, 4:00-5:00 p.m. 
Transcripts and high school GPA’s, standardized and homegrown exams, and surveys of student confidence are all being used across the state to place students into mathematics courses.   This webinar provides an overview of the many ways that colleges within the state are currently placing students in mathematics and asks participants to consider their own policies with special emphasis on the philosophy of placement, how choosing a pathway influences placement, equity implications, special populations, transitions from Basic Education, and statewide agreements.

Using High School Transcripts

September 1,  4:00-5:00 p.m. 
Although over half of the colleges in our system are using high school transcripts to place students in mathematics, there is no standard way that information from high schools is being used.  This webinar provides some examples of collection methods that colleges are using as well as some diverse examples of how student high school records are being interpreted for placements.

Directed Self-Placement

September 8, 4:00-5:00 p.m.
Many of our colleges recognize student confidence as a significant indicator of future student success, some of our colleges have found ways to include student voice into their placement process.  This webinar provides some examples of mathematics directed self-placement that are currently being implemented within our system. 

Data Collection

September 15, 4:00-5:00 p.m.
This webinar will focus on both what data is useful to collect to begin to understand the successes and weaknesses in mathematics placement processes with an emphasis as well as ideas about how to share and use the data to inform improvements.  Some examples will be shared and participants will be asked to examine their own data practices and ideas about identifying placement efficacy.

Please note, although some of the ideas discussed within this series may be general and appropriate to English as well as mathematics, the series will focus on issues specific to mathematics placement.

This webinar, presented by Maggie Fay, Hana Lahr, and Davis Jenkins of the Community College Research Center (CCRC), provided an  overview CCRC’s recent report detailing Washington community and technical colleges’ progress implementing guided pathways reforms based on findings from the Scale of Adoption Assessment and follow-up calls completed in the fall of 2019.

The webinar started with a presentation of the major findings of the report, and recommendations for colleges as they move forward with guided pathways work. In the second half of the webinar, participants had the opportunity to join one of four break-out sessions featuring panels of Washington CTC faculty and/or administrators discussing pathways work at their campuses. Break-out session topics included:

  1. Collaborating with local employers to create and market program maps
  2. Using “meta-majors” and onboarding activities as sites of community building for students
  3. Ensuring that students take program-relevant, engaging courses in early terms of study
  4. Increasing diversity and equity in high opportunity programs 

Meeting Materials:

January 16-17, 2020 at the Kitsap Conference Center, Bremerton, WA.

Keynote: Pamela Burdman, Executive Director with Just Equations

Plenary Sessions on Emerging Trends in Mathematics Redesign

Team Composition (up to 15 people per college team): Interdisciplinary college teams including Executive leadership, Instructional and student services leadership, faculty (math and basic skills priority), registrars, advising & career services

*Session Topics: Math pathway redesign, program map design iteration, policy & practices- what do they look like from the student experience, integrating student voice into the process and more!

Learning Outcomes:

  • Engage in dialogue and planning across interdisciplinary college teams for the next phase of the work
  • Engage in dialogue regarding operationalizing program maps through scheduling strategies
    Consideration of math pathways integration with Guided Pathways implementation & educational eco-system partnerships (k-12 & 4-years)
  • Identify and consider strategic finance opportunities to leverage in support of the work

*Executive Leadership Session offered the morning of the 16th by a team from the Aspen Institute

Meeting Materials:

January 15, 2020 at the Kitsap Conference Center, Bremerton, WA. 

Open to all community and technical colleges! Each college is invited to send up to 7 people in their team.

Keynote: Zoran Popovich, Professor of Computer Science, University of Washington

Recommended Team Composition: Interdisciplinary college teams including Executive leadership, Instruction & Student Services leadership, Advising, Faculty influences including BEdA, Career Services

Learning Outcomes:

  • Clarify why strategic reform is needed in the community and technical colleges
  • Deepen understanding of state and institutions’ policy & practice context for GP design
  • Identify & share early adopter college lessons in launching and leading Guided Pathways work
  • Develop foundations for college wide engagement in Guided Pathways work

 Meeting Materials:

2019 Events

November 6, 2019 at the Heathman Lodge in Vancouver, WA

Keynote speaker Dr. Estela Bensimon will be joining us once again!

All colleges are invited to send teams of up to six people. Learn more about who to send and the events of the day below:

  • Human Resources and Leadership- a special breakout workshop session with Dr. Estela Bensimon will provide tools developed at the center for Urban Education regarding excellent practices in hiring (attendees of this session will be asked to bring a sample job posting for the activity).
  • Faculty- Faculty will benefit from learning more about what we are learning about how their students advance through their classroom and degree pathways, as well as deepened understanding of how.
  • Research and Planning Leaders- Plenary session by the CCRC team will be significantly enhanced by teams having their research leadership to work through the program entry tool!
  • Advising, Career Discernment, and Instructional Leadership- Afternoon sessions will provide the opportunity to think deeply about redesign process in each of these areas.

Meeting Materials:

Self Assessments:

Workshop 1- April 29-May 1, 2019
Workshop 2- August 19-20, 2019

Refer to Guided Pathways ctcLink Workshop 1 for more information.

Meeting Materials:

Learn more and listen to session recordings in the Guided Pathways Requirement Gathering Canvas

Sessions include:

  • Pre-conference Equity Institute
  • Special Session: Executive leadership: Adapting to Changing Landscape 
  • Math redesign: An Equity Strategy
  • Mapping for Student Success
  • Advising: Assessing for Equitable Student Success
  • Program Selection: Is it Equitable?
  • Team time, Planning time, Connection time

PLEASE NOTE: Vice Presidents of Instruction (or their designee) will serve as the college liaison for team development.

Recommended Team Composition: President, Vice President of Instruction, Vice President of Student Services, Research and Planning officers, Advising Leadership and practitioners, Faculty, Admissions and Recruitment leadership and practitioners, Career Services leadership and practitioners and Technology officers.

Meeting Materials:

With a robust agenda, college teams will come away inspired with practical strategies to build on the momentum of inspiring speakers, conversations and deep engagement. This spring’s institute will offer opportunities for learning about emerging and best practices in the following areas while providing space for college team time to plan for implementing strategies across the colleges and campuses.

Keynote, Dr. Estela Bensimon, from the Urban Center for Education regarding the UCE Equity in Excellence project in Colorado which focused on broadening participation in Mathematics through practitioner (faculty) inquiry.

In addition, we will be hearing from  Dr. Hana Lahr, Community College Research Center Senior Research Associate regarding emerging findings regarding student outcomes in Washington state.

Breakout Session Topics:

  • Affinity groups as a student engagement tool
  • Integrating Open Education Resources in support of student financial stability
  • Holistic Student Supports – redesigning advising for every student
  • Accelerating and Integrating pre-college into program maps
  • Equity minded on-boarding – how collaboration with K-12 can change who accesses our colleges

Learning Outcomes:

  • Identify relevant Guided Pathways implementation strategies for your institution
  • Engage in dialogue and planning across interdisciplinary college teams
  • Discover collaborative partnerships with colleagues across the system, industry, K- 12, and Baccalaureate Institutions

Meeting Materials:

Workshop 1- April 29-May 1, 2019
Workshop 2- August 19-20, 2019

Our Goals:  Our goals with these workshops has been to create a system-neutral set of Guided Pathways functional requirements which can be used to identify which requirements are met by ctcLink. After taking several days to review the outcome documents, our take away as that with your help we have largely succeeded. We have thoroughly identified the set of activities involved in Guided Pathways for students, faculty, student services, and other stakeholders and have created a thoughtful, nearly-complete set of requirements for each activity.

Guided Pathways Map: We included the map-building exercise as a tool to identify the activities involved in Guided Pathways, and to provide context to the activities and requirements. Defining the process is a critical first step in any requirements gathering.  While the map served its in-workshop purpose effectively, we also believe it can be an effective tool for understanding and communicating around Guided Pathways.  The Student Success Center team is beginning to think about how we review the map with additional stakeholders, get lots of feedback, finalize and publicize more broadly.

User Requirements: We gathered 550+ requirements across eight user roles, which is immense. As you know, this creates a challenge for how we review these requirements with participants – particularly during an in-person workshop. We do not consider these requirements to be ‘final’, however they are detailed enough they can be used to determine whether ctcLink meets the requirement. We do expect to receive questions from ctcLink staff about how they should interpret some questions. We’ll use Canvas to share questions and comments, but will attempt (as a facilitation team) to answer these questions based on the conversation on which we were taking notes.

Meeting Materials:

We have a great lineup of presenters and facilitators, including the amazing Sharon Daloz Parks of the Whidbey Institute; and Dr. Michael Benitez, scholar, activist and spoken word artist.

We will be focusing on both technical aspects of the work in program mapping sessions alongside the adaptive change work required to sustain this work.  We have continued building in a significant amount of time in the agenda for college teams to work together on plans focused on continuous reflection on how students’ are experiencing the college systems and structures, so as you consider who to bring, keep this in mind.

Meeting Materials:

Contacts

Ashley Montenegro Ramirez
Administrative Assistant
amontenegro@sbctc.edu
360-704-4390

Brook Bane
Administrative Assistant
bbane@sbctc.edu
360-704-3941

Claudine Richardson
Student Success Center Policy Associate
crichardson@sbctc.edu
509-230-3690

Alissa Sells
Program Administrator, Student Success Center & Strategic Initiatives
asells@sbctc.edu
425-239-0456

Jennifer Whetham
Faculty Development Policy Associate
jwhetham@sbctc.edu
360-704-4354

Laura Schueller
Mathematics Policy Associate
lschueller@sbctc.edu
360-704-4329

Kristi Wellington Baker
Director Center for Student Success and Strategic Initiatives
kwellingtonbaker@sbctc.edu
360-704-1022

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Last Modified: 10/14/21, 6:35 PM

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