Newsletter Archive

Washington Center Newsletters — 1986 – 2006

Spring 1986 (PDF)
This first newsletter includes a listing of the founding institutions within Washington state.

Fall 1986 (PDF)
Details the inter-institutional faculty exchanges the Washington Center pioneered in its first years as well as an in-depth look at Coordinated Studies programs at Seattle Central Community College.

Spring 1987 (PDF)
In this issue, faculty from two- and four-year institutions share their perspectives on teaching and collaborative learning.

  • The Language of Inclusion: Writing at the Center, by Chris Rideout

Fall 1987 (PDF)

  • Seven Principles For Good Practice in Undergraduate Education, by Arthur W. Chickering and Zelda F.Gamson

Spring 1988 (PDF)

  • First-Timers' Perspectives on Collaborative Teaching, by Carl Waluconis

Fall 1988 (PDF)

  • Design and Implementation of Four Learning Community Models, by Jean MacGregor

Winter 1988 (PDF)

  • An Open Letter to those Responsible for Undergraduate Education, by Richard Clark
  • High Schools for the 21st Century, by Jill Severn and Gary Howard
  • Courage Must Be Cultivated in Our Troubled Young People, by Sy Schwartz
  • A Single Teacher/Single Parent Analogy: The Students' Loss, by Anne Stephens

Spring 1989 (PDF)
Details the first state-wide General Education retreat

Fall 1989 (PDF)

  • Involvement in Learning: Four Years Later, Its Message Still Stands, by Kenneth P. Mortimer

Winter 1989 (PDF)

  • Taking it Back: What Teachers Take Back to the Traditional Classrooms After Teaching in Learning Communities, by Julianne Seeman
  • Collaborative Learning: Recognizing It When We See It, by William Whipple

Spring 1990 (PDF)

  • Minority Student Success in College: What Works, by Carolyn Brewer

Fall 1990 (PDF)
Details the fifth anniversary of the Washington Center with a look back of accomplishments made in the first five years

Winter 1990 (PDF)

  • Freshman Interest Groups at the University of Washington: Building Community for Freshmen at a Large University, by Claire F. Sullivan

Fall 1991 (PDF)

  • What Differences do Learning Communities Make? by Jean MacGregor
  • An Outside-In View: Faculty Views of Collaborative Learning Communities in Washington Community Colleges, by Gary Tollefson
  • An Inside-Out View: Conversations about Curriculum Reform at Seattle Central, by Nancy Finley
  • Walking the Assessment Line at a Non-Traditional College: the Evergreen Experience, by Steve Hunter
  • Classroom Research: An Introduction, by Bruce Kochis
  • Mid-Course Adjustments: Using Small Group Instructional Diagnosis to Improve Teaching and Learning, by Ken White
  • Teaching Self-Assessment, by Thad Curtz
  • Reflective Interviews with Learning Community Teaching Teams: Strengthening Dialogue about Teaching and Learning, by Barbara Leigh Smith and Jean MacGregor

Winter 1991 (PDF)

  • Who Will Lead the Reform of Higher Education? Librarians, of Course! by Patrick Hill
  • Integrating Library Instruction Across the Curriculum: Some Lessons From Writing Across The Curriculum Programs, by Deborah Hatch

Winter/Spring 1992 (PDF)

  • General Education Reform: Rhetoric and Reality, by Barbara Leigh Smith
  • Can Educational Giants Learn to Dance? by Don Bantz
  • The AGLS Conference as a Resource for Community Colleges, by Marie Rosenwasser
  • General Education and Faculty Development, by Jeffers Chertok
  • A Memo from Richmond College, by Maurice Milne
  • The Intellectual Development of College Students, by Kathe Taylor
  • Facing the Development of Values Head On, by Dwight Oberholtzer
  • Writing and Critical Thinking and General Education: Reflections on the 1991 AGLS Conference, by Leo Daugherty
  • Diversity and General Education, by Virginia Grant Darney

Fall 1992 (PDF)

  • Cultural Pluralism in the Academy, by Betty Schmitz
  • Cultural Pluralism and Organizational Change: The Washington Center Cultural Pluralism Project, by Barbara Leigh Smith
  • The Challenge of 1992, by Angela Gilliam

Spring 1993 (PDF)

  • What is Collaborative Learning? by Barbara Leigh Smith and Jean T. MacGregor
  • The Challenge of Reform is to Remake Ourselves, by Susan Wyche-Smith
  • Collaborative Learning and Multiculturalism: A Report from the Washington Center Conference, by Kay McDade
  • What I Learned at the Revolution, by Burton S. Guttman

Fall 1993 (PDF)
Describes work in progress on cultural pluralism and diversity in Washington State

Winter 1993 (PDF)

  • Calculus Reform and the Revitalizing of Mathematics Education, by Robert S. Cole
  • Why Should We Care About the Teaching of Calculus, by Robert S. Cole
  • 20 Questions that Deans Should Ask Their Mathematics Department (Or, that a sharp department will ask itself), by Lynn Arthur Steen
  • Initiating Reform at Olympic College, by Ann Brackebusch
  • Realistic Problem-Solving in Large-Scale Scenarious in Calculus Classes, by Carl Main and Betty Hawkins
  • Mathematics Program Reform at Seattle Central—A Case Study, by Jan Ray
  • Seattle Central is a Regional Lab for Intereactive Mathematics Text, by Mike Pepe
  • Will Technology Cripple Our Ability to Do Mathematics? by Carl Swenson

Spring 1994 (PDF)
Discusses the past ten years (1984-1994) of work at the Washington Center

Fall 1994 (PDF)

  • Collaborative Approaches in Science Education Reform, by Candace Byrne
  • "Reflections of Nature", by Candace Byrne
  • More Reflections, by Candace Byrne
  • "Rethinking Introductory Biology"—Conversion Experiences, by Candace Byrne
  • What's Happening with Science Education Reform? by Candace Byrne

Spring 1995 (PDF)

  • Difficult Dialogues toward the Common Good, by Johnnella E. Butler
  • "Mean Spirit...NOT": Lessons Learned form the Cultural Pluralism Project, by Betty Schmitz

Winter/Spring 1996 (PDF)

  • Changing Teaching; Changing Teachers; The Impact of Calculus Reform, by Robert S. Cole
  • An Island in Time: A Report on the Calculus Consortium Retreat held at Rainow Lodge February, 1996, by Diane Downie
  • Impacts of Technology on the Mathematics Curriculum, by Eric Schulz
  • What Students Say About Group Work in Calculus, by Bobby Righi
  • Matters of the Spirit, by Phyllis Leonard
  • Materials Supporting Reform in the Courses Before Calculus, by Janet Ray
  • What Effect Has Reform Calculus Had on Subsequent Mathematics Courses? by Robert Cole

Fall 1996 (PDF)

  • Taking a Look at Learning Communities Nationally, by Tim McLaughlin

Fall 1997 (PDF)

  • Compared to What? How Do We Evaluate Learning? by W. Dwight Oberholtzer
  • Technology, Learning and "The Complexity of Coming to Know," by Bill Moore
  • Observations on a Conference: What I Want to do on Monday, by Kevin Facemyer
  • The Promise of Technology: Access for Whom? According to What Criteria? by Rebecca Boon, Jacquie George, and Yi Lin Sun
  • Using Technology to Enhance Diversity Work: A Look at Diversity Connections, by Bob Steele
  • Faculty Development and the Challenge of Technology: Are We Starving at the Horn of Plenty? by Porsche Everson
  • The New Frontier: On-line Interdisciplinary Studies Courses, by Jan Strever and Lynn West
  • Reflecting on Trade-Offs, by Ann Swanson

Fall 1998 (PDF)

  • Multicultural Efforts Project: A State Board Initiative, by Earl Hale
  • Using Data to Inform Action Projects, by Loretta Seppanen
  • Teach, and Learn, Every Way You Can, by Magda Constantino
  • "Transición": A Program Tailored to Serve the Hispanic Population, by Nicolas Zavala
  • The Hidden Curriculum: Internalized Oppression and Curriculum Design in Higher Education, by George Freeman

Spring 2000 (PDF)

  • Guarding the Spirit: Parker J. Palmer's Workshop on "Inner Work for Teachers and Reformers," by Terry Martin
  • Teaching Communities Within Learning Communities, by Jean MacGregor
  • Getting to the Heart of the Matter: Steps to Forming Coalitions, by Emily Decker
  • Change Agent, by Jacque Mott
  • Invocation, by Laura Rendón
  • Academics of the Heart, by Laura Rendón
  • Learning from Messiness, by Gary Daynes
  • In Your Face: Five Tips for More Effective Learning Communities on Culture and Race, by Vincent F. A. Golphin
  • Learning Communities and Technology: The Diagnostic Dialectic, by Steve Quinn
  • Leaning Community Assessment Studies: What the Washington Center Resources Show, by Jerri Lindblad
  • Appreciation of Community and Friendship, by Nel Hellenberg, Carolyn Stephens, and Tom Versteeg
  • What I Saw, What I Heard, What I Didn't Hear: Comments from the Closing Plenary Session, by Rhonda Coats

Fall 2000 (PDF)

  • Reflections on Whiteness in the Classroom, by Gilda Sheppard and Carl Waluconis
  • Creating a Socially Constructive Conflict Environment, by Sue Feldman and Lee Lambert
  • Making Multiculturalism Come Alive at Pierce College: A Learning Institute, by Christine Martin and Agnes Steward
  • A Question of Culture, by Sandy Campbell Cheek
  • Untold Success Stories of Students of Color Project at Seattle Central Community College: A Project in Process, by Alejandro Tomas and others
  • Supporting and Celebrating Our LGBT Students and Colleagues, by W. Houston Dougharty and Travis Greene
  • Campus Climate for LGBT Folk: Can Safe Zones Warm the Chill? by Andrea Meld
  • "Encountering Religious Commitments in the Classroom," by Lance Laird
  • The Good, the Bad, and the Ugly: Alternative Visions of Mathematics Education, by Swapna Mukhopadhyay

Spring 2002 (PDF)

  • Encountering Religious Commitments in the Classroom, by Patricia O'Connell Killen
  • Helping White Students Develop Anti-Racist Identities and Practices, by Lori Blewett
  • Addressing LGBT Issues in Higher Education: A Report on the National Summit on LGBT Issues in Higher Education, NASPA Convention, Seattle, March 17, 2001, by Tara Prince-Hughes
  • What Stays and What Goes? Evaluating the Writing of Non-native Speakers, by Robin Jeffers
  • Temples of Science Replace Temples of Religion: Impact of Colonization on the Overall View and Study of History and Mathematics, by Rahael Jalan
  • Math Across the Curriculum: Report on Work in Progress, by Rebecca Hartzler
  • An Alternative to College Algebra: Visual Mathematics / Environmental Modeling for the Twenty-First Century, by Robert S. Cole
  • Art Out of Torment: One Year Later, by Andrea Meld
  • Place Poems: Including a Sense of Place in the Curriculum, by Susan Starbuck
  • Can Institutions Change? by Tom Fox
  • Toward a Culture of Enriched Learning: A Campus Change Project at Western Washington University, by Carmen Werder
  • Excerpts from Exploiting the Reserve Army of Adjunct Part-Time Labor, by Gary Murrell

Fall 2002 (PDF)

  • Sankofa and Students' Voices: Engaged Learning, Activism and the Public Good, by Gillies Malnarich
  • In Retrospect: 1996-2001 Excerpt from a faculty five year self-evaluation, by Willie L. Parson
  • Math is for Everyone! by Vauhn Wittman-Grahler
  • Climbing Out of the Well, by Liz Campbell, Minnie A. Collins and Greg Hinckley
  • Developmental Students Experience Success in a Community College Writing Center, by Laura Purkey
  • Toward Wholeness in Tribal Science Education, by Phillip H. Duran, Roberto Gonzalez-Plaza, Sharon Kinley, Ted Williams, Gigi Berardi, and Lynn Robbins
  • Making Student Self-Assessment Work, by Robin Jeffers
  • Teaching Critical Thinking from a Critical Pedagogy Stance, by Carmen Hoover and Heather Crandall
  • Tackling the FIG Challenge: Using Developmental Theory and Pop Culture to Engage First-year Students, by Ann Carlson and Karen Casto
  • The Limits of Individualism: Studying Anarchism with Anarchist Pedagogy, by Toby Smith
  • Bridging Literature and Science with Sex, by Don Lucas and Barbara Griest-Devora
  • Learning by Doing: Applied Anthropology and Praxis, by Arthur S. Keene
  • Introducing Global Studies: Historical Concerns and Local Perspectives, by Wei Djao
  • Local Knowledge in the Age of Globalization, by Anne Fischel and Lin Nelson

Fall 2003 (PDF)

  • Bob Moses Day Celebration Jackson, Mississippi, by Michael J. Pfeifer
  • A Radical Idea—Or, how a civil rights leader inspired an interdisciplinary approach to learning quantitative concepts in real-world contexts, by Karen Casto
  • Creating the Quilt of Quantitative Literacy, by Vauhn Wittman-Grahler, Karen Harding and Mary L. Russell
  • Our Role as Educators, by Lori Blewett
  • Teaching for Critical Multiculturalism, by Therese Saliba
  • Valuing Every Voice: The Bilingual Education and Teaching Program at The Evergreen State College, by Evelia Romano
  • The Gay–Straight Alliance at Whatcom Community College: A Student–Faculty Collaboration, by Tara Prince–Hughes, Kathy Seibert and Bree Herndon
  • Crips in Class, by Marie Marquart, Lynette Y. Romero and Joli Sandoz
  • Visible Border Crossers, by Catherine Crain-Thoreson and Debora Pontillo
  • Fostering Critical Engagement in Online Discussions: The Washington State University Study, by Barbara Monroe
  • Revision in a Collaborative Mode, by Kay Tronsen and Tony Schmidt
  • Moving Beyond Text and Talk: The Tableau Performance Method, by Heather Dorsey and Mark Pedelty
  • Creating a Reflective Space: The Teaching and Learning Academy at Western Washington University, by Carmen Werder, PJ Redmond, Jeff Purdue and Kathryn Patrick
  • Putting an Asset–Based Perspective into Practice: The Collaborative Learning and Instruction Center at South Seattle Community College, by Shash Woods
  • Becoming a "Public Homespace": The Homeless Women's Project at Antioch University Seattle, by Mary Lou Finley, Candace Harris and Carson Marshall
  • Inaugurating an International Scholar-in-Residence Program: Bellevue Community College, by Diane Douglas
  • Contributions of Immigrants in Education: A Report on Shoreline Community College's FIPSE Project, by Alexandra Hepburn, Victoria Lauber and Katherine Hunt
  • The Washington Center's Curriculum Planning Retreats, by Sharilyn Howell
  • What Have We Learned? Using the Curriculum Planning Retreat to Reflect on What We Learned, by Jenny McFarland

Fall 2004 (PDF)

  • A Collaboratively Designed Catalyst for Change: Introducing the Framework for Diversity Assessment and Planning, by Emily Lardner and Rhonda Coats
  • Developing a Diversity Requirement: First Steps at South Puget Sound Community College, by Michael Beehler, Rhonda Coats, Steve Dickerson, Lisa Aguilera Lawrenson and Marcia Somer
  • Remembering Rachel, by Anne Fischel and Lin Nelson
  • Teaching Civic Engagement and Responsibility: A Year–long Seminar for Faculty, Staff, and Administrators, by Diane Douglas
  • Confessions of Four Bibliophiles: Faculty Learn to Collaborate in Genuine Ways, by Susan Preciso, Joli Sandoz, Joe Tougas and Sandy Yannone
  • Teaching With Your Mouth Shut: A Faculty Learning Community at Western Carolina University, by John Habel
  • "Seeing the Unseen" at Belmont University: An Inquiry–Based Mathematics Workshop for Faculty, by Mike Pinter
  • Faculty Mentoring Faculty on Quantitative Literacy: An Update from Pierce College, by Mary Russell, Karen Harding, David Lippman and Lynn Olson

Winter 2006 (PDF)

  • Emerging Trends in Learning Community Development, by Barbara Leigh Smith with others
  • Learning Communities Growing in Historically Black Colleges and Universities, by Phyllis Worthy Dawkins
  • Minority Student Enrollment and Multicultural Learning Communities at Purdue University, by Matthew D. Pistilli
  • Building and Assessing a Learning Communities Program at Northeastern Illinois University, by Charles Pastors and David Leaman
  • The South Seattle Community College Faculty Learning Community Project, by Sara Baldwin
  • Students' Experience in Coordinated Studies: What Data on Learning Communities Reveals, by Jim Harnish
  • Examining Media Literacy in Ways of Seeing: Insights from an Analysis of Students' Writing, by Carl Waluconis and Gilda Sheppard