Dean of Arts & Sciences - Fall 2011 Convocation Remarks

James Goodman, Dean of Arts & Sciences
Convocation Remarks for Fall 2011

Though every semester is busy, the Spring semester of 2011 was one of great changes in Arts & Sciences.  In that semester, the core curriculum of our Associate of Arts degree was revised for the first time since it was put into effect in the Fall of 2006.  While maintaining a minimum of 60 credits, the changes involved reducing our General Education Core from 43 to 31 credits, reducing the Diversification Requirements within the Gen Ed Core from 28 to 19 credits, moving the 3 credits of the Oral Communication Requirement to be a graduation requirement, and increasing the Electives from 17 to 26 credits.  This move puts us in line with more of the UH system campuses and with other community colleges; it also benefits our students by allowing them to have more of their electives count towards their degree while retaining a solid curriculum in higher education.  It was with the latter fact in mind that the effective date for this change will be this Fall semester.  I would like to thank the members of the Faculty Senate and the AA GenEd Core Review Committee for their hard work--as well as commending the leadership of the co-chairs, Candy Hochstein and Michael Lane.

Also, during the Spring, the ATP (Authorization to Plan) was approved for our new AS in Natural Sciences (AS-NS) by the UH system’s Council of Chief Academic Officers; the full proposal was also approved by the Curriculum Committee and the Faculty Senate.  This proposal provides for three tracks: Biological Science, Physical Science, or Engineering and will be brought before the Board of Regents during the Fall.  According to the Math & Science faculty and our Office of Planning, Policy, and Assessment, there are between 200 to 300 students a year enrolled in Chem 161B and 162B; Math 205, 206, 241, and 242; Physics 171 and 272; Biol 171 and 172; and Chem 272 and 273.  Those courses are not required for Leeward’s AA degree and all are required for a four-year STEM degree.  Based on that, there is every indication of a thriving AS-NS program at Leeward Community College.  Thank you to the Math & Sciences faculty that worked together on this, the advice of counselors, and to the leadership of Michael Reese who pulled this all together, engaged in multiple revisions, and shepherded it through the campus approval process.

From the divisions and programs that are under Arts & Sciences, the highlights during the Spring and Summer of 2011 include the following:

Within the Math & Sciences Division, the Plant Bioscience Technology program is in its second year with its living lab in full bloom, the Shade House received a Malama Learning Center, Walmart Foundation grant award for the installation of an aquaponic system, and Priscilla Millen was awarded a USDA - NIFA (National Institute of Food and Agriculture) grant for supporting the development of more students in plant sciences and to foster more agricultural economic growth.  On August 15th Priscilla gave an all-day workshop to Master Gardeners on native plant propagation.  With an Alaska and Native Hawaiian Serving Institution Grant from 2007-2009, Priscilla created an impressive website on Native Plants which can be found at .  Related to that, the Student Garden Club is seeking new members; interested students should contact Priscilla at

Engineering Professor Ron Flegal and Mathematics Professor Eric Matsuoka have been working with the multi-campus National Science Foundation’s PEEC (Pre-Engineering Education Collaboration) grant which seeks to recruit, support, and mentor Native Hawaiian students with an interest in Engineering.  Over the coming academic year, Eric Matsuoka will be working with Jean Okumura of Windward CC as subject matter experts in the development of high-quality Calculus I and II courses.  Development of a multi-variable calculus course is planned for the following year.  Once these courses are completed, all of the required pre-engineering courses will be available as web courses in the UHCC system.  Increasing access in this way contributes to the campus and system strategic outcome of increasing STEM students and graduates.

The first-in-the-UHCC-system single semester Emporium redesigned pre-calculus course MATH 140X was offered in Spring 2011 with excellent results.  Eric Matsuoka, the inaugural instructor, reported that 12 of the 13 students passed the course and 5 of the successful students registered for Calculus I in the summer with 4 passing and 1 withdrawing due to external circumstances.  Student reactions to the accelerated Emporium was very positive, as well.

From the Social Sciences Division, the Associate of Arts in Teaching (AAT) program continues to serve their 400 students with these accomplishments:

  • The “Change the World” marketing campaign was launched in the spring semester.  To date 10 Future Teacher’s Kits have been sent out to new students who logged onto the dedicated website and shared their vision for changing the world by becoming a teacher.  Mahalo nui loa to Kathleen Cabral for her brilliant idea!
  • The Ho‘okele Peer Mentors have made more than 500 contacts with nearly 100 Native Hawaiian AAT students via letter, phone, email, and in individual and group appointments.  Thanks to the efforts of Leimomi Cleghorn and Ke‘ala Angay, 92% of our Native Hawaiian AAT students have earned 2.0 and higher GPAs and the retention rate for these students in the program is approximately 87%.
  • The AAT team hosted the second annual Teacher Academy day.  140 high school Juniors and Seniors along with their advisors enjoyed an entertaining introduction to the Leeward Community College experience.  The morning began with a presentation in the Theater that included a surprise choreographed dance routine presented by Erin Loo, Jeff Judd, Michael Cawdery, Brent Hirata and Kale‘a Silva. 
  • An MOA is being finalized with Kamehameha Secondary Schools to award transfer credits to Leeward for ED 100, Introduction to Education and Teaching. This agreement will solidify the 2 + 2 model, high school to college connection.
  • Instructor Kale‘a Silva is working with Kapolei, Campbell, Waianae, Leilehua and Waipahu High schools to mentor the startup of teacher cadet programs. Partnerships with Hawai`i Community College and UH Hilo have been developed to meet the needs of folks on neighbor islands who wish to complete the AAT degree.
  • An Alternative Certification for Career & Technical (CTE) Teacher Licensure program has been created and is being submitted for review and approval in September.  This alternative route will prepare candidates who have content knowledge and industry experience with the pedagogy to teach.  With this approval, the AAT program will be recognized as a State Approved Teacher Education Program for CTE secondary teachers.
  • MOAs (Memorandum of Agreement) are being finalized with UH West Oahu for elementary, middle and secondary programs.  This new agreement will provide a better articulation for our AAT students.
  • MOAs are in discussion with UH Hilo and Hawaii Pacific University.

From the Arts & Humanities division, in February Alan Leitner exhibited his Works on Paper at the Pegge Hopper Gallery and in May exhibited with former Leeward ceramics professor Vicky Chock at the Bethel Street Gallery in downtown Honolulu.  Alan’s work was also accepted into the Honolulu Academy of Arts’ Artists of Hawai‘i 2011 exhibition.

Responding to a proposal by Rose Kopp in 2009, on behalf of the Alpha Lambda Gamma Chapter of Phi Theta Kappa, Ceramics Instructor Shige Miyamoto and his Intermediate Handbuilding class designed and created a tile project for the Peace Bench which will replace the old one in the front of the campus.  Entitled Ke Ala ‘Ike O Ka Maluhia (The Peaceful Path of Knowledge), the student-design was a visual interpretation of the landscape of the area in and around Leeward CC, based on research of the sight, the history of the area, plants, and animals, and personal interviews.  The tile design will border the walkway leading into the Peace Bench.  One side is 15' long and the other side is 12' long with a width of 4' forming a U shape.  The tiles that are at the front of the bench joining the two tile borders will have the words THE PEACEFUL PATH of KNOWLEDGE embedded into the tiles.  This is scheduled to be installed during this Fall semester.

Plan of the Peace Bench with Tile-lined Walkway

Samples of the Ke Ala ‘Ike O Ka Maluhia Ceramic Tiles

A benefit reception (with food donated by the “Fat Greek Restaurant”) preceded the Drama department’s production of Argonautika in Leeward’s Theatre last November; this was Paul Cravath's last play on the Main Stage.  In the Spring, the Lab Theatre was the venue for Paul’s Drama 260 class’ performance of Almost Maine and student produced and directed plays once again made up the 15th Annual Ten-Minute Play Festival.

Faculty and students of the Art and Humanities Division organized another successful Semester of Shakespeare event.  This year, the comedic play A Midsummer Night’s Dream gave the Literature faculty the opportunity to change venues to include more student participation.  With the generous help of Student Government, the EMC, and O&M, we were able to turn the Eucalyptus Courtyard into a bustling forest scene.  Other Semester of Shakespeare events included two lectures, Shakespeare and the Acting Business, Adapting Shakespeare for the Modern Stage and Audience, and a workshop on Costume Design.  Literature students taking classes with Michael Nester, Susan Lum, Michael Oishi, and Jennifer Robideau put together 35 displays, games and other interactive presentations with over 200 students, faculty, and staff in attendance.  The morning’s event was rounded out by dramatic performances by Leeward CC drama faculty and students, directed by Betty Burdick, and a classical guitar performance.

The LCC Guitar Ensemble, directed by Peter Kun Frary, staged concerts in the Leeward Theater last November and this past April; also on the main stage last November and this past May were performances by the College Choir and Kanikapila Singers, directed by Marilyn Kim.  Samples of their work can be seen, respectively at and

Stephanie Palumbo’s students performed in the Spring 2011 Dance Drama Blast; clips from that and past years can be seen at

Momi Kamahele, Genai Keli‘ikuli and Lu‘ukia Archer presented ‘Au‘a ‘Ia: Native Hawaiian Remembering, at the 125th Annual Meeting of the American Historical Association in Boston, Massachusetts last January.  Topics included Sacred Text: The Power of Oli (Momi), Kamehameha the Great’s Spiritual Conquest (Genai), The Kumulipo: Chanting Power and Knowledge (Lu‘ukia).

Paul Lococo wrote a chapter on “The Manchu Bannermen” in Elite Fighting Forces ( Thames & Hudson ) and co-authored a two-volume textbook War in World History that has been translated into Chinese and Arabic (McGraw-Hill).

Hosted by the 25th Infantry Division (Tropic Lightening) at Schofield Barracks, Karim Khan presented U.S.-Taliban Reconciliation in Afghanistan: Prospects and Procedures last November and in May, as part of Asia Pacific Exchange Center of Hawai‘i, spoke about the Taliban Reign of Terror in the AfPak Tribal Lands, at the University of Hawai‘i at Mānoa Campus Center

Raymund Liongson, presented The Issues of National Culture and Heritage Promotion in Higher Education in the Diaspora in the Philippines as part of the 6th International NAKEM Conference, hosted by Ifugao State University and two papers for the Filipino American National Historical Society at Seattle University; one of them with Melvin Jadulang on Sulong Aral: Promoting Higher Education Among Filipino Youth.  Raymund was also appointed to the Hawaii Civil Rights Commission by Governor Neil Abercrombie for the 2011 – 2015 term.

In the Language Arts division, the importance of further supporting the needs of our students placed in Developmental Education (DevEd) reading and writing classes lead to the formation of a structured and focused Language Arts DevEd Committee and a Language Arts DevEd Program, which will focus on strategies that will increase student retention, student success, graduation rates, and shorten the time in DevEd courses.  So far there has been some experimentation with accelerated ENG 21 and 22 courses in eight-week format with doubled periods; the data collected will provide comparative evidence of outcomes relative to traditional delivery methods.  Piloted this Fall will be accelerated ENG 22 and100 classes and a new Accelerated Learning Program (ALP), first developed in the Community College of Baltimore County which will pair ten ENG 22 students with 10 ENG 100 students, taught by the same instructor.  Experimental scheduling will allow faculty members to compare the success rates of students who complete the transfer level in the writing sequence within one academic year with those who span semesters (summer intervening).  The goal of having entry-level freshmen finish the developmental sequence within one academic year will also include the design of a new course, which will contain the essential content of ENG 8 (Basic DevEd ENG), ENG 18, and ENG 19 (Intermediate DevEd ENG) to stem loss of students in the preparatory “pipeline.”  Language Arts’ focus will be the attempt to speed up the process without sacrificing quality preparation of the underprepared new student population.

This year the DevEd Subcommittee of the Student Success Committee will be jointly led by the DevEd Math Coordinator Eric Matsuoka and the DevEd Language Arts Coordinator Linda Currivan.  They will work directly with the DevEd faculty within their division and represent their faculty at DevEd subcommittee meetings and at the plenary Student Success Committee meetings.  Also on the DevEd subcommittee will be Laurie Kuribayashi as Peer Support Coordinator, the DevEd English and math counselors Nicole Keim-Fortuno and Tiana Cho, Blake Hunrick and Jan Shimabukuro-Lee from Student Services, a representative from the Halau, one from Leeward CC-Wai‘anae, and Junie Hayashi from the library has once again agreed to serve as secretary of the subcommittee.

The Emporium course redesign piloted by the DevEd Math Program over the past three semesters provided students the opportunity to accelerate through the developmental math sequence.  Success rates in the 2010-2011 pilot sections taught by Gregg Longanecker, Celeste Tanabe, Catherine Walker, and Jenny Watada reached 65% overall, a significant improvement over success rates in comparable legacy courses.  In the spring semester, 10 students who placed into pre-algebra worked hard and completed all of their developmental math studies in a single semester.  These students would have needed at least 3 semesters in the legacy sequence of traditionally taught courses.  While such acceleration provides exciting possibilities, it also created some registration issues.  To remedy these issues, Aileen Lum-Akana, Chris Manaseri, Eric Matsuoka, and Warren Mau created a first-in-the-UHCC-system set of comprehensive procedures.  Building on the pilot semesters' success, the developmental math program is initiating full implementation of Emporium course redesign and will be unveiling the newly constructed Emporium room this semester.

The Progress of the Emporium Room in MS 210

In June, Eric Matsuoka, Laurie Kuribayashi, and I presented “Accelerating the Developmental Math Course Sequence through Course Redesign” at the Third Annual Conference on Acceleration in Developmental Education in Baltimore, Maryland.  This conference hosted around 300 participants from around the country.  Eric and Laurie did an impressive job and represented our college very well.

To further support the Emporium math students, Eric Matsuoka applied for and secured more than $82,000 in UHCC system funding to renovate and staff the Math Lab computer room.  To bridge the developmental courses to MATH 140X, Eric recruited Donnabelle Pascual, Jennie Thompson, and Jiajia Seffrood to develop an Emporium redesigned MATH 103 course.  Jiajia and Jennie offered MATH 103 in redesigned format for the first time in the summer session and the innovation will be scaled up this semester when nearly half of the sections of MATH 103 will be offered as Emporium redesigned courses.  To support this expansion of Emporium redesign at the transfer level, Eric Matsuoka proposed and secured $20,000 in Student Success funding for computers that will equip a temporary Emporium for the redesigned MATH 103 and MATH 140X sections.

Along with all of the counselors it has been a very busy summer for our DevEd Math and English Counselors as they welcomed hundreds of new students through New Student Orientation Presentations and advised students on their placement in developmental courses, including new programs to help students successfully reach college level coursework quicker such as the English Accelerated Learning Program and the Math Emporium Model which will include a math study skills section (Math 16) this Fall.  They have also been involved in the recent Intrusive Counseling efforts, which included identifying “high-risk” students based on three criteria (the first being a DevEd placement) and creating individualized success plans.  This Fall, our DevEd counselors look forward to facilitating College Success Seminars for high-risk DevEd students, teaching study skills classes, and working closely with the English and Math Divisions to increase student success.

Students continued to use the Math Lab and Writing Center in the Fall of 2010 and the Spring of 2011 semesters, with the math tutors having more than 3,000 tutoring contacts and more than 1,200 hours of tutoring time.  The writing consultants had over 2,000 individual sessions and over 150 in-class workshops, with more than 1,400 hours of tutoring time.  Student usage of the writing consultants continued to increase:  individual sessions increased about 100% during that period from the approximately 1,000 sessions the year before.  In order to maximize accessibility for students, the Math Lab and the Writing Center continued to offer extended hours of service with the Math Lab open in the evenings and the Writing Center offering evenings and provided online services at night and on weekend hours.  Both the Math Lab and the Writing Center piloted COMPASS preparation and brush-up services in Summer 2011 and both used online software and open scheduling to maximize flexibility for students.  Student interest in the pilots was high and both the Math Lab and the Writing Center plan to continue offering COMPASS support for students.

Peer mentors provided peer support in the Learning Communities that were composed of Language Arts and Student Services courses and peer mentors will once again be used in the student success seminars being piloted by Student Services this Fall.  At the request of Student Services, Laurie Kuribayashi will be providing training and helping with supervision of both these groups of peer mentors in F11-S12 as part of her Peer Support Coordinator duties.  As the recipient of one of the League of Innovation’s 2009 Innovation of the Year Awards for the Writing Center’s in-class workshops, Laurie was an invited presenter at the League’s inaugural Innovator Spotlight 2011 Conference in February 2011.  In March, she was also invited to talk about in-class workshops and how they work in developmental education classes at the UHCC DevEd English Discipline meeting.  She will continue this conversation as a presenter at the International Writing Center Association’s National Conference on Peer Tutoring in Writing in November.

Leeward CC-Waiʻanae offered two Learning Communities in Spring 2011 in developmental English and math: ENG 18 & 19 with IS 100 (College Experience and Success) and MATH 18 with IS 97 (Math Preparation).  Student success rates for both learning communities were impressive, supporting the anecdotal reports from students and instructors that the planned course clusters provided a positive learning experience.  Based on the success of the pilot in 2010-2011, the initiative has been expanded in Fall 2011 to six Learning Communities, including one at the 200 level: ENG 200 & HUM 261 (Hawaiian Literature).

The Office of International Programs is continuing to build partner relationships in Indonesia, China, Korea, and Japan in order to boost our international student enrollment, which has remained steady in the past 3 years at around 80 students.  With the changes in the exchange rate of the dollar, an education in the United States is now more affordable than ever to international students.  With the Federal budget cuts, our campus will no longer be hosting students from the State Department’s Community College Initiative Program, which Leeward has participated in the past two years.  As the economic climate improves, we look forward to once again providing an excellent educational experience through this program, as we did for those students from Turkey, South Africa, India, Guatemala, Nicaragua, and Indonesia.

Since the Fall of 2010, the Hālau ‘Ike o Pu‘uloa (Native Hawaiian Student Support Programs) faculty and staff have been taking their student support and cultural engagement strategies “to scale” which follows recommendations made by the UHCC System’s Achieving the Dream (AtD) coaches.  Together, the UHCCs are entering their final year in this important nation-wide effort to help “…community college students particularly low-income students and students of color, stay in school and earn a college certificate or degree.”  With our funding partners, the Office of Hawaiian Affairs and the Kamehameha Schools, the UHCCs have been the first in the country to take a statewide approach to improve Native Hawaiians’ achievement rates in:

  • successfully completing the courses they take;
  • advancing from remedial to credit-bearing courses;
  • enrolling in and successfully complete gatekeeper courses;
  • enrolling from one semester to the next;
  • earning degrees and/or certificates. 

While Leeward’s comprehensive AtD efforts has been institutionalized under the Vice Chancellor’s Student Success Task Force, Leeward’s Native Hawaiian Student Support Coordinator Aulii Silva has designed and implemented specific enrollment management strategies to increase Native Hawaiian student success.  From Fall 2010 to Spring 2011, the following activities summarize the progress made toward the College’s Strategic Plan and AtD goals: Community Outreach and Campus Tours (22 events with 1201 participants), Classroom Visits (36 sections with 859 students), Hālau New Student Orientations  (53 Fall 2010, 13 Spring 2011), Pā‘ina Lā Hānau Mua (nearly 300 guests), and… 

  • Hawai‘i Green Collar Institute (HGCI): the Hālau and the Mālama Learning Center (Kapolei) secured a grant from the U.S. Environmental Protection Agency to help Leeward O‘ahu students and educators explore careers that improve the health of Hawai‘i’s natural environment.  The HGCI student institute welcomed 22 students (7 from Leeward CC) while the educator institute supported 16 educators (6 from Leeward CC).
  • Transfer Bridge Programs: the Hālau partnered with two Native Hawaiian transfer bridge programs at University of Hawai‘i at Manoa: Kōkua a Puni (7 of 10 participants from Leeward CC) and NH Science and Engineering Mentoring Program (6 of 7 participants were from Leeward CC).  Hālau is also partnering with UH Hilo’s Native Hawaiian Admissions to offer transfer appointments in the Hālau (9 sessions, 45 students).
  • Ke Ala ‘Ike Native Hawaiian Excellence Program Graduates: This program invites all students who wish to pursue academic and cultural excellence and working together to prepare for graduation and celebrate their accomplishments, faculty from Hawaiian Studies, Hawaiian Language, and Hālau support programs held a Kīhei Ceremony for 24 Ke Ala ‘Ike Scholars last May.   

Ho‘oulu (the Native Hawaiian Career & Technical Program) welcomed its new coordinator in May; a proud alumnus of the Ho‘oulu Project and of Leeward Community College, Paul “Kalani” Ka‘awa-Flores, Jr.  Special thanks to Winona Aguero and Aulii Silva for continuing the day-to-day operations of the Ho‘oulu Program until Kalani came aboard.  Ho‘oulu has maximized enrollment to deliver specialized professional development and retention strategies for 100 Native Hawaiian (NH) students in CTE, AAT, and STEM disciplines and has institutionalized Ho‘oulu’s successful cultural engagement activity “Māla ‘Ōiwi” under Hālau ‘Ike o Pu‘uloa to ensure continuous care and funding for our campus’ native plant collection.  The program sent three students to professional conferences, provided equipment ("Tools of the Trade") to 11 students in 3 majors that included Automotive, Culinary Arts, and AAT, and supported practicum experiences in Business, AAT, Culinary Arts, and TV Production. 

New practicum experiences that were created in Spring 2011 for S.T.E.M. students included: U.S. Fish and Wildlife Service (4 participants at 40 hours), the Hawai‘i Green Collar Institute Students (5 students at 48 hours each), and the Native Hawaiian Science and Engineering Mentorship Program (4 students at 300 hours each).
During the Spring Semester, Sulong Aral continued to provide support services to students already in the project as well as recruited more students into the program.  Students in unsatisfactory academic progress (UAP status), those enrolled in a developmental education course, or nearing graduation with 48 or more credits were targeted.  At the end of the Spring semester, 145 students were enrolled and received services of the project.  Students met with the project coordinator bi-monthly to monitor their progress in college and were referred to campus services as needed.

The project staff for the Spring semester were comprised of two peer mentors, a writing consultant, a math tutor, and a Tagalog language tutor that were available to assist students in their academics on campus.  The Dap-ayan classroom hosted a forum on the Filipino inter-generational family, a discussion on Filipinos in college, college transfer and student success workshops.  Additionally, P90X fitness classes, Filipino food competitions and two Filipino films were also hosted in Dap-ayan.  Students took advantage of the new laptop lab and printing services made available through the project funds.  Outside of campus, Sulong Aral hosted a beach BBQ, a hiking trip to Maunawili, and funded 10 students to attend the UH System Pamantasan Filipino Conference held at Kauai CC.  Sulong Aral students also joined the Philippine Studies program in representing the college at the annual Filipino Fiesta parade and fair this past May.

This past summer, the Sulong Aral coordinated the first Summer Institute program for six Leeward graduates.  Fifteen students applied and 6 were selected to participate in a residential 6-week program.  Participants took a 3-credit UH Mānoa course and lived on campus with the project coordinator who taught a non-credit transition class using textbooks by Terry Arndt.  The summer institute students were required to participate in a campus life activity to truly get an experience of University residential life.  At the end of the summer session all participants passed their classes and are already registered for UH Mānoa classes in the Fall.  Sulong Aral has also partnered with several campus resources to provide career and job preparation skills, financial planning, and an orientation to UH@Google as well as navigating through MyUH and Laulima.  Another initiative called “Ask Kuya” will be making its debut as an online mentor/coach for students to ask any question they have about college life and receive advice and assistance to be successful in college.

I would like to thank all of the Arts & Sciences division chairs Kay Caldwell, Janice Ito, Jim West, and Wes Teraoko, and the program coordinators Bobbie Martel, Christian Ganne, Becky George, Aulii Silva, Raymund Liongson, Melvin Jadulang, Eric Matsuoka, Linda Currivan, and Laurie Kuribayashi for their tireless work and commitment to student success.

To all the faculty and staff, have a great semester!

James Goodman