James Goodman, Dean of Arts & Sciences
Convocation Remarks for Spring 2011
There are a number of highlights from the Fall of 2010 from the divisions and programs that are under Arts & Sciences; that includes the instructional divisions of Mathematics & Sciences, Language Arts, Arts & Humanities, Social Sciences, and the Developmental Education (DevEd) Committee, Office of International Programs, the Hālau ‘Ike o Pu‘uloa, Ho‘oulu, and Sulong Aral programs.
Mathematics & Sciences
Since last semester, the Math & Sciences Division has a newly dedicated DevEd math program counselor, Tiana Cho. During the Fall, Tiana met with students alternately in an office in Student Services and in the Math Lab. In order for Tiana to be physically closer and more visible to DevEd math students and faculty, a storeroom (MS 207A) right next to the Math Lab was found and underwent some light construction during the winter break and was converted into an office.
Assisted by institutional analyst, Guy Nishimoto, and math faculty Catherine Walker and Celeste Tanabe, Eric Matsuoka and Jenny Watada submitted a successful $40,000 NCAT (National Center for Academic Transformation) grant proposal for "Changing the Equation," which is financed by a $2.3 million contribution from the Bill & Melinda Gates Foundation. As one of the only 38 two-year colleges across the nation to have been awarded this grant, each participant in “Changing the Equation” will redesign its entire developmental math sequence--all sections of all developmental courses offered--using NCAT's proven redesign methodology, the Emporium Model and commercially available instructional software. Each redesign will modularize the curriculum, allowing students to progress through the developmental course sequence at a faster pace if possible or at a slower pace if necessary, spending the amount of time needed to master the course content. Collectively, these 38 redesigns will impact more than 100,000 students annually.
With the addition of campus resources, this grant will fund the equipment, electrical and network upgrades that are necessary to convert MS 211 and MS 212 into a Math Emporium. The plans are being finalized and the renovations are scheduled to begin immediately after the end of the Spring 2011 semester.
Along with the UHM’s College of Engineering and other participating UHCC campuses, Ron Flegal and Eric Matsuoka have been working on a recently awarded National Science Foundation Pre-Engineering Education Collaborative (PEEC) grant. Initiated by Kapi‘olani Community College, the purpose of this five-year, five million dollar grant is to increase the enrollment, retention, and graduation rate of Native Hawaiians in Engineering.
During the Fall semester, Nicole Keim-Fortuno has been serving as the DevEd English program counselor. Located in LA 202, she has been meeting with classes, students, and faculty. Like Tiana in Math and Sciences, Nicole has been attending meetings and workshops in Student Services and her respective instructional division, as well as participating in DevEd and Student Success Committee meetings to familiarize herself with the many facets of her role as a DevEd Counselor.
Arts & Humanities
Donald Oberheu, a student from Wayne Muromoto's Digital Photography class, was a finalist in the 29th Annual College Photography Contest sponsored by Photographers’ Forum. This year there were 13,957 entries from the U.S., Canada, and around the world for this prestigious annual student photo contest. Of these, only 100 were selected as finalists. Oberheu's photograph will appear in the "Best of College Photography 2010" publication, which will be distributed to college libraries and instructors as a limited edition.
The Digital Media program is under revision and starting in Fall 2011 the specializations to the Associate of Science degree in Digital Media Production will be Character Animation, Digital Photography, Internet Publishing, and Motion Graphics.
In collaboration with students from Bobbie Martel’s ED 291 Developing Language & Literacy, staff from Oceanic Time-Warner Students, students from DMED 293 Practicum in Digital Media class under Daniel Boulos, designed storyboards that will be put into production in the Spring 2011 semester. The final product will be short interactive learning TV clips designed for children, which will be broadcast by Oceanic Time-Warner.
Digital Art and Digital Media classes have been offered at LCC-Wai‘anae and in the Fall of 2011 a number of students from that campus should be receiving Certificate of Competence in Internet Publishing and Digital Video.
The Social Sciences faculty are considering ways of addressing the passing rate of academically under-prepared students in their courses, once they were made aware of the study from our Office of Policy Planning and Assessment (OPPA) which revealed that students who did not place into college level reading, writing, and math had an average passing rate of only 30% in their courses that had no pre-requisites (in contrast to academically prepared students, with a passing rate of around 70%). Placing a pre-requisite of ENG 21/22 has been discussed, though there are other ways of addressing this issue—including pairing specific courses with developmental reading and writing courses, or incorporating those necessary skills into their courses.
As academically under-prepared students comprise over half of our incoming first-year students, all faculty that teach courses that have no pre-requisites should discuss ways of addressing this issue at their discipline and division level.
From the Associate of Arts in Teaching (AAT) program there have been a number of activities and accomplishments:
- A Principal's Luncheon at The Pearl was hosted in September for forty principals from K-12 schools. Wonderful food and conversation were shared as the yearly highlights of the AAT program were presented. This event celebrated the partner schools for the Service Learning (field experience) component of the AAT program.
- In November, the AAT program hosted the third annual Educational Summit, an evening of professional development for AAT students and the community. Seven workshops were hosted by in-service teachers and professionals from the community covering topics of Dyslexia Awareness, Classroom Management, Standards-Based Learning, and more. The key-note speaker for the evening was a graduate of the AAT program who completed his Bachelor's degree at UH Mānoa and now teaches Automotive at Leilehua High School.
- The AAT program is now in the process of gaining approval by the Hawai‘i Teacher's Standards Board to be recognized as a state approved teacher education program in order to provide an Alternative Teacher Education pathway for Career and Technical Educators who will teach at the secondary level.
- Through a valuable partnership with the DOE, the AAT program and Future Teachers Club offers a PRAXIS I workshop to our students as well as the general public. These workshops ensure that our students are prepared to take the math section of the Praxis 1 Pre-Professional Skills Tests.
- A Memorandum of Agreement is now being finalized with UH Mānoaʻs College of Education for Secondary Education, Elementary Education, and a Dual Certification for Elementary Ed./Special Education. Starting in the Fall semester of 2011, UH Mānoa's College of Education will be offering its dual certification bachelors degree for Elementary Ed./Special Education here on Leeward's campus.
- In the spring semester, The AAT program will host the second Teacher Academy Day. Last spring, over 100 students from 6 high schools spent the morning enjoying workshops presented by the AAT faculty, tours of Leeward's campus and a luncheon where they had opportunities to visit with current AAT students.
Since the Fall, the Developmental Education Committee has been working within the newly formed Student Success Committee. The coordinators of the areas of DevEd Writing, Reading, Math, and Peer Support/Tutoring are Kay Caldwell, Sandra Kelley, Eric Matsuoka, and Laurie Kuribayashi. As you will see below, they have all been very busy with their respective faculty in the pursuit of more effective Developmental Education; their commitment and efforts are greatly appreciated. A special thank you to Laurie Kuribayashi who assisted me this past semester in the overall coordination of the DevEd program. I know the other DevEd Coordinators join me in expressing our gratitude to her for that and for working so diligently with each of us, and Guy Nishimoto, in the composition and alignment of our first UHCC DevEd program report.
Below are a few of the highlights from each of the DevEd areas:
LANGUAGE ARTS: During the Spring 2011, faculty will research other colleges’ accelerated and alternative DevEd courses and will a draft the format and content of a 4-credit course that includes the content of the present 3-credit reading and the 3-credit writing courses. During Spring 2011, faculty will research and design the content and format of two separate 1-credit success skills modules. By the end of Spring 2011, faculty will have developed or chosen exit exams for English 18 and English 21 and by Fall 2011: exams will be piloted in all sections of English 18 and 21.
MATH: Departmental exit assessments and standards have been adopted for use in Math 22, 73, and starting in spring 2011, Math 83. An attendance policy has also been adopted for all developmental math courses to help ensure student success both in the current course and in subsequent courses.
Course redesign pilot sections are continuing with promising results: three fall 2010 students successfully completed all requirements for both MATH 18 and MATH 82 and are currently registered for transfer-level math. In the legacy sequence of courses, those students would have needed to pass at least 3 sequential developmental math courses before qualifying for MATH 100 or MATH 103. Preparations for full implementation of course redesign in fall 2011 are underway.
PEER WRITING SUPPORT AND MATH LAB TUTORING: In the Writing Lab, there are plans to increase the level of available peer writing support, continuation of in-class workshops, and the possible expansion to reading courses. Also plans to expand and continue alternate modes of delivery (workshops, group study sessions; curriculum-based support) and provide training for peer tutors/mentors to enable them to provide more effective support.
In the Math Lab, there are plans to develop workshops/group study sessions for classes with unusually low success rates and to continue casual hire supervision of evening and weekend Math Lab hours that were introduced in late November 2010 that were funded by an intramural ARRA grant.
The Writing Lab and the Math Lab continue to jointly train their peer mentors and tutors on success skills and mentoring strategies and to work with the DevEd counselors to establish intervention and referral communication channels and mentoring programs for at-risk students.
Office of International Programs
The office continues to recruit oversees, host visiting students and faculty to our campus, arrange for Study Abroad Tours, provide instruction through their English Language Institute, and maintain our relationship with the US State Department’s CCID (Community Colleges for International Development) program. This year we have 11 scholarship students from Turkey, South Africa, India, Guatemala, Nicaragua, and Indonesia.
Hālau ‘Ike o Pu‘uloa and Ho‘oulu
This past Fall, the Hālau ‘Ike o Pu‘uloa (Native Hawaiian Student Support Center) faculty and staff have continued to build their student success programs to scale, by doing a "meet and greet" to all classes taught in the Hālau classrooms and to the Hawaiian courses taught at LCC-Wai‘anae. Their outreach efforts and continued program development produced a 48% growth in student enrollment between Fall 2009 and Fall 2010. Their debut of an "Hālau New Student Orientation (NSO)" in Fall 2010 introduced 55 new Native Hawaiian students to their programs and faculty/staff. They plan to invite the College's 165 new Native Hawaiian students to the Spring 2011 edition of the Hālau NSO. After Spring 2011 grades are "rolled," data will be collected to evaluate how successful Hālau initiatives and activities have been in improving Native Hawaiian student success rates.
Ho‘oulu (Native Hawaiian Career & Technical Program) has focused on aligning its students with its Career/Technical education, Education, and S.T.E.M. goals. This Federal grant initiative was able to send 15 students and 20 staff to conferences or workshops for professional development in 9 different events. A SCI 199 class with 14 students and 4 staff explored Big Island with hand-on experiences at different sites. Equipment "Tools of the Trade" were loaned out to 6 students in 3 majors that included automotive tools, TV production equipment and laptop computers with teaching aids for AAT students. Over 16 students in business major had membership paid for SIFE/PBL and HBEA.
Sulong Aral is a federally funded project of the US Department of Education that provides student support services to Leeward Community College students of Filipino ancestry. The classroom and study area for Sulong Aral participants and students in the Philippine Studies program is DA 204 and has been named the Dap-Ayan, the “gathering place,” a term used by the natives of the Cordillera Region located in northern Luzon to refer to a place where the people and elders meet, socialize, exchange thoughts, make community decisions, or resolve conflicts in a nonviolent manner. The Dap-Ayan was formally opened by U.S. Senator Daniel K. Inouye on October 21, 2010 amid a standing room crowd, cultural dances, and musical performances.
Senator Inouye’s Opening of the Dap-Ayan
Featured from left to right are Chancellor Manuel J. Cabral, Sulong Aral Project Coordinator Melvin Jadulang, U.S. Senator Daniel Inouye, Dean of Arts & Sciences James Goodman, and Sulong Aral Project Director Raymund Liongson.
During the Fall semester, the project hired two peer mentors to assist students with accessing services around campus and provide peer level support, while a math tutor was hired and tutored students in the Math lab. During that same semester Sulong Aral focused on providing support services to students identified in UAP (unsatisfactory academic progress) status, enrolled in a developmental education course, or nearing graduation with 48 or more credits. At the end of the fall semester, 57 students were enrolled and received services of the project. Of those, 5 students were on academic probation and 17 were on academic warning at the beginning of the semester. Students met with the Project Coordinator bi-monthly to monitor their progress in college and were referred to campus services as needed. Since then, all participants have registered for spring semester courses.
For the Spring semester, a laptop lab will be available for participants to use in Dap-Ayan. Also in the the Dap-Ayan for the Spring, the math tutor will be conducting tutoring sessions, a writing consultant, and a Tagalog language tutor will be hired to provide support to students as well. Tagalog conversation and practice workshops are planned and will be open to all students interested in Tagalog.
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, Sandra Kelley, Eric Matsuoka, and Laurie Kuribayashi for their tireless work this past semester.
Many of the reports and studies that were prepared for and by the above chairs and coordinators have relied on the data provided by the Office of Policy, Planning, and Assessment—thank you Kathy Hill, Guy Nishimoto, and Charlotte Watanabe for making all of our work so much easier and accurate.
To all the faculty and staff, have a great semester!