College Background
Honolulu, located on the island of O'ahu, lies more than 2300 miles from the west coast of the United States, and is the nation's 15th largest city with a 2002 population of more than one million people. There is no majority ethnic group in Honolulu's population Ñ individuals of Hawaiian, Euro-American, Chinese, Japanese, Korean, Filipino, Samoan, Micronesian, and Southeast Asian ancestry have come to settle this city that bridges Asia and the Americas (See Table 1).
Kapi'olani primarily serves numerous diverse communities in East Honolulu. At the same time several programs attract students statewide. The College offers the largest liberal arts transfer program in the University of Hawai'i system, serves as statewide Nursing and Health Sciences training center, and provides quality training programs in Hotel Operations, Culinary Arts, Tour and Travel, Business Education and Legal Assisting. The College currently benefits from a five year (1999-2004) U.S. Education Department Title III as a Native Hawaiian-Serving Institution.
Ethnicity
|
Percent
of Total |
|
ASIAN/PACIFIC ISLANDER |
68 |
|
Hawaiian/Part-Hawaiian |
10 |
|
Japanese |
22 |
|
Chinese |
9 |
|
Korean |
5 |
|
Filipino |
13 |
|
Other Asian |
2 |
|
Pacific Islander |
2 |
|
Mixed Asian/Pacific
Islander |
5 |
|
CAUCASIAN |
13 |
|
MIXED |
11 |
|
OTHERS |
8 |
|
100 |
Building on the multicultural backgrounds of its
students and faculty, the College is now widely recognized for
learning-centered excellence and for integrating a coherent curriculum that
connects and reinforces learning across classroom, campus, community and
cyberspace. In 2001, the American
Association of Colleges and Universities (AAC&U) recognized the College as
one of 16 Òinnovative, learning-centered colleges and
universities to serve as models of best practice in liberal education,Ó in their Greater Expectations initiative. A number of the
Greater Expectations Colleges provide
models for inquiry-based science, technology, engineering and math (STEM)
learning, integrated learning communities, and civic engagement. The College
was also selected by AAC&U in both 2001 and 2002 to participate in their Greater
Expectations Campus Leadership for
Sustaining Innovation summer institutes
where KapiÕolani science and technology faculty benefited from cutting-edge
workshops in their fields.
The Carnegie Foundation
for the Advancement of Teaching recognizes the College for its commitment to
promoting civic and moral responsibility in undergraduate education and the
College will be featured in their February 2003 publication, Educating
Citizens. In January 2003, the College was again
selected by the Carnegie Corporation and Campus Compact as an exemplar of civic
engagement among American Community Colleges. The American Council of
Education (ACE) recognizes the College for developing and sustaining ÒPromising
Practices in Institutionalizing International EducationÓ (see their 2002
publication by the same title)[2].
In particular, ACE is impressed with the CollegeÕs competency-based curriculum
and emphasis on assessing learning outcomes. [3] The CollegeÕs learning-centered mission and sustained
innovation, combined with its cultural diversity and commitment to civic
engagement locally, nationally and globally, position it to better prepare ÒA
diverse, internationally competitive and globally-engaged workforce of
scientists, engineers, and well-prepared citizens.Ó[4]
STEM Infrastructure at
KapiÕolani Community College and NSF-STEM Value Added
The College provides both breadth and depth in its STEM-related course offerings. The Math-Science Department offers five Developmental Math courses in the Holomua Pre-College program. Over the last few years it has become evident that high school graduates are increasingly under-prepared to meet college-level math and science competencies. The 1996- 2000 NAEP data indicate that Hawaii students begin losing ground in math and science in grade 8. Of first time registrants to the College in Fall 2001 (N=1,311) nearly 40 percent placed at PCM 23, a pre-algebra course equivalent to sixth grade math. Another 40 percent placed in Math 24-25 (Beginning Algebra). Only 20 percent qualified for college level Math (Math 100). For college-ready students, the Math-Science Department offers five pre-calculus courses and four calculus courses plus a calculus lab.
The department also offers a strong Science program with the following courses, most of which serve both the ÒUniversity transferÓ and Ò21st century careerÓ educational missions of the College. Courses are offered in the following fields: Astronomy, Biochemistry, Biology, Biotechnology, Botany, Chemistry, Engineering, Environmental Science, Exercise and Sports Science, Microbiology, Oceanography, Physics, Sleep Science, and Zoology. The department strongly supports a ÒPre-Engineering AdvisingÓ program which has increased the number of KCC students now in Engineering majors at the University of Hawaii, Manoa campus. Currently there are 81 former KCC students pursuing STEM majors at the University of Hawaii, Manoa campus, a Type 1 Research Institution according to the Carnegie Foundation. These students are in the following STEM majors: Biology (23), Botany (2), Chemistry (4), Electrical Engineering (13), Information and Computer Science (17), Mathematics (4), Microbiology (3), Physics (3), Zoology (10), Elementary Education, Science (1), Secondary Education, Science (1).
The Biotechnology and Exercise and Sports Science Associate in Technical Studies (ATS) degrees programs were initiated and developed with Title III-Native Hawaiian-Serving institutional funding from the U.S. Education Department. Information and Computer Science (ICS) programs at the College are currently being enhanced with this Title III funding. These three programs are developing special outreach and support services for Native Hawaiian students.
ICS and Math-Science faculty, along with faculty from all academic departments, participate in the KapiÕolani Information Technology Emphasis (KITE), which is one of six cross-curricular emphases at the College. Along with KITE, the other five emphases Ð Writing, Critical Thinking, Math, Integrated International Education, and Service-Learning -- improve curricular and learning coherence across the general education curriculum. Each emphasis is now being additionally charged to assess their respective General Education Academic Skill Standards (See these Standards and learning outcomes in Supplementary Documents).
The College, along with the other AAC&U Greater Expectations leadership institutions, asserts that a quality, coherent and comprehensive General Education program is foundational to academic success in any major. The Math-Science department, the ICS program, and the KITE committee play an important role in helping students achieve learning outcomes in all six General Education Standards. Further, they provide campus-wide leadership in delivering curriculum and instruction focusing on the Quantitative Reasoning and Information Retrieval and Technology Standards and outcomes, and in preparing students for success in STEM majors at UHM. Current UH system data indicates that KCC students in majors within the UHM College of Arts and Sciences consistently have grade point averages equal to or above those of students who entered UHM as Freshmen.
We anticipate that STEM implementation program funding will support the following additional Òvalue-addedÓ dimensions within our STEM infrastructure:
1) Each of the STEM components, Science, Technology, Engineering and Mathematics, will be better integrated and reinforce and deepen STEM learning across the curriculum.
2) By strengthening STEM components and their integration the College will become an intentional and visible Òincubator of science talent,Ó[5] and focused on preparing Òa diverse, internationally competitive and globally-engaged workforce of scientists, engineers, and well-prepared citizens.Ó
3) By strengthening STEM components more Native Hawaiian students will pursue STEM majors and successfully complete their degrees.
4) By strengthening STEM components more underrepresented minority students will pursue STEM majors and successfully complete their degrees.
5) By strengthening STEM components we will be improving the preparation of our Pre-Education majors and thereby building a stronger STEM foundation for the future.
6) The Biotechnology, Exercise and Sports Science, and Information and Computer Science programs will be further developed and institutionalized.
Literature Review and Institutional Models Relevant to
Underrepresented Minorities
As a result of our collaboration in the AAC&U Greater Expectations Consortium of leadership colleges and universities, and our participation in the last two Greater Expectations Summer Institutes, we have had the opportunity to examine a number of institutional models where STEM integration is exemplary, and where there is growing attention paid to AmericaÕs increasingly diverse undergraduate population. Institutional models and related literature are delineated below.
á Worcester Polytechnic Institute, Massachusetts and their sustained innovations in creating Òtechnological humanistsÓ[6]
á SUNY Stony Brook, and their student research and other active learning approaches[7][8][9]
á Hampshire College, Massachusetts, and their inquiry-based model of science engagement[10][11][12][13][14][15][16][17][18]
á Prince Georges Community College, Maryland, and their statewide teacher preparation articulation agreements
á Portland State University, Oregon, and their civic engagement models in general education
á Evergreen State University, Washington, and their sustained national leadership in promoting learning communities
KapiÕolani is also currently participating
in the NSK/Phi Theta Kappa ÒPreparing TomorrowÕs Science and Math TeachersÓ
[19]
project and benefits from the professional mentoring
of Green River Community College and Central Washington University math and
science faculty. This NSF-PTK project, along with the colleges Pre-Education
Advising and Training TomorrowÕs Teachers Service-Learning pathway, provide
major momentum in improving our math-science teacher preparation efforts. Participating colleges in the NSF/PTK
program ÒImproving Science and Technology at Community Colleges,Ó
[20]
also provide useful models of STEM integration.
For example, American River and Cosumnes College have successfully developed
ÒCenters for BiotechnologyÓ and ÒIntermediate Algebra-Applied Mathematics
Modules,Ó respectively. In addition, through the CollegeÕs other national
partnership in the League For Innovation in the Community Colleges we are
exploring Òproblem-based learningÓ approaches at the Maricopa Community
Colleges in Arizona. KapiÕolani Community College is now prepared to begin
a thorough literature review focusing on the STEM educational continuum for
underrepresented minority groups as part of its STEM assessment and planning
process.
Project
Goals, Objectives and Timeline
Goal 1 To conduct a detailed institutional assessment of STEM infrastructure.
Objective A Identify specific areas of strength and weaknesses in the institutionalization of STEM at the College using an existing and proven ÒInstitutional Assessment Rubric.Ó[21]
Objective B Assess strengths and weaknesses in the retention and academic performance of Native Hawaiian students in STEM programs at the College.
Objective C Conduct a thorough literature review of STEM programs at Tribal Colleges, Native Alaskan, and Minority-Serving Institutions.
Objective D Conduct a thorough literature review related to the strengthening of STEM infrastructure in American higher education.
Objective E Identify existing UH system databases that can provide cyclical assessment data in monitoring STEM strengths and weaknesses, and gains and losses.
Objective F Identify gaps in existing UH system databases and engage in UH system dialogs to eliminate these gaps.
Objective G Develop a campus site visit protocol to gather consistent and comparative data on STEM programs and active learning strategies during campus site visits.[22]
Objective H Employ the protocol instrument in examining exemplary STEM programs and active learning strategies at identified leadership colleges and universities.
Goal 2 Develop an institutional plan to enhance the CollegeÕs STEM program.
Objective A Identify STEM curriculum development needed to enhance student achievement of Quantitative Reasoning and Information Retrieval and Technology learning outcomes.
Objective D Identify best practices in STEM faculty professional development.
Objective H Identify key K-12 school collaborations in STEM learning.
August 2003
Training Institute at KapiÕolani on effective learning communities provided by faculty at Evergreen State University. [23]
August 2003
STEM Assessment and Development Institute I Ð Five Senior Personnel and 10 Faculty to participate.
| Goal 1 To conduct a detailed institutional assessment of STEM infrastructure. Objectives A and B. |
| Introduce Goal 2 Develop an institutional plan to enhance the CollegeÕs STEM program and Objectives A-H. |
| Five Senior Personnel and 10 faculty begin identification of curriculum, faculty, and active learning strategies, and key UHM faculty, community, business and K-12 partners. |
September 2003
STEM faculty leaders conduct campus site visits to Hampshire College, Worcester Polytechnic, SUNY, Stony Brook, and Prince Georges Community College.
| Goal 1 To conduct a detailed institutional assessment of STEM infrastructure. Objective G and H. |
Goal 2 Develop an institutional plan to enhance the CollegeÕs STEM program and Objectives A-H. |
Five Senior Personnel and 10 faculty continue identification of curriculum, faculty, and active learning development strategies, and key UHM faculty, community, business and K-12 partners. |
October 2003
STEM faculty leaders conduct campus visits to American River, Cosumnes River, and San Juan College
| Goal 1 To conduct a detailed institutional assessment of STEM infrastructure. Objective H. |
|
Goal 2 Develop an institutional plan to enhance the CollegeÕs STEM program and Objectives A-H. |
|
|
October 2003
STEM Assessment and Development Institute II
|
Goal 1 To conduct a detailed institutional assessment of STEM infrastructure. Objectives C, D, E, F and H. |
November 2003
STEM faculty leaders conduct campus visits to Portland State, Evergreen State and Green River Community College.
|
Goal 1 To conduct a detailed institutional assessment of STEM infrastructure. Objective H. Goal 2 Develop an institutional plan to enhance the CollegeÕs STEM program and Objectives A-H. Five Senior Personnel and 10 faculty continue identification of curriculum, faculty, and active learning development strategies, and key UHM faculty, community, business and K-12 partners. |
December 2003
STEM Assessment and Development Institute III
|
Goal 1 To conduct a detailed institutional assessment of STEM infrastructure. Objective H. Goal 2 Report and discuss a draft institutional plan to enhance the CollegeÕs STEM program based on the detailed institutional assessment (Goal 1, Objectives A-H) and semester long research on curriculum, faculty, and active learning development strategies, and dialog with key UHM faculty, community, business and K-12 partners |
January 2004
STEM Assessment and Development Institute IV
|
|
By accomplishing our STEM assessment and planning goals and objectives we will be prepared to submit a STEM implementation proposal that will request funds to achieve the STEM Òvalue-addedÓ dimensions discussed above.
Management Structure
Dr. Leon Richards, Senior Academic Dean, will oversee all STEM assessment and planning activities related to our STEM Goals and Objectives. He will coordinate closely with the Dr. Louise Pagotto, Dean of Arts and Sciences and Curriculum Management. Dr. Pagotto will work with the Chair of the Math-Science Department, Charles Matsuda, to identify ten key faculty participants from the Math-Science department, and the Information and Technology Emphasis Committee. Professor Matsuda will also identify and review relevant literature, conduct campus site visits, report results to STEM institutes, and integrate planning and assessment into departmental dialog. Dr. Pagotto will also work with the other Arts and Sciences chairs to assess the potential impact of enhanced STEM learning on student achievement of General Education Skills Standards.
Dr. Robert Franco, Director of Planning and Institutional Research, will co-direct the project and have specific lead responsibilities in developing the STEM assessment and planning institutes, coordinating campus site visits and creating the site visit protocol, identifying and reviewing relevant literature, identifying existing evaluation data strengths and weaknesses, and report writing. Dr. John Rand will co-direct the project and have specific lead responsibilities in developing the STEM assessment and planning institutes, conducting campus site visits, reporting results to the Math-Science department and STEM institutes, identifying and reviewing relevant literature, and report writing. Professor Judith Kirkpatrick, Coordinator of the Information Technology Cross-Curricular Emphasis, will also co-direct the project and have specific lead responsibilities in developing the STEM assessment and planning institutes, conducting campus site visits, reporting results to STEM institutes, and developing strategies to more effectively leverage technology for enhanced STEM learning.
Five Senior Personnel and ten faculty will participate in the STEM assessment and planning institutes. They will complete the STEM Assessment Rubric, read and reflect upon identified literature, and develop learning enhancement strategies that are both discipline-specific and integrated across STEM disciplines. Through the STEM assessment and planning institutes specific strategies to assess student learning will be discussed. These discussions will focus on:
1) Number of stem majors involved in active learning (learning communities, service-learning, internships, web-based approaches), research activities (inquiry- and problem-based learning).
2) Number of STEM majors who have enrolled in and successfully completed newly developed or revised courses or programs
3) Rates of successful completion of STEM gate-keeper courses
4) Student retention in STEM disciplines
5) Number of STEM graduates with GPA of 3.0 or higher
6) Number of STEM graduates matriculating to 4 year programs
7) Number of stem graduates in the workforce (Biotech, IT, ESS)
8) Extent to which new equipment may have impact on STEM learning enhancements
This Management Structure will be prepared to be in full operation on August 1, 2003 and work intensively through January 15, 2004 to ensure the preparation and submission of a comprehensive STEM-TCUP implementation proposal. The Management Structure will continue its work through June 2004 to assure continuity in STEM program development.
External
Advisory Committee
The Management Team and participating faculty will identify key External Advisory Committee members. Many of the KapiÕolani Math-Science faculty received their advanced degrees from the University of Hawaii at Manoa and have maintained active research and teaching collaborations with their UHM colleagues. The College is also involved in ongoing discussions with UHM colleagues around quality General Education outcomes and Teacher Preparation. We anticipate 3-5 UHM Math-Science faculty will become members of the External Advisory Committee. To ensure that Native Hawaiian students receive the full benefit of STEM assessment and planning, two Native Hawaiian faculty, one counselor and one student will participate on the External Advisory Committee. To improve service-learning, and inquiry- and problem-based learning and internship opportunities we will invite two representatives from the private sector, two representatives from the non-profit sector, and two K-12 representative to participate fully on the External Advisory Committee. To assure that STEM initiatives are broadly understood and conveyed accurately to students we will invite two academic counselors and one STEM student to participate on the Committee. The External Advisory Committee will be comprised of approximately 12-15 members.
Institutional
Commitment and Resource Alignment to Support STEM Beyond the Funding
KapiÕolani
is committed to curricular content and broad-based instructional strategies
that are learner-centered and supportive of educational success for students
shaped by diverse cultural backgrounds and life experiences. The College has a remarkable record,
and is nationally recognized by leading higher education associations, for
using external funding to develop, sustain and institutionalize learning
innovations. The College has long been and remains committed to a philosophy of
being student-centered, faculty-driven, and administration-supported. By
intentionally building social and intellectual capital in the students, faculty
and administration we maximize and sustain impact from grant-derived financial
capital. The proposed assessment and planning activities detailed above are
consistent with our student-centered, faculty-driven, and
administration-supported philosophy. Specific
approaches to institutionalization and resource alignment will be determined
during the assessment and planning period and we have a solid literature base
from which to work.[24][25][26]
Through our work with AAC&U, ACE, the Carnegie
Foundation and Corporation, and Campus Compact, we are already engaged in
preparing socially responsible and economically productive local, national and
global citizens. Further, on the national scene, we are providing
leadership in assessing these learning outcomes. As a result of our proposed
STEM assessment and planning activities, we intend to develop a comprehensive
STEM-TCUP implementation proposal which, if funded, will advance KapiÕolani as
an institution preparing Òa diverse, internationally
competitive and globally-engaged workforce of scientists, engineers, and
well-prepared citizens.Ó Our
recently completed Strategic Plan for the period, 2003-2010, directly supports
this STEM transformation and our faculty and administrators are increasingly
committed to aligning funding decisions with the new Strategic Plan.
Intellectual
Merit of the Proposed Activity
KapiÕolani is recognized as a quality liberal arts college with a strong track record in sustaining innovations in student learning. Our approach to strengthening STEM learning is to examine exemplary STEM and active learning practices at nationally recognized leadership institutions and to conduct thorough literature research on how STEM integration can improve the academic success of underrepresented minorities, especially Native Hawaiian students.
Broader
Impacts of the Proposed Activity
Our
proposed NSF-TCUP Planning Grant will provide us with the opportunity to
integrate STEM learning with our service learning and civic engagement emphasis
and thus connect STEM with over 100 community-based partners and 40 K-12
schools. Currently, we anticipate broader STEM impacts in our environmental
stewardship, Asthma Care, HIV and STD prevention, Long-Term Care, Training
TomorrowÕs Teachers, and Bridging the Digital Divide service-learning pathways. We also anticipate that our past
efforts at providing Science Enrichment programs for low income schools will be
revitalized, and that we will establish stronger student mentoring programs at
these schools. The synergy of enhanced STEM learning and strong institutional
civic engagement should result in substantial positive impacts for the wider
community, and especially the Native Hawaiian community.
[1] KapiÕolani is a Hawaiian word with Latin vowel sounds. The Ô provides a half-way break in pronunciation, that is, KapiÑolani.
[2] Promising Practices in Institutionalizing International Education, Washington, DC, American Council on Education. 2002.
[3] See ÒKapiÕolani in the National SpotlightÓ in Supplementary Documents.
[4] National Science Foundation, Tribal Colleges and Universities Program Statement, 2002:1
[5] Fischler, M.S. ÒA Mentor to Stars in Science Competitions,Ó New York Times, Long Island Journal, Sunday, February 3, 2002. Article discusses science program at SUNY-Stony Brook.
[6] Worcester Polytechnic Institute Mission Statement, 2001.
[7] Boyer Commission on Educating Undergraduates in the Research University, Reinventing Undergraduate Education: A Blueprint for AmericaÕs Research Universities, Washington, DC. 1998.
[8] Fischler, M.S. ÒA Mentor to the Stars in Science Competitions,Ó February 3, 2002. New York Times, Long Island Journal.
[9] Berndt, C.B. ÒStudent Research and Other Active Learning Modes at SUNY Stony Brook,Ó Presentation at AAC&U Greater Expectations consortium meeting at KapiÕolani Community College, February 16, 2002.
[10] Natural Science at Hampshire College,. Amherst, MA. School of Natural Science, 2002.
[11] Bruno, M.S., Jarvis, C.D. ÒItÕs fun, but is it science? Goals and strategies in a problem-based learning course,Ó Journal of Mathematics and Science: Collaborative Explorations, Volume 4. No. 1, 9-24, 2002.
[12] DÕAvanzo, C. and McNeal, A.P. ,ÒResearch for All Students: Structuring Investigation Into First-Year Courses,Ó summary publication on three NSF grants, presented at Greater Expectations Summer Institute, 2002.
[13] DÕAvanzo, C. ÒThree ways to teach ecology labs by inquiry: Guided, open-ended, and teacher collaborative,Ó The Bulletin of the Ecological Society of America 77:92-93, 1996.
[14] McNeal, A. P. and Murrain, M., ÒDrugs in the Nervous System: A Course in Learning to Learn Science,Ó College Teaching 42:47-50, 1994.
[15] Sundberg, M.D. and Moncada, G.J., ÒCreating effective investigative laboratories for undergraduates,Ó BioScience 44:698-704, 1994.
[16] Woodhull-McNeal, A. ÒTeaching introductory science as inquiry,Ó College Teaching 37:3-7, 1989.
[17]Duch, B., Allen, D., and White, H., ÒProblem-based Learning: Preparing Students to Succeed in the 21st Century,Ó Teaching Excellence 9 (7) 1998.
[18] Duch, B., and Allen, D., Thinking Toward Solutions: Problem-Based Learning Activities for General Biology, Harcourt College Publishers, New York, 1998.
[19] Phi Theta Kappa International Honor Society, Preparing TomorrowÕs Science and Math Teachers, Jackson, MS, Center for Excellence, Mississippi Education and Research Center, Summer 2002..
[20] Phi Theta Kappa International Honor Society, Improving Science and Technology Education at Community Colleges, Round II, Jackson, MS, Center for Excellence, Mississippi Education and Research Center, 2000.
[21] See ÒKapiÕolani Rubric for Assessing STEMÓ in Supplementary Documents.
[22] Dr. Franco is currently using a standardized campus site visit protocol in a Carnegie-Campus Compact research study of service-learning and civic engagement in AmericaÕs community colleges.
[23] Workshops are already being planned. KapiÕolani faculty will provide reciprocal workshops for Evergreen faculty on service-learning and civic engagement.
[24] Eckel, P., Green, M., and Hill, B., (2001) On Change: Riding the Waves of Change, Insights from Transforming Institutions, .Washington, DC, American Council on Education.
[25] Astin, A., ÒToward a Theory of Institutional Transformation,Ó paper presented at the AAC&U Greater Expectations Institute, Summer 2002.
26 Seymour, E.,
ÒTracking the Processes of Change in U.S. Undergraduate Education in
Science, Mathematics, Engineering, and Technology,Ó paper presented at the
AAC&U Greater Expectations Institute, Summer 2001 (forthcoming article for
the journal Science).