VOLUME 17, NO. 1 - OCTOBER 24, 2008
A MESSAGE FROM THE FACULTY DEVELOPMENT COORDINATOR
Welcome to the 2008 fall edition of the HCC Faculty Development
Newsletter. The Faculty Development Committee for the 2008-09 academic
year is committed to assisting all our faculty colleagues by
providing meaningful and valuable faculty professional development
activities this academic year. The committee members for this year
include;
- Jerry Cerny, Coordinator
- Guy Shibayama, Tech 1
- Jessica Kaniho, Tech 2
- Charlene Gima, UC
- Grace Funai, Student Services
- Christine Hacskaylo, Academic Support
- Ralph Kam, Admin Liaison
Stress is nearly an everyday part of our lives here at work and at home.
We have included an article in this fall's Faculty Development Newsletter,
titled REENERGIZE. How can we extricate ourselves from the ooze of a
midcourse sinkhole? Try a REFOCUS strategy. REFOCUS means:
- Recognize
- Empower
- Focus
- Objectivize
- Commit
- Unburden
- Surprise
As Thoreau states in the article, "None are so old as those who have
outlived enthusiasm." Emerson states, "Nothing great was ever achieved
without enthusiasm." To access additional articles on stress and other
teaching resources, check out the Faculty Development Website. There is a
link in the left hand margin of the HCC Intranet. Please let any Faculty
Development Committee Member or me know how we can better serve you this
academic year. Have a great fall semester!
Jerry Cerny
Faculty Development Coordinator
REENERGIZE
Is your energy level dropping? Do you feel burdened with too much work and
too little time to do it? Do you sense that your students are becoming
lethargic? Then you and your students may be experiencing midcourse
droop--an insidious yet common syndrome. Why? When enthusiasm wanes, the
ability to cope with stress decreases and the joy of teaching is sometimes
lost. Thoreau reminds us that, "None are so old as those who have outlived
enthusiasm." "Nothing great was ever achieved without enthusiasm," says
Emerson.
At registration time, energy levels were high as you and your students
envisioned the mountaintop of growth and possibilities inherent in the
learning experience to come. Now at or near midterm the storm clouds of
academic and personal problems may have obscured the summits of success.
Midcourse letdown strikes students when they have underestimated the time
required to learn the content of your course, or when poor time management
skills cause them to delay the completion of major assignments until the
deadline approaches and panic sets in. Disappointments occur when students
fail to achieve the level of success they envisioned. Lower than expected
test scores, poorly received contributions to class discussions, rejection
by teammates assigned to a group project and the frustration experienced
from working with lazy lab partners have taken their toll. What was first
perceived as an enjoyable learning adventure may have by midterm become a
code-3 struggle for survival.
On the other hand, you may be feeling discouraged because text scores
reveal that the class exam averages are much below what you expected.
Assignments may have been turned in late or poorly done. You feel that
some students seem unable to write clearly and concisely and are
exhibiting punctuation and spelling problems. Participation in discussion
groups seems to be lackluster, and dozing has become more and more common
during your lectures. Furthermore, this group of students seems to be
taking twice as long to complete the required lab projects as usual, and
in general you feel a bit panicky about how you will ever cover all the
required material before finals. If this description fits you, you may
have slipped into the quicksand of a mid-semester slump.
Survival experts tell people caught in a bottomless quagmire in the woods
to stop struggling-- uncoordinated effort only causes the victim to sink
ever deeper. Only by calm, purposeful and coordinated actions can the
victims save themselves by swimming through the muck or sand to the safety
of a solid shore.
How can you extricate yourself from the ooze of a midcourse sinkhole?
Try a REFOCUS strategy. REFOCUS means:
Recognize
Empower
Focus
Objectivize
Commit
Unburden
Surprise
First, consider that a likely cause of midcourse letdown is a slow change
of the thought focus from achievement to deficiency. Each time reality
doesn't measure up to an envisioned ideal, emotional energy is drained,
self-esteem is lowered and feelings of being in control are diminished.
The result is instructor burnout. Here is a prescription that can help you
rebuild your enthusiasm:
- Recognize
Recognize your achievements thus far. Remind yourself of the lectures that
were well organized, delivered and received; the visuals that enhanced
understanding of a complex issue; the assignments that sparked critical
thinking and the innovative ways in which you activated and involved your
students in the learning process. Give yourself a pat on the back for
learning all your students' names, staying after class to answer
questions, meeting with your students even though you don't have an office
and taking the time to develop the individualized feedback designed to
help each student improve his or her performance.
Recall the work that your students have completed despite the demands of
other classes, a job and perhaps a family. Acknowledge the progress your
students have made.
- Empower
Create a list of your strengths as a teacher. Are you an excellent
communicator, manager, instructional designer or leader? When are you at
your best-- leading a discussion, planning a collaborative learning
activity, delivering a lecture, or going one-on-one with a student who
needs help? Maybe you're an outstanding motivator. List your five greatest
personal achievements in the past year. Can you remember how you felt
during these moments? Reliving these peak experiences can really empower
you to teach with greater enthusiasm and sense of purpose.
At the beginning of the second half of your course, perhaps after
midterms, ask your students to begin a class by sharing in a small group
setting a personally significant learning experience. Encouraging them to
remember and publicly affirm their academic achievements helps motivate
and energize learners. Also, many students don't appreciate what they have
learned while engaged in the process of reaching an academic goal.
Therefore, help your students identify the skills, attitudes and knowledge
they have acquired in only a few short weeks or study. For example, many
aviation maintenance technology students were gratifyingly surprised when
asked to list all the pieces of equipment and tools they could now use as
well as the repair and troubleshooting procedures with which they were now
familiar. It was then recommended that they update and keep these lists in
a folder as data to help them prepare a resume upon graduation. Don't
assume that students realize all they have learned or will learn in your
course of the value of this education to bettering their lives.
- Focus
Concentrate your attention on the material to be learned in the second
half of your course and the selection of the most effective teaching style
possible. Take a few moments to visualize the students' increased skills
and changed behaviors or improved performances that you hope to see at the
course's end. Take a quick look at your syllabus. Are you on track? Will
there be enough time? No? Then you have a management problem. Use a triage
system to gain control of the situation. Triage is a strategy used in
medicine under emergency conditions to sort patients into treatment
categories. The number one priority is to treat those who will benefit the
most and who require the easiest treatment. Then move to those who require
more difficult treatment but will benefit greatly. Last, attend to those
who require difficult treatments and probably won't benefit from it. In
other words, in difficult situations work to achieve the highest benefit
with the least amount of time and effort.
When course time is short and learning is proceeding slowly, work on the
material that will bring the greatest reward with the least effort. Plan
to accomplish first the learning tasks that will bring the highest reward
for your students. When you assign the easy, important tasks first, you
often motivate them to continue working until even more difficult
responsibilities are completed. Triage thinking can help you more
effectively manage the second half of your course.
- Objectivize
In the intervening weeks since you formulated your learning targets or
objectives, the stresses and strains of teaching and daily living may have
caused you to veer from your original instructional plan. If you have
refocused your teaching priorities, it's important to create learning
targets to guide your post-midterm efforts. Learning targets are a series
of statements that describe levels of performance increases that are
required for your students to advance. Some faculty think that only
teachers in occupational, technical or professional curricula need to
develop performance targets. With today's accent on critical thinking,
learning to learn, collaborative
processes, total quality management, etc., faculty in humanities,
business, fine arts and developmental education could significantly
improve learning by teaching for doing rather than just knowing. For
example, compare two statistics course sections:
Section A is built with knowledge objectives. The objectives are that "at
the end of this course students will know the concepts of central
tendency, variability, normal distributions, hypothesis testing and
analysis of variance." How does the instructor know that these objectives
have been achieved? By grading homework problems, unit tests and a
comprehensive final test. Students achieving above 60% pass; those scoring
below fail.
Section B is constructed using performance targets. The target statement
says that "at the end of this course students will have chosen a random
population, created an hypothesis, developed a questionnaire, completed an
analysis of variance and presented a final report using a PC and
recommended statistical software packages." In this course the instructor
not only teaches statistical knowledge but also ensures that each student
can put this knowledge to practical use in a holistic manner. With this
design, learning evaluation can be performance based rather than strictly
knowledge based.
Which course would you rather take or teach? Which would be of more value
to your students? To energize your teaching, apply performance targets.
- Commit
After you visualize your goal and create specific, measurable learning
targets for your students, commit to achieving them. To reach your goal
you'll need a strong commitment, one that will not waver as you encounter
difficulties. In teaching nothing goes completely as planned or as
expected. The number of variables in the learning process are too great to
permit total control. A staunch resolve enables you to persevere through
tough times, and it builds self-esteem. Ask your students to recommit to
success in learning. Their initial commitment may have weakened and they
need to reenergize for the second half of the course. Remind them of the
benefits of making short-term sacrifices to obtain long-term rewards.
To illustrate the point, remind them of the value of priming the pump. An
old story illustrates the principle. As the tale goes; old Desert Dan
traveled
the deserts of the southwest digging wells and installing pumps to aid
those traversing the parched sands of this region. Buried beneath each
pump he left a full jar of water with instructions on how to use it to
prime the pump and thereby obtain all the water a thirsty traveler could
want. Each dehydrated passerby who reached one of these watering holes was
faced with a difficult decision. Drink the water in the jar and hope that
it was enough to sustain life until the next water source was reached or
commit this precious resource to pump-priming and the promise of greater
reward.
- Unburden
You don't have to be perfect; you just have to be yourself. You may hold
the expectation that as a college teacher you should know all the answers.
Once you accept the fact that successful teachers emphasize the roles of
learner, presenter, guide, coach, facilitator, designer, evaluator,
manager and leader and minimize the role of expert, you unburden yourself
from unrealistic expectations. Then teaching becomes much easier and more
enjoyable. Your students will appreciate knowing that you and they are on
the same learning path. You have just proceeded farther than your
students.
Unburden your students by applying good management techniques to your
course. Look for barriers to learning that hold your students back or
cause them to devote time to unnecessary work. Question your assignments
and tests and align them to your learning targets.
- Surprise
During the second half of your course variety is often desperately needed
to keep your students motivated. Two surprise teaching techniques are
discussed:
Tell a story. It is said, "A good story can touch something
familiar in
each of us and yet show us something new about our lives, our world, and
ourselves. Stories can also be powerful tools for growth and learning."
However, there are several things you should consider before choosing to
tell stories as a teaching strategy. Before telling a tale experienced
storytellers consider these aspects -- purpose, practice and priority.
Purpose. Stories should be used to fulfill a definite instructional
purpose. They help students visualize
and internalize complex issues or concepts. Anecdotes draw students into
the learning process by activating their imaginations.
Practice. Storytelling takes practice to master. Effective
communicators
practice by developing narratives in three parts: context, challenge and
climax. Begin the story by setting the stage; describe when and where it
happens and introduce the characters. Next, add the dilemma and explain
how each of the characters are affected. Resolve the problem in words that
convey the kernel of learning contained in the story.
Priority. There are times when excessive storytelling in classes gets in
the way of learning. To prevent this situation, prioritize your strategies
according to their effectiveness and time-benefit. Brief stories can serve
as introductions to units of learning or as mental rest spots during a
long lecture. Stories spaced about every 20 minutes work well for many
faculty who lecture extensively. Narratives can help you summarize
material in a memorable way and enable your students to understand how
your course material relates to the "real world."
Simulate a crisis. Crisis situations occur in most occupations and
students should be prepared to think under pressure. "The Crisis Game"
provides an excellent way to explore crisis thinking and introduce the
element of surprise into your class.
To play, announce to your class that the red phone has just rung and the
president or other authority appropriate to your subject area has
requested that a student advisory panel be immediately created to deal
with a sudden crisis. (You have previously prepared a handout describing a
crisis situation applicable to your course's study material.) Then divide
your class into groups of five to eight students.
Explain to them that they will have a limited time (say 30 minutes) to
discuss the emergency and prepare a contingency plan to meet it. You may
wish to assign roles to group members to facilitate this learning
activity.
After ten minutes interrupt the groups and verbally add some additional
information that simulates the dynamic environment of crisis situations.
About ten minutes before the end of the game declare that because of
mounting pressures from the press, the
group must complete their plans and participate in a press conference in
five minutes. This new time frame increases the pressure on the groups to
work quickly.
When the time limit is reached, the recorder of each group presents the
details of their plan to the entire class. After all plans are shared, it
is recommended that students be debriefed about how they reacted to the
crisis situation and the added pressures of changing information and
compressed time schedules.
Through this game, you can accomplish two goals: (1) help students learn
how to better function in emergency situations and (2) review in an
intriguing manner critical course materials.
This seven-step REFOCUS strategy will help you to reenergize and
renew,
and it will help you to continue to teach for success!
FACULTY DEVELOPMENT FUNDRAISER
Those of you who have purchased the Hawaii Entertainment Book in the
past know what a great deal it is. You not only save money on
travel, entertainment, and services here on Oahu, but also throughout the
State and the Mainland. The members of the Faculty Development Committee
are once again selling books this fall. Books are great for personal use
and make excellent holiday gifts. Each book can be purchased for $30 with
the committee earning $6 on each book sold. The committee will use the
funds earned from these sales to purchase leis and light refreshments at
presentations throughout the year and support professional development for
faculty members. Contact any Faculty Development Committee member to
purchase your book today!
TENURE AND PROMOTION AND AWARDS
Congratulations to the following HCC faculty members who were granted
tenure and/or promotions this past summer;
Tenure and Promotion/Instructor to Assistant Professor:
Sally Dunan, CENT
Carol Hiraoka, Math
Jessica Kaniho, Cosmetology
Brenda Kwon, Language Arts
Promotion/Assistant Professor to Associate Professor
Danny Aiu, Sheet Metal
Femar Lee, Math, College Skills Center
Pat Patterson, History
Jerry Saviano, Language Arts
Maggie Templeton, Student Services
Promotion/Associate Professor to Professor
Jessie Aki, Cosmetology
Eva Moravcik, Early Childhood Education
Jim Poole, ICS
Congratulations to the following faculty members who received Service
Awards:
Maggie Templeton, Student Services, 10 years
Bob Perkins, Marine Repair, 10 years
Joy Nagaue, Fashion, 10 years
Sherrie Rupert, Student Services, 20 years
Brian Isaacson, Aero, 20 years
Sandy Sanpei, CA, 20 years
Aaron Tanaka, CENT, 20 years
Frank Mauz, Math, 30 years
Congratulations to our colleagues who have retired:
Joyce Henna, 33 years of service
Beng Poh Yoshikawa, 41 years of service
Congratulations to our colleagues who received special recognition:
Sheila Yoder, Math, Board of Regents Excellence in Teaching Award
James Niino, Apprenticeship, The Masaki and Momoe Kunimoto Memorial
Award
for Outstanding Contributions to Vocational Education
David Cleveland, Awarded Professor Emeritus Status
NEW FACULTY
The following faculty members are new to our campus. As you meet our new
colleagues, please help make them feel welcome. They include;
Erica Balbag-Gerard, Instructor, Counselor, Construction Academy.
Erica is originally from the Big Island. She earned a Bachelor of Arts
Degree with an emphasis in Biology from the University of Hawaii Manoa and
a Master of Science in Counseling Psychology from Chaminade University of
Honolulu. Erica's prior counseling work experiences include being a
Coordinator/Advisor for the Leeward Community College Upward Bound
Programs and a Counselor for the Leeward Community College Waianae Campus.
During her spare time Erica can be found crafting or reading (fiction,
non-fiction, whatever grabs her interest) or spending time with her
family. Erica currently resides in Honolulu with her husband Rodney and
three children Kainoa, Aaliyah, and Hunter.
Kimberley Gallant, Instructor, Mental Health Counselor, Student
Services. Kimberley was born and raised on Oahu and received a Master's
Degree in Social Work from the University of Hawaii Manoa. She is a
licensed clinical social worker in the state of Hawaii. For the past 15
years she has worked in the field of social work in San Francisco, Boston
and Honolulu providing counseling and mental health services to children,
adolescents and families. Kimberley is excited to be here at HCC and
looks forward to working with the campus community (students, faculty and
staff) to address mental health and wellness issues. Kimberley's lives by
her motto: Live well, Be well, Do well and Love well. In her free time,
she enjoys having adventures with her daughter.
Shana Isobe, Instructor, Coordinator, PRIDE Project, TRIO-Student
Support Services, Academic Affairs. Shana was born and raised on the
island of Maui. She graduated from the University of Hawaii at Manoa with
Bachelor Degrees in Business Marketing and Management Information Systems
and a Master's Degree in Educational Administration. Prior to coming to
HCC, she worked at Chaminade University and UH-Manoa. In her spare time
Shana enjoys cheering on UH athletics, traveling, reading, and spending
time with family.
Dina Levy, Instructor, Faculty Coordinator-Quality Care Project,
ECE. Dina was born and raised in Northern California, in the San Jose
area.
She graduated from California State University, Chico, with Master's in
Public Health Administration, emphasis on Child and Family Health; as well
as a double bachelor's in Sociology and Child Development. She moved to
beautiful Hawaii in 1992 to visit a friend and a vacation turned into
beginning her career. She worked for the State Department of Health,
Child/Infant Immunization Program for seven years, wrote grants and then
managed the Native Hawaiian Childcare Assistance Program at Alu Like, Inc.
for seven years. Most recently Dina was a Training and Curriculum
Specialist for Children, Youth, and Teen Programs for the Department of
Defense. She is very honored to be a part of HCC and looks forward to
continue joining efforts to enhance Hawaii's quality education. She has
two young wonderful children with whom she enjoys spending every
non-working moment.
Scot Parry, Instructor, Articulation/Matriculation Counselor,
Student Services. Scot was born in Ogden, Utah. He first came to Hawaii
in 1981 for six months as a pineapple picker and planter on the island of
Lana'i. He grew to love the islands so much that he returned several
years later to get his BA in History at Brigham Young University-Hawaii
and his MEd in Educational Administration at UH-Manoa. Scot married a
local girl from Pearl City and they have one six-year old daughter who is
truly a princess. Prior to coming to HCC he was employed at Hawaii
Business College for three years as their Registrar/Counselor and he was
at Hawaii Pacific University for nearly four years as an Academic Advisor.
He is currently a member of the United States Air Force Reserve and he
serves as an Assistant District Commissioner for the Ka'ala District for
the Boy Scouts of America. Scot enjoys traveling, hiking, camping,
fishing, and, most of all, spending time with his family.
Richard Scott (Scotty) Rhode, Instructor, Fire and Environmental
Emergency Response. Scotty was raised in Aliamanu and graduated from
Radford High School. He life guarded on Oahu beaches for several years
while working his way through Chaminade College. He also received a Fire
Science degree from HCC. Scotty is a former Marine and a retired Hawaii
Army National Guard Officer as well as a retired Fire Chief. He was
employed by the Navy Fire and Emergency Services on Oahu, the Big Island,
and, for five years, in Sasebo, Japan. Scotty and his wife Cheryl have two
sons, both in the fire service, and one daughter. In his free time, he
enjoys listening to his large collection of jazz and blues CDs and vinyl
LPs. Scotty also enjoys playing guitar at Bluegrass-Hawaii jam sessions.
He appreciates the challenge of teaching students at HCC and his parents
appreciate the irony of his employment within the fire service arena
since he once drove their automobile into a fire truck belonging to the
agency that hired him as a firefighter ten years later.
FACULTY SPOTLIGHT UNIVERSITY COLLEGE
Charlene Gima, Instructor, Language Arts, attended the Convention
for the Conference on College Composition and Communication (4'C) in New
Orleans this summer. She also presented a paper, "Writing fo' Real,"
which examined the challenges of teaching writing in a classroom of
students for whom Standard Written English is an intimidating foreign
language. Jennifer Higa-King, Instructor, Psychology, attended
the American Psychological Association National Conference on
Undergraduate Education in Psychology at the University of Puget Sound in
Tacoma, Washington, this summer. She is involved in a national discussion
about the teaching of psychology, which will, along with findings and
recommendations from the conference, be published in a book for
dissemination to the conference attendees. Frank Mauz,
Associate Professor, Math, attended the "Active Learning Approaches and
Visual Methods for Teaching Foundation Mathematics" Workshop this summer
in Monmouth, Oregon. He is teaching Math 111: Math for Elementary
Teachers, for the first time this fall and the workshop was directly
related to this course. Fumi Takasugi, Instructor, Sociology,
attended and served as an organizer for the panel, "Popular Music" at the
2nd Annual Oceanic Popular Culture Association Conference at Chaminade
University this past spring. Greg Witteman, Instructor,
Biology, attended the Hawaii Great Teachers Seminar on the Big Island this
past summer. Shioko Yonezawa, Instructor, Japanese, attended
the International Conference on Japanese Language Education in Pusan,
South Korea, this past summer. By attending the conference and learning
current issues surrounding the teaching of Japanese language and culture,
especially on how technology facilitates learning in Japanese, she will be
able to infuse the HCC Japanese program with up-to-date knowledge.
TECH 1
Erica Balbag-Gerard, Instructor/Counselor, Construction Academy,
attended
the Hawaii Great Teachers Seminar on the Big Island this past summer.
Chulee Grove, Professor, OESM, attended the Annual Brownfields Jobs
Training and Development Demonstration Pilots Meetings in Alexandria,
Virginia, this past spring. The meeting was coordinated by the Hazardous
Materials Training and Research Institute under a cooperative agreement
with the US Environmental Protection Agency.
Milton Tadaki, Professor, ABRP, obtained recertification in three
of the
five areas of Automotive Service Excellence certification that are
required
for our program to remain National Automotive Technician Education
Foundation certified.
TECH 2
Stella Akamine, Instructor, and Lynnette McKay, Instructor,
Cosmetology,
attended a Skip Downing On Course I Workshop in San Francisco this summer.
Gaynel Buxton, Professor, Pat Gooch, Professor, and Cyndi
Uyehara,
Associate Professor, Early Childhood Education, attended the National
Association for Education of Young Children Annual Professional
Development Conference in New Orleans this summer. The focus of the
conference was on technology that can be used in the classroom.
Joy Nagaue, Assistant Professor, Fashion Technology, attended the
Hawaii
Great Teachers Seminar on the Big Island this past summer.
Miles Nakanishi, Professor, Early Childhood Education, attended the
Working Forum on Men in Early Childhood Education at the Sheraton, Waikiki
Hotel this past spring. The Working Forum reflected the global surge of
interest in changing roles for men and women in the care and education of
young children.
Sharon Ota, Professor, Human Services, attended a Skip Downing On
Course I
Workshop in San Francisco this summer.
Aaron Tanaka, Professor, attended a CSSIA Information Assurance I
and II v2 Retooling Seminar at
Moraine Valley Community College in Illinois this summer.
STUDENT SERVICES
Grace Funai, Assistant Professor/Counselor, Student Services,
attended the
National Association for Foreign Student Advisors Regional Conference in
San Francisco, California, last fall.
Marilynn Ito-Won, Professor/Counselor, Student Services, attended
the
National Academic Advising Association Conference in Baltimore, Maryland,
last fall. The title of the conference was, "Advisors as Navigators: From
Orientation to Graduation and Beyond."
ACADEMIC SUPPORT
Ross Egloria, Instructor, Assessment Specialist, attended the
Hawaii Great
Teachers Seminar on the Big Island this past summer.
Shana Isobe, Instructor/Coordinator, PRIDE Project, and Jolene
Suda,
Director, PRIDE Project, attended the TRIO-Student Support Services Grant
Writing Workshop at the Waikoloa Beach Marriott on the Big Island this
past spring.
Nadine Leong-Kurio, Associate Professor/ Librarian, Library,
attended the
American Library Association Annual Conference in Anaheim, California,
this past summer. The conference offered programs about the major aspects
of librarianship and was attended by librarians from throughout the US.
Lianne Nagano, Professor/Coordinator, College Skills Center,
attended the
Franklin Covey fundamentals workshop on The 7 Habits of Highly Effective
People in Waikiki last fall.
PCATT
Beryl Morimoto, Professor, and Jerry Cerny, Associate
Professor, attended
an executive briefing from Apple, Inc. in Cupertino, California this fall.
The briefing was an introduction on using Apple hardware and software
products to support non-credit workforce development training.
Dallas Shiroma, Professor and PCATT Manager for Emerging
Technologies,
offered a presentation on IPv6 at the National Coalition of Advanced
Technology Centers 20th Anniversary Conference, Advanced
Technologies/Advanced Skills: Preparing a Globally Competitive Workforce,
held this fall in Dayton, Ohio. Dallas and Bill Becker,
Professor and
Network Administrator, developed a state-of-the-art IPv6 network at PCATT
and have developed curriculum to begin to teach the technology to
interested IT technicians in Hawaii.
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If your activities/news were not included in the Faculty Spotlight and you
wish them to be, pass on the information to any Faculty Development
Committee member. The information will be included in the next issue of
the Faculty Development Newsletter
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This newsletter was organized and published by the HCC Faculty Development
Committee. Members: Jerry Cerny (Co-Editor), Guy Shibayama,
Jessica Kaniho, Charlene Gima, Grace Funai, Christine
Hacskaylo,(Co-Editor), and Ralph Kam .
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