APRIL FACULTY DEVELOPMENT NEWSLETTER


Honolulu Community College - University of Hawaii
FACULTY DEVELOPMENT NEWS
Volume 5 No. 4          April 15, 1996

A MESSAGE FROM THE FACULTY DEVELOPMENT COORDINATOR

	How do we measure the passing of time?  By the time a semester 
begins, it seems that it is over.  You get a graduation announcement 
from a student receiving a Master's Degree who was in your 100 level 
introductory course just last semester, it seems.  Your child who was 
in diapers yesterday is now asking for the keys to the car ("Sunrise, 
Sunset" - Fiddler on the Roof  and all that).  How long is three 
years?  Well, for one thing, it is the time that I have been Faculty 
Development Coordinator.  That is 27 monthly committee meetings, 12 
issues of the Faculty Development Newsletter, 283 Entertainment Books 
sold by the committee, and who knows now many notes, memos, e-mails, 
flyers, etc., etc., etc., to you from me?!  It has been a great 
assignment and no better way, I believe, to enable me to get to know 
all of you, my fellow faculty and friends, here at HCC.
	I have come to firmly believe that there are several benchmarks of 
a successful faculty development program, and I encourage us all to 
continue to support faculty development here at HCC.  Many of the 
benchmarks are well addressed in our program, many need work.  In 
summarizing these benchmarks -

The organization will have:

The leadership of the college will:

The faculty developers will:

Individual faculty members will:

Educational/academic resources will include:

	As you read through this list, I assume you agree with my previous 
statement that HCC does well on several individual benchmarks, but 
needs work on several more - many of which are very important.  It is 
up to all of us to see that a viable Faculty Development Program 
continues to thrive here at HCC.  I ask us all to continue to support 
the Faculty Development Coordinator and Committee, and thank all for 
the opportunity to serve as coordinator the past three years.  Mahalo!

				Jerry Cerny
				Faculty Development Coordinator


30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING

from:	Innovation Abstracts. Vol. VI, No 8, March 9, 1984.  Published 
by the NationalInstitute for Staff and Organizational Development with 
support from the W.K.Kellogg Foundation.

by Ron and Susan Zemke

	A variety of sources provides us with a body of fairly reliable 
knowledge about adult learning.  This knowledge might be divided into 
three basic divisions: things we know about adult learners and their 
motivation, things we know about designing curriculum for adults, and 
things we know about working with adults in the classroom.

Motivation to Learn

1.	Adults seek out learning experiences in order to copy with specific 
life changing events--e.g., marriage, divorce, a new job, a promotion, 
being fired, retiring, losing a loved one, moving to a new city.
2.	The more life change events an adult encounters, the more likely he 
or she is to seek out learning opportunities.  Just as stress 
increases as life-change events accumulate, the motivation to cope 
with change through engagement in a learning experience increases.
3.	The learning experiences adults seek out on their own are directly 
related - at least in their perception - to the life-change events 
that triggered the seeking.
4.	Adults are generally willing to engage in learning experiences 
before, after, or even during the actual life change event. Once 
convinced that the change is a certainty, adults will engage in any 
learning that promises to help them cope with the transition.
5.	Adults who are motivated to seek out a learning experience do so 
primarily because they have a use for the knowledge or skill being 
sought. Learning is a means to an end, not an end in itself.
6.	Increasing or maintaining one's sense of self-esteem and pleasure 
are strong secondary motivators for engaging in learning experiences.  
       
Curriculum Design

7.	Adult learners tend to be less interested in, and enthralled by, 
survey courses. They tend to prefer single concept, single-theory 
courses that focus heavily on the application of the concept to 
relevant problems. This tendency increases with age.
8.	Adults need to be able to integrate new ideas with what they 
already know if they are going to keep - and use - the new 
information.
9.	Information that conflicts sharply with what is already held to be 
true, and thus forces a re-evaluation of the old material, is 
integrated more slowly.
10.	Information that has little "conceptual overlap" with what is 
already known is acquired slowly.
11.	Fast-paced, complex or unusual learning tasks interfere with the 
learning of the concepts or data they are intended to teach or illustrate.
12.	Adults tend to compensate for being slower in some psychomotor 
learning tasks by being more accurate and making fewer trial-and-error 
ventures.
13.	Adults tend to take errors personally and are more likely to let 
them affect self-esteem. Therefore, they tend to apply tried-and-true 
solutions and take fewer risks.
14.	The curriculum designer must know whether the concepts or ideas 
will be in concert or in conflict with the learner. Some instruction 
must be designed to effect a change in belief and value systems.
15.	Programs need to be designed to accept viewpoints from people in 
different life stages and with different value "sets."
16.	A concept needs to be "anchored" or explained from more than one 
value set and appeal to more than one developmental life stage.
17.	Adults prefer self-directed and self-designed learning projects 
over group-learning experiences led by a professional, they select 
more than one medium for learning, and they desire to control pace and 
start/stop time.
18.	Nonhuman media such as books, programmed instruction and 
television have become popular with adults in recent years.
19.	Regardless of media, straightforward how-to is the preferred 
content orientation. Adults cite a need for application and how-to 
information as the primary motivation for beginning a learning 
project.
20.	Self-direction does not mean isolation. Studies of self-directed 
learning indicate that self-directed projects involve an average of 10 
other people as resources, guides, encouragers and the like. But even 
for the self-professed, self-directed learner, lectures and short 
seminars get positive ratings, especially when these events give the 
learner face-to-face, one-to-one access to an expert.

In the Classroom

21.	The learning environment must be physically and psychologically 
comfortable; long lectures, periods of interminable sitting and the 
absence of practice opportunities rate high on the irritation scale.
22.	Adults have something real to lose in a classroom situation.  
Self-esteem and ego are on the line when they are asked to risk trying 
a new behavior in front of peers and cohorts. Bad experiences in 
traditional education, feelings about authority and the preoccupation 
with events outside the classroom affect in-class experience.
23.	Adults have expectations, and it is critical to take time early on 
to clarify and articulate all expectations before getting into 
content. The instructor can assume responsibility only for his or her 
own expectations, not for those of students.
24.	Adults bring a great deal of life experience into the classroom, 
an invaluable asset to be acknowledged, tapped and used. Adults can 
learn well -and much - from dialogue with respected peers.
25.	Instructors who have a tendency to hold forth rather than 
facilitate can hold that tendency in check--or compensate for it--by 
concentrating on the use of open-ended questions to draw out relevant 
student knowledge and experience.
26.	New knowledge has to be integrated with previous knowledge; 
students must actively participate in the learning experience. The 
learner is dependent on the instructor for confirming feedback on 
skill practice; the instructor is dependent on the learner for 
feedback about curriculum and in-class performance.
27.	The key to the instructor role is control. The instructor must 
balance the presentation of new material, debate and discussion, 
sharing of relevant student experiences, and the clock. Ironically, it 
seems that instructors are best able to establish control when they 
risk giving it up. When they shelve egos and stifle the tendency to be 
threatened by challenge to plans and methods, they gain the kind of 
facilitative control needed to effect adult learning.
28.	The instructor has to protect minority opinion, keep disagreements 
civil and unheated, make connections between various opinions and 
ideas, and keep reminding the group of the variety of potential 
solutions to the problem. The instructor is less advocate than 
orchestrator.
29.	Integration of new knowledge and skill requires transition time 
and focused effort on application.
30.	Learning and teaching theories function better as resources than 
as a Rosetta stone. A skill-training task can draw much from the 
behavioral approach, for example, while personal growth-centered 
subjects seem to draw gainfully from humanistic concepts. An eclectic, 
rather than a single theory-based approach to developing strategies 
and procedures, is recommended for matching instruction to learning 
tasks.


BTW, DO YOU KNOW YOUR ACRONYMS?

by Penny Shrawder,  Coeditor, Teaching for Success, November 1995

	IMHO, anyone who has received E-mail messages has probably noticed 
that the three- and four-letter acronyms is fast becoming the 
speedwriting/reading sports car of the E-mail cyberbaun.  Below is a 
list of common acronyms that you will likely encounter in the subject 
line or in the text of a message.  Can knowing these accelerate 
message reading and creating to turbospeed?  Well maybe, FWIW, this is 
FYI, TSTL; so E-mail your FAQs or favorite acronym to Teaching for 
Success,  (71121.1135@Compuserve.com) RSN TIA.  Steer your E-mail into 
the fast lane by merging them into your communications:

	BTW		By the Way
	FAQ		Frequently asked questions
	FWIW		For what it's worth
	FYI		For your information
	IMHO		In my humble opinion
	IOW		In other words
	JFTR		Just for the record
	NRN		No reply necessary
	OIC		Oh, I see
	OTOH		On the other hand
	RR		Reply requested
	RSN		Real soon now
	TIA		Thanks in advance
	TSTL		To say the least
	URR		Urgent reply requested


EMOTICONS - A BRIEF DICTIONARY OF THOSE IMPASSIONED CHARACTERS

by Penny Shrawder,  Coeditor, Teaching for Success, November 1995

	You've seen them on E-mail messages ... those little happy faces 
created by various typographic characters that communicate the emotion 
of a message or statement.  The have been quite a few developed to aid 
the e-mail communicators; here's an opportunity to test your knowledge 
of these handy symbols.  Try you skill at matching the graphic to the 
illustrated emotion!  Answers at the end of the Newsletter.

	1.	:_D	____ a. said with a smile
	2.	:_]	____ b. shocked, "Oh no"
	3.	8-)	____ c. tongue-tied!
	4.	C:-)	____ d. sarcastic smiling face
	5.	:-Y	____ e. fright
	6.	:-,	____ f. disappointed
	7.	:^D	____ g. oops
	8.	<:-0	____ h. big smile
	9.	: |	____ i. bored
	10.	:-o	____ j. indicated a brainy remark
	11.	:-*	____ k. smirking
	12.	:-&	____ l. thinking
	13.	:-|	____ m. Great, I like it!
	14.	:-e	____ n. very unhappy
	15.	:-c	____ o. hmm, not funny
	16.	|-0	____ p. happy with wide-eyed look	


1996 HAWAII GREAT TEACHERS SEMINAR

	As an integral part of the University of Hawaii Community College 
System's commitment to promoting faculty development, Leeward 
Community College has organized the eighth annual Hawaii Great 
Teachers Seminar.  The Seminar will be held Sunday through Friday, 
July 28 - August 2, this summer.  Once again it will be held at the 
Kilauea Military Recreation Center in the Volcanoes National Part on 
the Big Island.  Two HCC faculty will be sent to the 
Seminar this summer with funds from the Dean of Instruction.  Chosen 
by the Faculty Development Committee to attend are Gaynel Buxton, 
Instructor, Human Services/Early Childhood and Stacy Rogers, Assistant 
Professor, Fire Science.


FACULTY SPOTLIGHT

DIVISION I
	
Tom Ohta, Professor, Geography, was recently elected to the Executive 
Board of the National Council of Geographic Education.  He will be 
serving a 3-year term on the college-university division of the 
Curriculum and Instruction Committee.  Meetings of the committee and 
Executive Board recently occurred at the annual meetings of the 
Association of American Geographers and the National Council for 
Geographic Education which he attended.

DIVISION II

Miles Nakanishi, Assistant Professor, Human Services was the co-chair 
of the recent Hawaii Association for the Education of Young Children 
Annual Conference.  The conference was especially interesting to 
teachers and parents of young children and those interested in public 
policy regarding programs for young children.

Sherry Nolte, Instructor, Human Services/Early Childhood, is a member 
of the board of the Hawaii Kindergarten and Children Aid Association 
(KCAA).  KCAA recently began a pilot Infant and Toddler Program at 
Farrington High School.  The center provides quality care for the 
children of Farrington's student parents and enables the teenagers to 
continue working towards high school graduation.  Two teachers and one 
aid operate the program.  All three recently attended Sherry's 
infant/toddler care and development class.

DIVISION III

Over Spring Break, Gary James, Professor, and Muriel Fujii, Assistant 
Professor, Language Arts, attended the 30th Annual Convention and 
Exposition for Teachers of English to Speakers of Other Languages 
(TESOL) in Chicago.  Both will be joining counterparts from Kapiolani 
and Leeward Community Colleges in presenting a colloquium titles 
"Current Issues in Community College ESL Programs."

Sally Hall, Instructor, Language Arts, was recently nominated by a 
former student to be includes in the fourth edition of Who's Who Among 
America's Teachers.  Only college students who have been cited for 
academic excellence themselves in Who's Who Among American Students  
or The National Dean's List  are invited to nominate one teacher from 
their entire academic experience.  This publication will honor a 
select 5% of our nation's teachers.

DIVISION V

As most of us, Frank Mauz, Associate Professor, Mathematics, was very 
busy last summer and continues to be very busy this year.  Last summer 
he attended the American Mathematical Association of Two Year Colleges 
(AMATYC) regional conference in Breckenridge, Colorado, where the main 
topic was cooperative learning in mathematics.  He also spoke at the 
"Educators on Education" conference at his alma mater, Western 
Michigan University, in Kalamazoo.  His topic was the Writing 
Intensive requirement at UH, in general, and specifically, his writing 
intensive Math 205 calculus course.  He presently is the editor of the 
Hawaii Mathematical Association of Two Year Colleges (HIMATYC) 
newsletter "Makemakika Squared."  This semester he is the problems 
coordinator of the annual Hawaii State Math Bowl that will be held in 
May at Brigham Young University-Hawaii.

DIVISION VII

After completing a five Saturday, forty hour, Gender/Ethnic 
Expectations and Student Achievement (GESA) workshop during the past 
Fall and this Spring semesters, three HCC faculty completed a three 
day Train-the-Trainer GESA workshop over Spring Break.  This workshop 
was taught by Dr. Dolores Grayson who is the original developer of 
GESA.  Those who attended include Sherrie Rupert, Academic and Career 
Counselor, Marcia Roberts-Deutsch, Division I Chair and Professor, 
Art, and Jerry Cerny, Instructor, Special Programs,  All are now 
certified GESA trainers.
	
DIVISION VIII

Jon Blumhardt, Director, Educational Media Center, recently spend a 
week in Saipan where he offered workshops on Digital Multimedia and 
World Wide Web Site Development.  He then traveled to Washington, D.C. 
where he attended the International Distance Learning Conference.  At 
the conference he presented his recently published paper "Making the 
Jump into Cyberspace" and attended a meeting of the Chapter Presidents 
of the United States Distance Learning Association, of which he is 
one.
______________________________________________________________________
 
Answers to Emoticons: 1-h; 2-d; 3-p; 4-j; 5-a; 6-k; 7-m; 8-e; 9-o; 
10-b; 11-g; 12-c; 13-l; 14-f; 15-n; 16-i.
______________________________________________________________________
 
This final newsletter of the 1995-96 academic year was organized and 
published by your HCC Faculty Development Committee.  Members:  Jerry 
Cerny, (Coordinator, Co-editor), Wayne Lewis, (Co-editor), Grace 
Ihara, Kathy Kamakaiwi, Pat Gooch, Lei Lani Hinds, Elizabeth Sakamaki, 
Ivan Nitta, Mike Jennings, Shanon Miho, and Evelyn Puaa.  Have a great 
end of the year and a super summer! 

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