OCTOBER FACULTY DEVELOPMENT NEWSLETTER
Honolulu Community College - University of Hawaii
FACULTY DEVELOPMENT NEWS
Volume 10 No. 1 October 27, 2000
A MESSAGE FROM THE FCULTY DEVELOPMENT COORDINATOR
Welcome all! This marks the tenth year anniversary that the
Faculty Development (FD) Committee began to publish a Newsletter here at
Honolulu Community College. This year's format will return to that of
several years ago with informative articles, faculty-related news and the
Faculty Spotlight section. The Newsletter will be published two times
this academic year and will be distributed in hardcopy and posted on the
Faculty Development Website.
As we reach this point in the semester, the FD Committee hopes
that all of you are having a productive, exciting and enjoyable year.
Once again we welcome and appreciate ideas and comments that will assist
the committee in offering a comprehensive and systematic approach to
faculty development. Please send you ideas to me or any member of the
committee. The members for the 2000-2001 academic year include
Allen Tateishi, Assistant Professor, Tech 1, Refrigeration and Air
Ivan Nitta, Assistant Professor, Tech 1, Automotive
Linda Buck, Professor, Tech 2, Early Childhood Education
Cynthia Smith, Assistant Professor, University College,
K. Gopal, Professor, University College, Natural Sciences
Eric Holmberg, Librarian, Academic Support, Library
Sharon Ota, Dean Tech 2, Administration Liaison
I agree with, and offer for your thought, what Dr. Marie A.
Wunsch, Vice-Chancellor for Academic Affairs at the University of
Wisconsin, stated in New Directions for Teaching and Leaning, "If we
believe that the welfare of individuals and the organization are one and
the same, then points of compatibility and mutual support must be found
and nurtured. If we value the 'developmental culture' of an academic
institution, the concerns of individuals for growth, change, advancement,
recognition, and support can be brought into harmony with the goals of the
'organizational culture' for stability, continuity, and community.
Academic institutions must renew their responsibility to support the
developmental needs of all their members. An integrated, comprehensive
model of personal and organizational development can make a significant
contribution to the best use of human resources, community building and
With busy and constantly changing lives, both here and away from
HCC, and with continuous pressure to do more and more with less and less,
we have an even greater need to provide each other support and help build
a nurturing community here. The activities, programs, projects, workshops
and seminars presented by the FD Committee this year will serve many
purposes. Many will be aimed at helping you keep up on cutting-edge
knowledge and dynamic delivery methodologies to successfully transmit
information to your students. Others will assist you in keeping up with
the latest developments in your discipline and new pedagogical techniques.
Some will be aimed at getting us all together and just having fun. All
are designed to help build our sense of community here at HCC. Join us
when and where you can, and let's all do our part in helping HCC to be a
close, interactive and nurturing community.
CLASSROOM ASSESSMENT TECHNIQUES
from Classroom Assessment Techniques, A Handbook for College Teachers by
Thomas A. Angelo and K. Patricia Cross, Second Edition, San Francisco,
Jossey-Bass Inc., Publishers, 1993.
In the 1990's, educational reformers were seeking answers to two
fundamental questions: (1) How well are students learning? and (2) How
effectively are teachers teaching? Classroom Research and Classroom
Assessment respond directly to concerns about better learning and more
effective teaching. Classroom Research was developed to encourage college
teachers to become more systematic and sensitive observers of learning as
it takes place every day in their classrooms. Faculty have an exceptional
opportunity to use their classrooms as laboratories for the study of
learning and through such study to develop a better understanding of the
learning process and the impact of their teaching upon it. Classroom
Assessment, a major component of Classroom Research, involves student and
teachers in the continuous monitoring of students' learning. It provides
faculty with feedback about their effectiveness as teachers, and it gives
students a measure of their progress as learners. Most important, because
Classroom Assessments are created, administered, and analyzed by teachers
themselves on questions of teaching and learning that are important to
them, the likelihood that instructors will apply the results of the
assessment to their own teaching is greatly enhanced.
Through close observation of students in the process of learning,
the collection of frequent feedback on students' learning, and the design
of modest classroom experiments, teachers can learn much about how
students learn and, more specifically, how students respond to particular
teaching approaches. Classroom Assessment helps individual college
teachers obtain useful feedback on what, how much, and how well their
students are learning. Faculty can then use this information to refocus
their teaching to help students make their learning more efficient and
more effective. College instructors who have assumed that their students
were learning what they were trying to teach them are regularly faced with
disappointing evidence to the contrary when they grade tests and term
papers. Too often, students have not learned as much or as well as was
expected. There are gaps, sometimes considerable ones, between what was
taught and what has been learned. By the time faculty notice these gaps
in knowledge or understanding, it is frequently too late to remedy the
problems. To avoid such unhappy surprises, faculty and students need
better ways to monitor learning throughout the semester. Specifically,
teachers need a continuous flow of accurate information on student
learning. For example, if a teacher's goal is to help students learn
points A through Z during the course, then that teacher needs first to
know whether all students are really starting at point A and, as the
course proceeds, whether that have reached intermediate points B, G, L, R,
W, and so on. To ensure high-quality learning, it is not enough to test
students when the syllabus has arrived at points M and Z. Classroom
Assessment is particularly useful for checking how well students are
learning at those initial and intermediate points, and for providing
information for improvement when learning is less than satisfactory.
Through practice in Classroom Assessment, faculty become better
able to understand and promote learning, and increase their ability to
help the students themselves become more effective, self-assessing,
self-directed learners. Simply put, the central purpose of Classroom
Assessment is to empower both teachers and their students to improve the
quality of learning in the classroom.
Classroom Assessment is an approach designed to help teachers find
out what students are learning in the classroom and how well they are
learning it. This approach has the following characteristics;
Classroom Assessment focuses the primary attention of teachers and
students on observing and improving learning, rather than on observing and
improving teaching. Classroom Assessment can provide information to guide
teachers and students in making adjustments to improve learning.
Classroom Assessment respects the autonomy, academic freedom, and
professional judgement of college faculty. The individual teacher decides
what to assess, how to assess, and how to respond to the information
gained through the assessment. Also, the teacher is not obliged to share
the result of Classroom Assessment with anyone outside the classroom.
Because it is focused on learning, Classroom Assessment requires the
active participation of students. By cooperating in assessment, students
reinforce their grasp of the course content and strengthen their own
skills at self-assessment. Their motivation is increased when they
realize that faculty are interested and invested in their success as
learners. Faculty also sharpen their teaching focus by continually asking
themselves three questions: "What are the essential skills and knowledge
I am trying to t each?" "How can I find out whether students are learning
them?" "How can I help students learn better?" As teachers work closely
with students to answer these questions, they improve their teaching
skills and gain new insights.
Classroom Assessment's purpose is to improve the quality of student
learning, not to provide evidence for evaluating or grading students. The
assessment is almost never graded and is almost always anonymous.
Classroom Assessments have to respond to the particular needs and
characteristics of the teachers, students, and disciplines to which they
are applied. What works well in one class will not necessary work in
Classroom Assessment is an ongoing process, best thought of as the
creating and maintenance of a classroom "feedback loop." By using a
number of simple Classroom Assessment Techniques that are quick and easy
to use, teachers get feedback from students on their learning. Faculty
then complete the loop by providing students with feedback on the results
of the assessment and suggestions for improving learning. To check on the
usefulness of their suggestions, faculty use Classroom Assessment again,
continuing the "feedback loop." As the approach becomes integrated into
everyday classroom activities, the communications loop connecting faculty
and students - and teaching and learning - becomes more efficient and more
Rooted in Good Teaching Practice
Classroom Assessment is an attempt to build on existing good practice by
making feedback on students' learning more systematic, more flexible, and
more effective. Teachers already ask questions, react to students'
questions, monitor body language and facial expressions, read homework and
tests, and so on. Classroom Assessment provides a way to integrate
assessment systematically and seamlessly into the traditional classroom
teaching and learning process
As they are teaching, faculty monitor and react to student questions,
comments, body language, and facial expressions in an almost automatic
fashion. This "automatic" information gathering and impression formation
is a subconscious and implicit process. Teachers depend heavily on their
impressions of student learning and make important judgments based on
them, but they rarely make those informal assessments explicit or check
them against the students' own impressions or ability to perform. In the
course of teaching, faculty assume a great deal about their students'
learning, but most of their assumptions remain untested.
Even when college teachers routinely gather potentially useful information
on student learning through questions, quizzes, homework, and exams, it is
often collected too late - at least from the students' perspective - to
affect their learning. In practice, it is very difficult to "de-program"
students who are used to thinking of anything they have been tested and
graded on as being "over and done with." Consequently, the most effective
times to assess and provide feedback are before the chapter tests, midterm
and final examinations. Classroom Assessment aims at providing that early
Classroom Assessment is based on seven assumptions;
1. The quality of student learning is directly, although not
exclusively, related to the quality of teaching. Therefore, one of the
most promising ways to improve learning is to improve teaching.
2. To improve their effectiveness, teachers need first to make their
goals and objectives explicit and then to get specific, comprehensible
feedback on the extent to which they are achieving those goals and
3. To improve their learning, students need to receive appropriate
and focused feedback early and often; they also need to learn how to
assess their own learning.
4. The type of assessment most likely to improve teaching and
learning is that conducted by faculty to answer questions they themselves
have formulated in response to issues or problems in their own teaching.
5. Systematic inquiry and intellectual challenge are powerful sources
of motivation, growth, and renewal for college teachers, and Classroom
Assessment can provide such challenge.
6. Classroom Assessment does not require specialized training; it can
be carried out by dedicated teachers from all disciplines.
7. By collaborating with colleagues and actively involving students
in Classroom Assessment efforts, faculty (and students) enhance learning
and personal satisfaction.
To begin Classroom Assessment it is recommended that only one or
two of the simplest Classroom Assessment Techniques be tried in only one
class. In this way very little planning or preparation time and energy of
the teacher and students is risked. In most cases, trying out a simple
Classroom Assessment Technique will require only five to ten minutes of
class time and less than an hour of time out of class. After trying one
or two quick assessments, the decision as to whether this approach is
worth further investments of time and energy can be made. This process of
starting small involves three steps;
Step 1: Planning
Select one, and only one, of your classes in which to try out the
Classroom Assessment. Decide on the class meeting and select a Classroom
Assessment Technique. Choose a simple and quick one.
Step 2: Implementing
Make sure the students know what you are doing and that they clearly
understand the procedure. Collect the responses and analyze them as soon
Step 3: Responding
To capitalize on time spent assessing, and to motivate students to become
actively involved, "close the feedback loop" by letting them know what you
learned from the assessments and what difference that information will
Five suggestions for a successful start:
1. If a Classroom Assessment Techniques does not appeal to your intuition
and professional judgement as a teacher, don't use it.
2. Don't make Classroom Assessment into a self-inflicted chore or burden.
3. Don't ask your students to use any Classroom Assessment Technique you
haven't previously tried on yourself.
4. Allow for more time than you think you will need to carry out and
respond to the assessment.
5. Make sure to "close the loop." Let students know what you learn from
their feedback and how you and they can use that information to improve
To find out more about Classroom Assessment Techniques, including examples
that can be easily and quickly used in your classroom, contact Jerry
Cerny, FD Coordinator
FACULTY DEVELOPMENT WEBSITE
Several years ago the foundation of a Faculty Development website
here at HCC was begun when a few classroom teaching tips and some useful
information about the campus were posted in text on the web. A Faculty
Guidebook, as required by accreditation, was transferred from hardcopy to
web-based and located on the Faculty Development website in the early
1990's. While Doug Madden was Faculty Development Coordinator, the
website really came into its own. Doug has never received his due thanks
for spending so much time and expending so much energy on this project.
Please visit and bookmark the website at;
and see what a useful resource it is. The website is currently undergoing
updating, however should you have ideas or suggestions to make it even
better, please contact any Faculty Development Committee member.
FACULTY DEVELOPMENT FUNDRAISER
For those of you who have purchased the Hawaii Entertainment Book
in the past, you know what a great deal it is. Not only do you save money
on travel, entertainment and services here on Oahu, but also throughout
the State and the Mainland. The Faculty Development 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
Congratulations to the following HCC faculty members who were
granted tenure and/or promotions this past summer;
David Flagler, Professor, Boat Maintenance and Repair
Tenure and Promotion/Instructor to Assistant Professor
Allen Tateishi, Refrigeration and Air Conditioning
Promotion/Instructor to Assistant Professor
Wayne Lewis, School-to-Work and CISCO
Bob Vericker, Administration of Justice
Promotion/Assistant Professor to Associate Professor
Gaynel Buxton, Early Childhood Education
Doris Christensen, Early Childhood Education
Chulee Grove, Occupational and Environmental Safety
Iris McGivern, Early Childhood Education
Stacy Rogers, Fire and Environmental Emergency Response
Sandy Sanpei, Communication Arts
Milton Tadaki, Auto Body Repair and Painting
Promotion/Associate Professor to Professor
Jon Blumhardt, Director, Educational Media Center
Budd Brooks, Communication Arts and Tech 2 Chair
Miles Nakanishi, Early Childhood Education and Volleyball
Gordon Pang, Electrical Installation and Maintenance
The following faculty members are new to our campus this fall. As you
meet our new colleagues, please help make them feel welcome. They
Bill Doi, Computing, Electronics and Networking Technology. Bill
has earned a BS in Business and Information Systems degree from the
University of Phoenix and an Electronics Engineering Technology diploma
from the Electronics Institute. In addition he is an A+ Certified
Computer Repair Technician, a Microsoft Certified Professional and an
ISCET Certified Electronic Technician. Before coming to HCC he was a
computer lab instructor at Henkels and McCoy, co-owner and electronic
technician at Doi's Electronic Service, and instructor, administrator,
vice president and COO of Electronics Institute Associates, Inc. Bill
holds an FCC General Radiotelephone and an Extra Class License and spends
some of his free time as an amateur radio operator and is also the
Assistant Secretary for the Democratic Party of Hawaii.
Monir Hodges, Information and Computer Science. Monir has earned a BS in
Mathematics and an MS in ICS, both from the University of Hawaii at Manoa.
Before obtaining her current full-time position at HCC, she has lectured
since 1990 here in the ICS department. She has also lectured at Kapiolani
Community College. In addition to teaching she has done software
development and consulting as a computer specialist. When not teaching or
working at her computer, Monir enjoys camping and hiking with her family,
playing volleyball, reading technical books to keep up on the
ever-changing technology of computers, and cooking.
Evelyn Lockwood, Aeronautics Maintenance Technology. Evelyn attended
HCC's AERO program and earned an associate degree, FAA Airframe and
Powerplant licenses and an FCC license in 1991. While still in school and
following graduation from the program, Evelyn worked at Rotor Wing Hawaii,
a repair station concentrating on helicopter maintenance. Three years
after earning her A&P license, she earned an FAA Inspection Authorization
rating and became an inspector at Rotor Wing. Evelyn was an emergency
hire instructor in the AERO program last year and is now a full-time
instructor currently on a two-year contract. Evelyn is an instrument
rated, private fixed-wing airplane and glider pilot and aircraft owner.
If for some reason she feel her field of view has become too narrowly
focused on aviation, she will pick up her fiddle or hike up Mt. Ka'ala.
Patricia Moreno, Language Arts - Spanish. Patricia arrived on the
Honolulu Community College campus in August from the Depto De Lenguas
College in Tapachula, Mexico, to teach Spanish classes usually taught by
Associate Professor Keith Crockett who is in Mexico teaching her English
classes. Patricia and Keith are proud to be part of the first ever
Fulbright Teacher Exchange at the collegiate level between the United
States and Mexico. The purpose of the Fulbright International Teacher
Exchange program is to increase mutual understanding between the people of
the United States and the people of other countries. Patricia states that
she never realized how rich and fancy her native Spanish language was
until she actually taught it. She was amazed to discover that many
attitudes and customs in Hawaii are similar and familiar to the Latin
cultures especially the fact that Mexico and Hawaii share the attitude
that people are more important than time. She has also discovered that
many similar big feasts are celebrated in both cultures.
Chris McKinney, Language Arts - English. Chris is a composition and
literature teacher by training, and a writer by passion. He earned both
his BA and MA in English from the University of Hawaii at Manoa. He has
taught at Leeward Community College, Hawaii Pacific University, Chaminade
University and was a lecturer at HCC before becoming a full-time
instructor here. His first novel, The Tattoo, was published in October
1999. Chris is currently working on his second novel.
Heidi Ross, Director, Student Life and Development. Heidi has earned a BA
in Economics from Fort Lewis College and an MS in Educational Leadership
from Central Connecticut State University. She moved to Hawaii in 1994 to
work as the Director of Student Activities and Residence Hall Director at
Chaminade University. In 1996 she moved to the American School of
Professional Psychology as Director of Admissions and Student Services.
Her work there included serving as the institution's Registrar, Bursar,
Financial Aid Officer, New Student Orientation Officer, Graduation
Coordinator and serving as the advisor to the Graduate Student
Association. When not working Heidi enjoys reading, traveling, watching
TV, being outdoors, having fun with her sorority sisters and friends and
working on 'Martha Stewart'-like home improvement projects. Her hobbies
include collecting teapots and Mary Moo Moo cow figures.
Cory Takemoto, College Skills Center - Math. Cory came to his full-time
faculty position after several semesters of lecturing in the math
department here at HCC. He has also lectured in math at Kapiolani
Community College and Hawaii Pacific University in addition to being a
full-time math instructor at Leeward Community College. Cory has earned a
BS in Math, PD in Secondary Education and MA in Math all from University
of Hawaii at Manoa. When he is not teaching math, Cory stays busy playing
with his 7-year old son, watching Star Trek and practicing martial arts.
Mike Willett, Aeronautics Maintenance Technology. Mike has earned an AS
in Aeronautics Maintenance Technology and completed the majority of the
courses in the old Machine Shop Technology program both here at HCC. He
worked as an aviation technician for several years at Aviation Services at
Honolulu International Airport and as an automotive machinist for Schuman
Carriage Motors, Inc., before returning to HCC. Mike was an APT in the
Machine Shop program and for the past several years had a split ATP
assignment between the Machine Shop, Boat Maintenance and Repair program
and the AERO program. Mike moved to the AERO program this fall when an
instructor position became available. He has always been fascinated with
aviation, especially the transport side of planes and flying. Mike is an
avid paddler and paddling coach and has competed in the Molokai to Oahu
paddling race more than 20 times.
Ivan Nitta, Assistant Professor, AMT, traveled to Albany, New York
to attend the annual national Chrysler Apprenticeship Program (CAP)
symposium this past summer.
Milton Tadaki, Associate Professor, ABRP, attended training on the
CarLiner system in Detroit, Michigan this past summer. The European made
CarLiner system is used for straightening car frames. On the same trip he
attended Toyota structural and non-structural auto body repair training in
Clifford Yamashiro, Assistant Professor, AMT, was the HCC lead in
coordinating the AMT and ABRP efforts during the annual CarQuest Car Show
in early October. HCC and ETC faculty, staff and students contributed to
this car show. Profits from the show are donated to the HCC AMT and ABRP
and the ETC Auto Body programs by CarQuest.
Iris McGivern and Gaynel Buxton, both Associate Professors, Early
Childhood Education, are members of the Taking the Lead team. This is a
national community college Early Childhood Education initiative. They
attended three training workshops on the Mainland over the past year, two
in Chicago, Illinois and one in Monterrey, California. Their focus of the
training was to promote diversity not only in their ECE courses and
program, but also across the campus.
Doris Christensen, Associate Professor, and Eva Moravcik,
Assistant Professor, Early Childhood Education, were keynote speakers at
the Hawaii Association for the Education of Young Children conference held
in early October. Iris McGivern, Gaynel Buxton, Miles Nakanishi, Lisa
Yogi, Assistant Professor, and Cindy Uyehara, Instructor, were all
workshop presenters at the conference.
Miles Nakanishi, Professor, Early Childhood Education, traveled to
American Samoa this past summer on behalf of the Oahu Head Start program
to train and network with Early Childhood Educators there.
Linda Buck, Professor, Early Childhood Education, convenes the
Hawaii Early Childhood Career Development Coalition that has just launched
the first ever personnel registry for the Early Childhood Workforce here
Wayne Lewis, Assistant Professor, Cisco, and Dallas Shiroma,
Associate Professor, Cisco, have been very busy Cisco students and
teachers. Both completed semesters 5 and 6 of Cisco training this summer.
Wayne traveled to Taiwan to train faculty from National Cheng Chi
University in Taipei and Dallas trained several staff members from the
Information Technology Services at UH-Manoa. This summer they also
trained instructors from American Samoa, Guam, Singapore, Tulare,
California, Cambrian College and Centennial College in Ontario, Canada,
Ft. Shafter, Maui CC and Kauai CC. They are currently working with Cisco
and United Nations representatives to offer training to instructors in
China, Australia, Western Samoa, Kiribati, Vanuatu, Solomon Islands and
Sam Rhoads, Professor, ICS, will have the third edition of his
book, The Sky Tonight - A guided tour of the stars over Hawaii, released
this coming December.
Frank Mauz, Associate Professor, Mathematics, attended and
presented at the National Council of Teachers of Mathematics Regional
Conference in Halifax, Nova Scotia, Canada, this past summer.
Ron Takata, Associate Professor, Chemistry, attended Phi Theta
Kappa Honor Society 2000 Faculty Scholar Conference in Pensacola, Florida
in early spring. Later in the spring he attended the Phi Theta Kappa
Convention in Orlando, Florida.
Charlie Anderson, Associate Professor, Off Campus Education
Coordinator, attended the American Council of Education Conference last
spring in Pensacola, Florida. During the late spring he also attended the
Department of Defense Worldwide Education Symposium in Dallas, Texas.
This September he attended a meeting of the American Council of Education
Advisory Council in Washington, DC. While there he visited University of
Maryland academic officials with whom he has recently worked out a degree
Doric Little, Professor, Speech, and Elizabeth Sakamaki, Lecturer,
Learning Skills, attended the 1st Annual Multiple Intelligences/Learning
for Understanding Institute at Glendale Community College in Glendale,
Arizona, this past spring.
Jon Blumhardt, Professor, Director of The Educational Media Center
attended the Hawaii Great Teachers Seminar at Kilauea Military Camp on the
Big Island this summer.
Rose Sumajit, Instructor, Academic Computing, became certified as
a Cisco Certified Network Associate (CCNA) this past summer.
Bill Becker, Assistant Professor, recently returned from
Broomfield, Colorado, just north of Denver, where he attend a one week
training course on Sun/Solaris computer systems.
If your activities/news were not included in the Faculty Spotlight and you
wish them to be, pass on the information to any FD Committee member. The
information will be included in the next issue of the Faculty Development
This newsletter was organized and published by the HCC Faculty Development
Committee. Members: Jerry Cerny, (Coordinator, Editor), Allen Tateishi,
Ivan Nitta, Linda Buck, Cynthia Smith, K. Gopal, Eric Holmberg, and Sharon