University of Hawaii - Honolulu
Volume 11 No. 1          October 26, 2001


Greetings and aloha from the Faculty Development Committee.  The majority
of you who responded to the "Newsletter" question on the recent email
Faculty Development Survey stated that you like two newsletters per year
and suggest that two continue to be published.  You have responded and the
Faculty Development Committee has heard.  You can expect another
newsletter to be published during the Spring 2002 semester.
As you reach this point in the semester, the members of the Faculty
Development Committee hope that you are having a productive, exciting and
enjoyable academic year.  It has been a trying and tragic time for all of
us.  As always the Faculty Development Committee members welcome and
appreciate ideas and comments that will assist us in offering a
comprehensive and systematic approach to faculty development this year.
The members for the 2001-2002 academic year include;
	Keith Crockett, Associate Professor, UC, Language Arts, Spanish
	Lei Lani Hinds, Assistant Professor, UC, Language Arts
	Michel Kaiser, Assistant Professor, Tech 2, Communication Arts
	Xin Li, Instructor/Librarian, Academic Support, Library
	Paul Onomura, Associate Professor, Tech 1, Diesel Mechanics
	Edward Santa Elena, Instructor, Pacific Aerospace Training Center
	Alan Uyehara, Dean Tech 1, Administration Liaison

In their book, Inviting School Success-A Self-Concept Approach to Teaching
and Learning the authors, William Watson Purkey and John M. Novak, ask,
"What can educators do to create schools that encourage the realization of
human potential?"  They contend that educators as well as everybody and
everything involved in the education process can - and should - invite
school success.  Just as everyone and everything in hospitals should
encourage healing, everyone and everything in schools should invite the
realization of human potential.  This involves the people (teachers,
counselors, cafeteria staff, bookstore staff, secretaries, librarians,
maintenance personnel, administrators), the places (classrooms, offices,
hallways, commons, restrooms, libraries), the policies (rules, codes,
procedures), and the programs (curricular, extracurricular).  Everybody
and everything can and should invite students to develop intellectually,
socially, psychologically, and physically. They call this entire process
invitational education and their book offers a theory of practice for its
implementation.  Much of the process involves our common sense.  I hope
you are doing all you can in your classroom and outside your classroom to
invite success for your students.  Have a great fall semester!

				Jerry Cerny
				Faculty Development Coordinator


By Arthur W. Chickering and Zelda F. Gamson

Apathetic students, illiterate graduates, incompetent teaching, impersonal
campuses - so rolls the drumfire of criticism of higher education.  Many
years of reports have spelled out the problems. States have been quick to
respond by holding out carrots and beating with sticks.
There are neither enough carrots nor enough sticks to improve
undergraduate education without the commitment and action of students and
faculty members.  There are the precious resources on whom the improvement
of undergraduate education depends.

But how can students and faculty members improve undergraduate education?  
Many campuses around the country are asking this question.  To provide a
focus for their work, we offer seven principles based on research on good
teaching and learning in colleges and universities.

Good practice in undergraduate education:
1. Encourages contact between students and faculty.
2. Develops reciprocity and cooperation among students.
3. Encourages active learning.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.

We can do it ourselves - with a little bit of help...

These seven principles are not Ten Commandments shrunk to a 20th century
attention span.  The are intended as guidelines for faculty members,
students, and administrators - with support from state agencies and
trustees - to improve teaching and learning.  These principles seem like
good common sense, and they are - because many teachers and students have
experienced them and because research supports them.  They rest on 50
years of research on the way teachers teach and students learn, how
students work and play with one another, and how students and faculty talk
to each other.
While each practice can stand alone on its own, when all are present their
effects multiply.  Together they employ six powerful forces in education:

		Activity		Expectations
		Cooperation		Interaction
		Diversity		Responsibility

Good practices hold as much meaning for professional programs as for the
liberal arts.  They work for many different kinds of students - white,
black, Hispanic, Asian, rich, poor, older, younger, male, female,
well-prepared, underprepared.

But the ways different institutions implement good practice depends very
much on their students and their circumstances.  In what follows, we
describe several different approaches to good practice that have been used
in different kinds of settings in the last few years. In addition, the
powerful implications of these principles for the way states funds and
govern higher education and for the way institutions are run and discussed
briefly at the end.
As faculty members, academic administrators, and student personnel staff,
we have spent most of our working lives trying to understand our students,
our colleagues, our institutions and ourselves. We have conducted research
on higher education with dedicated colleagues in a wide range of schools
in this country.  We draw the implications of this research for practice,
hope to help us all do better.
We address the teacher's how, not the subject-matter what, of good
practice in undergraduate education.  We recognize that content and
pedagogy interact in complex ways.  We are also aware that there is much
healthy ferment within and among the disciplines.  What is taught, after
all, is at least as important as how it is taught.  In contrast to the
long history of research in teaching and learning, there is little
research on the college curriculum.  We cannot, therefore, make
responsible recommendations about the content of good undergraduate
education.  That work is yet to be done.  This much we can say: An
undergraduate education should prepare students to understand and deal
intelligently with modern life.  What better place to start but in the
classroom and on our campuses?  What better time than now?

Seven Principles of Good Practice.

1.  Encourages Contact between Students and Faculty
Frequent student faculty contact in and out of classes is the most
important factor in student motivation and involvement.  Faculty concern
helps students get through rough times and keep on working. Knowing a few
faculty members well enhances students' intellectual commitment and
encourages them to think about their own values and future plans.

2.  Develops Reciprocity and Cooperation among Students
Learning is enhanced when it is more like a team effort than a solo race.  
Good learning, like good work, is collaborative and social, not
competitive and isolated.  Working with others often increases involvement
in learning.  Sharing one's own ideas and responding to others' reactions
sharpens thinking and deepens understanding.

3.  Encourages Active Learning
Learning is not a spectator sport.  Students do not learn much just by
sitting in classes listening to teachers, memorizing pre-packaged
assignments, and spitting out answers.  They must talk about what they are
learning, write about it, relate it to past experiences and apply it to
their daily lives.  They must make what they learn part of themselves.

4.  Gives Prompt Feedback
Knowing what you know and don't know focuses learning. Students need
appropriate feedback on performance to benefit from courses. When getting
started, students need help in assessing existing knowledge and
competence.  In classes, students need frequent opportunities to perform
and receive suggestions for improvement.  At various points during
college, and at the end, students need chances to reflect on what they
have learned, what they still need to know, and how to assess themselves.

5.  Emphasizes Time on Task
Time plus energy equals learning.  There is no substitute for time on
task.  Learning to use one's time will is critical for students and
professionals alike.  Students need help in learning effective time
management.  Allocating realistic amounts of time means effective learning
for students and effective teaching for faculty.  How an institutional
defines time expectations for students, faculty, administrators, and other
professional staff can establish the basis for high performance for all.

6.  Communicate High Expectations
Expect more and you will get more.  High expectations are important for
everyone - for the poorly prepared, for those unwilling to exert
themselves, and for the bright and well motivated.  Expecting students to
perform well becomes a self-fulfilling prophecy when teachers and
institutions hold high expectations of themselves and make extra efforts.

7.  Respect Diverse Talents and Ways of Learning
There are many roads to learning.  People bring different talents and
styles of learning to college.  Brilliant students in the seminar room may
be all thumbs in the lab or art studio.  Students rich in hands-on
experience may not do so well with theory.  Students need the opportunity
to show their talents and learn in ways that work for them. Then they can
be pushed to learning in new ways that do not come so easily.

Teachers and students hold the main responsibility for improving
undergraduate education.  But they need a lot of help.  College and
university leaders, state and federal officials, and accrediting
associations have the power to shape an environment that is favorable to
good practice in higher education.
What qualities must this environment have?

- A strong sense of shared purposes.
- Concrete support from administrators and faculty leaders for those
- Adequate funding appropriate for the purposes.
- Policies and procedures consistent with the purposes.
- Continuing examination of how well the purposes are being achieved.

There is good evidence that such an environment can be created.  When this
happens, faculty members and administrators think of themselves as
educators.  Adequate resources are put into creating opportunities for
faculty members, administrators, and students to celebrate and reflect on
their shared purposes.  Faculty members receive support and release time
for appropriate professional development activities.  Criteria for hiring
and promoting faculty members, administrators, and staff support the
institution's purposes.  Advising is considered important.  Departments,
programs, and classes are small enough to allow faculty members and
students to have a sense of community, to experience the value of their
contributions, and to confront the consequences of their failures.
States, the federal government and accrediting associations affect the
kind of environment that can develop on campuses in a variety of ways.  
The most important is through the allocation of financial support.  
States also influence good practice by encouraging sound planning, setting
priorities, mandating standards, and reviewing and approving programs.  
Regional and professional accrediting associations require self-study and
peer review in making their judgments about programs and institutions.
These sources of support and influence can encourage environments for good
practice in undergraduate education by: - Setting policies that are
consistent with good practice in undergraduate education. - Holding high
expectations for institutional performance. - Keeping bureaucratic
regulations to a minimum that is compatible with public accountability. -
Allocating adequate funds for new undergraduate programs and the
professional development of faculty members, administrators and staff. -
Encouraging employment of under-represented groups among administrators,
faculty members, and student services professionals. - Providing the
support for programs, facilities, and financial aid necessary for good
practice in undergraduate education.


How messy is your office?  If you office could use a visit from the Merry
Maids, perhaps you can find solace in the following. Recently six
University of Chicago professors whose colleagues thought had unusually
messy offices were visited by a campus reporter.  Messiness "provides an
odd connection.  It's constructive chaos," says astrophysicist Michael
Turner.  "Two folders spill on top on one another" and a "goofy" idea
emerges.  Chemist Stephen Berry perceives a connection between his
approach to research on subnanoscale particles and the dispersion of
papers in his office:  "I believe in pursuing a non-rigid, fluid approach,
so that different subjects have no sharp boundaries separating them, and
each new subject gets addressed with no preconceived organization."  Law
professor Cass Sunstein claims, "I know where everything important is, and
I don't usually lose things.  But I have lost checks… When it gets
completely disgraceful, I improve it a bit." Biologist James Hopson also
oscillates between minor and major disorder, by which he means, "only one
layer of paper covering [his desk]…instead of three or four."  Economist
Robert Fogel states, "All things being equal, I'd rather not work in a
pigsty, but I never have the time to just clean up."  Music professor John
Eaton's desk and bookcases are so strewn with disordered stacks of paper
and books that he writes on a folder on his lap.  Fogel says he tidies his
office "only when I move."  His last move was 1981!
Please contact any Faculty Development Committee member with your nominee
of the HCC colleague with the messiest office.  Perhaps we can highlight
these faculty members and their offices in the next Faculty Development


Title III is a federal grant under the United States Department of
Education, Native Hawaiian Serving Institutions Sector.  Honolulu
Community College was awarded a Title III grant in 2000 with the express
intent of furthering the goals of  Native Hawaiians seeking higher
education.  The Title III program at HCC is in its startup phase building
programs and opportunities for the indigenous population of Hawaii to
achieve the educational goals it needs to thrive in the modern society of
Hawaii Nei.  What this translates to are cohort programs, additional
Hawaiian language and culture classes, and a broad range of educational
opportunities, which will be fully applicable to any degree course at HCC.
While some of these classes exist at present, many of these have yet to be
created.  Look out, were on the move!  Of immediate interest is a Native
Hawaiian Student Center and Computer Lab, which will be opening soon on
the fourth floor of Building 7. The lab will be complete with 24 new
computers (12 PCs and 12 Macs) as well as full time instructional and tech
support. The Native Hawaiian Student Center will include counseling and
self-help services as well as a place to just hang out.  All are welcome!
The Title III program is headed by Palani Kelly.  Leon Florendo will serve
as its College Readiness Counselor.


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 members of the
Faculty Development Committee are once again selling books this fall.
Books are great for personal use and make great 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! 


Congratulations to the following HCC faculty members who were granted
tenure and/or promotions this past summer;

Wayne Lewis, Assistant Professor, PCATT/Cisco
Bob Vericker, Assistant Professor, Administration of Justice

Tenure and Promotion/Instructor to Assistant Professor
Rose Sumajit, Information Technology Center

Promotion/Assistant Professor to Associate Professor

Patricia Gooch, Early Childhood Education 
Kathy Kamakaiwi, Cosmetology 
Sherry Nolte, Early Childhood Education 
Paul Onomura, Diesel Mechanics 
Derek Oshiro, Refrigeration and Air Conditioning 
Cynthia Smith, History 
Lisa Yogi, Early Childhood Education

Promotion/Associate Professor to Professor

Richard Brill, Natural Science 
Beryl Morimoto, PCATT 
Ron Takata, Chemistry

Congratulations to the following HCC faculty members who received
service awards;

Jess Aki,  Cosmetology, 10 years  
Gaynel Buxton, Early Childhood Education, 10 years 
Joan Gagnon, Language Arts, 10 years 
Jim Poole, ICS,  10 years 
Paul Allen, Automotive Mechanics, 20 years 
Diane Caulfield, Student Services, 20 years 
Marcia Roberts-Deutsch, Art, 20 years 

Congratulations to the following HCC faculty members who received special

Bob Vericker, AJ, BOR Excellence in Teaching Award 

Paul Jacoby, CENT, Hung Wo and Elizabeth Lau Ching Award for Faculty
Service to the Community
Jerry Saviano, Language Arts, Francis Davis Award for Excellence in
Undergraduate Teaching


The following faculty members are new to our campus this fall.  As you
meet our new colleagues, please help make them feel welcome.  They

Elliott Higa, Human Services/Community Service.  Elliott earned a
Bachelors in Science degree in Sociology from Arizona State University and
a Masters in Social Work degree from the University of Hawaii - Manoa.  He
has gained Social Work experience as an Adult Friend for Youth.  He has
also worked with "high risk" youth as a Social Worker primarily in Kalihi
and Waipahu.  Elliott began lecturing here at HCC in the Human Services
program during the Fall 2000 semester.  In his free time he enjoys sports,
reading and listening to music.

Palani Kelly, Title III Coordinator.  Palani was born in Kaimuki and
graduated from Kaimuki High School.  Following high school Palani
continued his education at Kapiolani Community College and UH Manoa where
he received his Bachelor Degree in Hawaiian Language and Polynesian
Linguistics.  He has completed a Masters Degree in Linguistics and
continues his education as a Doctoral student.  Since 1991, Palani has
been involved with the Polynesian Voyaging Society's two canoes Hokulea
and Hawaii Loa where he sailed on two voyages in 1992 and 1995.  He has
also been active in Hawaiian advocacy on the UH Manoa campus with the
formation of several Hawaiian clubs and organizations.  Palani states, "It
is an honor to be a part of Honolulu Community College, and I look forward
to serving the student community."



Laure Burke, Instructor, Cooperative Education, was a panel presenter
speaking to professionals from the Society for Human Resource Management
this past summer.  The presentation was titled "Mutual Gains through
Internships and Co-ops."  She also co-authored an article published in the
March 2001 issue of the American Journal of Distance Education titled
"Implications for Improving Access and Outcomes for Individuals with
Disabilities in Post Secondary Distance Education."

Ken Johnson, Professor, Cooperative Education, attended the International
Computer Aided Ergonomics Society conference in Maui this past summer.  
At the conference he and one of his students presented their two-year
ergonomics study aimed at increasing performance and decreasing injuries
for construction workers.
Ivan Nitta, Assistant Professor, AMT, traveled to Sinclair Community
College in Dayton Ohio to attend the annual national Chrysler
Apprenticeship Program (CAP) symposium this past summer.  Sinclair has won
first place as the most outstanding post secondary automotive education
facility.  Ivan stated that it looked like our convention center.


Jess Aki, Assistant Professor, Cosmetology, attended Pivot Point's 16th
International Symposium held in Chicago this past summer.  A wide variety
of educational seminars and hands-on demonstrations were held at the

Paul Jacoby, Instructor, CENT, recently passed two CompTIA computer
certification examinations.  These certification allow the CENT program to
offer a wider variety of CompTIA A+ certification classes.

Kathy Kamakaiwi, Associate Professor, Cosmetology, attended a Cosmetology
Trade Show in Las Vegas this past summer.  This is the nation's largest
skin care, body care, cosmetics and spa event with over 750 exhibit
booths, seminars and advanced education workshops.

Joy Nagaue, Instructor, Fashion Technology, traveled to New York City this
past summer for a one-week fashion tour including a visit to the Fashion
Institute of Technology.  She was accompanied by 35 HCC and Maui CC
fashion students and former students who now work in the Hawaii fashion

Sherrie Nolte, Associate Professor, Early Childhood Education, attended
the Early Childhood Professional Development Conference held in
Washington, DC this past summer.

Aaron Tanaka, Associate Professor, CENT, recently passed two additional
Microsoft Certification Examinations.  The HCC CENT program is a Microsoft
Authorized Academic Training program and in order to teach a Microsoft
topic in a CENT class, each instructor must be certified in the topic.


Lena Low, Associate Professor, Economics, attended the Phi Theta Kappa
34th International Honors Institute at Georgia Tech in Atlanta this past
summer.  The institute officially launched the 2001-2002 Honors Study
Topic, "Customs, Traditions and Celebrations: The Drive for Community."


Lianne Nagano, Associate Professor, Earl Nakahara, Associate Professor,
and Femar Aguinaldo, Instructor, College Skills Center, all attended the
2001 Pacific Basin Learning Disabilities Conference in Waikiki last


Jean Maslowski, Counselor, Student Services, attended a workshop on the
Fundamentals of Grantwriting presented by the University of Hawaii
Outreach College late last spring.

Heidi Ross, Director, Student Life and Development, attended the annual
meeting of the Association of Colleges Union International in Toronto this
past spring.  The association is specifically committed to addressing the
development of campus community through the use of college unions and
student activity programming and services.


Evelyn Lockwood, Instructor, AERO, attended the Hawaii Great Teachers
Seminar on the Big Island this past summer.


Jon Blumhardt, Professor, Director of The Educational Media Center,
attended the INFOCOMM Conference in Las Vegas this past summer.  The
conference was sponsored by the International Communications Industries
Association and is the world's premier tradeshow and training event
covering the latest in audio, video and presentation technologies.

Rose Sumajit, Assistant Professor, and Bill Becker, Assistant Professor,
Academic Computing, attended UNIX training in Phoenix this past summer.  
Jon Blumhardt, Professor, and Monir Hodges, Instructor, PCATT, attend
Adobe training in Phoenix.  All received this training because PCATT has
become a Cisco-Sponsored Curriculum Academy Training Center and will begin
to offer this training to high school teachers as they establish Local
Academies in their high schools.


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


This newsletter was organized and published by the HCC Faculty Development
Committee.  Members:  Jerry Cerny, (Coordinator, Editor), Keith Crockett,
Lei Lani Hinds, Michel Kaiser, Xin Li, Paul Onomura, Edward Santa Elena,
Alan Uyehara

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