FACULTY DEVELOPMENT NEWS



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. ------------------------------------------------------------------------------------------------------------------------------------------------------------------

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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