VOLUME 18, NO. 1 - OCTOBER 16, 2009


Welcome to the 2009 fall edition of the HCC Faculty Development Newsletter. The Faculty Development Committee for the 2009-10 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
  • Steve Mandraccia, UC
  • Silvan Chung, Student Services
  • Carol Hasegawa, Academic Support
  • Ralph Kam, Admin Liaison

With student success and retention as the theme for our Excellence in Aloha Day this past March and the email discussion that took place around the theme, one statement was made that caught my attention, "We tried that once, and it didn't work." I had seen this statement in a list of Seven Steps to Stagnation that was shared with me many years ago. Here they are:

Seven Steps to Stagnation

  1. We've never done it that way.
  2. We're not ready for that, yet.
  3. We're doing all right without it.
  4. We tried it once, and it didn't work out.
  5. It costs too much.
  6. That's not our responsibility.
  7. It won't work.

In keeping with the number seven, enjoy the two articles included in this Newsletter. To access additional 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. I hope you are having 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. More than two 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. They 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. They 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 fund and govern higher education and for the way institutions are run are 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 and 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 well 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 purposes.
  • 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.


By Linc. Fisch

By themselves, these seven qualities may not be sufficient conditions for teaching excellence, but they may be pretty close to essential.

The number seven seems to have magical properties that attract people to it.

So it's not unexpected that an American Association for Higher Education commission focused on "Seven Principles of Good Practice in Undergraduate Education," and Steven Covey wrote a best seller Seven Habits of Highly Effective People. I even read a recent journal article by an off-beat writer: "Seven Principles of Teaching Seldom Taught in Grad School" (see Chalkdust, J. Staff, Prog, & Org Dev., Vol. 10, No. 4, Winter 1992, pp. 217-218).

Seven is not quite in the same number league with the three of Liberte-egalite-fraternite, but it's a good cut or two above the ten of David Letterman's lists. Propelled by this mystical momentum of the number, here are my nominations for qualities of highly effective teachers - seven in number, of course.

  1. Highly effective teachers care. They care about their students, their work, and themselves. They treat others with dignity; they respect others' integrity. They give high priority to benefiting others. They affirm others' strengths and beings; it's a kind of love.

  2. Highly effective teachers share. They share their knowledge, insights, and viewpoints with others. Their willingness to share is a way of life for them. They don't withhold information for personal gain.

  3. Highly effective teachers learn. They continually seek truth and meaning. They seek to discover new ideas and insights. They reflect on their experiences and incorporate the learning into their lives. They are willing to upgrade their skills. They continue growing and developing throughout their lives.

  4. Highly effective teachers create. They are willing to try the new and untested, to take risks for worthy educational outcomes. Anything worth doing is worth failing at. They are not discouraged by an occasional failure; they reframe the error as an opportunity to do better as a result of the experience.

  5. Highly effective teachers believe. They have faith in students. They trust students and are willing to grant them freedom and responsibility. They hold high expectations for their students, as well as for themselves.

  6. Highly effective teachers dream. They have a vision of success. They are driven by an image of excellence, the best that their innate abilities allow. They always seek to improve, never being content with just "getting by" in teaching or in any other endeavor.

  7. Highly effective teachers enjoy. Teaching is not just employment to them; it is their Work. They throw themselves into it with vigor. They gain major satisfaction and joy from it. And that joy often infects their students.

While this particular set of qualities is my own compilation, I've found in workshops where we've examined what is meant by "good teaching" that these qualities are prominently mentioned. By themselves they may not be sufficient conditions for teaching excellence, but they may be pretty close to essential.

Surely, you say, there are other qualities that should make the list. What about critical thinking, positive attitude, or calm equanimity, for example? What about patience? Well, certainly a case could be made for all of these - and others, I'm sure.

But eleven (though the next prime number after seven) is not such a magical number. And keeping practicality in mind, it's harder for one to retain more than seven in memory.

So if you can keep in mind care, share, learn, create, believe, dream, and enjoy, you may keep them actively in practice. And that will move you toward becoming a highly effective teacher.

Linc. Fisch does off-beat writing at his home in Lexington, Kentucky. He has had 30-some years of experience in teaching and other assignments in higher education.

Reprinted with permission as originally published in The Journal of Staff and Program, & Organizational Development.


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

Tenure and Promotion/Instructor to Assistant Professor:

Silvan Chung, Student Services
Emily Kukulies, Student Life and Development
Lynnette McKay, Cosmetology
Mario Mediati, PCATT
Chris Ann Moore, Philosophy

Promotion/Instructor to Assistant Professor

Guy Shibayama, Apprenticeship

Promotion/Assistant Professor to Associate Professor

Mike Castell, CENT
Monir Hodges, PCATT
Bob Perkins, MARR
Cory Takemoto, CSC

Promotion/Associate Professor to Professor

Vern Takebayashi, ICS

Congratulations to the following faculty members who received Service Awards:

Danny Aiu, SMP , 10 years
Leon Florendo, Native Hawaiian Counselor, 10 years
Charlie Anderson, Student Services, 20 years
Craig Ohta, AMT, 20 years
Bill Rothe, AERO, 20 years
Milton Tadaki, ABRP, 20 years

Congratulations to our colleagues who received special recognition:

Diane Caulfield, Coop Ed, Board of Regents Excellence in Teaching Award
Beng Poh Yoshikawa, Professor Emeritus Status


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

George, Boeman, Instructor, Carpentry. George was born in Illinois but grew up in the Air Force so lived all over the world. He graduated from high school in San Antonio, Texas, and attended San Antonio College for one year before moving to Hawaii. George only worked odd jobs that would allow him to spend a maximum time at the beach. He applied for and was accepted into the Carpentry Apprenticeship Program and took the apprenticeship related classroom instructor here at HCC. He worked in construction as a journeyworker for several years until enrolling in the HCC Boat Maintenance and Repair Program. After graduating from that program, the faculty position in our Carpentry Technology Program opened up. George is excited about teaching full- time here at HCC and especially excited about becoming involved in the green initiatives that will be happening at the College. In his free time, George still enjoys spending time at the beach, body surfing and hiking.

John Delay, Instructor, Geography. John was born and raised on the East Coast of the United States, in the Washington, DC area. He moved to Hawaii after high school and earned a BA in Geography from UH Hilo and an MA in Geography from UH Manoa with a Departmental Specialization in Biogeograph and an Interdisciplinary Specializations in Ecology, Evolution, and Conservation Biology. He expects to receive his PhD this year. In addition to being a graduate assistant at UH Hilo and UH Manoa, John has served as a Research Assistant for Pacific Environmental Planners and lectured at Kapiolani CC, UH Manoa and HCC before obtaining his full-time instructor position here. In his free time, when he is not doing research for his PhD, he enjoys hiking.

Carol M. Hasegawa, Instructor, Library. Carol was born and raised n Honolulu. She earned a BA and MA from the University of Hawaii at Manoa in art history. She worked for non-profit organizations, city and state agencies, private corporations, and was part owner of a small business before returning to earn an MA in Library and Information Science from UHM in 2005. After graduation, she found temporary employment at UH campus libraries providing reference and flood recovery duties. Carol likes to travel to cities around the world where she enjoys exploring neighborhoods, taking public transportation, and enjoying the different flavors of the foods there.

Michael Leidemann, Instructor, Journalism. Mike recently retired after 25 years of working as a reporter, columnist and editor for the Honolulu Advertiser. He was born in New Jersey and attended journalism school at Northwestern University. Before moving to Hawaii in 1980, he also worked as a journalist for Chicago City News Bureau, The Associated Press and the Pacific Daily News in Agana, Guam. He began teaching English and journalism part time about eight years ago, and has taught classes at UH-Manoa, HCC, WCC, Chaminade and Hawaii Pacific University. He received his masters degree in English from UH Manoa and currently is a PhD student there in American Studies. He's also the author of one published work of columns, "The Wife Chronicles." When he's not working, Mike likes to read novels, play tennis and watch the weeds grow in the yard in his Kailua house, where he lives with two cats, Junior Boy and Sweetie Girl. He's also very excited about the opportunity to revive the student newspaper at HCC.

Douglas Raphael, Instructor, Speech. Doug comes to HCC with a varied education and employment background. He earned a BS in Finance with a minor in Communication Studies from California State University at Long Beach. He earned an MA in Speech from the University of Hawaii at Manoa. In addition to lecturing at Kapiolani Community College, Hawaii Pacific University and the University of Hawaii, Doug worked as a Boat Captain for Hawaii Water Sports Center. In his spare time, he enjoys going to the beach, surfing, swimming, hiking, playing tennis, boating, and learning about general aviation.

Stefanie Sasaki, Instructor, Librarian. Stefanie was born and raised in Los Angeles, California. She earned a Bachelor of Arts Degree in English with a concentration in Language Studies from San Francisco State University. A Master of Library and Information Science degree was received from the University of Hawaii at Manoa. Prior to joining HCC, she was the Electronic Resources Librarian at Hawaii Pacific University. Stefanie made frequent trips to the islands growing up to visit family on the Big Island and finally made Oahu her permanent home in 2001. She enjoys reading, traveling, cooking (especially anything spicy), and hanging out with friends.



Tim Cubero, Instructor, Language Arts, attended the University of Hawaii Community Colleges 2nd Annual Best Practices in Assessment Conference last spring and presented a breakout session on Knowledge Surveys.

John DeLay, Instructor, Geography, attended the Hawaii Great Teachers Seminar on the Big Island this past summer.

Robii Dotson, Lecturer, Learning Community Coordinator, attended the University of Hawaii Community Colleges 2nd Annual Best Practices in Assessment Conference last spring and presented a breakout session on Assessing Learning Communities.

Mike Ferguson, Instructor, Chemistry, attended the Hawaii Great Teachers Seminar on the Big Island this past summer. Mike also attended a Real World Academics Institute this summer. This is a two-year project sponsored by UHCC System Perkins money to assist faculty to integrate more real world issues into their courses and programs.

Kara Kam, Instructor, Speech, attended a Real World Academics Institute this summer. This is a two-year project sponsored by UHCC System Perkins money to assist faculty to integrate more real world issues into their courses and programs.

Steve Mandraccia, Instructor, Mathematics, attended the American Mathematical Association of Two-Year Colleges (AMATYC) Summer Institute in Boulder, Colorado, this past summer. This institute provided participants with direct experiences that will help them develop classroom activities and assessments.

Eric Shaffer, Instructor, Language Arts, Eric Paul Shaffer, Instructor, Language Arts, published his first novel Burn & Learn, or Memoirs of the Cenozoic Era with Leaping Dog Press this Fall. The novel is set in Albuquerque, New Mexico, often at the renowned Frontier Restaurant on the corner of Central and Cornell Avenues, and evolved partly from his educational and other experiences at University of New Mexico. Eric also attended the Hawaii Great Teachers Seminar on the Big Island this past summer.

Paul Sherard, Instructor, Physics, attended a Real World Academics Institute this summer. This is a two-year project sponsored by UHCC System Perkins money to assist faculty to integrate more real world issues into their courses and programs.

Cynthia Smith, Professor, History, attended the University of Hawaii Community Colleges 2nd Annual Best Practices in Assessment Conference last spring and presented a breakout session on Knowledge Surveys.

Fumiko Takasugi, Instructor, Sociology, attended and presented a paper at the Pacific Ancient and Modern Language Association Annual Conference in Claremont, California, last fall. She presented on a panel of Oceanic Literatures and Cultures: Contested Visions of Hawaii. Her paper was entitled, "Violence and the Local Punk Rock Scene in Hawaii." Fumiko also served as an organizer and facilitator for the panel, "Popular Music" at the 2nd Annual Oceanic Popular Culture Association Conference at Chaminade University last summer.


Scotty Rhode, Instructor, Fire and Emergency Response, attended the Hawaii Great Teachers Seminar on the Big Island this past summer. Scotty also attended a Real World Academics Institute this summer. This is a two-year project sponsored by UHCC System Perkins money to assist faculty to integrate more real world issues into their courses and programs.

Ken Johnson, Professor, Coop Education, attended a Real World Academics Institute this summer. This is a two-year project sponsored by UHCC System Perkins money to assist faculty to integrate more real world issues into their courses and programs.


Burt Chang, Instructor, Administration of Justice, attended a Real World Academics Institute this summer. This is a two-year project sponsored by UHCC System Perkins money to assist faculty to integrate more real world issues into their courses and programs.

Elliott Higa, Assistant Professor, Human Services, attended a Skip Downing On Course I Workshop in San Francisco this past summer. At the workshop he learned proven learner-centered strategies for empowering students to become active, responsible learners.

Jessica Kaniho, Assistant Professor, Cosmetology, attended a Real World Academics Institute this summer. This is a two-year project sponsored by UHCC System Perkins money to assist faculty to integrate more real world issues into their courses and programs.

Cyndi Uyehara, Associate Professor, ECE, attended the Annual American Library Association (ALA) Conference in Chicago this past summer. Cyndi has a graduate degree in Library Studies and has duties in the ECE program to catalog and maintain the ECE resources and children's books.

Vern Takebayashi, Professor, ICS, attended the University of Hawaii Community Colleges 2nd Annual Best Practices in Assessment Conference last spring and presented a breakout session on Creating a Campus Assessment Tool.

Lisa Yogi, Professor, ECE, attended the Hawaii Association for the Education of Young Children (HAEYC) Conference at the Hawaii Convention Center last fall. Thought attending the conference she was able to receive current information about Early Childhood Practices that she has been able to use in her ECE courses.


Jean Maslowski, Associate Professor/Counselor, attended the National Association of Academic Advisors Conference in Chicago last fall. This conference provided opportunities for formal and informal networking with 2500 attendees and provided professional development through more than 350 workshops, individual concurrent and panel sessions and poster presentations on related topics.


Ross Egloria, Instructor, Assessment Specialist, attended the University of Hawaii Community Colleges 2nd Annual Best Practices in Assessment Conference last spring and presented a breakout session on Remark Optical Mark Recognition and CTE Surveying.


Jerry Cerny, Associate Professor, attended the NorthAmerican Council for Staff, Program and Organizational Development (NCSPOD) Conference in Reno last fall. This was a joint NCSPOD/Program and Organizational Development (POD) Network conference geared to faculty and staff developers at two-year and four-year institutions of higher education.

Mario Mediati, Assistant Professor, attended the VMWorld 2009 Conference in San Francisco this fall. From desktop to mobile, datacenter to cloud, geek to chic - virtualization is liberating the minds and spirits of IT engineers around the world. The VMworld 2009 Conference highlighted how the transition to a virtualized computing platform frees the lives of those who embrace it.


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 (Editor), Silvan Chung, Carol Hasegawa, Ralph Kam, Jessica Kaniho, Steve Mandraccia and Guy Shibayama .

Faculty Home Page HCC Home Page