Year 1 2009

Innovation through Institutional Integration 
(I3)(I-CUBED) National Science Foundation Grant
Innovation through Institutional Integration (I3) challenges institutions of higher education to optimize the benefits derived from the creative integration of intellectual perspectives and related domains of work embedded in their NSF-funded awards, towards a whole that exceeds the sum of its parts. The value added by such synergistic activity is a hallmark of the I3 effort and a critical component of I3 evaluation.                                    Kapi`olani Community College, University of Hawai`i
FIRE UP - Faculty Integration, Research, and Engagement in Urban Polynesia (HRD-0833482)
Effective Dates:  January 2009 – December 2014
    
PI:  Leon Richards and Co-PIs:  John Rand, Robert Franco, Judith Kirkpatrick
recognize that KCC’s continued success is contingent upon building a formal and institutionalized “STEM enterprise” and developing more engaged STEM faculty who can offer compelling courses as well as mentor students in undergraduate research.

Goal 1. institutionalizing, improving and sustaining a formal STEM enterprise

In February 2009, Kirkpatrick and Rand developed, implemented, and analyzed a comprehensive staff and faculty online assessment of STEM institutionalization survey (N=196). Results baseline STEM institutionalization and provide data to help develop a three-year Math & Science Department tactical plan to create the organizational, administrative and programmatic excellence and infrastructure.

1. AIM Results: Statistics gathered and analysis. This report demonstrates details of the statistical results and analysis applied to KapCc's first administration of the AIM Survey in February 2009. The report serves as a basis to inform the Math/Science tactical planning, but as a comparative tool, it will grow more interesting after the AIM survey is administered again in 2011, to gauge whether the STEM Program has been successful in its institutionalization efforts.


2. DISSEMINATION, August 8, 2009:  At the SENCER Institute, Judith Kirkpatrick and John Rand presented an AIM SURVEY POSTER (see link) as a baseline measurement of STEM institutionalization at the College.
AIM dissemination poster
.
At this poster session, Kirkpatrick and Rand provided general handouts, including the questions we used.

B. FIRE-UP STEM leadership team developed an EXTERNAL ADVISORY COMMITTEE (EAC) MEETING
September 9-10, 2009 that served as an umbrella advisory committee for three grants that the College is implementing.

1.   Combined TCUP, STEP-UP and FIRE-UP external advisory committee members under one group.
      Pauline Chinn, Herb Schroeder, Patrick Weasel Head, Marlene Hapai, Kenneth Kaneshiro

2.   Brought in STEM Students, Faculty and Administrators.

3.   Developed and presented an overview explanation of grant activities by grant coordinators, Keolani Noa, Herve Collin, and Judi Kirkpatrick

4.   Developed and implemented a two-hour exit focus group interview of the EAC conducted by the Office of Institutional Effectiveness (OFIE).
      See: Report

C. Fall 2009, Spring 2010--Kirkpatrick, Rand, Pagotto: A.S. N.S. degree outcomes and A.S. N.S. degree revisions for final Board of Regents approval.

Goal 2. increasing the number of STEM faculty engaged in producing STEM degree completers from six to 26 thus improving gatekeeper course student success rates.

A. Overview of the FIRE-UP Summer Institute
FIRE-UP SUMMER INSTITUTE May 18-22, 2009


Invited: Chemistry and Mathematics faculty.

Attendees:
Chemistry: Naresh Pandya, Kathy Ogata, Ada Tomosada,

Mathematics: Mary Beard, Jian Fei Xiong

Institute Organizers and Leaders:
Judith Kirkpatrick, FIRE-UP Coordinator

Garon Smith, University of Montana, Professor of Chemistry, NCUR Director for 2010

Susan Inouye, Engaged Educator Coordinator

 

The Institute met from 9-4 for five days, primarily at the STEM Center. The Institute Goals, Best Practices, and Steps for Adopting Best Practices were the focus of each activity and discussion that occurred over the five days.


FIRE-UP Summer Institute Goals
That participants examine and put into practice

  1. How to increase student success to achieve the A.S. N.S. degree
  2. How to emphasize the importance of the role of MATH/CHEM in the A.S. N.S. degree
  3. How to increase student engagement in STEM
  4. How to implement 10 Best Practices in STEM Education (See below, methodologies and implementation strategies)

FIRE-UP Institute Focused on Ten Best Practices in STEM Education as follows:

Methodologies

  1. Projects that are intentional, connected to competencies, measurable, demonstrable
  2. Include Problem Solving
  3. Teach for Concepts, Patterns and Principles, not rote memory  
  4. Connect old knowledge to new knowledge (constructivist approach)
  5. Integrate knowledge across disciplines
  6. Support students’ creating new knowledge, more open-ended and exploratory (inductive)

Implementation Strategies

     7.   Reflective analysis of all methodologies and implementations
     8.   Integrative knowledge in all lessons
     9.   View learning as a process
    10.  Engagement: Using both Routine and Adaptive Expertise

FIRE-UP Institute Outlined Three Steps in Adopting Best Practices

STEP 1 Does not require a lot of effort, nor does it, in and of itself, effect change
1. Become self-aware
2. Learn and exchange ideas; practice engagement with colleagues and students
3. Articulate, reflect, and participate in collegial discussions.

STEP 2 Requires commitment in methodology and pedagogy to engage in new practices
4. Incorporate active learning in the classroom
5. Use high context interactions, student-to-student, and student groups-to-faculty
6. Assessments, documented, (may be hard, initially) that feed back to your refining and further development of methodological and pedagogical change. Can use clickers.
7. Set high, meaningful expectations.

STEP 3 Requires commitment, thinking creatively out of the box, and taking risks.

8. Incorporate most of what is learned into real world situations
9. Use high quality interactions, student-to-student and faculty-to-student
10. Promote student Involvement

 

Overlying Structure of the Institute

1.      FIRE-UP Institute Schedule

2.      Active learning strategies modeled at all times.

3.      Team building and communication strategies were the focus of each session.

4.      Clickers were used daily in large and small groups for formative feedback and introduction to clickers as an interactive classroom tool. Clickers were also used to query undergraduate research students about their experiences in doing their research projects that became a basis for team competition. The assessments provided the participants with the opportunity to experience the power of classroom feedback, assessment, and communication. Per participants’ request, Chemistry and Mathematics programs now have sets of clickers (35) that they are using.

5.      For archiving and easy retrieval, daily assessments and reflective analyses were kept in an online project management system, the Laulima FIRE-UP online discussion and resource collection space.To view a qualitative and quantitative assessment, click here.

6.      Documentation through Photo Galleries for the FIRE-UP Summer Institute can be found online:
Garon Smith, the Wizard
Team building through cooking together
Introduction to undergraduate research and researchers 

7.      Undergraduate Research: The Student undergraduate research competition teams met with Institute attendees to discuss their work and their successes and to practice their presentations of research.

 

Project Planning and Leadership

1.      Professor Judith Kirkpatrick, FIRE-UP Coordinator, planned the week’s schedule and managed the event.

2.      Engaged in Education campus-wide coordinator, Dr. Susan Inouye, participated and helped assess and plan activities.

3.      Dr. Garon Smith, University of Montana Chemistry Professor and leader of the 2010 National Undergraduate Research Conference, played a key role in mentoring the faculty. He was chosen for his expertise as a teacher of Chemistry, his active community involvement, his use of strategies for student success, and his enthusiasm for undergraduate research. Dr. Garon Smith uploaded his clicker materials to the Laulima project website for future use for the Chemistry and Mathematics faculty.

4.      Kirkpatrick developed a set of articles and an institute bibliography that was distributed to attendees shortly before the FIRE-UP Institute began.

5.      Chef Frank Leake and culinary students supervised a team-building project where we cooked lunch for each other.

6.      Senior Academic Dean, Louise Pagotto, discussed student success rates in Chemistry and Math.

9.      Dr. Garon Smith conducted a magic show for faculty, their families, and the general public.

 

Outcomes and FOLLOW-UP:

1. Kathy Ogata, Ada Tomosada, Naresh Pandya, Mary Beard, and Xian Fei Xiong, faculty from the Summer Institute (3 Chemistry and 2 Mathematics), are using clickers. Faculty are "fired-up" about their clickers and are planning to help Dr. Maria Bautista demonstrate their use through a Math/Science department meeting.
2. Kathy Ogata, Mary Beard, and Xian Fei Xiong are signed up for Dr. Susan Inouye’s Engaged Educator, an institutional professional development program.
3. Kathy Ogata was sponsored to attend the SENCER Summer Institute (see B. below). 
4. Kathy Ogata represented the College in a day at Windward Mall with the American Chemical Society, to encourage children's interest in science. She did the hands on ion potion experiment (to demonstrate scientific method) and a demonstration on the conductivity of ionic and non ionic compounds for the children. Other participants were DOH State Laboratory, Food Quality Lab, Hawaii Agricultural Research Center, Hawaiin Electric Company, Hawaii Institute of Food Technologists, Hawaii Pacific University,  Hawaii Science Teachers Association, Kapiolani Community College, Little People Hawaii, McKinley High School, MicroLab, Mililani High School, and, Windward Community College.
5. Mary Beard has prepared to offer both Calculus I and II in an online environment.
6. Naresh Pandya will be pursuing integration of food science and Chemistry, attending a "Teach Food" workshop at University of Wisconsin, Madison, April 2010.

B.
Overview of the SENCER Summer Institute

SENCER SUMMER INSTITUTE August 6-10, 2009, Chicago, Illinois  The SENCER Summer Institute (SSI) is a team-based learning opportunity for academic leaders. The Institute represents the cornerstones of SENCER's faculty development and academic reform program. The SSI features a rich mix of plenaries, workshops, and concurrent sessions that focus on not only what students should learn, but how that learning might be accomplished. The SENCER Summer Institute (SSI) 2009 is one component of SENCER's national dissemination program designed to improve undergraduate education and undergraduate science education, especially in the STEM disciplines, and to stimulate civic engagement through the design and development of courses and programs that teach "to" basic science "through" complex, capacious, and unsolved public issues.

The STEM Program/College sponsored eight attendees at the SENCER (Science Education for New Civic Engagements   and Responsibilities) Institute, partially funded by FIRE-UP.

Four senior College faculty from the STEM Program Leadership Team:

Maria Bautista, M/SC Department Chair
Robert Franco, Director of the Office for Institutional Effectiveness (OFIE)
John Rand, STEM Program Director,
Judith Kirkpatrick, I-Cubed/FIRE-UP coordinator
And four STEM faculty relatively new to the STEM Program at the College:

Kathy Ogata (Chemistry. Also attended the FIRE-UP Summer Institute)
Wendy Kuntz (Biology and Ecology)
McKenzie Manning (Biology and Ecology)
Matt Tuthill (Microbiology, Molecular Biology)

          Outcomes and FOLLOW-UP

1. Feedback from attendees indicate the SENCER Institute successfully oriented younger faculty to the goals, the pedagogy, and content development needed for the STEM program. The following reflections from the eight attendees encompasses what FIRE-UP hopes to achieve in its efforts to increase the number of engaged faculty from 6 to 26. 

2. Wendy Kuntz took 14 Ecology students to the Big Island for a 3-day exploration of native rainforest.

3. Wendy Kuntz has her students working in a plot in Maunalua Bay, East Oahu, where invasive algae has overwhelmed the reefs. The students presented five posters on their projects at a poster session in our STEM Center on December 8, 2009.

4. Kathy Ogata and Matt Tuthill have been accepted as a team into GCAT (Genome Consortium for Active Teaching) to participate in the workshops associated with Genome Consortium for Active Teaching (GCAT) July 8-10, 2010, at Davidson College, North Carolina (www.bio.davidson.edu/projects/gcat/gcat.html). The emphasis there will be on biosynthetic (engineered) biology, in particular the building of knowledge and resources that will empower the KCC team to compete at iGEM, an annual bioengineering contest at MIT. The GCAT workshop is modeled after iGEM and will include an introduction to the approach, internet resources, past projects and overall workflow once the team returns home.

5. Kathy Ogata has her students working in water quality experiments in one of our communities. Additionally, she is having her students experiment with developing biodiesel in a service learning project for our campus.

6. McKenzie Manning is teaching a Marine Biology class in spring 2010 and has received a grant for summer Marine Science work at Coconut Island, Kaneohe Bay.



This website is based on work supported by the National Science Foundation under Cooperative Agreement Number: (HRD-0833482) FIRE UP - Faculty Integration, Research, and Engagement in Urban Polynesia. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. © Copyright 2009.