kapiʻolani cc: aligned strategic...

Kapiʻolani CC: AlignedStrategic Directions

presented to the

UH Board of Regents

From Innovation to Institutionalization: The Role of Critical Formative AssessmentRobert Franco, Director, Institutional Effectiveness, Professor, Pacific Anthropology, Kapi’olaniCommunity College, University of Hawai’iNational Community College Conference on Service-Learning and Community Engagement -"Service Learning for the Common Good“ – May 20, 2018

Assessment Landscapes Changes – 1995-2021- Assessment = Counting- Assessing Learning and Other Effects on Students- Civic Responsibility and Global Competence- Campus-Community/Civic Engagement (“sites” or

partners”)- Emphasis on Community Impact & Benefit- Achieving Institutional Goals for Student Success- Student Learning Outcomes – Civic and Moral

Responsibility – Teagle Foundation Grant- Science and Civic Engagement- Meeting the Challenge of UN Sustainable

Development Goals

Service-Learning as an Innovation in the 1990sWhat did we assess?

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We assessed by counting the number of:- Students and “Hours”- Faculty and “Courses”- Community “Partners”

Service-LearningStudent Learning Assessment1999- Where’s the Learning in Service-LearningEyler and Giles2002 - A Practical Guide for Integrating Civic Responsibility into the CurriculumRobinson and Gottlieb define “civic responsibility” as the learning outcome

Defining Civic ResponsibilityActive participation in the public life of a community in an informed, committed, and constructive manner, with a focus on the common good.Informed = knowledgeCommitted = attitudeConstructive manner = skillsCommon good = community impact/benefit

At Kapi’olani, Dr. Tanya Renner led this Research Through the 1990s and 2000s 1997 – Evaluation and Assessment in Service-Learning2003 – Converging Data: Demonstrating Service-Learning Effectiveness on Campus2004 – with Ulla Hasager (UH Manoa), Service-Learning and Depth of Understanding2008 – “Authentic Assessment of Those Essential Thinking Skills That You Know Your Service-Learners Are Developing”

Assessing Student Global CompetenceGlobal competence is the acquisition of in-depth. knowledge and understanding of international issues, an appreciation of and ability to learn and work with people from diverse linguistic and cultural backgrounds, proficiency in a foreign language, and skills to function.American Council on Education – Lessons Learned in assessing International Learning, FIPSE, 2002

Integrated International Education and Globalization- Cultures, histories and languages of:

- Indigenous and multicultural Hawai’i- Oceania and Asia

- Contemporary interactions among nations, territories, states, and indigenous peoples.

- Evolving globalization- Social and civic responsibility at the local,

national, and global levels.- (2002)

- Student Confidence in Their Ability to Make a Difference Increases

- Students better recognize the need for systemic reform/change in public policy (poverty, Hawaiian land issues, support for non-profits)

- Students Perceive Their Faculty as Caring Individuals

Assessment Landscape Shift 2000-Present

Student Civic Responsibility AND Campus Civic and Community Engagement

Campus Compact’s Indicators of Engagement Project (2003)

Carnegie Foundation Elective Classification of Campus-Community Engagement (2006, 2010, 2015, 2020)

Kapi’olani Carnegie Classified in 2006 and 2015 Key documents: Focus on Social Issues in Honolulu Palolo Elementary – Palolo Pipeline HUD grant for Hawaiian Healing Center at Waianae

Coast Comprehensive Health Center HUD Grant for Palolo Learning Center (5,400 square feet)

– at Palolo Homes, detailed evaluation and assessment Aligning Issue Pathways (Education, Environment, Health,

Bridging Generations) Community-based long-term care workshops Community-based undergraduate research Malama in Na Ahupua’a Kapiolaniserve website

Assessing “Partnerships”1) Clear lines of communication2) Clear Roles and Responsibilities3) Recognition and Respect for Each Other’s

Needs and Assets4) Mutually developed and agreed upon goals5) Reciprocity, reciprocity and duration

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Assessment Landscape Shift –Community Impact

Improved Quality of Life in Palolo Housing Improved Math Scores at Palolo Elementary Sustained Summer Early Start Program Decline to zero in crimes reported to Honolulu

Police Increasing numbers of Palolo teens entering the

college Quality of Palolo stream water improves Six Blood Bank Drives per year, 120 units of blood

donated Elder Education and Resilience Programs

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Assessment Landscape Shift –Cultural and Ecological Impact

Removal of Invasive Algae from Maunalua Bay – 15 to 20 tons – converted to compost for nursery farmers

Development of Sensory Stimulus Garden at LeahiHospital

Malama I Na Ahupua’a

Native Plant Gardens, Engineers for Sustainable World – Rain gardens and water conservation on campus

Connecting Indigenous and Western Knowledge Systems

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Mālama I Nā Ahupuaʻa

Cultural-environmental service-learning program• Interdisciplinary, land use & history, ethnobotany, ...• Indigenous issues• Sustainability• Food sovereignty, security• Longterm commitment, 21st year• Inter-institutional - Transfer pathway• Teagle Teaching to BIG QUESTIONS - SENCERized

Film: Models of Civic Engagement by Patricia Buskirk• https://www.youtube.com/watch?v=7kytzT4ojgc

Assessment Landscape Change – Faculty LeadershipFaculty Senate Sustainability CommitteeChairs, Wendy Kuntz (Natural Sciences) & Cory Torres (LLL)Hawai’i First NSF SENCER Model State

Mike Ross (KCC Botany), Wendy Kuntz, Krista Hiser (KCC LLL) Winner’s of Campus Leadership Awards in Sustainability2015 David Brown, (KCC Culinary Arts)

2016 Carl Jennings (KCC Arts and Humanities)2017 Aaron Hanai (KCC, Engineering)

Winner’s of UH President’s Award for System Leadership in Sustainability

2015 Krista Hiser (KCC LLL)2016 Bob Franco (KCC Anthropology, Institutional Effectiveness)2018 Jackie Lindo (KCC Economics)

2018 Kathy Ogata (KCC Chemistry) $10,000 “Cooking Oils to Biofuels”

2013-2018 Francisco Acoba – Learning Assessment Protocol and Teagle Foundation Leadership – Teaching to a Big Question

Assessment Landscape Change – Meeting Institutional Goals for Student Success (2014, Traverand Katz)- Achievement – Course Success, Re-

enrollment, Degree Completion and Transfer

- Engagement – Active-Collaborative Learning, Faculty-Student Interaction, Academic Challenge, Student Effort, Support for Learners (CCSSE)

- Learning – Course, General Education, Institutional

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Learning Assessment:Civic & Moral Responsibility

A morally and civically responsible individual recognizes himself or herself as a member of a larger social fabric and therefore considers social problems to be at least partly his or her own; such a person is willing to see the moral and civic dimensions of issues, to make informed moral and civic judgments, and to take action when appropriate” (Ehrlich 2000).

Teagle Foundation of New York Funded, 2013-2016Reflection QuestionsScoring RubricsPre- and Post Tests

The Big QuestionHow do we build our commitment to civic and moral responsibility for

diverse, equitable, healthy and sustainable communities?

6 colleges14 60 faculty

70 courses 3,000 students

Delgado in LouisianaQueensborough in New YorkKingsborough in New YorkRaritan Valley in New JerseyMesa in Arizona Kapi‘olani in Hawai‘i

place-based issue-focused values moral commitment technology contextualized faculty-driven pedagogy curriculum development course design communication community-based service-learning

Learning Outcomes

Ability to state the social or ecological problem Apply course concepts in ameliorating the

problem Ability to reflect on their moral and civic

engagement with problem-solving Identify changes in their personal, academic,

career goals Ability to make a commitment for future action to

ameliorate the problem

“Decade Zero: Understanding the Science & Rhetoric of Climate Change” English 100 and Biology 124 – Hiser & Kuntz)

"How exactly can we fix something that is so broken? Is the earth already too far gone? I must have asked myself this question a thousand times before doing the research. After reading every article I could find and seeing people come up with possible solutions, it didn’t seem so out of reach anymore." --student, final exam.See Day Zero – CapetownSouth Africa, taps run dry on April 22, 2018.

Meeting Grand Challenges: Water, Conservation, Food and Health

Teaching to Grand Challenges Keck Foundation Grant Transcending Barriers to

Success: Connecting Indigenous and Western Knowledge Systems to Meet Grand Challenges

Acoba Learning Assessment Protocol

Partnership, Student, and Faculty Development Surveys

2017 – Water security 2018 – Malama Hawai’I and

Conservation 2019 – Water Security 2020 – Food and HealthParticipating Campuses- U. of Alaska, Ilisagvik

College- Humboldt State – Kurak Tribe- CSU Channel Islands –

Mixteco, Oaxacan- Northern Arizona –

Sustainable Nations- Salish Kootenai College-

Watershed Education Network

Model State and Award for Inter-Institutional Collaboration•Professional development with a focus on pedagogies teaching across communities, disciplines, and campuses to contested capacious issues, civic engagement, and sustainability, with a strong emphasis on assessment - (AcobaProtocol & SALG)

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