Transcript Robert Franco, Ph.D. Director, Office for Institutional Effectiveness Professor of Pacific Anthropology Kapi’olani Community College, Univ.

Robert Franco, Ph.D.
Director, Office for Institutional Effectiveness
Professor of Pacific Anthropology
Kapi’olani Community College, Univ. of Hawai’i
[email protected]
Changes in American
Higher Education: New Millennium
 2000-2010 – AAC&U - “Greater Expectations”
Access and Success for All Students –Edgar Beckham
 2002-2012 ACCJC/WASC “Learning Outcomes” for
Students = Capabilities
 2002-2005 – Campus Compact – Indicators of Civic
Engagement
 2006, 2008, 2010 - Carnegie Classification of
Community Engagement
- INSTITUTIONAL HIGHER PURPOSE
Changes in American
Higher Education: New Millenium
 2008 to present – AAC&U
“Liberal Education and America’s Promise (LEAP)
 2010-2020 – Student Achievement of Degrees –
Completion
 2012 – Crucible Moment – Civic Learning
 2015- Next UH System Strategic Plan
 2015 - UH System - Carnegie Community Engagement
Classification?
 2020 – Lasting Agenda-Communities, Capabilities,
and Completion
Long-Range Development Plan, 2020
Strategic Plan 2008-2015
Tactical Plans, 2009-12, 2012-15
Accreditation, 2012
3 Year Comprehensive Program Review
Annual Review of Program Data
A High Impact Strategy
“Service-Learning is a teaching and
learning method that integrates critical
reflection and meaningful service in the
community with academic learning,
personal growth, and civic
responsibility.”
- 500 studies of service-learning, 350 have
shown positive outcomes (Furco, 2011).
Kapi’olani Service Learning
 Kapi‘olani began its Service Learning initiative in 1995
 Valuing diverse traditions of service in Hawaii’s
indigenous and multicultural communities
 Since that time more than 10,000 students have
contributed nearly 230,000 hours of meaningful
service to the community.
Mixed-Methods Assessment
 CCSSE
 Course Success and Fall-to-Spring Persistence
 Pre- and post-tests in courses
 Rubric based student learning outcomes assessment
 Supervisor Evaluations – real world assessment
A High Impact Strategy
At Kapi’olani, Service-Learning interlocks with:
 general education learning outcomes
 21st century career preparation
INNOVATIONS IN
 indigenous, intercultural, and international learning
 science, technology, engineering, math
 student, faculty, community engagement
 partnerships to solve real world problems (Carnegie
Foundation Community Engagement Classified)
Completions –plural
 Completion: Fall 2010, Spring 2011,Spring 2012
Service-Learners
- 18 percent higher course success rates than non-
Service-Learners
- 20 percent higher fall-to-spring re-enrollment
rates
- Faster time to degree completion
- Multi-SL Students even better rates
Transfer – Can we build transfer pathways?
Student Cohort; Course Success
Course
Fall 2009 Success Rate
All
Spring 2010 Success Rate
SL students
All
SL students
ENG21
108
57.4%
4
100%
19
39.6%
1
100%
ENG22
325
62.1%
5
55.6%
112
50.5%
5
71.4%
MATH24
206
42%
10
83.3%
116
40.6%
3
33.3%
MATH25
216
43.6%
13
65%
142
46.4%
10
66.7%
MATH81
71
60.2%
1
50%
28
56.0%
1
100%
PCM23
123
49.2%
4
80%
48
46.2%
1
100%
College
Level
16,165
70.7%
617
88.4%
15,684
70.8%
893
87.8%
Capabilities
 Capabilities – Ongoing Assessment, 1996-2013
 Supervisor Evaluations
-
Reliability, Responsibility
Communication
Sensitivity to Clients
Willingness to Learn
Commitment to the Organization
Overall
- Supervisor Ratings Consistently High (N>5,000)
Pre- and Post-test Assessments:
1996, 1998, 2006, 2012
 Indicate statistically significant improvement in
Service-Learners’ attitudes about
 Working as a team
 Ability to make a difference in the community
 Instructors as caring individuals
 Pre- and post-survey – Social Justice Findings
- Public policy needs to be changed for problems to be
solved
- Reforms in the current system are required to improve
our communities.
Going Deep on Service-Learning
Outcomes Assessment
 Reflection – General Education
 Assessment Protocol
 Reflection Rubric
 Norming Essay
 Scoresheet
Kapiolani Service Learning: Civic Scanning
 Requires reciprocal community partnerships based on best practice
principles:
- clear lines of communication
 clear roles and responsibilities
 campus-community needs assessment and assets mapping
 tactical and strategic planning toward mutually beneficial goals,
evaluation, and continuous improvement
 measurably reduce the severity of problems in our community
Too
Low
• College preparedness
• 4th grade literacy
• 8th grade mathscience skills
• Digital access
• Financial aid
awareness
• Calculus readiness
• Blood bank supply
Too
High
• Teen pregnancy
• High school drop
out
• Infectious disease
risk
• Elder isolation
• Invasive species
take over
Communities:6 Service Learning
Pathways
International
Perspectives
Arts & Culture
Elder Care
Education
Environment
Health
Pathways Defined
 Issue Based – reducing the severity of pressing
social problems
 Connect courses with schools and non-profit
organizations
 Connect courses over multiple semesters
 To degree completion, careers, transfer
 See Spring 2013 Course Matrix
 Sustained social capital of students guided by
sustained intellectual capital of faculty can “reduce
the severity” of the problems we confront.
Members of Kapi‘olani Community College’s Service-Learning Team: Students: Nicole Medeiros, Kathryn
Roberts, Michi Atkinson, Allan Kaleikilo, and Shannon Phenix. Outreach Coordinator, Melisa Orozco.
Oceanic Time Warner Cable President, Nate Smith: "What I'm hoping to do is use the power of our distribution
and penetration to get the kids in the community involved in making it a better community themselves. It's
about accountability." The partnership with Oceanic Time Warner Cable bridges the gap between education
and entertainment. Palolo residents can now watch and learn their ABCs on TV.
Student leader, Michi Atkinson, sits with Palolo El students she tutors.
Kapiolani World AIDS Day
KCC STEM Mission
1. To provide KCC Students with
workforce skills and transfer
opportunities in Science,
Technology, Engineering &
Mathematics (STEM)
2. To provide STEM students with:
- a sense of place on campus;
- a clear academic or
workforce goal
- funding opportunities
Malama i na Ahupua‘a
KCC Environmental
Pathway Program
 Land division
stretching
from the
mountain to
the seaahupua’a
Life Sciences Pathway (two year curriculum)
First Year - Service Learning
•
•
•
•
•
Chemistry 161 Biodiesel Production, alternative energy, eco-sustainability
Bio 171 Community conservation, watersheds and coral reefs
Botany 105, 130 Community conservation
Bio 101 and 124 Community conservation
Micro 130 Infectious disease awareness, new bacteria
Second Year- Undergraduate Research
• Biochem 241, 244 Chemistry of Native Hawaiian Foods
• Bio 265 Hermit crab adaptation, challenges to native bird species
• Bio 275 Novel bacteriopages, viruses that target bacteria, infectious
diseases
• Zoo 200 Coral reef-watershed interactions
Waikalua
Hawaii NSF EPSCoR Grant
 Pacific High Island Biogeography: Impacts of
Invasive Species, Anthropogenic Activity, and
Climate Change on Hawaiian Focal Species
 5 years, $20 million
 Kapi’olani co-leads the Diversity, Education, and
Workforce Component (DEW)
 STEM workforce=STEM careers, research
community, professoriate
DEW within Hawaii
EPSCoR Program
 Paid undergraduate research internships in pre-transfer
summers (8 per year). Private sector internships developed
 Service-Learning to reach Hawaiian, Pacific Islander, and
Filipino students and families with financial aid, college
and career awareness programs
 STEM into the Palolo Pipeline.
 Discovery Science Center in Palolo Public Housing.
 Ecological modeling of ahupua’a mountain-to-sea systems
on O’ahu will “pathway” to new competitive science
research on the Big Island of Hawai’i.
DEW within Hawaii EPSCoR Program
 Focus on getting more Native Hawaiians, Pacific
Islanders, and Filipinos into STEM majors at UH
Manoa and UH Hilo, and STEM career statewide
 STEM workforce=STEM careers, research
community, professoriate
 Evaluation and research to contribute to the
growing number of models for broadening
participation of underrepresented groups.
Kapi‘olani Ecology of Learning
Accreditation Commendations
2012-13
 Refining and implementing a mission statement that
reflects the commitment of the College to meet the
educational needs of the Native Hawaiian people.
 Commitment to honoring and nurturing the Native
Hawaiian culture reflected in structure, activities, and
programs.
 The depth and breadth of the programs and cultural
activities that contribute to an environment that
honors Native Hawaiian faculty, staff, and students,
and encourages diversity and civic engagement for all.
Pathways
Student Engagement Measures
 active-and-collaborative learning
 student-faculty interaction
 student effort
 academic challenge
 support services student service
 CCSSE 2010 available on OFIE website:
http://ofie.kcc.hawaii.edu
Contact information:
Robert Franco, Phd.
[email protected]
Website:
http://ofie.kcc.hawaii.edu