No. 64 December 2012
CONTENTS 1 ADMANIA: The ultimate advertising trivia contest inspires ADPRMania: The Classroom Edition 2 Ten Steps to Improve Dropout Rates in Online Courses 4 Paul Klink – Visits HPU 5 Faculty Development Grants 6 Update – New Tradition
CENTER FOR THE ADVANCEMENT OF INNOVATIVE TEACHING STAFF Eduard “Eddie” Merc Sanford “Sandy” Low Sandra Meyer Shawn Rodriguez Han Nee Chong Wester Ed.D. 1188 Fort Street Mall, Suite 440 Honolulu, HI 96813
The Po’okela newsletter is a bimonthly publication featuring articles of interest to faculty regarding pedagogy, scholarship, and service at Hawai‘i Pacific University. Opinions in this newsletter are those of the authors. Articles are chosen for their power to encourage reflection and discussion and do not reflect endorsement by CAIT or Hawai‘i Pacific University.
“Po‘okela serves HPU faculty and an outside mailing list of readers interested in our work, with the intention to prompt community building and reflection on professional practice, and to encourage innovation in teaching.”
Hawai‘i Pacific University • Center for the Advancement of Innovative Teaching • http://www.hpu.edu/CAIT
ADMANIA: The ultimate advertising trivia contest inspires ADPRMania: The Classroom Edition by AnnMarie Manzulli The American Advertising Federation’s Hawai‘i chapter provides an arena where all members of the advertising community can work together for the common goal of creating a stronger industry. One of the community events they sponsor is ADMANIA, a trivia contest testing knowledge on all platforms of media advertising. ADMANIA is an opportunity for advertising industry professionals to commingle in a fun packed evening with members of AAF Hawai‘i. The event is a fundraising effort for AAF Hawaii sponsored events including student scholarship.
defend the title next year.
The competition was fierce! HPU played alongside teams of industry experts from KHON 2, Oceanic Time Warner, Anthology Group, Ad2 and several other media professionals in the industry. Although this was HPU’s first year participating in ADMANIA, it did not hinder the team’s success. The student faculty team from HPU won first place, taking home the perpetual trophy, bragging rights and the promise to
learning objectives and much more. It is both engaging and edu-taining.
Community events such as ADMANIA provide interactive learning opportunities for students and faculty to network with industry professionals. It enables students and faculty to work/play together in an off-campus environment, while testing and sharing their core knowledge. It also encourages school pride and strengthens the HPU brand reputation in the business community.
After participating in ADMANIA, I was inspired to develop course curriculum around the concept. AAF Hawai‘i chapter sponsored a table for HPU Students in my ADPR 3500 Creativity and Copywriting students and faculty to parcourse produced unique ticipate in the ADMANIA convariations of the game, test held on October 17, 2012 renamed ADPRMania: at Gordon Biersch at Aloha The Classroom Edition. Tower Marketplace. As faculty Students researched adveradvisor of Akamai Advertising, tising categories such as HPU’s advertising club, I brands, slogans, ad agenrecruited a team of students cies, logos, jingles and hisand faculty from the ADPR/ torical data, wrote unique Strategic Communication proquestions and answers gram. then designed alternative ADMANIA participants were cards for the game. The grouped into teams and preQ&A contributions were sented several category rounds Faculty Adviser Annmarie Manzulli (second from compiled and produced an right) with AdMania 2012 participants of trivia questions related to interactive experience that advertising, including pop culture, media, brands, may be shared with future classes and competitors to slogans, jingles and historical as well as current test their media knowledge. advertising knowledge. During the course of play, This trivia contest and game is an innovative each team had opportunities to send rival contestants and enriching teaching and learning experience and to jail and bail their own team members out of jail for approach that may be adapted for most any area of a “fee” which was donated to the fundraising event. academic specialization. It achieves student focused
Annmarie Manzulli is a visiting instructor in the department of communication at HPU. She is also the faculty adviser for the Akamai Advertising Agency & Public Relations Student Society of America.
Ten Steps to Improve Dropout Rates in Online Courses by Han Nee Chong Wester, Ed.D Dropout rates for freshmen from online courses in colleges across the United States were reported to be 25% to 40%, as compared to 10% to 20% in on-campus courses (Xenos, 2004; Xu and Jaggars, 2011). Given the prevalence of online education in today’s institutional strategy and the high dropout rates in online courses, it would be timely to look at some strategies on how to improve student performances in these areas. In his book, 10 Strategies for Doubling Student Performance, Odden (2009) proposed the following strategies to double student performances: conduct needs assessment, set higher goals, adopt a new curriculum, commit to data-based decision making, invest in on-going professional development, focus class time more efficiently, provide multiple interventions for struggling students, create professional learning communities, empower leaders to support instructional improvement, and take advantage of external expertise. I believe that the same strategies can be applied to improve the performances of online students and improve student retention. 1. Conduct needs assessment. Frankola (2001) suggested that some of the top reasons for high dropout rates in online courses are poorly designed courses and inexperienced instructors. Carr (2000) noted that the completion rates of online courses at a college started to improve when the institution stopped bringing in new first-time online instructors and used more experienced instructors. A needs assessment should be conducted to figure out where the gap is and what kind of training is necessary to close the gap. 2. Set higher goals. The current dropout rates for online courses of 25% to 40% are not acceptable. Colleges and universities offering online courses should make sure that the retention and achievement goals are explicit to all shareholders and that these goals are ambitious in nature. For example, a higher student retention goal would be 80% to 90% of students should pass all first year online courses with a grade C or higher, and advance to the next year. Odden (2009) argued that setting very ambitious goals that supersede “stretch” goals, is a hallmark of being an American, and that many high-performing schools that set highly ambitious goals actually met their goals. 3 . Adopt a new curriculum. High achieving schools produce outstanding student achievements because they concentrate on what they can impact, and one of the things that schools can change is the curriculum and instructional program (Odden, 2009). Research shows that students are most likely to drop out of online courses if they have a lower college status and are in an earlier term of their academic studies (Levy, 2007). This suggests that, to increase student retention in first year online courses, we should rethink the curriculum, the types of courses, and the sequence of courses, which first year students take. According to Tinto (1999), “the point of doing so is to engender a coherent interdisciplinary or cross-subject learning that is not easily attainable in unrelated, stand-alone courses” (p. 4).
4. Commit to data-based decision making. Odden (2009) argues that schools which made significant improvements in student performance use a variety of measures of student performance (from benchmark to formative assessments and summative assessments), and use these data to implement a cycle of continuous instructional improvement. EdSource (2010) analysis and other research have also shown that students’ chances of completing and exiting a developmental sequence decrease as their “starting level” in a remedial sequence moves lower. Hence, if decisions were to be made based on data, this means that we need to rethink the structure and goals of remedial sequences. Using data in this way helps with conducting the needs assessment and progress towards achieving the specified goals as well as informing the type of curriculum overhaul suggested above. A strategy may be to change the current semesterlength developmental courses to a modularization system. Modularization means breaking courses or entire sequences into “modules” that students pursue at their own pace. This focuses their time on skills and concepts for which they need more preparation and potentially allows them to exit the remedial sequence more quickly, and as the data suggested, more likely to persist. 5. Invest in ongoing professional development. Odden (2009) suggested that professional development programs for instructors should be ongoing and are needed at all stages of new curriculum implementation: from acquiring expertise to teach new curricular materials to learning how to use information from formative assessments to design instructional programs that further advance the achievements of students in each course. Since one of the top criteria that students look for in online courses is a knowledgeable professor who interacts with students (Carnevale, 2000), all online faculty candidates should be given training on basic course design, and pedagogical approaches to online education, followed by a mentorship whereby the new faculty is shadowed by an experienced faculty or mentor during the facilitation of his/her first online course. The job of the mentor is to provide guidance for the new faculty, observe how the new faculty candidate conducts his/her class, and ensure that the new faculty candidate meets the participation requirements. 6. Focus class time more efficiently. Faculty’s participation in online courses is especially important because according to Carnevale (2000), instructors of online courses must be willing to field questions and engage students in group discussions. Some strategies to help new faculty engage and motivate students include: sharing a related experience with the students; commenting on other students’ experiences; asking students about their ideas; consider an idea discussed and offer a different perspective on it; describe an interesting idea from the week's reading and explain what insights can be gained from it; discuss a related issue on which faculty would like students’ feedback; and describe how the recent course concepts could be applied to personal/professional
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Ten Steps to Improve Dropout Rates in Online Courses life. Faculty should also provide timely and qualitative feedbacks to students when grading students’ assignments. 7. Provide multiple interventions for struggling students. Morris and Finnegan (2008) suggest that faculty should be aware of student's prior academic experiences and that students with lower grade point averages may need individual assistance within the course and academic assistance outside of the online course to succeed. Furthermore, the study found that students' success online can be affected by their belief in their ability to take control (or not) of the environment; students with high internal locus of control did significantly better in the online environment than students with external locus of control (Morris & Finnegan, 2008). These findings suggest that instructors need to be aware of the role of student attitude and motivation to successful completion of online courses. Multiple interventions should be set up to help struggling students along the way. An early alert system (i.e., a real-time use of data by stakeholders) should also be set in place whereby faculty who find students struggling in their class could send an alert to course counselors who will then call the students to find out ways to get the students back on track. 8. Create professional learning communities. In 10 Strategies for Doubling Student Performance, Odden (2009) suggested the use of professional learning communities (PLC) as a tool for faculty to collaborate and as a form of continuous professional development. However, because the students in higher education are adult learners, and that teaching and learning in an online setting is really a joint effort between faculty and students, a virtual PLC is proposed for the students. Students in online courses often feel like they are working in isolation and they lack the social interactions, involvement or engagement that would normally be present in a face-to-face classroom (Frankola, 2001). One of the solutions to address the student persistency issue, as reflected in the 20% - 50% dropout rates for online courses (Frankola, 2001), is to incorporate cooperative learning strategies such as “virtual learning groups” into the first year online courses in order to promote engagement and persistency. By using cooperative learning strategies, students will have the opportunity to achieve academic and social goals simultaneously (Pintrich, 2003). Bandura (1994) concludes that cooperative learning strategies have the dual outcome of improving both self-efficacy and academic achievement among students. Tinto (1999) describes learning communities as allowing students to take a series of courses together that are tailored to the needs of the students the learning community serves. 9. Empower leaders to support instructional improvement. Frankola (2001) suggest that problems with technology and lack of student support are two top reasons for high dropout rates in online courses. According to Morris and Finnegan (2008), seemingly “confusing layout” and “unclear instructions” affect persistence for some students who were taking online courses. The Center for the Advancement of Innovative Teaching (CAIT) provides support and assistance to faculty and staff in instructional design and improvement.
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Take advantage of external expertise. First-year students who are taking online courses for the first time may come from very different cultural and socioeconomic backgrounds, which may or may not have prepared them well as self-directed learners in an online educational environment (Carr, 2000). Hence, the institution should take advantage of course counselors' expertise to field questions, understand the backgrounds and needs of every student, and more importantly, ensure that the students are well prepared for taking online courses prior to enrolling them in an undergraduate online course. Students who are underprepared, such as students who lack computer skills should be allowed to sign up for online courses, because underprepared students are the most likely to drop out from online courses.
Summary Findings from the analysis highlight several needs: the need for training and mentorship for new faculty, the need for cooperative learning strategies to engage students frequently with faculty and peers, and lastly, the need to collaborate with student support services such as technical support and course counselors in order to ensure a better online education experience for students. References Bandura, A. (1994). Self-efficacy. Retrieved November 12, 2010, from http://www. des.emory.edu/mfp/BanEncy.html Carnevale, D. (2000). Study assesses what participants look for in high-quality online courses. Chronicle of Higher Education, 47(9), A46. Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), 39–41. Carter, V. (1996). Do media influence learning. Revisiting the debate in the context of distance education. Open Learning, 11(1), 31–40. EdSource (2010). Something's Got to Give: California can't improve college completions without rethinking developmental education at its community colleges. Mountain View, CA: EdSource. Frankola, K. (2001). Why online learners drop out. Workforce, 80(10), 53–59. Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48, 185-204. Mayer, R. E. (2008). Learning and instruction. New Jersey: Pearson Education. Morris, L.B. & Finnegan, C.L. (2008). Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention, 10(1), 55-64. Oblender, T. (2002). A hybrid course model: One solution to the high online drop-out rate. Learning and Leading with Technology, 29(6), 42–46. Odden, A. R. (2009). 10 Strategies for Doubling Student Performance. Thousand Oaks, CA: Corwin. Parker, A. (1999). A study of variables that predict dropout from distance education. International Journal of Educational Technology, 1(2), 1–12. Parker, A. (2003). Identifying predictors of academic persistence in distance education. USDLA Journal, 17(1), 55–62. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686. Tinto, V. (1993). Leaving college: Rethinking the causes of student attrition. (2nd ed.). Chicago: University of Chicago Press. Xenos, M. (2004). Prediction and assessment of student behavior in open and distance education in computers using Bayesian networks. Computers & Education, 43(4), 345–359. Xu, D. & Jaggers, S. (2011). Online and Hybrid Coourse Enrollment and Performance in Washington State Community and Technical Colleges. CCRC Working Paper No. 31.
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Paul Klink Visits HPU
Paul Klink (first row, center, with lei) poses with students, staff and faculty who attended his presentation. Photo courtesy of Shawn Rodriguez Paul Klink, businessman extraodinaire and originator of the “Live Aloha” slogan, spoke at Dr. Han Nee Chong-Wester's Culture and Communication class on Wednesday, November 21, 2012. Klink is Chief Executive Officer, host and “Chief Volunteer” at LUX VIP Events Hawai‘i. He is also a self-professed digital technology expert, direct response marketing guru, philanthropist and fundraising specialist, who puts the “fun in fundraising.” Klink, originally from Syracuse, New York, moved to Hawai‘i in 1985, with nary an idea of where Hawai‘i was (he thought it was 200 miles from California), no job and no knowledge of the Hawaiian Islands (he thought the State of Hawai‘i was made up of a single island.) Not long after he arrived, misfortune befell him while he was out one night: he was assaulted and punched in the face, losing several teeth in the process. He quickly learned from a local “aunty” that he had to remember he was a “guest” to the islands and had to behave as one in order to be accepted. With his keen sense of business and timing, Paul has managed to create and sustain a presence in the business community in
Hawai‘i. In 1994, he came up with the “Live Aloha” motto after a group of local executives mooted an idea of how to put the “aloha” back into the aloha spirit the islands are known for. Klink now pays it forward by giving back to the community in whatever way he can, most noticeably through the “Live Aloha” bumper stickers he gives out at presentations, school talks and email requests (email Paul at paul@paulklink.com to find out how to get these.) “Live Aloha” has a personal meaning for Klink - he is the only male in his family to live past the age of 40, having been born with a congenital heart condition which has seen him resuscitated 29 times so far. He says that every day he is able to wake up is a blessing: more time to spend with family, do the things he loves and check off the items on his bucket list. In his personal life and work, Paul embodies the message of Kumu Pilahi Paki, a respected Hawaiian teacher and community leader, who taught that “Aloha is the coordination of mind and heart . . . it's within the individual. It brings you down to yourself. You must think and emote good feelings to others.”
Happy Holidays
Happy Holidays to all our readers!
to all our readers! Hawai‘i Pacific University • Po’okela • 4
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Faculty Development Grants The following 33 applicants received a faculty development for a total allocation of $67,193.59 during fall 2012. Recipients listed in alphabetical order. Jerome Agrusa, professor of Travel Industry Management, is awarded for presenting his paper, “One Island, One Resort Concept in the Maldives” at the 4th International Tourism Studies Association (ITSA) Biennial Conference held in Bali, Indonesia, August, 2012. Russell Alfonso, assistant professor of Humanities, is awarded for presenting his paper, “Virtuosic Performance: Musical Insights into Moral Practice” at the Royal Music Association and the American Musicological Society held in London, UK, July, 2012. Pierre Asselin, associate professor of History, is awarded for presenting his paper, “Hanoi Between Beijing and Moscow, 19541975” at the 4th International Conference on Vietnamese Studies held in Hanoi, Vietnam, November, 2012. Pierre Asselin, associate professor of History, is awarded for presenting his paper titled, “Global Revolutionary Currents & The Vietnamese Revolutions” at the 1962: A World/CRASC-CEMAJohns Hopkins University held in Oran, Algeria, October, 2012.
Annual Conference held in Fort Lauderdale, FL, October, 2012. John Hart, professor of Communication, is awarded for facilitating a round table discussion at the Little Big Horn Associates Annual Conference held in Gettysburg, PA, August, 2012. Russell Hart, professor of History, is awarded for presenting his paper, “Churchill´s Generals´ Private Wars: Command Friction Between Senior British Ground Force Commanders and their Allied Counterparts in Normandy, June-July 1944” at the Center for War Studies, University of Birmingham held in Birmingham, UK, September, 2012. Jerome Heath, associate professor of Computer Science, is awarded for his paper, “Co-designing an Information System with Internationally Distributed Teams” at the Hawaiian International Conference on Education held in Honolulu, HI, January, 2013. Leah Horowitz, assistant professor of Global Leadership and Sustainable Development, is awarded for presenting her paper titled, “Industry´s Handmaiden: World Heritage in the Service of Mining” at the Conference on Critical Geography held in Chapel Hill, NC, November, 2012.
Grace Cheng, associate professor of Political Science, is awarded for presenting her paper, “Ho Chi Minh Thought: an important contribution to the field of comparative political thought” at the 4th International Conference on Vietnamese Studies held in Hanoi, Vietnam, November, 2012.
Brenda Jensen, associate professor of Biology, is awarded for presenting her paper titled, “Persistent Pollutants in Paradise: What stranded Hawaiian cetaceans can tell us about biomarkers in the context of multiple stressors and disease” at the North American Meeting of the Society of Environmental Toxicology and Chemistry held in Long Beach, CA, November, 2012.
Catharine Critz, professor of Nursing, is awarded for co-presenting her paper, “Something´s Got to Give: A Description of Contemporary Nursing Students” at the American Association of Colleges of Nursing held in San Antonio, TX, November, 2012.
Carlos Juarez, professor of Political Science, is awarded for serving as a facilitator and discussion leader for several sessions at the Fulbright Association 35th Annual Conference held in London, UK, October, 2012.
Jon Davidann, professor of History, is awarded for attending the American Historical Association Conference held in New Orleans, LA, January, 2013.
Sam Kahng, associate professor of Oceanography, is awarded for presenting his paper, “Temperature related depth limits of warmwater corals” at the 12th International Coral Reef Symposium held in Cairns, Australia, July, 2012.
Tara Davis, assistant professor of Mathematics, is awarded for presenting her paper, “Relative Subgroup Growth and Subgroup Distortion” at the Joint Mathematics Meeting Session on Algorithmic Problems of Group Theory and Their Complexity held in San Diego, CA January, 2013. Jiasong Fang, professor of Chemistry, is awarded for presenting his paper, “Carbon and hydrogen isotope fractionation in lipid biosynthesis of piezophilie bacteria- implications for microbial metabolism and carbon cycle in deep biosphere” at the NEPTUNE workshops; American Geophysical Union Fall Meeting held in San Francisco, CA, November, 2012. Xin Fang, assistant professor of Economics, is awarded for attending the Allied Social Science Associations Meeting held in San Diego, CA, January, 2013. Hobie Etta Feagai, associate professor of Nursing, is awarded for co-presenting her paper, “Something´s Got to Give: A Description of Contemporary Nursing Students” at the American Association of Colleges of Nursing held in San Antonio, TX, November, 2012. Susan Fox-Wolfgramm, professor of Management, is awarded for serving as a session chair at the Southern Management Association
Margo Kitts, associate Professor of Humanities, is awarded for presenting her paper, “Religion in Homer´s Ilid” at the North American Association for the Study of Religion Annual Meeting held in Chicago, IL, November, 2012. Kelli Larsen, assistant professor of Social Work, is awarded for attending the 17th Annual Society for Social Work and Research Conference held in San Diego, CA, January 2013. Hyunsun Lee, assistant professor of Mathematics, is awarded for presenting her paper, “Estimating the overall behavior of heterogeneous composites based on Hashin-Shtrikman variational principle and its applications” at the 2013 Joint Mathematics Meeting held in San Diego, January, 2013. Teresa McCreary, associate professor of Music, is awarded for presenting her paper titled, “Virtuosic Performance: Musical Insights into Moral Practice” at the Royal Music Association and the American Musicological Society held in London, UK, July, 2012. Brian Metcalf, associate professor of Psychology, is awarded for attending the 2012 Annual Hawai‘i Psychological Association Convention held in Honolulu, HI, October, 2012.
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Faculty Development Grants
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Ayesha Anne Nibbe, assistant professor of Anthropology, is awarded for serving as a session chair at the American Anthropological Association Annual Meeting held in San Francisco, CA, November, 2012.
Deborah Ross, professor of English, is awarded for presenting her paper, “Funny Sheesh!” at the 11th Annual Hawaiian International Conference on Arts & Humanities held in Honolulu, HI, January, 2013.
Ayesha Anne Nibbe, assistant professor of Anthropology, is awarded for serving as a session chair at the African Studies Association Annual Meeting held in Philadelphia, PA, November, 2012.
Brian Rugen, assistant professor of Applied Linguistics, is awarded for presenting his paper titled, “Sociocultural Theory and ELT Materials Development” at the 38th Annual International Conference on Language Teaching and Learning held in Shizuoka, Japan, October, 2012.
Scott Okamoto, associate professor of Social Work, is awarded for presenting his papers titled, “Gender Differences in Preferred Drug Resistance Strategies of Rural Hawaiian Youth”, “The Development of Videos in Culturally Grounded Drug Prevention for Rural Hawaiian Youth”, “Developing Empirically Based, Culturally Grounded Drug Prevention Interventions for Indigenous Youth Populations” and “Understanding Health Disparities among Rural Native Hawaiian Youth: Drugs and Violence” at the 2012 Summit on the Science of Eliminating Health Disparities held in National Harbor, MD, October, 2012. James Primm, associate professor of International Relations, is awarded for presenting his paper, “The Struggle for Civil Society in Cambodia” at the 3rd International Conference for Humanities, History and Sciences held in Phnom Penh, Cambodia, September, 2012.
Houston Wood, professor of English, is awarded for presenting his paper, “Using Gender to Understand Peace, Violence, and War” at the Sustaining Justice, Greening Peace Conference held in Boston, MA, October, 2012. Feifei Zhu, assistant professor of Finance and Economics, is awarded for presenting her paper, “Information Asymmetry and Capital Structure Around the World” at the China International Conference in Finance held in Chongqing, China, July, 2012. Yi Zhu, assistant professor of Computer Science, is awarded for presenting his paper, “Energy-efficient IPTV Simulcast over Fixed WiMAX Access Systems” at the 2013 International Conference on Computing, Networking, and Communications held in Sand Diego, CA, January, 2013.
Update – New Tradition In the September-October issue of the Po`okela, Pamela Almeida, assistant professor of nursing at HPU, contributed an article about the Challenge Coin and its introduction to the College of Nursing and Health Sciences. In the previous article, Pam wrote that the coin would serve as “a way of recognizing military personnel, community members and health organizations that have gone above and beyond the call of duty to provide our students with an exceptional learning experience.”
Gonzales with the new HPU CHNS military coin. We continue to look forward to our collaboration with the US military and appreciate all they do.
The College of Nursing and Health Sciences was able to award its first military coin for “going above and beyond the call of duty” to Sgt. Joe Gonzales. He had previously received a military coin from General David Petraeus for his duty of caring for German soldiers who had been lethally wounded and were not going to survive transfer to a hospital site. On November 2, 2012 Sgt. Gonzales worked alongside nursing students during their pediatric rotation. He was willing to have nursing students start intravenous lines on him. Sgt. Gonzales stated that as part of his medic training in the field in Iraq he had numerous IV starts by other training medics and he felt that this was an important part of learning the skill. During this exercise students were able to participate by applying theory learned in the classroom to a clinical setting. It was an honor to present Sgt.
No. 62 August 2012
HPU Nursing students start IV Lines on Sgt. Joe Gonzales CONTENTS 1 Curating and Creating a Classroom Museum for Teaching and Learning in Higher Education 3 First Day Tips 3 CAIT Welcomes: Shawn Rodriguez 4 HPU’s Teacher of the Year 2012 Richard Ward, Ed.D. 5 Blackboard World 2012 Conference CENTER FOR THE ADVANCEMENT OF INNOVATIVE TEACHING STAFF Director, Instructional Innovation and Assessment Stephanie Schull, Ph.D. (808) 544-0264 • sschull@hpu.edu Other Staff: Sanford “Sandy” Low Eduard “Eddie” Merc Sandra Meyer Shawn Rodriguez Han Nee Chong Wester 1188 Fort Street Mall, Suite 440 Honolulu, HI 96813
The Po’okela newsletter is a bimonthly publication featuring articles of interest to faculty regarding pedagogy, scholarship, and service at Hawai‘i Pacific University. Opinions in this newsletter are those of the authors. Articles are chosen for their power to encourage reflection and discussion and do not reflect endorsement by CAIT or Hawai‘i Pacific University.
“Po‘okela serves HPU faculty and an outside mailing list of readers interested in our work, with the intention to prompt community building and reflection on professional practice, and to encourage innovation in teaching.”
Hawai‘i Pacific University • Center for the Advancement of Innovative Teaching • http://www.hpu.edu/CAIT Visit our web site http://www.hpu.edu/CAIT to We hope you’ve had a great summer! If you are new to the HPU community, welcome aboard! We browse our Knowledge Base, blog and Facebook at the Center for the Advancement of Innovative pages. You can also view and sign up for fall Teaching (CAIT for short) would like to extend a workshops via the calendar on the home page of our personal invitation to you to acquaint yourselves web site. As we head into the new school year, we invite you with who we are and what we do. We are a center that links people, projects, and technology in the to familiarize yourselves with the university’s culture pursuit of innovative ways to enhance lifelong and organization at our Orientation Checklist. We welcome your comments and ideas. Write us at learning for our students and our community. In pursuit of this mission, we offer presentations, CAIT@hpu.edu or come by MP440 for a visit. We trainings, workshops, individual consultations, and are located behind the Faculty Support Center on the 4th floor. project management resources. We are eager to collaborate with you and support your teaching and learning at Hawai‘i Pacific University.
Curating and Creating a Classroom Museum for Teaching and Learning in Higher Education Reflections on My Experience at Punahou Lab School (July 2 to 13, 2012) by Hazel Downing, Ed.D. Teaching and learning has evolved in higher education through war, socio-economic changes, legislation as well as traditional technology. Contemporarily, a global rise in online educational resources and tools demands for adaptation of educational methods using multiple skills congruent with the 21st century student. In addition, meeting cognitive or behavior-related student learning outcomes is a challenge with the rising diversity among learners. Required textbooks and limited resources for applicable content may not meet individual learning needs based on interest or learning style. Emergence of online content on almost everything in the academic world is rising exponentially. An opportunity for students to explore, collect, use, and share relevant course content available from trusted online resources can be more effective if educators provide the necessary encouragement and guidance to students to meet their individual learning needs. Curation in education is somewhat like going to a beach and searching through the sand for a collection of unique quality treasures using tools or approaches that work best for an individual. The
sun can get too hot, making the search a tedious process for a beginner. After sifting through the sand, one keeps what is personally valuable, ensuring it is contextual as well. Showcasing acquired treasures with others based on mutual interests’ permits collaboration and meaningful relationships. To ensure current value, the process of going back to the beach for new treasures is ongoing. The two-week sessions at Punahou Lab School highlighted the availability of endless possibilities in technology for interactive teaching and individualized learning using a personal learning museum. Jose Gigante, a Punahou faculty member, and Heidi McGivern, a faculty member at Maryknoll High School, facilitated a cohort on Curation in the Classroom. Besides introducing the concept of the classroom as a learning museum, these educators and the cohort were phenomenal in their discussions on the curation process. Gigante and McGivern effectively differentiated curation from basic collection. Curation includes continual filtering, organizing, analyzing, and sharing relevant educational content collected from across the globe. Gigante emphasized the personal aspect of curation
We would like to hear from you! If you have original quotes or anecdotes that you would like to share with other faculty about your teaching experiences here at HPU, please send them to CAIT@hpu.edu along with your name, your title, and your permission to publish them in the Po’okela.
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