3 Parts Context: 1 Part Kapi’olani Community College
Civic Demography and Diversity
Higher Education in 21st Century
Crucible Moment: Service Learning and Civic Learning
Kapi’olani – Engagement, Learning, and Achievement
Civic Demography
Decades of Ethnic Diversity
1980 – Inclusive Census (smaller groups count)
1990 – Aggregative Census (fewer, bigger groups)
2000 – Inclusive Census (smaller groups count)
( more than one race reported)
2010 - Inclusive Census (smaller groups count)
2020 – Aggregative or Inclusive?
Civic Demography
For 2020, Native Hawaiian and Pacific Islander populations have some of the highest growth rates in the U.S.
“Failure to produce highly reliable estimates on numerically small diverse populations at the national level compromises effective planning and interventions to address their social, economic and health concerns.” (AAPI Nexus Journal Fall 2011).
Sustain focus on Native Hawaiian and other Underrepresented groups (Samoans, Micronesians, Filipinos)
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
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
Crucible Moment: Service-Learning and Civic Learning
Increasing Poverty, Wealth Disparity
Immigration Reform Stalled
Declining Resources for Public Sector
Corporate, Energy, and Financial Sectors in Ascendance
Complex Energy-Climate Concerns
Local Concerns
Crucible Moment: Service-Learning and Civic Learning
Service Learning (AACC definition):
preparing students to participate in the public life of a community in an informed, committed, and constructive manner, focus on the common good.
“preparing citizens to care for their communities”
“force multiplier for the non-profit sector”
synergizing the social capital of students and the intellectual capital of faculty.
Strategic Plan 2008-2015
Long-Range Development Plan, 2020
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.
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 High
Communities:6 Service Learning Pathways
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.
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
Countries Abroad
Community
Campus
Centers & Labs
Cyberspace
Classrooms
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.
Supervisor Evaluations N=>5,000: Capabilities
Reliability and Responsibility
Communication Skills
Willingness to Learn
Sensitivity to Clients
Overall
Student Learning Outcomes Assessment
students’ reflection essays
end-of-semester service learning survey
pre- and post tests replicated
content and theme analysis
Complete report to be posted at kcc.ofie.hawaii.edu by August 1, 2011
Pathways
Education
Environment
Health
Elders
International
Arts, History & Culture
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
