Preventing Unplanned Pregnancy and Completing College Faculty Guide for Evaluation Participants Table of Contents Overview Rationale: Why Use These Lessons? For More Information: The National Campaign Research Publications What More Can You and Your College Do? General Description Features of the Lessons Student time commitment Web-based resources Interactive learning activities and ungraded self-checks Student assessment for credit or grade: lesson quizzes Study Guides Action Plan Pre- and Post-Survey Information How to Access the Lessons Technical Information 2 2 3 3 3 4 4 4 4 4 4 4 4 5 5 Lesson Objectives and Topic Outline Lesson One: Why Should You Care About Preventing Unplanned Pregnancy? Lesson Two: How Much Do You Know About Sex and Birth Control? Lesson Three: Make a Plan and Take Action 6 6 7 7 Preparing to Teach the Lessons: Instructor’s Checklist Decide How You Will Use the Lessons: Graded or Ungraded Decide How You Will Use the Study Guides Provide Information about Campus-based Healthcare Verify Local Birth Control/Healthcare Provider Information 8 8 8 8 9 Support Materials Student Handout: Lesson Description Student Study Guides and Action Plan Resource List 9 Error! Bookmark not defined. Error! Bookmark not defined. Error! Bookmark not defined. Implementation and Assignment Suggestions Implementation Suggestions Assignment Suggestions Pair or small group activities Reaction papers Scheduling activity Discussion topics Guest speakers Student research/presentations Alternatives for LGBT students 9 10 10 11 11 11 11 12 12 12 1 About the Lessons Authors Acknowledgements 13 13 13 Overview Rationale: Why Use These Lessons? Unplanned pregnancy affects the retention, completion, and success of a large number of college students. More than one million unplanned pregnancies occur to single women in their 20s. These unplanned pregnancies result in a large number of single parents who struggle with finances, unstable relationships, and interrupted or indefinitely postponed education. In fact, unplanned pregnancy dramatically increases the risk of a student dropping out or stopping out of college: 61% of women who have children after enrolling in community college fail to finish their degrees, which is 65% higher than the rate for those who didn’t have children. Students need this information. Did you know that most unmarried young adults feel strongly that pregnancy should be planned and think it is important to avoid unplanned pregnancy—at least right now? Yet… About one in five unmarried young adults says it is likely they will have sex in the next three months without using any birth control. Most young adults underestimate their chances of getting pregnant if they don’t use contraception. Among couples who have sex regularly, 85% will experience a pregnancy within one year if they do not use contraception. Six in 10 young adults (57% of both men and women) underestimate this risk. Almost all unmarried young adults say they have all the information they need to avoid having/causing an unplanned pregnancy but many also admit they know little about some commonly-used and effective methods of contraception. Myths, misinformation, and magical thinking are common among young adults. Four in 10 unmarried young adults believe “it doesn’t matter whether you use contraception or not; when it is your time to get pregnant, it will happen.” One out of five guys thinks that having sex standing up prevents pregnancy. Furthermore, many unmarried young adults incorrectly believe they are infertile. Sources: The Fog Zone: How Misperceptions, Magical Thinking, and Ambivalence Put Young Adults at Risk for Unplanned Pregnancy, The Target Speaks: What Young Adults Think about Unplanned Pregnancy, and Magical Thinking: Young Adults’ Attitudes and Beliefs About Sex, Contraception, and Unplanned Pregnancy—Results from a Public Opinion Survey. Preventing Unplanned Pregnancy and Completing College can help students address these contradictory beliefs and take action to prevent unplanned pregnancy. The 18 faculty who reviewed or piloted these lessons in the spring of 2012 were uniformly positive in their feedback, as were the responses from the 2 students who took part in the pilot. These faculty members believe that unplanned pregnancy is an important issue for their students. For More Information: The National Campaign Research Publications The National Campaign has conducted extensive research about the attitudes of young adults regarding sex, contraception, and relationships. If you would like to know more, click on the links to download the reports: The Fog Zone: How Misperceptions, Magical Thinking, and Ambivalence Put Young Adults at Risk for Unplanned Pregnancy (2009) reports the results of a nationally representative survey of 1,800 unmarried young adults aged 18-29. It is the first of its kind to focus in depth on the attitudes and behavior of unmarried young adults―men and women―regarding pregnancy planning, contraception, and related issues. The Target Speaks: What Young Adults Think about Unplanned Pregnancy (2012) is a nationally-representative survey of 18-29-year-olds that offers interesting insights about sex and unplanned pregnancy, contraception, and the attitudes and behavior of young adults regarding pregnancy planning, contraception, and related issues. Magical Thinking: Young Adults’ Attitudes and Beliefs About Sex, Contraception, and Unplanned Pregnancy—Results from a Public Opinion Survey (2008) reports the results of a public opinion survey conducted by The National Campaign and Self magazine of over 2,000 young adults (ages 18-29) on relationships, sex, fertility, contraception, and unplanned pregnancy. What More Can You and Your College Do? If you would like more low- or no-cost ideas about how to address this important issue, you can consult The National Campaign publication, Briefly: Unplanned Pregnancy Among College Students and Strategies to Address It. Although much of the data refers to students at community colleges, the ideas and strategies presented are relevant to both community and four-year colleges. General Description The three lessons in Preventing Unplanned Pregnancy and Completing College are designed to help students understand the impact of unplanned pregnancy on their educational goals, their social lives, their significant relationships, and their finances. Students learn about various birth control methods; select the most appropriate method(s) for their values, lifestyles, and relationships; and, finally, create an action plan to decrease their chances of unplanned pregnancy. In the lessons, students hear from real people who describe their experiences related to relationships, sex, birth control, and parenthood. Additionally, students are directed to websites for information that help them assess their birth control choices and make plans to avoid unplanned pregnancy. While they are especially appropriate for First Year Experience and other college success courses, they can also be integrated into a variety of disciplines such as health, sociology, human 3 sexuality, nursing, among others. They can also be used as part of a college’s orientation program or as an activity in residence hall, wellness centers, or student health centers. Features of the Lessons Student time commitment Each of the three lessons may be completed in 30-40 minutes. Web-based resources The lessons are based on web resources—videos and websites—so that they stand-alone without the need for additional texts and so that they may be completed entirely online, ideally each lesson in one sitting. Interactive learning activities and ungraded self-checks Each lesson includes interactive learning activities. Ungraded self-checks not only help students assess their knowledge but provide a learning experience by giving them information as part of the feedback system. Student assessment for credit or grade: lesson quizzes The easiest way to grade students is to load the quizzes into your gradebook and instruct students to complete the quizzes through the college’s learning management system. To download the zip files as well as instructions for how to upload them to your LMS, go to the Supporting Materials section of the Faculty Page at http://thenationalcampaign.org/resource/online-lessons-facultypage. If you prefer to provide students with a hard copy of the quizzes or upload the quizzes to your LMS manually, a Word document of the completed quizzes with correct answers is available. To request it, contact Chelsey Connolly, Manager of College Initiatives, at cconnolly@thenc.org. Study Guides Each lesson includes a Study Guide to help focus student attention on the relevant points. Completing these guides as they work through the lessons helps students prepare for the scored quizzes at the end of each lesson. ***Assign the Study Guides for credit or a grade As a way to assure that students complete the activities in the lessons and as practice in note-taking, you may wish to assign the Lesson One Study Guide and Lesson Two Study Guide to be completed and turned in for credit or a grade (because it includes personal information, we do not recommend collecting the Lesson Three Study Guide). Additional uses of the Study Guides are described in the Implementation and Assignment Suggestions section on page 9 of this guide. Action Plan Lesson Three includes an Action Plan to help students get organized and to follow through on their plans to prevent unplanned pregnancy. Because the Action Plan contains information about personal choices related to birth control, healthcare, and personal relationships, we recommend that you NOT collect it. 4 Pre- and Post-Survey Information If your college is participating in The National Campaign’s evaluation project, the lessons you will be using include a pre-survey at the beginning of Lesson One and a post-survey at the end of Lesson Three. These surveys are included as a way for The National Campaign to gauge and evaluate the impact of the lessons on student knowledge, attitudes, and intent. If you are an instructor at Miami Dade College or Tarrant County College, your students must sign and submit an Informed Consent form which allows the college to release data about whether the student has continued their education in subsequent semesters. You can access this form at http://evaluationlessons.thenationalcampaign.org/nc1_np/survey/Informed%20consent%20form.d oc. Students’ grades should not be negatively affected if they do not wish to participate in the study. Please briefly explain the purpose of these surveys so that students understand why it is important that they fill them out. Assure students that their responses are entirely anonymous and are password protected. Explain that the usernames and passwords that students create are deleted after the end of the semester. Please also explain that the lessons are configured so that students may not advance to the next page of the lessons until they have completed the pre- and post-surveys. If you are collecting their end-of-lesson quiz scores as a graded assignment, you may want to remind students that in Lesson Three they can take the quiz after they have submitted the post-survey. How to Access the Lessons Students will need to access content from The National Campaign’s website at www.TheNationalCampaign.org/resource/evaluation-lessons. A link to the lessons will be available on the Faculty Page at www.TheNationalCampaign.org/resource/evaluation-lessonsfaculty-page, but we strongly recommend that you send students directly to the lessons so they do not visit the faculty page. If you have a course website in a learning management system such as Blackboard, Moodle, Sakai, or others, you may wish to create an assignment in the LMS with a link to the URL above. See the Implementation and Assignment Suggestions section on page 9 of this guide. For more information or if you are experiencing difficulty accessing the lessons, contact Chelsey Connolly, Manager of College Initiatives at The National Campaign to Prevent Teen and Unplanned Pregnancy, (202) 478-8519, cconnolly@thenc.org. Technical Information Disable Pop-up Blockers—Be sure pop-up blockers are disabled in your browser. Flash and QuickTime—You and your students will need the latest versions of Flash and QuickTime on your computers. Flash: Flash version 10.3 or higher needed. 5 Check your version of Flash. Install the latest version of Flash. QuickTime: Version 7.7 or higher needed. Download and install the latest version of QuickTime. Note: Once you have downloaded QuickTime, you must install it. Start the install process by clicking "Run." Detailed instructions for installing are at the bottom of the QuickTime download page. Lesson Objectives and Topic Outline Lesson One: Why Should You Care About Preventing Unplanned Pregnancy? Lesson Two: How Much Do You Know about Sex and Birth Control? Lesson Three: Make a Plan and Take Action General Objectives—What do we want students to do as a result of these lessons? Examine their attitudes about sex and birth control. Evaluate their knowledge about sex and birth control. Identify changes (behavioral and other) needed to decrease their risk of unplanned pregnancy. Identify ways to communicate about sex and birth control with partners/potential partners and healthcare providers. Choose the method or methods of birth control that are right for them. Make an “action plan” to prevent unplanned pregnancy. Lesson One: Why Should You Care About Preventing Unplanned Pregnancy? Lesson One Objectives: At the completion of this lesson, students will be able to understand the impact of unplanned pregnancy on their: Educational goals, Social life, Work, Significant relationships, and Finances. Lesson One Description: In this lesson, real students―both men and women―tell their stories about what happened to them as a result of unplanned pregnancies. Students also learn some of the facts about unplanned pregnancy among college students, as well as about the financial impact of unplanned pregnancy. Lesson videos include the following: Student Perspectives—Interviews with students, many of whom are also parents, detailing some of the key facts about unplanned pregnancy and the impact of unplanned pregnancy on student academic success. What it takes to be a parent—In this video, student parents describe the impact of parenthood on their social lives. This video is part of the p.a.p.a. (Parenting and 6 Parenting Awareness) series and was used with the permission of the Office of the Attorney General of Texas. 9 Months—In this video, created by students at Georgia Perimeter College, students discuss the impact of unplanned pregnancy on romantic relationships. This video was used with the permission of Professor Tamra Ortgies-Young, Georgia Perimeter College and was edited (with permission) by The National Campaign to Prevent Teen and Unplanned Pregnancy. What is a parent?—Student parents describe how becoming pregnant affected their relationships with family. This video is part of the p.a.p.a. (Parenting and Parenting Awareness) series and was used with the permission of the Office of the Attorney General of Texas. Other resources include presentations on the costs of raising a child and the effect of dropping out of college on potential future income. Lesson Two: How Much Do You Know About Sex and Birth Control? Lesson Two Objectives: At the completion of this lesson, students will be able to: Identify common birth control myths, Evaluate their knowledge about birth control, sex, and STIs, Identify the effectiveness and costs of each birth control method, Identify a number of birth control methods, and Identify the birth control method or methods that are right for them. Lesson Two Description: This lesson focuses on two major topics, asking students “What do you know about sex and birth control?” and “Which birth control method is right for you?” Using the Bedsider website as a resource, students learn about birth control methods and view videos of young men and women discussing their birth control choices and their relationships. Additionally, Bedsider addresses major myths and “magical thinking” about sex and birth control that put students in danger of having an unplanned pregnancy. Learning activities include interactive self-checks that include immediate feedback and, therefore, serve as learning devices. Students are asked to compare various methods in order to identify which are most effective. Lesson Three: Make a Plan and Take Action Lesson Three Objectives: At the completion of this lesson, students will be able to: Identify how students can obtain various types of birth control, Identify the birth control method or methods that are right for them, Find healthcare providers and resources near where they live, Talk to their healthcare provider and their sexual partner(s) about birth control, Create an “action plan” to prevent unplanned pregnancy, and Find additional resources. 7 Lesson Three Description: This lesson helps students identify the best birth control method(s) that fit their individual values, relationships, and lifestyles. Students do a zip-code-based search to identify sources for birth control in their communities. Students also learn strategies for talking about sex and birth control with their partner or potential partners, as well as with their healthcare providers. Additionally, the lesson prompts students to use the Bedsider appointment and birth control reminder features, which can be delivered to students’ email or sent as texts to their mobile devices. An Action Plan worksheet provides students with steps to help them prevent unplanned pregnancy, including identifying where and how to get their preferred birth control methods in their communities. Note: Due to the personal nature of information on the Action Plan, you should not collect the Action Plan. Finally, Lesson Three provides students with links to social media to help them stay connected with the issue and a Resource List that lists resources used in the lesson, as well as other related resources. Preparing to Teach the Lessons: Instructor’s Checklist Before you implement the lessons, you will need to make a few decisions about how you will use the lessons and if and how you will grade your students. Additionally, you may wish to provide information related to birth control support services on your campus. We recommend that you verify birth control healthcare provider information in your local area by using the zip-code-based search feature on Bedsider. See below for more details. For your convenience, we have included with this Faculty Guide a student Lesson Description handout that you can modify with your specific assignment requirements and additional information. Decide How You Will Use the Lessons: Graded or Ungraded Lessons may be used in a variety of ways: as an ungraded assignment for credit, as a graded assignment, as an extra credit assignment, or as an independent study, among other uses. Lessons may be part of a class-based activity or may be completed without taking up class time. See the Implementation and Assignment Suggestions section on page 9 of this guide for more ideas. Decide How You Will Use the Study Guides Let students know if you want them to hand in the Study Guides as evidence of completion of lesson activities or as graded assignments. Note: Because of the personal nature of the Lesson Three Study Guide and Action Plan, do not collect them. Provide Information about Campus-based Healthcare As preparation for Lesson Three, you will need to provide your students with information about any campus-based birth control services. If your campus does not have a healthcare center or wellness center, Lesson Three will direct students to do a zip-code-based search for local birth control/healthcare provider information. Here is some information about what students may find most helpful: 8 If there is a health center: What methods of birth control do they provide? Do students need health insurance to be seen by the clinic? What are the eligibility requirements to be seen by the health clinic? For example, they may need to be full-time students receive an examination at the clinic, but they still may be able to obtain condoms. What are the costs involved? If the health center does not offer the full range of birth control methods, to where do they refer students? If there is not a health center: Is there a wellness center or other service that provides free condoms and/or information about community resources? Verify Local Birth Control/Healthcare Provider Information As part of the Action Plan in Lesson Three, students are asked to do a zip-code-based search on www.Bedsider.org to find birth control and healthcare provider resources in their local communities. Bedsider.org (Bedsider) is an online birth control support network operated by The National Campaign to Prevent Teen and Unplanned Pregnancy, a private non-profit organization. Bedsider is not funded by pharmaceutical companies or the government. Bedsider is independent and the information on it is honest, accurate, and unbiased. Its goal is to help people find the method of birth control that’s right for them and learn how to use it consistently and effectively, and that's it. While The National Campaign makes every effort to maintain up-to-date information about local providers on Bedsider, information can change frequently. For this reason, we recommend that you make sure that these local resources/healthcare providers are in operation. We also encourage you to alert them that they may be contacted by students, especially if you expect to reach a significant number of students. Click on this Bedsider link now to find local resources and their contact information. These providers can be good resources if you need guest speakers. Support Materials Student Guide This handout is in Rich Text Format so that you may modify it to suit your lesson assignment. Student Study Guides and Action Plan The Study Guides and Action Plan are in Rich Text Format so that students may fill them out electronically. These documents are also available for download within the lessons. To encourage use of the Study Guides, you may wish to provide them to your students (hardcopy or electronically) ahead of time. Resource List The Resource List includes all the resources used in the lesson, as well as other related resources. 9 Implementation and Assignment Suggestions Many of these implementation strategies and assignments were suggested by the 18 faculty who reviewed or piloted the lessons during the spring 2012 semester. The majority of these faculty members teach First Year Experience or Orientation courses. Their feedback helped shape the lessons in their current form. Implementation Suggestions ● If you have a course website in your college’s LMS (such as Blackboard, Canvas, Desire2Learn, Moodle, Sakai, or other LMS), you can create an assignment with a link to the lessons, a description of them, and instructions on how to complete them. You might also add local data and a list of local resources. ● In addition, you may wish to have students complete end-of-lesson quizzes through the college’s LMS. For more information about end-of-lesson quizzes, see the Student assessment for credit or grade: lesson quizzes section on page 4. ● As part of the assignment, you can post student handouts—lesson descriptions, the Study Guides, and the Action Plan—so students can go over these before they access the lessons. (Note that the Study Guides and Action Plan are also downloadable from within the lessons.) ● Do the first lesson in class as a way to familiarize students with the lessons and how to navigate through the lessons. Doing the first lesson in class would also provide an opportunity for an initial discussion of the issue. If conducted in a computer lab setting, you may wish to have students take the quiz in class as a way to familiarize them with how to access their assignment. For more information about end-of-lesson quizzes, see the Student assessment for credit or grade: lesson quizzes section on page 4. Additionally, if you ask students to do one or all of the lessons in lab, but you want students to work individually, you will need to have students use headsets. ● Have students turn in the Lesson One Study Guide and Lesson Two Study Guide for credit or a grade. One reviewer pointed out that she intends to have students turn in completed guides so that students would be held accountable for gathering information while practicing notetaking skills. Note: the Lesson Three Study Guide and the Action Plan both contain personal information, so we do not recommend collecting either of these as an assignment. ● Require that students achieve a minimum score on the quizzes to receive credit or for a passing grade or to receive credit for completing the lessons. Practical advice: You will need to let students know if and how you will be grading them on their performance. ● Do not collect the Lesson Three Study Guide or Action Plan because they contain students’ personal information. Assignment Suggestions 10 Pair or small group activities Have students work together to complete the worksheets or other lesson activities, such as the baby cost calculator in Lesson One. One reviewer suggested the following: Have students complete a chart of pros and cons of an unplanned pregnancy while going to college (in anticipation that it would be much easier to complete the "cons" list than the "pros" list). Students could do this anonymously, but identify if they were male or female. Then they could compare the male/female responses. This would result in an interesting class discussion. Reaction papers Some reviewers proposed that students write reflection papers on the topics of the lessons, including the following: birth control, abstinence, why it is hard to have a conversation about birth control and how to deal with it, the relationship between self-respect and using birth control. Note that a number of faculty have embedded discussion of unplanned pregnancy in a variety of courses and have found that the topic is ideal for reflective writing and discussion. To learn more about these efforts, go to www.aacc.nche.edu/mipcc, and to watch a video of some of the participating faculty talk about their projects, go to http://www.youtube.com/watch?v=CkpHt1u5QoU. Scheduling activity As a way to emphasize to students how difficult it can be to juggle caring for a baby and going to school at the same time (and, in some cases, also working), you can create an assignment that requires students to schedule a typical day or a typical week for a parent student. Make a list of all of the activities/tasks a parent student needs to complete in a given day/week, including the approximate amount of time to complete each activity/task. Provide students with a blank calendar (daily/weekly) which has areas for each 30-minute time frame and ask students to figure out how to schedule every required activity/task in 30-minute increments. For example, a parent student may need to wake up and get ready for school from 6:30am-7:30am, get the baby diapered, dressed, and fed from 7:30am-8:00am, and drive to day care from 8:00am-8:30am in order to attend a 9:00am class. Be sure to remind students of the number of hours they will need to schedule for studying! Discussion topics Provide or have students provide various social/romantic/sexual scenarios and have students discuss what types of birth control would be best options. See the Bedsider “Method Explorer” at http://bedsider.org/methods (most effective, party ready, STI prevention, easy to hide, do me now) for prompts for this activity. This might be a single-sex group discussion. Discuss the common reasons why people decide not to use birth control and suggestions for how to change that attitude. Discuss the relationship between drinking and unprotected sex. What can be done to counter this problem? Discuss the relationship between values and birth control choices. This would be a good opportunity to discuss cultural issues and recognize that different cultures/religions may view these issues differently. For example, as one reviewer commented: “I work with Latino 11 students who have cultural values that differ from Anglo students such as emphasis on family and children. For some students, children are considered a blessing from God and parental approval is important.” Use some of the videos for in-class discussion. Use Bedsider’s “Fact or Fiction” videos about sex and birth control myths as discussion prompts. Have a discussion related to Lesson Three about where in your community to get birth control. Discuss the tips given in the article “How to talk to a partner about birth control and sex.” (Example discussion question: What would be a good way to discuss the use of a condom with a potential partner? As one reviewer pointed out, this kind of discussion might be a good way to get guys to contribute ideas.) Do practice dialogues or role playing, probably in single-sex groups. Discuss the “how to talk to a healthcare provider” tips. Do practice dialogues or role-playing. Guest speakers City or County Health Departments, other local clinics, or the college’s Wellness Center often have outreach or education staff who can discuss types of services available. They also have medical doctors and nurses who could speak to the class, answer questions, and possibly bring samples of birth control methods. Student guest speakers who would be willing to discuss their experiences in ways that would enforce and affirm the lessons. As one faculty who piloted the lessons in her First Year Experience course wrote: “I have a student who has twin four-year-olds, one girl and one boy. She talked about how that had changed her life and other students were fascinated. I invited all of us who were parents to share what changed most about our lives when we had kids. I enjoyed that! I also have a couple of students who had their first child in their teens and their second in their 30s. They also shared a lot about how different those experiences were, even though they love both of the children!” Student research/presentations Interview healthcare providers about what individuals need to ask when they have an appointment for an exam and when they want to learn more about what method of birth control might be best for them. Write a report of findings or report to class. Interview someone they may know (anonymous and should give permission for their story to be shared) who has had a pregnancy—planned or unplanned—while going to college. Present to the class the experiences of the person who was interviewed. Research cultural differences in attitudes toward unplanned pregnancy. Create a video (see Georgia Perimeter College videos on YouTube) on a subject related to unplanned pregnancy and college completion. Since these videos have potential to reach many other students, it is important that they contain accurate and up to date information. Instructors are welcome to contact Chelsey Storin at The National Campaign with questions or fact-checking: (202) 478-8519, cstorin@thenc.org. Alternatives for LGBT students Provide resources such as http://www.studentsexlife.org/http://www.itsyoursexlife.com/resources/. As one reviewer wrote: “I told my students that I don’t assume that all my students are straight, so I gathered 12 some LGBT materials and made them available right below the link to the modules (in the college’s LMS) so students could access them on their own if they needed to.” About the Lessons Authors The three lessons in Preventing Unplanned Pregnancy and Completing College were designed and authored by Bobbi Dubins, instructional designer and First Year Experience faculty at Allegany College of Maryland, and Virginia Kirk, Professor Emeritus and former Director of Distance Learning at Howard Community College (MD). Acknowledgements Many thanks to the following faculty for their valuable feedback: Dr. Jana Flowers, Richland College; Dr. Jennifer Jones, Richland College; Melinda Andrews, Richland College; Karen Cuttill, Richland College; Allison Michael, Richland College; Sean Brumfield, Georgia Perimeter College; Dr. June Bracken, Allegany College of Maryland; Suzanne Wright, Allegany College of Maryland; Jennifer Allen, Davidson County Community College; Christine Johns, Davidson County Community College; Dr. Margaret Garroway, Howard Community College; Joyce Blight, Howard Community College; Lois Clark, Howard Community College; Jeanette Jeffrey, Howard Community College; Fatina LaMar-Taylor, Prince George’s Community College; Yolanda Reyna, Palo Alto College; Julie McLaughlin, Cincinnati State; Kamaka Gunderson, Hawaii Community College. 13