Minutes - UH Hilo Faculty Congress Meeting
November 21, 2014 in the EKH Building, Room 127 3:00 - 5:00 pm
Members Present: Mitchell Anderson, Andre Bachmann, Roberta Barra, James Beets,
Michael Bitter, Iota Cabral, Alice Davis, Kimberly Furumo, Norbert Furumo, Mary Louise
Haraguchi, Kekoa Harman, Jean Ippolito, Seri Luangphinith, Faith Mishina, Janet Ray,
Michael Shintaku, Todd Shumay, Kathleen Stacey
Absent: Avis Masuda, Julie Ann Luiz Adrian, Jesse Goldman, Vladi Skorikov, Shih-Wu Sung
Called to order: 3:04 pm
Approval of minutes from the last meeting
• Changes, corrections to 10.17.2014 minutes: Faith Mishina - add track foreign
students to the minutes
• Faith Mishina moved to approve minutes; seconded by Todd Shumway
vote: 15 yes, 0 no, 0 abstain
Faculty Congress Chair Report
Committee reports are available on Faculty Congress website
Committee Reports and Vote to Approve Committee Membership
• Assessment Support, Seri Luangphinith, Mitchell Anderson
Quantitative reasoning assessment will soon be administered in low level courses
Information literacy component will be added next year
• Academic Policy, James Beets
Changes to curriculum and academic policy flow charts will be ready for next meeting
• Student Success and Admissions, Faith Mishina: no report
• Curriculum Review, Norbert Furumo: Courses/Programs approved by FCCRC listed on
the FC website
• General Education, Michael Bitter: Forms for each course forwarded to current faculty
member
• Program Review, Mitchell Anderson: Chemistry completed external review;
quantitative data set will be updated so the FSH/FTE can be compared on a yearly basis.
Ad Hoc Committee Reports
• Monthly Speaker Series, Emmeline dePillis: Faculty Speaker Series is booked through
January of 2016
• Standard Weekly Schedule Analysis Committee: Mike Shintaku is conducting a
department-by-department review of MW/TR schedule with no classes on F.
Other Committee with Faculty Congress Representation
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Prior Learning Assessment Committee, Faith Mishina
EMIT Committee, Seri Luangphinith: Developing metrics to look at the student
recruiting cycle month-to-month.
Sustainability Committee, Shih-Wu Sung: No report
Parking Committee, Adam Pack: No report
Rose Tseng Lecturer Series, Jan Ray: No report
UNIV 101 Analysis Committee, Norbert Furumo: Committee is generating syllabi for
UNIV 101, 201, and 301 with an early spring 2015 deadline.
Liaison Reports
• Curriculum, Jean Ippolito: Position description for full-time APT will be ready for spring
2015. Kauli transition is progressing well; October 2015 is start date for Kuali system.
• Professional Development, Distance Learning, Jan Ray: No report
• WASC, Seri Luangphinith: WASC report is late
Faculty Senate Chair Updates
• CAS, Jean Ippolito: resolution presented regarding teacher-student consensual
relationships.
• CAFNRM, Michael Shintaku: CAFNRM not favorable to proposed MW/TR schedule
change.
• CoBE, Roberta Barra: finalizing report for accreditation by AACSB
• KHUOK, Iota Cabral: many visitors recently (one from Aukland); shared program
information; creating new relationships.
• Pharmacy, Andre Bachmann: ground-breaking for new DKICP building Dec. 12;
professionalism task force setting guidelines for student behavior regarding cheating
with cell phones.
• Library, Kathleen Stacey: No report
Old Business:
Corrections to section below (highlighted in yellow) were discussed at 1/16/2015
meeting:
“• most proposals are course/program minor modifications that can be done quickly
• list of courses/programs meeting the criteria for potential fast-tracking will be compiled by the Curriculum
Coordinator and submitted to the Faculty Congress Curriculum Review Committee Chair for editing and final
approval.”
Corrections to these November 21, 2014 meeting minutes were proposed by Jean
Ippolito and subsequently documented in the 1/16/2015 Faculty Congress Meeting
minutes.
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(1) Motion #1: To Fast Track Selected Minor Curriculum Changes
Read by Jean Ippolito.
Discussion:
• most proposals are course/program modifications that can be done
quickly
• fast-tracking of proposals will be determined by Curriculum
Coordinator, not by faculty member that submits the proposal
• Jim Beets called for vote; seconded by Alice Davis
Vote: 14 yes; 1 abstain
(2) Motion #2: Include Registrar in early phase of Curriculum Review Process
Read by Jean Ippolito.
Discussion:
• currently working well
• quick feedback has streamlined the process
• Jim Beets called for vote; seconded by Todd Shumway
Vote: 15 yes, 0 no, 0 abstain
New Business
(1) UNIV 101 Committee Recommendations
Motion read by Emmeline de Pillus
Discussion:
• Change course from 3 credits to 1 credit; fits in schedule better
• Students who took UNIV 101 had better retention rates
• Living Learning Communities increased graduation rates by a small amount
• Who will teach new course? Student Affairs staff or other faculty? Anyone in Bargaining
Unit 7 is qualified. Currently no policy has been made regarding this issue.
• Vote to postpone vote on motion to next month’s meeting by Jim Beets; seconded by
Jan Ray
• 15 yes, 1 no, 0 abstain
(2) Motion to impartially track all foreign students in order to understand the poor
retention rates of these students at UHH (Faith Mishina)
Motion read by Faith Mishina
Discussion:
• This is a Student Affairs issue that will need more institutional resource capacity
• Are our TOEFL scores too low? Should scores be higher? Conflicting data indicates vast
differences
• Should Hawaiian students take it?
• Call for vote by Mitch Anderson, seconded by Jim Beets
• 13 yes, 0 no, 3 abstain
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(3) APC motion to establish a Faculty Development Committee (James Beets)
Read by Jim Beets, seconded by Jean Ippolito
Discussion:
• A standing committee is needed to meet with senates to determine effective faculty
development programs
• Committee will help with faculty remediation if suggested after 5th year review
• Motion to postpone this motion, seconded by Mitch Anderson, in order to take time to
change by-laws and to get feedback from senates
• Vote to postpone:
• 16 yes, 0 no, 0 abstain
(4) APC motion for an Academic Leadership Program (James Beets).
Read by Jim Beets, seconded by Mitch Anderson
Discussion:
• Needed to help faculty transition into administrative positions, using a model from
Tufts University
• What will it cost? The committee will apply for funds from the VCAA’s office.
• Call to vote by Mitch Anderson, seconded by Jean Ippolito
• 16 yes, 0 no, 0 abstain
(5) Credit for Directed Study Courses; Jan Ray: No discussion
(6) Five Year Review, Faculty Forum; James Beets:
Discussion:
• Union rep states that UHH is only campus without 5 year review process
• Process to begin next fall at UHH
• Departments should determine criteria and use UH-Manoa as a guideline
• Consider using a point system developed by businesses
(7) Faculty Lounge Dedication – Wednesday, December 10th, 9:30 – 11:30 am, PB-9
Mitch Anderson moved to adjourn meeting; Todd Shumway seconded; all
approved.
Meeting adjourned @ 5:15
pm
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Appendix A
Motion#1: To Fast Track Selected Minor Curriculum Changes
Whereas it can take as much as a year and a half or more for any curriculum changes to go
through the curriculum review process.
Whereas there are instances where minor modifications to curriculum are necessary, such
as catalog corrections, course title or description clarifications, minor numbering or alpha
changes, and prerequisite substitutions within departments.
Whereas these changes are not substantive and do not require the entire review process,
but rather a review by the Curriculum Coordinator and a representative from Faculty
Congress.
Therefore, it is recommended that a list of minor modifications to curriculum such as
simple catalog corrections, course title or description clarifications, minor numbering or
alpha changes, and prerequisite substitutions within departments (items that do not
impact the structure of the existing course or program) be identified, documented, and
submitted to the Campus-wide Curriculum Review Committee Chair of Faculty Congress to
approve for fast tracking to the Registrar, rather than going through the entire curriculum
review process.
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Appendix B
Guidelines for Designing a Course as Applied Learning
Applied learning experiences engage students in a variety of real-world situations requiring
them to put into action the knowledge and skills they are developing in their coursework.
They can be broadly classified as internships, community-based projects, service learning,
creative activities, research, practica, simulation exercises, or capstone experience/project.
Descriptions, criteria and exemplars for these forms of applied learning experiences are
provided below.
A. Internship
Activities in which knowledge and skills are applied in a real-life setting under the
guidance/supervision of a mentor with expertise in the area of application. Internships
help to provide real world experience to those looking to explore or gain the relevant
knowledge and skills required to enter into a particular career field.
Minimum Criteria
A set of well-defined learning objectives and the activities designed to achieve them have
been identified to guide and evaluate the learning process.
The internship is similar to training which would be given in an educational environment.
Students identify the activities they have participated in and how they have advanced
their learning objectives on a weekly basis.
The intern is evaluated by their supervisor at regular intervals during the internship
process and provided with feedback on their performance.
Students have the opportunity to reflect on their experience in a way that helps to reveal
how the learning objectives have been achieved.
Exemplar
A marketing student designing an advertising strategy under training and supervision of
the firm's marketing director.
B. Community-Based Project
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Student’s partner with community organizations in addressing and providing solutions to
problems the organization is facing while applying the principles and skills they are learning
in their coursework. These projects typically focus on the development of problem solving
and critical thinking skills and reflect activities students can expect to address during their
professional careers.
Minimum Criteria
In order to meet the minimum criteria, the community-based project must:
Partner students with an entity outside the classroom, be it for a profit or non-profit
organization in the local community, or a department or other entity within the
university.
Be designed to address a problem or issue the entity is facing, with practical outcomes
that help to advance their organizational goals.
Utilize the fundamental knowledge and skills being developed in the course in addressing
the project partner’s problem or issue.
Advance the learning objectives for the course.
Exemplar
A sociology class partners with an orphanage to find a solution to the problem of
increased abandonment; then provides educational outreach to area families and
resources to promote family unity.
C. Service Learning
Students participate in an organized service activity that meets identified community
needs, and reflects on the service activity in such a way as to gain further understanding of
curricular content, a broader appreciation of the discipline, and an enhanced sense of
personal values and civic responsibility. Service learning is distinct from community based
projects in that they tend to focus on broader social and environmental issues and the
activities may not approximate an activity that they can expect during their professional
careers.
Minimum Criteria
It involves students in community service activities and applies the experience to both
personal and academic development.
There should be a balance between learning objectives and service outcomes.
Course objectives should be linked to real community needs that are designed in
cooperation with community partners and service recipients.
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Course materials must clearly inform students of the role of service in the course and its
relationship to academic dialogue and comprehension.
There must be a form of structured reflection that ties the service experience back to the
specific learning objectives for the exercise and the course.
Exemplar
Same sociology class partners with an orphanage to beautify a neighborhood (murals,
landscaping, trash pick-up) as part of keeping families together.
D. Creative Activities
Involves the application of knowledge and skills in the creation, production, performance
and/or exhibition of creative output. This would include a major art exhibit, reading,
recital, play, or equivalent performance.
Minimum Criteria
Course objectives should establish a clear link between knowledge and skills
development and the performance of the appropriate creative activity.
The creative activity should reflect the discipline for which the course was designed.
The creative activity should be created for public reception or viewing.
Exemplars
Major art exhibit or creative output (book, portfolio, etc.)
Public reading
Public recital or performance
E. Research
Application of knowledge and skills in any research-based endeavors (laboratory, field
studies or faculty directed research) that approximate what the student can expect to
encounter in the ‘real world’ in which the field of study resides.
Minimum Criteria
Course objectives should establish a clear link between knowledge and skills
development and the research activity.
The research activity should reflect the discipline for which the course was designed.
The research activity should approximate what the student can expect to encounter in
the ‘real world’ in which the field of study resides.
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Exemplars
Laboratory
Field studies
Faculty directed research
F. Practica
Practica is a set of supervised practical training experiences in the sequence of professional
training within a field that are designed to meet the training goals of the particular
program. It promotes the integration of academic integration of academic knowledge with
practical experience by applying and extending the knowledge, skills and attitudes learned
in the programs classroom based components.
Minimum Criteria
Practicum training should be organized and developmental in nature.
Students should be academically prepared and deemed otherwise suitable for their
practicum site by the program prior to and during the practicum experience.
Practicum experiences should be consistent with the training needs of the students.
Practicum sites should be consistent with the program mission and goals.
Written agreements should exist with each practicum site that include site, program, and
student responsibilities.
Programs should maintain consistent contact with practicum sites.
A minimum percentage of required practicum hours should be accumulated in ‘direct
service’ to the client (patient, students, etc.).
Practicum students should be provided with the appropriate quantity and quality of
supervision for the practicum experience.
Practicum supervisors should provide feedback to students on regular intervals during
the practicum process.
Exemplars
Nursing Adult Health Care with Practicum
Psychology Practicum
Pharmacy Practicum
G. Simulation Exercises
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Simulation is the imitation of the real-world operation of a process over time. Simulation
exercises involve the application of knowledge and skills to activities or decisions that are
designed to closely replicate those found in a real world setting. These activities can occur
both in and/or outside of the classroom.
Simulation exercises should be closely linked to course learning objectives.
Simulation exercises should closely mirror problems, decisions, and/or situations that
students can expect in the real world as it relates to the discipline being taught in the
course. That is, they should be valid in their representation of the real world.
Simulation exercises should have predictable outcomes, either in terms of process or in
product. In that sense, they should be reliable and provide learning and teaching
opportunities following decision rounds.
Simulation exercises should promote the use of critical and evaluative thinking.
Simulation exercises should provide results for student decisions, both positive and
negative, from which they can learn from and base future decisions on.
Simulation exercises should be coupled with opportunities for reflection and discussion
following the exercise.
Exemplars
Mock job interview
Administering an IV injection using a dummy
Making management decisions using an online simulation exercise
H. Capstone Experience/Project
A capstone experience/project is designed to bring reflection and focus to the whole of the
college experience and focus on some feature of the student’s area of concentration in
using the skills, methodology, and knowledge taught throughout the
undergraduate/graduate curriculum in addressing problems in the real world.
Minimum Criteria
A capstone experience/project should occur during the last 45 hours of the student’s
coursework.
The nature of the academic work should fall within the purview of the student's area of
concentration, but should also draw upon knowledge acquired during the entirety of the
student's education.
The capstone experience/project should involve field experience or a real-world
component that reflects
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Exemplars
Write a grant
Create a new business plan/proposal
Develop new software
Appendix C
Motion#2: For hiring an APT to fill the full-time Curriculum Coordinator position
requested by Faculty Congress in the Spring 2011 motion:
Whereas the following motion to create a full-time Curriculum Coordinator position was
passed unanimously by Faculty Congress in Spring 2011:
“The CCRC requests that the University create a full-time position for a Curriculum
Coordinator who will be responsible for facilitating the development and review processes
of curriculum.”
(Vote was 16 for, 0 opposed, 2 abstain. Motion passed.)
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Whereas the problems with the process of Curriculum Review still remain a major concern.
Whereas these problems cannot be resolved by a single faculty member with one course
release.
Whereas curriculum decisions and their implementation need to be owned by Academic
Affairs.
Therefore, the administration is encouraged to fill the full-time Curriculum Coordinator
position with an APT in a Curriculum Office within Academic Affairs, and that this is done as
soon as possible.
Therefore, the Faculty Congress requests the administration fill the full-time Curriculum
Coordinator position in a Curriculum Office within Academic Affairs as soon as possible.
Appendix D
Motion#3: For including the Registrar’s office in the early curriculum review process
rather than at the CCRC level.
Whereas, curriculum proposals and modification requests go through several levels of
review before being reviewed by the Campus-wide Curriculum Review Committee of
Faculty Congress, and then are sent back for alpha, numbering and syntax changes when
there is not enough time for the proposer to make revisions before the Registrar’s final
deadline.
Whereas, it would be more appropriate for the Registrar’s delegate to make requests for
alpha, numbering and syntax revisions at an earlier stage in the curriculum review process.
Whereas, members of the Campus-wide Curriculum Review Committee may change yearly
so that institutional history concerning process and method can be lost from year to year.
Therefore, it is recommended, that the Registrar’s Office be included in the early initial
reviews by the person responsible for curriculum management Curriculum Manager for
catalog entry, formatting, syntax, numbering errors and conflicts, prior to submission to
the CCRC level, and that a curriculum representative from Academic Affairs be invited as an
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ex-officio member of the Faculty Congress Campus-wide Curriculum Review Committee to
maintain the institutional memory of the curriculum process.
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