CAMPUS OPEN FORUM: SSC RESPONSES FROM FACULTY & STAFF
CORY ANDO, STUDENT TRANSFER PROGRAM COORDINATOR
(1) What student success program(s) are you currently involved in or were a part of?
I don't know that I've been apart of any student success programs specifically. I have been
involved with the First-Year Experience (FYE) Program and most recently, the Transfer Year
Experience Program (TYE). In both roles, our focused on getting students prepared at his or
her entry to the College and throughout their first year.
(2) What are some things that are working well or have worked well?
I think what has worked is that both FYE and TYE programs have tried to be as holistic as
possible. By that I mean focusing everything that is important in a student’s first
semester/year at KCC. That includes admissions, registration, financial aid, academic
advising, transitioning to a new environment, and anything else that may come up.
(3) What are some things that are not working or did not work well? Why do you think it did not
work? What would you change?
Referral around the campus has always been a challenge. As you know, programs, services,
faculty, and staff are spread out all over the campus and it's challenging for students to find
resources when they need it.
(4) What are some important lessons that you have learned in being involved with or being a part of
a student success program(s)?
The most important thing I've learned is that knowledge of staff is key. Training is so key so
that students get accurate information and rely on the person they are getting the
information from.
(5) Additional insights?
Centrally located and accessible. From the Student Success Center's I've seen locally and on
the mainland, they've been located in college's Libraries.
Outcomes oriented. It would be good if the committee came up with SLO's for performance
measures for the center.
A good example I've seen locally is at Windward Community College. It's housed within their
library and has many "centers" for reading, writing, speech, math, etc. This was a similar
model I saw on the mainland at Sinclair Community College.
1
On a related topic, the UHCC System is investing in a retention software called Starfish. One of
the features of Starfish will allow the faculty to refer students to this new success center when
they are having difficulty in a course. Starfish is scheduled to roll-out in fall 2014.
NICKI UECHI, PEER MENTOR &TUTOR COORDINATOR
(1) What student success program(s) are you currently involved in or were a part of?
Student Success Peer Mentor Program: One of the sites the peer mentors are assigned to is the
Kahikoluamea front desk.
Kahikoluamea Tutoring: I was given the responsibility of coordinating the tutoring program
from the Summer 2012 to Spring 2013. However, Keith Kashiwada is the main tutoring
coordinator this semester (Fall 2013).
(2) What are some things that are working well or have worked well?
Having a help desk in the front of the center so that the peer mentors can greet each person as
soon as they walk into the center, works well. Additionally, the peer mentors can also
immediately help those who need it.
The tutoring center is also in the front; therefore, it is visible to students seeking tutoring
assistance.
(3) What are some things that are not working or did not work well? Why do you think it did not
work? What would you change?
While the front desk is visible where it is currently positioned, it would be even more ideal for
the station to be visible right when someone walks up the stairs, instead of it being off to the
right-hand side when you walk-up. Perhaps, the front desk can be moved to the same side of
the tutoring center area.
While we can all contribute to “malama-ing” the center, it would be great to know who is in
charge of managing the center (checking for cleanliness, reporting broken equipment, managing
the budget for new supplies/equipment, inventory of supplies, etc.)
The tutoring center has great visibility where it currently resides, but often times, the area gets
crowded and it is difficult to find space to service all students. We have posted signs saying that
the tutoring area is reserved strictly for tutoring between the available tutoring hours, but some
people ignore the signs, and it becomes difficult to manage. The tutors/peer mentors do not
always feel comfortable asking students to leave the area if they are not being tutored,
especially if the students are studying.
Also, those who use the classrooms should be expected to kokua by cleaning the room, and
resetting it when they are done. This way, the rooms will be in good shape and ready for the
next person to use. We must all work together to malama the center.
2
(4) What are some important lessons that you have learned in being involved with or being a part of
a student success program(s)?
I learned that having consistent, clear, and fair policies is essential. For tutoring specifically, we
went back and forth on the policy of serving only students from developmental courses, and the
policy of opening up the tutoring service to all subjects as long as the tutor felt comfortable tutoring
that specific subject. This inconsistency confused students and created a tutoring center in which
some students perceived as being “unfair” since some tutors would offer assistance with certain
subjects, while other tutors would not.
(5) Additional insights?
Identifying a center manager would be great. It would give everyone a specific person to report
to regarding center business, and there would be someone to create and enforce center
policies. What makes it difficult at the moment is that people are not sure who to report what
to and who’s in charge of what. Thank you for allowing me the opportunity to share my
feedback.
LOUISE YAMAMOTO, DIRECTOR OF COMMUNITY RELATIONS
(1) What student success program(s) are you currently involved in or were a part of?
a) "Go Forward: Agree to Degree"
b) Alumni Association
c) Senior Program
(2) What are some things that are working well or have worked well?
System-wide message, so easy to roll out. Executive support (VPCC Morton) as well as KCC
admin support. Heavy funding for marketing materials creating a unified message with a unified
plan. "Go Forward" is part of a 5-year marketing plan and because it should impact enrollment,
it will likely also impact graduation rates.
What worked for me is involving the right people with the same agenda: good mix of staff from
Student Life, peer mentors, counselors, faculty, resource staff, and frontline personnel. Prerollout workshops helped because volunteers knew what to say and how to define objectives of
"Go Forward".
Using students (leaders, mentors) was key.
This might be a stretch, but I am beginning to see more pride in students' association with
KapCC. KapCC's Alumni Association is really for Alumni and Friends. Know that the UH defines
alumni as any student who completed at least one semester at a UH campus; ergo, alumni need
not be graduates.
3
Current students are alumni, too. And there are a few current students who are part of KapCC's
Association.
Is the KapCC Alumni and Friends Association considered a student success program? I think so.
When testimonials are given during the annual alumni dinner, it is heartwarming to note the
difficult challenges a student experienced while a student, but emerged on top, successful, and
happy.
What is working well is the small but caring few who are hanging together and working hard to
grow the Association. Their commitment is palpable, and I think after 3 years, a spirit of
solidarity is taking root.
The Senior Program is perhaps the strongest evidence of the CC's mission to provide lifelong
learning to its constituents. If we look at the seniors who repeat the semester-to-semester
experience, yes, there is evidence of success. If you see the number of applications jump from
25 to 75 in 3 years without publicity, then yes there is evidence of successful marketing by word
of mouth.
Giving quality time to seniors has been a remarkable experience. In several cases, seniors have
become donors as a way of showing appreciation for the tuition-free classes they are enjoying.
(3) What are some things that are not working or did not work well? Why do you think it did not
work? What would you change?
"Go Forward" needs to remain visible or it may die on the vine.
If I could, I would give more time to harness energy from different sectors (KAPI`O, Website,
Student Life) and keep the spirit alive with contests, or monthly events. Student power is
important and integral to this initiative.
I would like to include more Alumni events on campus, or use Alumni as resources for college
activities. A "Speakers' Bureau" would be nice to have available. Quite often, I am asked to
provide names of speakers for various events. I really would like to readily identify Alumni who
are good at what they do and can include KapCC in their messages.
The Senior Program still suffers some misconceptions. It is a very manageable program with
little overhead. If I could change anything, it would be to alter the thinking that seniors only
bring challenges to the college, and displace seats from degree-seeking students.
(4) What are some important lessons that you have learned in being involved with or being a part of
a student success program(s)?
If we want to succeed with students, we need to include them in all initiatives, programs and
concerns. They need to voice what is viable to them.
Do not give up on the Alumni. When I thought an event should be folded, I was roundly
corrected and the Alumni carried the day. What I learned is that I only represent one person.
The Alumni each represent a life. Their experience with the College is real and the reason they
4
are a member of the Association is deep, purposeful and undeniable. I need to work harder to
find ways to nurture their desires and their ideas.
I am having a senior moment . . . . But I will say that the seniors have an incredible network.
They are a ready pool of volunteers and they have wise and funny stories to tell.
(5) Additional insights?
Several, but I will hold them until I return! Thank you for listening to me!
SHELDON TAWATA, KUILEI COORDINATOR
(1) What student success program(s) are you currently involved in or were a part of?
I'm not exactly sure how "success program(s)" are defined but the Kuilei Outreach Program
assist with the transition of high school students attending Kapiolani CC. We rely heavily on the
Peer Mentors in delivering the services we provide.
(2) What are some things that are working well or have worked well?
The partnership with the Peer Mentor Program has been an essential part of the Program's
success.
(3) What are some things that are not working or did not work well? Why do you think it did not
work? What would you change?
I would like to offer consistent and professional marketing materials at high school and/or
community events. It has been a challenge for years to provide something that highlights what
KCC has to offer. There were some major college fairs where KCC only had black and white
brochures to offer students and at time we are standing next to Hawaii Pacific University, UH
Manoa, Windward CC, and Leeward CC (to name a few) who have very impressive and
informative marketing materials.
(4) What are some important lessons that you have learned in being involved with or being a part of
a student success program(s)?
Provide support to programs that have demonstrated success like the Peer Mentor Program.
Also to strengthen communication lines with the College to encourage more partnerships, which
minimizes the duplication of services and resources.
5
HERVE COLLIN, STEM PROFESSOR
(1)What student success program(s) are you currently involved in or were a part of?
Undergraduate Research Experience (URE) STEM program
(2)What are some things that are working well or have worked well?
URE provides students with the opportunity to work on their own research project; through
such experience, students investigate topics of their liking, or get the opportunity to learn
independently about it. They are required to follow the scientific method, and learn the ins-andout of planning, testing, meeting deadline, testing again, and testing again….. and FINALLY
completing their project by PRESENTING it through a poster or oral presentation at regional
and/or national conferences. Most students do NOT have the skills when they start. They
understand that they WILL acquire such skills (coz I don’t know jack about engineering… I’m just
a physicist who opted for theoretical work coz I broke all machines I touched in my undergrad..
so I’m useless to them…;) on their own. Hence, when they are pau, their self-confidence is
boosted to 300% as they realize: “I can do it, and I can do it on my own”.
Engineering international competitions (UROV/Mate (past), Cansat (past/present), Lunabotics
(present/future):
They provide students with clear guidelines and deadlines; i.e. a structure to follow and a solid
engineering methodology that they have to develop and follow in order to reach their
outcomes.
(3)What are some things that are not working or did not work well? Why do you think it did not work?
What would you change?
What do NOT work, is the lack of supervision. It takes a SIGNIFICANT amount of time from
faculty to mentor them, meet with them on a weekly (or sometimes almost daily basis) to
support them, help them identify what worked and what did not, help them find the answers
they are looking for, and/or simply help them to relax, breath, look at the problem they are
stuck in, and learn how to observe it from other fresh perspectives and try a new and novel
approach in trying to solve their challenges.
(4)What are some important lessons that you have learned in being involved with or being a part of a
student success program(s)?
Personally, it requires dedication and time knowing from the get go that no financial support
will be expected. This is a choice that has to be made from us (me); the satisfaction I get is to
see them succeed in their projects, in their class (domino effect), see them transfer, work on
6
kick ass project in 300-400 levels (coz now they are not afraid to tackle them, AND they have
experience), and graduate with a BS and disappear on their merry life.
(5) Additional insights?
Our goal (job’s mission) is to support students’ success. From our contract/promotion dossier
point of view, this is covered by teaching courses. Then there is a huge amount of
department/college/system requirement put on us. I think it’s time to wake up and realize that
we can do much more outside of courses to support our students; hence, something needs to
be implemented to compensate faculty who have made the decision of supporting students
outside of class at the College/system level. Otherwise, people are going to burn themselves,
play the game to get tenure, and end up crashing in flame due to being overworked, and/or
frustrated or not receiving support for themselves AND their projects, which CAN BE SHOWN of
having an impact on students. I believe that we CC are now taking the lead in providing students
with support other than just courses (such as URE); it is happening, students are required to
have URE experience BEFORE their BS; if not, they get no job. Hence, we have no choice but to
provide this or we are not serving them. The administration needs to wake up and put thing in
place to allow this (it can be URE, or any other strategies). Though I would still do it regardless….
Don’t want to sound like I’m bitching, I just feel bad observing younger faculty starting to jump
on the rat wheel, and getting discouraged and/or tired/frustrated quite fast… :(
7