**[ALASKA NATIVE AND NATIVE HAWAIIAN SERVING INSTITUTIONS
PROGRAM]{.underline}**

**FISCAL YEAR 2007 GRANTEE ABSTRACTS**

**[P031N070002 - University of Alaska Southeast Sitka
Campus]{.underline}**

**Distinguishing Features --** University of Alaska Southeast Sitka
Campus (Sitka) is one of three campuses comprising the University of
Alaska Southeast (UAS), which, in turn, is part of the University of
Alaska Statewide System of Higher Education. The campus serves a
community college role providing general education as well as more
specialized programs to residents of Sitka and 20 outreach communities
throughout the region. Sitka serves as the lead UAS campus for distance
delivery of a variety of health sciences programs and is heavily
involved in career and technical training.

**Student Body Characteristics \--** Fall 2006 statistics show an
unduplicated headcount of 1022. Students are primarily Caucasian, but
Alaska Natives are well represented at 24 percent of total enrollment.
The average age is 29.2 years and males make up 63 percent of the
population.

**Faculty Characteristics \--** The campus employs 14 full-time faculty
members and relies heavily on 41 adjuncts. The student-faculty ratio is
12:1.

**Grant Activity \-- Old Welding Lab Renovation:** This Title III
proposal is for renovation of a vacated welding lab space into a modern,
multi-purpose technical classroom to support campus offerings in
welding, construction, marine engines, and water-wastewater treatment. A
multi-purpose space is needed to support all these programs with lecture
and clean lab space. The remodeled space will support the development of
innovative, pilot programming for distance delivery of these programs to
students in the outreach communities served by the campus. Occupational
endorsements, certificates and Associate of Arts degree programs are now
in place and articulate from level to level and campus to campus within
the system.

**[P031W070004 - Chaminade University of Honolulu]{.underline}**

## Institutional Profile

Chaminade University of Honolulu is a four-year independent, private,
coeducational university in the liberal arts tradition. It is affiliated
with the Catholic Church and accredited by the Western Association of
Schools and Colleges. The main campus is located in Honolulu on the
island of Oahu, Hawaii, with eight off-campus locations serving military
personnel and civilians who reside in remote island areas. Chaminade
University is committed to a broad liberal education for its students
because such an education provides the foundation for lifelong personal
growth, a foundation for a career, and the background which will allow
students to rise to leadership positions in their chosen professional
fields and in their communities. With its location in the Pacific Rim,
the essential mission of the University is to cater to those students
who are Pacific Islanders with a special emphasis for the Native
Hawaiian students.

Chaminade offers undergraduate degrees with a choice of 23 majors
grouped in the following five departments: Business and Professional
Studies; Behavioral Sciences; Education; Humanities and Fine Arts; and
Natural Sciences and Math. Further, Chaminade University has six
master's degrees: Business; Education; Criminal Justice Administration;
Counseling Psychology; Pastoral Theology/Pastoral Leadership; and
beginning in the fall of 2006, Forensic Science. There are 82 full-time
faculty members and 49 part-time faculty members in the undergraduate
day program. The student to teacher ratio is 10:97.

Chaminade serves approximately 1,100 full-time day students, and 1,810
part-time, full-time, and graduate students. In the day undergraduate
program, approximately 70 percent of the student body at Chaminade is
female. Sixty-three percent of the student body is of the Asian or
Pacific Islander ethnicity. Forty-three percent of the student body
lives in Hawaii with 37 percent moving to the university from the
mainland and 14 percent coming from U.S. Pacific Territories. The
average age of the students in the day undergraduate program at
Chaminade University is 21.8 years. Clearly, Chaminade University is a
melting pot of cultures from around the world.

**[Grant Activity: Renovation of Laboratory Facilities]{.underline}**

This activity supports the key academic objective in the Comprehensive
Development Plan (CDP). The project focuses on this one activity
designed to improve the academic success of students by: (1) renovating
two laboratories in Henry Hall (our principal classroom building) which
are primarily used for biology and chemistry classes, as well as their
associated support spaces; (2) increasing by 50 percent the number of
Native Hawaiian students who major in Biology or Forensic Sciences; and
(3) bringing the laboratories in Henry Hall into compliance with
Occupational Safety and Health Administration requirements and
Environmental Protection Agency standards. The project creates
improvements in facilities that support Chaminade's most popular majors,
and an area wherein a major increase in Native Hawaiian graduation rates
is targeted in Chaminade's strategic plan. The outcome will be increased
enrollments in the sciences, especially for Native Hawaiian students who
comprise 13 percent of the total student body.

# [P031W070002 -- University of Hawaii, Honolulu Community College]{.underline}

Honolulu Community College (HCC), a two-year public community college,
offers transferable Associate of Arts degree, Associate of Science,
Associate of Applied Science, Associate in Technical Studies degrees and
certificates in 23 technical-occupational areas.

+-------------------+--------------+-----------------+-----------------+
| ### S             | **[All       | **[Male         | **[Female       |
| tudent Enrollment | Students]{.  | ]{.underline}** | ]{.underline}** |
|                   | underline}** |                 |                 |
+-------------------+--------------+-----------------+-----------------+
| **All Students**  | 4336         | 2286 (52.7 %)   | 2030 (46.8 %)   |
+-------------------+--------------+-----------------+-----------------+
| **Asian Pacific   | 3020 (69.6   | 1636 (37.7 %)   | 1378 (31.8 %)   |
| Islanders**       | %)           |                 |                 |
+-------------------+--------------+-----------------+-----------------+
| **Hawaiian and    | 845 (19.5 %) | 443 (10.2 %)    | 400 (9.2 %)     |
| Pacific**         |              |                 |                 |
+-------------------+--------------+-----------------+-----------------+
| **Other Ethnic    | 1224 (28.2   | 610 (14.1 %)    | 610 (14.1%)     |
| Groups**          | %)           |                 |                 |
+-------------------+--------------+-----------------+-----------------+

In fall 2006, 15.7 percent of the total student enrollment was comprised
of Native Hawaiian students, the second largest ethnic group on campus.
Of 133 full-time faculty members, 44 percent are female, 56 percent
male, and 93 percent are assistant to full professors. The funding of
this Title III application will enable the college to strengthen its
capacity to provide students with educational paths to careers in the
music industry by providing instruction in artistic creativity,
production technology, and business management through the Music
Enterprise Learning Experience (MELE) Program. Our request is for
\$750,000 to renovate 1,100 square feet of classroom facilities to
create an audio technology and music production laboratory equipped with
studio equipment and audio technology that meets current industry
standards. This project will: (1) provide a state-of-the-art music
production studio that is equipped with the integration of
industry-standard technological tools for classroom instruction; (2)
develop and offer curriculum in the technical business and audio
production skills required by Hawaii's music artists and music industry;
and (3) establish academic and business partnerships on the joint use of
curriculum, technical facilities and equipment specifications, training,
dual credit course offerings, internships in varied music environments,
and faculty development opportunities.

**[P031W070003 - University of Hawaii --- Kapi'olani Community
College]{.underline}**

[Renovation of Holomua Developmental Center for Native Hawaiian and
other Under-Prepared Students]{.underline}

**[Abstract]{.underline}**

Kapi'olani Community College (the College), the second largest of ten
public colleges in the University of Hawaii (UH) system, is a two-year
college providing comprehensive and high quality developmental, liberal
arts and 21st century career programs. The College is nationally
recognized for its learning-centered excellence and for integrating a
coherent curriculum that connects and integrates learning and research
across classroom, campus, community, cyberspace, and study abroad. From
1988 to 2006, the College experienced a solid growth in headcount
enrollment from 5,372 to 7,403 diverse, multi-ethnic students (4,169
full-time equivalent). Between fall 2005 and fall 2006, the enrollment
of Native Hawaiian students increased from 789 (10.8 percent of total
enrollment) to 892 (12.0 percent of total). In January 2007, the
College's six-year accreditation was reaffirmed by the Accrediting
Commission for Community and Junior Colleges, Western Association of
Schools and Colleges (ACCJC/WASC). Their evaluation commended the
College for its focus on students, student learning and success, and
specifically commended the College for its Holomua Developmental
Program.

Holomua program administrators and faculty are currently involved in
evidenced-based, three-year tactical planning (2007-2010) for
improvement and have clearly identified that pass rates in Holomua
courses, over time and in comparison with national data, are too low.
They have also determined that the Learning Assistance Center (LAC)
which currently houses the Holomua program was initially designed to
meet the broad needs of a diverse student population with levels of
academic preparedness ranging from developmental to pre-transfer and
career ready. In 1998, Holomua became a formal academic program to meet
the exclusive needs of students not ready for college. However, the
design of the LAC was not adapted to meet the mission of the newly
formed Holomua center. In 1998, the College was just beginning to
establish a firm foundation of success for its Native Hawaiian students,
and today that foundation is strong within the Malama Hawaii and
Science, Technology, Engineering and Mathematics (STEM) programs and
centers. The learning setting within the Holomua center reflects a broad
academic development purpose and it does not reflect Hawaiian cultural
learning settings that have proven successful for Native Hawaiian
students in the Malama Hawaii and STEM centers.

The proposed renovations will be modeled on successful features of the
Malama and STEM centers. Renovations will be coordinated with the
development of new active, collaborative, and academically challenging
pedagogies that integrate technology and peer mentoring and encourage
greater student effort, and the development of enhanced student support
services from Malama Hawaii and first-year experience counselors. The
renovations, improved pedagogy and support services will result in
increasing yield, retention, and degree completion rates and success in
transfer, 21st century careers, and civic life.

**[P031W070001 - Kokua a Puni -- University of Hawaii at
Manoa]{.underline}**

**Part III: [Education Abstract Form]{.underline}**

The University of Hawaii at Manoa (UHM) is a four-year institution and
the flagship

campus of the ten campus UH system, the state's sole public university.
Classified as a Carnegie Doctoral/Research University-Extensive
institution and accredited by the Accrediting Commission for Senior
Colleges and Universities of the Western Association of Schools and
Colleges, UHM offers 87 bachelor\'s degrees, 87 master\'s degrees, 51
doctorates, and professional degrees in law, medicine, and architecture.
In fall 2005, UHM had a total enrollment of 20,644 students---14,266
undergraduates and 6,292 graduates. In terms of ethnicity, a majority of
UHM students were Asian American (40.6 percent) and were followed by
Caucasians (26.4 percent), Native Hawaiians and Pacific Islanders (11.5
percent), Hispanics (2.2 percent), African Americans (1.1 percent), and
American Indians/ Alaska Natives (0.4 percent). Asian American students
are primarily Japanese (18.5 percent), Chinese (7.8 percent), and
Filipinos (7.5 percent). In the 2006-2007 academic year, a total of
2,326 students answered 'yes' to the question, "Were any of your
ancestors Hawaiian?" which is 12.3 percent of the total student
population. In fall 2005, a majority of full time students at UHM were
women (56.2 percent) and the median age was 25.3. In fall 2003, UHM had
a total of 2,529 faculty members---1,858 of who were full-time---and the
student-faculty ratio was 15:1. UHM has identified three primary
objectives in relation to Native Hawaiian students: (1) Increase access
to four-year degrees at UHM; (2) Increase retention and graduation
rates; and (3) Expand performance reporting. In order to address these,
we have proposed three activities: (1) Creation of a Summer Retention
Program with academic tutorial services; (2) Increased academic and
career advising, and individual case management; and (3) Technology
capacity-building via increased student monitoring, computer training,
and technological upgrades.

# 

# 

# [P031W070005 - University of Hawaii -- Leeward Community College]{.underline}

**Proposed Project Title and Goals:**

The overall intent of the proposed Title III program is to enable
Leeward Community College (LCC) to *improve engagement and retention
among underrepresented students* (Activity 1) through the following
sub-activities/goals: (1a) Math Course Development Assessment; (1b)
Engagement and Retention Services for Incoming Underrepresented
Students; (1c) Improving Faculty/Staff Knowledge and Use of Engagement
and Retention Strategies, Particularly for Native Hawaiian Students; and
(1d) Improving Faculty and Staff Access to and Use of Data.

**Description of Institution:**

Leeward Community College is a two-year public, commuter community
college located in Pearl City, Hawaii, on the island of O'ahu and is
accredited by the Western Association of Schools and Colleges (WASC). In
addition to its main campus in Pearl City, LCC also runs the Wai'anae
Education Center in Wai'anae (LCCW).

Leeward Community College serves the following areas on the island of
O'ahu: North Shore; 'Ewa; Central O'ahu and the Wai'anae Coast. LCC
serves the largest number (1,066) of Native Hawaiian students in the
University of Hawaii Community College (UHCC) system.[^1] Native
Hawaiian students make up 17 percent of the total student body (6,060)
of which the main ethnic groups are Filipino (25 percent), Japanese (13
percent), Caucasian (12 percent), Chinese (2 percent), African American
(2 percent), and "Mixed Background" (16 percent).

[^1]: UH, Institutional Research Office, Fall 2003

    11/02/2007