Progress 09/01/20 to 08/31/21
Outputs
Target Audience:Target audiences in the reporting period included UHMC students in STEM, and high-school students (e.g., Kamehameha School, King Kekaulike, Maui High School, Lahainaluna, Baldwin), including those of Native Hawaiian descent. Changes/Problems:Two students completed the Science Lab Technician Certificate program, instead of the intended 15, and none of these students were Native Hawaiian. Initially, implementation of the certificate was delayed in curriculum due to the course approval process. Recruitment of students into the program was also challenging, and COVID further exacerbated these efforts since classes wereoffered primarilyonline and these certificate courses require in-personlaboratory training. We have also found that students preferred online courses, rather than in-person courses during thepandemic. We will continue to offer the courses created in this certificate program, and expect more students to complete the program in the future. What opportunities for training and professional development has the project provided?As a result of the small course (BIO 152L, SCI 165L and SCI 265L) sizes, the students who participated in these courses received one-on-one mentorship and training from instructors, providing an opportunity for more in-depth training. How have the results been disseminated to communities of interest?Project Director, Dr. Andrea Kealoha, presented on activities and accomplishments of the grant, as well as services offered by the new water quality lab,through two presentations. The first invited presentation was through UH Manoa?s Water Resources Research Center/?Ike Wai Seminar Series. The primary audience of this presentation was academics in water and environmental sciences. The second presentation was invited by Sierra Club Maui, and had a larger audience that consisted of community members and volunteers interested in water quality issues and concerns on Maui. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Ka Wai Ola: The Living Waters of Maui, addresses water-quality concerns inwatersheds and our oceans. The project has establisheda Maui-based water-quality laboratory and developed theScience Lab Technician Certificate andnoncredit Water-Quality Testing (WQT) modules. The project also offered aScience LabTech Summer Bridge and a leadership program (Water Warriors) for Native Hawaiian students to improve water quality and conservation of limited water resources. This innovative project spans multiple Food, Agriculture, Natural resources, and Human science (FANH) disciplines from medical lab technicians to agriculture to conservation of watersheds and the ocean, and reaches new populations, such as Native Hawaiian adult learners. Project lead, UHMC Chancellor Lui Hokoana, along with the Key Personnel Team established the Water Quality Lab in Fall 2019 to support project activities. The project used four approaches to address these needs. First, the Water Warrior Student Leadership program trained 16 students on water quality testing, science communication and leadership development. The student leaders completed research projects, technical papers, and providedfivecommunity outreach presentations to inform the community about water quality and sustainability issues on Maui. Second, the project has focused on recruiting Native Hawaiian students,andforming partnerships with Native Hawaiian-serving programs, schools, and organizations. The Science LabTech Summer Bridge program, which introduces students to water quality testing, laboratory techniques and related careers, has been successful in recruiting22 students of which54.5%wereNative Hawaiian.Third, the project created a Science Lab Technician Certificate.Two students completed the certificate in Spring 2021, and the project will continue to offer the courses and certificate program since the curriculum has been developed.Finally,the project offered noncredit Water-Quality Testing Modules to address local water testin gneedsto 38 students, of which 21% were Pacific Islander,Native Hawaiian orNative American. GOAL 1:Build Water Warrior Student Leadership Program, with a focus on Native Hawaiian leaders, to promote water quality and conversation through community extension education Goal 1 Objectives and Related Efforts 1.a.20 students will complete the Water Warrior Student Leadership Program Fall 2019-Spring 2020; 50% will be Native Hawaiian This objective was completed and discussedin the 2020 report. 1.b.10 community extension education presentations on water-related topics; 75% of attendees will indicate intent to change This objective was completed and discussedin the 2020 report. 1.c.75% of student leaders will report additional leadership activities in related areas by the end of the semester-long course This objective was completed and discussedin the 2020 report. GOAL 2:Recruit Native Hawaiian high school students into FANH postsecondary education Goal 2 Objectives and Related Efforts 2.a.Collaborate with at least 3 Native-Hawaiian serving schools and/or programs serving high schools students for recruitment pipeline Outreach was conducted through Kamehameha Schools, Hawaiian Immersion, and Native Hawaiian students within all high schools (King Kekaulike, Baldwin, Maui High and Lahainaluna) on Maui. In total, we collaborated with 6 Native Hawaiianserving institutions on recruitment. 2.b.24 high school students will complete the Science LabTech Summer Bridge; 50% will be Native Hawaiian In summer 2021, 10 students completed the summer bridge program and 70% were Native Hawaiian. 2.c.60% of the Science LabTech Summer Bridge completers will indicate interest in pursuing FANH degrees In summer 2021, 71% of students indicated that they plan to pursue a degree or career in FANH. GOAL 3: Develop Science Lab Technician Certificate Goal 3 Objectives and Related Efforts 3.a.Collaborate with at least 4 local industries to develop Science Lab Technician Certificate This objective was completed and discussed in the 2020 progress report. 3.b.Create 3 courses for the Science Lab Technician Certificate This objective was completed and discussed in the 2020 progress report. 3.c. 15 students will complete the Science Lab Technician Certificate; 50% will be NH students Two students completed the Science Lab Tech Certificate, and neither of thestudents were Native Hawaiian. The COVID crisis caused a reduction in college enrollment, and classes that required in person training (such as these) were particularly difficult to recruit for. GOAL 4:Create noncredit Water-Quality Testing (WQT) modules with matriculation agreement for college credit to the Science Lab Technician Certificate Goal 4 Objectives and Related Efforts 4.a.Collaborate with at least 4 local related industries to develop noncredit WQT modules This objective was completed and discussed in the 2019 progress report. 4.b.Create the related industry-aligned noncredit WQT modules, to include matriculation to Science Lab Technician Certificate This objective was completed and discussed in the 2019 progress report. 4.c. Collaborate with at least 3 organizations to recruit adult learners into the noncredit WQT modules This objective was completed and discussed in the 2019 progress report. 4.d. 30 students will complete WQT modules by grant end; 50% of completers will be Native Hawaiian This objective was completed and discussed in the 2019 progress report.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2021
Citation:
Kealoha, Andrea. Building Capacity for Water Quality Monitoring on Maui. ?Ike Wai Spring Seminar Series
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2021
Citation:
Kealoha, Andrea. Building Capacity for Water Quality Monitoring on Maui. Sierra Club Maui.
|
Progress 09/01/18 to 08/31/21
Outputs
Target Audience:Target audiences that the project reached include high-school and college students interested in STEM/FANH degrees and careers, community members, and adult learners. In particular, the project aimed to reach Native Hawaiians, who are traditionally underserved in the STEM fields. Goal 1: UH Maui college students were recruited from STEM programs, including Natural Sciences, Marine Options, and Sustainable Science and Management. The program also recruited from Native Hawaiian serving programs andscholarshipson campus. Goal 2:High-school students were recruited from Maui County high schools that serve Native Hawaiians, includingKamehameha School, King Kekaulike, Maui High School, Lahainaluna, Baldwin and Kihei Charter School, as well as local programs for high schoolers (Project STEMulate and Upward Bound). Goal 3: UH Maui college students were recruited from STEM programs, including Natural Sciences, Marine Options, and Sustainable Science and Management. The program also recruited from Native Hawaiian serving programs andscholarshipsoncampus. Goal 4: Adult learners were recruited fromcommunity groups (e.g., Kamehameha Schools Community Development Group, Kamehameha Schools alumni, Sustainable Living Institute of Maui). We also targeted industry (e.g., Maui Ocean Center) and NGO's involved in water quality (e.g., Maui Nui Marine Resource Council, Hui O Ka Wai Ola, Pacific Whale Foundation) monitoring. Changes/Problems:A challenge was recruiting 50% Native Hawaiian participation, specifically for the college credit and non-credit courses. The Project Team acknowledges that this percentage may have been ambitious as UH Maui College's overall enrollment of Native Hawaiian students is 34% (UH System Institional Research & Analysis Office, Fall 2018) and 28% of the general population in Maui County is Native Hawaiian (Hawaii Data Book 2018). Of note, UH Maui College also sees a gap in STEM enrollment, whereas only 22% of STEM majors are Native Hawaiian (Insitutional Research Office Report, Fall 2019). Goal 2:Due to COVID-19, the 2020 summer bridge program was delayed until summer 2021.Although COVID was still an issue in summer 2021, the project decided to offer the summer bridge program but included 10, rather than 12 students, due to gathering restrictions. Goal 3:The implementation of Goal 3 (Science Lab Technician certificate) was delayed due to the course approval processes. In general, itwasdifficult to recruit students into the certificate program, especially with a 50% Native Hawaiian participation rate. However, COVID-19 further exacerbated our efforts since classeswentonlinein Fall 2020. Wewere able to offer face-to-face coursesbut the course time was different for each student so that only one student was in the lab at a time.Therefore,only two studentsenrolled in the lab courses and completed the certificate program, instead of the 15 students we originally planned for. Goal 4:A change of approach was made in a decision to not work towards matriculating noncredit modules to credit. While this was hoped to be a way to reach and interest Native Hawaiian adult learners in the credit component, many of the adult learners were either already employed in a FAHN area and/or taking the module for personal development. Moreover, if the noncredit modules transferred, not taking the regular Intro to Science Lab Technician course would disadvantage students as they progressed in the certificate courses. The project feels the noncredit modules were a benefit by offering training in Water Quality Testing to promote conservation and stewardship of this limited resource. What opportunities for training and professional development has the project provided? Training activities: The project has provided four new college credit courses. The first is Water Warriors, which is a water quality research course. The students learn how to plan, develop and implement a research project. They are also paired with marine science experts and learn water quality analysis as it relates to chemical, physical and biological water quality indicators. The second college credit course is Intro to Science Lab Techniques, where students gain general skills necessary to work in a lab. The third course is Environmental Testing Lab. Students in this course were introduced to various water quality analyses and computer programs used to interpret data. Intro to Biotech, the fourth course, provides an overview of the impact of biotech in medicine, ecology, food science and forensics, and includes labs for DNA and protein technologies. As a result of the small course sizes, students received one-on-one mentorship and training from instructors, providing an opportunity for more in-depth training. Professional development: Through the non-credit water quality modules, this project has provided professional development for conservation group members, conservation organization employees and government employees. For example, volunteers for coastal water quality monitoring enroll to learn about ocean water testing methods and policies. Additionally, several of our students have used the course as a training requirement to maintain water treatment and distribution licenses How have the results been disseminated to communities of interest?Two cohorts of students in Water Warriors (Fall 2019 and Spring 2020) presented the results of their coastal water quality research to community members. The first group of presentations were at the Maui Ocean Center and the second group of presentations were conducted online via zoom. In total, five presentations were given. Following these presentations, audience members were surveyed to gauge understanding of water quality importance and testing, and intent to make a positive behavior change. In 2019, Project Director, Dr. Andrea Kealoha gave a presentation at the Joint Government Conference, which brings together Maui's Water Quality Stakeholders (government, industry and community). The presentation included information on the goals and objectives of the USDA Ka Wai Ola grant, specifically as it relates to student and community educational and training opportunities offered by the grant. We also discussed opportunities for collaboration between the college and government agencies for increasing water quality awareness. Dr Kealoha also presented on activities and accomplishments of the grant, as well as services offered by the new water quality lab, through two more presentations in 2021. The first invited presentation was through UH Manoa's Water Resources Research Center?Ike Wai Seminar Series. The primary audience of this presentation was academics in water and environmental sciences. The second presentation was invited by Sierra Club Maui, and had a larger audience that consisted of community members and volunteers interested in water quality issues and concerns on Maui. The presentations given throughout the course of this grant have stimulated productive collaborations between our water qualitylab andcommunity, industry, academia and NGO partners. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Ka Wai Ola: The Living Waters of Maui, addresses water-quality concerns in watersheds and our ocean. The project established Maui's only water-quality laboratory that serves the needs of our community, students and ecosystems, and supports project activities. Through this grant, we have developed curriculum for and offered, 1) a leadership program (Water Warriors) for college students to gain undergraduate research experience in water quality, 2) the Science Lab Technician Certificate, which includes three new courses, 3) four noncredit Water-Quality Testing (WQT) modules for adult learners and 4) the Science LabTech Summer Bridge for high school students. This innovative project spans multiple Food, Agriculture, Natural resources, and Human science (FANH) disciplines from medical lab technicians to agriculture to conservation of watersheds and the ocean, and particularly focuses on the recruitment and education of Native Hawaiian students. GOAL 1:Build Water Warrior Student Leadership Program, with a focus on Native Hawaiian leaders, to promote water quality and conversation through community extension education Goal 1 Objectives and Related Efforts 1.a.20 students will complete the Water Warrior Student Leadership Program Fall 2019-Spring 2020; 50% will be Native Hawaiian 16 students completed the Water Warriors program. In Fall 2019, 25% of the students were Native Hawaiian, but this number increased to 50% Native Hawaiian participation in Spring 2020. 1.b.10 community extension education presentations on water-related topics; 75% of attendees will indicate intent to change behavior Students worked in groups of three or four (rather than two) in order to increase spatial coverage of their coastal water quality sampling effort. Due to these larger groups,a total of five community extension education presentations were given. Surveys were disseminated to presentation attendees. In Fall 2019, 93% of attendees indicated that they intend to make a positive behavior change in relation to water quality and conservation issues and this number increased to 100% in Spring 2020. 1.c.75% of student leaders will report additional leadership activities in related areas by the end of the semester-long course 100% of students reported taking on a leadership role in Fall 2019 and ~90% of students reported taking on a leadership role in Spring 2020. One Native Hawaiian student from the Fall 2019 cohort went on to teach water quality education for a non- profit with an after-school program for Native Hawaiian high-school students, thus showing exemplary leadership skills developed through Water Warriors. A Native Hawaiian student from the Spring 2020 cohort now has a job conducting water quality testing through a consulting firm, and another Hawaiian student works under the state's Division of Aquatic Resources. The Water Warriors program was successful in developing leaders in environmental stewardship and preparing students for careers related to natural resource management. GOAL 2:Recruit Native Hawaiian high school students into FANH postsecondary education Goal 2 Objectives and Related Efforts 2.a.Collaborate with at least 3 Native-Hawaiian serving schools and/or programs serving high schools students for recruitment pipeline Outreach was conducted through Kamehameha Schools (a private school for Native Hawaiian students), Hawaiian Immersion programs, and all Maui County public high schools (King Kekaulike, Baldwin, Maui High and Lahainaluna). In total, we collaborated with 6 Native Hawaiian serving institutions on recruitment. 2.b.24 high school students will complete the Science LabTech Summer Bridge; 50% will be Native Hawaiian The 2019 summer bridge program served 12 students, in which 42% were Native Hawaiian. The 2020 summer bridge was postponed until 2021 due to COVID. In 2021, 10 students completed the summer bridge program and 70% were Native Hawaiian. The program limited the number of students to 10, due to gathering restrictions associated with COVID. 2.c.60% of the Science LabTech Summer Bridge completers will indicate interest in pursuing FANH degrees A post-questionnaire was given by the evaluation team to both cohorts of students. Upon completion of the 2019 course, 75% of students were inspired to pursue a related degree in the FANH field. In summer 2021, 71% of students indicated that they plan to pursue a degree or career in FANH. The Science LabTech Summer Bridge program was successful in fulfilling this objective and we believe the experience will lead to more Native Hawaiian students within the FANH sciences GOAL 3: Develop Science Lab Technician Certificate Goal 3 Objectives and Related Efforts 3.a.Collaborate with at least 4 local industries to develop Science Lab Technician Certificate Advisory Council members informed initial curriculum topic development and the project worked with local industry partners to align with workforce training needs. 3.b.Create 3 courses for the Science Lab Technician Certificate The water quality lab was established in July 2019 and curriculum for three courses were developed by faculty and approved by the curriculum committee. UHMC also approved the certificate program. The three courses developed were, 1) Introduction to Science Lab Techniques (SCI 165L), 2) Environmental Testing Lab (SCI 265L), and 3) Introduction to Biotech (BIO 152L). 3.c. 15 students will complete the Science Lab Technician Certificate; 50% will be NH Initial recruitment for the Science Lab Tech courses was challenging, and the project was extended in order to pursue completion of this objective. By the project end, two students completed the Science Lab Tech Certificate, and neither of the students were Native Hawaiian. The COVID crisis caused a reduction in college enrollment, and classes that required in person training (such as these) were particularly difficult to recruit for. UH Maui College will continue to offer this certificate to students and hopes to graduate more students through the program in the future. GOAL 4:Create noncredit Water-Quality Testing (WQT) modules with matriculation agreement for college credit to the Science Lab Technician Certificate Goal 4 Objectives and Related Efforts 4.a.Collaborate with at least 4 local related industries to develop noncredit WQT modules The module's curricula were developed in collaboration with four local related industries, including drinking water (Maui County Water Department), coastal ocean (Maui Ocean Center), aquaponics (Kulahaven Farms) and agriculture (UH's College of Tropical Agriculture and Human Resources, and Soil and Water Conservation District Program). 4.b.Create the related industry-aligned noncredit WQT modules, to include matriculation to Science Lab Technician Certificate We have determined that matriculation from the noncredit WQT modules to the Science Lab Technician Certificate is not the best segway into the certificate program since the program requires several prerequisites. 4.c. Collaborate with at least 3 organizations to recruit adult learners into the noncredit WQT modules We recruited for adult learners through multiple Native Hawaiian and local organizations (Kamehameha Schools Community Development Group, Kamehameha Schools alumni, Sustainable Living Institute of Maui). We also targeted industry (Maui Ocean Center and College of Tropical Agriculture and Human Resources- Extension) and Non-governmental organizations involved in water quality (Maui Nui Marine Resource Council, Hui O Ka Wai Ola, Pacific Whale Foundation). In total, we collaborated with 8 organizations to recruit adult learners. 4.d. 30 students will complete WQT modules by grant end; 50% of completers will be Native Hawaiian 38 adult students completed the WQT modules, exceeding the goal of 30 students. 13% of completers were Native Hawaiian and 21% were Pacific Islander, Native Hawaiian and/or Native American.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
Kealoha AK, Hokoana L, Calder S. Irwin S. Ka Wai Ola: Living Waters of Maui (2019). 5th Joint Government Water Conference. Maui, HI
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2021
Citation:
Kealoha, Andrea. Building Capacity for Water Quality Monitoring on Maui. Ike Wai Spring Seminar Series, Water Resources Research Center
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2021
Citation:
Kealoha, Andrea. Building Capacity for Water Quality Monitoring on Maui. Sierra Club Maui.
|
Progress 09/01/19 to 08/31/20
Outputs
Target Audience:Target audiences in the reporting period included UHMC students, including those of Native Hawaiian descent, community members and Native Hawaiian high-school students on Maui (e.g., Kamehameha School, King Kekaulike, Maui High School, Lahainaluna, Baldwin). Changes/Problems:Due to COVID-19, the 2020 summer bridge program was delayed until summer 2021. If gathering restrictions are lifted by then, we are confident that we will successfully complete Goal 2 objectives by the project end date. The implementation of Goal 3 (Science Lab Technician certificate) was delayed due to the course approval processes. In general, it has been difficult to recruit students into the certificate program, especially with a 50% Native Hawaiian participation rate.However, COVID-19 has further exacerbated our efforts since classes are now online for Fall 2020. We are able to offer face-to-face courses with small class sizes. Therefore, we expect two students to complete the certificate program, instead of the15 students we originally planned for. What opportunities for training and professional development has the project provided?Training activities: The project provides several new college credit courses and a certificate program. Water Warriors was offered in Fall 2019 and Spring 2020. This water quality research course provides students with skills to plan, develop, implement and communicate a research project related to water quality. They are also paired with marine science experts and learn water quality analysis as it relates to chemical, physical and biological water quality indicators. The Science Lab Technician certificate program began in Spring 2020, with the first of three classes offered (BIO 152L). The next two courses (SCI 265L and SCI 165L) are offered Fall 2020, and will introduce students to general laboratory techniques, environmental field testing, and laboratory analyses for environmental samples. How have the results been disseminated to communities of interest?Two cohorts of students in Water Warriors (Fall 2019 and Spring 2020) presented the results of their coastal water quality research to community members. The first group of presentations wereat the Maui Ocean Center and the second group of presentations were conducted online via zoom. In total, five presentations were given. Following these presentations, audience members were surveyed to gauge understanding of water quality importance and testing, and intent to make a positive behavior change. What do you plan to do during the next reporting period to accomplish the goals?Goal 1: The Water Warriors program is complete. Goal 2: The summer 2020 bridge program has been postponed until summer 2021, due to gathering restrictions as a result of COVID-19. We will begin recruitment efforts in spring 2021. Our outreach efforts were successful in recruiting 42% Native Hawaiian participation in the first summer bridge, and we plan to recruit through these same pipelines for the next summer bridge. Goal 3: Two of the courses for the Science Lab Tech certificate program will be offered in Fall 2020. One of the students will need to take BIO 152L in Spring 2021, since she was unable to enroll for the course in Spring 2020. Recruiting for the certificate program has been challenging, especially under COVID-19 restrictions. These restrictions force smaller class sizes, since larger classes must be held online. The courses offered as part of the Science Lab Tech certificate program require face-to-face meetings in the lab and in the field. Goal 4: This goal is complete.
Impacts
What was accomplished under these goals?
Ka Wai Ola: The Living Waters of Maui,address water-quality concerns--watersheds, agriculture, ocean--through establishing a Maui-based water-quality analysis laboratory, Science Lab Technician Certificate, noncredit Water-Quality Testing (WQT) modules, as well as recruitment (Science LabTech Summer Bridge) and a leadership program (Water Warriors) for Native Hawaiian students to improve water quality and conservation of limited water resources. This innovative projec spans multiple Food, Agriculture, Natural resources, and Human science (FANH) disciplines from medical lab technicians to agriculture toconservation of watersheds and ocean, and reaches new populations, such as Native Hawaiian adult learners, by providing noncredit modules. Project lead, UHMC Chancellor Lui Hokoana, along with the Key Personnel Team established the Water Quality Lab in Fall 2019 to support project activities. The project uses four approaches to address these needs. First, the Water Warrior Student Leadership program trained 16 students on water quality testing, science communication and leadership development. The student leaders completed research projects, technical papers, and provided community outreach presentations to inform the community about water quality and sustainability issues. Second, the project has focused on recruiting Native Hawaiian students, forming partnerships with Native Hawaiian-serving programs, schools, and organizations. The Science LabTech Summer Bridge program, which introduces students to water quality testing, laboratory techniques and related careers, has been successful in recruiting 50% Native Hawaiian participation. Third, The University of Hawaii Maui College (UHMC) has created a Science Lab Technician Certificate. Finally, UHMC offered noncredit Water-Quality Testing Modules to address local water testing needs and include underserved populations, such as Native Hawaiian adult learners. GOAL 1:Build Water Warrior Student Leadership Program, with a focus on Native Hawaiian leaders, to promote water quality and conversation through community extension education Goal 1 Objectives and Related Efforts 1.a.20 students will complete the Water Warrior Student Leadership Program Fall 2019-Spring 2020; 50% will be Native Hawaiian Efforts: 16 students completed the Water Warriors leadership Program in Fall 2019 and Spring 2020.~25%of students were Native Hawaiian in Fall 2019, and this number increased to 50% Native Hawaiian participation in Spring 2020. 1.b.10 community extension education presentations on water-related topics;75% of attendees will indicate intent to change behavior Efforts: In groups of 2, student leaders provide community extension education presentations as the final course outcome Survey to extension presentation attendees on intent to change behaviors Students worked in groups of three or four in order to increase spatial coverage of their coastal water quality sampling effort. Due to these larger groups. a total of five community extension education presentations were given. Surveys were disseminated to presentation attendees. In Fall 2019, 93% of attendees indicated that they intend to make a positive behavior change in relation to water quality and conservation issues and this number increased to100% in Spring 2020. 1.c.75% of student leaders will report additional leadership activities in related areas by the end of the semester-long course Efforts: Leadership training includes experiential community interaction, education, and extension Identification of leadership opportunities during course 100% of students reported taking on a leadership role in Fall 2019 and ~90% of students reported taking on a leadership role in Spring 2020. One Native Hawaiian student from the Fall 2019 cohort went on to teach water quality education for a non-profit with an after-school program for Native Hawaiian high-school students, thus showing exemplary leadership skills developed through Water Warriors. GOAL 2:Recruit Native Hawaiian high school students into FANH postsecondary education Goal 2 Objectives and Related Efforts 2.a.Collaborate with at least 3 Native-Hawaiian serving schools and/or programs serving high schools students for recruitment pipeline Efforts: Outreach to Kamehameha Schools (Native Hawaiian-serving school), N? Pua No'eau (NH pre-college program), and Hawaiian Immersion program Outreach was conducted through Kamehameha Schools, Hawaiian Immersion, and Native Hawaiian students within all high schools (King Kekaulike, Baldwin, Maui High and Lahainaluna) on Maui. In total, we collaborated with 6 Native Hawaiian serving institutions on recruitment. 2.b.24 high school students will complete the Science LabTech Summer Bridge; 50% will be Native Hawaiian Efforts: Enroll 12 students each in Summers 2018 and 2019 through NH outreach efforts Overview FANH disciplines: lab tech, biology, chemistry, water-quality, physical science Due to COVID-19 restrictions on gathering, the summer bridge program is postponed until Summer 2021. 2.c.60% of the Science LabTech Summer Bridge completers will indicate interest in pursuing FANH degrees Efforts: Overview of postsecondary FANH programs in the UH system and potential careers Referral to programs that provide support in completing college admissions and financial aid applications Due to COVID-19 restrictions on gathering, the summer bridge program is postponed until Summer 2021. GOAL 3: Develop Science Lab Technician Certificate Goal 3 Objectives and Related Efforts 3.a.Collaborate with at least 4 local industries to develop Science Lab Technician Certificate Efforts: Advisory Council meetings to include key industry stakeholders to inform curriculum development Advisory Council members informed initial curriculum topic development and the project is working with local industry to align with workforce training needs. 3.b.Create 3 courses for the Science Lab Technician Certificate Efforts: Establish and equip Water Analysis Lab Curriculum developed by Co-PIs and UHMC approved The water quality lab was established in July 2019 and curriculum for the three courses have been developed by faculty. UHMC approved the certificate program. 3.c. 15 students will complete the Science Lab Technician Certificate; 50% will be NH students Efforts: Certificate promoted through summer bridge, UHMC, NH pipelines, and noncredit SCI 190 offered Fall 2019 and SCI 290 Spring 2020 The projectreceived a no-cost extension to allow for extra time to get the certificate program approved by UHMC curriculum and recruit students. The first course was offered in Spring 2020, and the next two courses will be offered in Fall 2020 and Spring 2021. Given the COVID crisis, it has been difficult to recruit students into the certificate program. Furthermore, these classes are labs that require hands-on education and face-to-face meetings which forces smaller class sizes. Currently, two students are enrolled in the certificate program for Fall 2020. GOAL 4:Create noncredit Water-Quality Testing (WQT) modules with matriculation agreement for college credit to the Science Lab Technician Certificate Goal 4 was completed in last year's progress report.
Publications
|
Progress 09/01/18 to 08/31/19
Outputs
Target Audience:Target audiences in the reporting period includedNative Hawaiian high-school students on Maui (e.g., throughKamehameha Schools, King Kekaulike, Maui High School, Baldwin High School, Lahainaluna, Project STEMulate, Upward Bound), Native Hawaiian students attending University of Hawaii at Maui College, and Native Hawaiian adults through community groups (e.g., Kamehameha Schools Community Development Group, Kamehameha Schools alumni, Sustainable Living Institute of Maui). We also targeted industry (e.g., Maui Ocean Center) and NGO's involved in water quality (e.g., Maui Nui Marine Resource Council, Hui O Ka Wai Ola, Pacific Whale Foundation). Changes/Problems:A change of approach was made in a decision to not work towards matriculating noncredit modules to credit. While this was hoped to be a way to reach and interest Native Hawaiian adult learners in the credit component, many of the adult learners were either already employed in a FAHN area and/or taking the module for personal development. Moreover, if the noncredit modules transferred, not taking the regular Intro to Science Lab Technician course would disadvantage students as they progressed in the certificate courses. The project feels the noncredit modules were a benefit by offering training in Water Quality Testing to promote conservation and stewardship of this limited resource. The major challenge has been recruiting 50% Native Hawaiian participation, specifically for the college credit and non-credit courses. The Project Team acknowledges that this percentage may have been ambitious as UH Maui College's overall enrollment of Native Hawaiian students is 34% (UH System Institional Research & Analysis Office, Fall 2018) and 28% of the general population in Maui County is Native Hawaiian (Hawaii Data Book 2018). Of note, UH Maui College also sees a gap in STEM enrollment, whereas only 22% of STEM majors are Native Hawaiian (Insitutional Research Office Report, Fall 2019). We will continue recruiting efforts through Native Hawaiian groups and organizations, and will seek additional Native Hawaiian pipelines for future recruitment efforts. The project staff will workdirectly with student support service programs, especially those serving Native Hawaiian students (e.g., Ka Hikina O Ka La, Muo Ae, Upward Bound, Pai Ka Mana, and Project STEMulate). What opportunities for training and professional development has the project provided?Training activities: The project has provided two new college credit courses. The first is Water Warriors, which is a water quality research course. The students learn how to plan, develop and implement a research project. They are also paired with marine science experts and learn water quality analysis as it relates to chemical, physical and biological water quality indicators. The second college credit course is Intro to Science Lab Techniques, where students gain general skills necessary to work in a lab. The current student enrolled in the course is also receiving one-on-one training in UHMC's new water quality lab. Professional development: Through the non-credit water quality modules, this project has provided professional development for conservation group members, conservation organization employees and government employees. For example, volunteers for coastal water quality monitoring enroll to learn about ocean water testing methods and policies. Additionally, several of our students have used the course as a training requirement to maintain water treatment and distribution licenses. How have the results been disseminated to communities of interest?A presentation was given at the Joint Government Conference, which brings together Maui's Water Quality Stakeholders (government, industry and community). The presentation included information on the goals and objectives of the USDA Ka Wai Ola grant, specifically as it relates to student and community educational and training opportunities offered by the grant. We also discussed opportunities for collaboration between the college and government agenciesfor increasing water quality awareness. Kealoha AK, Hokoana L, Calder S. Irwin S. Ka Wai Ola: Living Waters of Maui (2019). 5th Joint Government Water Conference. Maui, HI What do you plan to do during the next reporting period to accomplish the goals?Goal 1: The first class of theWater Warriors Leadership Program will continue through the fall semester and culminate with a research paper and community presentation, in which attendees will be surveyed on intent to change behavior. The second class will be offered Spring 2020, and we will be increasing recruitment efforts aimed atNative Hawaiian students. Additional recruitment efforts will include presentations and announcements in related courses by the PI or CoPIs as well as working directly with student support service programs, especially those serving Native Hawaiian students (e.g., Ka Hikina O Ka La, Muo Ae, Upward Bound, Pai Ka Mana, and Project STEMulate). Goal 2: We will begin recruitment efforts for the second summer bridge program in Spring 2020. Our outreach effortswere successful in recruiting 42% Native Hawaiian participation in the first summer bridge, and we plan to recruit through these same schools, groups and organizations. Goal 3: We will contine to recruit students into the Science Lab Technician certificate program. The curriculum for the two Spring 2019 classes will be developed over the fall semester.An Advisory Council meeting is planned for Spring 2020 for feedback on the curriculum, project activities, and progress. Due to course approval processes, the project was required to recruit while concurently developing courses (that were not listed in the available courses) and the program was new for students. In the second year, the project will have increased time to recruit students.Additional recruitment efforts will include presentations and announcements in related courses by the PI or CoPIs as well as working directly with student support service programs, especially those serving Native Hawaiian students (e.g., Ka Hikina O Ka La, Muo Ae, Upward Bound, Pai Ka Mana, and Project STEMulate). Goal 4: We have completed this goal.
Impacts
What was accomplished under these goals?
Water is one of our most precious resources, especially on Maui. However, our water resources are fragile and limited. Managing these resources in response to the stressors that come with a growing population and increased human pressures is challenging. Over the reporting period, we began implementing all project goals andobjectives. This project addresses water quality conservation challenges on Maui by providing education and training in FANHto students and community members, and particularly encourages Native Hawaiian participation. GOAL 1:Build Water Warrior Student Leadership Program, with a focus on Native Hawaiian leaders, to promote water quality and conservation through community extension education 1.a.20 students will complete the Water Warrior Student Leadership Program Fall 2019-Spring 2020; 50% will be Native Hawaiian Efforts: Develop recruitment pipelines with Native Hawaiian-serving programs Offer Water Warriors program--Undergraduate Research Experience (SCI 295) with leadership training We are currently offering the first cohort of Fall 2019 Water Warrior Leadership program, and have focused recruitment on Native Hawaiian students. 8 students are enrolled in the course and our evaluation team has developed a mid-semester questionaire that will summarize Native Hawaiian participation and gauge leadership development. The questionaire will be given in Oct 2019. 1.b.10 community extension education presentations on water-related topics; 75% of attendees will indicate intent to change behavior Efforts: In groups of 2, student leaders provide community extension education presentations as the final course outcome Survey to extension presentation attendees on intent to change behaviors Students are analyzing the results of their water quality projects and developing their community presentations, which will be given in Nov 2019 at the Maui Ocean Center. Attendees will be given a questionaire on intent to change behavior. 1.c.75% of student leaders will report additional leadership activities in related areas by the end of the semester-long course Efforts: Leadership training includes experiential community interaction, education, and extension Identification of leadership opportunities during course Students are being encouraged to interact with the communities in their research area, as well as take on a leadership component and role in their groups. The evaluation team will assess leadership activities at the end of the semester. GOAL 2:Recruit Native Hawaiian high school students into FANH postsecondary education 2.a.Collaborate with at least 3 Native-Hawaiian serving schools and/or programs serving high schools students for recruitment pipeline Efforts: Outreach to Kamehameha Schools (Native Hawaiian-serving school), NaPua No'eau (NH pre-college program), and Hawaiian Immersion program Outreach was conducted through Kamehameha Schools, Hawaiian Immersion, and Native Hawaiian students within all high-schools (King Kekaulike, Baldwin, Maui High and Lahainaluna)on Maui. In total, we collaborated with6 Native Hawaiian serving institutions on recruitment. 2.b.24 high school students will complete the Science LabTech Summer Bridge; 50% will be Native Hawaiian Efforts: Enroll 12 students each in Summers 2018 and 2019 through NH outreach efforts Overview FANH disciplines: lab tech, biology, chemistry, water-quality, physical science The first summer bridge 2019 was offered and 12 students were enrolled.An overview of FANH disciplines was provided.A post-questionaire was given by the evaluation team and 42% were Native Hawaiian. 2.c.60% of the Science LabTech Summer Bridge completers will indicate interest in pursuing FANH degrees Efforts: Overview of postsecondary FANH programs in the UH system and potential careers Referral to programs that provide support in completing college admissions and financial aid applications A post-questionaire was given by the evaluation team.Upon completion of the course, 75% of students were inspired to pursue a related degree in the FANH field. The Science LabTech Summer Bridge program was successful in fulfilling this objective and we believe the experience will lead to more Native Hawaiian students within the FANH sciences. GOAL 3: Develop Science Lab Technician Certificate 3.a.Collaborate with at least 4 local industries to develop Science Lab Technician Certificate Efforts: Advisory Council meetings to include key industry stakeholders to inform curriculum development Advisory Council members informed initial curriculum topic development andthe project is working with local industry toalign with workforce training needs. 3.b.Create 3 courses for the Science Lab Technician Certificate Efforts: Establish and equip Water Analysis Lab Curriculum developed by Co-PIs and UHMC approved The Water Quality Lab has been established and is being used as an education tool to fulfill the goals and objectives in this grant. The first coursefor the Science Lab Technician Certificate is being offered this Fall 2019 semester. Curriculum for the next two classes are being developed andwill be offered Spring 2019. UHMC has approved both the class curriculum and certificate program curriculum. 3.c. 15 students will complete the Science Lab Technician Certificate; 50% will be NH students Efforts: Certificate promoted through summer bridge, UHMC, NH pipelines, and noncredit SCI 190 offered Fall 2019 and SCI 290 Spring 2020 Although we have heavily recruited for students into the certificate program, we currently have one studentenrolled, and the student is not Native Hawaiian. We will enhance recruitment efforts through the fall semester. GOAL 4:Create noncredit Water-Quality Testing (WQT) modules with matriculation agreement for college credit to the Science Lab Technician Certificate 4.a.Collaborate with at least 4 local related industries to develop noncredit WQT modules Efforts: Hold Advisory Council meetings to include key stakeholders in water testing needs to inform curriculum development The WQT modules consisted of four classes, each focusing on a particular water quality subject. The classes were developed and taught by 4 experts in local related industries (agriculture, aquaculture/aquaponics, drinking water, ocean). The Advisory Council provide guidance on topics during initial proposal development and will provide feedback at the upcoming meeting. 4.b.Create the related industry-aligned noncredit WQT modules, to include matriculation to Science Lab Technician Certificate Efforts: Establish and equip Water Analysis Lab Curriculum developed with Co-PIs, informed by key stakeholders on community needs We have determined that matriculation from the noncredit WQT modules to the Science Lab Technician Certificate is not the best segway into the certificate program since the program requires several prerequisites. 4.c. Collaborate with at least 3 organizations to recruit adult learners into the noncredit WQT modules Efforts: Promote program through relevant paths (NH Chamber of Commerce, extension education, Hawaii Farmers Union United, nonprofits, NPDES permit holders) We recruited for adult learners through multiple NH and local organizations (e.g., Kamehameha Schools Community Development Group, Kamehameha Schools alumni, Sustainable Living Institute of Maui). We also targeted industry (e.g., Maui Ocean Center) and Non-governmental organizations (NGOs)involved in water quality (e.g., Maui Nui Marine Resource Council, Hui O Ka Wai Ola, Pacific Whale Foundation). 4.d. 30 students will complete WQT modules by grant end; 50% of completers will be Native Hawaiian Efforts: Noncredit WQT modules promoted through OCET brochures; offered Summer 2019, Fall 2019, Spring 2020, & Summer 2020 A total of 38 students attended the WQT modules. 13% were Native Hawaiian and 21% were Pacific Islander/Native Hawaiian/Native American.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Kealoha AK, Hokoana L, Calder S. Irwin S. Ka Wai Ola: Living Waters of Maui (2019). 5th Joint Government Water Conference. Maui, HI
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