STEM Grants

Currently, the majority of the funding for the KapCC STEM Program comes from various federal grants. These grants not only provided the funds to initiate the birth of the KapCC STEM Program, but they have also helped the program grow into what it has become today. These funds help to pay for numerous activities, such as student worker positions, faculty & staff salaries, and student projects, just to name a few.

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Community College Undergraduate Research Initiative

Visit the official CCURI website

About CCURI
The latest available statistics (2007) from the American Association of Community Colleges (AACC) reported that an estimated 11.6 million students were enrolled at a community college (7.3 full-time). These numbers account for about half of the U.S. postsecondary student population. These large enrollment numbers highlight the increasing impact that community colleges are having on the education of postsecondary students in the United States. The characterization of the reform of undergraduate science education has been extensive, and reports from a variety of organizations have converged on some common features. Central to the reform movement is the idea that learning science should be an active endeavor that focuses on science as a process. Conceptual understanding of scientific principles can be enhanced through inquiry-based instruction and problem-based learning (PBL) strategies. The reform should involve the integration of an undergraduate research experience as early as is practical in the education of science, technology, engineering and math (STEM) students. In addition, the reform must have a well-defined strategy of assessment that involves a process of evaluation tailored to the specific mission and student demographic of the institution.

Taken together, it is clear that the community college must take a leadership position in implementing a reform effort that involves the integration of inquiry-based instructional models and undergraduate research. The Community College Undergraduate Research Initiative (CCURI) at Finger Lakes Community College (FLCC) is prepared to lead this reform nationally over the next four years.

Undergraduate Research
The CCURI model of incorporating undergraduate research (UR) into community college curricula involves engaging students from the moment they enter the classroom. The model employs a case study method of instruction in freshman coursework. The CCURI writing team develops cases that instructors can use to teach basic scientific concepts within the context of an ongoing research project. Students are then given a opportunity to explore those projects as either a CURE (Course Undergraduate Research Experience), a SURE (Summer Undergraduate Research Experience) or PURE (Program Undergraduate Research Experience). The growing CCURI network has become a rich source of collaboration on both the curricular and research side of the CCURI model. This network represents the third level of the CCURI model. In this level, students are connected to research opportunities and opportunities to transfer their experience to a four-year institution as they continue to pursue their STEM career.

FIREUP: Faculty Integration, Research, and Engagement in Urban Polynesia

Kapi‘olani Community College, University of Hawaii, benefits greatly from two National Science Foundation grants funded by the Directorate for Education and Human Resources. Since fall 2005, the College has witnessed a substantial increase in STEM student enrollment: Some 285 students, 185 of whom are Native Hawaiian, are being advised about STEM degree pathways, enrolled in STEM transfer courses, and taking advantage of peer mentoring, recitation, and undergraduate research opportunities in the College’s STEM Learning Center, built with $1.6 in USDE Title III funds in 2006-07.

Recognizing that our continued success is contingent upon building a formal and institutionalized “STEM enterprise” and developing more engaged STEM faculty who can offer compelling courses as well as mentor students in undergraduate research, the College proposes to create the organizational, administrative and programmatic excellence and infrastructure needed to support such an enterprise. Our long-term goals, therefore, are to: 1) institutionalize, improve and sustain a formal STEM enterprise; and 2) increase the number of STEM faculty engaged in producing more Native Hawaiian and other STEM degree completers. This I3 project will integrate faculty innovation within a formal, sustained, always improving STEM Program tied closely to the strategic and long range directions of the College.

Intellectual Merit: The proposed activities are designed to increase synergy across NSF-funded projects, and expand, deepen, and sustain their impact at Kapiolani, an urban community college with student populations underserved in STEM research and education. Faculty development activities are derived from comprehensive literature research on effective STEM pedagogies, site visits to best practice campuses, and participation in Quality Education for Minorities and NSF-SENCER. The College integrates potentially transformative undergraduate research into Engineering, Ecology, Biotechnology, and Human Physiology transfer pathways and will assess student learning using methodologies adapted from participation in two national eportfolio research coalitions. The College also provides national leadership, in collaboration with ACE and the Carnegie Foundation, on strategies to move innovation from the margin to the mainstream of institutional purpose and function. The project team has an excellent performance recordin prior work and strong institutional funding and in-kind support.

Broader Impacts: The College is situated at the nexus of STEM education in Hawaii’s public schools and STEM research at the UH Mānoa and Hilo campuses. Partnering with the six other UH community colleges, State departments responsible for public education and economic development, and private sector investors, the College is preparing underserved students for STEM careers in a globally competitive economy. As an active partner in Hawai‘i EPSCoR, the College links its 4 degree pathways with Hawai‘i EPSCoR’s three focal areas to prepare students for future research careers. Proposed activities strengthen existing partnership and build Hawaii’s statewide infrastructure for education and research. The project has a strong evaluation and dissemination plan, building on growing STEM partnerships with State departments, UH campuses, LSAMP institutions in the American-affiliated Pacific, and national organizations. Proposed activities will advance Hawaii’s ability to diversify it economy and sustain its Oceanic environment.

HSGC: Hawai‘i Space Grant Consortium

The Hawai‘i Space Grant Consortium (HSGC) expands educational opportunities for University of Hawai‘i undergraduates by awarding fellowships and traineeships in fields that are relevant to NASA’s goals. Two levels of support, fellowship or traineeship, are offered depending on the skill, knowledge level, and time commitment of the student. We support the national Space Grant agenda to help prepare the future generation of space scientists and engineers, and to increase the understanding and development of space. U.S. citizenship is required for consideration as a fellow or trainee.

Fields relevant to NASA’s goals are mainly those in science, technology, engineering, math, and education that are focused on studying the Earth from space, exploring our Solar System and the universe beyond, understanding the potential for life elsewhere, understanding how life responds to space, creating a more secure, efficient, and environmentally friendly air transportation system, inspiring students to pursue careers in science, technology, and mathematics, and engaging the public in shaping and sharing the experience of space exploration and discovery.

For more information on the HSGC, please visit the Fellowships and Traineeships page on the HSGC website. There, you can find more information on the HSGC, past and present applicants, as well as the various funding opportunities they offer.

LSAMP: Louis Stokes Alliances for Minority Participation

This program is aimed at increasing the quality and quantity of students successfully completing science, technology, engineering and mathematics (STEM) baccalaureate degree programs, and increasing the number of students interested in, academically qualified for and matriculated into programs of graduate study. LSAMP supports sustained and comprehensive approaches that facilitate achievement of the long-term goal of increasing the number of students who earn doctorates in STEM fields, particularly those from populations underrepresented in STEM fields. The program goals are accomplished through the formation of alliances. Phase I awards place emphasis on aggregate baccalaureate production. Phase II awards augment the Phase I emphasis with attention to individual student retention and progression to baccalaureate degrees. Phase III awards augment the Phase I and Phase II with attention to aggregate student progression to graduate school entry.

For more information on the LSAMP Program, please visit the LSAMP page on the National Science Foundation (NSF) website. There, you can download official program documents, view past LSAMP related events, and more.

Pre-Engineering Education Collaborative

Kapi‘olani Community College, University of Hawai‘i (UH) System proposes to develop “Hawaii’s Pre-Engineering Education Collaborative” (PEEC) that will support 155 Native Hawaiian (NH) students (females, males, and students with disabilities) pursuing and completing baccalaureate degrees at the UH Mānoa College of Engineering (UHMCOE). Since 2006, the UHMCOE has accepted a total of 117 transfer students from the four participating community colleges and UH Maui College (UH MC): Kapi‘olani (50), Leeward (51), Honolulu and Windward (4 each), UH MC (8).
Goal 1: A Quality Pre-Engineering Core Curriculum that prepares NH students for success in progressively higher level courses in their Engineering education, effectively integrating Calculus, and that is available online in every semester during the project and beyond.
Goal 2: A Community of Practice in Engineering connecting NH students, mentors, and undergraduate researchers with nurturing advising, structured cohort experiences, quality curriculum, faculty/researchers, and community partners, through funded positions for students, increased engagement with engineering issues and industries, and online communication strategies.

Activities

  • Faculty leaders in PEEC will review pre-engineering course success rates for NH students, and improve existing and new courses by integrating technology, service, peer mentoring, research, and internship opportunities, preparing NH students for Engineering degree completion and careers in Hawaii.
  • Develop one new course Engineering 100, Introduction to Engineering, and one existing course, Physics 272, General Physics 2, for online delivery.
  • Integrate key concepts from “Introduction to Engineering Design” (ME 213), and student projects from “Junior/Senior Engineering Design” (ME 481-482), into successive NH Summer Engineering Experiences (SEE).
  • Develop three SEE that anchor NH cohorts for successful transfer, degree completion, and careers.
  • Increase and strengthen recruitment and engagement (service, peer mentoring, undergraduate research, renewable energy and sustainability projects) opportunities for NH students.
  • Increase NH student engagement with each other and key stakeholders: NH scientists, community experts, UH researchers, local industry, and federal, state, and county government partners.

Outcomes

  • 170 NH students complete 6 week Summer Engineering Experiences at KCC, UH MC, and UHMCOE.
  • 50 students complete the ASNS degree in Physical Sciences at KCC.
  • 155 students complete all of a shared 39-credit pre-engineering core curriculum and transfer.
  • 124 NH students complete UHMCOE Bachelor of Science degree (80% completion rate).
  • Improved Pre-engineering core curriculum available online to all ten UH campuses and beyond.
  • Hawaii’s PEEC curriculum, support and engagement strategies disseminated statewide and nationally.
  • Hawaii’s PEEC partnerships for sustainability established, program expanded to all UH campuses.

Intellectual Merit: The proposed program implements a comprehensive, six-campus strategy that combines a shared 39-credit pre-engineering curriculum, offered totally online, with best practice student cohort support services and engaged learning opportunities across a continuum of “routine to adaptive expertise” preparing NH engineers to redesign their communities and futures in Hawaii. Post-transfer, NH students will complete degrees in Civil, Electrical, and Mechanical Engineering and conduct research with faculty from the UHMCOE Renewable Energy and Island Sustainability (REIS) program. Students will also complete REIS internships with industry, and federal, state, and county governments.
Broader Impact: Hawaii’s PEEC will provide evidenced-based practices to help resolve a major national problem for community colleges attempting to develop effective engineering transfer pathways to universities for students underrepresented in STEM. By offering current and developing new physics and engineering courses online, student enrollments in these courses can be consolidated across campuses to make them cost-effective and sustainable for the offering campus. Initially, program activities will support students on O‘ahu and Maui, and ultimately on all major Hawaiian Islands. Lead faculty will broadly disseminate results in Hawaii, the national EPSCoR, and other NSF supported venues (JAMS, QEM, NCUR, SENCER), disciplinary meetings, publications, and major higher education conferences.

STARTUP Scholarship

The KapCC STEM Program is a recipient of the National Science Foundation S-STEM grant. This grant funds scholarships to select students pursuing STEM careers. STEM students may receive up to $3600 per year (in bi-annual increments). A reduced award (up to $1500) is available to exceptional Senior Summer Bridge participants.

Do you qualify?

  • You must be a full-time student pursuing an Associate of Science degree in Natural Science (ASNS) at KapCC. If you are not yet in this degree program you will need to complete a Change of Major Form and a STEM Student Application Form.
  • You must qualify for financial aid. Apply for financial aid online. Be sure to enter KapCC’s school code (001613).
  • You must have completed 12 or more college credits with a GPA of 2.8 or higher (on 4 point scale). If you have fewer than 12 college credits, both your college GPA and your high school GPA must be 2.8 or higher. The Summer Bridge applicants must have a high school GPA of 2.8 or higher.
  • You must qualify for, be enrolled in or have completed Math 135.
  • You must be a US citizen, US national or eligible non-citizen.

How do you apply?

  1. Complete the application form available online at (https://uhsys.scholarships.ngwebsolutions.com). Please submit your application along with the required supporting documents by the deadline. The next deadline will be March 2, 2015.
  2. Complete all of the questions on pages 1-7. These are common questions for all of the scholarships serviced by this website.
  3. Skip to page 11 and and complete the information requested in the section for Natural Science.
  4. Please note that if you are intending to apply for other scholarships serviced by this website, you may be required to answer questions on additional pages. Seek assistance from the appropriate parties.
  5. You will be required to write two essays (page 6 of the online application) in order to be considered for the START-UP scholarship. You may write these in advance and copy/paste your text into the boxes provided. The essays include:
    • Community Service
      Describe your volunteer and community service work. (600 word essay). Please include, if applicable

      • any activities that include volunteer work and community services
      • any services that demonstrate your willingness to contribute or give back to the Hawai‘i community
    • Personal Statement
      Please complete a personal statement. (900 word essay) Please include, if applicable:

      • your educational and career goals
      • current employment
      • any accomplishments, including any honors or awards
      • your personal background, including any highlights, special situations in your life or other information
      • any barriers to you obtaining your educational goals and how you plan to overcome them.

      Please note: there are other essays on page 6 of the application that you can ignore unless you intend to apply for other scholarships that may require them.

  6. Official transcripts are required. They must be post-marked by March 1 and sent to: University of Hawaii, Office for Student Affairs, Attention: UH System Scholarship Committee, 2444 Dole Street, Bachman Hall 109H, Honolulu, HI 96822. If you have fewer than 12 college credits, please submit your high school and college transcripts (if any college credit has been earned). If you have 12 college credits or more, only your college transcript(s) are required.
  7. One letter of recommendation is required from someone who is familiar with your academic abilities and/or external STEM activities. Please note that the online scholarship application asks for two letters of recommendation (page 2). Only one is required for the START-UP scholarship. However, if you intend to be considered for other scholarships serviced by this website, two letters of recommendation will be needed. An electronic letter of recommendation submission process is integrated into the application on page 2. Go there for instructions. There is a tool to manage your recommendation(s) to make sure that a recommendation has been submitted.
  8. It is your responsibility to make sure your required transcript(s) and letter of recommendation are also submitted in a timely fashion.
  9. Once you have submitted the application; and a letter of recommendation and transcripts have been received, all in a timely fashion, your math qualification, degree/major and financial need will be validated using the student information system.

If you are awarded a START-UP Scholarship, what do you have to do retain it?

  • You must remain a full-time student and continue to meet the qualifying criteria indicated above.
  • You must complete surveys when requested for the purpose of collecting data about the impact of the scholarship program.
  • You may be asked to maintain an e-portfolio to record your learning experiences in KapCC’s STEM Program.

Questions?
Contact Dr. Bob Moeng on campus in Koki‘o 202H or contact START-UP Scholarship staff via email (kstartup@hawaii.edu).
 

STEM Scholars

Scientists by necessity, Hawaiians of old held intimate knowledge of their waters, winds, soils, and forests. Complex understanding of water engineering, resource management, ocean science, astronomy, and navigation were traditions of Native Hawaiian excellence in Science, Technology, Engineering, and Mathematics (STEM). However, today Native Hawaiians continue to be conspicuously underrepresented in postsecondary education, particularly in the fields of STEM. STEM Scholars Program at the University of Hawai‘i at Mānoa is striving to change this trend. As both a multifaceted and collaborative program in structure the STEM Scholars Program works with several different college campuses, professional and private sectors throughout the Pacific and the US continent in order to provide students the opportunity to excel academically as well as professionally.

Funded by the United States Department of Education and the National Science Foundation the STEM Scholars Program is required to follow strict guidelines and requirements throughout their granting period, including a program evaluation. Following the Government Performance and Results Act of 1993 (GPRA) the STEM Scholars program have incorporated both formative (and process) and summative (or outcome) evaluation strategies to monitor and document project activities, identify implementation difficulties, and assess outputs and outcomes. The outside evaluation team in charge of performing the evaluation is the Office for Evaluation and Needs Assessment Services (OENAS) at the University of Hawai‘i at Manoa’s Social Science Research Institute (SSRI). Data collected from the evaluation provides feedback and recommendations used in developing a plan of action for future program improvements.

STEPUP: Science Talent Expansion Program in Urban Polynesia

For this NSF-STEP project, Kapi‘olani Community College (the College) envisions a coherent implementation and management plan integrating high school student recruitment and intensive Summer Bridge preparation; intrusive advising, supplemental instruction by peer mentors and undergraduate research in the College’s evolving STEM Learning Center; faculty-student engagement in web-based course strategies and community-based research and service; and e-portfolio and resume development. The College is strongly committed to preparing our diverse island students for transfer to and graduation from four-year institutions and success in STEM Careers.

The projected outcome of the STEP-UP Grant is a diverse, internationally competitive and globally-engaged workforce of scientists, engineers and well-prepared citizens.

Intellectual Merit: The proposed project implements a comprehensive strategy that adapts and integrates research-based best practices with successful campus-based innovations. From 2003 to the present, STEM faculty leaders conducted 17 ethnographic site visits to campuses with strong STEM innovations, researched the STEM minority participation literature, completed Quality Education for Minorities (QEM) training, and participated in AAC&U’s Consortium for Quality Education and NSF-SENCER institutes (See “Site Visits” in Supplementary Document A). From this research-based foundation we intend to advance knowledge on effective high school recruitment and Summer Bridge preparation; effective, multiple uses of an evolving STEM Learning Center and web-based course strategies. Two campus-based innovations will support the implementation and evaluation of these research-based best practices. First, the College’s nationally recognized service-learning program will provide additional opportunities for civically engaged research in diverse schools, communities, and ecosystems. Second, the College’s e-portfolio system will provide assessment data on student outcomes and provide a platform for STEM student degree and career exploration and resume development. The project also builds on and extends successful STEM strategies to high achieving students, especially those of Pacific and Filipino ancestry who are under-represented in STEM fields.

Broader Impact: Recruitment and summer bridge programs extend STEM opportunities to students at six major feeder high schools. The College is establishing an Associate in Science degree with concentrations in Life Science and Physical Science which can be adopted and adapted by other two-year campuses in the University of Hawai‘i system and have statewide impact in producing additional STEM majors and degree completers. STEM undergraduate research pathways will connect students to UH baccalaureate campuses, national research labs and careers in STEM industries. Existing service-learning partnerships will enable students to complete STEM-related research projects that positively impact schools, communities, and ecosystems. Regionally, successful STEM strategies will be shared through faculty and student conference and web-based presentations with 13 other Pacific island colleges through the “Islands of Opportunity: Louis Stokes Alliance for Minority Participation (LSAMP)” grant recently funded by NSF. Nationally, we will share successful STEM strategies, pathways, and degrees through faculty and student presentations at conferences of the League for Innovation in the Community Colleges, the American Society of Electrical Engineers in Honolulu in June 2007, the regional Hawai‘i Space Grant Consortium and Campus Compact and others. The College also provides STEM-related civic engagement training and technical assistance for colleges and universities in ten states per year through Campus Compact.

Roots, Reach, and Resilience

The proposed program, Roots, Resilience, and Reach: Strengthening the STEM Infrastructure at Kapi`olani Community College, will build on the cultural knowledge and experience of our students (roots), support student retention and academic success (resilience), and provide compelling new transfer and career opportunities in their second year (reach). In 2003, the College received a National Science Foundation STEM/TCUP Planning Grant to determine how to achieve this goal. Seventeen faculty and three lead administrators identified barriers to creating a strong STEM infrastructure and identified solutions to overcoming the barriers which are embodied in the five following implementation project goals:

  1. Develop a STEM-focused Running Start and Summer Bridge program for high school juniors and seniors to ensure they arrive at the College ready for Pre-Calculus or Calculus, their first year college experience, and an active learning environment.
  2. Develop a First Year STEM Program that supports new and continuing current students to ensure that they are Calculus-Ready and prepared for STEM courses in their second year.
  3. Develop a Second Year Student Experience Program that supports continuing students to ensure that they are successful in Calculus I and II and STEM major courses.
  4. Create four undergraduate STEM curricular pathways that encourage faculty-student interaction and deepen STEM learning for STEM majors/year prior to university transfer or STEM careers.
  5. Develop and implement A.S. Degrees in Life Science and in Physical Sciences.

We anticipate that the TCUP will stimulate the following “value-added” dimensions to our STEM infrastructure by: (1) strengthening the STEM infrastructure so the College becomes a salient “incubator of science talent” focused on preparing “a diverse, internationally competitive and globally-engaged STEM workforce and well-prepared citizens”; (2) emphasizing STEM opportunities for more Hawaiian students to pursue STEM majors and successfully complete their degrees; (3) enhancing STEM curriculum through four guided pathways to help the Colleges’ students pursue STEM majors and successfully complete their degrees; and (4) expanding STEM outreach programs to improve the preparation of the College’s entering students and enhance their rate of success.

Intellectual merit of the project derives from a strong research foundation developed from 17 ethnographic site visits to campuses with strong STEM innovations, the STEM minority participation literature, Quality Education for Minorities (QEM) training, the knowledge and experience of the College’s STEM faculty, and the College’s impressive national partnerships (See “Site Visits” in Supplementary Document B). From this foundation we intend to advance knowledge on high context teaching and learning for Hawaiian and other underrepresented students (Ibarra), STEM interdisciplinary pathways, service-learning connected to undergraduate research at the two-year college, faculty-driven STEM improvement, evaluation, sustainability and institutionalization.

Broader impacts occur on campus, in the UH system, island-wide, and nationally. On campus, a strong infrastructure for successful STEM transfer and careers for ALL students will be developed. In the UH system, improved articulation and transfer agreements will be developed. Island-wide, active learning partnerships will improve K-12 STEM education, bridge digital divides, and improve both the environment and the STEM workforce. Nationally, we will share successful STEM models with other indigenous-serving and minority-serving institutions, and with the growing number of institutions who are focused on reducing the minority achievement gap in STEM learning, degree completion, and career attainment and advancement.

TCUP Ecological Ahupuaa Monitoring in Urban Polynesia

Project Summary: Kapi‘olani Community College (KCC) is the second largest of 10 public universities and colleges in the University of Hawai‘i (UH) System. A two-year urban institution, we provide high quality liberal arts and 21st century career programs to a diverse population of Native Hawaiian (NH) and multi-ethnic students and communities. KCC bears the name of Queen Julia Kapiolani, whose motto was “Kulia i ka nuu,” — “To Reach for the Highest.” This motto sets the standard for the College’s vision and mission as a learning-centered institution. Likewise, it inspires the proposed TEAM-UP project as we move students progressively to more challenging science, technology, engineering, and mathematics (STEM) levels. This new TEAM-UP proposal focuses on Life Sciences that are grounded in the NH ahupua‘a (ah-who-poo-ah-ah) at its center. An ahupua‘a is a traditional division of land running along the banks of a stream and extending from the mountains to the sea that has been a part of the Hawaiian culture for hundreds of years. It provides an intellectual framework that serves as an excellent touch stone for NH students. This proposal also uses key “building blocks” of NH knowledge, to contextualize the science of Hawaii’s mountain to sea ecosystems. KCC has benefited from previous NSF grants to build a strong STEM infrastructure that integrates the comprehensive, research-based, STEM Student Support and Success System proposed in this TEAM-UP project.

Goals: The project has two goals: Goal 1) To implement a new STEM Learning Continuum that progressively advances NH students, including those with disabilities, in biology, ecology, biotechnology, eco-engineering, and technology; Goal 2) To implement a NH Community of Practice that connects NH students, mentors, and undergraduate researchers with faculty, researchers, and community partners. The project has ten objectives to achieve these goals, detailed in the proposal, and four major outcomes: 1) creation of a comprehensive and sustainable participant support system for 175 NH students; 2) completion of the ASNS degree in Life Sciences and/or transfer to biological science fields at UH Mānoa or UH Hilo by 140 NH students; 3) completion of a STEM baccalaureate degree at UHM or UHH by 100 NH students; and 4) new partnerships with the NH community, the private sector and state government, and opportunities for competitive research in the life sciences will provide a strong foundation for future sustainability and growth of the KCC Life and Physical Sciences program.

Intellectual Merit: The proposed project seeks to design and implement comprehensive strategies that integrate research-based best practices in student support, science learning, and academic success for NH students who are underrepresented in STEM. These best practices will be embedded in a rich Hawaiian cultural context and a rigorous two-year associate degree (ASNS) in Life Sciences and Physical Sciences leading to STEM baccalaureate degrees at UH Mānoa and UH Hilo. The relationship of these STEM activities to Hawaiian culture is critical to establish relevance for the NH students and will improve their retention rates and enhance their success. Successful strategies will be developed, implemented, evaluated, and improved to transform NH STEM education at other UH campuses and will contribute to the growing set of models for broadening participation of underrepresented minorities in STEM.

Broader Impact: TEAM-UP will continue to drive innovation and improvement institution-wide. TEAM-UP focuses on a local and national problem, low levels of Calculus readiness for NH and other students underrepresented in STEM. The NH STEM Learning Continuum and Community of Practice are rooted in Hawaiian culture and community and lead to baccalaureate degrees and knowledge-intensive careers locally, nationally, and globally. These research-based innovations will be evaluated, improved and disseminated statewide and nationally through the Hawai‘i and national EPSCoR program, Quality Education for Minorities (QEM), and the TCUP network. KCC participates and provides leadership in four national higher education associations where TEAM-UP results will be shared, and new research-based best practices will be identified for integration into the KCC STEM enterprise.

Data

Definitions
STEM Majors

  • The primary difference between the UH System IRAO classification of STEM Majors and the NSF’s Classification of Insturctional Program (CIP) categories is the inclusion of CIP Category 51 which relates to Health Professions and Related Clinical Sciences. The NSF does not include category 51 within its listing of STEM Majors whereas the UH System does.
  • STEM Majors classified by UH System IRAO (as of 10/18/12)
  • STEM Majors listed by NSF on LSAMP website (as of 2010)

Kapi‘olani Community College x