UNIVERSITY OF HAWAI`I

WINDWARD COMMUNITY COLLEGE

____________________________________________

Provisional to Established Program Proposal

______________________________________________

Certificate of Achievement (C.A.)

in Agripharmatech

Date of Proposal: Spring 2014

Proposed Date of Permanent Status: Fall 2014

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CONTENTS Sections Page 1. Organization of the Agripharmatech Program…………………………………………….. 3 2. Assessment of Student Learning Outcomes (SLOs)………………………………………. 5 3. Adequacy of Program Resources………………………………………………………….. 7 4. Program Efficiency………………………………………………………………………... 11 5. Evidence of Program Quality……………………………………………………………… 16 6. Compatibility of Program Outcomes with Objectives…………………………………….. 21 7. Appropriateness of Program Objectives and Employment Projections…………………… 22 Appendices A. CA Agripharmatech (Ethnopharmacognosy) Program Map……………………………... 25 B. CA Agripharmatech (Plant Biotechnology) Program Map………………………………. 26 C. MICRO 140 (CRN 61143) Gen Ed Outcome “Communication”………………………... 27 D. MICRO 140 (CRN 61306) Gen Ed Outcome “Communication”………………………... 30 #$!BOT 205 (CRN 62145) Gen Ed Outcome “Information Literacy” ……………………… 33!F. BOT 210 (CRN 61387) Gen Ed Outcome “Information Literacy”………………………. 35 G. BOT 105 (CRN 64052) Gen Ed Outcome “Global & Cult Awareness”………………… 38 H. Program Review Assessment for Capstone BOT 205…………………………………… 41 I. Program Review Assessment for Capstone BOT 210…………………………………….. 43 J. BOT 205 Course SLO Alignment with Agripharmatech: Ethnopharmacognosy………… 46 K. BOT 210 Course SLO Alignment with Agripharmatech: Plant Biotechnology…………. 47 L. Kuhi La’au – Plant and Orchid Identification Facility…………………………………… 48 M. Climate-Controlled Greenhouse…………………………………………………………. 49 N. Tissue Culture and Plant Biotechnology Laboratory…………………………………….. 50 O. Bioprocessing Medicinal Garden Complex (BMGC)……………………………………. 51 P. Equipment Purchased through Grants…………………………………………………….. 53 Q. Letters of Support from the Administrator, Grant External Evaluator, Student and Research Collaborator……………………………………………………………… 54 R. Academic Program Cost and Revenues: Provisional to Established 2012 – 2018………. 60 S. UHCC Annual Report of Program Data Analysis Preview (ARPD)…………………….. 61 T. Four Ethnopharmacognosy Series……………………………………………………….. 70 U1. NACTA Undergraduate Teaching Award for Nyan Stillwell………………………….. 70 U2. Masaki and Momoe Kunimoto Memorial Award and NACTA Undergraduate Teaching Award for Leslie Baker…………………………………………………… 71 V1. Ingelia White’s CV……………………………………………………………………… 72 V2. Bradley Porter’s CV…………………………………………………………………….. 75

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1. Organization of the Agripharmatech Program

The Certificate of Achievement (C.A.) in Agripharmatech was approved as a provisional program by the

Board of Regents on May 17, 2012. The certificate program started in Fall 2012. The CA in

Agripharmatech has two specializations: Plant Biotechnology and Ethnopharmacognosy. Each track

consists of 30-31 credits, and requires a unique capstone class (see Table 1). Plant Biotechnology deals

with developing and improving plant production in order to supply the world’s need for healthier (less

dependent on pesticides), more nutritious (higher vitamin and protein content) food crops and novel

ornamentals (unique colors, disease resistant). Ethnopharmacognosy is the study of traditional medicines

derived from natural sources (medicinal/nutritious plants). Students will be able to complete the certificate

in 3 semesters with coursework flexible enough to prepare them for employment in agricultural

biotechnology or pharmacognosy, for entrepreneurship in agribusiness or plant-based product

manufacturing, and for seamless credit transfer to higher degree institutions into fields such as the study

of agriculture, horticulture, plant/microbial biotechnology, ethnobotany, pharmacognosy, pharmacy,

nutrition and health-related sciences (see Table 2).

Table 1. Certificate of Achievement in Agripharmatech (30 – 31 credits) Track 1: Plant Biotechnology Track 2: Ethnopharmacognosy 1 capstone class (4 credits)

BOT 210: Phytobiotechnology (4) or BIOL 275/275L: Cell & Mol. Biol. (4)

BOT 205: Ethnobotanical Pharmacognosy (4)

6 required classes (18-19 credits)

AG 152: Orchid Culture (3) MICR 130: General Microbiology (3) MICR 140: General Microbiology Lab (2) MATH 103: College Algebra (4) or higher ENG 100: Expository Writing (3) or SP 151: Personal and Public Speech (3) BOT 160: Identification of Tropical Plants (3) or BOT 101: General Botany (4) or BIOL 172 and BIOL 172L: General Biology II and Lab (4)

AG 152: Orchid Culture (3) MICR 130: General Microbiology (3) MICR 140: General Microbiology Lab (2) MATH 103: College Algebra (4) or higher ENG 100: Expository Writing (3) or SP 151: Personal and Public Speech (3) BOT 160: Identification of Tropical Plants (3) or BOT 101: General Botany (4) or BIOL 172 and BIOL 172L: General Biology II and Lab (4)

1 to 3 elective classes (8-9 credits)

CHEM 161 and CHEM 161L: General Chemistry I and Lab (4) CHEM 162 and CHEM 162L: General Chemistry II and Lab (4) BIOL 171 and BIOL 171L: General Biology I and Lab (4) BOT 199/299 (1-4 credits) - involving in plant biotechnology research

CHEM 161 and CHEM 161L: General Chemistry I and Lab (4) BOT 105: Ethnobotany (3) BOT 130: Plants in the Hawaiian Environment (4) BOT 199/299 (1-4 credits) - involving in pharmaceutical/nutraceutical research AG 149: Plant Propagation (3) FSHN 185: Human Nutrition (3)

Each track requires a unique capstone class: BOT 210 or BIOL 275/275L (Cell and Molecular Biology

and Cell and Molecular Biology Laboratory) for track 1, and BOT 205 (Ethnopharmacognosy) for track 2.

Besides the two General Education: MATH 103 (College Algebra) or higher, and ENG 100 (Expository

Writing) or SP 151 (Personal and Public Speech), three of the six required classes: AG 152 (Orchid

Culture), MICRO 130 (General Microbiology) and MICRO 140 (General Microbiology Lab) are shared

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between the two tracks. Students desiring to take both tracks, must, in addition to the required and

capstone courses, also select at least two different elective classes from each track for a total of 16 – 17

elective credits. All classes are currently offered at least once a year.

All required courses and some electives (BOT 105, BOT 130, BOT 199/299, CHEM 161/161L, CHEM

162/162L and BIOL 171/171L) for both tracks are offered every semester. Capstone courses are offered

in alternate semesters. Lab practicum, hands-on bioproduct manufacturing, field trips to job sites,

collaborative research/internship programs with industry partners, are major parts of student learning and

facilitate students’ access to the job market. Course alignment and transfer agreements are coordinated

with 4-year degree institutions (such as the University of Hawaii at Manoa, and the University of Hawaii,

at Hilo) to facilitate student transfer. Research results are presented by students at scientific conferences

and published in conference proceedings and/or the Ethnopharmacognosy series. The series is sold to

community members during program workshops/events and also used as supplementary textbooks in

BOT 105, BOT 205 and BOT 199/299 classes. Proceeds from the sales are used to support student travel

to attend scientific conferences. The exposure and experience gained from these activities benefit students

in their research, communication and writing skills, agribusiness and plant-based product entrepreneurial

endeavors.

All science classes listed in the program are taken by students to fulfill their DB (biological

diversification) and DY (science laboratory diversification) requirements for their AA in Liberal Arts

degree. To be admitted into the program, students must declare their desired specialization, complete

prerequisite courses or approved equivalent courses, and consult with the program coordinator or consult

with counselors familiar with the program.

Table 2. Agripharmatech Program Objectives/Goals Track 1: Plant Biotechnology Track 2: Ethnopharmacognosy Provide skilled workforce Graduates will be skilled as plant biotechnicians, microbial biotechnicians, tissue culturists, assistant researchers in plant biological sciences, orchid molecular phylogenetic technicians, orchid hybridizers, plant biology teachers, plant nursery managers, plant conservationists, horticulturists, and agriculture inspectors.

Provide skilled workforce Graduates will be skilled as plant-based product technicians, pharmacognosy research technicians, nutraceutical specialists, plant biology teachers, plant nursery managers, organic farmers, plant conservationists, ethnobotanists, agriculture inspectors, food product managers/inspectors, and dietician/health food specialists.

Facilitate student transfer to higher degree institutions Graduates should be able to transfer their credits to any higher degree institution and major in plant/microbial/general biotechnology, plant molecular taxonomy, agriculture, botany, horticulture, biology, bioinformatics, and pre-med.

Facilitate student transfer to higher degree institutions Graduates should be able to transfer their credits to any higher degree institution and major in ethnobotany, agriculture, horticulture, biology, pharmacognosy, and pharmacy.

Promote agribusiness/bioproduct entrepreneurship Graduates should be able to operate their own agribusiness enterprises such as tissue culture laboratory, plant/orchid nursery, and agriculture farm.

Promote agribusiness/bioproduct entrepreneurship Graduates should be able to operate their own bioproduct enterprises such as plant-based product manufacturing, green pharmacy laboratory, food pharmacy enterprise, organic health food product/store, and organic hydroponic/farm.

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The Agripharmatech program learning outcomes:

Students will be able to: • Apply knowledge gained in plant sciences: identify plants, propagate/cultivate/maintain plants in vivo

and in vitro • Apply knowledge gained in microbial sciences: prepare/maintain bacterial cultures for genetic

transformation and bioassay tests • Conduct plant biotech and/or pharmacognosy research

Students opting for the plant biotechnological track will focus on plant molecular genetics, and will be expected to: • Identify, propagate, and cultivate economic plants in vitro and in vivo • Operate laboratory equipment: autoclave, gel electrophoresis, PCR machine, Particle Delivery/1000

Helium System, spectrophotometer, fluorescent microscope, DNA/RNA Imaging System • Perform genetic engineering techniques: DNA/RNA extraction, electrophoresis, PCR reaction, DNA

sequencing, gene transformation via bacteria and particle bombardment, alignment and analyzing DNA sequence results using Sequencher, PAUP, Finch TV software systems

• Conduct plant biotechnology research

Students opting for the ethnopharmacognosy track will focus on plant pharmacognostical study, and will have the following tasks to: • Identify, propagate, and cultivate medicinal/nutritious plants in vitro and in vivo • Operate laboratory equipment: autoclave, spectrophotometer, stereo microscope, anaerobic transfer

chamber, rotary evaporator, distiller, Biacore Q system, nutraceutical operating machines • Conduct pharmaceutical and nutraceutical research

The CA Agripharmatech: Ethnopharmacognosy (CA A-EP) and the CA Agripharmatech: Plant

Biotechnology (CA A-PB) program maps are available in Appendix A and B respectively.

2. Assessment of Student Learning Outcomes (SLOs) A. Course Level Student Learning Outcome Assessment

Student Learning Outcomes (SLOs) of all courses in the program have been assessed between 2005 and

2012. Reports are available at the Natural Sciences Departmental Report or Program Review for 2009 -

2012, as well as the ASC Bio-Resources and Technology: Plant Biotechnology report for 2005 - 2008

(http://windward.hawaii.edu/Assessment/Documents.php). An example of course SLO assessment for

MICRO 140 (Microbiology Laboratory, CRN 62221) is presented below:

MICRO 140 course SLOs: 1. Operate equipment used in microbiology laboratory 2. Prepare growth media 3. Perform aseptic transfer 4. Identify microorganisms using morphological and physiological tests 5. Follow biosafety procedures !!!!!!!($!!!)*+,-./!012!*/3+*45!-5678!49/!5417,1*,!5.6/746:6.!:+*;14!!

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The skills or competencies are necessary for students to perform MICRO 140 course SLOs: • Operate microscope, analytical balance, water bath, and autoclave • Prepare culture media and reagents • Perform microbial inoculations • Adhere to biosafety codes • Identify unknown microorganism cultures for diagnostic purpose • Submit scientific lab reports

Assessment tools:

• Embedded assessment for evaluating students’ achievements as stated in the student learning outcomes (see embedded assessment results below)

• Laboratory participation (50 points) • Non-contaminated microorganism cultures (50 points) • Cumulative scientific-formatted lab reports (80 points) • Identification of unknown microorganism cultures (50 points) • 4 lab exams (400 points)

Table 3. Embedded Assessment for MICRO 140 (CRN 62221)

Student Learning Outcome Start of Semester End of Semester 1. Operating lab equipment 0.7 2.5 2. Prepare growth media 0.8 1,1 3. Perform aseptic transfer 0.7 2.7 4. Identify microoganisms 0.5 2.5 5. Following biosafety procedures 2.6 2.7 6. Produce scientific lab reports 0.9 2.7 Total average 1.03 2.37

Fig. 1 Student Learning Outcome Achievements at the Start and the End of Semesters for six SLOs

0

0.5

1

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2

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3

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Cla

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Start of the Semester End of the Semester

Microbiology 140 Class Assessment

Lab Equipment Operation

Growth Media Preparation

Aseptic Transfer Performance

Microorganism Identification

Biosafety Procedures Followed

Scientific Lab Report Production

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Criteria for students’ success in MICRO 140 (CRN 62221):

• 82.4% of students received final grade point average higher than 90% of total possible points (630 total points)

• 17.6% of students received final grade point average higher than 80% of total possible points (630 total points)

• Average assessment rating is 2.37 (see Table 3) • Increased (above 2.5 class average) level of course SLO achievement (see Fig. 1)

B. Course and General Education Learning Outcome Assessment

Two sections of MICRO 140 (CRN 61143 and CRN 61306) SLOs were assessed in terms of the AA

Liberal Arts General Education “Communication” learning outcomes in Fall 2012. Results: 94% and

100% each of the respective sections met the benchmark (see Appendix C and D). BOT 205 (CRN

62145) and BOT 210 (CRN 61387) SLOs were assessed with the AA Liberal Arts General Education

“Information Literacy” learning outcomes in Spring 2013. Results: 100% and 80% of the respective

classes met the benchmark (see Appendix E and F).

BOT 105 (CRN 64052) was assessed in terms of the AA Liberal Arts General Education “Global and

Cultural Awareness” learning outcomes in Spring 2014. Results: 95% of the respective classes met the

benchmark (see Appendix G).

C. Program Level Student Learning Outcome Assessment

The Agripharmatech program outcome was assessed using the capstone class of each track (BOT 205 and

BOT 210) in Fall 2013 (see Appendix H and I). The alignment of BOT 205 course SLOs with the

Agripharmatech: Ethnopharmacognosy program SLOs, and the alignment of BOT 210 with the

Agripharmatech: Plant Biotechnology program SLOs can be seen in Appendix J and K respectively.

Upon successful completion of those capstone classes and graduating, students should be able to:

• identify plants, propagate/cultivate/maintain plants in vivo and in vitro (100% of BOT 205 and BOT 210 students met the benchmark for this SLO)

• prepare/maintain bacterial cultures for genetic transformation and bioassay tests (100% of BOT 205 and BOT 210 students met the benchmark for this SLO)

• Conduct plant biotech and/or pharmacognosy research (100% of BOT 205 students and 80% of BOT 210 met the benchmark for this SLO)

3. Adequacy of Program Resources The CA in Agripharmatech replaced the Academic Subject Certificate (ASC) in Bio-Resources and

Technology: Plant Biotechnology (ASC BRT-PB) in Fall 2012. The ASC BRT-PB and the four program

facilities were developed and offered at Windward Community College during the period from 2000 to

2012, and have been fully supported through the USDA-NIFA (United States Department of Agriculture

– National Institute of Food and Agriculture) grants.

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The four program facilities:

1. Kuhi Laau: Plant and Orchid Identification Facility (see Appendix L) (http://windward.hawaii.edu/About_WCC/Kuhi_Laau/)

2. Climate-controlled greenhouse (see Appendix M) >9443?@@A67,A1*,$91A166$/,-@B2+-4CDEE@F*//7CG+-5/@H 3. Tissue Culture and Plant Biotechnology Laboratory (see Appendix N)

(http://windward.hawaii.edu/About_WCC/Tissue_Lab/) 4. Bioprocessing Medicinal Garden Complex (BMGC). See Appendix O

(http://windward.hawaii.edu/About_WCC/Medicinal_Garden/) The Complex consists of 3 sub-facilities: the medicinal garden, the aquaponic system, and the bioprocessing facility

Table 4 shows a total of $2,354,751 in grants has been received for the establishment of program facilities

and to support the development and the offering of the ASC BRT-PB and the CA Agripharmatech

programs from 2000 to 2014. A total of $916,846 has been used to upgrade the program facilities and to

successfully offer the two tracks of the CA in Agripharmatech from 2012 to 2014.

The grants provide assigned time for one Botany/Microbiology Professor (.63 FTE), who is the Project

Director for the grants and the Program Coordinator, as well as the Discipline Coordinator for Botany,

Microbiology, AG 152 (Orchid Culture), BIOL 275/275L (Cell and Molecular Biology), and FSHN 185

(Human Nutrition). The Program Coordinator manages the grants, oversees the overall Agripharmatech

program, manages the four program facilities, mentors the new instructor in plant molecular biology and

an educational specialist, as well as mentoring six lecturers (teaching classes under the

botany/microbiology disciplines and the four other disciplines stated above). Four of the newest lecturers

were emergency hired to teach classes left by the plant molecular biology instructor when he resigned.

The program coordinator also mentors student research interns, research partners, and a Kuhi

Laau/greenhouse technician. The funds are also being used to purchase lab/garden/greenhouse supplies,

Ethnopharmacognosy Series publication, travel for faculty development and for students to give

presentations at scientific conferences and annual USDA-NIFA meetings. The FY 2012 – 2014 grant

funding also supports new additional equipment (NanoDrop 2000 UV VIS Spectrophotometer, anaerobic

chamber, incubator shaker, Biospectrum 810 Imaging System, large outdoor oven). Two science

laboratories (Imiloa 101, 106 and 106-A) and two program facilities (the Tissue Culture and Plant

Biotechnology, and the Bioprocessing Facility) are equipped with the state-of-the-art equipment needed to

run both tracks of the Agripharmatech program (see Appendix P).

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Faculty teaching the program’s main disciplines during Fall 2012 – Spring 2014:

• Dr. Ingelia White, Professor Botany/Microbiology (Agripharmatech Program Coordinator), teaching BOT 105, BOT 160, BOT 205, BOT 199/299, AG 152, MICRO 140

• Dr. Bradley Porter, Instructor Plant Molecular Biology, teaching BOT 101, BOT 210, MICRO 130, MICRO 140 (Fall 2012 – Spring 2013)

• Dr. Hongwei Li, lecturer, teaching MICRO 130 (Spring 2014) • Dr. Teena Michael, lecturer, teaching BOT 103, BOT 101, MICRO 130 (Fall 2013 – Spring 2014) • Dr. Mashuri Waite, lecturer, teaching BOT 101 (Spring 2014) • Dr. Heather McCafferty, lecturer, teaching BOT 210 (Fall 2013)

Faculty teaching other disciplines listed in the program:

• Dr. Leticia Colmenares, Professor Chemistry, teaching CHEM 161/161L and CHEM 162/162L • Dr. David Krupp, Professor Biology, teaching BIOL 171/171L and BIOL 172/172L • Clayton Akatsuka, Professor Mathematics, teaching MATH 103 • David Ringuette, Professor Agriculture, teaching AG 149 • Dr. Jamie Boyd, Associate Professor Health Program, teaching FSHN 185 • Various instructors teaching ENG 100 and SP 151

B,L65+*M!N+1*,!:+*!49/!B8*6391*;14/.9!3*+8*1;!>1.1,/;6.O!*/5/1*.9O!17,!67,-54*M!31*47/*5H?!!

• P*$!G1**M!BQ+O!RGS!S+0/.-01*!N6+5.6/7./5!17,!N6+/7867//*678!• Dr. David Christopher, UHM Molecular Biosciences and Bioengineering!• Dr. Cliff Morden, UHM Botany Department • Dr. Tom Ranker, UHM Botany Department • Dr. David Haymer, UHM Department of Cell and Molecular Biology • Dr. Kenneth Leonhardt, UHM Tropical Plant and Soil Science • Dr. Judy Zhu, Hawaii Agriculture Research Center • Dr. Heather McCafferty, Hawaii Agriculture Research Center • Dr. Cindy Goldstein, Pioneer Hi-Bred International, Inc. • Stacie Sasagawa, Monsanto Co. • Susan Matsushima, Alluvion, Inc.

The Agripharmatech program is under the Department of Natural Sciences. The Advisory Board meetings

are carried out individually through visitations, or research mentoring activities, or annual community-

industry partnership events.

Windward Community College has demonstrated the adequacy of resources by its ongoing support of

personnel and infrastructure needs and by the support from its administration. Support has also been

forthcoming from the grant external evaluators, the students, the industry partners and the community

members. Letters of support from members of these groups are available in Appendix Q.

! JJ!

4. Program Efficiency Windward Community College mission: Windward Community College offers innovative programs in the arts and sciences and opportunities to gain knowledge and understanding of Hawai‘i and its unique heritage. With a special commitment to support the access and educational needs of Native Hawaiians, we provide O‘ahu’s Ko‘olau region and beyond with liberal arts, career and lifelong learning in a supportive and challenging environment - inspiring students to excellence. The CA in Agripharmatech addresses the following UHCC and WCC Strategic Goals: UHCC: 4.1 Increase by 3% per year the number of degrees awarded, and or transfers to UH baccalaureate programs that lead to occupations where there is a demonstrated state shortage of qualified workers and where the average wage is at or above the U.S. average. 4.3 Increase by 3% per year the number of degrees and certificates awarded in Science, Technology, Engineering, and Math (STEM) fields. WCC: 4.1 Contribute to the development of a high-skilled, high-wage workforce through the establishment of at least one new, specific, career-focused degree, certificate or career pathway per year that leads to employment in emerging fields. 4.6 Increase the number of degrees awarded, and/or transfers to UH baccalaureate programs that lead to occupations where there is a demonstrated state shortage of qualified workers and where the average wage is at or above the U.S. average by 3% per year. 4.8 Increase the number of degrees and certificates awarded in Science, Technology, Engineering, and Math by 3% per year. The Agripharmatech program is one of a kind in the State of Hawaii. The objectives of this program - to

provide high-skilled life scientists particularly plant-biological sciences ready to enter the workforce or to

become entrepreneurs creating jobs for Hawaii, and/or to pursue higher degrees in biological science

related fields.

According to the United States Department of Labor, May 2012, State Occupational Employment and

Wage Estimates in Hawaii, the annual wages for people in plant biotechnology fields ranges from

$33,000 - $79,000 (http://www.bls.gov/oes/2010/may/oes_1500001.htm). That wage increases

significantly for students who eventually complete a certificate and/or an advanced degree in one of these

two Agripharmatech specialties.

Table 5 below shows the enrollment in the CA Agripharmatech was low in the beginning, as students

were transitioning from the ASC BRT-PB to the CA program and promotional materials were being

developed. In Fall 2013, the new enrollment more than doubled to 19 CA majors. This is one number

higher than was projected in the provisional program proposal. The student persistence and graduated

(65%) is calculated based on the second year of the CA program. Most students pursue both

specializations, thus requiring them to finish their Agripharmatech classes in two or more years. The

! J"!

remaining 35% of CA majors will receive both CA Agripharmatech: Ethnopharmacognosy, and CA

Agripharmatech: Plant Biotechnology diplomas in the following year. By the third year of the CA

program, this student group’s persistence rate should reach 100%.

Nine CA Agripharmatech diplomas were awarded in May 2013, another eleven CA diplomas will be

awarded in May 2014, which is an increase of 10 % in diplomas awarded within a year. A total of 20 CA

Agripharmatech diplomas will have been awarded to 13 graduates within the first 2 years of the CA

program. Among these 13 graduates, 7 of them received both CA Agripharmatech: Ethnopharmacognosy,

and CA Agripharmatech: Plant Biotechnology. Having certificates from both tracks means that they are

more likely to transfer to 4-year degree institutions majoring in sciences, and also getting higher paying

jobs.

The Agripharmatech program is healthy and contributes significantly to UHCC goals 4.1 and 4.3, as well

as WCC strategic goals 4.1, 4.6, and 4.8 by producing and adding 13 high-skilled workers to degrees

awarded in this key STEM field.

Note: Typically, second or third semester college students are ready to declare majors in the Agripharmatech program, while pursuing their AA Lib Arts degree at the same time. Students came from diverse academic backgrounds and take as many as 1 to 4 science classes per semester. Thus, it is impossible to calculate student graduation rate per student group at a given time. Table 5. Demand and Effectiveness Indicators for CA Agripharmatech 2012 - 2014

Indicators 2012-2013

2013-2014 Total

New & replacement positions (State) 15 15 Number of new majors 1 19 20 SSH program majors in program classes 8 19 SSH non-majors in program classes 1,251 1,258 SSH in all program classes 1,259 1,277 FTE enrollment in program classes 42 43

Demand

Total number of classes taught 23 22 CA graduate head count 7 6 13

Certificates of Achievement awarded (2 tracks) 9 11 20 Effectiveness Persistence 65%

Successful completion (equivalent C or higher) 70% 80%

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Table 6 (Academic Program Cost and Revenues: Provisional to Established 2012 – 2018) is provided below. Please see Appendix R for the official signed copy. Comments concerning each area of this table are noted below: A. Headcount Enrollment Showing strong demand, the CA Agripharmatech headcount enrollment for program major has been and will continue to gradually increase. This increase of program majors is directly attributed to active marketing, recruiting and counseling efforts, as well as student – industry training and internship projects that will be supported through Perkins and C3T grants FY 2014 – 2017. It is projected that from 19 students enrolled in the first year, enrollment will grow to 20 in the second, 22, 24, and 26 in the third, the fourth and the fifth years respectively. B. Annual SSH Since all courses associated with the program may also be taken in conjunction with other programs (CC in Agriculture, the AA Liberal Arts) it is impossible to separate out unique Agripharmatech course SSHs. Rather, the annual SSHs are estimated based on students enrolling for 12 program credits/semester (24 annually) leading to the Certificate. C. Instructional Cost without Fringe (calculated automatically) C1. Because courses associated with this program will enroll both majors and non-majors, the

allocation of faculty time to this program has been estimated based on the total SSHs generated by the CA majors annually divided by the total SSHs taught by a full time faculty member annually. Thus, at WCC one FTE faculty member annually teaches nine sections (3 credits each) enrolling an average of 22 students, generating 594 SSH. In the first year 19 students generated 19 x 24 = 456 credits. The number of credits generated by the students divided by the number of credits taught by one FTE faculty member gives the faculty FTE associated with the program.

C2. During FY 2013 – 2014, two lecturers were hired in Fall 2013 to teach classes that were supposed to be taught by the Plant Molecular Biology instructor who resigned in May 2013, and another two lecturers were hired to teach his classes in Spring 2014. Since these 4 lecturers taught classes replacing this 1 FTE faculty, their lecture positions combined were counted as 1 FTE (as indicated in line C1). A new FT Plant Molecular Biology instructor will be hired to start teaching in Fall 2014. Beginning Fall 2015, a .60 FTE lecturer will be hired. D. Other Personnel Costs The Department of Labor C3T grant has funded an Academic Support-Program Specialist. The dollar amount for the FY 2012 - 2014 reflects the amount of funding for this position in the grant. Funding for this position will be picked up by the institution soon after. E. Unique Program Costs The College has estimated that $25,000 is needed in year one for equipment and supplies. This expenditure will decrease through the years as startup equipment purchases are completed and costs are focused on supplies and maintenance only. Sporadic needs for equipment funding could be requested through Perkins grants. F. Total Direct and Incremental Costs (automatically calculated by adding C,D, and E) G. Tuition (automatically calculated) Tuition rate per credit comes from the UHCC system projection of tuition increase every year. Tuition

! J&!

revenue for the first established year is calculated in $106/credit hour times total SSH in program classes. H. Other Revenue The other revenue includes the annual USDA-NIFA Consortium, Department of Labor C3T and Perkins grants, which includes funding for faculty (plus fringe), Academic Support –Educational Specialist (plus fringe), and $16,000/year for equipment from 2013 to 2015. Percentages of the salaries plus fringe directly associated with the program are included here. The Annual USDA-NIFA Consortium and Perkins grants are projected to continue to be granted from 2015 - 2018. I. Total Revenue (automatically calculated by adding G and H) J. Net Cost (automatically calculated by F minus I) The negative number indicates revenue (tuition and grants) over expenses. K. Instructional Costs with Fringe/SSH (automatically calculated) K1. Total Salary FT Faculty/Lecturers. In the first projection year (2013 – 2014), this total amount is based on one FT instructor (1 FTE) and one FT Rank 5 faculty program coordinator who received grant assigned time allocation to oversee both program tracks and program facilities (.37 FTE). Thus, teaching only 17 credits (.63 FTE). In the second year, the total amount is calculated based on 3% salary increase. The following years, a 4% salary increase is applied. K2. Cost Including Fringe of K1 (automatically calculated) K3. Total Salary PT Lecturers Two PT lecturers (a total of .6 FTE) will be hired in projected year 3 (2015 – 2016) to teach botany and microbiology classes each semester. K4. Cost Including Fringe of Lecturers (automatically calculated) L. Support Costs/SSH The non-instructional and system-wide support costs/SSH are standardized. For WCC, the cost is $304. M. Total Program Costs/SSH (automatically calculated by adding K and L) N. Total Campus Expenditures The total campus expenditures/SSH for WCC is $457 O. Comparable Program Leeward CC has a Plant Bioscience Technology program included in its technology line under the “occupational and vocational” category; that program appears to be comparable to WCC’s proposed program.

! J'! Tabl

e 6.

Aca

dem

ic P

rogr

am C

ost a

nd R

even

ues:

Pro

visi

onal

to E

stab

lishe

d 20

12 –

201

8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

AB

CD

EF

GH

IJ

KA

cade

mic

Pro

gram

Cos

t and

Rev

enue

sTem

plat

e: P

rovi

sion

al to

Est

ablis

hed

(Upd

ated

10/

31/1

2)

ENTE

R V

ALU

ES IN

HIG

HLI

GH

TED

CEL

LS O

NLY

CA

MPU

S/Pr

ogra

m

Proj

ecte

d Ye

ars

Year

1Ye

ar 2

Year

3Ye

ar 1

Year

2Ye

ar 3

Year

4Ye

ar 5

ENTE

R A

CA

DEM

IC Y

EAR

(i.e

., 20

11-2

012)

2012

-201

320

13-2

014

2014

-201

520

15-2

016

2016

-201

720

17-2

018

Stud

ents

& S

SHA

. Hea

dcou

nt e

nrol

lmen

t (Fa

ll)16

1920

2224

26B

. Ann

ual S

SH

384

456

480

528

576

624

Dire

ct a

nd In

crem

enta

l Pro

gram

Cos

ts W

ithou

t Frin

geC

. Ins

truct

iona

l Cos

t with

out F

ringe

51,3

36$

120,

750

$

124,

373

$

152,

211

$

15

8,30

0$

16

4,63

2$

C

1. N

umbe

r (FT

E) o

f FT

Facu

lty/L

ectu

rers

0.63

1.

63

1.

63

1.

63

1.63

1.63

C2.

Num

ber (

FTE

) of P

T Le

ctur

ers

-

-

-

0.60

0.

60

0.

60

D

. Oth

er P

erso

nnel

Cos

ts22

,000

$

22

,660

$

38

,148

$

39

,292

$

40,4

71$

41,6

85$

E. U

niqu

e P

rogr

am C

osts

25,0

00$

25,0

00$

20,0

00$

20,0

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15

,000

$

15

,000

$

F.

Tot

al D

irect

and

Incr

emen

tal C

osts

98,3

36$

168,

410

$

182,

521

$

211,

503

$

21

3,77

1$

22

1,31

7$

Rev

enue G

. Tui

tion

38,7

84$

48,3

36$

54,7

20$

64,4

16$

74

,880

$

81

,120

$

Tu

ition

rate

per

cre

dit

101

$

10

6$

114

$

12

2$

13

0$

130

$

H

. Oth

er95

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$

22

9,79

9$

15

6,65

0$

16

0,00

0$

165,

000

$

170,

000

$

I. To

tal R

even

ue13

4,63

5$

278,

135

$

211,

370

$

22

4,41

6$

239,

880

$

251,

120

$

-36,

299

-109

,725

-28,

850

-12,

913

-26,

109

-29,

803

Prog

ram

Cos

t per

SSH

With

Frin

ge

K. I

nstru

ctio

nal C

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ith F

ringe

/SS

H18

0$

357

$

35

0$

376

$

359

$

34

4$

K

1. T

otal

Sal

ary

FT F

acul

ty/L

ectu

rers

51,3

36$

120,

750

$

124,

373

$

129,

348

$

13

4,52

2$

13

9,90

3$

K2.

Cos

t Inc

ludi

ng F

ringe

of K

169

,304

$

16

3,01

3$

16

7,90

3$

17

4,62

0$

181,

605

$

188,

869

$

K

3. T

otal

Sal

ary

PT

Lect

urer

s-

$

-$

22

,863

$

23,7

78$

24,7

29$

K

4. C

ost I

nclu

ding

frin

ge o

f K3

-$

-

$

24,0

06$

24

,967

$

25

,965

$

L. S

uppo

rt C

ost/S

SH

304

$

30

4$

304

$

30

4$

30

4$

304

$

Non

-Inst

ruct

iona

l Exp

/SS

H26

4$

264

$

26

4$

264

$

264

$

26

4$

S

yste

m-w

ide

Sup

port/

SS

H40

$

40$

40$

40$

40

$

40

$

Org

aniz

ed R

esea

rch/

SS

H-

$

-$

-

$

-$

-$

-

$

M

. Tot

al P

rogr

am C

ost/S

SH

484

$

66

1$

654

$

68

0$

66

3$

648

$

N. T

otal

Cam

pus

Exp

endi

ture

/SS

H43

9$

457

$

45

7$

457

$

457

$

45

7$

Inst

ruct

ion

Cos

t with

Frin

ge p

er S

SH

K. I

nstru

ctio

nal C

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180

$

35

7$

350

$

37

6$

35

9$

344

$

O. C

ompa

rabl

e C

ost/S

SH

243

$

24

3$

243

$

24

3$

24

3$

243

$

P

rogr

am u

sed

for c

ompa

rison

:

(sig

natu

re a

nd d

ate)

Inst

ruct

ions

WC

C A

grip

harm

atec

h P

rogr

am

J. N

et C

ost (

Rev

enue

)

Ple

ase

incl

ude

an e

xpla

natio

n of

this

tem

plat

e in

you

r nar

rativ

e.

Rev

iew

ed b

y ca

mpu

s VC

for A

dmin

istr

ativ

e A

ffairs

:

LCC

Pla

nt B

iosc

ienc

e Te

chno

logy

Pro

gram

Prov

isio

nal Y

ears

(adj

ust a

s ne

eded

to s

how

all

prov

isio

nal y

ears

)

! J(!

5. Evidence of Program Quality

A). Resource

The CA in Agripharmatech is an outgrowth of ASC BioResources and Technology: Plant Biotechnology.

A total of $2,354,751 has been received from various granting agencies between 2000 and 2014 (see

Table 4). The funds were used to develop the ASC program and now, the CA program, and to continue

upgrading its four state-of-the art program facilities (see Appendix L to P). The USDA-NIFA Consortium

and the Perkins grants will continue to be available beyond 2014.

A Plant Molecular Biology instructor (temporary position) was hired in Fall 2012. He resigned in May

2013 due to a family illness. Two lecturers were hired to teach his classes only in Fall 2013 and two

other new lecturers were hired to teach his classes in Spring 2014. A new Plant Molecular Biology

instructor position will be announced in April. This new Plant Molecular Biology instructor will start

teaching in Fall 2014.

B). Accreditation and External Evaluator

Student Learning Outcomes (SLOs) of all courses in the program were assessed from 2005 to 2012. At

the beginning of Fall 2012, the following assessments were made: Program maps for both tracks, BOT

105, BOT 205, BOT 210 and Micro 140 SLO alignment with General Education/AA Lib Arts Learning

Outcomes, program review for the capstone class of each track, and capstone class SLO alignment with

each program track (see Appendix A to K). The 2013 CA Agripharmatech program review is available at

the UHCC Instructional Annual Report of Program Data (ARPD)

(http://www.hawaii.edu/offices/cc/arpd/instructional.php?action=analysis&year=2010&college=WIN&pr

ogram=205) (see Appendix S).

The CA in Agripharmatech Program Review was presented at the Natural Sciences Department meeting

on February 7, 2014. Discussed were the total numbers of CA diplomas awarded to 13 graduates, and the

capstone classes’ assessment results. BOT 205 is the capstone class for the Ethnopharmacognosy track,

and 100% of students met the benchmark set for this class. BOT 210 is the capstone class for Plant

Biotechnology track, and 80% of students met the benchmark indicated for this class (see Appendix H

and I). The CA Agripharmatech program is evaluated every year by the USDA-NIFA external evaluator.

A letter of support from the external evaluator, Madden Associates is available in Appendix Q.

C). Student Performance and Faculty Evaluations

T120/!<!59+A5!J%!B8*6391*;14/.9!8*1,-14/5!A649!,630+;15!49/M!*/./6L/,O!49/6*!8*1,/5!17,!L1*6+-5!

;1U+*5!49/M!5/0/.4/,!4+!A9/7!49/M!4*175:/**/,!4+!9689/*!,/8*//!675464-46+75$!The grade-point average

of CA graduates is 3.19. B!4+410!+:!"K!EB!B8*6391*;14/.9!,630+;15!A/*/!1A1*,/,!2M!V3*678!"KJ&$!

! J<!

V/L/7!+:!49/5/!8*1,-14/5!*/./6L/,!2+49!EB!B8*6391*;14/.9!,630+;15O!/7120678!49/;!4+!:67659!49/6*!

N1.9/0+*5W!,/8*//!:154/*O!17,!/7.+-*18678!49/;!4+!.+7467-/!49/6*!8*1,-14/!54-,M!67!06:/!5.6/7./5O!

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,/8*//!675464-46+75$!TA+!+:!49/;!A600!*/./6L/!49/6*!N1.9/0+*Y5!,/8*//5!67!V3*678!"KJ&$!Z7/!+:!49+5/!

4A+!A600!.+7467-/!3-*5-678!1!S154/*Y5!,/8*//!67![\#S!A960/!A+*Q678!+7!-7,/*8*1,-14/!*/5/1*.9!14!

RG!S17+1O!5-33+*4/,!49*+-89!1!8*174O!15!A/00!15!2/.+;678!1!30174X215/,!3*+,-.4!/74*/3*/7/-*!

>G1A166!B]-1V//,!17,!P654*62-46+7!E+;317MH$!T9/!5/.+7,!54-,/74!*/./6L678!1!N1.9/0+*Y5!A600!A+*Q!

:+*!17!18*6.-04-*/!/74/*3*65/$!^+-*!EB!8*1,-14/5!A600!*/./6L/!49/6*!N1.9/0+*Y5!,/8*//5!2M!^100!"KJ&$!

Z7/!+:!49/;!65!A+*Q678!15!17!#,-.146+710!V3/.610654!A960/!3-*5-678!965!N$V.$!,/8*//!67!SNN#$!!One

CA graduate is pursuing a Ph.D. in Biology. One CA graduate decided to enter the workforce in the plant

nursery business. The remaining CA graduates are focusing on their undergraduate studies.

Table 7. CA Agripharmatech Graduates and Accomplishments No. Names CA A-EP or CA A-PB 4-yr degree institutions Occupations Grades 1 Donna K CA A-EP & CA A-PB B.S. and M.S. NREM, UHM Undergrad researcher,

and entrepreneur (Hawaii AquaSeed & Distribution Co.)

2.97

2 Nyan S CA A-EP & CA A-PB B.S. MBBE, UHM Edu Specialist, WCC 3.39 3 Christopher A CA A-EP B.S. Neuroscience, U. Penn. 4.00 4 Leslie B CA A-EP B.S. MBBE, UHM 3.76 5 Douglas H CA A-EP B.S. TPSS, UHM 2.75 6 Mark R CA A-EP Plant Nursery 3.70 7 Michael C CA A-PB B.S. C of Ag, For. & NREM, UHH Ag Enterprise 3.00 8 Sean D CA A-EP & CA A-PB B.S. TPSS, UHM 2.72 9 Christina R CA A-EP & CA A-PB Ph.D. Biology, UHM Teaching Assistant 3.52 10 Paul S CA A-EP & CA A-PB B.S. TPSS, UHM 2.76 11 Alex L CA A-EP & CA A-PB B.S. Ag. Engineering, UHM 3.00 12 Kanani P CA A-EP B.S. Ethnobotany, UHM 2.75 13 Daniel M CA A-EP & CA A-PB B.S. Nutrition, UHM Environ. Consult. Co. 3.21 Students taking the BOT 205 capstone class are required to conduct laboratory research and plant-based

product manufacturing. Students presented research posters at national and international scientific

conferences. Their scientific research and bioproduct protocols are published in the Ethnopharmacognosy

Series. The four books in the series were published by Windward Community College (see Appendix T).

Students taking the BOT 210 capstone class conduct plant molecular biology research. Their research

posters are presented at the National and International scientific conferences. Research is published in the

conference proceedings or peer-reviewed publications.

! J=!

Student/faculty poster presentations/publications (2011 – 2014):

Leslie Baker, H. McCafferty, Y.J. Zhu and I. White. Testing for resistance of transgenic Brassolaeliocattleya Raye Holmes ‘Mendenhall’ to Cymbidium Mosaic Virus using in vitro bioassay. The 21st World Orchid Conference, Johannesburg, South Africa, September 2014. Proceedings of the 21st World Orchid Conference Nyan Stillwell, H. McCafferty, Y. J. Zhu and I. White. Characterization of Brassolaeliocattleya Raye Holmes ‘Mendenhall’ - putatively transformed for resistance to Cymbidium Mosaic Virus. The Fourth Scientific Conference on Andean Orchids, Ecuador. October 29 – Nov. 4, 2012. Lankesteriana 13 (1 – 2): 113 – 118 Donna Kuehu and I. White. Enhancing learning and introducing Agripharmatech Program to middle and high-school students by involving Botany Club members as student ambassadors. NACTA/DOCE Conference Proceedings, University of Wisconsin, River Falls, June 2012 Sean Dupuis and I. White. Clinical study and vitamin B analysis of Bidens pilosa against Oral pathogens. INBRE-SURI Spring Undergraduate Research Paper. John A. Burns School of Medicine, Honolulu, April 5, 2012 Christopher Akatsuka. Pharmacognostical studies of Dendrobiums. The 20th World Orchid Conference in Singapore, November, 2011. Proceedings of the 20th World Orchid Conference. Student/Faculty power point presentations/publications (2013 – 2014):

Zhu, J.Y., McCafferty, H., White, I. Zhou, F.Y., Baker, L., Stillwell, N., Sheriff, A., Chinen, K. 2014. Development and evaluation of CyMMV-resistant Agrobacterium-mediated transgenic Brassolaeliocattleya Ray Holmes ‘Mendenhall’. The 21st World Orchid Conference, Johannesburg, South Africa, September 2014. Proceedings of the 21st World Orchid Conference White, I. 2014. Increase student retention and graduation rate by offering a pathway certificate toward CA in Agripharmatech. The 2014 NACTA/DOCE Conference, Montana State University. NACTA Journal, Vol. 58. White, I. 2013. Ethnopharmacognosy Series IV: Pharmaceutical and Nutraceutical Values of Spanish Needle– Bioproducts and Recipes. University of Hawaii – Windward Community College. 52 pp White, I., M.F. Fay, B.W. Porter, and K. Chinen. 2013. SEM and phylogenetic analysis of naturalized and cultivated Epidendrum in Hawaii. Lankesteriana Vol. 13 (1 – 2): 113 – 118 White, I. 2013. Outcomes/reflections of student poster presentations at national and international scientific conferences (abstract). NACTA Journal Vol. 57, Supplement 1. http://www.nactateachers.org/vol-57-nacta-journal-abstracts.html Student awards:

• Nyan Stillwell received a 2014 NACTA (North American Colleges and Teachers of Agriculture) Undergraduate Teaching Award for his service as a Student Ambassador for the Agripharmatech Program, and a student lab assistant for botany and microbiology laboratories, as well as for 2 years of excellent service as an Educational Specialist for the Agripharmatech program (see Appendix U1). Nyan also presented a poster at the Scientific Conference on Andean Orchids in Ecuador in 2011.

• Leslie Baker received a 2014 NACTA Undergraduate Teaching Award for her excellent service as a Student Ambassador for the Agripharmatech Program and two years of service as a Supplemental Instructor for Botany and Microbiology classes, as well as for volunteering to introduce plant science to 6th to 8th grader students during the “Exploring Windward Day” in Summer 2011 and 2012. She also received a UHCC Masaki and Momoe Kunimoto Memorial

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Award for Outstanding Contributions to Vocational Education in 2011 (see Appendix U2). Leslie will be presenting a scientific research poster at the 21st World Orchid Conference in Johannesburg, South Africa in September 2014.

Faculty awards:

The primary FT faculty program coordinator, Dr. Ingelia White, has been teaching agriculture, botany and microbiology classes at Windward Community College since 1983. She developed and offered the ASC Bio-Resources and Technology: Plant Biotechnology from 2002 – 2012, and the CA Agripharmatech programs (2012 to the present). She also established the four program facilities, and was the PI/PD of the grants listed in Table 4. Her CV is available in Appendix V1. Awards and honors she received include: 2013 NACTA Teaching Award of Merit 2009 Wo Innovation of the Year Award 2008 Wo Learning Champions Award Generation VI 2008 Wo Community Building Award: Second Honorable Mention 2004 Orchidist of the Year Award, Honolulu Orchid Society 2004 Frances Davis Award for Excellence in Undergraduate Teaching 2002 Board of Regents Award for Excellence in Teaching 2000-2002 Taxonomic Authority in Southeast Asian Orchids, American Orchid Society 1978 Phi Kappa Phi 1976 Gamma Sigma Delta 1974-1977 East West Center scholarship

A Plant Molecular Biology instructor, Bradley Porter was hired in Fall 2012. His CV is available in Appendix V2. He resigned in May 2013 due to a family illness. Additional Evidence:

Our research collaborator and also student research mentors (Dr. Judy Zhu and Dr. Heather

McCafferty) mentioned in their letter of support that they are pleased with the quality of our

Agripharmatech student research interns who have contributed to the success of the research

partnership between WCC and HARC (see Appendix Q).

The USDA-NIFA grant external evaluator (Mary Lou Madden) stated in her letter of support that she

has been an external evaluator for both the ASC (when it was offered) and the CA in Agripharmatech,

and was very impressed with the track record of both programs in placing graduates. Over 80% of

ASC and CA graduates combined have continued their education toward advanced degrees. Almost

two-thirds are employed in some aspect of agriculture. The student research has yielded significant

results as students have presented their research findings at state, national and even international

symposia. Research findings are also published in the Ethnopharmacognosy Series, and made available

to a wider audience. This level of student research achievement is unusual in a certificate program (see

Appendix Q).

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Dr. Cindy Goldstein, our industry partner from Pioneer Hi-Bred International acknowledges in her letter

of support that CA Agripharmatech provides students with the hands on experience, technical skills

training, and educational core courses that have led many of them to successful employment and to pursue

undergraduate and graduate degrees in fields of plant and life sciences. Programs such as these provide

opportunities for Windward Community College students to be prepared for agriculture, horticulture,

ethnobotany, natural products, and other jobs and education that will be part of Hawaii’s sustainable

future (see Appendix Q). One of our graduates in ASC Bio-Resources and Technology: Plant

Biotechnology (Jessica Curry) has been working at Pioneer Hi-Bred International since graduation with

her ASC BRT-PB many years ago. She also received her B.Sc. in Microbiology about 3 years ago from

UHM and now is pursuing her Master’s in Virology at UHM.

Two CA graduates (Nyan Stillwell and Donna Kuehu) stressed the importance of knowledge and skills

gained from their studies in both Agripharmatech tracks. Those foundations have prepared them to further

their education in the fields of Molecular Biosciences and Bioengineering and of Natural Resources and

Environmental Management. They have also received good paying jobs. In addition, Donna Kuehu

operates an agribusiness enterprise (see Table 7 and Appendix Q).

Students in the program are focused and committed to their success, as reflected in the high persistence

rate (from 65% in 2013 to 100% in 2014). A student survey was conducted among the new group of 14

CA Agripharmatech majors in BOT 205 class in Spring 2014. Six of them are also enrolled as AA Liberal

Arts majors.

Questions include: 1. How do you anticipate completing the program requirements? (by keeping up with work and studying harder) 2. Do you currently work in plant related science field? (all say yes, work includes family-owned farm, the Urban Garden Center, the Environmental Consulting Co., plant-based product manufacturer, plant nurseries/gardens) 3. Have you been offered a job or pay raise as a result of your participation in the program? (one says “yes”, the other students say not yet, but the programs will give us opportunities for higher paying jobs) 4. Would you suggest this program to a friend? (Definitely, already discussing that with class-mates) 5. Do you plan on transferring to a 4 – year degree institution?. In what field? (eleven students say that they would like to major in botany or ethnobotany or agriculture or biology. One student would like to take a double major in ethnobotany and nursing. One student will pursue plant-based product entrepreneurship. One student does not know at this time, pending financial situation) 6. What did you like about the program? (Hands-on lab research, plant-based product manufacture, garden work, entrepreneurship, preparing for botanical and other life sciences, learning nutraceuticals and food pharmacy) 7. What suggestions do you have for improving the program? (Field trips to visit pharmacognostical industries, student training leading to job placement. This is a great program and very impressive, it should be given Permanent Status)

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8. What skills would you like to see incorporated? (Plant tissue culture practices, orchid growing and orchid nursery management, a daily operational bioprocessing facility open to Agripharmatech students to create their own plant-based products and food pharmacy, and to be able to sell them at the production site) All courses listed in the ASC BRT-PB (which are many of the same courses listed also in the CA

Agripharmatech) have been aligned and articulated with the University of Hawaii, Manoa (UHM) and the

University of Hawaii, Hilo (UHH) for many years. The course alignment and articulation agreement was

discussed and finalized in Spring 2002, Spring 2004, Fall 2008 and Spring 2012 with the College of

Tropical Agriculture and Human Resources (CTAHR) at UHM; as well as the College of Agriculture,

Forestry and Natural Resource Management, and the Department of Botany at UHH in Spring 2006

(http://www.hawaii.edu/gened/articulation_wincc.htm). A reconfirmation of the course articulation

agreement for the CA in Agripharmatech is currently proceeding through UHM’s CTAHR and

Department of Arts and Sciences.

6. Compatibility of Program Outcomes with Objectives The CA Agripharmatech program outcomes at Windward Community College are compatible with the

program objectives. Of all 13 CA graduates with a total of 20 CA diplomas awarded, 92% of these are

pursuing higher degrees in biological science related fields, 46% have entered high-paying jobs and 8%

(one student) has become an agribusiness entrepreneur, thus creating a new job for Hawaii (see Table 7).

There are 14 new Agripharmatech majors enrolled in Spring 2014. 64% of them have expressed plans to

become nutraceutical entrepreneurs.

The alignment of program outcomes and industry needs is monitored in part through Perkins and C3T

grant reports, and the Agripharmatech Advisory Board, which is comprised the academic partners,

research collaborators, and industry partners (see their names and affiliations on page 10).

Each track of the CA Agripharmatech program has space available for 20 - 22 new Agripharmatech

majors annually. Table 5 shows 1,259 SSH in all program classes combined from 2012 to 2013. The

number increases to 1,277 in 2013 – 2014. A majority of these students are majoring in AA Lib Arts and

a few in CC Agriculture. In 2015, two FT lecturers will be hired to teach @ .30 FTE and to assist in

upgrading curriculum, student recruitment, retention and graduation tasks @ .70 FTE. Their assigned time

will be paid through Perkins and USDA-NIFA Consortium grants. The grants also recommend a special

program counselor to assist in introducing the program and provide consultation to freshmen. It is hope

that this additional effort will increase the number of Agripharmatech majors from 22 to 26 or more from

2015 to 2018.

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The UHCC Annual Report of Program Data Analysis Preview (ARPD) for the Agripharmatech program

shows the overall program health to be “Cautionary” (see Appendix S). This result was due to the fact that

data were taken only from the first provisional year (2012 – 2013), thus much of the data was missing or

incomplete. The cautionary rating was based on the demand, efficiency and effectiveness indicators, for

which many of the cells remain “n/a” or “0” due to being early in the program implementation. The

Agripharmatech program demand and effectiveness indicators are “healthy” as described in the earlier

pages (see Table 5 for the discussion on page 11 – 12, and Table 7 for discussion on page 16 – 21). The

persistence rate for the first group of 19 students/majors increases from 65% (2013 – 2014) to 100% in

Fall 2015. The second group comprises 14 students/majors taking the BOT 205 capstone class in Spring

2014, and 7 students/majors plan to take the BOT 210 capstone class in Fall 2014.

7. Appropriateness of Program Objectives and Employment Projections The CA in Agripharmatech with both specializations (the Plant Biotechnology and the

Ethnopharmacognosy) addresses an area of emerging technology that has been identified by the College,

the University, and the State as being of great strategic merit, emphasizing technology-related workforce

development initiatives. The CA Agripharmatech provides a degree pathway to a baccalaureate, opening a

wider range of employment opportunities for graduates.

The Agripharmatech program meets strategic goals of both the College and the University. The 2008 – 2015 University of Hawaii System’s Strategic Outcome #2 - Hawaii’s Educational Capital: Increase the educational capital of the State by increasing the participation and completion of students, particularly Native Hawaiian, low-income students, and those from underserved regions. The Community College System Action Outcomes associated with this goal: 2.4 Increase by 3% the number of students who successfully progress and graduate, or transfer to baccalaureate institutions. WCC’s Action Outcome associated with this goal: 2.8 Increase the diversity and number of programs offered to or in underserved regions by increasing the number and types of programs offered by at least one per two-year period. The 2008 – 2015 University of Hawaii System’s Strategic Outcome #4 – Globally Competitive Workforce: Address critical workplace shortages and prepare students (undergraduate, graduate, and professional) for effective engagement and leadership in a global environment. The Community College System Action Outcomes associated with this goal: 4.1 Increase by 3% per year the number of degrees awarded, and/or transfer to UH baccalaureate programs that lead to occupations where there is a demonstrated state shortage of qualified workers and where the average wage is at or above the U.S. average.

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WCC’s Action Outcome associated with this goal: 4.8 Increase the number of degrees and certificates awarded in Science, Technology, Engineering, and Math (STEM) fields by 3% per year. The Agripharmatech program is an important addition to WCC’s curriculum, which up to this point has

been almost totally devoted to the general AA transfer degree (with the exception of a small Agriculture

Technology program, an AS in Veterinary Technology, and an AS in Natural Science degree that has just

begun to be offered in Spring 2014) and meets the current mission of WCC which states that the College

“is committed to excellence in the liberal arts and career development………”

The field of plant biotechnology and pharmacognosy offers numerous career options. Besides employing

people for research and development, the industry also caters to various other agricultural biotech-related

fields including high-tech farming, in vitro and in vivo plant propagation, food processing and post-

harvest technology. Occupations related to agricultural pharmacobiotechnology are expected to increase

10% - 12% by 2018 (DILR Research and Statistics Office, 2010). Occupations related to clinical

laboratory technician will likely increase from 8% to 14% (2012 to 2022), with employment of 164,000

employees and a median annual wage of $57,580 in 2012. The average projected growth for Precision

Agricultural Technician from 2012 to 2022 is from 8% to 14%, with employment of 64,000 employees

and a median annual salary $43,130 in 2012 (O-NET OnLine Summary Report, 2011).

Occupational employment and wages in Agripharmatech related fields on Oahu, the Big Island, Maui, and

Kauai are presented in Table 8 (http://www.bls.gov/oes/2010/may/oes_1500001.htm).

Table 8. Occupational Employment and Wage in Agripharmatech Related Fields on Oahu, Big Island, Maui, Kauai - Bureau of Labor Statistics, May 2012 Employment Estimates Wage Estimates Occupation Code

Occupation Title Employment * Location quotient **

Mean Hourly

Mean Annual ***

19-1013 Soil and Plant Scientists 60 4.363 $30.09 $62,600 19-1022 Microbiologists 70 0.101 $27.44 $57,070 19-1029 Biological Scientists, All

Other 270 2.005 $28.56 $59,410

19-1031 Conservation Scientists 90 1.111 $28.58 $59,460 19-1099 Life Scientists, All Other 60 0.097 $37.93 $78,890 19-4011 Agricultural and Food

Science Technicians 110 5.296 $18.46 $38,410

19-4021 Biological Technicians 580 0.978 $15.87 $33,010 19-4092 Forensic Science

Technicians 70 0.114 $24.31 $50,560

19-4093 Forest and Conservation Technicians

60 1.555 $18.52 $38,520

* Estimates for detailed occupations do not sum to the totals because the totals include occupations not shown separately. Estimates do not include self-employed workers

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** The location quotient is the ratio of the area concentration of occupational employment to the national average concentration. A location quotient greater than one indicates the occupation has a higher share of employment than average, and a location quotient less than one indicates the occupation is less prevalent in the area than average *** Annual wages have been calculated by multiplying the hourly mean wage by a "year-round, full-time" hours figure of 2,080 hours; for those occupations where there is not an hourly mean wage published, the annual wage has been directly calculated from the reported survey data.

Occupations number 19-4011, 19-4021, 19-4092 and 19-4093 are readily available for the CA

Agripharmatech graduates. As life science technicians, their mean annual wage would range between

$33,010 - $50,560. But, the mean annual wage will increase as they earn a Baccalaureate or higher degree

in the various life science disciplines as shown on the occupation code number 19-1013 (Soil and Plant

Scientists), 19-1022 (Microbiologists), 19-1029 (Biological Scientists), 19-1031 (Conservation scientists)

and 19-1099 (All Other Life Scientists).

The CA Agripharmatech Program has met its objectives – with a high percentage (92%) of CA

Agripharmatech graduates pursuing Baccalaureate degrees, 46% having already entered high-paying jobs,

and 8% (1 graduate) having become an agribusiness entrepreneur. This CA graduate started the “Hawaii

AquaSeed and Distribution Company”, and was recently named a semi-finalist in the University of

Wisconsin National Business Plan Competition$!V9/!A600!.+;3/4/!67!49/!:67105!67!S1,65+7!67!B3*60$!The

enrollment for CA majors continues to grow. The four program facilities are well maintained and

continuously upgraded. Faculty members have strong academic backgrounds, and research/industry

partners are committed. Results of the student survey and letters of support from the Administration,

students, industry and research partners, as well as the grant external evaluator are very positive. There is

no doubt that the Agripharmatech program will continue to grow and will continue to be in high demand

as one of Windward Community College’s signature programs.

Appendices

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Appendix C. MICRO 140 (CRN 61143) Gen Ed Outcome “Communication” Assessment

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28

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Appendix D. MICRO 140 (CRN 61306) Gen Ed Outcome “Communication” Assessment

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Appendix E. BOT 205 (CRN 62145) Gen Ed Outcome “Information Literacy” Assessment 33

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Appendix F. BOT 210 (CRN 61387) Gen Ed Outcome “Information Literacy” Assessment

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Appendix G. BOT 105 (CRN 64052) Gen Ed Outcome “Global & Cultural Awareness” Assessment

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Appendix H. Program Review Assessment for Capstone BOT 205

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Appendix I. Program Review Assessment for Capstone BOT 210

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Appendix L. Kuhi La’au – Plant and Orchid Identification Facility

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Appendix M. Climate-Controlled Greenhouse

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Appendix N. Tissue Culture and Plant Biotechnology Laboratory

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Appendix O. Bioprocessing Medicinal Garden Complex (BMGC)

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Appendix Q. Letters of Support from the Administrator, Grant External Evaluator, Student and Research Collaborator

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March 5, 2014 To whom it may concern, I am in support of the Agripharmatech program status change from a provisional to an established status. As a former student of the Agripharmatech program at Windward Community College, I have had the opportunity to utilize the numerous resources it has to offer including the Bioprocessing Medicinal Garden Complex, the Tissue Culture and Plant Biotechnology Facility, the Kuhi La'au - Tropical Plant and Orchid Identification Facility, and the Climate-controlled greenhouse. I have received Certificates of Achievement for both the Agripharmatech: Ethnopharmacognosy and Agripharmatech: Plant Biotechnology tracks as well as received my Associates of Arts Degree from Windward Community College. Now I am a student at the University of Hawaii at Manoa and will be graduating in the Fall of 2014 with a Bachelor of Science Degree in Molecular Biosciences and Bioengineering. I am currently also working as the Academic Support - Educational Specialist for Agripharmatech program at WCC. The Agripharmatech program was an amazing way to get hands-on experience in the plant biotechnology field while at the undergraduate level and it exposed me to ideas and knowledge that I could not get anywhere else. It also had given me the chance to be a part of an ongoing research project which entailed training and research at WCC and at Hawaii Agriculture Research Center and concluded in a poster presentation of the research at the Fourth Scientific Conference on Andean Orchids, Ecuador October 2012. This was truly a once-in-a-lifetime opportunity which I will remember forever as a learning experience to help me in my future career. I am extremely grateful to have been a student in the Agripharmatech program and now being able to support the program for future students is rewarding and beneficial for my ongoing education. Dr. Ingelia White is a passionate teacher and coordinator and is very committed to her students and the program. Her dedication inspires students and faculty alike and I hope to see the program thrive for years to come. Sincerely,

Nyan Stillwell Academic Support Specialist Windward Community College 45-720 Kea‘ahala Rd., Kāne‘ohe HI 9674 56

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March 24, 2014 To whom it may concern, This letter is written in support of a recommendation to change the status of two current Windward Community College programs from their provisional status to established certificate program status. The Agripharmatech program currently offers a Certificate of Achievement in two areas of specialization that provide students with the coursework and training experience that allows them to successfully move into the workforce or to transition to a four-year degree college or university. Students from the two specializations of the Agripharmatech program, Ethnopharmacognosy and Plant Biotechnology, have acquired the skills and educational proficiency to smoothly move into the workforce or have gone on to get Bachelor’s degrees and some have continued on to MS degree programs in plant science and other fields. Students that have been already benefited from their enrollment in classes in the Agripharmatech program have participated in professional meeting poster sessions, had their work published in scientific conference proceedings, and published in established specialized scientific series. This proven track record is well above what many community college students are able to accomplish as part of their degree programs and provides a basis for a strong recommendation in favor of establishing this program. Dr. Ingelia White, Professor of Botany and Microbiology and Coordinator of the Agripharmatech Program has developed unique courses that provide students with the hands on experience, technical skills training, and educational core courses that have lead many of them to successful outcomes seeking jobs and going further to receive 4-year and graduate school degrees in fields of plant and life sciences. The Ethnopharmacognosy specialization within the Agripharmatech program offers unique training and educational opportunities students will not find at Hawaii’s other community colleges. The Plant Biotechnology specialization offers students training opportunities for agriculture, horticulture, native plant nurseries, and other plant science careers that apply new technologies to these areas of the plant and life sciences. Programs such as these provide opportunities for Windward Community College students to be prepared for agriculture, horticulture, ethnobotany, natural products, and other jobs and education that will be part of Hawaii’s sustainable future. Sincerely,

Dr. Cindy Goldstein, Ph. D

Cindy Goldstein, Ph. D Business and Community Outreach Manager DuPont Pioneer Waialua Parent Seed, Kekaha Parent Seed Kunia Research Center, Waimea Research PO Box 520 Waialua, HI 96791

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Appendix S. UHCC Annual Report of Program Data Analysis Preview (ARPD)

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65

66

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68

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Appendix T. Four Ethnopharmacognosy Series

Appendix U1. NACTA Undergraduate Teaching Award for Nyan Stillwell

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Appendix U2. Masaki and Momoe Kunimoto Memorial Award and NACTA Undergraduate Teaching Award for Leslie Baker

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Appendix V1. Ingelia White’s CV Education University of Hawaii at Manoa. Horticulture, Ph.D., August 1978 Bogor Agricultural University, Indonesia. Horticulture, M.S., July 1971 Bogor Agricultural University, Indonesia. Agriculture, B.S., July 1969 University of Hawaii at Manoa. Art, M.A., December 1997 Coordinator Coordinator, Agripharmatech Program, 2012 – present Coordinator, Plant Biotechnology Program, 2001 - 2012 Coordinator, Kuhi La’au-Tropical Plant and Orchid Identification Facility, Fall 1997 – present Coordinator, climate-controlled greenhouse, Fall 2001 - present Coordinator, Tissue Culture and Plant Biotechnology Laboratory, Spring 2003 - present Coordinator, Bioprocessing Medicinal Garden Complex, Fall 2006 - present Teaching/Research Experience 31 years teaching/research experience in Agriculture, Botany, Microbiology and Biology at Windward Community College. Five years research experience in Tropical Horticulture in Indonesia

Professional Experience INBRE Steering Committee, University of Hawaii, Manoa, Fall 2010 – Spring 2014 Department Chair, Natural Sciences, Fall 2008, Fall 2010 – Spring 2012 Prof. Botany and Microbiology at WCC, 2010 Assoc. Prof. Botany and Microbiology at WCC, 2006 Asst. Prof, Botany and Microbiology at WCC, 2002 Instructor, Botany and Microbiology at WCC. 1999 Lecturer, Botany, Microbiology, Agriculture at WCC. Spring 1983 - Fall 1999 Project Theme Leader, Biotechnology and Bioproducts, USDA Consortium Grant: University of Hawaii Agribusiness Education, Training and Incubator Project. 2006 – present Project Leader, Biotechnology Program Development, Hawaii EPSCoR, Spring 2003 – 2005 BRIN-mentor, Ethnobotany, University of Hawaii, Manoa. 2001 -2005 Research Affiliate, Lyon Arboretum Association at Manoa. 1992 - 1993 Manager, The Landscape Works, Inc., Waimanalo. 1981 - 1982 Horticulturist, S & S Plants, Waimanalo. 1981 Researcher, Horticultural Research Institute in Pasar Minggu, Indonesia. 1971 - 74, 1978 - 80 Coordinator, Indonesian Orchid Species Collection, Pasar Minggu, Indonesia. 1978 –1980 Coordinator, Plant Tissue Culture Laboratory, Pasar Minggu, Indonesia. 1978 - 1980 Consultant, Ragunan Cooperative Orchids, Indonesian Orchid Society, Jakarta. 1978 - 1980 Research Assistant, Plant Tissue Culture Lab, Horticulture Department, University of Hawaii at Manoa. 1977 - 1978

Professional Associations Member, IUCN – SSC (International Union for Conservation of Nature – Special Survival Commission) – Orchid Specialist Group. Spring 2013 Member, Bishop Museum 2012 - present Member, NACCE – National Association for Community College Entrepreneurship, 2011 - present Member, NACTA – Campus Ambassador, 2013 - present Member, NACTA – International Education Committee, 2011 - present Member, NACTA (North American Colleges and Teachers of Agriculture) 2009 - 2012 Program Chair, Honolulu Orchid Society (HOS). January 2005 –2007 Honorary Member, Lani-Kailua Outdoor Circle. 2004 – present Assistant Editor, Hawaii Orchid Journal. January 2002 - 2007 Librarian, Honolulu Orchid Society. January 2002 - 2004 Show Chair, representing HOS for the Windward Orchid Society (WOS) Annual Orchid Show. 2001 -2007

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Member, Board of Trustees, Honolulu Orchid Society. 2000 – present Member, American Orchid Society, 2000 – present Member, Orchid Society of South East Asia. 1999 – present Member, Windward Orchid Society, 1983 – present Orchid Judge, Indonesian Orchid Society, Jakarta. 1971 - 1974 Member, Hawaii Botanical Society. 1997 - present Honorary Member, Kaneohe Outdoor Circle. 1998 – present Advisor, WCC Botany Club. 1999 - present Committee Member (on campus): • Standard IIA Accreditation Subcommittee, Spring 2005, Fall 2010 • Institutional Effectiveness Committee (IEC), May 2004 – present • Program Coordinating Council (PCC) Agriculture. 2002 • Program Coordinating Council (PCC) Biotechnology. 2000 – present • Coordinating Committee for International Programs at Community Colleges. 1999 - present • Curriculum and Academic Affairs Committee (CAAC). 1999 -2004 Training, Certifications & Honors Certificate of Appreciation, Hawaii Alpha Delta Kappa, March 15, 2014 Certificate of Completion, Biospectrum Training, January 7, 2014 NACTA Teaching Award of Merit, June 2013 Certificate of Completion, Anaerobic Chamber Training/Anaero Bacteriology, Morgan Hill, Calif, July 2012 Certificate of Completion, Biacore Basics, GE Healthcare Life Sciences, NJ, September 24, 2010 Who’ Who Among Collegiate Faculty. Montclair Who’s Who Registry (U.S. and Canada), September, 2010 Who’s Who Among Executives and Professionals. February, 2010 Who’s Who in North American Education. January 2010 Who’s Who Among America’s Teachers. 1994, 2000, 2004, 2005 Wo Innovation Award, 1st Honorable Mention, “Hands-on Undergraduate Research in Plant Biotechnology”. March 20, 2009 Wo Learning Champion Generation VI. April 5, 2008. Certificate of Participation – Ford PAS Professional Development Foundations Institute, March, 2008 Wo Community Building Award: 2nd Honorable Mention. February 23, 2008 Certificate of Training – Transportation of Dangerous Biological Goods, 2008 Certificate of Laboratory Safety – Ann Refresher Hazardous Waste Generator Training, UHM, August, 2006, 2009 Certificate of Laboratory Safety Training – Chemical Hygiene Program. UHM, January 2006 Certificate of Completion, ABE–the Genomics and Molecular & Cellular Biology Training Workshop, University of Hawaii, Manoa, 2005, 2006, and 2007 Orchidist of the Year, Honolulu Orchid Society, 2004 Completion of CWCS-Center for Workshops in the Chemical Sciences – Molecular Genetics and Protein Structure and Function Workshop. University of Hawaii, Hilo, July 11 – 16, 2004 Frances Davis Award for Excellence in Undergraduate Teaching, 2004 Certificate of Completion, TGCI the Grantsmanship Training Program, Honolulu. January 5 – 9, 2004 Certificate of Participation. International Conference on Natural Products, Chemistry, Technology and Medicinal Perspectives. Al-Farabi Kazakh National University, Kazakhstan. October 8 – 11, 2003 University of Hawaii Board of Regents Award for Excellence in Teaching 2002 Certificate of Appreciation. The 17th World Orchid Conference. Shah Alam, Malaysia. April 2002 Taxonomic Authority in South East Asian Orchids, American Orchid Society. June 2000 – 2001 Certificate of Participation, NASA. 1990 and 2000 Certificate of Appreciation. Ho’olaulea, WCC. 1986 and 1989 Certification for Commercial Applicators of Restricted Pesticides. 1982 Phi Kappa Phi. 1978 Student Intern. Orchid Identification Center. Marie Selby Botanical Garden. Sarasota. Aug – Oct. 1977 Gamma Sigma Delta. 1976 East West Center grantee. 1974 - 1977

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Grant Awards • Project Director. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-

NIFA. $98,799.16 FY 2013 – 2014 • Project Director. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-

NIFA. $104,505.673 FY 2012 – 2013 • Sub-Project Director. Perkins grant. $ 40,483. FY 2012 – 2013 • Sub-Project Director. Community College and Career Training grant. $568,569. FY 2011 - 2014 • Project Director. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-

NIFA. $108,578.69. FY 2011 – 2012 • Project Director. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-

NIFA. $104,283.49. FY 2010 – 2011 • Project Director. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-

CSREES Consortium Grant. $108,691.33. FY 2009 – 2010 • Project Director. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-

CSREES Consortium Grant. $108,364. FY 2008 – 2009 • Project Director. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-

CSREES Consortium Grant. $112,719. FY 2007 – 2008 • NSF Advances in Biosciences Education Workshop, UHM. $10,896. Summers 2005, 2006, 2007 • Project Director. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-

CSREES Consortium Grant. $113,950. FY 2006 – 2007 • EPSCoR mini grant/ $955. Attended the Pacific Rim Industrial Biotechnology and Bioenergy

Conference, Honolulu, January 11 – 13, 2006 • Project Coordinator. Biotechnology Program Development. EPSCoR mini grant $1,786. With two

students attended and presented a poster “Student Research Interns – Partnerships with Biotech Companies” at the Second IMUA EPSCoR Conference, January 4 – 5, 2006

• Project Mentor. Field Trip with 3 students to Mera Pharmaceutical Co. , Hamakua Mushroom Farm and UHH DNA Sequencing Lab. EPSCoR RTRF $1,345. August 2005

• Project Coordinator. University of Hawaii Agribusiness Education, Training and Incubator Project. USDA-CSREES Consortium Grant. $123,063. FY 2005 - 2006

• Principal Investigator. USDA-SPEC Grant. $41,984. FY 2005 - 2007 • Project Coordinator. Biotechnology Program Development. $11,382. EPSCoR Planning Grant. April

2004 – March 2005 • Project Director. Agribiotech Training and Enterprises through Plant Biotechnology and Agriculture

Technology Programs. USDA-CSREES Consortium Grant. $134,744. FY 2004-2005 • Principal Investigator. HS-BRIN Faculty Development Funding. $2,588. June 2003 • Project Director. Maximizing Enrollment for the ASC in Bio-Resources and Technology. USDA-

CSREES Consortium Grant. $101,840. FY 2003-2004 • Co-Coordinator. Plant Biotechnology/Environmental Science. $29,843. EPSCoR Planning Grant. Spring

- Fall 2003 • Project Director. Offer an ASC in Bio-Resources and Technology. USDA-CSREES grant. $159,402.

September 15, 2002 – March 14, 2004 • Project Investigator. Developed an ASC in Bio-Resources and Technology. USDA-CSREES grant.

$159,648. September 2001 – December 2002 • Project Coordinator. Developed the entry-level and professional-level job standards for post-secondary

institutions. Title II Tech Prep-Natural Resources Career Pathway. $8,390. July 2001 – September 2003 • Co-Principal Investigator. BRIN grant. $1,243. Attended 17th World Orchid conference in Malaysia. April

2002 • Principal Investigator. “Plant Biotechnology II Workshop”, and climate-controlled greenhouse. Pacific

Center for Advanced Technology Training (PCATT). $26,600. April – June 2001 • Principal Investigator. Millennium Workforce Development Initiative (MWDI) for purchase of PDS

1000 He Systems. $19,500. April – June 2001 • Principal Investigator. “Plant Biotechnology I Workshop”, MWDI grant. $10,000. February – June 2000

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Appendix V2. Bradley Porter’s CV

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