Advancing a New Paradigm for STEM Education

INFORMATION ABOUT PRINCIPAL INVESTIGATORS/PROJECT DIRECTORS(PI/PD) and co-PRINCIPAL INVESTIGATORS/co-PROJECT DIRECTORS Submit only ONE copy of this form for each PI/PD and co-PI/PD identified on the proposal. The form(s) should be attached to the original proposal as specified in GPG Section II.B. Submission of this information is voluntary and is not a precondition of award. This information will not be disclosed to external peer reviewers. DO NOT INCLUDE THIS FORM WITH ANY OF THE OTHER COPIES OF YOUR PROPOSAL AS THIS MAY COMPROMISE THE CONFIDENTIALITY OF THE INFORMATION. PI/PD Name: Rose Tseng

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WHY THIS INFORMATION IS BEING REQUESTED:

The Federal Government has a continuing commitment to monitor the operation of its review and award processes to identify and address any inequities based on gender, race, ethnicity, or disability of its proposed PIs/PDs. To gather information needed for this important task, the proposer should submit a single copy of this form for each identified PI/PD with each proposal. Submission of the requested information is voluntary and will not affect the organization's eligibility for an award. However, information not submitted will seriously undermine the statistical validity, and therefore the usefulness, of information recieved from others. Any individual not wishing to submit some or all the information should check the box provided for this purpose. (The exceptions are the PI/PD name and the information about prior Federal support, the last question above.)

Collection of this information is authorized by the NSF Act of 1950, as amended, 42 U.S.C. 1861, et seq. Demographic data allows NSF to gauge whether our programs and other opportunities in science and technology are fairly reaching and benefiting everyone regardless of demographic category; to ensure that those in under-represented groups have the same knowledge of and access to programs and other research and educational oppurtunities; and to assess involvement of international investigators in work supported by NSF. The information may be disclosed to government contractors, experts, volunteers and researchers to complete assigned work; and to other government agencies in order to coordinate and assess programs. The information may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See Systems of Records, NSF-50, "Principal Investigator/Proposal File and Associated Records", 63 Federal Register 267 (January 5, 1998), and NSF-51, "Reviewer/Proposal File and Associated Records", 63 Federal Register 268 (January 5, 1998).

NSF Form 1225(10/99) INFORMATION ABOUT PRINCIPAL INVESTIGATORS/PROJECT DIRECTORS(PI/PD) and co-PRINCIPAL INVESTIGATORS/co-PROJECT DIRECTORS Submit only ONE copy of this form for each PI/PD and co-PI/PD identified on the proposal. The form(s) should be attached to the original proposal as specified in GPG Section II.B. Submission of this information is voluntary and is not a precondition of award. This information will not be disclosed to external peer reviewers. DO NOT INCLUDE THIS FORM WITH ANY OF THE OTHER COPIES OF YOUR PROPOSAL AS THIS MAY COMPROMISE THE CONFIDENTIALITY OF THE INFORMATION. PI/PD Name: Sonia Juvik

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NSF FORM COVER SHEET FOR PROPOSAL TO THE NATIONAL SCIENCE FOUNDATION

PROGRAM ANNOUNCEMENT/SOLICITATION NO./CLOSING DATE/if not in response to a program announcement/solicitation enter NSF 02-2 FOR NSF USE ONLY NSF 02-019 03/01/02 NSF PROPOSAL NUMBER FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S) (Indicate the most specific unit known, i.e. program, division, etc.) EHR - Directorate for Education & Human Resources (continued) 0223040 DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS# (Data Universal Numbering System) FILE LOCATION 059076732 EMPLOYER IDENTIFICATION NUMBER (EIN) OR SHOW PREVIOUS AWARD NO. IF THIS IS IS THIS PROPOSAL BEING SUBMITTED TO ANOTHER FEDERAL TAXPAYER IDENTIFICATION NUMBER (TIN) A RENEWAL AGENCY? YES NO IF YES, LIST ACRONYM(S) AN ACCOMPLISHMENT-BASED RENEWAL 996000354 NAME OF ORGANIZATION TO WHICH AWARD SHOULD BE MADE ADDRESS OF AWARDEE ORGANIZATION, INCLUDING 9 DIGIT ZIP CODE University of Hawaii at Hilo University of Hawaii at Hilo 200 West Kawili Street AWARDEE ORGANIZATION CODE (IF KNOWN) Hilo, HI. 96720 0290205000 NAME OF PERFORMING ORGANIZATION, IF DIFFERENT FROM ABOVE ADDRESS OF PERFORMING ORGANIZATION, IF DIFFERENT, INCLUDING 9 DIGIT ZIP CODE

PERFORMING ORGANIZATION CODE (IF KNOWN)

IS AWARDEE ORGANIZATION (Check All That Apply) (See GPG II.C For Definitions) FOR-PROFIT ORGANIZATION SMALL BUSINESS MINORITY BUSINESS WOMAN-OWNED BUSINESS TITLE OF PROPOSED PROJECT Hawaiian Values, Science and Technology: Advancing a New Paradigm for STEM Education

REQUESTED AMOUNT PROPOSED DURATION (1-60 MONTHS) REQUESTED STARTING DATE SHOW RELATED PREPROPOSAL NO., IF APPLICABLE $ 2,413,120 60months 01/01/03 CHECK APPROPRIATE BOX(ES) IF THIS PROPOSAL INCLUDES ANY OF THE ITEMS LISTED BELOW BEGINNING INVESTIGATOR (GPG I.A) HUMAN SUBJECTS (GPG II.C.11) DISCLOSURE OF LOBBYING ACTIVITIES (GPG II.C) Exemption Subsection or IRB App. Date PROPRIETARY & PRIVILEGED INFORMATION (GPG I.B, II.C.6) INTERNATIONAL COOPERATIVE ACTIVITIES: COUNTRY/COUNTRIES INVOLVED HISTORIC PLACES (GPG II.C.9) (GPG II.C.9) SMALL GRANT FOR EXPLOR. RESEARCH (SGER) (GPG II.C.11) VERTEBRATE ANIMALS (GPG II.C.11) IACUC App. Date HIGH RESOLUTION GRAPHICS/OTHER GRAPHICS WHERE EXACT COLOR REPRESENTATION IS REQUIRED FOR PROPER INTERPRETATION (GPG I.E.1) PI/PD DEPARTMENT PI/PD POSTAL ADDRESS 200 West Kawili Street PI/PD FAX NUMBER Hilo, HI 96720 808-974-7622 United States NAMES (TYPED) High Degree Yr of Degree Telephone Number Electronic Mail Address PI/PD NAME Rose Tseng PhD 1968 808-974-7444 [email protected] CO-PI/PD Sonia Juvik PhD 1982 808-974-7444 [email protected] CO-PI/PD

CO-PI/PD

Page 1 of 2 Electronic Signature CERTIFICATION PAGE

Certification for Authorized Organizational Representative or Individual Applicant: By signing and submitting this proposal, the individual applicant or the authorized official of the applicant institution is: (1) certifying that statements made herein are true and complete to the best of his/her knowledge; and (2) agreeing to accept the obligation to comply with NSF award terms and conditions if an award is made as a result of this application. Further, the applicant is hereby providing certifications regarding debarment and suspension, drug-free workplace, and lobbying activities (see below), as set forth in Grant Proposal Guide (GPG), NSF 02-2. Willful provision of false information in this application and its supporting documents or in reports required under an ensuing award is a criminal offense (U. S. Code, Title 18, Section 1001).

In addition, if the applicant institution employs more than fifty persons, the authorized official of the applicant institution is certifying that the institution has implemented a written and enforced conflict of interest policy that is consistent with the provisions of Grant Policy Manual Section 510; that to the best of his/her knowledge, all financial disclosures required by that conflict of interest policy have been made; and that all identified conflicts of interest will have been satisfactorily managed, reduced or eliminated prior to the institution's expenditure of any funds under the award, in accordance with the institution's conflict of interest policy. Conflicts which cannot be satisfactorily managed, reduced or eliminated must be disclosed to NSF. Drug Free Work Place Certification By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant is providing the Drug Free Work Place Certification contained in Appendix A of the Grant Proposal Guide.

Debarment and Suspension Certification (If answer "yes", please provide explanation.) Is the organization or its principals presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency? Yes No By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant is providing the Debarment and Suspension Certification contained in Appendix B of the Grant Proposal Guide. Certification Regarding Lobbying This certification is required for an award of a Federal contract, grant, or cooperative agreement exceeding $100,000 and for an award of a Federal loan or a commitment providing for the United States to insure or guarantee a loan exceeding $150,000. Certification for Contracts, Grants, Loans and Cooperative Agreements The undersigned certifies, to the best of his or her knowledge and belief, that: (1) No federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ``Disclosure of Lobbying Activities,'' in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, Title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

AUTHORIZED ORGANIZATIONAL REPRESENTATIVE SIGNATURE DATE NAME David K Lovell Electronic Signature Mar 1 2002 6:30PM TELEPHONE NUMBER ELECTRONIC MAIL ADDRESS FAX NUMBER 808-933-0847 [email protected] 808-933-0838 *SUBMISSION OF SOCIAL SECURITY NUMBERS IS VOLUNTARY AND WILL NOT AFFECT THE ORGANIZATION'S ELIGIBILITY FOR AN AWARD. HOWEVER, THEY ARE AN INTEGRAL PART OF THE INFORMATION SYSTEM AND ASSIST IN PROCESSING THE PROPOSAL. SSN SOLICITED UNDER NSF ACT OF 1950, AS AMENDED.

Page 2 of 2 COVER SHEET FOR PROPOSAL TO THE NATIONAL SCIENCE FOUNDATION FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S) - continued from page 1 (Indicate the most specific unit known, i.e. program, division, etc.)

HRD - TRIBAL COLLEGE & UNIVERS PROGR

Continuation Page A. PROJECT SUMMARY

HAWAIIAN VALUES, SCIENCE AND TECHNOLOGY: ADVANCING A NEW PARADIGM FOR STEM EDUCATION

The overall aim of the proposal is to significantly increase enrollment and graduation rates of Native Hawaiian students at the University of Hawai`i at Hilo (UHH) in mathematics and science disciplines, and increase familiarity with and the use of related technology. The success of our proposal also will require that we acknowledge the importance of cultural relevancy in attracting Hawaiians to mathematics and science disciplines. Overcoming our institutional biases will necessitate close collaboration with Native Hawaiian educators on and off the UHH campus to develop an appropriate pedagogy and to formulate curricula and research projects that have high appeal to Native Hawaiians. We believe that culturally relevant curricula will benefit all UHH students thus aiding in overall student retention rates in STEM disciplines. We seek to formulate a new paradigm for STEM education that is predicated on the integration of assets of culture and natural environment, and which recognizes the importance of early (K- 12 years) and positive exposure if increasing percentages of students are to be attracted to STEM disciplines.

Using the icon of the Hawaiian star compass, we have developed a new model for STEM education, called HCAST (Hawaiian Compass for Advancement in Science and Technology). Intellectual merit and broad impact are achieved through the incorporation of Hawaiian epistemology in research, faculty development and in curricula areas. The implementation of outreach is through partnership with an existing UHH organization with a track record of success in reaching Hawaiian students. HCAST involves the advancement of the following four goals, each one encompassing a cardinal direction:

I. Faculty Development that aims to enculturate Hawaiian values, ways of knowing and learning and use of current technology. II. Curricula Enhancement (technological and pedagogical) in STEM disciplines taught at UHH. III. Faculty Research that integrates mainstream STEM methodology with Hawaiian traditional knowledge and practices that reaches from the land and the stars and the surrounding ocean. IV. Outreach to Hawaiian students and Hawaiian communities through special enrichment classes and informational programs.

All elements of the project will take advantage of the extraordinary natural and cultural environment in which the university is situated. The island of Hawaiì is celebrated as an unparalleled laboratory for the study of climatological and landscape diversity, evolutionary biology, volcanology, and astronomy. Less appreciated, however, is the richness and uniqueness of Hawaiian culture, in which traditional knowledge and customs are centered on the unique environmental features of Hawaii. We have selected the Hawaiian cultural concept of Àhupuaà as the integrating theme for all of the elements comprising our proposal. The Àhupuaà concept is central to Hawaiian culture in that it is the term used for the land division (generally running from mountain to ocean) on which the “clan group” depended for survival in the traditional subsistence society. Intimate knowledge of land, water, and the functional relationships between diverse elements was vital to the success and survival of the group. This overarching concept is used as a metaphor to convey acknowledgment of the importance of Hawaiian scientific and cultural knowledge and ways of knowing to the successful implementation of our goals. Through the enculturation of our faculty, development of culturally relevant curricula and hands-on research programs, as well as effective outreach to the Hawaiian community, we will achieve the broader impacts of the proposed activities: 1) a new paradigm that can improve attitudes (Hawaiian and others) towards, and the attraction of students to, science and technology disciplines, and 2) pedagogical changes that honor the science in Hawaiian cultural knowledge, and which reflect the importance of cultural relevancy in discipline attraction to the indigenous population. TABLE OF CONTENTS

For font size and page formatting specifications, see GPG section II.C.

Section Total No. of Page No.* Pages in Section (Optional)*

Cover Sheet for Proposal to the National Science Foundation

A Project Summary (not to exceed 1 page) 1

B Table of Contents 1

C Project Description (Including Results from Prior 15 NSF Support) (not to exceed 15 pages) (Exceed only if allowed by a specific program announcement/solicitation or if approved in advance by the appropriate NSF Assistant Director or designee)

D References Cited 2

E Biographical Sketches (Not to exceed 2 pages each) 34

F Budget 15 (Plus up to 3 pages of budget justification)

G Current and Pending Support 19

H Facilities, Equipment and Other Resources 1

I Special Information/Supplementary Documentation 27

J Appendix (List below. ) (Include only if allowed by a specific program announcement/ solicitation or if approved in advance by the appropriate NSF Assistant Director or designee)

Appendix Items:

*Proposers may select any numbering mechanism for the proposal. The entire proposal however, must be paginated. Complete both columns only if the proposal is numbered consecutively.

C. PROJECT DESCRIPTION: HAWAIIAN VALUES, SCIENCE AND TECHNOLOGY: ADVANCING A NEW PARADIGM FOR STEM EDUCATION

PROJECT GOALS, OBJECTIVES AND ANTICIPATED IMPACT The overall aim of the proposal is to significantly increase enrollment and graduation rates in mathematics and science disciplines, and increase familiarity with and the use of related technology, by Native Hawaiian students at the University of Hawai`i at Hilo (UHH). We intend to achieve this broad goal by building on existing institutional strengths of a) an excellent and energetic faculty in STEM disciplines, b) a record of student-faculty collaborative research, c) greatly improved availability of physical facilities equipped with state-of-the-art science laboratories and computer equipment dedicated to science and technology instruction and learning, and d) the increasing number of programs and efforts at UHH that are designed to attract, and promote the recruitment and retention of Hawaiians at the university. The success of our proposal also will require that we acknowledge the importance of cultural relevancy in attracting Hawaiians to mathematics and science disciplines. Overcoming our institutional biases will necessitate close collaboration with Native Hawaiian educators on and off the UHH campus to develop an appropriate pedagogy and to formulate curricula that have high appeal to Native Hawaiians. We believe that curricula that are more culturally relevant will benefit all UHH students, thus aiding in overall student retention rates in STEM disciplines. We seek to formulate a new paradigm for STEM education that is predicated on the integration of assets of culture and natural environment; and which recognizes the importance of early (K-12 years) and positive exposure if increasing percentages of students are to be attracted to STEM disciplines (Grandy 1998).

An additional strength of this proposal is that all elements of the project will take advantage of the extraordinary natural and cultural environment in which the university is situated. The unique natural environment of the Hawaiian Islands is celebrated within the international scientific community as an unparalleled laboratory for the study of evolutionary biology, volcanology, astronomy, and its general climatological, natural hazard and ecological diversity. What is less widely known around the world is the richness and uniqueness of Hawaiian culture and its potential to contribute a new paradigm that can improve attitudes (Hawaiian and others) towards, and the attraction of students to, science and technology disciplines. Thus a key element of this proposal is the achievement of pedagogical and curricular changes that honors the science in Hawaiian cultural knowledge, and which reflect the importance of cultural relevancy in discipline attraction to the indigenous population.

We have therefore selected the Hawaiian concept of Àhupuaà as the integrating theme for all of the elements comprising our proposal. The Àhupuaà concept is central to Hawaiian culture in that it is the term used for the land division (running generally from mountain to ocean) on which the “clan group” depended for survival in the traditional subsistence society. Intimate knowledge of land, water, and the functional relationships between diverse elements was vital to the success and survival of the group. We therefore use this overarching concept as a metaphor that conveys our acknowledgment of the importance of Hawaiian scientific and cultural knowledge and ways of knowing to the successful implementation of our goals. By the conclusion of the project we hope to have a fully tested and carefully articulated Hawaiian paradigm for STEM education.

The intellectual merits of the proposal are based on four goals: Faculty Development, Curricula Enhancement, Research, and Outreach, which we have fully developed as a model based on the icon of the Hawaiian star compass (Figure 1). The co-PI (S. Juvik), with the help of an administrative assistant, will be responsible for project coordination, management and evaluation over the five year period. Beneath the co-PI in the management structure are faculty that have been identified as Project Leaders, who will be responsible for the four main goals. Within the Research and Curricula components are three disciplinary clusters: Environmental Sciences, Physical Sciences, and Mathematics and Spatial Analysis. Each cluster involves a core group of faculty, designated as faculty-learners, who serve as the

1 pilot group involved in advancing the paradigm developed here and in later disseminating this paradigm to the broader university community. Oversight for intellectual merit and broader impacts will occur in consultation with the Advisory Board.

INSTITUTIONAL CHARACTERISTICS The UHH is the only four year baccalaureate degree granting institution in Hawaiì’s three tiered nine- campus system of public higher education. It is located in Hilo on the island of Hawaiì and consists of a traditional four year College of Arts and Sciences (CAS), a four year College of Agriculture, Forestry and Natural Resources Management (CAFNRM) and a College of Hawaiian Language (Ka Haka Ùla O Keèlikolani). The current UHH enrollment is 2900 students of which 18% are of Native Hawaiian ancestry. UHH also shares the campus with Hawaiì Community College, a 2 year Associate’s degree institution that has a larger Hawaiian enrollment (31%), and whose students often feed into our programs.

UHH has taken particular interest in the enrollment and participation of Native Hawaiians over the past ten years. The campus was transformed from a campus in which Native Hawaiians represented a mere 4% of the student body in 1970. UHH's commitment remains strong and is evident in the specialized services and programs designed to recruit, assist, and retain students from "targeted" minority groups, especially Native Hawaiians. For example, Upward Bound assists low income high school students in transition to college life, and includes a special program for students interested in math and science; The Minority Access Program seeks to "improve access and success of students from underrepresented ethnic groups; The Peer Assistant Linkages and Support Program (PALS) assist minority students through their first year of college; and The Health Careers Opportunities Program assist economically and environmentally disadvantaged students pursue careers in the health professions. In short, these diverse and specialized programs indicate the institution's commitment to the recruitment, nurturance, and advancement of minority students.

There is considerable interest in STEM disciplines but low graduation rates (Table 1). The freshman retention rate calculated for a six-year period is 30% for Native Hawaiians, not markedly different from the entire student population. The University is working to improve this statistic and we think this program will make an important contribution in that area (see Supplementary Documents A). One hypothesis of our study is that there is inadequate K-12 preparation for successful completion of college level mathematics and science major requirements, and there also is a perception amongst Native Hawaiians that these subjects are not consistent with their desire to deepen their own cultural knowledge and affirm their Hawaiian identity. For this reason, we have designed a multi-dimensional, interdisciplinary and collaborative program that addresses and seeks to address the absence of Hawaiian cultural content in the curricula of most UHH courses.

Table 1. Number of Native Hawaiian students majoring in STEM disciplines during the 2000-2001 academic year, percent of Native Hawaiian students in each major out of the total # of Native Hawaiians, and the number of Native Hawaiian students graduating during the last five academic years (1996-2000). *The Natural Sciences degree is geared to those who wish to teach in secondary and elementary schools. Discipline # Majors %NH # Graduates (Last 5 Yrs) Astronomy 0 0 0 Biology 15 2.9 11 Chemistry 1 0.2 0 Computer Science 16 3.1 3 Geology 1 0.2 1 Marine Science 16 3.1 10 Mathematics 5 1.0 4 Natural Sciences* 10 2.0 16 Physics 2 0.4 0

2 DESCRIPTION OF THE PROJECT There are two issues that UHH intends to address through the NSF-TCUP grant. One is the need to build a campus that has a faculty and curricula that promotes the utilization of the island of Hawai`i as a natural learning laboratory. And while the development of the campus to do this will mark its uniqueness in bringing theory closer to practice, it also begins to develop an educational climate that embraces the Native Hawaiian culture and perspective in the things that are of interest to the indigenous people. Therefore, the second issue being addressed is the promotion of an educational climate that offers conditions that optimize learning for Hawaiians.

The pursuit of increased enrollment, retention and graduation of Native Hawaiians in STEM disciplines will be achieved through the activities contained in HCAST (Hawaiian Compass for Advancement in Science and Technology). HCAST (Figure 1) is the model devised to summarize this project. It shows the relationship between the four goals of the proposal and the elements comprising each goal.

Legend: A. Cultural workshops for D E faculty-learners B. Grants for course re- C F design C. Kumu-teacher collaborations G B D. Information dissemination to UHH, HCC community FACULTY CURRICULA E. STEM 101 course A DEVELEP- ENHANCEMENT H MENT F. Intensive Pre-calculus course G. Student internships with high schools OUTREACH RESEARCH I N H. Faculty/student seminars I. Environmental Sciences Cluster J J. Physical Sciences M Cluster K. Mathematics Cluster L K L. High school teacher training M. 7-12th grade summer courses N. Super Saturdays

Figure 1. Hawaiian Compass for Advancement in Science and Technology (HCAST) as a model for our four-part approach towards integrating knowledge about culture into the training of faculty, using culturally relevant examples in curricula and research, and disseminating this new paradigm beyond the university community. Arrows designate the natural links between the four components.

3 HCAST Goals (the four cardinal directions of the Hawaiian Star Compass) I. Faculty development - to expose all UHH faculty, who typically are not Hawaiian, to Hawaiian national culture so that faculty may appreciate the ways in which the indigenous culture influences the aspects of reality to which Hawaiians assign importance (cf. Hofstede, 1992). We refer to the pilot group of faculty directly involved in the proposal as faculty-learners. II. Curricula enhancement – to revise STEM courses currently offered at UHH and to introduce new STEM courses built on a Hawaiian cultural foundation (i.e. courses that reflect an understanding of the symbols and practices which are of importance to Hawaiian students). III. Faculty research – that provides opportunity for teachers and students to engage in field based research so that Hawaiian students may better understand the science of their environment and the science embedded in their own cultural practices and ways of knowing. This research component is also seen as an important mechanism for achieving faculty participation and faculty retention in the proposed project. IV. Outreach – through a program that aims to influence the way in which Hawaiians (families) perceive science and technology. The program reaches into the community through the Super Saturday activities; it brings grade school students (7-12 graders) on UHH campus for Summer Enrichment STEM courses; and it includes a summer program for grade school science teachers. The outreach program will adopt the successful model employed by Na Pua No `Eau (a UHH affiliated program for gifted and talented children).

Elaboration of Project Goals Goal 1. Implement a professional faculty development program designed by Hawaiian educators in collaboration with UHH faculty–learners and aimed to improve technological and pedagogical competency.

The idea of faculty development in this project is to engage faculty into those experiences that would provide better understanding of perspective and behavior and an appreciation of the native community and island experiences. The faculties from their respective disciplines are experts in their STEM fields. While they may have familiarity with Hawai`i, in the vast majority of cases they have not had the opportunity to immerse themselves and their discipline into the history, perspective and culture of Native Hawaiians. The history of Hawaiians unveils a deep sense of understanding of the science of its natural environment in a broad context that impact their lives and livelihood. By providing faculty with this information through working both with elders (kupuna) and teachers (kumu) from this tradition as well as with youth, we hope to promote a pathway for Hawaiians to engage in science and math endeavors without “leaving their culture at home”.

Performance Objectives a) Achieve significant changes in pedagogy of STEM courses taught by faculty-learners--the pilot group of faculty directly involved in the project. Identify and collaborate with various individuals, programs, and organizations that have some expertise and may contribute to the Project. b) Achieve curricula enhancement consistent with the goal of appealing to increased numbers of Native Hawaiian students. Put on a weekend activity (such as Super Saturday) aimed at raising appreciation for STEM education by using the Outreach Component working with middle and high school students. Hawaiian practitioners will be partners in the activity.

A unique feature of this proposal is that, unlike many cultural inclusive methods that place a mainstream model over a cultural name, the Hawaiian paradigm is being designed for teacher learning in a professional development context. A faculty development program will be collaboratively designed and implemented under the guidance of Hawaiian kumu (teachers) who can contribute their ways of knowing to the education of the faculty and the students. The expected outcome is more courses with a clear, declared and authentic Hawaiian appeal or 'hook.'

4 Facilitating Objectives 1) Enculturate or supplement the education of faculty-learners involved in the NSF-TCUP grant through the requirement for participation in a series of interactive workshops conducted by faculty members of Hawaiian ancestry with support of Hawaiian kumu and kupuna from the non-academic community. 2) Redesign course offerings in order to integrate Hawaiian cultural perspectives. 3) Work together with Hawaiian elders and practitioners in teaching Hawaiian middle and high school students through the Outreach Project (e.g. summer immersion programs and “Super Saturday” activities). 4) Mentor students through multi-disciplinary learning communities designed for Hawaiian students interested in the designated disciplines (e.g. proposed freshman course: STEM 101). 5) By year 3, annually invite all UHH and Hawai`i Community College faculty to participate in faculty development workshops (provide one workshop/semester). 6) Provide faculty incentives for authentic curricula reform (STEM curricula development grants).

Action Plan for Faculty Development Enculturate UHH faculty. A series of seminars are scheduled that will include all project people as a means to develop a common foundation of knowledge with respect to the project operation and understanding of the effort. A strong presence of faculty members of Hawaiian ancestry engaged in Hawaiian education, including Dr. Kalena Silva, Dr. Alice Kawakami, Dr. David Sing, Jackie Pualani Johnson, Keiki Kawai`ae`a, and Gail Makuakane-Lundin will provide guidance. The following topics will be covered: a) general overview of Hawaiian education issues; b) follow-up seminars and observations of models that optimize learning; c) "reading the aina" - a Hawaiian perspective. Hawaiians with a background as practitioners will take the group on field trips to different parts of the island to observe and learn about the land, sky, and ocean from Hawaiian eyes.

Faculty-learners will be strongly encouraged to take an introductory course in Hawaiian language (such as Hawaiian Language in Action HAW 100E that is taught every semester in Ka Haka `Ula O Ke`elikolani (College of Hawaiian Language).

Redesign course offerings. To achieve the integration of Hawaiian perspective, culture and history the following actions will be taken: a) Research and review of curricula, initiatives, models, and activities that have been successfully implemented elsewhere and which may be used by the Project. b) Identify and collaborate with various individuals, programs, and organizations which have some expertise and may contribute to the Project. c) Put on a weekend activity using the new ideas with the Outreach Component working with middle and high school students. Hawaiian practitioners will be partners on the activity. d) Develop a component such as faculty-learner discussion groups, Groove (chat-room) software, for Project team support and feedback. e) Develop a website for dissemination of information about the HCAST program. f) Work together with Hawaiian elders and practitioners in teaching Hawaiian middle and high school students through the Outreach Component of the Project.

Mentor students and faculty-learners. Through the creation of learning communities as the mechanism by which faculty-learners and students (and indigenous culture) will be brought into dialogic relationship. This particular objective will, by the third year begin to draw in faculty from other disciplines and have the project people serve as coaches in broadening the impact of their effort. The more detailed plan requires of STEM faculty-learners to: a) Meet regularly with groups of Hawaiian students who have shown interest in one or more of the STEM disciplines available at UHH. b) Invite Hawaiian students to help with research.

5 c) Collaboratively design and participate in STEM learning communities. d) Shepherd Hawaiian students to present research findings at national conventions and to assist in other outreach activities (e.g., annual conference of the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS)).

Provide opportunities for all faculty to become exposed to the new HCAST paradigm. By the third year of the project the STEM faculty-learners will be expected to participate in a broad dissemination of pedagogical information and methods of curricula development to the UHH and Hawai`i Community College faculties. STEM faculty-learners will benefit from the opportunities provided by TCUP to meet UHH expectations of research, teaching and community service for tenure and promotion considerations. The university will benefit due to increased visibility of research from publication displays on campus, public lecture series, and greater publicity of HCAST activities in local media. Also important are the anticipated benefits to Native Hawaiian students and community whose culture and environment will be key to the construction of a new paradigm for STEM education. Implementing actions will include: a) Once per semester hold a one day STEM workshop on the UHH campus for the benefit of all UHH and HCC faculty. The morning session will be devoted to enculturation and development while the afternoon session will consider ways for teachers to retool for the high technology era. b) Provide access to STEM project resources (website, syllabi, collected literature) and mentoring by STEM faculty-learners. c) Provide STEM curricula development grants (5 per year) to be awarded by the end of each Spring Semester in years 2-4 of the project. Successful recipients must teach in STEM disciplines at UHH. Proposals will by judged by STEM faculty-learners and the UHH-STEM Advisory Board.

Facilitating Sustainability Faculty buy-in, commitment and retention are prerequisites to the achievement of the TCUP-STEM goals articulated here. Therefore it is significant that a good number of UHH faculty and senior administrators already are directly involved in all aspects of the project implementation. However, the University’s recent aggressive support of extramural grants together with its campaign to grow enrollment has severely strained faculty capabilities. Therefore, a significant hindrance to faculty performance and recruitment to the Project is the availability of time. Consequently, we have budgeted teaching release time for our faculty involved in the grant. One of the faculty selection criteria will be buy-in to TCUP-STEM goals, and willingness to implement the changes made in STEM curricula.

Annual Assessment a) Number of faculty involved that were not part of the original faculty-learner group. b) Number of faculty attending TCUP-STEM sponsored activities on campus. c) Number of faculty taking Hawaiian language classes. d) Number of visits to HCAST website. e) Faculty evaluation of quality and effectiveness of STEM workshops and other activities.

Goal 2. Redesign curricula in the STEM disciplines of Environmental Sciences, Physical Sciences, and Mathematics utilizing important symbols of Hawaiian culture and ways of knowing as a means to attract Native Hawaiian students.

Our approach to curricula reform goes beyond individual disciplines, but rather we aim to augment what is taught in lecture classes with hands-on field experiences linking research (Goal 3) with our classroom teaching. To demonstrate to students that Native Hawaiians own sophisticated practices of science embedded in their culture, we will emphasize in STEM courses the Àhupuaà concept. The linkage between the science of ecological zones of the land tenure system and human impacts on islands is of great importance to island peoples. Thus, the Hawaiian system of land tenure - the Àhupuaà - is the parallel on which this proposal aims to design and implement the STEM disciplines. In the Àhupuaà

6 system, different clan groups were given tenure and responsibility for stewardship (malama) over tracts of land that typically ran from the mountain (mauka) to the coast (makai). Divisions of land ownership served to define cultural heritage and provide a framework to regulate daily life, decide lineage, access to land and provide the authority for settling disputes. This concept bound the Hawaiian community through provision of public facilities such as highland forests for hunting and gathering, an agricultural middle ground and sustenance of the sea. The `Ahupua`a system is not merely a third-world cultural gloss but rather a scientific design with deep cultural roots that impacts Hawaiian life in significant areas.

Performance Objectives Study of the successful enrollment of Native Hawaiians to the UHH College of Hawaiian Language has provided us with knowledge of how to successfully attract Hawaiian students. However, courses in the STEM disciplines suffer low enrollment, retention and graduation rates of Hawaiian students (Table 1). Principal efforts of this proposal will be to define a new pedagogy and redesign curricula to include concepts and practices related directly to indigenous Hawaiian ways of knowing and learning. This becomes something to which they can claim cultural "ownership" and create the cultural 'hook' necessary to engage Hawaiian students in the math and science areas. This omission is most stark in the way STEM courses are taught at present, which is based on teaching facts and in which success is demonstrated mainly by those students with excellent exam-taking skills. We aim to take actions that achieve the following changes: a) Increase under-represented Native Hawaiian students’ engagement in environmental sciences, physical sciences, and mathematics. b) Increase exposure to careers in technology, science, and mathematics. c) Increase the number of Hawaiian students working in undergraduate research. d) Increase the awareness of all students not coming from this ethnic background of the sophisticated scientific practices embedded in Hawaiian culture.

Facilitating Objectives To facilitate the achievement of desired curricula changes we will more closely integrate field research with classroom activities. (Individual research projects are elaborated under Goal 3.) In addition we will: 1) Develop an interdisciplinary, introductory STEM course (STEM 101) targeted for incoming Native Hawaiian freshman. 2) Involve local high school students by pairing them with college students. 3) Create research internships for student involvement with faculty and other scientific agencies. 4) Organize seminars focused on Hawaiian science and culture.

Action Plan for Curricula Enhancement Develop an interdisciplinary, introductory course (STEM 101). A large number of incoming college students are not adequately prepared to undertake math and science freshman courses. The proposed STEM 101 course will focus on applications of science through a variety of problem-solving exercises in mathematics, environmental sciences, and the physical sciences. It will be team-taught by the faculty- learners and it will involve student participation in one or more research projects as outlined in Goal 3. The faculty-learners will also serve as academic advisors for each cohort of students to establish early on a connection between students and faculty. Deliberate recruitment of Native Hawaiian freshman will serve to 1) expose students to science prevalent in their culture and 2) to establish bonds between the cohorts of students that take this class annually. The course will also be designed to expose students to computer and technological resources on campus so that they will be technologically literate at the beginning of their college career. More details on STEM 101 are in Supplementary Document B.

Develop a one-month intensive summer undergraduate Mathematics course for Native Hawaiians. The goal of this one-month intensive summer course in Pre-Calculus Mathematics is to prepare the incoming

7 freshman of 2003 - 2007 to start undergraduate work at UHH by improving their mathematical skills and by exposing them to mathematical modeling in areas relevant to the sciences and technology. The course will consist of one hour of lecturing and one hour in the computer lab where topics will be explored and elaborated using MathCAD. Then the students will have the opportunity to discuss problems with the tutors and work on their homework assignments. The selection of students will be done with the help of high school mathematics and science teachers and counselors and with the participation of the experienced UHH staff in the admission office and Nā Pua No `Eau during the spring semester prior to the summer. We will also target current UHH freshmen that have not taken the UHH (Math104) Pre- Calculus course. The selection criteria will include not only indicators of academic achievement such as cumulative GPA and if available SAT mathematics scores, but evidence of motivation, persistence and dedication to the goal of the program. The program will begin with a special orientation day when the students will take the mathematics placement exam used at UHH. At the end of the course, this placement exam will be repeated. We expect the students will be ready to start the Calculus sequence required for all science majors at UHH.

Expand out to the grade school community. This will take place through the development of a program that interacts with local schools, modeled after the NSF GK-12 program. High school students will be paired with college students that have taken STEM 101. College students will serve as mentors for small groups of high school students. We will focus on the two High schools in the Hilo area that are within easy access for university students. High school students will have the opportunity to become mentors once they enter college, and this program will be a vital recruitment tool. Together these pairs of students will interact with the local GK-12 schools and teachers to export inquiry-based learning approaches.

Create internships that support student involvement in research and emphasize the role that faculty play in providing mentorship and in acting as role models. An internship program will allow students to develop independent lines of inquiry within the context of faculty as well as agency research and that employs the tremendous existing Island resources as a natural laboratory. We will work closely with the UH-HIP program, which provides internships for Native Hawaiians within local government agencies, and with the recently award NSF REU program.

Sponsor on-campus STEM seminars. Students will be encouraged to make presentations at seminars to discuss research performed in the field or in laboratories. Efforts will be made to invite Hawaiian scientists, as role models, in the capacity of guest lecturers and guest researchers.

Facilitating Sustainability Development of an effective STEM 101 is key to the sustainability of curricula reform, as this core group of students will 1) serve as mentors to high school students and thus are our best recruiting tool, and 2) support and stimulate faculty research. In addition, the success of STEM 101 will demonstrate the efficacy of culturally relevant approaches to science, which in turn will provide strong incentive for the faculty-learners to disseminate their techniques for adoption by the entire university community. Once proven to be effective, the project coordinator will take necessary steps to have STEM 101 added to the permanent list of interdisciplinary science courses in the UHH Catalog. Likewise, we expect that the changes faculty make to curricula will through their success become a permanent feature of their pedagogy. Technology used in field research, class exercises and class projects should improve the capacity of students in a permanent way.

Various avenues already exist to support student involvement in faculty research, but they focus only on the biological sciences. UHH has developed a program called UH-HIP in which Native Hawaiians are paired with government agencies (e.g., US Forest Service, National Park Service) to conduct research in the environmental sciences. UHH has had strong support from NIH for the Minority Biomedical Research Support Program (MBRS). We have just been designated an REU site for Biology (PIs: Donald

8 Price and Sharon Ziegler-Chong) and will have a program running as of Summer 2002. These programs can serve as models for the proposed internship program and conversely the TCUP-STEM program will support the success and growth of interest in mathematics, science and technology at UHH.

UHH has a tutoring center that assists students with writing, science, and math. The tutoring service could be improved through additional tutors provided by the TCUP program. For Native Hawaiian students our experience suggests that peer tutoring is effective, and we will look for appropriate tutors in STEM disciplines to expand the services offered to students.

Annual Assessment a) Number of Native Hawaiians enrolled, majoring and graduating in STEM disciplines. b) Numbers of courses that faculty revise and adopt the HCAST paradigm. c) Number of students in grades 7-12 enrolled in outreach programs, and the demand for these slots. d) Survey results of STEM 101 participants on their literacy of science before and after the course. e) Student evaluations of STEM 101 and Intensive Pre-Calculus courses.

Goal 3. Support development of faculty research projects that integrate mainstream STEM methodology with Hawaiian perspectives and methods in research that reaches from the stars to the surrounding ocean.

Performance Objectives In this segment of the project we fully employ the Àhupuaà concept. It allows us to place research across disciplines and to include research that stretches from the sky to the ocean, creating a range of applications that encompass 1) astronomy and the heavens, 2) mountain research, 3) marine research, 4) hydrological and climate research and 5) volcanology research (Figure 2). An integral, though often unarticulated concept within the Àhupuaà system is the recognition that management of resources for survival and daily life involves a detailed understanding of environmental factors, and that ecological zones and habitats are interconnected. For example, in choosing which crops to farm in what areas, Hawaiians demonstrated a detailed knowledge of climate, geology, and ecology. In addition, because the Àhupuaà land tenure system assigned to particular groups blocks of land that spanned from mountain to sea, there was a strong understanding of the foundations of landscape ecology. For example, Hawaiians recognized implicitly that management within agricultural zones upslope might have effects on habitats below. Establishing a cultural connection by making science a significant part of the student's heritage and identity is an important development in creating new pedagogy in curricula development that is attractive to Native Hawaiian students. The performance objectives related to the research goal are:

a) Involve Native Hawaiian students, ranging in age from 7th grade through college, in hands-on field based research projects that provide critical first steps towards developing a sense of curiosity and an understanding of the applications of science, mathematics and technology. b) Demystify science by portraying it as a process in which students can participate in all stages (development, implementation, assessment). c) Demonstrate that Hawaiians own scientific knowledge and performed scientific experiments in their cultural practices that should validate rather than alienate Native Hawaiian participation in the sciences.

Facilitating Objectives The following research projects are closely linked with curricula enhancement; they go hand-in-hand as research unfolds as a powerful teaching tool. Only brief summaries of research are provided below. More detailed descriptions of the research projects are in Supplementary Documents B. A diagrammatic outline of the research projects that fit within the `Ahupua`a is shown in Figure 2. The individual research projects fall within three STEM clusters: physical sciences (astronomy, physics and geology);

9 environmental sciences (field ecology and climatology); and mathematics and computer assisted spatial data analysis. Students and faculty will have the benefit of involvement in different research projects either through STEM 101 or subsequent courses.

Figure 2. Research projects that fit under our over-aching theme of Ahupua`a land 5 management, in which the Hawaiians divided land among clan groups in blocks that spanned from the mountains to the sea. 6 Projects included along this environmental gradient: 3, 4 1. Coastal Impacts of Pollution 2. Lowland Forest Restoration 3. Climatology of Hawaii 4. Volcanology 5. Astronomy of Hawaiian Skies 2 6. Mathematics as a backbone--spans all ecological zones 1

ENVIRONMENTAL SCIENCES CLUSTER Three projects involving five faculty members make up this research cluster. The faculty are Brown, Gibson, Juvik, Ostertag, and Parsons. These and other are included in Section E: Biographical Sketches.

Project 1. Coastal Impact Studies of Hilo Bay (Coordinator: Michael L. Parsons, Marine Science, Barbara Gibson, Geography). Seven locations in and around Hilo Bay were listed as "polluted" in the latest assessment by the EPA (Hawaii DOH 2001). Much of this pollution appears to be related to sediment run-off and nutrient inputs from land-based activities including agriculture and seepage from cesspools (Dudley and Hallacher 1991). High levels of rainfall (approximately 130 inches per year) cause high amounts of run-off, resulting in turbidity problems, eutrophication, and potential changes in water quality.

The `Ahupua`a concept is used to examine how terrestrial activities are impacting the coastal waters of Hilo Bay. We will design a field-sampling scheme from Hilo Bay up into three river systems discharging into Hilo. The sampling scheme will reflect the topography of each local watershed in order to demonstrate how localized pollutants have broader impacts downstream. Hilo Bay samples will be collected from UH-Hilo's research vessel, the 53 foot RV Four Winds. River/stream samples will be collected in situ. Specific locations will be determined by ease of accessibility coupled with known concentrations of activities based on geographical data (e.g., GIS, housing developments, agricultural fields). Approximately 2 liters of water will be collected at each site and analyzed for chlorophyll, suspended sediments, phosphate, ammonium, temperature, pH, and dissolved oxygen, the latter three of which can be conducted in the field. The remaining analyses will be conducted in the laboratory, involving the use of filtration systems, chemical analyses, and electronic scientific instrumentation. As samples are being collected and analyzed, students will be introduced to various environmental topics based on impacts we observe in the field. By comparing the three sites (over multiple summers), we will formulate hypotheses on coastal impacts, design new sampling strategies and experiments, and provide vital training in the process of the science.

Project 2. Lowland Rainforest Restoration (Coordinator: Rebecca Ostertag, Biology). We propose to develop a lowland rain forest restoration project to provide hands-on teaching and research opportunities related to Hawaiian natural history, ethnobiology, GIS and remote sensing, chemistry, statistics. Restoration is a key application of the science of ecology, and has links to UHH’s programs in biology, forestry, agriculture, marine science, geography, and environmental studies. The project’s goals are not only determining what experimental treatments lead to native species establishment, but also to promote a sense of land stewardship, through the development of an appreciation for the uniqueness of Hawaiian forests and the relationship between Hawaiians and the environment.

Lowland rain forests were once a conspicuous part of the Hawaiian landscape, but today are an extremely endangered ecosystem (Carlquist 1980). Original native vegetation is rare in lowland areas, due to the accessibility of the land for agriculture, housing, and other development and invasion by non-native species. We propose to an integrative lowland restoration project using a three-tiered approach: 1) initial biological inventory and mapping applying remote sensing and GIS, 2) applying treatments to replicated plots in a randomized block/split plot design, and 3) monitoring the success of the project based on abundance and growth rates of native forest species. Treatments will consist of various levels of canopy opening, with split plots within each treatment to test for the effectiveness of seeding, outplanting, or natural regeneration. Many outside collaborators that enthusiastically support a restoration project based in Hilo (see Supplementary Documents A) will be involved, and will exposure students to the range of possible careers in environmental science. Besides plant work we will examine native invertebrates in the forest area, in collaboration with Susan Brown, UHH Psychology. In particular, we will examine the distribution and life history of Succinea snails, which are found not only in endemic rainforests but also in dry lands and in forests of exotic trees. This genus has radiated into about 44 different species, representing a remarkable example of the unique evolutionary biology of the Hawaiian Islands. Besides being an experiment, the restoration plots will be a community resource; we intend to expose community members to the forest through press coverage and field trips. It is only through the sharing of our knowledge in an inclusionary manner that we will cast a wide enough net to change perceptions.

Project 3. Hawaiian Ethno-meteorology/climatology (Coordinator: James Juvik, Geography) Because of both their transpacific navigational prowess and several millennia of adaptation to the diverse climatic environments of the Pacific Islands (from cool temperate New Zealand to equatorial atolls) the Polynesians developed a large body of ethno-meteorological/climatological traditional knowledge. A resurgent interest throughout Polynesia in this traditional knowledge base has developed out of the rebirth of traditional transpacific canoe voyaging, initiated by Hawaiians over the past twenty-five years. Also the traditional Hawaiian land tenure unit, the Àhupuaà (a land management unit running from the coast into the upland mountain zone that explicitly recognized the upland-lowland linkage in resource use and land /water management) as an appropriate paradigm to revisit in considering many of Hawaiian current environmental and land use problems. We intend to exploit three unique local resources (unparalleled climatic diversity on the Island of Hawaiì; the presence of the NOAA Mauna Loa Observatory; and the existing Hawaiian/Polynesian/Hawaiian traditional knowledge base in ethno-meteorology /climatology) to develop specific curriculum and research projects that will help to infuse and link this traditional Hawaiian/Polynesian knowledge base with modern scientific principles presented in the core Atmospheric Sciences course offered at UH Hilo Geography /Physics 120, Hawaiian Weather and Climate). Specific project components include: 1) Develop a network of altitudinally arrayed, field meteorological/climate stations that document Àhupuaà Climatology, with real-time data (cell-phone linked) available for student classroom use. These stations will also support specific basic research on the unique climate-hydrology role of upland tropical montane cloud forest; 2) In order to better attract and retain Native Hawaiian students in the atmospheric sciences, additional curriculum materials will be developed to better infuse Geography/Physics 120 with Hawaiian/Polynesian ethno-meteorology and climatology (these curriculum materials will also be adjusted for use in intermediate and high school

11 science courses in Hawai`i); 3) Teacher training short courses for intermediate and high school teachers will be developed to disseminate these curriculum materials throughout the state of Hawai`i and to facilitate school access to meteorological stations and website material.

PHYSICAL SCIENCES CLUSTER Two projects involving four faculty make up this cluster (Crowe, Hon, Michaud, and West).

Project 4. Geology of Active Volcanoes (Coordinators: Jene Michaud and Ken Hon, Geology) During summers and in STEM 101 we will implement a hands-on field course on the geology of active volcanoes that will incorporate a strong research component by the students. Trips will be made to Hawai`i Volcanoes National Park, which houses the Hawai`i Volcano Observatory and numerous examples of lava flows of various ages. This field work will be part the overall education strategy to reform earth science curricula. We emphasize internships as a vehicle for stimulating career interest in earth sciences.

Project 5. Hawaiian Skies (Coordinators: Richard Crowe and Michael West, Astronomy) Knowledge of the sky and celestial navigation is a source of great pride for Hawaiians based on ancient practices revived just during the last 25 years. Principal efforts will be to revise existing curricula to incorporate a hands-on research component in observational astronomy and its associated laboratory work, in order to better address the issue of cultural relevance to Native Hawaiian students. We will take advantage of the emerging pool of knowledgeable celestial navigators and practitioners of Hawaiian sky lore to inspire a more active pursuit of space science on the part of Hawaiian youth. We plan to introduce three new courses to the existing curricula: (1) a sophomore 3-credit course in archeoastronomy (ASTR 230), which would include Polynesian navigation and field trips to sacred sites such as Cape Kumukahi, Ahu a Umi, Mauna Kea. (2) a new advanced 2-credit observational astronomy laboratory (ASTR 310L), which would include observing experiences atop Mauna Kea, with either the UH 0.6-meter, or possibly a new UHH 0.8-meter telescope; (3) an advanced parallel 3-credit course in astronomical data reduction (ASTR 310), which would require additional computer and technology resources on the UHH campus.

The observational astronomy laboratory course would be required of majors and would also include discussion of celestial navigation techniques and Hawaiian/Pacific sky lore. One piece of technology that would be useful in training our students in this endeavor is the StarLab Portable Planetarium. The existing StarLab (used by Gemini Observatory) has become such a valuable outreach tool in the K-12 schools and in the local community that it has become obvious that another StarLab is desperately needed. A new one could be used for local outreach as well as for undergraduates. The advanced course would include observations with research-grade instruments on telescopes atop Mauna Kea, computerized data acquisition and reduction, and laboratory training at University Park base facilities. Observatories expect prospective students to have observing expertise before they enter an internship. The development of courses in data reduction and advanced observational astronomy, in conjunction with hands-on observatory experience, will facilitate students' transition to such internships.

MATHEMATICS AND SPATIAL DATA ANALYSIS CLUSTER In this cluster, we have one large project involving three faculty members (Cordero-Brana, and Guiberson).

Project 6. Hawaiian Ethnomathematics and Spatial Analysis (Coordinator: Olga Cordero-Brana) We will research applications of math spatial relationships in artifacts of Hawaiian culture. For example, we will examine the mathematical principles inherent in the Hawaiian number system, the game of Konane (Hawaiian checkers), navigation systems using stars, the Hawaiian calendar, the symmetries involved in Hawaiian textile and quilt designs, fish nets and knots. We will develop a set of Internet based modules similar to the Mathematics Across the Curriculum Project at Dartmouth College (see

12 http://www.math.darmouth.edu/~matc/index.html) with the difference being that we will have a Hawaiian component along with a related math topic. For example, the game of Konane module will include the history, rules of play, stories of the great games played by King Kamehameha, and a computer version of the game that students can play on line either against the computer or against another remote player. This module will help illustrate the principles of game theory, neural nets and artificial intelligence. We have already developed some Web based activities in this area (see http://isolatium.uhh.hawaii.edu). Spatial analysis and computer mapping will be emphasized through a project mapping of a Hawaiian village.

Facilitating Objectives The faculty-learners involved with the proposal have been chosen because they are energetic and enthusiastic researchers and dedicated teachers. The group includes tenured and untenured professors with years of service ranging from one to thirty years, and includes award-winning teachers. Many currently involve undergraduates in their research, and there is strong institutional support for the synergy between research and teaching. The new REU program and the UH-HIP program will also help provide the critical momentum necessary to convince students of the vital role research plays in education.

Facilitating Sustainability NSF-TCUP support for the number of faculty research proposals is indispensable to the success of the overall STEM proposal since faculty participation is vital to the pedagogical and curricula transformation we seek to achieve. Therefore we see each of the research elements proposed as the vehicle by which classroom is extended into the field thus breathing new life into STEM disciplines taught at UHH. We anticipate that additional funding will be needed to supplement the TCUP grant if we are to implement the entire Outreach Project conceived by our Na Pua No `Eau partners. In this regard, we will rely on UHH assistance to secure additional funding. Recently UHH hired a full-time grants officer to assist faculty and staff in preparing and submitting grant proposals. This office has taken a very proactive stance in recruiting faculty to develop grants, aid in preparing proposals, and assisting in the administration of grants.

Annual Assessment a) Student participation in research projects. b) Publications with student involvement and authorship. c) Number of conference presentations by students and faculty. d) Student evaluations of the research experience.

Goal 4. Adopt an Outreach Program consisting of an education model that builds a strong sense of identity, raises career goals, educational aspirations, and provides meaningful learning experiences through STEM courses and other activities.

The philosophical approach taken here, as throughout the proposal, is to reach into the local community in a way that respects and values Hawaiian culture and builds upon the potential for academic achievement in Hawaiian youth. Desired is a relationship that works toward more collaboration by faculty of university campuses and local community members to ensure a more continuous and quality education for Native Hawaiian students. We will partner with Na Pua No`Eau (NPN) – Center for Gifted and Talented Native Hawaiian Children at the UHH, to take advantage of the proven educational practices and statewide resources developed by them over eleven years of successful outreach to Native Hawaiian youth. For more on NPN’s programs see http://npn.uhh.hawaii.edu.

Performance Objectives 1) Begin the recruitment of Native Hawaiian middle and high school students. 2) Increase the number of Hawaiian students matriculating into 2 and 4-year colleges. 3) Maintain strong community links so that more Hawaiians can easily access and feel connected to

13 post-secondary campuses. 4) Collaborate with other educational and business partners to increase the success and use of technology by Native Hawaiian students and their families.

Facilitating Objectives NPN’s database will be used to identify and track students. (Although it is desirable to extend the TCUP- STEM outreach program to other Hawaiian Islands, as is elaborated in Supplemental Document C such a program scope will be contingent on obtaining funding from other sources). We will contract with NPN for the following key programs: 1. Super Enrichment Saturdays - that include hands-on, thematic enrichment experiences that focus on developing and expanding participants’ interests and potential in STEM disciplines. Participants will include children from preschool through grade twelve and `ohana (family members). All interested Native Hawaiian youth will be invited to participate. During these program events faculty-learners will have opportunity to interact and establish personal connections with Native Hawaiian students and their families. 2. Summer Institute – a two week residential summer program for individuals 7th through 11th graders that will offer authentic and experiential learning experiences in a variety of STEM disciplines. Students will study on UHH campus. As faculty-learners faculty will a) design their introductory courses with input form community and/or cultural experts, b) teach alongside a cultural expert, c) incorporate learning experiences at community sites, and d) pilot their curriculum reform ideas in STEM discipline areas. 3. Establish suitable channels of communication for maintaining ongoing contact between students and students and student and faculty-learners.

Action Plan for Outreach The following program events featuring STEM discipline areas will be held over the five-year period: Super Enrichment Saturdays. To be offered annually and increasing to four offerings per year by project year 3. The goal is to reach 1000 (K-12) students per year. Summer Institute. This consists of a number of two-week enrichment courses in STEM areas. University faculty will work with Native Hawaiian kumu to develop the pedagogy considered most effective for attracting Native Hawaiian students into university STEM discipline majors. Establish Channels of Communication. The STEM program will establish Websites for communication amongst Super Saturdays and Summer Institute participants, faculty-learners and kumu. Students will be encouraged to visit these Websites through computers at home, school or local libraries.

Facilitating Sustainability An effective outreach program is a prerequisite for a successful HCAST program. However effective educational outreach is expensive and does not generate income. Therefore funding depends on Federal or State agencies and private institutions. The full program outlined in the Supplemental Document C will require that we explore additional sources of funding. The NPN Center has evidence of the success of the approach presented here. But NPN is unable to maintain its own high level of involvement without partnering with the HCAST program.

Annual Assessment a) Complete formative and summative program evaluations. b) Develop student profiles along with a TCUP STEM student database. c) Evidence of increase in number of Hawaiian students matriculating into 2 and four-year colleges. d) Document the number of participating students who apply to post secondary institutions. e) Track the number of TCUP-STEM participants later choosing careers in STEM areas. f) Numerical increase of Native Hawaiian students participating in enriching learning activities.

PROJECT LEADERS, ADVISORY BOARD, AND TIMELINE Faculty Development: David Sing and Gail Makukane-Lundin (UHH), Outreach: Darlene Martin (Na Pua No `Eau), Curricula: Sonia Juvik and Olga Cordero-Brana (UHH), Research: Rebecca Ostertag (UHH). ADVISORY BOARD MEMBERS: Dr. Joaquin Bustoz, Professor of Mathematics and Director of SUMS Institute, Department of Mathematics, Arizona State University, Tempe, AZ 85287-1804; Dr. Joseph Danek, Senior Vice President, The Implementation Group, Inc., Washington, DC 20005; Dr. Greg Fahlman, Executive Director, Canada-France-Hawaii Telescope Corporation, Professor of Astronomy, University of British Columbia, Kamuela, HI 96743; Dr. Mary Gray, Professor of Mathematics and Statistics, American University, Washington, DC 20016; John Kekua, Executive Director, the Kekua Foundation, Hilo, HI 96720 (Hawaiian kupuna involved in environmental education).

Spring Summer Fall Year 1: Begin Faculty Dev. Summer Institute Offer STEM 101 (Faculty-Learners) (60 students, 7-12th grade) Super Saturday (1) Plan STEM 101 HCAST Website Assessment* Plan Outreach Implement Research: Stage 1 Kumu Collaborations Student Research Internships

Year 2: Faculty Dev. (All Fac.) Summer Institute (60 students) STEM 101 High School Mentoring Workshop for HS Teachers Super Saturday (2) with STEM 101 Grads Research: Stage 2 Research: Stage 2 Curr. Dev. Grants Student Research Internships On-campus Seminars Research: Stage 2 Pre-calculus for Freshman Assessment

Year 3: Faculty Dev. (All Fac.) Summer Institute (100 students) STEM 101 Focus: Enculturation Workshop for HS teachers Dev. HS manual Curr. Dev. Grants Research: Stage 2 Super Saturday (4) Research: Stage 2 Student Research Internships Research: Stage 2 On-campus seminars Pre-calculus for Freshman Assessment

Year 4: STEM 101 Summer Institute (100 students) STEM 101 Curr. Dev. Grants Research: Stage 3 Research: Stage 3 Research: Stage 3 Student Research Internships Super Saturday (4) On-campus Seminars Workshop for HS Teachers Assessment Fac/Fac Mentoring Student/Fac. Travel to National Mtgs

Year 5: STEM 101 Summer Institute (100 students) STEM 101 Research: Stage 3 Research: Stage 3 Super Saturday Fac/Fac Mentoring Student Research Internships Research: Stage 3 Student/Fac. Travel to Natl Mtgs Assessment

* During the yearly assessment process, we will analyze activities for their broader impacts, including how research projects inform curricula, how faculty development changes pedagogy, and track the impact of STEM outreach (7-12th graders) on enrollment in STEM disciplines.

CONCLUSION The UHH TCUP-STEM proposal aims to achieve a paradigm shift in both pedagogical and technological areas through innovations in grade school and university STEM course design and content. Intellectually both faculty and students will be enriched from cross-cultural sharing and original research done locally. As such, the program is designed to have not only broad but also lasting impact in Hawai`i and elsewhere.

15 D. REFERENCES

Carlquist, S. 1980. Hawaii: A Natural History. Pacific Tropical Botanical Garden. Lawai, Kauai, HI.

Dudley, W.C. and L.E. Hallacher. 1991. Distribution and dispersion of sewage pollution in Hilo Bay and contiguous waters. Prepared for the County of Hawaii Department of Public Works. 260 pp. plus appendices.

Grandy, J. 1998. Persistence in science of high-ability minority students: results of a longitudinal study. The Journal of Higher Education 69: 589-620.

Hamilton, L., J. Juvik and F. Scatena, eds. 1995. Tropical Montane Cloud Forests. Springer-Verlag, Berlin, 335pp.

Hawaii Department of Health. 2001. State of Hawaii 303(d) List of Water Quality Limited Waters - 2001. Hawaii Department of Health Clean Water Branch, Honolulu, HI.

Hofstede, G. 1984. Culture’s Consequenes: International Differences in Work-Related Values. Sage Publications, Newbury Park, CA.

Hotchkiss, S. and J. Juvik. 1999. The late Quaternary pollen record from Ka`au Crater, Oahu, Hawai`i. Quaternary Research 52: 115-128.

Juvik, J. 1998. Mountain climatology and large-scale cloud water recovery at Kahikinui, Maui. Pp. 437- 440 in R. Schemenauer, ed. Proceedings First International Conference on Fog and Fog Collection, IDRC, Ottawa.

Juvik, J. and P. Ekern. 1978. A climatology of mountain fog on Mauna Loa, Hawai`i. Technical Report #118, Water Resources Research center, University of Hawai`i, Honolulu, 63pp.

Juvik, J and S. Juvik. 1984. Mauna Kea and the myth of multiple-use. Mountain Research and Development 4: 191-202.

Juvik, J. and S. Juvik. 1992. Altitudinal Resource zonation vs. vertical control: land use conflict on two Hawaiian mountains. Mountain Research and Development 12(3):211-226.

Juvik, J., T. Paradise and S. Juvik. 2000. Hawai`i Student Atlas. Bess Press, Honolulu, 48pp.

Juvik, J., D. Singleton and G. Clarke. 1978. Climate and Water Balance on the Island of Hawaii. Pp. 129-139 in J. Miller, ed. Mauna Loa Observatory 20th Anniversary Report, NOAA Special Report, Rockville Maryland.

Juvik, S. and J. Juvik, ed. 1998. Atlas of Hawai`i. University of Hawaii Press, Honolulu, 333 pp.

Merlin, M. and J. Juvik. 1996. Plants and Environments of Chuuk, Micronesia. East-West Center Press, Honolulu, 121 pp.

Nullet D. and J. Juvik. 1997. Measured altitudinal profiles of UV-B irradiance in Hawai`i. Physical Geography, vol.18: 335-345.

1 Parrotta, J.A., J.W. Turnbull and N. Jones. 1997. Catalyzing native forest regeneration on degraded tropical lands. Forest Ecology and Management 99: 1-7.

2 ______Rose Y. Tseng, Ph.D. Chancellor

University of Hawaii at Hilo ______

University of Hawaii at Hilo Telephone: (808) 974-7444 200 West Kawili Street Facsimile: (808) 933-3304 Hilo, Hawai’i 96720-4091 E-mail: [email protected]

PROFESSIONAL PREPARATION National Cheng Kung University; Taiwan, Republic of China; Architectural Engineering and Chemistry; 1960 – 1962 Kansas State University; Chemistry (minors in Biochemistry and Physics); B.S.; 1964 University of California, Berkeley; Nutritional Science; M.S.; 1966 University of California, Berkeley; Nutritional Science (minors in Physiology and Biochemistry); Ph.D.; 1968 Harvard University, Cambridge, Massachusetts; Institute of Education Management; Certificate of Completion; 1997

APPOINTMENTS 1998-Present Chancellor, University of Hawai‘i at Hilo. Senior Vice President, University of Hawai‘i System. 2001-Present Senior Advisor to UH System President, Technology and Distance Learning. 1993-1998 Chancellor/CEO, West Valley-Mission College District. 1987-1993 Dean, College of Applied Sciences and Arts, San Jose State University. 1984-1987 Associate Dean, Curriculum, Resource Management, and Research and Development, School of Applied Sciences and Arts, San Jose State University. 1983-1987 Director, Division of Health Professions, San Jose State University. 1979-1984 Chairperson and professor, Nutrition and Food Science Department, San Jose State University. Successfully coordinated the development and accreditation of the B.S. and M.S. degree programs. 1970-1979 Lecturer, Assistant Professor, Coordinator, and Associate Professor, Dietetic Program, San Jose State University. Coordinated curriculum revision; new course development. 1973-1993 San Jose State University, developed 6 new courses, taught 13 undergraduate and graduate courses in nutrition, metabolism, chemistry, and research methodology, major thesis advisor for 40 M.S. students; served on 50 other graduate student thesis committees. 1971-1973 Chemistry Instructor, Physical Sciences Department, San Jose City University.

PUBLICATIONS - CLOSELY RELATED TO THE PROPOSED PROJECT Tseng, R. “Community Colleges, Companies Join to Meet Demand for Training,” San Jose and Silicon Valley Business Journal. March 17-23, 1997. Tseng, R. and M. Ego. “Reaching for the Emergent Majoring: A Challenge for Health Promotion,” Issues in Aging. The University of Connecticut, 32-35, 1993. Tseng, R. and D. Ellyne. “Perspectives on Developing a Course in Multicultural Health Promotions,” Issues in Aging. The University of Connecticut, 49-51, 1990. Kittler, P.G., K. Sucher, and R. Y. Tseng. “Cultural Foods Education: An Exploratory Study of Dietitians and Plan IV Programs in California,” Journal of the American Dietetic Association, 86(12), 1705- 1708, 1986. Olive, M., R.Y. Tseng, and L. McProud. “Comparison of Two Methods of Educating Dietitians: Bachelor's Degree with Internship and Master's Degree with Qualifying Experience,” Journal of the American Dietetics Association, 85: 1067-1611, 1985.

1 PUBLICATIONS - OTHERS Tseng, R.Y., L. Sakai, R. Sun, and E. Smith. “Eating Patterns of California School Children, I. During School Hours,” School Foodservice Research Review, 7:19-24, 1983. Tseng, R.Y., N.Y. Lee, and V. Wang. “Food Intake in Taipei School Children. I. Comparison of Nutrient Intake with California Children,” Ecology of Food and Nutrition, 1988. Tseng, R., Lee, N.Y., Tsiang, J., Curtis, S., and B. Walter. “Food Intake in Taipei School Children. II. Relationship of Selected Sociodemographic, Behavioral, and Dietary Variables,” Ecology of Food and Nutrition, 23(2), 141-148, 1989. Tseng, R.Y., M.A. Sullivan, and J. Downes. “Proposed Method for the Nutritional Rating of Foods,” Journal of Nutritional Education, 18(2), 67-74, 1986. Sun, S.J., N.C. Lu, R.Y. Tseng, and E. Smith. “Vitamin B-6 Requirements and Tryptophan Load Test in Caenorhibiditis elegans,” Proceedings of the Society of Experimental Biology, July 1986.

SYNERGISTIC and COMMUNITY ACTIVITIES 2000-Present: Elected Board of Directors of American Association of State Colleges and Universities (AASCU) 1996-1998: Chair of the National Science Foundation’s Northwest Center for Sustainable Resources National Visiting Committee (NCSR), one of five regional centers in Oregon funded by NSF; evaluated the program in the Ecological Management Geographic Information System/Natural Resources/Wildlife and Forestry. 1996-Present: American Council on Education’s Commission on Minorities in Higher Education. 1994-1998: Governor’s School-to-Career Task Force. Appointed by the Governor as sole higher education representative with mandate to make recommendations to the Governor on policies, priorities, and a framework to establish a new school-to-career opportunity system in California to work with K-12 and businesses. 1984-1986: U.S. Department of Health and Human Services forum on issues and strategies relevant to health professions, education for minority and other disadvantages individuals.

COLLABORATORS and OTHER AFFILIATIONS Heacox, William: Professor of Astronomy at UHH, collaborated on EPSCoR proposal. Itoga, Stephen: Chair, Information & Computer Science at UHM, collaborated on EPSCoR proposal. Masumoto, Harold: Executive Director of the Research Corporation of the University of Hawaii, collaborated on EPSCoR Planning Proposal, NSF Award Number EPS-0102378. Paull, Robert: Interim Chair, Tropical Plant & Social Science at University of Hawaii at Manoa, collaborating on EPSCoR proposal. Rambaut, Paul: Affiliate Faculty in Biology at the University of Hawaii at Hilo and Special Advisor to the Project Director for EPSCoR, collaborating on EPSCoR proposal. Worchel, Stephen: Dean, University of Hawaii at Hilo College of Arts and Sciences, collaborating on EPSCoR proposal. 2001: Commissioner, Senior College Accrediting Commission, Western Association of Schools and Colleges (WASC). 1999-Present: Advisory Board Member, University Connections, a nonprofit group, UH System with business leaders. 1998-Grant: Silicon Valley Center for International Trade Development, $100k. 1998-Grant: Welfare Reform Initiative, David and Lucile Packard Foundation, $375k. 1998-Grant: Welfare Reform Initiative, United Way of Santa Clara County, $60k. 1994, 1996: Grant: National Science Foundation, Pacific Technological Education Center Consortium, $300k (1994), $500k (1996), to develop and disseminate materials on innovative ways of teaching science through application.

GRADUATE AND POSTDOCTORAL ADVISORS George M. Briggs, Ph.D.; University of California at Berkeley; Chair; Nutritional Science Department.

2 David Kekaulike Sing University of Hawaii at Hilo 200 W. Kawili St. Hilo, Hawaii 96720-4091

EDUCATION: B.A. Asian Studies 1972 University of Hawaii Honolulu, Hawaii Professional Education Diploma 1973 University of Hawaii Honolulu, Hawaii M.A. Education 1980 Claremont Graduate School Claremont, Ca. Ph.D. Education 1986 Claremont Graduate School Claremont, Ca.

SUMMARY STATEMENT OF PROFESSIONAL ACCOMPLISHMENTS AND GOALS: My work in education has been researching, developing and coordinating programs in higher education to create learning climates which optimize students’ learning and successful matriculation toward high education and career goals. My goal is to provide leadership in higher education in Hawaii that promotes quality and diversity.

EXPERIENCE: July 1989 - present: Director, Center for Gifted and Talented Native Hawaiian Children, University of Hawaii at Hilo. Serves as the chief administrator of a center that conducts research, teacher education, and direct services for gifted and talented Hawaiian children throughout the State of Hawaii. The Center: conducts research on Hawaiian education and gifted education issues; identifies and selects Hawaiian students demonstrating high interest, ability, and/or potential in specific program areas; conducts educational enrichment activities to students ranging in grades from Kindergarten to grade 12 through a variety of programs; provides teacher education opportunities through seminars and workshops. Responsibility includes overall development of Center’ built upon appropriate philosophy, strategies, and activities; the development of position and the selection of personnel to carry out the functions of the Center; grant management; staff management; development and maintenance of relationships with appropriate agencies, organizations, and the community.

RELATED EXPERIENCE • Board of Trustees, Native Hawaiian Culture and Arts Program, Bishop Museum, 1525 Bernice Street, Honolulu, Hi. , 2002-present. • Board Member, National Indian Education Association, 700 N. Fairfax St., Ste. 210, Alexandria, VA 22314, 2001-2004. • President, Native Hawaiian Education Association, Hawaii, 2000-present. • Faculty Trainer, TRIO Training Institute, Salish Kootenai College, Pablo, Montana, 2001-present • Program Development Team Member, Kamehameha Schools Strategic Planning Group, Kapalama Heights, Honolulu, Hawaii, 2000-present. • Review Panel, Journal of American Indian Education, Center for Indian Education, College of Education, Arizona State University, Tempe, Arizona, 2000-present. • Adjunct Faculty, Union Institute, 440 E. McMillan Street, Cincinnati, Ohio, 1996-2000 • External Reader, University of Alberta, Faculty of Graduate Studies and Research, Emonton, Canada, 2001. • Member, Native Hawaiian Education Council, Hawaii, 1995-2000. • Member, Statewide Advisory Council, Native Hawaiian Community Based Learning Centers, University of Hawaii Community Colleges, 1996-present.

3 • Member, Diversity Committee, University of Hawaii at Hilo, 1996-present. • Member, Statewide Commission on Diversity, University of Hawaii System, 1995-present.

RESEARCH AND SPECIAL TRAINING

1. Gifted Education. Culturally appropriate identification instruments and procedures; underachieving gifted; programming for special populations 2. Hawaiian Education. “Raising the achievement level of Hawaiian students”; higher education retention of Hawaiian students; optimizing the learning of Hawaiian students Kindergarten through grade 12; 3. Student Retention in Higher Education 4. Higher Education Administration 5. Multicultural Education

PAPERS/PRESENTATIONS

"What Makes an Education Program/Activity a "Hawaiian" Education Program/Activity?", 2nd Annual Convention of the Native Hawaiian Education Association, March 30 & 31, 2001, Honolulu, Hawaii.

Sing, D.K., Hunter, L.A., Meyer, M., "Native Hawaiian Education: Talking Story with Three Hawaiian Educators" Journal of American Indian Education, Volume 39, Number 1, Fall 1999, Arizona State University, Tempe, Arizona.

“Ho‘ona‘auao: Teaching/Learning – Embracing Mind, Body, Spirit”, 29th National Conference of the National Indian Education Association, October 11-14, 1998, Nashville, TN.

Sing, D.K. “The Hawaiian Connection,” Journal of Aging and Identity, Vol. 2, No. 4, 1997, Human Sciences Press, Inc., New York.

"Standards and Diversity: Assessment Issues," Panel Member at the National Conference of Improving America's Schools, Office of Elementary and Secondary Education and the Office of Bilingual Education and Minority Languages Affairs, Baltimore, Maryland, December 1-3, 1994.

“Super Science Saturdays: Developing Hawaii’s Natural Treasures”, Science Scope, Vol.17, No. 6, March 1994, Holt, Rinehart and Winston, Austin, Texas.

"Integration of cultural values, behaviors, and practices with gifted programs for special populations," Annual Conference of the National Indian Education Association, Albuquerque, November 15, 1992.

“Hawaiian Cultural Learning Styles,” 12th Annual Conference of the Western Association of Educational Opportunity Personnel, March 1990, Honolulu, Hi.

Sing, David K., “Gifted and Talented Native Hawaiian Children, Educational Perspectives, Journal of the College of Education/University of Hawaii; Vol. 26, Nos. 1 & 2, 1989, College of Education, University of Hawaii, Honolulu, HI.

4 GAIL MAKUAKANE-LUNDIN Office of Student Affairs Phone: 808 974 7413 University of Hawai`i at Hilo FAX: 808 974 7691 200 W. Kawili Street E-mail: [email protected] Hilo, HI 96720-4091

Education University of Hawaii at Hilo, Hilo, HI Biology B.A., 1978. University of Hawaii at Manoa, Honolulu, HI Public Health M.S., 1978.

Professional Experience Aug 2000 – Present Director, Hawaiian Leadership Development Program and Health Program/Health Careers Opportunity Program and Activity Director, Title III Program, UH Hilo. 1997 – 2000 Interim Vice Chancellor for Student Affairs, UH Hilo. 1993 – present Coordinator, Hawaiian Leadership Development Program, UH Hilo. 1992 – 1993 Director, Student Support Services Program, UH Hilo. April 1991 – Aug. 1992 Director, Native Hawaiian Health Professions Scholarship Program, Kamehameha Schools Bishop Estate, Honolulu, HI. 1987 – 1991 Director & Principal Investigator, Student Support Services Program, UH Hilo. 1984 - 1987 Coordinator, Health Careers Opportunity Program, UH Hilo

Teaching Experience 1993 – present Hawaiian Leadership Freshman Year Experience

Professional and Community Experiences University Committees Member, University of Hawai`i Systems Student Excellence, Equity & Diversity Committee, 1992 – present. Member, UH Hilo Assessment Committee, 2000-present Executive Board, UH Hilo Congress, 2000-present. Chair, Community Relations Committee Member, UH Hilo Committee of Faculty of Hawaiian Ancestry, 1984 – present. Chair, UH Hilo Minorities Biomedical Research Support Program, 1986 – present. Member, UH Hilo Service Learning Advisory Board, 2001 Member, UH Hilo Strategic Planning Committee, 2000-present

Professional Organizations National Academic Advising Association (NACADA) National Association of Student Personnel Administrators (NASPA) American Educational Research Association (AERA) American College Personnel Association (ACPA)

5 American Association of Higher Education (AAHE) National Association of Advisors for the Health Professions (NAAHP) American Association of College Registrar and Admissions Officer (AACRAO)

Community Organization Board of Directors, Big Island AIDS Project, 1996 – present Delta Kappa Gamma, Zeta Chapter, Beta Beta State, 1999 - present Board of Directors, Ho`oulu Lahui Hawaiian Cultural Group, 1996 - present

Selected Publications and Presentations Makuakane-Drechsel, T. & Makuakane-Lundin, G. (2000). University of Hawai`i Community Colleges. Academic Quarterly Exchange. 4(2), 82-89.

Cultural Values and Learning Styles. Panel presentation at UH Hilo, Hilo, HI. October 1998. Promoting Success Through the University-Student Connection. Presentation at the Pacific Education Conference, Kapa`a, Kaua`i, HI. August 1998.

Student Retention Strategies. Panel presentation at UH Manoa, Honolulu, HI. October 1997. Culturally Appropriate Strategies for Addressing the Needs of Native Hawaiian Students. Panel presentation at Association of Asian-American Educator, Honolulu, HI. September 1995.

Successful Student Support Programs for Disadvantaged Student. Presentation at American Council on Education Conference, Honolulu, HI. June 1993.

Student Support Programs for Minority and Disadvantaged Students. Presentation at the Western Association Educational Opportunity Program, San Francisco, CA. March 1992.

6 DARLENE E. MARTIN Center for Gifted & Talented Native Hawaiian Children (Na Pua No `Eau) University of Hawai‘i at Hilo Phone: 808-974-7678 200 W. Käwili Street Fax: 808-974-7681 Hilo, Hawai‘i 96720 E--mail: [email protected]

Education University of Hawai‘i at Hilo, Hilo, HI Psychology, Elementary Teaching Certificate BA, 1975 Central Michigan University, Mt. Pleasant, MI Elementary Education, MEd, 1986 The University of Georgia, Athens, GA Educational Psychology, Gifted & Creative Learning, PhD, 1996 Professional Appointments January 2002 Associate Director, Center for Gifted & Talented Native Hawaiian Children, University of Hawai‘i at Hilo, Hilo, Hawai‘i. 1995 – Present University Field Supervisor for Teacher Education Department, University of Hawai‘i.at Hilo, Hilo, Hawai‘i. 1994 – Present University Lecturer for Teacher Education Department, University of Hawai‘i at Hilo, Hilo, Hawai‘i. May 2001 – Sept 2001 Interim Director, Educational Talent Search Program, Hawai‘i Community College, Kealakekua, Hawai‘i. Aug 1993 – Dec 2001 Assistant Director, Center for Gifted & Talented Native Hawaiian Children, University of Hawai‘i at Hilo, Hilo, Hawai‘i. 1992 – 1993 Project Evaluator for Invent America Project, Georgia State Department of Education & The University of Georgia, Atlanta, Georgia. Spring 1993 Grant Proposal Reviewer, Jacob K. Javits Grant Program, Office of Gifted Education, Office of Educational Research and Improvement, United States Department of Education. 1991 – 1993 Graduate Research Assistant, The National Research Center on the Gifted and Talented, The University of Georgia, Athens, Georgia. 1982 – 1991 District Level Resource for Gifted and Language Arts Education, elmentary counselor, reading teacher, Kaua‘i and Hawai‘i Districts, State of Hawai‘i. 1979 – 1980 Research Assistant/Field Consultant, Kaua‘i Headstart Program, University of Hawai‘i at Mänoa, School of Social Work, Youth Development and Research Center, Honolulu, Hawai‘i. 1975 – 1977 VISTA Volunteer/Teacher consultant; Hawaiian Parents Society (Pähoa, Hawai‘i), Kamehameha Schools, Queen Lili‘uokalani Children’s Center, ACTION/VISTA, Hilo, Hawai‘i.

Publications Martin, D. E., Sing, D. K., & Hunter, L. ‘Ä. (in press). Nä Pua No‘eau: The Hawaiian perspective of giftedness. (Book chapter for a text in gifted education, Joan F. Smutny, editor, Hampton Press, publisher.)

Frasier, M. M., Martin, D., García, J., Finley, V. S., Krisel, S., King, L. L. (1995). A new window for looking at gifted children: A staff development guidebook (No. RM95222). Storrs, CT: The National Research Center on the Gifted and Talented.

Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., Frank, E., García, J. H., Martin D. (1995). Educators’ perception of barriers to the identification of gifted children from economically

7 disadvantaged and limited English proficient backgrounds (No. RM95216). Storrs, CT: The National Research Center on the Gifted and Talented.

Frasier, M. M., Hunsaker, S. L., Lee, J., Mitchell, S., Cramond, B., Krisel, S., García, J. H., Martin, D., Frank, E., Finley, V. S. (1995). Core attributes of giftedness: A foundation for recognizing the gifted potential of minority and economically disadvantaged students (No. RM95210). Storrs, CT: The National Research Center on the Gifted and Talented.

Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., García, J. H., Martin, D., Frank, E. (1995). An exploratory study of the effectiveness of the staff development model and research-based assessment plan in improving the identification of gifted economically disadvantaged students (No. RM95224). Storrs, CT: The National Research Center on the Gifted and Talented.

García, J. H. & Martin, D. E. (1993). Book Review: Challenging the Potential: Programs for Disadvantaged Talented Youth. Roeper Review, 16(2), 136-137.

Frasier, M. M., Martin, D. E., & García, J. H. (1992). A paradigm to guide investigations into the identification of gifted economically disadvantaged and limited English proficient populations. Unpublished document. Athens, GA: The University of Georgia, Department of Educational Psychology, The National Research Center on the Gifted and Talented.

Synergistic Activities • Conducted research about giftedness construct and optimum educational practices for Native Hawaiian youth. • Developed conceptual foundation of a database to monitor long-term programming influence in student participation. • Integrated gifted programming and instructional practices with Hawaiian ways of knowing. • Used a continuum concept to organize enrichment programming that nurtures student potential and refines demonstrated student talents. • Developed conceptual foundation for a paradigm shift in identifying talent potential in minority students; contributed to an operational plan that impacted national identification practices within gifted education.

Courses Developed Educational Psychology, Theories of Learning and Motivation, ED 311 Secondary Language Arts, Social Studies, Art Methods, ED 474 Integrated Language Arts and Social Studies, Secondary ED 474 Introduction to Gifted Education

Collaborators & Other Affiliations Collaborators. Karen Fox, University of Alberta, Canada; L. Älapa Hunter, University of Hawai‘i at Hilo (Retired); David K. Sing, University of Hawai‘i at Hilo.

Graduate Advisors. Mary M. Frasier, Bonnie Cramond, Evan Powell, Joseph Weisenbaker, Margaret Holt, The University of Georgia, Athens, GA.

Thesis Advisor. Mary M. Frasier, The University of Georgia, Athens, GA.

8 SONIA P. JUVIK Phone: 808 974-7300 Department of Geography FAX: 808 974-7690 University of Hawaii at Hilo E-mail: [email protected] 200 West Kawili Street Hilo, HI 96720

Education McGill University Geography (with Honors) B.A., 1970 University of Hawai`i Geography (bio-geography) M.A., 1972 Australian National University Human Geography (environmental policy) Ph.D., 1982

Appointments July 2001 - present Assistant Dean, UHH College of Arts and Sciences. June 1994- present Professor of Geography Dept. of Geography and Environmental Studies, University of Hawai`i at Hilo (UHH). 1989-1994 Associate Professor of Geography, UHH. 1984-1989 Assistant Professor of Geography, UHH. 1982-1984 Lecturer in Geography, UHH.

Teaching and Research Interests Topics: Theories of the state, politics of resource use-decision-making, natural resources management, sustainable community and environmental planning. Regions: Hawai`i, Australia and Pacific Islands

Five Publications related to the Proposal 1. Juvik, S. forthcoming. AIke A`O: A Model for Sustainable Community", Hawai`i Journal of Education. Hawaii (a new publication).

2. Juvik, J.O., Paradise, T. and S. Juvik. 2000. Student Atlas of Hawai`i. Honolulu, Bess Press.

3. Juvik, S, Juvik, J.O. and T. Paradise. 1998. Atlas of Hawaii, 3rd edition. Honolulu: University of Hawaii Press.

4. Juvik, S., 1995. ANavigating the crosscurrents: Micronesian women at the University of Hawaii at Hilo@, in: Office of Women=s Research Working Paper Series, Vol. 4:1-12 Honolulu: University of Hawaii at Manoa.

5. Juvik, S, 1992. AChristian denominational influences on attitudes towards resources development Marovo, Solomon Islands@, Chapter in: L.S. Hamilton (ed.) Ethics, Religion and Biodiversity: Relations between Conservation and Cultural Values. London: White Horse Press.

Synergistic Activities $Chair of the UHH Chancellor=s Committee on Diversity $Past Facilitator of UHH Women=s Studies Steering Committee $Taught environmental science in Na Pua No Èau Summer Institute (Grades 6&7) $Member of Ike À=o a community group for the promotion of educational improvements in Hawaiì (with emphasis on Hawaiian ways of knowing). $Managed the Atlas of Hawaiì project (three years and $400,000 approx.) $Member of the International Society for Community Development.

Collaborators (Current): 1. Sustainable Communities: Sarah Kotchain, (University of New Mexico and Center for Disease Control), Barbara Coe (Civic Development Project Armenia), Elizabeth Gardener (Denver Water Supply): Annual meetings to discuss strategies for the achievement of a sustainable society including discussion of ideas for improving K-12education. Expected outcome: individual action plan for research and publications on the topic. 2. Pacific Islands Biological Transect (PABITRA): Dieter Mueller-Dumbois, William McClatchy (U H Manoa – Botany) – my participation in Cultural Resources component of the study. Outcome expected: Manual for study of bio-diversity in the Pacific Region. 3. Kalaupapa Community (Ethnographic) Study: Charles Langlas (UH Hilo, Anthropology) and Ka`ohulani McGuire (private Hawaiian culture consultant). Outcome: Report to U.S. National Park Service and related publications.

E. BIOGRAPHICAL SKETCHES

Philippe Michel Binder Dept. of Physics and Astronomy Tel: 808-974-7650 University of Hawaii Fax: 808-974-7693 200 W. Kawili St. E-mail: [email protected] Hilo, HI 96720

Degrees:

Yale University, Applied Physics, Ph.D. 1989 University of Pennsylvania, Chemical Engineering, M.S. 1983 University of Virginia, Mechanical Engineering, B.S. 1982

Work experience:

Assistant Professor, University of Hawaii, 2001-present Assistant/Associate Professor, Universidad de Los Andes, 1995- 2001 Postdoctoral Fellow, University of Oxford, England, 1990-1993 Graduate Fellow, Los Alamos National Laboratory, 1986-1989

Related publications:

P.M .Binder and J.A. Plazas, Multiscale analysis of complex systems, Physical Review E 63, 065203(R) (2001).

P.M. Binder and J.M. Pedraza, Nonregular languages in the kicked rotor, Physical Review E 62, R5883-5886 (2000).

P.M. Binder, Chaos and love affairs, Mathematics Magazine, 73, 235-6 (2000).

P.M. Binder, P. Sinisterra and F. Esguerra, The five-legged table, Physics Teacher 37, 360 (1999).

P.M. Binder, J.M. Pedraza and S. Garzon, An invertibility paradox, American Journal of Physics 67, 1091-3 (1999)

Significant publications:

P.M. Binder and M.C. Cuellar, Chaos and experimental resolution, Physical Review E 61, 3685-3688 (2000).

P.M. Binder, Complexity and Fisher information, Physical Review E61, R3303-05 (2000). N. Perry and P.M. Binder, Finite statistical complexity for sofic systems, Physical Review E 60, 459-63 (1999).

P.M. Binder and J.C. Idrobo, Invertibility of dynamical systems in granular phase space, Physical Review E 58, 7987-9 (1998).

P.M. Binder and J.F. Jaramillo, Stabilization of coherent oscillations in spatially extended dynamical systems, Physical Review E 56, 2276-8 (1997).

Synergistic Activities:

1. Implementation of "Tutorials in Introductory Physics", by Lillian McDermott and the Physics Education Group at the University of Washington, at Universidad de Los Andes, Bogota, Colombia. Courses were taught twice during 2000-2001 year.

2. Participation in Summer Institute at the University of Washington, Summer 2000. Tutoring of High School Teachers in a "Physics by Inquiry" module.

3. Development of nonlinear dynamics course for non-science majors. Taught twice between 1999 and 2001 at Universidad de Los Andes, Bogota, Colombia.

Collaborators (1998-2001):

Milena Cuellar (London School of Economics), Timothy Gosnell (Los Alamos National Laboratory), Juan Pedraza (M.I.T.), Leonel Perondi (Brazilian Space Research Institute), Nicolas Perry (Duke University).

Collaborators on this proposal:

Olga Cordero-Brana, Patrick Guiberson, James Juvik, Sonia Juvik (University of Hawaii at Hilo).

Graduate and Postdoctoral advisors: Doctoral: Roderick V. Jensen (Wesleyan University), Matthieu Ernst (Rijksuniversiteit Utrecht, Netherlands). Postdoctoral: Julia Yeomans (University of Oxford, England).

Students supervised: Milena Cuellar (graduate), Jorge Plazas, Camilo Wilches, Samir Garzon, Diego Laverde, Juan Idrobo, Juan Pedraza, Gabriel Chaves, Nicolas Perry, Juan Jaramillo (undergraduates).

Susan G. Brown Phone: 808 974 7374 Social Sciences Division FAX: 808 974 7737 University of Hawaii at Hilo email:[email protected] 200 W. Kawili Street Hilo, HI 96720-4091

Education

University of Northern Colorado, 1971-1972

Wichita State University, 1975-1977, B.A. (Summa cum laude) Major: Psychology Minor: Biology

Tulane University, 1978-1981, M.S. Psychology

Tulane University, 1978-1983, Ph.D. Psychology

Professional Experience

Full professor, Psychology Department, University of Hawaii at Hilo (UHH) Aug 93-present. Research in Progress: Dominance behavior of unisexual and bisexual geckos; Life histories of Hawaiian Succinea snails; The relationship of mercury to ADHD and autoimmunity.

Associate professor, Psychology Department, UHH, Aug 1989-Jul 1993.

Assistant professor, Psychology Department, UHH, Aug 1985-Jul 1989.

Visiting lecturer, Department of Psychology, University of California, Riverside, Sep 1983-June 1985

Instructor, Department of Psychology, Tulane University, Jan 1983-May 1983

Courses Taught Related to Proposed Project

Research Methodology, Statistical Techniques, Learning & Motivation, Animal Psychology, Physiological Psychology, Evolution of Communication, Social Development of Primates, Animal Consciousness

Publications

Brown, S.G., LeBrun, R, Yamasaki, J. & Ishii-Thoene, D. (submitted). Indirect competition between a resident unisexual and an invading bisexual Gecko.

Brown, S.G., & DeVerse H.A. (submitted). Reproduction and longevity in diploid and triploid Clones of the unisexual gecko, Lepidodactylus lugubris.

Brown, S.G., Gomes, F. & Miles, F.L. (1998). Faeces avoidance behavior in unisexual and bisexual geckos. The Herpetological Journal 8: 169-172.

Brown, S.G., Jensen, K., Shropshire C.G. & DeVerse, H.A. (1996). The relationship between calcium gland size, fecundity, and social behavior in the unisexual geckos, Lepidodactylus lugubris and Hemidactylus garnotii. International Journal of Comparative Psychology 10: 1-10.

Brown, S.G. & Murphy-Walker, S. (1996). The behaviour of a rare male phenotype of the unisexual gecko, Lepidodactylus lugubris. The Herpetological Journal 6: 69-73.

Brown, S.G., Kwan, S. & Shero, S. (1995). The parasitic theory of sexual reproduction: parasitism in unisexual and bisexual geckos. Proceedings of the Royal Society of London B 260: 317-320.

Brown, S.G. & O'Brien, J. (1993). Pseudosexual and dominance behavior: Their relationship to fecundity in the unisexual gecko, Lepidodactylus lugubris. Journal of Zoology 231: 61-69.

Brown, S.G. & Duffy, P.K. (1992). The effects of egg laying site, temperature and salt water on incubation time and hatching success in the gecko, Lepidodactylus lugubris. Journal of Herpetology 26: 510-513.

Brown, S.G., Osbourne, L.K. & Pavao, M.A. (1991). Dominance behavior in asexual gecko, Lepidodactylus lugubris, and its possible relationship to calcium. International Journal of Comparative Psychology 4: 211-220.

Brown, S.G. & Sakai, T. (1988). Social experience and egg development in the parthenogenic gecko, Lepidodactylus lugubris. Ethology 79: 317-323.

Synergistic Activities

All of the co-authors on the above papers were undergraduate students working in my research lab at UHH.

Although we have not yet submitted our work on Succinea snails for publication, my students have made presentations of the work at WPA, Maui, 2001 and The Big Island Science Conference, 2001.

Collaborators: none but my undergraduate students

Graduate Advisor: Terry E. Christenson, Tulane University

Olga I CORDERO-BRANA Department of Mathematics Phone: 808 974 7453 University of Hawai‘i-Hilo Fax: 808 974 7693 200 W. Kawili Street E-mail: [email protected] Hilo, HI 96720

Education Universidad de Puerto Rico, Rio Piedras, PR, Mathematics (with Honors), BS, 1980 The University of Iowa, Iowa City, IA, Statistics, MS 1985 The University of Iowa, Iowa City, IA, Mathematics, MS 1989 Utah State University, Logan, UT, Statistics, PhD, 1994

Professional Experience 2000-present Assistant Professor, University of University of Hawai‘i-Hilo 1995-2000 Assistant Professor, Department of Mathematics and Statistics, American University, Washington, DC. 1999-2000 Visiting Assistant Professor, Department of Mathematics, Arizona State, Tempe, AZ. 1990-1995 Lecturer and Graduate Teaching Assistant, Department of Mathematics and Statistics, Utah State University, Logan, UT. 1987-1988 Assistant to the director of the program of Women in International Development at the Center for International and Comparative Studies The University of Iowa, Iowa City, IA. 1985-1987 Graduate Teaching Assistant, Department of Mathematics, The University of Iowa, Iowa City, IA.

Courses Taught Related to Proposed Curricula Precalculus Calculus (Univariate and Multivariate) An Introduction to Probability and Statistics

Publications Cutler,A. and Cordero-Brana,O.I. (1996) ‘‘Minimum Hellinger Distance Estimation for Finite Mixture Models,’’ Journal of the American Statistical Association Vol 91, pp 1716--1723. V.M. Ponce , O.I. Cordero-Brana, and S. Y. Hasenin (1997) ‘‘Generalized Conceptual Modeling of Dimensionless Overland Flow Hydrographs,’’ Journal of Hydrology, Vol 200, pp 222-227. R.D. Wolfinger, W.T. Federer, and O.I. Cordero-Brana (1997) ‘‘SAS PROC GLM and PROC MIXED for Recovering Information in Augmented Designs,’’ Agronomy Journal, Vol 89, pp 856-859. P.G. Bryant and O.I. Cordero-Brana (2000) ‘‘Model Selection Using the Minimum Description Length Principle,’’ The American Statistician, Vol. 54, No. 4, pp 257-268.

Synergistic Activities

Faculty at Arizona State University, SUMMS Institute June 2000 Visiting Faculty, University of Puerto Rico, Humacao, NSF/REU, Summer 1998 Organizer Sonya Kovalevski day at American University, Washington DC 1996

Collaborators

(i) Collaborators. P.G. Bryant (University of Colorado-Denver), Cutler, A (Utah State University), Walter Federer (Cornell University)

(ii) Graduate and Postdoctoral Advisors Adele Cutler (Utah State Uniersity) Michael P Windham (University of So. Alabama)

(iii) Thesis Advisor and Postgraduate-Scholar Sponsor. Labeed Mokatrin (Price Waterhouse Cooper) Samir Safi (American University)

2 Richard A. Crowe

Professional Preparation

University of Western Ontario Astronomy B.Sc. (Honours) 1974 University of Western Ontario Astronomy M.Sc. 1977 University of Toronto Astronomy Ph.D. 1984

Professional Appointments

1987-present University of Hawaii at Hilo: Asst/Assoc/Full Professor 1984-1987 Resident Astronomer, Canada-France-Hawaii Telescope 1977-1979 Resident Observer, Las Campanas Observatory, Chile 1973-1976 Observing Assistant, Elginfield Observatory

Relevant Publications

The gamma Doradus-type variable 9 Aurigae: results from a multi-site campaign, Zerbi, F.M., Garrido, R., Rodriguez, E., Krisciunas, K., Crowe, R.A., Roberts, M., Guinan, E.F., McCook, G.P., Sperauskas, J., Griffin, R.F., & Luedeke, K.D., 1997, Mon. Not. Royal Astron. Soc., V. 290, p. 401 (Observations with Mauna Kea UH 0.6-meter telescope) A search for γ Doradus-type variable stars in the Hyades, Krisciunas, K., Crowe, R.A., Luedeke, K.D., & Roberts, M., 1995, Mon. Not. Royal Astron. Soc., V. 277 p. 1404 (Observations with Mauna Kea UH 0.6-meter telescope) The atmospheric motion of the β Cephei star: 12 Lac, Mathias, P., Gillet, D., & Crowe, R.A., 1992, Astron. & Astrophys., V. 257, p. 681 (Observations with Observatoire de Haute- Provence 1.52-m telescope, France) A double shock wave atmospheric model for the β Cephei star: σ Scorpii? Mathias, P., Gillet, D., & Crowe, R.A., 1991, Astron. & Astrophys, V. 252, p. 245 (Observations with European Southern Observatory 1.9-m telescope, Chile) Shock phenomena in β Cephei stars, Crowe, R.A. & Gillet, D., 1989, Astron. & Astrophys., V. 211, p. 365 (Observations with Mauna Kea CFHT 3.6-m telescope)

Other Publications

Challenging pseudoscientific beliefs: Surveying evidence for exotic claims, Crowe, R.A. & Miura, C.K., 1995, Psychological Reports, V. 77, p. 1263 (based on survey of UHH faculty and introductory astronomy students) Time series observations of O stars: II. Optical observations of ζ Ophiuchi, Reid, A.H.N., Bolton, C.T., Crowe, R.A., Fieldus, M.S., Fullerton, A.W., Gies, D.R., Howarth, I.D., McDavid, D., Prinja, R.K., & Smith, K.C., 1993), Astrophys. J., V. 417, p. 320 (Observations with Mauna Kea UH 2.2-m) The 17.1-h optical and X-ray orbital period of AC211/X2127+119 in M15, Ilovaisky, S., Auriere, M., Koch-Miramond, L., Chevalier, C., Cordoni, J.-P., & Crowe, R.A., 1993, Astron. & Astrophys., V. 270, p. 139 (Observations with Mauna Kea UH 2.2-m & CFHT 3.6-m telescopes)

1 Astrology and the scientific method, Crowe, R.A., 1990, Psychological Reports, V. 67, p. 163 Shock waves of large amplitude in the atmospheres of RR Lyrae stars? Gillet, D., Burki, G., & Crowe, R.A., 1989, Astron. & Astrophys., V. 225, p. 445 (Observations with Mauna Kea CFHT 3.6-m telescope)

Synergistic Activities

•P.I. and team leader for an astronomy outreach and curriculum development initiative funded by NASA's OSS. The NOMISS (New Opportunities for Minority Initiatives in Space Science) program targets students of Hawaiian ancestry and their teachers in bringing the significance of the astronomy research being conducted on Mauna Kea to the wider community. The program also includes summer observational astronomy training for undergraduate students from UHH and elsewhere. Total funding to date is $675K. •Development of the observing component of the UHH undergraduate astronomy program, including observations with Mauna Kea telescopes and incorporation of observing experience into the curriculum.

Collaborators & Other Affiliations

(i) Collaborators: Ray Bambery (NASA/JPL) Bruce Goldberg (NASA/JPL) William Heacox (Univ. of Hawaii) Jay Holberg (LPL/Univ. of Arizona) Kevin Krisciunas (CTIO) Zoran Ninkov (Rochester Inst. of Tech.) Ronald Polidan (NASA/GSFC) Ennio Poretti (Obs. Astronomico di Brera) Michael West (Univ. of Hawaii) Mavourneen Wilcox (Univ. of Hawaii)

2 BARBARA A. GIBSON Telephone: 808-974-7548 Department of Geography and FAX: 808-974-7737 Environmental Studies E-mail: [email protected] University of Hawai`i at Hilo 200 W. Kawili St. Hilo, HI 96720

EDUCATION Ph.D. (Interdisciplinary in Geography and Geology), University of Oklahoma, 2001 B.S. in Geosciences, University of Oklahoma, 1994; Minor: Geology

PROFESSIONAL EXPERIENCE 2001 - pres. Assistant Professor (tenure-track), Department of Geography and Environmental Studies, University of Hawaiì-Hilo, Hilo, HI 2001 - pres. Assistant Director for Hawaiì Space Grant Consortium at the University of Hawaiì-Hilo, Hilo, HI 2000-01 Assistant Professor (non-tenure track), Cartography and Geography Dept., East Central University, Ada, OK 1/00 - 7/00 GIS Coordinator, Hawai’i Natural Heritage Program (HINHP), Center for Conservation Research and Training, University of Hawai’i at Manoa 1999-00 Instructor, Department of Geography, University of Oklahoma, Norman, OK Fall 1999 Adjunct Faculty, Division of Social Sciences, Rose State Community College, Midwest City, OK 1994-99 Project Coordinator, The Schools of the Pacific Rainfall Climate Experiment (SPaRCE), College of Geosciences, University of Oklahoma 1997, 98 Oceanographer/Physical Scientist, Naval Oceanographic Office (NAVOCEANO), NASA Stennis Space Center, MS

Courses taught at above institutions include: aerial photography and remote sensing; earth science; geography of the natural environment; computer cartography; GIS applications; natural hazards and disasters; natural resources; world regional geography

RESEARCH GRANTS 2001: Hawaiì County Fire Department. Using GIS to study response for Hazardous Material Incidences, Hawaiì County ($16,000) 2001-02: University of Hawaiì - Hilo Educational Improvement Fund Award ($1,400) 2001: University of Hawaiì –Hilo. Research Council Seed Grant ($8,700) 1999: University of Oklahoma. Graduate College Dissertation Research Grant

RELEVANT PUBLICATIONS AND CONFERENCE PRESENTATIONS Gibson, B., Postawko, S., Ensworth, J., Morrissey, M., Wurman, J., and Ellis, S. 2002. “Introducing High-Tech and Low-Tech Geoscience-related Technology to Disadvantaged Schools in the Tropical Pacific”. Journal of Geoscience Education, accepted.

Postawko, S., Morrissey, M., and Gibson, B. 1994. "The Schools of the Pacific Rainfall Climate Experiment: Combining Research and Education". Bulletin of the American Meteorological Society, vol. 75, no. 7, pp. 1260-1266.

Mesick, S., Booda, M., and Gibson, B. "The Automated Detection of Oceanic Fronts and Eddies from Remotely Sensed Satellite Data Using ARC/INFO GRID Processing", Proceedings of the1998 ESRI International Users Conference.

Gibson, B., Postawko, S., Morrissey, M., and Wurman, J. “The Pacific Rainfall Climate Experiment: Using Technology to Study the Earth System”, Presented at the Second International Conference on Geoscience Education, Hilo, Hawaii, July 1997.

Gibson, B., Postawko, S., and Humes, K. 1997. "A GIS Analysis of Environmental Impacts Due to Acid Deposition From Kilauea Volcano, Hawaii". EOS Transactions, American Geophysical Union, v.78, no. 46, p. F201.

Gibson, B., Postawko, S., Morrissey, M. 1996. "Investigating Possible Environmental Impacts from Sulfur Gases and Aerosols Released by Kilauea Volcano Using Satellite Imagery". EOS Transactions, American Geophysical Union, v. 77, no. 46, p. F36.

HONORS, AWARDS, AND FELLOWSHIPS OU Graduate College Dissertation Research Grant, 1999 ESRI/International Geographic Information Foundation Scholarship, 1998 ESRI Student Assistantship, 1998 Letter of Appreciation from the Commanding Officer, Naval Atlantic Meteorology and Oceanography Center, 1998 Oklahoma NASA Space Grant Fellowship Awards, 1995-99 Graduate Student Fee waiver Scholarship , 1994-98 Recipient of NASA/JPL/NOAA Earth Science Summer School Award, 1995

COLLABORATORS James Juvik (University of Hawai`i - Hilo); Sandy Margriter (National Park Service); Susan Postawko (University of Oklahoma); May Yuan (University of Oklahoma); J. Scott Greene (University of Oklahoma); Mark Morrissey (University of Oklahoma)

STUDENT ADVISEES Undergraduate: Anthony Matulonis Cynthia Philips Lisa Wedding Ho`oululahui Perry

Patrick Guiberson Department of Geography University of Hawaii at Hilo 200 W. Kawili Street Hilo, HI 96720-4091 (808) 974-7367 [email protected]

Education University of Nebraska-Lincoln, NE Geography B.A., 1994 University of Nebraska-Lincoln, NE Geography M.A., 1997 University of Nebraska-Lincoln, NE Geography Ph.D, ABD

Professional Experience 8/01- present Assistant Professor, Department of Geography, University of Hawaii at Hilo. 4/01- 8/01 Instructor, Division of Continuing Studies, University of Nebraska-Lincoln 8/94 – 8/01 Graduate Teaching Assistant/ Instructor, Department of Geography, University of Nebraska-Lincoln

Courses Taught Related to Proposed Curricula Interpretation of Geographic Data Physical Geography Quantitative Methods Geography of World Cultural Regions Introduction to GIS World Regional Geography Introduction to Cartography Human Geography

Five Publications Related to Proposed Research None applicable

Other Relevant Publications None applicable

Synergistic Activities 8/01 - present Spatial Data Analysis Laboratory Manager, University of Hawaii-Hilo. 8/01 - 12/01 Curriculum Development, Department of Geography, University of Hawaii-Hilo 4/01 - 8/01 University and Community Programs Summer Readings Program, University of Nebraska-Lincoln 5/00 - 8/01 Curriculum Development, Division of Continuing Studies, Department of Distance Education, University of Nebraska-Lincoln 1/99 - 5/00 Curriculum Development and Laboratory Improvements, Department of Geography, University of Nebraska-Lincoln

1 8/95 - 1/99 Cartographic and Spatial Analysis Laboratory Manager, Department of Geography, University of Nebraska-Lincoln 1/98 – 1/99 GIS/Remote Sensing Laboratory Manager, Department of Geography, University of Nebraska-Lincoln

Collaborators (Past 48 Months) None applicable

Graduate Advisors: Dr. Stephen Lavin, University of Nebraska-Lincoln; Dr. J. Clark Archer, University of Nebraska-Lincoln; Dr. Douglas Amedeo, University of Nebraska-Lincoln; Dr. David Wishart, University of Nebraska-Lincoln

2 KEN HON--PRINCIPAL INVESTIGATOR ASSISTANT PROFESSOR OF GEOLOGY PHONE: (808)-974-7302 UNIVERSITY OF HAWAI`I HILO EMAIL: [email protected] 200 W. KAWILI ST, HILO, HI, 96720

Education: B.A. 1976 Geology University of Colorado Ph.D. 1987 Geology University of Colorado Appointments University of Hawaiì Hilo (1997-2001) 1997-2002 Assistant Professor of Geology, full-time faculty Ka Ìo Productions, Inc. (1996-2001) 1996-2002 Volcanologist/Videographer, Ka Ìo Productions, Inc. Geologist/Volcanologist, U.S. Geological Survey (1981-1996) 1990-1996 Volcanic geology studies in Arizona, Colorado, New Mexico, and Russia 1987-1990 Staff volcanologist at the Hawaiian Volcano Observatory Graduate Student, University of Colorado (1981-1987) 1981-1987 Structure, stratigraphy, and petrology of the Lake City caldera, San Juan Mtns Field Assistant, U.S. Geological Survey 1979 (3 mo.) Mapping folded metamorphic rocks in the northern Front Range, Colorado. Exploration Geologist, Cotter Corporation 1976-1978 Exploration and mine geology of uranium vein deposits in Precambrian rocks.

Professional Societies: American Geophysical Union, Geological Society of America, International Association for Volcanology and Chemistry of the Earth's Interior.

Research Interests: Mechanisms of pahoehoe sheet flow emplacement and its application to high volume submarine and flood basalt eruptions, mitigation of natural hazards, thermal erosion and construction of lava tubes, petrologic constraints on the dynamics of basaltic magma chambers, formation of lava deltas and associated phreatomagmatic activity, structural evolution and resurgence of calderas, petrologic, mineralogic, and trace element variations in ash-flow tuffs, relationship of ore deposits to volcanism.

Grants:NSF Major Research Instrumentation Grant, $143,901 for Development of an Electron Microprobe Teaching and Research Facility at UHH (2001-2003) USGS Grant, $59,500 for Upgrading the Microprobe Computer (2000) NASA Space Grant, $6,000 for Susie Shaw (1998-1999) NASA Space Grant, $6,000 for Tobias Hewitt (1999-2000)

Teaching: I currently teach 3 course per semester (9 credit hours) and have taught the following courses. Physical Geology, Physical Geology Lab, Geology of the Hawaiian Islands, Mineralogy, Optical Mineralogy, Petrology, Volcanology, Senior Seminar, and a Special Topics Course on the Electron Microprobe. I also taught the 2 week intensive field camp portion of our field methods course.

1 Related Publications Hon, Ken and Kauahikaua, Jim, 1999, Formation and Evolution of Lava Tubes: Proceedings of the Big Island Science Conference, Fifteenth Meeting, Sigma Xi, University of Hawaiì Hilo, p. 29. Hon, Ken, Kauahikaua, J., Denlinger, R., and MacKay, K., 1994, Emplacement and inflation of pahoehoe sheet flows--Observations and measurements of active lava flows on Kilauea volcano, Hawaiì: Geological Society of America Bulletin, v. 106, p. 351- 370. Helz, R. T., Hon, K., Heliker, C., Thermal efficiency of lava tubes at Kilauea Volcano, Hawaiì Duggan, Morrie B. (compiler), Knutson, Jan (compiler), IAVCEI abstracts; Ancient volcanism & modern analogues, 1 (1 ), p. 47, 1993. Meeting: 1993 IAVCEI general assembly , Canberra, Australia, Sept. 25-Oct. 1, 1993. Kauahikaua, Jim , Cashman, Katharine V., Mattox, Tari N., Heliker, C. Christina, Hon, Ken A., Mangan, Margaret T., Thornber, Carl R., Observations on basaltic lava streams in tubes from Kilauea Volcanic, Island of Hawai'i, Journal of Geophysical Research, B, Solid Earth and Planets, 103 (11), p. 27,303-27,323, illus. incl. 3 tables, sketch map, 60 refs, 1998. Helz, R.T., Heliker, C., Mangan, M., Hon, Ken, Neal C.A., and Simmons, L., 1991, Thermal history of the current Kilauea East Rift eruption [abs.]: Transactions, American Geophysical Union (EOS), v. 72, no. 44, p. 557.

Significant Publications Moore, R.B., and Hon, Ken, edited by Mabery, M. V., 1999, The Volcanic Eruptions of El Malpais: A Guide to the Volcanic History and Formations of El Malpais National Monument: Ancient City Press, Santa Fe New Mexico, 102 pages. Realmuto, V.J., Hon, Ken, Kahle, A.B., Abbott, E.A., and Pieri, D.C., 1992, Multispectral thermal infrared mapping of the active Kupaianaha lava field, Kilauea volcano, Hawai`i: Bulletin of Volcanology, v.55, p. 33-44. Clague, D.A., Hon, K.A., Anderson, J.L., Chadwick, W.W., Jr., and Fox, C.G., 1993, Bathymetry of the Puna Ridge, Kilauea Volcano, Hawai`i: U.S. Geological Survey Miscellaneous Field Map, MF-2237. Hon, K., and Pallister, J. S.,1995, Wrestling with restless calderas and fighting floods of lava: Nature, v.376, p.554-555. Self, S., Thordarson, Th., Keszthelyi, L., Walker, G.P.L., Hon, K., Murphy, M. T., Long, P., and Finnemore, S., 1996, A new model for the emplacement of Columbia River basalts as large, inflated pahoehoe lava flow fields: Geophysical Research Letters, vol. 23, no. 19, p. 2689-2692.

Synergistic Activities My current NSF MRI grant involves bringing research into the classroom. While renovating and upgrading the electron microprobe, a major component is to make it accessible from a classroom so that research activities can be integrated into classroom experience. I feel very strongly that hands on activities make students better researchers and develop critical thought. I am very involved in making educational films about Kilauea Volcano. My wife, Dr. Cheryl Gansecki, and I film eruptive and make the films seen at the Hawai`i National Park visitor center. We are also working on a series of educational films focused on specific processes such as the formation of lava tubes and lava flows.

2 CURRICULUM VITAE

James O. Juvik Department of Geography and Environmental Studies University of Hawai`i-Hilo 200 W. Kawili Street Hilo, Hawai`i 96720-4091 Email: [email protected]; Phone: (808) 974-7547; Fax: (808) 974-7737

ACADEMIC BACKGROUND

Ph.D., Geography, University of Hawai`i-Manoa, 1977 M.A., Geography, University of Hawai`i-Manoa, 1968 B.A., Geography, University of California-Davis, 1966

PROFESSIONAL EXPERIENCE

1971-Present Assistant Professor, Associate Professor and Professor (since 1984) of Geography and Environmental Studies, University of Hawaiì-Hilo (Chair of Department 1985-90, 1999-present). Also Graduate Affiliate Faculty University of Hawaiì-Manoa. 1998-Present Present Special Assistant to the Vice Chancellor for Academic Affairs and coordinator, Graduate Programs, University of Hawaiì-Hilo. 1998, 1994 Visiting Fellow East West Center, Honolulu (Parks and Protected Area Planning and Tropical Cloud Forest Ecology).

HONORS AND AWARDS

2000 University of Hawaiì-Hilo, Chancellor’s Award for Faculty Excellence in Research 1999 Hawaiì Book Publishers Annual Award: Book of the Year (Atlas of Hawaii) 1972 University of Hawaiì Regent’s Medal, Faculty Excellence in Teaching

SYNOPSIS OF RESEARCH QUALIFICATIONS AND RECENT FUNDED RESEARCH

Dr. Juvik, Senior Personnel on this proposal, has more than 30 years of experience studying terrestrial and atmosphere science in the tropics of Africa (including Madagascar), South America and the Asian-Pacific region. He has authored, co-authored or co-edited more than 60 scientific publications and 7 books including the award winning Atlas of Hawaiì (University of Hawaii Press 1998) and Tropical Montane Cloud Forests (Springer-Verlag, 1995). Over the past decade, as part of interdisciplinary ecology projects in Hawaiì he has undertaken climate-forest hydrological and palynological research with major funding from NSF and the USGS, and published the results in a series of journal articles. Also with multi-year support from the MacArhur foundation (1991-96) he has helped (co-authored) developed a series of 5 environmental education text books for the individual island states in Micronesia (e.g. Yap, Chuuk, Marshal Islands, etc.). Dr. Juvik also continues to offer courses at the University of Hawaiì dealing with Hawaiian weather and climate . Dr. Juvik has recently co-authored the Student Atlas of Hawaii (2000) with both English and Hawaiian language version.

1 FIVE PUBLICATIONS MOST RELEVANT TO THIS PROPOSAL Hotchkiss, S. and J. Juvik. 1999. A late Quaternary pollen record from Kaàu Crater, Oàhu, Hawaiì, Quaternary Research, 52:115-128. Juvik, S. and J. Juvik (editors). 1998. Atlas of Hawaii, 3rd Edition. University of Hawaiì Press, 333 pp. Nullet, D. and J. Juvik. 1997. Measured Altitudinal Profiles in UV-B Irradiance in Hawaiì. Physical Geography, 18(4):335-345. Hamilton, L., J. Juvik and F. Scatena (eds). 1995. Tropical Montane Cloud Forests. Springer- Verlag, Berlin/New York, 258 pp. Juvik, J. and D. Nullet. 1994. A climate transect through Tropical montane rain forest in Hawaiì. Journal of Applied Meteorology, 33(11):1304-1312.

FIVE ADDITIONAL RECENT PUBLICATIONS

Juvik, J.O., T. Paradise and S. Juvik. 2000. Hawai`i Student Atlas. Hawaiian language translation also published. Bess Press, Honolulu, 48 pp. Juvik, J.O.. 1998. Mountain climatology and large scale cloud-water recovery at Kahikinui Maui. Proceedings First International Conference on Fog and Fog collection, (R. Schemenauer and H. Bridgman, eds.), IDRC, Ottawa, Canada, 437-440 pp. Merlin, M. and J. Juvik. 1996. Ira Me Neeniier non Chuuk. Plants and their Environment in Chuuk, East-West Center Press, Honolulu, 121 pp. Juvik, J.O. and S. Juvik. 1984. Mauna Kea and the Myth of Multiple Use: Endangered Species and Mountain Management in Hawaii. Mountain Research & Development, 4:191-202. Juvik, J.O. and P. Ekern. 1979. A Climatology of Mountain Fog on Mauna Loa, Hawaii Islands. Tech Report No. 118, Water Resources Center, University of Hawaii, 63 pp.

COLLABORATORS OVER PAST 5 YEARS

S. Hotchkiss, University of Wisconsin S. Juvik, University of Hawai`i-Hilo W. King (Col.), US Military Academy J. Liebherr, Cornell University M. Merlin, University of Hawai1i-Manoa D. Nullet, University of Hawai`i-Hilo

GRADUATE ADVISSORS/ADVISEES

Ph.D. Advisor - P. Ekern, University of Hawai`i-Manoa Ph.D. Advisees - P. Sherman, T. Ikagawa, University of Hawai`i-Manoa M.A. Advisees - C. Bean, D. Chai, University of Hawai1i-Manoa

2 Jené Michaud Department of Geology University of Hawaii at Hilo (808) 974-7411 [email protected]

Professional Preparation

B.S. Geoscience, 1982 University of Washington M.S. Hydrology, 1987 University of Arizona Ph.D. Hydrology, 1992 University of Arizona Registered Engineer in Training (Arizona)

Positions Held

2000-present Associate Professor of Geology, University of Hawaii at Hilo 1995-2000 Assistant Professor of Geology, University of Hawaii at Hilo 1992-1994 Research Associate, Hydrology Dept., University of Arizona 1989-1992 Hydrologist, Pima County Flood Control District (part time) 1985 Environmental Engineer/Hydrologist, Colorado Yampa Coal Company

Publications Michaud, J.D., K. Hirschboeck, and M. Winchell, Regional Variations in Small-Basin Floods in the United States, Water Resources Research, 37(5): 1405-1416, 2001.

Michaud, J.D., and W.J. Shuttleworth, Executive Summary of the Tucson Aggregation Workshop, Journal of Hydrology, 190:176-181, 1997.

Arain, A.M., J.D. Michaud, W.J. Shuttleworth, and A.J. Dolman, Testing of vegetation parameter aggregation rules applicable to the Biosphere-Atmosphere Transfer Scheme (BATS) and the FIFE site, Journal of Hydrology, 177:1-22, 1996.

Michaud, J., B. Auvine, and O. Penalba, Spatial and elevational variability of summer rainfall in the Southwestern United States, Journal of Applied Meteorology, 34(12):2689-270, 1995.

Michaud, J.D., and S. Sorooshian, Comparison of simple versus complex distributed runoff models on a mid-sized, semi-arid watershed, Water Resources Research, 30(3):593-605, 1994.

Synergistic Activities

DEVELOPMENT OF INNOVATIVE COURSES: Freshman Seminar Interdisciplinary Freshman Science Course Field Geology of the Big Island for Community College Instructors

MENTOR FOR UNDERGRADUATE RESEARCH four students funded under REU and Space Grant

TRAINING IN ACADEMIC ASSESSMENT two assessment conferences attended in last three years

Collaborators

Collaborators: Katherine Hirschboeck (University of Arizona), Carl Johnson (University of Hawaii/Science and Technology International), Judy Iopeka (Science and Technology International), Jillian Marohnic (Science and Technology International), Mike Winchell (U.S. National Weather Service)

Graduate and Postdoctoral Advisors: Soroosh Sorooshian, James Shuttleworth (both at University of Arizona)

Thesis Advisor and Postgraduate Scholars: none

REBECCA OSTERTAG Department of Biology Phone: 808 974 7361 University of Hawaii at Hilo FAX: 808 974 7693 200 W. Kawili Street E-mail: [email protected] Hilo, HI 96720

Education Carleton College, Northfield, MN, Biology (with Honors) B.A., 1991. University of Florida, Gainesville, FL Botany Ph.D., 1998.

Professional Experience Aug 2001 Assistant Professor, University of Hawaii at Hilo. Research interests: tropical ecosystem ecology; secondary succession and land use change; restoration ecology; belowground productivity and nutrient cycling; carbon sequestration. 1998-2001 Post-doctoral Research Associate, University of California, Berkeley, and International Institute of Tropical Forestry, Puerto Rico. 1992-1998 Research and Teaching Assistant, University of Florida. 1995 Teaching Assistant, Organization for Tropical Studies, Conservation Biology, Costa Rica. 1995 Teaching Assistant, Carleton College, Tropical Biology course in Costa Rica.

Courses Taught Related to Proposed Curricula General Ecology Theory and Methods in Ecology and Evolution General Ecology Lab Ecology and Evolution Research Methods Natural History of Hawaii

Five Publications Related to Proposed Research 1. Ostertag, R. and J. Verville. In press. Effects of N and P fertilization on invasion by non- native species in Hawaiian montane forests. Plant Ecology.

2. Ostertag, R. 2001. The effects of nitrogen and phosphorus availability on fine root dynamics in Hawaiian montane forests. Ecology 82: 485-499.

3. Guariguata, M.R. and R. Ostertag. 2001. Neotropical secondary succession: changes in structural and functional characteristics. Forest Ecology and Management 148: 185-206.

4. Silver, W.L., R. Ostertag, and A.E. Lugo. 2000. The potential for carbon sequestration through reforestation of abandoned tropical agricultural and pasture lands. Restoration Ecology 8: 394-407.

5. Ostertag, R. and S.E. Hobbie. 1999. Early stages of root and leaf decomposition in Hawaiian forests: effects of nutrient availability. Oecologia 121: 564-573.

Other Relevant Publications 6. Guariguata, M.R. and R. Ostertag. 2002. Sucesión secundaria. In, M.R. Guariguata and G. Kattan, editors. Ecología y conservación de bosques tropicales. LUR, Costa Rica.

7. Ostertag, R. 1998. Belowground effects of canopy gaps in a lowland tropical wet forest. Ecology 79: 1294-1304.

8. McKone, M.J., R. Ostertag, J.T. Rauscher, D.A. Heiser, and F. Leland Russell. 1995. An exception to Darwin’s syndrome: floral position, protogyny, and insect visitation in Besseya bullii (Scrophulariaceae). Oecologia 101: 68-74.

9. Ostertag, R. and E.S. Menges. 1994. Patterns of reproductive effort with time since last fire in Florida scrub plants. Journal of Vegetation Science 5: 303-310.

Synergistic Activities • Developed independent research opportunities for undergraduates at University of Puerto Rico. • Resource person (developed field problems) for numerous tropical ecology field courses

Collaborators (Past 48 Months): Mitch Aide (University of Puerto Rico), Charles Canham (Institute for Ecosystem Studies), Todd Dawson (UC-Berkeley), James Fownes (U-Mass, Amherst), Julia Gaudinski (UC-Berkeley), Manuel Guariguata (CATIE, Costa Rica), Robin Harrington (U-Mass, Amherst), Sarah Hobbie (University of Minnesota), Lara Kueppers (UC- Berkeley), Ariel Lugo (IITF, Puerto Rico), Virginia Matzek (Stanford), Erika Marin-Spiota (UC- Berkeley), John Pascarella (Valdosta State), Fred Scatena (IITF, Puerto Rico), Whendee Silver (UC-Berkeley), Margaret Torn (Lawrence Berkeley Labs), Skip Van Bloem (Michigan State), Julia Verville (University of Utah), Peter Vitousek (Stanford), Jess Zimmerman (University of Puerto Rico).

Graduate and Post-Doctoral Advisors: Francis E. Putz (University of Florida) for PhD, Whendee L. Silver (UC-Berkeley) for post-doctoral.

Undergraduate Advisees: Lehida Meléndez Morales, Eva Suazo Burgos, Miriam Colón Casiano (University of Puerto Rico)

2 Biographical Sketch

Michael Lewis Parsons - Assistant Professor of Marine Science

A. Professional Preparation: University of Rochester, NY Biology-Geology B.S. 5/90 Louisiana State University Biological Oceanography Ph.D. 12/96 Louisiana Universities Marine Consortium Phytoplankton Ecology 1996-1999

B. Appointments: Asst. Professor, Marine Science Department, University of Hawaii at Hilo, 8/99 to Present. Post-doctoral Fellow, Louisiana Universities Marine Consortium, 11/96 to 7/99. Graduate Assistant, Louisiana Universities Marine Consortium, 8/96 to 10/96. Instructor, ADVANCE Program, Louisiana Universities Marine Consortium, 7/96. Teaching Assistant, Louisiana Universities Marine Consortium, 6/96. Graduate Assistant, Louisiana State University, 9/94-5/96. State of Louisiana Board of Regents Doctoral Fellow, Louisiana State University, 8/90-8/94.

C. Publications: i. Five related publications 1. Parsons, M.L., Dortch, Q., and R.E. Turner. In press. Sedimentological evidence of an increase in Pseudo-nitzschia (Bacillariophyceae) abundance in response to coastal eutrophication. Limnology and Oceanography. 2. Parsons, M.L., Dortch, Q., Turner, R.E., and N.N. Rabalais. 1999. Salinity history of coastal marshes reconstructed from diatom remains. Estuaries, 22:961- 972. 3. Parsons, M.L., Dortch, Q., Turner, R.E., and N.N. Rabalais. 1999. The use of diatom remains as a proxy of historical salinity changes in Airplane Lake, Louisiana. In: Rozas, L.P., Nyman, J.A., Profitt, C.E., Rabalais, N.N., Reed, D.J., and R.E. Turner (Editors). Recent Research in Coastal Louisiana: Natural System Function and Response to Human Influences. Louisiana Sea Grant College Program, pp. 65-78. 4. Parsons, M.L. 1998. Salt marsh sedimentary record of the landfall of Hurricane Andrew on the Louisiana coast: diatoms and other paleoindicators. J. Coastal Research, 14:939-950. 5. Dortch, Q., Robichaux, R., Pool, S., Milsted, D., Mire, G., Rabalais, N.N., Soniat, T.M., Fryxell, G.A., Turner, R.E., and M.L. Parsons. 1997. Abundance and vertical flux of Pseudo-nitzschia in the northern Gulf of Mexico. Marine Ecology Progress Series, 146: 249-264.

ii. Other significant publications 1. Pan, Y., Parsons, M.L., Busman, M., Moller, P., Dortch, Q., Powell, C.L., Fryxell, G.A., and G.J. Doucette. 2001. Pseudo-nitzschia pseudodelicatissima - a

1 confirmed producer of domoic acid from the northern Gulf of Mexico. Marine Ecology Progress Series 220:83-92. 2. Parsons, M.L., Scholin, C.A., Miller, P.E., Doucette, G.J., Powell, C.L., Fryxell, G.A., Dortch, Q., and T.M. Soniat. 1999. Pseudo-nitzschia in Louisiana coastal waters: molecular probe field trials, genetic variability, and domoic acid analyses. J. Phycology, 35:1368-1378. 3. Parsons, M.L., Dortch, Q., and G.A. Fryxell. 1998. A multi-year study of the presence of potential domoic acid-producing Pseudo-nitzschia species in the coastal and estuarine waters of Louisiana, USA. In: Reguera, B., Blanco, J., Fernández, M.L. and T. Wyatt. Harmful Algae, Xunta de Galicia and IOC, p. 184-187. 4. Dortch, Q., Turner, R.E., Parsons, M.L., and N.N. Rabalais. 1999. What is the threat of harmful algal blooms in Louisiana coastal waters? In: Rozas, L.P., Nyman, J.A., Profitt, C.E., Rabalais, N.N., Reed, D.J., and R.E. Turner (editors). Recent Research in Coastal Louisiana: Natural System Function and Response to Human Influences. Louisiana Sea Grant College Program, pp. 134-144. 5. Dortch, Q., Moncreiff, C.A., Mendenhall, W., Parsons, M.L., Franks, J.S., and K.W. Hemphill. 1998. Spread of Gymnodinium breve into lower salinity waters in the northern Gulf of Mexico. In: Reguera, B., Blanco, J., Fernández, M.L. and T. Wyatt. Harmful Algae, Xunta de Galicia and IOC, p. 143-144.

D. Synergistic Activities: i. Diatom presentation to fifth graders from Waiakea Elementary School, 10/06/99. ii. Tidepool fieldtrip with fifth graders from Waiakea Elementary School, 10/07/99. iii. Sigmi Xi Math & Science Day, University of Hawaii at Hilo, 04/08/00. iv. Plankton presentation to third graders from Chiefess Kapiolani School, 12/15/00. v. Astronaut Ellison Onizuka Science Day, 01/27/01.

E. Collaborators & Other Affiliations: i. Virginia Armbrust (University of Washington), Claudia Benitez-Nelson (University of Hawaii), Susan Brown (University of Hawaii), Mark Busman (Marine Biotoxins Program, Charleston, SC), Quay Dortch (Louisiana Universities Marine Consortium), Gregory J. Doucette (Marine Biotoxins Program, Charleston, SC), Greta A. Fryxell (University of Texas at Austin), Paul R. Haberstroh (University of Hawaii at Hilo), Michael R. Landry (University of Hawaii), Carrie L. Leonard (University of Hawaii), Peter E. Miller (Monterey Bay Aquarium Research Institute), Peter D. R. Moller (Marine Biotoxins Program, Charleston, SC), Youlian Pan (Marine Biotoxins Program, Charleston, SC), Christine A. Powell (Marine Biotoxins Program, Charleston, SC), Nancy R. Rabalais (Louisiana Universities Marine Consortium), Christopher A. Scholin (Monterey Bay Aquarium Research Institute), Thomas M. Soniat (Nicholls State University), R. Eugene Turner (Louisiana State University), William J. Walsh (Hawaii Division of Aquatic Resources). ii. Graduate and Postdoctoral Advisor: Quay Dortch, Louisiana Universities Marine Consortium. iii. Thesis Advisor and Post-graduate Scholar Sponsor: none

2 Biogeographical Sketch: Michael J. West

Professional Preparation

Undergraduate institution: Southern Connecticut State University, BSc (Physics) 1981 Graduate institution: Yale University, MSc (Astronomy) 1983; PhD (Astronomy) 1987 Postdoctoral institutions: University of Michigan (1987-1989), Canadian Institute for Theoretical Astrophysics (1989-1991), Leiden University (1991-1994)

Faculty Appointments

University of Hawaii at Hilo, Associate Professor of Astronomy since 1999 Saint Mary’s University (Canada), Assistant/Associate Professor of Astronomy (1994-1999)

Recent and Relevant Publications Publications most closely related to this proposal

West, M.J., Côté, P. & Marzke, R., 2002, Reconstructing Galaxy Histories, Nature (invited review article), submitted

Côté, P., West, M.J. & Marzke, R., 2002, Globular Cluster Systems and the Missing Satellite Problem: Implications for Cold Dark Matter, Astrophysical Journal, in press (March 10, 2002)

West, M.J., 2001, Galaxy Deconstruction: Clues from Globular Clusters, in Astrophysical Ages and Time Scales, eds. T. von Hippel et al., (ASP Conf. Ser., San Francisco), p. 420

Côté, P., Marzke, R., & West, M.J., 1998, The Formation of Giant Elliptical Galaxies and Their Globular Cluster Populations, Astrophysical Journal, 501, 554

West, M.J., Côté, P., Jones, C., Forman, W. & Marzke, R., 1995, Intracluster Globular Clusters, Astrophysical Journal, 453, L77

Other significant publications

McCarthy, I., West, M.J. & Welch, G.A., 2002, Non-thermal X-ray Emission in Clusters of Galaxies: An Alternative to Cooling Flows? Astrophysical Journal, in press (March 10, 2002).

West, M.J. & Blakeslee, J., 2000, The Principal Axis of the Virgo Cluster, Astrophysical Journal, 543, L27

Cote, P., Marzke, R. West, M.J. & Minniti, D., 2000, Evidence for the Hierarchical Formation of the Galactic Spheroid, Astrophysical Journal, 533, 869

Gregg, M., & West, M.J., 1998, Galaxy Disruption as the Origin of Intracluster Light in

1 the Coma Cluster, Nature, 396, 549

Zinn, R. & West, M.J., 1984, The globular cluster system of the galaxy. III – Measurements of radial velocity and metallicity for 60 clusters and a compilation of metallicities for 121 clusters, ApJS, 55, 45 (this is one of the most-cited astronomy papers of the past quarter century, with over 650 citations to date)

Synergistic Activities • Service on local, national and international astronomy committees, most recently: Board of Directors of Canadian Astronomical Society (1999-2001), University of Hawaii Telescope Time Allocation Committee (1999-2003); Scientific Advisory Council of the Canada-France- Hawaii Telescope (1998-1999); Scientific Organizing Committee for international conference, “A New Vision of an Old Cluster: Untangling Coma Berenices” (1997). • Invited speaker at national and international meetings, most recently the 198th American Astronomical Society meeting held June 2001. Talk title was The Galaxy- Cluster-Supercluster Connection, presented at special topical session on “Cluster Properties and Large-scale Structure.” • Co-edited (along with D. Clarke) the conference proceedings of the 12th Kingston Meeting on Theoretical Astrophysics, published by Astron. Soc. of the Pacific, 1997. • Involved in a wide range of astronomy education initiatives, most recently: service on advisory panel for content design of new $28,000,000 Mauna Kea Astronomy Education Center. • Public outreach activities to foster understanding and support of astronomy. Most notably, write a monthly astronomy column for a local newspaper, The Hawaii Island Journal.

Collaborators and other affiliations i) Collaborators: Wayne Barkhouse (U. of Toronto), John Blakeslee (Johns Hopkins), Greg Bothun (U. of Oregon), Terry Bridges (AAO), David Clarke (Saint Mary’s U.), Pat Côté (Rutgers), Claudia de Oliveira (U. de Sao Paulo), Harry Ferguson (STScI), William Forman (CfA /Harvard), Todd Fuller (U. of Western Ontario), Michael Gregg (U. of California, Davis), Christine Jones (CfA/Harvard), Andres Jordan (Rutgers), Robert Mann (ROE), Ron Marzke (SFSU), Alain Mazure (LAS, Marseille), Ian McCarthy (U. of Victoria), Dante Minniti (U. Catolica de Chile), Bob Nichol (Carnegie-Mellon), Frazer Pearce (U. of Nottingham), Kathy Romer (Carnegie-Mellon), Laerte Sodre (U. de Sao Paulo), Ted von Hippel (U. of Texas). Bold- faced names are people who will likely be collaborating with me on various aspects of the research described in this proposal, however none of this research is absolutely dependent on them.

ii) Graduate and Postdoctoral advisors: Avishai Dekel (formerly Yale, now Hebrew U.), George Miley (Leiden U.), Gus Oemler (formerly Yale, now OCIW), Doug Richstone (U. of Michigan)

iii) Thesis Advisor and Post-graduate Scholar Sponsor: Wayne Barkhouse (Univ. of Toronto), Todd Fuller (Univ. of Western Ontario), Rene Tanaja (has left astronomy). Total number of graduate students advised to date: 3. Total number of postdocs supervised to date: 0. I am not currently supervising any graduate students, as we have no graduate astronomy program at the University of Hawaii at Hilo.

2 SUMMARY YEAR 1 PROPOSAL BUDGET FOR NSF USE ONLY ORGANIZATION PROPOSAL NO. DURATION (months) University of Hawaii at Hilo Proposed Granted PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR AWARD NO. Rose Tseng A. SENIOR PERSONNEL: PI/PD, Co-PI's, Faculty and Other Senior Associates NSF Funded Funds Funds Person-mos. Requested By granted by NSF (List each separately with title, A.7. show number in brackets) CAL ACAD SUMR proposer (if different) 1. Rose Tseng - chancellor 0.00 0.00 0.00$$ 0 2. Phillipe Binder 0.00 1.13 0.00 6,453 3. Susan Brown 0.00 0.00 0.00 0 4. Olga Cordero-Brana 0.00 1.13 2.00 16,381 5. Barbara Gibson 0.00 0.00 1.00 4,964 6. ( 8 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 7.20 5.65 4.00 91,678 7. ( 13 ) TOTAL SENIOR PERSONNEL (1 - 6) 7.20 7.91 7.00 119,476 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 0.00 0 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 0.00 0 3. ( 0 ) GRADUATE STUDENTS 0 4. ( 10 ) UNDERGRADUATE STUDENTS 21,000 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 0 6. ( 1 ) OTHER 6,667 TOTAL SALARIES AND WAGES (A + B) 147,143 C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) 37,217 TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) 184,360 D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.) star lab portable planetarium $ 13,500

TOTAL EQUIPMENT 13,500 E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 20,000 2. FOREIGN 0

F. PARTICIPANT SUPPORT COSTS 1. STIPENDS $ 10,000 2. TRAVEL 0 3. SUBSISTENCE 0 4. OTHER 10,000 TOTAL NUMBER OF PARTICIPANTS ( 8 ) TOTAL PARTICIPANT COSTS 20,000 G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 39,000 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 0 3. CONSULTANT SERVICES 80,000 4. COMPUTER SERVICES 0 5. SUBAWARDS 0 6. OTHER 50,000 TOTAL OTHER DIRECT COSTS 169,000 H. TOTAL DIRECT COSTS (A THROUGH G) 406,860 I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE) equip (Rate: 0.0000, Base: 13500) (Cont. on Comments Page) TOTAL INDIRECT COSTS (F&A) 92,372 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 499,232 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.D.7.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 499,232 $ M. COST SHARING PROPOSED LEVEL $0 AGREED LEVEL IF DIFFERENT $ PI / PD TYPED NAME & SIGNATURE* DATE FOR NSF USE ONLY Rose Tseng INDIRECT COST RATE VERIFICATION ORG. REP. TYPED NAME & SIGNATURE* DATE Date Checked Date Of Rate Sheet Initials - ORG lovell, David NSF Form 1030 (10/99) Supersedes all previous editions 1 *SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPG III.B) SUMMARY PROPOSAL BUDGET COMMENTS - Year 1

Other Senior Personnel Name - Title Cal Acad Sumr Funds Requested ------Guiberson, Patrick - 0.00 1.13 0.00 6453 Hon, Ken - 0.00 1.13 0.50 8723 Juvik, James - 1.20 0.00 0.00 7732 Juvik, Sonia - project director 6.00 0.00 0.00 35754 Michaud, Jene D - 0.00 1.13 0.50 8723 Ostertag, Rebecca - 0.00 1.13 2.00 14917 Parsons, Michael L - 0.00 1.13 1.00 9376 West, Michael - 0.00 0.00 0.00 0

** I- Indirect Costs non-equip (Rate: 27.3000, Base 338360)

SUMMARY YEAR 2 PROPOSAL BUDGET FOR NSF USE ONLY ORGANIZATION PROPOSAL NO. DURATION (months) University of Hawaii at Hilo Proposed Granted PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR AWARD NO. Rose Tseng A. SENIOR PERSONNEL: PI/PD, Co-PI's, Faculty and Other Senior Associates NSF Funded Funds Funds Person-mos. Requested By granted by NSF (List each separately with title, A.7. show number in brackets) CAL ACAD SUMR proposer (if different) 1. Rose Tseng - none 0.00 0.00 0.00$$ 0 2. Phillipe Binder 0.00 1.13 0.00 6,711 3. Susan Brown 0.00 0.00 0.00 0 4. Olga Cordero-Brana 0.00 0.00 2.00 10,326 5. Richard Crowe 0.00 2.25 0.00 14,694 6. ( 7 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 7.20 0.00 5.00 70,487 7. ( 12 ) TOTAL SENIOR PERSONNEL (1 - 6) 7.20 3.38 7.00 102,218 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 0.00 0 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 0.00 0 3. ( 0 ) GRADUATE STUDENTS 0 4. ( 13 ) UNDERGRADUATE STUDENTS 29,000 5. ( 1 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 16,640 6. ( 1 ) OTHER 3,467 TOTAL SALARIES AND WAGES (A + B) 151,325 C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) 37,956 TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) 189,281 D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.) CCD detector $ 15,000 computer server 9,500

TOTAL EQUIPMENT 24,500 E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 24,500 2. FOREIGN 3,000

F. PARTICIPANT SUPPORT COSTS 1. STIPENDS $ 6,500 2. TRAVEL 5,000 3. SUBSISTENCE 2,000 4. OTHER 10,000 TOTAL NUMBER OF PARTICIPANTS ( 10 ) TOTAL PARTICIPANT COSTS 23,500 G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 28,500 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 0 3. CONSULTANT SERVICES 80,000 4. COMPUTER SERVICES 0 5. SUBAWARDS 0 6. OTHER 36,000 TOTAL OTHER DIRECT COSTS 144,500 H. TOTAL DIRECT COSTS (A THROUGH G) 409,281 I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE) equipment (Rate: 0.0000, Base: 24500) (Cont. on Comments Page) TOTAL INDIRECT COSTS (F&A) 90,030 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 499,311 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.D.7.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 499,311 $ M. COST SHARING PROPOSED LEVEL $0 AGREED LEVEL IF DIFFERENT $ PI / PD TYPED NAME & SIGNATURE* DATE FOR NSF USE ONLY Rose Tseng INDIRECT COST RATE VERIFICATION ORG. REP. TYPED NAME & SIGNATURE* DATE Date Checked Date Of Rate Sheet Initials - ORG lovell, David NSF Form 1030 (10/99) Supersedes all previous editions 2 *SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPG III.B) SUMMARY PROPOSAL BUDGET COMMENTS - Year 2

Other Senior Personnel Name - Title Cal Acad Sumr Funds Requested ------Gibson, Barbara - 0.00 0.00 1.00 5163 Hon, Ken - 0.00 0.00 0.50 2791 Juvik, James - 1.20 0.00 0.00 8041 Juvik, Sonia - none 6.00 0.00 0.00 37184 Michaud, Jene D - 0.00 0.00 0.50 2791 Ostertag, Rebecca - 0.00 0.00 2.00 9929 Parsons, Michael L - 0.00 0.00 1.00 4588

** I- Indirect Costs not equip (Rate: 27.3000, Base 329781)

SUMMARY YEAR 3 PROPOSAL BUDGET FOR NSF USE ONLY ORGANIZATION PROPOSAL NO. DURATION (months) University of Hawaii at Hilo Proposed Granted PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR AWARD NO. Rose Tseng A. SENIOR PERSONNEL: PI/PD, Co-PI's, Faculty and Other Senior Associates NSF Funded Funds Funds Person-mos. Requested By granted by NSF (List each separately with title, A.7. show number in brackets) CAL ACAD SUMR proposer (if different) 1. Rose Tseng - none 0.00 0.00 0.00$$ 0 2. Phillipe Binder 0.00 0.00 0.50 2,868 3. Olga Cordero-Brana 0.00 0.00 2.00 10,738 4. Barbara Gibson 0.00 0.00 1.00 5,369 5. Patrick Guiberson 0.00 1.13 0.00 6,712 6. ( 7 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 7.20 3.38 2.00 75,572 7. ( 12 ) TOTAL SENIOR PERSONNEL (1 - 6) 7.20 4.51 5.50 101,259 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 0.00 0 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 0.00 0 3. ( 0 ) GRADUATE STUDENTS 0 4. ( 14 ) UNDERGRADUATE STUDENTS 29,500 5. ( 1 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 17,306 6. ( 1 ) OTHER 3,605 TOTAL SALARIES AND WAGES (A + B) 151,670 C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) 30,756 TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) 182,426 D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)

TOTAL EQUIPMENT 0 E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 26,500 2. FOREIGN 0

F. PARTICIPANT SUPPORT COSTS 1. STIPENDS $ 8,500 2. TRAVEL 5,000 3. SUBSISTENCE 2,000 4. OTHER 15,000 TOTAL NUMBER OF PARTICIPANTS ( 14 ) TOTAL PARTICIPANT COSTS 30,500 G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 13,000 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 0 3. CONSULTANT SERVICES 80,000 4. COMPUTER SERVICES 0 5. SUBAWARDS 0 6. OTHER 46,000 TOTAL OTHER DIRECT COSTS 139,000 H. TOTAL DIRECT COSTS (A THROUGH G) 378,426 I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE) direct costs (Rate: 27.3000, Base: 323426) TOTAL INDIRECT COSTS (F&A) 88,295 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 466,721 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.D.7.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 466,721 $ M. COST SHARING PROPOSED LEVEL $0 AGREED LEVEL IF DIFFERENT $ PI / PD TYPED NAME & SIGNATURE* DATE FOR NSF USE ONLY Rose Tseng INDIRECT COST RATE VERIFICATION ORG. REP. TYPED NAME & SIGNATURE* DATE Date Checked Date Of Rate Sheet Initials - ORG lovell, David NSF Form 1030 (10/99) Supersedes all previous editions 3 *SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPG III.B) SUMMARY PROPOSAL BUDGET COMMENTS - Year 3

Other Senior Personnel Name - Title Cal Acad Sumr Funds Requested ------Hon, Ken - 0.00 0.00 0.00 0 Juvik, James - 1.20 0.00 0.00 8363 Juvik, Sonia - none 6.00 0.00 0.00 38672 Michaud, Jene D - 0.00 0.00 0.00 0 Ostertag, Rebecca - 0.00 1.13 1.00 10971 Parsons, Michael L - 0.00 0.00 1.00 5005 West, Michael - 0.00 2.25 0.00 12561

SUMMARY YEAR 4 PROPOSAL BUDGET FOR NSF USE ONLY ORGANIZATION PROPOSAL NO. DURATION (months) University of Hawaii at Hilo Proposed Granted PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR AWARD NO. Rose Tseng A. SENIOR PERSONNEL: PI/PD, Co-PI's, Faculty and Other Senior Associates NSF Funded Funds Funds Person-mos. Requested By granted by NSF (List each separately with title, A.7. show number in brackets) CAL ACAD SUMR proposer (if different) 1. Rose Tseng - none 0.00 0.00 0.00$$ 0 2. Phillipe Binder 0.00 0.00 0.50 2,983 3. Olga Cordero-Brana 0.00 1.13 2.00 18,124 4. Ken Hon 0.00 1.13 0.50 9,770 5. James Juvik 1.20 0.00 0.00 8,698 6. ( 4 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 6.00 0.00 2.00 51,076 7. ( 9 ) TOTAL SENIOR PERSONNEL (1 - 6) 7.20 2.26 5.00 90,651 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 0.00 0 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 0.00 0 3. ( 0 ) GRADUATE STUDENTS 0 4. ( 14 ) UNDERGRADUATE STUDENTS 30,000 5. ( 1 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 17,998 6. ( 1 ) OTHER 3,749 TOTAL SALARIES AND WAGES (A + B) 142,398 C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) 27,720 TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) 170,118 D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)

TOTAL EQUIPMENT 0 E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 27,000 2. FOREIGN 3,000

F. PARTICIPANT SUPPORT COSTS 1. STIPENDS $ 9,000 2. TRAVEL 5,000 3. SUBSISTENCE 2,000 4. OTHER 10,000 TOTAL NUMBER OF PARTICIPANTS ( 12 ) TOTAL PARTICIPANT COSTS 26,000 G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 11,000 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 0 3. CONSULTANT SERVICES 85,000 4. COMPUTER SERVICES 0 5. SUBAWARDS 0 6. OTHER 46,000 TOTAL OTHER DIRECT COSTS 142,000 H. TOTAL DIRECT COSTS (A THROUGH G) 368,118 I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE) direct (Rate: 27.3000, Base: 308118) TOTAL INDIRECT COSTS (F&A) 84,116 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 452,234 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.D.7.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 452,234 $ M. COST SHARING PROPOSED LEVEL $0 AGREED LEVEL IF DIFFERENT $ PI / PD TYPED NAME & SIGNATURE* DATE FOR NSF USE ONLY Rose Tseng INDIRECT COST RATE VERIFICATION ORG. REP. TYPED NAME & SIGNATURE* DATE Date Checked Date Of Rate Sheet Initials - ORG lovell, David NSF Form 1030 (10/99) Supersedes all previous editions 4 *SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPG III.B) SUMMARY PROPOSAL BUDGET COMMENTS - Year 4

Other Senior Personnel Name - Title Cal Acad Sumr Funds Requested ------Juvik, Sonia - none 6.00 0.00 0.00 40218 Michaud, Jene D - 0.00 0.00 0.50 3006 Ostertag, Rebecca - 0.00 0.00 1.00 5370 Parsons, Michael L - 0.00 0.00 0.50 2482

SUMMARY YEAR 5 PROPOSAL BUDGET FOR NSF USE ONLY ORGANIZATION PROPOSAL NO. DURATION (months) University of Hawaii at Hilo Proposed Granted PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR AWARD NO. Rose Tseng A. SENIOR PERSONNEL: PI/PD, Co-PI's, Faculty and Other Senior Associates NSF Funded Funds Funds Person-mos. Requested By granted by NSF (List each separately with title, A.7. show number in brackets) CAL ACAD SUMR proposer (if different) 1. Rose Tseng - none 0.00 0.00 0.00$$ 0 2. Olga Cordero-Brana 0.00 0.00 2.00 11,614 3. Barbara Gibson 0.00 0.00 1.00 5,807 4. Ken Hon 0.00 0.00 0.50 3,113 5. James Juvik 1.20 0.00 0.00 9,046 6. ( 4 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 6.00 1.13 3.50 68,275 7. ( 9 ) TOTAL SENIOR PERSONNEL (1 - 6) 7.20 1.13 7.00 97,855 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 0.00 0 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 0.00 0 3. ( 0 ) GRADUATE STUDENTS 0 4. ( 16 ) UNDERGRADUATE STUDENTS 32,000 5. ( 1 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 18,717 6. ( 1 ) OTHER 3,824 TOTAL SALARIES AND WAGES (A + B) 152,396 C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) 27,735 TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) 180,131 D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)

TOTAL EQUIPMENT 0 E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 33,500 2. FOREIGN 4,000

F. PARTICIPANT SUPPORT COSTS 1. STIPENDS $ 9,500 2. TRAVEL 5,000 3. SUBSISTENCE 2,000 4. OTHER 5,000 TOTAL NUMBER OF PARTICIPANTS ( 16 ) TOTAL PARTICIPANT COSTS 21,500 G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 15,000 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 10,000 3. CONSULTANT SERVICES 94,000 4. COMPUTER SERVICES 0 5. SUBAWARDS 0 6. OTHER 46,000 TOTAL OTHER DIRECT COSTS 165,000 H. TOTAL DIRECT COSTS (A THROUGH G) 404,131 I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE) non-equip (Rate: 27.3000, Base: 335131) TOTAL INDIRECT COSTS (F&A) 91,491 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 495,622 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.D.7.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 495,622 $ M. COST SHARING PROPOSED LEVEL $0 AGREED LEVEL IF DIFFERENT $ PI / PD TYPED NAME & SIGNATURE* DATE FOR NSF USE ONLY Rose Tseng INDIRECT COST RATE VERIFICATION ORG. REP. TYPED NAME & SIGNATURE* DATE Date Checked Date Of Rate Sheet Initials - ORG lovell, David NSF Form 1030 (10/99) Supersedes all previous editions 5 *SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPG III.B) SUMMARY PROPOSAL BUDGET COMMENTS - Year 5

Other Senior Personnel Name - Title Cal Acad Sumr Funds Requested ------Juvik, Sonia - none 6.00 0.00 0.00 41827 Michaud, Jene D - 0.00 1.13 0.50 10119 Ostertag, Rebecca - 0.00 0.00 2.00 11168 Parsons, Michael L - 0.00 0.00 1.00 5161

SUMMARY Cumulative PROPOSAL BUDGET FOR NSF USE ONLY ORGANIZATION PROPOSAL NO. DURATION (months) University of Hawaii at Hilo Proposed Granted PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR AWARD NO. Rose Tseng A. SENIOR PERSONNEL: PI/PD, Co-PI's, Faculty and Other Senior Associates NSF Funded Funds Funds Person-mos. Requested By granted by NSF (List each separately with title, A.7. show number in brackets) CAL ACAD SUMR proposer (if different) 1. Rose Tseng - none 0.00 0.00 0.00$$ 0 2. Phillipe Binder 0.00 2.26 1.00 19,015 3. Susan Brown 0.00 0.00 0.00 0 4. Olga Cordero-Brana 0.00 2.2610.00 67,183 5. Richard Crowe 0.00 2.25 0.00 14,694 6. ( 9 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 36.0012.4220.50 410,567 7. ( 14 ) TOTAL SENIOR PERSONNEL (1 - 6) 36.0019.1931.50 511,459 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL ASSOCIATES 0.00 0.00 0.00 0 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 0.00 0 3. ( 0 ) GRADUATE STUDENTS 0 4. ( 67 ) UNDERGRADUATE STUDENTS 141,500 5. ( 4 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 70,661 6. ( 5 ) OTHER 21,312 TOTAL SALARIES AND WAGES (A + B) 744,932 C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) 161,384 TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) 906,316 D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.) $ 38,000

TOTAL EQUIPMENT 38,000 E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 131,500 2. FOREIGN 10,000

F. PARTICIPANT SUPPORT COSTS 1. STIPENDS $ 43,500 2. TRAVEL 20,000 3. SUBSISTENCE 8,000 4. OTHER 50,000 TOTAL NUMBER OF PARTICIPANTS ( 60 ) TOTAL PARTICIPANT COSTS 121,500 G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 106,500 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 10,000 3. CONSULTANT SERVICES 419,000 4. COMPUTER SERVICES 0 5. SUBAWARDS 0 6. OTHER 224,000 TOTAL OTHER DIRECT COSTS 759,500 H. TOTAL DIRECT COSTS (A THROUGH G) 1,966,816 I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)

TOTAL INDIRECT COSTS (F&A) 446,304 J. TOTAL DIRECT AND INDIRECT COSTS (H + I) 2,413,120 K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.D.7.j.) 0 L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) $ 2,413,120 $ M. COST SHARING PROPOSED LEVEL $0 AGREED LEVEL IF DIFFERENT $ PI / PD TYPED NAME & SIGNATURE* DATE FOR NSF USE ONLY Rose Tseng INDIRECT COST RATE VERIFICATION ORG. REP. TYPED NAME & SIGNATURE* DATE Date Checked Date Of Rate Sheet Initials - ORG lovell, David NSF Form 1030 (10/99) Supersedes all previous editions C *SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPG III.B) F. BUDGET JUSTIFICATION

A-B. Personnel

In all personnel costs calculations of salaries are based on the existing faculty collective bargaining contract pay scale scheduled to take effect August, 2002. An estimated annual salary adjustment of 4% per year is included in second and subsequent year salary costs.

Administration The Program Director (Professor/Assistant Dean S. Juvik) will commit 6 calendar months/year of her time for this project, and her duties will include: overall project management, coordination of faculty development initiatives and curricular changes (new course development and existing course modifications). A 50% secretary/admin. assistant will support the program director, with a range of challenging responsibilities including handling correspondence, maintaining files on the program and students, ordering supplies and equipment, overseeing logistics for project participants (student and teacher workshops and summer classes, visiting consultants/speakers).

Physical Science Cluster (co-ordinator J. Michaud) Professors Richard Crowe and Michael West (Astronomy) will each receive a 2.25 academic months release time for the project only in years 2 and 3 respectively. Dr. Crowe (year 2) will develop a new course in archeoastronomy as well as developing a laboratory course in observational astronomy. Dr. West (year 3) will develop a new course in data reduction and assist in implementation of the observational astronomy laboratory.

Professors Jene Michaud and Ken Hon (Geology) will each receive 1.125 academic months release time in specified years of the project (Michaud in years 1 and 5; and Hon in years 1 and 4) for new STEM Geology course development or existing course revision. In addition, in each of the 5 grant years both Michaud and Hon will receive 0.5 month summer salary for short course offerings (two weeks) and for overseeing geology student summer research internships and participation in K-12 summer outreach programs.

Mathematics and Spatial Analysis Cluster (Co-ordinator: O. Cordero-Brana) Professors Olga Cordero-Brana (Mathematics; 1.125 academic months release time in years 1 and 3, and 2 months summer salary in each project year), Philippe Binder (Physics; 1.125 academic months release for years 1 and 2, and 0.5 months summer salary in years 3, 4 and 5), and Patrick Guiberson (computer cartography/Geography; 1.125 academic months release time in years 1 and 3 only) will be responsible for development of Summer Institute offerings, and for designing the new STEM-101 course. Professor Binder will also be involved in summer teacher- training for the for the atmospheric sciences course GEOG/PHYS 120 (see below).

Environmental Science Cluster (Co-ordinator: R. Ostertag) Professor Rebecca Ostertag (Biology; 1.125 academic months release time in years 1 and 3, and 2 summer months salary in years 1,2, 4 and 5 and 1 month summer salary in year 3) will lead the native rainforest restoration effort, with Professor Susan Brown (Psychology/animal behavior) contributing to the investigation of native forest invertebrate ethology (no salary cost). Professor Michael Parsons (Marine Sciences; 1.125 academic months in year 1, and 1 summer month salary in years 1, 2 and 3, and 0.5 summer months salary in years 4 and 5) will lead the coastal

1 and stream water quality sub-project. Professor Barbara Gibson (remote sensing/GIS specialist; 1 month summer salary in each of years 1, 2 and 3) will provide spatial data analytical support for field work in the environmental sciences cluster, and additionally offer student instruction in GIS and remote sensing during summer courses. Professor James Juvik (Geography/ Meteorology, will receive 1.2 calendar months/yr release time over the duration of the grant) will develop new ethno-meteorology/climatology components (and install and maintain a field meteorological station network for student training and classroom use) for the existing UHH introductory Atmospheric Science course (GEOG/PHYS 120). He will also develop appropriate intermediate and high school level curriculum materials to be disseminated through summer science teacher training short-courses.

Undergraduate students

Native Hawaiian student research interns (10 per year at a stipend of $2,500/ student/year) will be integrated into each of the three STEM science clusters. A further 2060 hours (Approx. 412 hr/yr) of student work study hours (@ $8.00/hr) has been budgeted over the life of the grant for general lab and field assistance.

In addition to the specific personnel responsibilities outlined above in each of the three STEM clusters, all faculty participants will take part in annual 7th -11th grade Summer Institute courses.

C. Fringe Benefits Academic year fringe benefits for faculty are included at 30%, and summer salary fringe benefits at 2%. Student work fringe benefits are 2.9%.

D. Equipment (Items > $5,000 each) Year 1: StarLab portable planetarium ($13,500) . This is one of the most effective tools in astronomy K-12 student outreach and will be used as well for UHH undergraduate classes. Dr. Crowe has extensive experience in developing classroom activities with this instrument.

Year 2: Advanced grade CCD (charge-coupled-device) detector. Our currently operating CCD detector is only adequate for the UH 24-inch telescope. By 2004 we anticipate access to larger Mauna Kea telescopes for student use. An APOGEE Inc. research grade CCD detector for these larger telescopes is available for $15,000. Computer server ($9,500) for upgrade of Wentworth Hall Astronomy student computer laboratory.

E. Travel

A total of $134,000 is allocated for travel over the life of the grant, including van and 4-WD vehicle rental/leasing for the K-12 Summer Institute and for all research projects ($13,000/year). Inter-island airfares for research and related travel to UH-Manoa is included, a as well as high-school teacher travel to summer workshops ($5,000/year for 5 years). Mainland travel is estimated at $10,000/year for travel to conferences for both faculty and students. Foreign travel is $13,500 over the life of the grant, including $3,000 in Years 2 and 3, and $4,000 in Year 5, to attend conferences and workshops on Polynesian traditional knowledge.

F. Participant Support Costs

Faculty Development Program

A total of $45,000 is included over the life of the grant (Year 1 = $20,000; Year 2 = $10,000; Year 3= $10,000 and Year 4 = $5,000) is allocated (under participant support costs, both stipends and other costs) for UHH faculty development initiatives which will include guest lectures and work shops led by Native Hawaiian educators and Scientists and traditional knowledge experts. Funding is also provided for Native Hawaiian led faculty field trips to important environmental and cultural sites throughout the Islands.

G. Other Direct Costs

Materials and Supplies

A total of $106,500 is allocated for materials and supplies over the life of the grant. Major items included: 6 remote recording meteorological stations and supporting sensors (total $21,000 in years 1 and 2); basic environmental field instruments (GPS units, soil corers, solar radiation sensors, chemical reagents, laboratory glassware, field surveying equipment (total $35,000 over the 5 years).

Publications Costs

In Year 5, $10,000 is allocated for publications and for curricula materials in ethnometereology that will circulate for use in high school classrooms.

Other Costs

Maintenance and telescope operations are major issues for UHH astronomy activities on Mauna Kea now and in the near future. The small UH 24-inch (0.6-meter built in 1969) we currently have access to for our local students is rapidly nearing the end of its useful lifetime. UH Hilo does not have fiscal resources or additional staff to devote to telescope operations on the Mauna Kea summit. We would like to include in Years 1-5 of this proposal about $50,000 per year for normal telescope maintenance and operations.

Consultant Services

Na Pua No`Eau, a UHH based, gifted/talented Native Hawaiian educational outreach program (with access to a statewide network of Native Hawaiian students and traditional knowledge experts) will be contracted ($80,000 in years 1 and 2, $90,000 in years 3 and 4 and $94,000 in year 5) to organize and offer the Summer Institute and Super Saturday (science infused) programs for K-12 Native Hawaiian students.

I. Indirect costs Indirect costs at UHH are 27.3% on everything but equipment.

4 Current and Pending Support See GPG Section II.D.8 for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal. Other agencies (including NSF) to which this proposal has been/will be submitted. Investigator: Rose Tseng None Support: Current x Pending Yes Submission Planned in *Transfer of Near Future Support Project/Proposal Title: Hawaiian Values, Science and Technology: Advancing a New Paradigm for STEM Education

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. 6 Cal: 50% Acad: 50% Sumr: 50% Support: x Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Hawaii EPSCoR Planning Proposal

Source of Support: National Science Foundation Total Award Amount: $173,698 Total Award Period Covered: 1/15/01 – 12/31/01 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: 0.36 Acad: 0 Sumr: 0 Support: x Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Mauna Kea Astronomy Education Center

Source of Support: NASA Total Award Amount: 1,171,000 Total Award Period Covered: 1/01/01 – 12/31/01 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: 1.20 Acad: 0 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Source of Support: Total Award Amount: Total Award Period Covered Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Source of Support: Total Award Amount: Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period. NSF Form 1239 (7/95) USE ADDITIONAL SHEETS AS NECESSARY

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. 6 Cal: 50% Acad: 50% Sumr: 50% Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: “Ethnographic Study of Kalaupapa Community” (jointly with Charles Langlas and K. McGuire).

Source of Support: U.S. National Park Service Total Award Amount: $120,000 Total Award Period Covered: July 2000 - May 2003 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: 10% Acad: 5% Sumr: 20% Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: Total Award Amount: Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Source of Support: Total Award Amount: Total Award Period Covered Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Source of Support: Total Award Amount: Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period. NSF Form 1239 (7/95) USE ADDITIONAL SHEETS AS NECESSARY

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: x Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Determinism tests and external forcing in chaotic systems

Source of Support: The Research Corporation, Tuscon, AZ Total Award Amount: $35,451 Total Award Period Covered: Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 0 Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawaii Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 0.5 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 2 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: Total Award Amount: Total Award Period Covered: Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: x Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: New Opportunities for Minority Initiatives in Space Science

Source of Support: NASA/OSS Total Award Amount: $675,000 Total Award Period Covered: 01/01/01 – 12/31/03 Location of Project: Puerto Rico Person-Months Per Year Committed to the Project. Cal: Acad: 3.5 Sumr: 1 Support: Current x Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Acquisition of a Small Astronomical Observatory on Mauna Kea

Source of Support: NSF MRI/RUI Total Award Amount: $650,917 Total Award Period Covered: 01/01/03 – 12/31/05 Location of Project: Puerto Rico Person-Months Per Year Committed to the Project. Cal: 1.20 Acad: 0 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Source of Support: Total Award Amount: Total Award Period Covered Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Source of Support: Total Award Amount: Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period. NSF Form 1239 (7/95) USE ADDITIONAL SHEETS AS NECESSARY

Source of Support: NSF-TCUP Total Award Amount: 500,000/year Total Award Period Covered: Jan 2003 –Dec 2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: 0 Acad: 0 Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Monitoring Native Forest Ecosystem Recovery in Puu Waawaa State Wilderness Preserve Using GIS Mapping Techniques Source of Support: University of Hawaii Research Council Seed Money Total Award Amount: $8,700 Total Award Period Covered: September 2001 – May 2002 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: 3 Acad: 0 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Instructional Improvement of Joint Geography/Geology Spatial Analysis Laboratory (joint w/ P. Guiberson)

Source of Support: University of Hawaii at Hilo Office of Academic Affairs Total Award Amount: 1,400 Total Award Period Covered: January 2002 – June 2002 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: 0.25 Acad: 0 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Geographical Response Study for Hazardous Material Incidences, Hawaii County (joint w/ P. Guiberson) Source of Support: Hawaii County LEPC Total Award Amount: $16,000 Total Award Period Covered: March 2002 – June 2002 Location of Project: Hawaii Person-Months Per Year Committed to the Project. Cal: 0.50 Acad: 0 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Coastal Resources Inventory (Joint w/ S. Juvik) Source of Support: Hawaii County Planning Department Total Award Amount: $10,000 Total Award Period Covered: March 2002 – June 2002 Location of Project: Hawaii Person-Months Per Year Committed to the Project. Cal: 0.25 Acad: Sumr: *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period. NSF Form 1239 (7/95) USE ADDITIONAL SHEETS AS NECESSARY

Current and Pending Support See GPG Section II.D.8 for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal. Other agencies (including NSF) to which this proposal has been/will be submitted. Investigator: Barbara A. Gibson None Support: Current Pending Yes Submission Planned in *Transfer of Near Future Support Project/Proposal Title: Application of Multispectral Video Mapping Systems in Tropical Terrain Characterization (Joint w/ J. Juvik) Source of Support: DoD/DEPSCoR Total Award Amount: 122,404 Total Award Period Covered: April 2002 –March 2005 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: 0 Acad: 0 Sumr: 1.0 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Modeling Alien Species Invasions in Island Ecosystems (joint w/ K. Kaneshiro and M. Ridgley)

Source of Support: NSF Total Award Amount: $493,415 Total Award Period Covered: September 2002 – August 2005 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: 0 Acad: 0 Sumr: 0.5 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 –2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: 1 Sumr: 1 Support: x Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: “Development of an Electron Microprobe Research and Teaching Facility”

Source of Support: NSF Total Award Amount: $140,000 Total Award Period Covered: Sept 2001 - Aug 2003 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: 20% Acad: 15% Sumr: 25% Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: DOD-DEPSCoR Total Award Amount: $132,837.00 Total Award Period Covered: Jan 2002 –2005 Location of Project: Hawai`I Person-Months Per Year Committed to the Project. Cal: 40% Acad: 40% Sumr: Support: X Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: “Ethnographic Study of Kalaupapa Community” (jointly with Charles Langlas

Source of Support: U.S. National Park Service Total Award Amount: $120,000 Total Award Period Covered: July 2000 - May 2003 Location of Project: Hawai`I Person-Months Per Year Committed to the Project. Cal: 0 Acad: 0 Sumr: 1 mo Support: Current x Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Hawaiian Values, Science and Technology: Advancing a New Paradigm for STEM Education

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Source of Support: Total Award Amount: Total Award Period Covered Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Source of Support: Total Award Amount: Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period. NSF Form 1239 (7/95) USE ADDITIONAL SHEETS AS NECESSARY

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: 4 Sumr: 2 Support: x Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Na Pua No `Eau, Center for Gifted and Talented Native Hawaiian Children

Source of Support: Office of Hawaiian Affairs Total Award Amount: $500,000/year Total Award Period Covered: 2001-2003 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 4 Sumr: 2 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: Total Award Amount: Total Award Period Covered: Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 0 Sumr: Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Current and Pending Support See GPG Section II.D.8 for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal. Other agencies (including NSF) to which this proposal has been/will be submitted. Investigator: Rebecca Ostertag None Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Controls on the storage and loss of soil organic carbon with reforestation of pastures Source of Support: NSF Total Award Amount: $ 34,044 subcontract Total Award Period Covered: 2/1/02 – 1/31/05 Location of Project: Puerto Rico Person-Months Per Year Committed to the Project. Cal: Acad: 2.25 Sumr: 1 Support: Current x Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Hawaiian Values, Science and Technology: Advancing a New Paradigm for STEM Education

Source of Support: NSF-TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 -2007 Location of Project: Puerto Rico Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 2 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Current and Pending Support The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal. Other agencies (including NSF) to which this proposal has been/will be submitted. Investigator: Michael Parsons

Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: A study of ciguatera around the Big Island of Hawaii

Source of Support: University of Hawaii at Hilo Research Council Total Award Amount: $14,720 Total Award Period Covered: 06/01/01-05/31/02 Location of Project: UH-Hilo, Hawaii Person-Months Per Year Committed to the Project. 0 Cal: 0 Acad: 0 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Instrumentation to study pollution in tropical coastal environments

Source of Support: Office of Naval Research Total Award Amount: $381,200 Total Award Period Covered: 04/01/02-03/31/03 Location of Project: UH-Hilo, Hawaii Person-Months Per Year Committed to the Project. 0 Cal: 0 Acad: 0 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Pseudo-nitzschia bloom dynamics and domoic acid accumulation in oysters from low salinity waters

Source of Support: ECOHAB Total Award Amount: $54,551 Total Award Period Covered: 09/01/02-08/31/05 Location of Project: UH-Hilo, Hawaii Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: : A study of the temporal and spatial variability of ciguatera on the Big Island of Hawaii

Source of Support: ECOHAB Total Award Amount: $290,224 Total Award Period Covered: 09/01/02-08/31/05 Location of Project: UH-Hilo, Hawaii Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: Total Award Amount: $ Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.

NCER FORM 5 (9/01) For Use with USE ADDITIONAL SHEETS AS NECESSARY EPA STAR Grant Applications Current and Pending Support Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: RUI: A multi-faceted study of historic and prehistoric tsunamis in Hawai`i

Source of Support: National Science Foundation Total Award Amount: $218,549 Total Award Period Covered: 09/01/02 - 08/31/04 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: "Hawaiian Values, Science, and Technology: Advancing a New Paradigm for STEM Education"

Source of Support: National Science Foundation Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003-2007 Location of Project: Hawai`i Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: Total Award Amount: $ Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

Source of Support: Total Award Amount: $ Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad: Sumr:

Support: Current Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title:

NCER FORM 5 (9/01) For Use with USE ADDITIONAL SHEETS AS NECESSARY EPA STAR Grant Applications

Source of Support: NSF-RUI Total Award Amount: $58,578 Total Award Period Covered: 07/01/00 – 05/31/02 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: 0% Acad: 3 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of X Future Support Project/Proposal Title: Galaxy Recycling in Clusters

Source of Support: Space Telescope Science Institute Total Award Amount: $24,564 Total Award Period Covered: 08/01/00 – 07/31/02 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 2 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of X Future Support Project/Proposal Title: Stromgren Photometry of Globular Clusters in M87

Source of Support: Space Telescope Science Institute Total Award Amount: $12,438 Total Award Period Covered: 11/01/00 – 10/31/02 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 1 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of X Future Support Project/Proposal Title: Reconstructing Galaxy Histories Source of Support: NSF RUI Total Award Amount: $342,000 Total Award Period Covered: 06/02/02 – 05/31/05 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 6 Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of X Future Support Project/Proposal Title: Acquisition of a Small Astronomical Observatory on Mauna Kea Source of Support: NSF MRI Total Award Amount: $650,917 Total Award Period Covered: 01/01/03 – 12/31/05 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 1 Sumr: 0 *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period. NSF Form 1239 (7/95) USE ADDITIONAL SHEETS AS NECESSARY

Support: Current Pending Submission Planned in Near *Transfer of X Future Support Project/Proposal Title: Dark Matter Distribution and Baryonic Velocity Ellipsoids in Virgo and Fornax Clusters

Source of Support: NASA LTSA Total Award Amount: $37,353 Total Award Period Covered: 06/01/02 – 05/31/07 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 1 Sumr: 1 Support: Current Pending Submission Planned in Near *Transfer of X Future Support Project/Proposal Title: The ACS Virgo Cluster Survey

Source of Support: Space Telescope Science Institute Total Award Amount: $47,019 Total Award Period Covered: 08/01/02 – 07/31/04 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 2 Sumr: 0 Support: Current Pending Submission Planned in Near *Transfer of X Future Support Project/Proposal Title: Origin of the Intergalactic Globular Cluster Population in Abell 1185

Source of Support: Space Telescope Science Institute Total Award Amount: $56,997 Total Award Period Covered: 09/01/02 – 08/31/04 Location of Project: University of Hawaii at Hilo Person-Months Per Year Committed to the Project. Cal: Acad: 3 Sumr: 1 Support: Current x Pending Submission Planned in Near *Transfer of Future Support Project/Proposal Title: Hawaiian Values, Science and Technology: Advancing a New Paradigm for STEM Education

Source of Support: NSF - TCUP Total Award Amount: $500,000/year Total Award Period Covered: Jan 2003 - 2007 Location of Project: Hawaii Person-Months Per Year Committed to the Project. Cal: Acad: Sumr: 1 *If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.

NCER FORM 5 (9/01) For Use with USE ADDITIONAL SHEETS AS NECESSARY EPA STAR Grant Applications

H. FACILITIES, EQUIPMENT, AND OTHER RESOURCES

UHH is fully aware of the importance role of information technology in the fortunes of individuals and society in the 21st Century. For this reason over the past five years the investment in computer technology and instruction using this technology has been dramatic. A new classroom building, scheduled to be opened in August 2002, is equipped with five electronic classrooms – two with 40 computers each and three with 25 each. In addition there is an adequate numbers of computers in the Computer Science, Social Sciences and Learning labs. A new Geography/Geology GIS/Remote Sensing lab was opened Fall 2001 and accommodates 25 students. Additional computer resources are in adequate supply around the campus.

The UHH Academic Technology Advising Committee, composed of faculty and staff has prioritized its focus to provide expand and enhance the electronic classrooms with audiovisual equipment, increase the number of classrooms and computer labs with multimedia, computer and Internet capability. Additional plans are to increase opportunities for training in academic computing for faculty to improve teaching and research through educational software and hardware, the internet, multimedia technology and distance learning. In addition, more courses and degree programs are in progress specifically for distance technology to individuals and sites across the state and beyond. Technological media offers unique advantages for "translating" indigenous practices into topics suited to STEM subjects that can be designed and shared across disciplines in both English and Hawaiian.

Natural Science laboratories are fully equipped to serve the undergraduate programs and can accommodate the STEM program needs designed in this proposal. We have adequate equipment to carry out the curricula enhancement projects and request funds for new equipment only for additional pieces required for the research projects (e.g., StarLab for Astronomy). Our strongest advantage in the success of these research projects is the unique natural setting of Hawai`i. To facilitate the use of our natural laboratory, we have recently dedicated two 4-WD vehicles for field trips. We also have our research vessel for marine work. In addition, a new GIS computer lab was recently set up in the Geography Department, which trains students in ARCVIEW, ARCINFO, and remote sensing techniques. We offer the only undergraduate degree in Astronomy in the state of Hawai`i and have access to telescope facilities and interface with leading researchers in Astronomy community. Support for the proposed research will enhance the use of the natural laboratory in attracting students to STEM courses.

SUPPLEMENTARY DOCUMENTS A: LETTERS OF SUPPORT

Administration Vice Chancellor for Student Affairs

February 28, 2002

Dr. Sonia Juvik, Assistant Dean College of Arts & Sciences University of Hawai'i at Hilo 200 w. Kawili Street Hilo, HI 96720-4091

Dear Dr. Juvik:

I am writing to enthusiastically support your proposal for a grant designed to increase enrollment and graduation rates of Native Hawaiian students at the University of Hawai'i at Hilo in Mathematics and Science disciplines.

The University of Hawai'i at Hilo is the University of choice for Native Hawaiian students in our state. Currently 18 percent of our student body are of Native Hawaiian ancestry, an increase from 4 percent in 1970. In the Hawai'j system, the University of Hawai'i at Hilo has the highest percentage of Native Hawaiian students. Because of this fact and to fulfill our mission as a State University in the State of Hawai'i, we have developed a number of support programs to aid and assist Native Hawaiian students from an academic and personal perspective.

The Hawaiian Leadership Development Program in the Division of Student Affairs was designed specifically to help with the recruitment and retention of Hawaiian students. The University has made a significant commitment, both financially and programmatically, to support the advancement of Native Hawaiian students. This commitment has laid the foundation to assure the success of the grant that you are proposing. By enhancing faculty development, curricular enrichment, and outreach to Hawaiian students and Hawaiian

Dr. Sonia Juvik Page 2 February 28, 2002 communities fits perfectly into the foundation of the programs for which we are committed. A special program is greatly needed in the Mathematics and the Science disciplines and to increase familiarity with the use of related technology Many Native Hawaiian students are successful in these disciplines. The potential is so great to serve more students and to assure the success of students majoring in these disciplines.

As the Vice Chancellor for Student Affairs, I fully and enthusiastically support the proposal that you are submitting. It will have a great impact on the academic success of Native Hawaiian students at the University of Hawai'i at Hilo.

~eith M. Miser Vice Chancellor for Student Affairs

3 4

The Hawaii Army National Guard in partnership with the National Park Service is in the process of fencing the rain forest from feral pigs and restoring sections by outplanting common native species. Keaukaha Military Reservation, in addition provides important foraging habitat for Hawaii's only terrestrial mammal, the endangered Hawaiian hoary bat (Lasiurus cinereus semotus) as well as the endangered Hawaiian Hawk (Bueto solitarus). The property is the focus of a native species propagation facility as well as Miconia calvescens removal. We only require community input and labor to further our stewardship goals.

This project would link many local groups, students and native Hawaiians to this accessible forest near University of Hawaii-Hilo. They would be involved in the active restoration of this regionally rare ecosystem type and be involved in learning field science monitoring and methodology. Most importantlyf this project would serve to ensure sound, scientific inquiry into the restoration of a lowland coastal tropical forest by Hawaiians and local cultures. As yet, this is a goal that has not yet been realized in a place where species continue to go extinct.

I hope that the National Science Foundation can support this truly visionary project that will hand the stewardship tools to local people. I look forward to a potential partnership that will enhance the natural environment at the hands of native Hawaiians.

If there are any questions, please contact me at (808) 733-4268 or 733-4267.

Sincerely,

Melissa Dumaran Natural Resource Program Manager Hawaii Army National Guard

SUPPLEMENTARY DOCUMENTS B: DETAILED DESCRIPTIONS OF RESEARCH AND CURRICULA

STEM 101: WAYS OF KNOWING Phillipe Binder, Physics; Olga Cordero-Brana, Mathematics; Patrick Guiberson, Geography

This will be a faculty-led seminar that explores different ways of knowing about the world that surrounds us. It will also provide an introduction to the Western scientific method (SM) and will motivate the use of physics, mathematics and information technology in the pursuit of knowledge.

The course will provide a look at different ways of looking at nature, including literature, traditional knowledge, and the SM. Students and faculty from at least two disciplines will engage in a balanced dialogue about these different ways, with an emphasis on complementarity. The SM will be introduced through examples from "Physics by Inquiry" (Ref. 1). At the same time, the faculty will introduce tools from physics, mathematics and information technology, which will illustrate how western science can enhance the understanding of the world provided by other knowledge systems.

Among the issues to be addressed are: • Language, concepts, and representations of the world. • Understandings of order in the natural world. • Relations and causality in the natural world. • Categorization in the natural world. • The scientific method and other methods. • The roles of physics, mathematics, and information technology in contemporary science.

Reference

1. L.C. McDermott et al., Physics by Inquiry (Volumes I and II) (New York, Wiley, 1996).

1 Lowland Rainforest Restoration Rebecca Ostertag, Biology

We propose to develop a lowland rain forest restoration project to provide hands-on teaching and research opportunities related to Hawaiian natural history, ethnobiology, GIS and remote sensing, chemistry, and statistics. Restoration is a key application of the science of ecology, and has links to UHH’s programs in biology, forestry, agriculture, marine science, geography, and environmental studies. The project’s goals are not only determining what experimental treatments lead to native species establishment, but also to promote a sense of land stewardship, through the development of an appreciation for the uniqueness of Hawaiian forests and the relationship between Hawaiians and the environment.

A restoration project of this magnitude will foster ethnic Hawaiian participation in STEM disciplines in several ways. Students respond positively when Hawaii based examples are used and when they are taken out in the field. Second, the project will involve many outside collaborators that enthusiastic support a restoration project based in Hilo (see attached letters); exposure of high school and college students to the personnel in these groups will let them see the range of environmental careers possible with a college degree. Third, besides being an experiment, the restoration plots will be a community resource; we intend to expose community members to this resource through press coverage and field trips. It is only through the sharing of our knowledge in an inclusionary manner that we will cast a wide enough net to change perceptions about science.

Proposed timeline and experimental design: The project will require extensive planning in year 1 in which we will designate three areas for the restoration plots (up to 1 ha in size). Each of these three areas would serve as a block, and all treatments would be applied to each block. We have identified a possible site less than 2 miles from the UH Hilo campus (see attached letter). During the first year, we will have students conduct biological inventories of all plant and animal species, and describe key environmental variables (light levels, soil water and nutrient status, substrate type). A key feature in this process will be to direct students to research about the ethnobiology of these organisms and importance of lowland forest habitat. An important outcome of these efforts will be the development of maps of the study area involving training of students in the use of GPS, GIS, and remote sensing. In the early stages of the project we will also develop exercises contrasting the organisms and environmental variables at this site to a nearby lowland forest area in which there is still a large native species component. The US

2 Forest Service is being intensively studying this nearby area, and they are enthusiastic partners in this project (see attached letter). In the early years, we will also focus on plant propagation efforts and links to other groups already involved in forest restoration, such as the Big Island Dry Forest Working Group, the Kaho`olawe Island Reserve Commission, the US Forest Service, the Kekua Foundation and the National Park Service (see attached letters). These groups may provide vital technical support as well as field volunteers and training in linking Hawaiian ecology and culture.

Restoration treatments will be applied in Year 2. In each block, one plot will involve complete removal of the invasive species in the overstory, one plot will involve partial overstory removal of invasive species, and one plot will serve as a control. Recent research has suggested that native species can be fostered in the understory even if there exists an introduced species overstory (Parrotta et al. 1997). Given that we see some native species still in the understory we aim to foster their growth and spread through manipulations of non-native competitors, which will also have profound effects on abiotic resource availability. Each plot will be split into three sub-plots in which we will either allow natural regeneration, out plant seedlings, or use direct seeding. In addition to native species, some plants of prime importance to Polynesian culture may also be added (e.g., coconut, taro, breadfruit).

In Years 3-5 of the project, we will have students continually monitor species presence and performance, and environmental variables. Assessment of management plan that was developed with student input in Year 1 will continually take place. Exercises will be developed to challenge students on should be considered the definition of successful restoration. We also plan to have guided tours and press coverage of the restoration project to emphasize its utility as a community resource.

3 Atmospheric Sciences and Polynesian Ethno-meteorology/climatology James Juvik, Geography

Opportunity

The existing curriculum in atmospheric sciences at UHH, as well as the “local content” science curricula at Hawaii intermediate and secondary schools can be substantially enhanced through the effective integration of three unique local resources:

1) Climatic Diversity: The tropical latitude, prevailing NE trade winds (with distinct windward/leeward rainfall regimes ranging from more than 10,000mm to less than 200mm/yr) and dramatic topographic relief (five mountains with elevations from 2000 - 4,200 m) combine to produce an unparalleled concentration of climate zones compressed into a small geographical area (nine of the thirteen major climate zones of the world, including desert, rainforest and alpine pari-glacial environments, are all located within a two hour drive of the UH Hilo Campus; Juvik, Singleton and Clarke, 1978). This climate diversity is largely responsible for the exceptional biodiversity that has evolved in the Hawaiian Islands (Juvik & Juvik, 1998).

2) Climate Change Research: The NOAA Mauna Loa Observatory (a key baseline global climate change monitoring station) is located at 3,400m on the slopes of Mauna Loa above Hilo (only a one and one-half hour drive from the UH-Hilo Campus). Best known internationally for its 45-year continuous record of CO2 measurements, Mauna Loa Observatory is at the forefront of global climate change research. The potential impact of climate change on the Hawaiian environment is an important issue affecting the Hawaiian economy (e.g. tourism, agriculture and the frequency of such natural hazards as hurricanes and ENSO related climate perturbation). The co-PI has been actively involved in climate change research in recent years (e.g., Nullet & Juvik, 1997: Hotchkiss & Juvik, 1999)

3) Polynesian Ethno-meteorology/climatology: Both because of their maritime navigational prowess in the vast pacific, and several millennia of adaptation to the diverse environmental conditions found on Pacific Islands, the Polynesians possess an exceptionally large traditional knowledge base in meteorology and climatology. Within Polynesia, Hawaiians have been recently instrumental in reviving these traditional skills, in part to support the resurgent interest in transpacific canoe voyaging that began in the 1970s.

Proposed Activities:

1) Ahupua`a Climatology: Infusion of Hawaiian ethno-meteorology/climatology into the UHH core Atmospheric Sciences curriculum (Hawaiian Weather and climate; Geography/Physics 120). The current undergraduate (freshman level) atmospheric sciences course serves approximately 100 students per academic year. Only four pages of the course text book (Prevailing trade winds, M. Sanderson, ed., 1993) presents information on Traditional Hawaiian understanding and adaptation to weather and

4 climate, yet the entire traditional Hawaiian land tenure and social organization structure was based on the Ahupuaà system of functional and integrated land divisions that ran from the coast (kula kai) up slope in to the mountains ((wao) to capture the various vertically-stacked environmental zones that were exploited for distinctive agricultural and other resource needs (See: Juvik & Juvik, 1992). The traditional uses of such Ahupuaà land divisions were dramatically different for areas located on windward (wet) and leeward (dry) exposures of the islands. The traditional Ahupuaà concept (with it explicit understanding of linked upland-lowland use and land management issues) is particularly relevant in modern Hawaii with its myriad environmental problems. It is proposed to install a total of six automated meteorological stations (three each at different elevations in both windward and leeward Ahupuaà on the Island of Hawai’i. A web site and cell-phone links to the stations will allow real-time downloading of weather information and streaming web cam video by University (as well as intermediate and High school classes) from specific sites that capture the range of altitudinally controlled climatic zones found on the Island. This real-time or near time data can then be integrated into student exercises in data analysis (statistics) and enhanced understanding of both modern physical principals of atmospheric sciences and traditional Hawaiian knowledge and adaptation to these environments.

Beyond the instructional goals outlined above, the specific research focus of this network will be to extend the investigators long term research efforts to better understand the ecosystem services provided or compromised by upland forest protection or deforestation (see: Juvik and Ekern, 1978, Juvik and Juvik, 1982; Juvik and Nullet, 1994; Juvik and Nullet, 1995; and Juvik, 1998), specifically in the Tropical montane cloud forest zone where the direct interception of cloud water significantly supplements rainfall and depresses forest transpiration. In such environments forest hydrologic inputs-outputs are poorly characterized by standard rainfall measurements. Cloud water inputs and canopy throughfall measurements will be monitored to seek a better understanding of canopy - atmosphere linkages and general forest water balance. Native Hawaiian student researchers will be involved in this specific research effort.

In addition to this six station network and specific cloud forest research effort, additional low-cost, automated sensors and data loggers for individual environmental variables (rainfall, wind, solar radiation, temperature, humidity, soil moisture) will be acquired to allow Geography/Physics 120 students to deploy instrument arrays to test student field research hypothesis with data collected by the students themselves.

2) Infusion of Polynesian ethno-meteorology/climatology: in an effort to attract and retain native Hawaiian students in atmospheric sciences and physic courses we intend to supplement to limited ethno-meteorology/climatology component in the existing Geography/Physics 120course with newly developed curriculum materials formulated in consultation with both Hawaiian and other Polynesian traditional knowledge experts (Kilo lani). The unifying theme will be “Understanding weather in trans-pacific traditional navigation”. Curriculum unit content will be developed specifically for use a intermediate (7-8th grade), high school (Junior-Senior) and college (Freshman) levels. The investigator has experience in developing age appropriate school curriculum

5 materials in both English and Hawaiian language versions (Juvik, Paradise & Juvik, 2000), and for other Pacific Islands (e.g. Merlin and Juvik, 1996).

3) Teacher training: Materials and other resources developed in 1-2 above will be organized into field short courses (two weeks) for Intermediate and High School teachers from schools with high native Hawaiian student populations throughout the state. The investigator has offered pervious courses for Hawai`i science teacher that have emphasized “local content” science examples for classroom use. This course will also utilize the resources of the NOAA Mauna Loa Observatory to place Hawaiian Weather and climate study in a broader global climate change perspective.

References Cited

Hamilton, L., J. Juvik and F. Scatena, eds (1995) Tropical Montane Cloud Forests. Springer- Verlag, Berlin, 335pp Hotchkiss, S. and J. Juvik (1999) The late Quaternary pollen record from Kaàu Crater, Oahu, Hawaiì. Quaternary Research, vol52:115-128. Juvik, J. (1998) Mountain climatology and large-scale cloud water recovery at Kahikinui, Maui. Pp 437-440 in : (R. Schemenauer ed.) Proceedings First International Conference on Fog and Fog Collection, IDRC, Ottawa. Juvik, J. and P. Ekern (1978) A climatology of mountain fog on Mauna Loa, Hawaiì Technical Report #118, Water Resources Research center, University of Hawaiì, Honolulu, 63pp. Juvik, J and S. Juvik (1984) Mauna Kea and the myth of multiple-use. Mountain Research and Development, vol.4(3):191-202. Juvik, J. and S. Juvik (1992) Altitudinal Resource zonation vs. vertical control: land use conflict on two Hawaiian mountains. Mountain Research and Development, vol. 12(3):211-226. Juvik, J., T. Paradise and S. Juvik (2000) Hawaiì Student Atlas. Bess Press, Honolulu, 48pp. Juvik, J., D. Singleton and G. Clarke (1978) Climate and Water Balance on the Island of Hawaii. Pages 129-139, In: (J. Miller, ed) Mauna Loa Observatory 20th Anniversary Report, NOAA Special Report, Rockville Maryland. Juvik, S. and J. Juvik, ed. (1998) Atlas of Hawaiì. University of Hawaii Press, Honolulu, 333pp. . Merlin M., and J. Juvik (1996) Plants and Environments of Chuuk, Micronesia. East- West Center Press, Honolulu, 121pp. Nullet D. and J. Juvik (1997) Measured altitudinal profiles of UV-B irradiance in Hawaiì. Physical Geography, vol.18: 335-345.

6 EARTH SCIENCE AND GEOLOGY STEM PROPOSAL Submitted by Jene Michaud and Ken Hon, Geology

Goals 1. Encourage native Hawaiian (NH) high school sophomores to take science and math students as juniors and seniors so that they enter college prepared to become STEM majors. 2. Encourage NH college students to take general education science courses within the first three semesters of college. Since there are always some students who “discover” an interest in science while taking required introductory courses, it is better if they take these courses early in their academic careers while they still have flexibility in planning their course of study. While one goal of this course is to recruit STEM majors, an equally important goal is to reduce the alienation of native Hawaiians from science. 3. Encourage NH freshman with an interest in being geology majors and secondary science teachers to complete foundation courses in geology and math early in their academic careers. 4. Provide NH freshman and sophomores geology majors and secondary science teachers with opportunities to travel to the mainland for geology field trips. Many NH students have not been exposed to the diverse geology of continental areas. Such exposure, we believe, will be crucial to maintaining academic motivation. 5. Promote an awareness of career options by providing NH geology majors with internship opportunities and mentoring by NH scientists working in the community. 6. Attract NH students on the mainland (at high school and community college levels) to participate in geology programs at UH-Hilo.

Programs 1. Develop and implement an innovative general education earth science course that is intended to pique the interest of NH students by illustrating the cultural relevance of earth science to traditional Hawaiian culture. Development of this course will draw from already-developed programs targeted at Native American Indians. The course developed for NH students will be marketed specifically at freshman and sophomores. Because this will be a line geology course, its continuation after the conclusion of the grant will not pose any problems. It is envisioned that this course will include a field component involving data collection using state-of-the-art instrumentation. Previous experience with field-oriented introductory courses has been very positive. 2. Develop and implement a “Geology of Active Volcanoes” summer program for NH high school students between their sophomore and junior years. This will be marketed at both students in the state of Hawaii and on the mainland. The summer program will be modeled after a one weeklong program that UHH currently offers for community college students. In addition to piquing interest in the geology of active volcanoes, we hope to encourage students to take STEM courses in high school so that they arrive at college with adequate preparation. 3. Develop and implement a “Freshman / Sophomore Geology Field Trip” which will be available to NH students who complete foundation geology and math courses during their freshman and sophomore years. A 10-day field trip to mainland destinations will expose

7 students to the diverse geology of continental regions and provide motivation to continue their studies. This field trip will also be available to NH students from mainland community colleges. As such, it will serve as a recruiting tool for NH students on the mainland who may wish to transfer to UH-Hilo. During the field trip geological samples will be collected for microscopic and electron microprobe analyses back at UHH. .

The freshman field trips and summer programs will initially be offered using subsidies from the STEM grant. In the long-term, however, we will need to turn to other sources of funding. We will seek funding from Bishop Estates and Kamehameha Schools, and possibly corporate sponsors from the oil and minerals industries.

4. Collaborate with the Hawaiian Volcano Observatory to provide summer internship opportunities for NH geology majors.

5. Offer small research grants for NH upper division students to conduct their own research projects, possibly leading to a Senior thesis.

6. Recruiting trips to high schools and community colleges in California, Seattle, and Las Vegas that have high proportions of NH students.

Assessment

General Education Course. We will chart the class level (freshman, sophomore) and major (STEM, non-STEM, and undeclared) of NH students enrolled in introductory geology courses. We will also chart the number of NH students who take more than one geology course. Results will be used to evaluate whether the new general education course and marketing program are successful in encouraging NH students to take geology courses early in their career and encouraging them to take a second geology course.

Longitudinal Profiles. High school students who participate in the summer geology program will be tracked over time to analyze their academic choices. Students participating in the Freshman Field Trip will be similarly tracked. Without a control group the resulting information cannot be evaluated statistically, but should still yield useful insights.

Exit interviews. Graduating NH geology seniors will be interviewed to obtain qualitative information about effectiveness of STEM programs and get ideas for modifications.

8 STEM Grant Proposal: Astronomy Curriculum Richard Crowe, Michael West

This proposal seeks to develop curriculum specifically to encourage minority students, specifically those of Native Hawaiian ancestry, to participate in higher education available at UHH and particularly in the astronomy major. Increased programmatic opportunities in astronomy will encourage minority students to pursue the astronomy major as it offers local career ramifications. This will afford students who do not want to leave the state to pursue a degree in astronomy the opportunity to do so in the state. Furthermore, it offers those minority students from Hawaii who currently pursue careers in technological fields elsewhere after secondary graduation the ability to pursue their intellectual goals at home on the island of Hawaii. It will give them the opportunity to gain the professional training necessary to participate in astronomy activities on Mauna Kea.

Curriculum development addressed by this proposal will integrate knowledge of Hawaii's space science community with knowledge of Hawaiian cultural practices and history. Knowledge of the sky and celestial navigation is a source of great pride for Hawaiians based on ancient practices revived just during the last 25 years. Modern Hawaiians need to become knowledgeable about the night sky in order to perpetuate that cultural knowledge and practice and to gain access to institutions of higher education and careers in astronomy. Attention to Native Hawaiian world view, knowledge structures, and pedagogy are critical in designing successful and appealing educational experiences for the local community. Learning experiences for Hawaiian students, grounded in Hawaiian sense of place and history, will link the worlds of academia and the local community to promote accessibility to scientific information in culturally appropriate and effective ways.

To best accomplish training and instruction at the baccalaureate level for students seeking careers in astronomy and related fields, the curriculum stresses training in observational astronomy. Such training builds on the resource represented by the many astronomical observatories atop Mauna Kea, the finest ground-based observing site in the world. UHH has a training environment nearly unique among undergraduate institutions across the country. The Bachelor of Science Degree program in Astronomy at UHH is the first such undergraduate program in the State of Hawaii and represents a compelling extension of the world-class research and graduate programs in astronomy at UH's Manoa campus. This program will serve the interests of the University and people of the State of Hawaii well by providing undergraduate training necessary for residents, particularly those of underrepresented minority groups, to pursue careers in this area. As noted in the UHH Strategic Plan (1997-2007), the campus seeks to utilize the Big Island as an island learning laboratory, and astronomy is one of the academic fields in which the campus seeks to excel. This will result in UHH's astronomy graduates being better prepared to enter and pursue the field of astronomy as entry-level telescope operators and technicians, graduate students, or possibly as instructors in varying levels of the educational system. Increased opportunities provided through this proposal will encourage more Native Hawaiian students to pursue the astronomy major at UHH. This will influence a higher degree of acceptance of the activities atop Mauna Kea by Hawaii's general population, particularly the Native Hawaiian

9 community. We would like to further increase the interest level in astronomy by contributing funds toward observatory internships for qualified Native Hawaiian students.

Principal efforts will be to revise existing curriculum at UHH in observational astronomy and its associated laboratory work, in order to better address the issue of cultural relevance to Native Hawaiian students. The curriculum should take advantage of the emerging pool of knowledgeable celestial navigators and practitioners of Hawaiian sky lore to inspire a more active pursuit of space science on the part of Hawaiian youth. We plan to introduce three new courses to the existing curriculum: (1) a sophomore 3-credit course in archeoastronomy (ASTR 230), which would include Polynesian navigation and field trips to sacred sites such as Cape Kumukahi, Ahu a Umi, Mauna Kea, etc.; (2) a new advanced 2-credit observational astronomy laboratory (ASTR 310L), which would include observing experiences atop Mauna Kea, with either the UH 0.6-meter, or possibly a new UHH 0.8-meter telescope; (3) an advanced parallel 3-credit course in astronomical data reduction (ASTR 310), which would require additional computer and technology resources on the UHH campus.

The observational astronomy laboratory course would be required of majors and would also include discussion of celestial navigation techniques and Hawaiian/Pacific sky lore, so that our students become more culturally aware. One piece of technology that would be useful in training our students in this endeavor is the StarLab Portable Planetarium. The existing StarLab (used by Gemini Observatory) has become such a valuable outreach tool in the K-12 schools and in the local community that it has become obvious that another StarLab is desperately needed. A new one could be used for local outreach as well as for undergraduates. The advanced course would include observations with research-grade instruments on telescopes atop Mauna Kea, computerized data acquisition and reduction, and laboratory training at University Park base facilities. Observatories expect prospective students to have observing expertise before they enter an internship. The development of courses in data reduction and advanced observational astronomy, in conjunction with hands- on observatory experience, will facilitate students' transition to such internships.

The budget presented includes release time for faculty to develop eight credits of new curriculum, stipends for cultural resource people to assist in teaching Polynesian navigation and archeoastronomy, a new instructor in astronomy to compensate for the additional courses required to revise the curriculum, as well as the StarLab and additional technology resources needed. Yearly travel expenses to Mauna Kea and a yearly telescope maintenance budget are also important items that must be factored in to make this program viable.

10 Technology Links Barbara Gibson, Geography

Geographic Information Systems A geographic information system (GIS) is a computer software system that allows one to store, capture, analyze, retrieve, and display spatial information. As a tool, GIS has been very useful for ecological and conservation studies. It is most commonly used to perform basic spatial query and analysis and to produce hardcopy cartographic output. Environmental modeling coupled with a GIS to study ecological processes is not a new concept. However, the goal of implementing such a system cannot be achieved without first having a thorough understanding of spatial relationships among the biotic and abiotic variables being investigated and supporting concepts. The ability of a GIS to spatially integrate data from various sources enhances the level of spatial analysis and modeling applicability to data, in this case environmental data. For the objectives of this proposal, data which has a common geo- referenced grid framework, such as those present in the HINHP database, are readily available for application to a spatial correlation analysis to detect to what extent two or more ecological variables co-occur. Significant spatial (and to some degree temporal) relationships among specific environmental variables (abiotic and biotic) detected from a correlation analysis will be used to construct a dynamic model for ecological simulations. Modeling efforts will aim towards answering a scenario analysis and visualization of “what if” queries about changes in biotic and abiotic factors as related to a specific species of either invasive alien or native biota. This will offer a means for students and mentors to evaluate management alternatives in planning and decision-making.

Remote Sensing It is well established that vegetation canopy characteristics such as productivity, leaf area index (LAI), and absorbed photosynthetically active radiation (APAR) can be inferred from remotely sensed data (Jensen 1996; Chen et al. 1998). Generalized spectral reflectance characteristics for healthy vegetation, dead or senescing vegetation, and dry soil can be determined. Healthy vegetation typically has high reflectance in the near infrared (NIR) portion of the spectrum, while also having low reflectance in the red portion of the EMR spectrum. If a plant is subjected to stress that reduces its productivity, the amount of chlorophyll produced may decrease or cease all together. This causes a decrease in the amount of reflected infrared light (Chen et al. 1998). By using select algorithms on remotely sensed satellite imagery, one may devise a land cover classification map discerning vegetation types. This link between spectral reflectance, satellite imagery, and land cover (native vs. exotic plant species) will be demonstrated on projects in the Environmental Sciences Cluster to the students and mentors.

References Chen Z, Elvidge C, Groeneveld D. 1998. Vegetation change detection using high spectral resolution vegetation indices. In R. Lunetta and C. Elvidge, editors. Remote sensing change detection. Sleeping Bear Press, p 181-190.

Jensen J. 1996. Introductory digital image processing: a remote sensing perspective. 2nd edition. New Jersey: Prentice Hall. 318 p.

11 Behavioral Ecology of Snails Susan Brown, Psychology

Hawaiian Succinea snails have radiated into about 44 different species but to date little research has been conducted these snails. They are found on the island of Hawaii not only in endemic rainforests but also in dry lands and in forests of exotic trees. This project would extend the behavioral and taxonomic research on these snails. Our previous work on Succinea in the Puu Makaala Forest Reserve found that mean snail size increased from December through July. By October and November, mean snail size decreased again to 1-2 mm as a result of many snails emerging from egg masses. More and larger egg masses were laid during the summer than at other seasons of the year. The behavior of the Succinea varied depending on whether it was raining or sunny at the site. During light rains the majority of snails were found on the tops of leaves with their feet out. In contrast, on sunny days the snails were found on the bottoms of leaves with their feet tucked into their shells. Mating behavior was observed in the site during the months of June and July. We believe that the majority of the population reproduce on a seasonal cycle with mating and egg laying occurring primarily in June and July, and snail emergence and growth occurring during the winter months. However, we also believe that a smaller population of snails are mating and laying eggs throughout the year. Obviously much more research is needed before we understand the population dynamics of Succinea in Hawaii.

The current project would extend the field study on Succinea to 4 additional sites so that we could examine behavioral and taxonomic differences across a variety of ecotypes. Besides examining snails at Puu Makaala, we would examine them at Puu O Umi, a site similar to Puu Makaala but 50 miles further north and containing more exotic plants; above Pohakoloa Military Camp, a site drier and at a higher elevation than Puu Makaala; at Manuka Forest Reserve, a site to the south, drier and at a lower elevation than Puu Makaala; and at Kalopa State Park, a site at a similar elevation but which has been planted with exotic trees. By extending the project, we can document behavioral and taxonomic differences in the Succinea occupying wet to dry habitats, high to low elevations, and containing primarily exotic to endemic plants.

The study would last for 5 years. Data would be obtained at Puu Makaala for each year of the study, at Puu O Umi for Years 1 & 2, at Pohakoloa for Years 2 & 3, at Manuka for Years 3 & 4 of the study and at Kalopa State Park for Years 4 & 5 of the study. We would also return to any sites with incomplete or ambiguous data during the 5th year. Data on snail size, placement on vegetation, and behavior, and egg mass size, placement on vegetation and emergence patterns would be obtained weekly at each area. Additionally videotapes would be obtained of snail copulations and egg laying at each study site. Conducting the study for two years at each site would allow us to examine differences in snail growth, numbers and behavior under different micro-climates. We would obtain data on rainfall, temperature and humidity during our weekly transects. Additionally seasonal data could be obtained as well as data during periodic droughts and prolonged times of rain at the study sites by collecting the data for 2 years. A gastropod taxonomist, Dr. De Maintenon, would classify the snails examined at each site.

12 SUPPLEMENTARY DOCUMENTS C Institution: UHH – Nä Pua No‘eau Team Leader: Darlene E. Martin, Associate Director 02/13/02

NSF STEM Grant Proposal – COMMUITY OUTREACH COMPONENT Project Description Worksheet: Goals, Objectives, Timeline and Budget

STATEMENT There is a wealth of expertise and places of knowledge to be found within Hawaiian communities throughout the state. Yet, all too often this indigenous resource is underutilized and undervalued by academia. All too often, Hawaiian students and families perceive their ancestors’ culture and present day statistics about Hawaiian students to be incompatible with achieving success in higher education.

Consequently, the philosophical approach taken in this proposal is to reach out into the community in a way that respects, values, and reveres the Hawaiian culture and build upon the potential for academic achievement in Hawaiian youth. Further, it is intended that the outreach to communities will result in a mutually benefiting relationship. Desired is a relationship that works toward more collaboration by faculty of university campuses and local community members to ensure a more continuous and quality education for Native Hawaiian students.

The proposed outreach to Hawaiian communities will utilize proven educational practices and existing statewide resources offered through Nä Pua No‘eau (NPN), Center for Gifted and Talented Native Hawaiian Children, University of Hawai‘i at Hilo. The educational practices and existing statewide resources will include:

1 An education model that builds a strong sense of identity, raises career goals and educational aspirations, provides meaningful learning experiences. Key programs will help to recognize, develop, and nurture an array of student interests and abilities in the STEM discipline areas. Native Hawaiian students from preschool through grade twelve will be able to participate in programs that range from enrichment through high-end specialization. All programs will integrate the Hawaiian perspective, culture, history, and language as well as best practices found in gifted education. These key programs will be: • Super Enrichment Saturdays – hands-on, thematic-based enrichment experiences that will focus on developing and expanding participants’ interests and potential in the STEM discipline areas. Participants will include children from preschool through grade twelve and ‘ohana (family members). All interested Native Hawaiian youth will be invited to participate. As teacher-learners, during these program events faculty will have opportunities to interact and establish personal connections with Native Hawaiian students and their families.

• Summer Institute – a 2-week residential, summer program for invited 6th through 11th graders that will offer authentic and experiential learning experiences in a variety of

1 STEM discipline areas. Students will study on campus and at relevant community sites. As teacher-learners, faculty will (a) design their introductory courses with input from community and/or cultural experts, (b) teach along side a cultural expert, (c) incorporate learning experiences at community sites, and (c) pilot their curriculum reform ideas in the STEM discipline areas.

• Project Kupulau – for invited 7th through 11th graders, yearlong opportunities involving exploratory or specialized and intense learning in the STEM discipline areas inclusive of an advanced Summer Institute session. Project Kupulau activities will include internship and mentorship within the STEM discipline areas for interested students. As teacher- learners, during these program events, faculty will refine their introductory curriculum faculty so that an advanced version may be piloted. Faculty may serve as mentors.

The following program events featuring STEM discipline areas will be held over the five- year grant period. Year One Year Two Year Three Year Four Year Five 4 Super 4 Super 4 Super 4 Super 4 Super Enrichment Enrichment Enrichment Enrichment Enrichment Saturdays at Saturdays at Saturdays at Saturdays at Saturdays at UHH. (100 each 7 Center each 7 Center each 7 Center each 7 Center students/family site. (4,900 site. (4,900 site. (4,900 site. (4,900 members: 25 students/family students/family students/family students/family each event) members) members) members) members) 5 Summer 10 Summer 10 Summer 10 Summer 10 Summer Institute classes Institute Institute Institute Institute at UHH. (60 classes: 5 at Sessions: 5 at Sessions: 5 at Sessions: 5 at students: 12 UHH, 5 at UHH, 5 at UHH, 5 at UHH, 5 at each class) UHM. (120 UHM or other UHM or other UHM or other students) site. (120 site. (120 site. (120 students) students) students) 4 Project 4 Project 4 Project Kupulau Kupulau Kupulau Sessions. (20 – Sessions. (20 – Sessions. (20 – 50 students) 50 students) 50 students)

2 NPN Center Database will be used to track the application and attendance of students in programs over their years of participation. Patterns of students’ developing areas of interests and performance will be noted. Information from the database will be used to help identify students who may be ready for more intense learning opportunities as internships and mentorship.

3 Statewide NPN Center Sites will continue to operate at university and high school campuses: Kaua‘i Community College, University of Hawai‘i at Mänoa, Maui Community College, Moloka‘i Education Center, Läna‘i High, University of Hawai‘i Center at West Hawai‘i, and University of Hawai‘i at Hilo. Host campuses will provide administrative support and access to facilities, equipment, faculty, and other resources for

2 programming needs, particularly for Summer Institute and Project Kupulau. Utilizing the network of Center sites, faculty will be able to use the various islands as their classroom.

A state Hawaiian organization, the Office of Hawaiian Affairs will continue its funding of site personnel positions and select program costs until 2003 at which time an extension request is possible. Center administrative and support services will be headquartered at University of Hawai‘i at Hilo.

4 Local, Hawaiian community leadership and involvement with each Center Site will enhance community outreach efforts. An advisory committee composed of küpuna (elders), parents, community leaders, and representatives of various organizations will work with Center staff and faculty in curriculum planning.

Local Center staffs will continue to initiate and maintain relationships with other community members and parents. Through these established relationships, the knowledge of educational needs, local experts, and significant places found within the communities will become crucial elements of students’ learning experiences and programming.

GOALS 1 Begin the recruitment of Native Hawaiian undergraduate students at the elementary and middle school levels. 2 Increase the number of Hawaiians students matriculating into 2 and 4-year colleges. 3 Maintain strong community links so that more Hawaiians can easily access and feel connected to post-secondary campuses. 4 Ensure that the Hawaiian culture and language are valuable foundations that Hawaiians can access as they progress in their educational and personal development. 5 Collaborate with other educational and business partners to increase the access and use of technology by Native Hawaiian students and their families.

OBJECTIVES

Goal 1 Begin the recruitment of Native Hawaiian undergraduate students at the elementary and middle school levels.

Performance Objectives 1.1 Conduct program events in the STEM areas for Native Hawaiian youth, kindergarten through grade twelve, and their families to participate in. 1.2 Track student participation and performance in these programs using NPN Center database.

Facilitating Objectives 1.1 Use Nä Pua No‘eau’s programming practices and existing statewide resources. 1.2 Pilot and evaluate curriculum developed by faculty. 1.3 Evaluate each program event for quality of learning.

3 Goal 2 Increase the number of Native Hawaiian students matriculating into 2 and 4-year colleges.

Performance Objectives 2.1 Involve a minimum of 160 students (Year One) and a maximum of 5,000 students (Year Five) in enrichment program events. 2.2 Document the number of participating students who identify their chosen area of study. 2.3 Document the number of participating students who apply to post-secondary institutions.

Facilitating Objective 2.1 Track student participation and performance in programs using NPN Center database.

Goal 3 Maintain strong community links so that more Native Hawaiians can easily access and feel connected to post-secondary campuses.

Performance Objectives 3.1 Conduct program events in the STEM areas for students and their families that are held or partially held on university campuses. 3.2 Track family participation in programs. 3.3 Conduct a minimum of 4 local advisory meetings at each Center site.

Facilitating Objectives 3.1 Use Nä Pua No‘eau’s programming practices, particularly (a) the Program Model that integrates talent enhancement, Hawaiian culture, ho‘ala hou (self-identity), ‘ohana (family support system) and (b) locations at university campuses. 3.2 Use Nä Pua No‘eau links with Hawaiian communities.

Goal 4 Ensure that the Hawaiian culture and language are valuable foundations that Hawaiians can access as they progress in their educational and personal development.

Performance Objective 4.1 Integrate Hawaiian culture and language in the discipline content and process of learning.

Facilitating Objective 4.1 Provide faculty learning opportunities in the Hawaiian culture and language. 4.2 Use NPN Program Model in designing learning experiences.

Goal 5 Collaborate with other educational and business partners to increase access and use of technology by Native Hawaiian students and their families.

Performance Objective 5.1 Involve more Native Hawaiian students and their families in the use of technology.

Facilitating Objectives 5.1 Establish connections with external partners. 5.2 Integrate the use of technology in learning experiences designed for program events.

ACTION PLAN Goal 1 Objectives: 1. Conduct program events in the STEM areas for Native Hawaiian youth, kindergarten through grade twelve, and their families to participate in. 2. Track student participation and performance in these programs using NPN Center database. Major Activities Person(s) Implementation Timeline Evaluation Responsible • Plan, STEM • STEM/NPN Programs Per program implement, and Program planning conducted event regarding evaluate Coordinator & sessions with annually: Super quality of programs at faculty; NPN faculty Enrichment learning, various sites. Site/Program • NPN monthly Saturdays, • staff – Develop Coordinators & meetings with Summer observation calendar of Director Associate Institute with • participant programs & Director; Project debriefings preparation alternating on- Kupulau and/or events. site & conducted 2004 • completion of – Determine teleconference – 2007. NPN evaluation theme and meetings. forms. level of • In enrichment consultation experiences; with local use NPN advisory Program committees. Model; secure personnel, facilities, material resources & transportation. – Advertise events; use established assessment practices. – Train program teachers, faculty, assistants, counselors as needed. – Determine evaluation methods, settings, & sources. – Evaluate participant & staff performance. • Enter student NPN Database • Existing Per program • Accuracy of

5 information in Manager, database event. data entry is NPN database: STEM Project checked with – Use existing Coordinator. established NPN forms, procedures, modify if records kept by needed STEM & NPN (registration, site attendance, coordinators. progress • Progress reports). reports are shared with parents.

Goal 2 Objectives: 1. Involve a minimum of 160 students (Year One) and a maximum of 5,000 students (Year Five) in enrichment program events. 2. Document the number of participating students who identify their chosen area of study. 3. Document the number of participating students who apply to post-secondary institutions. Major Person(s) Implementation Timeline Evaluation Activities Responsible Conduct STEM Program • Conduct • Survey twice • Surveys or program events: Coordinator, periodic per year interview • Ascertain NPN Director surveys or • Fall conducted, student interests & Database interviews with verification dates recorded. • Develop Manager students. with post- • Student student profiles. • Enter student secondary profiles • Contact post- information in institutions. developed. secondary NPN database • Students institutions. to create NPN ready for Student History Project Profiles. Kupulau • Verify post- (internship, secondary mentorship) applications. identified. • Verification of post- secondary applications recorded.

Goal 3 Objectives: 1. Conduct program events in the STEM areas for students and their families that are held or partially held on university campuses. 2. Track family participation in programs. 3. Conduct a minimum of 4 local advisory meetings at each Center site. Major Person(s) Implementation Timeline Evaluation Activities Responsible • Include STEM faculty • Identify Per program Per program facilities at & Program relevant event and as event regarding university Coordinator; university needed. quality of campuses in NPN Site equipment, learning, designing Coordinators & location, • staff

6 learning Director services that observation experiences. families can be • participant • Welcome acquainted debriefings Native with. and/or Hawaiian • Tap university • completion of families on & NPN NPN evaluation campus. resources. forms. • Develop a NPN Database • Gather input • Review of family Manager from local advisory database. advisory committee • Secure local members, select meeting notes community küpuna (minimum 4 advisors. (elders). per year).

Goal 4 Objective: 1. Integrate Hawaiian culture and language in the discipline content and process of learning. Major Person(s) Implementation Timeline Evaluation Activities Responsible • Confer and STEM Program • Review and Monthly or as • Discussion collaborate with Coordinator & access UHH, needed for and exchange Native Faculty, NPN NPN cultural program events. of opinions. Hawaiian Site/Program networks. • Modification educational Coordinators, • Conduct made in content community Director. informational & and process of groups, küpuna planning learning. (Hawaiian meetings. elders). • Provide NPN • Via NPN As needed for • Faculty faculty learning Site/Program training individual debriefing opportunities in Coordinators, sessions faculty and/or and/or the Hawaiian Director scheduled for program events. completion of culture and program events. training language. • One-on-one evaluation meetings with forms. community or • Amount of cultural experts. faculty inclusion in curriculum. • Develop pilot STEM faculty • Implement • Summer • Success of curriculum during Summer Institute students’ materials Institute (introductory) learning (introductory sessions • Project progress. and advance). Kupulau • Number and (advance). quality of course syllabus developed. • Pilot evaluation (student, faculty, staff).

7 Goal 5 Objective: 3 Involve more Native Hawaiian students and their families in the use of technology. Major Person(s) Implementation Timeline Evaluation Activities Responsible • Include the STEM Faculty, • Students learn Per program Per program use of NPN relevant event. event regarding technology in Site/Program technology technology use, learning Coordinators skills to collect, • staff experiences. analyze, and observation report • participant information. debriefings • Families and and/or young children • completion of exposed to NPN evaluation computer use at forms. Super • Increased use Enrichment of technology Saturdays. by students and families.

• Establish STEM Program • Review & On-going • Increased connections Coordinator & identify availability of with external Faculty, NPN existing computers and partners. Site/Program programs and related Coordinators, hardware mediums to Director. resources. students and • Offer families families. information about technology available to them.

EVALUATION Goals Objectives Evidence Begin the recruitment of 1. Conduct program events • Scheduled program events Native Hawaiian in the STEM areas for held: Super Enrichment undergraduate students at Native Hawaiian youth, Saturdays, Summer the elementary and middle kindergarten through Institute, Project Kupulau. school levels. grade twelve, and their • Formative and summative families to participate program evaluations in. completed. 2. Track student • Student information participation and entered in database and performance in these used for monitoring and programs using NPN planning. Center database. • Student profiles developed. Increase the number of 1. Involve a minimum of • Numerical increase of Hawaiians students 160 students (Year One) Native Hawaiian students matriculating into 2 and 4- and a maximum of participating in enriching

8 year colleges. 5,000 students (Year learning activities: Five) in enrichment – Attendance in program events. STEM/NPN programs 2. Document the number documented. of participating students – Students developing who identify their interests in these programs chosen area of study. monitored and recorded. 3. Document the number • 10% of 5,000 students of participating students identify their chosen area of who apply to post- study. secondary institutions. • 60 students involved in internship or mentorship activities. • Number of students who applied to post-secondary institutions recorded.

Maintain strong community 1. Conduct program events • Numerical increase of links so that more in the STEM areas for students and families who Hawaiians can easily access students and their participate in enrichment and feel connected to post- families that are held or activities on campus: secondary campuses. partially held on – Parent or family university campuses. learning events are 2. Track family included in each Super participation in Enrichment Saturday programs. program. 3. Conduct a minimum of – Attendance of family 4 local advisory members is also kept. meetings at each Center • Change in knowledge, site. skills, or attitudes about university access and comfort level of Hawaiian families members noted. • Advisory-meeting notes are kept. Ensure that the Hawaiian 1. Integrate Hawaiian • Increase of cultural culture and language are culture and language in awareness and appreciation valuable foundations that the discipline content by students and faculty: Hawaiians can access as and process of learning. – 160 to 5,000 Native they progress in their Hawaiian students are educational and personal exposed to and development. appreciate aspects of their language, culture, and history through program participation. – A minimum of 4 introductory and 4 advanced course syllabi in the STEM discipline

9 areas are developed. Collaborate with other 1. Involve more Native • Numerical count of the educational and business Hawaiian students and ways in which technology is partners to increase access their families in the use incorporated in curriculum and use of technology by of technology. developed. Native Hawaiian students • Directories, brochures, and their families. flyers created informing students and families about technology available to them.