Educational Foci Survey Results Rearranged by general items and clustered by category (69 respondents with CTAHR faculty, students and Staff)

I am a CTAHR…Undergraduate Student: 10Graduate Student: 5Staff Member: 6Faculty Member: 44Other: 3NR (No response): 1

1. a) I support the concept of common and critical educational foci in CTAHR.3 - (Strongly Disagree), 3 - (Disagree), 6 - (Neutral), 37 - (Agree), 19 - (Strongly Agree), 1 - (NR)

b) The foci adequately describes critical areas that should be addressed by CTAHR units. 4 – (Strongly Disagree), 8 – (Disagree), 11 – (Neutral), 27 – (Agree), 17 – (Strongly Agree), 2 – (NR)

c) The foci are easy to understand, and I can see how I/my program can contribute to this effort.

5 (Strongly Disagree), 7 – (Disagree), 8 – (Neutral), 27 – (Agree), 19 – (Strongly Agree), 3 – (NR)

d) Interdisciplinary educational activities and foci implementation activities will attract students into CTAHR degree programs.

2 - (Strongly Disagree), 4 – (Disagree), 18 – (Neutral), 26 – (Agree), 16 – (Strongly Agree), 3 – (NR)

e) The foci will provide critical educational content and skills for successful future careers. 3 – (Strongly Disagree), 8 – (Disagree), 19 – (Neutral), 25 – (Agree), 12 – (Strongly Agree), 2 – (NR)

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Community Health and Wellness

1. f) I support the broad focus on “Community Health and Wellness.”3 – (Strongly Disagree), 5 – (Disagree), 12 – (Neutral), 29 (Agree), 18 – (Strongly Agree), 2 – (NR)

2. Regarding the focus "Community Health and Wellness," provide additions, deletions, and revisions to the language used to describe this area.

NR=44 – Respondent # 1-4, 7-10, 13-15, 17-19, 21-25, 33-36, 39-42, 46-49, 51-53, 57-59, 61, 63-67, 69

5. Not my area

6. Excellent job - no changes suggested

11. “our students make informed decisions at the policy and program levels to reduce health disparities and hazards" this is part of it, certainly. But what about empowering people? What about giving them the tools to do it for themselves? Health disparities and problems have increased as we have as a society adopted a top-down approach to addressing these issues. The idea of community nationwide is very weak, if not eviscerated altogether. Here in Hawaii it is perhaps stronger than on the mainland, but still I put little faith in the ability of "policy" and "programs" to solve the problem. We need to empower people. Cooperative extension does this. Successful students will do this. The key is to making people self-sufficient and sustainable for themselves, for their families. The Hawaiian people used to operate like this. They had a strong chief, but they did not depend on that person to take care of them or make decisions for themselves. They had gods, but they were still active and working hard and eating fresh food. Reliance on our students to become "experts" to lord it over the people and dictate to them how to live will only result in more sickness and imbalance. We need servant leadership. We need to empower people.

12. One question that applies across the board is whether they need to be more explicit about the challenges faced in meeting these objectives. In other words, these three foci are indeed important goals - but they are important because health and wellness, food systems, and social-ecological systems are being threatened by very real socio-economic and ecological pressures - population growth, climate change, invasive species, etc.

16. I think this title sounds too much like physical health and doesn't reflect the range of work of the Center on the Family. I would prefer if the foci were labeled Community Health and Well Being.

Also recommend adding the word "educational" to the following sentence:Our students examine the physical factors such as food and nutrients, water, air, energy, and living environments, as well as the mental, behavioral, social, educational, and economic factors that influence health and well-being.

20. I thought it was clear and very well written.

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26. Need to add reference to exercise/fitness to the description

27. Sorry sounds like a blurring of Public Health, Social Work, Kinesiology. NREM and FCS.

28. "Community Health and Wellness" should be in the context of the "Food Systems" focus. We need to investigate and understand how "Food Systems" impacts and contribute to the health and wellness of our communities. "Food Systems" need guidance on developing standards on how best resources should be allocated to best impact "Community Health and Wellness"

29. looks good

30. Nothing, looks great

31. Nutrition/Dietetics needs to be specifically included in the language used to describe this area.

32. Nutrition/Dietetics needs to be specifically included in the language used to describe this area.

37. Make sure that the student body is representative of the cultural heritage that you are wanting to support. I understand the need for diversity within the student body but if your going to intertwine your foci to include the indigenous population then the student body should reflect that, by increasing Native Hawaiian enrollment in HNFAS. Requiring all student to take a basic Hawaiian Studies class to get an understanding of the what the culture and the indigenous people have had to endure till present time. These things are what I see can help connect the community to trusted Health and Wellnness

38. Based on the intro/first sentence, it seems as though the foci of community health and wellness is only based on Hawaii community? Is this accurate? If not, why not mention that the students will be able to apply their knowledge for any community around the world.

43. I approve that this phrase is included: "We promote health and wellness in our community through formal and informal education that is grounded in scientific research and knowledge."

44. I like the concept of "One Health Initiative" -- health of the individuals, health of animals within it, health of the environment, perhaps even health of the economy, all contributing to better well being for all.

45. Can we add something about Native Hawaiian, Asian, and Pacific Island cultures to this description?

50. First, this is too wordy. Need something short and succinct without so many buzzwords. Second, I fear that the description here overlaps with JABSOM, Sociology, etc. Why reinvent the wheel and not look at how these programs could be bridged? I worry that much of this description strays outside of what we have thought about in the college, which is ok, but think that as described new courses would be needed and really unclear what we are preparing students for here.

51. Where does FDM fit into this? FDM has one of the largest numbers of majors in the college yet is marginalized--or worse, ignored--in this plan. FDM is a business program--we teach business-related courses. This foci needs to address business/retail aspects.

55. Focus 1: COMMUNITY AND PERSONAL Well-BEING

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As a Hawaiian Place of Learning, respectful of our indigenous Hawaiian cultural heritage, we offer an educational pipeline of lifelong learners who will contribute to maximizing THE wellBEING OF OUR CITIZENS AND COMMUNTIES. We promote health, wellBEING, AND RESILIENCE in our community through formal and informal education that is grounded in scientific research and knowledge. Health is a state of complete physical, mental and social well-being. Healthy people are supported by FAMILIES AND COMMUNITIES THAT MEET THEIR NEEDS AND ALLOW THEM to develop their full potential. IN TURN, HEALTHY PEOPLE ARE ACTIVE, CONTRIBUTING MEMBERS OF THEIR COMMUNITY. WELLBEING is promoted from an ecological perspective that encompasses individual/family, organizational/institutional, environmental, and policy levels. Our students examine physical factors such as food and nutrients, water, air, energy, and living environments; SOCIAL FACTORS SUCH AS FAMILY AND INTERPERSONAL RELATIONSHIPS, AND SYSTEMIC FACTORS SUCH AS SOCIAL SERVICES AND THE ECONOMY WHICH WORK TOGETHER TO influence well-being AND RESILIENCE ACROSS THE LIFESPAN. Through an examination and understanding of the factors influencing healthy outcomes, our students make informed decisions at the policy and program levels to reduce health disparities and hazards, SUPPORT STRONG FAMILIES, AND ENHANCE PERSONAL WELL-BEING ACROSS THE LIFESPAB.

56. The foci are largely statements of fact, vague visions of desirable states, and lack any of the aspects of "SMART" goals: specific, measurable, attainable, relevant and time-bound. They don't fall under either vision or mission type statements, so I'm not sure what to make of them. They don't reflect any of the current CTAHR skills and competencies, so to be honest, they appear to be more about what students will know rather than what they can do or what skills they possess to address these challenges. Frankly, the skills & competencies are what make lifelong learners.

There also don't appear to be many boundaries around what CTAHR should or is expected to do in these areas of instruction, either.

Here's my suggestion. Start with this land grant-oriented question and work from there:

"How do we manage agricultural and terrestrial ecosystems to supply vital agricultural products and ecosystem services that sustain those ecosystems and support healthy communities?"

Your question is "How should CTAHR best address these challenges through instruction?"

60. It will be easier to do so via track changes in Word.

There are various declarations and good intentions but could not find the "how-to."

62. "educational pipeline" is too mechanical and unidirectional. Lifelong learning requires multidimensional rather than one dimensional progress.

68. GoFarm and Master Gardener not withstanding, CTAHR needs to remember that Hawaii is simply the best place in the world for field oriented research, notably on plants and their "problems", and from the ocean to the top of Mauna Loa.... Every one of our ag students must be getting "field work" on rural farms and in rural industries, and in rural homes, including young cookstobe...and for gush sakes, should be bussed where needed for free by our impoverished academic system.

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3. Regarding the focus “Community Health and Wellness,” please provide information about how you/your program can contribute to this focus.

NR=49 - 1-4, 7-8, 10-11, 13-19, 21-27, 31-33, 35, 37, 39-41, 43, 46-49, 51-54, 57-59, 61, 63-66, 68-69

5. Not my area

6. Socioeconomic indicators research to assist in measuring/tracking community health & wellness

9. My program supports both food systems and natural resource management and the environment, which contributes to that focus.

12. I work on wildfire management - reducing wildfire risk has direct benefits to human lives and livelihoods

20. My Mindfulness-Based Development Program and FAMR 491: Mindfulness and Skillful Living definitely aligns with this focus. I applaud the committee for including mental and emotional well-being in addition to physical health.

28. My program can contribute to "Community Health and Wellness" by developing alternative food production systems that can drive down the cost of food in Hawaii so that all economic groups can afford to purchase safe and healthy food.

29. Pests affect people directly and indirectly (bed bugs, termites, roaches, mold, nematodes)

30. "Our students examine the physical factors such as food and nutrients, water, air, energy, and living environments, as well as the mental, behavioral, social, and economic factors that influence health and well-being."

All of these physical factors are important to the study of Animal Science. My program contributes to this focus by studying/learning about the physical factors such as food, nutrients, water and more which are all important to the production of animal agriculture and health and well being of people.

34. I do not believe that CTAHR is currently achieving the goals set forth in this focus (at least in the Nutrition department/Nutrition courses). It does not seem to be a "Hawaiian place of learning" or show the respect to Hawaiian culture and traditions as it could/should.

To contribute to this focus, I took the initiative to take courses in Native Hawaiian and Indigenous Health, as this particular focus happens to be my research focus and personal interest. My research aims to identify local cultural factors that may contribute to health (both good and bad) so that appropriate programs and policies can be developed and modified. We do not want to change culture, but we have to understand it so that other modifiable factors - which differ from group to group - can be adjusted accordingly. I hope to further my contribution beyond the completion of my doctoral degree as a faculty member and/or researcher in the subject area--maintaining Hawaiian, Indigenous, and mixed culture while promoting health and wellness and using those cultural values in delivering the message and developing various programs and policies.

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The program could contribute by incorporating some Hawaiian values or knowledge (as ethically fit) into each course...showing the place or link of Hawaiian knowledge to "Western" science/methods. The overall sense I get from faculty (not all, but maybe some, at least in nutrition, perhaps) is a rather low interest in achieving a Hawaiian place of learning for the students. So maybe a little more time investment in ensuring the goals of this focus are met in each course or activity - giving a broad, but also Pacific focus to courses - could be a way that the program could contribute to this focus. A link can be made in almost any example...types of fibers, phytochemicals, etc. in local/traditional foods; Hawai`i population-specific disease trends and comparison to other populations; making healthier versions of local foods. If students are committed to serving Hawai`i and the Pacific, especially in their career after their education here, then they must be provided with opportunities and knowledge that will make them successful in doing so.

36. Strategies to promote health and wellness come from multiple levels-individual to society and policies. We can focus on individual and family/neighbor level promoters of health and wellness.

38. As a pre-professional PA, most all the focus statements are relevant to my program.

42. By teaching how to grow agricultural crops in an environmentally healthy and sustainable manner, we can contribute to community health and wellness by teaching students how produce healthy nutritious food.

44. Clearly, the my unit can provide leadership in community health and wellness, specific to nutrition.

45. I can contribute by focusing on families and culture, particularly in areas that include older adults

50. Certainly can discuss how the surrounding environment effects human health as much is known about urban green space, pollution, etc. A point missing here that relates to health and wellness is environmental justice. This has become a large component of health and wellness and certainly crosses disciplines.

55. The current focus excludes most of the work done by COF and FCS. By focusing on physical and environmental health, it ignores human cognitive and emotional development, the role of the family, personal and family resilience, culture, and the educational/social/economic systems and policies that support individuals and families.

Please don't throw us away or decree that we can only work in the area of nutrition and physical activity.

See above suggestions for broadening the focus.

Note that FDM is not included in any of the three areas.

56. Look at the instructional program descriptions and course requirements of our various units for insight.

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60. My program can provide information, education and engagement to every distant part of the Hawaiian Islands, the Pacific Islands and beyond.

62. Working with livestock projects in the 4-H youth development program.

67. Engaging in a new means of growing crops (e.g.. aquaponics) might open discussions on how this technology can be used in various parts of an ahupuaa..

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Food Systems

1. g) I support the broad focus on “Food Systems.”2 – (Strongly Disagree), 4 – (Disagree), 9 – (Neutral), 29 – (Agree), 23 – (Strongly Agree), 2 – (NR)

4. Regarding the focus “Food Systems,” provide additions, deletions, and revisions to the language used to describe this area.

NR=50 –#s 1-2, 4, 7-10, 12-19, 21-26, 31-36, 39-42, 45, 47-49, 51-55, 57-59, 61, 63-67, 69

3. This term is really a problem. It excludes so many forms of agriculture that we are very strong in. Consider cut flowers, we have a lot of expertise and students can go into this field very easily. However, none of the foci reflect this. The only term that would fit is "Agricultural Systems". We are about agriculture, which includes food. Not the other way around. I really feel this would be a huge misdirection by naming it "Food Systems". If you really step back and look at CTAHR and our expertise in instruction (as well as research and extension which have huge overlaps with instruction), these three foci listed do not capture a majority of what we do. Again, I have a huge problem with using "Food Systems" especially. This is not an option....it leaves out a huge part of agriculture that our students can be educated in. I can think of several majors and career paths that are strong in CTAHR that are ag, and not food system-related. Please don't use this term.

5. Not my area

6. Excellent job - no changes suggested

11. "a food system that provides equitable opportunities and resources to all people in our society." this is very vague. I have no idea what you are talking about. The previous sentences about resilience etc. make sense re: food systems. This sounds more like a government system. What is equitable? what do you mean? How does the food system do this? Opportunities do to what? farm? eat? know about nutrition? sustain the aina? Distribute resources? super vague. I don't think the food system has anything to do with allocation of resources as this implies. You are conflating ideas with other ideas which have no logical connection. For food security you focus on "physical and economic access to food" again this whole idea of how the food should be distributed according to desert etc. Irrelevant. Food security for an island means being sustainable, eating more local food, adjusting priorities and values, if you want to lobby (work on "policy") as you say elsewhere, lobby to make imported food more expensive in order to support local agriculture. on a national level we do this with subsidies to commodity crop industries. if you really want security using these levers called government policy this is the way to go. I am sorry but the people on this island aren't food insecure. it is a myth. we have the foodbank. i was volunteering at the homeless shelter today and a guy was taking a picture of his plate with his cell phone. this is America. get real. forget this idea that people here are starving. they aren't. think about what would happen if we get into a nuclear war with russia over syria, or if there is a major earthquake or typhoon. how many days of food do we have here on the island? 2 or 3? 1.5? I don't even know. This is a real issue/problem which should

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be addressed. not this make believe idea that people here are starving. they aren't. real food security isn't about "access"'; it is about having a FOOD SYSTEM here on the islands which sustains the people. that is what we had when Capn. Cook arrived. We don't have it now. that is important. You don't even mention that.

20. This is not my area of expertise but it is clearly and well written too.

27. First Food Systems is too narrow - we work on none edible plants and systems as well.

Try this definition of agriculture...

the use of light, air, water, land (space), and other natural resources to produce, manage, process, and market plants, animals and their products for human well being.

28. No other UHM college that has a "Food Systems" mandate. But there are other Colleges in community health and wellness and socio-ecological areas. CTAHR need to have "Food Systems" as the driver but it needs to move forward within the boundaries of our community health and wellness, socio-ecological and economic standards and values. These standards and values will be used to measure how successful we are in delivering alternative "Food Systems" for Hawaii, including affordability, fair allocation and distribution of a safe and health food supply. In the end we need to be clear that CTAHR will be producing students and clientele with this much needed knowledge and skills to make a difference in this "Hawaiian place" with its diverse "ahupua'a".

29. on target

30. Our food system reflects the societal and cultural beliefs and needs surrounding food production, distribution ...

37. I like the idea of this focus but I think that their needs to be some caveats that include studying the food system of the indigenous population pre-occupation. Since the Hawaiian culture was included in the previous focus why not look to how this cultural thrived for as long as it did on its food system, which is specifically developed for these islands. Our program would be doing themselves an injustice to not include these ancient food systems because maybe it is the part of the puzzle to sustainability on these islands for all.

38. Any room for innovation? People are becoming increasingly wary about the source of their food. I believe it may be necessary to include and promote innovation for "healthier" food product agriculture, processing, packaging, and delivery.

43. I'm not sure that I agree with this phrase : "Our food system reflects the societal and cultural beliefs surrounding food production, distribution, preparation and consumption."

44. I think economic health has value -- Richard Ha always says "If farmers can make money, farmers will farm. In terms of food security for Hawaii we must ensure that our farmers can be competitive.

46. SUSTAINABLE AND ECONOMICAL-SOCIALLY VIABLE FOOD SYSTEMS

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50. Again, this seems too wordy and long. Although I understand we are an ag college, much of this focus could be quite problematic. Ag exists in Hawaii because of historical reasons, not necessarily b/c it was or remains a good idea. Can we realistically grow food here that people want to eat, is nutritious, fairly priced, economical against imports, and doesn't cause further damage to the environment? I don't believe we can do that. Also, if we go this route there needs to be a large component on human population, land use, etc.

56. It should be "food, fuel, and fiber".

60. It will be easier to do so via track changes in Word.

Not clear about how our group meant to integrate the term ahupua`a into our existing classes in CTAHR?

62. Need to add two key elements: farmers/producers and science.

And there is no such thing as "pathogen-free" food, given that pathogens are found in the air and in people' mouths and almost everywhere else (hopefully in amounts low enough that they do not cause illness).

68. Like all these "foci", it's like mud..covers everything. These comments will come equally well from U. Minnesota or Cornell o S. Dakota (now under ice) as from UH!

Please stress what I do below...there simply is no better college campus in USA for field-oriented research on living things, from the day they are born to the day they die. This is a "living greenhouse" that no CTAHR faculty member should be alowed to flee from, and get big grants for working in aircon'd labs with white suits on.

Jim Brewbaker

5. Regarding the focus “Food Systems,” please provide information about how you/your program can contribute to this focus.NR=45 –#s 1,2, 4, 7, 8, 10, 11, 14-19, 21-26, 31-35, 37, 39, 41, 46, 48, 49, 51-54, 56-59, 61, 63-66, 68, 69

3. We can't contribute unless the name is changed to Agricultural Systems. Please don't use Food Systems as the name....very inappropriate for our ag-based majors and programs.

5. Not my area

6. I would love to see some collaborative work among departments within the college that might look at how we rebuild Hawaii's "foodshed" so that we begin producing more of the foods that we eat (a more resilient system)

9. My program directly addresses research in food systems.

12. One of the primary drivers of increasing wildfire threat in Hawaii is the increase in fallow lands which become dominated by highly flammable nonnative grasses as agriculture production declines. Any implementation/expansion of food production has potential application to reducing wildfire risk.

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13. Don't teach at UHM but teach an Ag class at LCC - would like to see strengthening of links and 'learning pipelines' between institutions in these areas.

Not sure if these foci are the place to include language about strengthening these system-wide ties in these critical areas, but it would surely serve students better if there are paths in each of these areas that lead from 2 year institutions to the 4 year (UHM.UHH, UHWO)

20. Not my area of expertise and focus.

27. I do science on plants people want to eat.

28. My program can contribute in developing and evaluating alternative food systems to meet health and wellness, socio-ecological and economic standards and values.

29. Pest have major quality and quantity impacts on the food we produce and how we store the food

30. Courses such as Beef Production will educate on the aspects of animal husbandry. Very great and well written section.

36. Food systems reflect decisions by consumers and family members. Our programs can lend major contributions to this level of analysis/programming.

38. The food people ingest contributes to their health or lack thereof.

40. I am currently an undergraduate in TPSS and would definitely be interested in participating in a program that had a focus as described above. While I think CTAHR currently has a great program and a diverse selection of courses to cover many interests, I think it would benefit greatly by focusing on the issue of food systems and incorporating a more interdisciplinary approach. I selected TPSS since it covers all of my interests in plants but I also plan to take courses in the animal science department because I want to learn about basic animal husbandry as well. I think it would be good to have a program that would allow a student with interests in food systems to pursue an undergraduate and graduate degree that would cross current departmental boundaries and equip them with both theoretical and practical knowledge for food system management.

42. Our program, Tropical Plant and Soil Sciences, lies at the forefront of production and processing of agricultural products, such as edible agricultural crops. Our program could be revamped to include all hands-on laboratories that show students how to grow a wide range of fruits/vegetables, how to maintain such plants, and how to properly manage soils to provide nutrients to plants without adverse environmental effects.

43. Sustainable crop production

44. I believe my unit is the only fully integrated unit in CTAHR -- food production, food development, nutrition, food safety. I think we are well positioned to lead the food systems initiative. The integration of disciplines, especially if (and when) staffing is reduced is critical to our CTAHR's survival.

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45. We can contribute to family practices and rituals regarding food as well as marketing sustainable food practices

47. "Food Systems". in my opinion, involves more than post production, which dominates the description of this focus area. CTAHR's educational and outreach goals should include a more holistic - integrated approach to food production, with awareness of the role played by beneficial insects (pest control insects) and pollinators. We also should lead the way in researching and implementing farming practices that reduce agricultural impact on the land. I work with pollinators, honeybees, and also introduced alternative pollinators, such as carpenter bees, sweat bees, and leafcutter bees. Because my research and outreach focuses on the inclusion of these insects to increase food production, an area that seems sadly neglected in Hawaii, I am very often reminded of the intricacy of farm ecosystems and the lack of information that local stakeholders have on how to make farms and urban gardens pollinator friendly.

In the current description, there is emphasis on 1-dietary needs (which relate agricultural diversification and local availability of crops, many of the preferred fruits and vegetables (such as Kabocha pumpkin) are insect pollinated, a decrease in pollinators, means a farmer will switch to other crops that don't require bee pollination thus reducing crop diversity, increasing cost, and impacting diet choices), 2- controlling pests and pathogens is mentioned in the description, but there is no mention to fostering the presence of beneficial insects. Europe and the Mainland US are encouraging in-farm modifications to support a healthy beneficial insect population. We have people like Ted Radovich that work on these kinds of programs but maybe we need to promote them more strongly.

50. This can be helped by courses on the environment, land use, etc. that exist in the college.

55. Family resource management, effects of nutrition on human development, role of the family in promoting healthy nutrition and lifestyle.

60. My program integrate Hawaiian teaching into Western Science teaching and science.

62. I work with producers; I teach students to work with producers; and I provide a scientific basis for working in animal production. Normally I would expect this work to fit well with a food systems focus, providing it includes producers and science.

67. Offer hands on training and or practical means to address subject.

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Socio-Ecological Systems

1. h) I support the broad focus on “Socio-Ecological Systems.”3 – (Strongly Disagree), 6 – (Disagree), 11 – (Neutral), 28 - (Agree), 18 – (Strongly Agree),3 – (NR)

6. Regarding the focus “Socio-Ecological Systems,” provide additions, deletions, and revisions to the language used to describe this area.

NR=49 –#s 1-4, 8-10, 12-16, 18, 19, 21-26, 31-36, 39-42, 47-49, 51-56, 58, 59, 61, 63-69

5. The residents of Hawaii have been entrusted with the stewardship of our natural resources, which includes both their sustainable utilization and conservation. To teach sound management of these natural resources, our students will learn how to sustain and protect biological, physical, and cultural resources. In increasingly human-dominated and rapidly changing environments, our students will learn to recognize and value the fundamental basis of the goods and services provided by natural resources and learn to manage them for now and generations to come. Our students learn about and appreciate the diversity of life and its interactions with the physical environment in natural, rural, suburban, and urban areas, recognizing that sound stewardship is linked inherently to sustainability. Students will understand and craft management plans for the organisms (microbes, plants and animals) in Hawaii that sustain both human activities and natural processes.

6. Excellent job - no changes suggested

11. "Socio-Ecological Systems" what a name? also super vague. what does it mean? Even if you want to keep the content the title is no good. I find this idea about sustaining the aina ironic when we have such connections to GE companies. Let's say all GMOs are safe and fine. Should I be concerned that I cannot buy corn at the farmers market which hasn't been contaminated with with GE corn? That it doesn't exist here anymore? I am sorry but I want some regular corn. Don't give me lip service to protecting the aina using the traditional terms when we are engaged in this process of sullying the nature here. You talk about invasive species on hiking trails etc. well GE crops are an invasive species. there were no GE maize in the canoes of the Polynesian navigators. Get real. Do you want values like a guiding light or do you want something which is flashy and convenient, which doesn't require to you to examine your values in terms of universal principles.

17. The urban environment appears to be left out of the discussion with an emphasis on the ahupua'a concepts. There is more to life than subsistence on food and human health issues. Yes, the focus statement does mention "urban," but it is relegated to that one mention.

20. I see that many departments in CTHAR fit with this focus, but as a member of FCS, we are more like the stepchild.

27. Now its blurring Hawaiian Studies with NREM and Urban Regional Planning.

28. Same comments provide in "Community Health and Wellness" focus.

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29. reads well

30. Nothing, looks great

37. Like it.

38. Again, the wording makes it sound as though the students are only being educated based on Hawaii's Socio-Ecological Systems. If this is true, I'm disappointed that the students are not diverse within this field and able to apply their knowledge to various Socio-Ecological Systems.

43. In this foci, there is nothing about agriculture or agro-ecology. Some mention of agriculture or feeding people while protecting the environment should be mentioned.

" In the spirit of wise management, our students will learn how to nurture, protect and sustain the biological, mineral, and cultural resources of the system."

Perhaps, add "while supplying food to the human population whether by fishing, farming, or grazing."

45. I think strong communities, both human and ecological are critical to the success. Strong collaboration perhaps outside of CTAHR may be required (urban planning for example).

46. Add the word/concept "tropical" in there somewhere

47. Focus 3: INTEGRATED Socio-Ecological Systems

We have been entrusted with the stewardship of our diverse ahupua`a (land divisions based on natural resource conservation) in Hawai'i and elsewhere. In the spirit of SMART management, our students will learn how to nurture, CONSERVE, protect and sustain the biological, NATURAL, and cultural resources of the system. In human-dominated and changing environments, our students will learn to recognize, and value the fundamental basis of the ECOSYSTEM services provided by the ahupua`a and learn to amplify and sustain these gifts THROUGH VALUATION AND POLICY DEVELOPMENT AND ANALYSIS. Our students learn about and appreciate the diversity of life AND ITS WORKING LANDSCAPES and its interactions in natural, rural, suburban, and urban areas recognizing stewardship is tied to sustainability. Students will understand and craft management plans AND POLICIES for microbes, plants, animals AND HUMANS that sustain OUR NATURAL RESOURCES AND ENVIRONMENT.

50. First, I would change this focus to just something like Natural Resources or better yet call it The School of the Environment. We don't really do socio-ecological systems, even though we think we do and this description is overly wordy and again a bit unclear.

57. I don't see very much difference between the socio-ecological systems focus and the food systems focus. It seems as though if socio-ecological systems is a separate focus, it should be distinctly different than some of the aspects of the food systems focus. This might just mean saying that the socio-ecological aspect of the food systems focus is of particular importance, especially here in Hawaii, thus it merits its own focus.

60. It will be easier to do so via track changes in Word.

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62. Need management plans for people as well as plants, microbes and animals! Although this may be beyond the scope of this college.

More importantly, need to include marine as well as land ecosystems.

60. It will be easier to do so via track changes in Word.

7. Regarding the focus “Socio-Ecological Systems,” please provide information about how you/your program can contribute to this focus.

NR= 49 –#s 1-4, 7, 8, 10, 11, 13-19, 21-28, 31-33, 35, 37, 39-41, 43, 47-49, 51-54, 56-59, 61, 63, 65, 66, 68, 69,

5. This is exactly what NREM does (or should do), so NREM will be able to contribute to all aspects of the focal area as described. Currently, NREM is positioned almost as "an outsider" to many aspects of CTAHR (mission, past history, etc.). A socio-ecological focal area within CTAHR will help bring a very active and productive department fully to the table in a diverse college.

6. This is a very rich area for not only cross-departmental collaboration within the college, but also for new collaborative research and community outreach opportunities with other parts of the University (e.g., UHERO, SSRI, Social Sciences, Law, Medicine, even Culinary and agriculture programs at community colleges and high schools!

9. My program supports both food systems and natural resource management and the environment, which contributes to that focus.

12. Human activities cause the vast majority of wildfires in Hawaii. Fire-prone, grass-dominated lowland vegetation, especially in leeward areas, are capable of carrying fires across large areas (100s-1000s of ha) very quickly (hrs-days). The processes driving fire therefore provide an explicit connection between day-to-day human activities and high value natural resources (ie remnant native forest, T&E species, watershed functioning). And the impacts of wildfire extend mauka to makai - from terrestrial habitat and species loss, sediment loading onto nearshore resources, and endangering human lives and infrastructure.

20. The socio-ecological system also includes how individuals relate and interact with the environment; in this regard, a more 'mindful' person would engage with the environment in a more ethical and respectful way. In my FAMR 491 course and program, I also cover issues of ethical consumption, the choices we make, and the impact it has on individual, societal, and environmental well-being.

29. Pests impact the natural environment as much as the cultivated environment

30. Sustaining the environment is important to the continuation of animal agriculture. Learning about proper waste management will contribute to this focus.

34. In achieving the goals of this focus, it may be ideal to speak with elders of the community that can teach and share Hawaiian knowledge (again, as ethically fit) regarding ecosystem management.

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36. Our program can lend important theoretical, empirically based behavioral/emotional strategies to encourage the multidisciplinary incorporation of these important interactions.

38. Each culture and environment is different and can therefore lead to various health (whether positive or negative). Identifying these good and bad habits based on cultural differences can help us determine optimal health for communities & individuals

42. Our program can focus more on informing students how to develop management plans for existing agricultural areas, learn how to restore arable land, and produce agricultural products in a more sustainable manner that minimizes harmful ecological impacts.

44. Minimally, other than quality of life issues.

45. Families and stewardship, possibly focusing on how children learn stewardship practices from patents and grandparents

46. 1. Students attain a working knowledge of social-ecological principles and how

they can be used to manage natural resources.

2. Students demonstrate a working knowledge of interdisciplinary aspects of natural resource and environmental management issues

3. Students can analyze and address natural resource and environmental management problems by using appropriate methods from social and/or natural science disciplines.

4. Students communicate effectively, both orally and in writing, to diverse audiences including professionals, resource managers, local communities and policy makers

5. Students can

a. Conduct original, independent scientific research of professional quality in their area of specialization.

b. Conduct scientific research of professional quality in their area of specialization.

c. Conduct an integrative capstone project using NREM knowledge and practical experience.

d. Apply NREM knowledge to acquire practical experience through a capstone project.

50. Topics in this focus fall with existing departments already.

55. Not sure. Could understanding the multicultural social environment of Hawaii go here.

60. My program integrate Hawaiian teaching into Western Science teaching and science.

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62. Students study and work with marine animals as well as land animals and management approaches.

64. Socio-Ecological Systems seems to capture in a very broad sense non-food plant production systems, ie biofuels, landscape

67. Offer hands on training and or practical means to address subject.

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8. With the understanding that the Educational Foci are not meant to identify individual specialties within CTAHR, please provide suggestions for additional interdisciplinary/transdisciplinary foci.

NR= 47 –#s 1, 2, 4, 6-8, 10, 13-16, 18, 19, 21, 221 24-27, 31-35, 37-39, 41-43, 46, 48, 49, 51-54, 57-59, 61, 63-66, 68, 69

3. We don't have that many majors that students can't find what they are looking for. UH Manoa isn't that big, CTAHR in reality isn't big enough to need this. Also, the terms are so exclusive of programs we already have...why cut them out this way?

5. I like what we have so far.

9. I'm afraid to say "sustainability" because it's overused these days, but certainly my area of interest contributes to sustainability and food and energy security.

11. I feel sorry for the poor fashion merchandising people. Where do they fit into all this?

12. Changing Landscapes - or something that gets at 1) the systems we study, manage, and live in are dynamic and require understanding both their history and how we will adapt to future changes; and 2) Communities, food systems, natural resources, biodiversity, etc. are all spatially interconnected mauka to makai via social, ecological and economic processes that we can identify, study and better understand.

17. Let's face it. Agriculture is getting "beat up" in the court of media opinion. Unless we recognize that Hawaii is evolving into an increasingly urban setting, we will be out-of-date before we know it and our food production systems will be out-sourced.

20. I think keeping the foci to 3 is great, and already encompassing of multiple departments/units in CTAHR.

23. An area that doesn't seem to be adequately covered is in molecular science and engineering. Other basic science inquiry might contribute to these three areas but not clearly fit anywhere. Also the Apparel Design and Merchandising major doesn't clearly fit in. That may be OK to have these three broad areas of interdisciplinary focus, with the potential for additional program areas

28. It is premature to suggest additional interdisciplinary/interdisciplinary foci. However I would suggest that everything should be on the table until the planning process is complete. CTAHR management team should have the freedom to reallocate existing resources and to acquire new resources to best get our College in the direction of Strategic Plan.

29. none are needed as the three proposed are very encompassing

30. Sustainable Energy usage

36. Interaction between fashion, green and agricultural technologies for development of fashion materials and Hawaii based manufacturing, production industries.

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Development of conversation/policies and effective community strategies to counteract anti-science and NIMBY community biases.

40. I think these foci are great and hope to see them implemented as soon as possible. I believe that an interdisciplinary approach to education such as these is a much needed addition not only to CTAHR but to the university as a whole.

44. Tough call -- CTAHR has always been a Plant Protection, Plant Production college -- I'm not sure where this fits in. I think that there will be push back against these initiatives, even though they don't produce many undergraduates.

45. I can't think of any, you've done an excellent job

47. Through my research and extension efforts I am constantly reminded of the controversial intersection of agriculture and conservation. Especially in such a fragile ecosystem as Hawaii, we should face that fact head on, and develop a more inclusive, more critical attitude to what we do. The ahupua`a, is a great system to include, as it is less disruptive to the ecosystem in comparison to more industrialized larger scale food production systems, but maybe we should not shy away from the fact that there are many conflicts between agriculture and natural ecosystems. Educating critical thinkers in our college will help develop awareness and possibly solutions to problems.

50. First, I worry a lot that we are even focused on this first. Yes, bringing folks together is great, but honestly I would rather see a college reorganization into a few large departments or schools and then decide a bit more what some of these things are that we can do well here. Second, writing these foci seems very secondary to figuring out if they would even work. If we don't offer classes in them that are taught well or have faculty that want to collaborate on these issues, then it is an exercise in futility. I don't necessarily think the college needs to have crosscutting foci to be a great program, but rather should ask what can we potentially do well here in Hawaii and is needed? Ultimately, though, I believe we would be far better to consider some large changes to the college such as consolidating or reorganizing into fewer programs as a means to have fuller classes, better represent student interests, and better use our resources.

55. Not sure unless this was broadened to include local values and how migration has affected them.

PS The general idea and format of this survey is great! Mahalo for giving a venue for constructive input rather than a list of what is missing.

56. How do the knowledge and skill areas in teh different educational programs complement each other in addressing specifics of the grand challenge of land-grant colleges? How do they complement each other, and how could they effectively inform and support each other? That's the key to developing interdisciplinary foci.

Here's a freebie: small-scale urban food production is an emerging area for the college. You have the aquaponics program largely in MBBE, the SOFT program run largely out of TPSS, the FETCH program in FAMR, and community natural resource management in NREM. The mix of foods, of course, should be tailored to dietary needs and seasons of the year (HNFAS). The ethnic

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traditions of the users will provide options for customizing the mix to meet different preferences. Therapeutic gardening has great physical, psychological, and social health benefits (FAMR). Using native and Polynesian-introduced plants connects us with the host culture, including plants that can be used for lei, hula costume, dyes, fibers, and fabrics (FashSci). Learning to process, cook, and make items from all these things requires some training (HNFAS) and has its own physical and psychological health benefits. Of course, this will require an integrated pest management plan to keep everything growing and pest control safe and affordable (PEPS). There's all 6 units of the college. You don't have to be that specific in the foci, but think about examples like the one I described to guide you.

60. We need to integrate Hawaiian traditional studies into CTAHR and more hands-on - How-to - into our classes.

62. Think international. Go beyond our cultural heritage to understand how other cultures approach the same challenges. Communication is important in this area.

And think about critical knowledge and skills such as the knowledge in the field, scientific method, communication etc. fit within each of the foci.

67. Marine fisheries resources and how they are managed. Use native Hawaiian examples as starting point, focus on developing effective methods to insure well managed natural resources. This would also include how resources can be cultured as well as be harvested from the wild.

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