Project Pono : Developing an ethic of caring and stewardship from within the school

1. Project Pono:Developing an ethic of caring and stewardship from within the school Miki K. Tomita University Laboratory School Charter School Administrators’ Conference 2011 Keauhou, Kailua-Kona, Hawa i‘i

2. Project Pono – what is it? • Environmental stewardship and service-learning at University Laboratory School • Elective: class members develop and implement service-learning projects for members of the school and greater community • Program: public is invited to all Project Pono events, from smaller school and local beautification projects to large-scale community events involving hundreds

3. Project Pono: Developing an ethic of caring and stewardship in schoolOverview of Presentation Part 1: Scratching the Surface • Sparking and identifying student interest • Developing student leadership, networking, and organization skills • Cultivating understanding of complex ideas (e.g. service-learning, environmental stewardship, food democracy, etc.)

4. Project Pono: Developing an ethic of caring and stewardship in schoolOverview of Presentation Part 2: The Deeper Issues • What’s in it for me?: Challenges of a gratification-oriented student (and adult) population; service hours vs. service learning • They’re not like us : Challenges of trying to develop a culture of stewardship and service vs. one of elitism/alienation • That’s not what we do here : Challenges from within the guidelines of a charter and DIP

5. Part 1: Scratching the Surface

6. Scratching the Surface:Sparking and identifying student interest Project Pono students begin by identifying their own environmental and cultural interests • Some have already begun this process – through community organizations, church groups, KS, etc. • For others, this is the start of a new and intimidating journey - they have not volunteered or thought about what is important to them in their local environment. • I try to lead by example – I offer my own service-learning and volunteer experiences as examples for students to discuss, critique, and create their own.

7. Scratching the Surface:Developing skills related to leadership, networking, and organization Project Pono students create and/or participate in educational outreach and service events grounded in island/Hawaiian values that support environmental and cultural sustainability • Some events or projects are established by another agency or group, but students are responsible for creating and maintaining partnerships • Some events or projects are entirely student- dreamt and designed; students are in charge of all aspects of planning and executing, including obtaining necessary funding or other supports

8. Scratching the Surface:Cultivating understanding of complex ideas – the heavy stuff Project Pono students discuss and incorporate ideas into their projects that may seem “controversial” – they are guided to dig deep into the nature of their projects to try and find local and global value • Environmental justice, not just environmental stewardship • Food sovereignty and food democracy, not just food security • Cultural preservation, restoration, and cultivation, not just “work days” or “community service”

9. Scratching the Surface:Project Pono 2009-2010 New ULS elective proposed – Project Pono • Sparked in part by discussions related to PAF projects and curriculum, my own journey through MBBE and graduate school studies of science education, and my evolving beliefs • Limited student enrollment so I could drive one of our smaller school vans/buses to project sites • Class began with discussion to determine our working definitions of “pono”, “service-learning”, “volunteer”, and “environmental stewardship” • I provided the first set of service-learning and workshop experiences (B.E.A.C.H. marine debris removal project, Youth Service Hawaii grant-writing workshop)

10. Scratching the Surface:Project Pono 2009-2010 What we started with: • 14 students – 11 juniors, 3 seniors (administrative decision was made not to accept sophomores) • Many students from discontinued Hawaiian Studies elective • Some students who were already working with community service partners • Some students who liked the work they did with me in middle school (invasive species removal, native species outplanting, composting and recycling, etc)

11. Scratching the Surface: Project Pono 2009-2010Work within existing agencies • Organizers asked to work with community partners to create meaningful educational experiences to extend the service experience Examples I led with or introduced along the way: • Beach Environmental Awareness Campaign Hawaii (B.E.A.C.H.) – Marine debris removal and public outreach • WaikaluaLoko Fishpond Preservation Society – WaikaluaLoko restoration work days • Give It Fresh Today – collection of organic local produce for distribution to homeless meal services • Blue Planet Foundation – CFL Exchange to provide bulb recycling to public and reduce energy needs

12. Scratching the Surface: Project Pono 2009-2010Work within existing agencies • Organizers asked to work with community partners to create meaningful educational experiences to extend the service experience Not directly related to the natural environment: • Hawaii Humane Society – Petwalk and Bark Park beautification project (Ryan K & Jacob Y) • Honolulu Zoo – Zoolights and Zoo beautification project (Alena H)

13. Scratching the Surface: Project Pono 2009-2010Work within existing agencies Directly related to Hawaii’s natural environment: • Ka‘elepulu Wetland – Wetland restoration and cleanup (Forest A-L & Megan M) • ‘AhahuiMalama I Ka Lokahi - Kawai Nui Marsh Restoration (Forest A-L & Megan M) • ‘AhahuiMalama I Ka Lokahi – UlupoHeiaulo‘ikalo restoration and cultivation (Nicole A, Ka‘iu K) • Paepae O He‘eia – He‘eia fishpond restoration and cleanup (Ka‘iu K) • Ahupua‘a o Kahana Valley – lo‘ikalo restoration and cultivation; perpetuation of hukilau practices (Nicole A)

14. Scratching the Surface: Project Pono 2009-2010Student-dreamt and designed • Student organizers tasked with identifying educational and environmental components for their projects, identifying/inviting community partners, and finding funds to support project • Students applied for and received grants from Youth Service Hawaii, ULS Alumni Association, and ULS Booster Club. Additional support found along the way from community agencies and local businesses.

15. Scratching the Surface: Project Pono 2009-2010Student-dreamt and designed Ma Ka ‘Aina Ka ‘Ike – Ka Iwi State Park cleanup and restoration program (Kaylenn F & Joshua P). • Goals: • Build awareness in ourselves and others of the importance of Ka Iwi, ahupua‘a of Waimanalo, and of the ‘aina in general • Give others the opportunity to love and care for the places that we love and care for (ADs, Makapu‘u lighthouse trail, Wawamalu bridge, Ka Loko pond)

16. Scratching the Surface: Project Pono 2009-2010Student-dreamt and designed • Partners: DLNR State Parks, C&CoH Parks & Rec, State Representative, Maryknoll volunteer group, Matson Ka ‘Ipu ‘Aina program, Youth Service Hawaii/Starbucks Foundation, BEACH, ULSAA; KITV4 – Community Minute with Jill Kuramoto • Planning: Ordered portable toilets; purchased snacks, beverages, and lunch; purchased specialty supplies like magnet rakes, sand sifters and paint; wrote and distributed press release and appeared on the morning news; organized work groups; obtained educational materials from library to share with volunteers and aid in opening ceremony Ma Ka ‘Aina Ka ‘Ike

17. Scratching the Surface: Project Pono 2009-2010Student-dreamt and designed • Participants: 50 students per day for an average of 4 hours each; more than 10 adults per day averaging about 10 hours each; 450 volunteer hours total over the 2 days of the major community-oriented cleanup. • Actions: Cleared bonfire pits; sifted sand; removed debris from mangrove, ponds, beach, and trails; removed mangrove from pond inlets, repainted bridge to cover graffiti • Sustained Activity: bi-monthly cleanups; memorial visits and ho‘okupu offered; developing new partnerships; continuing research on history and significance of the area Ma Ka ‘Aina Ka ‘Ike

18. Scratching the Surface: Project Pono 2009-2010Student-dreamt and designed ULS Recycle-A-Thon: A Recycling and Sustainability Event – a community event to raise awareness around “green practices” (Angie Y, Ryan U, Adam O & Micah G) • Goals: • Educate community about making better, environmentally-friendly choices; promote environmental sustainability • Create and coordinate an entirely student-run event • Develop student leadership skills • Make recycling and reducing an every day practice

19. Scratching the Surface: Project Pono 2009-2010Student-dreamt and designed • Partners: ULS Funk Band, Grade 2-3 Earth Squad; Students, Faculty, Staff and Families of ULS; Youth Service Hawaii, ULS Alumni Association, Sustainable COE at UHM College of Education • Featured Recyclers and Guests: Waikiki Worm, City & County of Honolulu’s Opala.org; B.E.A.C.H.; Aloha ‘Aina Earth Day Recyclers; Hagadone Printing; Goodwill; InTrade; Blue Planet Foundation • Food and Goods Sponsors: Styrophobia; Down to Earth; Whole Foods; North Shore Cattle Company; Nalo Farms; Hagadone Printing Recycle-A-Thon

20. Scratching the Surface: Project Pono 2009-2010Student-dreamt and designed • Advertising/Publicity Sponsors: KITV 4 – Community Minute with Jill Kuramoto; Marketing and Publications Services (MaPS) at UH; Hawaii State Farm Bureau Farmers Market; Makiki Farmers Market; ‘Umeke Farmers Market • Participants: 250+ attendees; all stations and duties were run by students (including set up and breakdown of stage and IT equipment); recycling drive helped raise money to support food waste recycling program implemented in the fall Recycle-A-Thon

21. Scratching the Surface: Project Pono 2009-2010Student-dreamt and designed • Event Highlights: Green Tour participants got free lunch which was organic and local when possible; free screening of critically acclaimed movie Fresh; live performances by ULS Funk Band, Earth Squad, and ‘ukulele soloists and vocalists; kiddie activity center with arts and crafts using recycled goods and environmentally-themed media Recycle-A-Thon

22. Scratching the Surface: Project Pono 2009-2010Service at ULS • Students spent at least one day a week “giving back” at school – this was an unprecedented effort • Litter removal from garden and surrounding areas • Restoration of Hawaiian plants in courtyard, including improvement/enhancement projects • Recycling: paper from classroom bins, Hi5 from collection cans around campus, bottle-caps • Beautification projects – painting, graffiti removal, general cleaning

23. Scratching the Surface: Project Pono 2010A Suprising Summer… • A few students participated in ‘Aina Ho‘ola in Waimanalo – start deeper conversations about food sovereignty, food democracy, and traditional ecology • Deep engagement in Malama Kaho‘olawe curriculum; preparation for potential work access to Kanaloa-Kaho‘olawe including learning protocols and collecting/preparing ho‘okupu • Students continued ULS campus projects; some visited my middle to help support concept/skill development • Continued work days with Ahupua‘a o Kahana – deepening skills and connections to lo‘i farming

24. Scratching the Surface: Project Pono 2010 - 2011A New Year, A New Format As the first year wrapped up, we reflected: • Students felt there were too many projects – some felt like they had not “done” enough because there was always something new to do; some felt that they would like to focus their efforts on fewer projects; others were concerned about me because I went to all the projects • Majority of the class would now be seniors – to promote a sustainable program that focuses on cultivating youth leaders, we needed underclassmen

25. Scratching the Surface: Project Pono 2010 - 2011A New Year, A New Format • Attempting to create a sustainable program and accommodate substantial requests, the class was expanded to 23, with 10 juniors and sophomores • Rather than having every student find their own project to lead, students joined existing projects: Ma Ka ‘Aina Ka ‘Ike, Recycle-A-Thon, Ahupua‘a o Kahana. • Monthly Mea ‘Ai sessions – potluck, film, discussion • 2 days a week dedicated to campus beautification, including cultivation of Hawaiian garden and crops. • 10 varieties of kalo, 3 varieties of ‘uala, aquaponics, etc.

26. Scratching the Surface: Project Pono 2010 - 2011A New Year, A New Format • We are struggling a bit – it isn’t bad, just strained • We hold informal kuka sessions to try and figure out what’s going on; usually the students do this without me and summarize their conversations for me – it’s an interesting dynamic • We are receiving more and more outside help! • Kua‘ana/Kahuewai Ola Program at UH provides volunteers to help us with our Hawaiian garden projects, including our aquaponics system • Community member donated $$$ aquaponic system for our Peace Garden (see next session’s presentation)

27. Scratching the Surface: Project Pono 2010 - 2011New Format doesn’t fit… • 2 new, unanticipated, wonderful and welcome projects (Food & Family: ‘Ohana, ‘Aina, Kuleana funded by Youth Service Hawaii; ULS Peace Garden & Peace Path) • Garden restoration and kalo cultivation/education project has created more intensive and skilled garden work than in the past • UH CTAHR students chose ULS for Adopt-A-School Day; 100+ volunteers helped with garden and other campus projects on 10-10-10 We tried to narrow down the number of projects, but then the projects themselves grew bigger and bigger…

28. Scratching the Surface: What the kids decided Project Pono 2010-2011 • Botanical Biographies project will be our gift of respect and to the school – tell the story of our campus plants, who or what brought them to us, their significance; major section and research dedicated to our kalo • Lunch Waste Recycling program – sorting lunch waste, feeding worms and grubs, creating compost for gardening and food for fish in aquaponics • Intended to recycle all cafeteria wastes and shredded paper from office • Ties into food sovereignty, food democracy, and Peace-Full Garden project (use Peace Garden to raise food to donate to IHS and to support community events)

29. Scratching the Surface: What the kids decidedProject Pono 2010-2011 • Monthly ULS Campus Workday: first Saturday of every month is a community work day at school; Project Pono students also plan with principal for other days (mostly without me) • Give It Fresh Today: we volunteer to take over setting up, running, and breaking down the GIFT booth at KCC Farmers Market once a month • Ahupua‘a o Kahana Valley: continued monthly work days, plus one lo‘i kalo and one hukilau work day during a school day (so everyone from class can participate and learn)

30. Scratching the Surface: What the kids decidedProject Pono 2010-2011 Youth Service Hawaii/Starbucks Foundation Grants: • Ma Ka ‘Aina Ka ‘Ike • October 16, 2010 with organizations from Waimanalo • Spring work day organized by Project Pono • Recycle-A-Thon: A Recycling and Sustainability Event • March 26, 2011 – an Aloha ‘Aina Earth Day Event • Food & Family: ‘Ohana, ‘Aina, Kuleana • 8th graders dreamt this, with one 12th grade mentor • November 16, 2010 – Taste of Kahana, “Nourish” screening, guest speaker Vivian Chau of GIFT • January FFN still in planning; food democracy panel

31. Scratching the Surface: What the kids decided Project Pono 2010-2011 • Peace-Full Garden and Peace Path project incorporates Hawaii School Peace Garden initiative across different grade levels and various garden projects • Symbolic linking of our elementary and secondary schools with Peace Path • Students designing components to live, survive, and thrive in Peace Path and Peace Gardens; hopefully to nourish the hearts and minds of our students, our families, our communities • Entire school participates in Peace Path Dedication Ceremony and Adopt-A-Walkway Program

32. Scratching the Surface: Project Pono 2010Challenges to School Culture • You can’t steal from a Peace Garden • No fences, gates, locks, or other security measures • if someone takes something, they must have needed it • No one can do everything, but everyone can do something – and everyone should • All contributions are valuable and worthwhile; you should always be contributing to something • Taking ownership of school spaces • We may be renters, but we’ve been here longer than most other UHers– showing interest and investment in our school shows that we care about ourselves as well

33. Part 2: The Deeper Issues

34. Deeper Issues“What’s in it for me?” Challenges of gratification-oriented students (and adults); service hours vs. service-learning • Common sentiments among students, faculty, staff, parents, community members – lots of people: • Someone else does that stuff • My individual actions don’t have that much impact • Why should I? How does it benefit me? • Thank you for YOUR projects – it looks good. • “Service Hours” • Required by many other schools • Recommended for college applications

35. Deeper Issues“They’re not as [good, etc.] as us” Challenges of trying to develop a culture of stewardship and service, rather than one of elitism and alienation • Once students got into the groove of this, it once again became a competition of sorts – • Who works harder, stays in longer • Who stays quietest, is able to learn the most by doing • Who is more ma‘a? Who has most commitment to native cultural and agricultural practices? • And of course “Do they think they’re inPono?”

36. Deeper Issues“That’s not what we do here” Challenges from within the guidelines of a charter and DIP that do not necessarily focus on sustainability education (or service, culture, or particular content) • Already full schedules • 8-3:30pm, M-F, 8 instructional periods a day, all classes and subjects are considered core, no tracking • No clubs, special groups, etc in our programs • Most students participate in sports – 135% students • Only choice is given in electives – thus Project Pono elective began

37. Deeper Issues“That’s not what we do here” • Disciplinary approach to content • Teaching subjects from a disciplinary perspective, from curriculum originally written in the 1980s (but linked to post-Sputnik reforms of the 1960s) • Discipline-centered approach may not lend itself well to interdisciplinary topics like sustainability and peace education, impact of local/global cultures on earth

38. Deeper Issues“That’s not what we do here” • Disciplinary approach to content • Not enough time to do it all – the prescribed curriculum and the newer, sustainability focused content and skills. • Western academic canon as the focus; “comprehensive liberal education” as defined from a 1960s perspective? • Dissemination model of knowledge - although we are inquiry-based, we are engaged in a recapitulation model and thus have already defined what are the important goals to reach and knowledge to gain

39. Deeper Issues“That’s not what we do here” • Western Academics/Western Science • Culture-free? • Universal statements? Lucky (?) for me, I’m a Biosystems Engineer, not a disciplinary scientist. I am interested and invested in research on GMOs, biofuels, bioremediation, etc. But also interested in the concept of epistemologies, and critical studies of science and science education making me critical of the research and engineering innovations in light of issues related to environmental justice.

40. Deeper Issues“It should be what we do here” • Sustainability is NOT solely a science concept – it is a global citizenship concept • Broader than “3 Rs” – climate change, beyond food security to food democracy, peace and sustainability • If we are teaching from a disciplinary perspective, we must embrace the interdisciplinary, contextualized nature of knowledge and practice • “Science” is not limited to “western modern science” –culturally- and/or contextually-grounded environmental practices; sustainable farming and food production; beyond action to activism

41. Deeper Issues“It should be what we do here” • Our students demand it! • Most students invested an average of 100 hours of community service in this service-learning program, range was 75-200 hours. • Some send me links, text or IM me about what they read or see on the news related to food democracy, global health, climate change, and consumerism. • They want to do so much more! Many of them are talking about ways to develop and implement similar programs in their homes, communities, prospective colleges, etc.

42. Deeper Issues“It should be what we do here” • What did it require so far? • A very supportive administrative team • Great community contacts, educational outreach programs, and mentors • TIME • Commitment – mines, theirs, ours • “Puka-through” mentality – don’t let a little thing like not knowing anything about something stop us from researching, learning, and teaching others about it

43. an environmental stewardship and service-learning elective Miki K. Tomita miki_tomita@universitylaboratoryschool.org