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Campus Location: National campus
List all degrees awarded: Liberal Arts/Health Career Opportunity Program
Historically diverse, uniquely Micronesian, and globally connected, the College of Micronesia-FSM is a continuously improving and student centered institute of higher education. The college is committed to assisting in the development of the Federated States of Micronesia by providing academic, career and technical education opportunities for student learning.
The Federated States of Micronesia was in serious need of indigenous medical and health Professional. So as to achieve that need the College of Micronesia-FSM formerly Community College of Micronesia, was given the task of recruiting the best and the brightest young Micronesian minds of the country to major in health and medical fields.
For the past many years, since 1980, the COMFSM Health Career Opportunity Program has graduated a few hundred students. Quite a number were able to continue and finish their bachelors in prestigious universities and colleges in the United States, Australia, New Zealand and Fiji. Most of those who continued abroad are back to their home island to be a contributing citizen for the development of the country. Not all continued in health or medical field; Graduates of electrical engineering, Geodetic Engineering, masters in accountancy, Criminology, Political Science, Business Administration, Computer, Meteorology,
A great number were not able to continue to get their Associate degree or Bachelors degree because of many reasons. Top of the list is the financial constraints; most of the participants have a disadvantaged background. A number would quit or change major on sophomore year after they found out that the advance courses are too tough for them especially science and mathematics. A few were sent home; disciplinary action due to intoxication and breach of other campus rules and policy. The women tend to give up due to pregnancy or early marriages. Many transferred to schools abroad before earning their COMFSM Associate degree.
Members who earned their Associate Degree but did not have a chance to go abroad for the bachelors’ degree worked as practical nurses (after a few months of training), teachers and office workers. The US military is also career choice.
HCOP intent is to prepare students for transfer to a four year college. Many above average students were chosen and most accepted to be a part of the program. One of the main attractions why they joined was because of the stipend that each student received for two years. It was not much but it was enough to encourage them to join. Initially, the program chooses five students from each state of the FSM and five each from Republic of Palau and the Republic of the Marshall Islands. In 1997, the HCOP funding was not renewed and the college lost a funding of about $80,000.00 a year. Recruitment stopped, the summer intensive and extensive training and stipend ended. The college continued the program minus the recruitment, summer training, and stipend. The coordinator recruits only on the Island of Pohnpei. The states campuses directors are encouraged to do the recruitment for the program.
The effect of the lost funding is very evident. The quality of the participants has gone down. The summer training made a huge difference in the English, Math, and Science in the placement test of the students. Most, if not all, took advance courses on their first semester... Without the stipend, the above average students tend to go directly to the States which is a mistake because many would return without a degree; due to lack of financial support, they stop to work (hoping to go back to school) or because of the growing family, more children than they can afford to support while in school.
Since the advent of the program, the list of honor students, a number were from the program. For many years the valedictorians were HCOP members.
For two times the College sent proposals to renew the funding, but it was turned down. The Country is still dependent on foreign doctors, nurses and other medical professionals. We need monetary backing to continue the program so as to attract extraordinary student and have better prepared students for a more rigorous training abroad. The loss of the grant has greatly affected the quality of the students and recruitment is limited in the island of Pohnpei only.
This program aims to strengthen the opportunity for students who wish to pursue health-related profession. The program offers solid foundation of health-related courses necessary.
The mission statement of the HCOP is to build relationship with motivated and talented students and to unswervingly guide these students' involvement in the academic training and exposure to events or people that lead to increased knowledge or skills toward careers in health and medical profession. We will serve as advocates for students and prepare them with academic and social skills to compete for admission, enroll, progress and graduate from health profession programs
Upon successful completion of the HCOP program, students will be able to:
Dr. Don Buden - | Math/Science, B.S., University of Miami, Florida USA M.S., Louisiana State University, USA Ph.D., Louisiana State University USA |
Dr. Mihai Dema - | B.S., University of Medicine, Romania
M.S., University of Medicine, Romania M.D., University of Medicine, Romania |
Dr. Kathy Hayes - | B. Sc., University of Liverpool UK Ph.D., University of Leeds, UK |
Ms. Magdalena Hallers - | AA, Community College of Micronesia B.A., University of Guam M. Ed., University of Guam |
Ms. Jazmin Gonzales - | BS. Central Philippines University M.A., University of the Philippines |
SS/PY101 | General Psychologoy |
ED/PY 201 | Human Growth & Development |
Sc.101 | Health Science |
Sc.120 | Biology |
Sc.112 | Nutrition |
Sc.122a | Anatomy and Physiology 1 |
Sc.122b | Anatomy and Physiology 2 |
Sc.180 | Microbiology |
Sc. 230 | Chemistry |
Course | PLO1 | PLO2 | PLO3 | PLO4 | |
Sc.101 | Health Science | I | I | I,D | I,D |
Sc.120 | Biology | I | I | I,D | I |
Sc.122a | A and P1 | I,D,M | I,D,M | I,D,M | I |
Sc.122b | A and P2 | I,D,M | I,D,M | I,D,M | I,D,M |
Sc.180 | Microbiology | I,D,M | I,D,M | I,D,M | I,D,M |
Sc.230 | Chemistry | I | I,D,M | I,D,M | |
Sc.112 | Nutrition | I | I,D,M | I,D,M | I,D,M |
Ss/Py 101 | Gen.Psychology | I,D,M | I,D,M | ||
Ed/Py 201 | Human Growth | I,D,M | I,D,M |
Describe the structure, function and basic pathologies of the human body | Through the courses in Health Science, Anatomy and Physiology the students were given written exam and practical test to identify the anatomy of the human body and explain the function of the body organs. |
Acquire solid foundation in basic Biological sciences | Assigned chapters notes were checked before every lecture to Assure preparedness before lectures and discussion. Written exams is given to measure retention lessons Several unit tests, midterm and final Exam were given |
Discuss, analyze and interpret fundamental and current issues relevant to human life sciences and health problems and communicate information in a critical Scientific and technologically advance manner. | The students have to answer work book in every laboratory classes and work in groups. Written test and practical test were given after every unit done. |
Describe health care and allied professions and be prepared to work effectively with health professionals in groups to solve human life sciences and health problems. | Guest speakers invited to talk about the health profession, lectures and Video after which the students give a written report and test were given. Each group were assigned topics to work on and present class. |
With HCOP Funding and Summer Enrichment Program (six weeks of extensive and intensive instruction Mathematics, English and Science)
Year | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 |
Registered | 25 | 25 | 29 | 23 | 30 | 22 |
Graduated | 9 | 9 | 14 | 13 | 11 | 15 |
Withdraw | 5 | 15 | 9 | 9 | 5 | 4 |
Transfer (Before Graduation) | 1 | 0 | 2 | 1 | 3 | 0 |
University or 4 year college | 8 | 1 | 9 | 5 | 7 | 11 |
One Year Nursing Training | 5 |
Without HCOP funding and no Summer Enrichment ProgramYear
1998 | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | |
Registered | 23 | 26 | 24 | 29 | 22 | 33 | 32 | 18 | 28 | 22 |
Graduated | 13 | 10 | 4 | 9 | 4 | 8 | 19 | 6 | 21 | 8 |
Withdraw | 5 | 11 | 7 | 11 | 7 | 9 | 14 | 6 | 15 | 12 |
Transfer(before graduation) | 2 | 4 | 3 | 1 | 1 | 2 | 1 | |||
University of 4year college | 8 | 13 | 13 | 9 | 6 | 11 | 13 |
The above information is students list that are listed in my record book. There are students who took up HCOP but did not bother to see me as their adviser.
A number of students finished after two and half years or three years.
It is difficult to find out whether the student dropped out of school, came to continue and those that transferred and came back.
To get hold of the former participants was the most difficult thing to do , the few that I was able to contact through phone calls and emails was trying, and for them to respond to the request was frustrating, either they are too busy or just no response at all.
Disadvantaged students may have the academic ability but does not have the monetary assistance to continue their education in the health profession. And if there are financial aid and scholarships available it is limited and very competitive that many cannot avail to it.
Many students have no encouragement from parents. Many parents do not have the education to give the advice and support.
The exposure to health profession through high school teachers and counselor is limited or non-existent
Students have inadequate academic preparation for higher education, high deficiency in English, math and science. The young minds did not have proper training during the early years of their education.
Goal 1 - Prepare students for a more advance and meticulous training in Science, Math and English that will help them focus to continue their studies in health and medical fields.
Encourage and support students whose educational background gives them difficulty in passing courses that makes doubly harder for them to continue their studies in the health fields.
So as to have a rich source of manpower, the training for the future medical professionals should not start from the first year of college but from the high school freshmen. Or even from the intermediate grades. Early identification program would involve both the prevention of academic deficiency and lower the challenge of remedial assistance for students. Creating a pipeline from high school to health or medical fields is important in increasing the number of students who are serious in going to medical or health professions.
How to identify these students is a challenge. Early identification program would entail a lot of field work and follow up of students progress must be done as often as possible. The selected students must have a higher cut off score in English and Math compared to the test scores of other students
In recruiting students a number of motivations should be given such as:
If the allowance is 1.00 an hour that would be $12.00 a month and in seventeen week that would be about $50.00 plus a semester. The number of students must be limited to number that is manageable.
In the past 30 students got $240.00 for the two years at COMFSM but there was no rule regarding attendance or maintaining a higher GPA or deduction if absent from the study hour. Hence absences were pretty high.
(Should the extra responsibility for the teacher be paid or should it be considered part of her job? (If paid where will the money will come from?) Advisers will give a monthly report on activities.
This summer program should be designed in away that will help build self confidence and strengthen Science, English, physical science and Mathematical skills.
(How many students should be selected from each island? How much should the summer stipend be?)
College of Micronesia-FSM offers programs that are designed to prepare students for entry into a career or for transfer to four-year colleges and universities. One of the many programs is the Health Careers Opportunity Program which is intended to address the pressing need for health care professionals of the country.
This summer program will target 20 high school senior students from Chuuk, Kosrae, and Pohnpei and Yap (5 students from every State). These 20 students will be fully involved in a comprehensive intervention planned to help them successfully enter advance courses in their first year at the college. The training will be at the satellite campuses of the college. Participating students will receive reasonable allowance for the six weeks duration. The 6 weeks enrichment program will take place in the month of June and July. The summer training is having advance skills in English and Math that will make them do well in other courses.
At the end of the summer enrichment program, students will enroll in a two year liberal arts/science degree program
The six weeks summer program is to provide dally enrichment activities designed to enhance skills in Mathematics, English and Foundation in Natural Science (Chemistry, Human Biology, Physical Science) so as to prepare students for a more rigorous instruction during the regular academic year.
The general goal is to prepare students academically, socially, and emotionally for their upcoming college career.
Students participating in HCOP summer training program:
At the end of the six week training, the participants:
This project is designed to meet these needs by:
Six Weeks Summer Training
HCOP Coordinator of each campuses responsibility:
SCHEDULE
Monday, Tuesday, Thursday, Friday For six weeks.
8:00 -9:25 Preparatory English
9:30-11:25 Preparatory Math
1;00- 2:25 Foundation in Allied Health Sciences
3:00-4:30 Character Development (might include computer training)
Wednesday – Hospital visit
FIRST WEEK - MONDAY
Students take standardized Pre-test in math and English
Orientation Session
Get to know social gathering.
LAST WEEK - FRIDAY
Post-test in English and Math and Farewell party
Number of Personnel and Remuneration
Coordinator | $1,400.00 | $1,400.00 |
English Professors | $1,000.00 | |
Math Professors | $1,000.00 | |
Science Professor | $1,000.00 | |
Six Week | ||
Allowance for 20 Students $3.00 per student | $60.00 | $2,880.00 |
Materials | $500.00 | |
Class room and Office Supply | $400.00 | |
Book English | $75.00 | $1,500.00 |
Mathematics | $75.00 | $1,500.00 |
Foundation of Allied Health Science $ | $75.00 | $1,500.00 |
Miscellaneous | $1,000.00 | |
Total | $1,360.00 |
Row Labels | Competed | Withdrew | Grand Total |
Anatomy & Phys I | 92 | 95 | |
2007.3 | 21 | 23 | |
2008.3 | 21 | 21 | |
2009.3 | 21 | 22 | |
2010.3 | 29 | 29 | |
Anatomy & Phys II | 85 | 2 | 89 |
2008.1 | 20 | 1 | 21 |
2009.1 | 20 | 21 | |
2010.1 | 16 | 1 | 17 |
2011.1 | 29 | 30 | |
Chemistry | 211 | 18 | 251 |
2007.3 | 19 | 1 | 21 |
2008.1 | 13 | 5 | 20 |
2008.3 | 28 | 4 | 37 |
2009.1 | 28 | 2 | 33 |
2009.3 | 8 | 2 | 10 |
2010.1 | 29 | 35 | |
2010.2 | 12 | 1 | 14 |
2010.3 | 34 | 1 | 37 |
2011.1 | 20 | 2 | 24 |
2011.2 | 20 | 20 | |
General Psychology | 983 | 77 | 1216 |
2007.3 | 87 | 6 | 108 |
2008.1 | 66 | 6 | 100 |
2008.2 | 40 | 1 | 43 |
2008.3 | 76 | 4 | 94 |
2009.1 | 88 | 8 | 116 |
2009.2 | 55 | 5 | 62 |
2009.3 | 102 | 10 | 125 |
2010.1 | 131 | 18 | 164 |
2010.2 | 50 | 2 | 54 |
2010.3 | 147 | 11 | 172 |
2011.1 | 123 | 5 | 159 |
2011.2 | 18 | 1 | 19 |
Health | 1031 | 176 | 1450 |
2007.3 | 105 | 13 | 142 |
2008.1 | 51 | 8 | 73 |
2008.2 | 71 | 1 | 79 |
2008.3 | 88 | 19 | 135 |
2009.1 | 66 | 22 | 107 |
2009.2 | 56 | 58 | |
2009.3 | 120 | 34 | 183 |
2010.1 | 73 | 25 | 141 |
2010.2 | 70 | 1 | 71 |
2010.3 | 176 | 24 | 234 |
2011.1 | 112 | 29 | 180 |
2011.2 | 43 | 47 | |
Human Growth | 700 | 31 | 785 |
2007.3 | 63 | 3 | 73 |
2008.1 | 56 | 4 | 65 |
2008.2 | 52 | 1 | 55 |
2008.3 | 63 | 4 | 71 |
2009.1 | 56 | 1 | 60 |
2009.2 | 40 | 41 | |
2009.3 | 77 | 3 | 90 |
2010.1 | 81 | 6 | 93 |
2010.2 | 51 | 2 | 53 |
2010.3 | 42 | 3 | 76 |
2011.1 | 66 | 4 | 58 |
2011.2 | 53 | 58 | |
Human Nutrition | 411 | 8 | 481 |
2007.3 | 36 | 1 | 50 |
2008.1 | 1 | 1 | |
2008.2 | 20 | 21 | |
2008.3 | 44 | 1 | 49 |
2009.1 | 20 | 27 | |
2009.3 | 48 | 54 | |
2010.1 | 28 | 1 | 30 |
2010.2 | 28 | 30 | |
2010.3 | 62 | 2 | 78 |
2011.1 | 74 | 3 | 86 |
2011.2 | 50 | 55 | |
Microbiology | 124 | 3 | 139 |
2008.1 | 21 | 1 | 24 |
2009.1 | 21 | 1 | 25 |
2009.2 | 13 | 1 | 14 |
2010.1 | 23 | 25 | |
2010.2 | 11 | 11 | |
2011.1 | 20 | 25 | |
2011.2 | 15 | 15 |
Term | Total of Identify | HCOP |
2007.3 | 77 | 77 |
2008.1 | 69 | 69 |
2008.2 | 47 | 47 |
2008.3 | 84 | 84 |
2009.1 | 73 | 73 |
2009.2 | 64 | 64 |
2009.3 | 94 | 94 |
2010.1 | 102 | 102 |
2010.2 | 85 | 85 |
2010.3 | 104 | 104 |
2011.1 | 88 | 88 |
2011.2 | 81 | 81 |
2011.3 | 117 | 117 |
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