This is the the first real meeting we're having where we're getting into any discussion. We fully intend to address your comments. Hopefully, we agree. Um but that that's that you know, we think we've presented a very scientific and technical >> um package for this commission to review. It's going through a third party review to make sure we've crossed our tees and dotted our eyes. And if we haven't, we will. Um, and you know, I think if there's specific things, Mr. Crouch, Mr. Hackinson, that you would like to see that maybe aren't in the RAM, we may not update the We're not going to update the RAM report, but we can provide that. We can provide the soil management. Um, if there's other information, I would just provide it. Let us know specifically. If you want to go through it tonight, great. I think it might be more appropriate maybe to append that comment letter to ask for it specifically and and we'll have a written record so we're all on the same page and the team can start working on on a proper response which as I said before we would um there's a cost into responding each time.
Um can I ask that? I am. May I speak up? I can answer that question. When will the study start >> that question. Okay. Uh my name is Anne Kierhoff. I work under Rebecca Ostertag. Um With all due respect, I think we're getting away from the topic of the bill of it, so I'm happy to reorient us. Uh this is funding >> answer the question? Can you just answer the question, please? The The research would start as soon as we get the funding. Okay. And how long would it take before we get any results or Within a year. So, 1 year from now, should the money get uh appropriated in this budget cycle, a year from now, you would have results from the study. Yes. So, as um the Department of Biocontrol mentioned, we are working with them to do a study on more efficient treatment methods.
Um and so our struggle is that calibration. At the moment I would put us we believe probably 40 to 45 students is something we think we can handle for next year. Um we'll you'll see how that looks later on like if we can actually do that. But um that's kind of where we think we're at and we have some more to unpack here a little bit. But uh that's kind of where we're at in terms of our future work. And this is more kind of me and supporting both of these teachers is how do I best support them as we they launch that first cohort. Any initial offering the behind thescenes lift is way more challenging than it appears when you're doing something like this for the first time. So supporting them in terms of getting all of that rolling is super important. As a team, we need to build connections so that we have more of those internship opportunities for students kind of pre-mapped out.
We really think it would be more appropriate to do that and respond to all those comments from the commission with the peerreview comments. I think it's appropriate. It's cost savings. It's what the applicant prefers. if we need to continue for appropriate amount of time to do so to respond to that then that that's on the applicant's burden but we we would like to kick off the peer review here. Um, >> yes, Jean. >> Regarding the RAM plan, I understand you can't do it because it the EP won't accept it until it's it has to be within a year of the work, >> but all the components that go into the RAM plan have to get prepared. You can prepare those, share them with us. Soil management plan, your characterization say Mr. Angler even mentioned that that the site needs to be characterized. >> I just >> correct me if I'm wrong.
There is an existing treatment for this with the nematodes, but it's very time intensive. And so, we are trying to improve these methods in order to scale it up. And that will allow us to implement this at the necessary scale to really control QLB. Okay. And we anticipate that we will get enough out of this study that we wouldn't have to do another study after another study. Yes, and it will reduce costs as well for future QLB biocontrol. Okay, thank you. Okay, are there any other questions? Okay, thank you very much. Okay, moving on. We are on House Bill 2158. Requires the University of Hawaii system to collect, maintain, and publish standardized program level data for each academic program offered. It requires maintenance of an online dashboard with program level data. It requires an annual report. Deborah Haller Albert to testify. Good afternoon, chairs, vice chairs, members of the committee.
Job shadowing is a component of work-based learning that as a district I feel we could do a lot more with and it's a possibly softer entry for some of our business partners where they're like, I can't do an intern. Like, I don't know what that is, but I could have a student job shadow for an hour or two or a half a day. And then once you've made that entry and they meet some of our students, there's a greater likelihood they're like, I think I could maybe do an intern. Um, so that that's definitely on our list. When we talk with some of our partners, uh, Neighborville's internship program, they have dual credit with COOD for that program experience, and I'm in conversations with Wabanzi about what that may look like. And if that doesn't work out, I I think we have the ability to pivot to Cood as a partner for that.
>> So the the the Do you want to >> I was just going to say that my comment to that was the D commented on the initial RAM report and it's been updated to address their comments. I I think it more appropriate if the commission has information you want to see rather than us filing and updating the RAM report at this time because it's premature, we will directly respond to those comments. So, if there's specific things you would like to see that aren't in that report, comment to us and we will attempt to provide it. >> Right. Here's one thing. What's under the buildings? >> We know there were spills in those in those buildings. >> I just like >> Yeah. >> Take a minute to recognize Mr. Campbell. Yeah. Go ahead.
Debbie Halbert, vice president for academic strategy. We'll stand on our written testimony, and if you have any questions, I'm happy to answer them. Madam chair, I'd like to have other testify. Hold on 1 second. I kind of lost my place here. Okay, anybody else here wishing to testify on this measure? Hearing no others, so Deborah, you want to come back up? So, can you You're obviously not in support of this measure, correct? Well, we have a lot of comments, in part because of the way our data infrastructure is is set up, and the fact that we are undergoing a variety of different data transitions internally right now. And it in part in part is implementing some internal dashboards, but of course we agree with the intent to make sure that we are presenting publicly as much data as possible about the successes of our students as well as our programs.
And then uh again if you look at the chart, this is a chart about students um telling us when they start thinking about their careers. You notice the sixth and eighth through 8th grade and the nth through seventh grade are huge there. They're telling us like that that's when they're really starting to dig into this. So part of our work and Brad and I have had discussions on this for a long time is like how do we increase exploration opportunities at the middle school so that we can begin some of these things earlier there's greater understanding of what that can look like as they plan their four years. Is that it? I think so. Back to you. >> Okay. So, one thing, this is kind of our uh we've worked with the district uh recently to really get this going, but we want to be a model.
Thank Thank you. Um, so just this site, there's been a lot of work that's happened on the site and not everything's reflected in the plan. There's there's a big file, you know, P file. Um, the site has um obtained regulatory closure 15 years ago um through a a permanent solution. >> So it's a closed site. Um there was a lot of work done, you know, way back in the 90s and 2000s. The work that's been done since then has confirmed those findings. Um and we have soil that's contaminated. It's an old mill building. That soil will be managed appropriately during construction. You know, as Jeff said, you know, you'll end up with a site that's a lot better than it is today. Um but it is understand it's a closed site. It's obtained regulatory closure. Um there's been decades of work that's occurred on the site >> and we've been sampling twice a year since the original plan was submitted.
So, that's not something that you already have? We do have a variety of these pieces. So, on our website now you can find out all sorts of information about retention, graduation. We also have a really, I think, exciting dashboards, which is mentioned in the testimony, the secondary employment outcomes, post-secondary employment outcomes, the PSEO database, which is in It's in collaboration with the US Census, and you can look there for how the different graduate different majors lead to different kinds of professional programs across the UH system. So, we have a variety of different tools. I think the intent of this bill is to somehow centralize things even more into a single space. Though, this would be a lot of data to have in a single space. But, we already have consolidated quite a bit of it. A lot of the rest lives in different databases, and so as we come to refine our data infrastructure internally, we may be able to tap into that more, but right now our institutional research and program our policy office would have to be reaching into different kinds of data streams to build the kind of dashboard that is envisioned in this particular bill.
Um if we're going to ask the community uh to to take our students and take our interns, then we also want our district to serve as a model for that. Uh so, this is something we've started working on with our district. And being being the district we are and the and the large district we are, we have a lot of opportunities and careers that are built within our district, whether it's maintenance, marketing, accounting, uh logistics, athletics, there there's so many opportunities for kids to learn within our district, which uh also at times if a kid doesn't have something like transportation, provides them the opportunity to still get a great uh I guess rigorous workplace experience, but right here within our district. So, we're very excited for the opportunity um to be able to do that and keep uh this spring keep building those opportunities for our students.
We've been sampling ground work. We've sampled soil. We've sampled soil gas. There's really been a lot of work that's occurred on the site. I'm happy to sit down, you know, in person and go over the findings. Um you know, this isn't adversarial. Um you'll end up with a much better site than it is today. It's going to improve soil and groundwater quality which will improve surface water quality. So, you know, I'm happy, you know, uh with the client's permission, of course, uh you know, to sit with you and discuss the data. Um but absolutely the the work you know which is quite a bit of time away you know probably late 27 uh you know will happen in accordance with the Massachusetts contingency plan. >> Mr. Campbell before you leave um again I don't want to belabor the point but I will reiterate it. It's a sensitive issue in this town.
So, is there something more simple that you can provide in the meantime? I know a lot of times, you know, we ask for so much data, and I'm not necessarily know that we actually utilize a lot of that data. A few people do, but the general public wants basic information. Like, okay, what what are the outcomes, and what are the possibilities of each program? Mhm. Um academic program. So, if I go into this program, you know, what can I expect? Something basic and simple across the board for each one to see how successful these programs are, or if the programs are are in in For me, what I look at whether or not it's current and in line with projections into the future as to what programs we're going to need. And, you know, so those are the things that I think the university should also be looking at is to seeing that are we are we prepping our students for programs or areas of academics that isn't going to be outdated in the next 10 to 20 years.
Um now, our last thing here, getting to the wh I'll go back. Can I go back here? There we go. Uh getting to the fun stuff. Um we're we're so excited for all the things that our students are already doing in the district with workplace learning. uh whether it's in some of these incubator uh classes, the entrepreneurial classes, or whether it's in the link course right now. Um and we're very excited for the opportunities that this field exper uh field experience uh course is going to uh give our students in the future. So, we have a quick video that was actually made by um one of our students who's actually been working with us this semester, Jack Wetzel. So, he made this video, pretty cool. Cut it up of a lot of other students. These are current students in our district now. So, we'll go ahead and watch that.
We we bought a piece of property 15 years ago in this town. uh that someone said was contaminated with arsenic. Uh no evidence that it was, but they had to do um a grid of the entire property, hundreds of soil samples to show the rest of the town that this property was actually not the next nanza. And no one was living there, no one was working there. It's conservation land. But that was that was the the the the hoops that uh that the town had people go through in order to do that. I would expect that they would feel the same way about an area that's known to be contaminated. That's why we're being careful with this. >> I I can appreciate your concerns and we certainly want to address them. >> Thank you. Anyone else from the commission like to make a comment or ask a question that online bill Gabe?
And I think we have all of those pieces. I think that some of it is potentially for us promoting where you access that data already. And and again, the P piece I don't know how to pronounce it, the PSE database will show you one, five, and 10 years out for people who are getting sociology degrees or political science degrees or whatever kinds of degrees. So, we do have access to some of that data. Last legislative session, we also were able to get um through the process access to additional state level data that will allow us to refine some of that post graduate outcome data. And I think that gets to your point. Once we have access to that kind of data, then we can back cast and look at how academic programs prepare folks for whatever jobs Yeah, she says there's just too many different places to look, too many different right questions you got to ask, and you know, sometimes like what's you know, I know when I ask questions, I want can I get a chart of this?
And Holly, if you could uh once you play it, if you could just hit the bottom right to make it bigger. >> Sound. >> Classic. No sound. I watch everything with closed captioning anyway. That's how I watch every movie these days. And Jack did Jack did put sound on the video. There there is >> there is >> Stick with it. Don't give up. >> That is an employability skill. Persistence. Well done, sir. >> Yes, nice timing. >> While they're working on that, we can do a few questions because the video is really blow. >> There we go. 450 people in the neck. My name is Jack. >> Then if you could just make it big >> and I'm founder of >> My name is Andrew Hager for my internship. >> I'm Sarah for my internship. I work at >> I recently just gave a pitch or a keynote in front of about 450 people and then next year I'll be giving one in front of 600 plus people.
Okay. Hearing none, I think we can move on to uh public comment and I see a few raised hands on Zoom. I >> Yeah. And people in the room. We got two people in the room. So, um we'll start off with the room. So, uh, I'll recognize, uh, yeah, your name and address. Yeah, please. >> Hi. Um, good evening. Thank you everybody for being here. Uh, Kimberly Lentros at 79 Hillale Road. Um, my dad was a kid in the 50s and lived at 6 Chestnut Street. Um, which people now know as the Texas Meat Market. He used to be Dairy Queen and long before that it was a house. and he used to tell us the stories of the mutant fish and toads and things that they would find playing in the river behind the house. And I bring this up because it's about a half mile from Nyanza.
And then I get pages and pages of stuff. I'm like, okay, I want to just a simple Excel sheet that showed me well, how much we spent, how much we paid, how much money's left over, how much money we owe. No, I get a whole bunch of stuff. So, how do how do we get academics to give us basic stuff that the general public wants to see without all the other data that only the experts or people of that area in that kind of realm would would really want. >> Well, we did just implement for our institutional research office at the system level a new data data platform where hopefully you can see in a little bit more easy to access format a lot of the data around especially student success. We're slowly transitioning our old more complicated tables into the new environment, but it has infographics, it has charts, it tries to translate the data into something that's readable as opposed to simply trying to kill you with data.