How can you use artificial intelligence (AI) to improve how doctors process and treat patients? That is the challenge that a group of high school students from around the state tackled during a two-week summer course at the University of �鶹��ý at ����ԴDz�.

Under the guidance of Associate Professor Mahdi Belcaid, the interns from eight �鶹��ý high schools developed “Parrot Forms,” a system designed to automatically transcribe doctor-patient conversations, extract relevant medical information and populate the details directly into a mockup electronic medical record. This digital assistant aims to reduce paperwork and improve efficiency in medical offices.

Each session began with a short lecture on a topic relevant to the next step of the project, followed by brainstorming, prototyping, coding and debugging sessions. The interns gained valuable skills such as understanding medical processes, including how doctors structure and document patient interactions, modern data representation protocols, engineering accurate prompts, and writing and executing code with ChatGPT.

“These students have shown remarkable aptitude in applying AI to real-world problems,” said Belcaid, who holds a joint appointment in the (ICS) and (HIMB). “Their work on Parrot Forms demonstrates the potential of AI to transform healthcare documentation, and showcases the spirit of �鶹��ý’s next generation of tech innovators.”

The students experienced the newest tech in UH ����ԴDz�’s .

One participant wrote, “This is definitely a career option I might pursue in the future, and I really enjoyed learning about how things operate behind the scenes. I think this is without a doubt the most eye-opening experience career-wise that I’ve had the opportunity to participate in.”

This internship was part of , housed in UH ����ԴDz�’s , . Its goal is to support Native Hawaiian high school students statewide into science, technology, engineering and math (STEM) fields. This is the third year that Belcaid’s lab has been hosting students through Project Hōkūlani.

“Project Hōkūlani aims to ignite passion for STEM in �鶹��ý’s youth,” Project Hōkūlani Principal Investigator Hye Jin Park said. “Through hands-on projects like Parrot Forms, we’re preparing students for the tech-driven future and showcasing the innovative potential right here in our islands.”

ICS is housed in the UH ����ԴDz� and HIMB is housed in the UH ����ԴDz� .

The University of �鶹��ý at ����ԴDz� esports program launched a groundbreaking camp aimed to engage students with disabilities through video games and esports.

The four-day program in July featured nine students from Leeward Community College, Windward CC, UH ����ԴDz� and UH West Oʻahu. Participants learned to build PCs, create in-game avatars and practice online gaming safety.

Sky Kauweloa, director of UH Esports, partnered with the UH ����ԴDz� to create the camp. Kauweloa’s goal has been to provide opportunities for marginalized students and communities, starting with supporting women and LGBTQ+ players through the Women of UH Esports program, and forming the first varsity mobile esports team in North America via the game Mobile Legends: Bang Bang.

“Now, we have extended the core mission of UH Esports to become a venue for students with disabilities to find a home across our system campuses,” Kauweloa said. “The esports disability camp is possibly one of the first in North America, which reinforces the core mission of UH Esports to be inclusive of marginalized student populations on our campus when it comes to access to video games and gaming and digital technologies. I believe this camp could be a catalyst for collaborations with other universities interested in supporting their own students with disabilities.”

A key feature was the introduction of Microsoft’s adaptive controllers, which assisted individuals with physical limitations. Leeward CC is planning to purchase these controllers for their esports initiative.

Social impacts

Moshe Karabelnike, the main camp organizer and UH ����ԴDz� communication and information sciences PhD alum, highlighted the social impact.

“Many of the students we work with struggle to make friends, and it was beautiful to watch how a shared interest immediately brought the students together,” Karabelnike said. “My proudest moment in camp was seeing a student with no previous gaming experience use an adaptive controller to participate in competitive gaming, cooperate with teammates, and score for her team.”

The camp employed coaches from UH Esports, UH ����ԴDz� and Leeward CC. Kauweloa hopes the camp will continue to be offered every summer.

UH Esports receives funding from the . Visit the UH Esports team’s and . More stories on UH’s esports program.

Individuals with intellectual and developmental disabilities (I/DD) and their families recovering from the devastation of the Maui wildfires are receiving vital assistance through consisting of trauma-informed workbooks and resource cards.

A collaboration between the (CDS) at the University of �鶹��ý at ����ԴDz� (COE) and the �鶹��ý Department of Health Developmental Disabilities Division (DOH DDD), the toolkits are utilized in workshops designed to offer practical solutions to supporting the mental health of individuals with I/DD.

“Together with the DOH DDD, we have been conducting workshops in adult day health programs such as Easterseals and Arc of Maui,” said CDS Associate Director Maya Matheis. “Participating adults with I/DD and support staff have found these sessions immensely beneficial and cathartic.”

The toolkit was developed by Matheis based on evidence-based practices. Matheis, who is a licensed clinical psychologist, has experience treating traumatic stress in this population.

CDS and DOH DDD have also been meeting individually with families of individuals with I/DD affected by the wildfires. These personalized sessions provide tailored support, ensuring that families have access to the assistance they require during this difficult time.

The toolkit was introduced on October 25 to families, mental health professionals and more , Maui Relief: Supporting Mental Health for Individuals with Intellectual and Developmental Disabilities. A recording of the webinar will be available on the .

The toolkit is free and to anyone in the community. Requests for printed materials can be sent to Matheis at mmatheis@hawaii.edu.

leaders explore how traditional Hawaiian knowledge, education and a stronger future are hoʻokuʻi (brought together) in a pilot documentary, The Power of Hoʻokuʻi: Joining Together to Build our Future. A product of , a support program for high school students developed by the UH ����ԴDz� ’s (CDS), the film will premiere on Thursday, September 21, at 7 p.m. on KHON2.

The Power of Hoʻokuʻi: Joining Together to Build our Future premieres Thursday, September 21, at 7 p.m. on KHON2

Project Hoʻokuʻi is a U.S. Department of Education, Native Hawaiian Education Program, grant funded project that is inclusive and supports underserved students with priority given to Native Hawaiian, Native Hawaiian gifted and talented, students with disabilities and at-risk students transitioning from high school to postsecondary education and certification programs. Currently on its fifth iteration, the program has helped nearly 2,500 high school students since it first launched in 2009. Project Hoʻokuʻi provides support services including financial aid, mentoring, tutoring and internship programs.

“The documentary gives the �鶹��ý community and students awareness and hope for the future and encourages them to pursue their goals and dreams through education,” said Project Hoʻokuʻi Principal Investigator Lisa Uyehara, an associate specialist faculty with CDS. “We can support students, but at the end of the day, it is their hard work that leads to their success and confidence building.”

• Related UH News story: Record number of Farrington HS students walk in Honolulu CC graduation, May 18, 2023

Kea Clebsch, a student who participated in Project Hoʻokuʻi, was featured in the film, and is hopeful for viewers to see the value of place-based education and how much one opportunity can change a student’s trajectory.

“For me, all it took was one Hawaiian Studies class to finally see myself in education and feel that my identity had a place in my learning content,” said Clebsch. “It took one kumu (teacher) that created space for me to find a sense of agency in my education and realize what I have to contribute to my community.”

Featured UH ����ԴDz� representatives include Jon Osorio, dean of ; Provost Michael Bruno; . The leaders discussed the impact Project Hoʻokuʻi has had on the Native Hawaiian student population attending and completing college. The importance of Native Hawaiian culture and ʻāina-based learning and its global impact will also be highlighted in the broadcast.

“I believe �鶹��ý can be the beacon for the world in mālama honua (taking care of the planet),” added Uyehara.

Higher education opportunities for �鶹��ý’s youth

The support and opportunities Clebsch received through Project Hoʻokuʻi allowed her to forge a new path during high school and now her higher education.

“Hoʻokuʻi created the space for me to learn about myself, experience makawalu (looking at situations in different perspectives) and develop a deepened sense of kuleana (responsibility) for the people and place I care about,” said Clebsch. “It was in these educational settings where I realized I could embrace a cross-pollination of art and research to solve problems that matter to me. Hoʻokuʻi allowed me to see a role in my community, and envision a future for myself grounded in a sense of place, belonging and kuleana.”

Utilizing artificial intelligence (AI) to its fullest potential, seven high school students developed a mobile app that tracks expenses—all within a two-week timeframe. Through an internship with U.S. Department of Education Native Hawaiian Education Act grant grantee, , at the (CDS) in the University of �鶹��ý at ����ԴDz� (COE), this second cohort of students gained a unique computer science experience that enabled them to advance their STEM skills.

During summer 2023, the student interns built a mobile application named RESHEIPT at the UH Laboratory of Applications in Informatics and Analytics. The students were each paid a $1,000 stipend for 48 hours of work at the computer lab.

Designed to gather expenses one receipt at a time, they created the app using ChatGPT under the guidance of Assistant Professor Mahdi Belcaid (Information and Computer Sciences, �鶹��ý Institute of Marine Biology, �鶹��ý Data Science Institute) and Akib Sadmanee, a research graduate assistant with Pacific Ocean Science and Technology.

Students used ChatGPT to complete tasks that would have traditionally required much more time from machine learning experts or programmers.

“The group wanted to include artificial intelligence in their computer studies, and the app delivers just that,” said CDS Assistant Specialist Lisa Galloway. “The app allows users to scan their receipts, providing them with an itemized overview of their transactions. AI comes in when users are processing and itemizing their receipts with ChatGPT.”

They also learned how to use no-code platforms, including Amazon Web Services, to construct the features of the app, such as authentication and storage.

“This product highlights the impact of AI and specifically large language models on technology,” said Belcaid. “If high school students can develop such a complex application in just 40 hours—much of which was devoted to education rather than coding—imagine the technological possibilities that await us as ChatGPT and similar technologies continue to mature over the next two to three years.”

Helping underserved students in gifted education and STEM fields, and increasing family engagement is the focus of newly awarded $8 million in grants to the University of �鶹��ý at ����ԴDz� College of Education (CDS) by the U.S. Department of Education. Over the next five years, two faculty members will work with the students and their families to find ways to address their needs.

Learning opportunities for gifted underserved students

CDS Associate Professor Hye Jin Park received $3.5 million for her project, “Culturally and Linguistically Diverse and Twice-Exceptional students Achieving and Matriculating in Science, technology, engineering, and mathematics (CLD TEAMS),” as part of a U.S. Department of Education Javits Gifted and Talented Students Education Grant Program.

The goal of CLD TEAMS is to develop new information to identify and provide services to underserved students in gifted education and STEM fields, particularly Native Hawaiian, Pacific Islander and Filipino high school students with or without disabilities who have potential in STEM in �鶹��ý, American Sāmoa and the Commonwealth of the Northern Mariana Islands.

“This is our third award from the U.S. Department of Education, and we’re very humbled and happy to continue our efforts to broaden the understanding of giftedness and create inclusive, differentiated, and supportive learning opportunities for students who are traditionally underrepresented and underserved in gifted and talented education programs,” said Park.

CLD TEAMS will provide training in the identification and education of gifted students while promoting equity in student access to educational resources and opportunities. The project will also work to improve the mindsets, cultural competence, and attitudes toward STEM learning, leading to an increase in students entering STEM fields and leadership roles. Parents will be invited to join service-learning field trips and seminars to support their child’s learning and engagement.

Family engagement strategies

CDS Associate Specialist Chuan Chinn was awarded $4.6 million for her project, “),” by the U.S. Department of Education Parent Information and Resource Centers. The purpose of the center is to promote high impact family engagement strategies, programming and policies that build powerful partnerships among family, school and community to enhance child development and student achievement.

Chinn said, “This is the second round of the Statewide Family Engagement Center award. We are excited for the opportunity to continue expanding and strengthening partnerships with our families, schools, and community-based organizations throughout �鶹��ý to advance family engagement practices, policies and infrastructure.”

HFEC will continue to expand and strengthen �鶹��ý’s comprehensive and collaborative statewide infrastructure for family engagement; provide family engagement training and technical assistance that builds effective family-school partnerships in a culturally responsive manner; partner with community agencies to ensure equity of access to educational resources and opportunities; and advance systemic change through cross-agency coordination and community engagement.

Both the CLDM TEAMS and HFEC projects are aligned with the 2022 competitive grants for the , which underscores the current Biden-Harris administration’s efforts to enhance and increase parent and family engagement in local education.

The University of �鶹��ý at ����ԴDz� College of Education received a $700,000 boost from Oak Foundation to assist students with learning differences to succeed in college. The award funds the development of innovative online modules to help faculty, staff and administrators improve their interactions with students with learning differences, as well as Indigenous students such as Native Hawaiians and Pacific Islanders, by reflecting on their current practices and shifting their attitudes to and awareness of their differences.

“This large donation will help our center revamp innovative, online modules, and give our future teachers, faculty, staff and administrators the foundational skills and effective strategies they need to engage and reach all individuals regardless of a students’ preferred learning, studying styles or cultural backgrounds,” said Interim Director of the Center on Disability Studies Kiriko Takahashi.

The award also enables faculty, staff and administrators to boost their knowledge of legal mandates and policies for accommodating such students, and aims to increase their skills to support students with learning differences from diverse cultural backgrounds. Some of the ways they may achieve this is by creating a welcoming classroom for all students, applying Universal Design for Learning principles (a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed) and utilizing technology tools and software in the classroom to reach all kinds of learners, bringing appropriate cultural relevance into teaching to reach Indigenous students and demonstrating equity and equal opportunity across all students when teaching students with diverse needs.

Students with specific learning disabilities—and other neurodiverse students such as those with attention deficits, sensory processing disorders and executive function challenges—face multiple barriers to success in higher education. Students with learning differences from underrepresented communities, including Native Hawaiians and Pacific Islanders, face additional obstacles to academic success.

“This project is unique in that it will be implemented in one of the most diverse campus environments within the United States. Through this project, we hope to identify the strategies that are effective for students with learning differences who are also Indigenous, impacting their access to, retention, and completion of higher education programs of study,” said UH ����ԴDz� Provost Michael Bruno. “The pandemic impacted both instructors and students in many different ways. With this generous award from Oak Foundation, we can also assess the impact of the pandemic on learning and use of technology by students with learning differences and those from Indigenous groups. Our findings will provide new insights and tools to help our students and educators succeed.”

Bethiel Girma Holton, Oak Foundation’s learning differences program officer, said, “Oak Foundation is proud to partner with the University of �鶹��ý in its effort to think about students with learning differences, especially Native Hawaiian and Pacific Islander students, holistically to increase their graduation rates and chances of success. By giving faculty the skills they need to teach and support these students who have been particularly affected by the challenges of remote learning during the COVID-19 pandemic, they are able to respond to each student’s unique talents and potential.”

After a two year hiatus due to the pandemic, the popular “Be a Scientist” night, providing valuable STEM (science, technology, engineering and mathematics) education and activities for at-risk keiki and women, returned to the (IHS) on May 6.

The effort was led by the University of �鶹��ý at ����ԴDz�’s , in collaboration with the , UH’s , UH ����ԴDz�’s Assistant Researcher , UH ����ԴDz�’s , the �鶹��ý State Department of Education, and Oceanit.

Students, faculty and staff from the organizations taught approximately two dozen (smaller number than previous years due to COVID-19 safety protocols) children and women about mathematics, epidemiology modeling, robotics and astronomy through many different hands-on activities. Professor Monique Chyba has been working with IHS for more than 10 years on events like this and says that proper education for keiki is important, especially during COVID-19.

“The pandemic has been extremely difficult on many families and created an even bigger gap in education for the children without permanent housing and access to computers/internet,” Chyba said. “While this is only a one time event, we are continuously in touch with IHS to provide other resources when needed (such as tutoring or summer programs). It is also a great opportunity for UH to come together for our community.”

UH ����ԴDz� undergraduate students Ionica Macadangdang (biological engineering major) and Ralph Martin Adra (astrophysics major) took the lead in organizing the event, with guidance from Chyba. Both students are also involved in the COVID-19 mathematics modeling team that has provided valuable insights about the prevalence of the virus within our communities.

“Being a part of ‘Be a Scientist’ night at IHS is always a fun and worthwhile experience,” Macadangdang said. “Especially after returning to IHS with such a big turnout of both participants and UH volunteers, you could really sense that everyone involved was eager to interact with the kids and other community members and get them excited about STEM. I’m certainly looking forward to seeing how this event will grow and continue to support our keiki!”

Adra added, “Planning this event was nonetheless difficult but worth it! Helping the keiki reminded me of how I first aspired to choose my major of astrophysics. Their bright eyes of passion and love towards science were the same ones I had back then, and this experience has really inspired me to keep going towards my goals in my future.”

Oceanit provided a catered dinner for the shelter’s population. In addition, UH ����ԴDz�’s math department collected approximately $800 to purchase toiletries, which was donated to IHS.

“We are so grateful to UH ����ԴDz� for putting together this amazing event for our families and women here at IHS. These past two years have been hard because we had to stop all events and classes that bring IHS together,” IHS Children’s Program Specialist Candice Moore said. “Seeing the smiles and excitement at this event is so heartwarming.”

This outreach event is an example of UH ����ԴDz�’s goal of (PDF), one of four goals identified in the (PDF), updated in December 2020.

—By Marc Arakaki

The director of a university research center to support individuals with disabilities has been appointed to the . The �鶹��ý Senate voted to approve Kiriko Takahashi’s appointment on March 31, 2021. Takahashi is the current director of the (CDS) in the College of Education at the University of �鶹��ý at ����ԴDz�.

Takahashi joins the 28 governor-appointed members who include individuals with intellectual and developmental disabilities, parents, family members and representatives from public and private agencies that serve this population.

Established by state and federal law as an independent agency, the Developmental Disabilities Council has a mission to empower, advocate and support individuals with intellectual and developmental disabilities statewide to control their own destiny and determine the quality of life they desire.

Takahashi earned a master’s degree in learning disabilities from Northwestern University, and a doctoral degree in exceptionalities from UH ����ԴDz�. Her research interests include assistive technology, culturally-based education and mathematics.

The council is CDS’s sister agency. As a council member, Takahashi hopes to be informed about the current needs of individuals with intellectual and developmental disabilities to continue the CDS’s programming. She also hopes to provide input to the council’s 5-year plan, help monitor their implementation, and collaborate on integrating the lives of people with intellectual and developmental disabilities at community and systems levels.

This appointment is an example of UH ����ԴDz�’s goal of (PDF) and (PDF), two of four goals identified in the (PDF), updated in December 2020.

Faculty members at the University of �鶹��ý at Mānoa College of Education (CDS) were awarded $9.6 million by the (NHEP) for a three-year period to develop innovative education programs to assist Native Hawaiians.

More than $2 million each were awarded to interim CDS Associate Director Hye-Jin Park, interim CDS Director Kiriko Takahashi, CDS Assistant Specialist Lisa Uyehara and CDS Assistant Specialist Eric Folk.

Project Hōkūlani, under the direction of Park, is a culturally responsive, strength and work-based STEM enrichment and college transition project. Aiming to serve Native Hawaiian high school students with and without disabilities on Oʻahu, �鶹��ý and Molokaʻi, the project’s goal is to create a seamless and supportive STEM education pipeline for underserved youth to bolster their aspirations to enter into postsecondary STEM fields.

“Through this project, we hope to better support the career development of these underrepresented youths and increase the likelihood of their becoming future ‘shining stars’ in STEM fields,” Park said. “To achieve this goal, we will develop and implement a research-based Hōkūlani model, which includes academic enrichment, mentoring, college transition, paid internships and ʻohana engagement.”

Takahashi is the project director of Ka Pilina Noʻeau II, which is a continuation of two previous grant projects, Ka Pilina: AIM Together and Ka Pilina Noʻeau. The current version, based on community request, gives additional attention to students with disabilities and students who may be disengaged or struggling in school.

Takahashi stated, “The new award is great news to our team and our project partners, ALU LIKE, Inc. and UH Mānoa’s Department of Mathematics. We are delighted to be able to continue refining the activities we have developed together to better meet the needs of our students, parents and teachers. With this new iteration, we are also excited to strengthen our partnership with the Boys and Girls Club of �鶹��ý. We hope to continue building upon our network to nurture STEM outcomes of Native Hawaiian students, assisting them to ultimately contribute to our STEM workforce in �鶹��ý.”

Project Hoʻokuʻi IV: ʻOhana Lōkahi, under the direction of Uyehara, will engage families, students and the �鶹��ý Department of Education (HIDOE) in cultivating a post-secondary education-bound culture within the Native Hawaiian community statewide. Based on nine years of research, supporting more than 1,000 Native Hawaiian and at-risk students, as well as students with disabilities, this new iteration of the project seeks to expand its support for students and the HIDOE by including a more active role for families.

Folk, along with CDS Junior Specialist Sean Nagamatsu and Native Hawaiian Cultural and Educational Specialist Rebecca ʻIlima Kaʻanehe, comprise the Kūlia Support Project team, currently working across the UH Community College system to support and retain Native Hawaiian students who are at risk of school failure. This initiative will expand and adapt direct student support capacity to add an emphasis on STEM education. The project will also fund activities to increase student awareness and exploration of STEM careers and provide additional career mentoring and internship opportunities and drop-in coaching support.

“Our team is thrilled to have this opportunity to build on our existing NHEP capacity, including its many system-wide collaborations and partnerships,” Folk said. “We will work to innovate a sustainable, culture-based support approach and infrastructure that encourages students to expand their career horizons through coaching and mentoring to achieve successful career outcomes in STEM fields.”