Lauren Kaupp has been appointed as director of the , a unit in the . Kaupp will start on June 11 and will be responsible for engaging with researchers and faculty across the UH System to develop STEM initiatives that inspire middle school students to use place-based research to create new knowledge and innovation.

She will be tasked with strengthening the department’s internal collaboration with programs such as the and other STEM programs at UH. Kaupp will also be responsible for developing collaborations with State of �鶹��ý Department of Education (HIDOE) educators and administrators by creating opportunities for them to participate with UH researchers on a variety of learning initiatives.

“STEM education should open doors for all students, and local context matters in making STEM teaching and learning meaningful. We have a unique opportunity to inspire �鶹��ý students and teachers by connecting them to STEM research and innovation happening across the UH System,” said Kaupp. “I am humbled and excited to return to UH to join the STEM Pre-Academy and the Office of the Vice President for Research and Innovation to continue to serve our local education community.”

More on Kaupp

Kaupp earned her master of science degree in chemical oceanography from UH ����ԴDz� in 2005. She comes to UH from HIDOE, where she has served as Title IV-A administrator/coordinator since 2021. She was responsible for overseeing program development and implementation of the state’s Title IV-A initiatives funded by a $6 million annual federal grant to improve student academic enrichment by increasing the capacity for well-rounded education, safe and healthy schools, and effective use of technology.

Before moving to that position at HIDOE, Kaupp was an educational specialist for science and STEM for more than seven years, and led the adoption and implementation of Next Generation Science Standards, which included strategic planning, professional learning for teachers, and development of proficiency measures.

From 2005 to 2014, Kaupp served as a science specialist, science teacher and curriculum developer for UH ����ԴDz�’s where she wrote, edited and served as lead author on several marine science and conceptual physics curricula.

“We are excited to welcome another UH alumna and a former College of Education faculty member back to lead our STEM Pre-Academy,” said UH Vice President for Research and Innovation Vassilis L. Syrmos. “We are fortunate to have someone of Lauren’s caliber, a knowledgeable, experienced and passionate STEM educator and administrator, to lead collaborative initiatives designed to extend the reach of UH research and innovation to �鶹��ý public school students through their middle school teachers.”

Kaupp earned her bachelor of science in chemistry from the University of Maryland, Baltimore County in 2003, and her educational doctorate in educational leadership from the University of Southern California in 2014. She has been an invited panelist for Taking Stock of Science Standards Implementation: A Summit, and a reviewer for Science and Engineering for Grades 6-12: Investigation and Design at the Center for the National Academy of Sciences. Kaupp has served on numerous boards and in advisory capacities for organizations including the Council of State Science Supervisors, the UH STEM Office, the �鶹��ý Science Teachers Association and the American Association of University Women.

Jenalyn Ng, a graduate student in the University of �鶹��ý at ����ԴDz� , was crowned the 72nd on April 3. Ng, who is also a preschool teacher and education specialist at the UH ����ԴDz� Children’s Center, earned her BEd in early childhood education and is currently working on an MEd in curriculum studies with a focus on preschool through third grade.

Ng was among five contestants who competed in four phases, which included judges’ interview, talent, Chinese evening gown and speech.

“Congrats to Jen! I’m so proud that she is using her platform as the Narcissus Queen to share the importance of meaningful early learning experiences,” said associate professor Leah Muccio. “She is a wonderful mentor teacher to the undergraduate initial licensure teacher candidates because she’s been in their shoes and shows them what is possible when children learn and grow through play. She models how to value the voice and imagination of a child.”

Applying teaching methods

Of her experiences at the College of Education, Ng said that studying teaching methods and learning styles, then getting the opportunity to apply them at field placements and the Children’s Center gave her a better understanding of the content she was being taught.

“The COE has helped me develop my own teaching style and beliefs,” said Ng. “My undergraduate cohort coordinator, Leah Muccio, was also amazing. She continues to support me as my supervisor in my master’s program. She is constantly helping me blend my passion for helping other people and animals into not only my teaching, but my master’s work.”

I hope to use my title to continue to help and give back to organizations and causes in our community while promoting education
—Jenalyn Ng

Passionate about Howard Gardner’s theory of multiple intelligences, Ng said that she grew up struggling in school. It was her older brother who taught her basic geometry and angles using dance practices, which worked for her since she was a dancer for 13 years.

“As a teacher, I see how important it is to not only figure out what your students are interested in, but also how they learn best while promoting good self-esteem,” concluded Ng. “I am also passionate about animals. I grew up with a mini zoo at my house and continue to have a lot of animals to this day. I often use animals to help teach young children to learn about empathy and how to care for something or someone other than themselves.”

Ambassador of community and state

Ng’s responsibilities as Narcissus Queen include representing the local Chinese community through the Chinese Chamber of Commerce, as well as serving as an ambassador of aloha. She and her court will also participate in a “Goodwill Tour” in mainland China as representatives of �鶹��ý’s Chinese community.

“I hope to use my title to continue to help and give back to organizations and causes in our community while promoting education,” concluded Ng.

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

A training program to promote the health and food sustainability in remote island communities has received a significant award from the U.S. Department of Agriculture, National Institute of Food and Agriculture. Lori Andersen, assistant specialist in the University of �鶹��ý at ����ԴDz� College of Education (CRDG), was awarded $800K, and the two-year grant will support FEAST (Food Environment Assessment Study): Food Experiences for Agricultural Sciences Training.

Under the direction of Andersen and in collaboration with the (C4GTS), FEAST will work with 12 master’s teachers and 15 community leaders in the �鶹��ý and Guam farm-to-school networks to create, distribute and implement low-technology distance learning resources for agricultural science education.

“Remote island communities need agricultural science education to address important regional issues of food security and sustainability, but they lack accessible distance learning resources for students and teachers,” Andersen stated. “The ultimate goal of FEAST is to increase student access to and participation in agricultural science education by providing teachers with high-quality, low-technology distance learning resources.”

CRDG and C4GTS will provide a professional development course for the master’s teachers to develop skills in distance learning design as well as opportunities to work with a team to fine-tune these new skills and develop new resources. Workshops and materials, such as distance learning resource kits, will be distributed to 500 teachers across the region and reach more than 20,000 students.

Benefits of the FEAST program may include families eating healthier, growing produce locally, being more consistent in the use of COVID-19-related safety protocols during meal preparation and in the garden, and learning about the wide range of agriculturally related careers and entrepreneurial opportunities.

Andersen added, “Society benefits because remote island communities will have increased awareness of food security and sustainability issues, learn how to grow their own food, and make the connections between food and health.”

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As the holiday season approaches, the University of �鶹��ý at ����ԴDz� College of Education (CRDG), in collaboration with Kilo Books �鶹��ý and Indi-Genius Minds, has created a one-of-a-kind .

The Mele Math Box contains three math learning books and accompanying activities: ; Kilo Ua Rain Field Guide; and Measuring Me, Measuring We.

Who Has More? The Great Flood is a new book written by three UH ����ԴDz� faculty members in mathematics education, teaching keiki about the concept of volume through a fun and engaging story.

Kilo Ua Rain Field Guide walks families through the process of observing, experiencing, and forecasting rain and weather events. Using this educational tool, families can work together to document observations and make predictions.

In Measuring Me, Measuring We, keiki learn how to use their own unique body as the ultimate tool to measure things in their community and environment.

To receive a 20% discount, preorder the one-of-a-kind box through December 1 using the code: mele20UH.

Boxes can be shipped, or picked up at the CRDG office December 16–20, 10 a.m.–2 p.m.

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A new book that shares the delight to be found in mathematics exploration with children was written by University of �鶹��ý at ����ԴDz� College of Education (CRDG) mathematics faculty members.

Who Has More? The Great Flood introduces children to a curious little girl, Lani, and her best
friend, Rabbert. Children join Lani and Rabbert as they observe, explore and experiment with the concept of volume through practical daily living activities. Along the way, they become aware of the everyday math around them. The title reflects the mathematical concept found in the story in a way that is accessible to young keiki.

CRDG Associate Specialist Seanyelle Yagi, Associate Professor Linda Venenciano and retired Junior Specialist Fay Zenigami created the book as a means for expanding their work from the mathematics research and development project at CRDG. The book is illustrated by CRDG Senior Learning Technology Digital Arts Designer Byron Inouye.

In their development of the Measure Up project, the authors discovered that incorporating stories into mathematics lessons brought joy to first grade students and built upon their imagination and creativity.

“Stories presented a highly engaging situation through which students could investigate complex and challenging mathematics concepts,” said the authors. “Our observations of the students in the classroom inspired us to write the Lani and Rabbert, Math Explorers storybook.”

Who Has More? The Great Flood is the first title in the Lani and Rabbert Math Explorers series. The book and the free online activities that accompany it provide an educational resource for parents, caregivers and educators who want to start introducing their kids to mathematical ways of thinking. .

A $2.9 million grant to assist �鶹��ý Island underserved secondary students was awarded to the University of �鶹��ý. Hugh Dunn, program director of the Pacific Literacy Consortium (PLC) in UH ����ԴDz� ’s Curriculum Research & Development Group (CRDG), received a (NHEP) grant to support Project ʻAha ����������ū ʻ������‘i‘o (ALO).

Project ALO is a culturally responsive leadership development, mentoring and transition support system for at-risk Native Hawaiian youth. Building on the positive results of previous PLC and �鶹��ý Department of Education joint efforts funded by NHEP and other funding sources, Project ALO is designed to ensure the timely completion of courses, promotion to next grade levels, graduation from high school, and successful transition into post-high school college or employment training.

ALO will target strategic support to underserved secondary students in four schools in �鶹��ý ���������Ի�’s ����ʻū–Keaʻau-Pāhoa Complex Area (KKP), employing the concept of ma ka hana ka ʻike (knowledge is gained by doing) and integrating proven culturally-responsive approaches. During a three-year period, ALO’s coordinated services will directly benefit approximately 1,160 students and 800 teachers.

The project will deliver services through an array of venues, including one-to-one and small group classroom settings, field trips, community service, retreats, college tours and employment training.

“This award speaks to a long-standing and exemplary collaboration between CRDG’s PLC projects and the �鶹��ý DOE,” Dunn said. “In partnership with KKP complex- and school-level teams, we hope to employ a sustainable student-centered, culturally-responsive transition support system that positively impacts the life trajectories of ALO project beneficiaries.”

Additionally, ALO will provide KKP teachers with professional development opportunities focused on deepening teacher knowledge of differentiating instruction to meet the unique needs of diverse learners.

Dunn also serves as principal investigator of another federally funded project, Mohala I Ke Ao and is producer and host of the .

University of �鶹��ý at ����ԴDz� (JABSOM) and the are working together to create masks needed by frontline healthcare workers combatting COVID-19.

This is in response to the Centers for Disease Control and Prevention’s guidance that fabric masks are a crisis response option when other personal protective equipment has been exhausted. The masks will be pleated for better fit and made of 100 percent densely woven “breathable” cotton with pockets that can be inserted with a disposable near N95 non-woven filter material. After use, the cloth masks may be treated with regular laundry soap, laundered and reused.

Angel Yanagihara, associate research professor at JABSOM and the Pacific Biosciences Research Center, is working with faculty, students and staff of the Department of Theatre and Dance to sew the homemade fabric masks. The effort is contributed by the head of the costume shop, Assistant Professor Maile Speetjens and Facilities and Production Manager Rick Greaver, with the support of Department Chair Markus Wessendorf.

“As soon as it was apparent that there was a need for masks to be sewn, it seemed obvious that students and staff at the Department of Theatre and Dance had a skillset that could be put to good use,” Speetjens said. “Sewing skills are consistently taught in this department, thus giving us the opportunity to pitch in and put our hands and sewing machines that are normally used for costume making to good use in the community.”

“The best part about this effort is seeing everyone come together with a desire to help,” Greaver said. “There are a lot of logistics and hurdles to getting this off the ground, but I think seeing the excitement of students, faculty, and staff whose eyes lit up as we talked about getting this going is a reward in and of itself.”

The first batch of cloth masks will be distributed through the , the faculty practice plan of the UH medical school, with priority given to providers and staff in primary care and emergency care specialties, who provide first contact care for the majority of patients. In addition, JABSOM medical students are assembling plastic face shields that are needed by frontline healthcare workers.

With public contributions for materials, it is hoped that these masks and shields can be extended for the support of other primary care providers across the state of �鶹��ý. Greaver also said that they are having difficulty obtaining 1/4 inch wide elastic, due to shortages across the country.

How to help

, and those wanting to donate elastic material can email greaver@hawaii.edu or maile.speetjens@hawaii.edu. A is also provided. It was created by Speetjens and her Graduate Assistant Isabella Dixon, and Specialist Thanh Truc Nguyen of the Curriculum Research & Development Group in the College of Education.

Two University of �鶹��ý at ����ԴDz� faculty members and an academic advisor published books about educational topics, including one that helps a child cope when her mother goes on a business trip.

, edited by Richard T. Johnson, Curriculum Studies and Sarah Jane Twomey

This book shares personalized experiences of current teacher education practices in �鶹��ý and critically analyzes these practices from local and global perspectives. The creative personalized stories engage the teacher in a multitude of educational interactions as they offer a fresh perspective on how teachers and teacher educators make sense of their personal and practical experiences through critical lenses. Published by .

, written by Xu Di,

This book analyzes the murals and texts of the Dunhuang Grottoes, one of the most famous sites of cultural heritage on the Silk Road in Northwest China, from an educational perspective. The Dunhuang Grottoes are well known in the world for their stunning beauty and magnificence, but the teaching of Dunhuang advocates a philosophical perspective that cosmos, nature and humanity are an interconnected whole, and that all elements function interactively according to universal and relational principles of continuity, cause-and-effect, spiritual connection and enlightenment. .

, written by Alyssa Kapaona, Office of Student Academic Services

This book is for young children and based on Kapaona’s experience of leaving her daughter for the first time to attend a conference. She wanted a way to explain the abstract nature of working in higher education to her young child. In Emma’s Adventure, Kapaona combines her knowledge of early childhood education and her love of writing to create a story. Published with assistance from the .

A citizen science program for middle and high school teachers and students has been awarded $150,000 by the program. (OPIHI) in the (CRDG) at the University of �鶹��ý at ����ԴDz�’s College of Education is aimed at understanding the local watershed and scientific process.

OPIHI participants learn about marine ecology and conservation, species identification and sampling techniques. They monitor the limu (algae) and invertebrate communities of the understudied rocky intertidal areas in �鶹��ý and collect authentic data while improving their scientific skills and building their confidence and interest in science.

The research program is under the direction of CRDG Assistant Specialist Joanna Philippoff and co-directed by Place-Based Lab Manager Anuschka Faucci. “This award will allow us to continue to immerse teachers and students statewide in the scientific process,” Philippoff said. “It will also allow us to support continuing OPIHI teachers as well as bring on a new cohort of novice OPIHI teachers.”

In OPIHI, educators, scientists and cultural practitioners form a supportive community engaged in understanding their local ahupuaʻa. Teachers gain classroom and field experiences which they use to create activities with their students.

In 2018 the program produced a .

Read more on the .

—By Jennifer Parks

, 6–8 focuses on the specialized pedagogical content knowledge needed to teach geometry effectively to students in grades 6–8. Co-authors University of �鶹��ý at ����ԴDz� College of Education director Barbara Dougherty and retired associate professor Hannah Slovin demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with geometry—not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts.

The publication explores rich, research-based strategies and tasks that show how students are reasoning about and making sense of geometry. The book encourages the use of opportunities that these and similar tasks provide to build on the students understanding while identifying and correcting misunderstandings that may be keeping them from taking the next steps in learning.

More about Barbara Dougherty

Dougherty is a past member of the National Council of Teachers of Mathematics (NCTM) Board of Directors and served as the chair of the NCTM Research Committee. She is the NCTM series editor of Putting Essential Understandings into Practice and a grade band editor and co-author for Essential Understandings for Teaching and Learning.

Her research is focused on developing intervention strategies and progress monitoring tools for middle and high school students with a focus in algebra.