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.

, assistant specialist at the University of �鶹��ý at ����ԴDz�’s , was awarded $44,000 from the UH for professional development for middle and high school science teachers and internships for students. As part of the two-year grant project, Philippoff and co-directors Heather Spalding of UH ����ԴDz�’s and of the will receive funding for.

“The Hawaiian intertidal is a culturally important, but understudied, ecosystem composed of a community of organisms uniquely adapted for the challenging living conditions that come from being alternatively submerged and exposed,” Philippoff explained.

The OPIHI project includes two components—a teacher professional development program and an undergraduate internship program. The professional development program trains teachers and K–12 students across the Hawaiian Islands how to survey the intertidal and collect citizen science data. In the year-long internship program, groups of undergraduate students are immersed in and mentored through the scientific research process. Their research projects have included investigating trampling in the intertidal, tracking algae biomass shifts over time and mapping benthic community composition with respect to submarine groundwater discharge.

With the College of Education since 2010, Philippoff has been working with teachers, K–12 students, undergraduates and scientific collaborators to characterize the Hawaiian rocky intertidal to determine if and how the community is changing over time. To date, 30 undergraduate interns, 57 teachers and approximately 1,500 middle and high school students have participated in OPIHI.

“This award will allow my colleagues and me to train two cohorts of 15 undergraduate students each in ecological tools and techniques and to work with scientific collaborators and facilitators to design and carry out rigorous research projects that further our knowledge of �鶹��ý’s intertidal and coastal ecosystems,” Philippoff said.

OPIHI has made significant contributions to science, education and the community. Participants have shown improvement in content knowledge, have honed their critical and investigative skills and increased awareness of ecological and conservation issues.

In support of its goal to become a model indigenous serving institution, the has been awarded almost $3.9 million in grants by the .

“These grants will develop innovative education programs to assist Native Hawaiians and to supplement and expand existing programs and authorities,” said UH President . “We credit and thank our hard working, committed faculty and staff across the UH System and our congressional delegation for their strong support in advancing UH as a model indigenous serving institution.”

The grants went to the UH Hilo and various programs at UH ����ԴDz�’s and and its Office of Student Equity, Excellence and Diversity.

UH Hilo

Ka Haka ʻUla o ����ʻ�������ō�����Ծ�, Hale Kuamoʻo, “Kūkulu Kumuhana K–3 Hawaiian Language Student and Family Literacy Project” ($634,437) will develop informational Hawaiian language books, curricula, teacher training and family literacy workshops for Hawaiian language medium students in the target early elementary grade levels.

UH ����ԴDz�

College of Education, Center on Disability Studies/University Affiliated Programs, “Literacy through Digital Media K–3” ($576,251) will improve the academic outcomes of Native Hawaiian children in �鶹��ý’s elementary schools by introducing culturally relevant technology lessons to grades K–3 and training Department of Education teachers, educational assistants and kūpuna to enhance the language arts experience of students by integrating culturally relevant technology lessons into instruction.

College of Education, Curriculum Research and Development Group, “Mohala I Ke Ao: A culturally-responsive, multi-tiered beginning reading support system for schools and communities with diverse learners” ($447,071) meets critical needs in 12 elementary schools in the state and addresses beginning reading and literacy needs of at-risk children and youth and Native Hawaiian underemployment.

College of Education, Center on Disability Studies/University Affiliated Programs, “Ka Pilina Noʻeau” ($489,944) will develop, implement and replicate the math and science learning model to enhance educational services and ultimately improve the math and science outcomes of Native Hawaiian children and youth.

College of Engineering, “���ʻ�dz���Բ����Ƿɲ���: STEM Student and Teacher Preparation Program” ($604,230) will provide scholarship and academic support to a minimum of 160 undergraduate students at six Native Hawaiian-serving UH campuses on Oʻahu and �鶹��ý Island; will conduct STEM enrichment and pre-college workshops for 180 parents and students with Nā Pua Noʻeau; and will advance science and math skills for 120 students via a partnership of joint K–5 STEM teaching activities at Mālama Honua Public Charter School in Waimānalo, Oʻahu.

Vice Chancellor for Students, Office of Student Equity, Excellence and Diversity, “Manawa Kūpono: Supporting At-Risk Native Hawaiian Students to Succeed in College” ($606,617) will increase the college readiness, access and success for Native Hawaiian students from high-poverty schools on Oʻahu, �鶹��ý, Kauaʻi and Molokaʻi. In contrast to other college readiness programs, this program will provide intensive and individualized services to a targeted group of students who are most at-risk of not attending college.

Vice Chancellor for Students, Office of Student Equity, Excellence and Diversity, “Ka Waihona o Naʻauao Whole School Place-based Learning and Community Engagement in School” ($531,154) will focus on serving all 680 students, grades K–8, and their 48 teachers and coaches at Ka Waihona o Naʻauao. The goal of this project is to support the academic achievement and aspirations of Ka Waihona o Naʻauao students.

—By Kelli Trifonovitch

The television series  will feature the inspirational Hōkūleʻa voyage and homecoming on Sunday, August 27, at 6 p.m. on (KFVE).

In this historic episode, we celebrate with original Hōkūleʻa builder and crew member John Kruse, navigator Kaʻiulani Murphy, science specialist Anuschka Faucci, chief operations officer Heidi Guth, and other important crew members at the Mālama Honua celebration in Honolulu. After sailing more than 40,000 miles using only the stars to guide them, the voyaging canoe Hōkūleʻa and its crew members arrived back on the shores of Oʻahu more than three years after departing on the historic worldwide voyage.

Voice of the Sea, a weekly 30-minute television series produced by the UH and the College of Education’s , shares stories of scientific, environmental and cultural work in the Pacific. Voice of the Sea aims to engage the community in environmental and societal issues in an exciting, original way, inspire an interest in ocean science and strengthen viewers’ relationships with the ocean and planet. Episodes air at 6 p.m. Sundays on KFVE and can be .

Watch the promo at the .

Visit for more.

—By Cindy Knapman

, a professor in the University of �鶹��ý at ����ԴDz� College of Education , was elected executive committee chair of the (AERA) Special Interest Groups (SIGs). In addition to this office, Maaka will serve as a member of the AERA council for three years.

With the since 1986, Maaka’s research areas include educational psychology, language and cognitive development, multiliteracies, educational policy, research methods and indigenous development and advancement.

Maaka has held various offices within AERA during her 28-year membership. In 2000, she joined Professors Linda Tuhiwai Smith, Graham Hingangaroa Smith and Huia Jahnke to form the Indigenous Peoples of the Pacific Special Interest Group that provides a forum for researchers interested in studying indigenous knowledge and practices in the Pacific and Pacific Rim.

More about the American Educational Research Association

The SIGs provide a forum within AERA for members with common research interests to collaborate. There are more than 150 SIGs, overseen by the executive committee, and the AERA council serves as the legislative and policy body.

Founded in 1916, AERA is comprised of more than 25,000 members representing 85+ countries. Members are university faculty, researchers, graduate students and other distinguished professionals with diverse expertise in education research. They work in a range of settings from universities and other academic institutions to research institutes, federal and state agencies, school systems, testing companies and nonprofit organizations.

The third edition of A History of �鶹��ý, considered to be one of the best comprehensive accounts of �鶹��ý’s history, is now available. The book spans centuries, from 1778 to present day, and is organized by time frame and theme. Governmental, economic, social and land history are explored through primary documents, political cartoons, stories, poems, graphs, maps, timelines and a glossary. The text includes biographies of many cultural practitioners and activists.

The book has an accompanying teacher’s manual and features skill set activities in each chapter with prompts for students to think about the material in the context of their own lives. The new text delves further into Hawaiian cultural and political movements from the overthrow and annexation to the Mālama Honua Worldwide Voyage. Focus on 2016 issues includes education, homelessness, rail development, sovereignty and the Thirty Meter Telescope conflict among other topics.

A History of �鶹��ý was produced by the University of �鶹��ý at Mānoa College of Education and co-authored by Emeriti Professors Eileen H. Tamura and Linda K. Menton and University Laboratory School Teacher Leah Tau-Tassill.

“Our History of �鶹��ý text is one of a kind,” said UH Mānoa College of Education Dean . “Previous editions have been used throughout �鶹��ý’s schools. The third edition, thoroughly researched and classroom tested, adds more recent history and new classroom interactive activities that connect students to this place. Used as a classroom text, teacher reference or simply a good read, this book makes an important contribution to understanding �鶹��ý and its economic, social and political history.”

A History of �鶹��ý, third edition, is .

—By Jennifer Parks

Science teachers throughout the state and nation now have a website, based on the award-winning Fluid Earth/Living Ocean aquatic science curriculum, where they can investigate, discover, evaluate, communicate and learn about marine science.

The curriculum, which examines coastal and ocean sciences by studying the influence of water on the planet, was developed to be useful to teachers of any subject. It covers topics in marine science at the middle and high school level, and since many middle and high schools do not offer their students any classes in marine science, the information provides a unique opportunity for teachers who concentrate on subjects such as biology, chemistry, and physics to utilize portions of the curriculum in their classroom.

Exploring Our Fluid Earth is a product of University of �鶹��ý at Mānoa’s , College of Education in collaboration with the .

For over three years, 75 teachers statewide have been rigorously testing and providing feedback on the curriculum in preparation for its release. It was debuted at the National Marine Educators Association conference in Rhode Island in July 2015, and was just released to the general public at the .

“We are extremely excited to have the Exploring Our Fluid Earth curriculum site live to the public,” said Kanesa Duncan Seraphin, director of the UH Sea Grant College Program Center for Marine Science Education and associate professor at the Curriculum Research and Development Group. “Online curriculum is still relatively new in general, and we are researching how educators use our marine science material. We are especially interested in looking at how educators in non-marine science courses approach the text and activities as the curriculum is designed to help integrate marine science topics into core science courses. We are also looking forward to seeing how educators in the state—and across the nation—interact with each other in the teacher community portion of the site. We encourage educators to check back often as the site will continue to grow rapidly in the coming year!”

Connecting aquatic science concepts to the real world

The curriculum content is organized into six modules, which include activities, question sets, videos, special features and teacher resources for use in the classroom or in informal educational settings. Through the site, teachers and students of all ages can connect aquatic science concepts to the real world, such as through the weird science special feature (which highlights strange and interesting facts, practices and anomalies of science and the natural world) and a traditional knowledge special feature (which explores historical and current practices of investigating the natural world from a cultural perspective).

The free, interactive teacher community was created to be a place where teachers can rate activities, comment on modules and upload worksheets or other resources that fellow teachers can use. It provides the capacity for teachers to share materials and reflect together on their professional practice. For a limited time, a suite of teacher’s guides which offer additional tips, tricks, background information, and videos are available for a reduced fee of $35.

—By Cindy Knapman

Four University of �鶹��ý at Mānoa students were recognized for their outstanding work as top employees at the campus’ 30^th Annual Student Employee of the Year (SEOTY) Awards Reception on Thursday, April 16.

The top honor went to Sara Taketa, an administrative assistant for with the student life and development department. Taketa is a senior majoring in accounting and was nominated by Laura Shimabukuro, assistant director of meeting and event services. She was awarded a $1,000 cash scholarship.

In her nomination letter Shimabukuro said that the quality of Taketa’s work in their unit is unmatched and it shines through her ability to learn new concepts quickly and utilize critical thinking to tackle assignments. “With much trust in Sara, she took on event coordination and presented excellent consistency and versatility to make every client happy. This is a true testament to her work ethic,” said Shimbukuro.

Taketa was also selected as the SEOTY winner for the State of �鶹��ý in the .

Additional UH Mānoa winners

• Lhiberty Pagaduan, a program assistant at and a senior majoring in geology, was awarded a $750 cash scholarship. Pagaduan was nominated by Erwin Legaspi, director of GEAR Up Waipahu.
• Richard Tran, a computer specialist at the and a senior majoring in travel industry management, was awarded a $500 cash scholarship. He was nominated by Mark Yap, IT manager.
• Matthew Lim, an office assistant and web content manager for the and a graduate student in public health, was awarded a $500 cash scholarship. He was nominated by Kathleen Cole, associate professor and biology department chair.

UH Mānoa has celebrated the Student Employee of the Year since 1986, recognizing outstanding student employees throughout campus. The cash awards are from proceeds generated by the annual Craft Fair and Silent Auction, traditionally held on campus on the Friday before Thanksgiving.

Beginning on January 5, a new television show highlighting ocean and coastal scientists and cultural experts from �鶹��ý and the Pacific will air on (Channel 5 and 1005) on Sundays at 6 p.m. The show, , is hosted by University of �鶹��ý at Manoa’s Kanesa Duncan Seraphin, world paddleboard champion, shark researcher and science education expert.

Seraphin, director of the and associate professor at the , has traveled across the Pacific to bring stories of relevance to �鶹��ý.

Each half-hour episode profiles local science and cultural celebrities and presents thought-provoking information in an exciting, original, reality-based way. Viewers will get a glimpse of how these remarkable individuals are making a positive impact on the future of �鶹��ý and islands throughout the Pacific.

As a signature project of the UH Sea Grant’s Center for Marine Science Education, Voice of the Sea aims to inspire an interest in ocean science and teach concepts that apply to viewers’ own lives and their relationship with the ocean and planet.

Nine months before the start of World War Two, a second generation Japanese American, or Nisei, from �鶹��ý was recruited by the United States military to go undercover and gather information on Imperial Japan.

is about that man, Maui born Arthur Satoshi Komori, a McKinley High School and University of �鶹��ý graduate.

“It’s the story about how one man, could do so much, despite the very trying circumstances,” said Morris Lai, principal investigator for the book, published by the of the UH Mānoa . Reflections of Honor is based on Komori’s hand written journal, an oral history interview and declassified army documents.

Shortly after his career as a spy started in the Philippines, Komori found himself in the notorious Bilibid prison after the Japanese military bombed Pearl Harbor and Manila.

“He was caught by the Filipino constabulary men raising a toast to the emperor in the Domei Newspaper Agency office and put in prison with all the other Japanese nationals,” said co-author Lorraine Ward.

“He was serving in an undercover capacity well before the 442nd and the 100th Battalion were formed,” said Lai.

Komori was not exactly welcomed back by all of his fellow American soldiers after he was rescued four days later.

“He said, a lot of them, he knew would not trust him for anything,” said Lai.

He was soon fighting in the battles of Corregidor and Bataan in the Philippines.

“He would routinely go across the front lines to collect documents from dead bodies on the battlefield and to capture prisoners of war and bring them back to interrogate them for information,” said Ward. “He was very much in the thick of battle.”

And Komori was always surrounded by danger.

“If he was captured by the Japanese, he was considered a treasonous Japanese citizen, and there was a danger of him being mistaken for a Japanese spy by his own American soldiers,” Ward said.

While risking his life for his country, tens of thousands of Japanese Americans were placed in internment camps, their loyalty to the United States in question.

“He was very much aware of what was going on and he considered what he was doing a way that he had to prove, not only himself, but all his fellow Japanese Americans,” said Ward.

Reflections of Honor tells these stories and more, like how Komori forged a close relationship with General Douglas MacArthur, who presented him with a samurai sword for his service. How he trained Aborigines in Australia to rescue downed allied pilots and helped create the Allied Translator and Interpreter Section, where thousands of Nisei interpreters worked as part of the Military Intelligence Service.

“It was probably the most important intelligence center in World War Two at the that time,” said Lai.

The Military Intelligence Service is credited with shortening the war by two years and received a Presidential Unit Citation by President Bill Clinton in 2000, two months after Komori’s death.

The book is just one man’s story but Ward said, “If we don’t capture them while we can, they’ll be gone and we will lose them and we’ll lose all of this history.”

For more on “Reflections of Honor” go to the .

Additional UH News story on the book

The University of �鶹��ý at Mānoa College of Education’s has published .

Arthur Komori, a Nisei from �鶹��ý, was one of two Japanese Americans recruited to the U.S. Army Counter Intelligence Corps to pose as Japanese sympathizers and spy on Japan’s activities in Manila in the months leading up to World War II. When the war started, this Nisei served his country as a translator and undercover agent both on the front lines and behind the scenes in General Douglas MacArthur’s headquarters, even while at home over 120,000 Japanese Americans were interned in relocation camps.

More than just a spy, Komori’s varied responsibilities also included interrogating prisoners of war and helping to train new linguist recruits and prepare them for work in the Pacific. Komori was also with MacArthur when he retook the Philippines and was in Tokyo Bay to witness the surrender of the Japanese to the Allied Powers.

Fortunately, Komori recorded his story in journals, reports, and even poetry. This long overdue account of a decorated Military Intelligence Hall of Fame inductee reveals an important chapter in the history of Japanese Americans during World War II.

Reflections of Honor: The Untold Story of a Nisei Spy is available at the .