This column by Chancellor Lui Hokoana was published by on February 26, 2026.

In December, we took you to our farm on Molokaʻi. This month we take you to our Education Center on ����Բ�ʻ�� where big things are happening.

We’ve had a robust dual enrollment program on ����Բ�ʻ�� for a while. High school students take UH Maui College courses and get a jump start on a degree or on their chosen profession. Pūlama ����Բ�ʻ��, which was created in 2012 to manage, preserve and protect the island’s land and natural resources, generously funds the students’ UHMC tuition. Recruiting more students and expanding the program will be the main focus of our new Satellite Manager. Long-time ����Բ�ʻ�� resident Natalie Ropa previously worked in student support services so she is a familiar face and a supportive presence.

“We have about 70 students in the program every year. That’s from a total of about 200 high school students,” Ropa explains. “There are about 50 seniors in the Class of 2026 and 30 have come through the program.”

Since the program began in 2016, 14 students have been awarded Associate of Arts degrees along with their high school diplomas. Seven of them achieved this success just last year. “These seven committed to the program from 9th Grade and have inspired the grades below them to cohort together and commit to doing it, too,” says Ropa.

Let’s hear what some of those seven say about their experiences. For Myah Doolin, working toward an AA degree while still in high school felt like a powerful head start. “I’m already much closer to obtaining a baccalaureate degree,” she says. “The dual enrollment support helped me save money on tuition, adjust to college level work, and build relationships with UH Maui College instructors who can support my future plans. Earning my AA means I can transfer more smoothly to a four-year university or apply for better jobs in �鶹��ý with a degree already completed. Overall, this pathway allows me to have a connection to the resources on ����Բ�ʻ��, stay connected to my school and community, and still move forward with my education and career goals.”

Others, like Hannah Mae Lee and Micah Kahihikolo, were drawn by the challenge. As soon as she found out she could achieve an AA degree by the time she graduated from high school, Hannah Mae jumped in. “I knew I wanted to challenge myself and branch out into new experiences and opportunities,” she says. Micah echoes that feeling. “I never want to back down from a challenge,” he says. He’s planning to attend Honolulu Community College to become an Automotive Technician.

Spencer Chew wanted to get a feel for college. “I think that having my AA degree has given me both the skills necessary and the courage to pursue further higher education,” he says.

Kelly Raqueno knows exactly where she’s going next. “Having my AA allowed me to complete some of the prerequisites I’ll need as I move into healthcare and work toward my bachelor’s degree,” she says. “This achievement means a lot to me because it represents growth and persistence.”

Kimora Agliam advises those considering the dual enrollment program to think hard about their choice. Participation requires a lot of hard work and sacrifice. But if they choose dual enrollment, they will have gotten a head start on their futures.

For Jake Ropa, the decision was not taken lightly. “I earned my AA to help uplift the image of what ����Բ�ʻ�� truly is, challenging the stereotypes that reduce our island to pineapple fields or hotel work. I wanted to show the outside world, and especially the younger generation at home, that ����Բ�ʻ�� is more than how it is often perceived. More importantly, I wanted to become a role model, proving that it is possible to balance sports, high school responsibilities, and college-level coursework, and that students from ����Բ�ʻ�� are capable of achieving far beyond the limits others may place on us.”

Natalie Ropa—yes, she is Jake’s proud mom—has more big plans, too. “I really want to focus on adult education,” she says, “and see how we can take our dual enrollment model and tailor it to fit our adult community. Workforce training really interests me,” she says. And she’s the perfect role model. She is currently working on her Master’s Degree in Curriculum Studies from UH ����ԴDz�.

For complete information about UH Maui College, please visit

Dr. Lui K. Hokoana is Chancellor of the University of �鶹��ý Maui College. Kaʻana Manaʻo, which means “sharing thoughts,” is scheduled to appear on the fourth Thursday of each month. It is prepared with assistance from UH-Maui College staff and is intended to provide the community of Maui County with information about opportunities available through the college at its Kahului campus and its education centers.

�鶹��ý faces a significant public health workforce shortage that far exceeds the national average, leaving rural communities especially affected by limited public health resources and academic pathways into the field.

To help fill this gap, a three-course public health certificate offered by was developed and launched in fall 2020 in partnership with the University of �鶹��ý’s (DPHS) and the Department of Health’s Kauaʻi District Health Office (KDHO). Nearly six years later, 72 students—including high school early college participants—have completed the program, gaining foundational knowledge and credits transferable to a at UH ����ԴDz�.

Early college credits, pathway to a degree

The certificate introduces foundational concepts through PH201: Introduction to Public Health, PH202: Public Health in �鶹��ý, and PH203: Introduction to Global Public Health. Kauaʻi CC students who complete the program get a head start on a four-year degree and strengthen a seamless UH System pipeline.

The program is also offered to students at Waimea High School and Kapaāa High School through early college partnerships, allowing them to earn college credits that count toward both Kauaʻi CC and UH ����ԴDz�.

“It’s so awesome to see high school students grapple with college material and make those important connections to public health,” said Yuka Polovina, a DPHS faculty member who currently teaches PH201. “This certificate and partnership with Kauaʻi CC is a fantastic model for other community colleges across our state and other campuses to follow.”

This program is a wonderful showcase of the collaborative academic pathway across the university system…
—Tetine Sentell

KDHO staff serve as guest lecturers, covering topics such as epidemiology, public health emergency preparedness, public health communications and outbreak control.

“We love the opportunity for our staff to share real-world local examples and make the work of public health come alive for Kauaʻi CC students,” said Janet Berreman, KDHO officer. “We get to see their excitement as they learn about the field.”

By introducing students to the field earlier, the program aims to increase local capacity and cultivate a future public health workforce drawn from the communities it serves. The initiative also supports UH President Wendy Hensel’s efforts to strengthen connections across the UH System.

The certificate by DPHS faculty Denise Nelson-Hurwitz, Lisa Kehl and Michelle Tagorda-Kama, with Tammie Napoleon and others at Kauaʻi CC. Yvette Amshoff, a DPHS master’s of public health graduate, taught the first cohorts and helped develop the program.

“This program is a wonderful showcase of the collaborative academic pathway across the university system, including our KDHO partners and DOE as well,” said Tetine Sentell, public health professor and DPHS department chair. “We are working to build more pathways like this to support public health across our islands and beyond.”

.

Windward Community College student Peter Scott, 18, has always been curious about the natural world. This propelled him into a nationally competitive summer research opportunity—the (REU) at the University of UH at ����ԴDz�.

Out of more than 500 applicants across the country, only 10 were selected for the National Science Foundation funded program—and Scott was the one of only two students from �鶹��ý.

“It was really a cool experience. I’m very glad I got to participate in it. It was a big confidence boost for me,” Scott said. “I got to work with a lot of really, really smart people. And it definitely helped me figure out this is something I want to do. I want to do research, I want to do science, I want to continue in this field.”

Sinking land

Scott’s project focused on why some areas of �鶹��ý are sinking faster than others. By testing with an electrical current, he found that highly saturated soils and large amounts of fill may be driving subsidence in certain regions.

“It’s important to know why an area is subsiding, because that can affect how you want to plan for development,” he said. “It can affect whether or not you need to put in flood mitigation measures, or whether or not you need to change how you’re building infrastructure in an area, or whether you even want to build infrastructure in an area.”

Windward CC as a high schooler

Homeschooled since fourth grade, Scott enrolled in Windward CC’s early college program in 2023, while still in high school.

“I really enjoyed the smaller class sizes,” he said. “Going to a community college is a great place to start.”

One of Scott’s instructors, Arjun Aryal, told him about the REU program.

“Peter’s curiosity and drive for the natural sciences are impressive,” said Aryal. “As a student from Windward Community College, he met the objectives of the program: providing research experience to students from institutions with limited STEM opportunities.”

Aryal and UH ����ԴDz� Assistant Researcher Amir Haroon served as Scott’s advisors for his research project.

Scott expects to earn an associate’s degree in the spring, then plans to continue at UH ����ԴDz� in the fall with interests ranging from geology to botany and agriculture. One thing he is sure about his long-term goals: “I want to stay in �鶹��ý, ideally, and work in the field where I can be outdoors.”

—by Kelli Abe Trifonovitch

Growing up in Waiʻanae surrounded by nurses in her family, Emma Tilitile was inspired by their deep compassion for patients and community, a spirit she carried with her through nursing school at the University of �鶹��ý at ����ԴDz�. In spring 2025, she earned her BS in nursing from the (SONDH), while also becoming a dedicated mentor to fellow students.

A proud graduate of Waiʻanae High School, Tilitile got a head start on college through Early College programs at and UH West Oʻahu. Combined with her coursework at UH ����ԴDz�, those credits helped her earn an Associate in Arts degree in fall 2024 through the university’s reverse transfer program.

Still, the path to becoming a nurse wasn’t without moments of doubt. “Once I entered nursing school, and things got tough, I questioned whether I had made the right choice,” she said.

In her final semester, while caring for a patient recovering from open-heart surgery in the Queen’s Medical Center’s cardiovascular ICU, she found clarity. “They thanked me and told me I’d be a great nurse,” she said. “Until then, I knew I wanted to be a nurse, but I wasn’t always sure I’d be a good one. Hearing that reaffirmed that this is my path.”

From mentee to mentor

Inspired by the guidance she received, Tilitile gave back as a mentor through UH ����ԴDz�’s �鶹��ý Undergraduate Initiative, a partnership between the Academic Resource Center and the Student Nurses Association that supports students who, like her, were learning how to navigate the challenges of nursing school.

“My first semester was tough. We had to shift from a ‘normal’ way of thinking to a nurse’s way of thinking,” Tilitile said. “What’s considered common sense in nursing doesn’t feel like common sense at first. You have to retrain your brain. As a mentor, I tried to help students make that shift more smoothly. Practice helps, but having someone guide you makes a big difference.”

One moment she’ll never forget came at her pinning ceremony, when a student she had tutored virtually, showed up in person to thank her. “That one session helped her pass her exam,” Tilitile said. “It reassured me that maybe my actions do make a difference.”

Mentoring also helped her grow. “I found joy in teaching and sharing what I’d learned,” she said. “It’s shaped my goals, and I hope to keep mentoring and maybe teach nursing students someday.”

She added, “Mentoring deepened my empathy. Patients are often vulnerable and unsure, relying on us for care and comfort. That’s something I carry with me.”

She is now preparing to take the NCLEX (National Council Licensure Examination) test which must be passed to become a licensed Registered Nurse. Tilitile plans to pursue a career in critical care nursing with a focus on cardiovascular health and eventually wants to return to school to become a family nurse practitioner.

— by Arlene Abiang

The pageant title of Miss �鶹��ý 2025 was bestowed on University of �鶹��ý–West Oʻahu alumna Emalia Dalire, who graduated in fall 2024 with a bachelor of arts in with a concentration in .

The Kāneʻohe resident, 19, was crowned on May 31 at �鶹��ý Theatre by the , which provides women with the opportunity to promote platforms of community service, share their talents, intelligence, and positive values while serving as role models in our island communities, according to the organization’s website.

“Being crowned Miss �鶹��ý 2025 is an indescribable honor and a dream come true,” Dalire said in an interview with the morning after being crowned. “I feel overwhelmed with gratitude, knowing I get to represent the beauty, culture and mana (power) of our islands. This moment is not just mine. It belongs to every person who believed in me.”

Dalire competed as Miss Kāneʻohe and topped 12 other competitors, called “delegates,” and will move on to represent the state at the Miss America competition in September in Orlando, Fla.

Hula lineage

It may come as no surprise that the talent Dalire showcased at the Miss �鶹��ý competition was hula. She just competed and placed third in the category at the held in April in Hilo. Dalire dances for Keolalaulani Hālau ʻŌlapa O Laka under Nā Kumu Keolalaulani Dalire (her mother) and Regina Mākaʻikaʻi Igarashi Pascua.

Keep empowering yourself

The community service initiative that Dalire will focus on throughout her upcoming Miss �鶹��ý reign is, “K.E.Y. to Life: Keep Empowering Yourself.” It’s a platform she holds close to her heart and the same one she promoted when she was crowned in December 2023.

“’The K.E.Y. to Life: Keep Empowering Yourself’ is my message of empowerment to all youth, especially Indigenous people, to be who they are,” Dalire had said in a previous article after winning her Miss �鶹��ý Teen Volunteer title. “In the words of my mother, ‘The best person in life to be like is yourself,’ and learning about my Hawaiian culture and being proud of my Indigenous heritage, I gained the confidence and determination necessary to create my future, my story.”

Accelerated academic journey

As a freshman at Damien Memorial School, Dalire began attending Windward Community College, simultaneously taking high school and early college classes. The dual enrollment enabled her to graduate a year early from high school in 2022 at the age of 16, then in December of that year, receive two associate degrees from Windward CC in liberal arts and Hawaiian studies along with three certificates of completion.

When 19-year-old Talia Agliam walks across the stage to receive her bachelor’s degree in sociology and a certificate in law and society from the on May 17, she will carry with her not only the pride of achievement, but the strength and support of her Lānaʻi island community.

She was in middle school at Lānaʻi High & Elementary School when she discovered that a college education was within reach through the UH Maui College —without having to leave home. She started as an Early College high school student in 2019 and earned her associate’s degree in 2022, before graduating from high school in 2023 as a valedictorian and senior class president.

“If it wasn’t for [the Lānaʻi Education Center], I don’t think I’d be even close to as successful as I am today,” Agliam said. “They definitely helped me set up my future, set up my life, and they gave me that stability to do so. I really applaud the advisors and the campus, the small, little building that we have.”

• Meet more amazing UH spring graduates

A ‘go-getter’

Pamela Alconcel, the center’s director, said, “Talia believes in the power of community and giving back to her community. She is a go-getter.”

That go-getter has earned her bachelor’s degree while working full-time for Lānaʻi Air as a guest experience assistant and part-time for the Purple Maia Foundation as a social media content creator. During it all, she leaned on her support system back home.

“The pilina (connections) there and the relationships that you build in the Education Center really stick with you for a long time—it doesn’t end at graduating from high school or getting into a college,” Agliam said. “I still have deep conversations with the advisors at the center, and it’s relationships that you build for life. Those relationships will continue to feed you and continue to provide you with resources and opportunities even when you are away from home.”

Lānaʻi roots

Law school may be part of Agliam’s long-term post-graduation plans, however, Lānaʻi factors heavily into her immediate next steps. She has been working with a mentor at �鶹��ý Public Radio with the help of an internship through the Stupski Foundation to start a podcast. Titled “From the Roots Up,” the podcast will function as an archive of ��ā�Բ�ʻ��’s history for upcoming generations, analyze the island’s transformation and look to its future.

“Because there is a lack of resources on the island, it is important to take advantage of the resources that we do have,” Agliam said. “The Education Center on Lānaʻi provides an unwavering amount of support for our students. …I can’t imagine what my high school experience and what my life would look like now without it.”

—By Kelli Abe Trifonovitch

High school graduates of the class of 2024 excelled in numerous academic areas of study and matched the class of 2023 with the highest on-time high school graduation rate on record at 86%, according to the latest , released March 31. Among these students, 34% graduated with honors, the highest level in the past five years.

The class of 2024 CCRI report details the outcomes of 11,613 students among 67 public schools including public charters. The CCRI is produced annually by (�鶹��ý P–20), in collaboration with the �鶹��ý State Department of Education (HIDOE) and the University of �鶹��ý.

Class of 2024 overall college enrollment increased from 51% to 52% and the proportion of class of 2024 graduates who attended a UH campus increased 3 percentage points from the previous year, from 31% to 34%. Of particular note, the percentage of completers who enrolled in a UH two-year campus increased from 17% to 19%, the highest percentage since 2020.

“The increase in college enrollment at the UH Community Colleges highlights the growing impact of our strengthened career pathways between HIDOE high schools and our seven community college campuses,” said Della Teraoka, interim vice president for the . “With UH two-year enrollment on the rise and four-year enrollment reaching record levels, these collaborative efforts are creating more opportunities for students to pursue higher education and succeed right here at home.”

The class of 2024 also had the highest number of completers in the last five years to earn a score of three or better on an Advanced Placement exam to 18%, and the most completers of Dual Credit classes, which increased 3 percentage points from last year (24% to 27%). Additionally, there was a 3% increase from 2023 of students who entered UH after completing college-level credits through Dual Credit in high school for English and math.

Graduates who earned the Seal of Biliteracy (students who have demonstrated a high level of proficiency in both of the state’s two official languages, English and Hawaiian; or either of the two languages and at least one additional language, including American Sign Language, by high school graduation) increased to 557 to 598 from the class of 2023, and CTE (career and technical education) honors also increased from 21% to 22%. The top three CTE programs completed by concentrators for the class of 2024 were hospitality, tourism, and recreation (23%); cultural arts, media and entertainment (20%); and health services (17%), all of which are integral areas of �鶹��ý’s economy.

“Although college-going data from the class of 2024 demonstrates a turnaround from previous years, there are reasons for concern with academic readiness, especially in math,” said Stephen Schatz, executive director of �鶹��ý P–20. “Math readiness is key across various industries, whether students aspire to be doctors, welders, auto mechanics, nurses, or teachers.”

UH degrees significant return on investment

In a study that evaluated the workforce earnings of UH graduates who earned two- and four-year degrees, the found that nine years after completing a college degree, students who received Pell grants earned wages similar to their non-economically disadvantaged peers, mitigating the effects of intergenerational poverty. Throughout their lifetimes, a college degree holder earns a 27% higher income, or $2.8 million more in wages for a bachelor’s degree and $2.7 million more, or a 22% higher income, for an associate of science and associate of applied science degree, when compared to students who stopped out and did not earn a degree.

Windward Community College was honored for its innovative efforts in higher education, earning the 2025 ACE/Fidelity Investments Award for Institutional Transformation. Presented by the (ACE), this award honors institutions that have successfully implemented transformative changes to meet the evolving needs of students and their communities.

Both Windward CC and Rio Salado College in Arizona are 2025 recipients of the national award, which was presented at ACE’s annual meeting on February 13, along with a $10,000 check for each institution.

Since implementing its strategic plan in 2020, Windward CC has seen success in boosting both access and completion. Enrollment is 20% higher than it was in 2020, and time-to-degree success rates are higher than they have been since 2005 for both full-time and part-time students.

“He pūnāwai kahe wale ke aloha. ’Aloha is an endlessly flowing spring.’ Through enacting this abundance of aloha, our faculty, staff and students have transformed our college to even more deeply support students and our entire community,” said Ardis Eschenberg, Windward CC chancellor.

Strategic changes, meeting students’ needs

Windward CC’s program strengthened ties with local high schools, facilitating a seamless transition to college with targeted scholarships such as the . College application workshops and Senior Bash, where local high school seniors gather on campus for information, networking, and a reggae concert, helped Windward CC enroll some of its largest freshman classes in years.

As the institution with the highest percentage of Native Hawaiian student enrollment in the University of �鶹��ý System (44%), Windward CC redesigned its Hawaiian Studies degree into a fully asynchronous online program to expand access, which ultimately led to an 80% enrollment increase. Recognizing workforce needs, the college introduced a Veterinary Technology program with statewide access and created a Mental Health Tech certificate in collaboration with key employers.

A wide range of programs now support students’ basic needs and enhance access. Windward CC provides free lunches to all students, maintains a food pantry and clothing closet for students, and has an on-campus for infants and toddlers. Additionally, Windward CC, which has served the women’s and youth correctional facilities in �鶹��ý since 2017, expanded its offerings to a correctional facility serving men and will broaden its offerings this year to a correctional facility in Arizona.

ACE President Ted Mitchell said. “Windward Community College’s broad and tailored actions to meet the needs of students has enabled it to bolster its campus and strengthen the wider community.”

• More Windward CC stories:
  Single parents find support to succeed at Windward CC program
  Windward CC launches $1M scholarship drive for 50th anniversary
  Women inmates strive with Windward CC program

The University of �鶹��ý at Mānoa recently helped secure a $8.3 million grant for its Oʻahu program, a partnership aiming to boost college readiness.

This particular grant from the U.S. Department of Education will help about 1,600 seventh graders from four middle schools: Dole, Kalākaua, Wahiawā and Waipahu Intermediate.

“We visualize the support we provide to students in three key areas—Bridges, Backpacks and Beliefs,” said Edmond Lee, director at Gear UP Oʻahu. “Bridges: provide learning and advancement opportunities. Backpacks: supplies and essentials to help them on their journey. Beliefs: building mindsets and persistence to be successful in their chosen pathway.”

GEAR UP Oʻahu provides support to students for seven years from middle school through their first year of college. By offering a range of free resources, the program’s goal is to equip students with foundational skills and support to succeed academically.

Resources include:

• peer mentorship
• Early College credits
• career exploration
• college application assistance
• summer sessions
• college campus visits

GEAR UP alumni, cycle of support

GEAR UP graduates who are now in college return to mentor younger students. Many of the current mentors attended Waipahu, Leilehua, and Hilo High Schools, and bring with them first-hand experience that helps them relate to the program’s new generation of students.

The newly awarded grant is just one of 24, out of 118 national GEAR UP applicants. The Oʻahu-based program is a collaboration of 13 programs and offices at UH ����ԴDz�, seven target schools and 10 educational and community partners.