University of �鶹��ý at Mānoa students and faculty traveled to Kohala High School on �鶹��ý Island, where they learned from and taught one another alongside high school students.

“We often tell our candidates to be teacher leaders, and this collaborative field trip gave them the opportunity to demonstrate their leadership,” said Associate Professor Vail Matsumoto. “They shared their expertise in AI with the Kohala students and faculty and then learned from the school in return. It was a win-win situation, and any time work is fun, it’s yet another win.”

Kohala students taught the College of Education secondary and elementary teacher candidates in (MEdT) about welding, construction, farming, and a variety of other Career and Technical Education (CTE) programs. The cohort, as part of the trip in April, worked with the Kohala yearbook class on AI tools and conducted two afterschool professional development sessions for faculty on AI tools.

Future focus

“Hearing student and teacher testimonies help me to picture what I can do in the future to support my students,” said Kaylie Hayashida who is earning her MEdT with a focus on secondary Japanese. “For high school students, I think this field trip gave them the opportunity to not only showcase the work they’re doing, but practice important life skills such as presentational speaking and interpersonal skills.”

Matsumoto was accompanied by Assistant Professor Stacy George, who helped organize the trip, as well as Assistant Professor Waynele Yu and MEdT Program Chair Stephanie Furuta. Two MEdT graduates, Dean Snelling and Jackie Meggs, partnered with the College of Education to make the joint venture possible. The collaboration was also supported by the UH Women’s Campus Club.

“As a future science teacher, I appreciate how Kohala High School integrates useful life skills with an education that encourages students to thrive in the directions that their choices take them,” said MEdT student Anna Karsin who attended high school on �鶹��ý Island. “Seeing the place-based learning and practical employment of community resources while hearing from the students as they shared their capstone senior projects was incredible.”

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The University of �鶹��ý is extending UH Maui College’s successful statewide across all 10 UH campuses to combat the critical teacher shortage across the islands. This systemwide collaboration offers a clear and supported pathway for �鶹��ý residents to earn their elementary education teacher license, including tuition-free courses.

The Hoapili program, launched in 2023, has already demonstrated its effectiveness by helping more than 60 students earn their teacher licensure and education fields. The initiative has served more than 360 students, attracting non-traditional students such as long-term substitute teachers, educational assistants, emergency hires, and parents in both Hawaiian and English educational contexts. UH is scaling this proven model statewide to “grow our own” kumu (teachers) on every island.

A dedicated program coordinator and campus counselors work one-on-one with students to build a tailored academic plan. To learn more or apply, visit UHKumu.org.

Eliminating financial barriers

Guided by the mission, “I ulu nō ka lālā i ke kumu”—Our keiki grow because of their kumu,” the pathways program is designed to eliminate common financial and geographical barriers. Core courses toward elementary education teacher licensure are offered tuition-free and delivered entirely online, with classes intentionally scheduled during after-work hours to accommodate full-time working adults balancing busy lifestyles.

Students can enroll full- or part-time, and there are no prerequisites required to join. The program also provides free substitute teaching certifications and free para-educator testing (ParaPro Assessment) for those seeking immediate entry into the workforce. Participants can start at any UH Community College and seamlessly transfer to a four-year UH campus”—including UH Hilo, UH ����ԴDz� and UH West Oʻahu—to complete a bachelor of education degree in elementary education.

“The Hoapili program began as a way to provide a bridge to teacher licensure for individuals who are passionate about education but unable to attend college in the traditional sense,” said Lui Hokoana, interim vice president for the UH Community Colleges. “Expanding this proven, Maui-born solution to all 10 campuses allows us to scale our efforts and build a robust, sustainable pipeline of local teachers for schools across the state.”

A new documentary showcasing the impact of the University of �鶹��ý at Mānoa’s and its efforts to help students navigate the transition from high school to higher education will premiere statewide on June 7.

Project Hoʻokuʻi: Finding a Path for the Future is a 30-minute sequel to the 2023 documentary The Power of Hoʻokuʻi: Joining Together to Build Our Future. The film follows students, educators and community partners connected to Project Hoʻokuʻi, a UH Mānoa initiative, that supports students as they prepare for college, career training and future professions.

Now in its 18th year and sixth iteration, Project Hoʻokuʻi has served more than 2,000 students across �鶹��ý, primarily in rural communities, near Native Hawaiian homesteads and at schools with high percentages of students receiving free and reduced-price lunch. Approximately 50 participants have earned associate degrees before graduating from high school.

“Our hope is that viewers see what is possible when students are given the support, opportunities and encouragement to pursue their goals,” said Project Hoʻokuʻi Director and Principal Investigator Lisa Uyehara. “Through the stories shared in this documentary, we want students and families across �鶹��ý to know that higher education and career pathways are within reach, while also showing how culture, community and a strong sense of place can help guide that journey.”

The documentary explores how financial aid, tutoring, mentoring, internships and ʻāina-based learning help students access opportunities through programs such as Running Start, Jump Start, Early Admission and Mānoa Academy. It also highlights the project’s expanding efforts to address workforce needs by supporting pathways in fields including healthcare, education and the skilled trades.

Project Hoʻokuʻi partners with the �鶹��ý Department of Education and UH Mānoa’s to help students build academic skills, explore career options and strengthen connections to culture, community and place.

The documentary premieres Sunday, June 7, at 7 p.m. on KHON. Encore broadcasts are scheduled for Wednesday, June 10, at 9:30 p.m. on KHON and Sunday, June 14, at 8 p.m. on KHII.

Column by University of �鶹��ý Maui College Chancellor Lui Hokoana was published by on May 28, 2026.

“E kaupē no i ka hoe a kō mai.” Every paddler—every member of any team—is likely familiar with this ʻolelo noʻeau (Hawaiian poetic saying) which translates literally to “Put forward the paddle and draw it back.” More generally, the beautiful mana’o expressed is, “Go on with the task that is started and finish it.”

This was the theme for our Spring 2026 Commencement held earlier this month. Six hundred and fifty certificates and degrees were conferred in disciplines ranging from automotive technology to nursing to creative media and everything in between. In attendance were families, friends, teachers, and counselors—the teammates who paddled with our graduates all along the way.

Commencement speaker Mayor Richard Bissen took up the theme during his inspiring address. “Paddling is not about one powerful stroke. It is about discipline, steady effort, consistency, and continuing forward even when you feel you have nothing left to give. And that sounds a lot like the journey many of you took to get here today.”

That description surely fit most of our graduates and none more so than Johrae Pumehana Park, who was awarded her Master’s Degree in Education. She overcame what seemed like insurmountable odds to reach her milestone.

Born and raised in Hāna, she had to cut short her college tenure on the Mainland to return home and help her family. She was soon the single mother of three children.

“Pūnana Leo (Hawaiian language immersion pre-school) was established in Hāna in 2016 and my daughter Kaia was in the first class,” says Pumehana. “I love my Hawaiian culture and grew up doing a lot of Hawaiian things, but not really learning and speaking the language. After volunteering at Pūnana Leo, I realized I wanted to speak my language and perpetuate my culture by teaching the next generation. I started taking Hawaiian language classes in Hāna through UH Maui College SkyBridge distance learning and never stopped. I enrolled at UHMC for Gen Ed classes online through Hoapili Pathway.” The Hoapili Teacher Pathway program helps those interested in becoming licensed teachers by providing free substitute certification, tuition-free coursework, academic advising, support, and professional development.

“It was all lining up! I took all the Hoapili classes I could. I learned about the BAM (Bachelors and Masters Degrees with Teaching License) and I went for it. I transferred to UH ����ԴDz� and was so fortunate to be able to do all my classes online. This was a game changer for me. I could work, take care of my family, and still complete my education,” says Pumehana.

It may sound like pretty smooth sailing but here’s that first big obstacle. Four years ago, her then 13-year-old son was diagnosed with Aplastic Anemia, an illness she knew nothing about. Numerous tests on Maui and Oʻahu did not provide answers.

“We took a leap of faith and went to Lucille Packard Children’s Hospital at Stanford in California (they spent ten months there) where we learned my son needed a stem cell transplant. By the grace of God, his 10-year-old sister was his perfect match. She courageously gave her stem cells and with lots of prayers, he recovered! He has been healthy ever since,” says Pumehana.

But… “That same year we were told we needed to move out of the house where I lived my whole life,” says Pumehana. “With the help of ʻohana and the community we moved to a new place in Kula to be closer to doctors and my new job as a teacher at King Kekaulike High School. We’ve also established a farm with goats, pigs, rabbits, dogs and a cow, and we grow ʻuala, kalo, banana and my new hobby, succulents.”

Pumehana plans to spend part of the summer in Japan where she will teach hula to elementary school students in Kyoto and explore the country before returning to her first job as a licensed teacher. “I want to go back to school in a year or so to pursue my PhD in Hawaiian Studies. I love learning, I love experiencing new things and I know higher education is where I can get that.”

It seems Pumehana always has a smile on her face. Positivity surrounds her. “I want others to know that education is for everyone and it’s something no one can take from you. It’s yours and it’s what you make it. If you are curious or have always wanted to go back to school, old or young, DO IT! The things Iʻve learned and people Iʻve connected with are priceless and something I will carry with me for the rest of my life.” What better endorsement than that. And, apparently, absolutely no obstacle is truly insurmountable.

For information about the Hoapili Teacher Pathway Program, please visit For complete information about �鶹��ýMaui 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.

The recognized students, faculty and program contributors at its annual award ceremony on April 24.

The event honored 30 graduating seniors, along with 38 new learning assistants and three new faculty members joining the program. The ceremony also highlighted four award categories recognizing excellence in teaching innovation, program advocacy, and student support.

The Learning Assistant (LA) Program places undergraduate students in courses across campus to help facilitate active, discussion-based learning. Learning assistants work with faculty to support collaborative instruction in lectures, labs and discussion sections, helping shift traditionally lecture-based courses into active learning environments. The program, which began in STEM fields, has since expanded to include a wide range of disciplines across UH Mānoa.

For the first time, graduating seniors in the LA Program were presented with honors cords, recognizing their academic progress, skill development and contributions to student success. The cords were approved following the LA program’s transition into the , after serving as a successful pilot of the Provost’s office for the past several years.

Program organizers describe the cords as a symbol of dedication, perseverance, and belonging within the LA community. They recognize students who have significantly supported active learning environments while completing their own academic journeys.

“The honor cords recognize meaningful time supporting their peers and partnering with faculty to cultivate active learning communities across disciplines,” said LA Program Director and Professor Tara O’Neill. “This program is about creating meaningful learning experiences on both sides of the classroom—where students and instructors are shaping how knowledge is built and shared at UH Mānoa. As LAs, our students are not only strengthening their own content knowledge, they are transforming learning at UH Mānoa by creating spaces that encourage engagement, questions and innovation.”

Program awardees

• Outstanding Learning Assistant Award recognizing students for excellence in supporting course instruction and fostering engaging learning environments: Katie Thai, Jack Santos and Kevin Phan
• The Agent of Change Award promoting new approaches to active learning at UH Mānoa: Instructor Astrid Delorme
• Curriculum Innovation Award for course design work that integrates LAs to improve student learning experiences: Professor Monique Chyba
• LA Advocacy Award for leadership in advancing the program: Interim Vice Provost of Student Academic Success Amy Ebesu Hubbard

Georcelle Lozano’s journey to where she is today and her upcoming graduation from the University of �鶹��ý–W����� Oʻahu began eight years ago and about 5,370 miles away in her beloved hometown of Balaoan, La Union, Philippines. When she was 14, her family immigrated to �鶹��ý in 2018 to reunite with relatives and build a new life in a new country.

Lozano is a first-generation college student and the only fluent English speaker among her immediate family members, who speak their native Ilokano. Over the years, both her academic and familial responsibilities involved trying to figure out unknown processes and systems not only for herself, but others in her family.

Meet more amazing UH graduates

Lozano said the experience shaped her understanding of how access to information and support can significantly influence someone’s ability to succeed.

“Graduation represents years of sacrifice, both mine and my family’s,” said Lozano. “It reflects the journey of leaving home, adapting to a new country, and learning how to navigate unfamiliar spaces.”

Lozano will share her story as one of two student speakers at on May 9.

Lozano earned, with distinction, a bachelor of education in secondary education with a focus on mathematics.

“For me, this moment is not just an ending, but a responsibility,” Lozano said. “It is a reminder that everything I have learned here is meant to be carried forward and used to support others who may be walking a similar path.”

Read more at .

Ten graduate programs at the are in the nation’s top 50, and an additional 17 programs are in the top 100, according to the 2026 , released on April 7.

UH Mānoa’s (JABSOM) also placed in the nation’s top tier (tier 1) for best medical schools for primary care, and UH �ᾱ����’s ranked in a in the nation.

The highest ranked UH Mānoa programs were in the , ranking No. 18 (tied) for best environmental law programs and law schools with most grads in federal clerkships, No. 24 for best part-time law programs, No. 41 (tied) for best international law programs, No. 47 (tied) for best dispute resolution programs and No. 48 (tied) for best legal writing programs.

The ranked No. 22 (tied) for best international programs, and the (SOEST) placed No. 40 (tied) for best Earth sciences programs. JABSOM ranked No. 42 for most graduates practicing in rural areas and No. 45 for most graduates practicing in primary care.

“UH Mānoa’s strong showing in the latest U.S. News and World Report rankings underscores our commitment to excellence in teaching, research and student success,” said UH Mānoa Interim Provost Vassilis L. Syrmos. “These results reflect the talent and dedication of our faculty, students and staff, and �鶹��ý can take pride in knowing their university is preparing the next generation of leaders and changemakers for our community and the world.”

Rankings were based on multiple factors, including research activity (such as publications and citations), student and alumni outcomes (employment and earnings), quality assessments (from peers and recruiters), student selectivity (GPA and test scores), and faculty resources (doctoral degrees awarded and student-to-faculty ratios).

Note: not all programs are ranked every year. See these UH News stories on previous years’ rankings: 2025, 2024, 2023, 2022, 2021, 2020 and 2019.

Jump to program rankings:
William S. Richardson School of Law  |  John A. Burns School of Medicine  |  Shidler College of Business  |  School of Ocean and Earth Science and Technology  |  School of Nursing and Dental Hygiene  |  College of Education  |  Thompson School of Social Work & Public Health  |  College of Social Sciences  |  College of Engineering  |  College of Natural Sciences  |  College of Arts, Languages & Letters

William S. Richardson School of Law

The William S. Richardson School of Law was ranked in 16 categories by U.S. News and World Report. In addition to its ranking of No. 18 (tied) for best environmental law programs and law schools with most grads in federal clerkships, No. 24 for best part-time law programs, No. 41 (tied) for best international law programs, No. 47 (tied) for best dispute resolution programs and No. 48 (tied) for best legal writing programs, the �鶹��ýlaw school placed No. 91 (tied) among the top law schools in the nation.

Other law school rankings include:

• Tax law: No. 80 (tied)
• Criminal law: No. 88 (tied)
• Contracts/commercial law: No. 92 (tied)
• Health care law: No. 92 (tied)
• Constitutional law: No. 95 (tied)
• Business/corporate law: No. 101 (tied)
• Clinical training: No. 102 (tied)
• Intellectual property law: No. 127 (tied)
• Trial advocacy: No. 175 (tied)

John A. Burns School of Medicine

JABSOM was one of 16 schools that placed in the nation’s top tier (tier 1) for best medical schools for primary care. JABSOM also placed in tier 3 for best medical schools for research.
In addition, JABSOM ranked No. 42 for most graduates practicing in rural areas, No. 45 for most graduates practicing in primary care, No. 139 for speech language pathology and No. 171 for most graduates practicing in medically underserved areas. .

Shidler College of Business

The Shidler College of Business placed in nine subject areas. Leading the way were international programs at No. 22 (tied), accounting programs at No. 68 (tied), information systems programs at No. 72 (tied) and marketing programs at No. 91 (tied). In addition, Shidler ranked at No. 104 (tied) for best management programs, No. 113 (tied) for best executive programs, No. 123 (tied) for best finance programs, No. 125 (tied) for best entrepreneurship programs and No. 142 (tied) for best part-time MBA programs.

School of Ocean and Earth Science and Technology

SOEST placed No. 40 (tied) among the nation’s best Earth sciences programs.

School of Nursing and Dental Hygiene

The School of Nursing and Dental Hygiene placed No. 55 (tied) for best nursing school–master’s and No. 62 (tied) for best nursing school–doctor of nursing practice (DNP). Both were the only programs in �鶹��ý to be ranked by U.S. News and World Report.

College of Education

The College of Education ranked No. 57 (tied) in the U.S., the 21st straight year the college has been listed as one of the nation’s top 100 education programs. Nationally accredited since 2000, the College of Education continues to be recognized for its award-winning programs and people.

Thompson School of Social Work & Public Health

The ranked No. 89 (tied) among the nation’s top public health schools and programs in the U.S. accredited by the Council on Education for Public Health. The Department of Public Health Sciences offers a ; a , with specializations in , , and , and a , as well as PhD program in , specializing in community-based and translational research and a PhD in . The Department of Public Health Sciences is also home to an online master of public health program to meet workforce demands.

College of Social Sciences

The College of Social Sciences placed among the nation’s best in at No. 90 (tied) and at No. 92 (tied).

College of Engineering

The ranked among the nation’s best in at No. 91 (tied), at No. 92 (tied), and at No. 128 (tied). The College of Engineering overall ranked No. 164 (tied) among the top engineering schools in the U.S. that grant doctoral degrees.

College of Natural Sciences

The placed among the nation’s best in at No. 97 (tied), and at No. 115 (tied), and at No. 125 (tied).

College of Arts, Languages & Letters

UH Mānoa placed No. 106 (tied) among the nation’s best for fine arts programs.

Other rankings

UH Mānoa also received these notable rankings:

• 2026 Quacquarelli Symonds World University Rankings by Subject, March 25, 2026
• 2025 U.S. News and World Report best online programs, January 27, 2026
• 2026 Times Higher Education World University Rankings by Subject, January 21, 2026

Fourteen University of �鶹��ý at Mānoa academic subjects were ranked among the world’s best in the 2026 , released on March 25.

Four subjects placed in the top 22 in the nation and top 100 in the world. Leading the way was geology (No. 19 in the U.S. and No. 51–100 in the world), geophysics (No. 19 in the U.S. and No. 51–100 in the world), Earth and marine sciences (No. 21 in the U.S. and No. 51–100 in the world) and linguistics (No. 22 in the U.S. and No. 61 in the world).

Ten additional subjects placed in the world’s top 2% (within top 500 in the world out of ):

• English language and literature: No. 28 U.S., No. 101–150 world
• Agriculture and forestry: No. 30 U.S., No. 151–200 world
• Anthropology: No. 31 U.S., No. 101–200 world
• Modern languages: No. 41 U.S., No. 251–300 world
• Environmental sciences: No. 66 U.S., No. 351–400 world
• Communication and media studies: No. 68 U.S., No. 251–275 world
• Physics and astronomy: No. 70 U.S., No. 401–450 world
• Education: No. 78 U.S., No. 351–400 world
• Medicine: No. 99 U.S., No. 451–500 world
• Biological sciences: No. 100 U.S., No. 451–500 world

“These rankings highlight the exceptional work and commitment of our faculty, students and staff,” UH Mānoa Interim Provost Vassilis L. Syrmos said. “They showcase the university’s global standing and reinforce that UH Mānoa offers outstanding educational opportunities and experiences for both our local community and those joining us from around the world.”

UH Mānoa was ranked in three broad subject areas and 14 narrow subject areas. The QS World University Rankings by Subject are calculated using five criteria: academic reputation (measures the reputation of institutions and their programs by asking academic experts to nominate universities based on their subject area of expertise), employer reputation (measures the reputation of institutions and their programs among employers), research citations per paper (measures the impact and quality of the scientific work done by institutions, on average per publication), H-index (measures both the productivity and impact of the published work of a scientist or scholar) and international research network (measure of an institution’s success in creating and sustaining research partnerships with institutions in other locations).

The 2026 edition of the rankings by global higher education analyst Quacquarelli Symonds analyzed the performance of more than 18,300 university programs, taken by students at more than 1,700 universities in 100 locations around the world.

Other rankings

UH Mānoa also received these notable rankings:

• 2025 U.S. News and World Report best online programs, January 27, 2026
• 2026 Times Higher Education World University Rankings by Subject, January 21, 2026
• 2025 Global Ranking of Academic Subjects, January 4, 2026

Five subject areas were placed in the world’s top 1%, and an additional four earned top 2% honors in the 2026 , released on January 21.

Education led the way, ranked in the No. 101–125 tier, followed by physical sciences at No. 126–150, arts and humanities at No. 151–175, and law and life sciences each at No. 201–250. To qualify in the world’s top 1%, rankings must be within the top 250 in the world () UH Mānoa was ranked in all 11 of the 2026 Times Higher Education World University Rankings by Subject lists.

“We are proud that UH Mānoa continues to be recognized globally, reflecting our commitment to academic excellence, research and the student experience,” UH Mānoa Interim Provost Vassilis L. Syrmos said. “These rankings underscore the hard work and dedication of our faculty, students and staff, who make UH Mānoa a truly exceptional place.”

All UH Mānoa rankings:

• Education studies: No. 101–125
• Physical sciences: No. 126–150
• Arts and humanities: No. 151–175
• Law: No. 201–250
• Life sciences: No. 201–250
• Social sciences: No. 251–300
• Medical and health: No. 301–400
• Psychology: No. 301–400
• Business and economics: No. 401–500
• Computer science: No. 501–600
• Engineering: No. 501–600

Times Higher Education considers the following factors for its rankings: teaching, research environment, research quality, industry income and international outlook. Regarded as one of the leading national and international university rankings focused on research and academic excellence, Times Higher Education considered between 425–1,555 of the top institutions for each of its subject rankings, out of more than 25,000 institutions worldwide, to be eligible for its World University Rankings by Subject.

Other rankings

UH Mānoa also received these notable rankings:

• 2025 Global Ranking of Academic Subjects, January 4, 2026
• 2026 Times Higher Education World University Rankings, October 9, 2025
• Wall Street Journal/College Pulse 2026 Best Colleges in the U.S. rankings, October 2, 2025
• U.S. News and World Report 2026 Best Colleges rankings, September 23, 2025

For more information, .

The earned high marks in nearly 20 academic subjects in the , with , and leading the way among the highest-ranked programs.

Oceanography ranked No. 5 in the U.S. and No. 7 in the world, atmospheric science placed No. 8 nationally and No. 11 worldwide, and hospitality and tourism management ranked No. 12 in the U.S. and No. 32 in the world.

The rankings were released by the Shanghai Ranking Consultancy and is considered one of the most comprehensive and objective assessments of university performance by discipline.

UH Mānoa also posted strong global and national placements across science, engineering, social science and other fields. tied for No. 17 in the U.S. and ranked No. 51–75 worldwide, while ecology and each tied for No. 24 nationally and placed No. 76–100 globally.

Additional UH Mānoa subjects recognized in the 2025 rankings include communication, education, political science, water resources, biological sciences, civil engineering, food science and technology, environmental science and engineering, agricultural sciences, economics, management and physics.

“These rankings reflect the depth and consistency of excellence at UH Mānoa,” Interim Provost Vassilis L. Syrmos said. “Our faculty are advancing research that matters locally and globally, while preparing students to address some of the most pressing challenges facing our world.”

UH Mānoa was evaluated alongside approximately 2,000 universities from more than 100 countries and regions, selected from a global pool of more than 25,000 institutions. The rankings are based on measures such as world-class faculty, world-class research output, high-quality research, research impact and international collaboration.

Other recent rankings:

• 2026 Times Higher Education World University Rankings, October 9, 2025
• Wall Street Journal/College Pulse 2026 Best Colleges in the U.S. rankings, October 2, 2025
• U.S. News and World Report 2026 Best Colleges rankings, September 23, 2025

For more information, .

—By Marc Arakaki

More than 200 high school students from a dozen public schools on Oʻahu, �鶹��ý Island, and Maui gathered at in November, for the third annual “Dive Into Education” event, designed to nurture students’ interest in becoming �鶹��ý’s next generation of teachers.

From the moment students arrived, the energy was palpable. Many quickly found themselves surrounded by a sense of community and shared purpose.

“My favorite part was being able to connect with people from other schools who are like-minded about education,” said Camille Nino, Pearl City High School student. “It’s comforting when other students are so welcoming and eager to keep a conversation going.”

Future changemakers

Hosted in Leeward CC’s ʻImi ‘ʻIke (Education Building) and sponsored by the �鶹��ý Education Association (HEA), the event featured a college and career fair, guided tours of Leeward CC’s Children’s Center for students interested in early childhood education, and a Tech Slam showcasing high-impact digital tools for teaching. It also offered breakout sessions on topics from teacher salaries to career opportunities within the �鶹��ý State Department of Education.

Lt. Gov. Sylvia Luke delivered a keynote speech emphasizing the life-changing influence of teachers, recalling her own elementary teachers who stayed after school to help her learn English. HEA President Joan Kamila Lewis also encouraged students to see themselves as future changemakers.

Real experiences

Pearl City High School student Jessa Castillo said, “I was inspired by the guest speakers because they shared real experiences, not just general information you might read about online.”

Jeffrey Judd, teacher education professor, added, “It is heartening to see the next generation so deeply interested in what it means to be an effective educator and how they can positively impact their future students’ lives.”

Associate Professor Dan Hoffman, in the University of �鶹��ý at Mānoa (LTEC), was presented with the Outstanding Research and Theory Accepted Proposal Award at the 2025 (AECT) International Convention for his work with recent LTEC graduate Jessica Chillingworth and current doctoral student Larry Nguyen.

“This recognition reflects the hard work and intellectual curiosity of my students and �鶹��ý State Department of Education collaborators, and it inspires us to continue pursuing meaningful, high-quality research that can advance our understanding of the role computer science education should play in preparing students in �鶹��ý to navigate the digital age,” Hoffman said.

Their proposal, “Reshaping the Future: How Early Computer Science Education Influences Student Participation and Achievement,” was based on analyzing enrollment records of more than 3,600 �鶹��ý public school students and found that requiring a sixth-grade computer science course promoted more equitable participation, making students much more likely to choose to take a computer science elective in seventh-grade.

“We found this was a pattern that seemed to hold for a number of key underrepresented groups,” Hoffman explained. “The results of our study suggest that mandatory early computer science education may be an effective policy tool for boosting enrollment and helping students be more curious about computer science, outcomes that will likely promote digital literacy.”

A member of AECT for a decade, Hoffman has been heavily involved in the international division, serving as its president in 2023–24, chairing the awards committee in 2024–25 and currently serving as the international affiliates liaison for 2025–26. Chillingworth, who graduated last May and was the student speaker at her commencement, has attended and presented at multiple AECT conferences. This was Nguyen’s first AECT conference. Both students presented their own research in addition to the proposal related to the award.

Read the entire story on the .

Approximately 1,200 young haumāna (students) from elementary schools throughout Oʻahu visited the campus on November 21, to learn more about college life and even got to witness front and center a game.

The visit began at 8:30 a.m., at Andrews Amphitheater where the keiki were introduced to campus and split into groups for morning tours. UH ����ԴDz� student guides led groups through classrooms, labs and notable campus spots, introducing the haumāna to academic programs and campus life while mixing in fun facts that kept the tours engaging.

Then at 11 a.m., the keiki headed to Bankoh Arena at Stan Sheriff Center to cheer on the Rainbow Wahine in the opening game of the Bank of �鶹��ý Classic against Loyola Marymount. They brought a ton of energy to help propel the Rainbow Wahine to a 55-51 victory.

“Our students, for some of them, this is their first time at the Stan Sheriff or even just kind of touring the campus—just being exposed to what’s across the street from us,” said Preston Pires, Mid-Pacific Institute elementary PE teacher. “A lot of our students, they like following University of �鶹��ý athletics, and they kind of get to see their idols in action.”

Mid-Pacific Institute 5th grade student Nahe Amimoto expressed his excitement for exploring the UH ����ԴDz� campus, from the facilities to the arena.

“I think it’d be a really nice school to go to,” said Amimoto.

“It helps the campus, it helps athletics and it helps women’s basketball,” said UH ����ԴDz� Athletics Director of Marketing and Fan Experience Eric Mathews, also known as “Captain Fun.” “It does so many positive things when you have this age group and kids here seeing campus for the first time, maybe seeing a game for the first time. They’re getting so many cool experiences.”

Prior to the game, all keiki were given swag bags with gifts courtesy of Bank of �鶹��ý, Raising Cane’s, Coke and Sodexo. The haumāna were from Kūhīo, Hōkūlani, Mōkapu, Ala Wai, Lincoln, Hoʻokele, Hahaʻione, Queen Kaʻahumanu, and Lunalilo Elementary Schools, and from neighboring Mid-Pacific Institute.

This opportunity was made possible by a collaboration of multiple units across the UH ����ԴDz� campus, including the athletics department, admissions office, campus operations and facilities, President’s office and more.

University of �鶹��ý at Hilo graduate Pascale Pinner has been inducted into the National Teachers Hall of Fame (NTHF) in recognition of her extraordinary dedication to education. Now in her 38th year teaching science at Hilo Intermediate School, Pinner’s journey reflects a lifelong commitment to learning and community—one deeply influenced by UH �ᾱ����’s supportive environment.

“I developed a good handful of friends, and we stuck together and supported each other through everything,” said Pinner. “I keep in touch with many of them to this day. That’s what makes UH Hilo so special . . . small class size, small university feel, rigorous curriculum, but culturally this integration of everybody together, supporting each other to be one big ʻohana (family).”

Her induction into the NTHF was a surprise orchestrated by her school community. Sixty students arrived with lei and honored her one by one, until the stack reached her eyes. It was a celebration of the appreciation and respect earned over the years.

Full circle mentorship

Pinner earned a bachelorʻs degree in from UH Hilo in 1987 and a professional diploma in education in 1991. She credits several UH Hilo faculty members as being influential in her development as an educator—naming Bob Fox, Marlene Hapai, Nina Buchanan and Don Hemmes as mentors who encouraged her to consider teaching.

In addition to teaching at Hilo Intermediate, Pinner also taught in the UH Hilo for four years. She holds a doctorate in educational leadership, and her community ties run deep. Her principal is a former student, and she has also taught four current colleagues.

Joy of teaching

Today, Pinner continues to teach because of the impact science education has on her students.

“The number one thing that makes my day, makes my week, makes my year is when students experience something during a science lesson and you can just see the awe and wonder pop out in their face,” said Pinner. “That kind of energy has allowed me to continue in this position for those 38 years.”

This article by Native Hawaiian Initiative Alakaʻi (Coordinator) at the University of �鶹��ý at ����ԴDz� Kamakanaokealoha Aquino was first published in .

On September 10, 2025, the United States Department of Education (USDOE) announced that it will end discretionary funding to several Minority-Serving Institutions (MSI).

MSIs are U.S. colleges or universities that enroll a significant percentage of minority and low-income students or were created with the explicit purpose of serving such populations. MSIs provide access to higher education for students historically underrepresented in colleges and receive federal funding under the Higher Education Act (HEA) to support these students.

Some of these MSIs are known as Hispanic Serving Institutions, Predominantly Black Institutions, Asian American and Native American Pacific Islander Serving Institutions (AANAPISI), and Alaska Native and Native Hawaiian-Serving Institutions (ANNH).

Each University of �鶹��ý (UH) campus has received federal government funding, known as Title III funds, because they qualify as AANAPIS and/or ANNH institutions. Title III is a federal program for eligible institutions of higher education to become self-sufficient and expand their capacity to serve low-income students by providing funds to improve and strengthen academic quality, institutional management, and fiscal stability.

Over the decades, these funds have been used to increase recruitment, retention, outreach, and graduation rates of Native Hawaiian, Pacific Islander, and Filipino students through various student support programs, campus collaborations, professional development for students, faculty and staff, as well as equipment and capital improvement plans for buildings and space to support these activities.

A 2014 evaluation report on the effectiveness of Title III funded programs across the UH system describes the impact of the funding:

“…survey respondents who interacted in Title III programming, attended Title III events, or made use of Title III resources reported significantly higher levels of sense of belonging and identity formation than other respondents. A common theme among both students and staff/faculty concerned the nurturing environment Title III programming and resources created on campuses throughout the system” (pp. 1-2).

Every campus in the UH system has received Title III funding and has thus been able to produce such positive results.

For example, over the past 25 years, Honolulu Community College (HCC) has used $20 million in Title III funding to launch over a dozen new programs and initiatives. These projects are now a permanent part of the college, benefiting students for years to come. While each campus has received millions of Title III dollars, not all initiatives have yet become a permanent part of the campus. Therefore, concern is high about how those projects will continue given the announcement that funding will be eliminated.

It is concerning that the USDOE is viewing MSIs and the Title III dollars as discriminatory when in fact, in our �鶹��ý context, they have been used to uplift and support not only Native Hawaiian, Pacific Island, and Filipino students, but all students who attend the 10 UH campuses.

UH leadership has committed to contingency planning to continue to support this important work. But the loss of millions of dollars will undoubtedly be difficult to replace. As one UH staff member said, “When the kāhea goes out, we will need support. Until then, e makaʻala �����dz�.&�����ܴ�;

Families and professionals are invited to register for ’s free virtual learning sessions, an opportunity to gain practical strategies and expert support to improve support for autistic individuals.

During these sessions, community professionals share their expertise to build local capacity, connecting autism service providers and families, and empowering them with the knowledge and skills needed to deliver timely and effective support. ECHO Autism �鶹��ý is housed in the University of �鶹��ý at Mānoa’s .

The program is a set of sessions that start on September 30, and run for four weeks on Tuesdays from noon to 1:30 p.m. The cohort is designed for autism service providers, including speech-language pathologists, psychologists, occupational therapists, board certified behavior analysts, registered behavior technicians, social workers and others.

The cohort theme is “Family Engagement” with sessions dedicated to early childhood, school-age and transition-age individuals, embedding culturally responsive practices throughout. The program will follow the ACEs model, emphasizing alliance, collaboration and empowerment. This is the second year this program is being offered.

“By fostering a community of practice, ECHO Autism aims to reduce disparities in access to autism services and improve outcomes for individuals with autism spectrum disorder across diverse communities,” said ECHO Autism �鶹��ý co-lead and Special Education Assistant Professor Marija Čolić. “Since launching the first cohort in summer 2024, we’ve received very positive feedback. Participants reported that each presentation was informative, engaging and easy to understand.”

Other program leads include Kelsey Oliver from the College of Education and Maya Matheis, who is contracted with the , where the program is housed. ECHO Autism �鶹��ý is supported through a University Center for Excellence in Developmental Disabilities grant funded by the Administration on Community Living.

Play-based program

Čolić also leads a free play-based research program where autistic children can develop play and social skills while connecting with peers in a supportive environment. This project is co-led by Sho Araiba, a lecturer at Leeward Community College, along with UH Mānoa students.

The play-based program sessions are held on Saturday mornings at the College of Education and last for 1.5 hours. The third cohort will run this fall from September 20 to December 13. The program welcomes children between the ages of 6 and 12. Enrollment is limited to six children, but additional spots may be available depending on demand.

Parents attend each session and participate as much as they feel comfortable. During sessions, children choose from a variety of toys and games, and the team provides guidance and modeling to support positive interactions so that every child feels comfortable, respected, and included.

Parents interested in enrolling their child and/or for more information are encouraged to contact Čolić at colic@hawaii.edu.

Student engagement at UH ����ԴDz�

Another project related to autism support is the United Network of Inclusivity (UNITY), a registered independent organization (RIO) at UH ����ԴDz�. UNITY was established in 2024 by UH neurodivergent students and students with disabilities with the aim of supporting other neurodivergent UH students. Čolić serves as the faculty sponsor. There are several events planned for the fall to help neurodivergent students and students with disabilities connect with one another. The vision of UNITY is to uplift the voices of students with disabilities by providing a supportive and compassionate space run by and for neurodivergent and disabled students. Students interested in joining the RIO are encouraged to reach out unity4disabilities@gmail.com or colic@hawaii.edu.

Children across the state and country have recently begun their new school year. Associate Professor Brook Chapman de Sousa at the University of �鶹��ý at Mānoa School of Teacher Education program in the is an expert in how multilingual children and their families engage in learning, and the strategies educators can use to create classrooms that support every student’s success. Chapman de Sousa shared practical tips to help families ease the back-to-school transition and support their children’s learning and growth.

What did I wish I knew before my child started kindergarten?

I know it’s very stressful starting kindergarten, and I’m a parent as well. I would say the biggest advice is establishing routines as best as you can so your children know what to predict. Starting schools can be scary for them. Knowing that there’s routine at home is really helpful and something that can also help the parent. It just makes the days go smoother. But, having said that, I also learned that it’s important to be flexible too because it can be stressful, and sometimes just realizing in the moment that we have to let go.

What can parents do at home to support reading and math?

Have a designated spot and make sure that all of your resources and tools are there. That ties into the idea of routines. Also, I think it’s really helpful to make time to have conversations with your child about what they’re reading or their math. We know that talking things through helps kids learn. It’s hard, we’re busy, but any time as parents we can just sit with them and ask them ‘what are you learning about?’ When my own children have problems, oftentimes I found that if I just ask them to talk through what they’re doing, they’ll have moments where it just clicks and all they needed was for me to just sit with them.

How can you get the most out of parent-teacher conferences?

Teachers in schools will oftentimes send information home about the structure of parent-teacher conferences. Different schools do it differently, so for some, the children lead the conference, and it’s them presenting and sharing. There’s not always time for parents to ask questions, and I know parents are often really curious. I would advise in that case sending an email to the teacher and either putting their questions into the email or asking if there could be a follow up meeting because it is important at conference time if the children are present, for them to be able to go through what they’ve prepared. I found with my own children that was the style of conference that we had, and it was really nice to sit back and listen to what the teacher and the children were presenting. I think just approaching conferences and working with teachers as a collaboration, so you could also think about the ways that you can get involved in the classroom.

Explain the focus of your research.

My area of focus is how do teachers involve families and children who are multilingual, more so in the classroom. It can be overwhelming and intimidating, especially if it’s an English medium setting. For families who are multilingual and for teachers, if there is any way that we can build those bridges. There’s so many apps now that can help with language and just make sure that you understand everything that’s coming home. If you need support with interpretation or translation, request it because it’s available to you. Also I think that the school can benefit a lot from the languages and cultures that you and your children bring. What we found is that the children tend to do better in class when the families are involved in that way.

Students from the (PACE) at the University of �鶹��ý at Mānoa partnered with a �鶹��ý Island meal delivery service to boost its growth through a new marketing strategy. Their work has helped local entrepreneur Jasmine Silverstein expand her small business, .

The company—which focuses on providing locally sourced, gluten free, fully prepared meals to customers—had primarily relied on word-of-mouth marketing. Recognizing the potential for expansion, she saw an opportunity to work with PACE’s aspiring business leaders to develop a structured growth strategy.

“The students brought fresh ideas and practical solutions that I wouldn’t have thought of on my own,” said Silverstein. “Their expertise in digital marketing, customer engagement and data tracking has already helped me take key steps toward expanding my reach.”

Led by Roma Amor Malasarte (computer science), Hokumalie Serna (marketing), Candide Krieger (education) and Emma Hsu (history), the team tackled challenges such as enhancing website functionality and streamlining the customer checkout experience. Their marketing recommendations included the implementation of A/B testing for coupon codes (trying different coupons to see which works best), exploring strategic partnerships with local gyms and wellness businesses, and refining Meals in a HeartBeet’s social media presence.

“The hands-on experience of working with a real business has been invaluable,” said Malasarte. “We’ve been able to apply what we’ve learned in the classroom to help a local entrepreneur grow her business, and that’s what PACE is all about.”

Silverstein refined her brand messaging and added extra protein options to better meet her customers’ needs. As a result, Meals in a HeartBeet has nearly doubled its meal deliveries, reaching new markets while maintaining its commitment to locally sourced, nutritious meals.

“This is a perfect example of how PACE equips students with the skills to be innovative problem-solvers and support �鶹��ý’s local businesses,” PACE Executive Director Sandra Fujiyama said. “We’re proud to see our students making a tangible impact.”

Central Pacific Bank’s (CPB) WE by Rising Tide initiative served as the catalyst for this collaboration. The initiative is designed to empower women entrepreneurs through mentorship and growth opportunities, and the PACE students are all recipients of the CPB Foundation Scholarship for Entrepreneurship. Through the initiative, the students connected with Silverstein, eager to apply their skills to a real-world business challenge.

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Kaina Makua wasn’t seeking the spotlight when he showed up at a state canoe paddling regatta in 2019. The alumnus was there doing what he loved, coaching Waimea High School’s paddling team. But among the crowd that day was actor Jason Momoa, who saw something more: the future face of a king.

That night, Momoa approached Makua with a bold idea, asking if he’d consider playing legendary �鶹��ý ruler Kamehameha the Great in an upcoming film. Makua, a Kauaʻi native laughed it off, unsure if the Hollywood star was serious.

But Momoa didn’t forget.

“Three years later in 2022 he called me up and said, ‘I told you, I told you,’ and I was like, ‘What did you tell me?’” Makua said with a laugh. “He said, ‘I told you you are going to play Kamehameha.’”

Makua stars alongside Momoa in Chief of War, an Apple TV+ series premiering August 1. The series tells the story of Kaʻiana, a Kauaʻi aliʻi (high-ranking chiefs or royalty) and warrior who opposes Kamehameha’s push to unify the Hawaiian Islands. Filmed in �鶹��ý and New Zealand, the series also brings to life other key aliʻi figures from that era, such as Kahekili and Kaʻahumanu.

A path of purpose

Makua, a trained ʻōlapa hula (hula dancer), was hesitant at first, not having an acting background. His days were already full–dedicating his life to empowering ʻōpio (youth) in west Kauaʻi through ʻāina (land) rehabilitation and food system revitalization centered around kalo (taro) through his nonprofit, .

Related story: Q&A: Exploring Chief of War with UH kumu, July 2025

After deep reflection and guidance, he eventually embraced the role. He dove deep into research and his own genealogy, which connects him to Kamehameha through his father’s side. Along the way, Makua developed a deeper view of the revered aliʻi, often admired, but also questioned for his approach.

“Coming from his perspective and stepping into this leadership role, it was clear that he did what was necessary for �鶹��ý, not for himself,” Makua said.

He discovered parallels in his own life.

“If you’re a real leader and you’re really making change…you understand the kuleana (responsibility) and the weight of that. You’re always going to get ridiculed, you’re always gonna be under the microscope.”

On set, Makua often found himself surrounded by hundreds of crew members working behind the scenes to bring the historical drama to life. But when the cameras rolled, he leaned into something deeply personal, his own life experiences.

“It’s all everyday emotions for all of us. I mean we all get that. We go up and down. We go left and right. We spin around in circles,” Makua said. “Being around other actors and watching them made my job feel way easier to settle into.”

Healing through ʻāina

Makua carries that same sense of purpose into his work off-screen. Within the past decade, he’s poured his mana (strength) into growing his nonprofit, expanding from 10 to nearly 100 acres of restored agricultural ʻāina across four sites on Kauaʻi and Oʻahu. More than 3,500 ʻōpio have taken part in its ʻāina-based education programs. Through its commercial brand, Aloha Aina Poi Co., the group processes and distributes more than 70,000 pounds of fresh poi across �鶹��ý each year.

“It’s more apparent how disconnected we are as a people, not even as Hawaiians just as human beings. And it’s only getting worse. Kumano I Ke Ala is here to uplift our people and to help save the world through aloha ʻāina work, love of the land,” Makua said.

Lessons from Kānewai

Much of what he now teaches ʻōpio, especially about the many varieties of kalo and traditional planting techniques, comes from the time he spent immersed at , the taro patches next to the . Makua often reflects with gratitude on the ʻike (knowledge) passed down to him during his time at UH Mānoa where he earned a BA in and an MA in and (Hawaiian language).

Sharing moʻolelo

As for his acting debut on the upcoming tv series, Makua hopes it opens doors for native peoples.
“I hope that Indigenous populations that we have across the world understand this is a foot in the door. It’s not going to end here. I hope they understand that it’s not just for �鶹��ý, this for all Indigenous people because we all get moʻolelo (stories). This is how we all can share.”

—By Moanikeʻala Nabarro

Balancing four jobs, a full schedule of college classes, and navigating personal loss, Leeward Community College student Keshawn Wright, who will graduate on May 16, is forging a path rooted in leadership, education and resilience. UH News sat down with him to learn more about what has motivated and inspired his journey in higher education.

What are you studying at Leeward CC, and what inspired that path?

I’m working toward a degree in business management with a teacher education focus. I’ve always been drawn to leadership, planning and helping others grow. Being in both education and business allows me to merge those passions—whether it’s running a classroom, managing a team, or organizing programs that help students succeed. I come from a family of servicemembers, teachers and business owners, which played a big role in shaping my path.

What drew you to Leeward CC?

Meet more amazing UH spring graduates

I was born in Georgia and raised in Texas and Las Vegas, but I’ve lived in �鶹��ý for the past five years. While caring for my mother before she passed, she encouraged me to return to her birthplace and reconnect with myself. That move changed everything. �鶹��ý has become such a meaningful part of my life—it’s helped me heal and grow. When it came to continuing my education, Leeward CC stood out because it felt like a true community where I could belong, be seen, and make a difference.

What are you involved in on and off campus, and how do you balance everything?

On campus, I work in the marketing office (Creative Services) as a social media content creator. Off campus, I work at Leilehua High School’s College and Career Center, I substitute teach, and I’m a Walmart associate. Balancing school and four jobs is tough, especially while navigating grief following the loss of my mother. But staying organized, using campus resources, and leaning on support systems has helped me stay grounded. My motivation comes from wanting to make my mother proud and show others that it’s possible to succeed, even when life gets tough.

How has Leeward CC shaped your future goals?

Leeward CC helped me grow into a confident leader and communicator. I’ve gained real-world experience, built strong connections, and discovered I truly belong in higher education. After graduation on May 16, I plan to transfer to UH ����ԴDz� to complete my bachelor’s in business. Eventually, I hope to start my own company and become a high school teacher. My ultimate goal is to keep giving back to the community that’s helped shape who I am.

—By Devon Bedoya