When Chinoko Shirakura walks into her classroom at the University of �鶹��ý at Mānoa, she carries more than just lesson plans and textbooks—she brings with her a passion rooted in identity, heritage and connection. Shirakura is UH Mānoa’s newest lecturer and is focused on helping students rediscover their roots and build cultural bridges.

Born and raised in Thailand to a Thai mother and Japanese father, Shirakura grew up in a multicultural household where language was more than a means of communication.

“I realized early on that language wasn’t just words. It’s a way of understanding daily life, of connecting to people,” she said. “Even casual conversations carry culture.”

Discovering her passion

That understanding deepened after moving to �鶹��ý in August 2024. Shirakura is currently pursuing a master’s in at UH Mānoa, a two-year program that she said allows her to immediately apply what she learns to her own teaching.

Upon moving to �鶹��ý, friends and colleagues encouraged her to share casual Thai phrases.

“I’d see how excited they got when they understood something, even just simple phrases,” she said. “That’s when I knew I wanted to pursue this seriously.”

Currently, Shirakura teaches Thai 101 and Thai 202 to students who tested into the higher level, with plans to expand to Thai 102 next semester.

“For many students, learning Thai is a way to reconnect with their heritage. I’ve seen students light up when they realize they can now communicate with their grandparents,” Shirakura said. “That’s when I knew I wasn’t just teaching vocabulary—I was helping them find part of themselves.”

This fall, Shirakura’s students are also launching a Thai language club, a student-led initiative that reflects the growing interest and enthusiasm for the program.

The Thai language program is housed in the UH Mānoa .

What began as homesickness for Guam led Brant Songsong, a former student, to become University of �鶹��ý at ����ԴDz�’s sole lecturer.

“I didn’t know there was a Chamorro language program, so I decided to enroll. I missed home and wanted to be around other Chamorros,” said Songsong who is from Rota, a Mariana Island north of Guam.

Songsong began by assisting Faye Untalan, a public health faculty member who championed the course. After her retirement, he formalized the class under UH ����ԴDz�’s Indo-Pacific Languages and Literatures department.

Custom curriculum

Teaching a small community language comes with distinct challenges. One major hurdle is the lack of standardized orthography (conventional spelling system). Unlike widely spoken languages, Chamorro does not have an abundance of textbooks or digital materials, requiring Songsong to develop his own curriculum.

“There aren’t that many resources because we are a small community. I had to do a lot of my own digging—figuring out why we say things the way we do so I could put it into words students can understand,” Songsong explained.

He also faces the challenge of teaching a language with multiple dialects.

“Even how I say things and write things might be an issue for some because their dialect says it differently. But at the end of the day, it’s the same word, and the meaning doesn’t change.”

Start asking questions

Songsong recognizes that students enroll in Chamorro courses for a variety of reasons—some are reconnecting with their heritage, while others are linguistics enthusiasts. For students wanting to deepen their connection to their Chamorro roots, Songsong offers simple yet impactful advice: start asking questions. He encourages learners to engage with family members, explore online resources and take advantage of the cultural events available to them.

Language preservation

Despite challenges, Songsong sees a bright future for Chamorro language at UH ����ԴDz�—envisioning continued growth, greater institutional support, and an expanding community of learners committed to preserving the language.

“Right now, I’m the only one teaching Chamorro on Oʻahu, and the program depends on me. My hope is that someone else will take over one day and that we can build a stronger support system,” Songsong said.

For more information go to the .

—By Tia Flores

The Frances Davis Award for Excellence in Undergraduate Teaching for a faculty member and a graduate assistant recognizes dedication and demonstrated excellence as teachers of undergraduate students. It was established as a memorial to the late Frances Davis, who taught mathematics at Leeward Community College and the University of �鶹��ý at Mānoa for 19 years.

Bonnie Bittman

Bonnie Bittman is an assistant professor of secondary social studies education at UH West Oʻahu. She also taught secondary social studies at the high school level for 10 years, including economics, civics, advanced placement U.S. government and politics, world history, ethics and more.

She focuses on civic education and the achievement of marginalized populations in social studies education. Her research utilizes quantitative methods, consisting mostly of regression analysis.

A peer commented that “the teaching method of Dr. Bittman models what we want the teacher education students to model in their own classrooms: specifically—collaboration, intentional pairing and explaining why it is intentional, sequencing resources and activities to build on each other, etc.”

Imelda Gasmen

Imelda Gasmen is an instructor in the Department of Indo-Pacific Languages & Literatures in the UH Mānoa College of Arts, Languages & Letters. Known to her students as Tita (Aunt) Imé, Gasmen introduced the concept of a Filipino tradition called bayanihan—the spirit of helping—and transformed that tradition to cooperative learning as a teaching methodology.

She has inspired students to major in Filipino and Philippine literature because of her unique and passionate teaching. They describe her as a “pure soul that is perfect for teaching.”

An outstanding characteristic is her ability to build pride and enjoyment of Filipino culture among students, many of whom have a connection through family ties, but have not learned the language. “I could connect with my family in ways I never imagined, calling my mom to practice my Tagalog with so much excitement. Those calls continue to this day and contribute to my parents feeling more connected to their home country.” Tita Imé is considered by students to be a living legend with exemplary knowledge, wisdom and expertise.

Maximillian Soares Miehlstein

Maximillian Soares Miehlstein is a graduate student in the UH Mānoa Department of Psychology. His research focuses on the influence of having a minoritized identity on social cognition.

As a graduate assistant for Human Development and Family Studies 380L: Research Methodology Lab, Soares Miehlstein has guided students through semester-long research projects, advising them on topic conceptualization, survey development, data analysis and interpretation of their results. Additionally, he has served as a teaching assistant for PSY 225: Statistical Techniques for the past five semesters, where he is dedicated to helping students grasp foundational statistical concepts.

Inspired by seeing students succeed, Soares Miehlstein prioritizes creating engaging and student-centered learning materials. He is committed to incorporating diversity and inclusion into course curriculum whenever possible, ensuring that various perspectives and experiences are represented in the teaching materials and discussions. As he prepares to teach his own courses, Soares Miehlstein is eager to further develop his skills to maximize students’ learning potential while fostering an inclusive learning environment.

Mitchell Okamura

Mitchell Okamura is an assistant professor of speech at Honolulu Community College. He has been teaching speech courses since 2012.

A self-professed introvert by nature, Okamura was able to turn what he calls his greatest weakness—shyness—into an asset in the classroom, and leverage this to help even the most introverted students overcome their fear of public speaking. He often relies on the Lōkahi triangle (balance or harmony of the spiritual, mental and physical) as a core foundation to keep him balanced.

Participation in several programs, such as Hoʻāla Hou (substance use prevention), and Kūkalahale E Hoʻi Nā Wai (Indigenous education frameworks training), has equipped him to use Indigenous place-based learning techniques in the classroom.

“On my first day of class Professor Okamura told a story about how he had a disability as a child and how he overcame it,” said one student. “It made me feel really good to see an adult talk about how he overcame his disabilities and he is inspiring me that I can overcome my disabilities as well.”

Stephen Taylor

Stephen Taylor is a professor of physical sciences at Kauaʻi Community College and teaches climate science, oceanography, astronomy and physics. Students appreciate his genuine interest in their success and how he challenges them to think critically and understand rather than memorize or perform simple tasks.

He involves students in engaging activities; He clearly loves teaching and makes learning fun. His students see purpose and value in lessons. They discover how to learn, how to find credible information, and how to apply knowledge to understand complicated concepts, evaluate ideas and solve problems. Taylor stresses experimental design and physics principles that can be used to credibly explain, understand and predict a variety of natural phenomena.

Colleagues and students also appreciate Taylor’s effective leadership. He is constantly innovating, collaborating with peers, facilitating systemwide change, and advocating on students’ behalf, serving as coordinator of the natural science degree program, leader of National Science Foundation awards, proponent of effective general education curriculum, and technical advisor on climate change and coastal policy.

He has authored or co-authored multiple national conference presentations focused on interactive teaching and assessment. Taylor was awarded the Regents’ Medal for Excellence in Teaching in 2011.

Jennifer Turner

Jennifer Turner is an assistant professor of psychology in UH Hilo’s College of Arts and Sciences. Turner’s primary research interests focus on social and emotional factors that influence lifespan health and well-being, such as age differences in nostalgia and potential mechanisms to reduce negative perceptions of aging.

She serves on multiple college and departmental committees and sits on the editorial board for the scientific journal Innovation in Aging. However, it’s the connection she’s made with students that rises above it all.

Professor and Psychology Chair Adam Pack said, “At a time when students often gravitate towards online course offerings, they flock to Dr. Turner’s face-to-face course because her teaching is scholarly, dynamic, engaging and creative.”

Turner is dedicated to providing students with applied learning experiences to advance post-graduate program admission and career opportunities. In the four semesters she has been at UH Hilo, she has redesigned coursework and re-imagined the developmental lab to provide deeper engagement and understanding of content and practices.

Student Mia McGrath said, “It’s rare to find a professor who cares the way she does. She’s brilliant, passionate, kind and an incredible mentor.

In celebration of Filipino American History Month, a University of �鶹��ý at Mānoa event “Entre-Pinoy-Ship” brought together a dynamic panel of Filipino American entrepreneurs who shared their incredible journeys, the influence of their Filipino culture and the challenges they’ve faced, and imparted advice to young entrepreneurs. They also discussed their visions for the future of Filipino American entrepreneurship, all while pursuing their dreams in �鶹��ý.

The panelists were:

• Karlo Tanjuakio, CEO and founder of GoLeanSixSigma.com + Kure
• Kit Furukawa, owner of Maui Chili Chili Oil
• Lalaine Ignao, co-owner and CEO of Sama Sama

The event on October 27, held in the state-of-the-art Walter Dods, Jr. Center, was organized by Marketing Instructor and (PACE) Faculty Fellow Constancio Paranal III, PACE Program Manager Adelene Ortiz and PACE Leader and President Daniella Pasion. The event provided a platform for the Filipino American community to explore the stories and experiences of successful entrepreneurs who are making a significant impact in the state.

“Beyond celebrating the significant contributions of Filipino Americans in �鶹��ý, the goal was to share our stories of struggle and challenges, and allow those stories to transcend boundaries,” Paranal said. “It is a reminder that with our shared challenges, there are opportunities, and within the stories, there is wisdom and strength. As the panelists mentioned, this is part of building our tribe, and expanding our community, including non-Filipinos.”

Finding passion and purpose

Each panelist revealed what motivated them to embark on their entrepreneurial journey. Their stories were diverse but shared a common theme of a relentless drive to create something meaningful and impactful. For Tanjuakio, it was about finding a problem that he was passionate about. Ignao was driven by her passion for sharing stories, and Furukawa was motivated by a desire to be her own boss and the freedom to build her own path.

The discussion highlighted the profound influence of Filipino culture on their business decisions and strategies. From how they approach their businesses to the products they create, the entrepreneurs were intentional in incorporating cultural elements and values into their ventures. Ignao shared that part of her role beyond sharing her culture through our products, is to educate customers of its significance and relationship.

Despite the large Filipino American population in �鶹��ý, the panelists candidly discussed the challenges they faced while establishing and growing their businesses. The panelists shared how they navigated the challenges associated with not being accepted or others not recognizing their worth, and at times, dealing with the internal struggle of repurposing their Filipino values of humility and modesty.

The event provided a platform for the panelists to offer valuable advice to young entrepreneurs. They encouraged aspiring business leaders to embrace their cultural heritage and use it as a source of inspiration.

Be brave and surround yourself with people who support your vision.
— Karlo Tanjuakio

Tanjuakio advised young entrepreneurs to “be brave and surround yourself with people who support your vision.”

Ignao emphasized the importance of believing in your worth, stating, “You know the hard work you put into it, don’t doubt yourself.”

Furukawa highlighted the role of networking, noting, “Build your social capital. The relationships you build now will be instrumental in your future success.”

Joshua Rio, a senior majoring in management information systems and marketing said, “It was very inspiring to be able to hear from those in the community who went through similar struggles and see that they succeeded. I appreciated the opportunity to be part of such a wonderful event!”

The event was moderated by Pia Arboleda, director of the UH Mānoa and chair of the .

Long fascinated by volcanoes, languages and cultures, Kayley Rolph is pursuing those diverse interests, individual identity and community connection at the University of �鶹��ý at Mānoa. Rolph, who is nearing completion of an undergraduate degree in in the (SOEST), has completed a certificate in women, gender, and sexuality studies focused on , and will soon begin Khmer language classes.

“Ever since I spent a summer on the Big Island remodeling a house with my family, I planned on returning to �鶹��ý,” said Rolph. “The extensive research opportunities at UH, as well as the beautiful beaches and mountains all drew me here, but it’s the people who I have found community with here that make me want to stay.”

In SOEST, Rolph has been working as a lab assistant with Earth sciences professor Bruce Houghton. They analyze the density of various rock types, such as scoria and reticulite, from Kīlauea volcano and assist with Caroline Tisdale’s research by doing imaging work on ultra HD video footage of a Kīlauea vent eruption to determine how the velocities of rock fragments changed over time.

“I’ve enjoyed being in the Earth sciences department,” said Rolph. “With such a small department, it was easier to develop relationships with faculty members as well as my peers. I am thankful to my advisor Sloan Coats for being very supportive of my interests and patiently helping me troubleshoot registration every semester.”

Passion for languages

Another passion of Rolph’s is learning new languages, a pathway for delving into new cultures. Growing up in California, Rolph attended a dual immersion elementary school from kindergarten to sixth grade where many classmates and teachers spoke Spanish, often as their first language. Through much travel and living in Spain for three months, Rolph’s curiosity grew and they continued with Spanish language courses in high school and during community college.

“Because of UH’s unique placement between Asia and America, I became very interested in utilizing the multitude of eastern language classes offered here,” Rolph said. “I took two introductory Korean language courses in 2022 and just registered to take Khmer 101 in the fall. My interest in learning Khmer stems from my family, as I am half Cambodian and much of my family speaks Khmer as a first language. I am really excited to be able to talk to my family in Khmer!”

Understanding identity, relationships, the world

In a new program offered at UH Mānoa, Rolph completed a that requires students to take courses that apply critical thinking skills to explore topics of sex, sexuality, gender, feminism and queer theory.

“As a mixed race, nonbinary, bisexual human, exploring these topics is very important to my understanding of my identity, my relationships and the world around me,” Rolph shared. “These courses as well as my individual scholarship of queer theory has provided me with the tools I need to remain critical of systems of oppression, yet be able to imagine a future for myself and my community where our needs are met and our intimate relationships with each other and the Earth are healthy and generative.”

In fall 2023, Rolph will be graduating and hopes to find employment as a hydrogeologist or volcanologist at the Oʻahu Board of Water Supply or the �鶹��ý Volcano Observatory.

“I would also be very happy with a job as an environmental consultant or working in conservation doing the important work of preserving our precious natural resources,” they added. “After a couple years working in the field, I hope to get into graduate school and pursue a master’s degree.”

–By Marcie Grabowksi

Elarie Ranido knew she wanted a career in a health field, even as a young child. After moving from the Philippines to �鶹��ý at age 10, she encountered bullying at school because her primary language was Ilokano. That experience encouraged her to help others in the Filipino community who faced language barriers.

Now, the University of �鶹��ý at ����ԴDz� senior is pursuing a double major in and .

“There are a lot of health issues in the Filipino community, and I want to use my knowledge of health, as well as Filipino language and culture to make an impact,” Ranido said.

I want to use my knowledge of health, as well as Filipino language and culture to make an impact.
—Elarie Ranido

Other students share the same goal. When Denise Nelson-Hurwitz, the chair of the undergraduate public health program at UH ����ԴDz� in the , looked at her list of students with multiple majors, the most common major students had declared alongside their public health major was Philippine Language and Culture.

“It’s incredibly impressive that these students pursue both of these rigorous programs,” Nelson-Hurwitz said. “The public health workforce in �鶹��ý benefits enormously from these hardworking and multi-talented students, and our program is proud to empower them with the education and preparations to make an impact in their communities.”

According to Nelson-Hurwitz, recent research has shown, in the time of COVID-19 when racial and ethnic minorities are more likely to become sick or hospitalized, this new workforce who is representative of the increasingly diverse communities they serve is especially critical and having a positive influence.

Helping family members navigate health care

For Ranido, her experiences after moving to �鶹��ý opened her eyes to the importance of in-language communication. Ranido saw her grandparents’ mistrust of the health care system, and their discomfort when they had to go to a doctor who didn’t speak their language.

Similarly, for Allen Oamil, who is pursuing multiple majors in public health and Filipino, the experience of moving to �鶹��ý at age 12 and translating for his parents during their many doctor appointments motivated him to work toward promoting healthy lifestyles for Filipino communities.

“I like the idea of promoting interventions to whole communities,” Oamil said.

He spoke Ilokano growing up and is taking Tagalog classes at UH. One of Oamil’s goals is to promote the idea of taking small steps toward better health.

“There are so many things to do—exercise, eat healthy food, manage stress—and in Filipino communities, people have a traditional mindset and think they have to commit to large changes,” he said. “But you don’t have to run a marathon, just go for a walk. Filipino food is fatty and oily, but we can skip the red meat sometimes. I want to promote interventions that are accessible.”

Alumni supporting their communities

Recent graduate Jairah Mae Pascual earned multiple majors in public health and Ilokano, and now works at a startup that identifies health and social service needs of older adults and connects them with resources.

When Pascual moved to �鶹��ý from the Philippines, she noticed that doctors’ offices and clinics usually provided papers after each appointment that explained medications or gave instructions for follow ups.

“But Filipino culture is very verbal—we like to talk,” Pascual said. “When we’re given a stack of papers to fill out, it can be overwhelming.” One of her goals is to increase the recognition of the importance of providing in-language verbal communication with patients and communities.

Meldrick Ravida recently graduated with his bachelor’s degree in public health and Filipino, and is now pursuing a master of public health at UH ����ԴDz�. Ravida was born and raised in �鶹��ý, and spoke Ilokano and English at home. While working toward his bachelor’s, he completed an internship at the that focused on health in the Filipino, Native Hawaiian, Chinese and Japanese communities.

“My dual major informs the work I do every day,” Ravida said. “At my internship, I learned how to design studies and gather data, but I also understand the social and cultural norms of Filipino communities, so I incorporate my understanding of these norms in my work.”

Ravida and other graduates agree the Office of Public Health Studies program has supported them to achieve their academic goals.

“The public health department really works with you to make it possible to complete both majors,” Ravida said. “It was a great experience.”

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

The presented a Meritorious Achievement Award to University of �鶹��ý at ����ԴDz�’s Sai Bhatawadekar for her multi-faceted work in the spring 2019 production, . Bhatawadekar, an associate professor in the (IPLL) and director of the Center for South Asian Studies, served as co-director, choreographer, co-composer, lyricist and dramaturge for the production.

Bhatawadekar shares the Kennedy Center accolades, from region VII of the American College Theater Festival, with the ensemble cast and members of the production team, including Tyler Haugen, Dylan Lee, Qalil Ismail, Annastasia Fiala-Watkins, Christian Londos, Joseph Governale, Rick Greaver, Maile Speetjens, Ike Webster and co-director Paul Mitri.

“Our creativity and skills soared far beyond what we thought we were capable of. What a spectacular dream we crafted together,” said Bhatawadekar. Quoting Shakespeare, she added, “We know not by what power we were made bold.”

Bhatawadekar not only co-directed A Midsummer Night’s Bollywood Dream, but also custom-designed Bollywood courses in IPLL and theatre and dance that combine content and choreography. The course, Bollywood Dance, Music, and Film, is a model for interdisciplinary collaboration and curriculum design.

Born and raised in Mumbai, Bhatawadekar came to the United States to pursue her MA (in film adaptations of literature) and PhD (in cross-cultural philosophy). She was raised in a family of professional actors, singers, musicians, dancers, painters, sculptors and writers. She has acted on the professional stage and was lead singer in many Bollywood bands. In addition to theater and dance, Bhatawadekar teaches Hindi and Urdu, does research in German-Indian philosophy and works passionately for peace and community building.

language instructor Keao NeSmith is the linguist behind , an ʻōlelo �鶹��ý (Hawaiian language) translation of J.K. Rowling’s Harry Potter and the Philosopher’s Stone.

NeSmith, a cultural practitioner, was born and raised in Kekaha, Kauaʻi, where he regularly spoke Hawaiian with his grandmother. Translating Harry Potter was a fun endeavor for NeSmith, and he was not anticipating such a powerful reaction.

“A couple of people have expressed to me, in tears, how they never would have imagined having it in Hawaiian,” said NeSmith.

• Related UH News story: Harry Potter and the ʻōlelo �鶹��ý translation, December 10, 2018

Watch the interview with NeSmith about his passion for working on ʻōlelo �鶹��ý translations.

A newly launched symposium series, “,” was held April 24–26 at the . This year’s first chapter on “Art, Body, Storytelling” drew artists, scholars, researchers, students and faculty from around the globe who are doing innovative work springing from their own stories and experiments from their quests, hopes and convictions for a better future.

The symposium was presented similarly to a curated exhibit. In the theme of “mirrors,” the presenters were paired up so they could reflect on one another’s work and artistic investment. The series is also consciously and conscientiously aimed to be non-hierarchical, non-elitist, and decolonial in people, content and process.

“We reflected upon what it means to engage with South Asia here in �鶹��ý and in the Asia-Pacific, what place-based awareness can be brought to learning and outreach, and how we can build a communities, in which complex discussions can occur,” said Sai Bhatawadekar, symposium organizer and director of the Center for South Asian Studies at UH ����ԴDz�.

Added Bhatawadekar, “The word āīnā may evoke a phonetic affiliation with ʻāina, however, we respect the cultural belonging and incredible complexity of that concept—colonial, environmental, artistic, emotional and much more. Perhaps in subsequent years of this series we may be allowed to embark upon a journey to reveal the nuances and connections. This year, we dare only to catch the first glimpse of ourselves in the mirror.”