Students from the University of �鶹��ý at Hilo have started a medicinal garden on campus as an integral part of several sustainable gardens used as hands-on labs. The goal is to explore the medicinal plants of �鶹��ý and the Pacific region through the involvement of agriculture students, the university community and several community groups.

Led by Norman Arancon, professor of horticulture and the college’s director, the builds on years of hands-on learning in which students in his sustainable agriculture course have managed campus garden plots using sustainable growing practices.

“Our students [are] learning how to propagate and identify if some of our plants have some medical constituent compositions,” said Arancon. “It’s exciting. The students are not just learning from us. We also get some planting materials from the community and insights on what we can grow that they think will be to them.”

Lavender, thyme and learning

Arancon’s sustainable agriculture class (AG 230) developed three plots in the garden with medicinal plants such as thyme, ginger, tobacco, turmeric and lavender. Students in a weed science course (HORT 481) were challenged to identify plants commonly considered weeds and research their potential medicinal value.

As a culminating project, students transformed common weeds into medicinal products, including a tea made from invasive honohono grass traditionally used to support respiratory health.

Community and collaboration

The medicinal garden is a collaborative effort involving the agriculture college, and .

Pharmacy students examine the plants’ medicinal compounds, while the Hawaiian language college brings in community healers to share traditional knowledge of local and native plants.

“We hope healers from the community can also provide seminars on how to use the plants properly and prepare them for use at home,” Arancon said. “I’d love for more classes to be involved with the project in the future, such as introductory courses on horticulture or animal science, to learn about health benefits for farm animals or pets.”

—by Samantha Dane

For more go to .

At the University of �鶹��ý at Hilo, a once overgrown space has been transformed into something alive and welcoming. The Ululaumāhie Native Forest Restoration Project is more than a garden. It is a place where students learn by doing. They plant, care for, and connect with native plants. They share hula, oli (chant) and connections. What began in 2018 as a clearing project has grown into a vibrant learning space surrounding Haleʻōlelo, home of .

The work is led by Kumu Carmelito “Lito” Arkangel, a UH Hilo lecturer in and , who brings students into the space not just to learn about plants, but to understand culture and place.

“Ulu is growth. The lau is the flora. And māhie is charming, it’s delightful. And it is. I try to meet that, you know, and it’s not easy,” said Arkangel about the meaning of the garden’s name. “There’s different perspectives of it, but for me, māhie is going to be that kolohe (rascal) boy hiding from the grandma, from the aunty, because she’s going to kiss his face and they’re gonna be like, cute, or they smile, you know.”

Arkangel’s vision is simple. Let the garden tell its own story. Throughout time, students and the community have shaped it into a place of learning, rest and connection.

For more go to .

Hawaiian language immersion programs across the state are growing fast, however schools need more qualified teachers to meet that demand. At the University of �鶹��ý at Hilo, Kananinohea “Kanani” Mākaʻimoku is working to help fill that gap.

As director of the within the UH Hilo, Mākaʻimoku prepares educators to teach in Hawaiian medium and immersion schools. Throughout the past decade, the state’s Hawaiian immersion program has grown by 67 percent.

Kahuawaiola is a three-semester graduate certificate delivered in ʻōlelo �鶹��ý (Hawaiian). During the pandemic, Mākaʻimoku helped shift the program online, reshaping and expanding access.

“Since 2020, the average number of students enrolling from the outer islands has increased by approximately 56 percent compared to the program’s pre-2020 history,” said Mākaʻimoku.

She has seen firsthand how hybrid learning has opened doors for students in rural communities, including areas such as Lānaʻi and Hāna. That access drives her to reach even more future educators as the need continues to grow. Since its inception, Kahuawaiola has prepared 164 certified teachers.

“By preparing teachers who are fluent in Hawaiian and grounded in culturally responsive pedagogy, we ensure that Hawaiian language medium and immersion schools can continue to serve families across the state,” Mākaʻimoku said, noting that education has long been one of the most effective ways to reverse language loss in �鶹��ý.

Full-circle journey

Mākaʻimoku’s own path reflects that mission. Educated in ʻōlelo �鶹��ý from preschool through high school, she later spent 16 years teaching in immersion classrooms. She earned her bachelor’s degree in at UH Hilo, along with a through the Kahuawaiola program and a master’s degree in . She is now pursuing her doctorate in within UH �ᾱ����’s College of Hawaiian Language.

—By Susan Enright

Just in time for Mahina ‘Ō������� �鶹��ý (Hawaiian Language Month), PhD candidate Nicholas “Kealiʻi” Lum is turning social media into a classroom for cultural deepening.

Hiʻona Haku Mele, Lum’s new Instagram video series, invites learners to explore the poetic soul of Hawaiian music, going beyond conversational speech to uncover the unique lexical phrases that make mele (songs) distinct.

“There are specific pieces of language and ways of expression that make mele unique and separate it from common speech,” Lum explained, adding that he was inspired by Kahikina De Silva, an assistant professor at UH �Ѳ��ԴDz�’s , who recommended that Lum document these poetic devices in his dissertation.

Hiʻona Haku Mele launched on February 1 on and Instagram accounts, and new episodes will drop every Monday and Thursday throughout the month. Each minute-long video highlights a specific term, explains its function, and provides examples from recorded albums. “ʻAUHea”—listen, heed my words—is featured as the first episode’s offering.

Related UH News story: Mele �鶹��ý Reimagined: UH Hilo Makuakāne scholar bridges past and present, October 2025

Lum notes that while spoken Hawaiian and “mele language” share a foundation, Hawaiian haku mele (composers) use musical jargon to convey ideas more descriptively or poetically.

“Our kupuna had ways of expressing emotion in a far more beautiful way than saying something so literal,” explained Lum.

Makuakāne scholar

The initiative is just one part of Lum’s broader academic and creative journey. As a doctoral student at , Lum was recently named the first recipient of the . This award honors the Makuakāne family’s lifelong advocacy for ʻōlelo �鶹��ý and supports scholars dedicated to Indigenous language revitalization.

For more go to .

As Mahina ʻŌ������� �鶹��ý (Hawaiian Language Month) draws attention to the growing vitality of ʻō������� �鶹��ý (Hawaiian language), a recently released mele �鶹��ý (Hawaiian song) offers a compelling example of how the language is taking root far beyond the islands, this time through a rare partnership between a University of �鶹��ý at Hilo PhD student and a young recording artist from Japan.

Award-winning �鶹��ý musician and UH Hilo graduate student Nicholas Kealiʻi Lum composed Waikīkī, a mele recorded as a duet with Tom Noʻeau, a Japan-born musician and trained ʻōlapa hula (hula dancer). Collaborations like this remain uncommon in Hawaiian music, even as hula has flourished in Japan for decades, with an estimated two million dancers nationwide.

Modern mele �鶹��ý

Lum developed Waikīkī through the , which supports his ongoing creative research following his 2023 debut album Pewa. Praised by listeners for its modern vibe and R&B-influenced sound, Pewa reimagines traditional mele �鶹��ý in a contemporary context while centering cultural resilience and linguistic vitality, values that continue to shape Lum’s work.

Lum said the song the pair recorded in a Kalihi studio was shaped with intention toward visitors, particularly from Japan, �鶹��ý’s largest international tourism market. “What would be so cool is when tourists come here that they don’t just go surfing and go to a lūʻau, but they actually have an educational piece, as well,” he said.

• Related UH News: Mele �鶹��ý Reimagined: UH Hilo Makuakāne scholar bridges past and present, October 28, 2025

Learning deeply

For Noʻeau, the collaboration marked a meaningful step in a journey shaped by years of hula training. He grew up dancing in Japan under the guidance of Kahikina Ah Sing and his brother Kalani, who grew up in Kona and opened Ke Ala O Ke Ao Cultural Arts Studio, their hālau in Japan, more than 20 years ago. Through the hālau, Noʻeau has been learning ʻōlelo �鶹��ý, with a strong focus on accuracy and understanding.

“This song taught me a lot. I’m still learning Hawaiian language, and pronunciation is really hard, but it made me want to learn more,” Noʻeau said.

For Lum, that commitment to language was central to the collaboration. “If you pronounce everything wrong, there’s no meaning there anymore, especially in mele, where the poetry carries the story,” he said.

Ah Sing said watching his student step into Hawaiian music has gone far beyond what he once imagined. “I never thought that the younger generation in Japan would root themselves so deeply in our language and culture,” he said.

Noʻeau has also recorded with award-winning Hawaiian musicians Robert Uluwehi Cazimero and Kuana Torres Kahele, further grounding his work in Hawaiian musical tradition.

University of �鶹��ý researchers have published a new study that brings together ʻike �鶹��ý (Hawaiian knowledge), ʻō������� �鶹��ý (Hawaiian language) and western marine science to shed new light on one of the ocean’s most elusive predators, the cookiecutter shark.

Rarely seen but often noticed, the cookiecutter shark is named for the distinctive wounds it leaves behind. Instead of tearing flesh, the small shark removes neat, circular plugs of meat that resemble the cut of a cookie cutter. These unmistakable bite marks are commonly found on prized fish such as ʻahi (bigeye tuna) and aʻu kū (swordfish), providing scientists with rare clues about the shark’s behavior in the deep, open ocean.

“What makes this species so fascinating is that we almost never see the shark itself,” said Justin Suca, an assistant professor in at UH ����ԴDz�. “We’re learning about it by studying when and where those bite marks appear.”

The interdisciplinary study was led by Suca, J. Hauʻoli Lorenzo-Elarco, an assistant professor of at Honolulu Community College and PhD candidate at the UH Hilo , and Donald R. Kobayashi and economist Hing Ling Chan from NOAA’s Pacific Island Fisheries Science Center (PIFSC).

Kobayashi, a biologist at PIFSC and UH ����ԴDz� alumnus, has been a cookiecutter shark enthusiast for decades.

“I’ve been intrigued by these small sharks for over 40 years, when I first learned about them while a graduate student in oceanography at UH ����ԴDz� and we would encounter them in net tows,” Kobayashi said. “These enigmatic creatures have resisted formal study due to their habitat, behavior, and apparent rarity, so it is quite gratifying to personally contribute some solid scientific knowledge towards understanding them and their ways!”

Night patterns

Published in, the study analyzed a much larger dataset than previous research, examining bite patterns recorded across �鶹��ý’s longline fisheries over many years. The results reveal clear and persistent trends: cookiecutter shark bites occur most often at night and are closely tied to lunar cycles, with higher activity during darker, low-illumination periods.

Searching the past

Alongside the scientific analysis, the researchers reviewed Hawaiian-language sources, including historic nūpepa (Hawaiian-language newspapers), and considered knowledge shared across Polynesian cultures to better understand how the shark may have been recognized in �鶹��ý. While no direct references were found, the team believes Hawaiian ancestors were likely familiar with the shark’s distinctive bite marks.

“Our kūpuna (elders) may never have encountered the shark itself,” said Lorenzo-Elarco. “But they almost certainly encountered the evidence it left behind, the distinctive bite marks on fish they brought in from the open ocean.”

ʻŌ������� in science

From that understanding, the team developed a new Hawaiian name for the cookiecutter shark, nahunaiki, meaning “little bites,” and created an ʻō������� noʻeau (Hawaiian proverb) describing its bite patterns and connection to nighttime conditions. The study also includes an abstract written entirely in ʻō������� �鶹��ý, highlighting how Indigenous knowledge and modern science can work together to reveal patterns that might otherwise remain unseen. Developed by utilizing elements of traditional Hawaiian proverbs, the ʻō������� noʻeau says, Muku ka malama, nanahu ka nahunaikio o ka pō, When the new moon arises, the cookie cutter shark bites.This ʻō������� noʻeau is aimed at helping current and future generations of ocean stewards connect the lunar cycle to the bites of this shark.

These findings build on earlier UH ����ԴDz� research that linked moonless nights to rare cookiecutter shark bites on humans, particularly swimmers in �鶹��ý’s ocean channels, suggesting darkness plays a key role across very different types of encounters.

At the University of �鶹��ý at Hilo, the spirit of mele �鶹��ý (Hawaiian music) and language revitalization are finding new life through the work of Nicholas Kealiʻi Lum, a PhD candidate at .

Lum has been named the first doctoral recipient of the . Established by the daughters of Daniel and Lydia Makuakāne, the fellowship honors the Makuakānes’ lifelong advocacy of ʻō������� �鶹��ý and Native Hawaiian cultural education.

Lum is weaving tradition and innovation into his in-depth studies of mele (songs) of old and new. His dissertation, “Pewa: I Ola ke Mele �鶹��ý i kona Mele ʻia” (“Pewa: The Life of Hawaiian Music in Its Song”), braids traditional Hawaiian mele to modern soundscapes, creating bridges between younger audiences and ʻō������� �鶹��ý (Hawaiian language) through experimental musical expression.

“In my dissertation, I define mele as being ‘logogenic,’ which means that words in a genre of music are more important than the musical treatment,” Lum explained. “And I believe that represents mele �鶹��ý; it’s always the language within the text that is more important.”

With the fellowship, Lum will also have the opportunity to build on his 2023 debut album “Pewa,” using experimental approaches to mele �鶹��ý that promote both cultural resilience and linguistic vitality.

Uplifting future generations

“Our parents did not have formal educational opportunities beyond the ninth grade in Puna,” said Teresa Makuakāne-Drechsel, a kanaka ʻōiwi (Native Hawaiian) linguist and UH ����ԴDz� alumna. “Therefore, seeing this fellowship support Kealiʻi’s doctoral journey is a powerful reminder that their legacy continues to uplift future generations of ʻō������� �鶹��ý leaders.”

UH �ᾱ����’s College of Hawaiian Language is uniquely positioned as the only institution worldwide offering a PhD in Indigenous Language and Culture Revitalization. In 2023, it was also designated as the first National Native American Language Resource Center, further expanding its role in advancing language revitalization across the U.S.

“The Makuakāne family has been longstanding supporters of our college, ever since their mother (Lydia) played a big role in the movement that started the Hawaiian language revitalization,” said Kaʻiu Kimura, director of Ka Haka ʻUla O ����ʻ�������ō�����Ծ�. “It’s such an honor that the family continues to work with us to forward our purpose.”

Keeping ʻō������� �鶹��ý alive

The Makuakāne Fellowship ensures that students, such as Lum, have the resources to complete their research, while also carrying forward the cultural knowledge and values that make the College of Hawaiian Language a global leader in Indigenous language revitalization.

“Keeping Hawaiian language alive for future generations has always been important to our family,” said Makuakāne-Drechsel. “This endowment is our way of honoring our parents’ values while giving others the opportunity to carry on this important work.”

For more information about the Daniel and Lydia Makuakāne Endowed Scholarship and Fellowship or to support Hawaiian language initiatives at UH Hilo, contact the .

This article by Native Hawaiian Engagement Director at the University of �鶹��ý at Hilo Pelehonuamea Harman was first published in .

This summer, University of �鶹��ý at Hilo served as a cultural and intellectual bridge between the New Directions in the Humanities international conference and the Smithsonian Folklife Festival.

These two global events—centered on Indigenous knowledge, language revitalization, and the role of youth in shaping culture—highlighted UH �ᾱ����’s leadership at the intersection of scholarship, ʻike kupuna, and community.

Held at UH Hilo and chaired by Dr. Patsy Y. Iwasaki, the New Directions in the Humanities conference marked the first time this prestigious gathering was hosted in �鶹��ý. Previous locations included Paris and Rome, with Lisbon, Portugal, set to host next.

The conference opened with a kīpaepae welcome ceremony, grounding guests in the spirit of the land and people of �鶹��ý.

Under the theme “Oceanic Journeys,” scholars, students, and cultural practitioners explored the humanities through a Pacific lens. Presentations spanned topics from language reclamation and Indigenous storytelling to cultural continuity and place-based education. A field trip to the luapele—the volcanic landscape sacred to Pele—provided an experiential learning opportunity rooted in Hawaiian ways of knowing and deepened participants’ understanding of the connection between land, language, and identity.

UH Hilo faculty, staff, and students played central roles sharing research, performing mele and oli, and engaging in cross-cultural dialogue. The conference affirmed UH �ᾱ����’s strength as an Indigenous-serving institution committed to community-centered and place-based education.

Weeks later, UH �ᾱ����’s voice resonated from the National Mall in Washington, D.C., where university representatives participated in the 2025 Smithsonian Folklife Festival.

Under the theme “Youth and the Future of Culture,” the �鶹��ý delegation led the Language Reclamation Program. Representatives from UH Hilo leadership, , , Ke Kula ʻo ����ɲ���ī�ǰ첹�����Ծ�ʻō���ʻ��, and the National Native American Language Resource Center shared mele, oli, hula, and strategies for revitalizing ʻōlelo �鶹��ý.

A key facilitator for the folklife festival was UH Hilo alumnus Hālena Kapuni-Reynolds who serves as a curator at the Smithsonian’s National Museum of the American Indian. His leadership helped ensure that Indigenous voices from �鶹��ý were highlighted with respect and authenticity on this national stage.

Visitors to the �鶹��ý tent participated in intergenerational dialogue and hands-on activities, learning how language restoration is deeply tied to land, education, and cultural identity. In a powerful gesture of continuity, several “Oceanic Journeys” attendees visited the �鶹��ý tent to thank the UH Hilo delegation for extending the spirit and ʻike of the conference to the nation’s capital.

Whether we are hosting a conference as �첹����ʻ�徱�Բ� at our own university or attending as malihini at a national gathering, our relationship to �鶹��ý remains central to who we are and how we engage. In every setting, we carry this ʻike (knowledge), aloha, and the values rooted in this ʻāina with us.

These gatherings affirmed a shared vision: that the humanities are most powerful when grounded in place, lived experience, and Indigenous knowledge systems. UH �ᾱ����’s presence at both events underscored its commitment to cultivating future cultural leaders—those who carry tradition forward while envisioning and shaping a resilient future.

A new effort at the University of �鶹��ý at Hilo is using artificial intelligence to help secure the future of ʻōlelo �鶹��ý (Hawaiian language). The Lauleo project is gathering Hawaiian speech data to create AI tools that can convert voice to text.

The project is a collaboration between UH Hilo College of Hawaiian Language, , and , a Māori language group from New Zealand. Their goal is to speed up the painstaking process of transcribing Hawaiian audio recordings.

Right now, manually transcribing an hour of speech takes about 30 hours of work. AI could change that.

“Through this effort of Lauleo, the technology of speech to text will help to expedite the importance of audio information to promote the life of Hawaiian,” said Kumu Larry Kimura, a Hawaiian language and Hawaiian studies professor at UH Hilo and a foremost authority on the audio archives of ʻōlelo �鶹��ý.

Participation needed

The team emphasizes that community participation is crucial. Their motto, ““Bringing our voices together for the future of our language,” reflects the need for many voices—I lau nā leo—to make this project a success.

Anyone who speaks ʻōlelo �鶹��ý can help. The Lauleo app, available on Apple and Google Play, allows users to record themselves reading specific sentences in Hawaiian. This data will help train AI to recognize and convert Hawaiian speech into text.

Hawaiian language Siri

Once developed, the technology could power text messaging in ʻōlelo �鶹��ý, an ʻōlelo �鶹��ý Siri, or even an app to help learners with pronunciation.

Speakers of all levels, from beginners to native speakers, are encouraged to participate. Organizers say all voices are valuable, emphasizing that computers need to recognize a diverse range of speech to effectively serve the broader community of speakers and learners.

Competition prize giveaways

For those looking for a challenge, teams can compete for cash prizes by submitting recordings through March 2.

—By Susan Enright

For more go to .

In honor of Mahina ʻŌ������� �鶹��ý (Hawaiian Language Month), University of �鶹��ý at �ᾱ����’s Native Hawaiian engagement director, Pelehonuamea Harman, highlights key Hawaiian language milestones in her latest ʻŌ������� Resource of the Month column, exploring Native Hawaiian protocols, traditions and Indigenous learning practices.

Aloha Mahina ʻŌ������� �鶹��ý! (Happy Hawaiian Language Month!)

Pepeluali (February) in �鶹��ý has become synonymous with the Hawaiian language. You may have attended a festival or a concert this month where you heard people speaking in Hawaiian. The State of �鶹��ý is one of three states that have officially recognized languages besides English. (The other two being South Dakota and Alaska.)

Here is a timeline of significant milestones in Hawaiian language in �鶹��ý, with key events related to the UH System.

1820: Introduction of Written Hawaiian

• Protestant missionaries introduced the Latin alphabet to �鶹��ý, creating the foundation for written Hawaiian. This marks the beginning of Hawaiian language preservation in a written form. Citation: .

1834: First Hawaiian-Language Newspaper Published

• The first Hawaiian-language newspaper, , was published. It helped promote literacy in Hawaiian.

1896: Language Ban in Schools

• The Republic of �鶹��ý passed Act 57, an as a medium of instruction in public schools. This marked the beginning of a significant decline in the use of Hawaiian.�鶹��ý

1919: The Hawaiian Dictionary Published

• In 1919, Mary Kawena Pukui and Samuel Elbert published in the first comprehensive dictionary of the Hawaiian language. It was republished several times with a revised and enlarged edition published in 1991.
• Mary Kawena Pukui and Samuel Elbert published Hawaiian Dictionary: Hawaiian-English English-Hawaiian (), the first comprehensive dictionary of the Hawaiian language. It was crucial in preserving the language in its written form.

1921: Hawaiian Language Courses at UH ����ԴDz�

• UH ����ԴDz� began offering Hawaiian language courses, signaling the start of formal efforts to teach Hawaiian at the university level.

1985: Establishment of Hawaiian Studies Department at UH ����ԴDz�

• The was established at UH ����ԴDz�, offering a Bachelor of Arts in Hawaiian.

1997: Ka Haka ʻUla O Keʻelikōlani at UH Hilo

• , the College of Hawaiian Language, was established at UH Hilo, making it the first college in the world to offer higher education in an Indigenous language.

2006: Hawaiian Language Dissertation

• The was completed at the UH ����ԴDz�, highlighting the language’s academic capability.

2007: Doctoral Program in Hawaiian Language at UH Hilo

• UH Hilo began offering a , advancing the language’s use in academia and scholarly research.

Harman joined UH �ᾱ����’s Office of the Chancellor in June 2024 as part of the growing �鶹��ý Papa o Ke Ao team established throughout the 10-campus UH System to develop, implement and assess strategic actions to enhance the higher education needs of Native Hawaiians.

For more ʻŌ������� �鶹��ý milestones, go to .

at the University of �鶹��ý at Hilo has partnered with the United Nations Educational, Scientific and Cultural Organization (UNESCO) to publish a Hawaiian adaptation of the internationally acclaimed children’s book What Makes Us Human? The book, titled I Kanaka Mai I Ke Aha?, was released on February 21 in recognition of , aligning with the ongoing co-led by UNESCO.

“The publication of I Kanaka Mai I Ke Aha? in Hawaiian is another important step in reaffirming our language on the global stage,” said Kaʻiu Kimura, director of UH �ᾱ����’s College of Hawaiian Language. “It not only contributes to our children’s literacy and language development but also reinforces the significance of ʻōlelo �鶹��ý (Hawaiian language) as a living language, capable of engaging with the world.”

Originally written in Portuguese by Brazilian-American author and linguist Victor D. O. Santos, the book is structured as a riddle, guiding children through the significance of language as a defining element of humanity. Hawaiian is the first Native American language and the first Pacific Island language in which the book has been published.

A playful language

The Hawaiian adaptation was crafted by Kaʻiuokalani Damas, an assistant professor of Hawaiian and Hawaiian studies at UH Hilo, in collaboration with his wife Kauʻilani, a teacher at Nāwahīokalaniʻōpuʻu Hawaiian medium school. The couple is raising their daughters as first-language Hawaiian speakers.

“Hawaiian is a playful language, rich with wit and double meanings,” Damas explained. “This book highlights the critical role of language in human identity while introducing young Hawaiian speakers to the joy of riddles and wordplay.”

Language preservation

The Hawaiian edition joins , such as Mapuzungun of the Mapuche in Chile and Hñähñü of the Otomí in Mexico. UNESCO’s Indigenous Languages Decade highlights the urgency of language preservation.

UH �ᾱ����’s Hawaiian Language College leads national revitalization efforts through the National Native American Language Resource Center. �鶹��ý’s 4,000+ students in Hawaiian medium schools mark a dramatic resurgence from fewer than 50 child speakers just 40 years ago, making it the largest initiative of its kind for a Native American language.

Early literacy is critical in growing the next generation of Hawaiian speakers. Hawaiian medium preschoolers learn to read two years earlier than their English-medium peers through the Hakalama method, a syllable-based system designed for Hawaiian’s unique structure. This approach fosters strong literacy skills and long-term fluency.

The final production of I Kanaka Mai I Ke Aha? was completed through at UH Hilo. Copies are available for pre-order at .

ʻO ka “mākia,” he ʻelua ona manaʻo nui: ʻo kekahi, he kumu hana a poʻo manaʻo nui paha e kia aku ai kānaka; a ʻo kekahi aku, he kākia ʻana i kekahi mea a paʻa pono i ke kui a mea like paha. E kū hōʻailona ana ka manaʻo o ua hua nei i ke ola o kākou i nei wā ʻo ka hulihia penei.

Ma ka ʻoihana kūkulu hale, he hana maʻa mau ka mākia ʻana i nā papa lāʻau o ka hale i ke kui e hiolo ʻole ai ʻo ka hale Mauliola. Ua like nō paha ia waiwai me ka mākia pono ʻana iho i ko kākou hale ponoʻī �����—ʻ�� ke Kanaka ʻana o ka Lāhui �Ჹ�ɲ���ʻ��—ʻ�� ka hoʻokahua ʻana hoʻi iā kākou iho ma ka ʻike ʻiʻo a naʻauao. A e like hoʻi me ka nui o ia hoʻokahua ʻana, ʻo ia ia malumalu hoʻi o kākou e ola ai he �鶹��ý ma nā ʻāʻumeʻume o nei “ao holo mua” nō hoʻi! E kū mau ko kākou Kanaka ʻana i ka maikaʻi o ka mākia ʻana ma nā paia o ka ʻike.

Ma ke kū ʻana o kēlā me kēia o ko kākou hale pākahi e laua pono ai nā hana hoʻomāhuahua o kaiahome. E hoʻoikaika mau kākou ma ka pākahi a “Kākia Kui Nao a ke Akamai.” Ma ka mākia ʻana ma ka ʻike me ka pono e lanakila ʻokoʻa ai ka noho ana ʻole ʻana o ka Lāhui Kani Moʻopuna mau!

No Ka Haka ʻUla o Keʻelikōlani, ke Koleke ʻŌlelo �鶹��ý ma ke Kulanui o �鶹��ý ma Hilo

Ma luna o ke kahua nui ākea he ʻike kuʻuna na nā kūpuna mai, he ʻimi nā kumu, nā haumāna a me nā limahana o Ka Haka ʻUla O Keʻelikōlani i ka hoʻōla hou ʻia o ka ʻōlelo a moʻomeheu �鶹��ý ma �鶹��ý nei. He mau papa hana ko ke Koleke ma ka ʻōlelo �鶹��ý, kālai ʻōlelo, hoʻonaʻauao, me ka haʻawina ʻŌiwi. ʻO Ka Haka ʻUla o Keʻelikōlani kekahi o nā alakaʻi hoʻōla ʻōlelo ʻŌiwi a puni ka honua a no laila, he pōʻaiapili waiwai ke Koleke e luʻu piha ai nā haumāna i ka ʻike kuʻuna a kuanaʻike i māhuahua aʻe ka ʻike a mākau e pono ai ko lākou mau kaiāulu ponoʻī a ma ʻō loa aku.

2024 Hawaiian Word of the Year: Mākia

As �鶹��ý navigates a time of profound change and challenge, a single word has emerged to inspire resilience and purpose: mākia. Selected as the 2024 Huaʻōlelo (Word) of the Year by the University of �鶹��ý at Hilo (KHʻUOK), mākia conveys the meaning of “aim, motto, or purpose.” In these transformative times, it serves as a powerful reminder to move forward with intention and clarity.

“Mākia also refers to stakes, bolts, or nails, as well as the act of driving them firmly into place,” said Kaʻiu Kimura, director of the Hawaiian language college. “So figuratively speaking, it represents the process of anchoring one’s purpose or intent, grounding aspirations in a way that provides stability and direction.”

This deeper meaning is particularly relevant as communities seek to rebuild and strengthen amid uncertainty. Kimura drew a parallel between mākia and the stakes that secure a hale (house), emphasizing the determination needed to establish a strong foundation for growth.

“The hope behind the selected huaʻōlelo is to also underscore the importance of being steadfast and intentional, ensuring that efforts are rooted in well-founded knowledge and purposeful action, rather than arbitrary or unfocused ideas,” explained Hiapo K. Perreira, a professor at Ka Haka ʻUla o Keʻelikōlani.

“Beyond its linguistic significance, mākia offers a guiding principle. It invites individuals to channel their energy thoughtfully, embracing their kuleana (responsibility) to themselves and their communities. Embracing our shared values and a commitment to thoughtful, forward-thinking decisions, this huaʻōlelo invites us to steady ourselves and move forward with purpose,” Kimura said.

More about Ka Haka ʻUla o Keʻelikōlani, Hawaiian Language College

Ka Haka ʻUla o Keʻelikōlani is dedicated to the preservation and revitalization of the Hawaiian language and culture. Based at the University of �鶹��ý at Hilo, the college offers programs in Hawaiian language, linguistics, education, and Indigenous studies. As a global leader in Indigenous language revitalization, KHʻUOK provides a vibrant space for students to immerse themselves in Hawaiian values, traditions, and practices, empowering them to contribute meaningfully to their communities and beyond.

Kealiʻi Rasmussen, an (Hawaiian language) alumnus from the University of �鶹��ý at ����ԴDz�, has turned his passion for ʻōlelo into a mission for community impact. Raised in a Hawaiian language church, he recalls his tūtū (grandmother) speaking some Hawaiian words and phrases and grew to love the language.

“It started off as an avenue to learn ʻōlelo �鶹��ý the way our kūpuna (elders) did—through oral teaching and communication,” Rasmussen said. “This led to me caring for keiki (children) at the same time and growing a deep connection.”

What started as a three-year role in 2014 at a Pūnana Leo Hawaiian language immersion preschool evolved into a decade-long dedication to language education. Today, he is the head teacher of Pūnana Leo o Waiʻanae (PLOW), where he nurtures young Hawaiian speakers each day.

Kuleana to nurture keiki

In spring 2024, Rasmussen earned a BA in ʻōlelo �鶹��ý from UH ����ԴDz�’s and a certificate in Hawaiian language medium early education from UH �ᾱ����’s . He believes his studies have equipped him to meet the kuleana (responsibility) to young learners.

“Knowing that you are adding to their success and helping their family grow in ʻōlelo �鶹��ý…and when I run into them 10 years down the line, [I hope] that they remember me and the life lessons that I taught them, are successful and are carrying the ʻōlelo �鶹��ý in their careers.”

ʻŌlelo opportunities, fundraiser

PLOW is hosting Kāpahi Ka Moana I Kai, a free public fundraiser on Saturday, November 16, from 10 a.m. to 5 p.m. at Wai Kai in ʻEwa. The event, designed to engage the broader community, will include live Hawaiian music, makahiki (harvest) games, ʻōlelo �鶹��ý lessons, and more than 20 local vendors. Funds raised will help Pūnana Leo o Waiʻanae enhance its language immersion programs, including classes for mākua (parents) to foster a Hawaiian-speaking home environment.

Full circle path

Reflecting on his journey, Rasmussen feels grateful for his career, which helped him fulfill his dream of embracing the language of his ancestors.

“When I first started Pūnana Leo o Waiʻanae in 2014, I couldn’t ʻōlelo �鶹��ý but being immersed and learning alongside of the keiki I was able to learn and speak.”

For more go to .

�鶹��ý Island educator Pelehonuamea Harman has been appointed as the first-ever director of Native Hawaiian Engagement at the . The announcement, confirmed by the UH Board of Regents and UH President David Lassner this June, marks a significant stride toward the university’s goal of becoming a leader in Indigenous education. Harman is scheduled to start in her new role on July 1.

Harman will join the growing �鶹��ý Papa o Ke Ao team established throughout the 10-campus UH System to develop, implement and assess strategic actions to enhance the higher education needs of Native Hawaiians. At UH Hilo, Harman will help to implement priorities such as advancing language and culture parity in areas ranging from programming and curriculum to research and hiring practices.

“Her acceptance of this role and her willingness to share her rich lineage of Hawaiian language and cultural knowledge as a moʻopuna kuakahi (great-granddaughter) of Mary Kawena Pukui, one of the University of �Ჹ�ɲ���ʻ��’s most esteemed scholars of Hawaiian knowledge, is a testament to her commitment to our shared journey of reclaiming this ʻike (knowledge) in our endeavors moving forward as a university,” said UH Hilo Chancellor Bonnie D. Irwin.

Wealth of knowledge, expertise

Harman brings a wealth of knowledge and expertise to the position, with more than twenty years of experience in Hawaiian immersion education, which includes teaching at UH �ᾱ����’s Nāwahīokalaniʻōpuʻu K–12 laboratory school and the program within .

Harman is an alumna of UH Hilo with a bachelor of arts in Hawaiian studies, a teaching certificate from Kahuawaiola, and a master of arts in Hawaiian language and literature.

ʻŌiwi (Native Hawaiian) innovators

Together with her husband, Kekoa, an associate professor of Hawaiian studies and Hawaiian language at UH Hilo, Pelehonuamea serves as a kumu hula (hula teacher) of Hālau I Ka Leo Ola O Nā Mamo (Hālau of the Living Voice of Descendants).

Related: From hula to PhD: UH Hilo kumu shares ʻōlelo �鶹��ý journey, March 28, 2024

Harman is a haumāna ʻuniki (student of intense studies) of Kumu Hula Kimo Alama Keaulana. The Harmans’ hālau hula (hula school) based on �鶹��ý Mokupuni (�鶹��ý Island), is focused on raising new generations grounded in the practices of hula from a strong foundation of Hawaiian language fluency. Living what they teach, they raise all four of their children through ʻōlelo �鶹��ý (Hawaiian language).

In a notable recognition of their expertise, the Harmans were invited to Kennedy Center in Washington D.C. in 2022 to collaborate on curriculum development for their haumāna (students).

For more go to .

—By Susan Enright

Born and raised on Maui, Kekoa Harman, an associate professor of Hawaiian studies and Hawaiian language at , recalls his ʻōlelo �鶹��ý (Hawaiian language) journey beginning in the seventh grade at his alma mater, Kamehameha Schools Kapālama. Growing up, Harman learned many Hawaiian chants and songs, which propelled him to learn ʻōlelo �鶹��ý, to gain a better understanding.

“I was especially interested in hula,” Harman said. “[That] inspired me to learn the language further so that I could understand what I was chanting, what I was singing, and what I was dancing about.”

After high school, he continued Hawaiian language at then Maui Community College and earned an associate in arts degree. Hungry for more, Harman came to UH Hilo, which continues to be recognized for its crucial role in the revitalization and advancement of Hawaiian language. He would go on to secure a BA in Hawaiian studies and MA in Indigenous language and culture education and doctorate in .

Much more than a degree

The Maui native now calls Keaʻau home and is thankful to be a kumu ʻōlelo �鶹��ý at UH �ᾱ����’s College of Hawaiian Language. He recognizes teaching �鶹��ý’s mother tongue extends much farther than the Hilo campus.

“This is a large community when we talk about the Hawaiian language movement, when we look at the preschool all the way up to the college level right here in East �鶹��ý. We are a part of something that’s much more than just a degree or a Hawaiian language course. We are part of a movement, part of a community,” Harman said.

Harman is UH �ᾱ����’s representative for �鶹��ý Papa O Ke Ao, a program tasked to create activities in support of UH being a leader in Indigenous education across all 10 campuses across the UH system. Heʻs also a member of the —a campus-based group of faculty and staff who are Native Hawaiian or associated with Native Hawaiian programs. In this role, he hopes to promote Native Hawaiian culture and language on campus.

—By Nāpua Iolana Bicoy

at Hilo continues to be recognized for its crucial role in the revitalization and advancement of ʻōlelo �鶹��ý (Hawaiian language), one of the historic hallmarks of the campus. Indigenous cultures now turn to UH Hilo to help them revive their languages. Just last fall, the campus was awarded a five-year grant from the to establish a National Native American Language Resource Center.

• Related UH News story: UH Hilo to lead $6.6M National Native Language Resource Center, October 18, 2023

Keiki Kawaiʻaeʻa is one of the key figures behind UH �ᾱ����’s efforts to teach ʻōlelo. Last August, she was appointed interim vice chancellor for academic affairs at UH Hilo however for more than three decades, she has been an associate professor in Hawaiian studies and Hawaiian and Indigenous teacher education, teaching thousands of students (haumāna) �鶹��ý’s mother tongue. Kawaiʻaeʻa also previously served as director of UH �ᾱ����’s .

“Ka Haka ʻUla O Keʻelikōlani currently draws students seeking to learn our models and processes for Hawaiian, Indigenous, and endangered language revitalization from around the world,” Kawaiʻaeʻa said.

ʻŌlelo expansion

Kawaiʻaeʻa joined UH Hilo in 1992 as an educational specialist, and has served as founding director of the campus’ , director of and founding partner of .

The Kahuawaiola Hawaiian and Indigenous Teacher Training Program is a three-semester graduate certificate program, delivered primarily through the medium of Hawaiian, specifically designed to prepare Mauli Ola �鶹��ý (Hawaiian identity nurturing) teachers of the highest quality to teach in Hawaiian language medium schools, Hawaiian language and culture programs in English medium schools, and schools serving students with a strong Hawaiian cultural background.

UH Hilo is also expanding the use of ʻōlelo �鶹��ý in various programs and curriculum, incorporating it into courses. More faculty and staff are also learning and utilizing the Hawaiian language.

“As we continue to implement more tangible ʻōlelo �鶹��ý revitalization efforts and increase spaces where ʻōlelo �鶹��ý lives…we will also be able to articulate the dynamics of ʻōlelo �鶹��ý within our campus model of how a university campus serves as an Indigenous-serving model,” Kawaiʻaeʻa said.

For more go to .

Hundreds of Native Hawaiian students have been able to attend a University of �鶹��ý campus thanks to the financial investments of Native Hawaiian Organizations (NHOs). NHOs are nonprofits that also have majority ownership in one or more for-profit small businesses that compete for federal contracts, and whose profits are returned to Native Hawaiian communities.

More than two dozen NHOs have given to UH, with and taking the lead, investing a combined $5 million over the past five years. These gifts are helping to grow a pipeline of Native Hawaiian leaders to address social, economic and cultural issues.

Alakaʻina Foundation

Tevita Hala Latu of Hilo is in his second year of studying for a fire science degree at �鶹��ý Community College with the aid of an Alakaʻina Foundation UH Community College Scholarship. Hala Latu plans to become a firefighter after he graduates and said the scholarship has allowed him to focus on being a full-time student and to pay for books, supplies and materials.

“I couldn’t do it without you,” Hala Latu wrote in a letter of appreciation to Alakaʻina Foundation. “I will prove to you that your investment was well spent. I am currently a 3.8 GPA student and I am motivated to do better. Mahalo, Mahalo, Mahalo for your support!”

Alakaʻina ��dzܲԻ岹�پ��Dz�’s UH Community College Scholarship supports students pursuing degrees or certificates in vocational and technical fields. The foundation also supports, the Digital Bus Program and scholarships at Kauaʻi Community College; UH �ᾱ����’s Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language; the UH Mānoa �鶹��ýnuiākea School of Hawaiian Knowledge; UH West Oʻahu; Leeward Community College; and Windward Community College.

The �鶹��ý Pacific Foundation

Angilynne Pekelo-Cedillo of Waiʻanae was able to complete her master’s degree in social work at the UH Mānoa Thompson School of Social Work & Public Health last year with support from The �鶹��ý Pacific ��dzܲԻ岹�پ��Dz�’s Haumana Scholarship.

“As a non-traditional [student and] Native Hawaiian mother of seven children, returning to school was difficult financially,” she said. “I owe part of my success to people that make up organizations and foundations that invest in people like me.”

The �鶹��ý Pacific Foundation has given multiple gifts to support UH Mānoa’s Thompson School of Social Work & Public Health, School of Ocean & Earth Science and Technology, Linguistics Department, Native Hawaiian Center of Excellence at the John A. Burns School of Medicine and �鶹��ýnuiākea School of Hawaiian Knowledge, and UH West Oʻahu.

For more, go to the .

Related UH News stories:

• Alakaʻina Foundation invests $540K in UH programs, more than $2.3M total, September 6, 2023
• Students get a deep dive into Native Hawaiian cultural practices, November 14, 2023

The will lead a three-university consortium that was awarded a $6.6 million, five-year grant from the (USDE) to establish a National Native American Language Resource Center (N-NALRC). The award is the first of its kind to lead, advocate for and implement training and resource development for Indigenous language education pathways in the U.S.

“This is not only an acknowledgment of the value of our Native languages but is also a testament to the hard work our community has put into renormalizing our ʻōlelo �鶹��ý (Hawaiian language) over the past 40 years, while also working to uplift other ʻōlelo ʻōiwi (Indigenous languages) nationally and internationally,” said Kaʻiu Kimura, director of the UH Hilo �鶹��ý ʻImiloa Institute and UH �ᾱ����’s . “Our national team is honored to receive this grant, and we are grateful for the support of Senator Brian Schatz, who authored and shepherded the passage of the NALRC Act.”

“Culturally based instruction is critical to promoting and revitalizing Native languages,” said Schatz, who is also the chairman of the Senate Committee on Indian Affairs. “This funding will directly support educational institutions like the University of �鶹��ý at Hilo in developing resources and fostering collaboration to promote the use of Native American languages across the country.”

UH Hilo is considered a worldwide leader in advancing Hawaiian and Indigenous language and culture revitalization.

“I am thrilled to see the years of effort by our Hawaiian language faculty getting national recognition in this way,” said UH Hilo Chancellor Bonnie D. Irwin. “The future work with our Indigenous partners through this center will enable us to further revitalize languages across the U.S.”

UH President David Lassner agreed, “This new grant recognizes the strength we have built within UH and provides an opportunity to share knowledge and solutions from �鶹��ý with native communities seeking to save their languages throughout the country.”

Along with UH Hilo, the consortium includes the and in Wisconsin, programs that have long-standing ties with the ʻImiloa Institute and have been working relentlessly to reclaim their languages.

“With the opportunities presented in our shared visions and unity, we grow stronger together and keep one another from feeling alone in our efforts to achieve language stability,” said University of Alaska Southeast Professor Lance X’unei Twitchell, who earned his PhD at Ka Haka ʻUla O Keʻelikōlani.

Migizi Michael Sullivan, Native American studies director at Lac Courte Oreilles Ojibwe University, went on to say, “The center will be a place where Indigenous communities and groups can draw inspiration, information on best practices, and share strategies to renormalize the use of our languages, to benefit present and future generations of Indigenous people.”

About �鶹��ý ʻImiloa Institute

The institute was established in 2023 as a collaborative effort between UH �ᾱ����’s Hawaiian Language Consortium partners including ʻImiloa Center, Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language, , , , and the . Building on 40 years of experience in revitalizing and renormalizing the Hawaiian language and supporting Indigenous languages around the world, the institute will further support the P–12, undergraduate and graduate programs, and community engagement throughout �鶹��ý and other Indigenous communities and will serve as an incubator and accelerator to support native language normalization.

About the University of Alaska Southeast

Part of the University of Alaska system, the University of Alaska Southeast (UAS) has campuses in Juneau, Ketchikan and Sitka. The Alaska Native Languages and Studies program at UAS examines three primary components of modern and historical Alaska Native life: language, art and society. Taught by Alaska Native professors, Indigenous language study courses focus on revitalization through learning, documentation and community activities. Students within the Alaska Native Languages programs develop a strong foundation in language learning, use and advocacy. UAS has unique experience in teaching languages with especially intricate grammars and phonologies such as Tlingit, Haida and Tsimshian.

About Lac Courte Oreilles Ojibwe University

Lac Courte Oreilles Ojibwe University is located in the Lac Courte Oreilles Ojibwe reservation in Wisconsin and has extensive experience in working within a tribal college system and Bureau of Indian Education initiatives. The Lac Courte Oreilles reservation is also the site of the most developed Native American language immersion program outside of �鶹��ý, the Waadookodaading Ojibwe Language Institute.

A collaborative project to develop the world’s most comprehensive Indigenous language campus at the has received two architectural design awards. The designs for the project—a proposed preschool-through-PhD educational system taught entirely in ʻō������� �鶹��ý (Hawaiian language)—was recognized internationally with a 2023 Innovation by Design Award, and locally with an Award of Excellence in ‘s 65th Annual Design Awards.

The designs are a collaboration between teams from the of the UH ����ԴDz� School of Architecture, the UH Hilo Office of the Vice Chancellor for Administrative Affairs and UH �ᾱ����’s longstanding Hawaiian language consortium, known as the �鶹��ý ʻImiloa Institute, comprised of Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language, ʻImiloa, Ke Kula ʻo Nāwahīokalaniʻōpuʻu and the ʻAha Pūnana Leo. This multi-phase project highlights and aligns ceremonial protocol spaces for three new buildings of the proposed campus that will feature views of Hilo Bay and Maunakea.

“What an exciting recognition for a critically important project that will position UH Hilo at the forefront of global Indigenous language revitalization and normalization,” said UH Hilo Chancellor Bonnie D. Irwin. “There are so many units within the UH Hilo ʻohana working to make this vision a reality and we appreciated the collaboration with UH ����ԴDz� School of Architecture.”

Fast Company‘s Innovation by Design Awards is an international competition in its 12th year that recognizes projects that change the way people interact with the world around them. The ʻŌ������� �鶹��ý Campus design was honored in the Social Justice category, for solving the most crucial problems of today and anticipating the pressing issues of tomorrow.

The Award of Excellence is AIA Honolulu’s highest honor and recognizes projects that exemplify excellence of architectural design on all levels of analysis, and exemplify the highest standards to which AIA members aspire. The AIA Honolulu’s Annual Design Awards has been held annually since 1958. Honorees can be found in the September issue of .

The ʻŌ������� �鶹��ý Campus project

The proposed project is envisioned to be a complete educational system that will cultivate a legacy of language and learning. The ʻŌ������� �鶹��ý Campus represents UH �ᾱ����’s commitment to renormalizing ʻō������� not just in Hilo, but throughout all of �鶹��ý, according to Kaʻiu Kimura, UH �ᾱ����’s Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language director and ʻImiloa Astronomy Center director, who was also a member of the winning design team.

“Guided by a constellation of dedicated minds, including the visionaries at the �鶹��ý ʻImiloa Institute, we weave our heritage into the fabric of education,” said Kimura. “With each brick and beam, we echo the voices of generations past and empower the voices of generations yet to come. This recognition affirms our journey toward a future where our native languages thrive, our cultures soar and our people flourish.”

ʻŌ������� �鶹��ý Campus master plan

The master plan for the campus is organized around a series of physical alignments, responding to the nine cultural pathways of Nā Honua Mauli Ola for culturally healthy and responsive learning environments, developed by members of �鶹��ý ʻImiloa. The project proposes the design of three buildings:

• Pūnana Leo o Mōkaulele, a preschool, centered around all-weather play spaces and ʻohana-oriented classrooms;
• Hale Kuamoʻo, a compact production facility supporting a teaching practice and the research-development-production-distribution cycle of technologies and resources for Hawaiian language education; and the
• Graduate Center and Mokuola Honua Global Center for Indigenous Language Excellence, located in a series of structures that minimally touch the site.

The �鶹��ý ʻImiloa Institute is a longstanding statewide consortium of schools and nonprofit organizations that supports a P-25 Hawaiian Indigenous Language Cycle that spans from preschool to PhD. The success of this consortium of community leaders and educators has seen �鶹��ý become an aspirational model for similar Indigenous language programs across the nation and around the world.

The ʻŌ������� �鶹��ý Campus is a joint venture between multiple units at UH Hilo of the UH Community Design Center out of the UH ����ԴDz� School of Architecture, UH Hilo Office of the Chancellor, Kuʻikahi Consortium Partners (Ka Haka ʻUla o Keʻelikōlani, Ke Kula ʻo Nāwahīokalaniʻōpuʻu, ʻAha Pūnana Leo, Hale Kuamoʻo, Mokuola Honua, ʻImiloa) and the UH System Office of the Vice President of Administration.

Winning design team

The design team was led by Principal Investigators Brian Strawn and Karla Sierralta, associate professor at UH ����ԴDz� School of Architecture, in collaboration with Keiki Kawaiʻaeʻa, associate professor and UH Hilo interim vice chancellor for academic affairs, and Kimura, together with a team of student project assistants and research associates employed through the UH Community Design Center platform.