The University of �鶹��ý at Mānoa ballroom dance team won its third consecutive national title at the (NCDC), in Pittsburgh, Pennsylvania, March 27–29.

Competing against 37 colleges, UH Mānoa once again took first place for “highest point average,” as well as a close second place for the overall team championship, asserting its place among the nation’s top ballroom dance college teams. Winning top honors in the highest point average requires most team members to perform exceptionally well in all events.

The dancers of the Ballroom Dance Club @UHM—a registered independent organization at UH Mānoa—are trained and coached by Ravi Narayan and Synthia Sumukti. Narayan and Sumukti also represented �鶹��ý in the senior age division placing 1st in several events.

“We are no longer the underdogs, so all the other colleges are looking at us as the team to beat,” said Narayan, who is also an adjunct faculty member in the UH Mānoa . “The bar is getting raised higher and higher each year, but we prevailed once again. We are incredibly proud of the dedication of our dancers who put in many hours to prepare for this competition. We are grateful for the incredible support we have received from the entire ballroom community in the state of �鶹��ý.”

The Ballroom Dance Club @UHM was formed in September 2022, and the team took first place for “highest team average” in 2024 and 2025.

“Nationals was an amazing and eye-opening experience for me,” said Caleb Zerbe, who competed in the nationals for the first time. “Getting to see so many people dance and enjoy themselves on the floor made me realize how fun dancing can be, even at the highest stages. It was a moment that helped me build a lot of confidence, and one that I will never forget.”

Christopher Ramirez, who competed on all three victorious UH Mānoa teams, added, “Given the opportunity to compete at my third nationals, there is always something new to learn. Winning for the third year in a row has reminded me just how incredible it is to be a part of this team.”

Tough competition

NCDC is a grueling competition with events starting at 7 a.m. every morning. It consisted of multiple events based on proficiency (bronze, silver, gold, etc.). Each student danced in up to 32 different events at the bronze and silver skill levels. They competed in all four styles of ballroom dance including International Standard (waltz, tango, viennese waltz, foxtrot and quickstep), American Smooth (waltz, tango, foxtrot and viennese waltz), American Rhythm (chacha, rumba, swing, bolero and mambo) and International Latin (samba, chacha, rumba, paso doble and jive).

Several students took individual first place awards in their respective divisions defeating up to 70 other competitors in some events. This trip was designed to give the team exposure to a collegiate competition, as �鶹��ý has no statewide collegiate ballroom competitions.

More about the Ballroom Dance Club

The Ballroom Dance Club offers beginner classes to all UH Mānoa students, faculty and staff in studio 2 in the athletics department from 6—7:30 p.m. on Tuesdays. No dance experience is required. For more information, or visit their Instagram page @bdcuhm.

The team would like to thank the Department of Information and Computer Sciences, UH Mānoa Department of Athletics, Student Activity and Program Fee Board, Associated Students of the University of �鶹��ý, USA Dance Honolulu and the Honolulu Department of Parks and Recreation for facility and financial support.

UH Mānoa 2026 nationals collegiate and adult team roster:

• Ravi Narayan, faculty (computer science), coach and alumnus
• Synthia Sumukti, coach and alumna
• ʻAulani Wagner, library science and American studies
• Alexander Picken, Earth science
• Amanda Kanthack, psychology and Japanese
• Caleb Zerbe, computer science
• Christopher Ramirez, linguistics
• Christopher Wright, electrical engineering
• Courtney Hisamoto, computer science
• D’Elle Martin, architecture
• Elijah Saloma, computer science
• Gregory Snyder, mechanical engineering
• Hannah Madiam, kinesiology
• Iris Calauan, pre-nursing
• Jonathan Bona, civil engineering
• Julietta Lopez, architecture
• Kanaru Ebi, psychology
• Karl Merritt, mechanical engineering
• Luis Hernandez, electrical and computer engineering
• Lyndsey Moku, political science
• Maya Ito, psychology
• Michaella Villanueva, computer science
• Noah Asano, computer science
• Samantha Reed, computer science
• Shaelyn Loo, computer science
• Tessa Heidkamp, journalism and political science
• Andrew Lin, computer science alumnus
• Sydney Kim, computer science alumna
• Jason Aguda, computer engineering alumnus
• Matthew Rummel, political science and business alumnus
• Ariel Ramos, cinematic arts animation alumna
• Yong-Sung Masuda, computer science alumnus
• Wilson Tran, computer science alumnus
• Florence Liu, faculty, mathematics

Luis Hernandez and Maya Ito dancing the American Cha-cha in the Collegiate Team Match where UH Mānoa placed 3rd. (Video courtesy: Calvin Ota)

Elijah Saloma and Michaella Villanueva dancing the International Quickstep in the Collegiate Team Match where UH Mānoa placed 3rd. (Video courtesy: Calvin Ota)

Coaches Ravi Narayan and Synthia Sumukti dancing the Mambo in the Senior IV American Rhythm Championship final. (Video courtesy: Ravi Sundaram)

Students cheering for their coaches Ravi Narayan and Synthia Sumukti (Video courtesy: Ravi Sundaram)

Sarah Fiaseu arrived at the University of �鶹��ý at Mānoa thinking she’d pursue nursing. But her heart and her grandma Siupolu led her somewhere else.

Now a graduating , the ʻEwa Beach native is preparing to become an occupational therapist. Her passion stems from a deep desire to help her grandmother, who helped raise her and her siblings but has since lost some mobility with age.

“I have patients who kind of remind me of her,” Fiaseu said. “I want to help my grandma get back into health so she’s more independent.”

• Meet more amazing UH spring graduates

Real-life impact

At UH Mānoa, Fiaseu said she found purpose and preparation through hands-on programs like , which pairs students with cancer patients for strength and mobility training. The initiative is a partnership between UH and the REHAB Hospital of the Pacific.

“It’s very good to hear that what I’m doing helps them. And they see that in their daily lives,” Fiaseu said. “It makes me happy because it’s working and it gives me hope.”

One of her patients is Laura Lyons, interim vice provost for academic excellence at UH Mānoa and a thriving breast cancer survivor.

“Sarah pushes me in our training sessions, always saying, ‘Come on, you’ve got this!’ More than that, though, she inspires me,” Lyons said. “She is grounded in her culture, intellectually and physically brave, emotionally attuned, and always willing to try new things.”

Guided by gratitude

Fiaseu’s graduation also marks a proud family milestone. Inspired by her grandparents Liuato and Sarah Tuitele who have made a name for themselves back in American Samoa, and their unwavering support for her future career. She’ll be a second-generation UH Mānoa graduate, following her mom. And she honors her father, who left school at an early age to support his family and later worked overnight shifts while ensuring his kids made it to school each day.

“He would get off at 2 a.m., come back home, take us to school, come back home again, just to pick us up later. It was super hard for him,” Fiaseu said.

This summer, Fiaseu heads to Missouri for graduate school. But her goal is to return home to serve �鶹��ý as an occupational therapist, carrying forward her family’s sacrifices, love for her grandparents and the values of UH Mānoa that helped her grow.

High school athletes diagnosed with attention-deficit/hyperactivity disorder (ADHD) take significantly longer to recover from concussions than their peers, according to new research from the University of �鶹��ý at ����ԴDz�.

The study, led by Kyoko Shirahata, a faculty member in the ’s , analyzed data from 935 student-athletes who sustained concussions between 2010 and 2018. The findings were recently .

Researchers found that athletes with ADHD took an average of nearly 13 days to return to the classroom—about two days longer than their non-ADHD peers—and almost 21 days to return to their sport, a difference of roughly three days.

“Concussions are never one-size-fits-all, but our data show that ADHD can influence how long recovery can take,” Shirahata said. “These students may need support tailored to their specific needs to return to learning and competition safely.”

Female, younger athletes require longer recovery

The study also found that female athletes and younger students tended to have longer recovery periods. While previous studies hinted at these trends, this is one of the first large-scale efforts to isolate the effects of ADHD while accounting for sex and age.

The research used data collected by certified athletic trainers from 60 �鶹��ý high schools, as part of a statewide concussion monitoring program.

“Our goal is to help athletes, coaches, families and healthcare providers understand that recovery timelines may vary for good reason,” Shirahata said. “If we can tailor our care to each student’s needs, we’re doing our job.”

College of Education Dean and study co-author Nathan Murata praised the work as an important step forward in student-athlete health.

“This study reflects our college’s commitment to applied research that supports �鶹��ý’s youth,” Murata said. “By better understanding how conditions like ADHD interact with sports injuries, we can create safer environments and smarter return-to-play decisions.”

The researchers hope the findings encourage more individualized concussion management plans and highlight the importance of baseline testing and symptom tracking in high school sports.

A $3.9 million grant aimed to improve the academic success alongside the physical, mental and emotional wellbeing of Native Hawaiian (NH) keiki has been awarded to a pair of University of �鶹��ý at ����ԴDz� (COE) professors.

Professor Erin Centeio in the UH ����ԴDz� and Professor Kuʻulei Serna in the received a $3,954,518 grant from the U.S. Department of Education, Office of Elementary and Secondary Education (Native Hawaiian Education Program).

This is the second round of funding for I Paʻa Ka Huewai Pawehe—“So that our prized water gourds are made firm.” The first round of funding totaling $2.85 million was awarded in 2021.

For the second round of funding, Centeio and Serna will be collaborating with Associate Professor Summer Maunakea in the Department of Curriculum Studies to include ʻ�徱�Բ�-based education. The three-year project is a partnership among the COE, the �鶹��ý Department of Education (HIDOE) and the �鶹��ý Department of Health.

“The HIDOE serves a large proportion of NH youth who are at risk for long-term health issues, given the high obesity rates and lack of participation in physical activity,” Centeio said. “Many NH youth have experienced various forms of cultural trauma and find it hard to be successful in traditional academic venues.”

Goals of the project include:

• Improve the overall health and wellbeing of NH students
• Improve the quality of health and physical education according to �鶹��ý state standards and benchmarks as well as national recommendations
• Identify meaningful intersections within overall health and education, addressing whole child development

Building upon the first round of I Paʻa Ka Huewai Pawehe, which currently partners with 20 schools across four complex areas on Oʻahu and Kauaʻi, round two will add 15 more schools across three new complex areas on �鶹��ý, Maui and Molokai. The project will also continue professional development and learning for the current schools and will partner with Kōkua Foundation to expand programming in the current elementary schools to incorporate ʻ�徱�Բ�-based education, reaching over 25,000 students in total.

“Based on the direct correlation between the overall health of youth and academic success in school, there is a drastic need for interventions surrounding the health of the whole child,” Centeio said. “This need, coupled with the unique and underserved population of NH youth, underscores how timely and warranted I Paʻa Ka Huewai Pawehe is.”

University of �鶹��ý President David Lassner delivered commencement addresses at Asahi University and Meikai University in Japan in March to about 1,700 graduates. Lassner praised the students for their academic achievements and highlighted the impactful ties between UH and the two Japanese institutions over the years.

“I hope you feel great pride in all that you have accomplished, and are excited about new possibilities that are open to you as you enter into the next stage of your life,” said Lassner in his speeches. “I have every confidence looking at you today that the superb education you experienced here has prepared you with the knowledge, skills, and passion to grow as lifelong learners.”

In September 2023, Asahi and Meikai Universities contributed $20,000 toward UH relief efforts to help students and employees impacted by the Maui wildfires.

Long-term partnerships

Since 2009, 140 students from Meikai’s School of Hospitality and Tourism Management have enriched their education through UH summer programs fostering camaraderie and cross-cultural understanding. UH students in return have gone on short-term and semester-long exchange programs, which have provided them with valuable experiences in Japanese industry and culture.

The partnership with Asahi University has flourished since 2018, when students from the School of Health Science were hosted at the UH Mānoa College of Education Department of Kinesiology and Rehabilitation Science. This collaboration has resulted in successful outcomes for students and faculty, with ongoing research focusing on enhancing the safety and fitness of senior citizens through new technologies.

“As our long-term relationship continues, the University of �鶹��ý will be taking further steps toward building and sustaining our partnership,” said Lassner.

Strengthening ties

During his commencement address, Lassner shared a new initiative to explore the development of a “micro-campus” at Meikai University that will enable respective students to earn credits and degrees while studying at their home campuses.

“This has been successful at other universities, and I have every expectation that with our strong partnership, Meikai and UH can make this work for our students as well,” Lassner said.

To further the exchange support between the institutions, later this year, students from Asahi and Meikai will participate in various short-term programs at UH, including disciplines such as health sciences, business administration, hospitality and tourism management, English and real estate sciences.

P.L.A.Y. for All was featured in the UH ����ԴDz� social media series titled, “Uniquely ����ԴDz�.”

A physical literacy program developed within the University of �鶹��ý at ����ԴDz� (COE) is helping all keiki feel involved while keeping active—including those with intellectual and developmental disabilities, and children who are neurotypical.

The P.L.A.Y. for All (Physical Literacy and Activities for Youth) program is unique to COE’s (KRS), originating in course KRS 443 – Disability and Diversity in Physical Activity. KRS 443 has approximately 60 college students enrolled per semester, and each student is responsible for leading one P.L.A.Y. session. Sessions include instruction on gross motor skills or sport-oriented skills and are hosted at UH ����ԴDz�’s Klum Gym.

Keiki participate in warm-ups, motor skills and locomotor activities and games with an approximate ratio of 1:1 coach to student. They also interact with each other in an inclusive environment and engage in fun activities designed to connect physical, social and emotional skills, and lead them to love being active.

“The beauty of the P.L.A.Y. for All program is that it is mutually beneficial,” said KRS Assistant Professor Allison Tsuchida. “We are able to provide a low-cost after-school inclusive physical activity program that allows all children the opportunity to learn and practice their motor skills, while our KRS students practice leading activities, modifying activities to meet the needs of diverse learners, and communicating effectively.”

P.L.A.Y. is geared toward children ages 3–10 who can attend one session a week from 3 to 4 p.m. The 10-week program begins early September for the fall semester and early February for the spring semester. Those interested in signing up their keiki to join P.L.A.Y. can contact Tsuchida at artsuchi@hawaii.edu.

“This program is so awesome, so exciting,” said one parent. “My daughter left sweating from all that physical activity. She loved it, and it was encouraging to see all the kids and students playing together. What a gem and an amazing opportunity for both the college students and keiki.”

UH ����ԴDz� has the only undergraduate health and physical education licensure program in the state, with KRS as the No. 1 BS undergraduate program at UH ����ԴDz� with nearly 700 students. KRS graduates enter a variety of fields, including fulfilling the statewide need for P.E. and health teachers and occupational and physical therapy.

Jiin Park presented his undergraduate research on the effectiveness of concussion legal regulation in the U.S. compared to Japan at the (NCUR) held at the University of Wisconsin–Eau Claire in April 2023.

While there, a local television station interviewed the then University of �鶹��ý at ����ԴDz� undergraduate student about his research, which compared the knowledge and beliefs toward concussions between the two countries, as Japan does not have any legal regulations. Park’s research, under the mentorship of (KRS) faculty member Kyoko Shirahata, demonstrated that the U.S. participants had significantly higher knowledge and a favorable attitude toward concussions compared with Japanese participants, indicating the importance of legal concussion regulation to participate in sports safely.

Park, a spring 2023 KRS graduate in the , was supported through from the (UROP) at UH ����ԴDz�.

“Presenting and having a discussion about my study with other participants about their studies at NCUR deepened my understanding of my own study and expanded my views of research,” Park said. “Furthermore, what made my presentation experience even more interesting was the opportunity given to me to be interviewed by WQOW, a television station in Eau Claire, Wisconsin. This experience has been a firm cornerstone of my academic journey of pursuing my doctor of physical therapy degree, and it ignited my passion for research even more.”

Park was also awarded UROP’s , which supported his trip to Sendai University in Japan for data collection in summer 2022. Shirahata is a former Sendai University faculty member who currently works as a coordinator between the two institutions. As the only university specializing in physical education and sports/health sciences in northern Japan, Sendai University welcomed Park to conduct his concussion research. This research activity further strengthens the more than 20-year relationship between Sendai University and KRS.

“This international research experience has been extremely special,” Park said. “The research process was exciting and the interactions with Sendai students were something that I could not have gained through the classes.”

“Jiin worked very hard to complete this project for over a year, and it was truly fulfilling to witness his success as a researcher,” Shirahata said. “The long-term friendly relationship between the two institutions empowered him to accomplish such great success. I hope to mentor more undergraduate students like Jiin and provide students with a unique international research experience.”

Park was accepted into the doctoral physical therapy program at Northwestern University and aspires to become a professor.

UROP funding available

UROP awards more than $500,000 in scholarship funding annually to support faculty-mentored undergraduate student research and creative work projects and presentations . Most awards go toward supporting student projects; however, UROP also encourages students to take advantage of its , which includes support to showcase their work at local, national, and international conferences, venues, competitions, etc.

“UROP is very proud of Jiin and appreciative of Dr. Shirahata’s faculty mentorship,” said Seung Yang, UROP assistant director. “Sharing one’s scholarship outside of our campus is an integral part of conducting faculty-mentored research and creative work. We are pleased to have supported Jiin throughout his undergraduate research journey at UH ����ԴDz� as Jiin applied for and received not only UROP project funding to do research, but also UROP presentation funding to share his research with a national audience.”

Yang added, “UROP encourages all undergraduate students at UH ����ԴDz� to participate in undergraduate research opportunities, both inside and outside of UROP, to elevate their academic experience at UH ����ԴDz�.”

For questions about UROP or to get started on your journey, visit or email urop@hawaii.edu.

The University of �鶹��ý at ����ԴDz� College of Education (COE) (KRS) received a $1.2-million grant to increase the number and quality of teachers providing physical activity services to school-aged children who are in need of such services. The project, “Advancing Leadership Opportunities for Hawaiian, Asian, and Pacific Islanders in Adapted Physical Education (ALOHA),” is funded by the U.S. Department of Education, Office of Special Education Programs.

Project ALOHA will run for five years under the direction of COE Dean Nathan Murata and KRS Assistant Professor Allison Tsuchida.

“This award means that we can really revitalize our Master’s in Adapted Physical Education (APE) program,” Tsuchida said. “In turn, it will help local teachers and teachers from the Pacific Rim, particularly those in rural areas of the state, to advance their knowledge and skills in working with students with disabilities in physical education and physical activity.”

As part of the project, pre-service trainees from the U.S. territories throughout the Pacific Rim will be prepared to serve their respective territories.

“There are nearly 20,000 children with disabilities in grades K–12 throughout the U.S. Territories in the Pacific Rim and rural �鶹��ý with about half of these children in need of APE services,” Murata said. “This means the responsibility of providing appropriate and quality physical education for these children lies with the general physical educator or special educator.”

KRS is committed to training sufficient numbers of certified APE teachers through recruitment, retention, graduation, placement and ongoing support to assure that all students with disabilities throughout the Pacific Rim have appropriate physical education services available to them in keeping with their individualized education program objectives and goals.

The Master of Science in Kinesiology training program will be offered through distance and hybrid formats. Candidates will be enrolled in a one-year APE graduate program which has a 30-credit pathway. Funding for Project ALOHA will, in part, assist the scholars through tuition waivers and stipends to help defray costs associated with their university fees.

“Ultimately, more students with disabilities here in �鶹��ý, Guam and the Commonwealth of the Northern Mariana Islands will receive quality adapted physical education from a highly qualified and certified adapted physical educator,” Tsuchida added. “This award will also hopefully help us to expand physical activity opportunities for students with disabilities in extracurricular and interscholastic sports as well.”