The University of �鶹��ý at ����ԴDz� has recognized 20 degree programs for exemplary commitment to improving curriculum and student learning through a new faculty-led honor launched this academic year.

The Excellence in Assessment for Improvement: Hōpoe Assessment Award celebrates programs that demonstrate outstanding, collaborative assessment practices. “Hōpoe” describes the ʻōhiʻa lehua in its fullest, most vibrant bloom—a symbol of programs that have matured and flourished. The award was established in 2025 by the ����ԴDz� Faculty Senate’s Committee on Educational Effectiveness (CEE).

“This award represents the maturity and beauty of programs that have truly blossomed through meaningful assessment,” said Justin Walguarnery, CEE committee chair. “It is a ‘for faculty, by faculty’ initiative that celebrates the hard work of using assessment to make an appreciable difference in the academic experience.”

The inaugural recipients include programs in:

• Anthropology (MA and PhD)
• Asian International Affairs (MA)
• Cinematic Arts (BA)
• Early Childhood Education (MEd)
• Education (PhD)
• Education: Teaching (MEdT)
• Educational Admin (MEd)
• Educational Psychology (MEd and PhD)
• Elementary Education (BEd)
• Library & Information Sciences (MLISC)
• Professional Educational Practice (EdD)
• Secondary Education (BEd)
• Social Work (BSW)
• Sociology (MA)
• Special Education (BEd and MEd)
• Theatre and Dance (BA and BFA)

Faculty-driven review process

Recipients were selected through a rigorous peer-review process led by the Assessment Report Review Committee (ARRC), a group of about 40 faculty members trained jointly by CEE and the UH Assessment and Curriculum Support Center (ACSC). Organizers describe the award as a fully faculty-owned effort that highlights collaboration and shared accountability.

This award represents the maturity and beauty of programs that have truly blossomed through meaningful assessment.
—Justin Walguarney

All UH ����ԴDz� degree programs submit biennial assessment reports outlining student learning outcomes, curriculum development and benchmarks for achievement. These reports are required for accreditation and are publicly available on the ACSC website. From more than 200 undergraduate and graduate programs, 20 were recognized in the award’s inaugural year.

Beginning in fall 2026, every degree program will have the opportunity to self-evaluate using the award criteria, including student learning outcomes, curriculum mapping, evidence of learning, fair and reliable evaluation, use of results and culturally responsive assessment practices. Programs indicating “full bloom” will be automatically nominated for review.

By expanding both self- and peer-nomination pathways, organizers hope to spotlight the collaborative, reflective work strengthening education across campus.

CEE committee members that developed the award are Justin Walguarnery, Nicole Schlaack, Jamie Simpson Steele, Joseph Foukona, Alice Tse, Joanna Philippoff, Emile Loza de Siles, Dan Port, Maya Saffery, Jessica Gasiorek, Aimee Chung, Arby Barone, Ann Sakaguchi, Alohilani Okamura, Monica Esquivel and Yao Hill.

�鶹��ý faces a persistent shortage of social workers, with a 17% vacancy rate reported in 2024, particularly affecting rural and neighbor island communities. To address this critical need, the University of �鶹��ý at ����ԴDz�’s is implementing innovative educational models to grow a sustainable local workforce, and shared these with UH’s Workforce Learning Community in January.

Distance education

A cornerstone of this effort is the expansion of distance education options, which evolved from a 1988 “traveling” program into sophisticated synchronous and asynchronous formats. These programs remove geographic barriers in �鶹��ý and the U.S.-affiliated Pacific Region, enabling residents of �鶹��ý, the Federated States of Micronesia, Palau, Marshall Islands, Commonwealth of Northern Mariana Islands and American Samoa to earn bachelor’s or master’s degrees while remaining in their home communities, with a master’s-only option on Guam.

Department Chair Rebecca Stotzer said, “We are humbled to collaborate with our community partners to grow pathways to social work education that are responsive, inclusive, and aligned with the needs of the communities we serve.”

This model is delivering tangible results. The school has graduated more than 100 students on �鶹��ý Island and has dramatically increased the number of social workers on Molokaʻi. By removing geographic and financial barriers, the school has expanded its distance education capacity from 30 students per year to over 100.

Partnering for practicums

The school further innovated by launching the in August 2024. This hub serves as a resource to raise awareness of the profession, promote degree pathways, and expand partnerships to support post-graduation workforce success. Among the school’s resources for students, they partner with over 200 community organizations for practicum placements (internships).

“Our workforce development vision focuses on growing the social work workforce where it is needed most. Through experiential learning inside and outside the classroom. We prepare students with the skills, confidence and readiness to enter the workforce,” said Wendy Lum, Workforce Development Hub director.

Student support

According to Michael DeMattos, bachelor’s in social work program chair, approximately 80% of the students working toward a bachelorʻs degree in social work enter from the UH Community College system, highlighting a critical local talent pipeline. The average age is 30, and many are the first in their families to attend college.

To support �鶹��ý-based students financially, the school offers targeted initiatives such as the , which provides stipends and guaranteed employment within state child welfare services upon graduation. Additionally, the helps graduates secure the supervised clinical hours required for advanced licensure.

By grounding its curriculum in Native Hawaiian and Pacific Islander values, the Thompson School Department of Social Work also is working to ensure the next generation of social workers is culturally responsive and deeply connected to �鶹��ý, American Samoa and the Micronesian region.

“This work is ultimately about community-engaged practice,” said Theresa Kreif, director of . “By ensuring access to social work education across �鶹��ý, American Samoa and Micronesia, we are cultivating a culturally grounded workforce that reflects, understands and is accountable to the communities it serves.”

The children’s storybook , which helps children understand Alzheimer’s disease, has been adapted into a . The story follows Pōmai, a young girl learning to support her Papa (grandfather) as he experiences memory loss, offering a gentle, culturally grounded way for families to start conversations about dementia. First released by the University of �鶹��ý at ����ԴDz� in 2019 and translated into ʻōlelo �鶹��ý in 2025, the story has reached keiki and caregivers across the islands.

Related UH News story: Dementia storybook released statewide

The animation was developed by Kalilinoe Detwiler, a UH ����ԴDz� PhD candidate in English, with the , housed in the . It brings the storybook to life with vibrant visuals, expressive characters and narration voiced by Hā Kūpuna team members.

“We hope the book and video will open conversations between children, parents and kūpuna about dementia in a cultural and age-appropriate way,” said Detwiler, who is an , and co-principal investigator for the Symphony of �鶹��ý Seas project. “I enjoy spending time with the characters, imagining their expressions and who they might sit beside in the setting. I also enjoy imagining visual representations to subtle changes in their emotions and understanding of dementia.”

The project began in January 2025 and included storyboarding, visual design, background art, voice recording, animation and editing.

“As we create resources for ʻōpio (youth) and caregivers, we recognize there are mediums that best suit the intergenerational households in �鶹��ý,” added Detwiler. “Animation is one of those mediums. It opens possibilities for stories that can be challenging or heavy,”

“The purpose of Hā Kūpuna is to enhance understanding of kūpuna, celebrate their lives, and improve eldercare services,” said Shelley Muneoka, Hā Kūpuna program coordinator. “Storybooks and animation help extend this information to new audiences in a meaningful way.”

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A health tech startup improving how community health workers (CHW) document client visits took the $2,000 first place prize in the second annual , hosted by the (PACE) in the University of �鶹��ý at Mānoa’s . The startup was one of 12 interdisciplinary teams made up of UH Mānoa students that competed in the two-week challenge.

The competition was co-hosted by , a software platform led by a Shidler and PACE alumnus, that empowers community-based organizations to address the social drivers of health. It highlighted PACE’s mission to bridge academic learning with practical, work-based problem-solving.

“Innovate 808 shows how powerful interdisciplinary learning can be when we connect students to real community partners,” PACE Executive Director Sandra Fujiyama said. “The ideas generated this year show that innovation truly thrives in collaboration.”

Interdisciplinary collaboration

The students in this year’s challenge represented 10 UH Mānoa colleges and schools. The result was a dynamic combination of technical, social and entrepreneurial ideas to support �鶹��ý’s community health workforce.

The winning team, Pear Lens, created a photo-based note capture and conversion tool that allows CHW to document client interactions more efficiently while maintaining data privacy. The team came together as four solo applicants met for the first time during the competition: Justin Paul Alejo (business), Jennifer Kawata (public administration), Biplav Paudel (business) and Ivy Vo (business).

“The competition brought together a diverse team of complete strangers to solve a complex challenge, but we quickly found our rhythm and collaborated seamlessly to propose a simple yet powerful idea,” Kawata said.

Kawehi Kea-Scott, a Pear Suite judge who used to work as a CHW, commended the team for “meeting CHWs where they are” by respecting existing workflows while introducing low-friction technology. “The fact that these students built a fully functioning prototype in just two weeks is remarkable,” Kea-Scott said.

Initially the competition was planned as a winner-takes-all prize structure, but the judges were so impressed by the presentations that three runner-up prizes were added. Each student from the following three teams won $350.

• Jayden Ronel Villanueva, Shannon Tai and Jaylyn-Kate Balon developed a tiered education and certification pathway with AI-generated feedback and mentoring for aspiring CHWs.
• Tate Goodman, Mau Tsujimura, Micah Tajiri and Lenox Covington created a machine-learning workflow tool that helps CHWs select the most effective resources for their clients.
• Logan Lee, Tristan Ta and Yeunggyun Kwon designed a referral platform that connects CHWs and clients based on shared experience and training, fostering stronger engagement.

Takeda invited the winning teams to present their solutions to his executive team and encouraged all participants to consider internships and employment at Pear Suite, as he shared that Pear Suite will be continuing its nationwide expansion after he recently raised $7.6 million in funding.

“Just try it, go out there and find problems to solve,” Takeda said. “Being able to test ideas, try new things and see what the feedback is from your customers is a great way to learn and grow.”

Teams were also mentored by Jeff Hui, PACE‘s entrepreneur in residence, who advised students to “take advantage of these real world experiences. These are the opportunities that open doors to new career paths and set you apart when you are interviewing for a job.”

As LGBTQ+ youth across the U.S. continue to face higher rates of mental health challenges and substance use, community-based organizations (CBOs) are playing an increasingly vital role in providing safe, supportive spaces. Yet, despite their growing importance, these organizations remain largely understudied.

A new study published in the is helping to change that. The research “Community Efforts to Support LGBTQ+ Youth Mental Health: Programs Objectives, Development, and Delivery,” was a collaboration among the University of �鶹��ý at ����ԴDz�, the University of Maryland School of Public Health and the University of Connecticut.

Researchers conducted in-depth interviews with staff from 16 CBOs across the nation that work with LGBTQ+ youth, identifying how these groups develop and deliver mental health services.

“At a time when LGBTQ+ youth face increased discrimination, stigma and health disparities compared to other groups, it is critical that they have access to supportive, affirming community spaces that celebrate their identities and foster inclusion, connection and well-being,” said co-author Danielle Phillips, assistant professor of social work at the at UH ����ԴDz�.

How community groups make a difference

The study found that CBOs support youth through four main strategies:

• Offering counseling and therapy
• Creating safe spaces and fostering community
• Providing case management services
• Delivering educational resources

Effective service delivery depended on strong planning and coordination, inclusive and intersectional practices, access to training and curriculum tools, and capacity-building resources.

Greater investment in CBOs needed

Despite their vital role, the study noted that many CBOs remain underfunded and overstretched. Researchers stress that with greater investment, these organizations could significantly expand their reach and impact.

“Community-based organizations that support LGBTQ+ youth consistently face a lack of funding, and it continues to be a serious concern that will directly impact the availability, delivery and quality of mental health services,” said Phillips. “We are at a pivotal moment in our collective experience, where it has never been more urgent to prioritize, support, and protect vulnerable youth. Securing sustainable funding is a crucial part of ensuring that communities can continue to offer safe and inclusive programs for youth who need it most.”

The first comprehensive guide for conducting qualitative interviews with Native Hawaiian elders (kūpuna) has been released, offering researchers a culturally grounded framework for building trust and reciprocity. Developed by the University of �鶹��ý at ����ԴDz�’s in partnership with , a nonprofit dedicated to supporting Native Hawaiian advancement, the guide aims to ensure research practices reflect Hawaiian values and benefit communities.

is a 48-page resource designed for students, faculty and community researchers. It provides practical tools for engaging kūpuna in ways that honor cultural traditions, strengthen relationships and share knowledge responsibly.

“There are many past examples of extractive or harmful research practices with Indigenous people,” said Shelley Muneoka, a lead researcher on the study. “This protocol flips the script by placing cultural values, reciprocity and community well-being at the center of the research process.”

The free guide was published alongside a peer-reviewed article in and draws on more than five years of collaboration with kūpuna across �鶹��ý.

What the guide offers

The resource reflects principles of community-based participatory research and includes:

• Historical context on harmful research practices and the rise of Hawaiian-led approaches.
• Self-reflection tools for examining privilege, positionality and potential bias.
• Recommendations on entering communities, obtaining consent, conducting interviews and offering reciprocity through makana (gifts).
• Guidance on disseminating results in ways that return knowledge to participants and communities.
• Although rooted in Native Hawaiian experiences, the authors note the guide has broader relevance for research with Indigenous and marginalized communities worldwide.

“This qualitative protocol guide is about shifting historical research dynamics to recognize that Native Hawaiian elders carry the ʻike (knowledge) and values that should guide how research happens,” said Keilyn Kawakami, the article’s first author. “The guide is an important tool for students and faculty embarking on research with kūpuna.”

Hā Kūpuna, one of three National Resource Centers for Native Elders funded by the U.S. Administration on Aging, is housed in the .

A first–of–its–kind fellowship in �鶹��ý is training the next generation of culturally grounded behavioral health providers, thanks to a new collaboration between the University of �鶹��ý at ����ԴDz� (JABSOM) Department of Native Hawaiian Health and (HILT).

The program, called Mohala Liko Lehua, will host three post–doctoral psychology (PsyD) fellows and three post–master of social work (MSW) fellows, who will be trained and supervised by licensed psychologists and social workers at JABSOM. Fellows will partner with HILT to design and deliver behavioral health services on Oʻahu, Maui, Kauaʻi and �鶹��ý Island, strengthening community capacity and promoting wellbeing.

Hands-on training rooted in Hawaiian values

Throughout the one–year fellowship, participants will receive advanced training in trauma–informed, ʻ�徱�Բ� (land)– and culture–based care rooted in Hawaiian values. Their work will be integrated into HILT’s community preserves and existing educational programs. The fellows will also receive their clinical training at Queen’s Health Systems sites on Oʻahu and Maui, as well as the Ka Malu a Waʻahila Behavioral Health program for Native Hawaiian/Pacific Islander students at UH ����ԴDz�. Program goals include serving at least 4,000 youth, enhancing HILT staff capacity, and measuring community impact.

Robin Miyamoto, program director at JABSOM, said the program’s name draws from the ʻō������� noʻeau (Hawaiian proverb), Mōhala i ka wai, ka maka o ka pua, suggesting that flowers thrive when the environmental conditions are good.

This reminds us of our responsibility to protect and sustain our culture and the health of our people so that future generations can thrive.
—Robin Miyamoto

“This reminds us of our responsibility to protect and sustain our culture and the health of our people so that future generations can thrive,” she explained. “This program will enhance and expand our existing training efforts and will serve as a new pipeline for behavioral health clinicians. It is grounded in a foundation of cultural humility and safety, focusing on promoting resilience rather than solely addressing disparities.”

In addition to meeting immediate behavioral health needs, the program serves as a workforce development pipeline, preparing homegrown providers who can deliver culturally fluent care across �鶹��ý.

“Mohala Liko Lehua is informed by and designed for underrepresented communities, especially Native Hawaiian and Pacific Islander populations that have long faced systemic health disparities and underinvestment in behavioral health,” said ʻOlu Campbell, president and CEO of HILT. “Addressing these inequities requires solutions that are community–driven, rooted in ʻ�徱�Բ� and culture, and grounded in trust–based relationships.”

Supported by the Health Resources & Services Administration, Maui United Way, UH, the Office of Hawaiian Affairs, and other partners, JABSOM and HILT plan to continue Mohala Liko Lehua for at least four years, training a minimum of 24 fellows. Additional funding is still needed to sustain the program.

The University of �鶹��ý at ����ԴDz� joined Indigenous scholars, community leaders and practitioners from around the world at the 7th International Indigenous Voices in Social Work Conference in August at the in Alberta, Canada.

The gathering brought together students, researchers, policy advocates and cultural practitioners committed to advancing Indigenous approaches to social work. The program featured cultural learning, intergenerational dialogue and strategic discussions on justice and well-being, guided by the University of Calgary’s Indigenous Strategy, iiʻtaaʻpohʻtoʻp (in the Blackfoot language, meaning “a place to rejuvenate and re-energize during a journey”).

Uplifting Pacific perspectives

For UH ����ԴDz�, the convening carried special significance. Nearly two decades ago, the Thompson School hosted the 2007 Indigenous Voices in Social Work conference in Mākaha, Oʻahu, a milestone in the growing international movement.

Indigenous social work is not just about practice, but about walking parallel paths of healing, justice, and community well-being.
—Aimee Chung

“This is more than a conference—it is a movement,” said Aimee Chung, junior specialist in the Department of Social Work. “It reminds us that Indigenous social work is not just about practice, but about walking parallel paths of healing, justice, and community well-being. Building pilina with colleagues from around the world strengthens our own commitment to social work practice in �鶹��ý.”

Thompson School leaders emphasized the importance of ensuring Pacific experiences are part of global conversations.

“Engaging in this seventh convening reinforces our responsibility to uplift Pacific voices, share regional innovations, and bring back knowledge that supports our students and communities,“ said Theresa Kreif, director of Pacific Partnerships & Workforce Development Initiatives.

Chung and Kreif were joined by Loea Lynette Paglinawan. They presented their work Weaving Professional Social Work and Indigenous Kanaka Maoli Identities: A Pedagogical Genealogy of the Thompson School of Social Work & Public Health, with appreciation to the many hands that helped draft and support the presentation.

Spiritual connections across place

Paglinawan noted the gathering highlighted spiritual and cultural resonances that connect Indigenous peoples across place. “Oiaʻio was with our group through the whole conference. On the plane ride home we were accompanied by a rainbow on a cirrus cloud for a good number of miles. It meant we would arrive in Honolulu safely. Mahalo to the Spiritual Powers for a safe journey.”

A new University of �鶹��ý at ����ԴDz� study shows that while some health and social service local nonprofits had not yet seen federal funding losses in the first six months of 2025, the stress and uncertainty caused by policy shifts in 2025 are weighing heavily on leaders, staff and the communities they serve.

The community report, , was conducted by Wendy Lum, Rebecca Stotzer and Kristl Nakamura of UH ����ԴDz�’s Department of Social Work in the . Between May and June 2025, Social Work faculty interviewed 24 nonprofit leaders from across the state to capture an early look at how organizations are being affected.

Pressure beyond funding cuts

At the time of the interviews, only a few health and social service agencies had lost direct funding since the administration’s changes took effect in January, affecting grants that ranged from $250,000 to multiple million dollar grants. However, the study found that the psychological toll has been widespread. Leaders described strain across their organizations, even as they remained committed to serving their communities.

“The responses of the nonprofit leaders make it clear that they remain committed to their communities and grounded in their agency’s mission and values to guide critical decisions for how to move forward in a changing federal landscape,” said Stotzer.

Many leaders also pointed to collaboration as key to surviving future challenges and uncertainty, especially as potential cuts to programs like Medicaid and SNAP threaten to strain services.

Community response

The study’s findings were presented on August 28, during a webinar hosted by the Department of Social Work’s . More than 40 representatives from nonprofits, state agencies, and community partners joined to share strategies and discuss ways to support one another.

“It is not surprising to those who attended the presentation that our findings showed the deep commitment of nonprofit leaders to their mission and values,” said Lum, director of the Social Work Workforce Development Hub. “But the study also confirmed and validated that all are experiencing the impact of the federal changes together—and that together will be the key to moving forward and finding actionable solutions.”

The University of �鶹��ý at ����ԴDz� is expanding its social work curriculum to include psychedelic-assisted therapy, reflecting a growing national interest in innovative approaches to mental health care.

Beginning this fall, the , Department of Social Work will introduce class sessions on the therapeutic use of psychedelics, led by Michael DeMattos, chair of the Bachelor of Social Work program.

“Social workers provide the bulk of mental health services in the U.S.,” said DeMattos. “It is important that they effectively respond to those they serve using a full cadre of tools that are both evidence based and culturally informed. With safety measures in place, we are much better positioned to help those who are suffering most.”

Psychedelic-assisted therapy combines the controlled use of substances such as psilocybin, MDMA or ketamine with structured psychotherapy. Research has shown promise in treating depression, post-traumatic stress disorder (PTSD), anxiety and addiction, particularly in cases resistant to standard treatments.

Stigma, potential, opportunity

DeMattos recently participated in the , a national initiative hosted by the Usona Institute in Wisconsin. The program brought together more than 60 faculty from 30 universities to explore the science, ethics and social implications of psychedelic-assisted therapy.

“For the last thirty years, psychedelics have been stigmatized despite earlier research supporting their therapeutic use,” said DeMattos. “Now, amidst a new wave of research, we are starting to see their potential. I had the opportunity to learn directly from the researchers conducting the studies—it was a real insider’s look.”

This fall, DeMattos will incorporate psychedelic content into his advanced practice course, SW, and is working toward developing a dedicated course in the future. By integrating this emerging field into the curriculum, the Thompson School aims to prepare social work students, and those across helping professions, with knowledge and skills that reflect evolving practices in mental health care.