The University of �鶹��ý at Mānoa 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 Mānoa 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 Mānoa 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.

students from the University of �鶹��ý at Hilo proved they can hold their own against some of the nation’s top universities, earning high marks in a national problem-solving competition. One team placed third, standing out for a solution rooted in Indigenous values from �鶹��ý.

The students competed in the , held in mid-October at the annual conference of the Association for Applied and Clinical Sociology in St. Louis, Missouri. UH Hilo students participated remotely while other teams presented in person.

Team 1, which earned the third-place finish, included Johry Graceta, Evan Merz, Danielle Murphy, Tavan Nakamura and Haukea Valdez. Team 2 included Kassidie Hayashida, Starlye Koehler, Ella Munroe, Lilika Talamai and Erika Torres.

“Having the chance to work on an applied project was a good experience to use what we learn in classes,” Valdez said.

Real-world challenge

Each year, student teams receive a real-world challenge from a community organization. Their task is to analyze the issue and present a solution using sociological skills and methods. This year’s client was Healthcare NOW, a national group advocating for a single-payer healthcare system. Their question: how to better connect with local organizations that may not already support their mission.

The UH Hilo team responded with “Ke Hoʻoikaika Nei iā Healthcare–NOW” (Strengthening Healthcare NOW), a plan centered on Indigenous values. Hern said that focus helped set their work apart.

“They only had a few days to develop their solutions, so it’s excellence under pressure for sure,” said Lindy Hern, associate professor and department chair of UH Hilo’s sociology department who organized the conference as president of the Association for Applied and Clinical Sociology.

Faculty from UH Hilo’s sociology department supported both teams: Assistant Professor Ellen Meiser advised, and Associate Professor Alton Okina funded their participation.

For more go to .

—By Susan Enright

In 2024, University of �鶹��ý at Mānoa alumnus Taylor Averill played volleyball for Team USA in the Paris Olympics. He helped to secure a bronze medal and was named Best Middle Blocker. However, according to Averill, nothing compares to �鶹��ý volleyball.

“There were more people at this year’s [UH game vs. Long Beach State] than were in the stands at the Olympics,” Averill said. “There’s nothing like all the love and support you get in �鶹��ý.”

• Related stories: 12 UH athletes to compete in Paris Olympics, July 26, 2024
  Image of the Week: Olympic volleyball, July 31, 2024

Rough start

The California native’s collegiate volleyball journey did not begin in Mānoa. In 2012, after one semester at UC Irvine, Averill was cut from the volleyball team. Determined to keep playing, he reached out to UH Mānoa Head Coach Charlie Wade.

“At that time, [Wade] just said, ‘Hey, we all make mistakes,’ and I just felt like I resonated with his message,” Averill recalled. “It just felt like a good fit.”

He joined the Rainbow Warriors as a setter/opposite hitter but was soon cut again at the end of his freshman year.

“When I first came to UH, it’s almost like I didn’t learn my lesson at UC Irvine,” Averill said, admitting his priorities at the time were partying and playing volleyball.

Another second chance

Realizing he needed to change, Averill transformed himself—dropping 20 pounds, adding 11 inches to his vertical, and earning a 4.0 GPA. After he pleaded with Wade, the coach gave him one more chance, but made it clear the only open position was middle blocker.

“I went to the Olympics because I’m a middle blocker. I went to the Olympics because in those six months, I realized what real hard work looked like,” said Averill. “I owe so much of my career professionally, with the national team to what happened to me here in �鶹��ý.”

Averill became a two-time AVCA First Team All-American and earned a bachelor’s degree in sociology from UH Mānoa in 2015.

Pushing through

After graduating, Averill went on to play professionally in Italy, France and Poland. While playing overseas, he dealt with injuries, self-doubt and mental health challenges. The excitement he once had for volleyball began to fade, and injuries kept him from training with the national team.

He considered stepping away from volleyball entirely, but eventually came to a place of clarity: “I know I’m an Olympian no matter what. I love myself whether I go or not.”

By summer 2023, he was able to train with Team USA. In May 2024, the Olympic team was announced, and Averill made the cut.

Averill said, “I just kept pushing through, and I’m so happy I did because the experience of the Olympics was, without a doubt, like the coolest experience of my entire life.”

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Two longtime University of �鶹��ý at Mānoa faculty members, Kathryn Braun and Cullen Hayashida, played key roles in the 20th anniversary conference of the (ACAP) held in Fukuoka, Japan, in March 2025. They joined a 10-member �鶹��ý delegation, including representatives from the �鶹��ý State Department of Health and local kūpuna-serving organizations.

The conference brought together experts from more than 40 countries to share knowledge on dementia-friendly communities, digital inclusion, migration and care work, and intergenerational relationships.

Braun, professor of public health at UH Mānoa and current ACAP president, is the principal investigator of the federally-funded in the . She highlighted �鶹��ý’s rapidly aging population and the value of learning from other countries’ experiences.

“�鶹��ý is one of the most rapidly aging states in the nation, but not as fast as Japan and several other Asian countries,” said Braun. “These gatherings help us adapt successful models to meet �鶹��ý’s unique needs.”

Hayashida, graduate affiliate faculty in UH ����ԴDz�’s , and , is the founding director of the Kūpuna Education Center at Kapiʻolani Community College. He described ACAP as a vital network of researchers, educators, healthcare professionals, and advocates committed to active aging.

“Active retirees should pivot from just being youthful to becoming useful contributors,” he said.

ACAP welcomes members of all ages and backgrounds to participate in monthly webinars and international knowledge exchange. Membership is free. To join, email Kathryn Braun at kbraun@hawaii.edu.

Nearly 10 years ago, Renee Rivera traveled to �鶹��ý Island looking for a fresh start. The Kauaʻi native had spent years drifting from state to state, unsure of her path. Today, the alumna is preparing to enter a doctoral program in fall 2026—proof of how far she’s come since finding a place to heal and grow.

“I was searching for a place to recover from trauma,” she said. “The trauma was considerable, stemming from a history of homelessness, sexual assault, domestic violence, substance addiction, drug trafficking and incarceration.”

While at a Head Start meeting for her son, Rivera learned about the Paneʻe Mua Project, a General Education Development or GED high school diploma equivalent program, based in Native Hawaiian practices. Rivera had been unable to complete high school, spending her teens mothering her three other children. She had tried several times to earn a GED, but had never been able to complete the program.

After completing her academic journey with the Paneʻe Mua Project and earning A’s across the board, she attended on a scholarship.

“They made me feel comfortable, made me believe that I was smart and important. They actually inspired me,” said Rivera.

At UH Hilo she connected with sociology professors Marilyn Brown and Alton Okinaka who told Rivera to consider the campus’ sociology program.

Rivera earned her BA in sociology from UH Hilo in 2020 and went on to complete a master’s in social work at UH Mānoa in 2023.

Paying it forward

Along the way, Rivera never stopped thinking about the lack of support for women facing the challenges she once endured. She turned that concern into action. With support from a formerly incarcerated friend, Rivera launched her own nonprofit, He Hoʻomaka Hou Ana O Puna, which offers peer mentorship, voluntary support groups, and counseling services to women in need.

“In my past, I haven’t had anyone in my life that fought for me, so my passion is to fight for other people who are less likely to have that,” she said. “I think that’s the thing missing for a lot of people with addiction or mental health issues like me. They want to feel loved, supported, and believed in.”

Into the future with gratitude

Rivera now teaches human services, sociology and psychology at �鶹��ý CC. She is now preparing for her next chapter: a doctorate in sociology at Purdue Global this fall. She credits UH Hilo with giving her the foundation to believe in herself.

“The faculty at UH Hilo helped me ignite myself so I could ignite my community,” she said. “UH Hilo and its faculty really set that foundation for me to be like let’s try it, let’s do it.”

For more go to
—By Sophia Kim-O’Sullivan

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

Kathleen Hagan

Kathleen Hagan is a professor of nursing at UH Maui College, with almost 18 years of service as an undergraduate educator. She has championed integration of the Kaʻao Framework (UH Maui College’s framework for student success) into the nursing curriculum, and has taught every required course.

An avid lifelong learner and volunteer, Hagan consistently seeks out opportunities for her students to engage in community education and advocacy to advance their learning as well as the health of our island ʻohana.

“She has created an environment where learning goes beyond simply acquiring knowledge; it’s about cultivating our character and discovering the qualities that will make us compassionate, capable healers in our careers,” said a student.

Hagan believes college should be a transformational experience, instilling knowledge skills, and attitudes not only for career advancement, but also for civic engagement and life fulfillment.

Another student said, “Her warmth and professionalism have left a lasting impression on me.”

Nicholas Krueger

Nicholas Krueger is an instructor in the College of Agriculture, Forestry and Natural Resource Management at UH Hilo. He is known for his dynamic instruction, community-based research and deep investment in student success.

A UH Hilo graduate, Krueger returned to his alma mater to teach and lead research in agronomy, soils and animal science. He involves students in funded research tackling real-world challenges—from fermentation science to methane reduction in livestock—while mentoring them through writing, experimentation and presentation.

“I know for a fact that everyone feels comfortable and welcomed by Nick; to make mistakes, sound silly, or just be flat out wrong,” said a student. “And when it comes to learning, that makes all the difference in differentiating sheer luck and memorization from understanding.”

Krueger’s approachable style, high expectations, and commitment to real-world application have made him a transformative educator shaping the future of �鶹��ý agriculture.

Mark Nartatez

Mark Nartatez is an instructor, the Dental Assisting Program director, and the clinical education coordinator at Kapiʻolani Community College. With more than 18 years of clinical and administrative experience, Nartatez brings industry expertise and a student-centered approach to the Dental Assisting Program.

Nartatez’s instruction integrates textbook knowledge with real-world application, ensuring students meet dental accreditation standards while emphasizing technological integration, critical thinking and compassionate care. His holistic approach encourages students to grow beyond technical skills and see themselves as educators, advocates and changemakers capable of influencing their peers and the broader healthcare community.

“Mark consistently demonstrates an innovative approach to education, creating engaging and meaningful learning experiences for his students,” shared one student. “One notable example of his creativity is incorporating case studies based on real-life scenarios students may encounter in the dental field. What sets Mark apart is his commitment to creating a learning environment where students feel heard and valued.”

Colleen Rost-Banik

Colleen Rost-Banik is an instructor in the Department of Sociology in the UH Mānoa College of Social Sciences. She sees the classroom as a reflection of society, shaped by the wide range of backgrounds, experiences and perspectives students bring. Over the course of a semester, she believes students have a valuable opportunity to learn from one another and engage in collective exploration.

Rost-Banik emphasizes the importance of consistent practice in understanding sociological concepts, encouraging students to develop their skills through reading, writing and critical thinking. She acknowledges that meaningful learning takes time, patience, effort—and often involves trial and error.

Her courses also prioritize the values of care and community, which she believes are crucial to both the classroom and broader society. She believes supporting one another is key to success.

Student feedback highlights the impact of her approach. One student shared that her class was “filled with lots of exciting information on different theories and sociological perspectives,” and helped them gain practical skills such as conducting surveys and analyzing visual information.

Sara Maaria Saastamoinen

Sara Maaria Saastamoinen is a PhD student in the Department of Political Science in the UH Mānoa College of Social Sciences. She is also an exhibiting artist, abundant futures consultant and community organizer.

Coming from a long line of Karelian (Northern European region) teachers, she credits her family with inspiring her early passion for political inquiry and creative expression. Her courses explore topics such as the everyday politics of water and the societal sacrifices that sustain American political systems.

Students nominated her for fostering creativity and inclusivity, encouraging expression through formats such as sculptures, short stories, mixtapes and monologues.

“Sara’s commitment to deeper understanding challenged us to think critically about our choices and their broader implications for humans, the environment and other living beings,” one student wrote.

Another shared, “I have never learned as much as I did in Sara’s class—it will positively affect the way I view things and the kind of person I am for the rest of my life.”

When 19-year-old Talia Agliam walks across the stage to receive her bachelor’s degree in sociology and a certificate in law and society from the on May 17, she will carry with her not only the pride of achievement, but the strength and support of her Lānaʻi island community.

She was in middle school at Lānaʻi High & Elementary School when she discovered that a college education was within reach through the UH Maui College —without having to leave home. She started as an Early College high school student in 2019 and earned her associate’s degree in 2022, before graduating from high school in 2023 as a valedictorian and senior class president.

“If it wasn’t for [the Lānaʻi Education Center], I don’t think I’d be even close to as successful as I am today,” Agliam said. “They definitely helped me set up my future, set up my life, and they gave me that stability to do so. I really applaud the advisors and the campus, the small, little building that we have.”

• Meet more amazing UH spring graduates

A ‘go-getter’

Pamela Alconcel, the center’s director, said, “Talia believes in the power of community and giving back to her community. She is a go-getter.”

That go-getter has earned her bachelor’s degree while working full-time for Lānaʻi Air as a guest experience assistant and part-time for the Purple Maia Foundation as a social media content creator. During it all, she leaned on her support system back home.

“The pilina (connections) there and the relationships that you build in the Education Center really stick with you for a long time—it doesn’t end at graduating from high school or getting into a college,” Agliam said. “I still have deep conversations with the advisors at the center, and it’s relationships that you build for life. Those relationships will continue to feed you and continue to provide you with resources and opportunities even when you are away from home.”

Lānaʻi roots

Law school may be part of Agliam’s long-term post-graduation plans, however, Lānaʻi factors heavily into her immediate next steps. She has been working with a mentor at �鶹��ý Public Radio with the help of an internship through the Stupski Foundation to start a podcast. Titled “From the Roots Up,” the podcast will function as an archive of ��ā�Բ�ʻ��’s history for upcoming generations, analyze the island’s transformation and look to its future.

“Because there is a lack of resources on the island, it is important to take advantage of the resources that we do have,” Agliam said. “The Education Center on Lānaʻi provides an unwavering amount of support for our students. …I can’t imagine what my high school experience and what my life would look like now without it.”

—By Kelli Abe Trifonovitch

Five outstanding students at the were honored with 2025 Ka Lama Kū awards, recognizing leadership grounded in Native Hawaiian values.

Hosted by the UH Hilo , the April 15 ceremony honored students who are reflective of exemplary values such as alakaʻi (leadership), ʻike pāpālua (vision), kuleana (responsibility), laulima (collaboration) and mālama (care for others). A student committee selected this year’s recipients for their impact on campus and beyond.

Awardees

major Shayne Victor received the Alakaʻi Award for his role in the Student Activities Council and multiple student clubs. “Shayne has consistently demonstrated the qualities of an exemplary leader who inspires and empowers those around him,” wrote nominator Kamalani Poepoe.

Hayden Niles, a major from South Dakota, was honored with the ʻIke Pāpālua Award for his vision and community service. “[Hayden] has given over 500 hours of time in our �鶹��ý Island community over his years here,” said Julie Mowrer, acting director of the Center for Community Engagement.

Tavan Nakamura, a sophomore major, received the Kuleana Award for his dependability and problem-solving skills in UH Hilo’s career services. “Tavan consistently seeks new ways for us to do things better, explores new processes and is able to share his vision effectively,” said Marcy Martinez, director of Career Services.

Gemmy Alegre, a student and student senator, earned the Laulima Award. “Her goal is to create a supportive academic environment that promotes collaboration, well-being,” said Lara Gomez, associate dean for Academic Affairs at UH Hilo Daniel K. Inouye College of Pharmacy.

Kamalani Poepoe received the Mālama Award for her commitment to research, mentorship and cultural stewardship. A major minoring in , Poepoe’s work spans volcano research, Indigenous science, and even NASA’s Artemis mission. “Kamalani has consistently demonstrated the qualities of leading by example,” wrote nominator Shayne Victor.

The Ka Lama Kū Awards continue to celebrate UH Hilo leaders who walk with kuleana and light the path for others.

—By Susan Enright

New research sheds light on the chronic underfunding of �鶹��ý’s public schools according to a brief by the . The report aims to counter widespread misconceptions about the state’s educational challenges, and argues that increased funding is essential to improving student outcomes and addressing systemic inequities.

“Chronic underfunding of �鶹��ý’s public schools is a systemic issue that limits opportunities for students and perpetuates inequities. Investing in quality public education is our collective kuleana; it’s about supporting students and teachers, strengthening �鶹��ý’s economy, and building a more equitable future for all,” said Colleen Rost-Banik, instructor in the University of �鶹��ý at Mānoa and co-author of the research brief.

The report also advises that investing in quality public education is an investment in �鶹��ý’s economy. Not only do quality public schools save families money, they also increase high school graduation rates, which, in turn, generates more economic opportunities for the state.

“We aim policy recommendations toward the State Legislature because they have been responsible for underfunding public schools for years. If we are concerned about young people and their families not being priced out of �鶹��ý, we need to ensure that public schools are well-equipped to recruit and retain licensed teachers and offer holistic education for all students,” Rost-Banik added.

Authored by UH Mānoa faculty members, and endorsed by 117 �鶹��ý-based scholars, the brief acknowledges four misconceptions and provides facts disputing them.

Misconception #1: �鶹��ý’s public schools are adequately funded.
Facts:

• �鶹��ý ranks among the lowest of states in percentage of state and local expenditures supporting K–12 education—15.1% compared to U.S. average 21.5%.
• Despite the increased cost of living in �鶹��ý, the percentage of expenditures for public education has decreased. In FY 2024, public funding for education was 7% less than 2023, even when the state had a budget surplus.
• The public schools experienced a dramatic decrease in funding when $640 million of temporary federal pandemic funding ended on September 30, 2024.
• Lack of funding leads to a lack of programs that nurture “the whole child,” for example, the arts, PE, bilingual aides and afterschool enrichment.

Misconception #2: The teacher shortage no longer exists.
Facts:

• Salary differentials, which are not permanent, redistributed the educator workforce and addressed some needs, but did not solve the teacher shortage.
• The public schools are forced to hire individuals without teaching credentials to fill teacher vacancies. As of January 2024, there were 738 “emergency hires” employed in public schools across the state.
• High attrition rates account for about 89% of new teachers needed each year. The public schools annually replace about 1,200 teachers, with 43% of them coming from out-of-state.

Misconception #3: More funding will not improve public education.
Facts:

• Increased funding for public education raises student achievement and performance, influencing high school graduation rates and college enrollment, and leading to higher incomes in adulthood.
• Increased funding in �鶹��ý could promote greater access to Pre–K programs.
• Increased funding of �鶹��ý public schools could raise the enrollment of local high school graduates at community colleges and universities, increasing lifetime earnings.

Misconception #4: Public school funding only affects parents with children in public schools.
Facts:

• Investing in quality public education is an investment in �鶹��ý’s economy. Increasing high school graduation rates leads to additional tax revenue. Technological changes continue to shift the economy toward skilled labor.
• Public schools are places where students from diverse cultural and economic backgrounds can interact with and learn from each other, increasing understanding and harmony across such groups.
• Better-funded public education is related to lower poverty.
• Public schools save families money.

Policy recommendations

The authors of the report offer the following policy recommendations:

• The state Legislature should prioritize increased and permanent funding for adequate public education.
• The state Legislature should prioritize funding for teacher recruitment and retention, with particular focus on increasing salaries and improving workplace conditions.
• The state Legislature should appropriate funds for an analysis of the public school budget to determine the extent to which public schools are adequately funded.
• The state Legislature should provide resources to support universal public preschool.
• State policy makers should support teacher education for students from underrepresented backgrounds and increase compensation for quality mentor teachers.
• The state Legislature should provide housing benefits for teachers to alleviate the cost of living.

The authors of the report are: E. Brook Chapman de Sousa (associate professor, , ), Kay Fukuda (associate specialist and program director, ), Janet Kim (recruitment specialist, College of Education), Jonathan Okamura (emeritus professor, , ), Colleen Rost-Banik (instructor, Department of Sociology, College of Social Sciences), Lois Yamauchi (professor, , College of Education) and Waynele Yu (instructor, , College of Education).

Ater co-authoring a study showing that many kitchen staffers have come to view mistreatment and abuse as a mundane—and often inevitable—part of working in restaurants, University of �鶹��ý Hilo Sociology Professor Ellen Meiser is the newly published author of .

“I’ve written the book for a broad audience—not just sociology nerds, like me—with the goal of it appealing to anyone interested in cooking and how the culinary industry works,” she said.

Originally from Alaska, Meiser arrived at UH Mānoa as a graduate student in 2012 and learned to DJ at KTUH before earning her PhD in Sociology in 2021. She applied her graduate research to Making It, flying across the country to interview more than 50 chefs and cooks.

“I grew up in restaurants. My first job was when I was 13 at a family friend’s Chinese buffet back home in Alaska, and I was hooked by the fast-paced environment and how hands-on the work was. After high school, I went to culinary school and my dream was always to open my own place—something I still dream about today,” Meiser said. “When it came to figuring out a setting to study to explore success, averageness and failure, my mind went to cooks and chefs because of how artistic, yet cut-throat the restaurant industry can be, as well as my connection to this group of workers.”

She designed her graduate study to make better sense of concepts of success, averageness and failure in creative industries that also have commercial pressures.

Meiser said, “This book looks at how chefs and cooks judge and perceive the success-failure spectrum within their profession, and the various elements that impact it.”

Meiser said many people at UH have been hugely influential to her career. She credits her PhD advisor, Professor David Johnson, for encouraging her to “think big,” and for coming up with the name of her book. She has remained close to classmates Penn Pantumsinchai and Omar Bird.

“They are wonderful people, funny and so smart. Penn, Omar and I have a sociology-focused podcast together called The Social Breakdown that we created in 2017, and have had a fun time using it as an excuse to get together, gab and gossip,” Meiser said.

Learn more about Meiser and more .