From overcoming financial barriers to conducting undergraduate STEM research, student Masen Haoa Lapinad-Sorgent is preparing for his next chapter at the University of �鶹��ý at Mānoa with a clear goal in mind: becoming a physician.

The biological sciences student will transfer to UH Mānoa this fall to pursue a bachelor’s degree in biology after two years at Kapiʻolani CC. He was recently named a recipient of the UH Mānoa Presidential Scholarship, one of the university’s most competitive awards for �鶹��ý residents.

The scholarship is typically awarded each year to undergraduate juniors, including students transferring from a UH community college, and recognizes a record of sustained progress in academic courses and evidence of superior academic achievement or creative endeavor. It includes full-time undergraduate tuition, a $2,800 semester based stipend, and a one-time travel grant of $2,500.

Best pathway

Originally from Waimānalo and a graduate of Kailua High School, Lapinad-Sorgent said financial realities heavily influenced his educational decisions from the start.

“I always knew I wanted to start at community college and then transfer for my baccalaureate degree,” he said. “For me, it was about finding the best pathway that would prepare me academically while also being financially responsible.”

Although he was accepted to several out-of-state institutions, Lapinad-Sorgent said that taking on significant student loan debt early in his educational journey was not the right choice for him or his family.

“I didn’t want to take out loans so early in my education,” Lapinad-Sorgent said. “Coming from a family that taught me a lot about sacrifice, I knew I wanted to make decisions that would help me in the long run, especially with medical school ahead.”

He said the support he received through Kapiʻolani CC’s helped make college financially possible and created a strong sense of community and belonging. The experience encouraged him to become more involved on campus, and in student congress.

National recognition

Alongside his leadership work, Lapinad-Sorgent pursued undergraduate research in the college’s STEM programs. Working with math and science professor Amanda Alimboyoguen, he studied the medicinal properties of the Indigenous ʻuhaloa plant and its connections to Hawaiian healing practices and modern healthcare research.

His research later earned national recognition at the , where he received awards for Best Undergraduate Poster Presentation in Traditional Knowledge and the Native American/Indigenous Student Research Abstract Award in Traditional Knowledge.

As he prepares to continue his education at UH Mānoa, Lapinad-Sorgent said receiving the Presidential Scholarship represents more than academic achievement.

“It means a lot for my family too,” he said. “Being able to continue my education without that financial burden is something we’re all grateful for.”

By Lisa Yamamoto

The recognized students, faculty and program contributors at its annual award ceremony on April 24.

The event honored 30 graduating seniors, along with 38 new learning assistants and three new faculty members joining the program. The ceremony also highlighted four award categories recognizing excellence in teaching innovation, program advocacy, and student support.

The Learning Assistant (LA) Program places undergraduate students in courses across campus to help facilitate active, discussion-based learning. Learning assistants work with faculty to support collaborative instruction in lectures, labs and discussion sections, helping shift traditionally lecture-based courses into active learning environments. The program, which began in STEM fields, has since expanded to include a wide range of disciplines across UH Mānoa.

For the first time, graduating seniors in the LA Program were presented with honors cords, recognizing their academic progress, skill development and contributions to student success. The cords were approved following the LA program’s transition into the , after serving as a successful pilot of the Provost’s office for the past several years.

Program organizers describe the cords as a symbol of dedication, perseverance, and belonging within the LA community. They recognize students who have significantly supported active learning environments while completing their own academic journeys.

“The honor cords recognize meaningful time supporting their peers and partnering with faculty to cultivate active learning communities across disciplines,” said LA Program Director and Professor Tara O’Neill. “This program is about creating meaningful learning experiences on both sides of the classroom—where students and instructors are shaping how knowledge is built and shared at UH Mānoa. As LAs, our students are not only strengthening their own content knowledge, they are transforming learning at UH Mānoa by creating spaces that encourage engagement, questions and innovation.”

Program awardees

• Outstanding Learning Assistant Award recognizing students for excellence in supporting course instruction and fostering engaging learning environments: Katie Thai, Jack Santos and Kevin Phan
• The Agent of Change Award promoting new approaches to active learning at UH Mānoa: Instructor Astrid Delorme
• Curriculum Innovation Award for course design work that integrates LAs to improve student learning experiences: Professor Monique Chyba
• LA Advocacy Award for leadership in advancing the program: Interim Vice Provost of Student Academic Success Amy Ebesu Hubbard

The 10th annual Onizuka Day of Exploration (ODE) ignited curiosity and celebrated STEM for an estimated 4,500 attendees at the University of �鶹��ý—West Oʻahu on April 11. The free, family-friendly event, honors the legacy of �鶹��ý-born astronaut Ellison Onizuka. It featured more than 100 interactive activities, demonstrations and exhibits, and was presented by Scouting America, Aloha Council.

“The energy throughout the day was outstanding,” said ODE Co-Chair Will Hartzell. “The campus was filled with students, families, educators and community partners engaging in hands-on learning, discovery, and exploration. The event continues to reflect the spirit of Ellison Onizuka—bringing curiosity, innovation and opportunity together in a way that inspires the next generation.”

NASA astronaut, inflatable whale

Crowd favorites included a presentation by NASA astronaut Mike Fincke and the massive 45-foot inflatable whale exhibit. Participants explored the Bishop Museum Planetarium, used flight simulators, learned about AI in the Cyber Learning Pavilion, and watched the VEX IQ Robotics Scrimmage.

In the days leading up to the event, unstable weather conditions required organizers to quickly relocate more than 100 booths to covered areas for safety and accessibility.

This marked the fourth consecutive year ODE was held at UH West Oʻahu. Hartzell acknowledged the support of university staff, including Vice Chancellor for Administration David McDonald, and Lynn Reyes and John Murakami from Auxiliary Services.

“Despite weather challenges, the collaboration between UH West Oʻahu; Scouting America, Aloha Council; community organizations; and volunteers made it possible to deliver an inspiring and meaningful experience for thousands of attendees,” he said. “Onizuka Day not only honors Ellison Onizuka’s legacy, but also creates real moments of inspiration that shape future interests, education paths and careers.”

For more visit .

—By Zenaida Serrano Arvman

At the University of �鶹��ý , an outreach program is helping high school students step into scientific research early.

HI STAR, short for �鶹��ý Student/Teacher Astronomy Research, connects students with mentors and real astronomical data. The program’s impact was on display at the recent Maui County Science and Engineering Fair, where HI STAR participants earned top honors.

First place

Emma Agcolicol, a 16-year-old sophomore at Baldwin High School, earned first place in the Physics and Astronomy category, Senior Division.

Agcolicol and her partner studied an unconfirmed exoplanet known as TOI-6055.01. Using data from the , they applied the transit method to track the potential planet.

“Whether it is detection or Doppler shifts, I find it fascinating that there’s so many different planets with their own unique characteristics,” Agcolicol said.

Agcolicol has participated in HI STAR for three years. She said the program helped her connect with researchers and explore different areas of astronomy.

“I enjoy getting to meet many different researchers that have the same levels of excitement… I’ve even worked with a few of HI STAR teachers on different projects, so that was amazing,” she said.

She will advance to the state science fair.

Student awards

Other HI STAR students also received recognition:

• James Anchetta, third place, Physics and Astronomy (Senior Division); coronal rain research
• Alexandra “Lexi” Lombardi, second place, Physics and Astronomy (Senior Division) and NASA Earth Systems Award; comet and asteroid research
• Chelsey Miguel, first place, Translational Medical Services (Senior Division) and Regeneron Biomedical Award

All will advance to the state competition.

Lasting impact

HI STAR alumni have gone on to careers as meteorologists, data analysts and engineering assistants. Others are pursuing degrees in astrophysics. One former student now serves as a White House senior communications advisor.

The program is led by mentors Armstrong, Carolyn Kaichi, Jung Park and Mike Nassir, who guide students through hands-on research and exposure to careers in science.

Laughter and a quick shuffle of chairs fill the air as Tracie Okumura steps to the front of a bright classroom, lifting a model heart. “Who can tell me what this is?” she asks, and nearly every hand goes up.

For Okumura, some of the most meaningful moments in her medical school journey at the University of �鶹��ý at Mānoa (JABSOM) happen through its School Health Education Program (SHEP), which sends students into public schools to introduce medicine and teach basic health concepts. For 25 years, the program has reached thousands of students in more than 33 Department of Education middle and high schools across �鶹��ý.

During a recent visit to Queen’s North �鶹��ý Community Hospital, Okumura and fellow third-year medical students Quan Lac and Aaron Yamasaki led hands-on activities for students, giving them a closer look at clinical skills—from suturing to ultrasound—and also shared insights on the path to becoming a physician.

“We try to make the sessions very interactive,” Okumura said. “They get the chance to kind of dip their toes into medicine and see what it’s like.”

For many in attendance, it may be the first time they’ve met someone close to their own age pursuing a career in healthcare. SHEP‘s outreach focuses on exposing students to medical careers and opportunities that they may not otherwise have access to.

Building essential physician skills

The program also helps medical students strengthen communication skills.

“I’ve used the skills I developed in SHEP almost daily,” Okumura said. “Whether it’s in the clinic or on the hospital wards, you learn how to take medicine and break it down into something more digestible. As I’m talking, I’m looking at people and thinking, ‘Is what I’m saying clicking, or is it not clicking?’”

By teaching others, students deepen their own understanding. Okumura and her classmates said their experience in SHEP was invaluable.

“We’re going to need doctors one day,” she said. “Programs like this help recruit the best of the best and make sure students know these opportunities exist.”

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The University of �鶹��ý at Mānoa’s hosted a free public lecture in February 2026 that explored tipping points—sudden, dramatic moments when things can change quickly and unexpectedly. The presentation was delivered by Mary Lou Zeeman—professor of mathematics at Bowdoin College and co-director of the Mathematics and Climate Research Network—to an audience of approximately 150 students, faculty and community members.

Zeeman showed how tipping points show up all around us—from a boat that suddenly capsizes, to sudden mood swings, to ecosystems on the brink of collapse. Using simple math, she explained the hidden patterns behind these abrupt changes and why spotting them early matters. Understanding tipping points, she said, can help communities make smarter choices about sustainability, prepare for environmental risks, and respond more effectively when sudden problems arise.

Zeeman talked about “the type of math that can help us understand tipping points and how to use these models for decision support,” focusing on the example of healthy versus turbid lakes, but also including examples involving coral reefs, fisheries, neuroscience, energy and social media.

Faculty and students praised the talk for making complex ideas approachable.

“Zeeman showed how ideas from the frontiers of mathematical research could help us think about a wide array of challenging problems,” said Department of Mathematics faculty member Daniel Erman. “It was really exciting to see so many people engaged in these topics.”

A student who works on ecosystem resiliency, added, “This is now a new way to look at future work I do.”

The lecture was designed to be accessible to anyone curious about mathematical thinking, including middle and high school students, reflecting a growing effort to connect STEM research with the broader community.

“It was fun seeing the real mathematics that lies behind tipping points in nature,” said John Toews, a Kailua resident who attended the lecture.

The Department of Mathematics said the event is part of its ongoing effort to engage the public with real-world applications of mathematics and to spark curiosity across disciplines.

The Department of Mathematics is housed in UH Mānoa’s .The post When the world flips: UH explores the math of tipping points first appeared on University of �Ჹ�ɲ���ʻi System News.]]> 231322 /news/2026/03/25/uh-windward-oahu-science/ Wed, 25 Mar 2026 21:21:58 +0000 /news/?p=231303 Windward CC provided engaging activities for students, including a planetarium show and mock crime scene lab.

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The annual , hosted at in February 2026, drew nearly 300 students from 32 schools. More than 30 University of �鶹��ý-affiliated faculty, staff and students volunteered as judges and mentors this year.

Windward CC provided engaging activities for students, including a planetarium show at the and the . Ross Langston, Windward CC professor of biology and human anatomy, has facilitated the CSI activity for more than 10 years, challenging students to solve a fictitious murder in under 30 minutes.

“The primary goal is to get students to work as a team and apply the scientific method,” said Langston.

Shelley Deakins, a science/STEM resource teacher in the Castle-Kahuku Complex Area, added, “Spending time on a college campus, sharing their projects with experts in the field and receiving encouraging feedback, and doing fun STEM activities are all experiences many students share as reasons why the fair is both enjoyable and meaningful.”

Inspiring possibilities

The partnership between UH and the state’s K-12 science fairs is a pipeline for future STEM professionals. Edwin Colón, UH program specialist, has served as a judge for more than 30 school, district and state science and engineering fairs in �鶹��ý and provided technical support to teachers.

“Science fairs are a way to pay it forward to all the teachers who helped me through my science and educational career, helping me become the person I am today,” said Colón. “The most meaningful aspect of the science fair is the hope of one day meeting any of these students walking through a UH campus.”

Deakins acknowledged the impact of UH-affiliated volunteers who support the Windward fair.

“Their support creates meaningful opportunities for students to engage with �鶹��ý’s scientific community, helps students connect their projects to real scientific work happening here in �鶹��ý, inspires students, and shows them pathways to future STEM opportunities,” said Deakins.

Read more about how a Radford High School student is using a resource provided by STEM Pre-Academy.

The post UH helps strengthen the Windward Oʻahu science community first appeared on University of �Ჹ�ɲ���ʻi System News.]]>

Across the state, thousands of �鶹��ý students spend months investigating scientific questions and testing engineering designs for school, district and . Behind these projects are University of �鶹��ý mentorship, expert judging and resources that turn classroom concepts into real-world research.

Connecting to real-world research

Science fair projects provide an opportunity to extend classroom learning. Radford High School science teacher Daniella Griffay borrowed from UH to teach wave speed and propagation. This led to a connection with Troy Heitmann, assistant researcher at UH’s , who mentored Radford student John Phillip English, on improving the magnets used in .

“This project provided a meaningful opportunity for a student to explore renewable energy technology while developing scientific reasoning, engineering design skills and experimental problem-solving experience,” said Heitmann.

In addition to Heitmann’s mentorship, English used resources developed by STEM Pre-Academy, with support from undergraduate student intern Erik Bendickson.

“The big thing that I learned from the science fair was despite things not going how you plan, it’s just important to be able to bounce back from that and be able to continue to work on something,” English said. “I think that more students honestly should work with professors at UH. It just gives you a different understanding of things. [Heitmann] would introduce a topic and he would explain it in a simple way and then he would build it up to what was more complicated. He went out of his way to make sure that I was progressing well with the project.”

“I’m not an engineer and needed guidance on how to support this student on their project,” said Griffay. “I am truly grateful not just for the equipment in the lending library but also for the collaborations and expert knowledge.”

Another two of Griffay’s students were connected by STEM Pre-Academy to a UH mentor, Associate Researcher Marek Kirs from UH’s . Kirs worked with students Maddison Soria and Skye Gussenhoven in their second year of a project, teaching them to cultivate bacteria and perform disk diffusion assays.

English, Soria and Gussenhoven advanced out of the Central District Science Fair and are headed to the �鶹��ý State Science Fair in April.

Read more about how UH is helping to inspire the Windward Oʻahu science community.

Balloon-propelled boats and cart jousting were just a few of the competitions that tested the problem solving skills and physics knowledge of 80 high school students from across Oʻahu at the , held at for the third consecutive year in February.

This year’s competition featured 14 teams representing:

• Farrington High School
• ʻIolani School
• Kalani High School
• Kaiser High School
• Mililani High School
• Le Jardin Academy

Students worked collaboratively throughout the day, rotating through timed, experiential challenges that emphasized teamwork, precision and applied critical thinking.

Inspiring the next generation

“The challenges were really fun and built a base for learning,” said Farrington High School senior Qunicy Sablan. “It’s cool seeing and participating in the wide variety of events that are all hands-on.”

The event is organized by the �鶹��ý section of the (AAPT-HI).

“These high school students get to be on a college campus and have a fun day of physics, competition, and camaraderie amongst themselves as well as with other schools,” said Kapiʻolani CC physics instructor and Vice President of AAPT Jacob Tyler. “Engaging students in applied physics challenges strengthens STEM pathways and inspires the next generation of learners.”

Legacy of scientific curiosity in �鶹��ý

Kapiʻolani CC Vice Chancellor of Academic Affairs ����ɲ�ʻ�� Napoleon encouraged students to see their work in physics as part of a longer legacy of scientific curiosity in �鶹��ý.

“Our Aliʻi, especially King Kalākaua, husband of Queen Kapiʻolani, in 1881 met with Thomas Edison in New York to discuss the physics of electricity,” said Napoleon. “ʻIolani Palace had electricity before the White House or Buckingham Palace. In today’s competition, let physics be your constant, and let creativity be your variable.”

Challenges were developed by students from Kapiʻolani CC, Leeward CC, University of �鶹��ý at Mānoa and Brigham Young University.

ʻIolani School physics teacher Doug Ellman, president of AAPT, said, “This is our 36th year running the event and part of the history of physics here in �鶹��ý. It’s a really special event that brings together our �鶹��ý physics community.”

The University of �鶹��ý at Mānoa celebrated the legacy of renowned alumna Alice Augusta Ball at the annual recognition ceremony on February 26. This year’s event was especially meaningful, as her discovery dubbed the “Ball Method” treatment for Hansen’s disease has been designated a National Historic Chemical Landmark by the American Chemical Society (ACS).

Spearheaded by the UH Office of the President and the UH Mānoa Office of the Provost with support from various campus and community partners, the ceremony invited the campus community to the chaulmoogra tree on the ma uka side of Bachman Hall, where a plaque honors Ball’s legacy.

The event began with an oli led by the �鶹��ý Papa o ke Ao Native Hawaiian Place of Learning Advancement Office and the College of Tropical Agriculture and Human Resilience’s Native Hawaiian Place of Learning Coordinator.

Emcee LaJoya Shelly, a lecturer in ethnic studies and educational administration, led the event. UH President Wendy Hensel was among several distinguished speakers who commemorated Ball.

“She’s a true role model for all of us,” said Hensel, “Every year is exciting because she’s such an incredible trailblazer, and to be able to recognize her repeatedly for those contributions is always really special.”

Hensel also read Gov. Josh Green’s official proclamation declaring February 28, 2026, as Alice Augusta Ball Day.

Long-awaited official recognition

Katrina-Ann Kapā Oliveira, Interim Vice Provost for Student Success, presented the National Historic Chemical Landmark Designation on behalf of ACS President Rigoberto Hernandez.

“This landmark dedication reflects ACS‘s commitment to honoring chemists like Ball whose discoveries have improved countless lives,” read Oliveira. “The National Historic Chemical Landmarks program preserves and promotes these histories so that present and future generations can understand the transformative power of chemistry.”

In 2024, the American Chemical Society approved the nomination—submitted by David Lassner, UH president emeritus, and Paul Wermager, retired department head of science and technology at Hamilton Library—to award the National Historic Chemical Landmark designation to Ball for her technique of isolating ethyl esterification from the fatty acids of chaulmoogra oil so it could be effectively administered to Hansen’s disease patients by injection.

• Related �鶹��ýNews story: Sculpture honors pioneering scientist Alice Ball

This isolation technique, later called the “Ball Method,” was the first successful treatment for Hansen’s disease that was used on thousands of patients around the world until the introduction of sulfone drugs in the mid-1940s.

The Ball Method was used to treat patients in Kalaupapa, permitting them to return to their families after being banished to isolation facilities on the remote Molokaʻi peninsula. This treatment was the difference between a life of discomfort and isolation, and a life of fulfillment and connection with family and community.

Inspiring future generations of scientists

Ball was the first woman and first African-American to graduate from the College of �鶹��ý—now known as the University of �鶹��ý at Mānoa—with a master’s degree in chemistry. Ball had also become the first African American female chemistry instructor and department head.

“What inspires me really, especially during Black History Month, is her being a black woman in STEM,” said Raven Kelley, the student speaker for the Black Student Association, “When we look at U.S. history, women in STEM, in general, rarely ever get the recognition that they truly deserve.”

Ball died on December 31, 1916, at the age of 24, before publishing her groundbreaking work. More than a century later, the university remains committed to honoring her legacy.

“As a black woman in STEM myself, it gives me a sense of pride and honor to see her truly recognized for her work,” said Kelley.

Other program speakers included Phillip Williams, interim dean and professor of chemistry at the UH Mānoa College of Natural Sciences; Diana Felton, chief of the Communicable Disease and Public Health Nursing Division at the �鶹��ý State Department of Health; and DeGray Vanderbilt of Ka ʻOhana O Kalaupapa.

The ceremony was followed by the annual Alice Augusta Ball Remembrance Walk, led by Sister Circle at Mānoa and Native Hawaiian Student Services, which included a trip to Hamilton Library to see the life-sized bronze bust of Alice Ball. The walk ended at the Queen Liliʻuokalani Center for Student Services for a screening of The Ball Method film.

—by Josslyn Rose

The University of �鶹��ý at Hilo campus transformed into a living laboratory on November 20 for high school students from Keaʻau, Hilo, Waiākea, �鶹��ý Academy of Arts & Science and Ke Kula ʻO Nāwahīokalaniʻōpuʻu to explore how mapping technology is used to solve real-world problems.

UH �ᾱ����’s GIS Day brought an industry-standard celebration of Geographic Information Systems (GIS) directly to �鶹��ý Island.

“I think events like this are really important to get the students involved,” said UH Hilo Professor Ryan Perroy, a member of the event organizing team. “Anytime we can get local students here to UH Hilo and see the facilities and see different projects, it’s fantastic.”

Organized by Maui Economic Development Board (MEDB) and its STEMworks program, the event marked a significant expansion of STEM outreach to rural communities, previously held only on Oʻahu and Maui.

Connecting students to real-world solutions

From tracking invasive species to mapping lava flows, students saw firsthand how GIS technology is critical to �Ჹ�ɲ���ʻ��’sfuture. Workshops included drone and light detection and radar demonstrations, wayfinding activities within a cyber canoe room, and using ground-penetrating radar to see beneath the earth’s surface.

“The most surprising thing was when we got to use one of the scanners that they use to see under the ground,” said Kambree, a junior at Keaʻau High School. “I thought that was cool, because they want to make it a point to make sure that they don’t harm the actual land.”

Empowering rural communities

Lalaine Pasion, STEMworks Program manager at MEDB, emphasized the impact of representation.

“A lot of times students in rural areas don’t know what’s out there and available to them,” she said. “I believe the students did not even know what GIS really was or that there is a huge industry right here in their community,” she said. “There’s so many careers out there, and we want to make sure that these students understand that there is a field in GIS that they’re able to explore, have access to it, and see real industry at work—especially here at UH Hilo.”

This article by Native Hawaiian Center of Excellence Director at the University of �鶹��ý at ����ԴDz�’s John A. Burns School of Medicine Kelsea Kanohokuahiwi Hosoda was first published in .

With deep federal budget cuts looming, many Native Hawaiian education programs at the University of �鶹��ý are at risk of losing critical funding. These programs have never been just academic initiatives—they are lifelines.

As someone who walked the halls of UH as a student, and now as a faculty member, I can personally attest to the transformative power of these programs. They were the foundation that held me through some of the most grueling years of my academic journey, earning a bachelor’s in biology, a master’s in molecular biosciences and bioengineering, and a PhD in communication and information sciences.

The coursework was hard: physics, calculus, and organic chemistry challenged me. What got me through wasn’t just determination, it was community. It was the Native Hawaiian Science and Engineering Mentorship Program which provided tutors, peer mentors, and a support network that helped me succeed. At the time, that program was funded by the National Science Foundation and the U.S. Department of Education.

Today, those kinds of programs face an uncertain future.

Now, as an assistant professor at the John A. Burns School of Medicine and the director of the Native Hawaiian Center of Excellence, I’m on the other side of the system, trying to secure funding to support the next generation of Native Hawaiian scholars pursuing careers in medicine and research.

And let me tell you: the funding landscape is tough. We’re navigating a time of financial scarcity, yes, but also one of rising disillusionment. Many students and families are questioning the value of higher education. Rightfully so. A college degree no longer guarantees a stable job or livable income, and the weight of educational debt feels unbearable for many.

This is exactly why we must invest in Native Hawaiian participation in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) at UH. The path forward lies not in abandoning STEMM, but in reclaiming it as a tool for lāhui advancement.

STEMM is still one of the most powerful tools we have, not just for upward mobility, but for sovereignty, resilience, and cultural perpetuation. Especially with the rise of generative AI and rapid technological change, we need more Native Hawaiians who can lead in these spaces – not just participate in them.

Our ancestors already did this. They were keen observers, data collectors, and innovators. Whether it was navigating using the stars, cultivating diverse food systems, or healing through ancestral knowledge they practiced science grounded in purpose and place. That legacy is in us. We must awaken it.

STEMM is not just about labs and equations. It’s about ensuring that our people can analyze, adapt, and act in the face of any challenge. It’s about building capacity for our lāhui through Native Hawaiian leadership in science, technology, and medicine. It’s about perpetuating ʻike kūpuna in the modern world while training future doctors, engineers, policy-makers, and scientists who will serve our communities first.

If we lose these programs, we lose more than funding. We lose access and innovation.

But if we fight for them—and if we cultivate Native Hawaiian brilliance in STEMM at UH—we won’t just weather the storm. We will lead the way forward.

ʻOhana from ʻO Pūʻōhala gathered on November 7, for their annual STEM Night, a hands-on evening rooted in ʻōlelo �鶹��ý (Hawaiian language) immersion and strengthened this year by a special partnership with the . About 270 people came together to explore science and engineering through activities led by students, kumu (teachers), UH and other community organizations.

“It was awesome to see families come and build rockets together!” said Nikki Saito, a program specialist at UH’s STEM Pre-Academy. “I always like to attend community events because we get to be a spark for STEM interest for students while doing something fun!”

Saito and her colleagues guided participants through a rocket launch activity, building and testing small paper rockets. Keiki rolled paper tubes, adjusted the fins, predicted the rockets’ paths and experimented with different launch angles to see how science and engineering principles shaped each flight.

Blending kaiapuni with STEM

To support the school’s mission of kaiapuni (Hawaiian language immersion), Pūʻōhala kumu Kalani Kuloloia created ʻōlelo �鶹��ý versions of the rocket-making instructions, forces of flight and rocket parts. Haumāna (students), mākua (parents) and kūpuna (elders) worked together in Hawaiian as they rolled the kino (body), twisted the ihu (nose cone) and attached the ʻēheu (wings) of the rocket.

“Having a common and widely understood vocabulary when it comes to science and technology is still a work in progress,” said Kuloloia, who earned a BA in Hawaiian studies at UH Mānoa. “I appreciate opportunities like this to have materials available in ʻōlelo �鶹��ý to foster conversations about STEM-related terms from different Hawaiian perspectives. I ola ko kākou ʻōlelo makuahine ma nā pōʻaiapili a pau o �鶹��ý a puni ke ao. (May our mother tongue thrive in all contexts of �鶹��ý and around the world).”

As part of STEM Pre-Academy’s mission to connect UH research and innovation to K–12 teachers and learners, STEM Night participants also had an opportunity to learn more about rocket- and space engineering-related programs across the UH System. Highlighted programs include Windward Community College’s and the .

UH STEM Pre-Academy is a program of the .

For more go to the program’s website.

The University of �鶹��ý at Mānoa helped inspire hundreds of keiki and community members at the 24th annual on October 19. Hosted by the (HSGC) in partnership with UH ����ԴDz�’s and Hawaiian Electric, the free STEM event engaged attendees with hands-on activities and workshops highlighting space exploration, Earth science, biology, oceanography, rocketry, robotics and coding.

“This event is all about inspiring �鶹��ý’s students to dream big—just like Lacy did,” said Adria Fung, event coordinator and robotics education specialist with HSGC in the (SOEST). “He grew up right here in Honolulu, had a huge dream, and quite literally chased the stars. We want our students to see that even if their dreams feel far away, they can reach them by staying curious and never being afraid to explore. Lacy Veach Day celebrates discovery and the spirit of lifelong learning.”

Robots, fossils, rockets and more

This year featured 36 hands-on activities and displays led by more than 30 organizations including student groups from UH, community organizations and industry professionals. They featured hands-on learning in the fields of robotics, fossils, marine biology, rocketry, Hawaiian voyaging, cube satellites, architecture, pilot simulation, microscopes and more. Workshops offered opportunities to learn about indoor drones, robotics, telescopes, hybrid cars and meteorites.

“This was Aiea Intermediate School robotics team’s first Lacy Veach Day and the students had a real blast,” said Pete Miller, robotics coach at Aiea Intermediate School. “We brought several robots for the public to play around with in the robotics arena, getting coaching from our team members as needed, plus my students were able to visit the other exhibits–the most popular were the planetarium, the drone display and several of the UH engineering and science exhibits.”

Partnerships propel the event

Veach Day provides a unique opportunity for pre-service teachers to learn from other organizations about how they bring STEM to life, and build connections that might one day show up in their own classrooms.

“Volunteering at Lacy Veach Day was a valuable and rewarding experience for pre-service teachers in our teacher preparation program,” said Stacy George, faculty member at UH Mānoa College of Education. “It provided my students with a rare opportunity to engage in community outreach, network with science organizations, interact with families, and even develop their own interest in science.”

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Thousands of curious keiki and families filled Leeward Community College’s �ʳ�ʻ�ܱ��Dz� campus for the college’s 35th annual Discovery Fair—a free, family-friendly celebration of science, technology, engineering, art and math (STEAM).

Designed for children ages 5 to 10, the fair transformed the campus into a playground of exploration and imagination on November 1. More than 35 interactive booths—created and hosted by Leeward faculty and staff—invited young learners to experiment, create and discover the fun side of STEAM.

Slime, magic, more

Among the biggest hits: Slime Time, where keiki whipped up their own gooey concoctions; Bubble Geometry, which revealed the surprising science of bubbles; and captivating magic shows by Mr. O the Magician, an alumnus from Leeward CC’s first graduating class in 1970.

“My kids had the best time at the Discovery Fair,” said Erin Maruoka, a parent of two and a Leeward CC employee. “They were totally hooked on slime-making and couldn’t get enough of the magic show. Now they think this is what happens at Leeward CC every day and keep begging to come to work with me!”

Other returning favorites included origami, printmaking, balloon creations by Balloon Monsoon, and upbeat tunes from 102.7 Da Bomb.

“Our goal is to spark curiosity and make learning fun,” said Chancellor Carlos Peñaloza. “Events like the Discovery Fair let keiki experience the excitement of STEAM firsthand, inspiring them to imagine, create and explore new possibilities.”

After rounds of hands-on fun, families recharged with ʻ�DzԴ� food from a wide range of local food vendors.

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For Kelsea Kanoho Hosoda, receiving the American Indian Science and Engineering Society’s (AISES) Blazing Flame Professional Award marks a full-circle moment in her mission to uplift Indigenous students in STEM. The national honor recognizes her decades of work expanding opportunities for Native Hawaiian and Pacific Islander students.

“I’ve been a part of AISES since I was an undergraduate, and they really helped me flourish—from undergrad to graduate school and now in my professional career,” said Hosoda, director of the at the University of awaiʻi at ����ԴDz�’s (JABSOM). “So this award, to me, is more than just recognition from a national organization—it also means a lot for �鶹��ý.”

At JABSOM, Hosoda leads initiatives that improve Native Hawaiian health through education, research & community engagement, encouraging students to pursue careers in medicine and other health professions.

Bridging communities through mentorship

Hosoda’s involvement with UH ����ԴDz�’s Native Hawaiian Science & Engineering Mentorship Program (NHSEMP) inspired her to co-found the university’s first AISES student chapter with her husband, creating a bridge between local and national Indigenous STEM communities. She later helped revise AISES policies to expand eligibility for scholarships and internships to all Indigenous students.

Related UH News story: Advancing the science of mentorships

Over the past 12 years, Hosoda has mentored more than 100 students—many now working in research and medicine. Through programs such as Kauhale Medical Scholars, she continues to guide pre-med students from �鶹��ý’s neighbor islands and public schools.

“Being part of AISES taught me to bring my whole self to work,” Hosoda said. “That sense of balance and authenticity is something I try to pass on to my students.”

A proud UH Mānoa alumna, she earned her bachelor’s in biology and Hawaiian language, a master’s in molecular biosciences and bioengineering, and a PhD in communication and information sciences—experiences that deepened her integration of ʻIke �鶹��ý and STEM.

Hosoda will receive the Blazing Flame Professional Award at the AISES National Conference in Minneapolis this October.

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University of �鶹��ý at Mānoa students brought hands-on learning and creative problem-solving to Pearl City Elementary School during a STEM night event on September 26.

Graduate and undergraduate students, including two learning assistants, guided the keiki through robotics demonstrations, origami folding and a secret code cryptography challenge. The activities were designed to make math and science concepts approachable and fun for keiki and their ʻohana.

“The partnership with the UH Mānoa math department gave our students a chance to experience math outside the classroom and it was great to see how excited students were while working at the different stations,” said Pearl City Elementary Curriculum Coordinator Caryn Nunokawa. “It was also wonderful to see student engagement and how the volunteers made math both fun and meaningful for everyone.”

Among the UH participants was a math major who serves as president of the UH Mānoa Math Club. She helped organize and facilitate the evening’s activities, encouraging students to explore the creative side of math.

“I was a little nervous at first since it had been a while since I’d worked with kids, but I’m really glad we participated,” said Sakura Takahashi. “I believe early, positive exposure to STEM can make a big difference in how kids view math as they grow up.”

One moment that stood out to Takahashi was when she helped a girl who said she had never done origami before, and watching her excitement as she completed her first piece was very touching.

“Times such as these remind me why creating accessible, joyful interactions with math is so important,” said Takahashi.

Engaging students through math-inspired activities

The outreach is part of the Math Club’s ongoing effort to connect with the broader community while building a sense of belonging among students on campus. Founded to help math majors and enthusiasts collaborate in a small-department setting, the club has expanded to include participants from across disciplines who share an interest in mathematical creativity.

Throughout the year, the club hosts monthly gatherings ranging from arts-based math projects to technical skill workshops. Past events have included hyperbolic crochet sessions, where participants create models of curved geometry using yarn, and tutorials on LaTeX, a typesetting program used for scientific writing.

“We want to show that the Math Club isn’t just about solving math problems, but about building community while exploring math-related creativity!” Takahashi said.

“Events like the Pearl City Elementary STEM Night and the Math Club’s campus activities show how math can connect people of all ages,” said Department of Mathematics Associate Professor Yuriy Mileyko. “Whether it’s inspiring curiosity in young students or building community among our majors, these experiences remind us that math is both creative and collaborative.”

Information about upcoming Math Club events is available through its and on Instagram at .

The Department of Mathematics is housed in UH ��ā�ԴDz�’s .

Windward Community College student Peter Scott, 18, has always been curious about the natural world. This propelled him into a nationally competitive summer research opportunity—the (REU) at the University of UH at Mānoa.

Out of more than 500 applicants across the country, only 10 were selected for the National Science Foundation funded program—and Scott was the one of only two students from �鶹��ý.

“It was really a cool experience. I’m very glad I got to participate in it. It was a big confidence boost for me,” Scott said. “I got to work with a lot of really, really smart people. And it definitely helped me figure out this is something I want to do. I want to do research, I want to do science, I want to continue in this field.”

Sinking land

Scott’s project focused on why some areas of �鶹��ý are sinking faster than others. By testing with an electrical current, he found that highly saturated soils and large amounts of fill may be driving subsidence in certain regions.

“It’s important to know why an area is subsiding, because that can affect how you want to plan for development,” he said. “It can affect whether or not you need to put in flood mitigation measures, or whether or not you need to change how you’re building infrastructure in an area, or whether you even want to build infrastructure in an area.”

Windward CC as a high schooler

Homeschooled since fourth grade, Scott enrolled in Windward CC’s early college program in 2023, while still in high school.

“I really enjoyed the smaller class sizes,” he said. “Going to a community college is a great place to start.”

One of Scott’s instructors, Arjun Aryal, told him about the REU program.

“Peter’s curiosity and drive for the natural sciences are impressive,” said Aryal. “As a student from Windward Community College, he met the objectives of the program: providing research experience to students from institutions with limited STEM opportunities.”

Aryal and UH Mānoa Assistant Researcher Amir Haroon served as Scott’s advisors for his research project.

Scott expects to earn an associate’s degree in the spring, then plans to continue at UH Mānoa in the fall with interests ranging from geology to botany and agriculture. One thing he is sure about his long-term goals: “I want to stay in �鶹��ý, ideally, and work in the field where I can be outdoors.”

—by Kelli Abe Trifonovitch

This column by Chancellor Lui Hokoana was published by on August 28, 2025.

Derek Snyder is a very familiar face around our campus. He’s been teaching here for 20 years, most of those in the English Department. He’s taught a full gamut of courses ranging from Introductory Composition to Research Writing. And he is as skilled at all modalities of distance learning as he is at teaching “in person.” As a matter of fact, he is recognized as a thought leader in distance education.

Besides being a faculty member—most recently a full professor—Snyder has served our college as a Student Services Specialist, a short-term Program Coordinator for the Maui Language Institute, a non-credit instructor in the Office of Continuing Education and Training (OCET), and a lecturer for both UH Maui College and the University of �鶹��ý Center, Maui.

“This variety of work experience within our campus community provides me with a deep appreciation and understanding of the important work that our entire campus team performs every day to assist us in achieving our mission to our students and communities,” Snyder says.

Believe it or not, that’s not all. Go below the surface and you will find an academic leader—he has held many different leadership positions at UHMC and the wider UH community—and a community volunteer. “I coached youth sports for years, served on the Board of Directors of Hui Malama Learning Center, and now serve on the Board of Directors of Manaʻo Radio,” says Snyder.

Look deeper still and you will find a lifelong learner who credits his 97-year-old grandmother with teaching him two of life’s most important lessons. “She told me, 1. ‘Everyone knows something you do not.’ and 2. ‘True happiness in life comes through helping others,’” says Snyder.

All of the above made Snyder the perfect candidate to fill the position of our new Dean of Arts and Sciences. There’s also his passion for a field of study that is often maligned these days—Liberal Arts which include all the Arts & Sciences.

“The disciplines in the Arts & Sciences are wonderfully varied at UH Maui College, in the areas of Humanities, STEM, Language Arts, and Social Science,” says Snyder. “The true superpowers of Arts and Sciences programs are that they prepare students to enter the workforce while also preparing them to help positively transform the workforce in creative and innovative ways. Arts and Sciences graduates are equipped to become curious, thoughtful, reflective, empathic, and empirical leaders in their fields and, by extension, in their communities.”

“At the heart of the mission of higher education is to help students become change agents in their communities—high-level problem solvers and critical thinkers. At UH Maui College, it can be said that we are preparing students for jobs that may not even exist yet. In a rapidly and ever-changing world, graduates in the Arts and Sciences possess skills and strategies to process complex information that can allow them to best adapt to constantly changing work environments and technological innovations,” Snyder explains.

“What students learn in the Arts and Sciences builds a well-versed foundation for navigating any work environment and prepares students to be leaders in an incredible variety of careers. To name only a few career pathways, students in the Arts and Sciences become the doctors who care for us, the teachers who inspire us, the social workers and first responders who save us, and the scientists who help us best understand the world around us. In every possible way, the Arts and Sciences serves students powerfully in their career endeavors,” says Snyder.

With his strong teaching expertise, deep understanding of pedagogy, proven leadership skills, and deep passion for higher education, I am confident that Dean Snyder will be a tremendous asset to our leadership team and will help us further strengthen the quality of education and support we provide to Maui Nui.

For complete information about UH Maui College, please visit

Dr. Lui K. Hokoana is Chancellor of the University of �鶹��ý Maui College. Kaʻana Manaʻo, which means “sharing thoughts,” is scheduled to appear on the fourth Thursday of each month. It is prepared with assistance from UH Maui College staff and is intended to provide the community of Maui County with information about opportunities available through the college at its Kahului campus and its education centers.

Devin Chu’s life and career were literally written in the stars. Growing up in Hilo, he would often visit the library on weekends with his mother. While in the third grade, one of the books he discovered was Our Solar System, which got him fascinated with the neighboring planets and their differences from Earth.

The discovery was a life-changing moment for Chu and first set him on a course into the field of astronomy, then later on a return trajectory to his hometown to become astronomer-in-residence at the at the .

As a child, Chu participated in as many opportunities as he could find, including the popular Journey Through the Universe astronomy education and outreach program and Future Flight �鶹��ý. Chu often reached out to astronomers to gain their insight and advice on his high school research projects. Doug Simons, director of the (IfA), fondly recalls Chu and how he indirectly helped to inspire the creation of the Maunakea Scholars (MKS) program years later.

“Before Maunakea Scholars, high school student access to the observatories was ad-hoc, mainly based on knowing someone who worked at the observatories or just cold-calling astronomers for advice on their science projects,” said Simons, who was director of the Gemini Observatory when he first met Chu. “We flipped things around five or six years later with the launch of the MKS program that went to the schools looking for students like Devin who wanted to do research using the most powerful collection of telescopes in the world.”

Full circle back to �鶹��ý Island

After graduating from Hilo High School in 2010, Chu’s journey took him to Dartmouth College. In his second year, Chu was selected to participate in the Akamai Internship Program, which allowed him to return home for the summer to assist astronomers at the Gemini-North Observatory. The following summer, Chu received additional experience as an undergraduate research fellow at the NASA Jet Propulsion Laboratory. He earned his bachelor of arts in physics and astronomy in 2014, then attended UCLA, where he earned his master of science and PhD in astronomy and astrophysics in 2016 and 2020, respectively.

As UH’s astronomer-in-residence at ʻImiloa, Chu is looking forward to immersing himself in the development of ʻImiloa’s curriculum, expansion of educational outreach programs, and further development of place-based partnerships with the community to get �鶹��ý Island students interested in astronomy or other STEM-related fields. Chu will also play a significant role in UH’s new Space Science and Engineering Initiative.

“We learned about the Polynesian voyages in elementary school, and I remember thinking that travelling on the open ocean and settling on islands was one of the greatest feats of human ingenuity,” said Chu. “When ʻImiloa opened in middle school, it was great to learn about the connections between the stars and the constellations that I knew from Western science and how they played a major role in Polynesian wayfinding.”

For more on Chu, . Noelo is UH’s research magazine from the .