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 Hawaiʻi 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 Hawaiʻi 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 Mānoa’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.