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 ����ԴDz� 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 ����ԴDz� 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).

A team from the University of �鶹��ý at ����ԴDz� is tackling an important cause of human-made climate change—common refrigerants used for everything from cooling homes and businesses to freezing and preserving food and medicine. The (NSF) (ERC) to create sustainable refrigerant technology.

The majority of refrigerants, called hydrofluorocarbons (HFCs), are used in heating, ventilation, air conditioning and refrigeration (HVACR) systems. HVACR systems account for almost 10% of global greenhouse-gas emissions because of leaks that release HFCs into the atmosphere and the significant amount of energy it takes to operate them.

The new (EARTH) aims to create a transformative “sustainable refrigerant lifecycle” by lowering HFC emissions; creating safe, property-balanced replacement refrigerants; and increasing the energy efficiency of HVACR systems.

“Understanding the underlying chemistry of new refrigerants in the atmosphere is central to defining the impact onto our climate and ultimately the rise of sea levels,” said UH ����ԴDz� Professor Ralf I. Kaiser (, ), the UH project lead. “We will be developing a tightly integrated collaborative network to predict for the first time the atmospheric impact of potential new refrigerants before they are incorporated into HVACR systems. This is just one aspect of UHʻs role in this important project.”

Gen-4 NSF Engineering Research Center

Along with UH, ERC EARTH includes teams from University of Notre Dame, Lehigh University, University of South Dakota, University of Maryland and project lead University of Kansas. The group was selected from among hundreds of other proposed centers following a highly competitive two-year review process. NSF currently supports just 15 ERCs in advanced manufacturing, energy and environment, health and infrastructure.

“For UH to be part of a team selected for a NSF Engineering Research Center just speaks volumes to the quality of our researchers and personnel,” said UH ����ԴDz� Provost Michael Bruno. “I cannot overstate its significance, and this groundbreaking project positions UH at the forefront of climate change mitigation while addressing a critical challenge to �鶹��ý and the world.”

NSF Director Sethuraman Panchanathan said ERCs ask big questions in order to catalyze solutions with far reaching impacts.

“NSF Engineering Research Centers are powerhouses of discovery and innovation, bringing America’s great engineering minds to bear on our toughest challenges,” said Panchanathan. “By collaborating with industry and training the workforce of the future, ERCs create an innovation ecosystem that can accelerate engineering innovations, producing tremendous economic and societal benefits for the nation.”

UHʻs many project responsibilities

The UH ����ԴDz� team includes Professors Kaiser, Rui Sun (, ), Christina Karamperidou (, ), Kieko Matteson (, ) and Jennifer Pagala Barnett (). Kaiser says it is fitting that UH is playing such an important role in the project.

“�鶹��ý is increasingly vulnerable to global warming and its impacts, including more frequent and severe weather extremes and sea level rise,” Kaiser said. “Sea level rise, which exacerbates flooding, coastal inundation and erosion, poses a serious threat not only to �鶹��ý, but also to major population centers along the Pacific Rim, such as Japan and Australia.”

Kaiser and Sun’s groups will study the atmospheric chemistry of gas phase refrigerants and their interaction with atmospheric ice particles. Kaiser’s group will employ crossed molecular beams and acoustic levitators to study the fate of refrigerants in the atmosphere. The efforts are complimented by Sun’s computer simulations with artificial intelligence to understand the reaction at the atomistic detail.

“By following this approach, we will avoid the mistakes done in the 1970s, when chlorofluorocarbons (CFCs), an otherwise excellent refrigerant, resulted in catastrophic ozone depletion,” Sun said.

Karamperidou, a co-leader of the ERC’s research thrust on novel and safe refrigerants, will integrate the experimental and computational data into climate models to study the impacts of HFCs, their replacement compounds, and novel cooling technologies and practices on climate and atmospheric circulation.

“As temperatures continue to rise and with them the frequency and intensity of heat waves, so does the need for refrigeration and air conditioning,” said Karamperidou. “This leads to increased refrigerant use and related greenhouse gas emissions, and a vicious cycle between HVACR and global warming that needs to be better understood and ultimately broken.”

Matteson will place the modern demand for cooling and its social, environmental, and economic impacts into historical context. She notes that air conditioning technology was first developed in the early twentieth century and didn’t become widespread in U.S. homes until the 1970s.

“Now, extreme heat is affecting our health, learning and productivity, and exacerbating disparities between the haves and have-nots,” said Matteson. “Mitigating HFCs’ harmful effects while ensuring that everyone can function at a livable temperature is a vital social justice issue that needs to be driven by historical understanding as much as science.”

As part of the center, UH ����ԴDz� will also establish a new interdisciplinary graduate program in atmospheric chemistry (College of Natural Sciences and SOEST) to train future leaders in chemistry, atmospheric science and environmental science.

Diversity and Culture of Inclusion

Barnett will manage the Diversity and Culture of Inclusion (DCI) for the ERC, spearheading initiatives to support and advance EARTH’s diversity goals for students, faculty and staff. A major focus is to recruit and increase participation of Indigenous and tribal communities.

“I am looking forward to this opportunity to bring our commitment to diversity to our partner universities and to this important effort,” said Barnett. “This is a global issue that we are trying to address and one of the keys to success is to ensure that all voices are being considered and heard and offered an equitable opportunity to affect change.”

“For our team to be leading the DCI initiatives for the entire ERC shows how UH, and �鶹��ý in general, lead the nation in these types of efforts,” said Bruno. “We are committed to being a Native Hawaiian Place of Learning and fully embracing our multicultural and multi-ethnic communities. This is an opportunity to extend that forward thinking to the continent.”

Allen Vincent, a 4th year Chemistry PhD student in Sun’s lab, is the President of the Student Leadership Council (SLC) for ERC EARTH. He leads an active council of 26 students from the partner institutions who are all involved in research and academic activities for the ERC. The SLC will work closely with DCI efforts to address the ERC culture, diversity and recruitment of students.

Workforce training

ERC EARTH will work with industry to develop workforce goals that will involve community colleges to address workforce gaps. The UH team will work with the UH community colleges through coordinated outreach and training to prepare the next generation of HVACR workers.

“This project demonstrates the amazing synergies we can achieve when our campuses work together,” said UH President David Lassner. “Our world-class researchers will be developing solutions to a major challenge facing the planet with the commitment to train not just the next generation of researchers but also helping our community colleges train local residents for the high-quality jobs that will need to be filled to install and maintain newer systems that are more climate-friendly to our planet.”

More about ERC EARTH

The initial $26-million award is eligible for renewal for five additional years until 2034. NSF’s ERC program brings technology-based industry and universities together to strengthen the competitive position of American industry in the global marketplace. This ERC has interacting foundational components that go beyond the research project, including engineering workforce development and value creation within an innovation ecosystem that will outlast the lifetime of the ERC.

A new documentary called highlights the life and work of Filipina social justice and civil rights activist Amefil “Amy” Agbayani, emeritus assistant vice chancellor for student diversity at the University of �鶹��ý at ����ԴDz�. The 15-minute short film, released last year by filmmaker Eleni Avendaño, premiered at the Fall 2023 �鶹��ý International Film Festival (HIFF) and will be screened at the upcoming presented by HIFF on July 17.

Retired from UH in 2016, Agbayani has made significant contributions to immigrants and underserved students throughout her decades-long career from the 1960s.

“She may be well known in political circles, but she often works behind the scenes,” said Avendaño, who was intrigued by Agbayani’s story. “I wasn’t confident �鶹��ý‘s younger generation had heard of her or ever met her. I was hoping a film project like this could get her impactful life story on record.”

“Although I was not used to the camera following me around, the short film provided a valuable platform to share my journey and amplify the call for greater diversity and equity at the University of �鶹��ý and across the state,” said Agbayani.

Avendaño noted Agbayani’s captivating personality and her “infectious energy, brilliant wit, and humor puts people at ease.”

“Those who don’t know her could underestimate her, but she has the ability to command a room and capture the attention of lawmakers,” she said. “She’s truly a phenomenon, and when she was willing to let me follow her around and attempt to capture at least part of her story on film, it was a huge honor.”

Documentary highlights

The documentary showcases Agbayani’s tireless work to promote equal access, diversity and inclusion in �鶹��ý’s educational institutions. Avendaño explained, “Manang Amy has championed these values in �鶹��ý’s classrooms and university lecture halls. She’s served as an administrator at UH and lobbied at the state Capitol for crucial causes like immigrant justice and educational opportunity.”

She added, “Amy and her colleagues have worked to fight systemic racism and discrimination for immigrants and the underserved for many decades. She inspires people to run for office and make change in their communities. How do you fit that into a 15-minute film? I tried to include as much as possible.”

The film highlighted the establishment of UH’s (SEED), which evolved from a mentorship program for Filipino youth Agbayani helped create in the 1970s called Operation Manong. SEED now offers programs for Native Hawaiians, women, students with disabilities, LGBT students, and other underserved groups, thanks to Agbayani’s efforts.

Related: Agbayani earns East-West Center Women of Impact Award

In the film, Agbayani shared the story of Manuel Fragante, a man who sued the City and County of Honolulu for job discrimination relating to his accent.

“His story is interesting because, as Manang Amy tells it, they lost the case in court, but it ultimately helped to push for the creation of the �鶹��ý Civil Rights Commission, of which she was founding chair,” said Avendaño.

At 81-years-old, Agbayani remains active. She recently received the East-West Center’s 2023 Women of Impact Award, and was selected by President Biden to serve on the White House Advisory Commission on Asian Americans, Native Hawaiians, and Pacific Islanders.

“I have always believed in the power of education to transform lives and create opportunities for all,” said Agbayani. “I appreciate UH colleagues, students and the community for supporting me and programs to ensure that every student, regardless of their background, has access to the resources and support they need to succeed.”

Reaching a wider audience

Avendaño, also managing editor for HIKI NŌ on PBS �鶹��ý, credited �鶹��ý Women in Filmmaking, Vera Zambonelli and Shirley Thompson, for helping bring the project to fruition through their six-month Wahine Film Lab program.

“The project took me about two-and-a-half years to complete,” said Avendaño, who began the lab in summer 2021. “I shot most of the film while I was pregnant with my daughter, so at times it was hard to keep up with Manang Amy!”

Avendaño hopes to share Agbayani’s story with a wider audience and to host more public screenings. .

Researchers at the University of �鶹��ý at Hilo collaborated to illuminate the forgotten history of Koreans on �鶹��ý Island. Faculty from the , , and departments contributed to the new exhibition, “One Heart: Korean Art and History Across the Pacific,” which brings together art and new historical research at Wailoa Center in Hilo.

At the helm of UH Hilo’s partnership is Seri Luangphinith, an English professor who has done extensive research into the history of Korean immigrants to �鶹��ý Island. Among the displays, visitors will find gravestone rubbings she collected from field work on �鶹��ý Island. Through Luangphinith’s exemplary research, Korean families on island have been able to reconnect with long-lost generations of their ancestors.

“We need to better understand and appreciate the Asian presence on this island,” said Luangphinith. “Koreans are a forgotten people here, and that’s unfortunate given their contributions to the local community and to Korea.”

Finding history

Luangphinith’s research spans from the arrival of the first Koreans to �鶹��ý Island to the exploration of Korean cemeteries.

• Related UH News story: UH Hilo professor publishes book exploring the history of Korean immigrants, May 1, 2018

The first wave of Korean immigrants arrived from 1905 through the 1920s. The second wave came during the Japanese occupation, followed by another arrival during the Korean War.

“On a hunch, I started looking at Korean cemeteries because I knew that Japanese and Chinese immigrants recorded hometowns and families on their graves and sure enough the Koreans also did the same thing,” Luangphinith said.

Creative showcase

Art fills the second floor of the exhibition, which showcases the diverse voices and visions of Korean artists. From paintings and mixed-media artworks to artifacts and ceramics, the gallery show takes the viewer on a creative, emotional and historical journey. Michael Marshal, an art professor at UH Hilo, curated the exhibit, and artworks were juried or extensively assessed by Mizin Shin, an assistant professor at the University of Rochester. Faculty and students from UH Hilo’s art department helped prepare the works for display.

“Collaboration is a journey, within which everyone who is engaged with the process comes away with a broader understanding of the subjects,” said Marshall.

The exhibition opened on May 3 and will run through June 20. It is supported by the UH Hilo and the UH Mānoa . Major funding comes from the �鶹��ý Council for the Humanities through support from the National Endowment for the Humanities.

Free online event

Talk Story with digital media artist Gary Chong, June 1, 10:30 a.m. Chong, who is Korean and Native Hawaiian, will share thoughts on how his art captures the dark side of �鶹��ý plantation life for Koreans that is far from the local glorified “melting pot.”

To register for Zoom, email: seri@hawaii.edu

—By Susan Enright

Many programs and departments at the University of �鶹��ý at ����ԴDz� organize tours and site visits for elementary and secondary students to welcome and wow them about what their hometown flagship campus has to offer. The (ICS) has increased its efforts to showcase its STEM opportunities to �鶹��ý keiki, with a particular focus on those who may not otherwise have access to higher education.

In April, ICS students and faculty welcomed haumāna (students) from Farrington High School’s computer science club to the ����ԴDz� campus. Farrington is a Title I school meaning that the campus provides additional academic support and learning opportunities for their students due to its high percentage of socioeconomically disadvantaged children. Organizers of the visit said many of the students are first generation, and they wanted to show them that college is an option for everyone.

“At most field trips I have had at UH, I have had students who decide to major in computer science,” said Farrington High School club advisor Joshua Dimaya. “Some students, who had chosen not to go into college education, now are excited and motivated to go to school and start to work with our college counselor to apply for schools. Having presentations on and other support systems at UH ����ԴDz� also helps our students know that there are places to help them financially and emotionally when going to school, easing their decisions to go to UH ����ԴDz�.&�����ܴ�;

More than 1s and 0s

During the visit, the Farrington students met with Game Dev, an ICS student organization for gaming and game development. They also got a chance to visit Campus Center, Warrior Recreation Center, IT Center and the Office of Student Equity, Excellence and Diversity (SEED).

Jaira Pader, a computer science student and Farrington alumna, joined the tour as one of the leaders. Dimaya was Pader’s computer science teacher during her senior year.

“His class, by far, made a huge impact on my decision to major in computer science after learning about the potential careers I could get into and because of his passionate teaching,” Pader said. “Although I couldn’t get the same experience because of post-COVID regulations, I’m happy that he shows his students the opportunities they could have at ����ԴDz� as computer scientists. It was great talking to a former teacher of mine and seeing the fascination these high schoolers have on the field.”

Over the past several months, ICS also welcomed Liholiho Elementary, ʻAiea High, Hanalani Schools and Maryknoll School.

The ICS advising team, led by Kenny Kaʻaiakamanu-Quibilan and Marilou Matsuura, welcomes school teachers and staff with an interest in taking their students on a tour of ICS to contact: icsadvis@hawaii.edu.

“On behalf of the ICS advising team, we are excited to have hosted several �鶹��ý K–12 schools on campus!” Kaʻaiakamanu-Quibilan said. “It is our mission to inspire local talent and recruit underrepresented populations into the ICS field. More importantly, we hope these outreach events show students that college is possible and that there are people here to support them in their educational endeavors. We also want to say a mahalo nui loa to our campus student services like Warrior Recreation Center, SEED, TRIO ����ԴDz�, TIDES and iLab for collaborating with us.”

The Department of Information and Computer Sciences is housed in UH ����ԴDz�’s .

The (NASPA), the nationʻs largest student affairs professional in higher education organization awarded the Pillars of the Profession to University of �鶹��ý at ����ԴDz�’s Christine Quemuel, the interim assistant vice provost for student diversity and inclusion.

[This award] represents generations of my family and my community who never even imagined that college was possible.
—Christine Quemuel

“I am overwhelmed by this honor, because the award isn’t just about me. It represents generations of my family and my community who never even imagined that college was possible,” said Quemuel, a first-generation college student with military connections and both of Yonsei (fourth generation Japanese immigrant) heritage and the daughter of an immigrant parent from the Philippines. “They are always with me in the work I do to provide access, opportunities and support for student success.”

Commitment to enhancing access and success

Quemuel has dedicated 27 years of service at UH ����ԴDz�. As part of the (SEED), she is committed to enhancing access and success for traditionally excluded student groups. She manages scholarships, facilitates lifelong learning for seniors, and implements policies for campus diversity and inclusion. She oversees various programs promoting educational equity, providing support services for a diverse student body and actively contributes to initiatives like the ����ԴDz� Commission on Inclusion and Diversity, aligning with the university’s equity and diversity goals.

“I am eternally grateful to the entire SEED family, past and present—a truly amazing team of students and professionals who are deeply committed to communities that have been historically excluded and marginalized in education. I am able to do what I do because of their dedication to the success of our students, their families and communities,” she said.

“I can think of no one more deserving to be honored as a NASPA Pillar of the Profession than Christine Quemuel,” said nominator Romando Nash, associate vice president of student life services at the University at Nevada at Reno, who worked closely with Quemuel through their involvement with NASPA. “She is a consummate professional in all that she does and has made a difference in countless studentsʻ lives. Her congenial presence, keen insights and genuine care for students and the profession is not only impressive but a model for many professionals across the nation. Her being named a Pillar of the Profession is an honor that is long overdue.”

Quemuel is an alumna of UH ����ԴDz� where she earned her MA in American Studies and her PhD in Educational Administration. She earned her BA from Fairhaven College-Western Washington University.

Quemuel will be officially recognized as a Pillar of the Profession during NASPA Annual Conference in Seattle, WA, on March 12.

In an effort to encourage cross-cultural solidarity and fostering new connections, students from a variety of Filipino and Pacific Islander clubs and organizations at University of �鶹��ý at ����ԴDz� were invited to a special event to ring in the new semester. The UH ����ԴDz� , which provides services to students who identify as Filipino or Pacific Islander, hosted Spring Roll Call featuring music, spring rolls and giveaways to help emphasize the significance of creating intentional spaces for students.

“It was great to be in a space that was intentional towards building community and to welcome students to the spring semester,” said Breanna Agas, a program coordinator at TIDES. “I think it’s important for our students, especially those underrepresented [at UH] to be aware of support systems and know who they can ask for help or for any questions they may have.”

Seven Filipino and Pacific Islander groups gathered at UH ����ԴDz� such as Timpuyog Organization, ʻIlima SACNAS Chapter, Pasifika Allies Association, Pan Pacific Association, Moʻui Maʻa Tonga Club, Fealofani O Samoa, and Katipunan Club.

“As a senior, it was heartwarming to see the Fil-PI (Filipino and Pacific Islander) community come together and just have fun before I graduate,” said Misimatoka Unutoa, a UH undergraduate who serves as student fellow with TIDES. “Especially as underserved populations here at UH, it is nice to have had a space where we can connect and be together as the semester starts.”

More on TIDES

TIDES, housed under the UH ����ԴDz� , was established in 2021 through an Asian American, Native American, and Pacific Islander (AANAPISI) grant. The AANAPISI program, initiated by Congress in 2007, designates UH ����ԴDz� as one of eight federally recognized Minority-Serving Institutions.

A champion of Native Hawaiian students at the has received a national award. Jennifer Māhealani Ah Sing Quirk was awarded the (NASPA) Region VI Mid-Level Student Affairs Professional Award in November.

NASPA is a 13,000 member organization that focuses on professionals working within the field of student affairs in higher education. Quirk previously served as a staff and faculty member at (NHSS) and now serves as director of (GPA) program of the (SEED).

“I am humbled by the support and recognition of my work by my students, peers and mentors in the field,” said Quirk. “This award is a collective win that has been made possible by amazing and generous kumu, family and friends who’ve mentored me, cared for my children while I hosted weekend/evening events, and provided me with invaluable advice/encouragement and professional/academic opportunities to grow and develop as an Indigenous, Kanaka ʻŌiwi student affairs professional and Educational Administration doctoral student. I wouldn’t be where I am today without my people.”

At NHSS, Quirk designed, coordinated and implemented a diverse array of student success programs, including an intensive summer bridge program for Native Hawaiian community college students transitioning from the UH community colleges to UH Mānoa. Through her efforts and those of collaborators across campus, the acceptance and retention rates of Native Hawaiian students increased dramatically.

In Quirk’s role as a co- curricular support specialist, she partnered with other student service units to incorporate Hawaiian ways of knowing into their student learning outcomes, develop culturally appropriate assessments, and provided professional development programs for co-curricular units. In doing so, she offered her students authentic place-based experiences grounded in the unique culture and traditions of �鶹��ý.

Further, as a junior specialist in NHSS, she provided individualized advising and counseling support to students in the Makalapua Naʻauao program to ensure the academic success of this highly underrepresented population, which included her supervision of three professional staff at UH Hilo, UH Maui and UH West Oʻahu.

Currently, Quirk is tasked with guiding and supervising the Graduate Professional Access program (GPA) within SEED. Quirk assists students from various underrepresented backgrounds to pursue and complete graduate degrees through wraparound, co-curricular support integrating place-based and student-centered approaches.

“The biggest highlight for me thus far in my role as the director of GPA, has been the excited email, phone call or text I receive when students reach out to let me know they’ve been accepted into graduate programs,” Quirk said. “I absolutely love the excitement and joy they have when they tell me about it! I’m so happy and thrilled for them!”

Quirk designs and facilitates a graduate school exploration and preparation workshop series for undergraduate students and higher education professionals. In addition to ensuring student success in graduate school, she mentors students seeking to present their research at academic conferences.

To extend her reach and increase her impact on students, Quirk co-authored a federally funded Native Hawaiian Education Program grant totaling $2,017,746. She is the co-principal investigator and a program mentor for this Hilinehu Educational Leadership Advancement initiative, a partnership between the GPA program and the College of Education.

About 24% of college students nationwide identify as a first-generation student, meaning they are current or aspiring students who are the first in their family to attend a college or university and pursue a four-year degree. At the University of �鶹��ý at ����ԴDz�, the number of first-generation students is estimated to be higher than the national average. According to a recent survey administered by ‘Bow, UH ����ԴDz�ʻs AI-powered chatbot, 50% of the 1,940 undergraduate students who responded identified as first-generation.

Related �鶹��ýNews story: UH Manoa recognized for helping 1st-gen students

Designated as a First-Gen Forward Institution by the in 2020, UH ����ԴDz� will join other institutions nationwide and hold a on November 8, recognizing the identity, potential and achievements of first-generation students. The event at the Queen Liliʻuokalani Center for Student Services 11 a.m.–2 p.m. aims to empower and connect first-generation students with invaluable resources and a supportive community to help ensure their success in higher education.

“First-generation students are trailblazers, leading the way in unfamiliar territory for their families to be successful in the higher education system, even if it is one that isn’t built for their success,” said Jennifer Barnett, associate director of the (SEED). “Ensuring that we understand their strengths and challenges helps us to better support our students.”

According to Barnett, first-generation students are known to be determined, motivated and resilient, but need the guidance and support to face unique challenges as the first in their family to go to college. Many of them come from historically underrepresented student populations.

With support from the (OVPSS), UH ����ԴDz� applied to become a First-Gen Forward Institution to strengthen and enhance the campus’ efforts to create connections and a welcoming environment for its first-generation students.

“The current designation gives us an opportunity to understand and engage this special population with the added support of the Center for First Generation Student Success and the National Association of Student Personnel Administrators,” Barnett said.

More on the event

The First-Generation College Celebration will feature various programs and activities, including:

• Undergraduate Research Opportunities Program: Learn about offered to first-generation students.
• Passport Program—score a free tote bag and boba: A fun and interactive “passport program” will guide students on how to find their academic advisor and what questions to ask them. Complete the passport and earn a free tote bag and enjoy free boba, while supplies last!
• Share your story: Faculty, staff, students and alumni may share their experiences and journey as first-generation students to inspire and uplift the community. To participate, .
• Networking: Connect with faculty, staff and fellow students and create a more inclusive and supportive environment.

In addition to the celebration, there will be a talk story event on November 9 with �鶹��ý Rep. Amy Perruso. First-generation students are welcome to attend and share their educational experiences.

The First-Gen Forward committee, led by Barnett, includes representatives from throughout campus including Student Housing Services, OVPSS, Office of the Registrar and various SEED programs. For more, find them on Instagram .

Amefil (Amy) Agbayani, emeritus assistant vice chancellor for student diversity, received the ’s 2023 for her lifetime work toward a more equitable and inclusive society. The award was presented to Agbayani at a private event on October 20.

“I am humbled and proud to receive this award,” Agbayani said. “Mahalo plenty to the East-West Center and many other organizations and individuals who continue to address inequities and give voice and visibility to marginalized communities. I am so very grateful to the center for awarding me a scholarship and bringing me to �鶹��ý nearly 60 years ago, and providing me with lifelong friends from all across our region.”

A history of public service

Agbayani was born in the Philippines and received her education from UH ����ԴDz�, University of the Philippines and East-West Center. At UH ����ԴDz�, Agbayani advocated, developed and administered student equity and diversity programs for Native Hawaiians, Filipinos, African Americans, Pacific Islanders, students with disabilities, women, LGBTQ+ students, senior citizens, immigrants and other underserved groups. She also conducted research on Asian Americans and Pacific Islanders in higher education.

Agbayani served as chair of the �鶹��ý Civil Rights Commission, the Judicial Selection Commission and the Filipino Community Center. She is co-chair of �鶹��ý Friends of Civil Rights, and board member of the Patsy T. Mink PAC and The Legal Clinic, an organization that ensures justice for low-income immigrants and migrants in �鶹��ý.

Most recently, Agbayani was selected by President Biden to serve on the White House Advisory Commission on Asian Americans, Native Hawaiians and Pacific Islanders. In April 2023, she received the Guardian of Immigrant Justice award from The Legal Clinic for her significant contributions to �鶹��ý over 60 years.

Inspiring future generations

Each year, UH ����ԴDz� awards the Dr. Amefil “Amy” Agbayani Faculty Diversity Enhancement Award, which recognizes a faculty member who has demonstrated an ongoing commitment to enhancing diversity. The award was established to recognize Agbayani’s lifetime commitment to diversity and social justice in �鶹��ý.

“For decades, Amy has given so much to our East-West Center community as an invaluable mentor and alumni leader,” said East-West Center President and UH ����ԴDz� alumna Suzanne Vares-Lum. “We are so thrilled to be able to be able to honor her in return for her unwavering commitment not just to the center, but to all of humanity.”

Native Hawaiian and Pacific Islander students, faculty and staff came together on August 31 for an afternoon of community and connections at the University of �鶹��ý at Mānoa .

In addition to giveaways, performances, Jeramiah’s Island Fusion’s Chamorro-fusion bentos and Mini Pasifika Games, the event also hosted tables of five Pacific Islander student groups; nine Native Hawaiian and Pacific Islander-serving programs; as well as campus partners such as the Career Center, LGBTQ+ Center, the KOKUA Program, Office of Veteran Student Services and the Department of Ethnic Studies.

This event was envisioned and coordinated by Pasifika Unity, a group of Native Hawaiian and Pacific Islander students and staff on campus, including:

• The Asian American, Native American and Pacific Islander Serving Institution Program, also known as TIDES
• GEAR UP Mānoa
• The Center for Pacific Island Studies/The Department of Pacific Island Studies
• The Pathways for the Advancement of Pacific Islanders
• The Native Hawaiian Place of Learning Advancement Office
• The Pan Pacific Association
• The Pasifika Allies Association
• Fealofani O Samoa
• Native Hawaiian Student Services
• ʻIlima SACNAS Chapter of UHM
• The Hui ʻĀina Pilipili Program
• The Pacific Islands Development Program

Other partners that helped make the event successful were Bruce Kaʻimi Watson, Kim Yamauchi of the ʻImi Hoʻōla Post Baccalaureate Program and Native Hawaiian Center of Excellence,Theresa Krief of the Micronesians Advancing in Health Professions program, Ka Malu a Waʻahila and Tina Tauasosi-Posiulai of Atamai E Tautua.

For more information on future events, visit the or email tides@hawaii.edu.

The Filipina/o/x community at came together to celebrate the beginning of the fall semester at the Halu-Halo! Hello-Hello! A Filipino Fall Mixer.

Inspired by halu-halo (a Filipino dessert mixed with multiple ingredients including ube ice cream, nata de coco, beans and more), the planning committee intended to bring together new, transfer, returning and graduate Filipino students to start the fall semester with food, fun and community.

Halu-Halo! Hello-Hello! was held in the Campus Center Ballroom and featured Filipino foods including halu-halo from Sama-Sama.

The event was a collaboration between multiple Filipina/o/x serving groups and notable community members including the Asian American, Native American, Pacific Islander Serving Institute Program, Health Careers Opportunity Program, UH Mānoa Center for Philippine Studies, Ilokano Language and Literature Program, Timpuyog Organization, Filipino Language & Culture Program, Office of Multicultural Student Services, Thompson School of Social Work and Public Health along with individuals across campus.

In addition to live performances, games and photo opportunities, a mini-resource fair of campus and community partners was a major highlight featuring programs that specifically serve the Filipina/o/x community, house notable Filipina/o/x faculty or are Filipina/o/x student-run.

315 students attended the event, most of whom identified as Filipina/o/x and left with resources and a meaningful connection to the Filipina/o/x community at UH Mānoa.

The event was also made possible by the College of Education’s Tinalak Council, The Office of Student Equity, Excellence, and Diversity, Anthony Guerrero of John A. Burns School of Medicine, director David Forman of the Richardson School of Law, Patricio Abinales of the Department of Asian Studies and Amy Agbayani.

For questions about this event or to sign up for future events that serve the Filipina/o/x community, contact tides@hawaii.edu.

When it comes to expressing ourselves in contexts of our cultural worlds and working together to make a more welcoming and inclusive community for all gender identities and expressions, it may be difficult to find where to begin or how to address and understand these complex concepts.

The University of �鶹��ý at ����ԴDz�’s , , Women’s Center and offers a stepping stone to address these topics. A free screening of the award-winning film KUMU HINA: a place in the middle, will be followed by an open discussion with Kumu (teacher) Hinaleimoana Wong-Kalu and directors/producers Dean Hamer and Joe Wilson on topics of gender and cultural identity on campus and within the Native Hawaiian community.

This livestream event will be held on Monday, April 17, 4:30–6:30 p.m. The presentation is open to the public. ()

About KUMU HINA

KUMU HINA is a powerful film about the struggle to maintain Pacific Islander culture and values within the Westernized society of modern day �鶹��ý. During a momentous year in her life in Honolulu, Kumu Hina uses traditional culture to inspire a student to claim her place as leader of the school’s all-male hula troupe.

An incredible docu-drama that unfolds like a narrative film, KUMU HINA reveals a side of �鶹��ý rarely seen on-screen. It is told through the lens of an extraordinary Native Hawaiian who is both a proud and confident māhūwahine, or transgender woman, and an honored and respected kumu, cultural practitioner and community leader. KUMU HINA brings an empowering cultural perspective to the quest for respect and inclusion for all.

The webinar is partially funded by the awarded to three CSDC doctoral interns in health service psychology.

For more information, call CSDC at (808) 956-7927.

Hues of purple drape the Queen Liliʻuokalani Center for Student Services (QLCSS) building at University of �鶹��ý at ����ԴDz� in honor of her majesty’s 184th lā hānau (birthday) this Friday, September 2.

Born at her family home in Pūowaina, Oʻahu, Lydia Liliʻu Loloku Walania Wewehi Kamakaʻeha would go on to become the last monarch of the Kingdom of �鶹��ý. Her perseverance through some of �鶹��ý’s most challenging chapters are as legendary as her mele (song) compositions such as Aloha ʻOe and Queen’s Jubilee.

UH ����ԴDz� (NHSS) and Student Equity, Excellence, and Diversity (SEED) invite the campus community to celebrate her legacy at QLCSS, 10 a.m.–2 p.m. Traditional protocol and open house experiences for haumāna (students) are planned. Organizers want students to get familiar with support services offered at QLCSS to help support and enhance their college experiences. Students who visit participating offices will be entered to win Apple earbuds, UH Bookstore gift cards and more.

The four-story building is named in honor of the Queen who is widely respected for being a strong motivating factor in the widespread emergence of Hawaiian culture and values.

Festivities will also feature a lei presentation at ʻahu o Kamakaʻeha, an altar fronting the QLCSS building. NHSS will host free lei workshops at its QLCSS 113 location on Thursday, September 1, 12–2:30 p.m. and Friday, September 2, 2–4:30 p.m. Participants will learn different lei making styles and techniques. All materials will be provided, first come first served.

Free T-shirt screen printing will also be available on Friday 11 a.m.–1 p.m. Screen printing will feature an illustration of Queen Liliʻuokalani. NHSS asks participants to bring no more than two shirts per person. Items can be dropped off starting at 10 a.m. Email questions to Allyson Nuesca Franco, .

A free University of �鶹��ý at ����ԴDz� student-led summer program that helps incoming freshmen make a smooth transition from high school to college is marking its 10-year anniversary. The (HUI), coordinated by the UH ����ԴDz� Office of Multicultural Student Services (OMSS), provides new students a supportive headstart and prepares them to become confident leaders as they embark on their undergraduate college experience. Sixty-one students are part of the 2022 HUI summer program, which runs July 5–August 12.

“HUI participants start their UH ����ԴDz� fall semester with an advantage because they will already be familiar with the campus community, know about all the different support services available to them, and have 60 friends on campus!” said Adrialina Guerero, student support specialist of OMSS and HUI director.

Students take part in summer academic coursework, workshops, co-curricular activities and mentorship opportunities. Each student is assigned a foundational three-credit course (English 100, Ethnic Studies 101 or Educational Foundations 310), and participate in activities that focus on self-identity, communication, leadership and team/skills building. These activities are led by HUI peer mentors, who were former HUI participants. Representatives from various departments and support programs provide presentations to help them be successful and engaged students.

Current HUI participant and Roosevelt High School graduate Craig Jiang said he joined HUI without hesitation.

“I’ve been loving this program since the day I joined. This program allowed me to jumpstart my college experience, get to know the campus, and make new friends. I improved my social abilities through well-designed activities by the HUI staff and peer mentors and got to increase my knowledge by studying with a top-class instructor. For me, it is very important to attend college because I want to increase my academic level, learn new perspectives to view the bigger picture, and have a wider network with people,” he said.

Former participants give back

“The success and beauty of HUI is that the program is mainly student-led and works like a self-sustaining cycle,” added Guerero. “When students are part of a program that has made a positive impact on their college experience, they do not hesitate to give back to support and inspire others who are also following their same path.”

When students are part of a program that has made a positive impact on their college experience, they do not hesitate to give back.
—Adrialina Guerrero

Second-year students volunteer to be peer mentors for the next incoming HUI cohort and third-year students volunteer to train the peer mentors. Students who would like to play a larger role are hired to be part of the HUI coordinating team, which involves overseeing all aspects of the HUI program from recruitment to planning the summer workshops.

“HUI academic instructors are graduate students who are committed to the program. They understand the students and communities that we serve and the challenges many face being the first in their family to attend college. The instructors make themselves available beyond the summer program should the students need guidance and support during their college journey,” said Guerero.

Sara Kim, a BS candidate in biology and a 2019 HUI participant is now a student coordinator for the program.

“As a first generation college student, I had no idea what to expect when pursuing higher education, so I was relieved to hear that there was a program that was designed to ease the transition to college,” she said. “Now, I have the privilege to give back to the campus community and help other students in their college journey.”

The program is funded by the Office of Student Equity, Excellence & Diversity (SEED) led by Christine Quemuel, interim assistant vice provost for diversity and inclusion. More than 600 students have participated in HUI since the program’s inception in 2012.

All incoming freshmen attending UH ����ԴDz� in the fall semester may apply. Priority is given to students who graduated from a Title 1 high school, are first-generation and/or Pell Grant eligible (available to those who display financial need).

Visit the for more information.

To learn about the traditional art of bark cloth making from world-renowned kapa maker , nearly 30 novices from the University of �鶹��ý at Mānoa (SOEST) joined the event. With funding from the UH Mānoa and the , the workshop was open to faculty, staff and students.

Kapa is a traditional fabric created from the bast fibers of trees and shrubs from flowering plants Rosales and Malvales and is used primarily for clothing, bedding, robes and also as banners and funerary wrappings. This craft involves removing the outer bark from branches, pounding the fiber into cloth and designing and decorating the materials with symbolic prints.

A practitioner of the art of Hawaiian kapa for nearly 25 years, Tanahy has created pieces for notable figures, including the Dalai Lama and the king of Morocco, among others. Her work has been featured in exhibits at the Bishop Museum, the National Museum of the American Indian in Washington D.C., and the British Museum.

During the workshop, Tanahy and her apprentice Kehau, shared the prevalence of kapa throughout Polynesia and the revival of the practice in �鶹��ý as well as tools used and examples of kapa from various Pacific Island communities. With warm encouragement from the kumu, attendees were offered the opportunity to create their own kapa starting from a small portion of a paper mulberry branch.

Tanahy and Kehau’s passion for the craft and generosity in sharing the traditional art shone through in each step of the workshop. Participants were awed and elated to witness the transformation from a small, stiff section of bark into a larger, flexible, cloth-like material.

“Dalani and Kehau were great teachers, open to all our questions, and shared the fascinating history and diversity of kapa from islands across the Pacific,” said Noah Howins, graduate student and event organizer. “I hope the kapa workshop was just the first of many culture-oriented workshops in SOEST during 2022. Based on participant feedback there is a strong desire for more cross-cutting events that bring in cultural practitioners to share their knowledge.”

This event is an example of UH ��ā�ԴDz�’s goal of (PDF), one of four goals identified in the (PDF), updated in December 2020.

–By Marcie Grabowski

The University of �鶹��ý at ����ԴDz� (CSDC) and (NHSS) hosted a webinar on April 4 to share ʻike (knowledge) about how the traditional art of hula can help enhance mental health and well being. Award-winning Kumu Hula William Kahakuleilehua Haunuʻu Sonny Ching discussed both spiritual and physical aspects and how they interconnect. Throughout the webinar, Ching, who founded Hālau Nā Mamo O Puʻuanahulu, featured some of his dancers who demonstrated hula movements and shared personal experiences of how hula has contributed to their wellness and connection to culture.

Kyle Help, who is a student service specialist at NHSS’ , was one of the dancers featured at the livestream event. He describes its healing benefits and how mele (songs) whisk him through time.

“I don’t know what you call it, bliss, enlightenment, transcending moment,” said Help. “You are bringing time back to present to other people and when you connect spiritually like that you connect to your kūpuna, you connect to your ancestors. You connect to everything Hawaiian.”

NHSS and CSDC have partnered to provide resources in connecting holistic practices to Native Hawaiian culture to help address COVID-19-induced stress and anxiety. This month’s webinar was partially funded by the grant awarded to three CSDC doctoral interns in health service psychology.

This event is an example of UH ����ԴDz�’s goal of (PDF) and (PDF), two of four goals identified in the (PDF), updated in December 2020.

The Rainbow ʻOhana Program, a new service and honors society at the University of �鶹��ý at Mānoa, is a peer mentorship program that started in fall 2021 with 30 participants from across disciplines. Grounded in a mission of social justice, the program is designed to help students work together to address barriers to student success. Graduates of the Rainbow ʻOhana Program will earn a rainbow honor stole that can be worn in the commencement ceremony.

Students in the Rainbow ʻOhana Program have a strong sense of responsibility to one another as they help create a sense of community, affirm intersectional identities and work toward an academic vision that creates more shared opportunities for interpersonal growth and academic success.

“I have always wanted to initiate a peer mentorship program because I feel that students are uniquely qualified to inspire others to greatness,” said Camaron Miyamoto, director of the LGBTQ+ Center at UH Mānoa. “I strive to create a learning community for the LGBTQ+ and allied students that I engage with to engender a sense of extended family. I continue to learn from the students I work for and this is an opportunity for our Rainbow Ambassadors, or peer mentors, to teach other students how they navigate success at UH Mānoa.”

The Rainbow ʻOhana Program is currently accepting members for its next cohort that will start in fall 2022. Any student that is interested can . All students are welcome to get involved with a weekly LGBTQ+ coffee hour, which meets every Wednesday, 4–5 p.m., on Zoom, students can email lgbtq@hawaii.edu for the password. It is an informal chance to hang out with other students, discuss the events of the week and make new friends.

“Joining the Rainbow ʻOhana Program has helped me meet fellow LGBTQ+ students,” said Jamie Rosario Advincula, a junior at UH Mānoa. “I’ve been able to go to the group for help navigating the overwhelming amount of information and programs at UH Mānoa. I’ve already learned from previous students about so many things on campus and on Oʻahu that I wouldn’t have found on my own.”

“With the Rainbow ʻOhana Program, having such a diverse set of mentors including myself, I think we can begin to bridge that gap of generalized support to personalized support for our mentees,” said Micah Axalan, a mentor in the Rainbow ʻOhana Program and a PhD student in the . “I think that’s why it is important for UH to have a program like this for the community.”

The program began because of support from the , including the Office of Student Equity, Excellence and Diversity, and performance funding from the .

This program is an example of UH ��ā�ԴDz�’s goal of (PDF), one of four goals identified in the (PDF), updated in December 2020.