Leaving her home in India to attend the University of �鶹��ý at Mānoa was a leap into the unknown for Ritu Krishna Raju. Having never traveled alone, the move came with excitement, but also the weight of being thousands of miles from her family.

Raju recounted her initial excitement mixed with the challenges of living far from her loved ones.

“When I first arrived in �鶹��ý, I was overwhelmed—excited, but also carrying the weight of being so far from home,” she shares in her commencement speech to be delivered at the fall 2024 ceremony.

Raju quickly discovered that the warmth of aloha extended beyond a word. She found a community and formed lifelong friendships with people who shared her values and passion. These friendships became her anchor, providing encouragement and laughter through the challenges of her journey. Surrounded by good friends, she learned the true meaning of ʻohana—family that extends beyond blood—and it deepened her connection to the islands and their people.

Marine biology attracts Raju to �鶹��ý

Drawn to UH Mānoa for its world-renowned marine biology program, Raju’s passion for the environment deepened during her studies. She interned with the at the , analyzing the vocal repertoire of endangered Hawaiian monk seals, gaining invaluable experience in marine mammal conservation. Raju also volunteered at Hanauma Bay Nature Preserve, where she educated visitors about marine life and the importance of protecting coral reefs, sharing her love for the ocean with countless tourists.

Her time at Mānoa was enriched by more than academics. She stretched her creative wings through dance performances and involvement at Kennedy Theatre, while also creating cherished memories with friends—whether hanging out in the courtyard near the Isabella Aiona Abbott Life Sciences Building or engaging with her peers as a Natural Sciences Ambassador.

Growing up, breaking through

More than three years later, she can look back and reflect on how much her experience at her journey at UH Mānoa has shaped her as a person.

“Growth often comes when you least expect it, and I’ve found that stepping out of my comfort zone has revealed more about who I am than I ever imagined. I’ve grown beyond the shy, unsure person I once was into someone who can navigate challenges with purpose and a deep respect for the world around me,” Raju said. “I am thankful for my family giving me their unwavering support that got me to where I am.”

As Raju wraps up this chapter of her educational journey she is considering graduate school to specialize in marine mammal biology with hopes to raise awareness about marine conservation back home in India. She will go knowing she has found and created a second home on the other side of the world with a community Raju can call her own.

An estimated 20–30% of students are parents, juggling multiple responsibilities. Leeward CC aims to help change the lives of these ʻohana by expanding family-integrated academic offerings for current and prospective student-parents with the help of a grant.

“I had my daughter during a long break that I took from college. Returning was very difficult as a parent,” said Kelli Alyssa Soma, a Leeward CC student pursuing a bachelor’s degree in elementary education. “If Leeward provided more opportunities to include families in classes and assignments, more student-parents would likely find the motivation to go to (or return to) school, and this would inspire youth as well, seeing their parents go to school.”

Leeward CC faculty group was one of six recipients (out of more than 100 applicants) chosen for a $12,500 award from the Parent-Powered Solutions Fund. The fund was established by , an organization that helps build intergenerational family prosperity and well-being.

“Our parenting students will be able to complete homework while also spending quality time with their children,” said Assistant Professor Ashley Biddle, who co-founded Leeward Hui ʻOhana.

Leeward CC student Genesis Tanuvasa, a new member of the Parenting Student Advisory Board, which was formed recently with the help of the grant, is the mother of two children under 3-years-old.

“We (student-parents) have children to care for, jobs, homework to finish, and so much more that needs to be done within a day’s work,” Tanuvasa said. “Mental, financial and physical help from anyone is very much appreciated.”

Some of the support services Leeward CC provides that help student-parents, include , which offers preschool for children of enrolled students, food pantry , , and the Student Health Center, which also offers telemedicine appointments. Leeward Hui ʻOhana also supplies a swap-and-share space and has a partnership with the .

“Through the Parent-Powered Solutions Fund, we will be able to develop curricula and provide holistic support to those balancing child-care and academic responsibilities,” added Michelle Igarashi, dean of Arts and Sciences. “We look forward to enhancing our institution’s offerings and supporting our community through this partnership.”

—By Erin Maruoka

In 2021, as pandemic effects seeped into everyday life, not only were university students struggling academically, they also encountered challenges with mental health.

Through a combination of state and non-profit support, Julie Mowrer, director of the (CCE) at the University of �鶹��ý at Hilo, responded quickly to students’ malaise and put together a needs-based support program. The UH Hilo connects students with community organizations to help them with network building and to stimulate self-esteem, academic and workforce skills and personal growth. It’s part of a dedicated to advancing higher education through universities engaging with their communities.

“The goal of the program is to provide students with a network of peers, mentors from the university, the community, and the wider Bonner network, offering connections and a web of support for students to lean on when challenges occur,” explained Mowrer.

Bonner students serve in the program for four years while being paid for more than 280 hours of work per year, which includes environmental work and service in the community. According to Mowrer, there’s a national focus on providing students with a more holistic educational experience, with more emphasis on ways to build students’ sense of belonging, connection with peers and developing a stronger sense of place.

Last April, students Devin Brown and Lavinia Manufekai collaborated with Hope Services �鶹��ý to plan and cook a meal for 125 clients in shelters. They shared their Bonner program experiences at the on Oʻahu.

More funding needed

Funding for the program started from the aimed to support programs addressing the impact of the pandemic on students, families and educators across the state. UH �ᾱ����’s CCE was one of 31 recipients in the state to be awarded. The state funding concluded last October. Mowrer is now building philanthropic and UH support to sustain the program.

Paving pathways

Bonner students complete capstone projects that incorporate community or environmental work. Amena Tep, who is earning degrees in and , is working with the �鶹��ý Island mayor’s office and the National Alliance on Mental Illness to better integrate mental health resources and awareness into the Bonner Program itself.

“The goal of my capstone is for people to feel comfortable discussing mental health in the first place, which is something quite difficult to do,” explained Tep. “I want the Bonner Program to be a safe place for its students to talk as well as hopefully expanding this ideology campus-wide at some point.”

UH Hilo faculty mentor students for four years and serve as a support base as they consider different decisions and pathways through their academic journey.

—By Maisie Paulson, UH Hilo student

In an effort to empower and guide Native Hawaiian ʻohana and keiki towards a pathway to higher education, the University of �鶹��ý at Mānoa enrichment program, (NPN) launched a new professional development workshop series. Through August and September, NPN UH Mānoa, part of the campus’ and , conducted seven Hoʻokumu Noʻeau professional development workshops on Oʻahu and �鶹��ý Island reaching a total of 86 professionals including educators, social workers, administrators and coordinators from across the state.

“Hoʻokumu Noʻeau was born with impeccable timing due to feedback and requests from the community to learn how some of Nā Pua Noʻeau‘s best practices can be implemented with students,” said Kinohi Gomes, NPN UH Mānoa program director.

• Related UH News story: Native Hawaiian high schoolers immersed in science, more at Mānoa, June 28, 2022

Besides UH Mānoa, the workshops were held in Kapolei, Hilo, Mountain View and Waikoloa, and focused on strategies to help keiki broaden their learning and encourage them to become the reciprocators of learning and teaching with their ʻohana at home.

Tools for haumāna (students)

Each participant was provided up to 25 ʻIke in a Box kits, an array of hands-on projects and materials, to distribute to keiki grades K–5 and their ʻohana. The cultural-based educational kit included activities focused on how the ʻōhiʻa lehua is a metaphor for well-being and resiliency for ʻohana. It featured family engagement projects related to identifying different emotions in Hawaiian and English and ʻōlelo noʻeau (Hawaiian proverbs).

“We know our ʻohana are a vital pillar for the overall academic and inspirational success of our keiki, and it is important that the conversations of acquired knowledge are echoed between the ‘classroom’ and the hale (at home) over time,” said Lisa Letoto-Ohata, NPN UH Mānoa program assistant.

Established in 1989, NPN provides haumāna (students) first-class learning opportunities ranging from visual and culinary arts, literacy and STEAM (science, technology, engineering, arts and math), aimed at providing direct access and a bridge between the community and higher education.

The inaugural Hoʻokumu Noʻeau workshop series dispersed 1,200 ʻIke in a Box kits and is co-sponsored by the State of �鶹��ý Department of Health in collaboration with Māpuna Lab.

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.

The University of �鶹��ý at ����ԴDz� Fealofani O Samoa Student Club is raising awareness within the Pacific Islander (PI) community with a new public service announcement (PSA) to encourage COVID-19 testing and vaccinations. The video includes student testimonials about its importance with an infographic on different ways to say “protecting life” in 10 Pacific Islander languages.

The PSA is a collaboration with PEʻA Inc, a recently established non-profit organization to increase college representation of Pacific Islanders in �鶹��ý, and the . It is part of the Puipuia le Ola (Samoan for “protecting life”) project, which aims to increase the reach and uptake of COVID-19 testing and vaccinations among Pacific Islanders in �鶹��ý and on Guam.

“The students are our young advocates in the Pacific Islander community who understand the significance of tautua (service),” said project co-investigator and club advisor Tina Tauasosi-Posiulai with the Office of Vice Provost for Student Success. “Samoan students are natural actors and were adamant to do the PSA as their contribution to our efforts to protect the community from being disproportionately affected by the coronavirus.”

According to the �鶹��ý Department of Health in May 2021, Pacific Islanders made up 4% of the state’s population but since the onset of the pandemic, they have accounted for 20% of cases and deaths and 30% of hospitalizations.

The students encourage community members to “spread awareness, not COVID” and to “protect yourselves so you can protect each other.” The PSA will air on ʻŌlelo TVand social media channels.

For information on the Puipuia le Ola project, email puipuia@hawaii.edu.

The U.S. Department of Education has awarded ’s TRIO-Student Success Services (TRIO-SSS) program a five-year grant totaling $1,370,685 to support eligible students in achieving their academic goals.

“Given this time of uncertainty, we are grateful to receive continued funding to support eligible Honolulu CC students on their academic journey,” said Jolene Suda, TRIO-SSS project director. “As a former participant and graduate of a TRIO-SSS program, I know firsthand the difference TRIO programs make and have witnessed the life-changing effects of the program on our students.”

TRIO-SSS is federally funded through the U.S. Department of Education. TRIO stands for the first three programs created to assist and support low-income individuals, first-generation college students and individuals with disabilities with matriculation through the academic pathway beginning at middle school to post-baccalaureate programs.

The TRIO-SSS program provides a full-range of academic support, career guidance, transfer planning and professional development opportunities to qualified students. Those students receive individualized assessment, dedicated advising, small group tutoring, mentoring, cultural and educational workshops, club and community service activities and other academic support at no cost.

Students who participate in the program show higher persistence and graduation rates, transfer to a four-year campus in greater numbers and feel more supported versus their peers who don’t participate in the program. Since 2005, approximately 2,400 students have been served through Honolulu CC’s TRIO-SSS program.

• Related UH News story: Nearly $2.3M awarded to UH ����ԴDz� Student Support Services, September 18, 2020

Student stories

Bobby Wen, a graduate of Honolulu CC and the TRIO program, earned his associate degree in liberal arts and transferred to the University of �鶹��ý at ����ԴDz�, where he went on to earn a bachelor’s degree in engineering. Wen, who is working for a major construction company as a preconstruction engineer estimator, said, “The TRIO program has been instrumental for me to complete my college career. They provided guidance that I didn’t even know I needed. As a first-generation college student, this was a big accomplishment for my family and me. The program also instills skills such as leadership, initiative and team mentality that I continue to grow and use in my professional career.”

Honolulu CC and TRIO program graduate Jan Vierra earned her associate degree in cosmetology. As a non-traditional college student, Vierra said that the “TRIO-SSS program was my support, my lifeline, and they gave me a sense of being a part of a family. I always had a place to study, get tutored, and when I needed support or encouragement, TRIO-SSS was always there. Because of TRIO-SSS, I was able to graduate in a timely manner, and due to one of the transfer college events, I realized I wanted to earn a four-year degree. I would highly recommend this program to all students that qualify. I am so grateful for TRIO-SSS.”

She went on to graduate with her bachelor’s degree in human development and family services from UH ����ԴDz� and is currently employed as the academic support coordinator for the TRIO-SSS program at Honolulu CC.

JoAnn Tuifanu, another graduate of Honolulu CC and the TRIO program, earned her associate degree in liberal arts. As a non-traditional, Native Hawaiian, Pacific Island student, Tuifanu said, “TRIO has been a home away from home for me. TRIO’s caring staff, tutors and coaches helped me build the academic foundation needed to achieve my associate, bachelor’s and master’s degree.”

Upon attaining her degree from Honolulu CC, Tuifanu transferred to UH ����ԴDz�, where she went on to earn a bachelor’s and master’s degree in social work. She is preparing to take the licensed master social worker exams and is interested in providing services within the field of behavioral health.

For more information about Honolulu CC’s TRIO-SSS, visit:

The has received a highly competitive U.S. Department of Education federal totaling more than $2.27 million to help 265 students annually over the next five years.

The UH ����ԴDz� helps increase graduation and retention rates of first generation college students and those with high financial need. The grant will provide many services, including academic advising for all majors, financial aid advice, career and graduate school mentoring, and referrals to other services. Such services enhance academic success and increase the likelihood that students will graduate with the lowest possible debt.

“Last year the SSS program had a 98 percent retention rate, and we regularly have about an 80 percent graduation rate each year. Much of this is due to the close relationships we develop with our students,” said Barbara Watanabe, SSS director. “We are able to give personalized information to help them graduate as efficiently as possible and write strong letters of recommendations for scholarships, jobs and graduate schools.”

One of those graduates is Jill Chapman, a public health major. “I was a non-traditional college student and the first to attend a university in my family. I was nervous and unsure how to navigate the UH system, apply for scholarships, and how to access the resources available to me on campus,” she said. “My advisor at SSS gave me guidance and support that made it possible to graduate on time. I strongly suggest any students with questions about college pursue this opportunity to be part of the SSS ʻohana.”

The SSS program originated with other TRIO programs in the Higher Education Act of 1965 and has been present and continually funded on the UH ����ԴDz� campus since 1970. TRIO programs were the first national college access and retention programs to address the serious social and cultural barriers to education in America.

Activities to celebrate will take place in various forms throughout the academic year.

On August 26, the ASEZ (Save the Earth from A to Z) student volunteer group, previously known as the Elohist Club, donated 300 face masks for University of �鶹��ý at ����ԴDz� students, faculty and staff. More than 20 students and church members worked together to hand-sew and package the face masks.

“We want to show our support in preventing COVID-19 in our local community,” said Jasmine Andres ASEZ club president. The student group came up with this idea when they saw other university students from all around the globe making and donating masks to government officials, medical officials and military members.

“We deeply appreciate the ASEZ club members generosity, hard work and aloha that was put into making these masks,” said Aedward Los Banos, associate vice president for administration and interim director of . “It’s heartwarming to see the support from the community for UH ����ԴDz�.”

The face masks will be distributed to students, faculty and staff on the ����ԴDz� campus.

ASEZ is a global group of university student volunteers from the World Mission Society Church of God, who act to solve practical problems around the world.

A group of University of �鶹��ý at ����ԴDz� undergraduate students from the Office of Public Health Studies of the Myron B. Thompson School of Social Work have won a national competition and will receive funding to host a climate justice fair on campus that will focus on issues related to climate change.

The was one of five student groups selected nationally by the American Public Health Association as winners of the Student Champions for Climate Justice award. They received $500 to carry out their various activities.

“As public health students, we highly value environmental health and indigenous rights,” said Cameron Woods, events coordinator of Hui Ola Pono. “The climate justice fair will raise awareness of how environmental issues directly affect the health of minority people,” said Woods.

“We want to encourage students to get involved in climate justice efforts,” said Swastika Maharjan, president of Hui Ola Pono. “We are thrilled to have won this award and to be bringing funding to our campus to host a day of sharing information and lived experiences.”

Issues of sustainability and environmental preservation are frequently included in the public health curricula of courses at UH ����ԴDz�. By hosting the fair, the students hope to build on that effort and highlight how broader climate issues affect local communities.

In addition to Maharjan and Woods, the award winners include public health students Anna Davide, Edra Ha and Christine Quiaoit.

“Here in �鶹��ý, we are surrounded by the warming Pacific, and we face a hurricane season lasting half the year,” said Davide, events and service coordinator for the hui. “Climate change is palpable to us, but climate justice efforts can bring real solutions that we can work to achieve within our lifetimes.”

Climate Justice Fair events

The climate justice fair will be held during National Public Health Week (April 6–12) on Monday, April 6, at the Campus Center Courtyard (time TBD). It will bring together organizations from UH and the community that focus on issues related to climate change and empowering groups disproportionately affected by climate change.

The fair will culminate on Thursday, April 9, with a screening of This Changes Everything, a 2015 film based on award-winning journalist Naomi Klein’s book about the role of capitalism in climate change. The screening will be followed by a panel discussion with environmental justice experts and Native Hawaiian rights activists. Information on location and times will be forthcoming.

—By Theresa Kreif