The University of 51ĀŅĀ×»»ĘŽʻi at ²ŃÄå²Ō“Ē²¹ā€™s is set to play an important role in a groundbreaking initiative to address 51ĀŅĀ×»»ĘŽʻiā€™s teacher shortage. The state has been awarded a to create the first statewide registered apprenticeship program for K—12 teachers.

This innovative program will enable more than 140 aspiring educators to earn their bachelorā€™s degrees while gaining valuable classroom experience, all at no cost to them. UH ²ŃÄå²Ō“Ē²¹ will be one of the institutions providing the necessary degree and licensure training for these students.

Enrollment details will be announced when available.

“The College of Education appreciates the efforts of the 51ĀŅĀ×»»ĘŽʻi Teacher Standards Board and Department of Labor and Industrial Relations in obtaining the State Apprenticeship Expansion grant to support and enhance our teacher workforce,” said College of Education Dean Nathan Murata. “This support will enable aspiring educators to earn while they learn, immersing them in the teaching profession while being mentored by a seasoned teacher. The positive attributes of this grant are numerous and will be transformative for the teaching workforce, educator preparation programs, and our future educators.”

By combining on-the-job learning with related training instruction, the apprenticeship program offers a unique opportunity for individuals to gain specialized skills while earning wages. Upon completion, participants will be fully licensed teachers with two to three years of classroom experience, well-prepared to meet the educational needs of 51ĀŅĀ×»»ĘŽʻiā€™s students.

‘Earn and learn’

In addition to classroom experience for future teachers, the apprenticeship program will train nationally certified teachers to become mentors to individuals entering the teaching profession. This “earn and learn” approach is expected to significantly impact teacher retention rates, as currently about half of new teachers leave the profession within the first five years, according to the Department of Education.

The apprenticeship program will help alleviate financial burdens for future teachers like Nicole Dolor-Bala, who is pursuing her bachelorā€™s degree in education at UH ²ŃÄå²Ō“Ē²¹.

“Coming from a low-income and immigrant family, I knew that I had to work extremely hard to pursue my aspiration. I had to take out numerous loans and apply for as many scholarships as I possibly could,” Dolor-Bala said. “I firmly believe that this ‘earn and learn’ apprenticeship program is a crucial support system for future educators, enabling them to pursue their dreams without the fear of financial struggles.ā€

This initiative is the result of a coordinated effort between the 51ĀŅĀ×»»ĘŽʻi State Department of Education, Department of Labor and Industrial Relations, 51ĀŅĀ×»»ĘŽʻi Teacher Standards Board and 51ĀŅĀ×»»ĘŽʻi Lieutenant Governorā€™s Office to address the stateā€™s teacher shortage and improve student achievement.

The University of 51ĀŅĀ×»»ĘŽʻi at ²ŃÄå²Ō“Ē²¹ will be well represented at the 2024 Paris Olympics. Thirteen current, former and future Rainbow Warriors and Rainbow Wahine will participate at the 2024 Paris Olympics—12 athletes and one coach.

The 12 athletes match the highest total for UH in any Olympics (12 in 2000). Two athletes represent the U.S.—kiteboarder Daniela Moroz and >menā€™s volleyball player Taylor Averill—along with womenā€™s volleyball assistant coach Alfee Reft. Moroz and menā€™s basketball player Akira Jacobs (Japan) are current UH student-athletes, while water polo player Ema Vernoux (France) is an incoming freshman for the Rainbow Wahine. Water polo player Camille Radosavljevic (France) took a break from UH but is expected to return following the Olympics.

Four of the 12 compete in water polo followed by three each in swimming and basketball (5×5 and 3×3), and one each in sailing and menā€™s volleyball. Along with the two U.S. athletes, other countries represented include France (2), New Zealand (2), American Samoa (1), Australia (1), Canada (1), Japan (1), Latvia (1) and Netherlands (1).

UH Womenā€™s Volleyball Head Coach Robyn Ah Mow competed for the U.S. in the 2000, 2004 and 2008 Olympics, and explained what the athletes are likely feeling ahead of this yearā€™s games.

“Anxious, nervous, excited,” Ah Mow said. “We started playing right after the Opening Ceremonies, so we practiced all the way up to the start of the games. In all three, we were on site at least a week priorā€”we were training, we were there, so we were in the moment already.

For the opening ceremoniesā€¦from my first one to the third one, they were all totally different. But for the first one, I was in amazement of just being there about to walk into the opening ceremonies to play in one of the biggest sporting events in the world. To be one of only 12 out of a zillion players to make the U.S. National Team was an achievement. I was proud to literally represent my country and 51ĀŅĀ×»»ĘŽʻi where I was born and raised and went to school.”

More UH Olympic athletes:

• UH swimming alumni set for Paris Olympics, July 22, 2024
• Former UH sailor Moroz to compete in Paris Olympics, July 17, 2024
• 4 Wahine water polo players to compete at Olympics, July 16, 2024
• UHā€™s Jacobs, Raimo headed to 2024 Summer Olympics, July 8, 2024

All-Time UH Olympians (59)

Baseball (1)

• Andrew McNally—Australia, 1996

Menā€™s Basketball (3)

• Tom Henderson—USA, 1972 (silver)
• Akira Jacobs—Japan, 2024
• Zigmars Raimo—Latvia, 2024 (competed in 3×3 Basketball)

Sailing (6)

• Kui Lim—Chinese Taipei, 1984
• Yal Lim—Chinese Taipei, 1984/li>
• Daniela Moroz—USA, 2024 (competed in Kite)/li>
• John Myrdal—USA, 2000/li>
• Molly O’Bryan-Vandemoer—USA, 2012/li>
• Fung Yang—Hong Kong, 1996

Womenā€™s Soccer (1)

• Natasha Kai—USA, 2008 (gold)

Softball (6)

• Rachel Lack—Australia, 2020
• Kaia Parnaby—Australia, 2020
• Stacey Porter—Australia, 2004 (silver), 2008 (bronze)
• Justin Smethurst—Australia, 2008 (bronze)
• Clare Warwick—Australia, 2020
• Brooke Wilkins—Australia, 1996 (bronze), 2000 (bronze), 2004 (silver)

Menā€™s Swimming (7)

• Azad Al-Barazi—Syria, 2012, 2016
• Nicholas Folker—South Africa, 2000
• Kane Follows—New Zealand, 2024
• Matthew Hon Ming Kwok—Hong Kong, 2000
• Gary Hurring—New Zealand, 1984
• Micah Masei—American Samoa, 2020, 2024
• Simon Thirsk—South Africa, 2000

Womenā€™s Swimming (12)

• Jasmine Alkhaldi—Philippines, 2012, 2016
• Susie Atwood—USA, 1968, 1972 (1G, 1S, 1B)
• Yan Chen—China, 1996, 2000
• Renate Du Plessis—South Africa, 2000
• Evelyn Kawamoto-Konno—USA, 1952 (2B)
• Shelly Mann—USA, 1956 (1G, 1B)
• Barbara Mitchell—USA, 1972
• Maureen Oā€™Toole—USA, 200, 1996, 2000, 2004
• Melanie Schlanger—Australia, 2008 (1G, 1B), 2012 (1G, 2S)
• Laticia Transom—New Zealand, 2024
• Camille Wright—USA, 1976 (1S)

Track and Field (1)

• Lacey Oā€™Neal—USA, 1964, 1972

Menā€™s Volleyball (4)

• Nikolas Berger—Austria, 2000, 2004 (competed in beach volleyball)
• Carlos Briceno—USA, 1992 (bronze)
• Clay Stanley—USA, 2004, 2008 (gold), 2012
• Taylor Averill—USA, 2024

Women’s Volleyball (6)

• Robyn Ah Mow—USA, 2000, 2004, 2008 (silver)
• Heather Bown—USA, 2000, 2004, 2008 (silver)
• Deitre Collins—USA, 1988
• Bobbie Perry—USA, 1968
• Teee Williams—USA, 1992 (bronze), 1996
• Kim Willoughby—USA, 2008 (silver)

Womenā€™s Water Polo (12)

• Marie-Luc Arpin—Canada, 2000, 2004
• Meike De Nooy—Netherlands, 2008 (gold)
• Monika Eggens—Canada, 2020
• Dagmar Genee—Netherlands, 2020
• Irene Gonzalez Lopez—Spain, 2020 (silver)
• Maartje Keuning—Netherlands, 2020, 2024
• Elyse Lemay-Lavoie—Canada, 2020, 2024
• Gabriela Montellato Dias—Brazil, 2016
• Camille Radosavljevic—France, 2024
• Iefke Van Belkum—Netherlands, 2008 (gold)
• Ema Vernoux—France, 2024
• Jordan Wedderburn—South Africa, 2020

Italics ā€“ attended UH after competing in the Olympics

Hugh Hi-Woong Kang—emeritus professor at the University of 51ĀŅĀ×»»ĘŽʻi at ²ŃÄå²Ō“Ē²¹, a trailblazing Korea historian in the U.S., a visionary builder of the Korean studies discipline, and a loving partner, father and grandfather—died on July 16, at the age of 92, in South Korea.

As a scholar of ancient and medieval Korea, he was one of the first Korea historians to become a faculty member in a history department in the U.S. when he joined UH ²ŃÄå²Ō“Ē²¹ā€™s in 1965. With Yong-ho Chā€™oe, who joined the history faculty in 1970, Kang helped UH ²ŃÄå²Ō“Ē²¹ become the first university in the U.S. to grant a PhD in Korean history.

In 1971, Kang organized a historic international conference on Korean studies in Honolulu, the earliest conference of its kind in the world and an event reported widely in 51ĀŅĀ×»»ĘŽʻi and South Korea. He was also a principal figure in the founding of the Center for Korean Studies at the university in 1972, the first Korean studies center outside of South Korea. In 1990, he helped to establish the International Society for Korean Studies, the only global Korean studies organization that is regularly attended by scholars from South Korea and North Korea. Even after retirement in 2003, Kang remained committed to building Korean studies worldwide.

Kang penned the seminal historical work Institutional Borrowing: The Case of the Chinese Civil Service System in Early Koryoŏ. In collaboration with his former student and Emeritus Professor Edward Shultz, he translated and edited some of the most important foundational books in premodern Korean history, including The Silla Annals of the Samguk Sagi, The Koguryŏ Annals of the Samguk Sagi, The Essentials of Koryoŏ History and Sources of Korean Tradition.

In an interview with South Koreaā€™s daily The Kyunghyang Shinmun in 2012, Kang spoke about the role of scholars in the development of Korean studies.

“Our role is to discover how Korean culture and history are connected to universal values of truth, goodness, and aesthetics and to explain the connections in a systematic way. If we can find the universal values from our culture, then our culture can resonate anywhere in the world,” he said.

Kangā€™s brilliance, generosity and camaraderie will be dearly missed, colleagues said. He was dedicated to his family and friends. He relished seafood and enjoyed tennis, golf and walks in nature. Kang is survived by his two daughters, nieces, nephews and their families. A memorial will be held at the UH ²ŃÄå²Ō“Ē²¹ Center for Korean Studies in the fall.

For more on Kangā€™s legacy, .

The once again received recognition for academic excellence by earning a Womenā€™s Basketball Coaches Association Academic Special Mention for the 2023–24 school year.

The Vulcans posted a 3.40 team grade point average to land in the top 70 among NCAA Division II Women’s Basketball programs. Among all other Pacific West Conference teams, the Vulcans ranked No. 4.

The Women’s Basketball Coaches Association Academic Top 25 recognizes NCAA Division I, II and III, National Association of Intercollegiate Athletics and two-year college women’s basketball teams across the nation that carry the highest combined GPAs inclusive of all student-athletes on their rosters for the entire season.

Josh Hayashida, Kolbe Irei and Tyler Ogawa were named to the 2023–24 NCAA Division I Cobalt Golf All-America Scholars list.

Ogawa, a junior from Honolulu, made the list for the second consecutive year while Irei, a senior from Honolulu, was selected for the second time after being named to the list in 2021–22 while a member of UC Irvine menā€™s golf team. For Hayashida, it was his first distinction.

Last month, both Ogawa and Hayashida were selected to the College Sports Communicators Academic All-District team in addition to being named to the Academic All-Big West team. All three were picked to the Big West Commissioner’s Honor Roll.

To be eligible for All-America Scholar nomination, an individual must be at least a sophomore in standing in both academics and athletics. In addition, they must participate in 50% of their teamā€™s competitive rounds, have a stroke average under 76.0, and maintain a minimum cumulative career grade-point average of 3.2.

Four members of the were named to the Intercollegiate Sailing Associationā€™s (ICSA) All-Academic Team for 2023–24. Vivian Bonsager, Malia Johnson, Anna Kalabukhova and Mercy Tangredi were among the 290 sailors selected nationally for their accomplishments both on the water and in the classroom.

This is the second straight year that Tangredi, a physics major, earned the distinction. The two-time all-Pacific Coast Collegiate Sailing Conference skipper sailed in eight womenā€™s regattas this past season and helped the team advance to ICSA Womenā€™s Fleet National Championships for the third straight year.

Bonsager (global environmental science), Johnson (communications) and Kalabukhova (English) all made the list for the first time and were instrumental in UHā€™s drive for a postseason bid.

The ICSA All-Academic Sailing Team recognizes juniors and seniors who participated in seven regattas during the season and maintained a cumulative GPA of 3.3 or higher on a 4.0 scale.

Since 2020, the Wailea Community Association (WCA) has been changing the lives of hundreds of Nursing Program students. With nearly $300,000 in donations, including almost $100,000 this year alone, the WCAā€™s support has been crucial in ensuring that students can obtain their nursing credentials without financial strain.

During the COVID-19 pandemic, the WCA shifted its scholarship strategy to support UH Maui College nursing students in three critical areas: covering graduatesā€™ licensing fees, paying for their national board exams and ground transportation, and providing required study software. Additionally, the WCA offers scholarships for graduates pursuing their bachelor of science degrees in nursing.

Helping future helpers

Many students juggle full-time work and family responsibilities while attending college. Since spring 2020, approximately 60 licensed practical nurse students and 186 registered nurse students have graduated from UH Maui College, all benefiting from WCAā€™s contributions.

“The Wailea Community Association has helped me fulfill my educational goals and I am truly grateful for its generosity,” said Mary Jicel Butac, who graduated with a bachelors of science in nursing in May, and works at Hale Makua as a registered nurse. “I would not be in this position without the assistance of the WCA. I will continue to help my community as an RN and hope to give back in the same magnitude as the WCA has.”

Frank “Bud” Pikrone, WCA general manager, emphasized the importance of supporting local healthcare.

“Healthcare is always a concern—whether an accident, virus or ailments that come with aging—so it makes helping develop the best nursing care for the future of our island community a necessity,” Pikrone said. “WCA is proud to be a part of the UH nursing program.”

The WCAā€™s commitment to supporting the UH Maui College Nursing Program ensures that Mauiā€™s future nurses are well-equipped to serve their community and underscores the importance of community involvement in developing a robust healthcare system.

“We are incredibly appreciative of the Wailea Community Association and their unwavering support of the UH Maui College Nursing Program,” said UH Maui College Allied Health Department Chair Mary Farmer. “We are so grateful for their generosity and giving spirit!”

A project aiming to revolutionize how computers organize and process data, potentially leading to faster, more efficient devices for consumers, has received a .

Led by University of 51ĀŅĀ×»»ĘŽʻi at ²ŃÄå²Ō“Ē²¹ Professor Nodari Sitchinava and his research group called Algorithms and Parallel Computing Group, the project will tackle two main challenges in modern computing: maximizing the use of multiple processors and improving memory utilization. Sitchinava seeks to develop new data structures that address both issues simultaneously.

The research could significantly impact everyday technology. Consumers might see smartphones running apps faster while using less battery power. The project’s outcomes could benefit various sectors, from streaming services to scientific simulations.

“Users might experience faster scientific computations, more responsive gaming and better performance in resource-intensive applications,” Sitchinava said. “Additionally, the research may contribute to energy savings in data centers, potentially reducing the environmental impact of digital services.”

The research will explore four main areas:

• combining existing techniques for faster information retrieval,
• developing systems for simultaneous data access and modification,
• improving efficiency of repeated actions, and
• determining the limits of these new methods.

Through these investigations, Sitchinava aims to create new data structures that optimize both parallel processing and memory utilization, potentially revolutionizing how computers handle information.

The project offers paid research opportunities for college students, fostering the next generation of computer scientists. Interested students can visit the or email Sitchinava at nodari@hawaii.edu.

While the technical aspects of the research involve complex concepts, the end goal is simple: to create more efficient software that improves user experience across all digital platforms.

The Department of Information and Computer Sciences is housed in the UH ²ŃÄå²Ō“Ē²¹ .

The University of 51ĀŅĀ×»»ĘŽʻi (51ĀŅĀ×»»ĘŽʻi Sea Grant) is leading a diverse group of organizations that has been awarded $68.5 million to build a more resilient future for 51ĀŅĀ×»»ĘŽʻi.

The project, ʻĀina restoration through community governance to advance climate resilience in the 51ĀŅĀ×»»ĘŽian Islands, will build long-term climate resilience by restoring forest, watershed, coastal and marine ecosystems and through improved co-management and community governance of resources.

“We are honored to have been entrusted with this award and opportunities for transformative work across the pae ʻāina,” said Darren T. Lerner, 51ĀŅĀ×»»ĘŽʻi Sea Grant director and project lead. “We will work together with two co-leads, Kuaʻāina Ulu ʻAuamo and the State of 51ĀŅĀ×»»ĘŽʻi Department of Land and Natural Resources, along with many other partners and communities, to build an enduring program and long-term partnerships in support of vital community governance and ʻāina stewardship for long beyond the five-year project.”

The collaborative of twelve partners spans local and national non-profit organizations, collectives of Indigenous and local stewards, state and county government agencies, and academia.

The funding from the Department of Commerce and National Oceanic and Atmospheric Administration (NOAA) is through the , a historic $575 million investment from the Biden-Harris Administrationā€™s . It is one of only eight awards across the nation and the only one led by a university.

Integrating Native 51ĀŅĀ×»»ĘŽian stewardship

The award builds on the knowledge and practices of the moku system, a 51ĀŅĀ×»»ĘŽian land tenure and resource stewardship system refined over generations. The moku system divides islands into large tracts of land containing forested landscapes, cultural resources and seascapes to maintain long-term abundance.

Project activities will focus on five moku selected because of their high potential to promote Native 51ĀŅĀ×»»ĘŽian stewardship practices and revitalize the moku system in areas that have been underserved by climate adaptation investments: Kona, Kauaʻi; Waiʻanae, Oʻahu; Kona, Molokaʻi; Pūʻali Komohana, Maui and Kohala, 51ĀŅĀ×»»ĘŽʻi.

“Reducing risks and advancing climate resilience often means focusing on community-based governance and stewardship,” said NOAA Administrator Rick Spinrad. “This funding will help build a more resilient future for the 51ĀŅĀ×»»ĘŽian Islands through planning, protection, and restoration actions.”

In addition to making significant place-based investment in ʻāina restoration and conservation projects, the project will invest in community-centered governance, network building, knowledge exchange and capacity building in the five moku while connecting ongoing work across 51ĀŅĀ×»»ĘŽʻi. Eighty percent of the $68.5 million will go beyond the university to directly support community partners and collaborators.

Project partners

• University of 51ĀŅĀ×»»ĘŽʻi Sea Grant College Program (Project Lead)
• 51ĀŅĀ×»»ĘŽʻi Department of Land and Natural Resources (co-lead)
• Kuaʻāina Ulu ʻAuamo (co-lead)
• Conservation International 51ĀŅĀ×»»ĘŽʻi
• County of Maui
• Department of 51ĀŅĀ×»»ĘŽian Home Lands
• 51ĀŅĀ×»»ĘŽʻi Conservation Alliance Foundation
• 51ĀŅĀ×»»ĘŽʻi Office of Planning and Sustainable Development
• Kaʻala Farm Inc.
• Kupu ʻĀina Corps
• Mālama Learning Center
• The Nature Conservancy

Moving forward, the project team will be working to expand the list of partners to include additional community organizations in the five moku, with the goal of long-term partnerships that will support vital community governance and ʻāina stewardship.

Read more at the .

Recent graduates of the University of 51ĀŅĀ×»»ĘŽʻi Hilo , Leilani Auld, Piʻilani Young and Kainoa Louis-Soares, credit their success to the strong foundation set by Kapiʻolani Community Collegeā€™s , which supports Native 51ĀŅĀ×»»ĘŽian students.

The program fosters personal growth and development within the social, community and cultural contexts of 51ĀŅĀ×»»ĘŽʻiā€™s history. Since 2015, the Kapoʻoloku Program has served more than 5,000 Native 51ĀŅĀ×»»ĘŽian students through various services, including outreach, cultural activities, counseling and peer mentoring.

Financial and emotional support

The three students first connected through the Kapoʻoloku Program, laying the groundwork for their subsequent journey toward community-focused healthcare. Auld, who started college as a mother of three, said the financial and emotional support was critical to her success.

“Without that program, I wouldn’t have been able to navigate my journey,” said Auld. “It allowed me to connect with peers who shared my vision and passion. In 51ĀŅĀ×»»ĘŽʻi, it’s vital to nurture our own, who understand our culture and values. Kapoʻoloku not only provided me with resources but also with a network of support that became instrumental in my academic pursuits and personal life.”

The Kapoʻoloku Program gave us a platform that we all could stand on together and get through together.
—Leilani Auld

For Louis-Soares, Kapoʻoloku offered a transformative experience from his first day at Kapiʻolani CC easing a transition from construction work.

“It gave me a sense of belonging, purpose and the confidence I needed,” he said. “Without it, I might have returned to construction.”

Young returned to college after earning a degree in communications and connected with Auld and Louis-Soares while they were preparing for a Test for the Essential Academic Skills.

“Discovering the UH Hilo Waiʻanae Cohort program felt like finding a golden opportunity,” said Young. “To have peers and people you know, going through the same program was just awesome.”

“Any nursing student knows how tough it is to get into nursing school,” added Auld, who was expecting her fourth child right before entering nursing school. “Throughout it all, Piʻi and Kainoa were my home because we had a connection. There were times when each of us wanted to quit, but we agreed that when one quits, we all quit. The Kapoʻoloku Program gave us a platform that we all could stand on together and get through together.”

UH Hiloā€™s School of Nursing

The transition from Kapiʻolani CC to the UH Hilo’s School of Nursing Waiʻanae Cohort marked a pivotal moment for the trio. Accepted into a nursing program known for its dedication to community-focused healthcare and transcultural competence, they continued into a program that mirrored the values instilled by Kapoʻoloku.

“Our students and graduates serve as pillars in our communities, upholding our commitment to growing our own healers, and giving back to their ʻohana and local communities,” said Bobbie Elisala, UH Hilo Nursing, Waiʻanae Cohort Program coordinator.

From clinical rotations at Waiʻanae Coast Comprehensive Health Center, Wahiawa General Hospital, to Tripler Hospital, the Waiʻanae cohort embraces a hands-on approach to healthcare that prioritizes underserved populations.

“Our journey through the nursing program was more than just acquiring skills; it was about practicing them in our communities,” Auld explained. “We got to form relationships with patients we regularly saw from places we repeatedly served. This helped to build rapport and trust within our community.”

After graduation, they are preparing for the next chapterā€”taking their licensing exams and entering the nursing profession. Auld, Louis-Soares and Young carry the lessons and values emphasized by both the Kapoʻoloku Program and the UH Hilo School of Nursing Waiʻanae Cohort.

“I want to give back by mentoring future students,” Auld said. “Just as we were supported, I want to be there for others who are walking the same path.”

—By Lisa Yamamoto