Chaminade University of Honolulu

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Silverswords Gather for Aloha ‘Āina Event

The day included community service projects, hands-on activities and educational workshops

Chaminade students along with members of the faculty and staff gathered on Indigenous Peoples Day for a special Aloha ‘Āina Kalaepōhaku event to celebrate the Hawaiian value of mālama ʻāina with community service projects, hands-on activities, and educational workshops and lectures.

As part of the daylong event on campus, supported by a grant from Kamehameha Schools Kaiāulu, participants planted native flora and weeded community gardens on Chaminade’s campus. A group of students also ventured to Cromwell’s Beach to conduct invasive limu removal.

“Today is a wonderful day for Chaminade University of Honolulu to celebrate the place, Kalaepōhaku, where we reside and to give back and celebrate our ʻāina,” said University President Lynn Babington. “So we come together as a community of mostly students, but faculty and staff, too, to protect the ʻāina, celebrate it, work in our community garden and also work with our native plants.”

Later in the day, students also got hands-on demonstrations in hula, lei making and more.

“Our Marianist mission and values of the University really focus on community,” said Babington, who assisted in clearing the community garden and putting in native plants. “Anytime we have the opportunity to gather people together to celebrate our place here in Hawai’i, we take advantage of that.”

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Kahoali’i Keahi-Wood, cultural engagement specialist and director of Environmental Studies at Chaminade, said the event was an opportunity to “give back to our ʻāina.” “We all have such busy lives,” he said. “It gives us a free day on our holiday to actually go back out into our communities, to think about people other than just us, extend our reach and give back to our community.”

Other workshops at the event explored Pacific pattern making, traditional fishing techniques and Hawaiian herbal medicinal practices. Indigenous scholar Dr. Manulani Aluli Meyer also spoke at the event about the intersection of indigenous knowledge and sustainability.

Chaminade Hosts Seattle Reunion

The event drew a diversity of attendees, from recent grads to professionals

Nikki Carrido MBA ’09 says attending Chaminade’s first reunion held in the Pacific Northwest was an opportunity she couldn’t pass up. She’d never met any of the other alumni in attendance, but immediately felt a special bond with her fellow Silverswords, she said.

“My biggest takeaway was the realization that Chaminade has such a strong and supportive alumni network,” Carrido said. “It was inspiring to see how successful and engaged our fellow graduates are, and how much we all value the education and experiences we received at Chaminade.”

The reunion in Seattle was held Sept. 26, and Chaminade President Lynn Babington was in attendance.

Alumni who came out ranged from recent graduates to experienced professionals.

Barbara Jeanne “BJ” Whitman ’74, MBA ’79 was initially afraid she would feel out of place at the event, held at Ivar’s Salmon House on Lake Union. “I thought they were going to be all these young alumni,” she said, with a chuckle. “But there was actually someone else who was a year older.”

Months in the planning, the Seattle reunion was organized by Chaminade Director of Alumni Relations Jodi-Anne Yoshida MBA ’23 and Director of Development Heidi Bow. They had modest expectations for the event, saying they hadn’t anticipated the appetite for a Silversword reunion in the Pacific Northwest.

The purpose of the gathering was to foster relationships, share university updates, and offer a networking opportunity, said Bow, adding that the event exceeded their expectations.

During the course of the evening, attendees introduced themselves and shared their favorite Chaminade memories. Meanwhile, Babington updated alumni on new initiatives at the University.

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She described the event as a success, noting the impressive diversity of the group—with class years from 1973 to 2009 in attendance.

Carrido thought the reunion was a “fantastic networking opportunity.” She even met a potential sponsorship connection for her nonprofit, all from a simple conversation.

“It truly showed me the power of the Chaminade community,” Carrido said.

Whitman and Carrido hope that another reunion will be organized in the future, a sentiment echoed by Rev. Kizzie Elizabeth Jones ’90. She said the event sparked an important memory for her from her time at Chaminade, when she learned in her classes about the impacts of inequality in society.

“It was a huge ‘aha’ moment for me as I realized it was my education at Chaminade that fueled my commitment to work for change,” Jones said. “I was in awe as I listened to each alumni as he or she shared where and how they were now serving in society.”

  • Nicole "Nikki" Carrido '19 MBA posed with Chaminade Vice President of Advancement Jilll Higashi.
    Nicole “Nikki” Carrido ’19 MBA posed with Chaminade Vice President of Advancement Jilll Higashi.
  • Sabrina Sullivan '19 was thrilled that Chaminade President Lynn Babington, Ph.D, was able to attend the Seattle Reunion on Sept. 26.
    Sabrina Sullivan ’19 was thrilled that Chaminade President Lynn Babington, Ph.D, was able to attend the Seattle Reunion on Sept. 26.
  • Kizzie Jones '90 updated alumni on her achievements and new projects.
    Kizzie Jones ’90 updated alumni on her achievements and new projects.
  • Jacqueline Cano '15 addressed fellow alumni during a gathering at Iver's Salmon House on Lake Union.
    Jacqueline Cano ’15 addressed fellow alumni during a gathering at Iver’s Salmon House on Lake Union.
  • Alumni and guests, including, from left, John "Jack" Culmer '73, Sue Bumgartner and BJ Whitman, '74 '79 MBA, shared stories and memories during the Seattle Reunion.
    Alumni and guests, including, from left, John “Jack” Culmer ’73, Sue Bumgartner and BJ Whitman, ’74 ’79, shared stories and memories during the Seattle Reunion.
  • Kizzie Jones '90 is flanked by Chaminade Director of Development Heidi Bow, left, and Advancement Vice President Jill Higashi.
    Kizzie Jones ’90 is flanked by Chaminade Director of Development Heidi Bow, left, and Advancement Vice President Jill Higashi.
  • Fourteen alumni showed their true Silversword blue when they attended a Seattle Reunion on Sept. 26 at Ivar's Salmon House on Lake Union.
    Fourteen alumni showed their true Silversword blue when they attended a Seattle Reunion on Sept. 26 at Ivar’s Salmon House on Lake Union.

Nursing Students Offer Preventive Care

The Parish Health Program allows students to apply what they’ve learned

Every Sunday, a group of Chaminade nursing students gather at a Honolulu church to educate parishioners on the importance of health and nutrition. Established two years ago, the University’s Parish Health Program has provided access to healthcare screenings to thousands of churchgoers.

And earlier this month, the program expanded to a third parish: St. Anthony Kalihi.

At St. John the Baptist Church, which also participates in the program, Father Jaroslaw Z. Skrzypek said offering the one-on-one preventive health outreach has proven a support system to parishioners.

“It fosters a sense of community and shared values around health and well-being” said Skrzypek.

Likening the parish program outreach to clinical rotations—but at a church instead of a hospital—Associate Professor and Parish Health Coordinator Sandy Bourgette-Henry said students benefit from the real-world, hands-on experience and making connections with community members.

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“The best way to reach the community is to go where they gather,” Bourgette-Henry said.

“In this case, we go to the various parishes.”

Katrina “Nina” Jackson ’25 said giving her time, care and attention to parishioners has allowed her to sharpen her skills and also has proven personally rewarding. “This gives us an opportunity to get out into the community and see what residents’ needs are,” she said. “I think this program is important because it allows us to educate people about such health topics as nutrition, CPR and physical activity.”

A grant from the Marianist Sponsorship Ministries Foundation grant helped launch the innovative program in 2022, funding health promotional items like pedometers, blood pressure monitors, cuffs and gift cards for local farmers markets as incentives to maintain healthy habits.

Kaiser Permanente, through the Catholic Care Coalition, has also contributed to the program’s success.

Students enrolled in NUR 401 are charged with offering services through the Parish Health Program. Along the way, they also learn about public health theory, health promotion, and relationship-building.

In addition to aligning with Chaminade’s service-focused mission, the program also supports the University’s efforts to promote UN Sustainable Development Goals, including a focus on wellbeing.

When the Parish Health Program is at St. John the Baptist Church on Sundays, students screen about 600 parishioners across three Masses.

NUR 401 Public Health students visit St. John the Baptist Church in Kalihi as part of Chaminade's Parish Health Program. Pictured are, from left, standing, Victoria Ayala, Nina Jackson, James Kightlinger, Kaulana Navares and Jasmin Clayton.
NUR 401 Public Health students visit St. John the Baptist Church in Kalihi as part of Chaminade’s Parish Health Program. Pictured are, from left, standing, Victoria Ayala, Nina Jackson, James Kightlinger, Kaulana Navares and Jasmin Clayton.

They take blood pressure readings, offer nutritional recommendations, and discuss diabetes management and cardiac care.

Last semester, they even screened for food insecurity among parishioners at Co-Cathedral of St. Theresa of the Child Jesus in Kalihi. Bourgette-Henry said students distributed 150 food vouchers on one particular Sunday.

“We were trying to determine if food insecurity is correlated with high blood pressure,” Bourgette-Henry said. “I know that the American Heart Association wants to do this again in the future, and so do we.”

A former cardiac nurse with 30 years of experience, Bourgette-Henry noted that heart disease is the leading cause of death in Hawaii. She said the old model of healthcare waits for patients to present with symptoms. The new one, aligned with the Parish Health Program, “focuses on prevention.”

“The students are really eager to teach parishioners how to take care of themselves,” Bourgette-Henry added. “All participating students find this program fulfilling and beneficial to their future as nurses.”

Peer Mentors Offer Listening Ear

Mentors help peers with stress management, school-life balance and more

In addition to comprehensive individual, crisis and group counseling for students, Chaminade has also trained a cadre of peer mentors as part of an innovative program aimed at offering another layer of support to Silverswords who may feel uneasy seeking help or don’t need intensive services.

Earlier this year, five Silversword juniors—now all seniors—went through 16 hours of rigorous QPR (Question, Persuade, Refer) suicide prevention training, learning the signs and warnings of what to look for in their classmates as part of their preparation for Chaminade’s Peer Mentorship Program.

Director of Counseling Services Leilani Harness says a Marianist grant helped start the mentorship program in Fall 2023, and she was able to add five paid peer-mentor positions this semester.

Brit Hall, second from left, is doing an internship with the Counseling Center for her Master of Science in Counseling Psychology. She is surround by Peer Counselors, from left, Claire Heffernan, Mya Dawkins, Annie Kramer, Megan Nakamura and Micah Sanders.
Brit Hall, second from left, is doing an internship with the Counseling Center for her Master of Science in Counseling Psychology degree. She is surrounded by Peer Counselors, from left, Claire Heffernan, Mya Dawkins, Annie Kramer, Megan Nakamura and Micah Sanders.

Harness adds she has always valued peer-to-peer mentorship and jumped at the chance to start the initiative.

As NASPA-certified peer educators in the Counseling Center, Annie Kramer ’25, Micah Sanders ’25, Megan Nakamura ’25, Mya Dawkins ’25 and Claire Heffernan ’25 have helped their fellow Silverswords struggling academically, emotionally or mentally. Some of those they’ve helped are worried about grades, while others are concerned about personal relationships.

(Historically, NASPA stood for National Association of Student Personnel Administrators. However, the organization updated the name of the association to NASPA, Student Affairs Administrators in Higher Education.)

According to Kramer and Sanders, students many times want more information about school-work-life balance, followed by stress management and coping skills.

“We saw between 10-12 clients last semester,” said Kramer, who is now the administrative assistant at the center and peer mentor co-lead with Sanders and Nakamura.

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Kramer said the peer mentoring program is effective because some students feel more comfortable sharing thoughts with people “who are their same age and who look like them.”

The peer mentors lend an empathetic ear to any student who needs support. They seek to build trust, create a safe environment, and show compassion. Sometimes, they just hang out.

“It feels more organic,” said Sanders, who spent hours under the supervision of Harness.

“Having a program like this peer mentorship is extremely important, especially on campus where students might feel anxious and homesick.”

Sanders said his biggest piece of advice to students is: Go out, meet new people and get out of your comfort zone. “The Counseling Center is a lifeline to the different departments,” he adds.

As the school year progresses, Harness emphasized that the Counseling Center is available for individual sessions, couples therapy and small friend groups Mondays through Fridays, from 8:30 a.m. to 4:30 p.m.

“I am always available after hours, so feel free to contact me at any time,” Harness adds. “That’s literally my job—to be here for students and employees 24 hours a day, seven days a week.”

For a full list of crisis resources available to anyone in need, click here.

All five peer mentors say they appreciate the hands-on experience of talking with fellow students and, most importantly, being able to help.

“This program really aligns well with what I want to do, which is to become a high school or college counselor,” Kramer says. “And Chaminade is providing the opportunity for me to reach that goal.”

Leadership Journey: A ‘Dream Come True’

This Chaminade graduate is excited to set the course for her alma mater, Sacred Hearts Academy

The new president of Sacred Hearts Academy is a familiar name there—and at Chaminade.

Brandy Ann Sato ’97, MAT ’02, Ph.D. has served in various roles at Sacred Hearts. She’s taught elementary to high school grades, held the vice principal position and became a board member in 2014.

Taking over the helm at the school, she said, is a “dream come true.”

“I’ve always had a special connection with the school,” she added.

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An all-girls private Catholic school, Sacred Hearts Academy’s enrollment stands at close to 500.

Sato notes that faculty members mentor their students to become strong women.

In Sacred Heart’s boardroom, the words “Where Girls Who Aspire Become Women Who Inspire” stretch across the wall. Sitting in the boardroom on a recent day, Sato says that motto “says it all.”

After serving in previous roles with Sacred Hearts Academy, Dr. Brandy Sato is now the president of the private, all-girls school.
After serving in previous roles with Sacred Hearts Academy, Dr. Brandy Sato is now the president of the private, all-girls school.

A Lancer alumni, Sato describes her peers of the Class of 1994 as “high achieving,” adding that some of her friends attended Harvard, Notre Dame and Georgetown universities.

She chose instead to stay home and attend Chaminade University—the only Catholic Marianist university in Hawaii.

Graduating first with her bachelor’s in History and Political Science, Sato then attained her Master’s of Art in Teaching with a concentration in Secondary Education. She later earned her Doctorate in Education at the University of Hawaii at Mānoa.

“If Chaminade had its doctor of education then, I would have stayed,” Sato said. “The experience at Chaminade taught me the importance of building lifelong relationships and service to the community.”

Sato said she understands that leading a private Catholic high school in Hawaii holds particular significance because of the unique cultural and religious diversity of the islands. She says balancing Catholic traditions and values with inclusivity and contemporary perspectives is key.

“Hawai’i’s population is notably diverse, with strong roots in Native Hawaiian traditions, Asian cultures, and Pacific Islander values,” Sato said. “A Catholic high school can build bridges by emphasizing universal values like respect, compassion and service, which resonate across different cultures.”

A focus on enrollment is among Sato’s top priorities.

“We provide an exceptional education,” Sato said. “We’re modernizing our education through technology, and we continue to develop a strong STEM curriculum.”

Aside from being “book smart,” Sacred Hearts students also have the opportunity to participate and serve in the community, as well as participate in various sports and a vibrant performing arts program.

Students also have the chance to opt into Chaminade’s Early College Program, allowing them to earn an associate’s degree in Liberal Arts without ever officially stepping into a classroom on campus.

“It’s a great opportunity for our students to learn in a college setting,” Sato said. “It’s certainly a beneficial partnership, and I believe we can further strengthen the EC Program.”

One of the intangibles that Sato likes to point out is Sacred Hearts faculty seek to make learning fun. “When the students can feel and see that joy, it makes it that much easier to teach them,” she said.

Aspiring Teachers Get STEM Inspiration

Elementary Education students learn engaging strategies for teaching STEM

What does a girl who dreams about playing the drums have to do with science, technology, engineering and math (STEM)? A group of teachers-in-training at Chaminade learned the answer to that intriguing question—meant to challenge traditional divisions between subjects—as part of a recent workshop.

Some 16 day undergraduate students majoring in Elementary Education attended the 90-minute workshop with Karen Ansberry, co-author of the Picture-Perfect Science series and lead speaker.

The professional development opportunity, designed by Picture-Perfect STEM and funded through the Takatani Foundation and School of Education and Behavioral Sciences, was one of four workshops offered to students in September to help them think about new strategies for teaching STEM.

Madison Polendey ’25, who will begin her student teaching in Kaneohe Elementary School in January, said the workshops helped her re-imagine how to design STEM lesson plans that engaged students.

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“These workshops helped me learn how to integrate math and reading into my STEM lessons,” she said.

Like that girl who aspires to play the drums.

Ansberry talked to workshop attendees about the female protagonist in “Drum Dream Girl: How One Girl’s Courage Changed Music,” which was inspired by the story of Millo Castro Zaldarriaga, a Chinese-African-Cuban girl who broke Cuba’s traditional taboo against female drummers.

Using the book, a lesson plan was designed to highlight the principles of sound and math.

In the exercise, students create their own drums, using empty coffee cans, Pringles tubes and other household items. The next step would be to add some confetti or rice in a bowl and seal the top. Once the drum is banged next to the bowl, the vibration of the sound causes the confetti or rice to move.

That action proves to students that sound is a type of energy made by vibration.

“Kids can add some rhythm into their banging, which will also teach them about math,” Ansberry explained to workshop attendees, who were delighted by the example. “Studies have shown that rhythm helps teach such mathematical concepts as fractions, ratios, and pattern.”

Chaminade senior Pūnohu Keahi said the workshops taught her how to better engage students, especially through the use of picture books, which helped her learn when she was younger.

With co-author Emily Morgan, Ansberry wrote the Picture-Perfect STEM series to offer teachers engaging pedagogical approaches for teaching young kids about STEM.

On the final day of the worokshop, students learned how to teach robotics to elementary kids, providing them with resources and lesson plans.
On the final day of the workshop, students learned how to teach robotics to elementary kids, providing them with resources and lesson plans.

“Future teachers didn’t have the skills to teach science,” said Ansberry, before the start of the final workshop. “And picture books didn’t really exist for the sole purpose of teaching STEM courses.”

Picture-Perfect STEM offers an approach to teaching that is designed to encourage students in STEM through a combination of inquiry-based learning and literacy. The approach integrates children’s literature with hands-on activities, promoting a deeper understanding of STEM concepts.

According to Chaminade Director of Teacher Preparation Programs and Associate Professor Katrina Roseler, Ph.D., Picture-Perfect STEM is particularly aligned with the Next Generation Science Standards (NGSS) and the 5E instructional model, making it a powerful tool for modern educators.

The 5E instructional model is a widely-used framework in science education that consists of five phases: Engage, Explore, Explain, Elaborate and Evaluate. The model is designed to facilitate active learning and help students construct their own understanding of scientific concepts. Picture-Perfect STEM complements the 5E model, making it an effective approach for teaching STEM concepts.

Roseler added that the NGSS are the K–12 science standards that guide educators in providing students with a science education that reflects the interconnected nature of science in the real world.

The goal is to engage students in Picture-Perfect STEM activities, which will inspire them to think critically and ask questions, connect ideas across different domains of science, and explore fundamental scientific concepts through both literature and hands-on experiments.

“This integration ensures that students not only learn scientific facts,” said Roseler, “but it also develops a deeper understanding of the scientific process and how it applies to the world around them.”