Chaminade University of Honolulu

University Communications & Marketing

Economic Lesson

Chaminade students teach Jarrett Middle School students about economics

Standing in front of 13 William P. Jarrett Middle School students, Chopper Correia ’27, Brayden Braga ’27 and Roselyn Macias ’26 started their lesson by asking the students what they knew—if anything at their age—about economics. Some boisterously screamed out “money,” while others yelled “business.”

“In preparation, we’ve outlined a lesson plan,” said Macias, studying her notes before the class began. “This is my first visit here so I’m not sure what to expect.”

It was the second for Correia and Braga, both freshmen Silversword baseball players and Business Administration majors. “We’ll cover such topics as price control and budgeting,” Correia and Braga echoed. “And we’ll play a little game with them because they can easily associate with playing games.”

Turning to the class, Braga posed a second question: Who has ever heard the terms micro and macro economics? One student asked aloud, “Does it have something to do with money and budget? ” Another fired back with “small and big.” Right, Braga responded to “small and big,” then simplified the terms by explaining that microeconomics and macroeconomics are related, but separate approaches to studying the economy.

Macias took Braga’s explanation even further by expanding the subject to cover the definition of price control, price ceiling and price floor. “Price control comes in two forms,” the sophomore Business Marketing major said. “A price ceiling keeps a price from rising above a certain level—the ceiling. And a price floor keeps a price from falling below a certain level—the floor.”

Roselyn Macias looks on as Jarrett Middle School students complete the task of creating their personal budgets.
Roselyn Macias looks on as Jarrett Middle School students complete the task of creating their personal budgets.

Braga, Correia and Macias are all participating in Chaminade’s Office of Service Learning and Community Engagement program, which aims to empower students to define and deepen their classroom learning experience through impactful need-based community engagement rooted in Marianist and Native Hawaiian values.

“Our vision is to foster a collective sense of place through investment in community partnerships, service learning process and pedagogy, and a commitment to serving others,” said Mitch Steffey, Chaminade’s Associate Director of Service Learning and Community Engagement Service. “We envision a campus culture that embraces service and service learning as a valuable community-focused vehicle toward personal growth.”

The benefits of service learning extend to both the students and the communities they serve. For students, service learning allows them to apply classroom theories and concepts to tangible, real-world situations. This hands-on experience enhances their understanding of academic material and fosters critical thinking skills. Students also often acquire a diverse set of skills, including communication, teamwork, problem-solving and leadership. These skills are transferable to various professional and personal contexts, contributing to their overall development.

Meanwhile, the benefits to the community are many. First and foremost, service learning projects are designed to address specific community needs. Whether it’s tutoring, environmental initiatives or healthcare support, students contribute directly to ameliorating the well-being of the community. Secondly, universities and communities can build long-term, mutually beneficial partnerships through service learning programs. These collaborations promote ongoing support for community initiatives and foster a sense of shared responsibility.

“We also have a similar program with Palolo Elementary School,” said Jacob Escuza ’25, a student worker who acts as the Chaminade University liaison between Jarrett Middle School and Palolo Elementary School. “The Palolo program, though, is more of a one-on-one tutorial session with the kids.”

Steffey distinguishes the difference between community service and learning service. Citing an example of the latter, he uses a biology student who could go out in the lo‘i kalo (taro patch) to test the waters to see why one part of the patch produces more kalo than another.

“He/she can test if there’s too much acid in the water,” Steffey explained. “So, we’re going to the community to fulfill a need with the expertise that we already have through our professors, courses and classrooms.

“You don’t have that at beach cleanup,” Steffey continued. “The cleanup is good for the community, but there isn’t much learning being done.”

Jarrett Middle School students certainly learned about budgeting when Correia asked them to take a piece a paper out and pencil, and then pointed to a list on a whiteboard that included such budget line items as rent, food, water, video games, savings, candy, toys, furniture, toiletry and bike. Each was assigned a value from one to three points.

“You have 10 points or consider it the amount of money you make,” Correia instructed. “Now, choose the items you want until you reach 10 points and no more. And that will be your budget.”

The majority of the students prioritized rent and food, followed by video games, candy and bike. “I’m going to need a bike to get to work,” one student rationalized for adding the necessary transportation to the top of his priority list. “And I’m going have to eat, but I’m going to need a place to eat.”

Community Garden

Students tend to the māla as part of EN102

Pushing a wheelbarrow in the māla, Zachary “Pono” Narcisco was learning how to garden—not exactly what he had in mind when he enrolled in his English class. The “cultivating” effort is all part of Dr. Koreen Nakahodo’s mandatory service-learning component of her EN102 Composition and Rhetoric course.

“We have to do at least six hours of service learning,” said Narcisco, a freshman and an aspiring nurse. “Dr. Nakahodo asked us to write about our experience at the māla, and what value we can bring out from gardening.”

Many universities offer some form of service-learning, which is an educational approach that combines community service with academic learning to provide students with a holistic and hands-on learning experience. This experiential learning approach also helps students deepen their understanding of course material and how it applies to the everyday world.

“Unlike community service—which might include something like a one-day beach clean-up and then you go home—service learning directly connects service-to-course content,” said Mitch Steffey, Chaminade’s Associate Director of Service Learning and Community Engagement Service. “Learners try to apply aspects of the course while simultaneously working to satisfy the needs of the community.”

Nakahodo’s pedagogical approach to teaching is based on three principles: place, space and transactional writing. For this Fall’s EN102, she initially themed it “Food Insecurity,” which would have involved Christina Klimo, University of Dayton’s Write Place Coordinator with the Office of Learning Resource.

“Two years ago, we met while participating in the Marianist Educational Associates formation program, and we shared similar ideas,” said Nakahodo, who has taught at Chaminade since 1998. “Then we started having weekly Zoom meetings and it just progressed from there.”

After numerous Zoom conference calls, Nakahodo and Klimo had coordinated to collaborate on a course this term that would be based on the two universities’ community gardens, hence the theme. The first session was hosted by Silverswords who held up their laptops to capture the views of Diamond Head and the ocean to show the UD students.

“It was a get-to-know-each-other meeting,” Nakahodo said. “The second session was going to be hosted by UD and the third session would have been a collaborative effort. But unfortunately, Christina got sick and we had to postpone the session.”

Shoveling mulch into the wheelbarrow, sophomore Maka‘ala Ng said it’s difficult to grow plants and vegetables in this garden because of the quality of the soil, but they’ll persist, as long as students keep helping to tend the garden.

“When vegetables do start growing, we’re going to give them away,” said Ng, an Environmental Science and Environmental Studies double major. “Right now, we’re planting corn, peas, cucumbers and indigenous plants. We also apply three different methods to compost waste: tumbler, which looks like a cement mixer; vermicomposting or worm farm composting; and in-ground composting.”

 Steffey has spearheaded the garden endeavor for the past couple of years with the help of students like Narcisco and Ng, and professors like Nakahodo who want to address the disconnection between island residents living in today’s fast-paced, consumer-oriented society and their lack of awareness of food origins and production.

“Eighty-five to 90 percent of our food is imported,” Steffey said. “We need policies and actions to increase the amount of locally grown food consumed by Hawaii’s residents. And we’re trying to do our own little part for our community.”

Student Athlete

Haley Hayakawa ’24 has all the bases covered

Haley Hayakawa gets sworn in at the Kapolei field office of the Federal Bureau of Investigation.
Accepted into the FBI’s “Honors Internship Program,”Haley Hayakawa gets sworn in at the Kapolei field office.

Her fellow classmates think she’s playing Candy Crush on her laptop. But in actuality, Haley Hayakawa ’24 is eyeing her Google calendar, which is scattered with different colors, each representing a lab, class or work hours that she has committed to during the week.

When the California native is not in a class or lab, she’s out in left field, shagging flies as a member of the Women’s Softball team. And during the summer, Hayakawa was working 40 hours a week at the Federal Bureau of Investigation’s field office in Kapolei, where she participated in the “Honors Internship Program,” which only accepts a sliver two percent of all its applications.

“It was my first full-time job,” said the 22-year-old Forensic Science major. “It has been the best experience I’ve ever had; everybody there wants to be there, and they all want to help you.”

An avid softball player since the eighth grade, Hayakawa committed to Chaminade University when she was a junior in high school, the earliest a student athlete can officially commit to a Division I or Division II college. 

“I was recruited by Division I and Division II schools, but some wouldn’t allow their recruits to participate in sports if they plan to major in a hard science because of all the required labs,” Hayakawa said. “Chaminade does, and it’s one of the reasons I chose to come here.”

She was also familiar with Chaminade’s Forensics Science program, which requires its students to complete a rigorous, 135-hour internship with such offices as the Honolulu Department of the Medical Examiner, police departments in Hawaii and Guam or the Joint POW/MIA Accounting Command’s Central Identification Laboratory. 

“During my junior year, I interned with the Medical Examiner Department, which gets involved with deaths as a result of violence, substance abuse, trauma, accidents or suicide, among other suspicious causes of death,” Hayakawa explained. “After reading some of the suicide notes, I was thankful to be stressed out because those notes helped put things in perspective for me.”

An ambitious go-getter from an early age, Hayakawa is the only child and holds high expectations from herself—and not her parents, Greg and Myra Hayakawa. In fact, her father often tells her “to be open to changes, and not everything happens as planned.”

“In my freshman year, all I could eye was being awarded summa cum laude, which requires a 3.96 GPA,” Hayakawa notes. “I’ve only had one B and that was in Organic Biochemistry, which lowered my 4.0 GPA to 3.96.”

Ironically, one of her two American Chemical Society awards was being recognized as the Most Outstanding Student in Organic Biochemistry—despite her B—and Most Outstanding Student in Forensic Chemistry, nominated by David Carter, Ph.D., Forensic Sciences director and professor.

Haley Hayakawa gets ready to take off from second base.
Haley Hayakawa gets ready to take off from second base.

“She also has minors in Biochemistry and Chemistry,” Carter says. “She is a stellar athlete on the softball team and she also works as one of our Forensic Sciences Laboratory Assistants.”

Hayakawa’s collegiate experience has certainly had its challenges. Her freshman year was during the height of COVID, which meant Hale Lokelani Residence Hall was in lockdown mode, limiting her interaction with fellow students except for her roommate Naomi Noguchi from Kauai. It was also her first time living away from home, and she couldn’t leave campus for three weeks. Meanwhile, the softball team couldn’t take to the gym and was forced to conduct its workouts via Zoom videos.

“My classes were from 8 a.m. to 5:30 p.m. on Mondays, Wednesday and Fridays, which was crazy,” Hayakawa recalls. “I was so overwhelmed, and when I went home for the winter break, my parents asked if I was OK because I had lost 30 pounds.”

When she returned to campus in the spring, Hayakawa now had to juggle between her softball season and her studies, maintaining a batting average of .377—earning her the team’s batting champion— and a perfect 4.0 GPA. 

“It’s easy to manage time, when your time is managed for you,” Hayakawa quips. “I’m all in … all the time.”

As she completes her final year as a Silversword, Hayakawa fondly reflects back on her time on Kalaepohaku campus, on the softball field, in the labs and with her friends. She already has future plans to attend graduate school, after having turned down a job offer with the FBI field office in Kapolei. 

“I’ve always wanted to help the community through criminal justice,” says Hayakawa, who will graduate as summa cum laude, thus achieving her ultimate freshman goal. “I made the right decision to come to Chaminade, not only because of its small class sizes, but because I got to form relationships with my professors and formed new friendships.”

Ocean Science

Professor Sean Chamberlin credits Chaminade for lifetime experience

Dr. Sean Chamberlin has treasured his Chaminade acceptance letter to a science program that he received 50 years ago.
Dr. Sean Chamberlin has treasured his Chaminade acceptance letter to a science program that he received 50 years ago.

Akin to someone cherishing a handwritten love letter for a lifetime, Sean Chamberlin, Ph.D., covets a Chaminade acceptance letter he received more than 50 years ago. He even kept the envelope it came in. Five decades ago, the Florida native had applied to then-Chaminade College’s Science Training Program (STP) for high school students. The experience would forever change his life.

As an aspiring oceanographer, Chamberlin was among 36 students from across the nation who were invited to participate in the six-week program. To this day, he can vividly recall falling in “love with Chaminade University in May 1973,” the month he received his acceptance letter from Dr. Ruth Haines, Chaminade College’s then-STP project director. 

“I was 17 years old and I had never been away from home by myself,” exclaimed Chamberlin, during a phone interview. “Now I was going to Hawaii for six weeks—by myself! Chaminade made that happen. The school even paid for most of my room and board, which was about $60 per week in those days. Needless to say, I was super stoked.”

He has never forgotten the experience and the mentorship he received from Dr. Ron Iwamoto, biology professor emeritus with Chaminade. At the time, Chamberlin admitted he was carefree, staying up late at nights, coming to class barefooted, hanging with college students who were living on the top floor of the dorm and having his first pizza with pineapple at St. Louis Drive In.

“Despite my shenanigans, Dr. Iwamoto took me under his wing,” said Chamberlin, citing Iwamoto as one of the most influential people in his life. “Students in the program were required to carry out a research project as part of their studies. I didn’t realize it at the time, but Dr. Iwamoto devised a project for me that would require lots of energy, and would take me as far away as possible from the other students.”

Iwamoto’s strategy paid off.

The research project involved building an artificial reef in a bay where Iwamoto liked to fish. Like a MacGyver, Chamberlin creatively improvised by filling a few old tires with bricks and hauling them out to a channel between the reefs. Every day, he swam out to the spot and made frequent observations of the organisms that came to live there.

“I remember screaming through my snorkel when I saw the first fish inhabitants,” Chamberlin said. “The project didn’t amount to much scientifically, but it meant everything to me personally. I fell in love with field work, a passion that would propel my career as an ocean scientist for the next several decades.”

Dr. Sean Chamberlin received a lei upon his arrival on Oahu.
Dr. Sean Chamberlin received a lei upon his arrival on Oahu.

Chamberlin is careful in choosing his words to describe the courses he teaches in the Department of Earth Sciences at Fullerton College. He substitutes ocean science for the term oceanography, the scientific nomenclature more commonly used among scientists who study the properties (temperature, density, etc.) and movement (waves, currents, and tides) of seawater and the interaction between the ocean and the atmosphere. He also prefers to use the term weather and climate science to describe meteorology.

“Some students get intimidated about science because they may not have been exposed to it at a younger age,” Chamberlin explained. “Personally, I was always fascinated with science and living in Florida, I was exposed to the space program at an early age. I could see rockets go over my head in my own backyard. However, my parents weren’t too keen on me becoming an astronaut, but when I was 10 years old I learned about Scott Carpenter, an astronaut who became an aquanaut, and that was OK with them.”

After attending Chaminade’s STP, Chamberlin followed his passion and attended the University of Washington, a national leader in oceanographic research and education. Four of his peers in the Chaminade summer program also decided to enroll at UW.

At UW,  the aspiring scientist landed opportunities as a work-study student to carry out undergraduate research. By his junior year, he was regularly sailing aboard oceanographic vessels in the North Pacific. After graduating with bachelor’s degrees in oceanography and English, Chamberlin decided to attend graduate school at the University of Southern California.

He pursued his research aboard Jacques Cousteau’s Calypso in Tahiti, where he tested a new optical tool for measuring how fast ocean plants grow. He has also been to the Arctic where he sailed with Norwegian oceanographers in the Barents Sea. In 1988, Chamberlin spent five weeks aboard a polar research vessel in the Antarctic. He even got to walk on the sea ice in the Weddell Sea. His postdoctoral research with Lamont-Doherty Earth Observatory in Palisades, New York, led him to Iceland, the Azores and Portugal on research expeditions in the North Atlantic.

Dr. Sean Chamberlin still enjoys conducting field research.
Dr. Sean Chamberlin still enjoys conducting field research.

“All of these paths originated from Chaminade,” Chamberlin said. “My experiences on a reef in a Hawaiian bay—thanks to Dr. Iwamoto—inspired me to pursue field science. “Perhaps because of that experience, my textbooks—“Exploring the World Ocean” (Chamberlin and Dickey 2008) and “Our World Ocean” (Chamberlin, Shaw, and Rich 2023)—draw from Hawaii’s countless examples of ocean features, processes and scientific achievements.”

But this story isn’t really about Chamberlin, it’s about the thousands of young people who have benefitted from his experiences at Chaminade. Although, he is not Hawaiian, he gained a profound respect for the  Hawaiian culture and its people, thanks to Chaminade. 

A few years ago, Chamberlin read a post on Chaminade’s Facebook page about the Ron Iwamoto Teaching Fellowship in Biology, which brought back fond memories for him—especially of Dr. Iwamoto and the once-in-a-lifetime opportunity afforded to him by Chaminade. 

“I smile when I think of how Dr. Iwamoto and Chaminade shaped my life as a young man,” Chamberlin said. “My choice of colleges, my pursuit of oceangoing research, my respect for diverse people and their cultures, and my love for Hawaii are rooted in my experiences under his mentorship. As an ocean educator, writer and scientist, I can only hope that my contributions are a fraction as impactful as Dr. Iwamoto’s were on me.  After all, it only takes a few bricks, a tire and a passion for life to make a beautiful reef.”

I Go 2 College

Fifth graders experience campus life for a day

Trying to explain Pope Francis’s Laudato Si’ (“Praise be to you,” a quotation from St. Francis of Assisi’s “Canticle of the Creatures”) to 12-year-old kids in a university environment is no easy task. Yet, Bro. Ed Brink, S.M. comfortably stood in front of a group of Sacred Hearts Academy, and St. Theresa and St. Elizabeth students and started his discussion with a simple question: have you ever received a birthday card in the mail? 

Raising her hand, Charlie Yim screamed out “from my auntie.” Sitting next to Yim, fellow Lancer, Camryn Abe, echoed the same response. In fact, every student had received a card, either from an auntie or a grandparent. Some even said they had received letters, which was the perfect segue for Brink to ask his second question: Why do we send cards and letters?

Surely enough, students answered with “to let us know they care for us and they love us.” It was a response that could not have been any better scripted than if Brink had pre-written the answer himself. After all, the Pope’s 184-page encyclical letter—Laudato Si’— focuses on care for the natural environment and all people, as well as broader questions of the relationship among God, humans and the Earth. The encyclical’s subtitle, “Care for Our Common Home,” reinforces these key themes.

Bro. Ed Brink teaches fifth graders about Laudato Si.

“Pope Francis’ encyclicals are letters to the people,” said Brink, Vice President of Mission and Rector. “They are letters to show his care and love for the people. Earth is God’s gift to us, and it belongs to everyone, but it needs our protection and immediate attention.”

After shuffling slides of a PowerPoint presentation, Brink handed out sheets of a word search puzzle that contained vocabulary that directly pertained to the environment and sustainability. Working together in groups of seven, students eagerly searched for words in the puzzle, circling “recycle” along a diagonal path and “earth” along a vertical column.

The exercise wasn’t lost on the students who were part of a cohort of 166 fifth graders who visited campus to experience college life. Now in its second year, “I Go 2 College” is a partnership between Chaminade University and Hawaii Catholic Schools.

“The I Go 2 College event exceeded my expectations,” said Llewellyn Young, Ph.D., superintendent of Hawaii Catholic Schools. “Our preliminary surveys showed that all stakeholders including teachers, parents and students were very satisfied with the experience.  

“Anecdotally, several parents called my office when we did our first event last spring to tell me that they thought the program was brilliant and inspiring,” Young continued. “Parents spoke with such enthusiasm. One parent told me that her son talked about it for a few weeks. He never mentioned college before the experience, but now he can’t wait to go.”

St. Theresa students, Heaven Lee and Katelin Nitta, and Sacred Hearts’s Lauren Schofield and Kiara Cruz all plan to attend university, and Chaminade may be their choice. The four fifth graders said this college experience was “fun—even with all the up-and-down hikes.” 

Attending for a second year, St. Theresa fifth-grade teacher Alyssa Yabes said last year’s students “really enjoyed it a lot.” “They kept talking that they loved going to college,” she said. “All the hiking, they told me, was worth it.”  

Started approximately 16 years ago, the “I Go To College” program aims to introduce 9-12-year-old students to higher education, even before they step onto a middle school campus. “The purpose of this program is to expose the students to college life at an early age and to provide them with a day that is fun and eye-opening,” said Kim Baxter, Director of Early College programs at Chaminade. “Additionally, one benefit to offering visit opportunities for younger students is that when they return as juniors or seniors, the students will be better prepared to participate in traditional campus visit programs.”

Student Research Project

Pam Oda presents her research findings in Texas

It’s just the beginning stages of her research, but Pam Oda ’24 has already presented her preliminary findings at the Society for Police and Criminal Psychology (SPCP) in Arlington, Texas, thanks to monies from the Alliance Supporting Pacific Impact through Computational Excellence (ALL-SPICE) grant. Standing in front of her presentation board, Oda explained the importance of education in the law enforcement field, which has long been debated. While many agencies have historically required little to no college coursework for entry-level positions, research suggests a positive correlation between education and job performance at all levels of law enforcement.

With the mentorship and encouragement of Dr. Kelly Treece, Criminology and Criminal Justice director and associate professor, Oda’s study evaluated disciplinary actions taken against Honolulu Police Department officers. With access to open records, Oda was able to obtain the types of allegations of police misconduct, which are divided into four sections: administrative investigation, criminal investigation, quality assurance and accreditation.

“Most of the violations were for administrative reasons,” said Treece, a former sergeant and trainer with the Pewaukee Police Department in Wisconsin. “Pam did a really good job with her presentation, and she handled herself very well in front of a lot of professionals.”

Pam Oda stands next to her poster board in Arlington, Texas.

The recent calls for police reform—combined with mounting evidence that an educated police force can have positive effects—have sparked a nationwide conversation about raising education requirements for police officers.

“Currently, the minimum qualification to become an HPD officer only requires having a high school diploma or your GED,” Oda said. “I think we need to raise that standard in Hawaii.”

In her presentation, Oda noted that 51.25 percent of officers received a High School Diploma or GED, 27.5 percent held a bachelor’s degree and 15 percent have received their associate’s degree or completed 60 semester credits or more. The numbers are consistent with national statistics, which show that only one percent of local police departments across the U.S. require their officers to hold four-year degrees and only eight percent call for officers to have attended any college at all.

Oda further noted that early research indicates that there is a broad performance difference between officers who have a college education and those who do not.

Citing a paper written by S.M. Smith and M.G. Aamodt (1997) in the Journal of Police and Criminal Psychology, the co-authors found that police officers who possess college degrees are better performers than those with only high school degrees, including overall performance, communication skills and decision-making ability. 

According to Oda, this type of research has been ongoing yet most departments are not implementing these findings into policy and practice. In addition, in a study conducted by the Police Executive Research Forum (2019), officers with a four-year college degree had significantly fewer civilian complaints than those with only a high school diploma. 

Oda also pointed out that research shows higher education has significant benefits for law enforcement officers, including the ability to navigate the complexities of modern-day policing, which consists of critical analysis, enhanced communication abilities and a comprehensive understanding of the criminal justice system (S. Christopher, 2015, in Policing: A Journal of Police and Practice). 

Now in her fifth year at Chaminade, Oda will complete a double major in Criminology and Criminal Justice and Data Science, Analytics and Visualization with minors in Computer Information Systems and Psychology in December. The Hilo native hopes to continue her research with Treece at Chaminade while pursuing her graduate degree in Criminal Justice.

“That’s the plan right now,” said Oda, who serves as the president for the Chaminade Student Government Association, as well as the president of the Restauranteers Club. “Since starting in fall 2019, I have taken advantage of the countless opportunities that Chaminade has to offer, from student clubs and organizations to research and internship opportunities to student employment and the ‘ohana spirit.”

Treece, too, plans to expand the research to include the Sheriff Division of the Hawaii Department of Public Safety, which will then include statewide statistics and a broader representation. By doing so, she and Oda will be able to capture a more robust picture of the correlation between education and law enforcement.

“The next step is to write a paper, which I’ve asked Pam to help me co-author,” Treece said. “She’s a little hesitant and nervous about it, just like she was when I first approached her about presenting in Texas. I think she’ll do great.”