Education

School of Education Welcomes Alumni

June 14, 2024

School of Education alumni and faculty gathered recently to share stories and trade laughs

The sun hung low in the sky, casting a golden hue over Brogan Hall’s patio deck.

It was a perfect summer evening, one that seemed tailor-made for the occasion: A reunion of School of Education and Behavioral Sciences graduates.

The event had been weeks in the planning, said Assistant Professor of Special Education and Elementary Education Dr. Denise Dugan, who organized the reunion.

Dugan said she wanted to give alumni the chance to talk story and rekindle old friendships. As guests trickled in, each was greeted with warm embraces.

“The main reason I wanted to do this was to get our former students who are current teachers in Hawaii together to network,” Dugan said. “There is so little support for our teachers, so I wanted them to be able to connect and find support systems still here with Chaminade.”

Class reunions play a big role in maintaining a vibrant alumni community, nurturing connections, and supporting the ongoing mission and goals of Chaminade.

Campus leaders say aside from networking and a sense of nostalgia, reunions strengthen the sense of community and belonging among alumni, as well as afford the opportunity to reconnect with former professors and mentors, fostering a continued relationship and sometimes even collaboration in academic or professional fields.

By creating positive experiences and reinforcing the value of the alumni community, reunions can motivate attendees to stay involved with the university through volunteer work, mentoring and other forms of engagement. Attendees also often use reunions as a time for personal reflection, to assess how far they’ve come since their college days and to set new personal and professional goals.

As the evening progressed, the alumni took turns sharing their experiences. They laughed over amusing classroom anecdotes, and offered advice for overcoming common challenges. The conversation flowed easily, a testament to the strong bond these Silverswords had formed during their Chaminade years.

School of Education and Behavioral Sciences Dean Dale Fryxell and Bro. Allen A. Pacquing, SM, flank alumna Dr. Brandy Sato BA ’97, MEd ’03.
Katrina Roseler, Ph.D., Director of Teacher Preparation Programs and Associate Professor, standing right, posed for a photo with her former students.
Katrina Roseler, Ph.D., Director of Teacher Preparation Programs and Associate Professor, right, wraps her arm around Sarah Sousa BA ’17, MEd ’19.
Dr. Denise Dugan sits down with alumnae to talk story.

Golden Pine ‘apple’ Award

May 30, 2024

Teacher and Administrator of the Year Announced

In April, Sacred Hearts School Principal Tonata Lolesio received the coveted 2024 National Catholic Educational Association (NCEA) Lead, Learn and Proclaim Award, only one of 11 recipients chosen nationwide for their work upholding Catholic Education and Faith formation to the highest standards. A month later, the longtime Valley Isle educator was named Hawaii Catholic Schools’ Teacher of the Year, bestowing upon her the Golden Pine”apple” Award during a special Recognition Ceremony at Natsunoya Tea House on Oahu.

“Her dedication to teaching the whole student has profoundly impacted both Sacred Hearts School and the broader Lahaina community,” said Dr. Dale Fryxell, Dean of School of Education and Behavioral Sciences, when announcing Lolesio’s name. “One standout example of her commitment occurred in the aftermath of the devastating Lahaina fire, where she established a pop-up school at Sacred Hearts Mission Church in Kapalua, providing continuity of education and emotional support for her students and welcoming displaced children from the wider community.”

“We came together during a time of crisis to help students and families,” Lolesio told the Hawaii Catholic Herald. “It is our Catholic calling and mission. These experiences, especially my first two years as principal, have taught me much about entrusting my work and plans to God for his guidance and protection. It is ultimately his school, I am his servant in providing for its needs.”

With the support of John C. and Mary Lou Brogan, The Augustine Educational Foundation, Hawaii Catholic Schools and Chaminade, the Teacher of the Year and the Administrator of the Year awards recognize excellence in outstanding teachers/specialists and administrators within the Catholic Schools in the State of Hawaii.

“The Golden Pine’apple’ celebrates the best of Catholic education by recognizing talented, service-oriented and faith-filled professionals within the ranks of our Catholic schools,” said Llewellyn Young, Ph.D., superintendent of Hawaii Catholic Schools. “The apple has long been associated with education and wisdom. For our Catholic schools, we use the Pine’apple” to place a cultural spin on the uniqueness of Hawaii and the special roles of our teachers and administrators.”

For the past four decades, St. Anthony School on Maui preschool teacher Kathleen DeLima has demonstrated her dedication to the spiritual development of her students through her incorporation of prayer, song and storytelling into her lessons, nurturing their faith and understanding.

“She is such a great person who has passed on so much wisdom to me, and has really shared so much of the Catholic Faith with all of our staff,” said St. Anthony School Preschool Director Kim Smith. “She is a pillar to St. Anthony Church and School. Not only has she made a significant impact academically but also spiritually. An award like this 100 percent boosts our moral and pride in being recognized for the dedication and work put into the children.”

The Golden Pine”apple” Award—otherwise known as the Golden Apple Award on the mainland—holds significant prestige in the field of Catholic education in Hawaii, serving as a symbol of excellence and dedication among educators. It’s designed to honor outstanding teachers who exhibit exemplary performance in their field. Recipients are recognized for their commitment to teaching, innovative methods and positive impact on students.

“Each year, a panel of distinguished professors reviews each nominee,” Young explained. “Scores are tallied by Chaminade’s School of Education and Behavioral Sciences under the leadership of Dr. Dale Fryxell, and the winners are selected to be presented with the awards at the Hawaii Catholic Schools End-of-the-Year Recognition Luncheon.”

Teachers who receive the Golden Pineapple Award are often those who have made a substantial impact on their students’ learning experiences. This recognition highlights the importance of student-centered teaching and the positive outcomes of effective education. The award also brings attention to the critical role that teachers play in shaping future generations. It further raises public awareness about the importance of quality education, and the need to support and invest in educators.

Doctoral Degree

May 24, 2024

Donna Kay Fisher is among the first cohort to earn her EdD

It started off as a great day for Kapolei Middle School teacher Donna Kay Fisher, ’16 MA, ’24 EdD. She was feeling good and in her typical element—surrounded by students. Mid-morning, she attended assembly with her eighth graders, played musical chairs on stage then returned to the classroom.

“Earlier in the morning, I felt a little weight on my neck, but I didn’t think anything of it,” said Fisher, a Hawaii Department of Education resource teacher in the Pearl City-Waipahu complex who earned her Doctor of Education in Organizational Leadership for Adaptation and Change (EdD) in May. “But once I got to class, I started to feel dizzy.”

Not one to sit down while teaching, Fisher instructed her students that if she faints to get someone to help her. One of her students replied, “I think we need to get someone now.”

“I started to feel pain on my right arm,” Fisher recalled. “And then next thing I knew, I was on my way to Pali Momi in an ambulance with paramedics who were trying to stabilize me. The pain in my arm was so intense that I wanted the medics to cut it off.” By the way, that same right arm is now covered with a full-length tattoo of a koi swimming upstream against the current, which Fisher likens to her perseverance and strength to reach her destination.

Donna Kay Fisher '25 stopped by campus to pick up her cap and gown before Commencement. — Donna Kay Fisher ’25 stopped by campus to pick up her cap and gown before Commencement.

Diagnosed with a total occlusion, which is a complete or nearly complete blockage of one or more coronary arteries, Fisher saw the lights above her and thought to herself, “keep breathing, don’t end…not now.”

Meanwhile, her cardiologist explained that her chest pains meant she was experiencing a heart attack. Still conscious, Fisher combatively asked, “How do you know I’m having a heart attack, I am still awake.” But she wasn’t for long.

After undergoing a procedure to place two stents to unblock her arteries, Fisher was terrified of her chances—20 percent within five years—of suffering another heart attack, as warned by her physician. On the operating room table, she uttered, “but I never …” unable to complete her thought before being rendered unconscious.

Surgery was a success but now it was the long road to recovery. It would take Fisher a grueling six weeks before she even had the strength to shower on her own. In the meantime, her mood and thoughts spiraled into a series of “what ifs.” What if I never meet my grandkids? What if I can’t continue teaching? What if this is the rest of my life? What if I can’t move anymore?

But the one question that truly nagged at her was her inaction to upload and post her rap lessons—close to 200 of them—to YouTube.

“Now that I’ve had a heart attack, I have to stop chasing my dreams,” said Fisher, recounting her inner thoughts during recovery. “But instead of asking ‘Why me?’ I asked ‘Then who?’ I wouldn’t wish this on anyone.”

Now determined to attract some viewers on YouTube, the rap artist-teacher’s lessons were developed with the RhymeZone website, which helped her rhyme the words, and she chose a catchy beat on an automatic keyboard.

“Every lesson was crafted perfectly,” Fisher said. “I remember when I was a kid I would watch ABC’s ‘Schoolhouse Rock,’ and I can still remember the songs, ‘Conjunction Junction, What’s Your Function” and, of course, ‘I’m Just a Bill.’ I hope my rap lessons are just as enduring.”

However, the most pivotal moment that occurred was when Fisher received a random mailer from Chaminade, inviting her to apply to the University’s new Doctor of Education in Organizational Leadership for Adaptation and Change (EdD). Being of Catholic faith, Fisher saw this as “God’s divine intervention.”

“I will never forget receiving that piece of mail,” Fisher said. “It completely changed my outlook on life. I was no longer going to limit myself and curtail my dreams. Instead, I was freeing myself from the chains of fear and reclaiming the pursuit of my dreams.”

In the years she spent pursuing her doctorate, Fisher was always the first in her inaugural EdD cohort to turn in every assignment—and always long before they were due. She finished with a 4.0 GPA, and she was chosen to be Chaminade’s 66^th Commencement Ceremony graduate student speaker. Her rousing speech described her Chaminade journey, and she praised the University for providing remarkable opportunities.

“Before enrolling in this doctorate program, I thought I was a leader,” Fisher said. “But I was not; I was a task master. I thought I had all the answers, but I didn’t.”

Fisher freely admitted that Chaminade changed her leadership style—for the better. “Going through the classes in this program, I learned the value of opposition, other people’s voices and different perspectives,” said the former active duty Army officer. “My leadership now has forever changed. Now I ask what is our mission? What is our vision? Everything now is intentional, and I see myself as the facilitator. Thank you Chaminade.”

Higher Education in Prison

March 15, 2024

Program helps with reintegration into community

Drs. Janet Davidson and Lynn Babington share a light-hearted moment. Seated next to them is Mark Patterson, Chair Hawaii Correctional Oversight Commission and Hawaii Youth Correctional Facility, Warden.

It was the best news that Dr. Janet Davidson could have ever received on a Friday morning. After receiving an email message from Gabrielle Schechter, Health Policy Advisor with the Office of U.S. Senator Brian Schatz, Chaminade’s Vice Provost for Academic Affairs and a leader in criminology couldn’t believe what she was reading.

“I had to ask Jacki (Sanqui) to come to my office and read the message to make sure that I was reading it correctly,” said Davidson, who has spearheaded Chaminade’s Higher Education in Prison program. “She told me this was really great news and I was reading it correctly. The note said, ‘Your Higher Education in Prison Program earmark request to Senator Schatz’s office for FY24 was funded at $1.5 million!’ I was shocked.”

With the successful graduation of the pilot class, the second cohort of students from Halawa Correctional Facility includes 11 inmates, three more than the inaugural graduating class. Studies have clearly shown that higher education in prisons offers a multitude of benefits, particularly concerning re-entry into society and reducing rates of recidivism. Research further indicates that individuals who participate in educational programs while incarcerated are significantly less likely to return to prison upon release. Specifically, those who attain an associate’s degree have notably improved odds of successfully re-integrating into society compared to their counterparts without such credentials.

Yet, in our legal system and legislative practices, mass incarceration remains deeply entrenched. Despite efforts over the past half-century, initiatives such as the war on drugs have failed, leading to a troubling escalation in sentencing, probation and pretrial incarceration. But there is hope. In March, the U.S. Senate passed the second half of a bipartisan government funding bill that includes $31.8 million in new congressionally directed spending, also known as earmarks, secured by U.S. Senator Brian Schatz (D-Hawai‘i), chair of the Senate Appropriations Subcommittee on Transportation, Housing and Urban Development. The new funding follows nearly $400 million in earmark funding for Hawaii secured by Schatz in the first half of the appropriations deal signed into law earlier this month. Chaminade University of Honolulu was awarded $1.5 million, which will be used to build capacity of the prison education program.

“At Chaminade, one of our primary Marianist values is to advocate for social justice for transformative change,” says Chaminade President Lynn Babington, Ph.D. “We support a rehabilitation-through-education narrative, which we know is essential to incarcerated individuals finding a pathway to a second chance and a better future.”

Last year's first graduating class attended a commencement ceremony at Halawa Correctional Facility. — Chaminade President Dr. Lynn Babington congratulated graduates during a commencement ceremony at Halawa Correctional Facility.

Hawaii’s correctional facilities epitomize the challenges the state face, grappling with chronic overcrowding and deteriorating conditions. In 1978, Hawaii’s incarceration rate stood at one per 1,000 people. Since then, national rates have skyrocketed, with Hawaii’s incarceration rate at 439 per 100,000 people (including prisons, jails, immigration detention and juvenile justice facilities), meaning that it locks up a higher percentage of its people than almost any democratic country on earth, according to the non-profit, non-partisan Prison Policy Initiative, whose research and advocacy is at the center of the national conversation about criminal justice reform and over-criminalization.

Following its re-designation, the Hawaii Department of Corrections and Rehabilitation underscored the importance of transitioning away from punitive justice, making rehabilitation a core aspect of its mission. With a staggering 95 percent of incarcerated individuals eventually returning to society, this shift is deemed crucial for achieving successful reintegration. As part of its restructuring, law enforcement functions previously under Department of Public Safety were transferred to a newly established Department of Law Enforcement. The move reflects a broader commitment to address the root causes of criminal behavior and promote long-term societal wellness. By prioritizing rehabilitation and reintegration programs, the Department of Corrections and Rehabilitation aims to create safer communities and support individuals in their journey toward positive change.

“The motto for our department is ‘He Au Hou,’ which means ‘a new era,’” said Tommy Johnson, Director of the new Department of Corrections and Rehabilitation, which re-establishes the Hawaii Department of Public Safety. “We’re able to focus our full attention, resources, and energy on rehabilitation and restoration to support those in our custody and care. We envisioned this over two years ago and it’s exciting to see this coming to fruition. We may not see changes occur overnight. We know there is always room for improvement, but I’m confident we’re headed in the right direction.”

Chaminade Vice Provost for Academic Affairs, Dr. Janet Davidson, addressed graduates during last year's commencement ceremony at Halawa Correctional Facility. — Chaminade Vice Provost for Academic Affairs, Dr. Janet Davidson, addressed graduates during last year’s commencement ceremony at Halawa Correctional Facility.

Davidson shares Johnson’s optimism, and she hopes to expand Chaminade’s Higher Education in Prison program to include an interdisciplinary bachelor’s degree program and a new women’s program at Women’s Community Correctional Center. The commitment to these educational programs reflects a fundamental paradigm shift towards a justice system focused on rehabilitation rather than punitive measures. By providing access to education, prisons foster a culture that prioritizes personal growth and skill development, ultimately empowering individuals to become productive members of society upon release.

This non-punitive approach not only benefits the individuals directly involved but also contributes to broader societal outcomes, including reduced crime rates and enhanced community safety. Embracing higher education within the prison system signifies a commitment to justice that extends beyond punishment, striving instead for meaningful rehabilitation and long-term societal transformation.

“I don’t know how to do life out there,” one of the Halawa students told Matthews, referring to re-entering society after being released from prison, adding that they feel that she talks to them, and that she understands them. Empathy is indeed a powerful message for those incarcerated, who often say they don’t “feel treated as human beings.”

“I feel like a ‘wounded healer,’” says Matthews, quoting a term coined by Shadd Maruna, Ph.D., the dean of the School of Criminal Justice at Rutgers University Newark. “Many prisoners and former inmates express a desire to receive mentoring from formerly incarcerated persons who are ‘making it’ in conventional society.”

Prison reentry is a complex process that requires comprehensive strategies involving legislation, regulations, support programs, and community involvement. By prioritizing rehabilitation and reintegration, society can help individuals leaving incarceration rebuild their lives and become productive members of society. Through concerted efforts and collaboration, we can bridge the gap between prison and society, paving the way for successful reentry and reducing recidivism rates in the long run.

Artificial Intelligence

January 18, 2024

Embracing the use of AI in education

Dr. Denise Dugan believes that AI will only continue to progress and evolve as new data flows in. — Dr. Denise Dugan believes that AI will only continue to progress and evolve as new data sets flows in.

Long before it was reduced to an uppercase two-letter acronym, artificial intelligence (AI) was already present in education with early systems focused on using simple algorithms to automate certain educational tasks. In the 1970s, the emergence of Intelligent Tutoring Systems (ITS) was designed to provide personalized instruction based on individual student needs, more commonly known today as Individual Educational Plans. These days, OpenAI dominates the conversation and headlines.

“AI has been in education in some iteration for decades now,” says Denise Dugan, Ph.D., Assistant Professor of Special Education and Elementary Education. “The danger of AI these days is that current students have too much reliance on it, rather than simply using it as another available resource.”

In an op-ed to the “Chicago Tribune,” Chaminade Provost Lance Askildson opines that recent advances in artificial intelligence have given rise to hyperbolic predictions of the decline of many human roles and professions.

“In fact, purported AI platforms such as ChatGPT will never be meaningful replacements for writers, educators or people in general,” Askildson writes. “To understand why this is true, it is critical to remind ourselves of what ChatGPT is and how its architecture and capabilities relate to the science of human learning and the arts of writing and teaching, respectively.”

The conversation around AI didn’t just begin in 2023. The U.S. Department of Education initiated a project exploring the use of generative AI in 2020, partnering with Digital Promise to collect information and insights. Recently, the outcomes of that work were released by the U.S. Department of Education Office of Educational Technology. Titled “Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations,” the new report addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education.

The report further describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks. This paper also explains AI in education and gives a pros-and-cons summary, and suggests districts develop a policy defining parameters for AI use in education.

During an educator workshop hosted by Hawaii Education Association, Dugan and Chaminade students Abigail Eli ’23 Gabe Zapata-Berrios ’24 were among the attendees who discussed not only the ethical dimensions of AI, but also its legal ramifications.

“I can see how AI is having an impact on educators and students,” says Eli, who is pursuing her master’s in counseling psychology at Chaminade and is one of three Community Homeless Concerns liaisons with the Hawaii Department of Education in the Nanakuli-Waianae Complex Area. “I think it could be beneficial for our Waianae students who struggle with the concept of writing. I think they can learn from seeing something that’s well written.”

Starting his student teaching in Kailua, Zapata-Berrios has experimented with AI in his own studies, using it, for example, to create lesson plans, which typically take a lot of time.

“AI will write a complete lesson plan in less than 10 seconds,” Zapata-Berrios says. “This lesson plan is typically pretty good as a first draft. If I want I can ask the AI to revise it for me or I can just take that draft and revise it myself. I would always recommend revising it yourself because AI is not perfect.”

Abigail Eli '23 is now pursuing her master’s in counseling psychology at Chaminade. — Abigail Eli ’23 is now pursuing her master’s in counseling psychology at Chaminade.

While academic dishonesty tops the list of educators’ concerns about AI in education, teachers also worry that increased use of AI may mean learners receive less human contact. It’s a valid point that Askildson succinctly affirms in his letter to the editor, noting that “the science of human learning has shown us that students learn not only through their abilities of reasoning, interpretation and creative expression—which ChatGPT lacks— but also with the help of teachers who engage them in a two-way dialogue accompanied by feedback that is adjusted to their understanding and overall needs.”

From a student’s perspective, the use of AI in education comes with both benefits and potential pitfalls. Some view AI-powered tools as a way to provide additional support to students with diverse learning abilities, making education more inclusive. It can then assist in addressing specific challenges students may face.

Others are skeptical about its accuracy and its susceptibility to spread misinformation and disinformation. It’s also biased since AI can only be as smart or effective as the quality of data it is provided, and algorithms can be manipulated and skewed.

“Some of the teachers we heard from said they wanted to stay away from AI all together, that it was too controversial,” Dugan says. “They were afraid of plagiarism and cheating, and not being able to detect it. But I say AI is here to stay; it’s not going to go away and it will only progress.”

“AI is going to keep growing and infiltrating more parts of our lives,” adds Zapata-Berrios. “It’s already all over the place and constantly analyzing and improving. It will become more prevalent in classrooms, however, I don’t think it will become something that the students use to outsource their thinking. I think it’ll be present without the students knowing it’s there.”

True Calling

December 18, 2023

As a Zoo Camp instructor, Sara Aliza Sahagon finally found her true passion—to teach.

Sara Aliza Sahagon ’24 holds down two jobs: her regular day job as a long-term substitute teacher at Kauai High School and what she defines as her “heart job,” which is taking care of her community service programs, a passion she has maintained since she was a young Chamorro in Guam.

“I wanted to become a social worker when I was younger,” says Sahagon, who will walk in the May 2025 Commencement Ceremony. “I was volunteering with Youth for Youth LIVE! Guam, which is a non-profit community-based, youth-centered, youth-driven drug prevention program for teens between the ages of 11 and 17. This is what I thought I was going to do for the rest of my life.”

Sara Aliza Sahagon serves as the head advisor with Kauai High School's Key Club, which focuses on community service. — Sara Aliza Sahagon serves as the head advisor with Kauai High School’s Key Club, which focuses on community service.

Her mom, Stacey Coletta, had other plans for her daughter. Although accepted into Stanford, Coletta was restrained from attending the private research university due to tuition and board costs. Understandably, she wanted Sara and her older sister, Hanna, to move off island, and to explore and experience the world through another lens.

In her senior year at Notre Dame in Talo’fo’fo’, Sahagon applied to the University of Hawaii–Manoa and Hawaii Pacific University (HPU). Unfortunately, she admittedly missed the Chaminade University application deadline.

“I wanted to find an open world,” Sahagon says. “I wanted to meet new people who weren’t related to me. I wanted to experience new things, but I still wasn’t ready to leave the island lifestyle all behind, like my older sister did when she went to school in San Diego. So, Oahu was perfect for me.”

Accepted to HPU, Sahagon was excited to go to college … until she got there. The classrooms, she says, felt like they were closing in on her and doubts of her academic knowledge crept in, incapacitating her from thinking and constantly intimidated by her fellow classmates. It was a shock to Sahagon because she had always been at the top of her class back in Guam, earning As and merits for her work.

“I couldn’t deal with traditional college,” Sahagon says. “I felt dumber than everyone in the room, and it really brought me down. So, I dropped out after my first year.”

After bouncing from job to job, from Kate Spade to Bath & Body Works, Sahagon landed an instructor position with the Honolulu Zoo’s “Zoo Camp.” After years of searching, the 23 year old finally found her true calling. She flourished, and learned and absorbed everything she could about zoology—from the various species to their different habitats.

“I worked at the Zoo for three years until COVID hit,” Sahagon laments. “I loved teaching and I knew that’s what I wanted to do. I did find another position with After-School All-Stars Hawaii, which provides school-based, after-school and summer programs for underserved communities and students. I ran my own site.”

As fruitful and satisfying as the experience was at After-School All-Stars Hawaii, constantly nagging in the back of Sahagon’s mind was college. By now, her mom—a lifetime educator and the current vice principal (Academy of Human Services) at Kauai High School—had moved to the Garden Isle, and they would frequently speak of Sahagon returning to college. Sahagon, though, was trapped in that circuitous 9-5 cycle on Oahu. She would constantly tell herself that she was going to be a teacher and no one was going to stop her—except herself.

Sara Aliza Sahagon's experience as a Zoo Camp instructor led her to finally find her true calling. — Sara Aliza Sahagon’s experience as a Zoo Camp instructor led her to finally find her true calling—to teach.

Although Coletta initially discouraged her two daughters from becoming teachers—only because she knew how hard it is to be a teacher— having been one herself for years—she was now supporting Sara’s dream. It was now or never.

“My mom told me that if I wanted to become a teacher, now was the time because there’s a shortage of teachers every where,” Sahagon recalls. “She had one stipulation: I had to move to Kauai. She said to me, ‘You’re going to get it done and you’re going to do great things.'”

It was enough of a push to motivate Sahagon to move with her mom and stepdad. She began researching various programs and colleges, and looked into the online programs at University of Phoenix. In the end, Chaminade’s Flex option won her over.

“I chose Chaminade because it keeps spirituality at the forefront, which helps keep me grounded,” asserts Sahagon, now the head adviser of the high school’s Key Club, which focuses on community service. “I also hold the same Marianist-Catholic values. I know that everything I do has a purpose; every exam, every activity and every paper has meaning.”

Now in her second year of the Flex program, Sahagon’s Chaminade experience is the antipode of HPU. These days, it’s just her in the competition, and she feels she has “strong support” from the University’s faculty and staff. Sahagon says, with her Chaminade education, she will be well prepared to have her own classroom. She has already applied concepts that she has learned in her classes with her students. And she has learned different teaching strategies that are effective.

“I wish I had applied to Chaminade earlier,” Sahagon says. “It’s been a very positive experience and I love being a Silversword. I feel truly blessed to be able to finish my college degree at Chaminade.”