Chaminade University of Honolulu

Institutional

‘Inana Innovators Program

Chaminade students participate in sustainability entrepreneurship

Madison Makishima ’25 was able to make adaptive surfboards out of recyclable materials and ocean plastics so people —like her—with disabilities could have access to the ocean. As part of Chaminade University’s ‘Inana Sustainability Entrepreneurship Program, Makishima and eight other fellow students, including Aleeyah Lemons ’24 and Carly Wieczorek ’24, were able to participate in a 10-week summer program that paired them with businesses that align with the United Nation’s Sustainable Development Goals (SDGs).  

“I learned a lot, especially how to effectively network,” said Makishima, whose project was titled Surf Sesh. “The mission of the project—which aligns with the UN’s SDGs—was to help people with disabilities gain access to surfing while recycling and reusing ocean plastic, and educating everyone about living sustainable lives.”  

After winning a two-year $600,000 Minority Colleges and Universities Grant Competition from the U.S. Department of Commerce’s Minority Business Development Agency (MBDA), a hui of Chaminade professors developed the ‘Inana Sustainability Entrepreneurship Program, which aims to spark minority entrepreneurial innovation among Hawaii-Pacific undergraduates.

According to ‘Inana Sustainability Entrepreneurship Program’s coordinator, Mariane Uehara, the  three goals of the program are: 1) To develop and implement programs for the education and training of undergraduate students in subjects directly relating to successful entrepreneurship; 2) To support minority business enterprises (MBEs), including building a diverse entrepreneurial pipeline to grow the number of MBEs; and 3) to create a UN Certificate program in sustainability entrepreneurship.  

With the help of Rhea Jose, outreach coordinator for CIFAL Honolulu at Chaminade, Aleeyah Lemons ’24 pursued a project titled “Gender Equity through Malama Mai” or, cleverly, GEMM, and provided menstrual products in the women’s restrooms at Chaminade University.  

“GEMM is a program developed to provide resources, care and education on menstrual health to those at Chaminade University, its surrounding community and across the Pacific,” wrote Lemons in her final report. “We aim to end period poverty on campus, and allow our students who menstruate to feel comfortable and supported by GEMM and their peers.”  

Meanwhile, Carly Wieczorek ’24 designed a sustainable rooftop hydroponics system. “One major aspect of my activities was actively participating in exchanging ideas with local experts on hydroponics farming, visiting hydroponics farms on Oahu, and entrepreneurial skill workshops with industry professionals,” Wieczorek noted. “I’ve also been investigating innovative business approaches to urban agriculture, such as rooftop hydroponics, and examining how these practices align with the UN’s SDGs.”  

The focus of the ‘Inana program is to nurture sustainability entrepreneurs in Hawaii, who will develop businesses that diversify and grow our economy while attending to the health of the planet. This, of course, is consistent with Chaminade’s United Nations CIFAL Center, which is focused on supporting progress toward the UN’s 17 SDGs in Hawai‘i and the Pacific region.  

Three of the 17 SDGs in particular are addressed within the program: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all; build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation; and improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.  

“Our first cohort consisted of nine students,” said Uehara, a Certified Health and Wellness Coach and former co-founder and director of Lanikai Juice Co. “This second cohort will focus on App creation with eight students. It’s great to see students—who all come from different disciplines—collobarate and solve problems.”

Andrew W. Mellon Foundation Grant  

New funding will help expand HEP Program

With support from a $750,000, three-year grant from the Andrew W. Mellon Foundation, Chaminade University of Honolulu will now be able to expand its Higher Education in Prison (HEP) program, which aims to be a pathway for participants to leave incarceration with new identities, perspectives and goals to help them thrive in society.  

“At Chaminade, one of our primary Marianist values is to advocate for social justice for transformative change,” said 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.”  

Chaminade’s current HEP program only serves males who are incarcerated at Halawa Correctional Facility. However, moving forward, the University plans to extend its cohort model HEP program to the Women’s Community Correctional Center (WCCC), as well as to those men serving time 3,000 miles from home at the Saguaro Prison in Arizona.  

The goal is to expand degree offerings, starting with the men in Halawa, to include an AA in Liberal Arts that can be extended to a BA in Interdisciplinary Studies. The coursework for the three degree programs will emphasize a humanities and liberal arts curriculum, and will be offered in a culturally responsive and trauma-informed way that will resonate with the overly-represented indigenous prison population.  

Dr. Janet Davidson addresses the new graduates during a Commencement Ceremony at Halawa Correctional Facility.

“If we want safer communities, if we want healthier families, if we want people who are incarcerated to have a chance when they come out, these are the types of rehabilitative programs we should be offering,” said Dr. Janet Davidson, Chaminade’s Vice Provost for Academic Affairs and a leader in criminology. “The idea is to shift the mindset. It will cost society less in the end.”  

Citing racial equity as a primary condition that makes HEP programs urgently necessary, the grant underscores the over-representation of Native Hawaiians in the criminal justice system. According to data collected by the Office of Hawaiian Affairs, Hawaii’s incarceration rate increased by 403 percent from 1978 to 2016, with Native Hawaiians affected disproportionately. Though accounting for only 18 percent of the state’s adult population, Native Hawaiians represent 37 percent of those incarcerated. This statistic includes Native Hawaiian women who make up 44 percent of the incarcerated women in Hawaii.  

While imprisoned women already have access to some college courses, they don’t have degree options. This Mellon grant will change this. “Since women are more likely than men to be the primary caretakers of dependent children prior to incarceration,” Davidson said, “their success after leaving prison will have a positive impact on their children and families, multiplying the effects of a single college degree.”  

Providing education in prison has indeed proven to reduce recidivism rates, and is associated with higher employment rates, which will improve public safety and allow individuals to return home to their communities and contribute to society. Moreover, a 2018 study from the RAND Corporation, funded by the Department of Justice, found that incarcerated individuals who participated in correctional education were 48 percent less likely to return to prison within three years than incarcerated individuals who did not participate in any correctional education programs. RAND also estimated that for every dollar invested in correctional education programs, four to five dollars are saved on three-year, re-incarceration costs.  

“The success of this pilot program—between Chaminade University of Honolulu and the Hawaii Department of Public Safety—demonstrates that partnerships can lead to transformative change,” Davidson said. “With the support and guidance of Chaminade’s distinguished faculty and support staff, and the cooperation and backing of Halawa Correctional Facility, these individuals have embraced the opportunity to redefine their futures. This program is part of Chaminade’s mission to educate for service, justice and peace. We hope that with their newly gained education, these students will have the skills needed to rebuild their lives upon reintegration into society.”        

Grant Expectations

Grant help via the Office of Sponsored Programs

Newly restructured and expanded, Chaminade’s Office of Sponsored Programs (OSP) will advance the university’s commitment through excellence in research administration, according to Claire Wright, Ph.D., who recently assumed the role of Senior Director with the Office of Sponsored Programs. It will also ensure that all grants are in compliance with federal, state and local regulations.  

Office of Sponsored Projects timeline

The Office’s primary and most visible mission is to serve the University community in the successful pursuit of external funds to support research and campus programs. Wright will  collaborate with faculty through every step of the pre-award process to submit highly competitive proposals.  

“The office helps faculty members finance the research and projects that they want to do,” said Wright, who completed all of her undergraduate and graduate training in the U.K., and joined the Chaminade faculty in 2011. “This a change for me from teaching, but I want to help faculty members realize their dreams.”  

Although she’ll continue with her teaching duties with the School of Natural Sciences and Mathematics, Chrystie Naeole, Ph.D., now has the added responsibility of being the Director of  Office of Sponsored Projects.  

“As a federal grants specialist, I’ve undergone extensive federal training to be able to assist grantees with the development, interpretation of federal language, and submission of these grant applications,” Naeole said. “I will also help with the execution of grant subcontracts, sub-awards and the management of grant-maintained studentships.”  

Lynn Haff, Director of Proposal Development and Andrew Perez, Grants Financial Specialist; and Helen Turner, Ph.D., Senior Advisor on Sponsored Projects make up the remaining OSP team. A private funding specialist, Haff helps to identify and match grant seekers with potential funding sources of all kinds. She also helps to craft ideas for proposals, editing and drafting of proposal narratives, and the gathering of additional materials for submission, including bio sketches and letters of support. If the proposal submission is from a private source, Haff will also help with the submission process and the reporting requirements during the award period.  

Office of Sponsored Programs support

Perez is a staff member of the Business Office with an abundance of experience in grants financial management for both private and federal grants. He helps grantees generate grant budgets for application submission, and assists with the management of all financial reporting and compliance issues.  

“I was hired by Chaminade to fill this specific role more than nine years ago,” Perez says. “There are lot of moving parts to a grant, and our role is to make sure that nothing is overlooked and that all the details are complete.”

Recruited by Chaminade because of her past successes in winning grants with the National Institutes of Health (NICHD) and local foundations, and her progressive translational research, Wright takes on this new role as the university develops its 2024-2029 Strategic Plan.  

“Grants can help determine what the vision is for the school,” Wright said. “I’m here to help them write their grants, whatever that grant may be. And it’s not just for academic research; it could be for a study abroad program, student scholarships, community outreach or service learning. I’ll help them work through the process and their announcements, as well as with their reporting of outcomes.”  

Driven by an idea, a product, a concept or a cause, faculty members conducting research or off-campus activity are often dedicated to their project, but they might lack the experience or access to funding sources needed to effectively carry out that project. In most cases, faculty research projects require outside funding that often comes from federal and state agencies, foundation grants or fellowship programs.  

“And that’s where many universities’ Offices of Sponsored Programs play a critical role,” Wright said. “The office is the support system for faculty members who are trying to get a grant for their work in their respective disciplines.”    

Kenneth and Diane Matsuura Foundation

Scholarship fund helps future nurses

After consistently hearing about the need for nurses during the pandemic, Kenneth and Diane Matsuura decided to do something about it. Rather than park their money in investments, the couple was driven to establish a foundation that would support future healthcare workers, knowing the essential role nurses play in and outside of hospital settings.  

“During the pandemic, we saw the perseverance of nurses,” says Diane Matsuura, a retired music teacher. “I could never do what they do; they work tirelessly to help their patients heal. And we’re fortunate enough to be able to start this foundation to help future nurses attain their degrees.”  

The COVID-19 pandemic was not in sight when the World Health Organization (WHO) declared 2020 as the Year of the Nurse and Midwife, with a goal to raise awareness of the need for “nine million more nurses and midwives to achieve universal health coverage by 2030.”

In Hawaii, there are currently 1,000 vacant nursing positions across the state, according to the State Department of Labor and Industrial Relations. State data further shows the demand for more nurses will grow by more than 100 positions each year.  

Tiannah Ohta and Genie Reutirez heard that calling and decided to answer it by applying to Chaminade’s nursing program. As part of the cohort of students in the accelerated track to earn a bachelor of science in nursing, Ohta, Reutirez and their fellow nursing students will complete their degrees in five back-to-back terms (20 months, as opposed to the traditional four years) through a rigorous academic schedule.

“When I read the email that I received a scholarship from the Kenneth And Diane Matsuura Foundation, I started to bawl,” Reutirez told Diane Matsuura and son Keven Matsuura over lunch. “It was such a huge surprise and a major financial help.”  

Ohta was in disbelief when she learned about her scholarship, thinking at first, that the email was a prank. “I wasn’t expecting it all; I had to read the email a few times because I thought I was reading it incorrectly.” said the 24-year-old Waipahu native and two-time nominee for a U.S. Presidential Scholars Medallion. “This helps me a great deal financially because we can’t work and go to school at the same time. It’s just not possible.”  

With an increasing emphasis on preparing nurses at the baccalaureate and higher degree level, one innovative approach to nursing education is to offer an accelerated degree program for non-nursing graduates. These programs build on previous learning experiences and provide a way for individuals with undergraduate degrees in other disciplines to transition into nursing.  

Having already completed her undergraduate degree in public health, Reutirez decided to pursue her nursing degree, a goal of hers even when she was completing her first bachelor’s. “It’s just a little later than I expected,” said the Ewa Beach resident. “I guess though it’s better late than never.”      

Geared to individuals who have already proven their ability to succeed at college or university, accelerated baccalaureate programs accomplish programmatic objectives in a short time by building on previous learning experiences. Instruction is intense with courses offered full-time with no breaks between sessions. Students receive the same number of clinical hours as their counterparts in traditional entry-level nursing programs.  

“Even when I was completing my bachelor’s degree in biology at the University of Las Vegas, I knew I wanted to be in the medical field,” Ohta says. “This program will help me get there.”  

And so will her Kenneth and Diane Matsuura scholarship.  

“It’s rewarding to meet these young women who have so much passion to become nurses,” Diane Matsuura says. “My husband is currently hospitalized so I see what these nurses have to go through day in and day out. They work long shifts and the job is physically demanding. So, I commend anyone who goes into nursing.”            

Leading Role

Dr. Lynn Babington Recognized among “Most Admired Leaders”

President Dr. Lynn Babington has been named a 2023 “Most Admired Leader” by Pacific Business News, recognized for her achievements and successes in leading Chaminade University forward and contributing to the community. Serving as president since 2018, Babington is admired for her inspiring and empowering leadership style, ability to build teams, and execute strategies to reach goals. During her tenure, she has elevated the position of Chaminade, the University’s partners, students, faculty and the community at large, all while fulfilling the University’s mission as a community-first institution. 

Dr. Lynn Babington was chosen among Hawaii's "Most Admired Leaders" by Pacific Business News.
Dr. Lynn Babington was chosen among Hawaii’s “Most Admired Leaders” by Pacific Business News.

According to an April 2023 article in Higher Ed Drive, only 33 percent of college presidents at all levels are women, which is only a three percent increase since 2016.  Babington brings a perspective and voice to higher education that is vital and needed. She leads the only Catholic university in the Pacific, and some examples of the positive difference her leadership has made include: 

  • When Argosy University closed in 2019, eliminating the then-only PsyD program in Hawaii, Babington and her leadership team brought its 100 faculty and students to Chaminade ensuring that students could seamlessly continue their studies.
  • Working with the deans of Chaminade’s schools, she collaborated to develop crucial new programs needed in our community, including a Doctor of Nursing Practice, Doctor of Education in Organizational Leadership, One Year MBA and a MS in Counseling Psychology for neighbor island students.
  • Working with community leaders, she contributed to the establishment of partnerships to greatly benefit Hawaiʻi, including with Kamehameha Schools to offer 150 Muʻo Scholarships over three years for the online BS in teaching degree to alleviate the teacher shortage in Hawaiʻi and with the United Nations CIFAL Center to host the only Pacific regional training hub to address global issues.
  • With her support, Chaminade launched the Economic Education Center for Excellence with the Hawaiian Council for Economic Education.
  • Forming committees, Babington helped to steward Chaminade University’s 2019-2024 Strategic Plan to better serve its diverse student body, enhance its financial support of students and faculty research, increase revenue while cutting costs, and expand its reach to more learners.
  • Following state’s protocols, she successfully led the University through the COVID-19 pandemic, implementing online learning and other mitigation interventions to ensure the health, safety and well-being of the campus community.
  • Babington helped to ensure the accreditation of several new programs, including the Doctorate of Nursing Practice and Doctor of Psychology programs. 
  • Understanding the importance of a quality student experience, the completion of Chaminade University’s new Silversword Training Center and Locker Room facility ensured the sustainability and progress of the University’s athletics program.

Babington serves on several boards, including St. Francis Hospital System, Pacific and Asian Affairs Council, and the Girl Scouts of Hawaiʻi. She also volunteers for several nonprofit organizations: Catholic Charities, Hawaiʻi Literacy Program, and Hoʻola Na Pua.  She will be recognized at an awards dinner on November 9 along with other recipients of the “Most Admired Leader” honor.

Association of Marianist Universities

Advancing Marianist and Catholic values in higher education

In his seminal book, “A New Fulcrum: Marianist Horizons Today,” the late Fr. David Fleming posed: “What Makes University Education ‘Marianist’?” One of the potential answers perhaps lies in the synthesis of faith and reason, a hallmark of Catholic and Marianist education. It’s about fostering a community of learners who not only excel academically, but who also grow spiritually, morally and ethically. It’s about instilling in students a deep sense of social responsibility and a commitment to making the world a better place.

“In terms of the relationship between faith and reason, I adhere to Pope John Paul II’s 1998 Encyclical Letter ‘Fides Et Ratio,'” in which he describes Faith and Reason as two wings on which the human spirit rises to the contemplation of truth,” answered Chaminade President Dr. Lynn Babington, when asked about her understanding of the relationship between faith and reason in an interview with the Association of Catholic Colleges and Universities. “In other words, the Catholic intellectual tradition at the heart of a Catholic university presupposes the harmonious existence between faith and reason. It’s a relationship that is not static because both faith and reason are involved in a mutual search for and reception of meaning and truth.”

Bro. Tom Giardino addresses Flyer alumni during a University of Dayton award ceremony. ©Briana Snyder, Knack Video + Photo

For Association of Marianist Universities (AMU) Executive Director Bro. Thomas Giardino, Fleming’s question could serve as a catalyst for conversations that are needed today in order to develop and advance the mission and identity of Marianist and Catholic higher education.

“Since the Marianist educational tradition is a person-centered charism [gift] with a mission strategy, when this reality is felt by students, staff and faculty then that university education is alive with the Marianist sensibilities,” said Giardino in an email response. “This means that the university community experiences that they individually matter, that relationships matter, that the world matters, and that there is a relationship between their education and their encounter with our world. For this to happen, there needs to be a critical mass of persons who are in the community, not simply for transactional relationships, but for transformational relationships; that is, it touches the meaning and purpose of their identity, what they live for.”

In today’s society, where knowledge is abundant but wisdom is scarce, Catholic and Marianist universities face pressing issues. One such issue is the challenge of maintaining their distinct identity and values in a rapidly changing world. The secularization of higher education and the prevailing culture of individualism pose threats to the unique mission of these universities.

Another pressing issue is the need for inclusivity and diversity. As society becomes more pluralistic, Catholic and Marianist universities must ensure that their campuses are welcoming to people of all backgrounds and faiths. They should strive to create an environment where open dialogue and respectful exchange of ideas can flourish.

AMU plays a crucial role in addressing these challenges. It serves as a platform for collaboration and shared learning among Catholic and Marianist universities. It fosters a sense of solidarity and unity among these institutions, helping them preserve their core values while adapting to the demands of the modern world.

“The Association of Marianist Universities provides a structure for the three Marianist Universities to share ideas and programming to strengthen the Marianist identity of each of the universities,” said Bro. Ed Brink, Chaminade’s Vice President of Mission and Rector. “Through the work of AMU, there are regular meetings (usually via Zoom) of people from each of the universities that have similar jobs.”

In 2005, members from Chaminade University, University of Dayton and St. Mary’s University of San Antonio responded to the call from AMU Board to build a partnership among members of the Society of Mary, the sponsoring religious body. It would invite a cadre of lay collaborators, who would together sustain and renew the mission and identity that was Catholic, and that embodied the Marianist educational tradition.  

Since then, faculty, staff and administrators have been invited each year to deepen their understanding of and their commitment to the traditions and beliefs that make each respective university a Catholic and Marianist community.

Bro. Ed Brink teaches the fundamentals of Marianist values.

“In the summer of 2022, AMU held a symposium during which more than 100 people from the three universities gathered to reflect on the unique contributions that Marianist Universities make within American higher education, and to envision possibilities for the future,” Brink said. “Whenever AMU gathers people from the three universities together, we are reminded that we are part of a bigger mission.  While we all take pride in our own work, we are able to see that we are working on a project that goes well beyond our own institution and campus walls.”

In a world marked by division and polarization, the three Marianist/Catholic universities promote a message of unity and common purpose. They produce graduates who are not only academically competent but also compassionate, ethical and dedicated to making a positive impact on society.

In a world hungry for meaning and purpose, the Association of Marianist Universities serves as a guiding light. It reminds us that education is not just about acquiring knowledge; it’s about becoming better human beings. It underscores the enduring relevance of Catholic and Marianist principles in today’s society, where the search for truth, goodness and justice remains as vital as ever.

“Our faculty and staff already embrace and appreciate the values of providing a quality education, and an education for service, justice, peace, adaptation and change,” Babington said. “They may not necessarily have a religious affiliation, but they do believe in an equal and just society, which is what we impart to our students.”