Chaminade University of Honolulu

Service Learning

Convocation Opens a New Academic Year

The sound of an oli delivered by Chaminade University Director of Campus Ministry Tasha Castro resonated throughout the newly refreshed Mystical Rose Oratory, opening the University’s annual Spiritual Convocation and marking the beginning of a new academic year.

The gathering was also the first major event held in the beautifully renovated Oratory, providing a meaningful setting for a Chaminade tradition that brings together students, faculty, staff, administrators and members of the Marianist community to reflect on the University’s Catholic and Marianist mission.

The Most Rev. Michael Thomas Tupou Castori, S.J., Bishop of Honolulu, served as celebrant and homilist, delivering a message centered on the importance of educating the whole person—both mind and heart.

That commitment, he noted, lies at the heart of Catholic education. While students come to a university to gain knowledge and prepare for careers, education also offers an opportunity for spiritual growth, deeper reflection and connection with others.

Bishop Castori reflected on his own early connection to Chaminade through the late Bishop Amando Samo, the first native Catholic bishop of Micronesia, who served the Diocese of the Caroline Islands for decades. Bishop Castori said he had recently graduated from college when he met Bishop Samo who was a 1973 graduate of Chaminade.

The bishop also expressed gratitude to President Dr. Lynn Babington and the Chaminade ‘ohana for welcoming him to the Chaminade community. One of the first events he attended after arriving in Honolulu from Seattle was Chaminade’s Commencement dinner in May.

A central tradition of the Spiritual Convocation is the recognition of Chaminade’s newest cohort of Marianist Educational Associates, who publicly affirm their commitment to the University’s Catholic and Marianist mission. The new associates joined current Marianist Educational Associates in reciting their pledge:

 “As a Marianist Educational Associate, I renew my pledge to strengthen, sustain and develop the Catholic and Marianist mission and identity of Chaminade University of Honolulu. I will continue to read, reflect and collaborate with others to ensure the continuation of the programs, processes and behaviors that make us a Catholic and Marianist University.”

Bishop Castori then blessed the Marianist Educational Associates and offered a blessing for Chaminade students as they begin the new academic year. He encouraged them to approach their studies with discipline and purpose while also embracing the joy, friendships, support and opportunities that are part of the college experience.

Prayers were offered in Hawaiian, Korean, Samoan, Tagalog and Spanish, reflecting the diversity of the Chaminade community and the many cultures represented at the University.

Marianist Brothers, members of the Chaminade community and Campus Ministry staff also joined the gathering, which served as both a blessing for the academic year ahead and a reminder of the mission that has guided the University since its founding.

The Convocation concluded with a renewed sense of purpose as the Chaminade community looked ahead to a new year of learning, service, faith and formation. At the center of the gathering was the University’s enduring commitment to prepare students not only for successful careers, but also for lives of purpose and meaningful contribution.

From Submarines to Psychology: Chaminade Student Named 2026 Tillman Scholar

Before beginning her doctoral studies at Chaminade University, Lauren Jacobs spent nine years as a U.S. Navy Nuclear Submarine Officer, serving in one of the first cohorts of women assigned to submarines. A 2013 graduate of the Naval Academy, Jacobs is dedicated to military service, which sparked a passion for supporting those facing mental health challenges and inspired her to pursue a career in forensic psychology.

Today, Jacobs is a doctoral candidate in Chaminade’s Clinical Psychology (Psy.D.) program, where she also serves as Student Association President. Expected to graduate in May 2027, she has focused her clinical training on working with adults experiencing serious mental illness within the criminal justice system. In recognition of her leadership, service, and commitment to creating positive change, Jacobs was recently named a 2026 Tillman Scholar by the Pat Tillman Foundation. We recently connected with her to learn more about her journey, her passion for serving others, and her goals for the future.

Where is your hometown?

I grew up in Plano, Texas, and my husband and I have called Kailua home for the last seven years.

Why did you choose the Naval Academy?

Looking back, applying to and choosing to attend the United States Naval Academy (USNA) was a big decision for a teenager. I wanted to be part of something greater than myself and to join a community of like-minded people. Academics and athletics were both mainstays of my high school life: I played volleyball and ran track competitively while earning an International Baccalaureate (IB) diploma, so I wanted a college experience that valued academics, athletics, and leadership in equal measure.

Why did you choose Chaminade for your doctorate degree?

My husband Andrew and I were stationed on Oʻahu in 2019 and completely fell in love with living here. We’ve been lucky to build a wonderful community of friends and family over the years, so when it came time to go back to school, I knew I wanted to stay. Chaminade’s Doctorate in Clinical Psychology (PsyD) program within the Hawai’i School of Professional Psychology (HSPP) offers a generalist education with an emphasis on cultural humility and adaptability to the diverse patient populations across the islands. I was drawn to both the variety and the depth of training the program provides.

What has your experience at Chaminade been like?

I would not trade my time at Chaminade for anything. Chaminade’s HSPP has passionate faculty and staff who come from a wide variety of backgrounds and prioritize mentoring psychologists in training. The clinical training I’ve received has been thorough enough to make me competitive with psychology interns across the United States and Canada. Providing much-needed psychological services to Hawaiʻi residents while completing our coursework has been deeply meaningful to me. My mentors and supervisors have been some of the best I’ve had the privilege to work with, and I wouldn’t be where I am today without them. Many of my classmates in the program have also become lifelong friends, and that community is one I truly cherish.

How did you hear about the Tillman Foundation?

At USNA, we learned about Pat Tillman’s story in our ethics, leadership, and professional development courses. Over the years, I heard more about the Tillman Foundation’s work as it grew, and I watched several of my USNA classmates and submarine colleagues get selected as Tillman Scholars. Their example inspired me to apply.

What does being a Tillman Scholar mean?

To me, being a Tillman Scholar means choosing service to our communities as a guiding value, often above personal ambition and comfort. Switching career paths from Nuclear Submarine Officer to Clinical Psychologist was never going to be an easy road, but it felt imperative to put my experience and talents toward making a positive difference in my community, no matter how small the impact. I’m grateful the Tillman Foundation saw value in that sacrifice and in the goals behind it.

Are you working while going to school? 

I’ve worked as a teaching assistant for several courses in the PsyD program, alongside completing our academic and research obligations. A unique aspect of earning a doctorate in Clinical Psychology is that roughly half of our workload consists of clinical training: providing psychological services to members of our community under supervision. Balancing that professional training with research and coursework is essential to becoming an effective psychologist, since this profession demands lifelong learning. I’ve learned to juggle it all by leaning on my support system here on Oʻahu: my husband, sister, brother-in-law, friends, and fellow veterans.

Anything else you’d like to share?

I am deeply grateful to the faculty for their mentorship and guidance, and to my friends and colleagues for making this experience both fun and supportive. I would also like to thank the Pat Tillman Foundation for this amazing opportunity. 

Nursing Students Receive National Award

Chaminade University’s Student Nurses Association has earned national recognition, receiving the 2026 Disaster Preparedness Award at the National Student Nurses Association annual conference in Houston, Texas. The honor celebrates an innovative community outreach project led by Chaminade nursing students that competed against programs from colleges and universities across the country.

The award-winning initiative focused on increasing emergency preparedness awareness for residents of Lānaʻi City through accessible, culturally responsive education tailored to the unique needs of the rural island community. As part of the project, Chaminade nursing students traveled from Oʻahu to Lānaʻi to participate in a community health fair, where they presented information on a variety of natural disasters that can affect Hawaiʻi, including flash floods, earthquakes, volcanic eruptions and tsunamis. Students also shared practical steps families can take to prepare and respond during emergencies.

The project was made possible through strong community partnerships. Chaminade students collaborated with the Hawaiʻi Emergency Management Agency, which provided emergency preparedness packets for distribution to health fair attendees. Allyna Teppang ’26 also helped connect the student team with Kinaole, the company that organized the health fair and sponsored the students’ trip to Lānaʻi.

The initiative was conceived and led by seniors Junelle Tangalin ’26, Lyka Rose Corpuz ’26, Kelsey Nakagawa ’26, and junior Wendell Soriano ’27. Together, they developed a plan centered on promoting health equity and strengthening community resilience in an area with limited healthcare and emergency resources. Their work highlighted the importance of ensuring all communities—especially rural and neighbor island communities—have access to life-saving preparedness information.

In their project summary, the students emphasized that preparation can significantly reduce the impact of disasters and improve outcomes for individuals and families. They noted that proactive planning empowers people to respond more effectively when emergencies occur, even when circumstances are beyond their control. By tailoring educational materials specifically for the Lānaʻi community, the students ensured residents received relevant guidance and information about resources available on their island.

The national recognition reflects not only the students’ creativity and commitment, but also Chaminade University’s mission of educating servant leaders dedicated to making a difference in their communities. Through hands-on learning experiences like this, Chaminade students are applying their knowledge beyond the classroom while serving the people of Hawaiʻi with compassion and purpose.

Congratulations to these outstanding nursing students for representing Chaminade University on a national stage and demonstrating the power of service, leadership and community care.

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.”

Provost Speaker Series

Kupu co-founder founder John Leong shares his entrepreneurial journey

After finishing his degree at the Wharton School of the University of Pennsylvania, John Leong had three options: to accept a job offer in New York City, to enter seminary school or to return to Hawaii. He chose the latter, deciding that he wanted to come home to lead conservation efforts. And that was 25 years ago.

As the guest speaker of the Provost Speakers Series, Leong shared his arduous journey that started when he and his wife, Julianna, established Pono Pacific in 2000. The company had a sole mission to assist conservation managers and landowners with the monumental task of protecting Hawaii’s natural resources. It would eventually lead him to co-find Kupu, now one of the most impactful environmental leadership organizations in the Pacific.

“My call to return to Hawaii was strong,” Leong said. “If you’re created to do something, and if you don’t follow that calling, the world loses out.”

Hawaii certainly would have had Leong not adhered to his vision, one of three primary tenets that  he cited as being pivotal to his journey. The other two are character and moral fortitude. Growing up in one of the most isolated archipelagos in the world, Leong didn’t fully appreciate Hawaii’s environmental vulnerabilities. It was not until he participated in Chaminade adjunct professor Althine Clark’s youth conservation program—which provided an opportunity for Hawaii’s youth to make positive change and contribute to our islands’ long-term sustainability—did he see Hawaii’s environmental perils.”

John Leong shared his entrepreneurial journey that led him to establish Pono Pacific and Kupu.
John Leong shared his entrepreneurial journey that led him to establish Pono Pacific and Kupu.

“It gave me a sense of Hawaii’s challenges with the environment and our endangered species,” Leong said. “It gave me a sense of my kuleana to care for Hawaii’s natural resources, which was work that was under-resourced and an uphill battle at that time.”

With Pono Pacific, the Leongs sought to provide cost-effective natural resource management services, working with private and government land owners to activate working lands, create sustainable food systems, restore sensitive ecosystems, protect both endemic and indigenous species, protect vital watersheds, manage conservation lands, and repair, construct nature trails.

“We charged like $15 an hour, which yielded more like $2 in profit,” Leong said laughingly. “It cost more to do the work, but this was our responsibility. I remember once builidng a conservation fence line around a Big Island trail, hauling large jugs of water for miles, waking up early and finishing late; it was hard work for sure. I would get calls from my Wharton classmates—some of whom were working at JP Morgan—and they would ask me: “What is it that you are now doing?”

It was during that time on the Big Island that Leong came across the kupukupu, an endemic sword fern that would sow the seed for his next nonprofit enterprise with his spouse Julianna and best friend Matt Bauer. Together, the trio started Kupu in 2007, a local 501(c)3 nonprofit organization with a mission “to empower youth to serve their communities through character-building, service-learning and environmental stewardship opportunities that encourage pono (integrity) with ke Akua (God), self and others.”

“When you do things of consequence, there are consequences,” Leong said. “But if you don’t do anything, then it’s inconsequential. Change doesn’t happen overnight nor is it linear, and you have to have the tenacity to move forward, to be the light.”

For four years, Kupu strove to establish what is now known as the Harry and Jeanette Weinberg Hoʻokupu Center in Kewalo Basin. Seeking the support of community board members and approval from government officials, Leong and his team spent hours on end to secure land rights to a valuable piece of waterfront property. It would certainly be difficult and almost defeating.

“But I look back now and think, what would have happened had we just quit and given up?” said Leong of all the work and effort that was put into the Kakaako community center. “What if we had not listened to that little voice inside that kept saying ‘just keep at it,’ and instead listened to our anxieties and fears?”

Today, the center is also home to the Kupu Community Program, which prepares under-resourced youth for the workforce by providing them with life skills training, green jobs, volunteer opportunities and encouragement to consequentially impact their local communities through service. To date, the yearlong program has served thousands of Hawaii’s youth, who participate in significant and demanding work to rehabilitate Hawaii’s ecosystems and increase the sustainability of the ʻāina.

“We give them an ʻāina-based model upon which to build a common community,” Leong said. “We give these under-privileged youth a purpose and a pathway to lead a meaningful life.”

In the final minutes of his talk, Leong spoke of the importance of being selected as an Obama Foundation Fellow, and having the opportunity to spend time with Barack and Michelle Obama, who taught him that character is shaped by adversity, and to surround yourself by supportive people who push you “to become a better version of yourself.”

“The last lesson I want to share is this: that we’re just one part of a bigger body,” Leong concluded. “You have to have humility. We can only do our part, but it’s important that we do that part.”

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.”