Chaminade University of Honolulu

Student Life

New Student Orientation a Success

Incoming freshmen got a Silversword welcome at the daylong event.

With fists pumping in the air and boisterous “woo-hoos,” freshmen walked through a gauntlet of Chaminade faculty members dressed in full academic regalia, clapping loudly as students filed out after the Academic Convocation during New Student Orientation on Friday.

Held at Mamiya Theatre, this formal ceremony officially marks the beginning of the academic year—and holds significant meaning for both the University and incoming students.

A nursing major, freshman Rex Paguirigan poses with Chaminade Student Government Association President Victoria Zembik.
A nursing major, freshman Rex Paguirigan poses with Chaminade Student Government Association President Victoria Zembik.

“We gather to welcome new families and students,” said Chaminade President Lynn Babington, in her opening remarks at the convocation.

“You will meet new people and form new bonds, and you will laugh with each other and struggle with each other. You will learn new ways of thinking and discerning who you are and who you want to be.”

New Student Orientation is designed to acquaint incoming freshmen, transfer and exchange students with the campus and the many resources available to them—both for their academic success and personal development.

Orientation activities focus on several important areas, including the curriculum, academic advising, college success, scholarships and financial aid, campus activities, student services, student organizations, Silversword Spirit and campus facilities.

Also from Chaminade News: Students Welcomed on Move-in Day

“College is a new chapter in your life, an unwritten page in your book,” said Chaminade Student Government Association President Victoria Zembik, in her address at the Academic Convocation.

“As you embark on this journey at Chaminade, remember that college is not just about the classes you take or the grades you earn. It’s about the experiences you have, the challenges you overcome, and the person you become along the way. Embrace every moment—the highs and the lows—and know that each day is an opportunity to grow, to learn, and to become a better version of yourself.”

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Starting college life successfully can be challenging. But NSO gatherings were designed to set the right tone for incoming students, encouraging them to embrace curiosity and try new experiences.

“We see in you transformation through education,” said Provost Lance Askildson. “This is an inflection point in your life. You will struggle and even fail at times to achieve your goals—and that is OK. You’ll have untold opportunities to grow, learn and push yourself beyond your comfort zone. Our kuleana, our duty is to support you, to guide you and teach you. You are not alone in this journey.”

In her concluding remarks, Zembik offered some sage advice. “Every day is a new day,” she advised. “No matter how good or bad today was, tomorrow is different. Just like a sunset, no two days are the same.”

Students Welcomed on Move-in Day

Incoming freshmen spent the day settling into their new dorm rooms.

College move-in day can be an emotional experience, oftentimes marking the first time that many incoming students leave behind their family, friends and pets for a new adventure.

At Chaminade on Thursday, freshmen said they were excited to be moving into their dorms.

“When I first visited Hawaii with my family a few years ago, I knew my goal was to live here,” said Alexis Lopez, who was checking into her dorm room at Hale Lokelani with the help of parents, Denise and Efren Lopez, and younger sister Madeleine.

“I’m excited about my Forensic Sciences classes, exploring the campus and meeting new people.”

Efren and Denise, with youngest daughter Madeleine, accompanied Alexis to the Chaminade campus.
Efren and Denise, with youngest daughter Madeleine, accompanied Alexis to the Chaminade campus.

Often followed by New Student Orientation events and campus tours, move-in day introduces incoming freshmen to their roommates, hallmates and resident assistants, while also gives them a chance to learn the campus and school traditions.

“As a resident assistant, we take care of all the students,” said Temika Hemmings ’25, while writing a welcome message on a floor-to-ceiling blackboard wall. “We help spread the aloha and make them feel welcome. We help them grow to become the best version of themselves.”

Accompanied by grandparents Karen and Tom Perez and her dad Joey Cruz, Ha‘ane Cruz learned she was assigned a room just doors down from where the Perez’ son, Aleksander Perez ’22, roomed six years ago.

“I also have two uncles who came here, so I feel like I already know a little bit about Chaminade,” said Ha‘ane Cruz ’28, who plans to major in biochemistry.

“I’m looking forward to the next four years, and meeting new people.”

Also moving in at Hale Lokelani, Shailah Decoito is a new transfer student from Hilo.

“I started the nursing program at the University of Hawaii–Hilo, but it was too competitive. I heard a lot about the Chaminade nursing program and I decided to apply, and I was accepted. I feel lucky because almost all of my credits from UH–Hilo transferred over, so I’m not starting from scratch.”

Checking out the kitchen and common area at Hale Lokelani, Laureano Almada-Roa ’28 roamed the room with his mom, Nora Luna, and his little brother Emiliano Almada.

“I’m nervous, excited and sad all at the same time,” said Luna, an Argentinian native. “He’ll be so far from home, but this is where he wanted to go to college.”

After touring campus, Almada-Roa said he was convinced he chose the right university.

“I saw or read something about Chaminade, and it just felt comfortable,” said the Brooklyn native. “It is far away from home, but I’ve heard that this is a close and supportive community from the people whom I’ve already met here.”

Register now for New Student Orientation

The agenda includes breakout sessions for students and their families.

New Student Orientation is just around the corner—and the agenda is jam-packed.

The event for first-year, transfer and exchange students, along with their families, is set for Aug. 16. Check-in begins at 8:30 a.m. on Zuberano Lawn, while a welcome gathering will kick off at 9:30 a.m.

Attendees should register now to secure their spots and get full details on the agenda, which includes breakout sessions for students and parents, a special lunch, campus tours and more activities.

To register for New Student Orientation and see the full agenda, click here.

Jennifer Creech, vice president for enrollment management and associate provost for student success, said New Student Orientation is a “pivotal day designed to welcome and support new students as they transition into our campus community.”

She said students will get the chance to connect with peers, faculty and staff at the event. They’ll also be invited to explore campus and engage with student support services in a stress-free setting.

“This year, we are excited to offer special sessions for parents and guardians that will introduce them to campus resources and ways they can best support their students,” Creech added.

And before students head to dinner, all attendees are invited to a gathering on the Marianist Oval Lawn.

Creech said New Student Orientation offers new students a chance to begin a new chapter right. “Your attendance is essential for a smooth and successful start to this new academic journey,” she said.

Office of Student Success

The emergence and significance of universities’ Offices of Student Success

Trachelle Iwamoto ’26 wasn’t quite sure what to expect when she arrived on campus from Kapa‘a, Kauai. Nor did Kryzandreah Español ’26 and Easton DelaCruz ’26. As freshmen, Iwamoto, Español and Dela Cruz felt anxious about the transition from high school to university, uncertain about the rigors of academia and their own self expectations.

Dani Masuda provides some academic advice.
Dani Masuda provides some academic advice.

However, it’s not uncommon for freshman to feel nervous when experiencing what many consider a rite of passage from the teen years to early adulthood. In response, universities have undergone significant transformations in recent years, marked by an increased focus on student success.

“In 2020, we re-evaluated our support services and designed a one-stop center—Office of Student Success—that includes academic advising, career development, tutoring and learning services, military student benefits, registrar and records, and study abroad,” says Jennifer Creech, Vice President for Enrollment Management and Student Success. “We’re committed to providing comprehensive support and resources to ensure that students not only excel academically, but also thrive in their overall collegiate experience.”

The concept of student success has evolved from a narrow focus on academic achievement to a more holistic approach, which encompasses personal growth, career readiness and well-being. Historically, universities primarily concentrated on instructional and administrative functions, with less emphasis on proactive student support. The changing dynamics of higher education, including shifting demographics, technological advancements and an increased awareness of the diverse needs of students, prompted the establishment of dedicated offices to address these challenges.

“If I have a question or experience any difficulty, I’ll go to the Student Success Office,” says Español, who is studying to be a nurse and aspires to become a cardiothoracic surgeon. “I feel truly supported in every aspect of my academic journey here. Chaminade has created a supportive environment that extends beyond just academic assistance, making me feel connected and valued.”

Before the start of their freshman year, Español, Iwamoto and Dela Cruz all attended the Apo Haumana Retreat, a program introduced in 2021 as a faculty-led initiative to help first-year students transition to Chaminade through building connections with faculty and peers outside of the classroom.

“It gave me a foothold into the university,” Iwamoto says. “I met a lot of other students, mentors, staff and faculty who were all welcoming and personable. I felt like they wanted to know who I was as a person.”

Chaminade President Dr. Lynn Babington welcomes incoming freshmen during the New Student Orientation.
Chaminade President Dr. Lynn Babington welcomes incoming freshmen during the New Student Orientation.

Now a peer advisor with the Apo Haumana program, DelaCruz works closely with the Office of Student Success to create helpful workshops for first-year students. He also assists program participants with different obstacles they may face throughout their first year.

“Having been a member of the program during my first year, I felt that it benefited me as I transitioned from high school to college,” says DelaCruz, who has ambitions to run for the Governor’s office when he returns to Saipan. “This is my way of giving back to Chaminade since I’ve personally received so much support in my academic journey.”

Many institutions offer programs specifically designed to support students during their first year, helping them smoothly shift into the university environment. At Chaminade, that support is tailored to each student. Unlike the past, according to Creech, interactions between advisers and students seemed transactional; students were being told what classes to take and what to do as opposed to the student owning his/her own educational journey.

“We’re here to help them navigate that journey,” Creech says. “Everything is tailored; it’s not one size fits all. We triage and assess the problem to make sure that our Chaminade students succeed. We complement what the faculty are already doing—mentoring, advising and counseling. The Office simply adds another layer of support.”

Research has shown a positive correlation between the presence of robust student success initiatives, and improved retention and graduation rates. By addressing challenges early, providing targeted interventions, and cultivating a supportive community, the Office of Student Success plays a crucial role in ensuring that students persist through their academic journeys and successfully attain their degrees.

“When we re-structured the office, we leveraged technology and we updated our student portal,” Creech explains. “Today, we use predictive analysis to identify students who may be at risk and we intervene before they drop out. Our fall 2023–spring 2024 retention rate is 88.3 percent, and our enrollment numbers for undergraduate FTE (full-time equivalency” is up by eight percent. All positive news.”

Artificial Intelligence

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

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.”