Chaminade University of Honolulu

Elementary Education

HaSTA Conference

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Sixtieth Annual Conference themed ‘Aina, A.I. and the Next Generation of Science Teaching’

After attending a series of workshops over the summer, Shawna “Kumu” Nishimoto, Tina Chan and Clarissa Tores developed engaging curriculum for their students, teaching them the importance of place-based/‘āina-based learning, especially as it relates to our ahupuaʻa.

In a breakout session during the 60th Annual Hawai’i Science Teaching Association (HaSTA) conference, the three middle school educators presented “Creating Stewards of the ‘Āina,” an hourlong discussion that focused on incorporating Native Hawaiian practices into the field of science.  

“Attending the M2M:WET, which stands for ‘Mauka to Makai: Watershed Experience for Teachers,’ helped me deepen my knowledge of watersheds and our ahupuaʻa system,” said Nishimoto ʻ22, who teaches at Ilima Intermediate School. “In this six-day, eighth-grade unit, students had to investigate the ability of tilapia to survive in different types of water to develop an understanding of adaptations and natural selection.”  

Bringing the tilapia to the classroom and separating them into three different aquariums—some in fresh water, others in salt water and the third in brackish waters—Nishimoto had her students test the waters’ salinity with a Monitor Test that she learned how to use during Chaminade’s M2M:WET workshops.  

HaSTA communications director Gail Peiterson, left, and Dr. Katrina Roseler at HaSTA’s 60th Annual Conference at McKinley High School.

“They all said ‘No Way!’ How could the tilapia survive in salt water,” Nishimoto told attendees. “It really engaged them because it opened a lot of self-questioning and peer-questioning.”  

Thanks to a grant from the National Oceanic and Atmospheric Administration (NOAA), Chaminade’s Teacher Preparation Programs Director and Education Associate Professor, Dr. Katrina Roseler, and Environmental Sciences Assistant Professor, Lupita Ruiz-Jones, Ph.D., were able “to enhance the capacity of Hawaii’s secondary science teachers to engage their students in ahupua‘a education and cultivate stewardship.”    

The summer workshops aligned with NOAA’s Bay Watershed Education (B-WET) initiative, an environmental education program that promotes place-based experiential learning for K–12 students and related professional development for teachers.  

“If you haven’t already done so, I encourage you to take your students to Kapapapuhi Point (formerly called West Loch Community Shoreline Park), where they can help restore vegetation, remove invasive species and learn about the mo‘olelo of the place,” said Chan, who teaches at Highlands Intermediate School. “The goal is to create future stewards of our ‘āina.”  

In her “Malama ‘Aina—To Care & Honor The Land,” Clarissa Torres detailed the learning outcomes for her Mililani Middle students. At the end of her class, she said they should be able to define or explain the term ahupua‘a; describe the  Native Hawaiian’s view of the importance of streams; observe positive and negative human impact on ecosystems; and create their own solutions based on their new knowledge of ahupua‘a systems.  

Running through her PowerPoint presentation, Torres stopped on a slide with a salmon image that linked to the “Salmon Survival Board Game” developed by NOAA Fisheries West Coast Region. “The salmon could easily be substituted with one of our local indigenous fishes,” says Torres, ’20 (Bachelor’s in biology) and ’22 (Master of Arts in Teaching). “The dice game goes through the life cycle of the salmon and shows the many manmade and natural challenges throughout their lives. It really brings into question what we could do to help fish, in this instance salmon, survive in the open waters.”  

Although they weren’t presenting at the Saturday morning conference, Chaminade students Paige Garcia ’24, Gabe Zapata-Berrio ’24, Naomi Noguchi ’24, Madisyn Polendey, ’25, Kylie Ye ’25 and Kelsey Davidson ’24, attended the “‘Aina, A.I., and the Next Generation of Science of Teaching” to build connections with other educators.  

“It exposes us to teachers who are already in the field,” Garcia said. “We get to network and learn about resources that we might not be aware exist.”  

Also present was Jessica Mountz, a participant in the M2M:WET summer program. “The main drive for participating in the workshops was to better understand Hawaii culture and its relevance in teaching science,” said the Hanalani Schools high school teacher. “It was also a great avenue to connecting with other teachers and resources.”              

Back to School

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First cohort of Mu’o Scholarship recipients begin their journey to a teaching career

Efforts to address Hawaii’s teacher shortage have come in all different forms, from monetary incentives to scholarships. Recognizing the critical need for early education teachers in Hawaiʻi, Chaminade University and Kamehameha Schools have established the Mu‘o Scholarship, an innovative and community-focused teacher prep partnership that will provide tuition funding to educate, train and prepare aspiring teachers to lead Hawaii’s classrooms.  

“By providing these scholarships, we’re removing barriers that too often hinder many working adults in the state from obtaining a bachelor’s degree while still maintaining family and work commitments,” says Chaminade University President Lynn Babington, Ph.D. “Mu’o means to bud, and we believe our Mu’o Program will allow us to grow teachers, to bud teachers who will positively impact our communities through their teaching careers for generations to come.”  

This month, the first cohort of 49 Mu‘o Scholarship recipients began their path toward earning their teaching degrees. Of the 49 new students, 32 of them identified as Native Hawaiian, which matters because, like elsewhere around the country, the public education teacher workforce in Hawaii does not mirror the diversity of the student population. New York Times writer Claire Cain Miller cites research that says “students tend to benefit from having teachers who look like them, especially nonwhite students.”  

To address Hawaii's teacher shortage, Chaminade University and Kamehameha Schools have introduced their own new carrot: an innovative and community-focused teacher prep partnership that will provide 150 Muʻo Scholarships to educate, train and prepare aspiring teachers to lead Hawaiʻi’s classrooms.
Vice Provost Janet Davidson welcomes Muo scholars.

The same research shows that students perform better when they have teachers who reflect their race and gender, particularly in disadvantaged, high minority areas. However, this leads to another question: Do teachers who have a better cultural understanding of their students tend to stay longer in their roles? In Hawaii, the short answer is yes.  

“From Hanapepe to Hilo, we want to provide pathways to a college degree, and we believe that our Mu‘o Program will allow us to do that,” says Janet Davidson, Ph.D., Vice Provost of Academic Affairs. “By increasing opportunities for culturally relevant professional development, we significantly increase students’ success, and we see our students succeed to degree completion.”  

The Mu‘o Scholarship recipients also come from four of the major islands, with 14 from the Hawaii Island, 28 from Honolulu, eight from Kauai and five from Maui. Students’ majors also vary, with one concentrating on secondary education and another in elementary education, and the rest are majoring in either Early Childhood Education or Early Childhood Education with Montessori Credential.  

“We did some surveys and early childhood educators indicated their life situations didn’t allow them to take in-person courses,” says Dr. Elizabeth Park, Associate Professor and Director of Early Childhood Education with Montessori Credential. “So what we did was spend the energy and the time to design robust online courses to meet the needs of our educators.”      

Chaminade’s online bachelor’s degree program is designed for working adults in Hawai‘i who may already be serving as a teacher’s aide or, currently, in a similar position. The online delivery format will allow students to continue working while pursuing their bachelor’s degree. Program information is available and applications for the scholarships are being accepted. This transformative program is 100 percent online, with a requirement to complete a student-teaching track. Students will be paired with an academic advisor to guide them on the road to graduation.  

“Chaminade and Kamehameha Schools deeply value education, and we know a teacher-prep program, like our Mu‘o Program, will help address the teacher shortage here in Hawaii,” Davidson says. “And we know that education, especially from early childhood, has such a positive impact on our kids, their families and the community.”

Chuuk Commencement Ceremony

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CCPI graduates give back to Federated States of Micronesia communities

Chuuk has been previously called many names—officially and unofficially. It was previously named Truk until 1990, and labeled as the Imperial Japan’s “Gibraltar of the Pacific” and even the Pearl Harbor of the Japanese during World War II. But today, the tiny island of just 49 square miles—smaller than Haleakala National Park—is known as one of the four states that comprises the Federated States of Micronesia (FSM); the others being Kosrae, Pohnpei and Yap.

Chuuk is also where Chaminade University entered into a Memorandum of Agreement with the Caroline College and Pastoral Institute (CCPI) in Weno. Since 2010, Chaminade has played an outsized role in educating not only Chuukese, but also island residents in the five different regions within Chuuk State—Northern Nomwoneas, Southern Nomwoneas, Faichuuk, Mortlocks and Northwest.

Graduates during the Commencement Ceremony at CCPI in Weno.

In his opening remarks during the CCPI Commencement Ceremony, Chaminade Provost and Senior Vice President, Lance Askildson, Ph.D., told the graduates that this moment is a recognition of both their success in completing their college degree, and an important inflection point in their lives and the future possibilities that are now available to them.

“Now is the time to reflect upon not only how far you have come, but why you began this important journey in the first place,” Askildson remarked. “Your degree means more opportunity and independence; more career and professional advancement possibilities; greater financial autonomy and self-determination; and the potential for new responsibility and leadership in both your professional and civic lives.”

In total, 11 students earned their Bachelor of Arts in Elementary Education (BAEEO) and 49 graduated with their Associate of Arts in Liberal Arts (AALA) this year. It’s a noteworthy achievement, given some of the obstacles that students have had to overcome.

“Many of our students lack the necessary technology or internet access to participate and complete their courses,” said LJ Rayphand, Dean of Outreach Education at CCPI. “CCPI and Chaminade provide the technology and the physical spaces that our students can access and participate in their courses. 

“Even though these are online courses, a distance course facilitator is assigned to each of the classes to provide additional support to both students and instructors,” Rayphand added. “Evening transportation is also provided to afternoon/evening students who reside outside of town.”

Caroline Islands Bishop Julio Angkel addresses graduates during the Commencement Ceremony.
Caroline College and Pastoral Institute President Fr. Rosendo Rudolf addresses graduates during the Commencement Ceremony.

Chaminade’s support of CCPI for the past 13 years has helped, not only increase the number of individuals with college degrees, but also produce knowledge and skillful individuals who contribute to the local economy. Most of the graduates now work with the Chuuk State Department of Education as classroom teachers, specialists and program coordinators. And a good number of them have been hired in health-related fields, social services, finance, legal services and, of course, the private sector, like United Airlines.

“As a developing state or nation, these new graduates have a lot to offer to their community, the state of Chuuk and to FSM as a whole,” Rayphand said. “They will fill job opportunities that will make a huge difference in our community. Many of them work on the frontlines in areas that matter most to our people and our places in Micronesia.”

In his closing remarks, Askildson shared a quote from the personal journal of American poet and environmental writer, Ralph Waldo Emerson, who once wrote, “The things taught in schools and colleges are not an education, but the means to an education.”

“What Emerson meant was that a true education is not (only) what you learn with us, it’s what you learn about yourselves and take with you to embark upon a lifetime of learning and growth thereafter,” Askildson said. “That is the legacy that we gift to you today … and one that will continue your human journey to greater insights and contributions far into the future. In you, we invest our great hope and aspirations for your success and a better future for us all!”

NOAA B-WET Grant

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Managing Hawaii’s Watersheds

The first field site to Paiko Lagoon provided a chicken-skin moment when a longtime resident of the area, Kai Hoshijo, a volunteer crew member with the Polynesian Voyaging Society and the Maunalua Fishpond Heritage Center, reminisced about the stories of her youthful days spent at the Wildlife Sanctuary in East Oahu, evoking a navigator mindset of observance and respect for the ‘aina (land).

“Kai grew up in Niu Valley and was telling a story in context of the sanctuary’s meaningful location,” recalls Katrina Roseler, Ph.D., shuddering while she remembered that exact moment. “It was the perfect start to our two-week workshop, demonstrating the reverence of place.”

Thanks to a grant from the National Oceanic and Atmospheric Administration (NOAA), Roseler and Environmental Sciences assistant professor, Lupita Ruiz-Jones, Ph.D., were able “to enhance the capacity of Hawaii’s secondary science teachers to engage their students in ahupua’a education and cultivate stewardship.” Ahupua’a is a Hawaiian term for a large traditional socioeconomic, geologic and climatic subdivision of land, which consists most frequently of a slice of an island that went from the top of the local mountain (volcano) to the shore, often following the boundary of a stream drainage.

Cultural Engagement Specialist, Kahoalii Keahi-Wood points out limu near the shoreline of Diamond Head.
Cultural Engagement Specialist, Kahoalii Keahi-Wood points out limu near the shoreline of Diamond Head.

The summer workshops align with NOAA’s Bay Watershed Education (B-WET) initiative, an environmental education program that promotes place-based experiential learning for K–12 students and related professional development for teachers.

“We had our own play on acronyms with B-WET,” says Roseler, the grant’s Co-Principal Investigator. “We appropriately named our program M2M:WET, which stands for Mauka to Makai: Watershed Experience for Teachers.”

Much like B-WET, M2M:WET aims to foster the growth of new, innovative programs, and encourages capacity-building and environmental education partnerships.

During the field experience, teachers explored two primary questions: 1) How do we determine the health of our watersheds (ahupua‘a); and 2) How can educators engage students in thinking critically about the flow of water and cultivate a sense of stewardship for Hawaii’s watersheds?”

“My observation of the participating teachers was that they were super excited and nerdy in a positive science way,” says Ruiz-Jones, the grant’s other Co-Principal Investigator. “They were like kids on field trips, and eager to use some of the equipment we provided, like the GoPro, water test kits and water loggers, which is an instrument that automatically and continuously records fluctuations in water level.”

Participants visited Lyon Arboretum for one of their many workshops.
Participants visited Lyon Arboretum for one of their many field trips.

The outcome of the workshops helped inform teachers how to bring their field experiences into the classroom and their curriculum. They gained skills in environmental data collection, lab protocols, data analyses and data visualization. Water samples were gathered at the various sites and analyzed for nitrogen compounds, sulfate, phosphate and silica, using an automated spectrophotometry, as well as SEAL AQ400 chemistry and equipment. And they also collected water temperature data with the HOBO Tidbit temperature logger and learned how to use readily available water test kits.

Among the 16 K-12 teachers, Christina Chan of Highlands Intermediate School says she decided to participate in the program because she focuses on watersheds, which is one of her primary foci for her CTE (Career and Technical Education) class next year.

Chan adds that she learned about the use of five different field sites for studying the watershed; how to use a HOBO, GoPro and other devices for sampling water in the watershed; different pedagogy and Understanding by Design models; and making connections with other teachers and ideas on how to share watershed information.

Hanalani Schools’ Jessica Mountz opted in because she wanted to connect with other science teachers on Oahu and the Neighbor Islands, reasoning that in her 20 years of teaching, she found that collaboration with other teachers has been the most valuable tool in her professional growth.

Participants learned how to collect data during the M2M:Mauka to Makai workshops.
Participants learned how to collect data during the workshops.

“At the end of each day, I went home with so many lesson ideas my head was sometimes spinning,” says the high school science teacher. “From Wayfinding/ Navigation to Ahupuaʻa of Hawai’i, I plan on developing curriculum for my Biology and Advanced Placement Biology students that not only meets Science Standards (Next Generation Science Standards and College Board), but incorporates Hawaiian culture and empathy.  I look forward to continuing conversations and collaboration, not only with the other science teachers from the M2M:WET workshop, but with the faculty/staff at Chaminade University, Huli, and Maunalua Fishpond Heritage Center.”

Since its inception in 2002, 929 B-WET grants have been awarded for a total of $117 million.  The B-WET program currently serves seven regions of the country: California, Chesapeake Bay, Great Lakes, Gulf of Mexico, Hawaii, New England and the Pacific Northwest. Regional B-WET programs provide tailored grantee support and capacity building. This allows B-WET to include place-based STEM resources and expertise, and respond to local education and environmental priorities.

“The goal is to provide support for our K-12 science teachers so they can teach their students to become the future stewards of the land,” says Ruiz-Jones, with Roseler adding that they “hope to engage the students to appreciate the mauka to makai value of their ahupua‘a.”

Muʻo Scholarship

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New Partnership to Address Teacher Shortage

Every state across the country is coming up with solutions to combat the teacher shortage, which many education officials describe as a severe crisis. For its part, Hawaiʻi introduced multiple incentives and retention efforts—from higher pay to student loan forgiveness—to attract new teachers, but more educators will still be needed in the near future.

To address the community’s needs, Chaminade University and Kamehameha Schools have introduced their own new carrot: an innovative and community-focused teacher prep partnership that will provide 150 Muʻo Scholarships to educate, train and prepare aspiring teachers to lead Hawaiʻi’s classrooms.

Chaminade President Lynn Babington addresses new partnership with Kamehameha Schools.
Chaminade President Lynn Babington addresses new partnership with Kamehameha Schools.

“We are excited to announce this partnership with Kamehameha Schools, which directly addresses one of our most pressing community issues: a teacher shortage,” said Chaminade University President Dr. Lynn Babington, during a press conference in the ceremonial chambers of the Office of the Lieutenant Governor Sylvia Luke. “By providing these scholarships, we’re removing barriers that too often hinder many working adults in the state from  obtaining a bachelor’s degree while still maintaining family and work commitments.”

The new partnership will provide full-tuition scholarships, and aligns with Lt. Gov. Sylvia Luke’s “Ready Keiki” program, which aims to create universal preschool access for all of Hawaiʻi’s 3- and 4-year-olds by 2032.

“Ready Keiki is a commitment by the State of Hawaii to provide access to early education,” Lt. Gov. Luke said. “In order to do that, it wasn’t just the state of Hawaii leading the charge. We needed partnership from many of the departments, all the counties and many of our private philanthropic partners, including Kamehameha Schools and Chaminade University.”

Beginning Fall 2023, Chaminade University and Kamehameha Schools will offer 50 students full-tuition Muʻo Scholarships to Chaminade’s online bachelor’s program to become teachers here in Hawaiʻi, prioritizing early learning. This enrollment will continue for two additional years for a total of 150 funded scholarships as a partnership through KS Kaiāulu, a new way for Kamehameha Schools to impact keiki and ʻohana in the kaiāulu (community) alongside community partners.

Dr. Wai’ale’ale Sarsona believes every keiki should have access to early learning.

“Every keiki should have access to early learning, which provides a strong foundation for a lifetime of learning,” said Dr. Waiʻaleʻale Sarsona, vice president of Hiʻialo at Kamehameha Schools. “We are committed to help make this vision a reality, and this latest partnership with Chaminade University will bring Hawaiʻi closer to achieving this goal.”

Chaminade University’s online bachelor’s degree program is designed for working adults in Hawai‘i who may already be serving as a teacher’s aide or, currently, in a similar position. The online delivery format will allow students to continue working while pursuing their bachelor’s degree. Program information is available and applications for the scholarships are being accepted. This transformative program is 100 percent online, with a requirement to complete a student-teaching track. Students will be paired with an academic advisor to guide them on the road to graduation.

Applications are open to all Hawaiʻi residents with additional consideration extended to those of Native Hawaiian ancestry. Recruitment and admittance priority will also be given to early childhood education applicants.

Chaminade University and Kamehameha Schools are institutions that value education and understand how teachers—at the early stages of childhood—have a positive impact on kids, their families and the community-at-large. This partnership is a testament to their commitment.

“This is a great day when we’re announcing this partnership, thanks to Chaminade University, thanks to the efforts of Kamehameha Schools,” said Lt. Gov. Luke. “We have found a way to fill that (teacher) void; and found the pathway to filling these classrooms with qualified teachers, qualified teaching assistants.”

Watch the KITV news coverage.

Watch KHON2’s news coverage.

Family Ties

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Generations of Kaneohe ‘ohana devote themselves to educating Hawaii keiki

Agnes Brown '22

Being an educator runs in Agnes Brown’s genes. Her grandmother was a music teacher at Kapaa Elementary for 30 years. Her mother, Mandy Thronas-Brown, was the principal at St. Ann’s before it closed in 2021 and now serves as Associate Superintendent with Hawaii Catholic Schools. And most of her aunties and cousins are also educators. It’s only fitting then that the Elementary Education major would follow the same trajectory. 

“Growing up with my mom as a teacher at St. Ann’s, I was always inspired by how she engaged her students,” says Brown ’23. “I knew that education was always a passion of mine, and I knew that I loved working with kids, especially younger kids.”

However, like many events that were paused—or canceled—due to COVID-19 restrictions, Brown’s observation in the classroom was also sidelined, forcing the school to turn to Teaching Channel videos as a way to supplement students’ field experience.

“COVID impacted all of the education programs because students were not allowed in schools,” says Katrina Roseler, Ph.D., Associate Professor of Education and Director of Teacher Education Programs. However, she points out that as restrictions eased after two years, Agnes and her peers did get the chance to experience working with students at Palolo Elementary School during after-school tutoring. 

Starting in 2023, Brown will lead her own classroom at Sacred Hearts Academy, her alma mater. “I’m a little nervous, but I’m going to make it fun for the kids,” says Brown, with a smile. “Education was not always fun for me. It was definitely more of a chore than anything to be excited about.”

Agnes Brown '22 speaking with Sacred Hearts student

As a lifelong learner, Brown plans to take cues from some of her previous teachers and professors, who, she says, made concepts interesting and easier to understand. But there will be challenges, just like with any profession. The Kaneohe native accepts that she will encounter tough days, from planning engaging lessons to responding to classroom distractions. 

“My advice, stay calm,” says her mom, Thronas-Brown, who has been in the education field for 28 years. “The fears I think she is experiencing are being able to plan lessons accordingly and being responsible for the education of her students in her classroom, which is always a concern of all new teachers.”

Thronas-Brown also offers another sage nugget: strive to be the best teacher you can possibly be and treat each child in your classroom with compassion while ensuring you meet all teaching expectations.  

“Trust yourself and give yourself time to develop your style of teaching,” Thronas-Brown advises. “Never be afraid to ask for help.  No teacher is given a ‘playbook’ for each child in their classroom stating the best way to educate that individual.”

Kindhearted, curious, empathetic and leadership have defined Brown since she was a child.

“I was still in elementary school when I knew that I wanted to become a teacher,” Brown acknowledges. “I know I want to become a teacher that likes to help kids who don’t get it right away—like me when I was in school. And I want to provide the same nurturing environment that some of my former teachers created.” 

Brown’s mentors have also taught her the value of an education, especially a Catholic one. And while friends have questioned her choice of career, based on pay grade—in Hawaii, an elementary teacher’s entry-level salary ranges between $45,593 and $51,209, according to Hawaii State Teachers Association’s 2022-2023 salary schedule—she would rather accept a lower income doing what she likes best than a higher one that would blunt her passion for teaching.

“We are truly blessed with a self-driven, dedicated, loyal, compassionate, and loving child who knows God and seeks to be the best version of herself each day,” Thronas-Brown says. “We are extremely proud of our daughter Agnes, and we wish her nothing but the best in her life and future career.”