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Grants

Chaminade Partners on Cutting-edge AI Research

November 19, 2024

Project seeks to leverage AI to advance health equity

Chaminade University is a proud collaborator with the John A. Burns School of Medicine (JABSOM) at the University of Hawai’i on cutting-edge work designed to leverage artificial intelligence (AI) to advance health equity and research diversity in Hawai’i and the Pacific.

Chaminade will contribute to a JABSOM-led project that recently received a $500,000 Phase II award from the National Institutes of Health’s AIM-AHEAD (Artificial Intelligence/Machine Learning Consortium to Advance Health Equity and Researcher Diversity) program.

The work is aimed at using AI to enhance public health and reduce disparities, and the Hawai’i researchers plan to do that by deploying student researchers for new opportunities and “skilling up” AI experts so they can then serve as “navigators” for key stakeholders.

Dr. Alex Stokes is the principal investigator of the project at JABSOM and will collaborate closely with Dr. Helen Turner, research director at Chaminade’s CIFAL Honolulu Center, and her team.


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Turner said Chaminade is a key partner with the University of Hawai’i and the national AIM-AHEAD consortium on the ARCH project, which stands for AI Resource Concierge for Healthcare.

“The ‘resource concierge’ is a web gateway for researchers, community, healthcare providers and policymakers to access AI/ML tools, datasets and the training and technical assistance needed to use them in support of their missions in health equity,” Turner said.

Dr. Helen Turner
Dr. Helen Turner

Turner added the JABSOM and Chaminade teams implemented a Phase I ARCH pilot in 2023-24 that offered AI resources to healthcare stakeholders, conducted a landscape needs assessment survey, and trained a new class of “AI navigators” to assist healthcare users in understanding the potential of AI to reduce health equity.

The team also started proof-of-concept research projects applying AI to health equity challenges, such as diabetes and PTSD, with collaborators from Hawai’i, American Samoa and Aotearoa.

“The successful ARCH-Hawaii pilot was selected for a competitive ‘Phase II’ to take it national, which is a wonderful development ” said Turner, adding the Chaminade team—which in addition to Turner, as principal investigator of an NSF Alliances grant, also includes Dr. Catherine Brockway and Connor Flynn—will contribute to the next phase of the AIM AHEAD project by implementing a national training curriculum (deploying the CIFAL Center’s UN short course model) to “skill up” AI navigators.

Those navigators will then help stakeholders to apply AI to their health equity projects.

Additionally, the grant will help support new opportunities for student researchers, including internships, a “health equity hackathon,” and other health equity projects during the school year.


Interested in learning more about the grants mentioned in this article?

  • The NIH AIM-AHEAD award number is OT2OD032581-01 and Stokes ([email protected]) is the principal investigator.
  • The NSF INCLUDES ALL-SPICE Alliance award number is: NSF HRD-2217242 and Turner ([email protected]) is the principal investigator.

Posted by: University Communications & Marketing Filed Under: Featured Story, Homepage, Innovation Tagged With: Grants, Office of Sponsored Programs, Research

Student Research on Display

July 29, 2024

The Summer Research Institute Symposium was an opportunity for undergraduate scientists-in-training to get feedback on their work.

In his final presentation during the Summer Research Institute Symposium, Zach McClellan ’25 decided to pursue the correlation between the effects of occupational stressors on the quality of life among firefighters.
Zach McClellan ’25 presented his findings during the Summer Research Institute Symposium.

Zach McClellan ’25 comes from a long line of firefighters—and has seen first-hand the trauma these first responders can experience.

So as a participant in this year’s Summer Research Institute at Chaminade, the Psychology major decided to study how occupational stressors correlate to quality of life indicators for firefighters.

He presented his findings July 23 at the Summer Research Institute Symposium on campus, an annual showcase of cutting-edge undergraduate research at Chaminade conducted under the mentorship of professors.

“I sent out my first survey that comprised of demographics, the Firefighter Assessment of Stress Test (FAST), and the Quality of Life Enjoyment and Satisfaction Questionnaire Short Form (Q-LES-Q-SF) back in March,” said McClellan, pointing out the number of respondents shown on his poster board.

“This was my capstone project with Dr. (Darren) Iwamoto, and I want to take it as far as I can take it. The end goal is to get the study published.”

Organizers say the symposium reflects Chaminade’s strong commitment to advancing academic excellence while fostering close collaborations between faculty and student researchers.

A two-time participant in the Summer Research Institute Symposium, Grace Helmke ’25 built on last year’s “Climate Monstrosities” with this year’s “Climate Tricksters in an Indigenous Future.”

Mentored by Assistant Professor of English Dr. Justin Wyble, Helmke said she chose the subject for a couple of reasons. “The no. 1 reason was that I believe Indigenous peoples to have an incredibly important perspective on society—one that’s largely dismissed and unseen by the masses,” the English major said.

“Their viewpoints surrounding the ways in which to combat colonialism, preserve culture and fight for a greater future, are all concepts that each of the texts I focused on examined. I believe that discussing these concepts, principles and cultural beliefs, from an Indigenous perspective, has the potential to lead society into a future that rejects the colonial systems, and instead seeks equity and healing of the people.”

Amber Noguchi, program director for Chaminade’s Undergraduate Research and Pre-Professional Programs Office, said the symposium allows Summer Research Institute participants to not only showcase their work—but get feedback and questions from attendees to expand their research inquiries.

The institute is funded by a joint federal Title III grant with Kapiolani Community College.

A two-time participant in the Summer Research Institute Symposium, Grace Helmke ’25 built on last year’s “Climate Monstrosities” with this year’s “Climate Tricksters in an Indigenous Future.”
Grace Helmke ’25 explained her theories to a group of attendees.

“We just completed our fourth SRI,” Noguchi said, adding that participants also present at Kapiolani Community College’s Student Undergraduate Research Fair each semester.

Participant Georgeanna Flook is a rising senior and double majoring in Historical and Political Studies, and Criminology and Criminal Justice. Her research looked at the influence that education has on crime. Titled “Support Instead of Control: Education as a Unique Approach to Crime,” Flook’s study explored the possibility of reducing crime outside of traditional policing methods.

She credited her professors, Drs. Abby Halston and Kelly Treece, and lecturer Collin Lau, J.D., for their guidance as she conducted her research. Flook said she found that education, “acting as a means of formal social control and providing social support, can effectively reduce crime—regardless of the academic ability of the individual.”

“Future studies should focus on further articulating what effective social support means in the context of criminology and use working examples of social support to compare against crime trends,” concluded Flook, who aspires to go into criminal justice policy analysis.

Other Summer Research Institute participants at Chaminade this year included Ku‘ulei Koko ’26, who presented “Feeding Hawaii’s Future: Evaluating the Effectiveness of Culturally Tailored Programs for Native Hawaiians,” and LaVelle White ’26, who looked at “Student Food and Nutrition Security.”

For details on undergraduate research opportunities at Chaminade, click here.

Posted by: University Communications & Marketing Filed Under: Diversity and Inclusion, Featured Story, Innovation, Students, Undergraduate Research & Pre-Professional Programs Tagged With: Campus Event, Grants, Undergraduate Research & Pre-Professional Program

‘Inana Innovators Program

October 13, 2023

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.”

Posted by: University Communications & Marketing Filed Under: CIFAL Honolulu, Featured Story, Innovation, Institutional, Students Tagged With: CIFAL, CIFAL Center, Grants

Grant Expectations

October 5, 2023

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.”    

Posted by: University Communications & Marketing Filed Under: Campus and Community, Faculty, Featured Story, Innovation, Institutional Tagged With: Grants, Honors and Awards

Making Dollars & Cents

August 4, 2023

Demystifying Financial Literacy

Chaminade president Dr. Lynn Babington is flanked by, from left, Andrew Rosen, president and CEO of Hawaii State FCU, Greg Young, president and CEO of HawaiiUSA, Dr. Annette Santos, interim dean, School of Business and Communication, and Dr. Guanlin Gao, director of Chamiande’s Economic Education Center for Excellence and associate professor.
Chaminade president Dr. Lynn Babington is flanked by, from left, Andrew Rosen, president and CEO of Hawaii State FCU, Greg Young, president and CEO of HawaiiUSA, Dr. Annette Santos, interim dean, School of Business and Communication, and Dr. Guanlin Gao, director of Chamiande’s Economic Education Center for Excellence and associate professor.

For a couple of hours on a Tuesday morning, Hale Hoaloha’s R301 became a trading floor, with buyers and sellers brokering deals during a stock market simulation game. Waving a card in the air—like a trader would do on a Stock Exchange—Waipahu High School Career and Technical Education (CTE) teacher Russell Park walked around the room, booming, “Who’s selling? I’m buying!” The exercise was all part of the Economics and Personal Finance Literacy Summer Institute, led by Dr. Guanlin Gao, Director of Chamiande’s Economic Education Center for Excellence and an Associate Professor of Economics with the School of Business and Communication.

“No takers,” said Park, after the first round. “What I’ve learned so far I wish I had known years ago. I have also realized the importance of sharing this information with kids—to prepare them for the real world.”

According to Gao, this summer institute offers students essential knowledge and skills on how to allocate limited resources they have in life, such as time and money, in the most efficient way to satisfy their wants and needs. It also prepares them to better understand and respond to the events that shape their economic environment and financial well-being.

“We’re all natural-born economists,” said Gao, while looking around the classroom. “You might not just realize it … for now.”

Initially intimidated by graphs and charts, DJ Woodard of Waianae High School, grew comfortable with the classes after the first day. On the trading floor, she used her savvy and some recently-learned buzz terms to clinch a deal and made a profit.   

Dr. Gao's Economics and Personal Finance Literacy Summer Institute curriculum included such topics as market operations and government interventions, environmental economics, personal finance education and financial wellness.
Dr. Gao’s Economics and Personal Finance Literacy Summer Institute curriculum included such topics as market operations and government interventions, environmental economics, personal finance education and financial wellness.

“This shows us how to give our students a financial foundation,” says Woodard, a transition coordinator. “It gives them exposure to financial literacy, such as budgeting and saving.”

According to Gao, this institute is taught in a combination of lectures (with an emphasis on real-life examples and situations), in-class games and group activities, hands-on projects and field classes. The curriculum includes the economics and personal finance concepts based on the Hawaii Department of Education (HDOE) Social Studies Common Core standards, including such topics as market operations and government interventions, environmental economics, personal finance education and financial wellness. 

“I wish this was available when I was young,” Woodard lamented. “I would have had a better financial foundation. But I guess at 60 years old, it’s never too late.”

Through the training, participating teachers received access to teaching resources, including ready-to-adopt lesson plans—which Woodard said she plans to use—and one-on-one assistance in adopting and adapting lesson plans for specific grade levels.

A 10th grade health teacher at Farrington High School, Jan Halpenny was part of the first cohort from last year’s institute. So, too, was Kalelani Ogata, a special needs teacher at Abraham Lincoln Elementary School.

“Students are so ill-prepared financially,” said Halpenny, who attended this year’s luncheon finale. “They don’t even understand the most basic of finances, such as supply and demand.”

Hale Hoaloha’s R301 became a trading floor, with buyers and sellers brokering deals during a stock market simulation game.
Hale Hoaloha’s R301 became a trading floor, with buyers and sellers brokering deals during a stock market simulation game.

For her part, Ogata set up a class store, where the only accepted currency is good behavior. “These are special need 3- to 5-year-old kids,” she said. “They learn to count, and they quickly learn that needs and wants aren’t the same thing. The kids go home excited to talk about what they learned.”

The Nation’s Report Card on Financial Literary gave Hawaii a D grade, but cited some significant accomplishments, including the establishment and maintenance of a financial literacy website by the HDOE. Available is the HDOE Standards with Opportunities to Integrate Financial Literacy Concepts with financial literacy concepts matched to multiple English Language Arts, Mathematics, CTE, Social Studies and Science standards for K-12. The website also provides robust financial literacy resources and programs for teachers to help implement financial literacy instruction in their classrooms. In 2021, Hawaii’s legislature passed a resolution “urging the Department of Education to coordinate with the Department of Commerce and Consumer Affairs to implement a graduation requirement of at least a half credit in financial literacy during the junior or senior year.”

However, according to the report, although Hawaii has made efforts toward increasing its financial literacy instruction, mainly through establishing the Hawaii Public Schools Financial Literacy Task Force, it still receives a “D,” as it does not provide any substantial financial literacy instruction.

“We know we have work to do when it comes to financial literacy in Hawaii, but we are proud to be making a difference and serving as a hub for economics education,” Gao said. “Financial literacy doesn’t have to be hard and unreachable. In fact, financial literacy should be accessible to everyone.”

Posted by: University Communications & Marketing Filed Under: Business & Communication, Campus and Community, Homepage, Institutional Tagged With: Campus Event, Grants, Guest Speakers

NOAA B-WET Grant

July 25, 2023

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.”

Posted by: University Communications & Marketing Filed Under: Campus and Community, CIFAL Honolulu, Education, Homepage, Institutional, Natural Sciences & Mathematics Tagged With: CIFAL Center, Elementary Education, Environmental Studies, Grants

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