VOL.63 I NO.3 I 2025
COMMUNITY SCIENCE Insight Initiative
From the Comms Desk
VOL.63 I NO.3 I 2025
I
N TODAY’S rapidly changing world, academic excellence alone is not enough. As a kinder- garten through 12 th -grade independent school, we have a responsibility to provide students with experiences showing how their knowledge and skills can make a meaningful difference in their communities. At ‘Iolani School, our commitment extends beyond preparing stu- dents for college or careers — it is about preparing them to live lives of purpose and impact. Rooted in our One Team ethos, we believe true success lies not only in personal achievement but in the ability to uplift others and improve the world around us. This compels us to ask, “How can we, as individuals and as a community, use our knowledge, resources, and networks to solve problems and support those in need?” The answer begins with creating educational opportunities that cultivate compassion, encourage innovation, and nurture a strong sense of kuleana, a responsibility to each other and the broader community. Through our external education programs,‘Iolani School has committed to using education as a tool for service and transformation. Initiatives like the ‘Āina Informatics Network, the KA‘I Program, and ‘Iolani Community Science model how collaboration between private institu- tions and public entities can create meaningful, real-world learning opportunities that move our state forward. These programs empower students to see themselves as contributors to their community, equipped with the tools and knowledge to make a meaningful impact for our state. Providing students with the opportunity to participate in projects directly impacting the world around them makes their learning personal and powerful. As you’ll read in the pages of this issue, during the COVID-19 pandemic, our students worked alongside public health officials and university researchers to help track and sequence the virus’ variants. This project expand- ed to include students from 14 schools statewide. Another example is stream clean-up work through Pa‘ēpa‘ē o Waikolu, which has resulted in an unprecedented return of native species to our streams. While these projects are remarkable, they represent just a glimpse of our stu- dents applying their learning to real-world challenges, contributing to the health, resilience, and the future of Hawai‘i. At its core, this work helps our students develop a mindset of servant leadership, a commit- ment to leading with empathy and humility, and a deep desire to give back. Our hope is that by exposing our students to authentic, purpose-driven experiences, they will carry these values forward into their lives and careers. Whether they go on to become doctors, artists, engineers, or entrepreneurs, we hope that they will always ask themselves, “How can I use what I know to help others?” At ‘Iolani, education is about more than personal achievement. It’s about cultivating leaders who are ready and willing to give back, leaders who carry the spirit of One Team wherever they go. To our ‘Iolani ‘ohana, thank you for being part of something greater. Mahalo for your partner- ship in shaping leaders who serve with heart, lead with purpose, and use their knowledge to meet the needs of their communities with courage and compassion.
‘IOLANI COMMUNICATIONS DIRECTOR OF COMMUNICATIONS AND PUBLIC RELATIONS Michelle Hee ’10 I mhee@iolani.org DIRECTOR OF VISUAL DESIGN Clifford Cheng I ccheng@iolani.org DIRECTOR OF MULTIMEDIA DESIGN Juju Ranches I jranches@iolani.org DIRECTOR OF INTERACTIVE MEDIA John Tamanaha ’87 I tamanaha@iolani.org CONTENT CREATOR / DESIGNER Jason Karioka I jkarioka@iolani.org CONTRIBUTING PHOTOGRAPHERS Jason Karioka I John Tamanaha ’87 Taylor Wong ’08 I Eric Wehner COMMUNICATIONS INTERN Yumi Ricalde Harada ’26 HEAD OF SCHOOL Timothy R. Cottrell, Ph.D. I tcottrell@iolani.org BOARD OF GOVERNORS Mark M. Mugiishi, M.D., F.A.C.S. ’77 I CHAIR Russell Yamamoto ’69 I VICE-CHAIR Takeshi Saeki ’82 I TREASURER Mark Yamakawa ’74 I SECRETARY Timothy R. Cottrell, Ph.D. I HEAD OF SCHOOL John C. Dean Jr.
Matthew K.M. Emerson ’95 Melvin Kaneshige Esq. ’66 Bryan K.K. Li ’96 Whitney Limm M.D., F.A.C.S. ’76
Eun Joo “EJ” Milken ’91 Calvin S. Oishi, M.D. ’79 Raymond S. Ono ’72 Jill A. Otake ’91 Jonathan K. Poe ’78 Michele Saito Lisa Sakamoto Kent Tsukamoto Robert “Bub” W. Wo
Emelda Wong Trainor ’95 Reuben S.F. Wong, Esq. ’54 Jodi Shin Yamamoto, Esq. ’89
The Right Rev. Robert L. Fitzpatrick I EX OFFICIO Susan Mukai ’06 I ALUMNI REPRESENTATIVE
With regards,
Postmaster, send addres s changes to: ‘Iolani Bulletin ‘Iolani School I 563 Kamoku Street Honolulu, HI 96826 Email: info@iolani.org I iolani.org
Michelle Hee ’10 DIRECTOR OF COMMUNICATIONS AND PUBLIC RELATIONS
Clifford Cheng DIRECTOR OF VISUAL DESIGN
Member, National Association of Independent Schools At ‘Iolani School, no child will be descriminated against because of race, color, creed, national origin, or disability. The ‘Iolani School Bulletin is published three times each year, by ‘Iolani School and distributed free of charge to alumni, current or former parents and grandparents, and friends of the school. Non-profit flat rate postage paid at Honolulu, Hawai‘i.
ON THE COVER I Fourth Graders at Ma _
noa Stream PHOTOGRAPH I Jason Karioka
50 An annual tradition full of heart! The seniors proudly escorted the kindergarteners to opening chapel, marking the start of the 2024-25 school year.
54 Spirit, energy, and endless cheers! Cheerfest brought the hype to home- coming as classes battled it out with routines full of pride and passion, Go Raiders!
66 Fantasy, humor, and heartfelt storytelling took center stage as the ‘Iolani Dramatic Players brought She Kills Monsters to life in Seto Hall.
81 In December 2024, the ‘Iolani Classic celebrated its 40th anniversary, marking four decades as one of the nation’s premier high school basketball tournaments.
Inside FEATURES
CAMPUS LIFE ALUMNI LIFE
08 I Community Science A Private School with a Public Purpose 16 I ‘Āina-Informatics Network 20 I Pa‘ēpa‘ē o Waikolu 26 I Independent Research: Logan Lee ’25 32 I Nontuberculous Mycrobacterial Pulmonary Disease in Hawai‘i 34 I Novel Lava Cave Bacteria 38 I COVID Variant Trackers
07 I From the Head of School 42 I Keables Scholars Eric Kim Cathy Park Hong 45 I School in Focus 85 I From St. Alban’s Chapel 86 I Slice of Sports 95 I Athletic Commitments
96 I Classnotes 111 I Raider Recap 112 I Memorials 113 I Endnote
Congratulations to the ‘Iolani cheer team on bringing home both the ILH and HHSAA state title this year. 88
As part of their integrated science curriculum, fourth graders explored Kānewai and Mānoa Streams in November, conducting a stream paepae survey to remove invasive species such as bass, cichlids, catfish, and crayfish. Utilizing the United States Department of Agriculture (USDA) Stream Visual Assessment Protocol, they analyzed stream health, habitat conditions, and stream bank stability. Despite rainy weather, students were thrilled to capture, observe, and release three native ‘o‘opu nākea at Kānewai Stream.
From the Head of School
I ‘Iolani Community Science started with a vision of two opportunities, both of which have come to fruition in exceptional ways.
driven and self-serving narratives for it to foster the extent of anti- science decisions currently in play. Here, is one example of how the malignancy presents. In 1998, British physician Andrew Wakefield and colleagues published a study in The Lancet involving 12 children, suggesting a link between the measles, mumps, and rubella (MMR) vaccine and autism spectrum disorders. The study proposed that the MMR vaccine might cause intestinal inflammation, leading to the absorption of harmful proteins that could affect brain development, thereby contributing to autism. This claim was based on observations where some parents reported that behavioral symptoms appeared in their children shortly after MMR vaccination. However, extensive investigations later revealed that Wakefield had manipulated patient data and acted unethically, concluding that the study was fraudulent. In 2010, The Lancet fully retracted the paper, and Wakefield was stripped of his medical license. Yet here we are today, with a growing measles epidemic, growing distrust of vaccines, government leaders giving credibility to this fraudulent research, and, most alarming of all, a concerted defun- ding of federal support for medical research at universities and corporations. As a note of context, at the turn of the 20th century, about 60% of people in our society made it to age 18. One out of five children perished before adulthood. Currently, more than 99% of our children make it to age 18. There are, of course, multiple factors for this elimination of child mortality as part of our life experience, but vaccinations and modern medicine are by far the most causal. Misguided and manipulated public opinion, the political utility of health-related conspiracies, and our dwindling ability to put in the work and discipline to engage in unbiased, critical thinking have us, for the first time in our lives, looking at something as absurd as the reintroduction of child mortality. Among all the nonsense in our world that divides us, we agree that we love the people in our lives and want them to be healthy for a long time.The past century’s advances have made this a reality in many ways. Science is real, science is essential, and science needs defending.
NTERNALLY, through our Independent Research program, we aimed to create graduate-school-level research science for ‘Iolani students. The premise was that although one cannot achieve the comprehensive knowledge of a Ph.D. research program in high school, young adults are more than capable enough to traverse a highly focused path leading to this research level. This is Jack Kay’s legacy at ‘Iolani. And its growth under the guidance of Dr. Yvonne Chan and her research group has brought it national and international recognition. Externally, our goal was to build capacity within our State of Hawai‘i public schools to offer high-level modern genomics education and analogous research opportunities for students statewide. ‘Āina Informatics Network was born from this, and ‘Iolani leads this effort of institutional service to schools and students throughout our state. I invite you to enjoy this issue’s article on ‘Iolani Community Science and its achievements. The basis of our school’s commitment to science is the belief that it is one of the fundamental tools moving humanity forward in positive and expansive ways. This position served us well during the COVID-19 pandemic as we engaged experts, created a safety protocol, and fabricated personal protective equipment within the Sullivan Center for Innovation and Leadership. This objective application of science also allowed our students to remain on campus throughout the pandemic, mitigating the now well-established mental health issues associated with pandemic-related isolation. And we did this with zero cases of on-campus transmission until the vaccinations became available. The application of science as a discipline has served us well. However, as I write this, we are yet again, Galileo et al., at an inflection point of dwindling belief in science in favor of subjective, biased, and politicized interpretations of the natural world. Please consider from this letter that just as we work together for justice, equality, human dignity, and other social ideals, we must embrace science’s sanctity for the greater good with equal commitment. We collectively benefit from a commitment to science and a directionality of research that betters the human condition. Here’s the rub and resulting malignancy. There is no 100% safe medi- cation or treatment for serious illness. This is a simple truth and an aspect of nature’s entropic engine. While this might sound somewhat scary, it is genuinely frightening if we don’t accept this as an aspect of nature and instead employ it as a causal fallacy to drive a non-scientific agenda. We are watching an erosion of public trust and opportunistic mythmaking around science to serve political expediency. Social media has created the platform for this disinformation. However, it requires that we relinquish critical thinking and embrace emotionally
Timothy R. Cottrell, Ph.D. HEAD OF SCHOOL
VOL.63 I NO.3 I 2025 I 07
WE FOSTER COMMUNITY SCIENCE AMONG SCHOOLS, NURTURE INDEPENDENT RESEARCH, AND PROVIDE OUTREACH AND WORKSHOPS THAT CONNECT SCIENTISTS TO TEACHERS AND EMPOWER SCHOOLS WITH SKILLS AND EQUIPMENT TO DO AUTHENTIC SCIENTIFIC RESEARCH. COMMUNITY SCIENCE AT ‘IOLANI SCHOOL
WORDS Catharine Lo
EMPOWERING COMMUNITIES THROUGH SCIENCE
As a science teacher at ‘Iolani for 52 years, John “Papa Jack” Kay marveled at the joy research brought to his students. He saw how the process of investigating the phenomena of life ignited curiosity and passion, as well as how it fostered a
“The excitement is the result of not only doing the work, but it is also the network of people with whom they come in contact,” Papa Jack shared in the ‘Iolani Bulletin in 2008. Ever since its opening in 2014, the Research Lab on the fourth floor of the Sullivan Center has been a hub for scientific inquiry and discovery, not just for ‘Iolani students, but collaborators, teachers, and kindergarten through 12th-grade students statewide. Guided by Papa Jack’s vision,‘Iolani Community Science was established as a vehicle for the next generation of Hawai‘i researchers to leave their mark on the Earth. The projects undertaken by Community Science collaborators over the past decade have been exceptional in the way they examine issues in a place the students call home, Hawai‘i, chipping away at complex questions and finding inroads toward solutions. “The scale of what we’ve been able to accomplish with our small, amazing team is incredible,” said Director of Community Science Dr. Yvonne Chan. “We’ve created a program that’s a win for students who want to learn how to do science while helping their community. At the same time, we’re building a broad network that connects teachers to researchers while supporting them with cutting-edge scientific equipment and expertise that allows them to give more to their students.” Further, Chan said the Community Science team’s efforts fulfill a sense of kuleana (responsibility) and encourage students to really think about why the research is important. “What we are really building is pīlina, relationships between our students and their community, their home, [and] Hawai‘i.” sense of agency and belonging for young people in search of their place in the world. Recognizing the way embracing research could enrich personal development, Papa Jack sought to create more opportunities for students to engage in real-world science.
10 I IOLANI.ORG
2020
2017
Community Science is anchored by four signature programs: STEMplus, Independent Research, the ‘Āina-Informatics Network, and Pa‘ēpa‘ē o Waikolu. Each program builds capacity for Community Science as a whole. While STEMplus develops teachers, Independent Research shepherds students. The ‘Āina-Informatics Network makes available state-of-the-art equipment and expertise to support genome science and Pa‘ēpa‘ē O Waikolu’s stream assessment and stewardship model provides a blueprint for place-based curricula making a measurable impact. Much of Community Science’s success can be attributed to its robust network of scientists and scholars willing and eager to collaborate with teachers and students. “We, as a high school lab, can do a lot more research here that is in alignment with — and also in partnership with — outside labs,” said ‘Iolani Community Science Genomics Specialist Eric ‘Iwakeli‘i Tong. Spotlighting spaces where community groups are actively managing their lands or have biocultural restoration projects in progress, Tong further explained, “It’s not just the academic connections, but also the community connections. I think that’s the formula here in the Office of Community Science that has made our students really strong contenders. Not every school is pulling all those threads together for their students to pursue.” Professional development for teachers is also key since research projects are often limited by a teacher’s capacity. Community Science offers training that can help teachers stay up to date as technology changes and science advances. Additionally, STEMplus provides a forum for linking classrooms and community. Through bimonthly workshops exploring relevant issues — from detecting coconut rhinoceros beetles to protecting seabird habitats — project coordinators have the opportunity to promote awareness and recruit student scientists to assist in their causes. “Teachers know a lot about how to teach kids,” said Chan, who is also the John Kay Teaching Chair in Research Science, explaining why it is essential to have educators on board helping students navigate the research. Scholars in academia understand the science, but not necessarily how to help young people grasp it. They’re mechanics who can retool the research engine, but they’re often not equipped to regulate the research drivers. Research shouldn’t be conducted in a vacuum, added Dr. Rafael Peres-David, an epigenetic specialist and science teacher for Community Science. There’s a destination, and when you arrive you want others to be able to get there, too.
12 I IOLANI.ORG
2014
THE EXCITEMENT IS THE RESULT OF NOT ONLY DOING THE WORK, BUT IT IS ALSO THE NETWORK OF PEOPLE WITH WHOM THEY COME IN CONTACT. JOHN “PAPA JACK” KAY :: EDUCATOR
“Collaboration is paramount for students to develop teamwork skills and recognize their intercon- nectedness,” said Peres-David. “Community Science emphasizes the importance of working together as a community. In today’s research landscape, collaboration is an indispensable aspect, and fostering this understanding among students is essential for their future success.” Papa Jack not only nurtured the intellects of his students but also tended to their happiness and well- being as young adults. The Community Science team practices his holistic approach to educating students, teachers, and members of the community. Kaleo Hanohano, who joined the Community Science network through her participation in STEMplus, calls it ōpū ali‘i leadership — a courageous, chiefly leadership. “They have this generosity from the gut. They want the kids to shine,” said Hanohano, a Kahuku High School teacher, of Community Science. “Even as people so committed to the sciences, they are willing to watch the whole thing go down the tubes just so they can witness the kids do something extraordinary. I’m looking at them, like, oh my goodness, our data is swimming away. But they will actually step away and let the kids do whatever they need to do to unravel all the mysteries in front of them. I find that so beautiful.” In this issue of the ‘Iolani Bulletin, we’re proud to highlight some of the remarkable achievements of Community Science in its first 10 years.
VOL.63 I NO.3 I 2025 I 13
2018
[ 2014-2025 ]
THANK YOU TO OUR MANY DONORS AND SUPPORTERS WHO MAKE THIS PROGRAMMING POSSIBLE: Hawai‘i Dental Service, Maurice and Joanna Sullivan Family Foundation, Governor’s Emergency Education Relief Fund, Edward E. Ford Foundation, Kokame Family, ABC Stores, Public Schools of Hawai‘i Foundation, Grove Farm, Hawai‘i Fish Habitat Partnership, National Fish and Wildlife Five Star and Urban Waters Restoration Program, NOAA B-WET, John and Sue Dean, and the many generous individual supporters of Community Science. Mahalo!
JOHN & VIOLET KAY SUMMER RESEARCH FELLOWSHIP 56 John & Violet Kay Fellows have collectively won
57
awards at the District, State, and International Science Fairs
9
Advancing to the International Science and Engineering Fair
Scan to see how student-led stewardship at Pa’epa’e o Waikōlu is restoring Hawai’i’s streams—bringing back native species like never before.
INDEPENDENT RESEARCH 247 Total projects
‘ĀINA-INFORMATICS NETWORK PARTICIPATING SCHOOLS CURRENT
KAUA‘I Hawai‘i Technology Academy Kaua‘i Island School
Kapa‘a High School Kaua‘i High School Kawaikini Waimea High School
MOLOKA‘I Moloka‘i High School
MAUI King Kekaulike High School Kūlanihāko‘i High School Maui High School
SCIENCE FAIR AWARDS
HAIS District ¹ 198 students 61 Awards HSSEF ²
Regeneron Science Talent Search 3 students top 300 1 student top 40 1 student 4th place 1 Hawai‘i Association of Independent Schools 2 Hawai‘i State Science and Engineering Fair 3 International Science and Engineering Fair
LĀNA‘I Lāna‘i High School
7,608 58 Total student reach Schools served 119 $163,802 Total equipment support value given to network schools
O‘AHU ‘Aiea High School ‘Aiea Intermediate School Castle High School Farrington High School Hālau Kū Māna Hawai‘i Baptist Academy ‘Iolani School Kahuku High School Kailua High School Kailua Intermediate School
91 students 88 Awards ISEF ³ 28 students 12 Awards
[ 2015-4/2025 ]
Kalani High School Kamaile Academy Kamehameha Schools Kapālama King Intermediate School Kula Kaiapuni Hawai‘i ‘o Kahuku La Pietra
STEMPlus
HAWAI‘I ISLAND Hawai‘i Preparatory Academy Hawai‘i Technology Academy Kona Hilo High School Kamehameha Schools Hawai‘i Ka‘ū High School Ke Kula ‘o ‘Ehunuikaimalino Kea‘au High School Kealakehe High School Parker School Waiākea High School West Hawai‘i Explorations Academy
1,000 Attendees > 130 54 Organizations connected Events >
Le Jardin Academy Mid-Pacific Institute
Moanalua High School Moanalua Middle School Our Savior Lutheran School Pearl City High School Punahou School Radford High School Roosevelt High School Sacred Hearts Academy St. Andrew's Schools University Lab School Wai‘anae Intermediate School Waipahu High School
Partner schools who have received equipment grants in BOLD.
[ 2015-2024 ]
[ 2015-2025 ]
COMMUNITY SCIENCE :: ‘ĀINA-INFORMATICS NETWORK
Curious anticipation fills the lab at Moanalua High School as AP Biology students lift their pipettes, thumbs at the ready. Visiting teacher and ‘Iolani Community Science Genomics Specialist Eric ‘Iwakeli‘i Tong demonstrates how to depress the plunger and dispense the DNA extraction solution into a vial, reminding the students to avoid contamination. He stops by each workstation as the students work through the steps of extracting genetic material from the wild mushroom samples they gathered.
O
VER THE COURSE of the week ahead, the students will sequence the DNA, map out the findings, and upload them to a database for the Hawai‘i Fungi Project, which aims to identify various mushroom species found in Hawai‘i. The curricula is one of many offered through the ‘Āina-Informatics Network (AIN), the ground-breaking ‘Iolani School Community Science program bringing genome science to high school students statewide. In 2017,‘Iolani became one of the first high schools in the world to procure a MinION sequencer made by U.K.-based Oxford Nanopore Technologies. The portable, palm-sized device — Tong calls it “the GoPro of genomic sequencing” — is a game changer, allowing for real-time DNA sequencing to happen on the fly in the most remote places, including the International Space Station. The darling of ‘Āina-Informatics Network’s mobile sequencing lab, the MinION can be brought into classrooms where students can watch it spit out long text strings — thousands and thousands of base letters — as it reads DNA like a scene out of the science fiction film “Gattaca.”The AIN mobile lab includes all the necessary equipment to run DNA extraction, polymerase chain reaction (PCR) testing, gel electrophoresis, and nanopore sequencing, offering a broad array of genomic research possibilities. “In grad school, I would prepare my samples and I would send them away for sequencing, but the technology in our mobile lab makes that process visible to students, which I find really, really exciting,”
says Tong, who serves as ‘Āina-Informatics Network Coordinator, a dynamic role taking him to science classrooms across the state. Tong runs workshops on operating the equipment, co-designs curricula with teachers to address issues within their communities, and gets students to think about how the research can help strengthen the relationship between people and the ‘āina, setting their sights on goals like advancing food security, uncovering indi- genous knowledge, and protecting local biodiversity.
TEACHER TRAINING AND SUPPORT
The personal training, stipend support, and funding for lab equip- ment — including reagents, micropipettes, PCR thermocyclers, electrophoresis equipment, centrifuges, and more — is of critical value to the growing number of participating teachers from public and private schools across Hawai‘i. It gives teachers like Dr. Johanna Anton of Hawai‘i Preparatory Academy on Hawai‘i Island the know-how to engage her students in a wide range of ‘āina-based projects, from examining the microbiome supporting native plant growth to investigating the symbiotic relationships between aquatic algae and bacteria. Anton was selected as an AIN Fellow after attending the three-day Kula A‘o Kālaiōewe Genomics Intensive in summer 2022. The hope of naming her an AIN Fellow is that she will become a resource for other Hawai‘i Island teachers wanting to adopt the curricula.
16 I IOLANI.ORG
“Through the ‘Āina-Informatics Network, I have made connections with other teachers, professors, and scientists and continue to bring increasingly complex genome science projects into our classrooms,” says Anton. “Our students are very excited to learn more about how genome science can be used to help them better understand where they live.” Community Science Specialist Joanna Kobayashi, who helps plan teacher development workshops, points out that some teachers have expertise but lack equipment, while others have equipment they don’t know how to use. She says ‘Āina-Informatics bridges those gaps by providing in-classroom assistance and curricula. “If you were doing this alone, you might not have the right reagents or know which DNA extraction kit to use for your samples.” Kobayashi says. “But ‘Āina-Informatics Network teachers can reach out to our team, or send a picture of a gel, and we can help troubleshoot, offering expertise that is current. It’s like having on- Over the past seven years, the ‘Āina-Informatics Network has touched the lives of 7,443 students, 52 schools, and 118 teachers. As its capacity for projects grew, so did the amount of data it generated, resulting in a concurrent need to store, filter, and organize the data in a way it remains accessible to students and teachers. “We’re talking about hundreds of thousands of pieces of data and each data point having hundreds of thousands of coding units,” Tong says, explaining that teachers simply don’t have the hardware to support that much data. “It was clear we needed somebody with the bioinformatics chops to be able to wrangle all that data and mine the signal from the noise.” call tech support.” BIOINFORMATICS
Enter Ethan Hill ’14, who joined Community Science as its Bio- informatics Specialist following his graduate-school work associated with the COVID Variant Trackers Project. Hill writes software incorporating various analysis tools — many of these written in different coding languages — ensures compatibility, and presents them via a user-friendly, plug-and-play interface walking users through each step of the process. The platform is hosted on a high- capacity Google Cloud server allowing teachers to upload data, set the parameters for their desired analysis, hit the go button, save the results, and even create visualizations to present their findings. As long as teachers have an internet connection, they have access to the tools needed to conduct their analyses. “There are a handful of tools that can be used for different types of sequencing projects that we do,” says Hill. “If we’re looking for native species in stream water, there’s a tool for that. If we want to assemble bacterial genomes and look for genes of interest or [genes associated with antibiotic] resistance, we can do that. If we want to classify the … bacterial contents [of a microbiome] of a sample, we can do that, too.” ‘Iolani School covers the overhead cost necessary for the development and deployment of these tools, providing an indispensable commu- nity resource underpinning the success of all Community Science projects. Additionally, all source code for the tools and workflows are publicly available through GitHub for anyone to adopt and modify. “In the spirit of science, everything should be open source and free,” says Hill. “We like open access. We’re not trying to limit science here.”
18 I IOLANI.ORG
IMPACT
Joanna Kobayashi recalls the extent of genetics lessons in high school science courses when she was a biology teacher. “You swab your cheek cells, extract your DNA, and put it in a little bottle to give to your mom as a necklace — which is cool,” she laughs. “But how much more meaningful would it be for students to say, ‘You know what? This is environmental DNA from a stream in my watershed, and we’re using it to detect native species.’” Through the ‘Āina-Informatics Network, 1,000 students annually have been given the opportunity to engage in meaningful commu- nity research. Examples include: n ‘Aiea High School students’ investigation of microbial communi- ties where remediated water was discharged into Hālawa Stream during the Red Hill water crisis. n Kaua‘i High School students’ analysis of eDNA from ‘Alekoko Fishpond to characterize phytoplankton and fish populations. n Fourteen Hawai‘i high schools sequencing of 420 coronavirus genomes to track the spread of different COVID variants statewide. “The volume of sequencing that we do at the high school level, I haven’t seen anywhere else,” says Dr. Chan, marveling that she is still blown away witnessing the instant reveal of genetic code. “The first time I sequenced something and saw the As, Cs, Gs, and Ts, I thought, this is incredible. That feeling of, wow, I’m seeing the genetic sequence of a bird whose DNA I extracted. That lightning bolt of realization. That’s the hope we have for our students.”
BIOETHICS
The power and accessibility of emerging genomic technologies raises important questions about the ethics of using the information now acquirable. Using the full genome sequencing of a native species as an example, Director of Community Science, Dr. Yvonne Chan explains, “Yes, you can sequence it. But should you? And then what should you do with that data?” Chan adds there is a history of biopiracy in Hawai‘i, with biotech companies taking sequences to create novel antibiotics or cancer drugs. “It’s great that we’re finding new drugs and therapies, but benefits should be shared back to the communities they came from.” An essential part of AIN curricula involves the discussion of bioethics in lockstep with learning gene-sequencing technology so students understand how to approach their decision-making in an ethical manner, taking into consideration scientific ramifications, social integrity, and cultural sensitivity. From ensuring project materials are derived in a pono manner to engaging students in the nuances of genomic data sovereignty, AIN curricula aim to launch a new generation of science learners centering ethics in their practice at the earliest stages of their training.
VOL.63 I NO.3 I 2025 I 19
COMMUNITY SCIENCE :: PA‘ĒPA‘Ē O WAIKOLU
On a sunny morning in February, a group of third graders from Wai‘alae Elemen- tary School lined up shoulder to shoulder across a shin-deep section of Mānoa Stream. They each held open an A-frame ‘ōpae net and waited as another line of students 25 meters upstream marched toward them, herding the fish into their nets, eager to see what animals would be captured and crossing their fingers that someone would find an elusive, native to Hawai‘i ‘o‘opu (freshwater goby). A FTER BRINGING THEIR NETS UP and laying them out on the grassy bank of the stream, the eight year olds parsed out their catch like Halloween candy — catfish, ders, who were reluctant to leave. “You’re scientists! It’s happening!”
Yap and Charuk are the coordinators of Pa‘ēpa‘ē o Waikolu, a consortium of kindergarten through 12th grade public, private, and charter schools committed to restoring the health of O‘ahu’s Ala Wai watershed. Over the past nine years, more than 20,000 students have performed stream assessments at 20 different sites across Mānoa,Pālolo,and Makiki Streams.The curricula students follow teach them about Hawai‘i’s unique native freshwater species and the effects of human influence on their populations. Prior to their field trips to the stream sites, Yap and Charuk visit classrooms to familiarize students with the equipment they will use and teach them how to identify the fish. Zooming out, they also explain that the presence of native fish is an indicator of stream health. “Because these animals live in that space through their entire lives, their abundance, their disappearance, and their diversity matters,” Yap shares with them. Zooming out even further, Yap and Charuk discuss with students why healthy streams are essential. Eventually it clicks in the students’ minds that by removing invasive fish, they are actively contributing to community conser-
smallmouth bass, crayfish, guppies, mollies and more. Disappointingly, they found no ‘o‘opu or other native species. But there was much squealing and shrieking as they picked up the invasives — in particular, the larger suckermouth catfish — and placed them into a bucket to be removed from the site and converted into fertilizer. That task completed, the kids moved on to their next exercise, studying the stream to make observations about turbidity and shade. Afterward, they listened to a mo‘olelo about Kahalaopuna, the legendary princess of Mānoa Valley, while eating snacks. Three groups moved through this same rotation that morning until all 80 students completed their stream bioassessments. ‘Iolani School educator and aquatic biologist Cory Yap wrapped up the field trip by announ- cing that the students had removed 126 invasive fish of 11 different species.The data collected would be added to the most extensive dataset on streams in this watershed, compiled primarily by students just like them. “You’re researchers!” said ‘Iolani School Community Science specialist Andi Charuk, praising the third gra-
VOL.63 I NO.3 I 2025 I 21
WE'RE GETTING STUDENTS HYPED UP ABOUT REBUILDING THAT RELATION- SHIP TO OUR WATERWAYS, EVEN IF IT STARTS WITH JUST GETTING THEIR FEET WET. CORY YAP :: OUTREACH EDUCATOR
vation.Sincetheprogram’sinception,morethan>130,000 invasive animals — the equivalent of > 2,700 pounds — have been taken out of Mānoa, Pālolo, and Makiki streams. Yap notes that over time, he and Charuk have seen a decline in numbers of smallmouth bass, a predator of native fish that was of particular concern. “These students and these schools are responsible for bringing those numbers to a reasonable level,” says Yap. “It’s wild to think about.”
nelized areas of Pālolo and Makiki Streams — had less ‘o‘opu because the bass were eating them. “What we’re starting to value is that not all barriers to native species presence are just habitat destruction,” says Yap, pointing to visible forces of degradation such as bridge crossings, runoff, deforestation, and erosion. Says Charuk, “We want our students and program partners to have access to this data, so they can start asking more questions. Everybody is responsible for these waters. The way our curriculum is set up, there are data interpretation lessons for the teachers to administer afterwards, so it does provide that rigorous science exposure. But by connecting the science to a real-world situation, students have opportunities to apply the results to make a difference — like, cool, now [go and] use these numbers, go testify on bills for water.” Explained Morgan Tursi, the Grade Level Chair for third grade at Wai‘alae Elementary who brought the Wai‘alae Elementary School third graders to the Feb- ruary Mānoa Stream field trip, “It’s a really valuable hands-on experience for the kids We do a whole wetlands unit and a changemakers unit, and this brings it all together. This is their backyard, and we want them to understand how they can make good choices for their environment and be good stewards.” The impact of the Pa‘ēpa‘ē o Waikolu program is imme- diate and visible. Charuk sees the sense of accomplish- ment in kids who are initially squeamish and eventually
BUILDING A SENSE OF ACCOMPLISHMENT
“It’s extremely clear in the spaces we work in that there is no value to our streams, and we’re trying to change that. We’re getting students hyped up about rebuilding that relationship to our waterways, even if it starts with just getting someone’s feet wet,” says Yap, who brings stream biodiversity back to the basics for younger kids. “This relationship can start with these animals because they have eyes and they sometimes smile, rather than jumping straight into ‘What is the water quality?’” Charuk mentions a smallmouth bass stomach content analysis performed by ‘Iolani Independent Research student Ann Tokoyoda ’24 confirming that the bass were eating ‘o‘opu and ‘ōpae. Data collected by Pa‘ēpa‘ē o Waikolu participants showed a large incidence of smallmouth bass in Mānoa Stream, while none were found in Pālolo and Makiki Streams. This raised the hypothesis that Mānoa Stream — even with more sections of natural stream habitat than the more chan-
22 I IOLANI.ORG
native species surveyed 1949
130,000 >
non-native fish removed
student volunteers 30,000
2,700 (lbs) >
total biomass removed
[ 2015-2024 ]
build the confidence to pick up the fish. She also notes that some students who have a difficult time in the class- room will shine in the stream, where they are part of a team collaborating to get the job done. Both she and Yap agree on how infinitely rewarding it is to see the joy people experience during the stream visits. “You see it on their faces,” Yap shares, underscoring the natural connection people have to the ‘āina. “It doesn’t matter what age. Even the adults will act like little kids.”
speak mo‘ōlelo about all the wonderful relationships they built,” says Kaleo Hanohano, who provides support for the Ho‘okahe Wai Fellows. Hanohano, who currently teaches at Kahuku High School, was instrumental in getting Pa‘ēpa‘ē o Waikolu off the ground. Her students at Kaimukī High School, where she was then teaching, were the first to find more native species in our streams than invasives (see chart right), indicating that their efforts were working. Hanohano even recalls an Earth Day survey that showed upwards of 70 percent native fish in the stream. As a mentor for the Ho‘okahe Wai Fellows, she helps antici- pate the needs of participating teachers, from filling out paperwork to organizing school buses. “You can go your entire career as the crazy one on campus chasing down tiny little fish that nobody knows anything about. Then Ho‘okahe Wai Fellows pops up — [and] to know there is a name for what they love to do — they feel like, ‘Finally, somebody sees me,’” Hanohano says, of participating teachers. “When you have this group of unbelievable ‘āina warriors standing in line with you, you’re propped up.” She is equally inspired by the devotion of the Pa‘ēpa‘ē o Waikolu team.
HO‘OKAHE WAI FELLOWS
As Pa‘ēpa‘ē o Waikolu’s approach gains traction, teachers from around the island are eager to get their students involved. To maintain the momentum, Community Science launched the Ho‘okahe Wai Fellows program in July 2024. Participating Fellows are learning to coordinate stream animal surveys with their students the way Charuk and Yap do and develop meaningful watershed education experiences in beloved streams across windward O‘ahu. “It’s an opportunity for teachers to breathe together in this ‘āina momona (fertile land) and occupy the space from mauka to makai. To claim the biodiversity as their own, to stay there, measure it, kilo (observe) it, connect with their kūpuna, and then have students go out and
24 I IOLANI.ORG
COUNT
THE NUMBER OF NATIVE FISH COLLECTED AT KAIMUKI HIGH SCHOOL HAS GONE UP OVER TIME
120
NATIVE FISH FROM EACH SURVEY OF THE STREAM TREND LINE OVER TIME
80
40
0
-40
YEAR
2016
2018
2020
2022
2024
“Cory used to come to our site before he had any assis- tance. He used to cut all of our grass and make that space safe, make a pathway for the kids,” she recalls, reminded that a labor of love, at the end of the day, is an intentional choice to sustain something you love. “I wondered, ‘Wait, are you doing this at every location?’ And he’s like, ‘Oh, yeah, some of them are even more overgrown.’” Explains Yap, “Access to streams has all but been fenced off and overgrown. No one has an idea of what a stream is anymore because it doesn’t look like a stream. If this is a life-giving resource, why is it fenced off? So, creating something that is a stream to them? That’s super important.” At conferences outside Hawai‘i, Yap often frames the work Pa‘ēpa‘ē o Waikolu does by talking about how fragile and unique the Hawaiian Islands’ biodiversity is and how its remarkable habitats are disappearing. He’ll ask, “How can we reconnect to evaluate and protect these places that don’t exist anywhere else?” Scientists always respond, “This story needs to be told.” For example, the Hawaiian Stream Index of Biological Integrity, a stream health report card, ranks Mānoa Stream’s status as “impaired,” a step down from “poor,” because of the absence of so many native species that should be there. In some areas where students have
been working, Pa‘ēpa‘ē o Waikolu has managed to tip the needle from “impaired” to “poor.” This measurable progress is more than the State of Hawai‘i — which spends hundreds of thousands of taxpayer dollars to hire professionals to do stream survey work without removing invasives — has been able to achieve. “But it doesn’t stay that way unless we’re actively going out all the time,” Yap says. “It will revert because the majority of the community is not doing this. Manage- ment has to be a long-term goal. You can’t just restore a stream, and it’s restored.” Yap and Charuk hope that Pa‘ēpa‘ē o Waikolu will raise communities of informed stewards that value and conserve Hawai‘i’s watersheds. Yap points to the community-driven management model of the Hā‘ena area on Kaua‘i, where people grow kalo, regulate shade, grow plants that control erosion, and apply indigenous knowledge specific to that area to enable its stream to thrive. “Abundance can clearly happen in the presence of people, but they must have the mindset that they are the ones driving it,” says Yap of the Ala Wai watershed. “It’s not something that we expect in this urban place. But it doesn’t mean it can’t happen.”
VOL.63 I NO.3 I 2025 I 25
LOGAN LEE ’25
Logan has a theory
HYPOTHESIS ::
THERE IS A SIGNIFICANT DIFFERENCE IN DEVELOPMENTAL RATE AND IN PHYSICAL FITNESS AFTER TRANSPLANTATION OF THE WILD MICROBIOME INTO CULEX QUINQUEFASCIATUS MOSQUITOES.
INDEPENDENT RESEARCH :: SAVING HAWAI‘I’S ENDEMIC SPECIES
The first time Logan Lee ’25 saw an ‘i‘iwi was during his fourth-grade trip to Kīlauea on Hawai‘i Island. Something about spotting the rare native forest bird in its natural habitat, with its bright scarlet feathers and long, curved beak, flitting from flower to ‘ōhi‘a lehua flower, struck a chord in him. He knew, even at age 10, that this bird — one of 42 remaining of 113 known endemic species — was precious. The seed of conservation began to sprout in Lee’s heart.
F
AST FORWARD to the summer following his sophomore year at ‘Iolani when Lee approached Dr. Chan to pursue independent research. He chose to focus on avian malaria, the primary driver for the decline of native Hawai‘i forest birds. Collaborating with Tamara Lum ’25, Lee worked with scientists Dr. Matthew Medeiros and graduate student Lorraine “Mamo” Waianuhea at the University of Hawai‘i to validate the detection of mosquitoes using environ-mental DNA (eDNA) — residual DNA found in habitats that can be used to detect species that reside in or have recently visited the habitat. They discovered that analyzing eDNA would be as effective in tracking mosquito populations as other more time-consuming manual methods like dipping — the task of collecting water samples and looking for the presence of larvae. In his junior year, Lee was selected as a John and Violet Kay Research Fellow and approached the mosquito problem from a different angle. He investigated the Wolbachia Incompatible Insect Technique, which the State of Hawai‘i is currently using to help control an invasive mosquito that is a major spreader of avian malaria, the primary driver of extinction in native birds. Through transplanting different kinds of bacteria found in field water into developing mosquitos, Lee found that these bacteria could improve the fitness of male
mosquitos. His project would be showcased nationally at the 2024 Junior Sciences and Humanities Symposium sponsored by the U.S. Department of Defense, and internationally at the Regeneron International Science and Engineering Fair where he was honored with a second-place grand award in animal sciences. Lee’s senior project was his most ambitious: Working with students from Kealakehe High School and Hawai‘i Preparatory Academy, and in collaboration with the San Diego Zoo Wildlife Alliance’s captive breeding program, the team sequenced the whole genome of the critically endangered palila, a finch-billed Hawaiian honey- creeper. Besides the palila, only a handful of other native forest birds’ entire genomes have ever been genetically sequenced.To wit, the project generated 453 GB of data,
OPENER PORTRAIT Chris Ayers
28 I IOLANI.ORG
Utilizing microbiome transplants to improve landscape-scale mosquito suppression. This study looked at how to improve the fitness of lab-reared mosquitoes that are used as part of the Incompatible Insect Technique to better control invasive mosquito populations. Presented at the 2025 Regeneron Science Talent Search, Washington D.C.
VOL.63 I NO.3 I 2025 I 29
Use of whole genome sequencing for Native Hawaiian Forest bird conservation. This study looked at how bacterial symbionts affect host mosquitoes' insecticide resistance and ability to spread disease. Presented at the 2024 AISES National Conference, San Antonio, Texas
A genetic analysis of beak morphology in the palila (Loxiodides bailleui) This study, conducted in collaboration with various partner schools and organizations, utilized a genomic approach to understand the basis of honeycreeper's beak morphology as a result of adaptive radiation. Presented at the 2025 Hawai‘i State Science & Engineering Fair, Honolulu, Hawai‘i
30 I IOLANI.ORG
as the palila’s genome is comprised of 1.1 billion base pairs, Lee noted that while the palila has a stout, thick beak that can crack māmane seeds, other birds have beaks to suck nectar or beaks that can dig into bark. Which genes, he wondered, may have contributed to adaptive radiation and the diversification of these beaks? The question led to a close examination of the palila’s beak morphology (opposite bottom), which was the project Lee presented at this year’s Hawai‘i State Science and Engineering Fair in April. “It was really awesome to be able to use breakthrough technology to look at these pieces of microscopic DNA you can’t even see,” said Lee, touting the capabilities of the portable MinION sequencer, which analyzes samples in real-time. As part of the research implications, he also took a hard look at the bioethics involved. “We had a lot of discussions about the different ways the data could be distributed or used. You’re looking at not just the scientific aspect but also the cultural aspect. You’re doing this holistic review of the research where it’s not only what can we do with the research, but what should we do with the research.” In March, Lee placed 4th in the Regeneron Science Talent Search, the nation’s oldest and most prestigious
science and mathematics competition for high school seniors — think of it as an “American Idol” for budding scientists. The contest puts him on the same path as 13 Nobel Prize recipients and awarded him a generous cash prize. “Research is more than just following methodology. It’s also the application of it to things you’re passionate about,” said Lee, summing up how the ‘Iolani Commu- nity Science program positioned him for a promising future. “I was this small kid just starting off in the lab. The Community Science Department has helped me grow, not only as a student, but as a scientist, to become the adult I am now.” LOGAN'S RESEARCH IMPROVED TWO OF THE MOST ENVIRONMENTALLY-FRIENDLY, COMMONLY USED, AND EFFECTIVE INSECT POPULATION CONTROL METHODS, STERILE INSECT TECHNIQUE (SIT) AND WOLBACHIA INCOMPATIBLE INSECT TECHNIQUE (IIT), APPLICABLE TO PROTECT ENDEMIC SPECIES IN HAWAI‘I AND WORLDWIDE TO PROTECT FROM MOSQUITO-BORNE DISEASES AND AGRICULTURAL LOSS.
COMMUNITY SCIENCE :: NONTUBERCULOUS MYCOBACTERIAL PULMONARY DISEASE IN HAWAI’I
Dr. Jennifer Honda ’93, a tenured associate professor at the University of Texas Health Science Center at Tyler, is a microbiologist who has devoted the past two decades to the study of nontuberculous
“Being a local girl from O‘ahu, elucidating the environmental, host, and NTM factors that contribute to this lung disease is critical. It’s a disease that affects kūpuna,” said Honda, also noting that Hawai‘i has the highest per-capita prevalence of NTM pulmonary disease in the nation. NTM are bacteria that live in the environment but are typically contracted through repeat exposure to indoor and outdoor plumbing systems like showerheads. The NTM bacteria is also found in soil and dust. In 2017, Dr. Honda tapped ‘Iolani School and its ‘Āina- Informatics Network to assist with the largest NTM environmental sampling campaign ever performed. Funded by a $2.6 million research award from the National Science Foundation Ecology and Evolution of Infectious Disease program, the project involved 400 local students from 11 Hawai‘i schools and their mentors, including ‘Iolani alumnus Dr. Jonathan Awaya ’95, a professor of biology at the University of Hawai‘i at Hilo. Together, they collected more than 3,000 household and non- household environmental samples from O‘ahu, Kaua‘i, Hawai‘i Island, and Maui. Using cutting edge technologies, including the MinION, the sequenced NTM genomes found in the samples will help determine which strains best match those found in the lungs of
mycobacteria (NTM) pulmonary disease, a mounting public health concern.
32 I IOLANI.ORG
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90 Page 91 Page 92 Page 93 Page 94 Page 95 Page 96 Page 97 Page 98 Page 99 Page 100 Page 101 Page 102 Page 103 Page 104 Page 105 Page 106 Page 107 Page 108 Page 109 Page 110 Page 111 Page 112 Page 113 Page 114 Page 115 Page 116Made with FlippingBook Ebook Creator