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Native Hawaiian Science & Engineering Mentorship Program (NHSEMP)

This organization strives to increase the advancement of underserved students in the fields of Science, Technology, Engineering, and Mathematics (STEM).  In particular, they reach out to Native Hawaiian, Polynesian, Alaskan Native, and Native American pre-college, community college, undergraduate, and graduate students.  The NHSEMP mission is to provide assistance, opportunities, and community for students to excel in the fields of Science, Technology, Engineering, and Mathematics (STEM).  Comprehensive support involving outreach, recruitment, retention and placement strategies aim to increase the number of qualified individuals on a successful path to leadership in community and industry, and academia.

College of Engineering
2540 Dole St.
Holmes Hall 250
Honolulu, HI 96822


Josh Kaʻakua, MEP Coordinator,

Kelli Ching, MEP Project Specialist,

Daniel Lipe, MEP Project Specialist,

Kuaʻana Native Hawaiian Student Development Services

Kuaʻana Native Hawaiian Student Development Services was established in 1988, upon the recommendation of the Hawaiian Studies Task Force in the Kaʻū Report of 1986, to address the under-representation of students of Hawaiian ancestry.  It is a service program for students of Hawaiian ancestry that is organized within the office of Student Equity, Excellence, & Diversity, in Student Affairs at the University of Mānoa.   Since 1988, Kuaʻana has served hundreds of students through student services that include need-based tuition waivers, community service activities, an annual financial aid fair to allow students to interact face to face to financial aid, tuition waiver and scholarship resources on and off of the UH Mānoa campus. Kuaʻana also forwards job and internship information to Hawaiian students.

2600 Campus Road, QLCSS Rm. 406
Honolulu, HI 96822-2205


ʻIke Ao Pono: Native Hawaiian & Pacific Islander Students in Nursing Envisioning Health & Wellness for the Whole Community

ʻIke Ao Pono was pilotted in 2001 with only 6 students and became an established as a permanent program in 2004 with 66 students.  The primary mission of the program is threefold:

  • To improve the health and healthcare of Hawaiʻi and the Pacific with appropriate and culturally sensitive care.
  • To increase the number of Native Hawaiian and Pacific Islander nurses in Hawaiʻi
  • To provide young Hawaiians with positive role models

ʻIke Ao Pono strives to encourage the enrollment and successful graduation of Native Hawaiian and Pacific Islander students to the nursing profession from the University of Hawaiʻi at Mānoa Nursing Program.

School of Nursing and Dental Hygiene
2528 McCarthy Mall, Webster Hall
Honolulu, HI 96822

Puʻuhonua: Hale for Native Hawaiian Support, Office for Student Academic Services, UH Mānoa College of Education

Puʻuhonua: Hale for Native Hawaiian Student Support aims to provide a sanctuary for Hawaiian students in the UH Mānoa College of Education.  Their goal is to build and strengthen the foundation for future genereations of Hawaiian educators.  They also provide a sense of place at the College of Education by supporting Native Hawaiians students gaining acceptance into academic programs, organizing recruitment and retention events in the College of Education, UH Mānoa campus, UH Community Colleges and the broader Hawaiian community.

College of Education
1776 University Ave., Everly Hall 126
Honolulu, HI 96822

Pohai Kukea Shultz,

HI Sci

Hawaiian Islands Science, also known as HI Sci, is a University of Hawai‘i at Mānoa (UHM) Native Hawaiian graduate student-driven initiative targeted at raising awareness and interaction between Native Hawaiians, the UHM student body, administration, affiliates, community of the Hawaiian Islands and members of the Hawai‘i Science community.

HI Sci provides general community members a chance to explore the potential benefits of traditional and scientific knowledge, how these methodologies are being applied to contemporary issues, as well as cultural and social implications that may come from these forms of inquiry.

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