Ma Ke Kula - Spring/Summer 2020

Ma Ke Kula H AWA I ‘ I P R E PA R AT O R Y A C A D E M Y M A G A Z I N E : S P R I N G | S U M M E R 2 0 2 0

2020: A MILESTONE YEAR FOR CAPSTONE CLASSES

LEARNING TO BUILD A HAPPY LIFE, ONE HPA MOMENT AT A TIME

THE WAI‘AKA INITIATIVE: PRESERVING THE FUTURE OF KA MAKANI

M A K E K U L A S P R I N G /S U M M E R 2 0 2 0

FEATURES

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Cultivating Balance HPA helps students find (and keep) perspective in a complex world.

DEPARTMENTS 3

The Mix Catherine Murphy Hardin ’91 and Marshallese Education Day Upper School music program expands Sustainability update A milestone year for HPA capstone courses Adventurous exploration with Laura Jim ’91 n

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Ka Makani Pride 24 Coach Lacey Hester and girls basketball Ka Makani pitchers Jonah Hurney ’18 and Michael Hughes ’20 n

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HPA Connections Class notes Giving back HPA events and more.

• Kamuela Lindsey ’19 • Heidi Buscher ’88 • Andrew Hess ’06 n

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Final Frame 48 Ma Ke Kula is produced twice per year by the HPA advancement office.

Principal photographer: Patrick O’Leary. Other credits as noted.

Cover photo: Ethan Spencer ’91 memorial bench, built by math teacher George White ’79 and dedicated by the class of 2020.

Photo by Nani Welch Keli‘iho‘omalu ’14.

This page and back cover: Nani Welch Keli‘iho‘omalu ’14.

Please note: Most of this issue was completed prior to the novel coronavirus outbreak. We will incorporate our new reality in future issues. Meanwhile visit HPA Today at www.hpa.edu for current news and stories. Thank you for your understanding and mālama pono.

PAT R I C K J. P HIL L IP S / HE A D O F S CH O O L

Caring for each other and our world A

s I sit down to write this message, the COVID-19 crisis is still unfolding, and I am aware that you will

be reading these words more than a month from now.

Although we can’t predict exactly how the situation will

our world. We are now finalizing the campus master

affect HPA in the coming weeks, I can share how moved

plan that provides a road map for our next steps on

I am by the ingenuity, caring, and commitment of our

sustainability. I anticipate sharing more information

HPA ’ohana—here on campus and beyond. The spirit of

about that soon.

concern and service toward others continues to define our community.

Ingenuity and caring characterize our Continuous

Finally, this year we launched the Wai‘aka Initiative for Financial Aid to help ensure that the HPA student body remains as diverse, inquisitive, and promising as

Learning Plan, for example, which we launched in

in previous generations. On the following pages, you’ll

March to support distance learning. Faculty in all three

find our vision statement, and I urge you to read about

school divisions will continue to adapt and hone this

our important goals. This is a three-year initiative with

program to serve our students with the same high

powerful impact for students in Hawai‘i and beyond. To

standards that have always defined HPA. To stay

succeed, we need your collective support within the HPA

abreast of how HPA is responding to this crisis, visit

’ohana and a shared commitment that reflects our belief

www.hpa.edu/coronavirus and join us on Facebook

in the next generation.

and Instagram.

During this 2019-20 academic year, we’ve made major progress on critical initiatives that are vital to our mission and our students. In this issue of Ma Ke Kula, for example, you’ll read about expansion of our capstone coursework and find an update on the HPA Sustainability Plan. Each of these programs exemplifies HPA’s commitment to mālama kaiāulu (care for our community of spirit, land, and people), as well as our students’ desire to make a difference to society and

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On behalf of our entire school community, I thank you for your ongoing support and for your confidence in HPA as we continue on this journey together.

Originally trained as a sculptor, Heidi Buscher ’88 has turned her attention to a luxuriant and layered debut series of paintings, Threading Through Time. For the full story, see page 34. Pictured here: Purple Mauna, 2019, acrylic on canvas, 40” x 30”

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Alina Sabyr ’15 continues her sky-watching sojourn Alina Sabyr ’15 at a viewpoint in Yucay, Peru

Roughly a year ago, Alina Sabyr ’15 received a coveted Watson Scholarship as she prepared to graduate from Colgate University with a degree in astronomy and physics. The Thomas J. Watson Fellowship supports “purposeful, independent exploration” outside the United States. The grants are awarded each year to graduating seniors nominated by one of 40 partner colleges.

Sabyr received her Watson to study sky-watching cultures in locations around the globe. Since July 2019, she’s been engaged with astronomers, cultural astronomy scholars, historians, writers, community leaders, and many others who share her fascination

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with the night sky. Her travels began in Auckland, New Zealand, where she volunteered for the Stardome Observatory, attended Matariki festival events, and met with members of the Auckland Astronomical Society.

At press time, she had landed in Cusco, Peru, where she was interviewing staff at the Cusco Planetarium, a small, family-run operation specializing in Inca astronomy. “My dream is to write a book based on this year,” she says. “It can be easy to forget our connection to the stars in modern daily life, but we’re still tied to the night sky—scientifically, culturally, and emotionally. We look up and see science along with history.” •

Picking Up Tempo MUSIC OPPORTUNITIES EXPAND AT THE UPPER SCHOOL, THANKS TO A GENEROUS NEW GIFT AND INSTRUCTOR MARIO FLORES

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hen Mario Flores moved to Hawai‘i from Colorado last year to join HPA’s faculty, he brought with him more than 20 years of teaching experience, as well as a great deal of energy and enthusiasm: “I love conducting (like LOVE!) and have a particular interest in teaching theory, composing, and arranging,” he says. “These are subjects that don’t get taught enough at the high school level and yet, they are the areas necessary for creating original music.”

HPA students have clearly expressed a desire to do just that: Flores’ inaugural music technology course filled immediately with students who were ready to learn about recording and producing music.

The course provides an introduction to a range of accessible and affordable online music tools and software, and also teaches the concepts and skills of composing and arranging music.

Ultimately, Flores imagines music technology students creating original music for video games, short films, or independent projects.

That goal was brought one step closer with a new gift from current HPA grandparent Phil Berolzheimer to help create an official recording studio at HPA. Flores is thrilled at the prospect of making a space where music creation and collaboration can thrive. “Too many kids are ‘creating beats’ alone in their rooms! Music is also about community.

While the development of the individual craft is important, I think collaboration is perhaps even more valuable.”

Music technology is far from Flores’ only jam at HPA; in addition to directing the annual musical, he also teaches musicianship, ensemble, chorus, music

Flores is thrilled at the prospect of making a space where music creation and collaboration can thrive. fundamentals, a senior capstone, and jazz band club. Last fall, students in those courses had the opportunity to spend an hour with award-winning jazz pianist Christian Sands. Mr. Sands, who was in town to play at Kahilu Theatre

with the Christian Sands Trio, taught a masterclass and covered topics including musicianship and careers in music.

Looking ahead, Flores hopes to increase performance opportunities, collaborate across disciplines and across HPA’s two campuses, as well as create music opportunities in nonwestern music that are more inclusive of the experience and background of HPA’s global student body. In spite of his passion for music, Flores has a measured perspective on his role: “I see myself not as a teacher of music, but rather as a teacher of skills in music. I believe it is up to the student to become a musician.” •

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Catherine Murphy Hardin ’91 HELPS MAKE MARSHALLESE EDUCATION DAY A SUCCESS

From 1946 to 1958, the United States military tested its nuclear weapons on the Marshall Islands, a small chain of coral atolls in Micronesia that are home to the Marshallese people. Testing displaced large numbers of the population, and the U.S. offered assistance resettling Marshallese on the mainland. The long-term economic challenges and hardships of this situation have driven more than 20,000 Marshallese to the U.S., including Hawai‘i, in search of opportunity.

Like other immigrant populations, the Marshallese often face discrimination and cultural backlash. When a group of Marshallese women on O‘ahu noticed their children had internalized negative messaging about their culture, they banded together to found Marshallese Education Day and celebrate these young people. Thirteen years later, the committee has transformed into a full-fledged nonprofit dedicated to helping Marshallese families assimilate to life in the U.S. Catherine Murphy Hardin ’91, who left the Marshall Islands to attend HPA, has helped plan and organize Marshallese Education Day for many years. “The women who began this work wanted to create something 6 // S P R IN G/ S UMME R 2 0 2 0

educational that would help our own community get better in this community,” she explains. During a speech at the University of Hawai‘i at Mānoa in 2013, committee chairperson Gloria Lani put it this way: “It’s important our students know that they’re not alone, and that there are others who’ve faced the same challenges they’ve faced.”

In a climate of overwhelming hostility, Marshallese Education Day is a joyful celebration of cultural and community pride. “We recognize students who make honor roll, give them awards, and make a big community event out of it,” says Hardin of the day itself. “The younger kids look up to the older kids who are getting awarded and want to do the same.”

Reflecting on her passion for this work, Hardin (pictured above with her daughter, an honoree of the program) counts HPA among the influences. “The school taught me to work as a community member,” she says. “It’s hard not to try and help others. HPA instills that value in you. I also really appreciate that my dad sent me to HPA because when I got there as a freshman, I lacked educational skills. It was a struggle for me. I understand now what his purpose was in

HPA builds on culture of player safety with generous gift Good news on the gridiron continues to roll in for HPA, as the football team recently received a generous gift that will focus on bringing Ka Makani player safety to the highest level.

The anonymous gift will not only update crucial equipment—like helmets and shoulder pads—but also some of the uniforms, giving the team a sleek new look. “The kids are so fortunate to be getting top-ofthe-line equipment. And on top of that, we’ll look really good out there,” says HPA head coach Kaluka Maiava.

In recent years, safety—specifically with head injuries—has become an essential topic of conversation when it comes to the sport of football.

While risk cannot be taken entirely out of the game, having the most up-to-date equipment and training for those making decisions can go a long way in fostering confidence with families who have Ka Makani players on the field.

trying to separate me from my people, so that I could learn at a school where I would be challenged,” she adds.

As the organization continues to grow, Marshallese Education Day is having an increasingly important impact on students, their families, and the Marshallese community in Hawai‘i. From helping parents fill out FAFSA forms for financial aid to connecting families with other nonprofits, Hardin and her fellow volunteers work hard to give the Marshallese the resources they need to thrive.

This year, the Marshallese Education Day schedule includes Christina Kishimoto, superintendent of the Hawai‘i Board of Education, as keynote speaker. “We try to invite someone from the board every year, because we want them to see what we’re doing on our side to help,” says Hardin.

“Whenever somebody takes the time to come and speak to us, it’s so meaningful to the kids and their parents.”

Organizing the event is hard work, says Hardin, but it’s worth all the effort. For many students, Marshallese Education Day becomes a moment they will never forget.

“We only recognize children up to grade 12,” Hardin explains, “but even students who graduated and are in college still send us their report cards!” •

Maiava and his staff use “Hawk tackling,” a rugby-style of tackling advocated by Seattle Seahawks head coach Pete Carroll—Maiava’s former college coach at USC. It is meant to take the head out of the equation while making a tackle.

“When it comes to player safety, the majority of it has to do with coaching. But right after that comes equipment,” says Scott Hendricks ‘89, offensive coordinator for HPA. “Whether you are a senior who started four years or a freshman trying out football for the first time, you deserve the same amount of protection.”

In Maiava’s first year at the helm, HPA’s football program saw a significant turnaround, transforming from a team that struggled to wrangle a single-win season to a contender in the BIIF championship game. Ka Makani finished runner-up in Division II this year but laid the groundwork for future success.

“It’s an exciting time,” says Hendricks. •

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FORGING AHEAD HPA’S GREEN V ISION

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HPA is about to complete its first year of implementation in the HPA Sustainability Plan. With high aspirations and an undaunted sense of urgency, students, teachers, and staff have been busy carrying the vision forward on both campuses. Milestones of the last nine months demonstrate the plan’s bold and interdisciplinary nature. Those listed here represent just a fraction of the ideas and initiatives underway. To get involved or learn more about how you can make a difference in this historic effort, contact Hannah Hind Candelario ’01, director of advancement, at hcandelario@hpa.edu.

CLOSING IN ON 100% GREEN CLASSROOM CERTIFICATION

RESOURCE AUDIT COMPLETE FOR BOTH CAMPUSES

To date, 92% of HPA employees have been certified by the Green Classroom Professional (GCP) program offered through the U.S. Green Building Council.

This foundational knowledge enables teachers and staff to identify what supports or impedes healthy, resource-efficient, and environmentally sustainable learning spaces. In daily school life, the certification helps employees make informed decisions about water conservation, energy usage, safer cleaning supplies, and a host of other issues.

Working in collaboration with Flansburgh Architects (HPA’s campus master planners), BuroHappold Engineering completed a full energy and water audit of both campuses, providing the first complete assessment of HPA consumption and future needs. The audit has allowed HPA to create a multiphased, comprehensive strategy to reach the school’s ambitious goals of using 100% renewable energy and decreasing freshwater consumption by 70% by 2030 or sooner.

EXPANDED ACADEMIC OPPORTUNITY

GARDEN TO TABLE

HPA’s focus on sustainability will continue to elevate the academic program, helping students draw interdisciplinary connections between subjects and providing another real-world context for independent projects and capstone work. In addition, this year faculty created a series of joint “learning days” for the Upper and Middle Schools, which included a hands-on waste stream audit and a climate change negotiation simulation.

Both school gardens are now supplying a steady stream of fresh food to HPA dining halls. HPA’s food service partner, FLIK Hospitality Group, is committed to locally grown and prepared food, and they are active partners in the school’s waste reduction and recycling goals.

92% of employees Green Classroom Professional certified to date

2,100+ lbs of compost diverted from the waste stream per month

840+ lbs of bottles and cans redeemed per semester

1,200 kilowatt hours generated per day

by HPA solar panels

MAKING THE CONNECTION WITH FINANCIAL AID The ultimate goal of the HPA Sustainability Plan is to empower a generation of environmental advocates and engaged citizens who can bring informed, effective change to their professions and communities in Hawai‘i and around the world. Yet in order for these future leaders to be inspired and equipped by HPA,

they must be able to afford an HPA education. Recognizing that affordability is a daunting challenge for most families today, HPA launched this year the Wai‘aka Initiative for Financial Aid—the first step in a long-term plan to increase endowment and HPA Fund resources for future Ka Makani. (See page 42.) •

Photo: Nani Welch Keli‘iho‘omalu ’14 9

Object Lesson Casually known as “the quest for the koa trophy,” state championships for the Hawai‘i High School Athletic Association (HHSAA) date back to the late 1950s (depending on sport). The HHSAA currently serves 96 public and independent schools, operating 44 state championships in 18 different sports.

Log onto the association’s website and you’ll find HPA’s very first state championship listed in the official record book: 1983, boys cross country, coached by the esteemed Stan Shutes. Almost 37 years later, the treasured trophy with its koa head still stands proudly on display in Castle Gymnasium, surrounded by many others since earned by HPA. In 1983, Athletic Director Stephen Perry had just arrived to HPA, and the team included Kimo Higgins ’86, English instructor and today’s girls cross country coach—a sophomore that year. Congratulations once again, Ka Makani! •

From the archives Coach Stan Shutes and the 1983 boys cross country team celebrate HPA’s first-ever state championship win. Front row, left to right: Eric Heneghan ’86, Dax Swanson ’86. Back row, left to right: Todd Perkins ’85, Kimo Higgins ’86, Chris Carswell ’84, Alejandro Grundseth ’84, David Henrickson ’84, and Stan Shutes.

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Hina Schipa Chow ’04 expands her network (and finds an HPA connection) through the Patsy T. Mink Leadership Alliance

Hina Schipa Chow ’04 is president and CEO of Buck Roofing Company, and she is also one of 20 women business leaders named to the fourth cohort of the Patsy T. Mink Leadership Alliance, steered by fellow alumna Colleen McAluney ’83. The alliance is a 10-month program offered by the Patsy T. Mink Center for Business & Leadership, a department of YWCA O‘ahu. It was named in honor of the late Patsy T. Mink, who was both the first AsianAmerican woman and the first woman from Hawai‘i to serve in the U.S. Congress. We asked Hina a few questions about her experience in the program, and her advice for young women who hope to pursue a similar path.

How did you find out about the leadership alliance?

My initial interest was sparked at hearing that the program was geared towards women leaders. Construction is still very much a male-dominated industry so to have an avenue where I could develop relationships and learn from other women leaders in our community sounded like such a great opportunity. My husband, Devon Chow ’03, was in a similar program called Emerging Leaders at his job at First Hawaiian Bank, and he told me about the Patsy T. Mink Leadership Alliance.

You run a roofing company with many high-profile projects and clients. How does the program help you in the day-to-day management of your business?

I am halfway through the program right now with ten more sessions to go, so I have a lot more opportunities to learn.

So far, the cohort has provided me with some essential tools to focus and fine tune my role. What we have covered to date helps me focus on certain parts of my business such as developing my strength as a leader, fine tuning our “why” through design thinking, and forecasting our future through strategic planning. Most importantly, though, it has introduced me to some very influential business leaders, with an emphasis on women. (Yay!) I hope to develop lasting relationships with many of the women I’ve met.

Were there any particular teachers, classes, or experiences at HPA that helped set you on your course?

Where do I start? Spending extra hours studying for my math exams in Mr. White’s room, all of the team sports and coaches that pushed me, discovering I enjoyed group projects in Mr. Honma’s psychology class, the strong friendships I developed with people who are all still in my life, the connections and resources that were provided to me through HPA ... I could go on and on. Overall it is the support and relationships that I have developed that gave me the courage to run my own business, and HPA is a large part of that. Just a side note, I didn’t know Colleen was from HPA until we went to the HPA alumni event at Aloha Beer and she was there. We were so excited to discover we both were HPA alumni. Just an example of how HPA provides opportunities and connections for which I am so grateful.

What advice or wisdom would you share with young women who hope to pursue business or entrepreneurial careers in Hawai‘i?

Use your resources and network as much as possible, and join groups or non-profits that interest you and develop relationships. Have a growth mindset and never stop learning. There are a lot of programs out there like the Patsy T. Mink Leadership Alliance that can harness your personal growth. Don’t be afraid to fail. My biggest lessons have come through failure. You don’t need to know everything.

Focus on your strengths and delegate the things that you aren’t good at. • 11

FIND YOUR

PASSION

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FOR STUDENTS IN GRADES 5, 8, AND 12 , IT WAS A MILESTONE YEAR AT HPA .

FO R TH E FI R S T TI M E E V ER , A LL TH R EE G R A D E S EM BA R K ED O N TH E C A P S TO N E E XPERI EN CE—A PER S O N A L A N D CO LLEC TIV E EN D E AVO R TH AT S H OWC A S E S S T U D ENT- D RIV EN , I N D EPEN D ENT LE A R N I N G .

Capstone examples from the class of 2020 Ry Bleckel learned recording and production techniques by producing his own EP of original songs.

The HPA capstone experience asks each student to influence or benefit the larger world through a personal passion-project.

Guided by faculty mentors, students progress through a common process of ideation, presentation, feedback, and further development—all tailored, of course, in age-appropriate ways. The experience fosters key skills such as critical thinking and clear communication, and, over time, familiarizes students with both academic and professional methods and mindsets.

“As students progress from Lower to Upper School, our goal is to empower them with tools, skills, and a belief that they can make a difference in the world,” explains Aaron Schorn, K-12 capstone coordinator.

“We want them to feel that learning is directly connected to the challenges and joys of real life. This is how we ensure that HPA students are truly prepared for the ingenuity and creative thinking that colleges, professions, and communities require.”

For HPA fifth graders, this process takes place under the supportive guidance of instructor Kristin Tarnas, whose bee-centric capstone course has attained near-legendary status at HPA. Tarnas’ class not only prepares students for middle school, it also orients them to the inner workings of the natural world so that they can be responsible and informed citizens. “I think we are wise to shift from ‘training’ scientists to educating for both open-minded curiosity and discerning information literacy,” says Tarnas.

“We need to empower students to ask questions and take initiative to find truths while acknowledging the complexity and critical need for diversity in our biological systems.”

In the Upper and Middle Schools, students can choose from a range of capstone courses according to their growing interests.

In Justin Brown’s Spreading Aloha class, for example, Luke Hendricks ’24 organized a community drive called 808 Kicks, which refurbished donated shoes for people experiencing homelessness. Isabella Rodriguez ’24, in Kim Honda’s Take Action class, prepared a TEDx talk about racially-charged language.

“Our projects have to center around an ‘essential question’” Rodriguez explains. “In my case: Is the appropriateness of racial language related to the relationship you have with a person? I’m a little nervous, but this capstone has taught me a lot about time management. If you plan right, you don’t leave it all to the end.”

At the Upper School, seniors routinely link their projects to what they imagine studying in college. In Johanna Anton’s biotechnology capstone course, for example, Ivanni Jamin ’20 and Hikari Shaver ’20 collaborated in the ongoing research of NOAA scientist Dr. Camryn Allen, who is studying the feminization of green sea turtle populations due to rising ocean temperatures. “My overall goal,” says Jamin, “is to develop the necessary knowledge and skills, so I can advocate for my ideas about what we need to do in our climate crisis.”

Ultimately, Jamin and Shaver were surrounded by hundreds of classmates producing a wide array of final products. (See sidebar, this page.) “I’m awed every day by the aspirations of our students,” says Schorn.

“Even with the COVID-19 challenges, this has been a truly inspirational year, and it’s just the beginning.” •

Hali‘a Buchal tested for significant difference in the CO1 and mtMutS genes of the endemic soft octocoral Sarcolthelia edmondsoni, to determine if the east side and west side colonies were distinct species.

Sacha Grunberg experimented with molecular cooking techniques and molecular gastronomy as he developed a modern Turkish menu to reflect his family heritage.

Chloe Hughes examined the effect of student stress on the brain, especially in relation to climate change and smartphone addiction.

The entire class in Migrations of Moananuiākea explored traditional voyaging. With the aid of master craftsmen and expert advisors, students undertook independent projects on navigation arts, reef-safe sunscreen, fishing techniques, crew nutrition, and other topics.

Keilani Melton produced an enclosed, interactive art installation (incorporating music, lights, and mirrors) to spark conversation about growing up in a technology-based world.

Liana Swarz-Burt wrote the first draft (over 60,000 words!) of a murder mystery set in Medford’s Bend, Oregon.

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4 Questions with Laura Jim ’91 After earning a B.S. in biology at the University of Oregon, Laura Jim ’91 joined the Peace Corps and served in both the Democratic Republic of Congo and the Federated State of Micronesia, where she established three open-ocean sponge farms with village farmers.

Since 2000, she has taught middle school science at HPA, where she is also a boarding faculty member, scuba instructor, and associate director of the Sea Turtle Research Program.

How did you establish such a strong foundation for all your scientific interests?

The University of Oregon biology program was mostly geared towards pre-med, but I loved studying photosynthesis, cellular physiology, etc. I decided to spend a semester at the Oregon Institute of Marine Biology (OIMB) in Charleston, Oregon. I studied under excellent professors there, including Dr. Richard Emlet, Dr. Nancy Terwilliger, and Dr. Alan Shanks. Talk about influential and inspirational teachers!

The Institute had a cool structure—each class ran for a full day.

We had ample time to do field studies and focus on the topic.

During my last semester of college, I returned to OIMB as a teaching assistant under Emlet and continued with coursework.

I also completed an independent project under Dr. Alan Shanks investigating the feeding methods of intertidal limpets based on their social status. Super fun!

Wait, limpets have a social status?? Say more!

Limpets (opi‘hi) can be extremely territorial and will ram other limpets trying to feed in their area, especially when algae is scarce along the shoreline. They will cause fellow limpets to fall or retreat, and we believe this then causes limpets to have social status … if they are able to defend their territory. My

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research was intended to see if there was a correlation between different feeding methods and whether or not the limpet was the territory’s defender or outside aggressor!

Two stints with the Peace Corps must also have shaped you. What was that like?

During my first assignment, I was stationed in a town called Ewo in the Republic of Congo. I learned the technical aspects of fish farming, two languages (French and a little Lingala), and how to ride a motorbike! Beyond those technical skills, I learned so much about the world and myself. For the first six months I walked to all my farmers, with the furthest living 40 km away. This was in the 1990s in rural central Africa with no electricity, phones, or running water. A Peace Corps representative would bring letters every three months. The isolation was a gift and enabled me to truly engage in this new life.

About 18 months into service, a civil war ensued and, after six very trying days in the middle of chaos, I was able to return home for a year—at which point I worked at HPA and recuperated. I have always been so very appreciative of HPA and its various alumni who helped me during a tough time. My survival was not guaranteed, by any means.

The following year, I rejoined the Peace Corps, this time in Micronesia. I served various roles for the Marine and Environmental Research Institute of Pohnpei and Pohnpei Agriculture and Trade School. I developed the sponge farms; conducted research on sustainable coral farming for the aquarium trade; and managed all dive operations, working with our boat technicians and nationals (I spoke fluent Pohnpeian). I was even able to host a group of HPA students and teachers at our facility!

All of these experiences helped to fuel my innate passion for biological sciences, the marine realm, and hands-on experiential learning.

And now you immerse HPA students in experiential learning! What do you love about that?

In recent years, HPA has made many educational advances—our focus on project-based learning, student-directed learning, and purposeful integration of sustainability into our ethos, to name just three. I often wish my own children could return to school and experience today’s HPA. All members of the community, especially our students, have a growth mindset, a passion for learning, and a vision of how positively we can impact the world! •

Drone on duty Last fall, Ethan Goore ’21 and Dr. Bill Wiecking demonstrated the school’s drone for Hawai‘i County Fire Department personnel, showing how the device could support search and rescue efforts. Among the drone’s capabilities are thermal recognition, voice commands, and lighting, with a range of five miles in wind of up to 15 mph.

Hello Helix!

Every year, HPA students benefit from altruistic donors, whether through the HPA Fund, the endowment, or other restricted gifts. In the biotechnology capstone course, students are deepening their research skills with a NanoDrop One, made possible through a generous foundation grant. This UV spectrophotometer allows students to study DNA and RNA samples. Gabriella Pike ’20 and Hali‘a Buchal ’20 recently compared the DNA of Sarcothelia edmondsonii coral species, and Pike also worked with other classmates to quantify sweet potato DNA. According to Pike, “This instrument is quickly becoming something we cannot live without.”

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Cultivating Balance HPA HELPS STUDENTS FIND (AND KEEP) PERSPECTIVE IN A COMPLEX WORLD

T

here are certain things that come somewhat naturally at HPA, situated, as it is, amid a landscape unparalleled for its beauty and diversity, and within a culture known for its aloha and wisdom. Students, alumni, teachers, and others who come within the school’s orbit often describe experiences at HPA as “magical” or “transformative.” HPA is a place where authentic connections to the land, to self, and to others tend to happen organically—but the school also fosters these connections intentionally, and designs curriculum and support systems that help equip students for full, satisfying lives.

Ultimately, HPA seeks to graduate young people who are as balanced and self-sufficient as the traditional land divisions known as ahupua‘a—each ahupua‘a a complete slice of what a community requires to thrive, from forested uplands to arable lowlands and teeming ocean. Just as this system was designed to equitably provide for many needs, so, too, does HPA strive to send each student into the world with ingenuity, character, and aloha—each graduate’s resources stretching from firmly rooted feet to a deeply engaged mind.

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READY FOR LIFE BEYOND THE CLASSROOM Researchers and educators are largely unified in their call to develop competencies in children and teens that go beyond traditional academic skills. “Teaching resilience, empathy, and wellness are all part of nurturing healthy students and a healthy school culture,” says Sarah Schorn ’98, director of student affairs. “At HPA, we try to balance being a school that’s competitive with also truly preparing our graduates for a world beyond standardized tests and classroom assignments.”

In HPA’s residential program, where students from across Hawai‘i and around the globe live together in community 24/7, educating the whole person goes well beyond the academic day. “Kids can be good at school—but that’s really a narrow band of life.

Being ‘good at life’ requires skills and

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experiences that extend past what may be learned in a more traditional academic setting,” Schorn says.

There are myriad tools, collaborations, and initiatives happening at HPA to support this kind of development. In regular gatherings throughout the year, for example, residential faculty and boarding students work through five strands of the residential life curriculum, covering topics from study skills to gratitude (see sidebar, page 20). There are also guest visits and ongoing partnerships with experts in their fields, as well as teams of adults on campus dedicated to supporting student growth, including counselors, learning specialists, and nurses. A digital citizenship curriculum for Middle and Upper School from The Social Institute is also in process at HPA. The gamefied modules are a positive approach to empowering students with

the information they need to make decisions about technology use.

“At the end of the day,” says Fred Wawner, assistant head of school for student life, “we give our students the time and space to have conversations, to know themselves. The immediate benefit is that both adults and students stretch and grow, but it’s also a long game. We want students to be able to rely on these skills in their 20s and 30s and beyond.

“And there is plenty of room for fun here as well,” Wawner adds. “Fun is a big part of connectivity and happiness. Dorm Wars, HPA Olympics, OurWorld study abroad trips, the outdoor program, service learning, and spontaneous moments … there are so many opportunities to make true friends.”

“

AT HPA, WE TRY TO BALANCE BEING A SCHOOL THAT’S COMPETITIVE WITH ALSO TRULY PREPARING OUR GRADUATES FOR A WORLD BEYOND STANDARDIZED TESTS AND CLASSROOM ASSIGNMENTS.

”

— SARAH SCHORN ’98, DIRECTOR OF STUDENT AFFAIRS

NEW FOUNDATIONS AT THE UPPER SCHOOL In schools across the country, there is a thrumming drive for what is often described as “excellence,” motivated at least in part by the idea that good grades from a good school lead to a good job and a good life. But this mindset often works against health and wellness. In a 2018 PEW Research Center survey of U.S. teens aged 13 to 17, 96% reported seeing anxiety and depression as a problem for themselves and/or their peers. When asked to identify the source of the pressures teens face, school was by far the largest source, with 61% of teens saying they “feel a lot of pressure” to excel academically.

At HPA, teachers and staff work to help students understand that they don’t have to choose between academic

achievement and a balanced, happy life.

“We want our students to understand that success is a natural by-product of happiness and peace of mind, and not the other way around. We also want to challenge traditional narrow constructs of success to ensure a more holistic focus on what teens have coined ‘living my best life’ or thriving in work, school, and play,” says Crystal Sebastian, health and wellness coordinator for the Upper School.

This year, HPA introduced a new semester-long health and wellness course required for all ninth graders.

This, combined with a semester of Hawaiian studies, prepares new students to forge a rewarding relationship with Hawai‘i—and also with themselves.

From the annual keiki triathlon to dozens of varsity and junior varsity teams, physical fitness and athleticism have long been defining strengths of HPA. The health and wellness course adds a new dimension to physical wellbeing. “We explore mental health, sleep, nutrition, the adolescent brain, intimacy, and healthy body image, among other topics,” Sebastian says.

The response from students has been resoundingly positive. “Teens are eager to learn how their minds work!”

Sebastian continues. “When you show them the research, they make their own adjustments. And they have especially enjoyed meditation and mindfulness.”

A recent class challenge to incorporate daily meditation for ten consecutive days showed impressive results: HPA

19

students reported sleeping better, feeling less anxious upon waking, and feeling better able to complete school and homework.

As one freshman enrolled in Sebastian’s class, Parker Smith ’23, noted: “I wasn’t sure what to expect, but some lessons I will take with me for the rest of my life.”

EXTENDING ALOHA TO ALL A June 2019 essay in The New York Times titled “Want to Be Less Racist?

Move to Hawaii,” (as well as a followup piece called “Is Hawaii’s Racial Harmony a Myth?”) shined a national spotlight on “why race might be perceived differently in Hawaii” than on the mainland. Hawai‘i is the only U.S. state that has never had a white majority, and even today, it is one of only five states with a minority majority. The author of the New York Times essay posits that “Hawaii is unique historically, demographically and perhaps most crucially, geographically,” making it more difficult for racial stereotypes to flourish.

At HPA, ongoing discussions about racism, colonialism, and honoring the traditions of Hawai‘i are a vital piece of fulfilling the school’s mission and vision as well as fostering strong moral character and civil discourse. In 2018, a diversity task force composed of representatives from various departments of the school shared their findings with the administration, noting that while HPA’s demographic diversity “should be celebrated, it should not be considered the end goal.” The goal, rather, is to build a community based on mutual respect, equity, reciprocity, and

20 // S P R IN G/ S UMME R 2 0 2 0

Residence Life Curriculum This year, five strands run through a dedicated residential life curriculum.

In hall meetings, dorm meetings, small groups, and “all-rez” gatherings, boarding students and dorm faculty covered:

Finals Preparation Study skills, stress management Health and Wellness Nutrition, sleep, exercise, tech management, stress and anxiety, mindfulness, intimacy, substances Living in Community Communication styles, conflict resolution, equity/diversity/inclusion, healthy school culture, digital citizenship, being an upstander, sustainability Logistics Dorm rules and procedures, emergency preparedness Social and Emotional Learning Growth mindset, resilience, gratitude, integrity, pursuit of excellence, wonder, respect

inclusivity.

To that end, faculty and staff are actively engaged in professional development, working to build fluency in these areas. For the past three years, the school has sent a cohort of teachers to the NAIS’s People of Color Conference (POCC), as well as a student cohort to the companion Student Diversity Leadership Conference (SDLC), which is aimed at improving cross-cultural communication skills and effective social justice strategies through dialogue and arts. In February, students who attended the summer 2019 SDLC led a faculty development

session at HPA on everything from LGBTQ awareness to neurodiversity.

HPA also has ongoing relationships with experts who visit the school to share best practices. For example, Justine Finn, founder of Relation-Shift at Harvard Innovation Lab, promotes healthy relationships to create safer schools. For the past three years she has been visiting HPA to collect data and provide recommendations. And Dr. Jackson Katz, who created the first gender violence prevention program in the U.S. military, has spoken at HPA on disrupting a passive bystander response towards gender violence.

“

TEENS ARE EAGER TO LEARN HOW THEIR MINDS WORK! WHEN YOU SHOW THEM THE RESEARCH, THEY MAKE THEIR OWN ADJUSTMENTS.

”

— CRYSTAL SEBASTIAN, HEALTH AND WELLNESS COORDINATOR

21

Inspiring Ka Makani from 1949 to today For HPA alumni from the school’s formative years under Headmaster James Taylor, the new wave of social and emotional learning may sound like a far cry from the Academy of the 1960s and 70s, but HPA’s commitment to character development and healthy living is firmly rooted in both the school’s past as a whole, and in Taylor’s philosophy specifically.

Integrity and respect, two cornerstones of Taylor’s philosophy, are now ensconced as HPA core values, with kindergarteners and senior boarders alike reflecting on how to live out these principles. In the end, all Ka Makani are bound by this place and the sensibilities it inspires—and by Hole Waimea itself.

22 // S P R IN G/ S UMME R 2 0 2 0

Perhaps most fundamental to the school’s work on this front is the longstanding effort to sincerely embrace the thread of its mission dedicated to “honoring the traditions of Hawai’i.”

For HPA, honoring its host culture is an essential part of training global citizens who are curious and open to ideas, while also being rooted in community and grounded in a sense of place.

Honoring the traditions of Hawai‘i is both daily and generational work at HPA, and everyone is called upon to participate.

VILLAGE CAMPUS: UNDERSTANDING BALANCE FROM THE START HPA’s commitment to educating the whole person begins early—from the youngest learners of the Lower School to the increasingly sophisticated reflection of students at the Middle School as they enter adolescence.

At the Village Campus, students are immersed in a constellation of care that includes school assemblies reflecting on important issues and personal skills; a carefully-crafted faculty advisory program at the Middle School; a counseling program that is seamlessly integrated into school life; and responsible digital citizenship for all grades.

Social and emotional learning is taken seriously here, too, where for the past seven years, HPA has collaborated with the West Hawai‘i Mediation Center to train fourth and fifth graders in becoming “peacemakers.” This peerto-peer conflict resolution is based on the tenets of restorative justice: the peacemakers listen to conflict without judging or shaming, the children

involved share what happened, and peacemakers facilitate a conversation about how each child felt, and what can be done to move forward. This year, eighth graders are also being trained in this approach, with an eye toward expanding the program in the future.

The peacemaker program not only helps to resolve problems as they arise, it also builds student investment in the school community. One of the most beloved threads within the Village Campus community is the Hawaiian studies program, led by Kumu Kūwalu Anakalea. Anakalea teaches Hawaiian studies to every student, every week, in kindergarten through fifth grade, and in eighth grade, all students participate in Hawaiian culture and leadership. “I feel tremendous appreciation for Kumu Kūwalu,” Schorn reflects from her role not only as director of student affairs but also as a Village Campus parent.

“Our children aren’t only learning chants and hula with her—she instills values: how to work together as a group, how to be disciplined, how to act in a way that is pono.”

HAWAI‘I NEI: THE PLACE WE CARRY WITH US When HPA set forth its ambitious sustainability plan last year, the school intentionally included wellbeing and lōkahi (or balance, harmony) as part of the Academy’s vision to mālama kaiāulu (care for our community of spirit, land, and people). A deep-seated love of the land is essential to sustainability work and part of leading HPA students to live fuller, more joyful lives.

“We tie academic work to place in many ways,” explains Outdoor Program Director Renee Jenkinson ’98, “from

nighttime tide pool field trips for marine biology to hiking expeditions in AP Composition that bring the narrative arc to life. In the end, we want to make space for a student to foster their own relationship with place. This happens when we see students stargazing at night in the field, spending weekends backpacking and unplugged from devices, or looking up at the land around us after a game or a race.”

The overt beauty of Waimea with its reliable rainbows, gentle pu‘u, and open skies is indeed something to behold. But HPA seeks to inspire a connection that can transcend this specific place, even in all its splendor.

As Jenkinson explains, “Mālama kaiāulu acknowledges that spirit, land, and people are all connected. These three things are also within each one of us, which is why caring for a place, wherever you are, is both an act of generosity and self love. As all alumni know, ‘here’ stays with you—it’s inside you. A sense of belonging is ours as long as we stay connected to our kaiāulu wherever we are. If a student can grow up knowing that a healthy and loving relationship with place can support one’s creativity, self-assurance, and mental, emotional, and spiritual health, then I think we’ve done our jobs.” •

23

KA MAKANI

PRIDE

TURNING THE TIDE Lacey Hester teaches championship mentality on and off the court at HPA

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KA MAKANI PRIDE

I

t might go down as one of the most unlikely championship runs in Big Island Interscholastic Federation (BIIF) history, but Hawai’i Preparatory Academy head coach Lacey Hester never saw it that way.

Last year—her first at the helm of Ka Makani girls basketball—Hester led HPA to the BIIF title, and the supreme confidence she had in her squad served as a catalyst in accomplishing something not seen by the team in more than a decade. HPA dispatched Kamehameha-Hawai’i—the defending state champion and top seed in the BIIF postseason tournament—before cruising by Ka‘ū for the school’s first banner in the sport since 2007.

“I remember looking up and there were three minutes

girls nearly pulled off a championship repeat in late

left on the clock. Right then, it started to sink in that

January, but ultimately fell to Kamehameha in the title

we were going to do it,” Hester says, recalling the

game.

championship run. “I looked over at the bench and

Seeing the results improve as the year goes on is a

the girls were getting excited. It’s something I’ll never forget.”

testament to the coaching Hester and her staff do in the short time they have during the winter season.

Hester—a Texas native—is a basketball lifer, playing

While many programs have players who play basketball

through her youth and at the college level. After moving

year-round on club teams, Hester—more often than

to Hawai‘i Island, she landed the

not—is starting from scratch. It’s a

HPA job thanks to a chance meeting

challenge she embraces.

with Ka Makani Athletic Director

I LOVE BASKETBALL

Stephen Perry in the post office.

AND I LIKE TO WIN,

“I ran into Steve and he was wearing an HPA shirt, so I asked

BUT ULTIMATELY I WANT

him if they needed any coaches,”

OUR KIDS TO BE

Hester says. “Turns out he was the perfect guy to be asking.” Hester

SUCCESSFUL ADULTS

spent three years as the JV coach

WHEN THEY LEAVE

before stepping into the varsity position when long-time head

THIS SCHOOL

coach Craig “Gig” Kimura stepped

“It’s a lot of teaching,” Hester said.

“Where I come from, you start dribbling a basketball basically when you’re learning to walk. Many of these girls don’t pick up the sport until their freshman year of high school. It’s a whole different story.”

And when it comes to her job as a coach, Hester isn’t just talking about teaching a zone defense or

down after nearly two decades of service.

how to execute a pick-and-roll. Life lessons are a big

If there’s a signature sport for Hawai‘i Island—behind

part of the curriculum on the hardwood at HPA.

football—it would be girls basketball. Since 2004,

“I love basketball and I like to win, but ultimately

the BIIF has claimed 16 state titles between the two divisions, making the yearly schedule a gauntlet.

I want our kids to be successful adults when they leave this school,” Hester says. “Teaching them time

This season, HPA went on its patented late-season

management, accountability, and respect are big things

surge, winning four of its final six games in the regular

for me. That’s why I do what I do.” •

season to punch their ticket to the playoffs. Ka Makani

25

KA MAKANI PRIDE

KA MAKANI PITCHERS LAND DIVISION I DEALS In high school baseball, being ahead in the arms race can go a long way. Luckily HPA has had two of the best pitchers on the island available in rotation in Michael Hughes and Jonah Hurney, helping the team stay in the mix on the very competitive BIIF circuit in recent years.

The talented duo—separated by two years—will continue their respective journeys at the Division I level, and they have made it clear to scouts around the nation that the fields in Waimea deserve a deeper look.

JONAH HURNEY ’18

After a strong freshman season pitching at Southwestern Oregon Community College, Hurney earned an opportunity to take his game to the next level with Virginia Tech.

As a left-handed pitcher, he averaged more than 12 strikeouts per nine innings with the Lakers, showing great control of four pitches. Hurney also caught the attention of scouts at a showcase before his sophomore season. Hurney said he faced just four batters during the nearly all-day event, but those 15 minutes on the mound were life-changing.

Jonah Hurney ‘18 knew he had next-level stuff, so when the college opportunities didn’t come knocking initially out of high school, he bet on himself.

“Right after I was done, my phone started buzzing,” Hurney says, recalling the process. Hurney had a few offers to weigh, including with his hometown

MICHAEL HUGHES ’20

Hughes—a four-year standout with Ka Makani—has signed on to play with the University of Hawai‘i next season, providing him the Division I opportunity he has been seeking since he picked up a baseball as a youth. “This was always the goal,” says Hughes. “I’m very blessed. It took a lot of hard work to get to this point, and I’m grateful for the opportunity.”

Hughes will be provided a unique chance with the ’Bows to both pitch and play the outfield. Hawai‘i head coach Mike Trapasso is excited to have him on board.

Michael Hughes ’20 didn’t know exactly what to think when his family moved to Hawai‘i. Turns out, he’ll be sticking around a while.

26 // S P R IN G/ S UMME R 2 0 2 0

“Michael is an exceptional athlete who hasn’t touched his baseball potential yet,” Trapasso said after the signing was announced. “A left-handed pitcher with great feel, and an A-plus runner and

Hawai‘i Rainbow Warriors, but the Hokies provided an opportunity he simply couldn’t pass up.

“It was a tough choice, but I just fell in love with the school, and what they’re doing with pitching analytics was really interesting,” says Hurney.

Hurney was born and raised in Waimea, where he was a three-sport athlete at HPA in cross country, basketball, and baseball. Hurney will join the Hokies after he completes his sophomore year at SWOCC. “Hard work pays off,” says Hurney. “Even with this opportunity, I’m committed more than ever to my craft and improving. Just believing in yourself can go a long way.”

outfielder. His tools are very exciting.”

Unlike some schools on the east side of Hawai‘i Island—where college and even MLB draft talent is almost commonplace—HPA is still working on building its pipeline to the next level.

Hughes is hoping that he and Hurney, his former teammate, can help be the catalysts to bring more eyes to the diamond in Waimea.

“HPA had a lot to do with me going Division I. I have learned and grown a lot at the school,” says Hughes, reflecting on his journey. “It’s like a family at HPA. Everyone wants to see you succeed. It makes it that much better to be able to share it with this community.”

KA MAKANI PRIDE

Boys soccer celebrates a come-from-behind victory against Kamehameha-Kea‘au to win the 48th annual Ka Makani Classic pre-season tournament. By season’s end, the team had clinched the 2020 HHSAA Division II state championship.

GAME

TIME

27

Alumni News Class Notes Events Giving and More

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Alumni, parents, and friends gathered to support financial aid at HPA through the Alu Mai benefit, November 2019.

29

A M E S S A G E F R O M K A M U E L A K A L E W A N U ’ U W H I T N E Y K A U L U L A’A U L I N D S E Y ’19

I am one of many.

In November, I had the honor of representing past, present, and future HPA financial aid recipients at the Alu Mai gala, where the HPA ‘ohana came together to raise more than $200,000 in support of students like me. It was a remarkable night and an amazing gift to be a part of such an outpouring of generosity and aloha for this school and the students who need help to attend.

I remember when my mom and I opened my acceptance letter to HPA and she read my financial aid award. We were filled with joy and excitement for what was to come in the near future and for what new doors were about to be opened for me.

It was going to happen … I was going to be an HPA student. I was going to be Ka Makani.

Kamuela Kalewanu’u Whitney Kaulula’au Lindsey ’19 is a proud HPA alum, a voyager in training on the Makali‘i, and is currently pursuing a degree in liberal arts and fire science at the University of Hawai’i, Hawai’i Community College at Pālamanui. His dream is to become a firefighter. In his free time, Kamuela volunteers at HPA to help the football, soccer, and volleyball teams. Read more about the future of HPA’s financial aid program on page 42.

Without financial aid, I would have never been able to explore through learning, try and try again, face chal-

in love with voyaging, scored four

my fellow classmates, but also faculty

lenges and find answers, or discover

touchdowns in football (my first ever),

members—I carry with me always.

my passions. It wasn’t easy. I worked

sailed with classmates and studied

very hard and was supported by great

the stars, and was honored with the

Ka Makani because they get a chance

teachers and coaches. They wouldn’t

Cy Keala Spencer ’94 Spirit of Aloha

for an HPA education and experience

let me fail. I learned and developed

Award my senior year.

through the financial aid program.

study skills and problem solving:

The experiences I had as a student

skills that serve me today … life skills.

at HPA are without compare, and the

I grasped the laws of physics, fell

family that I created there—not only

30 // S P R IN G/ S UMME R 2 0 2 0

I am one of many. So many kids are

Mahalo for all of you who believe in kids like me and open these doors. •

The Pattern of Our Place

Ford Stallsmith ’20 and Kahea Gaglione ’23

Today, Hawaiian prints and patterns created by local designers are almost ubiquitous, but Sig Zane was a true pioneer of the new Hawaiian design movement, and he remains imminently respected both on his Hawai‘i Island home and beyond. More than a designer, Sig Zane is both cultural icon and a champion for the next wave of Hawai‘i artists and artisans.

For more than a decade, Zane has been tied to HPA as the artist who brings “Hole Waimea” to life through the school’s signature aloha shirt. For every generation of Ka Makani, the words of “Hole Waimea” express the place and elements that powerfully shape our ‘ohana. The Sig Zane Hole Waimea shirt serves as a remembrance of graduation and friendships—

something to take on life’s journey that speaks of Waimea and time spent at HPA. The newest edition of the shirt and pareu incorporates a palate inspired by the land, winds, and waters surrounding HPA. Every aloha shirt tells a story, and HPA’s story is one of pu’u, trade winds, rippling river currents and spear-makers, Kîpuʻupuʻu, and ʻōhiʻa lehua. We are honored by our alumni who wear the pattern proudly and remember the words: Hole Waimea i ka ihe a ka makani.

HPA alumni can learn more and purchase the Hole Waimea shirt or pareu by contacting the alumni office at alumni@hpa.edu. •

31

CLASS NOTES

Class Notes 60s:

Monty Brown ’65 writes that his entire family is now residing in Hawai‘i: Maile Brown ’00, Manoa ’12, and Malia ’15. Grandkids are Kala’e, Kawailani, and Kiiwai.” Bill Koch ’65 was “on the move during the last four months of 2019.” In September, Bill welcomed Chief Justice John Roberts for a visit to the Nashville School of Law. In early October, Bill and Debby traveled to London where Bill led a delegation of American lawyers and judges to England’s opening of the legal year at Westminster Abbey, followed by an amity visit with the four English Inns of Court.

“Later in October,” he writes, “we returned to Washington for a formal dinner at the United States Supreme Court. Following Christmas, we returned to England for some down time in London and Chester.” Bill is looking forward to traveling to Waimea for the 55th reunion.

Paul Morgan ’65 writes to his fellow classmates that “a 55th reunion dinner has been organized for May 29, 2020, at St. James Church in Waimea. We realize 55 may not have the pull of 50, but we hope you will consider being there. Some of our class attended the ‘64 reunion last year at the same venue and with the same program and found it was a great success. Therefore, we thought we would follow the example of our elders and do the same. If you are able to make it to the dinner, checks, clay tablets, or other antiquated methods of payment should be made out to Dirk, our own trustworthy professional forensic accountant. Hope to see you at the dinner.”

Alvin Wakayama ’65 notes that the planned 55th reunion dinner is the weekend of his mother’s 94th birthday. He writes, “that particular Friday, I had planned to do something at the store in order that her old time customers could celebrate with her.

I will donate the liquor to the reunion and 32 // S P R IN G/ S UMME R 2 0 2 0

Denice Mugg Sheffer ’72

writes: “Life is great on the Left Coast!

Wishing all of you bundles of joy and fun. Come visit us in Portland, OR. Anytime is the best time. Check out our FB pages... LeftCoast Chow Chows and LeftCoast MishMash.”

will plan to get together with you guys at some point! At least the Yankees are NOT Cheating Yet! Take care, Brah.”

70s:

Henri Minette ’70 is living in Minneapolis, Minnesota and is the in-house counsel for a national medical imaging company. He writes that he has “two daughters, both out of college and gainfully employed. My wife, Susan, is still practicing as a neurologist. I have five furry descendants (two dogs and three cats). Life is good.”

Mark Blackburn ’71 has been the Chief Data Scientist at Touro University of California for 7 years. “I hope to retire by my 86th birthday.” After traveling on business multiple times over a few years

to New York City “where I even enjoyed a lunch with classmate Bill Young ’71, I met and fell in love with Gwen Leung who I brought to the 45th Reunion Weekend in 2016. Gwen finally moved to California and we married last February (2019). Lots of retirement plans simmering—most of those have to do with sailing out of the USA for good.” Edward Campbell ’71 lives in Seattle and is the CEO of Commercial Chemtech Inc. and a US patent holder. In his work, he uses innovations in hydronic chemistry to improve the energy efficiency for hundreds of buildings.

Alan Fujimoto ’74 wrote to share the sad news of classmate Brian Kitagawa’s passing: “With deep regret, I’d like to inform the class of 1974 that Brian Isoo Kitagawa suddenly passed away on November 22, 2019. He is survived by his wife Nan, son Ian ‘03, daughter Jillian ’06, her husband Joe and children Alana and Hunter, and brother Bruce Kitagawa ’69. Brian was the President and CEO of I. Kitagawa and Company, Ltd., one of the top 50 companies of Hawai‘i, the parent company of Kama‘aina Motors, Kama‘aina Nissan, Kona Auto Center, and Parts Center Hawaii. He was a member and immediate past-president of the Hawaii Auto Dealers Association, National Automobile Dealers Association, and Treasurer of Chrysler Minority Dealers Association, Inc. On another note, I have officially ‘retired’ from active practice in dentistry and spend my time actively volunteering for the Hawaii Dental Association, the Bay Clinic of Hilo as a CAD/CAM coordinator, and unfortunately will have to re-plan some of my post(continued on page 36)

We want to hear from you! Please submit your notes and photos to www.hpa.edu/notes by July 27, 2020 for the next issue of Ma Ke Kula.

CLASS NOTES

Energized and reconnected: Young Alumni Day 2020!

In January, young alumni gathered at HPA to reconnect with one another and share advice with the class of 2020. The day began with a lunch “meet and greet” with HPA teachers and new Head of School Patrick Phillips. Also on the docket: a career panel with older alumni already in the workforce; a resume and interview workshop; and a boys basketball game versus Pāhoa. We offer a warm mahalo to our career panelists: Hina Schipa Chow ’04, James Hustace ’03, Chelsea Morriss ’05, Kepa Police ’13, Max Solmssen ’97, Tee Suntharo ’04, and Samantha Emmons Wilson ’08.

A

A

Japanese instructor Rika Inaba and Andrew Kelsey, director of college counseling, were on hand for the lunchtime “meet and greet.”

Young alums left to right: Riley Hiatt ’19, Stormer Horton ’19, Kamuela Lindsey ’19, Toby Balaam ’19, Maiki Kawakami ’19, Patrick “Patch” Wong ’18, Isaac Koepper ’18, Kento Komatsu ’18, Reyn Kaneshiro ’18

B

Riley McMackin ’17 (left) and Nana Ueno ’16

C

Samantha Emmons Wilson ’08 (left), Daena Craven, co-curricular coordinator, Hina Schipa Chow ’04, and Chelsea Morriss ’05

D

Career panel in the student union, Ko Kākou Hale

E

Alumni speaking with seniors included many from 2018: Luke Field (left), Ethan James, Keanu Young, Reyn Kaneshiro, and Patrick “Patch” Wong.

F

James Hustace ’03 speaks during the career panel.

B

C

E

D

F

33

ALUMNI NEWS

Layered canvases Heidi Buscher ’88

Naupaka Kuaihiwi, 2019, acrylic on canvas, 40” x 30”

34 // S P R IN G/ S UMME R 2 0 2 0

ALUMNI NEWS

Heidi Buscher ’88 remembers “feeling a spark” the first time she touched clay under the guidance of former HPA art teacher Cindy Yarawamai. As a graduate of San Francisco State University’s MFA program, Buscher found success as a sculptor before dedicating herself to teaching, even showing her work at the Academy of Art Museum. After a decade of raising children and teaching art at Parker School, Buscher recently woke her dormant artistic practice from what she calls “a ten-year nap.” A carpal tunnel surgery made it difficult for Buscher to sculpt without experiencing pain, and she decided to pick up a paint brush instead. According to Buscher, the work “just came pouring out.” With the encouragement of HPA parent Gina Willman P’20 of Willman Interiors, Buscher has recently shown and sold selections from her debut painting series, Threading Through Time, a lush and thoughtful examination of Hawai‘i’s present, past, and future.

Can you describe the concept behind Threading Through Time?

There’s a technical aspect and a spiritual aspect when it comes to what I’m trying to capture. Technically, I’m trying to balance abstract markmaking with more traditional portraiture. Those two things can sometimes clash, but when it does work, I can feel it, and it just locks together. On a deeper level, I’m trying to convey a sense of spirituality, a sense of our humanity, and our connection to people and places that came before us.

How can we humans be here, and love as hard as we love, and then just be gone? What remains are the stories, myths, and legends shared across time and civilizations. These myths truly anchor my work. There’s also a certain level of addressing the carving up of paradise. My grandfather remembers hunting ducks in Waikiki when it was still swampland. It’s a way of wanting to capture these places and how they change.

What materials do you draw inspiration from?

It’s a mixture. I’ve gathered thousands of inspirational source materials: patterns, fabrics, archival texts, handwritten letters, and early contact Hawaiiana imagery. Some of my compositions are straight paint to canvas, but many begin as physical and digital collages. I layer back and forth with pastels and pencils and other materials, then I’ll pull these into the digital realm and then back out again. The viewer might not know it, but in paintings like Surfer at Waikiki, I’ve got layers of abstract references in the skyline that I drew from old maps of Waikiki. Similarly, in the Naupaka pair I have layers of handwritten Hawaiian text and fabrics as textural layers embedded in the background.

How has teaching impacted your work as a visual artist?

You hear teachers say all the time that they learn from their students, but it’s really true. Teenagers are like mad scientists, and that inspires me. I don’t know if I would ever have started this work if I hadn’t been trying to keep up with my students. Their fearlessness is contagious and allows for dexterity of thought and creative risk-taking—an approach which helps with all these visual threads I am trying to connect. •

35

CLASS NOTES

(continued from page 32) retirement plans since they involved my friend Brian. I hope all the rest of the class of ’74 is thriving and well! With much aloha to you all.”

David Albachten ’76 has “something to share that every parent will appreciate.

The youngest of my three sons has graduated from university, California Polytechnic in agricultural sciences! This means the university days are over. And all three have full-time jobs. We are celebrating in Istanbul!! Professionally, I am working in the Testing Office writing and supervising the high-stakes English Language Proficiency test that determines if students here can start their programs (undergraduate, Master’s, or PhD).”

Sheila Crosby Powell ’77 got married on the Big Island at the Hilton Waikoloa in September and a number of HPA classmates were at the ceremony and celebration.

Doug Herkes ’79 and Ann Cobb ’76, Jennifer and McGrew Rice ’77, Kim and Jerry Takata ’77, and John White ’77.

Sheila is the Global Talent Acquisition Leader for GHD, a global engineering con-

sulting company, and lives in Arizona.

Teresa Fister ’78 lives in Chicago and is thinking about retiring to the Big Island.

She is “looking for input from local HPA Alumni.” Her company of 30+ years won the National Grand Prize Award for Residential Natural Stone Installation at the Coverings Installation and Design (CID) Awards.

Mark Lundborg ’78 has been competing in National Saber fencing tournaments for several years, and in 2019 qualified for the US National Team. “The over 50 year old division—they call it ‘Veterans,’” he writes.

“In October, I traveled to Cairo, Egypt to compete in the World Championships, where I won the Gold Medal! Incredible experience and trip.”

80s:

In December 2019, Steve Walker ’80, a Foreign Service Officer with the Department of State, began a new assignment as Chief of Mission at the U.S. Embassy in Asmara, Eritrea.

Alison Sissy Kerr-White ’88 has been an LPN for 16 years and has worked for

Aetna/CVS for the past five years. She is a Utilization Review Nurse/Nurse Advocate for the Manatee County Government employees and their families. “I really enjoy my job,” she writes. “I love being able to help people learn and understand and make the most out of their health plan as well as guide them through their healthcare journey. I have a very rewarding profession and I am happy to be of assistance to others.

Our daughter will be 10 this year. That’s a BIG accomplishment :-) Life is good for us.”

00s:

Paul Csige ’00 is the owner of Pacific Rim Fishing in Kona, HI. He attended Berklee College of Music and New York Film Academy and wrote a symphony for the Kamuela Philharmonic.

Ken Musashi ’01 occasionally intersects with fellow Ka Makani in his job as a flight attendant for Hawaiian Air; Laura Leitel ’05 and first officer Preston “Stew” Myers ’01 are also flying with Hawaiian.

Kerry Balaam ’02 is a realtor at Windermere C and H Properties with a new office

Britta Bushnell ’88 shared the following update:

“I continue to work with families as they prepare for birth and new parenthood. While it has evolved over the years, it’s now been two decades since I started working with new parents. This year has been a big year already! My first book, Transformed by Birth, was published by Sounds True (distributed

by Macmillan) in January. The book weaves together my work with birthing families and my academic study of mythology to support the life-changing journey from pregnancy to parenthood. I also got to record the book for its audio format which was one of the most challenging and vulnerable experiences of my life. I am also traveling more and more for speaking and workshops all around the country. In 2019, I was invited by former HPA Japanese teacher, Mebane Boyd, to give a keynote at a fundraising event in North Carolina. I got to visit with Mebane and Alan Boyd as well.”

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CLASS NOTES

at Waikoloa Beach Resort’s Queens’ MarketPlace. Alexandra DiTullio ’02 graduated from the John A. Burns School of Medicine and completed her residency at Stanford/ Kaiser Emergency Medicine Residency.

She recently changed jobs: “My family and I moved back to Kona after many years away. I am now working as an emergency medicine physician at the Kona Emergency Department and also as a wound care specialist at the North Hawaii Clinic.”

Akemi Hiatt ’05 runs her own e-commerce agency with her husband Paolo called Hidden Gears, and they recently relocated to Honolulu! She writes: “In work life, we have been fortunate to partner with many growing brands and have been hiring and growing our agency.

This past year, we also completed building an off-grid cabin in the Adirondacks and wrapped up our relocation to Honolulu where we are currently house hunting.”

Michelle Mazzetti ’05 wrote to share some good news: “My long time partner Ken Shamel ’78 and I are happy to announce a new addition to our family, Sofia Marlowe Shamel. Born March 4, 2019, she is the light of our lives, and we are looking forward to her 1st Baby Luau at the Waiki’i Clubhouse.”

Honu Lafitaga ’09 writes: “Aloha ‘āina 24/7. Take care the land and the land take care you.”

10s:

Savanna Gonzales ’10 received a B.A. in economics from the University of Hawai‘i at Mānoa and is now the assistant store manager at Alexander McQueen.

Nathan Babaga Kwarara ’10 writes: “Upon graduating from university, I was employed in 2016 as an investment analyst at the National Superannuation Fund in Papua New Guinea, an accumulation fund for retirement savings. I was promoted within a year to senior investment analyst.

Four years now at the company and I’ve been promoted again to manager investments, where I am second-in-

Garrison Gunter ’92 is celebrating over 20 years supporting creative organizations and their technology needs and is currently looking to a future of practicing education in the arts. He writes: “We have been living in Southern CT now for almost five years. My wife Rachel and I are very proud of our 3-year-old little girl, Isabel Kailani Gunter!”

command of the investment division, reporting directly to the chief investment officer. On a personal level, I just got engaged to my girlfriend of three years.”

John-Henry Pezzuto ’12 is a researcher in the Princeton psychology department. He writes: “I haven’t been to Hawai‘i for a few years, but I was able to catch up with a few alums at the New York City reunion a few months ago. Always a pleasure!”

Emily Johnson ’13 is the outreach and engagement coordinator at the Anoka Soil and Water Conservation District in Anoka County, Minnesota. “I work at the nexus between social science and physical science to bring people and the environment into greater harmony and mutual benefit.”

She received her B.A. in Biology and Geology from Macalester College, and an Environmental Education Certificate from Hamline University. Kepa Police ’13 graduated from Dartmouth College in 2017 with a degree in environmental studies.

He is moving to Maui to work in land development as a project engineer.

Bo Bleckel ’14 graduated from Bowdoin College in 2018 with a double major in

computer science and mathematics. He writes: “Living in Maine for four years came in stark contrast to my life in Hawai‘i, but provided a fantastic perspective on what living on the east coast can be like and convinced me that it was ok to live here for another few years. I have been teaching computer science and math for the past two years at a high school in Cambridge, MA. I’m looking forward to trying to move further west in the next year or two to be closer to friends and family in Hawai‘i.”

Nana Ueno ’16 studied forestry at the University of British Columbia and ecosystem science and sustainability, with a minor in conservation biology, at Colorado State University. She is currently working for the USDA and is planning to pursue a masters at the University of Hawai‘i at Mānoa. Kaili Yuen ’16 was a lead barista at San Francisco Bay Kona Cafe for twoand-a-half years while attending Hawai’i Community College Pālamanui. She recently placed as 1st Runner-Up in the Miss Kona Coffee Scholarship Pageant and was also awarded Miss Congeniality at the (continued on page 40)

We want to hear from you! Please submit your notes and photos to www.hpa.edu/notes by July 27, 2020 for the next issue of Ma Ke Kula.

37

ALUMNI NEWS

A

B

C A: Mesquite Dunes, Death Valley, CA (2015) B: Hoover House, Bodie, CA (2015) C: Near Zabriskie Point, Death Valley, CA (2015) D: Double Arch, Arches National Park, UT (2015)

D

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ALUMNI NEWS

Windows to the World Andrew Hess ’06

When Andrew Hess ’06 started his photography business in Reno, Nevada in 2015, he surprised even himself.

After earning his master’s degree in social work from Loyola University Chicago and immersing himself in a position at the State of Nevada Division of Child and Family Services in Carson City, Hess needed a change of pace.

He recalled that friends were drawn to his photos from the San Francisco Bay Area, taken during his undergraduate studies at Santa Clara University, and decided to take a gamble on rekindling an old love: landscape photography. With encouragement from his parents, Hess embarked on a series of hikes through national parks to capture their natural beauty for a wider audience. In fact, it became a family affair.

“My dad came with me for most of my original shoots,” says Hess. “He often says that he was just there to ‘carry the tripod’—he did indeed carry the tripod,” Hess adds with a laugh.

Hess’ love of the outdoors stems from his years at HPA, where he learned to appreciate the beauty of Hawai‘i Island as a member of the cross country team. “When Stan Shutes was the head coach, we were able to go to Volcanoes National Park and run the Crater Rim Trail,” he recalls. “Actually running through it gives you a different experience compared to just walking around.”

Under the instruction of Hawai‘i Island artist Anna Peach, Hess learned to operate a 35mm camera and develop photos in a dark room during his senior year at HPA—an experience that reshaped his perception of taking pictures. “I really didn’t know what I was getting into,” Hess says with a chuckle. “I had no idea that it would lead to anything more.”

Today, Hess’ business has grown beyond his booth at the former Great Western Marketplace in Reno to the Eyehook Gallery: a thriving retail storefront that showcases his work.

Hess is drawn to sweeping vistas—the still waters of Lake Tahoe sheltered by the Sierra Nevada mountains, or the dramatic drops of the soaring red cliffs of Zion National Park in Utah.

He often thinks about how his audience will feel when they look at his work. “If you print a photograph large enough, people get the sense that they are looking through a window and that they’re actually experiencing the place where the picture was taken,” says Hess. “They say that they can see the water move, or that they can hear the wind in the trees.”

Right there in Reno, Nevada, Andrew Hess is still bringing ka makani to life in art—a goal well worth pursuing. •

39

CLASS NOTES

(continued from page 40) Aloha Theater. Kaili is currently majoring in communications studies at the University of Hawai‘i at Mānoa.

Colby Camero ’17 is studying drama and theatre at San Francisco State University and worked at Marugame Udon. He says, “I have a TikTok account. I lose my tan everytime I’m in the Mainland!”

Riley McMackin ’17 will be studying abroad in Maastricht, Netherlands for six months!

She is currently attending the University of Southern California and seeking a B.S. in public policy.

Reyn Kaneshiro ’18 is keeping himself busy doing some freelance filmmaking and photography and working on a couple of film projects and documentaries.

Silas Rhyneer ’18 is attending Carleton College right now, and “having a blast. I’m studying computer science, economics, psychology and soon, cinema too. Right now most of my time is being spent developing a board game that I’ve been working on for the last few months, and play-testing is beginning this weekend.”

Patrick Wong ’18 says that “working with different creators and photographs is something I’m really loving right now!” He

Steven Gaughan Philp ’05

joined the clergy team at Park Avenue Synagogue in New York City as their fourth rabbi this past July.

“My portfolio includes working with people in their 20s and 30s, our conversion program, and interfaith initiatives.” Steven was married on September 1, 2019 in Oxford, UK to husband Toby Philp. Congratulations, Steven and Toby!

is double majoring in journalism and art at the University of Oregon.

Tage Boyette ’19 is playing semipro soccer in the UK and attending the University of Huddersfield, on track to graduate in 2024. Hayley Emmons ’19 writes, “I still attend Mount Holyoke, and I haven’t declared my major yet, but I plan to double-major in biology and English.”

Stormer Horton ’19 is “roaming NYC” and attending the City College of New

York. Kamuela Lindsey ’19 is following his dreams of becoming a firefighter, currently enrolled in a two-year program.

“I’m very happy and excited for what’s to come,” he writes. For more from Kamuela, see his letter, p. 30. Jacob Rouse ’19 is at the University of Hawai‘i at Hilo. He’s currently studying business economics and taking GE classes.

Winter Anderson ’03 and Kyle Lee ’03 started their own business: Haloa Hardwoods, Inc. “We run a sawmill and can cut any lumber but specialize in recovering and salvaging deadfall Koa from remote and difficult to access locations.” Winter writes that it began “in 2013 when Kyle was doing reforestation up Hualālai. On the ranch he was working on there was an old sawmill site with slash koa cut-offs left behind from the 80s. He heard I had a kid on the way and knew I was doing woodwork and figured I might be able to use some of the wood. We started going through the pile and salvaging usable lumber and reselling it wholesale as a side business. Eventually we started salvaging from the deadfall on the ranch as well and started our own LLC, Haloa Hardwoods, Inc. Kyle usually shows up late, cries a lot, and is generally a pain, but in the end is a pretty decent business partner I guess.”

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CLASS NOTES

1

2

3

1. Nathan Babaga Kwarara ’10 is newly engaged.

Congratulations to Nathan and his bride-to-be!

2. Kaili Yuen ’16 was 1st Runner-Up in the Miss Kona Coffee Scholarship Pageant.

3. The class of 1969 gathered at HPA’s Energy Lab for their 50th reunion celebration.

4. Paul Csige ’00 composed an original symphony, “Voyages,” for the Kamuela Philharmonic.

5. Michelle Mazzetti ’05 and Ken Shamel ’78 welcomed a daughter, Sofia Marlowe Shamel, born in March 2019.

6. Keep your eyes peeled for Laura Leitel ’05 and Ken Musashi ’01 if you fly with Hawaiian Air! 4

5

7. Aya Serikova ’18 sent a snapshot from the happiest place on earth.

8. Sheila Crosby Powell ’77 and husband Matt were married at the Hilton Waikoloa in September.

6

7

8

41

Opportunity Overflowing TH E WAI ‘AK A I N ITIATIVE FO R FI NAN CIAL AI D

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T H E W A I ‘A K A I N I T I AT I V E F O R F I N A N C I A L A I D

On its journey from the high slopes of Kohala, Wai‘aka stream feeds the land surrounding HPA. These life-sustaining waters are as fundamental as the air we breathe. Like the wind and rain of Waimea, Wai‘aka stream has shaped the character of all living beings in this area—plants, animals, humans—helping to sustain a web of interconnection that stretches back into the past and, we hope, far into the future.

A

s we care for this place and our school, we must make certain that HPA remains a source of abundant inspiration for all Ka Makani. This is a responsibility we hold in trust together.

Through the Wai‘aka Initaitive, we recognize that financial aid resources are as essential to all Ka Makani as the water that sustains our irreplaceable home.

Together through this endeavor, we ensure that HPA remains dedicated to the children of Hawai‘i—and to a blended, global community that includes students from across the U.S. and around the world. We protect and preserve the character of HPA’s unique student body. We empower students of great potential, from all walks of life.

Generations of Ka Makani, strengthened by this place and by each other, have in turn gone out from HPA to serve Hawai‘i and communities beyond. The ripple effect of their lives is limitless. Through the Wai‘aka initiative, we equip future generations to do the same.

The Wai‘aka Initiative will benefit all Ka Makani by strengthening HPA’s ability to enroll great students, no matter their financial circumstances. The Wai‘aka Initiative protects who we are today, and who we will be in the future: • Students

from Hawai‘i, the backbone of our school community. They gain deeper understanding through international viewpoints and friendships outside our island.

• Students

from the continental U.S. They grow as learners and human beings through the wisdom and opportunities found in Hawai‘i.

• Students

from many other nations.

They bring fresh ideas and perspectives to our community, and return home with Hawai‘i values and a greater understanding of the U.S. 43

T H E W A I ‘A K A I N I T I AT I V E F O R F I N A N C I A L A I D

The future of Ka Makani A long-term plan for financial aid Ka Makani of every generation remember the feeling of being surrounded by incredible classmates, teammates, and friends. On the slopes of La‘e La‘e, in dorms, on stage and playing fields—in the driving wind and rain—Ka Makani share an irreplaceable experience.

This experience depends on welcoming students from all walks of life, who possess diverse talents, backgrounds, and perspectives. By trading ideas and opinions, we deepen our understanding of each other, our host island and culture, and the world’s complexity. By listening and sharing our lives, we embrace aloha and carry it forward after HPA. Today, however, demographics and economics are

working against the diverse composition of HPA’s student body. Students who can afford the full cost of private school tuition are coming from a smaller and smaller segment of the population. The need for financial assistance has grown dramatically and continues to escalate—for all private schools, including HPA. A strong financial aid program is now absolutely essential for schools that want to remain intellectually vigorous, socially relevant, and financially accessible. Through the Wai‘aka Initiative, we make our first step toward a fullyendowed aid program that will protect our school ‘ohana today and for the future.

HPA’s unique mix of students from Hawai‘i, the U.S. mainland, and diverse nations is unlike any other in Hawai‘i and one that is distinctive among U.S. boarding schools.

600 students • 200

in Lower and Middle Schools (100% day students) • 400

in Upper School (50% day, 50% boarding)

Boarding students: 60% U.S., 40% international We represent three Hawaiian islands, 15 states, and 25 nations.

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Roughly 42% of the student

body requires aid each year based on a standardized financial evaluation by School and Student Services (SSS).

Approximate aid budget each year: $3.3 million total 75% to Hawai‘i students 16% to U.S. mainland students 8% to international students

T H E W A I ‘A K A I N I T I AT I V E F O R F I N A N C I A L A I D

HPA’s current financial aid picture Why we must invest in our students Unlike many of our peer schools, HPA has a very modest endowment and a limited number of donorestablished funds that are dedicated to financial aid.

Consequently, HPA must use other financial resources to create financial assistance.

The HPA Fund, along with special initiatives such as Alu Mai, provides immediate and growing support.

Currently, however, HPA must still use a large portion of its annual operating budget to aid students and their families.

Consequences of this situation: • Given the demand, it is unfortunately impossible for HPA to meet a student’s full need as determined by School and Student Services (SSS).

On average, HPA can cover only 55 percent of a family’s demonstrated need.

• Lack of financial aid means that many talented, deserving students simply cannot pursue an HPA education. Families of students who do attend often live under great financial strain.

How we envision the future Starting with the Wai‘aka Initiative, we will begin to build a permanent, fully-endowed financial aid program for HPA. Our long-term objectives: • Increase the percentage of student need that HPA can meet.

• Ultimately expand the total number of students we are able to assist.

To fully achieve this ambitious goal requires longterm planning and visionary philanthropic support.

Successive fundraising efforts will be necessary to keep HPA on an upward trajectory. The Wai‘aka Initiative marks a critical turning point, where we have the opportunity to create enough momentum to fuel future progress. We hope to engage all members of the HPA ‘ohana, at every gift level, to show our collective commitment to the future of all students at HPA. This must be a groundswell movement, a journey that we will take together as ‘ohana.

• While we proudly and joyfully embrace our commitment to financial aid, at the same time, we also recognize that this current funding model draws significant resources away from other possible initiatives. Expanding financial aid resources will increase HPA’s financial resilience and elevate HPA’s overall academic program for all students, not only those who use financial aid.

45

T H E W A I ‘A K A I N I T I AT I V E F O R F I N A N C I A L A I D

Join the flow of generosity Here’s how you can help

Become a regular HPA Fund donor, and consider directing your gift to financial aid.

The HPA Fund is an immediate resource that helps students every year. All gifts of all sizes have impact.

When we band together, there is true strength in our numbers.

Consider joining the Holo Holo Circle.

Donors to the Holo Holo Circle help achieve immediate and significant progress toward HPA’s highest priorities by making leadership gifts of $25,000 or more to the HPA Fund. Because these gifts are put to use immediately, they help HPA move quickly forward while we focus on the longer-term goal of building endowment.

You can direct your Holo Holo Circle gift to financial aid and thereby make a profound impact on our students right away.

Establish a permanently endowed fund for financial aid.

You can create a fund that will consistently generate resources today and far into the future. Through your fund, you leave a legacy for future Ka Makani and, if you choose, you can honor someone in your family, a teacher, or another individual who is meaningful to you. Endowed fund levels start at $25,000 and rise to $250,000 or more, depending on the impact you would like to make for HPA students. • Lead photo: Nani Welch Keli‘iho‘omalu ’14

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The Wai‘aka Initiative: Fast Facts Over the next three years, the Wai‘aka Initiative seeks to raise $7.5 million, as a first step toward increasing financial aid resources. This multifaceted initiative will raise two kinds of aid: • Through

the HPA Fund and other currentuse gifts, $2.5 million will be spent as a bridge on immediate student needs.

• Meanwhile,

$5 million will be raised for permanent endowment that generates consistent financial aid dollars every year for the long term.

When complete, the Wai‘aka Initiative will enable HPA to increase the percentage of student need we cover and begin to lessen the burden on families. It will make it more possible for admitted students to choose HPA.

TOGETHER FOR HPA.

Together, we keep HPA strong—for each other, and for the students who will serve Hawai‘i and our world.

With your gift to the HPA Fund, you help deliver the elemental experience of HPA. Friendships forged in classrooms, dorms, hills, and endless ocean. Arts, athletics, and an array of programs that ignite ambition and creativity. Your support changes lives forever.

With clear strategic vision and a renewed sense of service to Hawai‘i and the larger world, we are working to create a stronger financial foundation for today’s Ka Makani and those of the future.

You can direct your gift to financial aid, faculty, sustainability, or another area of HPA that is meaningful to you. What matters most is your participation. Together for HPA! Let’s put aloha into action. Make your gift today. Thank you. www.hpa.edu/give If you have already made your gift, please accept our sincere thanks!

47

Bred, born, and trained on campus, the HPA herd is beloved by generations of Ka Makani. Bloodlines include thoroughbred, quarter horse, Morgan, and Mauna Kea—and this diversity gives students a wide range of riding experiences. In January, Nani Welch Keli‘iho‘omalu ’14 captured Waimea’s iconic late-afternoon light while the HPA herd grazed peacefully on the field below “the Taj,” HPA’s stables.

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ADDRESS SERVICE REQUESTED 65-1692 Kohala Mountain Road Kamuela, Hawaiʻi 96743 www.hpa.edu

Want more info on HPA? Application inquiries: admissions@hpa.edu All other questions: connect@hpa.edu

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