There is an ever-growing number of people who are interested in herbal medicinal use in this day and age. Dissatisfaction with westernized medicine seems to be the largest factor dictating the increased interest in traditional ways of healing (Welz et al., 2018, p. 5). So too, are there ailments that are not treatable by “modern” remedies, and are better addressed in “traditional” ways (Jiao et al., 2022, p. 2). Further, some “modern” treatment options have risks and side effects that are deemed too “harsh,” thus people are found to opt for more “natural” options (Aydin, et al., 2008; Gratus et al., 2009, p. 1; Krsnik & Erjavc, 2024, p. 4). In an attempt to help adults heal themselves, a medical plant guide was a natural first step toward encouraging renewed use of plants for preventative health practices. Most alternative health guides are organized around plants and their uses; this guide, however, aims to support a more holistic understanding of different ailments and the wide variety of plants used to assuage or prevent those ailments.

Today’s presentation takes a closer look at a singular unit that has been developed in conjunction with this medical plant guide, which will serve as a “trail” lesson for those interested in accessing the fuller guide. The development process makes use of empathy, engagement, and visual communication with and for students. Today’s presentation also shares details about LMS selection, learning tools integration, and assessment checks for the online course that accompanies the online guide.

Currently, UH Mānoa (UHM) executives often face challenges in isolation, without access to structured support, consistent practices, or insights into how similar issues are being addressed across campus. This lack of alignment can lead to fragmented decision-making and inconsistent application of internal processes and policies. The Provost seeks to create a platform where executives can collectively address topics of critical interest, gain practical strategies, and foster consistency in decision-making, policy development, and the handling of complex situations. The UH Manoa Executive Success Program (ESP) is a comprehensive and holistic leadership development initiative designed to strengthen leadership across the Manoa campus. It provides a unified approach to guiding, connecting, and empowering executives throughout their journey.

The program consists of three key components that work together to address the multifaceted needs of leaders at our campus:

1. New Executive Managerial Orientation/Onboarding (NEMO)
2. Executive Networking
3. The Clinic Series

For the mini-course, I focused on the Clinic Series, which was developed using the Lamaku Learning Management System and is designed to empower executives at UH Manoa with practical solutions to today’s most pressing leadership challenges. This series features targeted, intensive clinics where participants engage in real case studies, interactive workshops, and peer discussions that provide actionable insights and strategies for immediate application. The Clinic Series offers hands-on tools to help leaders navigate complex scenarios, strengthen their leadership approach, and drive success across their teams and departments.

It was evaluated for usability and learning effectiveness by five participants. Results indicated that the Clinic Series was highly effective in delivering relevant and practical leadership solutions. Participants reported increased confidence in applying learned strategies, enhanced problem-solving abilities, and improved collaboration skills. Participants appreciated the opportunity to discuss real-world challenges with peers. Feedback highlighted the the usefulness of case studies, and the applicability of the tools provided. Suggestions for improvement included expanding the program to cover additional leadership scenarios, and incorporating more opportunities for follow-up discussions. Overall, the evaluation confirmed that the Clinic Series is a valuable and impactful component of executive development at UH Manoa.

This mini online course project aims to equip high school students from across the State of Hawaiʻi participating in the Pacific Asian Affairs Council (PAAC) Club with the knowledge and skills to complete the Global Action Project (GAP) successfully. The GAP is a cumulative project to provide students with practical experience contributing to their local community and fostering the understanding of the United Nations Sustainable Development Goals (UNSDGs) (United Nations, n.d.). To be eligible for the Distinguished Club and Global Citizenship Certificate, students must complete the GAP and document it to the PAAC. Since there are few guidance materials on the GAP available for the students, they often face challenges in understanding the essential components to complete the GAP.

The course is structured to start with the introduction of the essential elements of the GAP and then transition students into practical learning that addresses real-world problems. It includes knowledge acquisition, interactive discussions, and cooperative activities. A key feature of this course is its emphasis on student-led learning, where students assign roles such as facilitator, notetaker, and timekeeper themselves. Further, students have club-to-club interactions using collaborative digital tools, enhancing their learning experiences. This learning allows students to apply their knowledge in a practical context. In conclusion, the course equips students with both knowledge and practical skills through hands-on learning, emphasizing students’ autonomy.

This presentation will highlight the development of a mini online course designed to equip high school educators and administrators with the knowledge and skills necessary to ethically integrate generative AI tools into their schools. The course was developed in response to the increasing adoption of AI in education and the growing concerns surrounding algorithmic bias, ethical considerations, and the lack of school-level AI policies (Chiu et al., 2023; Gouseti et al., 2024). Drawing from both empirical research and qualitative insights from learners, the course provides a structured approach to understanding AI’s role in education while promoting equity, transparency, and informed decision-making.

This development process involved applying a backward design approach (Wiggins & McTighe, 2005)–as well as a constructivist learning approach–to create an interactive and accessible learning experience. The course is structured into four key modules, culminating in the learners’ implementation of a schoolwide AI ethics plan. This course also employs a variety of educational tools to facilitate a Community of Practice where learners engage in collaborative learning and knowledge-sharing, fostering a collective responsibility for ethical AI integration.

In addition to describing key milestones in the course’s development process, this presentation will highlight a conceptual framework derived from research conducted to inform the content of this course. This framework aims to communicate how historical biases in K-12 education manifest in AI tools and, more importantly, how addressing these biases can ultimately transform AI tools as a force for educational equity.

The Accessibility 101 instructional design project aims to address the lack of faculty awareness and knowledge about accessibility, which negatively impacts students, particularly those with disabilities. To foster more inclusive learning environments, an asynchronous, self-paced online course was developed to equip faculty with awareness, empathy, and practical skills. The course effectiveness was evaluated through pre- and post-surveys, revealing marginal improvements. Faculty reported increased confidence in accessibility and a stronger commitment to implementing the S.C.U.L.P.T. framework in their teaching practices.

Introduction to Workplace Social Skills is a professional development course based on Universal Design for Learning standards and the National Standards for Quality Continuing Education and Professional Development Rubric. This training equips neurodiverse adults with essential workplace social skills to enhance self-efficacy and employment success. The five-session, online course will provide targeted knowledge, role-playing, and workplace practice in key areas such as comprehending job expectations, initiating and maintaining small talk, and understanding others' perspectives. With the help of digital tools to build workforce readiness, learners will develop skills to communicate effectively with coworkers and supervisors, collaborate productively, and apply proven problem-solving strategies. They will also engage in critical thinking, regular self-reflection, and practices that foster empathy and inclusion.
These skills can help learners navigate workplace interactions more effectively and reduce barriers to meaningful and sustained employment. The course will be structured to address stated learner needs in developing workplace social skills. By the end of the course, students should be prepared to apply these skills on the job which will build their confidence and effectiveness in solving workplace social challenges.

This course is part of an iterative research project that begins with the development of learning content, objectives, and assessments for social skills training. Future research will compare the effectiveness of immersive virtual reality simulations and video-based training in improving workplace social skills, exploring the role of AI-driven virtual environments in professional development.

This project, Graphic Design Basics: Key Principles to Enhance Designing Slide Presentations, aims to develop an online course to equip learners without basic visual design knowledge. The course was designed to improve the slide presentations' look and feel. To evaluate the course, four usability participants (n=4) and twenty-eight learning effectiveness participants (n=28) participated in completing the online course. After each participant completed the usability study tests, immediate modifications were enacted to enhance the user experience. Overall, the course received positive feedback from the usability and learning effectiveness participants, regarding visual design, ease of navigation, interactivity, quotes, and multimedia. In the future, the results show that adding more activities enhances their learning and allows them to apply the skills to the slide presentation.

Estimates of Hawaii’s dependence on imported foods range from 85 to 90 percent and the percentage of Hawaii families who are food insecure vary greatly between communities (Department of Business, Economic Development and Tourism, Office of Planning, 2012). Noticeable health disparities related to food insecurity exist between Hawaii’s racial and ethnic groups and are concentrated among Native Hawaiians and Pacific Islanders (Office of Minority Health, 2025).

This course was developed in partnership with MA’O Farms to critically analyze our current food system with the goal to equip students to make positive change. To do so, the course is organized into three parts: (1) looking at our past to (2) understand our present, (3) so that we can guide our future.

This framework is based on a saying: I ka wā ma mua, i ka wā ma hope - The future is found in the past - an ʻōlelo noʻeau from Mary Kawena Pukui.

Essential to the design of the course are principles and practices that acknowledge the cultural backgrounds of the students, promote active learning, and promote a sense of community and belonging. This session will highlight design decisions that reflect this and the various tools used to best reach the target audience. Evaluation results of perceived learning effectiveness and engagement will be shared.

Many English language learners struggle to build vocabulary skills and metacognitive strategies needed to adapt in new linguistic environments. This project addresses that challenge with Critical Reader, a custom ChatGPT-based instructional tool that helps learners develop vocabulary acquisition and retention habits.

The instruction begins with an introductory video and “language hack” video, followed by guided practice using the Pre-Think, Assume, Use (PAU) cycle—a structured conversational routine. Grounded in Cognitive Load and Flexibility Theories (CLT & CFT), the GPT dynamically adjusts prompts based on learner level by adding context clues that support comprehension.

Evaluation data from four usability tests and 16 learner performance tests indicate the instruction met its objectives. Learners showed improved grammar and greater accuracy in inferring word meaning, while instructors reported faster vocabulary retention. Attitudinal survey responses reflected high engagement and perceived effectiveness.

Future improvements include API-based longitudinal learner performance tracking, expanded error analysis for personalized instruction, and multimodal features to support speaking and listening.

Administering local anesthesia (LA) is a critical skill for dental hygienists and vital for providing comfortable and effective care during procedures like scaling and root planing. In Hawai‘i, dental hygienists are authorized to administer LA under the direct supervision of a dentist, but must first complete training in an accredited dental hygiene program, including a specified number of injections, to become licensed. Without proper education, the risk of complications such as nerve injury or incorrect dosage increases. Knowledge of dental anatomy, anesthetic pharmacology, and the prevention of potential complications is essential for patient safety. An online course in local anesthesia provides several benefits, offering flexibility and accessibility for dental hygiene students and professionals. This is especially important for those in remote areas or with busy schedules where in-person training may be unavailable. Online learning platforms also incorporate multimedia tools—such as videos and interactive activities—that enhance understanding of complex topics like anesthetic agents and their clinical applications. Research supports the need for foundational education: a study by Aboytes and Calleros (2017) revealed that 91% of participants felt prepared for the clinical portion of their local anesthesia course after completing the didactic component, highlighting the importance of a structured, comprehensive curriculum. Additionally, Thelen et al. (2023) and Buchanan et al. (2014) emphasize that dental hygiene students must master local anesthesia to ensure effective and safe patient care. An online didactic course is vital to ensuring that dental hygienists are equipped with the knowledge and skills required to administer anesthesia safely and competently.