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Pālolo Pipeline Program

The Pālolo Pipeline is a Service-Learning Umbrella Program for students from Kapiʻolani Community College, University of Hawaiʻi Mānoa, and Chaminade University of Hawaiʻi.

 

Pathways, Programs, and Projects

 

Please find enclosed short descriptions on each of our focus pathways, programs, and projects. Any member of the team of site coordinators and community, faculty and student leaders listed in this flyer will be happy to assist you with planning and assessment. Please consider prioritizing our local community and help prepare the way for long-term support of the educational "pipelines" in Pālolo. Make Pālolo part of your teaching, learning, and civic engagement.

For more information download our brochure.


 

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Pipeline Support Programs in Pālolo

Adopt an Ahupuaʻa - cultural/environmental program; Pālolo Chinese Home & Project Dana - working with elderly; ‘Olelo Community television - training and documentation; Micronesians United/Micronesian Community Network education, health, and public policy; HCAP - Service to low-income families; Financial Literacy – tax, budget, and other consultations and classes; ‘Anuenue and other schools in the area – tutoring; the GYM (City and County programs).


For more information and to sign up, please contact Ulla Hasager at 956-4218.


For Further Information and How To Get Started

SUMMER SESSIONS: Contact the Pālolo Pipeline Program director, Ulla Hasager. During the summer, not all of the above programs are available.
FALL & SPRING: Contact the Pālolo Pipeline Program Campus Coordinator for your respective campus: Chaminade University of Hawai‘i: Candice Sakuda Kapi‘olani Community College: Suzan Akin University of Hawai‘i at Mānoa: Ulla Hasager


Training

Summer: all training sessions will be set up on an individual basis. Please contact Ulla Hasager
Fall: all training sessions will be set up on an individual basis.


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Our History

During our first years, the majority of our service-learning students were involved in tutoring at Pālolo Elementary School, working under Ms. Clemons’ guidance in the ESL program. Another large group of students were involved with tutoring at Pālolo Hale. Smaller numbers tutored at MAAC and ran teen reading circles at Jarrett and Kaimuki.


We worked at the Pālolo Chinese Home for Elderly, participated in environmental projects (including with the Ahupua‘a Action Alliance and many others, primarily through our service-learning pathway, Adopt an Ahupua‘a), and in a public policy skills building project at Kaimuki High School, worked with the Micronesians United (a lobbying and research group), with the Pālolo Pride Committee, and with the ‘Olelo community television studio located at Jarrett Middle School.


Students at many levels are collecting oral history and doing community research on attitudes to education and GIS mapping of the social and economic condition of the people of Pālolo.


A group of graduate students from UHM’s Public Administration made empowering the Micronesian immigrant group their capstone project.


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Since Mid-2004, we have worked on developing a solid pre-school opportunity for kids in Pālolo through two channels: the already established Head Start program (working closely with HCAP) and the Kids' Club, a pilot preschool/ daycare project in cooperation with the Pālolo Tenants Association. We aim as a short-term goal at helping parents in the housing area that want to take ESL classes or pursue a high-school diploma through the locally offered C-BASE program.


We are currently offering our first college-level course taught in the valley.


In 2005, we focused on streamlining old and new partnerships and entered into a more structured phase, although flexibility and readiness to act on immediate community needs is a must in community relations.


We increased our efforts in health education and support, as well as began working on “financial literacy projects.” The P-20 initiative and the UH Foundation worked with us on a grant proposal to the Kellogg Foundation securing our future work and stressing the program’s value as a model for work in similar low-income areas statewide.

 

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