Students can recognize the broad applicability of their knowledge and skill sets, and independently apply their learning in new contexts.

1. I connect knowledge and skills within and across disciplines.

2. I evaluate experiences or solve problems using knowledge and skills from multiple disciplines.

3. I articulate the relevance of my learning.

1. Serving as co-leader of Kids Voting Hawai‘i taught me how to engage youth in civic participation. To do that effectively, I had to draw from multiple disciplines: communication skills honed in Speech and Debate, and data literacy to analyze and present mock election results. Each experience strengthened the others. 

2. While researching and writing my published paper on reproductive healthcare after Dobbs v. Jackson, I used a combination of historical analysis, sociological theory, and political research. Understanding intersectionality required applying frameworks from both gender studies and public health. Similarly, when volunteering with After-School All-Stars, I saw firsthand how a lack of access to sports can widen opportunity gaps. 

3. I’ve come to see that everything I learn has real-world consequences. Whether it's submitting testimony for a bill that passed, teaching tennis to students who never held a racket before, or editing articles for Ka Punahou to elevate underrepresented stories, I’ve learned how knowledge becomes power only when it’s shared and applied. For example, in the U.S. Senate Page Program, I saw policies I had studied come to life on the Senate floor. I witnessed how respectful, bipartisan dialogue can shape real legislation. 

A. Students can enact open-minded listening and thinking skills to engage empathetically with people and with different points of view.

             1. I demonstrate a willingness to have my mind changed by others.

2. I ask questions to understand the points of view of those I work with.

3. I encourage groups to incorporate a diversity of thought in our work.

1. During my time in the U.S. Senate Page Program, I lived and worked alongside students from across the country, many of whom held different political views from my own. One of the most memorable moments was a conversation I had with my roommate from Wyoming about LGBTQ+ rights. We disagreed, but instead of trying to win an argument, we listened to understand where our beliefs came from. That conversation didn’t end in full agreement, but it shifted how I thought about the importance of respectful dialogue. It reminded me that people’s views are often shaped by deeply personal experiences, and that being open to those stories can challenge assumptions we don’t even realize we hold. 

2.  Debate has taught me that real understanding begins with asking better questions. In Public Forum, my partner and I are constantly trying to understand all sides of an issue. To build a strong case, we ask questions like: “What is their logic chain?” or “What experiences might lead them to this perspective?” This practice has taught me to approach disagreements with curiosity rather than judgment.

3. At Kids Voting Hawai‘i, we wanted to make sure our work reflected the diversity of voices across the state. So, we created a Student Leadership Committee made up of students from outer islands and schools. This gave us insight into how civic engagement varies depending on geography, school size, and community needs. We also reached out to schools statewide while developing our ballot questions to get feedback from teachers. Their input helped us ensure that the questions were developmentally appropriate and relevant for students from elementary to high school.

D. Students can respond to a true need in a community and take impactful action.

1. I investigate the needs and concerns of a community.

2. I engage with the perspectives of community members to understand context and complexity.

3. I co-design an action plan with the community.

E. Students can reflect upon how privilege and power have the potential to guide decision making.

4. I recognize power and privilege are not equal for all in a society.

5. I investigate how differing power or privilege impacts members of a society.

6. I explore ways that power or privilege could be used to create opportunities for others.

1. Volunteering with After-School All-Stars at Jarrett Middle School opened my eyes to how many low-income students lack access to safe, structured activities after school. I observed that many kids had never played tennis before, which showed me that access to sports and enrichment is unevenly distributed and directly affects their opportunities for growth and confidence.

2. In Kids Voting Hawai‘i, we formed a Student Leadership Committee with students from across different islands to better understand how civic engagement varied across communities. Their input revealed the diverse challenges students faced, from access to resources to differences in local political conversations. This deeper engagement helped me appreciate the complexity behind what might seem like a simple issue of voter turnout.

3. When I co-founded Punahou’s tennis club, Play It Forward, I worked with club members and local organizations like the USTA to meet community needs. For example, we organized equipment drives and cleanups at local tennis courts. Together, we developed a plan that made tennis more accessible and improved public spaces, ensuring our efforts had lasting impact and reflected the community’s priorities.

4. My work with After-School All-Stars and the disparities I witnessed in access to extracurricular activities made me aware that privilege in resources and opportunities is far from equal. This realization deepened when I researched how poverty and race affect reproductive healthcare access, showing that systemic inequities persist across many aspects of society.

5. Through my published research on Dobbs v. Jackson, I examined how Black women and low-income women face greater obstacles to reproductive health services, highlighting the intersection of racial and economic privilege. This investigation showed me how policy decisions can either reinforce or challenge existing inequalities.

6. In my internship with the Democratic Party of Hawai‘i, I used my position to advocate for educational policies, such as submitting testimony for a bill that provided free public preschool education. Using my voice and access to legislative processes, I worked to help expand opportunities for young children, demonstrating how privilege can be leveraged to support equity.