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Institutional Partners – Chaminade University Data Science Initiative

Institutional Partners

Kamehameha Schools and Halau Inana

Kamehameha Schools is a statewide educational system supported by a $11.0 billion trust, with 1,500-acre commercial real estate portfolio and 363,000 acres of land statewide. The Commercial Real Estate Division (CRED) generates more than $230 million and $130 million net income annually to support the mission of Kamehameha Schools. Chaminade University has an MOU with Kamehameha Schools establishing it as one of three managing Lead Partners for the Hālau ‘Īnana initiative. Lead partners commit to facility oversight and creation of programming, while KS provides the facility space at no cost, overhead and regulatory provisions such as liability insurance. KS also provides program recruitment and publicity services, and tracks basic metrics on participants in collaboration with activity providers. Founded in 1887, CRED supports Hālau ‘Īnana facility while the Strategy and Innovation Division of KS leads facility management and programming, and the Lead Partner team.

TACC (Texas Advanced Computing Center) designs and operates some of the world’s most powerful computing resources, including Stampede (OCI1134872) and Wrangler (ACI1341711). The center’s mission is to enable discoveries that advance science and society through the application of advanced computing technologies. TACCs education mission spans K-12, undergraduate, graduate, and community outreach efforts, supporting the STEM pipeline in computationally-intensive science and leveraging data to inform solutions to societal challenges. TACC has 127 staff with ~54 researchers, and currently participates in ~3000 projects/year. It also disseminates knowledge in tutorials, workshops, short-courses, and seminars around the world that impact more than 1,500 persons per year, and reach more than 500 institutions across the nation through the televideo network. TACC operates the Advanced Computing for Social Change Institute (ACSCI). ACSCI evaluation data and prior studies show that curricula emphasizing the role of big data for ‘social good’ in informal education settings have demonstrated success at engaging greater proportions of women and underrepresented minorities. ACSCI uses storytelling, visualization, team science,  and discovery-based learning to engage participants and, importantly, does not need or assume a coding background.