Message From the President 2
The University of Hawai'i 5
Calendar 6-7
Undergraduate Education 8-
UHM General Education Core and Graduation Requirements 23-
Graduate Education 28-
Student Life 46-
Tuition, Fees, and Financial Aid 59-
Degrees and Certificates 70-


Architecture 72-
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Arts & Sciences, JOUR-ZOOL 122-
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Engineering 208-
Hawaiian, Asian, and Pacific Studies 217-
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Interdisciplinary Programs 227-
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Nursing 256-
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Public Health 289-
ROTC Programs 293-
Social Work
Travel Industry Management 298-
Tropical Agriculture and Human Resources 304-
Instructional Support, Research, and Service Units  478-


Overview 325
A - E 326-
F - N 379-
O - Z 427-


Administration 484-
Endowed Chairs and Distinguished Professorships 486
Faculty 486-
Emeriti Faculty 511-
Instructional Support, Research, and Service Units Staff 518-


Appendix 528-
Glossary 533-
Campus Map

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College of Education
Educational Psychology

Wist Hall 214
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7775
Fax: (808) 956-6615

*A. Bayer, PhD (Chair)-literacy, collaborative-apprenticeship, sociohistorical psychology
*F. T. Bail, PhD-human learning and cognition, learning strategies
*D. Blaine, PhD-quantitative methods, individual differences in learning and cognition
*P. R. Brandon, PhD-program evaluation, research on Asian-American students
*M. K. Iding, PhD-literacy, learning and cognition
*M. K. Lai, PhD-program evaluation, research methods
*D. Sherrill, PhD-invitational education, transpersonal education, higher education, teacher education
G. Tanabe, PhD-organization, management, policy in higher education
*L. Yamauchi, PhD-cognitive development, cultural influences on learning, minority students and schooling 
*S. Zhang, PhD-quantitative research methodology, statistics, second language acquisition

Cooperating Graduate Faculty
C. J. Chaudron, PhD-classroom discourse, psycholinguistics, second language acquisition
B. D. DeBaryshe, PhD-social development, parent-child relations, stress and resilience
M. H. Long, PhD-second language acquisition, research methods, classroom discourse

Affiliate Graduate Faculty
M. E. Brandt, PhD-cognitive development, models of memory, alternative assessment
S. A. Chin-Chance, PhD-program evaluation
P. G. LeMahieu, PhD-student assessment, program evaluation

*Graduate Faculty

Degrees Offered: MEd in educational psychology, PhD in educational psychology

The Academic Program

Educational psychology (EDEP) is directed toward increasing the candidate's competence in educational inquiry. Specific objectives of the graduate programs are (a) the development of competent scholars in the discipline; (b) the preparation of individuals to perform career activities (basic and applied research as well as teaching and mentoring) in school systems, colleges, and universities; and (c) the preparation of individuals to act as consultants or administrators in major areas of educational psychology, namely, human learning, human development, research methodology, statistics, measurement, and evaluation. 

Program graduates can be found in more than a dozen countries serving as teachers, evaluators, personnel specialists, and learning specialists.

Students in educational psychology utilize advanced computer technology supported by the University's computer facilities. They may also gain research internship experience in the University's Curriculum Research and Development Group. Professional growth is further encouraged through departmental links to such institutions as the Hawai'i Department of Education, East-West Center, Kamehameha Schools, Pacific Resources for Education and Learning, and Hawai'i Educational Research Association. Graduate study in Hawai'i offers unique opportunities for multicultural research, including the study of Pacific and Asian populations. 


Prospective students are invited to contact the department for information and advice. Students are assigned a temporary adviser upon admission. At any time the student may change his or her temporary adviser to reflect mutual academic interests. At the end of each semester all students meet individually with the entire graduate faculty to discuss their programs of study. Once students progress to the point of writing a proposal for a thesis or dissertation, they select a permanent adviser whose expertise coincides with the area of research to be undertaken. 

Graduate Study

In general, the domain of inquiry encompasses human learning and development in the context of education, as well as emphases in statistics, measurement, and research methodology. Applicants for the MEd and PhD in educational psychology are expected to be familiar with the fundamentals of measurement, statistics, research design, and psychological foundations of education as evidenced by satisfactory completion of course work at the undergraduate level in each of these areas.

All courses at the 400 level or above are potentially applicable to an individual's program of study, with the provision that all programs must conform to Graduate Division policies. Interdisciplinary study is particularly encouraged. With the exception of EDEP 311 or equivalent, which is a program prerequisite for graduate study, there are no specific course requirements for either the MEd or the PhD.

Application Procedures

In addition to the application form required by the Graduate Division, a departmental form obtained by writing to the department must be submitted. Applications must be accompanied by (a) scores on the GRE (PhD only, General Test only), (b) three letters of recommendation attesting to academic and professional strengths, and (c) a complete record of undergraduate and graduate course work.

Master's Degree

There are two concentrations of study available in the master of education in educational psychology; both concentrations include four core courses as requirements.

1. Learning Development and Inquiry
Within the learning, development, and inquiry focus, both Plan A and Plan B MEd options are available. Students who plan to later pursue doctoral study are expected to define a Plan A program of study at the master's level. Graduate study is primarily oriented toward students with specific professional educational objectives, but it is also applicable to students who find a major in educational psychology congruent with their personal objectives and who wish to engage in elective study to the greatest extent possible while fulfilling degree requirements.

After admission, the student and at least one member of the graduate faculty detail a coherent program of study which includes a minimum of 30 credit hours. For Plan A candidates, 6 of these credits must be thesis 700. The program of study is reviewed by the graduate faculty and, if deemed compatible with program goals, forwarded with endorsement to the graduate chair of the field of study.

Continuation in the master's program is based on satisfactory progress toward the degree as determined by the graduate faculty. The student's status is reviewed at the end of each semester in a meeting of the graduate faculty with the individual student.

2. Learning and Assessment
This 30-credit MEd concentration is designed to meet the professional development needs of Hawai'i's educators. The program emphasizes (a) understanding student learning in terms of current theories and research, (b) using classroom and student assessment to improve curricula and instruction, (c) integrating classroom instruction and the statewide student assessment system, and (d) examining issues of assessment relative to diverse student populations. Participants who hold a State of Hawai'i Department of Education basic teaching certificate are eligible for professional certification upon completion of the program.

Doctoral Degree

It is expected that students seeking the PhD will have demonstrated their motivation and potential through prior research involvement. Typical evidence of such involvement includes a master's research thesis; a published or publishable article, review, or report; or a coherent research proposal. Some document of this type must be submitted as part of the student's application for doctoral study. Students with insufficient prior research involvement may be advised to enter the master's program. Applications for admission to the PhD program are considered for the fall semester only.


Although there are no specific course requirements for the PhD, students are expected to complete at least 6 graduate credit hours outside the department in addition to their work within the department. Students work closely with the members of the graduate faculty in defining individualized programs that typically span three to four years of concentrated study within the broadly defined discipline of educational psychology. An oral review to assess the student's progress toward the degree is conducted by the graduate faculty and the student at the end of each semester. Advancement to candidacy follows satisfactory completion of the qualifying examination. Candidates for the PhD are also expected to teach at least one course in the undergraduate or graduate program and to complete a directed research course with one or more faculty members.

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