University of Hawai'i at Manoa
1999-2000 Catalog Archive

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CONTENTS

GENERAL INFORMATION
ACADEMIC UNITS
COURSES
PERSONNEL
REFERENCE

general information

Message From the President 2
The University of Hawai'i 5
Calendar 6-7
Undergraduate Education 8-
22
UHM General Education Core and Graduation Requirements 23-
27
Graduate Education 28-
45
Student Life 46-
58
Tuition, Fees, and Financial Aid 59-
69
Degrees and Certificates 70-
71

ACADEMIC UNITS

Architecture 72-
76
Arts & Sciences, AMST-IT 77-
122
Arts & Sciences, JOUR-ZOOL 122-
175
Business Administration 176-
185
Education
186-
207
Engineering 208-
216
Hawaiian, Asian, and Pacific Studies 217-
225
Health Sciences and Social Welfare 226
Interdisciplinary Programs 227-
233
Law 234-
236
Medicine 237-
255
Nursing 256-
266
Ocean and Earth Science and Technology 267-
284
Outreach College 285-
288
Public Health 289-
292
ROTC Programs 293-
294
Social Work
295-
297
Travel Industry Management 298-
303
Tropical Agriculture and Human Resources 304-
324
Instructional Support, Research, and Service Units  478-
483

courses

Overview 325
A - E 326-
379
F - N 379-
427
O - Z 427-
477

personnel

Administration 484-
485
Endowed Chairs and Distinguished Professorships 486
Faculty 486-
510
Emeriti Faculty 511-
517
Instructional Support, Research, and Service Units Staff 518-
527

reference

Appendix 528-
532
Glossary 533-
535
Campus Map

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Last updated 6/28/99

 

College of Education
The Academic Program

Educational foundations (EDEF) is a broadly conceived field whose concepts and theory are drawn from academic disciplines such as history, philosophy, sociology, anthropology, economics, political science, and religion; areas of study found within the broad frame of comparative, international, global, environmental, and multicultural concerns; educational policy studies; and efforts toward school renewal and community organization. Department faculty are committed to the use of interdisciplinary perspectives in under-standing and assessing educational controversies and issues, contributing to educational change and school renewal, and advancing theoretical understanding.

The multiple perspectives embraced in educational foundations stand in opposition to the idea that a single intellectual and moral outlook and its associated behavior are compatible with education and schooling in a democracy.

Graduate Study

Master’s Degree

The department offers programs of graduate study leading to a MEd in educational foundations with concentrations in history of education, philosophy of education, social foundations of education, or comparative/international education.

Admission Requirements

Applicants for the MEd in educational foundations degree normally possess credits in undergraduate professional education equivalent to the requirements for the BEd degree at the University. BA degree holders without supervised student teaching may be accepted provided they make a commitment to education, have equivalent experience (such as the Peace Corps), or make up such experience before admission to candidacy. Students from foreign countries, where English is not the dominant language, must also submit the results of the Test of English as a Foreign Language (TOEFL). The minimum score is 540, representing approximately the 64th percentile.

Degree Requirements

Advancement to candidacy is based on the quality of the student’s work while in the program.

Both Plan A and Plan B are available. Both programs require at least 30 credit hours. The following are departmental course requirements: EDEF 651, 660, 669, and 683. Courses in fields of study other than educational foundations are normally concentrated in one or two of the following: American studies, anthropology, Asian studies, economics, history, philosophy, political science, religion, sociology, or other graduate fields within the College of Education.

Through a study of educational theory and practice using the fields of history, philosophy, and the social sciences, MEd in educational foundations graduates are expected to be able to analyze alternatives in educational thought, policy, and practice related to the social and moral problems faced by schools and other educational agencies at the state, national, and international levels. The great majority of students who do course and degree work in educational foundations plan to become or already are employed in school, college, or university teaching; improvement programs in the schools; departments of education; and govern-mental or private agencies. Graduates already possessing a basic teaching certificate are eligible for Hawai‘i state certification at the professional level.

Plan A (Thesis) Requirements

The Plan A program may include a maximum of 10 credit hours in approved courses other than educational foundations if related to the candidate’s announced goals. The thesis carries 6 credit hours. One seminar in the department is required, and no more than 2 credit hours of directed research (699) may be included in Plan A. The candidate’s committee, including two members from the department and one member from outside the department, conducts an oral examination on the thesis, which constitutes the final examination.

Plan B (Non-thesis) Requirements

There are four options (strands) within the Plan B Program including a summers only option. Depending upon the option chosen, the program may include 6 credit hours in approved courses other than educational foundations if related to the candidate’s announced goals. Either one or two seminars in the department are required and either 6 or 9 credits of directed research (699) may be included. Plan B requires a committee as in Plan A. One option requires a final comprehensive examination. For the others, the presentation of a project of an educational nature along with a paper describing and analyzing the project constitutes the final examination in the Plan B.

Doctoral Degree

The Doctor of Education (EdD) is a college-wide degree awarded for distinguished academic preparation for scholarly professional practice in the field of education.

Educational foundations is a specialization under the EdD program of the College of Education. The program prepares educational professionals with an understanding of the historical, philosophical, cultural, social, and political contexts of education so that they can make informed and wise decisions about educational problems and policy issues. Graduates with the EdD are expected to exert leadership in the field of education and deal with those aspects and problems in society that need to be taken into account in advancing educational thought, policy development and practice, especially where these concern the social role of the school and other educational agencies. The program of study varies in the number of credits, depending upon the candidate’s qualifications and will include the following: two 12-credit-hour semesters (not necessarily consecutive); college courses required of all students enrolled in the EdD program of the College of Education; department courses required of all students with a specialization in educational foundations; area of emphasis course work focused in history, philosophy, comparative or social foundations of education; cognate-field course work usually taken outside of the College of Education; a field project or an internship; qualifying and comprehensive examinations; and the dissertation.

For further information concerning the College of Education EdD program, see “Doctoral Degrees,” or write to the Graduate Chair, Department of Educational Foundations, 1776 University Avenue, Honolulu, HI 96822.

Educational Psychology

Wist Hall 214
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7775
Fax: (808) 956-6615
Web: www2.hawaii.edu/edpsych/

Faculty
*D. Sherrill, PhD (Chair)--invitational education, transpersonal education, higher education, teacher education
*F. T. Bail, PhD--human learning and cognition, learning strategies
A. Bayer, PhD--literacy collaborative apprenticeship, learning sociohistorical psychology
*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
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


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