Academic Development Plan II for the University of Hawaii

DOCUMENT RESUME

ED 038 921 HE 001 467

TT TI, Academic Development PlanII for the University of Hawaii. INSTITUTION Hawaii Univ., Honolulu. AcademicDevelopment Planning Commission. PUB DAT?. Mar 69 NOTP 176D.

PDRS PRICE EDPS Price MF-!;0.75 HC-$8.90 DESCRIPTORS Community Service Programs, CurriculumDevelopment, *Educational Planning, EnrollmentProjections, Financial Policy, *HigherEducation, *Master Plans, *Planning, *Program Development IDEYTIFIERS *Hawaii University ABSTRACT The Academic Development PlanII of the University of Hawaii is designed to guidethe operations of the University through the academic and fiscalyear of 1974-1975: It commences with background information anda brief historical look at the university. In Part I the University at largeis discussed. This includesthe problems of(1) centralized admission,(2) centralizationor decentralization in planning,(3) projected increase ofenrollments, (4) increased need forphysical facilities, and (5)curriculum changes, with a view towardmore sensitivity to social issues. The chapter recommends importantmodifications in the University'spolicy concerning its commitmentto public service. Part 2 discussesthe development plan for reach of the23 constituent units of the University system. It includespurposes and objectives, the instructional program, student advising,services to other colleges and to the community, administration,the undergraduate curriculum and instruction, and the graduatecurricula and research. Part 3 discusses the fiscal and economicaspects of the Plan. Part 4 contains projections for 1975-76for the University System,the Manoa Campus and other constituent units.Part 5 is comprised ofseven tables and an index. (A?) Academic DevelGpment PlanII for the University ofHawaii I March 1969

EDUCATION OF HEALTH. U.S.DEPARTMENT6 WELFARE 4 OFFICE OFEDUCATIONREPRODUCED HASSEEN PERSON OR DOCUMENT FROM THE OF THIS RECEIVED IT. POINTS EXACTLY AS HOT NECES ORIGINATINGSTATED 00 ORGANIZATION OFFICE OFEDU- VIEW OAOPINIONSOFFICIAL REPRESENT POLICY. SARIYPOSITION OR CATION

Robert M. Kamins, Chairman Norman Abramson Carol L. Amioka Clair E. Folsome Charles B. Neff Robert E. Potter Harold S. Roberts Goro Uehara Douglas S. Yamamura

Sometime members: Wytze Gorter Robert W. Hiatt Floyd W. Matson Hitoshi Mogi Consultant: Academic Development PlanCommittee Alfons L. Korn

1 UNIVERSITY OF HAWAII PLAN OF ORGANIZATION BOARD OF REGENTS L!, FACULTY SENATE UNIVERSITY PRESIDENT EAST-WEST CENTER CHANCELLOR INSTITUTIONAL RESEARCH ASSISTANTS TO THE PRESIDENT SECRETARY OF THE UNIVERSITY RELATIONS & DEVELOPMENTDIRECTOR, UNIVERSITY COMMUNITY COLLEGES VICE-PRESIDENT I .11SINESS AFFAIRSVICE-PRESIDENT ACADEMIC AFFAIRSVICE-PRESIDENT STUDENT VICE-PRESIDENTAFFAIRS I CONTINUING EDUCATION & COMMUNITY SERVICE VICE-PRESIDENT I HONOLULU KAUAI ACADEMIC GRADUATE DIVISION AND DIVISION OF 111111, OFFICE OF LEGISLATIVE KAPIOLANI I LEEWARD MAUII DEVELOPMENT RESEARCH ADMINISTRATIONRESEARCH UNITS CONTINUINGEDUCATION ETV __J__ PROGRAMSINTERIM REFERENCE BUREAU NU COLLEGE OF HEALTH SCIENCES & SOCIAL WELFARE ARTS & SCIENCES COLLEGE OF COLLEGE OF BUS ADM COLLEGEEDUCATION OF ENGINEERINGCOLLEGE OF COLLEGE OFTROP AIR SCHOOLMEDICINE OF SCHOOL OFNURSING PUBLIC HEALTH SCHOOL OF .1 SOCIAL WORKSCHOOL OF GRADUATE SCHOOL OFUSURY STUDIES NILO CAMPUS PRESS UN SUMMER SESSION ACTIVITIES LIBRARY COMPUTING CENTERSTATISTICAL AND FOREWORD

THE PROCESS by which this plan for the development to bring those problems into the classroom. Someare of the University of Hawaiiwas prepared was rather critical of what theysee as an overemphasis on remarkable.It involved more than two hundred vocational preparation in the curriculum, butothers faculty members andscores of students and adminis- are impatient with the amount of general education trators;it required more than a year of sustained required of undergraduates. work, first by the committees of the several colleges, This Academic Development Plan, wiselyin my schools and other units of the University, then by the opinion, does not acceptany either-or position on Academic Development Plan Committee, by review these issues or others which divideopinion concern- committees of the Faculty Senate and of the Associ- ing the proper roles of the university. Charles Hitch, ated Students of the University, before going to the President of the University of California,pointed out Board of Regents. Along theway, there were nine in a speech which he madea short time ago in Hono- public hearings on the plan, which went through lulu to the National Conference of StateLegislative three drafts before it was adopted. Tomy knowledge, Leaders that universitiesare in part conservative of few other large American universities haveso ener- values as well as knowledge, andin part anti-conser- getically engaged their campus communities in the vative as they discovernew knowledge and critically setting of academic goals and stating themeans of examine prevalent attitudes.The mixtureisdis- attaining them. quieting to those who passionately believein either So well has this process worked thatmany of the conserving the old or displacing it with thenew. suggestions for improvement generated in the drafting Dr. Hitch made a plea for the support of theuniver- of this Aciidemic Development Plan have already sity within the general populace which alsomay be been carried out, or are inprocess of being imple- directed to the faculty and students ofa multi- mented. Accomplishment of themore distant and versity: ambitious objectives established in the document, "As a university president Iam asking for that rare however, will require the same degree of moral and condition which legislators resort to only whenparti- financial support from the state governmentas the san conflict threatens to harm an indispensable insti- University enjoyed over the past fiveyears while tutionbipartisan support. operating under itsfirst development planasus- "I am asking that liberals andconservatives alike tenance which I am confident the University willcon- recognize the uses of the university whichserve their tinue to merit. particular philosophies, instead ofattacking those Thee long round of discussions during which the functions which challenge theirposition. plan was hammered out revealed, tono one's sur- "If conservatives condemn universitiesfor their prise I should think, that a large and diverse faculty progressivism and liberals condemn universitiesfor and student body held diverse viewson the proper their conservatism,thereisno doubt what will scope and purposes of a university. One axis of polar- happen. ity concerns the relationship of the university to the "A university is an integrated whole and can'tbe larger community. Some on the campus hold that dismembered to suit popular opinionor partisan the university exists primarily to discover knowledge positions." and transmit it to succeeding generations of students, and that it should not compromise the fulfillment of As the many persons who participatedin drafting this function by seeking other engagements with the this plan re-discovered,a large university is not a world "outside." In place of this ivory-tower model, homogeneous institution of like-mindedpeople, but others would substitute the model of the social-serv- rather a complex ofprograms which share some ice university, one that undertakes to apply its expert- traditionsnotably the use ofreason to illuminate and ness to the problems of contemporary society and solve problemsand the facilities ofa campus. The

ifi iv FOREWORD university contains, and has good use for, scholars higher education. Given the happily small size of somewhat removed from the workaday world, prac- this state,its tradition of centralized government, titioners of arts and skills of prime importance to the and the easy movement of people and resources from production lines and marketplaces of theeconomy; one island of the state to another, it is feasible to innovators and conservers; researchers, technicians, plan a comprehensive university which includes a systems analysts and poets; those who read Fortran number of campuses with a wide variety of academic and those who read Sanskrit. A university which is programs, from community colleges to graduate pro- large and wants to be excellent must count on hav- fessional schools, under one general management ing a widely heterogeneous faculty, who in turn help each campus free to devise its own curricula accord- attract a student body of varied interests and abilities. ing to its circumstances and needs, yet with enough As long as each group within the University's com- compatibility so that students can readily transfer munity continues to act with mutual respect, the from one campus to another, or even, as this Plan result of the mix is to stimulate the campus and not proposes, simultaneously take different parts of their divide it. program on two campuses. The advantages of a This Plan, in my opinion, judiciously balances in- unified system of higher education can be fully novation with continuity of program. There is a spot- appreciated only by those who have closely observed light on change, but that is because change requires the difficulties of a state where two or three publicly particular effort, while established programs arecar- supported systems compete for resources and lab- ried forward by their momentum without need of oriously devise regulations governing their mutual advocacy. Thus a theme stated again and again in relations in an atmosphere of invidious comparison. Development Plan II is that the University should be Two things remain to be said. One is to note that more actively involved in seeking solutions or amelio- this Plan was begun during the remarkably enliven- ration of problems of the larger community about it, ing administration of Thomas H. Hamilton and com- wherever the expertise of the facutly can be so pleted during my tenure as acting president., The fact applied. The undertaking of this function by the Uni- that the planning went on without interruption, with versity is not newit is taken for granted by the the widespread faculty, student and administrative professional schoolsnor does it signify a radical shift participation which has so impressed me, is evidence in the University's programs.Rather, it represents that a university is a living, growing thing which a change at the margin: as the University continues cannot suspend its development for a protracted to grow, it will particularly add to the community period, even when changing its, administrative lead- service that it performs. Researchers who work in dership.Academic planning under these circum- their laboratories and teachers who concentrate on stances is perfectly feasible, since in most respects their classrooms will not be valued the less because the plans are sufficiently general and sufficiently of this additional emphasis in the University's pro- open-ended to give scope to changing leadership as gram; rather, more equal recognition and support will well as to a changing faculty and changing student be given to faculty who make professional contribu- body. As the document itself says, this is a "strong tions to the community, state and nation. guide, but not a route map." What is as certain as Also woven into the broad fabric of this Plan is a any other proposition Dade in the pages which follow concern for evaluating the programs of the University, is that the next seven years will bring many develop- and particularly the innovations proposed. The dif- ments in the academic programs of the University ficulty of applying quantitative analysis to the inputs of Hawaii not now planned for, as this institution and especially the outputs of an educational institu- responds to conditions, needs and opportunities not tion is recognized, but so is the importance of apply- foreseeable today. ing the ingenuity of the University's faculty and staff And finallynot merely because protocol requires to the task, so that rational judgments can be made it but because they have merited itI want to ex- concerning the retention or change of on-going pro- tend the appreciation of the University to the college, grams, and in deciding to accept or reject proposals divisional and Faculty Senate committees which have for new activity. The capability of the University worked so well in providing the basic inputs for this for self-appraisal must be strengthened greatly to plan, and to the Academic Plan Committee which make this evaluation possible. brought the document into being as an organic whole. Academic Development Plan II marks a signifi- Mahalo nui loa. cant milestone in the history of the University of Hawaii.While itis mostly concerned with the development of the Manoa Campus, this Plan de- Robert W. Hiatt scribes and encompassesfor the first time in a major Acting President document of this institutiona statewide system of January 23, 1969 TABLE OF CONTENTS

Page ORGANIZATION CHART ii FOREWORD iii INTRODUCTION 1 A GLANCE AT THE PAST 3

Part I: THE UNIVERSITYAT LARGE Chapter

1. The University System 7 2. The 25,000 Student Campus, and Beyond 10 3. The Critical Problem: Quality and Quantity 11 4. The University's Response to Change: General Policies 15

Part II: DEVELOPMENTOF CONSTITUENT UNITS

5. College of Arts and Sciences 25 6. College of Business Administration 38 7. College of Education 40 8. College of Engineering 48 9. Information Sciences 52 10. College of Health Sciences and SocialWelfare 55 11. School of Medicine 56 12. School of Nursing 62 13. School of Public Health 68 14. School of Social Work 72 15. Graduate School of Library Studies 77 16. College of Tropical AgricUlture 80 17. Graduate Division 86 18. Research Administration 89 Chapter Page 19.Libraries of Manoa Campus 107 20.Statistical and Computing Center 112 21. Summer Session 114 22. Continuing Education and Community Service 116 23. Office of Student Affairs 123 24. Hilo Campus 130 25. Community College System 135 26. University of Hawaii Press 139 27. East-West Center 141

Part III: FISCAL AND ECONOMIC ASPECTSOF THE DEVELOPMENT PLAN

28. How the University's Operationsare Financed.... 147 29. Impact of the University on the Hawaii Economy 151

Part IV: MAJOR PROJECTIONSTO 1975-76

Piojections for the University System 156 Projections for the Manoa Campus 157 Projections for Specific Units 157

Part V: APPENDICES

Tables I-VII 161

INDEX 166 INTRODUCTION

FIVE YEARS AGO the University of Hawaiiprepared and become before problems of crowdingthreatened the adopted its first comprehensive AcademicDevelop- quality of the educationalexperience. ment Plan. The Plan attempted to lay down general The idea of establishing community collegeswithin guidelines for the orderly growth andimprovement of the University of Hawaiiwas just being considered the University's educationalprograms over the period when the Academic DevelopmentPlan was drafted of a decade, from the mid-1960'sto the middle '70's. and adopted. The concept ofa University system, Specific recommendations for improvements ofcen- incorporating the Manoa and Hilocampuses, a second tral importance to the University, suchas an acceler- major campus and a network of community colleges, ated expansion of the library and theprovision of more was just taking form five years ago. Consequently, it adequate academic advising,were advanced. Basic was necessary to prepare supplements to the Plan, in data on student population, staffing,space needs and 1965 and 1967, to take thesenew factors into account, cost projections were gathered and analyzed. and also to direct further attentionto programs which During the past fiveyears most of the recommen- had been treated only tentatively in 1964. dations incorporated in the Academic Development The original Academic Development Planis thus Plan of 1963-64, approximately one hundred, have largely ,outmoded and needs replacement.This is not been carried out or are being implemented. A few to say that its general approachor format should be major proposals, on reconsideration, proved unfeasible set aside. On the contrary, the diverse audienceto or of low priority, such as the recommendation to which the earlier documentwas presentedfaculty, establish a liberal arts degree in the University's administrators, Regents, legislators, Governor,budget extension division, or failed to receive financialsup- directors and examiners, interested membersof the portnotably the recommendation that sufficientresi- public, and federal agencies and nationalfoundations dence halls be constructed to accommodateat least concerned with higher education (one now adds stu- half of the unmarried students livingaway from home. dents of the University )seemto have found the Plan However, negative responseswere remarkably few. relatively clear and reasonablypersuasive, hitting a Indeed, so many of the recommendations put forth ground between generality and fine detailwhich was only five years ago have been implementedthat the appropriate for its purpose. University has already outgrown Plan I. Newgoals Encouraged by the past reception, this second Plan must now be set, goals which take into account the follows the general contours of the first:it focuses on qualitative as well as quantitative aspects of growth. the larger programs, at the level of the collegeor The task was easier in 1963, when it was reasonable to school within the University; it discussesparticular equate growth with improvement, than itis now when curricula or research or serviceprograms only when a the major campus approaches itssaturation point and new departure is proposed, or when the detail illus- when the choosing among alternative candidates for trates a wider issue; it considers thenew community expansion becomes more critical. collegeb only as theirprograms impinge on those of Even more forcefully, the rapid growth of theState the Manoa and Hilo campuses; it relates the develop- of Hawaii and of its public universityhas limited the ment of the University to the growth of Hawaii. effective life of the 1963-64 Plan and now requires its Like the first Plan, thisone is open-ended; it does replacement with a newone. In five years the popula- not pretend to identify all the changes which in the tion of this state has increased bya fifth, and the near future should be introduced by the University. numbers of those of collegeage living in Hawaii rose It recognizes that to serve this state and nation well, by approximately a fourth. Such rapid growth of the the University must be able to accommodateits pro- student body had been anticipated, but whatwas not grams to changes in demands and opportunities for yet clear five years ago was the necessity of deciding service. The Academic Development Plan shouldbe a how large the Manoa Campus could beallowed to strong guide, but not a route map. For example, it is

1 2 INTRODUCTION

indeed a broad policy of the University to encourage Given the rapidity of change, and the uncertainties research in areas in which Hawaii has some inherent ( notably in the prospects for federal financing of edu- advantages, because of climate, physical and social cational programs) which abound ineven the near resources, etc. But this general criterion should not be future, seven years into the future is aboutas far as invoked automatically and uncritically in a way which it is sensible to plan at even this level of specificity. would impede significant research in any discipline Before 1975, the University will have to be buildinga which happened to fall outside the areas of our natural second major campus, one capable of accommodating advantage. Any field of study considered worthy of tens of thousands of students in a variety of programs. being included in the instructional program must cer- By that time at least onemore Academic Development tainly be supported in a manner which will enable its Plan will be needed. faculty to conduct research. This document has little to say about University Adoption of this Plan primarily signifies endorse- salaries and physical facilities, not because adequacy ment of its recommendations al the present period. in both respects is unimportanton the contrary, they At any future time changing conditions may generate are essential to achieving the goals set forth by this proposals to change some of the priorities for develop- Academic Development Planbut because other statement. If the Plan serves its broad purpose, it should be ments will set forth with greater detail and authority possible to apply the general guidelines to each new the financial requirements of the University for salaries proposal in reaching a judgment as to its desirability. and buildings. The latter documents, suchas the A change in emphasis between Academic Develop- annual or biennial budget requests, five-year budget ment Plan I ( 1964 ) and Plan II ( 1969 ), one of poten- projections and campus development programs of the tial significance, is a greater attention to stating the University, will primarily look tothis Academic purposes, the goals, the objectives of each major pro- Development Plan for objectives and guidelines. gram carried out by the University. This emphasis It should be made clear, however, that the Univer- comes in response to an intereston this campus, sity of Hawaii functionsmust functioninan aca- within the state government and nationallyin at- demic community which is nationwide and increasingly tempting to appraise the effectiveness of education pro- international. If the University is to continueto strive grams. No one has yet devised in theory a feasible for excellence it must maintain strong ties with the measure of productivity in higher education, let alone academic community as well as with the community succeeded in applying it, and many are skeptical that of .thi- -tate andocean area. While the faculty mem- quantitative appraisals tdre relevant to the central pro- ber's commitments and loyaltiesare primarily to the grams of a university, which are the teaching and University of Hawaii, his professional attainment and advancement of knowledge, the broadening and deep- reputation are largely developed through relationships ening of understanding. with his professional colleagues at other institutions. This creates a greater degree of mobility than is found However, an institution as peculiarly devoted to in most other professions. rational analysis and as constitutionally opposed to obscurantism as is a university, must make a strong Faculty mobility is a circumstance, common to all effort to test the efficacy of program budgeting, sys- American universities, to which Hawaii must accom- tems analysis, or other forms of the newer budget modate if it is to keep in the mainstream of higher calculus as applied to higher education. The effort education and scholarship. Such mobility connects made in this Plan is to state the objectives of its sev- this university to the national academic "market," where hundreds of institutions eral programs as clearly as possible, so that the rela- now compete to attract and retain faculty members of high tion of means and ends becomes more apparent. This competence. It is is the first essential step toward a more objective this national competition, rather than local circumstances, which sets the standards for salaries and work- means of determining the optimum allocation of funds appropriated to the University. ing conditions which the University of Hawaiimust meet if it is to improve or even maintain its position The time horizon of Plan II remains the sameas in American higher education and thus fulfillits re- for Plan Ito the academic and fiscal year 1975-76. sponsibilities to the State of Hawaii. A GLANCE AT THE PAST

THE INTRODUCTION has stated that the rapid growth of the University between1963 and 1968 enabled it to carry out most of the specific recommendations of the first Academic Development Plan, makingthe 1964 report outmoded as a guide for particular programs. It isnot so with respect to certain enduring functions of the University, including the spread of knowledge through instruction and researchand their extension to the broader community through relevant public service. These threefold activities ofthe University may be said to representa dynamic of institutional stability. They jointlyserve as a kind of countervailing power, a balance that provides coherence and organization, in response to the multiple play of externalforces upon the University resulting in constant adaptation and change.

To project clearly the future of thenew University of Hawaii system in a period of rapid change requires perspective, some notion of past policies, the political and socialevents they sprang from, and the physical and human environment in which present policieswere evolved and developed. Consequently, the Introduction to Plan I is here reproduced, without essential alterationexcept in one major respect. Plan II recommends important modifications in the University's policy concerning the publicservice commitment of the institution. Thisre- vision and its justification are spelled out in the later chapterheaded "The University's Responseto Change."

THE UNIVERSITY IN HISTORICAL PERSPECTIVE

To bring leadership to the task of meeting the edu- Manoa Valley was officially transformed, by legisla- cational needs of people isan essential purpose of all tive act and the will of the people, toserve as Hawaii's universities. The University of Hawaii is committedto university. Thus, between 1907 and 1920, the Univer- this goal. No man, no community,no educational in- sity of Hawaii sought out and managed to find its stitution wants to stand still.Just as a livingcom- identity in its earliest land-grant aspectas a "college munity cannot be static, so the life of a university must where the leading object shall be, without excluding move forward and always look ahead. One of the first other scientific and classical studies, and incl -ling aims of the University of Hawaii therefore is topro- military tactics, to teach such branches of learning vide an insightful sense of direction to the people of as are related to agriculture and the mechanic arts the state as they strive to perceive theirimportant ...in order to promote liberal and practical educa- needs. tion of the industrial classes in the several pursuits The University of Hawaii is in part the product and professions in life." of that tradition which took form in the UnitedStates Such a generous goal for education beyondhigh a century ago with the Morrill Land Grant Act. In school was in its day a revolutionary innovation.It 1907, not so very manyyears after Hawaii ceased represented an ideal of higher educational opportunity to be an independent monarchy, the territorial legis- for the many rather than for an economically favored lature of that time establishedon Oahu, under the few. Such a new definition of the role of the university amended provisions of the Morrill Act,a "College of in society also meant a broadening,a reaching out, Agriculture and Mechanic Arts." In 1920a later legis- to embrace in a single institution a comprehensive lature gave the young institutiona new design, a new range of academic experience. In its full span, not policy and a new name. The modest college begunin always successfully achieved, thenew type of avail- the stony pastures and small truck gardens of lower able education might extend from theencouragement

3 4 A GLANCE AT THE PAST

of creative minds in the realms of truth and beauty to As a teacher, the University has a task of many the training of effective technicians and professional facets and of rapidly changing techniques and impli- practitioners. Since 1920, broadly considered, this is cations. Its programs in the undergraduate liberal arts the tradition to which the University of Hawaii has and sciences have developed both in breadth and given allegiance.It remains today the tradition in depth, particularly since the end of World War II. which the University has dedicated itself to the task Since about 1950, and more markedly since 1955-1960, of seeking new levels of educational quality,new the expansion in certain professional and graduate standards of academic achievement thatsurpass un- areas has moved the University into a new era of assuming competence. growth and potential eminencein special fields of The University of Hawaii has profited from the concentrationamong major American universities. flexible educational philosophy which allowed the The causes for this acceleration are complex, partly original land-grant college concept tomerge with the connected with population factors, partly related to enduring Western tradition of higher learning. The Hawaii's achievement of statehood, no doubt. The act of the territorial legislature in 1920, when ites- causes are also related, both directly and indirectly, to tablished the University of Hawaii,was in full accord the social End political struggles of our period. with educational progress on the American mainland Perhaps here we should note that the University's since at least 1890. The original land-grant act hadnot programs are available at a modest cost to all who are been intended to emphasize the non-professionalareas capable of collegiate work. In addition to the gradu- of scholarshiplearning, aswe say, "for its own sake." ates from the high schools of Hawaii who make up the Quite the contrary. In order to insure the broadly University's student body, a sizable and increasing based and balanced curriculum of the University, and proportion of its students are products of mainland to safeguard the non-professional areas of scholarship, high schools or transfers from mainland colleges. This the charter which the legislature gave the University of marked trend is inevitable. It is also highly beneficial: Hawaii directed those responsible for the fortunes of to the students of local origin, to the malihini new- the college in Manoa Valley to "lay the foundation- for comers, to the faculty, and to the state as a wholein a larger range of collegiate work in Hawaii by estab- short, to all concerned in this refreshing transaction lishing a university. ..sufficiently inclusive to provide which links Hawaii more closely than ever before with for all future needs." the academic expectations and habits of the United States mainland. Much has been accomplished during the past 40 years to carry out the farseeing intentions of that by- By means of the research it carries out, a modern university is called upon not only to communicate gone legislature. Far more remains to be accomplished, however, and at a time in history of much greater knowledge but also to increase it; and not only to in- urgency for the world at large, as well as for the crease it in sheer volume and weight, but to refine it, Fiftieth State, than most people would have ventured to interpret it, to understand its human value and relevance. Original investigative work in the sciences, to predict in 1907 or 1920. In any event, the University of Hawaii received from the lawmakers and the joined with creative activity and scholarship in the arts and humanities, produces results of the greatest people a mandate which today it continues toserve. Within the framework of this mandate the University interest and worth in their own right. And this is not is the single state institution in Hawaii obligated to all. The findings of the researcher and the fresh in- cover all the major phases of academic endeavor. sights of the teacher-scholar also bring an urgent stimulation and vitality to the classroom. At the graduate These main functions fall into three distinct but level, where the University is engaged in the demand- plainly interrelated categories: teaching, research and ing and indispensable disciplines that make up the public service. In each of these phases, the University training of researchers, scholars, teachers, professional is responsible for extending its opportunities to all who leaders of all kinds, an atmosphere of intellectual vigor may be capable and who possess the desire and dili- and independence is one of the essentials of an out- gence to benefit from the University's services or parti- standing university. This spirit of critical independ- cipate in its programs. "Further than this," as former ence thrives well when it is joined with a spirit of President Morrill of the University of Minnesota has competition and cooperation with other fellow-re- said, "each jland-grant university] has recognized searchers following up new avenues of discovery. that knowledge transcends both state and national Now it is true that there are limits to what any boundaries, and that a state university dedicated only university can become, and it is not surprising that the to the narrow needs of its own state would prove too University of Hawaii is no exception. However, in limited in its vision to meet even these needs ade- its graduate programs and as a research center in cer- quately. The modern state university serves its own tain areas of study, there is reason to believe that the state best through its work in the wider world of University of Hawaii can be a university of distinction science and scholarship with students, teachers, and and some uniqueness. It can become such if it selects researchers from every state and nation." its areas of emphasis with care. A GLANCE AT THE PAST 5

This Development Plan rests on the conception of Asia, Oriental drama and theatre, a large number that the future of the University of Hawaii will depend of courses concerned with Oriental philosophy, eco- on how well it succeeds during the next several years nomic development of East Asia, geography of the in fulfilling its mission as already defined in its record Pacific islandsand these are only a few examples of and in the context of its distinctive geographical and the Pacific-Asian component of the curriculum. The cultural setting.The question of the University's full list would be lengthy indeed. future role, both in relation to Hawaii and to the world, If the "idea of a university" is related to the Latir is not essentially different from the question facing universitas, meaningall together, comprehensive, the other universities in other regions, wherever men universe, it is evident that the University of Hawaii strive to develop the human and non-human resources in its pioneer effort to achieve a curriculum drawing that make up their communities. Although the funda- from both the Western and Eastern cultural traditions mental problem is the same, the answer of the Uni- has given more than lip service to the conception that versity must be its own, reflecting Hawaii's special a genuine university takes knowledge of all the world advantages and taking account of its limitations. as its domain. Sewaral criteria of selectivity stand out as guides, This feature of universalism in the curricular land- if the 1, ii ,,:rsity given proper encouragement is to ful- scape of the University of Hawaii does not mean the fill itseii and achieve the distinction it seeks and the University seeks to teach anything and everything. people of the state desire. The University'sgeographi- What it does mean is that the University encourages cal locationhas already led to concentration in tropi- wherever it is appropriate cross-cultural study and cal agriculture, oceanography, and marine biology. interdisciplinary collaboration on various levelsin Thephysical environmenthas focused interest on short, a bridging perspectivein the fields to which natural phenomena in geophysics such as tsunami re- Hawaii's physical and ethnic setting in its larger scope search, volcanology and the like. But potentially the gives a special scholarly interest and relevance. Thus multicultural composition of Hawaii and the multi- the presence in the Hawaiian Islands of several racial cultural ideaas such may prove the most useful and groups was in part responsible for the establishment encompassing criterion. To be face to face with di- of the Pacific Biomedical Research Center, in which verse cultural systems and attitudes stimulates the considerable emphasis is given to human genetics. desire to investigate, to analyze, to compare, to ap- The College of Tropical Agriculture's program con- praise: to try to comprehend, above all, the concept cerns itself with the food problems, the interrelated of culture itself as a symbolic system of values greater agriculture and economics and ecology, of tropical than this or that historic art or science or technology, peoples. In the realm of ceremonial arts and civic a concept that finally transcends man's natural attempt entertainment the climate of Hawaii in the fullest simply to adapt to his environment in the sense of sense of the word has always been conducive to the manipulating or "exploiting" it. enjoyment of beauty, in woman, in man, in children, Sincethe establishment of theUniversity of in nature, and to the graces that make life worth living. Hawaii, the many cultures present in the local popula- Within the next decade Hawaii's activities in the arts tion together with Hawaii's proximity to and interest may be expected to gather momentum, range of train Asia and the Pacific Basin have had a profound and dition and symbolic appeal, and a more valid cosmo- invigorating effect. Certainly in no other part of the politanismwith a richer international bearing than United States is there a comparable community-wide ever beforeespecially in music, painting, theatre and understanding that the state university has an explicit dance, and the performing arts in particular. responsibility not only to the state and nation but to Surely the necessary principle of selective emphasis a geographical-cultural region of the world as well. need not, under sound guidance and appropriate pub- One effect of that consensus in Hawaii is seen in the lic support, result in the sacrifice of balance and the University's remarkable range of offerings in the necessary sense of proportion among established pro- languagesofAsiaandthePacificCambodian, grams. At least since 1920 the University of Hawaii Chinese, Hawaiian, Hindi, Indonesian, Japanese, Jav- has acknowledged the need for solid competence in anese, Korean, Pali, Sanskrit, Tagalog, Thai, Urdu, allfundamentalfields of knowledge. It is reasonable Vietnamese and others. to affirm almost 50 years later a policy insuring com- But the multi-cultural program as modified by munity leadership in all the basic fields, working geography extends beyond the area of linguistics and toward distinction in each, and assuming 'within the the symbol-systems that constitute language. There is immediate future a role of positive eminence in a hardly a department in which the cultural factor, com- select number of areas. bined sometimes with an interdisciplinary approach, Beyond the realms of regular resident teaching has not left somewhere its mark. Course offerings in- and research, the University has a special, significant clude such items as field archaeology in Oceania, art and ever widening obligation to public service ofmany of Asia Minor, India, and Southeast Asia, several kinds.Historically, this phase of the University's courses dealing with the civilizations of the East, music function is part of its land-grant foundation, but the 6 A GLANCE AT THE PAST demands in Hawaii for making the services of the have perished, education as inheritanceand as the University more widely available will greatly increase. total environment which man inheritsrefers pre- In Hawaii as on the mainland our society is becoming cisely to that which, in the physicalsense, is least du- more knowledgeable about its educational needs and rable. We live by virtue of symbols, of ideas, senti- its deeper cultural aspirations. Thus the demand will ments and habits whose vehicles are highly perishable. mount for a great variety of adult educational insti- Margaret Mead, the anthropologist, speaks of the tutesand conferences,forprofessionalrefresher sense of the unknown frontier, of the unforeseen tests courses, and, in short, for all the general services of of life, as one of the central themes in far-western continuing education. American experience. In Hawaii, where American life The full concept of continuing education implies, is in many ways akin to the life of the Far East and however, not only the ongoing education of the in- to Polynesia, we live today among several such merg- dividual but the larger life and the enduring civiliza- ing frontiers. tion of which the individual is partly the product, and also partly the cause. "Men are not mere deposi- We must concentrate upon teaching our chil- tories and channels of transmission, because of the dren to walk so steadily that we need not hew too nature of that which is transmitted," writes the Ameri- straight and narrow paths for them but can trust can philosopher Ralph Barton Perry. Perry goes on to them to make new paths through difficulties we remind us that, although the tools and artifacts found never encountered to a future of which we-have no in geological deposits have endured when the users inkling today. Part I: THE UNIVERSITY ATLARGE

Chapter 1: THE UNIVERSITY SYSTEM

By authorizing the establishment of community As they succeed, the community colleges will help colleges in 1965 and placing them under the Board cure a prejudice as prevalent in Hawaii as in other of Regents and President of the University of Hawaii, parts of this nationthe view that education capped the Hawaii Legislature createdan arrangement unique by a baccalaureate degree, however mediocre,is in the United Statesa system of higher education preferable to learning a trade, however well. which encompasses all public institutions of higher The community colleges, with relativelysmall learning in the state, including vocationalas well as faculties, also must be selective in their curricula academic curricula. The system is inan early stage of for the first two years ofa baccalaureate program. development; the integration of its constituent parts, Further, they must be capable cf educatingsome of each growing rapidly, isone of the major tasks of the their students from a point, at entrance, where they do next several years. not yet meet the academic criteria of the Manoa Cam- The physical components of the system include the pus, to the point, at transfer, where they do. Some central campus in Manoa ( daytime enrollment ofsome aspects of this difficult responsibilityare discussed 17,000 in 1968 ), the Hilo Campus ( two-yearprogram, below in the section on community colleges. enrolling approximately 700 ), and five community Currently, the scope of the Hilo Campus is limited colleges ( three on Oahu,one on Maui, one on Kauai, to the first two years of college transfer work. The with an aggregate enrollment of about 5,500). A second chapter on the Hilo Campus presentsa plan for major campus, discussed in the following chapter, is developing this curriculum intoan arts and sciences now being planned to help accommodate a student baccalaureate program, organized around general edu- enrollment now rapidly filling the Manoa Campus. cation and selected multidisciplinary concentrations. Placement of all public higher education underone Within the University system, each constituent management makes it possible to offer students broad unit is authorized and encouraged to create itsown opportunities for education beyond the high school, curriculum, based on its own facilities, interests and and of the best quality which the legislature judges needs. Courses at Hilo and the community colleges that the state can afford. Students who attend thenew need not be copies of those offered at Manoa. Acom- comprehensive community collegescan, with guidance, mon course numbering system is all that formally in- select either vocational training explicitly directedto terrelates the courses offeredon the several cam- job preparation, or collegecourses applicable to a puses. However, the fact that many of their students bachelor's degree. Students at Manoa will be ableto intend to complete baccalaureateprograms at Manoa take at a community college technicalcourses for inevitably influences the othercampuses and requires which they are qualified and, reciprocally,community them to concentrate oncourses in the general educa- college students will be able to take at Manoa academic tion core, which presently dominates the firsttwo years courses for which they are qualified, if these courses of study. As the choices within thecore are expanded, are not offered at their own college. these constraints will increasingly relax,giving the The goal of achieving excellence in selectiveareas, smaller campuses largerscope for curricular individ- the basic tenet of the University's overall develop- ualization. ment, applies equally to the community colleges. The faculties of each component of theUniversity Each college will teacha limited range of vocational system are also distinct; each faculty member with subjects and will try to teach them uncommonly well. tenure holds it at one campus or another and not in

7 8 THE UNIVERSITY SYSTEM the University at large. However, this does not pre- its own criteria for admission. Standards of academic clude faculty interchange among campuses. Already, accomplishment, however, will be as uniform as can a few Hilo facultymembers teach in the summer ses- be throughout the University system, a policy dis- sion at Moana, and occasionally people from Manoa cussed at greater length below in the chapter dealing go to Hilo for a term or for an assignment in acontinu-, with the community colleges. ing education course. Such interchange is encouraged' by the University as an important means of tying together the constituent campuses of the University Centralization and Decentralization In Planning system. As the community colleges and the Hilo Campus grow, and as a second major campus is con- The structure and institutional arrangements of the structed and staffed, it is contemplated that faculty University of Hawaii, now relatively simple, will be transfer and visitation throughout the system will modified as it continues to grow into a comprehensive become increasingly frequent and will be supported statewide system of higher education. The system will by interisland travel funds within the University not be large, compared with the colossi of California budget. or New York, but it willbe big enough to require the most thoughtful planning and implementation if it Centralized Admission is to succeed in giving to the separate campuses the scope necessary for theirindividual development, This, an academic plan, does not address itself to while retaining the coordination essential to a state- administrative arrangements, except as they affect the wide system of public higher education. academic program in some direct way. One such area Coherence of collegiate programs within the state is the admission of students within the University requires that the Board of Regents, central administra- system. tion and University Faculty Senate retain ultimate At present, each constituent of the system has its authority over the broad educational goals of the Uni- own admission policiesand procedures. Individual versity, the general division of labor among the sev- policies are necessary to carry out the separate, if eral campuses and colleges in attaining these goals, interrelated, programs of each campus. However, it is and the academic standards and qualifications repre- a nuisance to require a student who is uncertain as sented in such achievement. Responsibility for plan- to which Hawaii campus will admit him to apply ning the detailed curricula and programs of each cam- separately b each, and it is also inefficient for one pus, however, lies with thefaculty and administration campus to accept him, not knowing that another in of that campus, aided by the advice of its students. A the same system has already done so. Therefore, the continuous appraisal of students' academic achieve- University will use a common admissions form on ment, utilizing analytical data and conclusions com- which the student indicates his first, second and third piled within the central administration, will help pro- choices of campus. If he is not accepted by the first, vide criteria and guidelines for evaluating the success or changes his mind, the application goes to the second of each campus in carrying out its functions as a mem- ...and third, if necessary. Each campus will apply ber of the system. OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

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TOTAL ENROLLMENTIN THOUSANDS 10 THE 25,000 STUDENT CAMPUS

Chapter 2: THE 25,000 STUDENT CAMPUS, AND BEYOND

The chief campus of the University is rather small be established. That total would be comprised of in area, as state universities go, having only approxi- approximately 8,000 graduate students and 17,000 mately 300 acres in Manoa Valley. Facilities around undergraduates. As a matter of educational policy, it Oahu, owned or leased, add to thisspace, but they are was recommended that the Manoa Campus retain the used for special functions, suchas agricultural and entire span of university instruction from freshman oceanographic laboratories, and are not available for year to post-doctoral work.The Faculty Senate, classrooms or other general needs of the University. Council of Deans, the President and the Board of When the first Academic Development Planwas writ- Regents accepted the policies involved in settinga ten in 1963, it was apparent that this acreagewas 25,000 maximum, along with the proposal that plan- rapidly being saturated and that atsome time in the ning be started on a second major campus. It did not future it would be necessary to limit the natural growth require much argumentation to show that the Univer- of the campus, but the imminence of that timewas not sity, as the sole public institution of higher learning in yet obvious. the state, had an obligation to expand its facilities to The emergency became obvious in 1965, when the accommodate the educational demands of the state's increase in student enrollment at Mama began to populace and could not summarily imposea limit on exceedsignificantlytheprojectionsof Academic enrollment in the University system. Development Plan I.New projections, more fully Given this 25,000 ceiling,the University next taking into account the larger civilian population of worked out a long-range plan for developing the the state as well as the increasing propensity ofyoung Manoa Campus, one which would make effectiveuse people of Hawaii to attend college here instead of of its limited acreage without erectinga concrete going to the mainland, showed that by 1975-76, the screen between the magnificent green mountains which last year of the plan period, there would probably be enclose Manoa Valley and the blueocean still visible an enrollment of 27,000 to 30,000 at Manoainstead of beyond Waikiki. about 23,000 as projected earlierif growthwere un- Consultants of national prominence were called restricted and if thatmany could be jammed into in to verify the wisdom of the basic decisions: to stop 300 acres. at 25,000; to create a second major campus. They At this point the University beganmore urgently concurred, recommending that the next major campus to consider the alternatives: ( 1 ) to acquire additional be located on Oahu, where about four-fifths of the acreage in Manoa; (2) to build a high-rise campus; (3) state's inhabitants live, and where the cultural, scienti- to limit total enrollment to what could be accom- fic, recreational and commercial activities that sustain modated in the projected buildingspace, avoiding the life of a large campus are concentrated. high-rises; (4) to create a second majorcampus. The basic educational goals and dimensions of the A small amount of additional landnear the campus second Oahu campus are now being formulated by became available and was purchased, but opportunities the University. The urgency of moving ahead toward of acquiring space in a valleyas densely populated as the construction of that campus increases with the Manoa are as limited as the square footage isexpen- steadily upward slope of the student enrollmentcurve, sive. The possibility of a high-risecampus with a traced in Figure 1. Within about six orseven years student population potentially approaching 40,000or the number of students at Manoa will reach 25,000 50,000 was considered and rejected formany reasons, conceivably even earlier if there is a large influx of some logistical and economic, some esthetic, but above students on new GI benefit programs or if transfers all because, in the judgment of themany people who from the community colleges are more numerous than considered the problem, a huge and crowdedcampus now expected. Five years is the minimum required to would be inimical to the humane qualities whicha construct, equip and make ready a new campus. university is intended to nurture. Decisions, enabling appropriations and basic planning, The Academic Development Plan Committeein are needed in 1969 if a crisis of overcrowding, or of 1965 proposed that a ceiling of 25,000 students (im- refusing admission to qualified students, isto be plying a total campus population approaching30,000 ) averted six years hence. THE CRITICAL PROBLEM 11

Chapter 3: THE CRITICAL PROBLEM: QUALITYAND QUANTITY

In 1964 the first Academic Development Plan become a necessary condition of human welfare noted that the University of Hawaiiwas confronted and the preservation of human dignity and freedom with the task of virtually doubling its physicalcapaci- in the 20th century. We must identifyour more ties within the next decade. It was further shown that able people when theyare young, develop their the quantitative problem facing the Universityhow abilities,provide employment andscope and to find sufficientfaculty,land,classroom space, challenge for their varying capacities and talents. libraries, labs, dormitoriesformed onlyone phase While they are students of the University of Hawaii of an emerging educational crisis. Simplyto supply they must achieve, in addition to their specialties, quantity, more training to ever-growing numbers of a mastery of values and aims that give meaning, young people, was by itself no adequateanswer to direction and belief to their world.t the critical need. The ultimate task, and theonly solution of the problem of quality, demandedbetter Plan II places a somewhat greater emphasison the education for farmore complex purposes. latter aspectsvalues and aimsreflecting thegrow- Plan I listed a few of thecauses that account for ing concern of the University that the educationit the accelerated growth in American educationalinsti- offers, including the various professionalprograms, tutions and for the increasingly complicated network helps its graduates attain both professionalcompe- of a modern university'sprograms and services. These tence and a sensitivity to the social effects of their underlying pressures and circumstances, evidentin work. The excellence in education for whichthis Hawaii as on the mainland, include: ( 1 ) the increase Plan strives most emphatically includes engendering in population and its effect on school enrollments; (2 ) those humanistic attitudes and convictions neededto the impact of urbanization and industrialsociety on help direct the marvels ofcur technology to human traditionally stabilizing institutions, suchas the family; purposes, or, to anticipate a lilting phrase used below (3) the proliferation ofnew areas of knowledge and in the plan of the College of Engineering,necessary revolutionary scientific discoveries;(4) the conse- to "lift the human spirit." quences, beneficial and vital to existence inmany But what is "value" or "quality?" And how much of respects, but socially costly in others, ofcontemporary the latter adds up to "excellence?" To such large and technology and the expandinguses of automation. abstract questions, Plan II offersno easy answers. It is surely obvious that drastic changesat work What it does attempt to do is to ask and try toanswer everywhere in the physical and social environment a great many interrelated questions in a systematic caused by the floodtide ofnew knowledge, together way. What should be the animating aims of a College with the bewildering speed of these changes,can of Tropical Agriculture in Hawaii during theyears never be accommodated or controlled by closing down immediately ahead? How shoulda School of Public the floodgates of knowledge. Urgent problems ofland Health define its obligation, not just to the state, but use, housing, water shortage, waste disposal, air and to the nation and the world? What educational bene- water pollution, transportation and public services of fits are to be gained from an undergraduatecore cur- all kindsincluding provision fora strong educational riculum? If the purposes are suchas appear valid and systemcan only be solved by the application of vital, are they being achieved? If notvery well, then human intelligence, guided bya more fully awakened why not? Or how else? social conscience. One of themost immediate prob- It requires no unusual insight to perceive that the lems in Hawaii is the social implication of technologi- myriad qualitative questions concerning the future cal change and the policies andmeasures needed to of the university are closely boundup with the fact of adapt advanced technology to the life of thestate and quantity and size. The terms here refer not only to for the benefit of the community. the problem of sheer numbers, but also to the Univer- Plan I went on to note, without laboring thepoint, sity's increasing diversitywhich implies complexity that technological training and professionalknow-how in network of functions, educational methods and alone are no adequateanswer to socic'y's need for styles, character of student body and staff. Musta specialists with a "vocation," individualswhose dedi- university system capable of accommodatingsome cation and "power drives them to find theirown ways 50,000 students result in more but worse? If not, then of working from incentives internalto themselves." what can be done to make certain thatmore means better? The extension and application of knowledgehas The extended answers to this line of thematic inquiry are spread throughout Plan II as a whole. The problems need to be analyzed in context. With thisas 'DorothyEmmet, Function, Purpose, and Powers:Some Concepts in the Study of Individuals and Societies( London: Macmillan and Co., 1958),p. 252. tAcademic Plan I, p. 6. 12 THE CRITICAL PROBLEM preamble, it is time to return to the matrix ofso many century the GNP will exceed $2,300 billion, with the of the questions, Hawaii's general population base, laborforcereaching122million.Speculative as the source of increasing and varied demands for imaginations have contemplated a standard 30-hour higher education in these islands, andas an ultimate source of its financial support. work week encompassing four days. Thesame authors envisage that in this leisure-oriented, perhaps bore- dom-haunted, future society it should be feasible, A Changing Society whether or not uniformly desirable, fora man to spend 40 per cent of his life ona vocation, 40 per- By the year 2,000, it was once believed, the rate cent on an avocation, and 20 per cent on vacation of population increase for the United States would simply relaxing. level off to a stable population of approximately 200 Such intimations of utopia have no place in this million. Such was the consensus of the population Academic Plan II, which rather assumes that the experts until about 1940. The massive upsurge in the University at any rate will be working at least as hard American birthrate since 1940, coinciding witha tre- as it is now. The primary concern for the immediate mendous rise in national productivity, change the future extends to 1975-1976, although by implication demographic picture radically. Authoritiesnow gen- this report necessarily foreshadows the next 25or 30 erally agree that the population by theyear 2,000 will years, when graduates of today's classrooms and cur- surpass the 300 million mark. ricula will be rounding out the earlier portion, and The revised estimate has been accompanied bya probably the most productive period, of their active significant change in national behavior. Because family careers. planning has won such favor with many American parents, since 1960 population growth for the United States has gradually slackened. In 1967 the number of Society's Need for Trained Intelligence births actually dropped for the sixth consecutiveyear, with another decline expected for 1968.However, despite this reverse trend, the size of the country's A specific index of the educational future ofyoung population in 1967 reached 200 million, 33years ahead people in relation to the economic system isthe of the date set by the experts in 1940. The disturbing pattern of employment. In other words, the occupa- message of these long-range population estimates can- tional opportunities and decisions open to youth today not be disguised and should not be softened byeasy forecast the potentialities of American life tomorrow, optimism. We must still prepare for a 50per cent its less tangible satisfactions as well as its immediate increase in total population. Concretely, thismeans material rewards. Furthermore, among the legacies that students entering college during the 1970's will one generation hands on to another is the quality of confront, during the next three decades, all the social the environment they leave behind them, both phys- and economic consequences ofa population increase ical and social, as determined not by chanceor whose order of magnitude exceeds that of the total automatic "forces" but by choices made and services population of the United States in 1910,a mere half rendered. century ago. An outstanding feature of American life since The escalating population figures are matchedby World War II has been the shift in employment toward amazing technological and social achievements during occupations requiring high levels of training, under- the same period. In Hawaii the local example of the standing and judgment. This strong movement has transformation has been the rapid shift ofa large mass helped to produce, along with rising incomes, attitudes of Hawaii's people from a rural and agricultural base and aspirations favorable to study, favorable bothto the things of the mind and to the world of possibility, to an urban base and a highly industrialized life-style. where the mind's choices are transformed intoact. It One index on a national scale of this dimension of is gratifying to us in higher education to know that general sociological change isthe Gross National economic growth and prosperity as shown in the GNP Product, which climbed from $285 billion in 1950 to are related to the educational caliber of the population. approximately $560 billion in 1962, apparently doub- If a university canserve as a kind of knowledge fac- ling, within a span of only a dozen years. (In terms tory, it is good news to hear that the firm is solvent and the system likely to endure. of dollars of unchanging purchasing powerallowing In 1964, when Plan Iwas adopted, this same point for inflationthe increase was about 50per cent. ) regarding the relationship between GNP andthe scope For the same period the number of employed persons simultaneously rose from 60 million to 72 million. Kahn and Wiener, forecasting American life in 'Herman Kahn and Anthony J. Wiener, The Year 2000:A Framework for Speculation on the Next Thirty-ThreeYears The Year 2000, estimate that by the turn of the next ( New York: Macmillan and Co., 1967). THE CRITICAL PROBLEM 13 and quality of American educational institutions was ary school teachers and medical and health workers underscored, and it is appropriate here to repeat the during the period. Contrarily, the management group, application. including officials and proprietors, rose at a slower rate of growth than that of the whole labor force. The fundamental relation of manpower policy to Clerical workers increased about a third between 1950 economic policy has been...demonstrated by economists studying the nature of economic growth. and 1965, at a rate second only to that for professional More andmore, these studiespoint to the improve- workers. mentin the quality of human resources as a major It is significant that employment gains have also source of the increased production.Thus it has been generally concentrated in occupations at the top of the calculated by one authority that for the period 1929 educational ladder, especially inranges where the to1957 the improved education of the work force demand has been insistent and where the longest accounted for more than one-fifth of the increase in real national product. This was a larger share than period of preparation is required. Within allcate- that provided for by the increase in capital invest- gories named above, the consistently bunching pattern ment. Education combined with the advance of has been toward increased employment of workersat knowledge( through research) accounted alto- the top of the skillrange for the group, while oppor- gether for about two-fifths of national growth tunities continue to narrow for those with minimum during this period.Clearly, our manpower pro- qualifications. gram must be designed not only to balance the needs and resources of the present but alsoto pro- Labor Department studies clearlyprove that the jectthose needs and resources so that currentin- policy of higher education should be to equip gradu- vestment in manpower is shaped to future needs.' ates for key positions of responsibility in fields requiring the most advanced types of study and understand- For various reasons the long-range future of ing. The national trends as projected into the 1970's Hawaii, so far as it depends on the balance of her are: (1) a continuation through 1975 of the relatively resources and needs, is highly problematic. What is rapid growth of all white collar occupations, certain is that this state, deficient in natural resources especially professional and technical positions; (2)a slower other than its climate, must live by its wits, and that growth of blue collar occupations quality education and quality humanresources are as a group, with costly. They will become evenmore so as society craftsmen experiencing themost rapid employment becomes more industrialized,more dependent on tools increase and with none in the employmentof manual of analysis and the results of automation, and almost laborers; (3)a faster than average growth in service unimaginably more complex. Fortyyears ago, or worker employment; and (4)a further decrease in the even 20, the kinds of jobs available in the labor market ranks of farmers and farm workers. were not only less plentiful but also much less demand- Despite Hawaii's unique historyas a Pacific mon- ing than most jobs today. Occupations now requiring archy, American territory, and finallya state, the un- formal education employ an ever larger proportion of folding economicscene in the islands is becoming the total supply of workers, while those which take more and more of an illustration of the same social relatively limited training have been sharply decreas- and economic forces generally at workthroughout the ing.In the immediate future the most imperative United States. Here, too, thc. developments need will be for persons in positions requiring sub- in non- manual occupations area result of technological ac- stantial educational background at the higher levels. celeration, expansion of educational andhealth serv- According to the occupational outlook studies of the ices, increase in the scale and complexity of business U.S. Labor Department, the largest increase inem- enterprises, and of course emphasison research and ployment between 1950 and 1965was among profes- systematized organizationinallimportantfields. sional and technical workers. In these two categories Looming large among these isgovernment, with its the rise reached almost 50 per cent during those 15 multiple activities concerned withenvironmental re- years, a rate of growth about three times the average sources and community development. Withina brief for all other' groups. Among the scientificgroup, interval of slightlymore than a half century, Hawaii mathematicians and physicists showed the most rapid has been transformed froman essentiallyrural, rateofincrease.Exceptionallysteeprisesalso agrarian community toa complex urban society appeared in the numbers of elementary and second- dependent on commerce, certain lightindustries, the constellation of tourism activities anda variety of service specialtiesforitsrelatively balanced but Manpower Report of the President and a Report on Man- limited economic base. power Requirements, Resources, Utilization, and Training by the Today United States Department of Labor: Transmitted to Congress, Hawaii'spopulationofapproximately March 1963( U.S. Government Printing Office, 1963), pp. 850,000 is very largely urbanized. Thecauses and xii-xiii; italics added. Trends tabulated in this report are projected to 1975 in a publication of identical title transmitted to consequences of the metamorphosis are sometimes Congress in April 1967. beautiful and sometimes traumatic butin any case 14 THE CRITICAL PROBLEM visibleon the highways, in the supermarkets, in the new community colleges have particularly good oppor- spread and spill of suburbia, in the noisy skies and the tunities to be of service, but there is a role here for new hotel complexes springing up on outlying islands each campus in the University system. in short, in the life and work of the state. Planting operations in sugar and pineapple were among the Conclusion earliest to be revolutionized by the new technology, with a resulting migration to the city and into urban In the autumn of 1968, it was estimated that almost occupations.Fresh environmental influences have 7 million persons were enrolled in U.S. colleges and stimulated the feed-back processes of urbanization, universities, nearly double the number enrolled in reinforcingthe originalfactors leading to urban the fall of 1960. By 1975, it is expected that approxi- growth and social transformation. mately 10 million students will be attending college. The recent occupational pattern in Hawaii, a reflec- In much the same manner, enrollment at the Manoa tion of altered needs, strivings and satisfactions on the Campus of the University of Hawaiimore than part of the entire community, corresponds closely with doubled, from a total of 7,511 in 1960 to 17,082 stu- the record of the nation as a whole. Employment gains dents in 1968.( Appendix Table II.) And it is anti- in Hawaii over the past two decades have generally cipated that enrollment at the University of Hawaii, clustered around the upper brackets of the educational including the Hilo and Manoacampuses, will exceed scale. Within each of the categories of occupation, 25,000 by 1972.Projections point to an enrollment the consistent trend has moved toward increased by 1975 of approximately 30,000 students,, wellover a employment of workers at the top of the skill range four-fold increase withina span of 15 years. Adding for the group, and toward shrinking opportunities for community college students brings the total projected workers with minimum qualifications. enrollment of the University of Hawaiisystem to more From all evidence the University of Hawaii and than 45,000 by 1975. itssisterinstitutionsof higher learning function In any analysis of the need for a greater supply effectively in preparing qualified and motivated young of educated talent, it is well to remember that the people for better-paying, presumably more satisfactory figures represent persons as wellas projections. The employment. justification for attempting to However, the troubles of American cities and their assess some of the pros- inciting social and economic causes are insistent re- pects of these thousands of lively minds and bodies minders to universities that a considerable portion of in terms of the GNP and the occupational escalator adults lack sufficient education to get and hold jobs is that their hopes and chances will be profoundly that would bring them a decent standard of living. influenced and to some degree sharply determined by Amidst unprecedented national affluence, about three demographic, social, industrial and economiccon- million Americans are unemployed, some living in tingencies that can best be analyzed operationally in depleted industrial or agricultural regions, some in quantifiable terms. Tocope with these looming Con- decayed and teeming city ghettos. Hawaii is more fortunate than the continental tingencies will be another matter, requiringpowers states, with a lower rate of unemployment and with of synthesis and understandingas well as techniques housing problems that still seem capable of solution. of precise analysis and measurement.Therefore an However, we cannot congratulate ourselves merely important mission of the University of Hawaiiremains because conditions are worse elsewhere, if they are that of providing a broad range ofprograms represent- not optimal hereand they are not. The number of ing all the major disciplines and the severalbasic public welfare cases in this state increased from 7,400 modeslogical, empirical, moral, estheticofhuman in 1961 to 11,500 in 1968one indicator of the presence knowledge. in our community of a large number of persons who The student population of the Universitysystem are falling by the wayside. will continue to grow more diverseas it grows larger. Higher education and its associated public service A particular effort will be made to reachpotential students now debarred from higher education functions cannot help solve all problems of poverty by the environment or family circumstances in whichthey and social dislocation, though more can be done than grew up, as well as increasing numbers of students is now attemptedand the next two chapters speak to already considered to be of superior quality.There- the point. The population of young adults is, how- fore the University plans to expandits already broad range of programs and learning opportunities. ever, the particular clientele of a system of higher education, and the University of Hawaii must examine 'Enrollment projections are dependenton a number of its programs and student support facilities to see how trends. Among themore significant are: the general population base, the proportion in the collegeage group, the increas- it can effectively reach and serve the young people now ing proportion of young people who attend college,availability of alternative facilities in Hawaii for higher education,and the excluded from education beyond the high school. The manuand-hawaii-foreign exchange of students. THE UNIVERSITY'S RESPONSE 15

Chapter 4: THE UNIVERSITY'SRESPONSE TO CHANGE: GEN ERALPOLICIES

The University of Hawaii underwent basicchanges tional agicultural extension work in Hawaii to medical between 1963, when the first AcademicDevelopment programs in Okinawa and Samoa, to school develop- Plan was formulated, and 1968, whenthis second ment in Thailand and Laos, to asaduate business Plan was prepared. The most obviouschange is school program in Japan. growth: in the fiveyears, daytime student enrollment State and rational demands upon the University's and the number of students receiving degreesapproxi- services appear to have no visible limit. The Uni- mately doubled, while the faculty and staff increased versity's response in providingoverseas programs, a by 125 per cent. Fournew professional schools were faculty increasingly competent and mobile, together established between 1963 and 1968, and 10 additional with an expanding student body becomingevery day doctoral programs. With the creation of community more awakened to the problems of society, are reasons colleges in 1965, the University becamea statewide for believing that the University of Hawaii willcon- system of higher education. tinue to develop as an institution of internationalas Qualitative changes have been even more signi- well as national and local significance. ficant. In 1963 the University was a state university However, service begins at home. Theprimary responsibility of the University of Hawaii and of of average size and competence, overall, though with each of its constituent units is toserve the people of Hawaii. ambitions to serve more broadlyparticularly after the This Academic Development Plan recognizesthat creation of the East-West Center in 1961and with responsibility and seeks to provide for itsdischarge. greater distinction. During the period of Academic The operational principle is thatprograms of the Uni- Development Plan I, aggressive recruiting brought to versity adopted in the nationalinterest, or to foster the Manoa Campus an increasing number of out- international objectives, should not be undertakenat standing faculty members, so that several departments the cost of weakening servicesto the resident student and research units of the University now have attained body or to others in this state. Rather, withadvance national stature. Thanks to strong budgetary support planning and adequate staffing, national andinter- by the state and federal governments, the University national programs should enrich the domesticinstruc- is now in the mainstream of scholarship, its faculty tional, research and community serviceoperations of making frequent contributions at national and inter- the University by addingto the experience and capac- national professional meetings and to the literature ities of our faculty. of science and letters. At the same time, the student body has also been changing. In September 1963, only one-sixth of the Social Commitment students enrolled at the Manoa and Hilocampuses As the Introduction to this Academic Development were non - residents of the State of Hawaii. In Septem- Plan makes clear, the basic functions of the ber 1968, almost a quarter of the students University were non- instruction, research and serviceare ongoingopera- residents, coming from mainland states ( 16%)or from tions. Our goals ( whichmay be thought of as the abroad (6%). The ability of the Universityto attract dominant ethos duringa particular period) relate to students from every American state andfrom every these three functions and reflect continentdespite scholastic the emphasis then entrance requirements being given toone f'r more of them in preference to higher than those faced by local studentsisevidence the others. Thus, while of the increased esteem in which the we reiterate our acceptance University is of the basic functions of the now held academically, as well as of the attractiveness University, it is proper to of a non-discriminatory tuitionrate. The presence of sneak of changing goalsthe "mix" ofhuman and more out-of-state and graduate students ( the latter material resources allocatedto each of the functions increased from 2,000 to 3,800 in five years)enlivens over such a period as the one covered by this plan. the campus and its academicprograms. A few decadesago, the typical American university Occupying an urban campus, situated' in the state emphasized the function of teaching aboveall others. capital and on the main air routes to Asia, the Uni- As long as the student bodywas small and socially versity of Hawaii has become increasingly involved homogeneous, the role of theuniversity was largely with the broader society in which it lives. The inter- limited to passingon certain traditional values and action takes place in many waysin researchprograms patterns of behavior to students who becamesocialized seeking to identify causes of juvenile delinquencyand for prepared roles in society.With the exigencies causes of war; in introducing social science under- of an expanding technologyin World War II and the graduates to the city's slums and in bringing University years which followed, industry and governmentturned courses to Polaris submarine crews; in University pro- more and more to the American university grams of instruction and service ranging from tradi- to engage in basic research. Particularly after 1957,an unpre- 16 THE UNIVERSITY'S RESPONSE

cedented growth has occurred in the research divisions munity. It cannot require that professors and students of many universities to the point where some univer- engage in such interaction unless it is their desire to sities are clearly identified as research institutions in do so. which teaching and service play secondary roles. But The University should encourage the establishment during the same period two other trends were develop- of more courses dealing with community problems, ing more or less unnoticed: the number and diversity particularly courses based upon a greater degree of of students, particularly at the undergraduate level, involvement in the larger community. Later in this grew enormously; meanwhile, around the university chapter, we recommend that the University actively social changes of unprecedented magnitude were recruit students in areas where educational advantages occurring. Universities are now being asked to take have been below par.In addition, the University a more active role in identifying the problems associ- should establish programs which focus upon current ated with these changes and to some extent to aid social and technological problems. communities in solving their problems. Organized programs that focus on applied social Since a university is a loosely structured, diverse research can explore the problems common both to coalition of academic styles and interests, it would be the active and contemplative lives of the University. improper for "the University" to state that its goals are Out of such exploration could grow a curriculum that exclusively connected to one or another of its func- contains a service commitment shaped by the results tions. A nriversity that only teaches remains a college of research. These arrangements would not represent an abandonment of the traditional curriculum. Quite or an academy. One that is only research-oriented the contrary, the traditional curriculum would still becomes an institute, and one which is committed continue to be the mainstay of the University. But only to service is likely to become a social agency or the University can provide an additional dimension a political party. "The University," to the extent that to its life, furnishing faculty members with a greater such an entity exists as more than a concept and a opportunity for social creativity by providing the legal entity, can strive in the interests of academic means for University-accredited involvement in serv- freedom and diversity only to provide the options and ice programs without sacrifice of disciplinary and resources which allow professors and students to follow research activities. their individual academic interests. It can as an insti- The organized programs should have a small pro- tution, through its collective decision-making process, fessionalstaff,academicallycompetent,service- decide that an imbalance exists among the resources oriented, and experienced in applied programs as well devoted to its various functions. If, for instance, cer- as in university work. They should provide support tain disciplines or research fields are not adequately for faculty members and students who are interested funded for the purposes of the University, it can seek in such activities through research grants as well to redistribute its resources internally or seek new as appropriated funds to attract faculty talents to the resources to support those activities. problems being investigated. In this way they would This plan at several points addresses itself to the recruit faculty members whose interests to some degree need for placing more emphasis upon instruction and coincide with the activities of the program. instructional innovation. In addition, it is clear that One such arrangement already under consideration, there are numerous students and professors who desire the Pacific Urban Studies and Planning Program, this University to assume a greater responsibility in would emphasize broad aspects of planning, service identifying social problems and taking action upon and community development. The Program would them. They are advocating that one of our goals be an involve the Departments of Architecture, Civil Engi- increased service commitment. neering, Economics, Geography, Political Science and This commitment could take many forms: direct Sociology, as well as the Schools of Public Health and assistance to the community, research into social problems, student credit for work performed in the sur- Social Work. This program or another might deal rounding community, increased recognition for profes- with environmental problems, such as transportation, sors who engage in community-oriented research and the design of tropical buildings and communities, air- service. As a social entity itself, the University can water pollution and communications. A third program recognize the intellectual and moral reasons for ex- might be concerned with community integration, panding a service commitment. It cannot, however, studying such problems as poverty, under-employ- declare itself to be the unequivocal advocate of a ment, race relations, and the effects upon Hawaii of particular moral stance, ideology or social policy. To new patterns of immigration. A fourth might focus do so would be to establish an inappropriate test of on conflictsranging from problems of war and peace the suitability of any individual to be a member of this University community. The University can commit to intergroup antagonisms within our own culture. resources to those who wish to increase the interaction The organization of each of these programs should between the University and the surroundingcom- reflect the faculty and disciplines involved. Machinery THE UNIVERSITY'S RESPONSE 17 for establishing and administering eachprogram before a job or marriage. Somecome because their should be determined throughconsultation between parents expect it, or they think their future employers the administration and FacultySenate. will. A large group of undergraduates, and most of The University should also considerestablishing the graduate students, are primarily interested in a Council on Community Service consisting ofrepre- college as preparation for acareer. They may be sentatives of the colleges and the Officeof Con- impatient with generaleducational tinuing Education and Community requirements, Service. Sucha which seem to be unrelated tocareer qualifications, Council could reviewpresent University servicecom- and uninterested in that mixture of social issues and mitments, identify new areas where service is neces- social events called "campus life." A relatively small sary and encourage the cooperation of subunitsof the but increasing number of students University in are intensely con- common programs. cerned with social issues,on and off campus, and much less interested in curricula whichprepare them Accommodating Diversity for a career.Between these "activists" and the "careerists" lies a large portion of the student body. As it has grown and moved towardnational prominence in many fields, the University has drawnto it an Since no one wears his motivationson his sleeve, increasingly diverse faculty and studentbody. Partly the University must admit all students who academi- because of the University's emphasison Pacific and cally qualify for higher education,even if they have Asian studies, partly because of theattractiveness of no abiding interest in it; these students probably con- Hawaii and its cosmopolitansociety, scholars have tribute heavily to the large flunk-outrate ( about 18 come to this faculty from around the world. The effect per cent) of the freshman year. For all its students is stimulating to thecampus, and can be expected to who are both interested and qualified, theUniversity continue even withouta deliberate policy of recruit- should provide appropriate curricula andteaching, ing an international staff. matching diversity of approach to higher learningto The widening geographical origins of thestudent the diversity of the students themselves. body have already been mentioned,but the impli- This empirical policy challengesstereotypes and cation for purposes of academic planningof such oversimplifications. Acase in point, conspicuous at diversity of student interests remainsto be considered. this University, is Varsity Theatre.Varsity Theatre Students at this Universityare far from being homo- is a commercial movie house,near the Manoa Campus, geneous in their abilities, interestsor expectations. which the University has rented foruse of large Over the past severalyears, a larger percentage of classesan introductory psychologycourse, world his- excellent students hascome to the University, and the tory, general science, etc.It has been picketed by percentage with mediocre high school recordsand students protesting against the largesize and imper- dubious college potential hasbeen reducedcom- sonality of the classes. But interviews with undergrad- mensurately. Theaverage of undergraduates' scho- uates attending Varsity Theatre classes indicated that lastic aptitudes is above nationalnorms established many like the large lecture hall, its spotlight on the by the Educational TestingService for the broad instructor, its obscurity for the individual student. fieldsof English composition, mathematics,social For the student who is passiveor self-conscious in the sciences and history, and naturalsciences; this was classroom, the anonymity of the Theatremay be as demonstrated by examinationsgiven to large samples welcome as it is hateful to the students who delight of the sophomore class in 1965 and1968. in dialogand the University must provide educa- Nevertheless, these and all otherattempts to gauge tion for both. the scholastic abilities of Universityof Hawaii students Hawaii has a special humanresource in local young continue to show anenormous range. Some low people of promise who do not attend college scores are to be expected, since, because as the sole public of their poor academic preparation and lackof moti- university in the state, -Hawaiimust set its admission vation and encouragement, stemming inpart from standards to accept local undergraduates who have cultural differences.and inadequate financialsup- any reasonable chance of completinga baccalaureate port. The failure to attract, admit and retainmore program.( Standards for out-of-state applicantsare of this group as students isa loss to society and to the higher.) The top end of therange grows larger each University, as well as a denial of real equality of edu- year as more superior students are attracted by the cational opportunity to a part of theyounger popula- faculty and curricula at the Universityandas they tion who merit special attention. The University has find attendance at the best mainlandinstitutions in- always made adjustments in standards of admission creasingly expensive.Motivation and interests of and performance for foreign studentsto compensate students vary at leastas much as their scholastic for their academic limitations arising from differences aptitudes. Hawaii has its share of late adolescentsand in cultural background. Greater effortsmust be made young adults who have come to campus forreasons in a similar direction to advance the developmentof largely irrelevant to higher educationmostof all, the academically unprepared but educationally-minded for lack of something better to do after highschool and person in our own communities. The already broad 18 THE UNIVERSITY'S RESPONSE range of programs within the University provides learning which this University espouses, requires inno- opportunities for many kinds of interests. During the vation, the constant attempt to find more satisfactory, interim of the Plan, further programs are projected more effective ways ofeducating students. Many inno- for this type of development. Existing financial aids vations have been adopted over the past two years. scholarships, tuition-fee waivers and work opportun- A few examples are the residential learning project in itiesmust be increased to make it possible for any Johnson Hall, a men's dormitory, where two classrooms aspiring student to overcome economic obstacles. and six faculty offices have been made available for Expanded efforts at compensatory programs, such as teaching several small sections of general education Hawaii Upward Bound, remedial courses at Hilo and with the hope of creating a feeling of community at the Speech Communication Center,should be among the lower divisionstudents in the projects and undertaken to make college success more likely for their instructors; a seminar on the college experience this class of potential students. Campaigns to explain given for freshmen and conducted by seniors who are the opportunities available at the University should be guided by a faculty member; a series of wide-ranging launched by schools and community action groups. undergraduate courses, belonging to no department, As it continues to grow to a 25,000-student institu- but listed as "Interdisciplinary Studies"; a multidisci- tion, the Manoa Campus will establish more avenues plinary curriculum in biology; a "non-major major" to the baccalaureate, includinglarge lecture classes; option for students, which permits them, with faculty small seminars and discussion groups; courses explicitly advice, to design their own curriculum concentration; designed to provide professional, technical compe- audio-tutorial arrangements for learning science. tence, and other courses reaching out to the community Extraordinary effort was required to begin each of and its social problems, where student awareness and these innovationsto win faculty and administrative involvement are the primary goals; classes organized approval, to get resources. In an institution as large around the residence halls or other relatively small as this University, it is wise tosubmit curricular varia- groupsinthe student population;individualized tions to a hard test before they are put into operation, courses of study in whichindividual students go at for without such limit there may be chaos. However, their own pace; courses organizedand in some cases present circumstances too strongly mitigate against taughtby qualified students. innovation and consequently overprotect the standard Awareness of social crisis, nationally and interna- or more run-of-the-mill courses of study from the chal- tionally, has brought to this University, as to so many lenge of competition. and fac- campuses, increased interest among students The problem does not seem to lie in rigid attitudes ulty in the causes of conflict and means of non-violent held by either the faculty at large or by the adminis- resolutions. Again, there is a wide spectrum of poli- tration. On the contrary, visiting observers comment tical and philosophical attitudes in the University on the receptivity of this University to new ideas, on community. Some protest the offering of ROTC courses its propensity to change. Rather, the central problem obligation of a state as the means of carrying out the seems to be the traditional departmental structure of land-grant college, under the first Morrill Act, to offer the University and its budget practices.Until now, training in military tactics, or the acceptance of re- virtually all resources for instruction have been dis- search contracts from military agencies or to forward tributed to the departments which comprise the sev- the programs of these agencies. Others protest the eral colleges of the Manoa Campus. Each department protesting and would have sanctions applied to the is treated as if it were not only an administrative unit protestors. The University, if it is true to its tradition convenient for the grouping of faculty members, but and function in society, must accept the broadest range also an independently functioning instructional entity. of expression and not take absolutist positions. It offers military science courses and also courses concerned Departmental primacy works reasonably well in with the conditions of peace. Under policies designed providing good instruction for students majoring in the to protect academic freedom and ready access to work of that department. Judging by the widespread knowledge, it permits its faculty to take on research revision of courses at this University in the past few projects without making moral judgments as to their years, most departments have continued to revise their subject.It cannot permit the repression of opinion curricula to include new knowledge and reflect new which holds militarismor materialism or scientism or synthesesas long as the syntheses lie conveniently pacifismanathema. It is in the nature of a university within the range of some department's interests. to open its doors to those who challenge accepted Frequently, however, the department is not greatly ideas, as long as they are qualified to enter into a dis- interested in devising better ways of teaching its intro- cussion of these ideas and do not try to obstruct others ductory courses for students not intending to major in their equal right of inquiry and discussion. in the field, or of working together with other departments to innovate multidisciplinary instruction." A Providing Innovative and Multidisciplinary prevalent idea is that such activities are poor career Approaches risks for members of the department seeking profes- Diversity, the pluralistic approach to the higher sional recognition, tenure or promotion. Consequently, THE UNIVERSITY'S RESPONSE 19 these activities usually geta low priority in depart- courses, including the administration of an in- mental budgeting. terim session between regular semesters, ifone The few multidisciplinary courses added to thecur- is established. riculum since Academic Development Plan I ( suchas "Man in Society," "Man and the Arts," "Manin His It is by no means intended that the New Division City,"and the biology curriculum discussed below in will have a monopolyon curricular innovation or the next chapter on the College of Arts and Sciences ) detract in any way from curricular developments had their sponsorship outside the departments, either initiated by the individual colleges in the college office or in the central administration. or schools. The College of Arts and Sciences is to be encouraged in its plan of inviting its faculty members to devise experi- A New Division mental multidisciplinary "schools" within the College. This experience suggests that the University should It is expected that all colleges andcampuses will, provide in its budget and in its administration for in their greatly differing circumstances, imaginatively the support of curricular innovation and of those seek better ways of achieving their academicgoals. aspects of teaching in which departments do not have However, the New Division would particularlybe a primary interest, namely multidisciplinary courses responsible for ensuring that freshness ofapproach and general introductory courses.It is planned to and supra-departmental synthesis ofinstruction do establish under the Vice President for Academic Affairs not fail to find continuing support at the University of an officeit could be called the Office for Multidisci- Hawaii. plinary and Experimental Programs,or less solemnly, The Committee on Undergraduate Instruction,now Operation Upstart, or simply the New Divisionwhich loosely attached to Academic Affairs, would become would take particular responsibility for strengthening the advisory body to the New Division withrespect these aspects of the undergraduateprograms of the to innovations in the baccalaureateprograms which University. affect the University at large. The Committeecould The New Division will not havea faculty, other help the Division in determining how its fundsshould than the small staff regularly attachedto the Honors be used and in appraising the multidisciplinaryand Programs, which would come under the Division along experimental programs it supports. At thesame time, with the presently homeless InterdisciplinaryStudies the Committee would continue its function ofprovid- courses. The New Division would receive a budget for ing oversight to the entire general educationcore, these purposes: including establishedas well as experimental or multidisciplinary coursesanarea of the curriculum dis- 1. To support curriculum innovation,a function cussed at the end of this chapter. now performed by the Dean for Academic Development. An Open Academic Community 2. To obtain the services of faculty members,on a part-time or short-term basis, to teach multi- The responsiveness of the Universityto changing disciplinary courses which have been approved demands upon it, the rapidity with whichit adopts for presentation, but whichare not budgeted new ideas, its ability to encompass diversity without for in any department. hurtful conflict, all dependon the openness of the 3. To provide academic advising and administra- academic community,on the ease of communication tive support for experimentalprograms, such between students, faculty, administrationand Board as the non-major baccalaureate and the resi- of Regents. As this Plan is beingwritten, a number of dential learning project. new lines of communication are being tried. Some may prove ineffective, but it is essential to the well- 4. To stimulate departments to improve their gen- being of the University that enoughsucceed to sur- eral education offerings, using position transfer mount the barriers that naturally arise or other budget support. among the components of a large and complexuniversity. By 5. To administer the Honors Programs and Inter- the same token, the Universitymust develop a closer disciplinary Studies Courses. understanding with the largercommunity which it serves and by which it is supported, 6. To work with student organizations which so that the vital want interdependence is appreciated and nourished. to sponsor or participate in "free university" It is particularly important toensure that students who are interested in such involvement have wide- "Multidisciplinary instruction" is intended toencompass spread opportunities to participate in the formulation both multidisciplinary courseswhich bring togetherrepresen- tatives of established disciplines to examinea problem from of University policy and in the appraisal of academic their various points of viewand interdisciplinarycourses programs. For the past several months, many students taught, either by a single individualor by a group of instruc- have been involved in the drafting of tors, so as to utilize perspectives, orientations and approaches a University which cut across disciplinary lines and which differfrom conduct code; there are student representativeson those espoused by the established disciplines. many of the major committees of the University and 20 THE UNIVERSITY'S RESPONSE of its constituent colleges and campuses; faculty mem- people. They are a scarce resource and must be bers are being evaluated by their students on the economized. The tendency is to economize by having Manoa Campus; a few units ask student advice in them concentrate on graduate instruction and research. formulating their courses. Such student involvement ( This is by no means always true: many of the best is for the most part quite recent; in large part it is in scholars teach introductory courses, and even in gen- response to the voices of the students themselves. It eral education, but it is sufficiently true to make for is invigorating to the educational transaction and student resentment and faculty unease.) The scholar- should be encouraged. teacher, an unusual person in demand by many col- The openness of the campus community to the leges, can choose his own program, and he seldom range and play of ideas essential to a vigorous uni- chooses to teach freshmen or general education, even versity requires the understanding and support of the if he is interested in both. larger community, most certainly including the pub- The chief reason is obvious: such courses are sel- lic's representatives and political leaders in the state dom enjoyable. They are usually large, with little capitol. Whenever a highly varied faculty and stu- opportunity for discourse with students, they generate dent body are free to exercise their thought pro- much paperwork and exam grading; they are seldom cesses, to debate differences of understanding, opinion adequately staffed with teaching assista:its to do the and judgment, then a clash of ideas is bound to arise tedious paperwork. How much more pleasant it is to not only inside the classroom but outside as well. stay in the smaller, usually better staffed advanced The intellectual ferment that results is to be counted class with its associated research work. not as a danger to the community but as evidence of Large universities have developed different basic the vitality of the University and of the community approaches to staffing their faculties. Onetried by in which it lives. If must be recognized however, that Florida, Minnesota, Michigan State, Ohio State and a there is a categorical difference between disputation few othersis to create two faculties, a junior faculty which is intellectual and that which degenerates into composed of generalists who teach students in a lower physical coercion. It is the business of the University divison college, and a senior faculty composed of to maintain this vital distinction in its provision of researcher-scholars who teach upper division and grad- an open market place for ideas. uate courses. A second approach is to recruit broad- gauged scholars who are encouraged to teach at all Staffing the University: Researchers and levels. Teachers; Generalists and Specialists This University has widely used the second approach, though with a major element of the first: The varied academic programs of the University elementary courses in such fields as English, speech, require effective faculty performance over a wide foreign languages and mathematics are largely taught range:teaching undergraduate and predominantly by junior faculty, typically without doctorates, who lower division courses in general education, teaching serve for three or four years and then arereplaced. undergraduate courses in the many fields of speciali- Using this staffing pattern, our success in providing zation, teaching graduate courses at the master's and excellent instruction for freshmen and sophomores doctorate levels, doing research, contributing pro- is only partialand we plan to do better. fessionalservicestothe community and nation. Ideally, each tenured faculty member performs well in each of these areas: he is a scholar; he knows his Improving Undergraduate Instruction field well and can teach it "straight," or relate it to During this Plan period, it will be the policy of broader problems or studies, for the edification of the University to continue to recruit as many teacher- new freshmen, post-doctoral students, and townsmen researchers as it cars, appointing more narrowly func- alike; above all he is a well-educated man who enriches tioning faculty only as necessary to carry out its pro- and enlivens the campus and the community. grams; i.e., it will avoid the creation of a junior faculty Not all faculty members, at any university, con- engaged to teach lower division courses.Rather, it form to this ideal. Some love to teach, but are not will try to make the instruction of freshmen and much interested in research. Others center their pro- sophomores attractive to the best scholars of the fessional life around their specialization; they delight faculty, by: in research and in discussing it with their colleagues and graduate students, but have little to say to the 1.Limiting the size of lower division classes, non-specialist, including most undergraduates. Some wherever feasible, when the professor greatly are proficient rather narrowly, but deeply. Alarge prefers teaching relativelysmall groups of university provides positions at which these many students. varieties of academic man can make their contribu- 2.Providing better facilities, audio-visual support, tions, but it continues to seek as many teacher-scholars and more teaching aides( graduate assistants as it can. or selected upper division students) for large The problem is that there are never enough of such classes. THE UNIVERSITY'S RESPONSE 21

3. Reducing the overall teaching load forscholars Now students can take standard examinations, insev- undertaking these assignments. eral broad fieldsEnglish composition, mathematics, Each college, most especially Arts and Sciences, humanities, natural sciences, social sciences andhis- will have part of its budget earmarked for the toryor in the basic courses of economics, calculus, improve- general chemistry and sociologyat ment of undergraduate instruction. As thesesupports a low cost. The are provided in the college budgets, each department list of courses open for credit-by-examinationwill be offering lower divisioncourses will be expected to expanded as quicklyas examinations acceptable to the have its most experienced,most expert scholars who academic departmentscan be identified or developed. are suited to this work teach introductory and general The University will also experimentallydevelop education courses in the department. This assignment examinations which will test students'mastery of an might be rotated annually, entire sequence of courses,or of a major. Passing or retained by a given pro- these examinations at fessor for several years,as arranged within the depart- an acceptable level will give ment. It is hoped that the excellent teachers the students credit for all thecourses included in the on the sequencesay in a foreign language, in mathematics, faculty who now devote most of theirtime to teaching lower divison courses will continue in a scienceor for the major. In preparing forthe to do so and that examinations, registered students will be able the University will be able to recruitmore of this to rare breed. use whatever facilities the University offers: lectures, learning machines,library,audio-visualmaterials, Large service departments, notably English, speech laboratories, etc.( Where space is limited,as in lang- and mathematics,may have to retain over the next uage and science laboratories, first priority will of several years their present arrangement ofa short- course be given to students enrolled in courses served term, rotating junior faculty for their huge intro- by the labs. ) ductory courses. However,as the communication and mathematical skills of entering studentscontinue to Less Dependence on Lectures improve, as student initiative in learning becomes stronger, it is planned to discontinue this pattern of Another means of stimulating student initiativeis staffing, replacing it withone based on more experi- to reduce the number of class meetings. Byconven- enced scholars, as throughout the University. tion going back to the time when the principalmeans of instruction was the spoken word, the number of Stimulating Student Initiative weekly lectures must equal the number ofcourse credits. That identity has been challenged bycritics Plan I stated the importance of emphasizing learn- of higher education, who point out that forsome stu- ing, rather than teaching,so that students would dents and some courses the lecture isone of the least assume more responsibility for their education. If this effective modes of learning. change in emphasis has occurredover the past five On a selective basis, the several colleges and years, it is not yet clearly evidentnot as evidentas departments will be encouraged to reduce thenum- student initiative fora stronger voice in policy-making bt r of weekly class meetings, while maintaining the on campus. Increasing students' academic activism credit hours.As a model, lecture courses carrying necessarily takes time, but itcan be hastened by the three credits would meet twicea week, the third hour following institutional changes. being given over to the individualor very small group conferences with the professor,to preparation of Encouraging Credit-by-Examination written exercises for the course, to experience (in the museum, theatre, library, community) connected Many students come tocampus with attainments to the course of study. Conversely, courses nowcar- in college-level work. Sometimes these accomplish- rying three credits can be expanded to fouror five ments are certified by Advanced Placement creditfor :-edits, but continue to meet three timesa week while superior high school course work. If the studenthas add'al these individualized experiences, which rely attained the knowledgeon his own initiative, the Uni- on student initiative. versity allows him to "challenge"any course, and, if If these efforts to make the student responsible for he passes a comprehensiveexamination, will give him a greater portion of the learning process succeed, credit for thecourse. Until now, little use has been undergraduate instruction will be made muchmore made of this provision. Aside froman obscure line in attractive to the teacher-scholar. Care must be taken the University catalog, itwas not publicized.If a however, to ensure that the quality ofcourses is not student asked to takea course by examination, he adversely affected by reducing the number of lec- had to show a 2.4 grade pointaverage, the examination tures. What is intended is improvement, not a speed- had to be prepared for him ("morecomprehensive up, in the baccalaureate programs. than the usual final examination"), and hehad to pay the full tuition fee of $9per credit hour. Student Options Beginning this year, the University is broadening Other experiments in undergraduateinst. action its credit-by-examination policy, and publicizingit. will further stimulate studentinitiative. One is to give 22 THE UNIVERSITY'S RESPONSE

an undergraduate the option of developing acon- about 8 per cent of the undergraduates then antic- stellation of courses arounda problem or theme of ipated for Manoa. An increasing number of these particular interest to him, toserve instead of a depart- students will come from the professional colleges and ment major as a focus for studyingone area of schools, in some of which Honorscourses have only scholarship in depth. Amore ambitious proposal recently been offered. Additionalspace for small is to allow students to drawup their entire bac- group discussions will be provided to maintain the calaureate program, from freshmanyear to gradua- sense of identity necessary for a good Honors Pro- tion, meeting the educational goals of the baccalau- gram on a large and heterogeneous campus. reate according to their interests and by the judgment of their faculty advisors. Departments may be author- Resources for Improving Instruction and Curricula ized to offer multi-disciplinary degrees, in which the major spans their own offerings and those of related As an extension of thenumerous independent disciplines.Good faculty advice iscritical toall activities and projects being carriedon at the Uni- these experiments, and must be providedboth in the versity towards improving instruction, it isnow pos- New Division administering some of the innovations sible to plan a more comprehensive approachto in- and in the instructional colleges.( Because of the structional programs andcourses. However, the con- large size, the problem of providing advisors is acute stantly growing body of knowledge about instruction in the College of Arts and Sciences, where most of and evaluation and the increasing field of educational these experim options will be exercised. The technology make it difficult, if not impossible, for next chapter discusses academic advising in that individual faculty members and departments to plan, College.) develop and evaluate programs of instruction without The Honors Programs the cooperation of. specialists, who contribute their own expertise to the subject matter and teaching style An established means of increasing curricular of the academic specialist. The services of specialists flexibilityexistsinthe Honors Programs, which in instruction, media technology and evaluationcan provide additional choices for an undergraduate in- help faculty members and departments in theirre- terested in an enriched curriculum, one which makes view of their teaching. Working with instructors at greater demands on him and which gives him more their request, these specialists will help providea opportunities of working with his instructors individ- broader base for examining assumptions andcon- ually or in small classes. These programs are avail- sidering the many factors involved in designingan able in all undergraduate colleges and schools of optimal learning situation. the Manoa Campus; they run through all under- The Instructional Resources Service Center( for- graduate years. Technically, there are two programs: merly the Communications Service Center)will in- SelectedStudiesforfreshmen andsophomores, clude instructional and media specialiststo assist in Honors for juniors and seniors. Students can partici- the examination of objectives, overall planningof pate in either program, or both; both are administered strategy ( including presentation of material, selection in the Honors Office atop Sinclair Library. of instructional media, production of workbooksand The programs are not limited to students with other materials, and coordination of the totalinstruc- unusually high grade point averages. At any stage in tional effort ), development of the evaluatingsystem their academic work, undergraduates can be nomi- to be consistent with the objectives, and the follow- nated for participation by any faculty member who up necessary for the program. KHET-TV will pro- attests to their good, lively, insightful scholarship, vide production and technical services forpreparing even if it has not thus far been reflected in exception- closed circuit television where the instructor finds this ally high grades. Partly because of this policy, partly is an appropriate medium for presentation.Cur- because of vigorous recruiting of entering freshmen, riculum evaluators in the Office of theDean for partly because of the enhanced interest and qualifi- Academic Devlopment will help the facultymember cations of undergraduates, membership in the Honors to define academic goals and objectives, establish Programs has grown rapidly since Academic Develop- hypotheses ( allowing for thenecessary play of em- ment Plan I, from 229 students in September 1963 to pirical trial ), and devise teststo ascertain how closely 575 in 1966 and to approximately 700 in 1968. the goals were obtained and the significanceof new It is planned to continue to expand the opportuni- programs for the University.Other agencies which ties offered by the Honors Programs to students who may contribute to the planning, implementation and want themto take non-standard sections of standard evaluation of instruction include the ComputingCen- courses, to participate in special colloquia and sem- ter, the Speech Communications Center and the Edu- inars which cut across disciplinary lines and let the cational Research and Development Center. student do some work on his own initiative, to sub- To keep faculty members informed about the stitute appropriate courses of particular interest to systems approach to instructional planning justout- him for those routinely required for the baccalaureate. lined, a continuingprogram of seminars and work- As an approximate guide, the Honors Programs will shops for professional development will beinstituted. be able to admit some 1,500 students by 1975-76, or Conducted under the auspices of the Instructional THE UNIVERSITY'S RESPONSE 23

Resources Service Center, these sessions will present English 101, Speech 145, etc.but hasno space for new concepts and practices in instructional tech- the alternatives contemplated when the University nology and the underlying principles of teaching, general education requirementwas adopted. Thus, learning and communication. for all students but those who take the initiative to The plans of the College of Arts and Sciences to ask about alternatives, the "mays" and "cans" which analyze its methods of instruction and experiment are included in the statement on the core in the with a variety of approaches are outlined in the next University catalog ( pp. 50-51 of the 1968-69 edition ) chapter. have effectively been changed to "musts." General Education: The Core Three current developments promise to givesome relief to the apparent strictures of the general edu- A major proposal of Academic Development Plan cation core. One is simply the discovery that there I was implemented in 1966, when a general educa- are already more choices than studentsor faculty ad- tion requirement, applicable to all baccalaureatecur- visorsrealized. The second is the implementation ricula, was adopted. In essence, the requirement is this year of a policy adopted along with the general that each student demonstrate his ability to communi- education requirement of giving students credit for cate in Englishorally and in written expositionat core courses passed by examination, utilizing the Universitystandards;andthatheunderstand: comprehensive and subjectarea examinations devel- mathematics or its basis in symbolic logic, the scienti- oped by the Education Testing Service,as well as fic method as illustrated in the natural and social those which may be devised by individual depart- sciences, the broad sweep of world civilizations, him- ments of the University. Finally, the English Depart- self in relation to society, and some bases for making ment is preparing to consolidate the year course in ethical and esthetic judgments. expository writing, required of most freshmen, into Faculty and student opposition to thepresent one semester, utilizing the two-semester sequences general education core is manifest, stemming from in literature for additional exercises in writing. The a dislike of prescription, a desire for greater special- effect for students choosing the literaturesequence ization, a belief that general education has already in partial satisfaction of the distributional require- been attained in high school or is not essentialto a ment in humanities is to reduce the core by 3 credits, university education, disagreement with the general or from approximately 47 hours to 44.It is hoped education objectives now sought, and perhaps for that other departments will also examine theircon- other reasons not articulated. Furthermore, itturns tribution to the general educationcore and, in light out that the implementation of the general educa- of the students' abilities and capacities for learning, tion requirement has been such that student choices seek means of accomplishing the objectives of general have been unnecessarily andunintentionallyre- education which are more economical of the students' stricted. Few courses have been developed to ful- time. fill the stated educational objectives or identifiedas However, even if these alleviations areaccom- serving the purposecurrently only 18 in the humani- plished, even if a review of presentcourses and the ties, 20 in the social sciences and 26 in the natural creation of new courses identifiesas it shouldmany sciences.Each year, more than 6,000 students more choices to be added to the core, dissatisfaction mostly lower division studentsattempt to crowd into with the core will remain. That which stems from these courses, which comprise fewer than 3per cent philosophical differences as to the goals of education of the total offered on the Manoa Campus. Asa con- in a university cannot be reconciled, except bycom- sequence, the enrollment in some courses, such as promise.But that disapproval which is basedon introductory sociology, psychology and economics, skepticism that the present general education require- has risen enormously, changing the classes from ment of thi; university accomplishes its avowed pur- lecture-discussion to straight lectures.Increasingly, poses, conceding them to be appropriate, is subject students find it difficult to get places in thesecourses, to confirmation or refutation by experience. and must attend summer session or evening classes in The fact is that persons taking either side of this the Division of Continuing Education to complete issue can defend their position only by a priori argu- their requirementi. ment or by appeal to their own experience. The Com- The mechanics of student advising haveaggra- mittee on Undergraduate Instruction, which hasres- vated the problem of crowding, particularly in the ponsibility for oversight of the core, should under- College of Arts and Sciences, where lower division take a longitudinal study of the general educational students are served by a staff of faculty advisors, each requirement to ascertain, as best one can, the effects of whom, in full -time equivalents, hasa potential of the core in helping students to attain the educa- clientele of about 400 students.Records must be tional goals posited by the University when it adopted kept for each student and used in the interviews which the core two years ago. precede each registration period. The College has As a means to this analysis, andas an experiment streamlined its paperwork to expedite both record- of intrinsic value, the University should permita keeping and academic advising. One side ofa check- number of students to complete their baccalaureates off sheet shows each of the standard requiredcourses without the general educational requirement, much 24 THE UNIVERSITY'S RESPONSE as some are now choosing curricula which do not sarily intend to major in the field. The Com- have a conventional major. The number in thisex- mittee on Undergraduate Instruction, working perimental group would be limited by the availability with the proposed New Division, has particu- of faculty members to give them the thoughtful lar responsibility for insuring that the increase academic advice necessary for a student to makean occurs. intelligent choice ofcourses among the thousands 2. Students should be informed of the full range listed in the catalog. As this experimentalgroup of options in completing their general educa- reached upper division status and then graduated, tion, including taking the comprehensive ex- their accomplishments in attaining the avowed goals aminations for credit newly offered by the Uni- of general education could be compared with students versity. taking the regular core, with due allowance for other 3. Experimentally, a number of students should variables among the regular and experimentalgroups. The results of the comparison could provide evidence be permitted to graduate without completing for a later decision on general educational require- the University general educational requirement, ments. the number to be limited by the availability of Summarizing, to meet shortcomings in the general faculty academic advisors. education program of the University, the following 4. The Committee on Undergraduate Instruc- changes should be made: tion should study the effects of the general education core, utilizing the comparativeex- 1. The number of choices available for students perience of those not taking the core to help to fulfill the established educational objectives measure these effects.In the light of that should be increased, both by designing new study, the Committee should reexamine the courses and identifying existing courses which goals of the core, as well as the methods used are appropriate for students who do not neces- to attain them.

I Part II: DEVELOPMENTOF CONSTITUENTlrrTS

Chapter 5: COLLEGE OFARTS AND SCIENCES

Purposes and Objectives Instructional Programs The College of Arts andSciences, the largest and During the same period theCollege hascom- most diverse collegiate unit of theUniversity, isre- sponsible for the general pletely revised itsprogram for the bachelor's degree, education of its under- and has begun offeringdegrees in architecture, bio- graduates, pre-professionaland advanced professional logy and classics. Thisyear it participated in starting training of some students, individualand sometimes team research, and service to other an experimental "non-major major," wherebyquali- groups within the fied studentscan devise their own programs of University and to the community.In its educational con- programs it seeks not only to centration, including work ( throughcourses or in- expose students to dependent study) in several problems and issues that will leadthem to an under- departments, instead of standing of the nature of being confined withina single department's major man and an ability tocon- requirements. New instructional front the problemsman will face in the future, but programs have been also to give students incentives introduced in earth sciencesand in Asian languages, to learn by themselves and six additional departments for objectives chosen bythemselvesnot excluding within the College have begun offering the Ph.D.Two popularcross- the desire for pleasure andthe urge to learn forits own sake. disciplinarycourses, "Man in Society" and the "Col- lege Experience Seminar," havebeen established. At the same time, the Collegehas adopted advanced Developments from 1964 to 1969 placement programs and has begungranting credit The Arts and Sciencesstatement in Academic by examinationas ways of helping qualified students Plan I concluded with fivemajor recommendations: to to accelerate their progress through theUniversity. strengthen the faculty andsupport their researchpro- Concurrently, the College has takena number of steps grams more effectively;to experiment withnew toimproveinstructionwithinestablished models and techniques ofinstruction, including larger courses and departments.The lower-division and classes, small honorssections, independent study, major programs in the Departmentof Speech-Com- comprehensive examinations andtechnical aids; to munication and the majorprogram in Political Science consolidate programs in subjectareas where recent have been substantially altered.Teaching assign- progress requirei close collaboration of whathad ments in the Department of English havebeen ad- been separate disciplines;to develop certainnew justed so thatno instructor in English now teaches fields of concentration bycombining the traditional more than 75 students in composition atany one time. course work of separate disciplines; to developmore Methods of faculty recruitment havebeen improved adequate physical facilities forspecialized types of throughout the College,as department chairmen now learning, such as language laboratories. regularly attend national andregional professional meetings to interview atsome length prospective new Numerical Growth faculty. The staff ina number of departments has been systematically developedin line with depart- In the five years since Plan Iwas adopted the Col- mental goals; departmentalleadership and organiza- lege has grown substantially in size andin complexity tion have been strengthened. of organization. The numberof credit hours taken by its students has increased by 50per cent and its Student Advising faculty has approximately doubledto almost 900. The The system for advisingstudents, College now houses 33separate departments andpro- particularly grams as compared with 25 in 1963. lower-division students, recognizedas an alarming weakness in the College in PlanI, has been improved.

25 COLLEGE OF ARTS AND SCIENCES Faculty Senate Office of the Dean 6.1-1 Executive Committee Student Services Office of Administrative Services Office of AsianDramaAsianArt &Studies Architecture& & Pacific Theatre Languages GeosciencesChemistryBotany Acadeic Departents GeographyAnthropologyEconomics MilitaryAmericanAerospace Science Studies Studies HistoryEuropeanEnglish as Languages a Second Language MicrobiologyScience,PhysicsOceanographyMathematics &General Astronomy SociologyPsychologyPolitical Science Overseas Career Program SpeechReligionPhilosophyMusicLinguistics Communication Zoology Note: A proposed college reorganization is charted later in this section. COLLEGE OF ARTS & SCIENCES 27

COLLEGE OF ARTS ANDSCIENCES Academic Departments: 32 (seeorganization chart on preceding page). Degree Programs: Bachelor of Arts (35 fields);Bachelor of Fine Arts; Bachelor of (24 fields); Master of Fine Arts (4 Music; Bachelor of Science (4 fields);Master of Arts fields); Master of Science (8 fields);Doctor of Philosophy (17 fields).

Actual Projected

1963-64 1968-69t 1972-73 Student Majors (Fall): 1975-76 Undergraduates 3,785 5,410 6,745 Graduates 2,563 3,230 3,865 1,222 2,180 Student Credit Hours (Fall) 102,542 2,880 Graduates (Degrees Awarded): 156,783 204,410 203,150 Bachelors 383 Masters 831 1,210 1,500 Doctorate 155 360 590 3 810 Certificate 37 130 175 15 45 Faculty and Staff ( FTE ): 445 45 Faculty 896 1,295 1,385 Civil Service 414 788 1,085 1,155 31 Others* 75 135 145 IMMO 33 75 85 Data not available. t Data on graduates for 1967-68. Technical personnel.

The College has establishedan administrative sub- provements in the University division to handle advising, and faculty programs to prepare members from teachers for the schools ( discussedin Chapter 7). various academic departments receivereductions in teaching load to permit themto spend a portion of Community Service their time in advising. These facultymembers are trained for their work by the AssociateDean for Stu- Outside the University, theCollege has made dent Services. Though theratio of students to ad- increasing efforts to offerprograms and services of visors (1:400) is still far too highto enable advisors value to the communityat large. In 1965 itcom- to give their advisees the kinds ofassistance they mitted itself to thesupport of summer institutes for need, all studentsare now able to secure responsible teachers. In thesame year it established the Coun- and informed adviceon their programs and problems cil on the Humanities and increasedsupport for festi- when they want it.In the fall of 1968, for the first vals of the arts and poetry readings.The College has time, each freshman and sophomorein the College collaborated with the Division ofContinuing Educa- had at least one appointmentwith a faculty member tion in establishinga program of college-level edu- for academic advising. cation for men in the Polaris submarinecrews, under contract with the United States Navy. Collegefaculty Services to Other Colleges undertake research assignments for thefederal government and serve as consultants to suchstate agencies The College has enlarged its effortsto assist as the Department of Education. other colleges within the Universitywith their own programs.It has increased offerings in communica- Administration tions, quantitative reasoning, and world civilization that contribute,as part of the University core require- Its expanded size and responsibilitieshave forced ments, to the undergraduate education of all students. changes in the administration of theCollege. The It has also increased its commitmentto upper-division principal change has been theorganization of the courses that serve special needs of other colleges, such dean's office along functional lines,with associate as those in written communication, for students of deans assigned special responsibilitiesfor personnel and budget, curriculum, student services business, and technical exposition, forstudents of (particu- engineering. It has supported the installation of the larly advising ), and fiscal services. Althoughmany faculty members have served KOKUA Program, in which students on important College are employed committees, for the past threeyears no faculty to make it possible for handicapped studentsto get organization has participated directly in the admin- a university education, and has collaborated with the istration of the College; but in November, 1968,.the College of Education in carryingout the recom- faculty voted for the adoption ofa new College Sen- mendations of the Stiles Committee concerningim- ate which will soon be in operation. 28 COLLEGE OF ARTS & SCIENCES

Despite these changes, the rapid growth of the While aware of objections raised against such a College and the University, the increasing imagina- detailed set qf requirements ( some of the objections tiveness of its faculty and the maturing outspokenness are similar to those that have been lodged against of its students make it necessary for the College regu- the University core ), the College remains committed larly to evaluate the success with which it is carrying to the philosophy underlying general education re- out its responsibilities. Are its instructional programs quirements.Until entering students are proficient sufficiently responsive to the needs, interests and in skills now developed in the basic required courses, demands of its student body?Is its administrative the present general education requirements will con- organization flexible enough to allow it to support tinue to apply to all students except those in special the resourceful proposals of its faculty as well as to degree curricula and those participating in the Uni- meet its increasing and varied responsibilities within versity's experimental programs ( as mentioned at the the University? Is it doing enough to fill its proper end of the preceding chapter on "The University's role within the state and nation? As it increases in Response to Change"). However, the College plans size,is the College taking the necessary steps to to improve its program in general education, by: assurethatitsprimary functionsto disseminate knowledge and to advance understandingare being 1. Adding to the number of courses that will meet carried out as well as possible? Finally, are its pro- basic and areas requirements, from current and grams effective?It is on such issues that the dis- new departmental offerings, from new courses cussion of the College's future has focused. Some of that draw from several disciplines (such as the the answers to these questions underlie the College integrated offerings in biology ), and from inter- development plan. disciplinary courses that might be taught by teams from different departments. The College and Its Clients: 1989-1975 2. Encouragingstudent-devisedcourseswhich, though changing from year to year, will still ful- The College of Arts and Sciences, like the Uni- fill basic or area requirements. versity as a whole, can be viewed as an organization 3. Encouraging in general education courses,for working with three principal groups: the University's both basic and area requirements, use of material students, undergraduate and graduate, who may bene- from and about the Hawaiian environment and fit from the College's courses and programs; academic community. colleagues and peers, including the disciplines they 4. Improving instruction in general education courses represent, which may benefit from the research car- by increased sectioning of large lecture courses; ried on and published by faculty members; and the making available smaller classrooms and seminar community at large, which may likewise benefit from space, as well as facilities for large lectures; mak- the services of the faculty. During the next seven ing available increased audiovisual services, lan- years the College will improve and increase its con- guage laboratory facilities, teaching machines and tributions to each of the groups. other techniques for programmed instruction. 5. Expanding its advising services with personnel Undergraduate Curriculum qualified and trained to help students choose courses of maximum interest and value to them. General The College seeks to provide its under- Educationgraduates with a comprehensive general While making these improvements, the College education, in order to assure that each also plans to evaluate each of the courses now in- student develops: an appreciation of man's diverse cluded under basic or area requirements, as well as cultural heritage; criteria for the assessment of value those that comprise part of the University's core, to in different kinds of society; esthetic standards and a assure that each serves the purposes expectedcf it. sense of beauty; knowledge of the individualself and The College will drop from its requirements or re- its environment; and methods of seeking sound and place those courses that are not contributing usefully meaningful judgments. To achieve these broad goals, to the student's general education. In addition, the the College has adopted for most of its students a College will support the introduction, when war- somewhat more detailed set of course requirements ranted, of new degree programs that may not require than those of the University's general education core, students to complete the normal general education described at the end of the preceding chapter. Most requirements. students in the College, except those in special degree At the same time, and especially when more programs like that leading tothe Bachelor of Music, adequate advising becomes available, the College must meet basic requirements (commonly courses in plans to offer qualified students various plans for English, speech-communication, history, health and reaching the goals of general education. These plans physical education, a foreign language, and philoso- will provide for: (1) a system of placement examina- phy or mathematics) and take stipulated amounts of tions to permit students entering the College who work in three areas: the humanities, social sciences are well prepared in one or moresubjects to be and natural sciences. exempted from the related basic area requirements; COLLEGE OF ARTS & SCIENCES 29

( 2) increased opportunities for students to meet basic in ethnic studies, designed to enable students to study and area requirements by earning credit by examina- in some detail a culture of their choiceHawaiian, tion;(3) a streamlined distribution requirement, Polynesian, Asian or Black, for example. Thecon- under which a student entering the College with centration would most probably be inter-disciplinary good preparation would dividea stated number of one manifestation of the desire to break down hours (say 50) among the humanities, social sciences departmental barriers that too often divide higher and natural sciences, with maximum freedom of education. choice- in selecting courses in theseareas ( excluding from the fulfilling of general education requirements The "Non-Major" As one major effort to lower only those courses dealing withmore or less techni- Degree and the these barriers between dis- cal procedures, such as stage-lighting and radioor Sub-College Programciplines and to encourage stu- television broadcasting); (4) substitution of the Uni- dents to combine work in versity core requirements for the Arts and Sciences several departments to meet their special interests, requirements, with students encouraged 4.*4earn credit the College supports the development of theso- by examination in as many fieldsas they can. called non-major degree mentioned in the preceding chapter. This degree plan will also promote study in Review and Academic majors are planned and small seminar or tutorial sessions, while encouraging Scheduling of administered within the several students to experiment with variouscourses and Academic Major departments of the College. The instructional techniques to whatever extent the indi- Curricula College plans toencourage de- vidual student and his advisor agree is desirable. partments constantly to review Furthermore, in the spring of 1968 the Dean of the suitability of their major requirements forunder- the College invited faculty members to submitpro- graduate degrees, as they already do for advanced posals for complete sub-colleges under the College degrees.Though their programsmay not neces- of Arts and Sciencesunits that would develop totally sarily change, several departmentsnotablysome of new undergraduate curricula, to be offered to selected the sciences and some of the foreign languageshope qualified students. The College is pleased by the to design their academic year and Summer Session response to the Dean's invitation; two well-developed offerings so that studentscan readily pursue their proposals for sub-collegesare actively under con- programs in year-round study. The work required of sideration. Clearly the imaginations of several faculty the student who seeks to gain competencein these members have been stimulated tonew conceptions of fields often must includesummer study, to assure what instruction in the liberal artscan be. The Col- (as in some sciences) that he takes thecourses in lege proposes to continue this type of search fornew proper succession, and to provide (as is desirable in organizationaldesigns,well-consideredproposals language study) thatno lapses in time retard his which try to regroup areas and subjects of instruction rate of progress. The development of suchyear- into combinations not achievable under the present round programs, of course, dependson the Summer departmental organization. In suchnew conceptions Session'sabilitytooffercourses withrelatively may lie the principal hope for assuring that its pro- small enrollments of such majors (a point discussed grams offer educational experience significant for in Chapter 21). living in a world of rapid change.

Concentration inOn the continental United States, UndergraduateThe College has made goodpro- Ethnic Studies Black studentsare demanding Academic gress with its advising procedures Advising that universities offerprograms since 1964, but recognizes that these of study in Black culture. In Hawaiiseveral ethnic arrangements are still inadequate to groupsAsian, Hawaiian and Afro-Americanin partic- the needs of students who haveyet to choose a field ularare today asking the Collegeto include in of concentration, before theycan be assigned to its curricula programs of concentrationin the litera- departmental advisors. The College will worktoward ture, history, sociology and culture of thesegroups. reduction of the number of students assignedto each The State Committeeon the Preservation and Study advisor, and will gradually developa corps of quali- of Hawaiian Language, Art and Culturehas proposed fied and well-trained advisors whocan help students that a baccalaureate curriculum in Hawaiianstudies make the complex decisions required byincreases in be established, bridging Hawaiian history,language the number of options availableto freshmen and and literature, arts and music, and the culturalanthro- sophomores. Some of these advisors willbe faculty pology of Pacific peoples. members serving half-time; others willbe fulltime professionals. Only sucha staff can handle the work The College of Arts and Sciencesrecognizes that caused by pressures toward earlier a coordinated approach to the study of cultures and specialization which urge students to reachdecisions about their sub-cultures within the United Statesmay offer a professional careers, and stimulating and meaningful field of can provide students help in concentration. choosing among thenumerous programs and courses Therefore, the Collegeproposes to develop a program offered by the College. 30 COLLEGE OF ARTS & SCIENCES

Undergraduate Instruction be minimal.)Whatever the system, there will be many variables, some more orless obvious and The Educational The goal of university edu- some hidden or otherwise unexpected.Following Process: The Studentcation continues to be that are some suggestions for discovering and experi- as Learner ofproducing changesin menting with more effective ways to assure more suc- student-learners.Yet only cessful learning. the learner himself can alter his store of information, his attitudes and his skills. No book or lecture, how- Pilot Studies It is relatively pointless to discuss the ever eloquent or profound, can in itself make these in Results of effectiveness of an instructional pro- changes for him. Recent campus developments indi- Instruction gramunlesstheresultsobtained cate a gratifying recognition that not all students ( what the student learns) can be learn in the same way, at the same rate, or for the compared with a predetermined statement of the same reasons.Such innovations as the broadened results sought. If behavioral objectives can be estab- honors programs, the Johnson Hall program, the non- lished for even a limited number of courses, it will major plan, interdisciplinary courses and sub-college be possible to determine how well existing and new proposals acknowledge that the University's programs instructional methods attain these objectives. must be flexible enough to meet the needs of different individuals and their varying modes and styles of Systems Analysis Departments will be encouraged to learning.But these adaptations still reach only a of Programs subject their programs to systems relatively few students.The College proposes to analysis: to determine what steps seek ways now to help all of its diverse body of stu- are needed to accomplish the objectives of those pro- dents to learn more effectively. Clearly, teaching and grams, how the elements fit together in the learning learning often occur in the presence of one another, experience, how students' work in the program is but the relationship is not fixed or arbitrary. Yet one expected to progress, where students of differing strong and deeply-rooted tradition of the University abilities might enter and exit from the program, and is a "one-way" model of teaching and learning, which where the efforts of different faculty membersmay survives most clearly in the lecture method of instruc- best be used. tion. The knowledge of the professor is viewed as being transmitted by means of the spoken and written Flexibility of University tradition provides that word into the minds of the students. Failure is often Class Scheduling;a student can earn one semester regarded as a shortcoming of the student as a receiver, Alternatives to hour of credit by attending one rather than of the professor as a source. Lecture Method 50-minute instructional period for A more contemporary view of the communication one semester. Departments will process regards learning as an activebehavior, a be encouraged to develop some experimental teach- process in which the learner's responses serve as ing procedures which will depart from the fixed feedback to the source informing the latter whether instruction hour/credit ratio and to determine what what is transmitted is being accurately received and effect this change may have on student learning. Some about adjustments the source ought to make in his flexibility is especially important if field workor com- message. This "two-way" view shifts much of the munity service is to be introduced in courses where it responsibility for success back to the source and is relevant. makes interchange between professor and student a In revising the speech-communication course re- fundamental principle in the learning process. quired in the University general education core, for Despite growing acceptance of this more realistic example, the Department of Speech-Communication view of learning, implied support of the "one-way" has provided about 12 hours of active, observable model is widespread. Most University classrooms are student participation, as compared with one hour constructed and equipped for the lecture method of under the previous system. Plans are under way to instruction and are not very adaptable to other uses. change the lecture portion of the required courseso The curriculum is designed to use the lecture as its that large lectures are presented partly "live," partly standard vehicle. The College seeks alternatives and on videotape. Many other such variations of the supplements to this single style of instruction, and will lecture method are possible. test the value of some alternative systems. In judging results, planners should consider the Shifting InstructionalStudents spend a great deal effectiveness of a program in reaching its goals, not Responsibility to of time instructing one an- just. its apparent economy. ( An effective system might Students other informally in prepara- consist of one tutor-professor and one student work- tion for tests and projects. ing together, but the cost would be prohibitive. Ways will be sought to incorporate this behavior On the other hand, a low-cost system might be illus- into the planned activities of regular courses, so that trated by a professor lecturing to thousands of stu- the amount of available instructional energy in these dents, but the measurable change in learning and courses can be increased. In a decentralized course behaviorthe "effectiveness" of the programmight organization in which the instructor functions part COLLEGE OF ARTS & SCIENCES 31 of the time as manager for smallgroups of students grams to assure that these people are trained to who are instructing one another, thereis much carry out their duties well. These programsmay potential for increased learning. include teaching assignments in which theneophyte isclosely observed and carefully advised byan Increasing Assistance will be sought from the experienced, successful teacher. InstructionalInstructional Resources Service Cen- Fifth, the College will seek especiallyto improve Resources ter, and from other agencies, to deter- instructioninlower-division courses andcourses mine how audio-visualresources (in- designed for students not majoringin thefield. cluding films, television, and other materials)can Younger instructors will be given credit for effective best be used to help students learn. TheCenter will teaching of lower-divisioncourses, just as they are be invited, where possible, to help facultymembers expected to meet a high standard for teaching solve problems thatmay call for the use of audio- advanced courses.Also, highly experienced profes- visual materials. sors will be encouraged to undertake the teaching of introductory courses, and will be provided withnec- essary assistancein such teaching. ImprovementThe aim of the College toencourage Furthermore, of the student to assume greater where large classes prevent effective teaching (though re- large classes are probably not without Teaching sponsibility for hisown learning does value in some not lessen the responsibility of the lower-division courses ), such classes will bereorgan- ized where possible to make effective College and its faculty to improve teaching.Such use of audio- improvement will not take place unless constantly visual aids, programmed instructional materials,and small discussion groups. Some of these encouraged and approved by the College andits items, par- departments.The College will undertake several ticularly programmed materials,are time-consuming interconnected activities in this direction. and expensive to develop, butonce provided and approved they can be economical First, it will make a systematic effortto determine as well as effective. much more precisely than has been donein the Where large classes are not suited to the subjectmat- past what constitutes good teaching: what ter and aims of the course, as in instructionin one means languages, classes must be reduced when one says thata particular course or instructor to the size best is "good." Good teaching, of adapted to maximum learning. course, may take many During the next seven forms, but these may have several identifiable features years, then, the College in common. Even if they have little, the distinctive plans to commit a portion of itsenergies to seeing properties of each kind of teaching and teacher that improvements in teaching continue,particularly in undergraduatecourses, and that faculty members may be identified and publicized, so as to give new receive support and encouragement in faculty members especiallysome examples to ob- effortsto serve and an idea of goals to seek. improve their work with students. Second, the College willencourage all departments to gather evidence concerning the teaching Research on The College also planstosupport ability and promise ofevery candidate for appoint- Improving much needed researchon the teach- ment to the faculty ( as some departmentsnow do ) Instruction ing-learningprocess.Faculty mem- and to weigh such evidence heavily beforerecom- bers wishing to doso will be encour- mending the applicant's appointment. At thesame agedtoinvestigateinstructionalapplicationsof time, the College will encourage departments to give modern technology, alternative classsizes for dif- new faculty members every assistance in develop- ferent kinds of learning, testing andgrading pro- ing the skills they need in order to handle their cedures, the usefulness of learner-pacedstudy, pro- courses effectively. grammed materials, and othernew instruments of Third, the College will endeavor toassist depart- education. Like research within the disciplines,such ments and all faculty members who seekways to close study of teaching-learningprocesses is best evaluate their own teaching, whether throughcom- centered in the departments thatare doing the teach- ments by students, examination of videotapes of ing, rather than in specially developedresearch insti- their classes, planned measurement of what students tutes. Research in instruction is part ofa department's are learning, or informal exchanges of classroom visits regular function, and should besupported within the with colleagues. The faculty member, in short, will department by released time for facultymembers find it possible to see himselfas his students see and who undertake it, secretarial andtechnical assistance, react to him.Reliably gathered evidence handled equipment, materials, space and libraryfacilities. This responsibly through suitable procedures will weigh support must be provided if effective researchis to heavily in decisions concerning tenure andpro- take place on ways of improving theteaching-learn- motion. ing process. Fourth, within each department thatuses inex- The research efforts of faculty, all thisis to say perienced young instructors or graduate assistantsas whether in their disciplinesor in the teaching pro- teachers, the College will assist in developingpro- cesswill be matter for serious andcontinuing interest 32 COLLEGE OF ARTS & SCIENCES

on the part of chairman and college administration munity leaders on current social, cultural and political alike, not simply an item in the dossierto be noted problems, as well as to present to thecommunity the only when tenure or promotionare to be decided. results of their professional study of such problems. Moreover, the College regards it to bea legitimate Graduate Curricula and Research academic enterprise for faculty and students, working with other institutions and agencies,to make a con- A large number of the courses offered by depart- tribution to the improvement of society. ments in the College are intended primarily for candidates for higher degrees in the Graduate Division. As The College is anxious tosee faculty members the number of graduate students increases, and with engaged with problems of thecommunity, partly it the ratio of graduate students to undergraduates, because current expressions of dissentamong stu- the College foresees that an increasing proportion of dents reveal that many believe that theireducation is its student credit hours will be in graduatecourses. not equipping them adequately tocope with the dif- While refusing to neglect its commitment to the teach- ficulties they encounter in today's world.The criti- ing of undergraduates, the College plans to increase cism has already promptedsome members of the the number of graduate courses it offers, and in the College to involve themselves in the day-to-dayacti- appointment of new faculty will keep in mind the vities of our society, so that theycan revise what is need to secure persons whocan effectively teach to be taught in the College toassure that it better graduate as well as undergraduate students. prepares graduates for the everyday world. Many Several departments, including Economics, members of the Collegeare convinced that its intel- English, Mathematics and Speech-Communication, lectUal and scholarly ideals will be enhancedand are considering the introduction of programs leading renewed, not compromised, if these idealsare criti- to the doctorate.It is thus anticipated that new cally disseminated and tested in the totalcommunity. Ph.D. programs will be inaugurated in the next seven By such testing of their ideas, faculty andstudents years, though not at the rate experienced under' Plan can assure that the College's courses and programs I, applying the criteria for moving into doctoral have the validity and the human concernin today's curricula specified below in Chapter 17 on the Gradu- language called the "relevance"that studentsseek ate Division. in their education. As some of the better trained membersof their ContributionsThe College will continue to empha- community, moreover, faculty and studentsshould to the size the discovery of new knowledge be able to accept responsibilitiesin the community Disciplines and the dissemination of that knowl- quite apart from the possible relevance ofcommunity edge through appropriate publica- service to their academic work. Members of theCol- tions. Each faculty member will receive more care- lege can follow several routes to achievea more active fully organized assistance than has been offered in partnership in the community; the preferredroutes the past. Faculty members will be invited to draft cannot be specified in detail here. While the College their own "academic development plans": statements will continue to respect the preferences ofstudents of the goals they seek in their particular efforts at and faculty who elect to continue in their accustomed advancing knowledge, indications of the kinds of sup- roles and not to involve themselves incommunity port they will need in carrying out these plans, state- affairs, it is also prepared to offerappropriate recog- ments of the kind of testing of their ideas they would nition to those who fill important roles in thecom- like to undertakefor example, presenting these ideas munity with distinction, along with their roles in the at seminars or professional meetings. Clear proce- University. In many instances these rewards should dures will be outlined for requesting assistance, if be commensurate with those givento persons who such should be needed to publish their work. Depart- choose to work exclusively within theUniversity or ments will expect faculty to evaluate their progress largely within the circle of professionalpeers. toward realizing these goals, and will offer whatever A faculty-student committee should beestablished assistance they can in the professional self-advance- in the near future to formulate guidelinesconcerning ment of their members, including active support of the role of faculty and students withinthe community. requests foi financial aids necessary' to faculty mem- It is possible to mention here, though onlysketchily, bers' work some of the activitiesthat the committee might examine, and to indicatea few of the problems Service to the Community encountered when one tries to setup a scale of rewards. Faculty memberscan participate in com- The College of Arts and Sciences affirms the munity service, broadly speaking, inone of three policy ( set forth above in Chapter 4 on "The Univer- roles: those of professional scholar, specialist,and sity's Response to Change") that it is desirable to citizen. As a scholar, the faculty membermay pro- encourage faculty members to become involved in vide information or give adviceon projects of gen- work on the problems of the community at large. It eral concernfor example, by studies of social organi- is important for them to feel free to advise corn- zation, analyses of economic conditions ina given area COLLEGE OF ARTS & SCIENCES 33 of the state, effortsat harnessing natural resources or should explore thepossibility that such conserving these resources for thegood of the service might com- be madea recognized part ofsome students' edu- munity, etc. Such professionalassistance cansome- time lead to the discovery cation, where it helps themattain the objectives of the of new and sounder curriculum they have chosen. knowledge applicableto situations or problems other than the particular local Whatever guidelines thecommittee adopts,it ones being studied. In this seems clear that the College should identify role, the faculty memberis acting as a scholar whose and sup- sources of information are not port much broader kinds ofservice in the urban, so much the library and state and even national community the laboratoryas the living community and its physi- than have been cal and biological environment. explicitly recognized in thepast. "It is chiefly through Participation of this the continued effort sort is entirely consistent with established to be relevant," says John W. concepts Gardner, "that of the scholar's professionand entitles him to the an institution renews itself, but it isa same rewards: that are given to difficult effort to make in placidtimes. Any institu- persons who work tion that cares about renewal will chiefly in a libraryor a laboratory. seize the moment of crisis [such as the present]as the appropriate instant In the role of specialist ( theroles of scholar and to break the settled mould of life andcreate fresh specialist may overlap ), the facultymember brings patterns." his distinctive expertiseto bear on some specific but Not all community service is problem-oriented. rather occasional need in thecommunity, as in advis- The humanities departments playan important role ing on a particular tax policy, helpingto train Peace in enriching the cultural life of thecommunityas Corps volunteers, writingnewspaper criticismsof through the plays, concerts, recitalsand exhibitions art or theatre, appearingon a ETV panel, leading of the College's faculty and students.A current inno- workshops for teachers in service,assisting in the con- vation to expand this type of activitymerits special trol of air pollution, etc., with littleexpectation that notice. This spring the College is bringingto Hawaii the discovery ofnew knowledge and publication will a well-known poet, who will give readingson campus result. The kind of encouragement andreward due and around the state, and willmeet with faculty mem- to service in the role of specialista rolemany faculty bers, students and others interestedin imaginative members already fill withsome frequencyis hard writing. This will be the first ina regular series of to define but for that reason deserves careful study, such visits by scholars, writers andperformers in the to be sure that appropriate rewardsare indeed offered. arts by means of which the College hopesto enliven While no special academic recognition is due for both campus and community. service the faculty member performsas a citizen, out- Administrative Organization side of his field of specializationas in advisinga community group, assisting the campaign ofa candidate for public office, or holding office himself For the encouragement of research within the neither should the faculty member be penalized for particular disciplines, and for the offering ofgraduate degree programs, the present administrative the time he gives of his private life to this kind of organization of the Collegean array of departmentscom- service. prising faculty members with similar interests who Students may participate in community service can assist and stimulate each other's work and can either outside or within the academic curriculum, and devise coherent instructional offerings in those dis- the encouragement and rewards due to these kinds ciplinesis of unquestionable value. of service may be as hard to decideas those due to At the same time, organizing the Collegeso that service on the part of faculty. Extra-curricular activ- all 33 departments report toa single dean for vir- ities include such efforts as tutoring, volunteer social tually all purposes has proved unwieldy. Under this organization, it is difficult to assemblenew programs work, participation !In political or social actiongroups, that cut across departmental lines, though suchpro- and so on. These activities are familiaron the Manoa grams seem to be increasingly needed by students Campus as well as elsewhere today.Less familiar, preparing for contemporary society. In the next few but of no less value to the community or to the stu- years, therefore, opportunity will be given for the dents, are projects undertaken as part of an academic development of new kinds of curricular units which program. Community activity within the framework may not be easily connected to existing departments. of courses has been encouraged at Manoa, as in "Oper- Tentative gropings toward these new curricular units ation Outreach," involving individual student work are already being carried out by the College in multi- in the community, which has for a few years been an disciplinary and interdisciplinary courses, theproposed development of schools and sub-colleges, and important part of course work in "Man and Society." so on. A more flexible organizational plan for the The inclusion of community service as a part of the College will be developed, based on experience to date program leading to a degree is not now practiced in with these new units, trying to anticipate some of the College, as it sometimes is in professional schools, the future needs of society. During the next seven but the proposed College faculty-student committee years, the College will undertake the following organ- 34 COLLEGE OF ARTS & SCIENCES izational changes to support itspresent programs respondingcurriculaandcurriculum-planning more effectivelyandtofurther encourage new committees for each degree. programs: The new organizational arrangement would help 1.Administrative reorganization into divisions. These existing departments to examine possible liaisons with could include Humanities, Social Sciences, Natural other departments, interconnections to be developed Sciences, and "Special Programs." Although these through special programs, interdisciplinary courses divisions are to be designed primarily to improve and collaborative research.Steps will be taken to communications in a large organization, they will assure that such "communal" relations can be initi- also give special attention to developing new ated, tightened, relaxed or abandoned altogetheras designs for undergraduate education, while their the needs of society and new knowledge about the component departments continuetosupervise subject areas subsumed in the College dictate. The graduate fields of study. Undergraduates through- organization will positively assist the development of out the College might be offered the choice of new educational units suited to serve the specific majoring in a large area instead of in a specialized needs of society as they are identified. discipline. The divisions could also make deci- ( See chart at end of this chapter, for a suggestion sions about fields of study to be expanded or made of how the College might be reorganized. ) more prominent, and about the further integration of existing departments. 2. Encouragement of new interdisciplinary liaisons. Developments Under Academic Development Plan I An example is the reorganizing of the biological 1.Improved recruitment of faculty members at all sciences into a single unit.This new organiza- ranks, with resulting increase in the quality of tion will not be committed to any single disci- College faculty. pline in biology, but will offer a total program 2. New bachelor's degree programs in architecture, which focuses attention on the development and biology, the classics; new master's in American maintenance of the field as a whole. Specifically, it studies, architecture, astronomy, geosciences and will emphasize developments in quantitative biol- geodesy, Spanish. ogy,maintainingandextendinginteractions 3. New Ph.D. programs: astronomy, drama and thea- between the molecular approach and more tradi- tre,geography,linguistics,oceanography,soci- tional areasof biology:botany, microbiology, ology. zoology. 4.Introduction of the non-major degree ( Bachelor 3. The creation of schools to offer completely new of Liberal Studies ). curricula. These might include a school of per- 5. Improvements in the advising of freshmen and forming arts made up of faculty and courses in sophomores. drama, music and dance; a school of international 6.Increased commitment to educating teachers and studiescomposed from European and Asian supporting programs on the arts and humanities languages, history, sociology, religion, etc.; or a in the state. school of environmental studies, composed from 7.Reorganization of the College administrative staff. architecture, landscape architecture, physical plan- 8.Invitation of plans for sub-colleges. ning and urban design. 4. A continuous search to develop academic organi- Projected DevelopmentsUnder Plan II zations which directly reflect the needs of society. The increase in urban populations and density, the 1.Increase flexibility and variety of undergraduate resulting social and biological-ecological imbal- programs, both in general education and in major ances and stresses, including scenic spoliation, fields of study. can only be resolved by interdisciplinary units 2. Reorganize the College to provide greater flexi- with specific goals and adequate organizations bility and the capability of introducing needed to support the necessary teaching, research and new programs. community service. One example is a multidis- 3.Establish sub-colleges for special undergraduate ciplinary unit conducting population studies which programs within the College. may emerge from the collaboration of the College 4.Further improve academic advising. and the East-West Center, as discussed in Chap- 5.Increase attention to the ways in which students ter 27; another example isthe Pacific Urban learn, adjustment of instructional techniques to Studies and Planning Program, briefly noted in suit what is discovered about learning. Chapter 4. 6.Increase assistance to faculty members in improve- 5. An increase in the variety of degrees offered by ment of teaching skill and research productivity. the College. New degrees will be designed to suit 7. Encourage community service by faculty and special needs of the society which the graduate students. will enter.Implicit in multiple degrees are cor- 8.Offer new doctoral programs, as justified. COLLEGE OF ARTS AND SCIENCES Administrative ServicesSocial Sciences Personnel Committee Humanities Curriculum CommitteeNatural Sciences Special ProgramsStudent Services School[Performing ofArts] School[Environmental ofStudies] SciencesDivisionBiological of School of EconomicsAnthropology DramaMusic LandscapeArchitecture Architecture MicrobiologyBotany AerospaceAsian Studies Studies SociologyPsychologyPoliticalGeography Science Dance PlanningUrban Design Zoology PacificOverseasPacificMilitary[Ethnic Island CareerUrban Science Studies] Studies Program Studies& Planning EnglishAsianArtAmerican & asPacific StudiesSecond Languages Language OceanographyGeosciencesChemistryMathematics SpeechPhilosophyLinguisticsReligionHistoryEuropean & Communication Language Science,Physics & General Astronomy [ ] Proposed Population Studies 36 COLLEGE OF BUSINESS ADMINISTRATION

Chapter 6: COLLEGE OF BUSINESS ADMINISTRATION

Purposes and Objectives MBA curriculum will be organized to meet thecapa- bilities and educational backgrounds of all qualified The overall purpose of the College of Business candidates regardless of their baccalaureate degree. Administration is to provide *nstruction, research and Standards for the program on the Manoa Campus will service in the areas of bum ess administration and continue to be applied to programs off-campus (as at other business functions important to all organized present in Tokyo on a self-supporting contract with operationswhether instituted \to make profitsor not the U. S. Air Force at Tachikawa ). Overseaspro- which manage men, materials money and authority. grams, such as the one in Tokyo, will provide op- It is furthermore the purpose of the College torec- portunity for members of the faculty to expand their ognize and serve the unique geographical,inter- knowledge and courses in international administra- national, and industrial or trade aspects of theecon- tion. omy of the State of Hawaii. The aspiration to excellence of the University,as To achieve these purposes, the College has four well as its geographical location, point to the desir- particular objectives:( 1 ) through its undergraduate ability of offering a doctoral program in business and graduate instructional programs, to prepare stu- administration. The College will work toward this dents for professional careers in administration and goal, expecting to consider the establishment ofa functional areas of business, industry, trade andre- doctoral degree as an objective to be reached by 1975. lated institutional or organizational complexes;( 2) It will concentrate on those areas where it can develop through research, to enhance and increase basic enough qualified faculty, programs and supporting knowledge in business and administrative disciplines library and other facilities to permit a sound offering. and to apply this knowledge toward solutions of problems in business, industrial society, and the environment which affects them; (3) through courses, sem- Research inars, conferences, and other available media and resources, to maintain and expand programs of con- Basic and applied research in business administra- tinuing education and service to the business com- tion must be further strengthened and increased. To munity in Hawaii and the Asian-Pacific area; (4) aid this development, the College will establisha through courses and participation in interdisciplinary research institute, which will sponsor seminars and exchanges, to serve students in other colleges of the conferences, as well as research projects.Institute University as their educational programs may require. programs will be particularly concerned with con- trasting management ideas and practices in the wide Instructional Programs range of cultural and political backgrounds found in the nations of the Pacific Basin.Itis anticipated Undergraduate Instruction that some research projects will be concerned with local developments in Hawaii; th.hers will be directed The continuing explosion of knowledge requires to aspects of Hawaii's increasing participation in in- unceasing attention to the liberal arts orientation now ternational commerce; still other studies will con- and for the future in the lower divisioncourses. centrate on management experience in other coun- Upper division courses must continue to reflect the tries, or make international and cross-cultural analyses. complexity and diversity of the business and administrative disciplines. These courses will provide the greater part of the professional training in the stu- Continuing Education and Community Service dents' program. For the next several years, there will The College will continue to supplement its tra- also be an increasing emphasis on the areas ofquan- titative analysis, computer applications and behavioral ditional undergraduate and graduate programs by science. Constant review of the curriculum will help expanding its services through its offerings of special assure that the academic program is alert to the seminars, conferences and training programs. These specialized needs of the student body of the College. programs will be designed to meet current interests and needs. Present examples of suchprograms are: Graduate Instruction 1. The six-week in-residence Advanced Manage- The Master of Business Administration Program is ment Program offered in cooperation with the well established but it will be strengthened to qualify Harvard Business School. A similar program for accreditation by the American Association of Col- designed especially for East-West management legiate Schools of Business, which accredited the concepts and practices is being developed by baccalaureate program of the College in 1967. The the College faculty. COLLEGE OF BUSINESS ADMINISTRATION College Faculty Council I MMIIND Office of the Dean =MIMI, *WWI. 111 H Business Advisory Council Advisory Committee to the Dean IM.11=1 Management Institute* Pacific I - 1 Small Business Advanced Industrial I Academic Departments School of Management Program Management Program L RelationsCenter Management,BusinessAccounting Economics & Finance Marketing & Statistics & Industrial Relations Travel IndustryManagement *Proposed 38 COLLEGE OF BUSINESS ADMINISTRATION

COLLEGE OF BUSINESS ADMINISTRATION Academic Departments: Accounting & Finance; Business Economics & Statistics; Management, Marketing& Industrial Relations; and the School of Travel Industry Management. Special Programs: Advanced Management Program, Small Business Management Program, Industrial Relations Center. Degree Programs: Bachelor of Business Administration; Master of Business Administration; Doctor of Business Administration ( projected).

Actual Projected 1963-64 1968-69' 1972-73 1975-76

Student Majors (Fall): 1,228 1,729 2,890 3,075 Undergraduates 1,228 1,508 2,450 2,490 Graduates 221 440 585 Student Credit Hours (Fall) 10,468 17,548 32,735 34,245 Graduates ( Degrees Awarded ): Bachelors 129 347 515 840 Masters 8 55 135 205 Faculty and Staff (FTE ) 39 79 205 210 Faculty 36 67 170 175 Civil Service 3 12 35 35

Data on graduates for 1967-68.

,9The SmallBusiness Management Program Service to the University designed to serve the needs ofowners or managers of small enterprises and units of The College of Business Administration recognizes larger enterprises. its obligation to offer instruction to qualified students in the University at large, as well as those enrolled in 3. Marketing and Sales Symposiums, the Pacific its curricula. To this end, the College will: Institute of Transportation and other conferences of relatively short duration specially 1. Widen its scope so as to serve all units of the designed for particular fields or professional University whose students require a manage- groups. ment or administrative emphasis in their programs. The Industrial Relations Center 2.Structure its academic offerings to meet the The Industrial Relations Center needs of undergraduate and graduate students was established in from non-business areas whenever these stu- 1948 to promote a better understanding of laborman- dents may be best served by enrolling in agement techniques, problems and policies through courses offered by the College. public lectures, conferences and discussiongroups. The Center maintains a library devoted to the sub- New Emphases ject of labor management relations, which isa research tool essential to study in the field. The programs described above include acon- A Labor-Management Education Programwas tinuing emphasis on the traditional and functional created in 1965 to provide basic leadership training areas of business and managerial (administrative ) for management and labor. The program includes disciplines. Between now and 1970, appropriate new general and special courses, one-day and week-end emphases within these areas will include: institutes, conferences and staff training programs. The program also offers its services to high school Computer Application teachers through its Modern Labor Course, and to the broader community through seminars on com- Students and the business community alike must munity issues and problems, utilizing funds from the be kept informed about the developments in the field Higher Education Act of 1965. The Center will of computers and be given the opportunity to learn develop its programs in conjunction with the instruc- their uses. Additional courses will be offered in both tional and research objectives of the College pre degree and non-degree programs. Such courses will, viously outlined. As the development proceeds and of course, be coordinated with the services of the the Center grows, it may be advantageous to estab- Information Sciences Program and the Computer lish it as a School. Center. COLLEGE OF BUSINESSADMINISTRATION 39 International Business areas of the curriculum incompatible with thesub- ject matter and mode ofinstruction. New appoint- More attention is being givento international ments to the faculty will be madein accordance with business in universities throughoutthe world, and the needs of Hawaii's location and developing program development as revealed in interest in inter- studies now being conducted. national trade make ita major emphasis for the Col- lege. Newcourses in the undergraduate and graduate curriculum will focus on international aspects as The School of Travel Industry an added dimension to the basic functionalareas of Management accounting, finance, management,marketing, and industrial relations. The Collegewill offerprograms Establishment of the School ofTravel Industry overseas to individuals andgroups wherever feasible, Management in 1967 reflectedawareness of the fact e.g., the M.B.A. in Japan.It will enter intocon- that tourism and thetravel-related trades and indus- tractual relationships withuniversitiesinforeign tries are jointly the largest singlesource of commer- countries where such relationshipswill serve the cially generated incometo the State of Hawaii. needs of undergraduate andgraduate students from To strengthen its leadership rolein this new field, Hawaii. Loan or exchange of facultymembers will the School will integrateits academic and internship make available their services and advice to foreign programs over the entire four and one-halfyears universities desiring to develop graduateprograms required for its Bachelor'sdegree. On this founda- in business administration; theseexchanges will fur- tion a new Master's degreeprogram will be designed. ther the development of theinternational business This integration willcontinue to be correlated with program and the research efforts of the College. the courses, appropriateto different areas of academic emphasis, within theUniversity general education core, the College of Business Administrative Process core and the other subjects in each student's individualcurriculum. TIM The College will expand the research, publications andmanagement development scope of its present programs will be developed. curriculum, utilizing experience gainedfrom the inter- departmental courseon the general theory of admin- The School will work withother units in the Uni- istration now offered for students versity, the East-West Center,and the tourism and not only in business travel industry to achieve administration, but also in politicalscience, social its goal of quality educa- work, educational administration tion for the preparation of managerialand profes- and public health, sional talents which the above with the cooperation of facultyfrom those fields. objectives are designed Management or administration has to make possible. In thesame spirit, it will continue not been finally to cooperate with the community adjudged to be all art,nor all science. The curriculum colleges, the De- partment of Education, and the will continue to emphasize bothaspects of the admin- community at large. istrative or managementprocess in all its offerings. Courses at the undergraduate and graduate levels Developments Under AcademicDevelopment Plan I will stress the application ofbasic concepts to the institutions of government, schools, social work agen- 1.Accreditationofundergraduateprogramby cies, hospitals and otherorganizations in which,as American Association of CollegiateSchools of stated earlier, activitiesrequire the management of Business in 1967. men, moneys, materials and authority. Organization 2. Establishment ofM.B.A. program in Japan. theory and decision theoryin both quantitative and behavioral aspects will be 3. Creation of the School ofTravel Industry Man- stressed. agement. In addition, with the collaborationof the Eait- West Center and through the Small 4. Consolidation of eightdepartments into three de- Business Manage- partments and one school. ment Programs, the Labor-ManagementEducation Program, and the AdvancedManagement Program, the College will assist in developing managersor ad- Projected Developments Under PlanII ministrators who can understand and workeffectively with nationals of the United States and othercoun- 1. Accreditation of M.B.A.program. tries, particularly those in the Pacificand adjacent Asia. 2. Establishment of doctoralprogram. 3.Creation ofa business administration research institute. Faculty Development 4. New emphasison computer applications, international businessprograms and the administrative The problem of student-teacherratio must be process. reviewed. The present ratio, now 29 to 1, is in some 5.Selective improvement ofstudent-faculty ratio. 40 COLLEGE OF EDUCATION

Chapter 7: COLLEGE OF EDUCATION

Purposes and Objectites Department of Education, was appointed by the President of the University in 1966. Teachereduca- One of the University's major goals isto bring tion committees, including professors from appropriate leadership to the task of meetingthe educational academic disciplines and curriculum specialistsfrom needs of the people. To help achieve thisgoal, the both the College of Education and theState Depart- College concentrateson the preparation and development of Education, have been constituted for each ment of competent teachers andon the provision of of the subject fields taught in the schools.These com- leadership within the professionalcommunity for the mittees recommend newprograms and changes in improvement of education, public and private,from existing programs for the preparation ofteachers; kindergarten through high school andinstitutions of the recommendationsare then reviewed by the Coun- higher learning. Predominantly concernedwith instruc- cil and the College of Education Senateand the dean. tion as conducted in the schools, this leadershipmust In general, the College of Arts andSciences pro- make education relevantto the central problems of vides the background of liberal studies forall teach- our time. ers and the academic preparation of most of them, The College of Education willcontinue to give while the College of Education providesprofessional attention to the art and science ofinstruction and education courses and supervised studentteaching. increasingly to the social and estheticpurposes for These professional experiences focusedon educational which educational technologycan be effectively used. practices will achieve further relevance bybeing More precisely, educational leadership will beexer- closely linked with problems of humanlife in the cised and manifested in theseways: (1) in quality changing world. preparation of teachers; ( 2 ) ordered and illuminating in-service experience for teachers and othereduca- tional personnel; (3) informedservice to the schools Pre-Service Teacher Preparation and the community forunderstanding educational issues; (4) development ofprograms and demon- The State Department of Educationannually stration of materials and methods; (5)basic and appoints approximately 1,500new teachers, 60 per applied research and developmentconcerning prob- cent in the elementary grades.If Hawaii is to "do lems of education. its part to prepare the teachers Related to its to staff the state and programs of teacher preparation national program of education" ( LindleyStiles, Report are some less well-known responsibilities, suchas on Teacher Utilization in Hawaii, 1967 ), the Uni- providing the physical educationcourses required of versity's current output of approximately500 teach- most University students for graduation, presenting ers a year needs to be increased markedly. Within courses in their subject field for teachers of physical education, health, and industrial the projected College enrollment of4,130 students arts, and offering a for 1975-76, a B.S. in Recreation. Except for the physicaleducation proper balance of graduates and activity courses andsome skills courses in industrial undergraduates will provide for the graduationof arts, the curriculum of the College is madeup of 1,000 new teachers annually. upper division and graduate courses in education. All The current pre-service teacherpreparation pro- freshmen and sophomores intendingto become teach- gram is a five-year integratedprogram including a ers are enrolled in the College of Arts and Sciences, strong liberalarts core and an academic major except those in home economics and agriculture,who required of all students.The professionalcourse are enrolled in the College of Tropical Agriculture. sequence includes foundation courses in psychology, Typically, students are admittedto the College of social foundations, and curriculum,a limited num- Education at the end of the sophomoreyear, although ber of methodscourses, and student teaching. Can- some may enter as seniors or even aspossessors of didates are admitted after their sophomoreyear and baccalaureate degrees. pursue three more years of planned course work and student teaching. A Bachelor ofEducation (B.Ed.) degree is conferred at the endof approximately four Instructional Program years, when the State Department of Educationgrants a provisional teaching certificate to studentsrecom- To review all programs for both pre-service and mended by the College. The "fifthyear" may becom- in-service preparation of teachers,a University Coun- pleted in full-time studyor part-time in conjunction cil on Teacher Education, with faculty members from with teaching. At the completion ofthe full five years' all colleges involved in teacher education,two stu- work, a Five-Year Diplomaor ( for those who qualify dents in education, plus representatives from the State and are admitted to the GraduateDivision) a Master COLLEGE OF EDUCATION College Senate Office of the Dean MEN= III/Mb College Council I .1 - State Department of Education Foreign Contracts Division of Student Services Division of Field Services Division of & Development CenterEducation Research r 1 Curriculum & InstructionAcademic Departments Curriculum Center Hawaii HealthEducational & Physical PsychologyFoundationsCommerticationsAdministration Education 42 COLLEGE OF EDUCATION

COLLEGE OF EDUCATION Academic Departments: Curriculum and Instruction; Educational Administration; Educational Communications; Educational Founda- tions; Educational Psychology; Health and Physical Education. Degree Programs: Existing: Bachelor of Education, Bachelor of Science in Recreation Leadership, Master ofEducation, Doctor of Philosophy in Educa- tional Psychology. Projected: Master of Science in Recreation Leadership and Physical Education; Doctor ofPhilosophy ( additional fields); Doctor of Education; Education Specialist( intermediate between master's and doctorate).

Actual Projected 1963-64 1968-69 1972-73 1975-76

Student Majors ( Fall) : 2,379 1,576 3,310 4,130 Undergraduates 1,817 1,054t 2,110 2,540 Graduate Students: Degree Candidates 269 306 895 920 Five-year and CPC Students 293 216 505 670 Student Credit Hours (Fall) 14,480 16,550 29,490 35,970 Graduates (Degrees Awarded): Bachelors 289 382 775 960 Classified Prof. Cert. 60 200 200 Five-year Diploma 184 260 385 510 Masters 67 185 430 545 Doctorate 25 40 Faculty and Staff ( FIT ): 149 171 395 475 Faculty 64 79 180 225 Civil Service 7 14 30 40 Other Personnel: Foreign Contracts 14 15 15 20 Educ. Res. and Dev. Ctr.t 7 8 45 70 Hawaii Curriculum Ctr. 57 55 60 65

Data on graduates for 1967-68. t Freshmen and sophomores transferredto Arts and Sciences in 1967. t General and federal funds.

of Education degreeisconferred, and the State five-year programs will be guides for those teachers Department of Education grants the Professional Cer- who have not yet earned professional certification. tificate.Holders of baccalaureate degrees in fields To overcome the geographical isolation ofmany other than education may earna teaching certificate teachers in the state, the continuing educationpro- through a fifth year of work ( occasionallymore time gram must extend beyond the Manoa Campus to rural is needed to make up deficiencies) in the Classified Oahu and the neighbor islands. In additionto insti- Professional Certificate Program of the University. tutes, workshops and courses offered in extension through the Division of Continuing Education, the In-Service Teacher Education College will make full use of the in-serviceprogram- ming of the Hawaii Educational Television Network The expansion of knowledge which peculiarly to extend educational opportunities to all the teachers characterizes this period of history demands that the of the state. in-service education of teachers be a career-long program.Graduate degree and diplomaprograms constitute an important part of that continuing edu- Master of Education cation, but many teachers cannot or choose not to pursue degree programs. The stimulus of the State Department of Educa- The Teacher Education Committees and the Uni- tion incentive salary plan and the demand for special- versity Council on Teacher Education arerecom- ists in administration, counseling, school psychology, mending programs of courses, workshops and insti- curriculum and supervision have greatly increased tutes to provide coherency for in-service education the number of candidates for Master of Education beyond the fifth year or master's degree. Thepro- degrees in the five instructional departments which grams will be used by school principals to advise offer graduate programsCurriculum and Instruc- their teachers in selecting courses which will imp,ove tion, Educational Administration, Educational Com- their teaching performance and advance them in the munications, Educational Foundations and Educa- Department of Education salary scales. The approved tionalPsychology.This expansionwill continue COLLEGE OF EDUCATION 43

throughout the period of this Plan, and the College EducationResearchandDevelopmentCenter will staff itself to present more graduatecourses. (EDRAD ). and the Hawaii Curriculum Center,as well as in other research projects of the College, will Administrative Intern Program reinforce doctoral programs, provide opportunities for financial support of graduate students, andneces- The Department of Educational Administration sitate doctoral programs to attract the superior grad- conducts a non-degree, one-semester graduatepro- uateassistantsessentialforsustainingresearch gram for preparing prospective principals and vice- projects. principals for service in the State Department of Edu- cation.As the state's school expansion beginsto B.S. in Recreation Administration stabilize, the program will diminish from thepresent 30 interns per semester to a somewhat smallernum- The increase in urbanization, population, lifespan ber, freeing departmentalresources for other pro- and leisure time have intensified the demandfor grams. communityrecreationleaders. By1975-76the Department of Health and Physical Education ( HPE ) Education Specialist will double its annual graduates from 10to 20 in the program leading to the Bachelor of Science in Recre- Although many teachers consider the M.Ed.a ation Administration. terminal degree, expansion of knowledge and the growing complexity of the educational enterprise make M.S. in Recreation Administration and continuing in-service education a necessity. Asa pro- Physical Education gram intermediate between the master's degree and the doctor's, the College proposesa new degree of The department plans to develop and offertwo Education Specialist. Such a program will provide master of science programs: one in physical educa- more intensive specialization than the recommended tion, to prepare graduates to conduct researchin programs described under In-Service Teacher Edu- exercise fitness, sports medicine, learning and cation ( above) for continued in-service teacher edu- behavior, and measurement; andone in recreation, cation beyond the master's degree. It will alsopre- topreparegraduatesforadvancedrecreational pare specialists for various administrative, supervisory administration. Five toseven graduates a year are and curriculum development positions.The more predicted in these programs. Recruiting ofnew fac- demanding doctoral programs designed to produce ulty members in this department will emphasizethe researchers, professors, administrators and supervisors competencies needed for these graduate andrecrea- will not produce enough staff specialists in the fore- tional programs. seeable future to satisfy the needs of the schools. Location of the Department of Health and Ph.D. and Ed.D. Physical Education

The Department of Educational Psychologycur- The Department of Health and PhysicalEduca- rently offers the Ph.D. degree, the only doctorate tion provides some programs which donot relate granted by the College.Administrators, research closely to the major goals of the College. Thenewly constituted University Council workers and college professors of educationmust on Human Develop- be professionally prepared by doctoralprograms. ment sh( tad consider questions related to the admin- Hawaii's cross-cultural community and location make istrative placement of the Departmentif Health and it desirable to offer additional doctoral degrees, draw- Recreation and of the functionally related intramural ing upon some of the strengths of other departments athletics program. of the University to prepare specialists in such fields as international education, sociology and anthropology Courses in Industrial Arts and Business Education of education, and comparative education, as well as The College offerscourses analogous to the acade- producing the doctorate holders needed for Hawaii's mic major for students preparing schooland to teach industrial collegeteaching,administrativeand arts and business education. All of the lower division research positions. courses in industrial arts will be discontinuedon the The 1975-76 projections for doctoral work include Manoa Campus when the comiaunity colleges the extension of Ph.D. and Ed.D. programs in accord of the University are prepared to offer them, tentativelyin with the University's principle of "selective excel- 1969. lence.'.' As at other large ,universities, the Ed.D. will be the professional degree designed toprepare lead- Vocational Teacher Training ers for administration, supervision, instruction and operational research.The Ph.D. will prepare col- As long as the community colleges of Hawaiire- lege professors and research specialists in education. cruit skilled tradesmen to teach in their vocational Continued development of researchprograms in the education programs, the University will assist these 44 COLLEGE OF EDUCATION

teachers in preparing for their work. The College Center incorporates the knowledge and interests of has been design3tedas the agency for providing basic faculty members from other colleges and frommany methodological courses for the vocational teachers, disciplines into the design and development ofthe and a contract with the State Board of Vocational program. Education provides support from federal funds. Prior An increasing amount of institutional researchis to each annual renewal of the contract, the need for conducted by the Divisions of Field Services and this program will be reviewed with thecommunity Student Services. colleges, anticipating that it may be terminated after In addition to the programs of basic and applied several years. research of EDRAD and the curriculum development of the Hawaii Cuiriculum Center, there isa need for Courses for College Instructors a learning laboratory permitting longitudinal studies on specific children. The College currently offers 26courses at the graduate level whichmay be taken by students inter- Community Service ested in teaching in higher education. The College welcomes the opprtunity to offercourses or non- Because of the close relationship between the credit symposia or colloquia covering learning theory, College and the State Department of Education, there techniques of instruction, philosophy of education, has long been a heavy demand for special lectures, etc.,in cooperation with the Community College symposia participation, and consultation services by Syitem and those academic departments in the Uni- the College faculty for the schools and for teacher versity desiring r tech experiences for their facultyor groups. These activities will continue, as the College for their graduate students who planto teach in has a strong professional interest in the quality ofits institutions of higher learning:One such course, graduates and their work. Of particular interestare estab'ished in 1968, is offered jointly by facultymem- the Beginning Teacher Development Program and bers from Education and Arts and Sciences. the projects of the Hawaii CurriculumCenter. The College will cooperate with the communitycolleges Research and Development in training teacher aides and other para-professional personnel for the schools and in preparingteachers Research in the College is conducted throughsev- to make effective use of para-professional personnel. eralchannels.Individualfacultymembers and Evaluative studies by the Education Researchand departments pursue their special researchinterests. Development Center for the Department of Educa- Organized research effortsare coordinated through tion and other agencies of the state and federal the Education Research and DevelopmentCenter governments are increasing. Programs in fields outside and the Hawaii Curriculum Center. formal schooling, suchas community action projects, The Education Research and Development Center now include educational activities as an integral (EDRAD) is a division of the College establishedto aspect. conduct and facilitate research relatedto the process Federal interest in the Pacific islands andAsia has of education.Its research specialists providecon- brought the College, through its Divisionof Foreign sultation and service to other members of the College Contracts, into service in the Trust Territory, Laos and community, and also develop andexecute pro- and Pakistan. grams of research within the Center. Currently, pro- Community services in the College will tiein with jects include research on the motivation of children its other functions, and overall consideration will be for learning and school attainment,ways of taking given to responding to requests for service, taking into account varying backgrounds, abilities and learn- note of how these activities affect budget andspace ing readiness among different ethnic and socio-eco- allocations for instruction and research. nomic groups, and goals and methods suitable for modifying the cognitive behavior of school childreit Admissions The Hawaii Curriculum Center isa joint activity of the University and the State Department of Edu- Intervi vs with students seeking admissionto the cation, utilizing the former University Laboratory teacher education programare of extreme importance Schools as a specializedagency for large-scale design to the College.Efforts to select students withthe and development in selectedareas of the curriculum highest academic, personal, andemotional qualifica- andfordemonstration and evaluationoflocal, tions can be successful only when sufficienttime is national and international curricula. Working closely provided for interviewing andassessing applicants. with the faculty of the College of Education, the Cen- Such assessment includes personal observation,speech ter has the secondary purpose of providinga site for proficiency,healthclearance,previousacademic research on curriculum problems and of stimulkmg attainment, emotional adjustment, andstandardized and suppoi ting curriculum related activities through- test data. out the state. Through its own full-time staff and with Processes of recruiting and selectionof students the help of a number of part-time consultantsT the will be refined toassure that admission criteria may COLLEGE OF EDUCATION 45

be followed effectively and that the Stiles Report The College will conduct institutional research dictum that "the best should teach"may be realized, and evaluation programs to determine the effective- without excessive reliance on grade pointaverages. ness of such concepts and practices as honors classes, Changes in admissions criteria will becomeeven more team teaching, flexible class sizes, closed-circuit tele- important as the College moves to double the number vision, computer-assisted and other media instruction, of its graduates. and independent study. Graduate programs, particularly for the doctorate, Advising demand close working relationships between profes- The major responsibility for the advising of under- sors and candidates.Because of the quasi-tutorial graduate and fifth-year students in the College of methods of instruction involved in the most advanced aspects of the graduate students' academic Educationandofpre-educationfreshmenand programs, sophomores in the College of Arts and Sciences rests such as the thesis project, small class sizes and the allotment of faculty time for advising with the Division of Student Services.Academic, are essential. vocational and personal counseling, together with The College will develop policies and guidelines admission andretentioninterviews,recruitment, regarding faculty-student loads for class sizes and advising functions. orientation,suspension,teacherplacementand research comprise theareas of chief concern for this The College recognizes that the student hasa help- Division. In addition, the Division is responsible for ful role to play in the recommending of policies and keeping all student records and recommending to the programs in a university. Ways will be developed Department of Education those graduates qualified to increase the participation of students in matters for provisional and professional certificates. which affect their welfare and studies. To facilitate the various advising functions, the Developments Under Academic Development Plan I present student-advisor ratio of 627:1 must be reduced to the nationally accepted ratio of 300:1 by 1975-76. 1.Published Preparation of Teachers and Other Edu- Total faculty involvement in advising students cational Personnel in Hawaii (Stiles, 1966); sim- is a College objective. The Division of StudentSer- ilar study completed within the Collegeat same vices is charged with developing a plan to effect such time. involvement. 2.Established the University Councilon Teacher Education and ten Teacher Education Committees Faculty Development to work on subject areas and curricula. 3.Established the Hawaii Curriculum Center, in A growing responsibility of the College is that collaboration with State Department of Education, of providing a pre-service teacher educationpro- and converted the University Laboratory Schools gram, with increasing emphasis on graduate study. to the Center. This will require recruitment and appointment of 4. Established the Education Research and Develop- faculty members with primary interests in teacher ment Center, the Office of Foreign Contracts and education. The College will seek the appointment of the Department of Educational Communications. faculty highly effectiveas teachers and genuinely 5. Transferred lower division students to the Col- interested in students, but also possessing scholarly lege of Arts and Sciences. attainment and promise. The recruitment of faculty 6. Established the Ph, D. in Educational Psychology. members with experience in guiding graduatecan- 7. Completed the Ford Foundation "Educational didates iscritical for the success of the school's Improvement Project in Hawaii." doctoral programs. Projected Developments Under Plan II Instruction and Student-Faculty Relations 1. Expand pre-service teacher preparation from 500 Because of the increasing number of students anti- to 1000 graduates annually. cipated in the pre-service program, the College will 2. improve recruiting and selectingprocess for seek ways to ensure that the planned expansion of its admitting juniors and seniors to teacher edu- student body is not at theexpense of quality in the cation. instructional program. The College is concerned with 3. Accommodate an increase in the number of developing, demonstrating and fullyutilizing the M.Ed. graduates from 185 toover 500 annually. broad range of educational methods and media. 4. Establish piograms for Master of Science in Extensive use will be made of computer-assisted Recreation Administration and Master of Science instruction, multi-media presentation, micro-teaching, in Physical Education. closed-circuittelevisionandsoundinstructional 5. Improve and extend programsforin-service technology in the form of a systems approach. The teacher education. Instructicnal Materials Center will be expanded to 6.Establish Education Specialist program. assist all departments of the College in the develop- 7. Expand Ph.D. programs and establish Ed..D.pro- ment and use of new methods and media. grams. 46 COLLEGE OF ENGINEERING

8. Cooperate with community colleges inprepar- 11. Develop a Child Learning Laboratory for instruc- ing para-professional personnel for schools. tional purposes. 9. Extend services of the Instructional Materials 12. Reconsider the location of the Department of Center to encourage curricular and teaching Health and Physical Education and the assign- innovation throughout the College. ment of intramural athletics. 10. Cooperate with other colleges of Universityin 13. Discontinue lower division courses in industrial preparing teachersforinstitutionsof higher arts when the community colleges can take them learning. over.

Chapter 8: COLLEGE OF ENGINEERING

Purposes and Objectives chusetts Institute of Technology Corporation, notes A freshman entering the College of Engineering the various areas of public service in which the engineer isuniquely qualified in 1975 will spend most of his professionalcareer in tocontribute.He the 21st century. Although no onecan predict with challenges educators to produce engineers who are accuracy the engineering challenges of the next L'ensitively attuned to the humanistic goals of society century, the College is confident that they will differ and who can serve as a bridge between science and greatly from the problems of today. The freshman of the humanities to see that technological progresscan 1975 came into this world at about thesame time be disciplined to enhance and nct traumatize society. as atomic energy, space exploration, electronic com- In its endeavor to respond to this challenge, it is puters and commercial television. He will graduate essential for the University of Hawaii, as the sole from a university located only three hours bysuper- purveyor of engineering education in the State and sonic jet from New York, Tokyo or Melbourne. His throughout much of the Pacific Basin, to developa initial employment may be at the Hawaii terminal balanced program of excellence inall aspects of of an international satellite-linked computer network, engineering education, including undergraduate and in a state-wide mass transportation system, in a graduate instruction, research and public service. Par- nuclear power plant on the Kona Coast, or in an ticularly during this period of extreme shortages of underwater mining plant off Kauai. engineering graduates, which the Engineering Man- The 21st century will place a greater emphasis on power Commission reports will reachcrisispro- the interaction of science and technology with other portions by the mid-70's, the state must provide the aspects of human endeavor.Many of the social educational opportunity for worthwhile engineering problems associated with the population explosion, careers both in Hawaii and throughout the world. urbanization, deterioration of the natural environ- In keeping with the land-grant tradition of the Uni- ment, economic imbalance and the development of versity, imaginative continuing education programs emerging nations, as well as the exploration of outer to combat technical obsolescence of practicing engi- space and exploitation of the ocean depths, lend neers must also be offered. Research activity related themselvestoanoverallsystemsengineering to the specific problems of this geographic area and approach. contributingtothelocaleconomyshouldbe In a recent book, Lift the Human Spirit, James R. encouraged. And finally, since many of the rising Killian, Jr., Chairman of the Board of the Massa- expectationsof developing nations depend upon COLLEGE OF ENGINEERING Office of the Dean 1 College Faculty Senate Engineers Council (students) I--- (chairmenExecutive Committeeand deans) Associate Dean Research L AcademicAssociate Affairs Dean* EngineeringCenterResearch for I ServicesStudent I 1 I Ocean Civil Chemical* Electrical General Mechanical InformationSciencest OceanographicJames Look Engineering Laboratory of t Currently* administered inProposed the College of Engineering 48 COLLEGE OF ENGINEERING

engineeringtechnology,thereisan opportunity, Currently there are 916 undergraduates enrolled in approaching an obligation, for the College of Engi- engineering. One advantage of a relatively small pro- neering to develop international educational professional program of this nature is that it encourages grams that can indeed help to "lift the human spirit." a close relationship among the students, as well as between the students and facultyparticularly at the upper division level. To enhance this close student- Present Status faculty relationship, the College has developed:a high school visitation program in cooperation with Undergraduate Programs the Hawaii Society of Professional Engineers;an advising program for all engineering freshmen and Instruction in engineering at this institution dates undesignated sophomores; an advising systemin back to the very beginning of the College of Hawaii which each student as soon as he indicates a depart- in 1907. For the first half-century civil engineering mental preference is assigned to a professor, who was the only program offered, but curricula in gen- continues as his advisor for the duration of the stu- eral, electrical and mechanical engineering followed dent's enrollment in the department; and a visitation later.The civil engineering curriculum was fully program for pre-engineering students on the Hilo accredited by the Engineers' Council for Professional Campus. To facilitate student-faculty interaction, all Development in 1951, electrical engineering in 1962, advising is done by regular engineering faculty. Addi- and mechanical engineering in 1967.The current tional communication is provided through the Engi- curriculum in general engineering was developed in neers' Council of the University of Hawaii ( ECUH ), cooperation with the College of Business Administra- which consists of the presidents of the six engineering tion to provide a broad engineering background with student technical and honorary societies, who meet a business and 'management orientation.All- engi- monthly with the dean to discuss areas of mutual con- neering freshmen enroll initially in the Department of cern. The student chairman of ECUH also holds ad General Engineering and remain there at least a year hoc non-voting membership in the College Faculty before selecting an engineering discipline in which Senate. to work toward a degree. College curricula are under continuous faculty review with the objective of decreasing the number of credits required for graduation, but without sacrific- COLLEGE OF ENGINEERING ing the dual goals of a broad education plus ade- Academic Departments and Degree Programs quate technological competence. Even though the University core of general education courses has been incorporated into all engineering curricula, the Degree Programs Academic Departments total number of credits required to earn an engi- B.S. Ph.D. M.S. neering degree has been lowered by as much as six Chemical (X) (X) ( X) hours in some of the curricula in the last four years. Civil X X ( X) An innovative course, "The World of Engineering," Electrical X X X General X has been developed for all engineering freshmen to Mechanical X X ( X) sharpen their understanding of the role of engineer- Ocean X (X) ing in everyday living, to heighten their sense of re- X Existing sponsibility for the social changes that engineering (X) Projected achievements bring about, and to introduce them to

Actual Projected 1963 -64 1968-69 1972-73 1975-76

Student Majors (Fall): 778 1,010 1,535 1,750 Undergraduates 744 916 1,295 1,270 Graduates 34 94 240 480 Student Credit Hours (Fall ) 4,330 6,758 9,820 11,235 Graduates (Degrees Awarded): Bachelors 90 111 170 210 Masters 11 34 110 200 Doctorate 15 40 Faculty and Staff ( FTE ): 44 84 155 190 Faculty 34 63 115 140 Civil Service 8 14 15 20 Positions in the Center for Engineering Research 2 7 25 30

Data on graduates for 1967 -88. Note: Does not include information sciences currently administered by the College of Engineering. COLLEGE OF ENGINEERING 49

the computer and other analytical tools of the engi- grams are directed toward contributing to the critical neer. A similar course is planned for non-engineering mass of technical competence available to attract students, but with less emphasison the analytical new industry and stimulate economic growth. To take tools, to provide some appreciation of the impact of maximum advantage of the uniqueresources of technology on the cyberneticsera in which they will Hawaii, much of the research effort ison engineering be living. applications in outer space and in thesea. Extramural support for engineering research has expanded rapidly in the last threeyears, with major Graduate Programs funding in the areas of radio science, information sciences and ocean engineering. Extramural support Rapid progress is being made in strengthening the within the College amounted to $120,000 for 1965-66, graduate engineering program. Emphasis has been $331,000 for 1968-69, and is expected togrow to placed on this improvement, not only becauseit pro- $900,000 by 1975-76. Additional related research in vides opportunity for advanced engineering studyin engineering, hydrology is administered in the Water Hawaii, but also becausea strong engineering gradu- Resources Research Center. ate program complements the undergraduateprogram as well.It is difficult to attract and retaina repu- table faculty without a sound graduateprogram and Relationship of Present Status to Academic Devel- related research activity,or to gain the extramural opment Plan I support needed to supplement legislatiie appropriations. Furthermore, if the College is to make signifi- The development of engineeringprograms in the cant contribution to the technological progress of the last four years has closely paralleled the original state, including the attraction of the so-called "think" Academic Development Plan. The accredited under- industries to Hawaii, it must havea level of com- graduate program in mechanical engineering, the petence consistent with that required for doctoral M.S. program in mechanical engineering, and the instruction. doctoral program in electrical engineeringwere all Prior to 1966 the only graduateprograms in the in accordance with the initial plan. Thenew graduate College were at the master's level in civil and electri- program in ocean engineering is a modification of cal engineering.In 1966 three additional graduate the recommendation to establish "a master's level programs were inauguratedthe Ph.D. in electrical option in hydraulics to support developments in engineering and the M.S. in mechanical andocean coastal engineering and water resources." Similarly, engineering. Ocean engineering, the application of the establishment of the Center for Engineering engineering technology te, the marine environment,is Research was primarily a change in name and level an interdisciplinary program involving oceanography of interest from the existing Engineering Experiment and several engineering departments. Hawaii'sis one Station. of the first programs inocean engineering, and with The areas in which the College has fallen short continuing strong support from local industrial,gov- of its initial goals are primarily relatedto facility ernmental and military organizations, thisprogram development.Theengineeringbuildingrecom- should maintain its initial position of nationalleader- mended for completion in 1967 will not be available ship. until 1971, and it will be impossible to establisha new program in chemical engineering until adequate Research laboratory space is available. A proposal for establishing a doctoral program in civil engineering, originally scheduled for 1967-68, has been submittedto A vigorous program of engineering researchis the Graduate Division. All other College goalsout- essential to support the rapidly expanding graduate lined in the 1964 Academic Development Planappear activity in the College. The Center for Engineering to be progressing on schedule. Research (CER) was established in 1966as an integral part of the engineering academicprogram, rather than as a separate institute. The Director of the CER Program Development holds the title of Associate Dean of Engineering, and is responsible for coordinating all College research. Undergraduate Programs Most of this activity is under the supervision of engineering faculty holding appointments in the instruc- The engineering graduate witha baccalaureate tional program. degree is not a finished product. Due to thepace of Although the primary function of the CER is technological change, it is neither possiblenor desir- related to the graduate program, in the land-grant able for an engineering college to view its bachelor's tradition of the University it also emphasizes research program as the terminal academic achievement of its relevant to industry and to the engineering profession graduates. Rather, it is necessary to educate students of the state. Engineering research facilities andpro- to an awareness that continuing education is essential 50 COLLEGE OF ENGINEERING

to the practicing engineer. The engineering program options and cooperative programs which have particu- recognizes this goal by emphasizing thosecourses lar relevance to this campus and to the state, within which are basic and have relevance in meeting t }e the existing administrative framework. Such programs challenges of a developing technology. under consideration include: a bio-engineering option Today 40 per cent of all graduates of engineering fcr electrical engineers offered in conjunction with baccalaureate programs continue with graduate work, the School of Medicine; a coordinated program in and a recent major study on "Goals of Engineering water resources and sanitary engineering involving Education," financed by the National Science Founda- civil and ocean engineering, the School of Public tion, reports that in 1978 "....two out of three bache- Health and the Water Resources Research Center;an lor's graduates in engineering will goon to a master's option in agricultural engineering given incoopera- degree, and about one in seven will go on to the tion with the College of Tropical Agriculture;a series doctorate." As the dual objective of undergraduate of courses in systems theory that would have broad engineering education as a preparation for immediate application to many social problems relatingto urban- entry into industry or into graduate school becomes ization, planning and developing nations; and service better defined, the College will develop curricula courses for such engineering-related areas as the to provide greater flexibility to the student, whether architectural program in the College of Arts and he chooses engineering practice, additional graduate Sciences. study, or both. The engineering faculty has under reviewa pro- Graduate Programs posal to increase the amount of lower divisioncourse work common to all engineering curricula. The fund- The growth and continued improvementof the amental nature of the basic engineering courses would faculty and research facilities of the Collegeshould be emphasized, and the areas of mutual interest, ultimately lead to the doctoralprogram in each of its rather than the uniqueness of the "various curricula, graduate areas. Currently the only departmentin the would be stressed. This would have the additional College to offer the Ph.D. is electricalengineering. advantage of establishing common two-year pre-engi- This will be followed by civil andocean engineering, neering courses that could be largely duplicated on then mechanical engineering, and finally chemical the Hilo Campus or in the community colleges if engineering. they choose to do so, and thus facilitate the transfer In addition to those degrees representing the of students into the professional engineering programs traditional engineering disciplines, considerationis on the Manoa Campus. Consideration is also being being given to the establishment of otherinter-dis- given to providing greater flexibility in the existing ciplinary M.S. and Ph.D.programs that cut across undergraduate curricula,so that engineering stu- both departmental and college boundaries. Examples dents may strengthen their understanding of the social of areas include mechanics, computingsystems, bio- problems created by technology through a wider engineering, water resources, systems engineering and variety of course selection. Conversely, the number social engineering.Initially none of theseprograms of courses within the engineering departments suit- would require separate administrativeor research able for non-engineering students will be increased facilities, but could be accommodated by facultycom- to provide the other side of the social-technological mittees from existing departments.Should any of information, interchange we hope to stimulate. these programs become a major activity, thenseparate The only new undergraduate curriculum contem- administrative identity and support could become plated at this time is in chemical engineering. The necessary. recommendation in the first Plan for a Department of Chemical Engineering was strengthened in 1965 by Research the site-visit report of an educational consultant who heartily concurred in the establishment of sucha Completion of the engineering program to supplement existing University programs laboratory building in 1971 will greatly increase thepotential of the and to assist in the food processing industry, in the faculty for significant research expanding refinery operations in the state, and in activity.It will add impetus to the Center for EngineeringResearch by the probable growth of industry for extracting chemi- encouraging the various departments cal products from the sea. Existing laboratory facili- to expand their researchasfollows:CivilEngineeringstructural ties cannot support a chemical engineering program, engineering, traffic and transportation, hydrodynam- but current plans for Phase II of the Engineering ics, coastal engineering, pollution controland ocean Building Complex, scheduled for completion in 1975, structures;Electrical Engineeringcommunications, include adequate laboratories for chemical engineer- computing systems, bio-engineering, ing. solid- state devices and circuits, acoustics,power sources and Although new programs requiringmore depart- control systems; Mechanical Engineeringmechanics ments will be held to a minimum, emphasis in the of materials, thermoscienees, heat transferin the next years will be directed toward developing strong ocean environment, corrosion and ocean-mining tech- COLLEGE OF ENGINEERING 51 niques; Ocean Engineeringshoreline and harbor credit program, the videotape series and othereduca- problems, including beach erosion,underwater sound tional programs of the University will bemade to propagation, optimum harbor design, andshoreline assure that the engineering profession of Hawaii has structures, deep ocean engineering, in-situ testing and st.ffici(lnt continuing educationalopportunities to com- man-in-the-sea research. bo: technical obsolescence. As the research competence andinterest of the engineering faculty broadens, concertedeffort will be made by the College to expandexisting cooperative International Programs studies and to introducenew interdisciplinary research programs with other University units, includingthe More foreign students are enrolled inengineering Hawaii Institute of Geophysics, theWater Resources at universities throughout the United States thanin Research Center, the PacificBiomedical Research any other field of study. This is not surprising, since Center, the Hawaii AgriculturalExperiment Station, many of the aspirations of developing countriesare the School of Public Health, and theproposed Hawaii directly related to engineeringprogress. Improved Institute of Information Sciences.Advances in engi- systems of communication, transportation,sanitation neering technology and instrumentationcan contrib- and watersupply;thedevelopmentofnatural ute to essentially all areas of scientificresearch. resources; increased agricultural and industrial prod- uctivityall are dependentupon engineering knowledge and application.Consequently, thereisa Continuing Education responsibility for the Collegeto develop imaginative programs in international engineering education, both A recent report published bythe National Society on campus and, as supporting funds become available, of Professional Engineers,based upona survey of throughout the Pacific Basin. licensed engineers,states: "Technical obsolescenceis Examples of international no longer a threatit in a reality." The projects under con- report empha- sideration in the College include: theproduction of sizes that engineering isa dynamic profession, and videotaped programs that there is on specialized courses to assist a rapid change in technical knowledge. with the instruction at engineering schoolsin develop- New procedures and basictheory, continuously being ing countries; a cooperative developed, must be acquired program with UCLA to by the practicingengi- establish an institute for teaching andresearch in neer if he is to maximize his contributionto society, information sciences in Kerala, India; the as well as his own personal advancement. develop- An import- ment on the Manoa Campus ofa curriculum in ant objective of the Collegeis to develop, incooper- electrical energy, which would have ation with other University particular rele- and governmentalorgan- vance to students from developingc3untries endeav- izations, a coordinatedprogram of continuing educa- oring to expand their power generation capability; tion for the engineering profession. and the application of systems analysisto the eco- Currently all of thedepartments with graduate nomic development of an emerging nation programs offer late afternoon and or area evening graduate such as Micronesia. Although all of theseprojects credit courses thatcan lead to an M.S. degreeor are only in the exploratory discussion stage, they illus- which can be taken for updating Lia particular area trate that the opportunity does exist forsignificant ofspecialty.Qualified practicingengineersare international programs to "lift the humanspirit." encouraged to enroll in thesecourses along with regular graduate students, andin general theresponse has been good.However, all of thecourses are Relationship with Hilo Campus and theCommunity College System offered on the Manoa Campusand are taught bycon- ventional instructional methods. Study is underwayto The College will continueto cooperate with the develop better instructionalservice to the profession, Hilo Campus and the community collegesto assure particularly where relativelysmall numbers ofengi- neers and scientists are located at the smooth transition of pre-engineeringstudents into great distance the professionalprogram on the Manoa Campus. from the campus, suchas at the Navy's Barking Sands This requires an adequate advisingsystem, as well Test Range on Kauai. A pilotprogram consiFting of 30 half-hour videotapes as a coordinated curriculum, so that thepre-engi- on electric circuits is bAng neering student can transfer to the prepared to help meet thistype of need. Manoa Campus at the junior level withno loss of credits. The College recently inaugurateda non-credit There is good coordination between technical seminar series in the Manoa cooperation with the State and the Hilo campuses for thepre-engineering course Technical Services Program.Assistance in planning work offered at Hilo. The this technical seminar series engineering faculty from was provided by the re- the Manoa Campus has assistedin establishing each sponse to questionnaires from nearly 200practicing new course, and has worked closely with the engineers, and from prac- an Advisory Committee of the ticing engineers on Hilo whoare teaching the courses Hawaii Society of ProfessionalEngineers. Continuous on that campus, to assure that equivalent evaluation of these technical instruction seminars, the graduate is presented on bothcampuses. To facilitate corn- t.

52 INFORMATION SCIENCES munication, engineering faculty from Manoa visit 3. Establishment of College Faculty Senate, with cor- Hilo each year to advise pre-engineering students and responding greater involvement of faculty and stu- to confer on areas of mutual interest with the engi- dents in academic affairs. neering instructors. Exploratory discussions have been held for the purpose of establishing a similar working relationship Projected Developments Under Plan II with the Community College System. Other means 1. Create baccalaureate program in chemical engi- for assisting pre-engineering instruction throughout neering. the University of Hawaii system may include direct tie-in with the computer on the Manoa Campus and 2. Strengthen and develop all graduate programs, the videotaping of lectures and demonstrations for going to the doctorate as faculty and research facil- the introductory engineering courses. As the demand ities reach necessary strength. for engineering education in Hawaii exceeds the 3. Develop cooperative academic programs with capacity of the Manoa Campus, a greater percentage other colleges of the University, such as a bio- of the lower division teaching load in the pre-engi- engineering option. neering programs will be assumed by Hilo and the 4. Develop broader research programs, both within community colleges.This teaching effort must be the College and in conjunction with other Uni- closely, coordinated with the accredited engineering versity units, especially after the completion of programs on the Manoa Campus. the engineering laboratory building. 5. Develop coordinated curriculum to facilitate trans- Developments Under Academic Development Plan I fer of students from the Hilo Campus and community colleges into the engineering baccalaureate 1. Addition of master's program in mechanical and ocean engineering, of Ph.D. in electrical engi- programs. neering. 6. Develop a coordinated program of continuing edu- 2. Creation of Center for Engineering Research and cation. significant increase in extramural funding for 7. Develop programs inintnational engineering research. education.

Chapter 9: INFORMATION SCIENCES

Purposes and Objectives A graduatestudentmajoringininformation sciences may have obtained his undergraduatedegree Information sciences as a field of knowledge can in almost any fieldfrom music to mechanical engi- be defined as the science of processing information by neeringbut he should have some preparation in natural or artificial systems.It includes the work mathematics and preferably some undergraduate ofcomputersandotherinformationprocessing experience as a computer user. The student interested machines such as control systems, as well as simula- primarily in how information sciences apply to a tion of information systems on machines. Limits of particular field would probably do better to major the subject matter desirable for a graduate degree in in that field while taking some courses in information his rapidly changing field are not yet clear, but it sciences. The information sciences major is expected is generally agreed that the curriculum should include to be interested primarily in information sciences it- material on the probabilistic nature of information, selfthat is, in the fundamental properties of informa- coding methods, computer organization, computer tion, constraints upon it, the methods available to languages, together with some material on either process information and the characteristics of informa- mathematical and statistical information processing tion processing systems. or non-numerical and linguistic data processing. The definitive study of the role of information INFORMATION SCIENCES 53' sciences and computers in a university was provided holds out the possibility of quality education for tens in a February 1967 report by the Panel on Computers of thousands of students at a price the State of Hawaii in Higher EducationofthePresident'sScience can afford. Advisory Committee' ( hereafter referred to as the Information retrieval and document retrieval sys- PSAC report). This committee outlined the under- tems now in the experimental phase at a few main- graduate computer education needs of the 1970's as land universities allow the library user to call up for follows: immediate use documents and books available only in remote locations.Information retrieval systems A quantitative estimate was made by classify- allow the library user to search library files for infor- ing the needs of major areas of study as (1) sub- mation when the user does not know the specific stantial, (2) limited and (3) casual. Category 1 document in which the information exists. Two related includes primarily all the biological and physical facts must be considered in trying to predict when sciences and engineering and roughly half the extensive information and document retrievalsys- social sciences, mathematics, and business and tems will be introduced at the University of Hawaii. commerce. Category 2 contains the other half of The advent of satellite communications has shown mathematics,socialscience, and business plus that the cost of retrieval of documents and informa- three-quarters of education. Category 3 includes tion is not entirely dependent on how far distant the mostly the humanities. user is from the document storage facility. Because In category 1 an introductory course in the of our remote location in the Pacific, the cost of accu- freshman year would allow students to make mulating extensive document collections in Hawaii routine use of the computer in many courses in reasonable proximity to the University may be probably more than 50 per centthroughout their undergraduate career. Students in category 2 will prohibitive. Hence it may be stated that the intro- probablytakeanintroductoryprogramming duction of satellite communication systems will be course at an early stage of their education and economically feasible at the University of Hawaii then make some use of the computer in three or before it is economically feasible at most mainland four other courses during their 4 years as an under- universities. graduate. Students in category 3 need not make The Information Sciences Program must be able any use of the computer as part of their major to provide the increasing number of trained profes- study although it is quite likely that even they will sional people demanded by research and development find it useful in a few courses. By some time in organizations within the state. In 1968 a study by the the 1970's it is doubtful that more than a few per cent of the students will graduate without having state Department of Planning and Economic Develop- made some use of computers. ment showed that "research and development organizations, including those in computer services, now In addition to its role in undergraduate education, employ iaore people in Hawaii than do hotels." The the computer will have significant uses in graduate interim director of SWIS ( the Statewide Information training and research in perhaps most departments Service) has called for the creation of an "industry at the University of Hawaii by 1975-76. The Comput- within our State that will employ no less than 6,000 ing Center must provide a service to graduate students employees within the next decade, and that will and to faculty in much the same way as the library. bring into the State of Hawaii revenues approaching And in those departments which will make substan- $100,000,000." tial' use of the computer ( as specified in the PSAC The four major aspects of the role of information report) excellence in graduate education and research sciences at the University of Hawaii for the period will not be possible without excellence in the com- up to 1975-76 will be: providing service courses for puting facilities available. students in other fields; providing training for informa- The role of information sciences at the University tion science majors needed by Hawaii and by coun- includes two facets besides an instructional program tries of the Pacific Basin; stimulating the use of com- computer aided instruction ( CAI) and information puter-aided instruction within the University; and retrieval.Computer-aided instruction, except for a developing the use of information retrieval systems small number of prototype systems, is not yet avail- within the School of Library Studies and the Library. able in a practical form. The development of CAI during the period of 'interest in this plan, however, promises important advantages to a large university. Curriculum Plans The use of CAI where it is appropriate will provide students of large introductory classes with the indi- In December, 1967, after a study of information vidualized attention not possible in any other way on sciences on the Manoa Campus, a faculty committee a 25,000student campus. The use of CAI in the 1970's recommended the formation of an interdisciplinary Department of Information Sciences. The committee also recommended that the responsibilities of the Computers in Higher Education,Report of the President's existing Computing Center be broadened to include Science Advisory Committee, The White House, Washington, D.C., February, 1967. research in information sciences ( specifically including 54 INFORMATION SCIENCES computer-aided instruction and information retrieval), processing unit.Since the purpose of the research and that the Center be renamed the Hawaii Institute project mentioned above is to add a number of long of Information Sciences to reflect these broadened distance radio links to the existing computing system, responsibilities.An M.S. program in information the project has been named the Additive Links On- sciences was established in September, 1968, and a line Hawaii Area Systemthe ALOHA system. graduate department of information sciences should When the ALOHA system is operating, the data be established as soon as sufficient student interest processing needs throughout, the University can be is demonstrated. Simultaneously, the Hawaii Insti- met by providing simple computer consoles at up tute of Information Sciences should be formed and to 50 locations. Preliminary plans call for consoles to charged with the responsibility for research in this be made available to the Hilo Campus, the com- field, with special emphasis on computer-aided instruc- munity colleges on Oahu, Maui and Kauai, the Uni. tion and information retrieval. These responsibilities versity of Hawaii Institute for Astronomy observa- should be undertaken in cooperation with the College tories on Mauna Kea and Haleakala, and on Hawaii of Education, and with the Library and the Graduate Institute of Geophysics ships conducting experiments School of Library Studies, respectively. in our offshore waters. With this system, undergrad- The study of the faculty committee on information uates in the community colleges and perhaps some sciences emphasized the breadth of interest in the high school students could receive training in informa- field,encompassing engineering,business, mathe- tion processing and use the full capabilities of the matics, the social sciences, library studies and other Manoa Computing Center. areas. Therefore, the academic program ininformation The ALOHA system is designed to meet the com- sciences should be structured so as to enccuage puting and information processing needs of the Uni- participation from a wide range of disciplines.ini- versity system until well into the 1970's. The scientists. tially the M.S. program in information sciences has and engineers involved, however, view this work not been placed administratively in the College of Engi- as an end in itself but as the first step inthe participa- neering, with a review to be held in 1970 as to the tion of the University in a Pacific area net of com- ultimate disposition of the program. In the interim, puters and computer consoles which would provide however, it should be recognized that the academic extensive information transmission and processing program in information sciences emphasizes the inter- capabilities to the developing nations of Asia, and disciplinary nature of the field, and is by no means significantly augment the existing information-hand- limited to engineering. ling capabilities of the United States, Japan and One additional method by which the Information Australia. Sciences Program plans to encourage participation with other academic disciplines is by the establishment of information science courses suitable for the Developments Under Academic Development Plan I University-wide general education program.At a time when the effects of technology upon the struc- 1.Interdisciplinary master of science program in ture of society are so pronounced, every student information sciences established, initially placed should have the opportunity to become informed in within College of Engineering; research in informa- the basic concepts of information processing in order tion sciences undertaken in cooperation with the to better assess its impact upon his own majorfield. Statistical and Computing Center. 2.Established research project under the Information Sciences Program and the Electrical Engineering Research Plans Department; planned a University-wide computer system having its central facility on the Manoa Research in the information sciences is of concern Campus ( ALOHA system ). not only to the academic program in information sciences but also to the education, research and service aspects of the entire University. This fact is well Projected Developments Under Plan II illustrated by an Information Sciences Program and Electrical Engineering Department research project 1. Develop service courses and sequential programs started in September, 1968a projected University- for undergraduate students in various fields. wide computer system having its central facility on 2. Provide program for information sciences majors. the Manoa Campus, with satellite computers and 3. Encourageuseofcomputer-aidedinstruction computer consoles linked to the center via University- where needed throughout the University. designed radio channels. The present University of Hawaii computing 4. Develop use of information retrieval systems with- system is of a type called "on-line." Thissimply means in the School of Library Studies and the Library. that several computer consoles are available in the 5. Encourage research in information sciences to computing center so that a number of computer users assistUniversity-widedata-processingneeds; can have direct andsimultaneous access to the central develop ALOHA system. COLLEGE OF HEALTH SCIENCES AND SOCIAL WELFARE Executive Committee* Pacific BiomedicalResearch Center H SchoolMedicine of Public Health School of School Nursingof Social WorkSchool of * Deans of the four schools, meeting as a coordinating group. Social Welfare Development and Research Center 56 COLLEGE OF HEALTH SCIENCES AND SOCIAL WELFARE

Chapter 10: COLLEGE OF HEALTH SCIENCES AND SOCIAL WELFARE

This College is a federation of four professional American Samoa, will allow the development of pro- schools: the School of Medicine, the School of Nurs- gramsincontinuingeducationforphysicians, ing, the School of Public Health, and the School of Samoan medical practitioners and allied health work- Social Work. The deans of these schools form an ers. In addition it will provide special resources for executive committee which coordinates the programs education at the student level and for research. of the four units, but for the most part each unit 2.Leahi Hospital.The development of Leahi operates independently. HospitalasaUniversityhospitalwillprovide It is intended that the organizational intimacy pro- opportunities for education and research throughout vided by the College structure will nurture more the schools of the College arid result in improved curricular interchange among the four schooli, which health care. have in common a professional concern for the medi- 3. ComprehensiveHealthCareandSocial cal and social well-being of mankind. Given the Sciences. It is hoped that under the auspices of the strong individualism which characterizes professional College of Health Sciences and Social Welfare a schools, attaining this goal will probably be a long- model of comprehensive health care and social wel- term matter.Still in a formative stage, they will fare services can be set up in a poverty area. develop more rapidly under the substantial degree of 4.School of Allied Health Professions.Efforts autonomy which the college structure now permits. are being made to have a fifth school authorized, a However, in its supervision of the College, the Uni- School of Allied Health Professions.This would versity will try to ensure that wasteful duplication include such programs as dental hygiene, medical of program and facilities does not occur. technology, speech pathology and audiology, com- The schools of the College of Health Sciences and parative medicine technology, occupational therapy, Social Welfare work cooperatively in several areas physical medicine, and probably others. at present: 1.International Health Programs. An affiliation The academic plans of each of the four existing with the LBJ Tropical Medical Center in Pago Pago, schools in the College are considered separately below.

Chapter 11: SCHOOL OF MEDICINE

Purposes and Objectives para-medical programs with the main trunk of medical education, it is believed that greater relevance to Medicalschoolstraditionallyhave functioned human health can be given to careers involving medi- primarily to educate physicians, but earlier concepts cal technology, speech pathology, audiology and other have been altered extensively so that the modern fields of therapy. Mutual support between medical medical school performs a far broader role in the education, public health, nursing and public welfare total health field. The University's Medical School is augmented by the organizational plan which closely is no exception to this trend, although the medical links these four schools together in the College of curriculum itself is limited by legislative authorization Health Sciences and Social Welfare. tothefirsttwo post-baccalaureateyears( often By reason of its position in the Central Pacific, the referredto,but incorrectly,as the"pre-clinical" University aspires to leadership in many fields of years) of professional medical education. Coupled education of particular importance to the area, includ- with this "two-year" medical curriculum currently ing medicine. Opportunities for developing and up- are very modest educational programs for medical grading health practices in the Pacific through educa- interns and residents who have completed their M.D. tion and training are acted on whenever feasible, elsewhere, as well as a nascent program of continuing provided that the College's services to the state are education for practitioners. not thereby reduced.Medical serviceassistance, Other curricula lead to advanced degrees in the patterned after agricultural extension programs in biomedical sciences for research scholars or for highly rural areas, is a concept not yet implemented, but trained medical technicians. which could be of inestimable value in the Pacific Curricula in the allied medical sciences are also area. included in the School. By associating closely the Researchinbiomedical problemsisstrongly SCHOOL OF MEDICINE

Office of the Dean 11 4:111 - .IMMINNO Executive Committee 1 Departments and Sections Department of AnatomyAllied Medical SciencesDivisionDivision of ofComparative Speech Pathology Medicine and Audiology SectionDepartmentDepartment of Medical of ofPhysiology Pharmacology Microbiology andTropical Medicine Department of PathologyGeneticsMedicineBiochemistry and BiophysicsDivision of Medical Technology SectionSection of ofSurgeryRadiologyPsychiatryPediatrics Obstetrics and Gynecology 58 SCHOOL OF MEDICINE

SCHOOL OF MEDICINE

Academic Departments and Sections: Allied Medical Sciences (includes Speech Pathology andAudiology and Comparative Medicine); Anatomy; Biochemistry and Biophysics; Genetics; Medicine; Pathology (includes MedicalTechnology); Pharmacology; Physiology; Medical Microbiology and Tropical Medicine; Obstetrics and Gynecology; Pediatrics; Psychiatry; Surgery. Degree Programs: Bachelor of Science (2 fields); Master of Science (6 fields); Doctorof Philosophy (5 fields).

Actual Projected 1968-69 1972-73 1975-76

Student Majors ( Fall) : 172 330 365 Undergraduates 70 140 165 Graduate Students: Degree Candidates 57t 90 100 Medical Students 45 100 100 Student Credit Hours ( Fall) 3,333 4,935 5,590 Graduates ( Degrees Awarded) : Bachelors 31 45 55 Masten 15 20 20 Doctorate 5 10 10 Faculty and Staff ( FTE ) : Faculty 44 105 120 Civil Service 7 10 10 Federally or Privately Funded Positions 110 75 85 Non-compensated Clinical Faculty 250 265 275

Data on graduates for 1967-68. t14 of these are also medical students. Note: Projections are based on the continuation of a two-year Medical School and would be increased if a four-year school is authorized. encouraged by the School, enabling it to obtain infor the final two years of the M.D. program. Alter- creasing amounts of extramural financing to support natively, students may elect to complete at Hawaii research. In keeping with the University's principle the requirements for a master's or doctor's degree in of selective emphasis, certain fields of biomedical re- a basic science department. search are stressed because of special conditions im- The first Academic Development Plan stated the posed by Hawaii's ethnic composition, geographical case for providing medical education at the Univer- location or physical environment. Emphasis has thus sity of Hawaii in terms that are still valid: to enable been placed, for example, on human genetics of semi- this state to make its contribution towards the edu- isolated island populations, on fundamental studies cation of physicians, biomedical scientists and health of marine organisms readily available and easily han- technicians badly needed by Hawaii and the entire dled in Hawaii, on natural products derived from trop- nation; to enable local students to obtain a medical ical flora and fauna, and on tropical medicine. education which might not otherwise be available to them; to stimulate research and education in the biomedical sciences, helping Hawaii to become a Present Operation center for these sciences in the Pacific. Teaching Program As originally planned, the curriculum in medicine and allied fields would begin for the student in the The School of Medicine at its creation in 1965 junior year, thus obviating the traditional pre-medical comprised the pre-existing basic science departments curriculum and making room in the graduate years for of biochemistry and biophysics, genetics, pharmacol- some courses in liberal arts, in the behavioral sciences, ogy and physiology, and three newlycreated depart- in biology or other areas of interest to the student. ments of anatomy, medicine and pathology. Also con- It was especially intended to avoid tight sequences tributing essentially to the medical curriculum is the of courses, to give students many choices and clear School of Public Health and the Department of opportunity to work on research projects of their Microbiology, in Arts and Sciences. Programs in medi- choosing, prior to entering the narrower confinement cal technology and speech pathology and audiology of the last two years of medical education, or, alter- were transferred to theSchool of Medicine to con- natively, prior to selecting a Ph.D. program or one in stitute the first units of a Department of Allied Medi- veterinary medicine. cal Sciences. Implementation of the plan brought several nota- Students seeking the degree of Doctor of Medi- ble changes. Application to the School were accepted cine may complete two years of graduate work in from students in the junior year and up, but since Hawaii, then transfer to a full-fledged medical school each class is limited to 25 to 27 students ( hundreds SCHOOL OF MEDICINF 59 applied) 'it has turned out that all those accepted in School is basic to an understanding of lifeprocesses. the competition have already received the baccalau- For example, geneticists are studying the elements reate. The visiting board of medical educators who of iheredity in life forms ranging from bacteria to recommended provisional accreditation of the School humans; in the biochemistry department the composi- in 1965 observed that medical students would want tion of nucleic acids and proteins is under investiga- to get on with their professional studies and would tion; the effects of stressful environments, both cold tend to neglect liberal arts courses, should they be and hot, are studied in physiology; in pharmacology, included in the curriculum, and that graduates from the most potent antiviral agent so far discovered has an untraditional two-year school might find difficulty evolved from a long program of analyses of natural in transferring to traditional medical schools for the plant products; peculiar enzymes calledcatalysts, last two years. widely distributed in man but little understood,are However, some of the originally conceived curri- being examined inthe pathology department;in cular innovations have been retained, notably an anatomy the mechanics of sperm-ova union and growth immediate introduction to clinical medicine, usually are being followed; in the department of medicine, reserved for the second year.This acceleration in blood diseases peculiar to certain families have been bringing the student to observation of actual treat- discovered and are being studied. ment may substitute for the professional stimulation subtly provided in full-fledged schools by interaction with third and fourth year medical students. The Service introduction to clinical medicine is largely conducted The Medical School played by local doctors who serve, without compensation, a prominent role in developing and implementing as clinical professors on the Medical School faculty. a nationally financed Regional Medical Program ,( heartdisease,cancer, Although formal clinical instruction to medical stroke) in Hawaii. In collaboration with the medical students is thus limited in the present development of the School, it is extensive in auxiliary teaching pro- societies, practitioners and hospitals, anda widely grams. Members of the faculty participate widely representative citizens' committee, this program became operational in 1968, bringing up-to-date medi- in the teaching of interns and residents in Honolulu hospitals, and have been instrumental in facilitating cal knowledge to Hawaii's physicians. the integration of such programs among various Starting in 1965, the School planned and placed into operation the first internship and residency pro- hospitals. gram ever undertaken in Okinawa. The early introduction of the student to clinical Supported by the U.S. Army, a clinical and administrative faculty practice is in accord with the trend in most mainland schools. In general, there is dissatisfaction with the of 13 persons is serving this program in the Central Hospital near Gushikawa. A major objective of the old pattern of teaching basic sciences in the first two program, aside from upgrading medical practice in years, deferring application of this knowledge to the last two. Rapid scientific advance lenders much re- Okinawa, is to bring the highly developed American tained information obsolete or incorrect by the time house-officer system into use in an Asian setting. the student graduates. Sharing in the responsibility Moreover, it provides advanced medical education for the care of patients provides a stimulating learn- in Okinawa, where, in the past, medical students ing experience in problem-solving. Even as a two- returning from their Japanese education lacked insti- year program, the University of Hawaii Medical tutional support in their professional practice. School needs strong clinical departments to provide students with an education adequate to meet today's Future Development standards and to enable successful transfer to mainland schools. Reassessing The "Preclinical" Medical School When the University's truncated Medical School Research was planned in 1963, a national shortage of physicians, nearing the crisis stage, prompted the Ameri- The new Medical School is already deeply in- can Medical Association to advocate establishing volved in research.It started with a base of pre- "preclinical" medical schools at universities whose existing science deparptients s'.rong in research, and resources were insufficient to support a four-year as each new department was added faculty members school. Eight "preclinical" schools were at that time were appointed according to the belief that a good in existence or in process of development. Between teaching program requires a faculty whose attention then and now five of the eight have foundresources is focused on the fronders of knowledge in their fields. and have determined to become full-fledged, so that The School's administration has strongly encouraged today only three preclinical sehools_stillggistNorth research and tries to obtain the nec,,ssary facilities. Dakota, South Dakota and Hawaii. Extramural funding has increased rapidly. The national crisis in physician shortage isnever- Much of the research under way in the Medical theless more acute than ever, despite the establish- 60 SCHOOL OF MEDICINE ment of these new four-year schools and an expan- retain an independent group of outside consultants sion in older ones. Presidential adviser Colin McLeod, to provide a thorough study of the costs involved in making a plea, in October, 1967, for more medical the formation of a four-year medical school at the Uni- educational facilities, stated that the 8,000 doctors versity of Hawaii.This study should project the graduated each year in the United States must be initial funding necessary for such a development and increased to11,000 simply to keep up with the also the continuing costs during the first five years increase in population. of operation of a four-year program. In addition, Even while recognizing that requiring students the study should review the financial condition of to transfer to a second institutionbetween the sec- comparable medical schools on the mainland, in order ond and third year of medical education disrupted to ascertain what portion of these overall costs can the educational continuum, the State of Hawaii in be expected to be offset by extramural funding. This 1963 proposed to contribute to medical education to last projection may be most difficult to pin down the extent its resources could afford.This funda- precisely; nevertheless it' is of prime importance if a mental policy is still operative, and the University is rational decision on this important issue isto be working to offer the best preclinical medical educa- reached. tion possible. However, it should be recognized that When estimating the costs involved in establish- today the two-year program is academically cramp- ing a medical school, it is necessary to project not ing and has not achieved the curriculum innovation only the budget necessary for the operation of the or quality of programoriginally planned for the school but also ( to paraphrase a question in the sec- Medical School. tion on "Fiscal and Economic Aspects of the Devel- Major changes in federal or international programs opment Plan ") to consider how much annual income Hawaii in the near and social benefits will be lost to the people of Hawaii may bring financial support to if a four-year medical school at the University of future.The United States-Japan Cooperative Pro- National Insti- Hawaii is not established. gram in the medical area, the proposed These questions, both financial and social, can tute of Marine Medicine and Pharmacology,the Clin- ical Research Center grant program, various graclu- best be answered by an independent group composed uate training grant programs, the Regional Medical of economic analysts from outside the University. We Program, the proposed Pacific Medical Center, pos- reemphasize that the basic questions to be faced sible involvement of WHO ( World Health Organ- before the establishment of afour-year medical school are not primarily questions involving curric- ization)in medical education for the Pacific and Southeast Asian areas, are examples of sources of ulum, academic requirements or the educational desir- extramural funding that may become available to the ability of the school. They are questions focused on University for developing a Pacific center of medical the economic impact of a four-year medical school education, research and service. The University will upon the well-being of theUniversity and on the be alert to such opportunities for eventually establish- State of Hawaii. ing a full-fledged medical school deriving its reason for being and support from without as well as with- Development of Present Instructional Program in the state. In the meantime, the Medical School will continue A four-year medical school at the University of to develop within its present legislative charter as a Hawaii seems consistent with the planned develop- two-year school.Faculty members will be added ment of academic distinction throughout the Univer- to keep pace with rising enrollments in the basic sity.In addition to providing a complete medical biomedical departments, and allow the number of education for students enrolled in the medical school, medical students to increase to 100, as planned. There a four-year medicalschool can provide the research will be no major expansion of the two-year curric- strength necessary for effective cooperation with other ulum, but additional post-doctorate clinical educa- units of the University in interdisciplinary research tion and continuing education for medical practi- programs. tioners will be provided as these programs grow. At the same time, the University will not lose sight It is anticipated that all basic biomedical science of the fact that the costs of transforming the present departments will provide programs leading to the preclinical medical school to a four-year medical Ph.D., and, as the medically oriented departments school may be prohibitive. If the outlay involved in increase in faculty strength, Ph.D. programs will be such a project would limit and impede the normal 'developed to make available to students all the development of the University, then the establish- options for terminal degrees. ment of a four-year medical school would act tothe Perhaps the most significant medical field to be detriment of the total University program. In fact, developed in Hawaii as an adjunct to conventional it is clear that the single overriding consideration in departments 'is tropical medicine. Hawaii itself enjoys planning for a four-year medical school is that of nearly complete freedom from tropical diseases, but costs.Accordingly, early in the period covered by its location and the ease of communication to tropical this plan, the administration of the University should areas of the Pacific andAsia, and the laboratory facil- SCHOOL OF MEDICINE 81

ities available here, make ita logical center for such of medical practitioners trained elsewhere,e.g., Fiji. research. Three leading research scientistsin tropical These "practical" physiciansare in great demand as medicine have been recruitedto form the nucleus of residents on the small islands of the archipelagoes this fielda virologist experienced in working with stretched across the Pacific, where medicaldoctors hemorrhagic fever and dengue inSoutheast Asia, a cannot be regularly stationed. Moreover, thistype of parasitologist with experience intrypanosomiasis in medical aid may well bean immediate answer to the Africa and malaria in Asia, anda leprologist with problem of providing medical assistanceto areas with long experience studying this diseasein China and massive populations living at low subsistence Hong Kong. levels, such as India. Investigations will beundertaken to A number of programs makinguse of Hawaii as ascertain how best and at what levelto train such a staging center for investigations into tropical medi- technical personnel. Shoulda service of this type be cal problems are already inoperation, especially developed here, itmay, well be the Medical School's those of the Pacific Medical laboratory,a branch of principal contribution to upgrading healthpractice the National Institute of Allergy and InfectiousDis- in a major segment of the world. eases. Other programs involving tropical diseasesare already in progress within the University'sPacific Biomedical Research Center, the College ofTropical Sources of Patients for Clinical Teaching Agriculture and the Hawaii Institute ofMarine Biol- ogy. Hawaii can and should becomea world center Extensive planning is requiredto ensure adequate in this field. teachingmaterialfortheclinicaldepartments. Selection of students for the medicaleducation Although the needs ofa truncated medical school are program will follow the policy already established distinctly less than those ofa four-year school, they of giving preference to resident students,but with nevertheless are considerable. Traditionally,the intro- a reasonably wide representation of students from duction to clinical mediCinecomes late in the second the Pacific islandsarea, Asia and the mainland United year of medical school, but except in the mostcon- States.Students admitted to the basic biomedical servative schools thereare now moves to bring it departments within the Medical School(anatomy, forward in the curriculum. Thestudents makeasso- genetics, biochemistry and biophysics, physiologyand ciations of function with form whenan internist is pharmacology) will be selected accordingto the gen- present in a course in physiology,or a surgeon in eral policies for admittance of graduatestudents to anatomy; insight and heightened interestin the field the University, that is, without strong geographical of study usually follow. Hawaii'sMedical School preferences. stresses these associations from the beginning of medical instruction.Availability of patients for clinical Allied Medical Sciences Curricula demonstrations is thus essentialto the instructional program, as it is for the research of clinicians and Planned for implementationas soon as the medi- faculty members in both basic and clinicalbiomedical cal educationprogram per se is on an adequate foot- science departments. ing are programs in the field of physicaland occupa- In all American cities thesource of patients for tional therapy, to be added to theexisting allied medi- medical schools is changing. As healthinsurance has cal science curricula in medical technology,speech become nearly universal, theeleemosynary city and pathology and audiology.Hawaii needs technical county hospitals are ceasing to be thegreat centers personnel in these fields and most have beenrecruited for ward teaching; adaptationsare being made to from the mainland. Costs of suchprograms are com- secure "private" patients for teaching and research paratively modest, and the existing personnelshort- in medicine.Most medical schoo11 in the United age is developing pressure for trainingprograms here. States have, or are settingup, faculty practice groups The Medical School does not planto educate more to assure a source of teaching material, and inciden- narrowly trained technicians, suchasthose who tally to facilitate theirown services as consultants. operate x-ray apparatus, heart-lung machines,arti- A group practice plan has beenformulated for ficial kidneys and the like,as long as the number theUniversity'sMedical School.Itisawaiting of such specialists required in Hawaiiremains small. approval and will be implementedas soon as feasible. Programs leading to a .master's degree in medical Nurses, secretarial and fiscal staff, andoffice facil- technology, physical therapy and occupationalther- ities must be provided from practiceincome, and apy will be provided as soon as is practicable, follow- the means by which the studentssee the patients in ing implementation of the baccalaureateprograms in the clinic or hospital mustsoon be organized. Con- these fields. Speech pathology and audiology already currently, since the group practice plan itself willnot has a master's program. cover all research and instructional demand forpa- Potentially, a valuable educational servicewhich tients, at least some University servicesin hospitals the School can render to the developing nations and should be established. dependencies among the Pacific islands is the train- The programs of the School of Medicinewill be ing of medical aides, or the supplementary education affected by the futureuse made by the University 62 SCHOOL OF NURSING of Leahi Hospital, about two miles from the Manoa ulty in computer applications in thisfield, and afford- Campus.In 1968 the Legislature converted Leahi ing to faculty and visiting scientists unusualresearch from a private to a state institution, to be affiliated opportunities. Similarly, the eventual establ'shment of with the University of Hawaii as of January, 1969. a national laboratory forexperimental marine biology In October the Board of Trustees of Leahi Hospital is expected. It would work in conjunction with the decided to determine the legality of turning all Leahi University's Laboratory of Experimental Marine Biol- land and endowment funds over to the Medical ogy now under construction atthe Kewalo Basin School.These developments have important bear- Marine Sciences campus on the Honolulu waterfront. ing on the fiscal operations and the goals of the pres- A center here for tropical disease investigations is a ent Medical School, as compared with a four-year distinct possibility and will be sought through public institution. Medical authorities believe that the eco- and private financing. A clinical Research Center nomics of clinic and clinical staff utilization are such grant may be received from the U.S.Public Health that it becomes less efficient to carry only a two-year Service which would pr'vide a ward at Leahi Hos- medical school program and maintain the necessary pital with complete support for clinical investiga- staff and facilities for this limited purpose. tions relevant to this geographical area.

Research Developments Under Academic Development Plan I Significant programs in biomedical research were 1. Creation of the School of Medicine in 1965. initiated within the Pacific Biomedical Research Cen- 2. Provisional accreditation in 1965. ter (PBRC) prior to the establishment of the Medi- 3. Acceptance of first class of medical students in cal School, setting a pattern of extensive research 1967. participation which became basic policy in recruiting faculty and graduate students in all departments of Projected Developments Under Plan II the School.Research entailing interdisciplinary involvement is most frequently administered through 1. Expand medical class from 25 to 50 students. the PBRC ( described in Chapter 18 of this Plan ). 2. Developbiomedicalsciencedepartmentsand The PBRC likewise administers major research facil- clinical faculty to teach both pre-doctoral pro- ities of general use to the several biomedicaldepart- grams and post-doctorateclinical education and ments, such as animal colonies,electron microscopes, continuing education. etc., which are more efficientlyoperated by a single 3.Establish programs in tropical diseases and in unit for the use of all. allied medical sciences, such as physical and Efforts are being made to lodge in Hawaii, within occupational therapy. the Medical School or other units of theUniversity, 4. Take under consideration a program foreducat- major national and internationalresearch centers having medical personnel to serve areas where itis ing special relevance to the tropicalPacific and Asia. not yet feasible to supplydoctors' services. In the near future,it is expected that the World 5.Prepare complete financial analysis of the costs Health Organization will establish withinthe Univer- involved in establishing versus the costs involved sity's Institute of Population Genetics anInternational in not establishing a four-year medical school at the Reference Center for Processing Human Genetics University of Hawaii. This study should be made Data, to utilize the expertise of MedicalSchool fac- by a group of outside consultants.

Chapter 12: SCHOOL OF NURSING

Purposes and Objectives graduate programs for professional nurses. All these programs are nationallyaccredited. The School also When the training programs of private hospitals contributesto nursing research and serves as a in Honolulu were discontinued between1966 and resource for the continuingeducation of nurses and 1968, the University's School of Nursing was given dental hygienists in Hawaii and in the Pacific Basin. sole responsibility for the education of nurses in Over the past decade, nursing has undergone Hawaii, and hence in Pacific areas which rely upon basic changes, apparent in the greater responsibility Hawaii. The School of Nursing provides undergrad- demanded of nurses in hospitals and in community uate educational programs for students in dental hy- agencies, and reflected in the more demanding edu- giene, technical nursing and professional nursing, and cational requirements for all categories in the pro- SCHOOL OF NURSING Faculty Senate Executive Committee i -- .-- 1111111 Office of the Dean - Ali 011111 IMMIt 111 =Mb IN Community Colleges Department HygieneDental ProfessionalDepartment Nursing TechnicalNursing* * In 1971-72 the Technical Nursing Program will be located solely at the Community Colleges. 64 SCHOOL OF NURSING

SCHOOL OF NURSING

Academic Departments: Technical Nursing, Dental Hygiene, Professional Nursing. Degree Programs: Associate of Science in Nursing; Bachelorof Science in Nursing; Master of Sciencein Nursing Specialties; Doc- for of Philosophy (projected).

Actual Projected 1963-64 1968-69" 1972-73t 1975-76t

Student Majors ( Fall) : 239 327 305 375 Undergraduates 239 315 270 325 Graduates 12 35 50 Student Credit Hours ( Fall ) 1,351 2,828 2,695 3,245 Graduates ( Degrees Awarded) : Bachelors 27 30 50 eo Masters 5 20 25 Faculty and Staff ( FTE ) : 25 63 50 40 Faculty 21 44 35 35 Civil Service 2 7 5 5 Federally Funded Positions 2 12 10

Data on graduates for 1967-68. t Excludes the Technical Nursing program, planned for transfer to the Community colleges. fession.Technical nurses, who provide patient care The University has accepted the responsibility for under supervision, complete a two-year lower divi- the education of all technical nurses for the State of sion program to achieve an Associate of Science de- Hawaii. To meet this demand, the School of Nurs- gree.Professional nurses require education at the ing, working with the community colleges, plans to baccalaureate level and are prepared to assume respon- transfer the technical nursing program to the com- sibilities for patient nursing care and for providing munity colleges by 1971.Until then the program leadership to ancillary groups giving nursing care. will remain at the Manoa Campus. A small but growing fraction of the nursing bacca- During the term of Academic Development Plan laureates continue graduate education leading to the II, the School of Nursing intends to develop, as master's or doctor's degree in programs designed to required, associate nursing degree programs at the prepare them for positions asclinical specialists, teach- community colleges, to improve and to enlargethe ers, supervisors or top-leveladministrators. nursing baccalaureate and master's programs at the The contemporary complex medical team can Manoa Campus, and to plan a future nursing doc- function effectively only when nurses at all these torate program. various levels are available. While the present nurs- Vital to effective planning is the determination ing positions in hospitals and health agencies in of the future requirements of Hawaii for all types of Hawaii do not reflect a general shortage of technical InterstateCommissionfor numbers to meet the nurses.The Western nurses, there are not sufficient Higher Education (WICHE ) reported in 1966 upon recommended ratios of nurse-patient population fig- extant and recommended numbers of nurses needed ures, as listed below. Further,there is a shortage of professional nurses educated at the baccalaureate and per 100,000 persons of statepopulation, and has graduate levels. This deficiency can be remedied by studied the optimal distribution of types of nurses. planning, developing and enlarging the appropriate These data, summarized below, serve to reinforce programs at the Manoa Campus. the stated goals of the School of Nursing.

NURSES REQUIRED FOR HAWAII

extant recommended* 1968 1968 Total nurses per 100,000 population 285 350 Technical Nurses (A.S.) 230 (80.7%) 235 (67%) Professional Nurses ( B.S.) 50 (17.5%) 70 (20%) Professional Nurses ( M.S.) 5 (01.8%) 45 (13%)

WICHE, Today and Tomorrow in Western Nursing. Western Interstate Commission for HigherEducation, Appendix B, Table 6, April 1966, p. 57. SCHOOL OF NURSING 65 An earlier reportt on Hawaii's needs for nurses the national and state dental hygieneboard examina- projects essentially similar requirements. tions. Upon licensure theymay practice dental hy- To formulate its goals efficiently, theSchool of giene under a dentist's supervision inprivate prac- Nursing has established a state-wide committee to be tice and in the State Department of Health.The pro- appointed to assist the LegislativeReference Bureau gram also provides continuing education of dental to update its 1962 study of nursing educationin hygienists. Affiliations have been arranged Hawaii. The findings of this study will with five provide a hospitals and clinics; additional clinicalaffiliations basis for recommendations regarding the numberand will be established to provide clinicalexperiences placement of associate degreenursing programs on for students. Oahu and the feasibility of establishingmodified ver- sions of these programs on the neighbor islands. Proposed Baccalaureate Program in Other concerns of this committee will beto deter- Dental Hygiene mine the need and placement of practicalnurse and nurse aide programs, and to advise upon continuing A more effective utilization of auxiliarypersonnel education programs for professionalupdating. is needed to meet the nation'sgrowing demand for dental healthcare and to solve the problem of short- Technical Nursing Program age of dentists. The dental hygienist will be expected to assume increased responsibility for dentalcare. Graduates of the two-year curriculumare pre- This altered role requires majorrevision of the pres- pared for beginningnurse positions as registered ent educational program. nurses upon successfully completing the stateexam- The dental hygiene faculty plansto develop a ination for licensure. Theprogram consists of a foun- baccalaureate degreeprogram. The proper educa- dation in natural science, socialscience and communi- tion of a dental hygienist, which is multi-disciplinary, cation, combined withcourses in hursing theory and should include general educationas well as the den- practice. The associate degree nursingprogram is tal hygiene major. The liberal artscomponent should accredited by the National League forNursing and lead the student toa better understanding of self by the Hawaii State Board of Nursing. and society.Courses in the basic sciences should According to the Kosaki reportt, 312 technical form the foundation for dentalsciences and for clini- nurses must be prepared from 1968-70 to reach the cal practice. projected state requirement of 670 additionaltech- In March, 1967, asurvey was conducted by the nical nurses. Dental Hygiene Departmentto determine the opinions of dentists practicing in Hawaii regardinga bac- Professional Nursing Program calaureate program. The results revealedthat 65 per cent are in favor of the proposedprogram, 25 per A four and one-half year curriculum prepares pro- cent prefer continuation of the two-yearprogram, fessional nurses for professional practicein hospitals, and 11 per cent indicatedno preference. With an public health agencies, homes and industries.Pre- increased role and responsibility for thedental hy- nursing students enroll in the College of Arts and gienist, a four-year programseems both essential and Sciences and are admitted to the professional nursing desired. The proposedprogram, one of the few in curriculum at the end of the sophomoreyear upon the nation, can fillsome of the research and com- completion of at least 60 credits in the liberalarts. munity service functions customarily undertaken by The five-semester upper division professional nurs- a school of dentistry, for which the University hasno ing program utilizes clinical facilities in thecom- present plans. munity, as well as course work at the University,to attain its objectives. In 1967 theprogram was sur- Graduate Programs veyed by the National League for Nursing andwas granted accreditation for sixyears. Graduate nursing educationprepares candidates for positions of responsibilityin areas of administra- Dental Hygiene Program tion, research, instruction, consultationand clinical The Department of Dental Hygiene offers the specialization. Hawaii requiresat least 213 additional graduate nurses( M.S.) by 1970. only program in dental hygiene in Hawaii,one accred- These programs ited by the Council on Dental Education of the are particularly vital to the future role of thenurs- American Dental Association. ing profession, because of its increasedresponsibility Students who com- for quality patient plete the twooyear program qualify for admission to care. A Master of Scienceprogram in mental health- psychiatric naming began in September1965, supported by federal funds. Two additionalgraduate (Mildred D. Kosaki. Nursing and Nursing Educationin Hawaii.Legislative Reference Bureau, University of Hawaii, nursing programs are being implemented duringthe Report No. 3, 1962. This report is now being updated by Har- academic year 1968-69: administrationin organized riet Joesting of the Bureau. nursing services (public health, hospital,or extended 66 SCHOOL OF NURSING care) and community health nursing. A fourth grad- tal radiography for dental hygienists presented in uate program, nursing in biophysical pathology, will 1967. be started in September 1969. Since Hawaii has no dental school, the Depart- There are two routes to doctoral preparation of ment of Dental Hygiene has played a major role nurses to choose from: preparation through the Ph.D. in conducting, coordinating or planning five post- in a basic discipline, referred to as the nurse scientist graduate courses for dentists at the University of program, or preparation that leads to a Doctor of Hawaii Dental Hygiene Clinic during the past year. Nursing Science ( D.N.Sc. ). The former preparation Eight to twelve postgraduate courses are planned gives depth of education in one discipline, with over the next five years. The Department of Dental emphasis on research training for the evolvement of Hygiene, the Division of Continuing Education, and new basic knowledge. The second route includes state and local dental societies are now involved in research training but with emphasis on clinical train- planning a proposal for a federal grant for providing ing for expert nursing practice, applying knowledge continuing education for dentists. developed by others. There is no consensus about the Despite these efforts, the School of Nursing has better route for doctoral training, but at this time, not kept pace with the very large demand for con- when there are so few nurse doctorates available to tinuing education offerings: Expansion of all these serve as faculty members, doctoral training through programs is foreseen. Such expansion must take into the Ph.D. in the natural or the behavioral sciences account collaboration with the Medical School, with appears preferable. Given sufficient study and time, dentists, and with other community groups. The offer- near the end of the span covered by this Academic ing of programs on neighbor islands is also considered Development Plan, the full development of the M.S. most important. program should lead to the establishment of a doctoral nursing program. Research Sound development of graduate studies in the Continuing Education School of Nursing must be supported by well-conceived research programs. Plans at present identify The School of Nursing works with many com- three areas of concentration. Educational research munity organizations in Hawaii and in the Pacific will be concerned with the principles underlying Basin to provide continuing education. Its three maj- course content and curricula, as well as with the or contributions include formal courses for nurses nature of the teaching-learning process, as relative already in practice but who w e working toward the to type of study units, audio-visual aids, group teach- baccalaureate degree; providing non-credit courses ing,etc., in nursing. Administrative research will for professional updating; and maintaining liaison focus on two central problems:( 1 )criteria appro- between nurses in service and those in educational priate for improving a nursing faculty and staff, as settings. such criteria would need to be understood by an Faculty members of the School have participated administrator;( 2 )study of roles and functions of in international health programs sponsored by the various types of nurses in service settings, together Institute for Technical Interchange ( East-West Cen- with techniques of administrative leadership and con- ter) by presenting lectures to practitioners from the trol. The third area of major interest, clinical research, South Pacific. Further workshops and conferences on will be the most important. For the past 10 years campus are being planned for nursing and dental the nursing profession has given increasing attention health practitioners. Working with the Peace Corps, to theoretical principles as these presumably under- the faculty has presented a lecture series to nurses lie the field of nursing as a science and not solely a destined for the South Pacific, and has participated practical art. Though various theoretical models have on consultation teams in Okinawa, Western Samoa been proposed, there has been littlecoordinated and Saipan. Future plans in international health protesting of hypotheses.The University of Hawaii grams now center on the Pacific Trust Territory and School of Nursing faculty members are in a very American Samoa. favorable position to begin testing theirown tenta- Local programs in continuing education will be tive theories in a clinical context. Furthermore, be- expanded to meet a large demand. A six-year series cause of its ethnic setting, this University should be of residential conferences, financed by federal funds, especially qualified to carry on significant clinical was concluded in 1968. Hospital administrators and research related to the variables of cultural and nursing services have requested resumption of this environmental differences. program as expanded to include nursing personnel not currently eligible. Transfer of Technical Nursing Programs Other community service functions have included to Community Colleges nursing procedure training sessions, a series of psychiatric nursing dialogues conducted in 1968, and a The question of the location and number of tech- postgraduate course in the practical aspects of den- nical nursing programs in the community colleges SCHOOL OF NURSING 67

is being studied by a nursing education committee uate degree programs.Continuing education pro- for the State of Hawaii. Such state-wide planning is grams, nursing research, and a future strong demand vital for effective distribution of programs. A general for graduate nursing education are all aspects of the plan is outlined below. profession which require additional faculty and which Several unresolved issues influence future plan- contribute to a competent, modern, multi-faceted ning. These are the location of Kapiolani Community School of Nursing. These additional and necessary College in central Honolulu, the imminence ofa medi- requirements for faculty are, of course, not reflected cal cents. complex, and the demographic trends of in the conventional computation of student-faculty the neighbor islands. The associate nursing degree ratio and are most difficult to measure by a single program will be moved to the Community College parameter. The projected requirements for faculty System in Fall, 1971. have thus been based upon the proposed deyelopment Complete or partial programscan be established of undergraduate instructional programs, graduate as required, contingent upon state resources and programs, continuing education programs, and of nursing education 'needs. For example, branches of nursing research. associate degree nursing education could be established in community colleges on Oahu andon the Student Advising neighbor islands which could offer programsevery second or third year, based on actual demand. The The present system of assigninga faculty member major problems in establishing a complete program from the Department of Professional Nursing in other community colleges are recruitment of quali- as an academic advisor to pre-nursing studentsin the Col- fied students and faculty, and availability of clinical lege of Arts and Sciences has worked excellently. facilities. A lack of comprehensive clinical facilities Based on this experience, plans for in-college could limit a program to the first year only, with stu- advis- ing will include an Office of Student Servicesto main- dents transferring to Kapiolani Community College tain student records and to provide secretarial and for their second year. advising services. Proximity of the academic advisor Maui Community College has expressedan inter- to students in the College of Arts and Sciences also est in inaugurating nursing programs. In the Fall of benefits the recruitment of students into nursing. 1969 it is recommended that a site study be done by In the Department of Professional Nursing each a nurse educator to determine the adequacy of clini- faculty member is assigned to four to eight advisees cal facilities for teaching purposes. Maui Community for the entire period of each student's stay in the College will also survey the high schools to deter- School. In the Technical Nursing Department each mine whether a minimum of 20 nursing students faculty member advises, at least twice yearly, could be enrolled. The first year of the associate those students assigned to her laboratory section.Dental nursing degree program could be started in 1970. hygiene freshmen are advised at least twice annually, Kauai Community College is working to estab- and sophomores have six advisory conferencesdur- lish a practical nursing program in 1969. Itappears ing the year. It is planned to maintain this availabil- necessary to offer this program for one or two classes ity to instructors for the students of the School. to meet the immediate, pressing needs for this type of nursing assistant personnel.As the Community College's general education program develops, the Developments Under Academic Development PlanI state committee on nursing will assess the advisabil- 1. Continued expansion of baccalaureate nursing ity of initiating an associate nursing degreeprogram pro- in 1970 or 1971. gram to meet state's needs. The physical separation of the associate nursing 2. Provided adequate facilities for training dental degree and the professional nursingprograms must hygienists. not be allowed to interrupt coordinated planning, 3. Expanded two-year associate degreeprogram at so essential to meet the comprehensive nursing needs the Manoa Campus. of Hawaii.It is strongly recommended that liaison be maintained between the Manoa Campus and the 4. Redeveloped Medical Technology Program,now community colleges' nursing programs. located in School of Medicine. 5. Inaugurated master's degree. Faculty Projected Developments Under Plan II The nature and size of the facultyare influenced by many factors.Both the Hawaii State Board of 1.Transfer associate degreeprogram to the com- Nursing and the National League for Nursing have munity colleges in 1971-72. accredited the School ofNursing. The National 2. Updating of 1962 study of nursing education League's policy is to suggest a maximum faculty- (Kosaki Report) by Legislative ReferenceBureau, student ratio of 1:8 to 1:10. However, these ratios assisted by statewide Committeeon Nursing Edu- are required primarily for maintenance of undergrad- cation; long-range planning to be continued, with 68 SCHOOL OF PUBLIC HEALTH

coordination of associate nursing degree programs into a four-year program combining liberal arts at community colleges with preprofessional degree with professional education. programs at the Manoa Campus. 5. Expand continuing education programs to meet 3. Improve and enlarge undergraduate and grad- community and Pacific Basin health needs. uate professional programs at the Manoa Campus. 6.Prepare feasibility study for doctorate degree in 4. Develop extant dental hygiene two-year program nursing.

Chapter 13: SCHOOL OF PUBLIC HEALTH

Purposes and Objectives ing thereby first a local need to improve the public health leadershipskillsavailablein. The overall purpose of the School of Public Health Hawaii and, simultaneously, a regional need for is to foster within its faculty and students the skills such improvement. and professional judgment needed for the diagnosis 2. To encourage, develop and conduct health and solution of community health problems, includ- research in Hawaii and the Asian - Pacific coming a concern for the physical, mental and social well- being of the community. This does not imply that munities. public health people must themselves provide the 3. To assist in rendering and improving commun- social, economic and political environments neces- ity health services in the state and Pacific-Asian sary for good community health, but that they must areas. be prepared to work closely with others who directly affect these environments. Thus, the graduate pro- The development of programs to assist in the gram of the School seeks to prepare practitioners training of Asian and Pacific health workers ( largely whose concern for the community health commits funded by federal, privaie or international sources ) them to the broad interests of the people served rather is in accord with the established University policy than to the narrowly defined interests of a single to encourage programs which build upon Hawaii's agency or the dimensions of a single problem. special characteristicsrelating toitsgeographical In addition to its teaching activities, the School location,physicalenvironment and multi-cultural actively pursues its responsibilty to the state, the population. nation and to the world-wide communities which it serves, through programs of research, continuing edu- Organization cation and consultation.The School's attention is focused primarily on the health consequences of rapid Since public health practice requires a pooling of urbanization, a process common to Hawaii, the main- the resources of biologists, social scientists and engi- land U.S., and to other Pacific and Asian nations. neers in the solution of community health problems, The objectives of the School are not only to edu- the School demonstrates an interdisciplinary approach cate persons for a variety of careers in the health for students and community agencies by functioning field for service activities, but also to prepare indi- as one department. Teaching, research, service and viduals who will conduct research and contribute to continuing education are governed by faculty com- the enlarging base of knowledge in the sciences per- mittees with wide latitude in determining policy for tinent to healththe biological sciences, the applied the School. These functions are integrated through social sciences, engineering and statistics. The essence an executive committee chaired by the Dean. of public health practice is the skill and wisdom with Establishment of separate departments may be- which community resources are mobilized and organ- come necessary in the future if the School grows too ized to provide for the achievement of optimum phy- large for its present structure. sical and mental health and social well-being for all people. Instructional Programs Guided by these objectives, the principal functions of the School are: The World Health Organization defines a school of public health as follows: 1. To provide graduate instruction in the health An institution with adequate resources which, sciences for students in the University, serv- in addition to research in public health and SCHOOL OF PUBLIC HEALTH

Office of the Dean .11111. Executive Committee 1 Programs* H EnvironmentalComprehensiveBiostatistics Sanitation Health Planning PublicPopulationMental HealthRetardation and Administration Family Planning Studies MentalMaternalInternationalHealthEpidemiology Health andServices Child Health Administration Health PublicPublic Health Health EngineeringLaboratoryNutrition Education * Programs in the SchoolThe School of Public has no Healthdepartments. involve instructional, research, continuing education and community service activities. 70 SCHOOL OF PUBLIC HEALTH

SCHOOL OF PUBLIC HEALTH

Degree Programs: Existing: Master of Public Health; Master of Science. Projected: Doctor of Public Health with emphasis in Health Education; Doctor of Philosophy inPublic Health with emphasis in Bio- statistics and Epidemiology.

Actual Projected 1963-64 1968-69* 1972-73 1975-76

Student Majors (Fall): 4 83 110 140 Undergraduates Graduates 4 83 110 140 Student Credit Hours ( Fall) 122 1,153 1,575 2,035 Graduates ( Degrees Awarded) Masters 28 45 55 Doctorate 6 15 Certificate 1 5 5 Faculty and Staff ( FTE ): 91 155 160 Faculty 4 17 35 40 Civil Service 1 3 5 5 Federally Funded Positions 4 71 115 115

Data on graduates for 1967-68.

service to the community, provides a full-time ing of all students in public health. Those continuing course lasting not less than one academic year, beyond this point emphasize specialized courses in or its equivalent, covering thesubjects essen- their field of major interest. tial to the understanding of the various prob- Field training is required of virtually all students lems of public health and the concepts, organ- in the School and is organized under various forms ization and techniques required for dealing and with different durations depending on the needs with them, and which is open to members of the medical and allied professions seeking qual- of the student. The School has outstripped the re- ifications in public health. sources of Hawaii for field trainingand regularly sends students to agencies in the West Coast states, The American Public Health Association, which other Pacific islands, and Asian settings where prop- accredits schools of public health, accredited the Uni- erly supervised, appropriate experiences can be pro- versity of Hawaii School of Public Health in 1965 vided through affiliate and clinical faculty appoint- and re-accredited it (required for new schools) in ments. The duration of the field training usually June 1967. There are only 15 schools of public health varies from three weeks to three months, depending in the United States and two in Canada, but because on the prior experience and goals ofthe student. of the continuing shortage of trained public health Faculty resources now available and expected in people and the increase of candidates entering the the near future make it timely to begin planning to field, two to four more are being developed. The extend the professional degree work up to the Doc- University of Hawaii School is the only American tor of Public Health( Dr.P.H.). The first field in school with major commitments to serve the Pacific which there will be sufficient strength for such ad- area. vanced specialization is public health education. The professional degrees in public health are the The M.S. and a planned Ph.D. are intended for Master of Public Health( M.P.H. )in Canada, the persons desiring intensive research and academic Diploma in Public Health ( D.P.H.)and. the Doctor training in specific health subjects.Although there of Public Health (Dr.P.H. ).Traditionally, M.P.H. are needs in the field for professional persons hold- candidates have been health practitionersphysicians, ing the doctorate in several of the areas represented dentists, veterinarians, nurses, sanitary engineers, and in the School, current and expected faculty develop- other personnel in the health or related professions ment make it logical to plan for a Ph.D. in Public with a number of years' experience. For these indi- Health with emphasis on a combined program of viduals, the program may be completed in one year, biostatistics and epidemiology.It will be designed but candidates lacking this experience must pursue primarilyforcandidateswhohavean M.S. a course usually requiring two years. The first year inbiostatisticsandwishtocontinuestudies is spent in the basic curriculum essential in the train- in that field, or for physicians interested in epidcmi- SCHOOL OF PUBLIC HEALTH 71 ology who are enrolled in the three-year General toral programs will be in full operation. In conjunc- Preventative Medicine residency program, accredited tion with the School of Medicine, joint research and in June 1968, for emphasis on either epidemiology or service projects will be underway in tropical medi- international health. These physician candidates pre- cine, nutritions, mental health, international health paring for an academic career will take an M.P.H. or and other areas. The School will make a major re- M.S. plus two or more years in the Ph.D. program, search effort in the area of health information retrieval emphasizing epidemiology. systems, where defects in current practice are serious Physicians in the three-year General Preventative stumbling blocks to progress in comprehensive health Medicine residency program who are not preparing planning and health services administration. for an academic career will take this residency as an The School shares many joint appointments with M.P.H. plus two years of supervised field work and the Pacific Biomedical Research Center (PBRC) and research in epidemiology or international health. the Water Resources Research Center ( WRRC ). Fac- In addition to its degree programs, the School ulty members of the School utilize laboratory facil- teaches the courses in public health for students in ities and computer time of the PBRC and the WRRC. the School of Medicine, participates with the School Members of the School provide data, especially demo- of Social Work in a joint teaching program, teaches graphic information on the Pacific peoples, to the courses for sanitaryengineers registered in the Col- Social Science Research Institute ( SSRI ), and utilize lege of Engineering, and is developing complemen- the SSRI data processing facilities for research proj- tary programs with the School of Nursing. ects of the School.( The programs of these research With students as diverse in background and goals units are discussed in Chapter 18.) as the studentbody of the School of Public Health, the key to academic program guidance lies in counseling by balanced program committees which are Service responsive to the current academic needs of the students, to the special requirements of some of the The School expects to continue to play an impor- sources of traineeship support,and to the employ- tant role in the international programs of the East- ment realities to be faced by the graduates. Each stu- West Center, the Agency for International Develop- dent is advised by his program committee, consist- ment, the U.S. Office of Education, the Peace Corps ing of at least three faculty members, one of whom and national foundations interested in Asia and the must be outside the student's area of major interest. Western Pacific. Faculty members will continue their This system is very expensive in faculty time but present consultative services to the Trust Territory, is most responsive to the needs of the individual American Samoa, Guam, the World Health Organiza- student. tion and the South Pacific Commission. The School is actively supporting and carrying Within the University, the School will provide on continuingeducation programs jointly with com- consultative and advisory services to the University munity agencies, the East-West Center, and other Student Health Service program and cooperate with University departments.Inconjunctionwiththe the Division of Continuing Education, largely in pro- schools of public health of the University of Califor- grams arranged by its Conference Center. nia at Berkeley and Los Angeles, Loma Linda Uni- versity, and the Western Federation of the American Public Health Association, the School participates in Faculty Development a cooperative prograln to serve someof the continu- Because of the broad nature of public health ing education ne. ,, of public and private agencies and diversityofskillsrequiredinitsteaching, in the Western states,Hawaii, Guam, American the faculty of the School will continue to build Samoa and the Trust Territory of the Pacific Islands. relationships( throughjointappointments where These programs are available to all public health appropriate) with the departments of Geography, workers and have been conducted in the field and Economics, Political Science, Psychology, Sociology, on the campus. Anthropolgy, and others. Exchanges of faculty with schools of public health or other institutions in Asia and the Pacific willbe Research instituted through support of grants from private Research activities of the School have been limited foundations. The China Medical Board of New York by critical shortages of office and laboratory space and has provided $120,000 for a period of three years. facilities. Thus far the faculty has given first atten- The School expects to implement this program in the tion to the needs of the student body and has gen- 1968-69 academic year. erated more training grants than research projects. Whenever funds are available, such as for WHO By 1975-76, the School's research activities willhave and East-West Center grantees, field assignments in been considerably expanded because ofadditional Asian settings and working with faculties of schools space in buildings nowunder construction. The doe- of public health, have been and will be programmed. 72 SCHOOL OF SOCIAL WORK

Developments Under Academic Development Plan I Projected Developments Under Plan II

1.School established in 1965; accredited October 1.Establish degree of Dr.P.H. with emphasis on 1965; re-accredited June 1967. health education. 2. M.P.H. and M.S. degree curricula established. 2.Establish Ph.D. in Public Health with combined 3. Courses serving medicine, engineering, nursing program of biostatistics and epidemiology. and social work created. 4.Service programs conducted for Hawaii and Pa- 3. Increase researcheffort,especially to develop cific island communities. health information retrieval systems.

Chapter 14: SCHOOL OF SOCIAL WORK

Purposes and Objectives pendently, but at other times collaboratively with related disciplines and professions. The immediate The School of Social Work has a primary obliga- aim is always the same, to make the lives of human tion to help Hawaii meet its social welfare respon- beings more bearable and socially productive. A sibilities through three programs:(1.)to educate more comprehensive and ambitious goal is to assist social workers to perform their professional activities; individuals,groups and community members to (2) to conduct research on social problems and serv- modify the social structure insofar as it controls the ices; (3) to render community service in the School's quality of human rdationships, and by so doing fin- professional field. prove the total environment, through the evolvement Social work as an academic discipline is concerned of specific institutional reforms. with human beings and their welfare in a complex Social work services are provided in a variety of society. The social workers, in practice and research, community settings, such as the family and child- concentrate on problems of breakdown in human welfare agencies, public welfare departments, psy- relationships.In pre-industrial societies, social mal- chiatric and general hospitals and clinics, courts and function in people's lives was usually coped with, correctional institutions, community centers, settle- and sometimes remedied, through traditional insti- ments and youth organizations. More recently, social tutions, such as the extended family or a church, or workers have been employed in poverty programs, simply through the spontaneous working of social urban renewal, city planning and public housing. custom, such as help from neighbors or the imme- The basic professional preparation for social work diate community. Modern social work theory holds practice is a two-year program of classroom instruc- that an individual experiences himself as a social tion and supervised field practice leading to the Mas- problem because of faulty heredity, disease or vari- ter of Social Work ( M.S.W. ) degree. The School of ous environmental causes:forces whose originis Social Work of the University of Hawaii is one of external to the individual, in the sense that they spring 73 accredited schools in the United States and Can- from stress-situations in the family, resulting from ada. As the only school in the central Pacific, it has death, divorce,difficulties about employment, etc. a special responsibility for professional education, The breakdown may occur also because of internal research, and service for Hawaii, the Trust Territory and external forces in combination, with the result and other nations in the Pacific. that the individual becomes unable to maintain himself in his everyday relationships, his work and his Social work education has traditionally taught students to practice according to the methods of case- normal social roles. work, group work or community organization. At the The fundamental tasks of the profession comprise not only the provision of services and resources to University of Hawaii, students have generally con- restore social functioning, but also the prevention centrated on casework but a few have elected the and control of the conditions which have interfered group work concentration, as at most social work with social functioning. The application of preven- schools.In itscurriculum development discussed tive or remedial services may extend beyond the below, the School plans to offer one concentration treatment of individuals to working with social groups which will include both case work and group work and whole communities. To achieve these further contents, and a separate concentration in community goals, social work practice may be carried on inde- work. SCHOOL OF SOCIAL WORK Office of the Dean .1111 1=1 IExecutive Committee Social Welfare Development L Undergraduate Instructional Programs* and Research Center DoctoraltGraduateProfessional (M.S.W.) * Programst Projected. in the School of Social Work also involve research, continuing education, community service and international activities. 74 SCHOOL OF SOCIAL WORK

SCHOOL OF SOCIAL WORK

Degree Programs: Master of Social Work; Doctor of Social Work or Doctor of Philosophy (projectedl.

Actual Projected 1963-64 1968-69 1972-73 1975-76

Student Majors ( Fall) : 40 115 195 260 Undergraduates Graduates 40 115 195 260 Student Credit Hours (Fall) 687 1,658 3,050 3,895 Graduates (Degrees Awarded ): Masters 2C 45 90 130 Faculty and Staff (FTE) : 7 30 55 65 Faculty 6 15 35 45 Civil Service 1 4 5 5 Federally Funded Positions 11 15 15

Data on graduates for 1967-68.

Forces Making for Change about it."Many professions are important to the amelioration of these problems, including social work, Three factors currently influence the development which has its own distinctive role to play. and direction of social service education in Hawaii, A growing realization of the urban crisis has pre- as throughout the nation: an increasing demand for cipitated a reexamination of the social welfare serv- professional social workers, with a very limited sup- ices, especially their operative means and goals. The ply of personnel; swiftly changing social conditions; self-critical studies have led not merely to the reor- and revisions of professional functions, because of ganization of some social service institutions and the altered theoretical framework and basic concepts, creation of new ones, but also to the development of with resultant changes in education for the profession. new concepts and approaches. For example, social There is a widening gap between needed and work agencies now tend to place greater emphasis available social work manpower. The 1965 report on methods o= prevention, initiating new approaches of the HEW Departmental Task Force on Social Work to treatment, such as working with the family as a Education and Manpower estimated that by 1970 group, or extending services to groups of clients, even more than 100,000 professionally qualified social workin agencies that traditionally used the individual inter- ers (master's degree) will be needed to staff agencies view. Especially noteworthy are some of the projects receiving federal financial support alone. Expanding for community development. services of voluntary agencies will also require more social workers. The 1967 report of the Hawaii State Instructional Programs Commission on Manpower and Full Employment on "State Shortages in Professional and Technical Clas- Master's ProgramBasic Professional Education ses" says that the shortage in the social worker series is "common, real, and critical," and that itis "dis- To meet manpower needs, the School has taken trict, state-wide and nation-wide in scope." The report active steps to increase its enrollment.In 1968-69, recommends that the School of Social Work be the enrollment in the master's program is 115 stu- expanded to help meet the local manpower require- dents, a threefold increase in a five-year period. A ments. further expansion of 20 additional students per year The social changes of the past decade both on is planned until the School reaches a maximum of the mainland and in Hawaii hardly need documenta- 300 in the master's program. Since it is anticipated tion. Increases in juvenile and adult delinquency, the that at least half of the students will be from Hawaii, overt reactions to racial injustice evidenced in riots, the enlarged program will be making a substantial and other major problems resulting from urbaniza- contribution to meeting manpower needs of this state. tion are familiar to everyone. Social conditions under- A significant innovation developed in the past year lying the domestic conflict, previously conspicuous has to do with teaching the methods of practice. only to the urban sociologist and the social worker, Group work and casework, heretofore taught as sep- arc now coming to thegeneral attention of society arate specializations, are being combined; students poverty, the effects of racial discrimination, the prob- and graduates will be expected to be able to provide lems of mental illnessand the attitude of society has service to clients by either method. In addition, stu- shifted to one of at least trying to "do something dents in this concentration of the two methods will SCHOOL OF SOCIAL WORK 75

be expected to have knowledge andsome exposure field instructors so that theycan teach in accordance to doing community work. The alternativeconcen- with the changes in the curriculum. tration is community work itself.Students special- New settings for field practice will needto be izing in this area will be expected simultaneouslyto explored, particularly for the development of thecom- be able to provide services to communities andhave munity work concentration. Theuse of the newer an understanding of the treatment of individuals and organizations, such as the federal Office for Economic groups as well. Opportunity (0E0), is as yet untapped andmay pro- Only a beginning has been made thus farin devel- vide good resources.. oping a concentration in community work. In1966- 67 one student was admitted for thisconcentration An Undergraduate Program in Social Work of class and field work; thisyear there are three. In common with -fil.rNschools where community work The projected growth of the M.S.W.program will has been introducid, the faculty needsto give further not in itself meet the constantly expandingmanpower thought to the content and skill neededin this varied needs. The School is therefore planningan under- field, which encompasses planning and policymak- graduate major in social welfare in thecontext of a ing within neighborhoods, and the integration of wel- liberal arts curriculum. Thisprogram would prepare fare services hitherto rendered byautonomous agen- graduates formany entry-level positions in social cies. The School is recruiting fora specialist to help welfare, particularlyas aides or technicians. Many de9elop this concentration. As the faculty worksat persons with a bachelor's degree are now so employed defining the content of thisarea, it will draw on the by agencies, and the major wouldprovide the agen- resources of other departments and schools within cies with better qualified people who, with theaddi- the University. tion of specially planned continuing education,could The basic curriculum requirements stipulatedby successfully perform various importantagency tasks. the National Councilon Social Work Education (so- The program would alsoserve as a base for prepro- cial welfare policies and services, humanbehavior fessional education. Some of thecourses in social wel- and social environment, methods of social workprac- fare would be open to students of other majors. tice, research, administration) will be followed, but One step has been taken. This School lastyear the School will place considerable emphasison con- established a committeeon undergraduate education tent that will help students learn how toassess social for human services, including faculty fromHome welfare resources, how to work with othersto better Economics and American Studies, Public Health, social conditions and welfareprograms, and how to Medicine and Nursing, in addition torepresentatives analyze institutions offering social workservices and from welfare agencies in the community.The com-,.. act towardstheirimproverhent. The anticipated mittee, expanded to include other departments suchas changes in curriculum will requiresome reorgcmiza- Education and Psychology, is continuingto explore tion of courses, addition of newones, some dropping approaches to a new curriculum. of old. Obviously it will also require major changes in the field instruction component. Training for Non-Professional Levelsof Work As another way of meeting Hawaii'sneed for man- Field Instruction Expansion of theMaster of Social power in its rehabilitation, corrections, health, welfare in the Master'sWork program is contingentupon and other human service agencies, so-called Program "New availability of field work place- Careers" programsare being established. Thesepro- ments. Federal financing hasen- grams are intended to prepare educationally disad- abled the School to employ faculty to teach units of vantaged persons for positions in thepara-professional students in the field. This augmentation ofthe field and sub-professional classes. Tocarry out these pro- staff, made possible by social workagencies, has grams, provision is to be made for instruction which taken care of the expansion thus far. It is anticipated will include both training for entry-levelpositions that the federal financing will continue,though cur- and job advancement. While the immediate rent cutbacks in appropriations objective may not provide the is the education of persons to fill positionsat non-pro- additional positions essential for the School'sexpan- fessional levels, some studentsare likely to move on sion needs in the immediate future. For this reason, to graduate school and then to fully professionalposi- in order to use field instructorsto develop experi- tions. mental programs, and also if possibleto establish The community collegeson Oahu, in collaboration school-operated field teaching centers( as is being with the State Department of Personnel tried by a few schools Services, are on the mainland), it is impor- now assuming responsibility for developinga curri- tant that some additional field teaching positions be culum and providing instruction for the NewCareers funded by the University. A Director of Field Instruc- program. The School of Social Work is studyingways tion was appointed in 1967.This position should of becoming integrally relatedto the community col- enable the School to proceed with the developments leges and other elements of the Universitysystem in mentioned, and to plan for continuing education of the conduct of this program. 76 SCHOOL OF SOCIAL WORK

Doctoral Program In line with University policy, the School will continue to accept students from other countries.It The School plans over the next five or six years proposes to develop short-term workshops, institutes to evolve a program leading to a doctoral degree. By and seminars for personnel from other countries as about 1973, the faculty will exceed 40, all but a few part of the program of continuing education.It is teachingatthe graduatelevel and undertaking anticipated that personnel at various levels of agency research. At that stage the additional staff, library and or organization operations will be interested. Activi- other materials necessary to support a doctoral, pro- ties of .an international nature will be developed in gram would be relatively small. The inclusion of the harmony withUniversitypolicy andasfaculty program will make the School more attractive to resources develop, so that the basic program of the young, dynamic faculty with advanced graduate work School will not be weakened by faculty absences. and will put the School in a more competitive hiring position. The local availability of a doctorate will Research encourage selected social workers in Hawaii to make contributions to the state which would otherwise not It is most important that the research component be possible. of the School be strengthened. The program should be designed to achieve a variety of goals. The pro- Continuing Education fessional social worker should be equipped to assist and guide others in developing significant hypotheses The inherent responsibility of the School to offer and defining researchable problems, as well as to con- continuing education for practitioners in, its field is duct investigations himself. Since there is always an made more urgent by the rapid and fundamental excess demand for the use of research facilities, it is changes occurring in social welfare theory, institutions important that members of the profession be well and programs. Continuing education in the form of qualified to identify promising areas for study and to workshops and institutes, as well as the more formal do some of the preliminary investigation, so that the classroom presentation, offers the most effective way best use will be made of the limited resources. Re- of bringing new knowledge and new techniques to search concentrated on social work practice particu- both fully qualified professionals and to sub-profes- larly is highly necessary in view of the developing sionals seeking to develop their careers. The School needs of "practice theory" in this field. Such investi- has requested funds from the National Institute of gation must be conducted in conjunction with social Mental Health to staff a continuing. education pro- work agencies or social work departments of hospitals, gram as an integral part of its operations. schools, mental institutions, etc. Collaboration with The Youth Development Center was transferred social agencies in the analysis and evaluation of to the School of Social Work in September 1967. agency programs should be encouraged. The estab- Formerly supported by a federal grant,itis now lishment of a doctoral program is desirable in order to funded by state general funds. The Center provides attract additional research faculty and offer advanced continuing education to staffs of social welfare insti- training in methodology. To facilitate the accomplish- tutions working in its special area.It is expected ment of research aims, it is planned that the School that the Center as part of the School will identify will establish a research center. At the moment, the problems for research in this area and work on sole campus facility available for the faculty of the researcl, projects with other faculty of the School and School is the Youth Development Center, whose pri- of related departments in other schools and colleges. mary mission isservice through continuing education, rather than research. International Dimensions Service The location of the School in the Pacific area and the presence of the East-West Center gives the School The School plans to work more closely with other unusual opportunities to develop a program of signifi- units of the University, particularly expanding its cant international dimensions. Recent studies show relationships with other schools in the College of the urgent need for American schools of social work Health Sciences and Social Welfare. Already it has to supply an international perspective in the basic collaborated with Public Health in a course on social professional curriculum, and to identify those ele- welfare policy, offered to students of both schools. ments of the knowledge and practice of the profession It has also helped develop programs on alcoholism, which are internationally applicable. The geographic gerontology, maternal and child care, and has worked focus should be made on countries of Southeast Asia with the School of Medicine in the Regional Medical and islands of the Pacific, regions with which other Program. Further collaborative efforts are planned, units of the University are already involved. The particularly concerning the concentration on com- School must assume responsibility for direct services munity work and social work relevant to medical and in consultation, training, research and exchange pro- nursing practice. grams. The field experience component of its curriculum SCHOOL OF LIBRARY STUDIES 77 brings the School of Social Work into continuing 5. Appointed research professor to strengthen re- relationships with the larger community.Faculty search component. members serve on planning bodies andas consultants 6.Established Youth Development Center. throughout the state. Recognizing the special needs of Hawaii, the School intends to playan increasingly Projected Developments Under Plan II active and wide-ranging role by helping the state and its communities to identify social needs and by,.nlu- 1. Review master's program curriculum and make ating the effectiveness of ongoing programs, as well necessary changes to meet recast objectives and as proposing new programs when changing conditions further develop community work practice. uncover new needs. 2.Continue work with interdisciplinary committee to develop a base for the "human services" professions and to offer a major in social welfare built Developments Under Academic Development Plan I on this base. 3. Emphasize faculty research and develop plan for 1.Progressed toward establishment ofan undergradu- a doctorate program; consider proposal for estab- ate major in social welfare. lishing a research mater. 2. Reviewed and redefined objectives for master's 4.Organize a comprehensive program of continuing program and established a concentration on com- education. munity work 5.Increase contribution totheUniversity'sinter- 3.Increased opportunities for field-iristructiOn and national activities. appointed a director of field-instruction. 6.Collaborate with community colleges and other 4.Substantially increased enrollment in master'spro- branches of University to develop integrated aims gram. and procedures for community betterment.

Chapter 15: GRADUATE SCHOOL OF LIBRARY STUDIES

Purposes and Objectives present school librarians and 40 per cent of the public librarians in Hawaiiare 50 years old or older. Seventy- The Graduate School of Library Studies was estab- five per cent, or 150, of the 200 school librariansnow lished in 1965 to train librarians for service in all employed lack full professional training. Theaca- types of libraries in Hawaii, the mainland United demic libraries, including those of the community States, and in the Asia-Pacific area. colleges, will require a steady supply of beginning The School was accredited by the American professional librariansto replace retirees and fill Library Association in 1967 and is one of 44 accredited newly created positions over the next tenyears. graduate library schools in the U.S. and Canada. It The need for trained librarians in Asia and the offers a program of instruction designed to prepare Pacific is also continuing and growing. Hawaii fillsa librarians for beginning professional positions in all unique role in training librarians for service in these types of libraries. A sequence of specialized courses areas and in training personnel for work in specialized to prepare personnel for school libraries is offered, Asian collections in mainland research libraries. and also a unique program of courses in Asian librar- Developments in audio-visual media and in the ianship designed to prepare Asian personnel for application of computers to librarianship have moved s.vice in Asia and others for work in American re- so rapidly in the last decade that practicing profes- search libraries. sional librarians require periodic retooling and updat- Staffing needs in the libraries of Hawaii are sub- ing of skills. The Graduate School of Library Studies stantial now and will increase in the future. The has, and will continue to schedule,summer institutes Initial Comprehensive Library Planning Study for the and evening and summer courses to meet this need for Hawaii State Library System, completed 'by Booz, continuing education. Allen and Hamilton in April 1968, projects a demand for 275 professional school librarians and 125 public Development Programs librarians by 1976, and corresponding figures of 540 and 158 by 1980. Approximately. 25 per cent of the The School has been in existence for sucha short GRADUATE SCHOOL OF LIBRARY STUDIES Office of the Dean MattersFaculty Instructional Program andAdministration Research* and Grants*Research and Placement* Admissions Administrative Support * Proposed SCHOOL OF LIBRARY STUDIES 79

GRADUATE SCHOOL OF LIBRARY STUDIES

Degree Programs: Master of Library Studies; Doctor of Philosophy ( projected ).

Actual Projected 1963-64 1968-69 1972-73 1975-76

Student Majors ( Fall) : 121 225 310 Undergraduates Graduates 121 225 310 Student Credit Hours ( Fall ) 1,551 2,500 3,400 Graduates (Degrees Awarded) : Masters 52 110 155 Faculty and Staff ( FTE ) : 10 35 45 Faculty 8 30 40 Civil Service 2 5 5

Data on graduates for 1967-68,

period of time that the high rate of 'growthover the with one or more library schools in Asia and the past three years cannot be regarded as a normal long- Pacific. range pattern.It is expected that growth will level An increased emphasis will be placed on faculty off at about a 10 per cent annual rate of increase by research, especially in the areas of Asian and Pacific 1970-71 and that enrollment will exceed 300 full-time library problems, the development of state-wide com- equivalent graduate students by 1975-76. In order to puter facilities to provide centralized processing and achieve and maintain a student-faculty ratio of 10:1, information systems for all types of libraries in Hawaii, annual increases in staff are required, to bring the and studies based on the unusual administrative and teaching faculty up to a total of 40 positions by 1975- service aspects of the state library system in Hawaii. 76. The School will continue to provide opportunities As new faculty are added, continuing emphasis for continuing education for practicing professional will be given to the program for training school librarians in Hawaii by means of summer institutes, librarians. The U.S. Office of Education has recently evening and Saturday courses, and short-term con- approved in principle, but not yet funded, the first ferences during the academic year. two years of an eight-year program to provide fellow- The School will continue-to depend upon the Grad- ship support through the Graduate School of Library uate Research Library as a working laboratory and for Studies for the 150 school librarians in Hawaii who specialized book collections and will continue to presently lack full professional training. recruit part-time teaching staff from the University Recentprogressininformationstorageand library system. The present administrative relation- retrieval and in the use of computers in library sys- ship, under which the Dean of the Graduate School of tems and processes is such that librarianship is at a Library Studies reports to the Vice President for turning point.The Graduate Schoolof Library Academic Affairs, was initiated in July 1968.This Studies currently offers a limited amount of course seems to be a satisfactory administrative arrangement work in this area but is hampered by the lack of and a change is not planned at this time. experimental or ongoing applications in Hawaii library systems.As new faculty members are appointed, strength will be added in the area of computers and Developments Under Academic Development Plan I documentation so that graduate training can be provided to students and a core of library/computer ex- 1.In 1965 established Graduate School of Library pertise will be available to provide research and devel- Studies; formulated policies for library training serving all types of libraries in Hawaii, mainland opment assistance for the library systems of the state. U.S., Asian-Pacific area. Continuing emphasis will also be given to the 2. Organized curriculum for preparatory professional School's unique Asian librarianship program. The training, specialized courses for school librarians, School, in addition totraining East-West Center program in Asian librarianship and research in grantees, is presently teaching Okinawan personnel Asian contexts. under an Army program. It is expected that the fac- 3. Projected long-range staffing needs. ulty of the School will develop a role as consultants 4. Organized program for continuing education focus- to Asian and Pacificlibrarysystems.Plans are ing on new audio-visual media and computer also being made to develop a sister-school relationship applications. COLLEGE OF TROPICAL AGRICULTURE 80

School accredited in 1967 by AmericanLibrary 2. Continue emphasis on trainingschool librarians. 5. applica- Association. 3. Strengthen graduate offerings in computer tions, encouraging research in library technology. Projected Developments Under Plan II 4. Continue emphasis on Asianlibrarianship; provide consultant services to Asian and Pacific library I. Expand services and staffing inaccord with long- systems; encourage research in areasubjects. range projections, withleveling off to approxi- 5. Organize continuing education programs. mately 10 per cent by 1970-71. 6. Develop doctoral program.

Chapter 16: COLLEGE OF TROPICALAGRICULTURE

Purposes and Objectives to agriculturists and others throughoutHawaii, as well as to persons who will work in other tropical The College of Tropical Agriculturewell exempli- areas of the Pacific andAsia. fies the functions of the Universityof Hawaii as the land-grant college of the Pacific.It operates within Hawaii's function in the American system of fed- the system of land-grant colleges of agriculturewhich erally supported land-grant agricultural colleges is have applied the scientific method to the improvement inherently unique, since this is the only College of of agriculture and rural living, taken their discoveries Tropical Agriculture in the United Statesindeed, one to the farmer through an extension service,and thus of the few in the world. Products of both tropicaland have educated succeeding generations of agricultural semi-tropical agriculture can be cultivated and studied researchers and teachers. The contribution of this in Hawaii as in no other state. Hawaii's richly varied national network of research-extension-teaching to the topography, rainfall and soils make it feasible to work enormous increase in theproductivity of American with a range of agricultural commodities of potential agriculture and improved levels of living in rural economic and scientific interest to which it is difficult America over the past century is widely appreciated, to set limits.It is not an exaggeration to say that to a point where other nationsincreasingly seek to virtually anything can be grown in Hawaiiat one or create similar networks. Thecentral purposes of the another altitude. College are as follows: Indeed, this embarrassment of riches is one of the difficulties of devising a program of agricultural 1. To conduct integrated research and educational research, extension and teaching in Hawaii. In most programs that bear directly on theproduction, pro- states the question of priorities, of deciding what to cessing, marketing and utilization of agricultural concentrate on, is narrowed by the climate and terrain products and the development and improvement of of the stateby what can be grown outside hothouses family and community living. and laboratories. In Hawaii, the choice of program 2. To maximize its contribution to Hawaii by con- must be established by other criteria. centrating fundamental research on those biologi- Another unusual condition has hitherto shaped the cal, physical and behavioral sciences which form development of the College of Tropical Agriculture. the basic agricultural sciences, and applied re- Typically, the land-grant institution in a state has search on human and natural resources, agricultural been the center for studying the chief crops of the products and technology judged to provide the area. In Hawaii, for a varietyof reasonsnotably greatest economic and social potential to the state. because the College was established only in 1907, 3. To provide undergraduate instruction leading to the B.Sc., preparing some students for positions long after sugar and pineapple had already become in agricultural and commercial enterprises, or in the largest "industries" of the Territory, with their government service, and preparing othersfor grad- own research facilitiesthisdid not happen. Only reduction in the program of uate studies. now, with the marked 4. To provide graduate instruction for prospective Pineapple Research Jnstitute and the transfer of its researchers, teachers and advanced specialists in campus building to the University, isit feasible for the agriculture. College to undertake significant programs in pine- 5. To offer public service and continuing education apple. COLLEGE OF TROPICAL AGRICULTURE ICollege Senate =1111 Dean and Director Office of the and Information Publications BusinessServices HawaiiExperiment Agricultural Station Academic Departments* CooperativeExtensionService AnimalAgronomyAgricultural Sciences & Soil EconomicsEngineeringBiochemistryt Science 4 Branch Experiment Stations 1 Demonstration8 Experimental Farm Farms 1 Research Farm PlantHorticultureFoodEntomology Physiology*Pathology Science & Technology Youth Work 4-H Club and DevelopmentCommunityResource 4 County Offices HumanHomeFoodFashion Economics Development& NutritionalDesign, Textiles Sciences Merchandising& t* TeachingAll with and researchResearch program only. teaching, research and extension programs, except those noted. programs only. 82 COLLEGE OF TROPICAL AGRICULTURE

COLLEGE OF TROPICAL AGRICULTURE

Academic Departments: 14 ( see organization chart on preceding page ). Degree Programs: Bachelor of Science (4 fields ); Master of Science ( 10 fields ); Doctor of Philosophy (4 fields ).

Actual Projected 1963-64 1968 -69' 1972-73 1975-76

Student Majors ( Fall) : 462 666 1,055 1,235 Undergraduates 327 468 700 740 Graduates 135 198 355 495 Student Credit Hours ( Fall) 3,377 5,445 9,000 10,340 Graduates (Degrees Awarded ): Bachelors 55 101 155 190 Masters 29 40 80 125 Doctorate 6 5 15 25 Faculty and Staff ( FTE): 345 419 555 655 Instruction 29 47 85 95 Research: HAES 209 254 320 395 Extension: CES 107 118 150 165

Data on graduates for 1967-68.

Agricultural production has importance in Hawaii such other experts as it may consult, the commodities as a relatively large and stable sector of theIsland or resources most likely to bring maximum economic economy. The College will continue to serve this and social benefit to Hawaii. Such analysis considers sector not only in traditional ways but also in a new the costs of working on a given commodity or resource area. A larger portion of its talents and resources can as well as the projected benefits; itproduces a set of be directed towards solving environmental problems priorities which guides the programming, budgeting related, for example, to pollution, preservation of and staffing of the College. beauty, human resource development and to improving the quality of living for rural and urban popula- Systems Analysis to Set Priorities tions. The College has recently adopted a systems analysis approach, intended in a flexible way to coordinate Integrated Programs its efforts in solving problems in agriculture and in natural and human resource development, so as to The general principle of academic development for bring together specialists from various fields and dis- the College is to organize its chief programs around the ciplines without removing them from their depart- agriculture of the state and the human and natural mental base. Analysis of the College's programs has resources selected by the College for long-term study. to be comprehensive ( to avoid omissions) and must In helping the people of Hawaii to make the most use mutually exclusive categories for describing acti- effective use of the state's resources, the College will vities ( to avoid duplication ). concentrate on products of greatest value or potential Each problem-oriented activityof the College value in this state, and on the resources necessary for ( e.g., how to increase beef production, how to im- economic and social development. Research in field prove clothing design and manufacture)isto be and laboratory will center on these commodities and examined to ascertain why research should be under- resources. Extension will bring the results of this taken, what is already known and what needs to be research, including advanced technology, to local agri- known, how much time is necessary for significant cultural and business enterprises. Such research acti- research, and what College assets are required for the vities should serve to organize and illustratethe task. Nearly a hundred problem areas have been academic curriculum of the College. identified, ranging from soil resources to particular This approach to program selection for the Col- crops,includingavenuesforserving community lege of Tropical Agriculture is a particular application institutions. of the basic tenet of the University's development plan, that the University should maximize its contri- Criteria for Evaluating Priorities bution to this stateand to humanity generallyby concentrating on doing what it can do best in its set- Faced with the task of solving many problems, ting.This applicationrequiresthattheCollege ranging in scope from human resource development analyze the resources and agriculture of Hawaii to to agricultural commodities, the College has adopted ascertain, through the best judgment of its faculty and criteria to be used as guides in evaluating priorities. COLLEGE OF TROPICAL AGRICULTURE 83

These criteria are for the mostpart identical with Cooperative Extension Service, dealingwith individ- those prepared jointly by the Associationof State uals and groups of producers,processors, marketing Universities and Land -Grant Colleges, and the United agencies and consumers. Extension education,incor- States Department of Agriculture.* Theyare as fol- porating the newest research results, would be lows: offered around the state by faculty and staffof the College '1.Extent to which activity meets state andnational at appropriate sites, suchas county extension offices goals of the College, and atcommunity colleges. 2. Potential contribution to knowledge Not all of the College'sresources will be deployed 3. Scope and size ofprogram, considering area, in solving specific problems, givenpriority by PPBS number of people and units affected ( Program Planning Budget System ).Since the Col- 4. Potential benefits in relationto cost lege also is responsible for basic researchand broad 5. Likelihood of extensive andimmediate adoption programs of agricultural instruction,some of its staff of results at any time will be workingon projects not immedi- 6.Likelihood that information willnot be available ately related to urgent problems ofHawaii's agricul- elsewhere tural and humanresources development. 7.Feasibility of implementation andlikehood of There is no inherent contradiction here.Generally, successful completion. members of the College staff not only wouldbe engaged in a team effort to solve specificproblems of Cost (input) data needed for applyingthese cri- high priority to the College and thestate, but also teria usually can be estimated withsome realism, as would work on their particular researchinterests canwith less assurancethe economicor social bene- like all scholars at the University. Inany year appro- fits ( output) likely to result froma research activity. priate portions of the College's budgetwould be Many important program decisions bythe College, devoted to opportunity-oriented and long-rangefund- particularly with respect to the conservationof natural amental research. Research scientists, becauseof their resources and to human resource development, must intimate knowledge within the discipline andtheir rely largely on informed opinion ratherthan on readily discerning observation, would seeknew principles, quantifiable data. It is the responsibility ofthe Col- new scientific methodologies and new knowledge, lege to provideor obtain the critical judgment which which, over time, would sustain the directedresearch must suffice in lieu of hard facts. programs of the College. Key to the effective functioning of theCollege is the rational 'setting of priorities, outlined above. Oper- College Organization ating procedures areas follows. As the faculty and administration of the College determinethat a com- The programs of the Collegeare markedly inter- modity or resource should be studiedbecause of its disciplinary, and future development will makethem importance to the state and because theinvestigation more so. The College now consists of 14 departments is likely to be socially productive, an interdisciplinary based on subject matter specializationor academic dis- research team would be formed. Aprogram of re- cipline.In search to fill in general,thesespecializationsutilize necessary knowledgewith respect methods of the physical, biological, social to the genetics, physiology, breeding, environmental and behav- iorial sciences to solve problems. The response, culture, fertilization, weed-control, pathol- Extension arm ogy, productivity, harvesting, marketing, shelf life, of the College digests and systematizesrelevant infor- etc. of a crop or other commoditywould be developed mation generatej in the College and elsewhereand and fundedover the period judged necessary for presents it to the community. attaining that knowledge. Changing agricultural technology andchanging The teaching faculty of the College wouldutilize social patterns, as wellas the diversity of its tasks, the knowledge gained from researchto structure make it imperative that the Collegestructureits their specializedcourses. Thus, a course in the prin- organization to keep pace withnew and impending ciples of crop breeding would takemany of its needs of the state.Implicit in this design isa unit examples from the cropson the agenda of the Experi- which maintains excellence in itsteaching, research ment Station, bringing research problemsto the and extensionarms, and one which can readily classroom, and staking the class into theexperimental mobilize its resources to meeta problem it proposes field and laboratory. to resolve. As new knowledge and methodologyare tested out, they would be made available to agriculturists Reorganization of the Home and allied businesses in thestate.Much of this Economics Department application of research results would be throughthe Four departments of the College recentlyhave been placed under the leadership of *A National Program of Research for Agriculture(1966), an assistant dean a report prepared jointly by the Department and the Associa- to improve, expand and fully coordinate theCollege's tion. activities in the field of humanresource development. 84 COLLEGE OF TROPICAL AGRICULTURE

The four departments are Food and Nutritional If financing and staffing are adequately provided, Sciences;Human Development;FashionDesign, there need be little conflict between serving the state Textiles and Merchandising; and Home Economics. and serving the broader Pacific community. Conflicts These new departments will develop educational pro- develop chiefly when, for lack of staffing in depth, the grams for a variety of specialized professions. departure of faculty members to overseas assignments The major objectives of these deliartments are to temporarily impoverishes or disrupts the ongoing pro- provide research and professional education which grams in Hawaii. can be used to improve family and communityliving. Short-term training courses for: (1) people going The scope is the life-span of the individual and his into foreign service assignments; (2) people in the enduring needs for food, clothing, shelter and opti- Pacific Basin and Southeast Asia who need practical mum humandevelopment and social relationships. training in agricultural production, processing and The focus is upon both the individual and the setting marketing; and (3) persons in local communities with a in which his needs are fulfilled. The appropriateness need for continuing adult education have been, and of such a program at the University level is persuasive will continue to be, a significant part of the program since, in contemporary society, an understanding of of the College of Tropical Agriculture. the potentialities of human beings requires the knowledge of specialists in the related fields of food and General Education in the College nutritional science, child development, family relationships and consumer economics. Undergraduate Instruction Because human resource development attacks social problems along a broad front, involving not Because ofitsrelativelystable undergraduate only the College of Tropical Agriculture, but other population, the College can more readily enter into University units as wellsuch as the School of Social a program of innovation in the coming years. The Work, Public Health, Sociology and the Social Science College does not suffer from large classes, an explod- Research Instituteactivities in this area will come ing student population, or lack of qualified teachers. under the review of an all-University Council on The ingredients for quality education are there Teaching and Research in Human Development. The proper planning can make it a reality. Council will examine University activities inthis Quality education begins first with the teacher. area to reduce duplication ofeffort and maximize its Departmental faculty can continue to teach courses in contributions to the community. their specialties, but courses and programs of study that cut across disciplines may very well be taught International Programs: Funding by selected members of the college faculty in whatever department they may be located.Examples of Much of what the College will be doing in carry- interdisciplinary courses and programs of study of ing out its principal objective of serving agriculture this kind are statistics and experimental design, gen- in Hawaii will be applicable elsewhere to tropical etics and plant breeding, pesticide and pollution, con- andsemi-tropicalagriculturearoundtheworld. servation and land use, handling of tropical agricul- Because of the particular interest of the University tural products, climatology and the physical environ- in the Pacific and south and eastern Asia, together ment, agricultural history, agricultural journalism, and with the presence of the East-West Center, there will forestry.It will be possible under such a system to continue to be many opportunities for the College select the best qualified instructor to teach the courses to export its knowledge and expertise abroad. in short, courses will be assigned to the individual In some cases the College may have occasions to teacher first and then to departments. do valuable work on problems of no immediate Like the other professional colleges of the Uni- economic interest to Hawaii but of vital concern to versity, the College emphasizes specialized courses the nation's goals. For example, rice is not now an for its own students and depends on the College of important economic crop in Hawaii. However, it is Arts and Sciences for general education courses. An the most important single food crop in the developing exception is the course in international agriculture, nations of Asia and the Pacific. The College has the currently given as an interdisciplinary course in the competence to make a contribution to increasing rice Honors Program. There are other opportunities for production in the tropics. In deciding whether or not the College to contribute to the general education to undertake such projects, the Collegeshould apply of the entire undergraduate student body of the Uni- the general guidelines adopted by the University as a versity. One opportunity is to nominate some of its whole: the project should not materially weaken the present undergraduate courses for inclusion in the 'fundamental purpose of the College, which isto electives of the general education core, insuring that serve Hawaii; thus thereshould be some enrichment, the courses are sufficiently broad-gauged and appropri- some feedback to itsresearch or instructional pro- ate for students not intending to specialize in the grams. In this connection, it is pertinent torecall that field.Courses in the principles of nutrition, family most of the crops of economic importance to Hawaii relationships,entomology,horticultureandplant were brought here fromabroad. pathology are possible examples. COLLEGE OF TROPICAL AGRICULTURE 85

Another opportunity is to develop general courses includingagriculturalbiochemistry,dieteticsand on conservation, or the use of soils in urban as well as human development. The Ph.D. degree is offered in in rural environments, or the creation and maintenance agricultural economics, entomology, horticulture and of a "natural" environment in a metropolis such as soil science. Proposals to offer the Ph.D. in agronomy Honolulu. One or more courses of this nature might and in nutritional sciences have been submitted for parallel and complement the interdisciplinary courses approval. on "Man and the Arts" and "Man and Society." Competence in food science and plant pathology The College does an adequate job of transferring has been attainedto warrant extension of their information to its students, though it can and will do present graduate programs to the doctoral level. more.It also needs to develop in its graduates an Conservatively the College estimates that its grad- awareness of the food and human needs of the world. uate enrollment will more than double by 1975-76. More important,itshould develop confidence in students to utilize their knowledge to solve these problems, by emphasizing the relevance of its subject mat- Developments Under Academic Development Plan I ter to the needs of people, thus bridging the gap 1.Reorganized departments of Food and Nutritional between textbook and reality. A student organization Sciences, Human Development, Fashion Design, called the Hunger Fighters is already doing this. Sum- Textiles and Merchandising, and Home Economics mer programs that would take students to problem under Assistant Dean to better coordinate activities areas in the state and Pacific region would add much in human resource development. to the present program. Similar programs are being 2. Increased enrollment in graduate programs. developed in the field of Human Resource Develop- 3. Two-year technical programs cited in Plan I not ment. implemented; support of such programs in community colleges confirmed. Graduate Instruction 4. Increased research in forest and pesticide work. About a third of all students enrolled in the Col- 5.Installed multipurpose irradiation facility. lege of Tropical Agriculture are graduate students; in some of the agricultural science departments graduate Projected Developments Under Plan II students make up two-thirdsof theenrollment. Important consequences of this large graduate enroll- 1.Strengthen integration of instructional, research ment in the College are smaller classes, lower stu- and service programs. dent-faculty ratio and more frequent contact between 2. Improve quality of undergraduate instruction to students and faculty, both at the graduate and under- fit students for professional work in agriculture, graduate levels of instruction. agricultural business, human resources agencies The graduate program serves two important func- and government. tions; first, by its very presence, it enriches the under- 3. Expand curriculum to include two-year programs graduate curriculum and makes for a more versatile in technical agriculture and short-term courses in and effective faculty; second, it contributes to the agricultural development in the Pacific Basin and research programs of the College. Graduate studies Southeast Asia. in the College are intimately tied to the research 4. Develop courses in adult education. activities of the Hawaii Agricultural Experiment Sta- 5.Strengthen graduate studies, including planned tion. Much of the thesis research of students is sup- development of Ph.D. programs in agronomy, nu- ported by East-West Center, AID, foundations and tritional science, and other fields when appropriate. private industry. 6.Initiate courses in land use, conservation, pollution The Master of Science degree is offered in agricul- control, handling of tropical products, and agricultural economics, agricultural engineering, agronomy, tural journalism. animal sciences, entomology, food science, horticul- 7,Restructure administrative organization to achieve ture, nutrition, plant pathology, and soil science. New above objectives, including stronger links between master's programs may be developed in other fields Cooperative Extension Service and the public. GRADUATE DIVISION AND RESEARCH ADMINISTRATION Senate of GraduateDivision /EMMEN. Research Administration Graduate Division and 41111M Research Council Graduate Council Organized Research Units* LSBHIMBHIGERC WRRCSSRIPBRCPALI SensoryPopul.AstronomyArboretum Genetics Sci. Lab. 1 and Personnel Programs Student Services Graduate I Administration Research I Admissions Records onFaculty Research Program and Intramural Travel ExtramuralProgramsResearch FellowshipsInstitutes and * The names of the units here identified by their initials are fully stated in the text which follows. GRADUATE DIVISION 87

Chapter 17: GRADUATE DIVISION

Purposes and Objectives turn recommends to the Board of Regents. Proposals for new or revised programs and courses are cleared All graduate work at the University of Hawaii is first through the college and then sent to the Graduate under the general jurisdiction of the Graduate Divi- Division for review and approval. sion, which examines new graduate programs before The Graduate Division enrolls only those students they are approved; reviews qualifications andapproves who have been accepted by the appropriate depart- appointment of faculty members likely to be engaged ment (under standards set by the Division) as poten- in graduate instruction; admits graduate students and tial candidates for an advanced degree, or to parti- approves appointment of graduate assistants; admin- cipate in certain special programs. It is anticipated isters graduate student records, fellowship and scholar- that by the mid-1970's there will be between six and ship programs; and, in conjunction with the respective eight thousand graduate students on the Manoa Cam- colleges and schools offering graduate instruction, sets pusa substantial increase over the current enroll- and maintains standards for curricula leading to ad- ment of 2,700, but amounting to less than a third of vanced degrees. The Dean of the Division, who also the ultimate student population of the campus. This serves as Director of Research, is advised by a Gradu- ratio is consistent with the judgment that a graduate ate Council consisting of 16 faculty members and a program of proper size is one which helps attain the representative of the Graduate Students' Association, appointment of the best scholars to the faculty, pro- and by a Senate with representation from each field vides first-rate graduate instruction and results in of graduate study (now 64) plusa member of the significant additions to knowledge, while at the same Graduate Students' Association. time strengthening and supporting undergraduate The relationship between the Graduate Division instructional programs rather than reducing their and the departments in which graduate work takes quality or importance. place is as follows. The undergraduateprogramk, the general administration and the financing of depart- Academic Goals: Criteria for Ph.D. Programs ments are conducted through the appropriate college or school, but their graduate programs are carried on The basic operating principle of the Graduate Divi- through the Graduate Division.Graduate degrees sion is unchanged from 1964to expand into new areas are awarded upon recommendation of the department only selectively, while continuing to upgrade existing faculty to the Dean of the Graduate Division, who in graduate programs. The policy of selective excellence

GRADUATE DIVISION AND RESEARCH ADMINISTRATION

Actual Projected 1963-64 1968-69* 1972-73 1975-76 Graduate fields of study: Masters 49 65 68 70 Doctorate 18 28 34 40 Graduate students enrolled (Fall only): 1,067 2,508 5,550 6,200 Masters 913 1,927 3,400 4,550 Doctorate 154 502 1,150 1,650 Special t 79 80 100 Degrees granted: 318 866 1,800 2,550 Masters 304 819 1,600 2,250 Doctorate 14 47 200 300 Extramural research 'grants administered: No. of grants 96 202 300 400 Value $2,663,330 $10,528,231 $16,751,000 $22,296,000 Intramural research grants: No. of grants 96 136 240 320 Value $ 53,000 $ 118,776 $ 207,000 $ 275,000

Data on degrees granted and research grants is for 1967-68. tNo category for "Special Graduate Students" in 1963-64. 88 GRADUATE DIVISION follows from the nature of graduate instruction and financial support through the budgeting processes of research, and the high cost of graduate studies, as the University and the state, doctoral programs may well as from the prescriptions of geography. The Uni- develop in fields neither envisioned in the first Plan versity of Hawaii cannot excel in all fields of graduate nor required as basic to other disciplines.In other study. It has certain advantages inherent in its mid- words, these programs will evolve without a long- Pacific location and its multicultural society which range plan that they be developed. provide unusual opportunities to excel in certain fields. Adopting these criteria for deciding when to add Marine sciences, oceanography, oriental and Asiatic doctoral programs will encourage the scholarly devel- philosophy and history, Asian and Pacific languages opment of the University within its budget limits.It and linguistics, Asian history, tropical meteorology, willguardagainstapolicywhereby continued tropical agriculture, astronomy, Pacific islands studies emphasis upon fields with special advantages might are among the areas of specialization which our loca- result in the relative neglect of others, or foreclose tion favors. Continued emphasis will be given to these opportunities to develop the University to the full- and other fields in which the University is naturally est extent. favored. A more rounded development of the University Strong beginnings have already been made. Most at the graduate level will bring benefits to the under- of the 28 fields in which the Ph.D. is now offeredare graduate programs as well. The relationship between based upon the advantages and the needs of Hawaii. the two is intimate. With few exceptions, the more Others remain to be added. Economics is an example. senior members of the faculty teach at both the gradu- As indicated in the 1964 Plan, opportunities for ad- ate and undergraduate levels.The opportunity to vanced work in economic development and regional strive for establishment of a doctoral program will, economics are excellent, in Hawaii itself as well as in given the quality of scholarship required, result in other Pacific islands and in Asia.Difficulties in re- upgrading the faculty through application of more cruiting qualified faculty in this very competitive field stringent standards for appointment and promotion. have delayed implementation of the proposed doc- This, in turn, will lead to improvement Af the quality toral program in economics but it should be ready of undergraduate academic programs. shortly. Increased demand for graduate educa and Progress has been made toward the development improved preparation of undergradu.nationally, of more advanced graduate programs in Asian and as well as in this statecoincig with the better- Pacific languages. The instructional program has im- ment of graduate progr -at the University, has proved markedly in the past fewyears. The doctoral resulted in a signifi y improved quality of appli- program planned for inauguration in 1967 has not yet cants for ad rion to the Graduate Division. A been authorized, but, given the existing andprospec- number_ elds of study have already reached the tive faculty, a doctoral program will soon be estab- limit of their capacity to absorb additional graduate lished. students and have become highly selective.This Academic Development Plan Istated:"A few condition will become widespread during the next doctoral programs will be added in the next decade, few years. It should be regarded as a good sign since but as is true for other programs of the University, the graduate education is expensive and should be limited main emphasis must be placed on improved quality to students who are demonstrably able. of present programs." Since 1964, ninenew Ph.D. programs have been approved. Since, with the two Program Reviews: Supervision of Students exceptions just noted, the areas of special emphasis identified in Plan I have been developed, it is now The graduate degree programs will continue to be pertinent to ask whether additional programs should under a constant review which seeks to rationalize be projected and, if so, what the criteria for selection curricular requirements and improve their quality, should be. and also shorten the time required to complete the Either of two circumstances may warrant approval course of study. This continuing appraisal began in of new doctoral programs. The first results from plan- 1967-68, when the Graduate Council adopted a policy ning to establish a program and the second, from calling for a review of each Ph.D. program once every evolving one. The first condition applies when natural five years. Ad hoc committees of the Council investi- advantage leads the University to specialize in a field gate all aspects of each program, meeting with the as discussed aboveor when a field of study must be department chairman to discuss their findings and developed highly because it is basic to advanced work recommendations, which they subsequently report to in other fields. Mathematics is a prime example of the the Council. The Dean of the Graduate Division latter condition. also meets with each department chairman and his The secondevolutionarysituation is typical ofa college dean at least once in two years to review university growing in size and improving in quality. graduate affairs in the department. A third kind of If, in its natural growth, a department or program review began in 1966. In cooperation with graduate assembles a competent faculty and builds up adequate students, the Graduate Council formulated andnow RESEARCH ADMINISTRATION 89

distributes a detailed questionnaireto all candidates under his immediate supervision if the studentsare for advanced degrees to obtain informationabout their to receive adequate professional attention. To exceed experiences in the graduate programs of theUniversity these limits is a disservice to the student, and their suggestions for the pro- improvement.This, too, fessor and to those who provide financialsupport is being done every otheryear. Results are discussed for the programs of graduate education. with chairmen and deans during the biennialmeet- Much has already been doneto alert the faculty ings with them. in each field of study to this problem.A general These reviews consistently pointto a problem of solution requires additional staff andthe participation overriding importance: providing eachstudent with of all faculty members qualifiedto supervise gradu- the personal attention essentialto success in graduate study. Success in this endeavor, combined with ate work.First-rate graduate programs at the doc- careful selection of students for admissionto the toral level, and many masters'programs as well, re- Graduate Division, will minimize the number quire a tutorial relationship between of stu- professor and dents failing to reach their academic objectivesand student. Experience has demonstrated that each will help insure that the funds allocatedto graduate faculty member involved in graduate workshould education at the University of Hawaiiare used to have no more than three to five doctoralstudents full advantage.

Chapter 18: RESEARCHADMINISTRATION

Purposes and Objectives from funds whichare limited. Thus, each university must select the areas of instruction and researchto Activitiesofeducationalinstitutionsgenerally which it will give special emphasis. involve elements of teaching and public serviceout- For the University of Hawaii the basic criterionfor side the classroom. The distinctive feature ofa uni- selectingareas ofspecialinterest,enunciated in versity is that its faculty, engaging in teaching and Academic Development PlanI, was that scholar- public service, is also expected to advance knowledge ship would be fostered with special diligencein areas through research and creative activity. in which the University hassome inherent advantage. Emphasis upon research and creative workin the In addition, and in the tradition of land-grantuniver- University is the result of centuries ofexperience. By sities,this institution concerns itself with research assembling the best students anda faculty of scholars which promises to contribute significantlyto the devel- who have qualified for their positionsby virtue of opment of the State of Hawaii. Emphasisupon these rigorous programs of study and careful review oftheir fields, however, does notmean neglect of others. Any performance, modern societies have attemptedto field of study deemed worthy of being includedin create conditions ideal for the continuing search for the instructional program of the Universitymust cer- truth and the transmittal of informationabout the tainly be given full support to enable its facultyto latest developments in all branches of knowledgeto undertake research. those best able to use it. Choosing the fields of research to be given special The research goal of the individual scholarin the attention and development is not difficult.Hawaii's University is to add as much as hecan to the sum mid-Pacific, geographically isolated, subtropicalloca- of knowledge in his field of special interest.This tion, coupled with the interestingpresence of a variety is a life-time commitment. Its fulfillment is oftwo- of racial groups and cultures, has longattracted fold importance to the University.First, it helps to scholars with research aims best satisfied byliving assure successive generations of students that thecon- in Hawaii and working at this University. Thusre- tent of their education remains up-to-date. Second, search in marine biology, oceanography, Pacificand the cumulative result of the expansion of knowledge Asian linguistics,tropical botany and agriculture, generated by individual research efforts is to help the economic development in Asia and the Pacific Islands, University achieve another of its goalsimprovement Asian history, astronomy, tropical meteorology,certain of the quality of man's life. aspects of sociology and anthropology toname just a Attainment of these unlimited goals,so essential few areascan be carriedon better here than else- 'to the survival of a dynamic society, must be financed where in the United States. 90 RESEARCH ADMINISTRATION

Organization and Procedures Research ), and the Bureau of Educational Research ( now called the Education Research and Develop- Facilitating research requires a variety of organiza- ment Center) be administered through the Office of tional arrangements. Much research can be and is Research Administration.Further consideration re- accomplished within the academic teaching depart- sulted in their remaining outside the direct adminis- ments. This arrangement is efficient if the research trative purview of the Office of Research Administra- problems to be investigated can be handled by mem- tion. Each of these units is operating effectively within bers of the faculty in a single discipline, if the equip- its respective college.Since the research projects ment needed for teaching and research is largely the so administered involve almost exclusively infra-colle- same, and if necessary administrative support, such giatedisciplines andstaff,present administrative as clerical and stenographic assistance, is within the arrangements are satisfactory. capacity of the department. However, the Office of Research Administration When research requires special or costly equip- does provide administrative and advisory services for ment and facilities which can be used in common by these three units, as well as for the 12 research organ- investigators in several related fields of study, organizations under its direct jurisdiction and for individ- izations other than teaching departments may be uals conducting research projects within academic more efficient mechanisms for facilitating research. teaching departments. Any faculty member or re- The same is true if the research to be undertaken can search unit can call on the Research Administration be accomplished only by close, virtually continuous office for assistance in the preparation of research cooperation of scholars in different disciplines. In proposals to be extramurally financed, review of some instances, even when the research is confined to the proposals before they are sent to the granting one discipline and the research equipment is used in agencies, advice on pracedures_and rules governing the teaching program astronomy is an examplethe grants, along with fiscal and accounting services for research facilities may be so large and sometimes so the expenditure of grant funds when required. The far from the canaptis that the establishment of a centralization of these and related functions in one separate research organization is justified. Two sig- office has helped coordinate research activities, avoid nificant changes in the administration of research have unnecessary duplication of effort, anddevelop consist- been made since 1964.First, the positions of Dean ent policies of administration. of the Graduate Division and Director of Research Expansion and continual improvement of the serv- have been assigned to the same person in order to ices offered by the Office of Research Administration maximize coordination between graduate instruction are necessary to cope with the rising trend in research and research. Research grants, special training and activity.In 1963-64, research grants and contracts research programs, and graduate fellowships and totalled $2.7 million, a remarkable increase over the traineeships are now administered in one office. roughly $700,000 received in 1959-60. By 1967-68, the Second, the Research Corporation of the University of total had risen to $10.5 million. This rate of growth Hawaiia public corporation with a board of direc- will not be sustained during the next two or three tors appointed by the Governorwas established to years, unless hostilities cease in Viet Nam. However, administer research grants and contracts involving awards totalling between $15 and $20 million per year unusual requirements, such as work in foreign coun- in the mid-1970's are not unlikely. State general fund tries, hiring of special types of personnel, and opera- support for research under the supervision of the tion of facilities and equipment not readily accom- Director of Research totals roughly $2.8 million in plished under the rules of the State Government of 1968-1969. By 1975, about $5.5 million will be re- Hawaii which apply to the operation of the Univer- quired annually. sity.The Corporation cooperates with privately- As was true in 1964, and consistent with the owned research firms in making available the pro- national pattern, most research funds from extramural fessionaltalent associated with the University to sources continue to be awarded forthe natural and undertake research of interest to both groups, thus physical sciences, and especially to well established increasing the flexibility of research operations within investigators in these fields. To compensate for this the University.Itsinitial organizational problems imbalance, the Director of Research upon recommen- having been largely solved, the Corporation will dation of the Research Council, has continued a policy become increasingly important in research activities of making its modest awards primarily to faculty mem- in Hawaii.It is self-financed, using no state funds bers in the social sciences and humanities and to except for work it niay do under contract with state younger faculty in the sciences, to enable them to agencies. Its annual volume of business, now approxi- develop programs which can gain outside support. mately $1.5 million, will probably increase to $6-$8 Competition for these intramural awards made from million within five years. state-provided funds is keen and many acceptable Plan I recommended that the Hawaii Agricultural proposals have been rejected because of limited funds. Experiment Station, the then new Engineering Experi- In 1967-68, for example, the Research Council received ment Station( renamed the Center for Engineering 210 proposals and was able to make only 136 awards, RESEARCH ADMINISTRATION 91 totalling $118,000. In 1968-69, approximately $130,000 Programs, Plans and Coordination is available for this purpose. Plan I proposed that $200 per full-time member Since most research done within the University is of the teaching faculty be allocated for intramural undertaken by members of the teaching faculty work- research support. Today, this would mean having a ing in their fields of special interest, there is a neces- fund of about $160,000. Given the improving quality sarily close correlation between the development of of our faculty and its growing commitment to research, research and teaching programs of the University. the sum available today should be about $200,000, However, even though each scholar pursues his own or $250 per faculty member. Though the average professional interests, in the laboratory as wellas in grant is smallapproximately $900the program has the classroomwhich might seem to make the Uni- had the effect stated in 1964.It is "a very valuable versity a welter of idiosyncratic -activityhis appoint- stimulus to the progress of the University" and it ment to the faculty is based upon a matching of his contributes importantly to the growing "maturity and interests with the general academic plan of the Uni- prestige" of the University. versity and the more specific plans and programs of the department with which he will be affiliated. The improved stature of the University isalso The programs and plans of the organized research in significant measure attributable to the presence of units should be based upon research interests rele- the 12 "organized research units" administered through vant to the instructional programs of the University the Director of Research. Some of these units were except where, in the case of the Land Study Bureau, established to facilitate and encourage research activ- the unit was expressly established to serve a public ity in a number of related fields of study. The Hawaii need separate from the campus. The merging of Institute of Geophysics and the Social Science Re- instructional and research interests mutually search Institute are examples. Others were designed strengthens both functions of the University. to handle research in areas relatively narrow but Better communication and more coordination of appealing to a number of specialists within those areas. planning between the research institutes and the Linguists, for example, find it congenial and produc- academic departmentsareneeded.Directorsof tive to work in the Pacific and Asian Linguistics organized research units should be appointed fora Institute. specific term, and subject to review of their per- Three of the units were created in response to formance, following procedures analogous to those external requests. They are the Land Study Bureau, in effect for the appointment and review of chairmen theEconomicResearchCenterandtheLyon of academic teaching departments. Coordinating-ad- Arboretum. The Bureau and the Center were estab- visory committees for each research unit, formed of lished by the_legislature to provide professional serv- facui*.y members fromtherelevant departments, icesto agencies ofthestate government.*The should bappointed by the Director of Research to Arboretum, a gift of the Hawaiian Sugar Planters' help achieve these ends. Departments and research Association, is basically a large collection of botanical organization directors are now considering how these materials growing in upper Manoa Valley now made committees can best be constituted, as well as the available for research purposes. boundary lines between coordination and advice, on The organized research units are intimately re- the one hand, and active direction, on the other. lated to the instructional program of the University in Further impetus to coordinating the planning of two ways. First, their professional personnel, with few research and teaching, as well as public service, in a exceptions, hold teaching appointments in academic broad area of special competence at the University, departments. Their qualifications for promotions and has been provided recently by the National Science tenure are jointly judged by departmental colleagues Foundatioq through itsSea Grant Program.This as well as by the research organization. Second, much program, an extension of the land-grant college idea, of the research carried on in these units employs is designed to assist the University in a variety of student assistants, mostly graduates but including undertakings to improve man's understanding, con- some undergraduates as well. Such research experi- trol and exploitation of the sea. Ten departments, ence is an important part of the students' education ranging from agricultural economics and botany to and frequently provides entree to a professional oceanography and ocean engineering, three organized career. research units and approximately a hundred investigators will be involved in the Sea Grant Program, now in its first year under a $435,000 National Science This is also true of the Legislative Reference Bureau, ad- Foundation grant. This program will be a continuing ministered under the Division of Continuing Education and Community Service, discussed in Chapter 22. one with increased funding expected. 92 RESEARCH UNITS

RESEARCH UNITS

Social Science and Humanities Research

ECONOMIC RESEARCH CENTER 4. Comparative studies in economic development of Hawaii. In accordance with the legislation which created it, 5.Role of Hawaii in economic development of Paci- the Economic Research Center conducts short-term re- fic Basin and Far East. search as well as long-range studies of direct perti- nence to the economic welfare and developmentof 6. Research program in economics of marine re- Hawaii. These projects are undertaken by staff mem- sources (joint project with Department of Ocean- bers who also hold appointments in various academic ography and Hawaii Institute of Marine Biology ). departments in the Univc.:;ty, or by visiting special- It is the objective of ERC to fill its senior staff ists. They are assisted by a small permanent staff of positions with specialists capable of handling such junior professionals employed by the Center. research areas. The-responsibility of the staff member in In the past,studies were usually initiated is to plan, initiate and carry out projects. Since each response to requests from the legislature, its committees or other governmental agencies. These studies senior staff member holds a joint appointment with an academic department, courses in the area of his special- were directed toward solutions of narrow but, at the ization can be offered. time, particularly pressing public policy problems that Close contact with the resident academic depart- had some economic aspects. ments will be pursued through the ERC sharing Past experience has shown that these research appointments and supporting faculty research. Equally requests could have been serviced more effectively if the knowledge of the Hawaiian economy had been important, the ERC can become a more fruitful adjunct to the graduate programs of these departments. enhanced by a broader program of long-term basic It will serve as an agency providing guidance, sup- studies. The record of the ERC with respect to such port and facilities for Ph.D. candidates in economics long-term studies has been quite satisfactory.Al- and other related disciplines, so as to encourage them though few in number, the projects have been carried to undertake their dissertation research on problems of out by highly competent and specialized, mostly sen- the state and the Pacific. ior, personnel. They have opened new avenues for Since 1959 when the ERC was established, 13 further economic investigation and have provided the graduate students have served on its staff in various statistical data and the economic analysis necessary for informed economic policymaking. research capacities. Six of these students have received The ERC, their Ph.D. degrees and others have received the M.A. operating within the framework of the University of degrees. Currently ERC is supporting the disserta- Hawaii, has a comparative advantage in performing tion research of one Ph.D. candidate; another one such long-term studies for at least two reasons. Given will be added in June 1969. The role of ERC in the institutional structure of basic research, such research training of graduate students islikely to studies are the least likely to be carried out unless an expand with the development of the Ph.D. program academically-orientedorganization performs them. in economics. Because of the specialized professional aspirations of academic personnel, it is easier to attract first-rate The ERC is currently financed from general fund revenues.In the past, special requests for research staff by opportunities to do in-depth studies ofeco- have been frequently made by various governmental nomic problems with broader relevance than to try to agencies which provided special funds for the pur- interest them in studying a narrowly defined problem pose.It is expected that when a broader research that deals exclusively with a particular aspect of the program is undertaken more extramural funds will be Hawaiian economy.Research of wider scope and necessary. relevarice has both professional publication value and transferability. Developments Under Academic Development Plan I By placing more emphasis on long-term studies, 'the ERC will better serve both the state and the Uni- 1.Conducted 17 studies in response to legislative versity of Hawaii. Areas and problems appropriate requests; published results in 27 research reports. for long-run studies include the following: 2.Broadened "in-house" capability of Center by 1.Econometric studies of Hawaii's economy. filling senior staff positions with specialists insev- eral areas of economic research. 2.Studies in fiscal policies of the state. 3.Attained a more balanced mix of short-term and 3.Studies of Hawaiian industries. long-term research projects. RESEARCH UNITS 93

Projected Developments Under Plan II 1. Culture and Behavior in Asia and the Pacific

1.Continue research service to State legislature and It is widely recognized that through basic research government agencies. the behavioral sciences can make significant contribu- 2. Expand research program to areas of Hawaii's tions to the fields of mental health, social problems and economy where serious problems can be antici- medicine. To this end the SSRI has developed an pated. interdisciplinary research program involving psychia- 3. Broaden research scope to include role of Hawaii try, psychology, sociology and anthropology. in economic development of Pacific Basin countries. Initial funding has been obtained from the National Institute of Mental Health through a grant for a five- 4. Expand research training of graduate students. year period, 1967 to 1972, for a study of culture and mental health in Asia and the Pacific. This project SOCIAL SCIENCE RESEARCH INSTITUTE will actively involve four or five members of the In- stitute, who each year will be joined by three special- The principal functions of the SSRI are to facilitate ists from the mainland U.S. and six Asians funded the initiation of faculty research in social sciences and by the East-West Center. A proposal is being pre- to conduct programs in research, especially interdis- pared for funding a comparative study of national behavior in East Asia and the Pacific, which calls for ciplinary projects. As a facilitating agency and an field projects carried out by previous participants in interdisciplinary unit, the Institute can provide more the culture and mental health program and by Hawaii complex and specialized services and facilities than graduate students. A complementary program on the normally exist in a department. The Institute serves social consequences of development is in a more rudi- the University, and particularly the social sciences mentary planning stage. graduate faculty, by establishing quality research programs, as specified by Academic Development 2. Korean Research Center Plan I, which called for the SSRI to emphasize basic studies in the social sciences, focusingon Asian and The increasing emphasis on Korean research in the Pacific areas. Finally, the Institute attempts toserve middle 1960's at the University of Hawaii was recog- the needs of the state and nation by developing those nized in April, 1967, when the SSRI was awarded a services and competencies whichitisuniquely grant by the Ford Foundation for the development of equipped to provide. For the state, theprogram con- a research program on Korea. Similar awards were centrates on behavioral science related to people of made simultaneously to Harvard, Columbia, Prince- Hawaii; for the nation, the scope extends to the ton and the University of Washington. Hawaii's pro- peoples of Asia and the Pacific. gram is unique in that it is the only one of the five During the formative years of development ( 1962- currently emphasizing social science research. Dur- 67 ), in order to stimulate research wherever there ing 1967-68, seven faculty members took part in the program; in 1968-69 the number of participants in- was promise, the Institute supported individual re- creased to nine faculty and three graduate student search projects. Beginning in 1967, the Institute grad- assistants. Ongoing research includes a comparative ually shifted toward development of broad inter- study of Korean and American social values, studies in disciplinary programs, while continuing to provide short-term spatial mov.:nents, inflation and economic assistance to individual scholars in formulatingpro- development, Korean immigrants in Hawaii, political posals. It is desirable that these broad programareas leadership, youth adjustment problems, and labor- be complementary to faculty research interests and management relations. Success in making significant graduatetrainingprogramsinthedepartments. contributions to Korean research during the grant Ideally the Institute should play an innovating role period may likely lead to additional extramural fund- in facilitating interdisciplinary research and training. ing for the establishment of a major Korean research In the period ahead, the Institute will increasingly center at the University of Hawaii. work to establish ties, where desirable, with departments and programs outside the social sciences. An 3. Survey Research Center arrangement with the Institute of Advanced Projects, Recent years have witnessed a greatly increased East-West Center, enables six Asian scholars per demand for survey research in Hawaii, including not year, funded by the East-West Center, to become only public opinion studies but also the use of sample involved in SSRI programs. It is intended that similar survey methods for epidemiological and demographic ties will be established within the areas of health, investigation.These demands have pointed to the medicine and education, where these fields can benefit need for a survey facility on this campus to serve the from participation of social science researchers. following functions:( 1 )facilitate the activities of The following Institute programs are now function- individual campus scholars and of ongoing research ing or are being planned: programs; ( 2 ) enhance the University's attempts to 94 RESEARCH UNITS obtain support for survey research;( 3 )provide a has acquired on tape or cards the latest census material service to governmental agencies which require the on Western Samoa, Tonga, Fiji and the American collection of survey data;( 4 )create an archive of Trust Territory. Similar data will be obtained from survey data for secondary analysis; and ( 5 ) provide New Hebrides, Cook Islands, Gilbert Islands, New graduate instructionin survey methods for both Caledonia and former Dutch New Guinea.It is in- American and Asian-Pacific scholars.There is an tended that this program on Pacific population will be evident need to develop survey research competence integrated with the work of the newly established required to assess the impact of Peace Corps and population program at the East-West Center and the AID projects in Asia and the Pacific. anticipated training program in population studies During the 1968-69 academic year, a modest pro- in the social and health sciences. gram of survey research and training has been initiated by SSRI and the Department of Sociology. A 5. Community Research in Hawaii seminar in Survey Design and Analysis is being offered to graduate students.In addition, faculty members A neglected opportunityfor conducting basic and students may obtain assistance in study design, social and behavioral research and for offering gradu- sampling, questionnaire construction, data collection, ate training exists within the local community. Visit- data processing, analysis and the reporting of survey ingresearchersandfoundationofficialshave research. This first year's program is conceived as a repeatedly commented on the limited attention given feasibility study to determine the needs and the poten- the multi-ethnic community in Hawaii, since the tial for formally establishing a survey research center pioneer efforts of the University's sociologists two or on this campus. Basic groundwork is being laid for more decades back.Efforts to use this opportunity a center, with work under way to develop a con- have already begun, with the compilation of an an- tinually updated sampling frame to permit the selec- notated bibliography on the Japanese in Hawaii, in tion of probability samples in the State of Hawaii. conjunction with the writing of their social history. The long-range goals of the survey research center During the past four years, the Institute and a federal include the creation of continuing programs of re- grant agency have supported research on the influence search in such areas as mental health, higher educa- of peers, parents and the school on attitude formation tion, epidemiology, race relations, and urban develop- among high school seniors in Hawaii. Currently, the ment, to be carried out in cooperation with University Institute is providing partial support for an interdis- departments and with governmental agencies. Such ciplinary study of a Hawaiian community in rural programs would provide a medium for practical train- Oahu, a project concerned with social and political ing in survey methods and for the pursuit of research organization, family and socialization patterns, edu- interests by campus scholars. They would be sup- cation, health, employment, economics and individual ported by, and help to maintain, technical service behavior patterns.Similar studies of other ethnic facilitiesfor data collection and data processing. groups, on the other islands, are clearly desirable. Research assistantships should be made available to The growing interest of American social and behav- graduate students specializing in survey research. ioral scientists in the cross-cultural applicability of their theories offers the University an opportunity to 4.Pacific Population Data Banks and Demographic take the lead in this development, particularly in the Research field of psychology, where no widely recognized center of cross - cultural research activity has emerged. During mid-1967 the Institute carried out the tabu- lation and analysis of the 1966 census for the govern- 6. Current Research Notes ment of Western Samoa. This experience provided first-hand access to basic data which can be utilized In at least three fields of research the University in the study of island populations. has progressed to the point where Hawaii has the Behavioral scientists rarely have the opportunity potential of becoming the primary academic center: to undertake the study of a total society. Here in the mental health in the Pacific and Asian area, Pacific Pacific, this opportunity is available in a diversity of and Asian archeology, and Korean studies.These cultural settings.It has seemed desirable, therefore, areas, and possibly others which may emerge in the given the opportunity of readily available data, to near future, need a foundation-supported information begin to collect population statistics on Pacific peoples system. The Institute proposes to develop a computer- and to provide for the establishment of data banks. based, fast-access information retrieval system for such In addition toitsuse by the social sciences, the research, and to publish for each strong research area population data bank has relevance for epidemiologi- Current Research Notes to fill the gap left unattended cal research and for development planning. There are between letters and the first-draft prepublication of indications that national and international agencies research results.It is believed that Hawaii's role in are interested in supportingsuch a service center for these national and international information networks the Pacific located in Hawaii. To date the Institute will effectively offset its geographical isolation. RESEARCH UNITS 95

Developments Under Academic Development Plan I also undertakes research involving the application of linguistics to the practical problems of prestige 1.Major funding for a six-year program, 1964-70, to underwrite faculty research in the social sciences dialect learning, second language learning, ethno- on Asia and the Pacific. linguistic and psycho-linguistic relations, and the study 2. Private funding for initiation of the social science of migrations. research program on contemporary Korea. Specific current or proposed research projects include:socio-linguistic studies in Hawaii; language 3.Federal funding for establishment ofa major program on culture and mental health in Asia and teaching material preparation in several languages of the Pacific. the Trust Territory and the Philippines, especially for 4. Establishment of publication program: Asian Per- Peace Corps Volunteers; linguistic descriptions and spectives, Asian and Pacific Archaeology Series, dictionaries of Pacific languages as a basis for prepara- Hawaii Research Series, SSRI Working Papers, tion of materials to teach English; descriptive, com- SSRI Reprint Series. parative and lexical materials for the Philippines, Aus- tralia, New Guinea, Micronesia, Polynesia and South- Projected Developments Under Plan II east Asia; studies of indigenous languages of the Pacific Northwest, in order to establish possible con- 1. Expand cultural and mental health program with nections between the New World and Asiatic lan- extramural funding to include field research in guages; and techniques for computer-oriented lexical Asia and the Pacific. eliciting, grammatical and comparative analyses, and 2.Establi G;can research center with major pri- semantic codifications to handle the masses of data vate funding for faculty research and student sup- produced by these projects. port. The beneficiaries of this linguistic research include 3.Establish survey research center focusingon men- the University teaching departments and the scientific tal health, higher education, epidemiology andur- community, educators in the concerned areas, and the ban development. indigenous peoples. The first group benefits from the 4. Increase number of University faculty members theoreticalinsightsgained.The contributionsto participating in social science research. knowledge through the investigation of languages in 5.Establish information banks and disseminatere- other areas of the world can and should be augmented ports pertaining to mental health in Asia and the by research in Asia and the Pacific. Within the Uni- Pacific,Pacific and Asian archeology, Korean versity, the Institute encourages and helps initiate the studies, and Pacific population. types of research listed above and carried on by its 6.Intensify social science research on problems of the own staff and through faculty members in the social local community. sciences and the humanities participating in such programs as anthropology, Asian and Pacific languages, PACIFIC AND ASIAN LINGUISTICS INSTITUTE English,linguistics,speech and theteachingof English as a second language. In accordance with Academic Plan I, in which it Educators in the developing Pacific areas widely was called the Pacific Lexicography Center,the lack adequate materials for classroom instruction. For Pacific and Asian Linguistics Institute was established example, no texts specifically prepared for teaching in 1965. Its mission is to analyze, describe and classify English to Micronesians exist. In addition, little has the languages of the Pacific and Asian areas, and to been prepared for using the indigenous languages in use the results to improve language teaching ( includ- the education of these culturally diverse peoples. This ing English as a second language ), intercultural under- condition exists largely because there has been almost standing and historical knowledge.The Institute no basic research on the languages involved. limits its interest to the description and study of key The indigenous peoples also benefit, for linguistic languages rather than of every language in these areas, research is one of the most immediate and meaningful since there are more than 1,000 in the Pacific alone. ways to instill pride and self-confidence among those Specific areas of projected research include the South whose language is selected for study. The acknowl- Pacific, New Guinea, Australia, Southeast Asia includ- edgement and overt public recognition of the value, ing Indonesia and the Philippines, and the lesser complexity and dignity of the native languages through known languages and dialects of Taiwan, Japan and these means is an effectively tangible and relatively mainland China. inexpensive way to help these people accommodate The Institute plans and conducts research in general to the larger world in which they now live. theory and specific problems of lexicology, structural semantics, grammatical descriptions and comparative- Developments Under Academic Development Plan I historical analysis.It collects data on the languages of the Pacific and Asian areas, and develops and 1.Established Pacific and Asian Linguistics Institute utilizes computer techniques for storage and retrieval in 1965. with the intention of making readily accessible a 2. Recruited core staff of professional linguists. large quantity of high-quality linguistic materials. It 3. Completed or currently funded 15 research pro- 96 RESEARCH UNITS

jects, with some 40 faculty or graduate students guages of such areas as the U.S. Trust Territory, involved in the research. the South Pacific including New Guinea and Aus- 4. Completed dictionaries, language texts and gram- tralia, Southeast Asia, Taiwan and Japan. marsfor12 languages;initiatedcomparative 3.Increase extramural support forsociolinguistics studies for another 12 languages in Pacific and ( dialects in Hawaii, languages in contact), applied about same number in Pacific Northwest. linguistics ( language teaching, materials development), and basic linguistic research in lexico- Projected Developments Under Plan II graphy, language comparison and history, and language description and theory. 1.Increase core staff to support and administer addi- 4. Seek support for computer-oriented research and tional research. facilitiesfor storage and retrieval of linguistic 2.Increase extramural support for research on Ian- materials for this area of the world.

Biological Science Research

HAWAII INSTITUTE OF MARINE BIOLOGY The instructional functions of the Institute include direction of thesis research and support of graduate Created in 1948, the Institute ( formerly called the students through assistantships. There are currently Hawaii Marine Laboratory) is concerned with en- 23 research assistantships for students, with more vironmental marine biology and fisheries. In addition planned. In addition, in the summer of 1967 a training to conducting its own research programs, facilities are program in graduate research was initiated.The provided for the grant and contract research of Uni- subject during that summer was coelenterate ecology versity faculty members and for graduate education. and physiology. In 1968 a similar program was offered Staff members on request also provide advice and for work on marine mollusks. assistance to persons in the state and nation who are Several developments within and outside the In- interested in special problems within the areas of the stitute will lead to a rapid increase in its activities staff's competence. during the next few years.Its intimate linkage with The facilities of the Institute, located on Coconut programs of graduate instruction will place mounting Island in Kaneohe Bay, include three laboratory build- demands upon it for the use of its facilities. Among ings, a shop and warehouse, numerous skiffs, three these links are the programs of graduate education personnel boats and a 46-foot launch. A variety of in botany, zoology, and especially oceanography. The equipment used in marine research is available, as well larger number of faculty and staff grants and contracts as running sea water for the tanks and pondsof the for research, the Sea Grant program for living marine research station. resources, the parallel state fisheries development pro- The programs of the Institute are grouped into gram, and the anticipated growth in University sup- four administrative categories: Research Facilitation; port for environmental research will, of course, also Fisheries Development; Environmental Biology and need to be accommodated. Behavior; and Cooperative Sport Fishery Unit. The The new building planned to house the graduate latter is essentially autonomous since the unit leader program in oceanography at Kewalo Basin in Honolulu and his assistant are federal employees; the Institute will take care of some of the research-based demand is the agency for carrying out University responsibili- for the intensively used facilities of Coconut Island. ties regarding the unit. The other divisions of research Research in biological oceanography and much of the in the Institute are the direct concern of itsstaff. fisheries research for which the Institute is responsible Research Facilitation provides for discharging the could best be housed in this building. While the facili- Institute'sresponsibilitiesto principal investigators ties at Coconut Island and their location are excel- of programs funded by extramural grants and con- lently suited for work relating to coral reefs and reef tracts, facilities needed for graduate education, a sum- organisms, larvalfishes,oysters, clams, and other mer research institute,and arrangements for field biota of Kaneohe Bay, they provide no special ad- trips of classes and other student groups.Fisheries vantages for other aspects of marine biology. Development includes a group of applied research pro- Space requirements fog research programs are grams funded by the State of Hawaii and the majority directly related to the number of persons involved and of the Sea Grant funded programs for which the the character of their activities. For the HIMB two Institute has responsibility.Environmental Biology projections must be made: one based on the estimated and Behavior includes basic research required for number of staff at the proposed Kewalo laboratory fisheries work, such as investigation of fish physiology and the other, the number at Coconut Island. Since and behavior, and the study of marine ecology. the Kewalo site has obvious logistic advantages for RESEARCH UNITS 97 activities based in part on the Manoa Campus, the industry, governmental agencies and other Uni- demand for space, in general, may be greater at the versity groups. Kewalo facility. For this reason, an arbitrary upper 4. Increase support for faculty and graduate student limit of 150 has been set as the total number ofper- research in marine biology and biological ocean- sons working at Coconut Island, and the remainder, ography. 216, have been assigned to the Kewalo facility. 5. Develop needed facilities, including new labora- Facilities and instrumentation for marine research tory at Kewalo Basin, new vessel for biological are evolving very rapidly. These include sophisticated oceanography, new instrumentation and equip- analytical instruments, environmental simulators and ment. sensors, submarine television systems, research sub- marines and ships. Unfortunately, the University of PACIFIC BIOMEDICAL RESEARCH CENTER Hawaii is poorly equipped for environmental marine biological research. The single University research As described in Academic Plan I, the Pacific Bio- vessel is not suited for more than limited research in medical Research Center was established to meet the biological oceanography, and laboratory equipment for needs for interdisciplinary biomedical research in the such research ashore isquite inadequate.Marine University, the state and the entire Pacific Basin. The environmental research is very expensive because of Center is charged with fostering research and, in- the required facilities and equipment.In some indirectly, graduate education in all basic fields of bio- stances, however, the lack can be remedied by sharing medical science.It is making a national reputation, the facilities of other University units, such as the thus becoming the primary focus and stimulus for bio- Hawaii Institute of Geophysics or the marine labora- medical research in Hawaii. Its influence is beginning tory of the Pacific Biomedical Research Center. to extend, as originally contemplated, to the Pacific Basin. Developments Under Academic Development Plan I The objectives of the Center call for the development of all areas of biomedical science. At the same 1. Established state-funded fisheriesprogram, cover- time, a policy of selection has been worked out based ing development of techniques for enhancingsur- upon comparative advantage. A biomedical research vival of live-bait fishes used in tuna fishing; dis- center in Hawaii has several important natural ad- covery of commercial quantities of precious coral vantages, among which are the availability ofa rich in Hawaiian waters; discovery (jointly with U.S. variety of marine life and the unique ethnic and cul- Bureau of Commercial Fisheries)of Hawaiian tural patterns in Hawaii. shrimp resources of commercial value; successful An example of the exploitation ofone of these rearing of certain marine fishes from eggs; initia- advantages for medically oriented research isthe tion of work on oysters, clams, crabs and some Center's Laboratory for Experimental Marine Biology, fishes of family Carangidae in regard to suitability currently housed in the laboratory portion of the for aquaculture. Waikiki Aquarium, pending completion ofa new 2. ReorganizedInstituteintothreemajorunits: facility at Kewalo Basin. This laboratory is devotedto research facilitation; fisheries development; envi- fundamental biological researchon those problems ronmental marine biology(biological oceanog- for which marine organisms provide ideal experi- raphy); plus a Cooperative Sport Fishery Unit mental material and model systems, justas rats and also involving U.S. Bureau of Sport Fisheries and mice have been used in other studies. Research under- Wild Life, and State Department of Fish and way and planned is centered on four programs: cell Game. division and cell motility, development and differen- 3. Established graduate summer training program in tiation, nerve muscle physiology, and pharmacology research on coelenterates and mollusks. and toxicology of marine organisms. 4.Initiated Sea Grant Program concerned with living At the other end of the spectrum of biological marine resources. complexity, the Center will foster interdisciplinary 5. Constructed major laboratory buildingon Coco- studies of mankind in the Pacific.Much can be nut Island and designed new high-speed research learned about man, medically and sociologically, by vesselfor biological oceanography funded by the study of primitive peoples. Some of the islands National Science Foundation. of the Pacific are the homes of certain rapidly dwind- ling groups of the world's folk societies.Similarly, Projected Developments Under Plan II important lessons can be learned from studies of rapidly acculturating populations, particularly with 1.Investigate mesopelagic animal communities of the referencetothepsychological and physiological Central Pacific. stresses that accompany changing diet and life habits 2.Investigate benthic animal communities of the resulting from the shift to a casheconomy. Hawaiian Archipelago. Pacific island populations offer remarkableoppor- 3. Develop Hawaiian fisheries, with Sea Grant and tunities for detailed studies in human ecology. Studies state support, in cooperation with local fishing will include complete anthropological, sociological, 98 RESEARCH UNITS medical, epidemiological and psychological evalua- themselves so situated and who have the energy and tions, along with botanical and zoological investiga- capacity to carry out research. They will receive the tions of the impact of the population on the remainder same service presently provided some membersof the of the biota, and vice versa. In order that such studies medical community outside the Center. do not become simply arrogant intrusions into the lives of simple people, each study will be structured Developments Under Academic Development Plan I around a program of comprehensive health care for the population. The health care will be scheduled 1.Sponsored research program on the pharmacolo- in such a way that the factors under investigation will gical value of natural products of the Pacific, in not be affected until after all necessary observations cooperation with departments of Botany, Chem- have been recorded. istry and Pharmacology. In addition to these new programs, the Center will continue its sponsorship of several current pro- 2.Undertook research program on the public health jects, including a multidiscipline study of the chemo- aspects of pesticide use, conducted jointly with the therapeutic value of natural products of the Pacific. State Department of Health. This work is based upon research in chemotaxonomy, 3.Established Laboratory for Experimental Marine pharmacology, ethnobotany and structural organic Biology. chemistry.It will also lend support to the on-going 4.Providedelectronmicroscopefacility,animal research into the very serious matter of the pollution colony and other central research facilities serv- of our environment with pesticide residues. Scientists ing biomedical departments on the Manoa Cam- from the School of Public Health and the Department pus and at the Medical School. of Medicine in the School of Medicine are combining their efforts in this program. Further, the Center will continue to encourage Projected Developments Under Plan II interdisciplinary research by the appointment of key specialists complementary to existing strengths.It 1.Establish doctoral degree program in cell and developmental biology, based on staff and facili- will also continue to provide a focus of research inter- ties of the Kewalo Laboratory for Experimental est and collaboration for those biomedical investiga- Marine Biology. tors in Hawaii who are working outside the University. Finally, the Center will continue to provide special- 2.Develop research and training program on the ized laboratory facilities, as exemplified by the electron physiology of marine mammals, as cooperative microscope, and will offer central services, such as project between Department of Physiology and the stockroom and the animal colony. A diagnostic Kewalo Laboratory. service also will be added. 3.Evaluate marine animals of Hawaii as experimental A major growth of the PBRC facility at Kewalo material for basic biomedical research. is planned. There will be one rapid phase of expan- 4. Promote anthropological and biomedical studies sion in 1970-71 when the new laboratory becomes of Pacific island peoples. available.Modest growth will continue during the following three or four years, an increase which will LABORATORY OF SENSORY SCIENCES be accommodated as an overflow from the Center's facility on the Manoa Campus. Upon occupancy of Established in 1966-67, the Laboratory of Sensory the new laboratory in 1970, proposals to federal fund- Sciences is devoted to the multidisciplinary study of ing agencies will be drawn up for the second phase sensation and perception in man and other animals. of construction, which could conceivably be occupied The Laboratory's goals are: to develop an interdis- about 1975. Therefore, this phase of the PBRC opera- ciplinary research laboratory involving both basic and tion can be expected to grow proportionately more applied studies of human and animal sensation; to between now and 1975 than the rate of increase in establish an apprenticeship undergraduate and gradu- overall student enrollment. ate training program; to offer community services in In this context it may be noted that the establish- the form of consultation, lectures and publications; to ment of community colleges on Oahu, together with take advantage of the year-round availabilityof a possible secondUniversity campus, means that there marine animals in Hawaii; and to benefit from the will be biomedical wientists teaching in these insti- University's central location in the Pacific Basin by tutions who will lack .t search facilities on the scale the intermingling of research workers from both Asia available to their colleagues on the Manoa campus. and America who bring with them their own tech- Because of the small distances involved on Oahu, it is niques and special talents. perfectly reasonable that the Center should provide Now in its third year of operation, the Laboratory research facilities and support to scientists who find has built its physical facility and virtually completed RESEARCH UNITS 99 the staffing and equipping of its shops for the construc- cerning the peoples of the Pacific Basin. Supported tion, modification and repair of the highly specialized largely by a program grant from the National Insti- research equipment. The basic research facilities of tutes of Health, the Laboratory is the only one of its the resident staff are also almost complete, though kind working in population genetics.The World additional equipment needs to be purchased or built Health Organization has designated the Laboratory as and installed. There is adequate, though as yet un- the WHO International Reference Center for the Pro- developed, space available in the Laboratory build- cessing of Human Genetics Data. The role of the ing for added activities of the staff during the period Laboratory therefore includes international research 1969-75. and postdoctoral research training. Research undertaken by the Laboratory has drawn The Center's basic program is carried out by a on faculty and students from the departments of small staff consisting of the director, computer pro- Zoology, Psychology, Educational Psychology, Medi- grammers, a systems analyst, computer operators, and cine, and Biophysics, and from the East-West Center. the secretariat. To these are added annually ten or Other projects involving the departments of Botany more visiting investigators from other institutions. The and Electrical Engineering are being explored. The Laboratory occupies three temporary buildings,one of research projects support instruction in the related which houses a CDC 3100 computer which is avail- disciplines through apprenticeship training of students able free on a second-priority basis to other biomedi- in interdisciplinary research and problem-oriented dis- cal researchers. Another building contains serological cussion. One scientist has produced an audiometer and biochemical laboratories, and the third provides already used in many hospitals around the world, office space and a data bank. saving and improving the hearing of thousands of As an International Research Center, the Labora- patients through the diagnostic efficiency of the instru- tory has many activities related to areas outside the ment.Another project is exploring the usefulness Pacific Basin. Currently these include studies of gen- of a teaching device which emphasizes visual presenta- etic effects of isolation by distance, combined with tion in the learning of spelling and reading. other aspects of population structure, in Switzerland. Plans call for a facility in which nine or ten scien- A study of genetic factors in northeastern Brazil has tistsmembers of the faculty of the Universitywill recently been completed.Visiting investigators are do their research. They will be assisted by perhaps engaged in analysis of studies conducted in Bel- 20 students in apprenticeship status and a technical gian, South American and other populations, with supporting staff of 20 people.The Laboratory is special reference to effects of local inbreeding and already filling a role not otherwise provided by the other problems in medical genetics. Several research University. To support the interdisciplinary research projects have been concerned with the multi-racial being conducted by theLaboratoryofSensory Sciences through thealternativeof departmental population of Hawaii.Special attention has been organizations would result in duplication of very directed to diseases whose incidence varies markedly expensive resourcesfaculty, space and equipment among racial groups.Studies from the Laboratory and perhaps less effective research. have been published on pyloric stenosis and cystic fibrosis in Hawaii. A family study of hypercholes- terolemia ascertained through local patients is now Developments Under Academic Development Plan I in progress. 1.Laboratory established in 1966-67 to undertake Program development emphasizes expansion of multidisciplinary studies in sensation and percep- work in the Pacific Basin. One investigator has been tion in man and other animals. comparing the genetic structure of Japan with two 2. Programs in both basic and applied research European countries, using blood groups as biological initiated; undergraduate and graduate training pro- markers. Parallel studies in Oceania and New Guinea grams planned, supporting interdisciplinaryin- are being conducted incollaboration with other struction and research through apprenticeship. workers.

Projected Developments Under Plan II Developments Under Academic Development Plan I

1. Encourage collaboration of research workers from 1.Established Population Genetics Laboratory, with both Asian and American continents. development of faculty research group and corps 2. Programs in both basic and applied research of visiting investigators, and federal funding of in education, communication and medicine. research programs. 2. Published monograph on Genetics of Interracial POPULATION GENETICS LABORATORY Crosses in Hawaii; also numerous papers. The Population Genetics Laboratory was estab- 3. Sponsored International Conference on Computer lished in 1968 to conduct research, especially con- Applications in Genetics. 100 RESEARCH UNITS

4.Laboratory officially designated as the World tropical forestry and plant anatomy utilizing the re- Health Organization ( WHO) Reference Center for sources of the Arboretum. Systematic and intensive Processing of Human Genetics Data. study of the vanishing species in Hawaii and the montane tropics will be supported. Efforts are already in progress to establish in cultivation certain rapidly Projected Developments Under Plan II disappearing plant species. 1. Complete studies outside the Pacific Basin; ex- In addition to supporting research, the Arboretum pand research within the Pacific Basir. contributes wide-ranging instructional aid to the teach- Increase participation of University faculty in re- ing programs in the plant sciences. Especially valu- 2. able are the demonstration materials combined with search programs. laboratory, a working relation- 3. Continue implementation of WHO International an experimental field ship between the teaching and research arms seldom Reference Center and visiting investigator program. matched in other universities. Goals of the Lyon Arboretum include: further LYON ARBORETUM development and maintenance of the research collections for their service to the research and instructional The Arboretum, a 124-acre facility at the head of programs of the University; thedevelopment of a first- Manoa Valley, is unique, for it is the only tropical rate accession and propagation activity toprovide arboretum in the United States devoted to research exemplary support for the foregoing; and encourage- and instruction. Originally established by the Hawai- ment, facilitation and execution of researchcentered ian Sugar Planters' Association to demonstrate the on its resources. restoration of rain forest vegetation and to collect plants of potential economic value, since its presentation to the University in 1953 the Arboretum has be- Developments Under Academic Development Plan I come an important facility for research and instruction inbotany,zoology,agriculture,phytochemistry, 1. Established as organized research unit onJuly 1, pharmacology and medicine. 1964. In consequence, the development of the Arboretum 2. Encouraged use of facility by research and instruc- is oriented to the needs of researchers over a broad tional groups working in botany, agriculture, medi- spectrum of scientific activities. An example is the cine, and art. research on natural products of plants through the 3.Initiated contract research with U.S. National Can- cooperative efforts of scientists in the Lyon Arboretum, cer Institute,Department of Chemistry and De- the departments of Chemistry and Pharmacology, partment of Pharmacology, for provisionof plant and other workers in the School of Medicine and the materials for study of natural plant products. U.S. National Cancer Institute.In this cooperative 4. Established a propagationfacility through sup- study, natural products are isolated from plants in port of National ScienceFoundation. the Arboretum collections and processed through suc- 5. Sponsored a plant collectionexpedition to South- cessive chemical and pharmacological lines of inquiry, east Asia in 1964. the ultimate goal being the development of new drugs 6. Established a researchand administration cot- or the isolation of biologically active or otherwise in- tage on Arboretum grounds. teresting compounds. The Arboretum supplies raw 7. Re-established and expandedTaro Clone Col- materials from its growing collections and from the lection. extensive field collections of scientific personnel on the staff. The Arboretum also s:rves the ,.esearch work of Projected Developments Under Plan II scientists in various branches of agriculture, with cur- research collections through rent emphasis on the comparative study of proteins 1. Continue to develop additions via exchange and sponsoredexpeditions. from the Arboretum taro collections of over 50 varieties. This research is related to interest in taro as an 2. Develop an accession andpropagation activity. allergy-free food.Other researchers studying fruits 3. Encourage and facilitateresearch centered on and flowers of economic value use the economic plant resources of theArboretum, as well as its use in collection. This attention reflects interest in tropical instruction by University faculty. products resulting from the accelerating tourist in- 4. Inaugurate a systematicand intensive study of the dustry.However, the major beneficiariesof the vanishing plant species of Hawaiiand the mon- Arboretum's resources are scientists pursuing basic tane tropics. research in the plant sciences. 5. Continue to expand contractresearch with U.S. Investigations a-e being encouraged in the areas National Cancer Institute, departments ofChem- of chemotaxonon-gy, phytochemistry, cytotaxonomy, istry, Pharmacology, Botany, Horticulture,and cytogenetics,systematics,taxonomy,ethnobotany, Entomology, etc. RESEARCH UNITS 101

Physical Science Research

HAWAII INSTITUTE OF GEOPHYSICS ties promising a high potential for significant scientific discovery. Faculty interest and availability for The Hawaii Institute of Geophysics was organized research is a key factor in the overall program of the in 1956 and funded in 1961 by the National Science Institute, since with few exceptions the scientific staff Foundation asa laboratoryfor multi-disciplinary are on split appointments with academic departments research and graduate training in the earth sciences. and have continuing teaching commitments. The laboratory building on the Manoa Campus was In 1963 the research areas selected for special completed in 1963; the seismological vault in upper attention included astrophysics, geology, sub-surface Manoa Valley and the astrophysical observatory on hydrology, geochemistry, meteorology and tsunamire- Haleakala on the island of Maui began operations search, the last a multi-disciplinaryprogram involving in 1964. As the first director was also appointed in aspects of seismology, oceanography, geology, engi- 1963, the effective start of the Institute coincided with neering and underwater sound- propagation. Although the drafting of Academic Development Plan I. the research program achieved considerable breadth, The objectives of the Institute as stated in Plan I only the programs for meteorology and the study were: "to take advantage of the unique position of of tsunamis were developed in depth, since statesup- Hawaii as a national laboratory for geophysical report was limited and federal funding for research in search covering the broad field of the earth sciences." the earth sciences leveled off in 1963. A pragmatic Some of these natural advantages are: high mountains; approach therefore had to be taken in developing the clear air; the prevailing trade winds; a changing pat- Institute under austerity conditions. The single intern of cloud and rain; coral reefs; tsunami waves; ternational program that received significant support active volcanism; the rapid development of soils; Ha- as a University project was the International Program waii's mid-ocean location with immediate access to for the Study of the Upper Mantle. The two national all depths of the ocean; and year-round favorable programs that either had support or the potential operating conditions for research. for support were the exploration of space andocean- These factors combine to make Hawaii an ideal ography.Taking these factorsintoaccount,the base for studying the sun and planets and a broad objectives of the Institute as outlined in Plan I for the range of geophysical phenomena. The mountainous following decade were to: sites and clear air favor investigation of the upper atmosphere and ionosphere, including the jet stream 1. Develop research programs in solid earth geo- in the upper atmosphere and meteorological condi- physics, oceanography and astrophysics and tions. The prevailing winds and varied weather pat- strengthen existing programs. terns provide exceptional opportunity to study inter- 2. Seek support for an adequate research vessel, action between atmosphere and ocean, cloud physics, vessel-servicing facilities and an oceanographic- ocean currents and water mass structure, as in waves marine geophysical facility. and tsunami activities. Continuous volcanic processes 3. Work with the U.S. Corps of Engineers to ob- make it possible to investigate geological phenomena tain use of the hydrodynamic model facility at generated by the upper mantle, including the work- Kewalo Basin, eventually to be turnedover to ings and products of volcanoes, as in crustal struc- the Institute for oceanographic and coastal engi- ture and tectonics found both in the open ocean and in neering research. association with volcanic islands. Hawaii's mid-ocean 4. Endeavor to keep down demandson the state setting invites study of underwater sound transmis- budget to the amount required fora hard core sion, involving seismic activities in the Pacific Basin of personnel, essential operating costs anda radiating along all oceanic paths through the under- minimum of equipment. lying crustal mantle.Finally, the presence of coral 5. Work by split appointments and other means to reefs adjacent to rapidly developing soils multiplies strengthen the inter-relationships of research opportunitiesforstudying microseismgeneration, with graduate instruction and the Institute with especially the inter-relations of gravity, magnetism, theassociateddepartmentsofinstruction, heat flow and seismic parameters of the crust and since the strength of the Institute depends on upper mantle to the geology of the ocean floor and to the strength of these departments. oceanic islands. The above were not research objectivesso much With such an extensive list of possible lines of study as statements of policy. In broad outline they still to choose from, it became obvious that the research hold today. program for the Institute would have to be developed in accord with inherent strengths. Programs would Developments Under Academic Development Plan I need to be mutually supporting, drawingupon the 1. Developed the program and staff in solid earth multi-disciplinary interests of the staff andupon facili- geophysics for both research and teaching almost RESEARCH UNITS 102

entirely through grants and contracts, thereby 3.Research geology of oceanic islands, particularly concentrating state support on other areas, parti- the petrology of lavas, their age relationships and cularly oceanography and astrophysics. areal distribution, geologic structure of the sea 2. Made a case to the National Science Foundation floor. for the deep boring through the earth's crust 4.Study development of soils and their changes in to the mantle( Project Mohole )at a location composition and characteristics on being intro- north of Maui. ----- i duced into a marine environment. 3. Obtained the 98-foot vessel Teritu under an 5. Examine chemical composition of the atmosphere N.S.F. grant and converted it to a research vessel; and its influence on cloud nuclei; composition of obtained support for leasing a deep sea research volcanic gases and their relationto volcanic vessel, the 165 feet Mahi. magma and the rock products ofvolcanism; com- 4. Obtained marine facilities at Keehi Lagoon and position of sea water and its relation to the ther- Kewalo Basin; conditioned Pier 18 in Honolulu mal structure of the ocean, temporal changes in Harbor, assigned to the Institute by the state, as a climatic conditions and biological productivity. marine facility complete with shop and warehouse 6.Standardize surface gravity data on a global basis; space. relate these data to earth's external gravity field, 5. Obtained commitment from the state for develop- as defined bysatellite orbital perturbations. ment of Mauna Kea for an astronomicalobserva- tory; organized staff to promote the development 7.Study tsunami wave generation, source areas and propagation, and run-up. of astronomy. 6. Maintained a research program for which extra- 8.Study underwater sound propagation as a func- mural support increased from $450,000 in 1963 tion of normal mode and wave theory propaga- to $2,300,000 in 1968. Increase. wasaccomplished tion over long paths in the ocean environment. despite the reorganization of astrophysics in 1967 9. Emphasize programs having distinct interrela- into an Institute for Astronomy; separation of sub- tionships; for example, underwater sound trans- surface hydrology in 1964 to form the Water mission as related to physical oceanography, the Resources Research Institute; and transfer of the energy flux between the atmosphereand sea sur- Look Hydrologic Laboratory to the Collegeof face, sea floor bathymetry and sediment type. Engineering in 1967. 7. Research programs in the Institute led to the INSTITUTE FOR ASTRONOMY establishment of graduate programs in solid earth geophysicsandgeodesy,oceanography,and The Institute for Astronomy was created in 1967 astronomy. around a pre-existing group within the Hawaii Insti- Increased number of graduate students working tute of Geophysics. The staff of the Institute is respon- 8. sible for the initiation and execution of research pro- in the Institute from 37 to 202 and the overall staff Facilities are located on the studentsworking under grams in astronomy. (including graduate islands of Maui, Hawaii and Oahu. grants and contracts.) from 67 to 330. On Haleakala ( 10,000 feet) the Institute maintains 9.Established new programs, includinggravity, three observatories: one devoted to observations of magnetism, explosion studies of the crust and the sun, one to studies of the faint emissions of the upper mantle, cloudphysics, atmospheric chemis- atmosphere ( the airglow ) and a third which observes try, chemistry of sea water, soils, geodesyand the faint radiation ( zodiacal light) produced by the underwater acoustics. scattering of sunlight by interplanetary particles. In 10. Increased productivity, as measured by publica- the Waiakoa district of Maui, the Institute operates a tions and disseminated reports, from 36 _publica- laboratory and office building for support of these tions and 19 reports in 1963 to 59 publicationsand observational programs at Haleakala. 27 reports in 1968. On Hawaii, the Institute is completing an 88-inch telescope and two 24-inch telescopes. These installa- Projected Developments Under Plan II tions, expected to be in full operation by mid -1969, will be supported by a complex of buildings at 9,000 1. Emphasize programintropicalmeteorology; feet on the slopes of Matina Kea. analysis of satellite meteorological data; study On Oahu, the Institute occupies space in four of cloud particles and factors controlling precipi- separate locationsone on campus and three off. This tation; and energy flux between the ocean and division of the staff is unfortunate, but has been forced atmosphere. by the Institute's rapid growth. Plans are being ad- 2. Study shallow and deep currents around Hawai- vanced to construct a building on the upper Manoa ian Islands, the eddy system related to the North Campus to house the Institute's Oahu staff. Equatorial Current, internal waves, and the Equa- Research programs of the Institute are largely con- torial Current System. ditioned by the excellent properties of its sites on high RESEARCH UNITS 103

mountain peaks, notably the extremelypure air and 3.Developed observing facilities and equipment for very low water-vapor content of the overlying atmos- Mauna Kea and Haleakala Observatories; acquired phere. Purity of the air makes it possible to study in equipment for facilitating the interpretation of detail the faint emissions of the night sky, zodiacal observational data. light, interstellar radiation and the solarcorona. The extreme dryness of the overlying air yields a high 4.Attracted national and international interest in transmission in the infrared region of the spectrum. the excellent qualities of the Hawaiian mountain The new and highly promising field of infrared astron- sites for astronomical observations. omy, therefore, is a significant component in the In- 5.In association with Department of Physics and stitute's research programs, one that will receive added Astronomy, implemented graduate program leading emphasis. to M.S. and Ph.D. in astronomy. Support for the Institute's programs is provided partly by the state and partly by federal agencies, chiefly NASA, the Office of Naval Research, the U. S. Projected Developments Under Plan II Air Force, and the 'National Science Foundation. 1. Complete observational and support facilities Federal support will continue to be a controlling fac- on Mauna Kea and Haleakala; continue effortsto tor in the Institute's development. The staff of the preserve, document and develop their potential as Institute presently numbers about 100. Of these, 23 major national centers for astronomical observa- are professional research scientists and eight share tions. appointments between the Institute and the Depart- ment of Physics and Astronomy. Through this asso- 2. Develop program in space astronomy, complemen- ciation the Institute's staff plays an important part tary to the ground-based effort. in graduate student training, providing space, facili- 3.Increase collaboration with Department of Physics ties and research assistantships to graduate students and Astronomy in development of laboratoryre- in astronomy. Plans for the Institute envisagea scien- search programs of mutual interestparticularly tific staff of approximately 30 by 1972, of whom about in solid state physics and spectroscopy. five will be visitors from other institutionson appointments of at least one semester, and a total support staff, spread among the three islands, approximating LAND STUDY BUREAU 120. Facilities for research in astronomy within the As the land r e,search unit of the University and the Institute are growing rapidly. Apart from the tele- state, the Bureau compiles and coordinates dataon scOpes on Haleakala and Mauna Kea, the Institute land characteristics and utilization and develops addi- maintains a range of sophisticated equipment for the tional information to integrate economic and physical analysis and interpretation of observational data. In its data to achieve the maximum and bestuse of the lands laboratory space the Institute has developeda broad of Hawaii.Specific projects and functions include: range of competence in infrared physics, which will making a basic land classification of the entirestate; increase in scope as time goes on. The ability of its recommending alternatives in land-use problemareas; mechanical and electronics workships to fabricatepre- developing special-purpose detailed land classifica- cise instrumentation makes the Institute largely self- tions as need arises; and providing informationessen- sufficient in the maintenance and development of tial to program and policy decisions involving land- observing equipment. use, economic development and property taxation in Future plans emphasize those aspects of astronomy Hawaii. which can be bestperhaps uniquely wellcarriedout Utilizing soil survey data, supplemented by addi- in the Islands. However, since such studies inevitably tional information on crop suitability, agricultural generate the need to obtain data from space vehicles, technology and other salient facts, the Bureau has it is planned to initiate a program in satelliteastron- developed a detailed classification system for all the omy. Some first steps have already been taken towards lands of the state. The results have been published this end through a rocket astronomyprogram. Much for the six major islandsKauai, Oahu, Molokai, Lanai, valuable work is to be done inspace research. The Maui and Hawaii.In these bulletins, the Bureau creation of a strong complementary program in both inaugurated printing land classification data on aerial space and ground-based astronomy istherefore a photographs and then cross-indexing land classifica- sound direction for the future. tion sheets with property tax-key maps. The Bureau has completed other research reports Developments Under Academic Development Plan I covering: post-war urban development of the islands of Oahu and Hawaii; economics of leasehold and fee 1.Established the Institute for Astronomy. simple tenure of residential land in Hawaii; classifica- 2. Developed a broad research program in astronomy, tion of Oahu lands by physical qualities of urban largely financed by extra-mural support funds for usage; economics of ranching on each major island; programs and facilities. plus numerous special study reports.Bureau staff 104 RESEARCH UNITS members have als:. lectured and served as graduate- 4.Integrate and computerize land classification and student program advisors in areas of their professional other land fact data to facilitate application and expertness. research in the solution of Hawaii's land-use prob- Now that the initial detailed land classification has lems; develop special purpose land classification been completed, current and future projects include: studies as required. integration and computerization of classification and 5. Provide technical and advisory assistance to other other land fact data; continual updating of informa- segments of University, legislature, agencies of tion as economic and technologicalchanges occur; state, local and federal governments, and private study of land-use problems throughout thestate; organizations and individuals. development of special purpose classifications; continuing research in land economics;and providing technical and advisory assistance to other segmentsof the Uhiversity the legislature, agenciesof the state, WATER, RESOURCES RESEARCH CENTER federal and local governments, and private organizations and individuals. As originally conceived and described in Plan I, the Projections of population and other economicindi- functions of the Center were to: plan and initiate cators point to increasing pressures onHawaii's limited water resources research projects; coordinate water land resource and an increasing need for land research resources research among various units of the Uni- to attain maximum and best use.Also, as a result of versity; represent the University on water resources the expanding role of the State of Hawaii and the research matters at all levels; promote and arrange University in the economic development ofthe Paci- interdisciplinary instructional programs and research fic and Asia, the Bureau can be expected to provide opportunities for hydro-scientists affiliated with vari- technical guidance in the solution of land problems ous instructional departments of the University; and in these areas.It has already participated in the administer grants and 'contracts arranged by or as- development of a land classification program for the signed to the Center. As the program expanded, it Trust Territory and in land-use programs in other became evident that the Center was expected to Pacific and Asian countries. assume the major responsibility for basic research on water resources on behalf of the state as well. Developments Under Academic Development Plan I As originally planned, the Water Resources Re- search Center was to have minimum administrative 1.Completed a detailed land classification of all the and clerical staff, and to draw its research staff from lands of Hawaii; reports published for Hawaii, the Hawaii Institute of Geophysics, the Cener for Maui, Lanai and Kauai. Engineering Research and related instructional depart- 2. Completed classification of Oahu lands 1,v w'-ysical ments. However, the terms of its original federal fund- qualities for urban usage. ing led to the establishment of several research posi- 3. Commenced updating of detailed land classifi- tions directly administered by the Center itself. In addition, the Center was given responsibility for all cation program with revision of study for island University research in hydrology. In fields other than of Molokai. hydrology, the Center continues to rely, partly or 4. Published study of post-war urban development wholly, on the services of personnel of other research on island of Hawaiiand study of economics of institutes and teaching departments with overlapping leasehold versus fee simple tenure of residential interests.It has been the policy of the Center to land in this state. strengthen the instructional programs in the various 5. Completed numerous special reports on land use fields involved in water resources research by making for legislature, state departments and others. all of its permanent professional appointments jointly 6.Participated in developing a land classification with teaching departments. program for the Trust Territoryand in land-use Research in the Center is organized informally in programs in other Pacific and Asian countries. Fik programs: 1.Engineering hydrology:studies of confined Projected Developments Under Plan II Herzberg-lens hydrodynamics and ground-water trac- ing and of the hydrology of small watersheds. Strengthen capability for making economic analy- 1. 2. Hydrogeology: studies of geologic controls on sis. 2. Expand Bureau's participation in land classification the bottom response of a confined Herzberg lens, and land-use programs of Pacific Basin countries; regional hydrology, applications of geophysics to ex- conduct Asian-Pacific conference on land classifica- ploration for ground water, and applications of electric tion. well-logging. 3. Seek extramural support for Bureau program and 3. Hydrometeorology and agrohydrology: studies expand cooperative investigations with other units of crop evapotranspiration, meteorological controls and of the University. effects of mulching. RESEARCH UNITS 105

4. Water quality and pollution: studies of trans- dinating committee on water resources, to include the mission of pollutants in ground-water recharge, move- director- of the Center and the directors, of other ment of excess irrigation water in recharge, estuarine institutes and the chairmen of the departmentsor bacteriology, and color in water supplies and its deans of the several colleges most directly concerned removal. with water resources. 5. Water ecology: a study of effects of pollution Until now, thr; attention of the Center has been in estuaries. directed almost entirely to phenomena and problems in Hawaii, as its current funding dictates. However, 6. Water socio-economics:aninitialstudy of the mid-Pacific location of the islands and the trans- methodology fordeterminingthe productivity of Pacific interests of its citizens justifya broader policy water for sugar cane irrigation. for the future. The concerns of the University in Paci- fic and Asian development, the support provided by Some projects underway or now being planned the East-West Center, and certainsimilaritiesof span several programs. These are a study of require- hydrology shared by the Hawaiian Islands with other ments for data network design for water resource Pacific islands, all encourage the extension of the pro- monitoring, a study of physical, biological and econ- grams of the Water Resources Research Center to omic aspects of estuarine pollution, and compilation of Pacific islands and parts of Asia. Some international a Hawaiian water resource bibliography. links have been made with water resource problems Coordination of the overall researchprogram of in Southeast Asia, Japan, Okinawa, and especially the Center with the related programs of federal, state, Taiwan, and an initial hydrogeology program in Tai- county and private organizations, and with the needs wan is now being planned. Ultimately some of the of the state as a whole, is achieved throughan ad- most important water resources research that can be visory committee on water resources, whose members, done in Asia and the Pacific may well lie in the socio- representative of the several water-related organiza- economic field. The support for work overseas will, tions, are appointed by the president of the University. of course, be drawn from sources other than state Three areas of research need strengthening. First, appropriation and federal allotment. all alternatives for water resources development and It is assumed that the Center program will be water-borne waste disposal must be considered ulti- expanded within a few years to meet the basic water mately in social and economic terms. The need for research needs in the state. However, it seems prob- socio-economic water resources research is quite as able that before 1976 the increase in its state support great as the need for research utilizing physical will level off. Any substantial growth after that will sciences and engineering. A thoroughly competent depend on the magnitude of research undertaken on resource economist must be provided part-time on behalf of the rest of the Pacific and of Asia. All things the staff of the WRRC and part-time in the Depart- considered, it seems probable that the eight statement of Economics or the Department of Geography, supported positions in the Center will approximately to undertake work in this field. double by 1975. Resegchinsurface-waterhydrologyisalso urgently needed, for example, to aid in flood abate- Developments Under Academic Development Plan I ment. A competent specialist must be found to undertake and guide work on flood problems and other 1.Established Water Resources Research Center in aspects of surface water hydrology. 1964; initiated research program in 1965. The greatest failures to meet the requirements de- 2. Inaugurated state-wide advisory committee on fined by the Division of Land and Water Develop- water resources. ment have occurred in the field of ground water geol- 3. Expanded program utilizing full federal funding ogy and hydrology. This lack has occurred despite available under allotment and matching-grant pro- the area competence of the director and associate visions of Water Resources Research Act of 1964, director, because of their unfortunate but necessary as well as other available federal, state, county preoccupation with routine administrative matters, and private funding. which should be largely conducted by an augmented 4. Center assigned primary responsibility for water administrative staff. resources research for State of Hawaii. Coordination of the program of the Center with the programs of other units of the University has been Projected Developments Under Plan II accomplished through the staff members holding joint appointments in the other units plus occasional ad 1.Establish University coordinating committee on hoc conferences. The increasing complexity of the water resources. Center's program has shown the need for better coor- 2. Expand program to meet more adequately the dination in use of equipment, in allocation and plan- state's needs for water resources research. ning of space, and most importantly in assignment of 3. Expand programs in ground water, hydrology and responsibilities to those holding joint appointments. It economics. would seem appropriate to establish a University coor- 4.Initiate programs in the Pacific and Asia. 106 RESEARCH UNITS

PACIFIC ISLANDS STUDIES

The University of Hawaii has long been knownfor be published to enable concerned facultymembers to the breadth and depth of its interest in Pacific Islands benefit from these opportunities for makingcontacts. teaching ant research. More recently, variousunits and individual faculty members have begun under- The University has hada master's degree program taking service contracts in the Pacific, and the Uni- in Pacific Islands Studies for 18years, primarily based versity itself has entered into a number of institutional- on the humanities and the social sciences, and de- relationships with academic and governmentalagen- signed to furnish a unique opportunity forstudents cies in the Pacific Basin. It is now apparent thatsome interested in the Pacific Ocean Basinto have access coordination is necessary to encourage the most effi- to an integrated, multidisciplinary education. As each cient application of the University's human and phy- student's course of study has been arrangedto help sical resources. What is planned isa more formal achieve his specific goal, there has beenno attempt to organization for facilitating communication andsys- expand this program intoa standardized curriculum, tematizing interaction among faculty from all disci- and there are no plans to doso now. However, more plines engaged inteaching, research and service publicity will be given to thisprogram as a by-product related to the Pacific Islands area. of distributing informationon the University's Pacific Islands resources; also thecourses available to the Already underway is acensus of all University students enrolled in the master'sprogram will be faculty with Pacific Islands interestsincluding field expanded through encouraging cross-disciplinarysem- experience, language skills, expressed willingness to inars focused on the Pacific Basin. participate in interdisciplinary seminars, etc. After As one of the ways to encourage sound scholarship this information is coded the University will have an in new seminars, and also to assist the scholarship of inventory of its Pacific-oriented faculty. Later, using these data, a brochure will be printed for distribu- other faculty members, a miscellaneous publication tion in Hawaii and on the mainland to aid in enlisting series on Pacific Islands subjects will be launched. assistance for the University's Pacific Basin activities. Efforts will be made to solicit outside funding for A brief list of the University's faculty with Pacific area furtherance of the program, and if successful,con- competence will be included in the brochure. ferences on Pacific Islands problems will be organized and faculty research financed. Planned forinitiationin 1969 isthe publica- Central to the development of the University's Pa- tion of a University newsletter for distribution to cific Islands resources is the strengthening of the faculty identifying themselves as interested in Pacific library collection. A priority in the initial phase of Islands area.It will be designed to acquaint them the program will be the expansion of the Pacific Col- with on-going campus activities and pertinent develop- lection in Sinclair Library, and aiding in the recruit- ments in the Pacific. Notice of faculty travel into the ment of a Pacific curator, as discussed in the next field and visits of Pacific personages to Honolulu will chapter. LIBRARIES 107

Chapter 19: LIBRARIES OF THE MANOA CAMPUS

Purposes and Objectives to Hawaii and the Pacific.Its collection of current newspapers from the various islandsof the Pacific is The primary purpose of a university library is to the most complete in the nation; thus the collection support the instruction and research carried onwithin has not only a local but also a national and inter- the institution of which it is a part. In pursuingthis national role. role, the Library staff has three general areas of responsibility. Program and Services Development The first area involves selecting, acquiring and organizing for use the books, journals, documents, The first Academic Development Plan made six maps, microtext and otherlibrary materials needed recommendations concerning the Library program. by the faculty and students of the University. Working Considerable progress has been made on all of these. with faculty members, the Library staff selects from The first called for an accelerated acquisition pro- the millions of volumes in print those which are gram to approach the national medianholdings for thought to be useful today and in the future. universities of thissize.The average number of The second general responsibility of the Library volumes added annually for the five years up to the is making its materials available to members of the fiscal year 1965 was about 20,000.The average academic community as conveniently as possible. This number of volumes added per year during 1966-67 includes providing assistance to locate the specific and 1967-68 was 82,000. The number of periodicals information needed by users of the Library. Given received in 1965 was less than 3,000; in 1968 it was the fantastic rate of increase in the volume of pub- 11,000. Despite tb ase advances, as indicated below, lished research now taking place, this function re- the present rate of acquisition will not achieve parity quires not only traditional methods of information with the median of comparable universities. (Appen- retrieval, such as the preparation of indexes and dix Table VII compares Hawaii with other state uni- bibliographies, but also a constant search for better versities, the same ones listed in Plan I.) methods of retrieval. The second recommendation of Plan I was to in- A third aspect of the Library's primary function is crease operationalefficiency; the third was that the to keep abreast of developments inlibrarianship Library of Congress classification system be adopted; including information storage and retrieval, improved the fourth was to establish a binding program for methods of copying and of producing microtext, in unbound serial parts and pamphlets; and the fifth library management, architecture and equipment was for improvedprofessional status forall pro- and to strive to see that the Universitybenefits from fessional librarians. Each of these recommendations these new developments. The increasing use of chemo- has been largely achieved. Costs of processing new photographic methods to reproduce printed matter books has been reduced markedly; service to library has altered the role of the Library with respect to users has increasedmarkedly. faculty research, especially in journal articles. The The sixth recommendation was that a graduate Library must now give more emphasis to methods of research library be constructed in two phases. Phase providing copies of articles upon request, quickly and Ihas been completed.The building, named the inexpensively. Thomas H. Hamilton Library, was occupied in mid- When a publicly supported library such as that of 1968, and now houses the bulk of the collection. The the University of Hawaii reaches a large size, itbegins great urgency of proceeding with PhaseIIwill to have a secondary role of service to thepeople of the be presented below. state. A corollary to the fact thatHawaii's major centers for teaching and research in areasof vital public interest, such as architecture, agriculture, business, Goals For The Next Eight Years engineering, government and the health sciences, are located on the Manoa Campus, is that the state's larg- While there is cause for satisfaction in the pro- est collections of books and journals in thesefields gress since 1964, it remains true that in termsof its are also centered in Manoa.The library thus appro- collection of bound volumes, the University of Hawaii priately serves professional people throughout the still ranks well below the median for state universities. state, either as they individually come to the campus, Further, while conservative standards recommend seat- or throughinterlibrary loans. ing for approximately one-third of the student body The Library's Hawaiian and Pacific Collections in the libraries on a campus, the new Hamilton constitute thestate'sgreatestsinglecollectionof Library and the Sinclair Undergraduate Library jointly books, journals, manuscripts and documents relating provide space for only one-sixth of the student body. LIBRARY ACTIVITIES (MANOA) University Librarian Faculty Library Committee Professional Planning Fiscal & Personnel Staff Services and Operations I Sinclair Library I Hamilton Library 1 Instructional Resources Service Center I Circulation I ReferenceI Audio-Visual Services I Public Services I Technical Services I ServicesGraphic L Instructional System Circulation ReferenceGeneral TechnologyReferenceScience ReferenceScience Social GovernmentDocuments & PacificHawaiian &Selection Search Ordering Cataloging Processing Reprography LIBRARIES 109

MANOA CAMPUS LIBRARIES

Actual Projected 1963-64 1967-681 1972.-73 1975-76 Number of Bound Volumes University of Hawaii 403,130 647,724 1,055,224 1,291,000 (East-West Center) ( 150,128) ( 268,727) (443,727) (548,727) Bound Volumes Added University of Hawaii 18,699 94,790* 102,000 112,000 (East-West Center) ( 17,424 ) ( 34,947) ( 35,000) ( 35,000) Amount Spent Books & Related Materials $234,212 $639,172 $1,078,000 $1,288,000 Staff: Professional 341. 60 88 70 Civil Service 36 t 90 ,112 120

Including some 24,000 volumes cataloged and added to the collection thisyear but purchased in previous years. t Excludes Communications Service Center. Data on staff is for 1968-69.

The Book Collections of a university library is the size andnature of nearby libraries. The University of Hawaii is fortunatein How adequate is the library collection of this Uni- having on the campus the library of the East-West versity?It was reported above( and in Appendix Center, and depends heavily on it for Asian materials. Table VII) that the number of volumes held by the To an important though lesser extent, the Bishop University of Hawaii 553,000 in June 1967, approxi- Museum and the Hawaiian Sugar Planters' Association mately 650,000 nowis smaller than the collections of supplement our holdings in research material and the any of the 11 state universities to which it was com- Library of Hawaii insome reference holdings. How- pared, having in fact little more than half of the ever, these off-campus libraries offer only limited sup- median figure. port, since they are for the most part quite specialized Perhaps a truer guide to this University's book not applicable, for example, to sciences curricula needs is the existing and proposed programs of this in which there has recently been sucha great expan- institution. During 1967-68 the Library spent approxi- sion. mately $640,000 for books and journals, and had a Geographical isolation must be taken intoaccount. backlog of about $300,000 requested by departments University libraries in. the Midwest, the Northeast and but unpurchased because of lack of funds. This is the Pacific Coast can partly dependon their neigh- strong evidence that even present needs are not bors' collections, as do Stanford and Berkeley, for being met; inevitably, as programs are enlarged and example. The University of Hawaii is instead depended new ones undertaken, even more funds will be re- on by other institutions in the Pacific to supplement quired. their resources. For example, central to the development of the Taking all these factors into account, determining University's program of scholarship concentrating on an appropriate rate of expenditure for the library of the Pacific Islands is the strengthening of the library a dynamic institution, growing in enrollment and in collection for this area, which should be an outstand- depth of academic program, is a complex calculation. ing one. Expansion of the Pacific Collection in Sinclair A rule of thumb frequently used to ascertain the ade- Library is planned, as is the appointment of a Pacific quacy of library expenditures is to compute them as a fraction of the total budget for educational and general curator. Liaison arranged with Pacific Islands research purposes. Budget analysis, made nationally and over programs in Australia, New Guinea, Guam, Fiji, Can- many years, shows that the better universities spend ada and the mainland United States will facilitate the between 3.5 per cent and 5 per cent of their educa- exchange of materials and further the building of this tional budgets on the library. For example, Florida collection. State University, also a young university, in 1965-66 As a relatively young university, Hawaii does not spent 4.7 per cent of its instructional and general have to buy many outdated books held by older insti- budget on the library. The Universities of Kansas and tutions. On the other hand, by getting a late start, North Carolina, older institutions, spent 3.4per cent it has to pay current high prices for volumes which and 3.5 per cent. The University of Hawaii spent were relatively inexpensive when first published. 3.1 per cent during the same year. Considering that Another factor which helps to determine the needs the University of Hawaii Library is trying to catch 110 LIBRARIES up with the needs of an expandingacademic program, two University libraries, at the East-West Center, or it should be spending at least 4 per cent of the total at any other point on the Manoa Campus. University budget. When the East-West Center Library building is completed, it will be inter-connected with the Hamil- Space for Books and Readers ton Library on the main floor. By that time cards for the Center's holdings should be duplicated and inter- Applying the conservative standard of providing filed into the general catalog, so that the resources seating space for 30 per cent of the student body, by of all major libraries on campus can be made available the time the Manoa Campus reaches an enrollment of by consulting a single, comprehensive catalog. 25,000 around 1974 there should be 7,500 seats in the It would be desirable, in view of the great gaps Manoa libraries. When the remodeling of the Sinclair in the University Library collection, to add to the Undergraduate Library is completed, there will be a catalog a record of research materials available in total of 3,030 seats in the Sinclair and Hamiltonlibrar- other libraries in Honolulu. This has been done for ies. Approximately 4,000 additional seatswill there- periodicals and serials in the Union List of Serials, fore be needed within five years. but not for monographic works. There is no way of Should the Manoa Campus construct specialized determining precisely how many additional titles a libraries to house parts of its collection and provide union catalog for all Honolulu would provide, but a space for readers, or retain itspolicy of establishing rough estimate indicates some 40,000 that are not avail- only multi-purpose or general libraries? Cost is one able in the University libraries. With the cooperation factor: there is no question but that decentralized of the other libraries on this island the University or branch libraries areexpensive because of greater proposes to compile a union catalog, inclusive of staff salaries and duplication of books and journals. all major collections on Oahu to which students or Furthermore, the increasing momentum of interdis- faculty members have access. ciplinary research makes the traditional boundaries of When the reclassification and inventory have beeiz. subject fields almost obsolete; it is increasingly dif- completed and the catalog has been consolidated as ficult to define the scope of subject collections. For indicated above, the University plans to print its com- this reason many universities are in the process of prehensive catalog. By this means the contents of eitherclosingorconsolidatingtheirspecialized the Manoa Library will be made more readily avail- libraries.Finally, advances in new technology for able to faculty and staff throughout the University copying, storing and transmitting printed materials system, as well as to other users of the University's will soon make it possible to place copies of catalogs resources. and bibliographies and journal articles in departmental Facilities of the Library should be available to the officesrapidly and inexpensively.The proposed Hilo Campus and the community colleges, as well as printed catalog of the book holdings on this campus is other units of University, on the same basis as they an example. are on the Manoa Cam i . -telephone tie line or The University's policy, therefore, continues to other communication channel connectingllieltbraries-- recommend against the establishment of branch librar- of the other agencies of the University with the Hamil- ies.Instead, major emphasis will be placed on the ton Library should make it possible for persons on development of the Library's holdings, on improving each campus to use the collections and services of the still further service to all faculty and students, and on central library as needed. In addition, the Library the construction of the second phase of the Hamilton should explore with librarians on other campuses the Library.It is urgent that Phase II be built in the feasibility of Manoa providing technical services to all immediate future. Planning money is needed in 1969 libraries within the University system, thus avoiding to forestall a critical shortage of space for books and unnecessary duplication in acquisition and in cata- readers alike. This imminent bottleneck will reduce loging. the effectiveness of the entire University if the construction is not expedited. Once completed, the en- Selective Excellence larged Library plus the remodeled Sinclair Under- The University's basic policy of allocating its re- graduate Library should accommodate the foreseeable sources so as to seek excellence in a limited number needs of the 25,000 student campus. of areas in which it has an inherent interest or advantage guides the development of the library collec- Extending Library Services: Comprehensive and tions. One area in which the University alreadyiasa_ Union Catalogs reasonably strong position, and which could be turned into a collection of outstanding excellcio e, is the field A comprehensive catalog of all library materials of Pacific Islands studiescertainly a natural speciali- available on campus, no matter where they are housed, zation of the University of Hawaii. By systematic ex- is planned as a major improvement for library users. pansion of this area, requiring only a relatively small This catalog will include not only books, pamphlets amount of money, and by placing a curator in charge, and periodicals, but also audio-visual materials, lang- the Pacific Islands Collection will be outstanding, one uage tapes, microfilms andthe like, whether in the which will merit international appreciation. LIBRARIES 111

Another field in which the University and its library The Sinclair Undergraduate Library is designed is attaining excellence is marine biology. With a con- to have a listening area with multiple channels. Some siderable collection already on the shelves, a carefully of these could have regular programs in music appre- designed program of acquisitions continuously pursued ciation, some could be used for dialing recordings of over the next seven years would help make Hawaii one lectures or other materials that, the student wants to of the two or three places in the nation to which review, and others could be used to call for recorded scholars would turn for excellence in marine biology. materials that would be placed on the channel as A third area in which the University could develop required by the student. an outstanding position is the field of communications In addition, it is planned to use the walls in Sin- technology and information sciences, including infor- clair Library for art exhibits. The Honolulu Academy mation retrieval.The resources of the Computing of Arts and the Art Department have promised to lend Center, the new Information Sciences Program and art objects. By these and other means, the University the Graduate School of Library Studies provide a will seek to develop in the Sinclair Undergraduate strong base for this rapidly growing area of specializa- Library a wide range of cultural and general education and integration. The Library plans to support this tional exposure, in addition to meeting the require- field with the materials, textual and non-textual, it ments for curriculum-related reading materials. requires. Instructional Resources Service Center Computer Application to Library Service Since Academic Development Plan I was printed Intensive research and experimentation inthe application of computer capabilities to libraries are there has been considerable study of the purpose and scope of the Instructional Resources Service Center being conducted throughout the country. It isessen- tial that the University of Hawaii be in position to ( formerly Communications Service Center ). For ad- take advantage of these new applications as they are ministrative purposes, it has been made part of the proven to be practical, making such technical modi- University Library and some of its operations, such as fications as are necessary to adapt them to our special the maintenance and distribution of films and audio- requirements. visual equipment, as well as reprography, have been As an example, after many years of experimenting, placed in units of the Library itself. The aim of the the Library of Congress will this year be able to fur- reorganization has been to free the staff of the Center to work with faculty members in ascertaining their nish cataloging information on computer tape to sub- needs for augmenting their own lecturing and black- scribing libraries. Along with other computer-based indexes, this one will be carefully studied, and if board work in the classroom. Primary functions of the found efficient and relevant to the needs of the Uni- Center continue to be related to the production, design versity of Hawaii, will be subscribed to. The com- and instruction in the operation and effective use of puter should also be instrumental in the preparation various types of media for instruction and research. These media may be thought of by faculty in three of the printed catalog, proposed above. different ways, depending upon their knowledge of instructional processes, the way they teach and the Undergraduate Library Program way they expect students to learn: as teaching tools Through a grant from the Carnegie Corporation, or extensions of the instructor to serve his immediate an experiment was undertaken in 1966 and 1967 to needs; as teaching techniques where a greater em- develop a program for the Sinclair Undergraduate phasis is placed on student involvement; as aspects of Library so that it would offer more than study hall an instructional technology inwhich the roles of the and reserve book reading facilities.This program teacher, student and media are evaluated and inte- demonstrated that each thing that was done to make it grated in a more systematic way to meet specific ob- easier for students and faciolty to have access to books jectives. Ti f, staff of the Center will work at each of and to library services resulted in an immediate in- these levels with individuals and groups of instructors. crease in use of the books an(' services.Providing Such basic servicesasclosed-circuittelevision reference personnel next to the catalog doubled refer- transmission, multi-media presentations and mainten- ence services almost overnight. _Placing art books on ance of permanent installations atVarsity Theatre, display for a couple of hours each day in the lanai Spalding, Auditorium and other large auditoria are outside the Art Department greatly increased the use provided by the Center, together with graphics pro- of art books. Two scholars-in-residence posted in the duction for instruction and research. Since this latter Library gave students an opportunity totalkto service, including photography for classroom and re- interested and interesting personalities who whetted search use has been provided for teaching needs, tifeir appetites for literature and music. This experi- demand for service has increased. ence indicates that planning the Sinclair Undergradu- A media laboratory has been set up for instructing ate Library to provide not only assigned related read- and advising staff,faculty and student operators ing material, but also for the student's own intellectual in the technical operation and creative use of media pursuits, should be rewarding. for teaching and learning. Consultations, presentations 112 STATISTICAL AND COMPUTING CENTER and workshops for the use of media and curriculum 2.Start planning immediately for second phase of the development are becoming an integral and important Hamilton Library. part of the Center's operation. 3. Show in the University Library Catalog all bibliographical resources available on campus; produce Developments Under Academic Development Plan I a printed catalog to make the University collections more readily available to users throughout the 1. Completed first phase of the Thomas H. Hamilton state. Graduate Research Library. 4. Explore with the community colleges and the Hilo 2. Annual rate of book acquisitions and periodical Campus possibility of centralizing technical serv- subscriptions approximately quadrupled. ices so as to relieve them of cataloging and other 3. Reduced cost of acquiring and cataloging books. routine work. 4. Converted collection from the Dewey Decimal to 5. Pursue research and management studies to deter- the Library of Congress classification. mine practicability of using computers to improve the operation of the University libraries and to 5. Completed binding of most unbound serial parts make bibliographical information contained in the and pamphlets. Manoa libraries directly accessible to all other campuses of the University system. Projected Developments Under Plan II 6. Provide in the Instructional Resources Service Cen- 1.Increase library acquisitions to bring the overall ter consultation and workshops for faculty in the collection to a position closer to the median size of use of- newer instructionaltechnology and tech- comparable universities, to make "collections in niques, as well as the media services now cus- selected fields excellent. tomary.

Chapter 20: STATISTICAL ANDCOMPUTING CENTER

Purposes and Objectives information may eventually bring every student into frequent contact with computers. The role of the Statistical and Computing Cen- ter is to provide computing facilitiesand associated Plans service for information processing within the Univer- sity. In recent years the Center has been usedfor The great increase in the role of computers' and such diverse applications as the processing of geo- information processing affects teaching, research and physical measurements, compilation and printing of service. Teaching about the theory and use of the biographies and dictionaries, linguistic analysis, tally- computer will be handled largely by the Information ing votes in state and local elections and the analysis Sciences Program (Chapter 9 ).Because of their of football scouting data. It has been used in research importance to the University, research activities in and teaching in departments ranging from mathe- computer-aided instruction and inforhiaton retrieval matics and engineering to geography and psychology, are necessary. There are already a number of research and its use is contemplated in art and architecture. The projects in the information sciences area, and with Center handles an ever-increasing load of adminis- the development of the Information Sciences Program trative work necessary for the effective management many more can be expected. In order to-coordinate of the campus and provides the faculty with facilities these activities and encourage cooperation and com- for test - scoring and analysis. Now hundreds of stu- munication among them, an Institute for Information dents use the computer every semester in regular Sciences is planned, as recommended by the P'resi- classes, and in the-near future probably more than half dent's committee on information sciences in 1967. of the students will nse the computer in connection Service is the role of the Computing Center itself. with class work in order to gain an appreciation of its It must acquire not only the additional computing importance and potential.In addition, computer- capability, but also new types of equipment, such aided instruction and automated retrieval of library as random-access "data banks" and various types of STATISTICAL AND COMPUTING CENTER 113

STATISTICAL AND COMPUTING CENTER

Actual Projected 1963-64 1968-69 1972-73 1975-76

Number of Classes (Using Computer) 8 50 100 175 Jobs Per Day (All Types) 96 750 1800 3500 Total Budget (Including both state funds and income from research grants) $371,000* $724,000 $1,200,000 $1,750,000 Personnel (FTE): Professional Staff 4 15 18 21 Graduate Assistants (Programming and consulting) 0 2.5 9 15 Civil Service 1 6 9 11 Student Help (Keypunch and computer operators) 3 15 18 21

*Excludes $210,000 for purchase of IBM 7040 computer.

remote terminals,including terminals which will As the Information Sciences Program develops, there provide ready access to the computer from all parts will be an increasing number of competent graduate of the Manoa campus, from the community college students seeking financial assistance and this type of and Hilo campuses, and from remote research sites. experience. The actual operation of the computers is done by undergraduate students, providing them The present facility, based on an IBM 360/50, has with experience and financial assistance, with full- the features necessary for developing remote terminals time supervision on each shift. Key-punching services and a time-sharing system, andsome progress has are also provided by student employees, with full-time already been made in developing sucha system. supervision. Early in 1969 the facility will undergoa major expansion both in central computing power and in capa- Developments Under Academic Development Plan I bilities for remote terminals. Itappears that a significantly improved "fourth generation" of computer 1. Planned and implemented phased development of computer facility, originally involving use of the equipment will become available about 1972, and the IBM 7040-1401 system, but proceeding tomore University plans early acquisition of such equipment complex equipment ( currently IBM 360/50). in order to provide the most modern facilities possible 2.' Built competent systems programming staff and for both research and teaching: developed time-sharing system suited to varied The computer arrangement of the University re- needs of University. quires the support of the systems programmers' to provide an operating system adapted to needs. The Projected Developments Under Plan II Center operates on an "open-shop programming" basiseach user provides his own programs. How- 1. Expand present computer facilities soas to develop remote terminals and time-sharing system through- ever, the Center must provide consulting services to out the University. help the users both with planning the use of thecom- 2. About 1972 be ready to utilize a "fourthgenera- puters and with the problems, they encounter while tion" of computer equipment suitable for substan- doing so. It is planned to maintain a core of full-time tial contributions to both research and teaching. permanent staff, supplemented by an increasing num- 3.Establish coordinated programs of research in in- ber of graduate assistants to provide these services. formation sciences. 114 SUMMER SESSION

Chapter 21: SUMMER SESSION

Purposes and Objectives constant at about 3.8 per capita, as the total number of credits taken by the students rose from 33,000 in 1963 The summer instruction program at the University to 84,000 in 1968. of Hawaii is one of the largest in the United States, enrolling approximately 21,000 students in 1968 more than the registration of the Manoa Campus The Summer Faculty during the fall or spring semesters. The program is administered by the Office of the Dean of the Sum- The tremendous increase in students and classes mer Session, which uses its tuition revenues to pay the during the five-year period 1963-68 necessitateda con- salaries of the summer faculty, drawn not only from comitant augmenting of the Summer Session faculty, the University of Hawaii also from other insti- which accordingly grew from 362 in 1963 to 854 in tutions across the nation and abroad. Appointments 1968. The relative number of visiting faculty rose to the Summer Session faculty are recommended slightly, from 15 per cent to 20 per cent. As an indi- to the Dean by the chairmen of the academic depart- cation of the experience and quality of the faculty, ments of the University. Currently, the Summer Ses- the J968 summer staff included 180 professors (21 per sion is divided into two six-week terms, running from cent), 135 associate professors ( 16 per cent), 188 as- late June to early September. Teaching institutes, sistant professors (22 per cent ), 142 instructors( 17 workshops and special courses are accommodated with per cent), 128 lecturers (15 per cent ), and 81 assist- schedules of ,varying length. ants (9 per cent). An overall purpose of the Summer Session is to give variety and flexibility to the instructional programs of the University. Faculty members from other Financing and Fees campuses, frequently outstanding scholars, are thus The Summer Session office receives no -state gen- brought to Hawaii; new courses are designed and eral fund appropriation and must operate with the tried out; intensive instruction is provided for teachers revenues generated by its curricular activities, pri- and others who can become full-time students only in marily the tuition fees paid by students. This income the summer; new or prospective students have this must' pay for all direct instructional costs, such as period to try the university experience, to determine if stipends for the faculty and for laboratory assistants, they like it and can do the work. Summer courses in readers, etc., and also for some of the supporting serv- Hawaii attract many students from the mainland ( 21 ices provided by the campus libraries, the audio-visual per cent in 1968) and some fromother countries (5 served (55 per cent) center, the business office, the admissions and records per cent), but the largest group office, etc., as well as the salaries and operating ex- is made up of regular students of the University, candi- penses of the Summer Session office itself. dates for its degrees and diplomas. Increasingly, Uni- A uniform tuition fee of $16 per credit hour is versity of Hawaii students attend year-round, lighten- charged for Summer Session courses, a rate identical ing their course load during the regular semesters and compensating for this by taking courses in the with that of the evening courses conducked year-round adjunct semester, the by the Office of Continuing Educatik This rate summer. Thus serving as an is keyed to the salary structure of the University and is Summer Session has put off demands that might other- adjusted from time to time as that structure changes. wise be made to go to a quarter calendar. Certainly it would be difficult to use campus buildings andfaci- lities on the Manoa Campus any more intensively SUMMER SESSION than they are now used, however the academic calendar is set. Actual Projected 1963 1968 1972 1975

Burgeoning Enrollment, 1963-1968 No. of courses offered 390 766 1,030 1,100 No. of summer institutes Total enrollment more than doubled during the and workshops 5 15 15 15 from most recent five-year period, 1963-68, rising No. of students enrolled 9,38520,638 29,600 39,400 9,385 to 20,638. Responding to this enlarging student No. of student population, the summer curriculum grew from 537 credit hours 33,10784,253 109,600145,800 to 1,474 classes, and courses in directedreading and No. of summer research increased from 55 to 356. The average num- teaching faculty 362 854 1,020 1,150 ber of credits taken by the summer students remained SUMMER SESSION 115

Distinctive Summer Offerings school teachers in subject matter fields, andinstruction in the newer media systems. For graduate students In many respects the Summer Session is an exten- planning to become college professors, the Summer sion of the fall and spring semesters since the bulk Session also can provide instruction in theart of teach- of the curriculum consists of thesame courses fre- ing, a hitherto neglected function which the University quently taught by the same faculty members, albeiton now seeks to develop. a more concentrated time schedule. However, the Summer Session also offers distinctivecourses taught Curiiculum Development; General Fund by visiting professors and specialists. Some 225 such Support? summer-only courses were taught in 1963-68,or an The Summer Session has adhered primarilyto a average of 37 per summer. They included 71 in edu- credit-course curriculum, with theexception of cer- cation, 67 in the humanities, 31 in the social sciences, tain courses in the English Language Institute andin 27 in foreign languages, and 18 in the natural and Travel Industry Management. The SummerSession physical sciences. Summer institutes grew in number has begun experimentation with pre-collegecourses from five in 1963 to 16 in 1968, the latter including 4 at the Hilo Campus, to help high school graduates NDEA and 3 NSF institutes,Four overseas study seeking to overcome academic deficienciesbefore tours in 1963 grew to nine tours and three shipboard taking collegiate courses.This is a service to dis- lecture courses in 1968. advantaged youth and others that should bevigorously The Summer Session office gave financialsup- supported on all campuses of the Universitysystem, port to the East-West Philosophers Conferences of particularly the Hilo and Community Collegecam- 1959 and 1964 and is similarly assisting in theprep- uses. To develop close rapport and articulation in arations for the 1969 Conference. It also co-sponsors these and other summer activities, the SummerSes- the annual Festival of the Arts of This Century, which sion Curriculum Committee includes the Administra- may become a major summer-time event. An extensive tive Dean of Continuing Education and Community program of educational and recreational activities is Service and a member of the Community Collegecen- directed by the Summer Session Activities Office tral administration staff. during the first term each summer to complement the Since actual performance in collegiatecourse work academic curriculum. generally provides a more reliablegauge of a student's ability than his scores in aptitudetests or his percentile class ranking, eligibility for SummerSes- Accommodating Further Growth sion registration will be kept rather flexible.The opportunity to take college work will not be denied The pronounced growth of the Summer Session in "marginal" applicants wishing to demonstrate that, the 1960's has outstripped the capacity of classroom whatever their past tests may indicate, theycan do facilities on campus during the morning hours, and satisfactory collegiate work.The Summer Session each year more classes have had to be scheduled in the Catalog clearly states that "admission to the Summer afternoon, and a few in the evening. Enrollment will Session does not imply admission to the fallor spring almost certainly continue to climb; estimating con- semesters." At the same time, respectable performance servatively, it will approach 30,000 by 1972. Problems in Summer Session- courses !s given due consideration of growth will be mainly logistic. The midmorning if the marginal student seeks regular admissionto the hours preferred by the great majority of students can- University, inasmuch as this is one of the fewavenues not possibly accommodate such numbers, so there open to such students for reappraisal of their ability to must be a balanced spreading of departmental offer- pursue work in higher education. ings across the hours of the day, and possibly also the It has already been noted that the largerportion scheduling of many more classes in the evening hours, of the Summer Session enrollmentare "regular" stu- after working out cooperative arrangements with the dents, candidates for degrees at this university who Division of Continuing Education, which also uses use the summer as a third semester in completing their the classrooms at night. programs. The Summer Session office, working with Housing for mainland and foreign students will the instructional colleges, has offeredan expanding predictably become more difficult to findas enroll- choice of courses for these studentswithin the limits ment continues to rise. However, the Summer Session of the self-support financing under which the Session cannot assume responsibility for locating or supplying operates.For the most part, this arrangement has rooms beyond the limited number available in campus worked out well for students and faculty members. dormitories. Locating housing for visiting faculty is However, there are some areasthe natural sciences the responsibility of the respective departments. are probably the extreme case, with only a handful Diverse institutes and workshops, as well ascourses of courses given in the summerwhere tuitionreceipts not offered in the fall and spring semesters, will con- cannot finance courses, and, consequently, studentsare tinue to highlight the summer curriculum. These in- not offered the curricular choices where necessary for clude the nationally recognized Summer Instituteon full utilization of the summer period. Asian Studies, programs seeking to upgrade or retrain There is also a question of social policy. Students 116 CONTINUING EDUCATION attending the Summer Session pay tuition per credit period to several days before beginning of Sum- hour Elmost ,iouble that paid by students in the regu- mer Session. lar sere .-,sters$16 versus $9. This differential has not 4. Undertook sponsorship,together with University been sharply challenged yet, but it may well be when of Hawaii Foundation, of Festival of the Arts of the Summer Session tuition is next increased to cover This Century; provided continuing support of East- increasing costs of instruction. West Philosophers Conference, the Summer Insti- Virtually identical problems of curriculum span tute on Asian Studies and other programs with and tuition pricing are encountered by the Office of international aspects. Continuing Education with respect toits evening credit courses, and these problems are discussed Projected Developments Under Plan II below (next chapter) in the section on the office. The recommendation made thereappliestothe 1.Offer instruction in art of teaching to doctoral Summer Sessionthat it be included in a compre- candidates and others planning to become college hensive study of tuition fees and funding of instruc- professors. tional programs at the University. 2. Make additional opportunities available to disadvantaged or marginal youth to receive instruction Developments Under Academic Development Plan I in summer; continue strong support to Upward Bound Program and offer pre-college courses aimed 1. More than doubled enrollment, curriculum and at helping high school graduates to become better faculty; financed scheduling of additional upper prepared for collegiate work. division and graduate courses with tuition income :3.Coordinate curricular offerings with those of the from heavy registrations in basic lower division community colleges and the Division of Continuing courses. Education, in order to expand service throughout 2.Instituted second six-week term, absorbing the the State. traditional three-week post-session and the more 4. Encourage innovative exploration of new fields of recent five-week term. knowledge, pedagogical method and interdisci- 3.Established uniform fee, replacing separate regis- plinary courses, so that University education can tration, tuition, laboratory and course fees, thereby more nearly become an enterprise "as broad as facilitatingregistration;extendedregistration human endeavor and as high as human aspiration."

Chapter 22: CONTINUING EDUCATION AND COMMUNITY SERVICE

Purposes and Objectives public service?", "What kinds?", and "How can a consistent policy for control of the mushrooming functions The establishment of the Office of Continuing be developed and administered?" Education and Public Service at the University of Hawaii was formalized in 1967, in recognition of the The six major responsibilities of the new Office fact that a university in today's world is inextricably are common to most large universities involved in involved in social change and improvement. In addi- continuing education as an arm of public service: ( 1 ) tion to teaching and research, there must emanate, opportunities for adults out of school and part-time from both faculty and students, ideas, knowledge and college students to pursue degree programs; ( 2) pro- creativity that cumulatively and profoundly affect fessional and career development programs to enable the entire society of which the university is a part. persons in the community to keep abreast of their pro- However, too much engagement by the university fessional fields and to advance in their particular career in public service can either turn the university into objectives; ( 3) consultative services which help bring a "service station," or so directlyinvolve it in restruc- the resources of the University to bear on the solution turing society that the major share of its energies and of community, state and national problems; (4) edu- resources are perpetually engaged inexternal con- cation for citizenship responsibility; (5) educational troversy. In trying to work in the practical middle programs for personal growth and development; ( 6 ) ground, the University of Hawaii continues a deli- programs which contribute to the cultural enrichment berate consideration of such questions as: "How much of the people of the state. - - " t OFFICE OF CONTINUING EDUCATION AND COMMUNITY SERVICE VICE-PRESIDENT FOR CONTINUING EDUCATION AND COMMUNITY SERVICE PAN PACIFIC FORUM*

INTERNATIONAL PROGRAMS OFFICE OF EDUCATIONAL TELEVISION AND COMMUNITYCONTINUING SERVICE EDUCATION DIVISION OF WAIKIKI AQUARIUM PRESERVATIONLANGUAGE, OF HAWAIIANCULTURE & ART COMMITTEE FOR REFERENCE BUREAU LEGISLATIVE CURRICULACOURSES & SPEAKERSLYCEUM & GOVERNMENTAL CENTER FOR I PROFESSIONAL SPECIAL & Non-CreditCredit and Courses BUREAU DEVELOPMENT Conference Center PROGRAMS CivilWomen'sPublicExploratoryProfessional Defense Issues Continuing TrainingPrograms Programs Discussions Education Programs *Projected. HeadstartLabor-Management Regional TrainingEducation Program Program 118 CONTINUING EDUCATION

The increasingly technical nature of most occupa- Major Programs tions, the constant accretion of new knowledge in the professions, the complex and puzzling local, Two of the branches of the Office shown in the national and international problems confrontingour citizens, changing values and the quest for greater chart at the beginning of this chapter, which relate purposefulness and meaning in life,all make it directly to the overall academic development of the abundantly clear that the schooling of one's youth rest of the University, will be first discussed. Those can no longer suffice for a lifetime. Lifelong learning has become a virtual necessity in a democratic, programs which have immediate influence on other technological, highly urban civilization if its people programs of the University, and which have a recipro- are to achieve their fullest occupational and professional potential, effectively fulfill their civic obli- cal dependence upon them, are the Division of Con- gations and realize their maximum intellectual and tinuing Education and Community Service ( formerly aestheticgrowthanddevelopment. ( Abbott Kaplan, A Study of Continuing Education and the College of General Studies) and the Educational Public Service at the University of Hawaii; 1967 ) Television Network.

DIVISION OF CONTINUING EDUCATION AND COMMUNITY SERVICE

The major component of the Division is entitled been repeatedly discussed by the Universityover the "Courses and Curricula". It offers both credit andnon- past several years.These courses are taken each credit courses on the Manoa campus in the evenings year by some 4,000 students, many of whom rely on and at a number of other centers on Oahu and the evening instruction for part of their degree programs, neighbor islands, including military bases and high or to help them pursue other educational objectives. school and community college sites;it also carries They pay $16 per credit houridentical with the Sum- special programs on Kwajalein, Marshall Islands, and mer Sessionwhile students enrolled in the same on Midway. The Courses and Curricula Program is courses offered through the regular instructional col- for the most part financed by tuition Bees, although leges pay $9 per credit. some programs are supported by contracts. Lecturers The differential is substantial and has raisedques- are selected from the University faculty, or from tions of educational and social policy.It has been among other qualified persons in the community, gen- argued that persons who have to get their education erally with departmental liaison and approval. at night because of daytime jobs or domestic responsi- The Lyceum and Speakers Bureau brings a variety bilities should not be required to paymore than stu- of cultural events to the people of the neighbor dents who can attend the daytimeprograms, and that islands and Oahu and assists organizations within the their education should be subsidized by stateappro- state in seeking suitable speakers. priation to the same degree as for daytime students. The Special and Professional Programs provide The contrary argument points out that it isa special planning and management services for conferences and convenience for students to offer instruction at night, institutes, mostly ranging in length from two days to or at places off the regular campus, as the Division of two weeks. They include in-service training institutes Continuing Education does; and that a price dif- for, teachers, civil defense courses and short courses ferential for this convenience is justifiedhence the for professional practitioners. Development of a Con- frequency of such a differential in American univer- tinuing Education for Dentists Program and a Wo- sities. men's Continuing Education Program is planned. The Center for Governmental Development was - At present tuition levels the differential is probably established by legislative action to provide in-service' not critical for most students; even $16 is not a high price for university education. However, and parti- trainingforgovernmentofficersand employees through courses, workshops, seminars and programs in cularly if tuition fees are increased by the State Legis- public administration and to serve as a clearing house lature, the University should consider this differential for information and training in government-manage- in the light of the state government's policy toward ment practices, techniques and new technologies. The the division of costs of education between the student Division places top priority on developing the Center. and the state. The examination should embrace the fee structure of the entire University system, including Credit Courses and Tuition Policy the tuition of the Community Colleges, which is $5 per three-credit course, compared with $27 in the Policies concerning the credit courses offered by "regular" University program and $48 in the Division the Division( ex-College of General Studies) have or Summer Session. For its part, the University be- CONTINUING EDUCATION 119

CONTINUING EDUCATION AND COMMUNITY SERVICE

1963-64 1968-69 1972-73 1975-76 UNIT AND ACTIVITY ( estimated ) ( estimated ) (estimated)

Division of Continuing Education ( General Studies ) Numbers of students or participants: Credit courses 8,278 10,700 13,000 15,000 Non-credit courses 3,804 5,200 6,300 7,000 Lyceum 5,000 ( est. ) 15,750 20,000 22,000 Other programs 2,352 10,000 12,000 14,000 Legislative Reference Bureau Number of requests processed 684* 1,400 1,600 2,000 ETV Broadcast hours 30,370 76,760 76,760 No. programs produced 85:9 1,250 1,484 Asia Training Center No. trainee weeks 1,750 n.a. n.a. No. training cycles 12 n.a. n.a. Peace Corps Training No. trainees 762 2,000 n.a. n.a. No. projects 12 24 n.a. n.a. Waikiki Aquarium No. visitors 255,000 290,000 325,000 340,000

*1963-64 was a budget (short) session of the Hawaii Legislature.

lieves that the price differential between "daytime" ing on an overload basis, or by other qualifiedper- and "nighttime" courses should be removed, and sons appointed with the approval of the appropriate advocates accomplishing this bya gradual increase department. There have been suggestions to extend in general fund support of the Division,so that by the the curricular responsibilities of the departmentsto end of this Plan period, 1975-76, the tuition fees will the entire instructional day, including evening classes. be equal for all University creditcourses. However, after considerable discussion,it was felt Additional general fund support would makeit that the varying nature of the clientele served during possible to present a more completerange of courses evening classes and at off-campus centers, which in- in fields of interest to the student clientele. The Divi- cludes non-degree students,incentive-track public sion has endeavored to offer sequences in undergradu- schoolteachers,professionalsneedingrefresher ate curricula for which there is a demand and which courses, and generally older students, was such that can be effectively offered at nightEnglish, history, the existing structure under Courses and Curricula accounting, education, etc.but the necessity of having was both practical and appropriate. In the future, tuition receipts cover the cost of instruction makes the Division plans even closer liaison than exists the planning of suchsequences difficult. Even with at present with instructional departments in the selec- this present financial constraint, the Division plans tion and scheduling of such courses, as wellas in the to round out its offerings so that students can complete appointment of instructors. coherent blocks of their baccalaureateprograms, but At present, the Division hasa standard form which its ability to do this will be greatly enhanced bygen- recommends that courses be offeredon the basis of eral fund support. Student advising isa basic prob- past experience and existent data.( Experience and lem, as it is in the College of Arts and Sciences, and data relate to such matters as the kinds ofcourses will receive more attention and support. desired and petitioned by various adult clientele,the A shift over to general fund financing of the needs of off-campus centersas transmitted by educa- Courses and Curricula program mustensure adequate tional directors, the special-fund generating potential support for other phases of continuing education, such of courses, etc.)The form also containsspaces for as the Lyceum and Speakers Bureau, which arenow instructors to be appointed by the departments. In partially financed out of tuition fees collected bythe addition, departments themselves recommend the ini- Division for its courses.Better policy would be to tiation of courses and the appointment of instructors finance these programs by state appropriation, supple- subject to coordination with the Division'sprogram mented by the grants which the Universitycan attract specialists. In any event, the ultimate decisionas to from the federal government, private foundations and the approval of bothcourses and instructors resides from other state agencies. with the instructional departments. It was noted above that the creditcourses in the The Division nevertheless feels that improvements Division of Continuing Educationare taught by can be made in order to assure professionalism of both lecturers selected from the University faculty, teach- courses and instructors. For example, the forms can 120 CONTINUING EDUCATION include provisions for approval of courses and instruc- Community Service for the next planning period, in tors not only by the appropriate departments but also addition to the general objectives cited above: by their respective college deans.For another ex- 1.Initiate and develop specific programs under ample, the forms can include approval by the Gradu- the Governmental Development Center with ate Dean where graduate degree credit courses are seed-money from U.S. Higher Education Act involved.The feasibilityof such added control grants and from the Department of Personnel measures is being investigated. Services, in coordination with the State Direc- tor of Personnel Services. Non-Credit Courses 2.Increase counselling services both to students enrolled in the Division's programs and to In the area of non-credit courses, the Division is others seeking enriching activities. committed to providing a fuller array of offerings, 3. Develop more curricular sequences, both of following the general guidelines of the Kaplan Report. credit and non-credit courses, to provide certi- In doing so, more attractive and more academically ficate, degree or other clear goals. substantial courses wine scheduled, using both class- 4. Develop integrative themes through a number rooms and the state's educational television network. In 1969-70, plans are to schedule non-academic com- of different types of activitiesLyceum, non- munity leaders in various non-credit courses, such as credit courses, televisionto provide deeper and on the legislative process, businessmen and politics, more thorough educational experiences. and the politics of conservation. These leaders will 5.Initiate research into the reasons why certain come from relevant areas within the larger community groups ( e.g., women and retired persons) are of the state. The present fees for non-credit courses not now responding to the Division's programs will be maintained until the entire tuition structure in the numbers expected, and try to devise new of the University system is examined by the legisla- programs whose styles and content do fit their ture. needs. 6.Similarly,seek waystoassistlow-income Specific Obfectives groups, isolated communities, problem juveniles and other disadvantaged pockets of society, fre- Listed below are specific areas of concentration quently serving as an adjunct to other agencies targeted by the Division of Continuing Education and already working in these fields.

DIVISION OF ETV BROADCASTING

Educational television is designed to provide in- programs designed to supplement and enrich regular formational and educational experiences based on and school instruction; in-service teacher training pro- developed through broad areas of intellectual interest grams for public and private school teachers through- and need. The Hawaii ETV Network is responsible out the state; general adult education programs as well for broadcasting programs which are designed to in- as extension programs of the University of Hawaii. The form, dcvelop skills and abilities, increase understand- Department of Education is responsible for developing and develop attitudes. The service offers both ment of the first two programs, the University for the faunal and informal education for the children and third. The University produces and transmits all pro- adults of the state. grams. The Hawaii ETV Network, serving most of the The Division also has responsibility for developing state's population, in 1967-68 transmitted 8,914 hours and constructing stations in the network for the local of television broadcasts and completed 856 production production of all programs developed by government units. When the initial phase of developing the state agencies, community organizations, the University and network is completeprobably in 1969the two major the Department of Education. The Division produces stations and 12 supporting stations of the Hawaii ETV closed-circuit television instructional lessons in use Network will reach 99 per cent of the schools and on the University of Hawaii campus, while Instruc- potentially 97 per cent of the adults in the state. tional Resources Service Center distributes these pro- The Hawaii ETV Network is directed by a State grams to the classrooms. ETV Council,with administrativeresponsibilities Working in conjunction with the Division of Con- divided between the State, Department of Education tinuing Education and the instructional colleges of the and the University. The Division of ETV Broadcast- University, ETV envisions a major increase over the ing represents the University in the cooperative ven- next several years in the number of programs produced ture. Three types of programs are broadcast: in-school for adult education. CONTINUING EDUCATION ) 21

As enrollments increase at the University of Hawaii Hilo Campus and the community colleges may be in and in the schools of the state, there is a need to use by the enti of the plan period. determine how the integrated use of technologycan There will be need of district production centers, effectively increase efficiency in learning. Thepro- liferation of small closed-circuit television systems in where ETV programs and lessons may be produced for the University, community colleges and the State district or localuse.The possibilityof creating Department of Education has created opportunities regional production centers should be explored with as well as problems in the effective use of educational the DOE and the community colleges. The Division media. Unquestionably the Division will find greater plans for a gradual increase in production and pro- demand for "dubbing services" for the small "slant grams, leading to a doubling of the present services track" video-tape machines. Greater use will be made by 1975.These objectives are consistent with the of closed-circuit television on individual campuses and pattern of increase in educational broadcasting schools. Hook-ups between the Manoa Campus, the in the rest of the United States.

PAN-PACIFIC FORUM

To establish cooperative approaches to the solution sionals and others can confer on matters of mutual con- of state, national and international problems, the Uni- cern and importance. Still in the early planning stage, versity plans to build a Pan-Pacific Forum. Its pur- the Pan-Pacific Forum is visualized as a large conference center and continuing education complex near pose will be to serve the growing needs of govern- the University's Manoa campus. It will contain a vari- ments, universities and the peoples of Asia, the Paci- ety of facilities when completed, capable of housing fic and theU.S.forafacility where scholars, conferences at many levels, and serving as the center researchers, students, officials, businessmen, profes- for continuing education in the state.

LEGISLATIVE REFERENCE BUREAU

Purposes is exceptional in being a department of the state university, responsible to the Vice President for Con- The basic objective of the Legislative Reference tinuing Education and Community Service. Regular Bureau is to strengthen the legislative branch of the quarters of the Bureau have been in Sinclair Under- Hawaii government by: providing legislators and other graduate Library, but during legislative sessions the participants in the government policy-making process Bureau establishes temporary offices at the capitol. with research, analyses and data relevant to the mak- The permanent staff (now 15) includes attorneys, ing of informed choices among alternative courses of political scientists, reference librarians, and clerical action; and informing the public of legislative pro- employees.Consultants and other contractual em- cesses.and .procedures. The research and related serv- ployees are retained as needea--tbpssist the Bureau ices of the Bureau are also available to the executive when special knowledge is called for or to help with branch of state government, to the University and to peak work loads. other governmental agencies. Its research publications The Bureau's primary client is the Hawaii Legisla- and legislative aids are generally available to the ture. Bureau policy requires the rendering of objective community. and confidential services to members of both political Faculty members on the Bureau's staff participate parties. Bureau activities oriented to legislative needs in academic activities in many wR,3: teaching courses include: conducting research projects and preparing in their specialties( business law, public administra- reports; drafting bills and resolutions; providing serv- tion) from time to time; serving' on University com- ices to legislative committees during legislativeses- mittees; supplying information or professional advice sions and interim periods; compiling data, preparing to' other faculty members and to students with respect comparative tabulations, and summarizing and analyz- to the law, the legislative process, public adminis- ing proposals; preparing and publishing legislative tration, etc. The Bureau's reference library isfre- aids including a cumulative index of bills and resolu- quently used by faculty and students. tions, a table on the current status of legislativemeas- ures, and a digest and index of laws enacted; conduct- Present Status ing seminars for legislators and legislative employees; and transmitting designated informationto legislators, Each of the 50 states has a legislative service including a periodic listing of opinions of the Attorney agency similar to the Bureau, but the Hawaii Bureau General. 122 CONTINUING EDUCATION

The Bureau performs a number of services for the Should this take place, ti,? yBureau would be moved Governor and executive agencies of the state govern- not merely off campus but outside the effective control ment, including furnishing information,performing of the University. limited research, preparing compilations of laws and Until and unless a reorganization of this nature administrative practice, and serving on public com- occurs, the University will plan to continue its present mittees concerned with statute revision and topical relationship with the Legislative Reference Bureau. problems, such as voting machines, traffic safety and Not only is this relationship based on statute law, consumer protectionlaws.It periodically prepares a which only legislation can change, but it is one of comprehensive directory of state and local govern- mutual advantage. The presence of the Bureau en- ment departments, boards and commissions,and of- riches the resources of the University and adds to its ficials. The Bureau serves as the state's liaison with range of competency; its placement atthe University similar agencies in other parts of the nation. The enables the Bureau to recruit well qualified profes- Bureau also responds to many informal requests from sional staff members and to obtain for its research legislators, administrators, educators, and the public the diverse knowledge of the campus faculty. in Hawaii and elsewhere by providing information or However, should the Bureau be made part and minor services. parcel of the legislative staffing service, directly res- The governmental research library maintained by ponsible to legislative authority, then it would be ap- the Bureau contains approximately 49,000 books and propriate to end the quarter-century long attachment pamphlets and 150 periodical titles in public admin- of the Legislative Reference Bureau to the University istration, state government, education and related of Hawaii. areas, including a largecollection of state statutes. The Bureau library facilities are utilized by faculty members, University students and governmental officials. Developments Under Academic Development Plan I Most of the collection is not duplicated in the general 1.Established the Office and Division of Continuing University libraries. Education and Community Service, the former encompassing all the programs discussed in this Program Development chapter, the latter succeeding the College of Gen- The Bureau is tentatively scheduled to move from eral Studies. Sinclair Undergraduate Library to the new state capi- 2. Inaugurated Speakers Bureau in the Division. tol in 1969, merging its library with that of the Legis- 3. Established the Educational Tekwision Network; lative Auditor. The Bureau proposes to make this produced both broadcast and closed-circuit tele- consolidated research collection in the state capitol vision programs. available to faculty and students. Moving Legislature and Legislative Reference Projected Developments Under Plan II Bureau to the new capitol building will probably in- duce changes affecting the Bureau's activities. At the 1. Expand and non-credit course offerings, with least, the introduction of data processing equipment gradual increasein general fund support for to the printing, indexing and locating of legislative former. proposals will affect functions and perhaps staffing of 2. Develop integrative themes in activities of Lyceum the Bureau. Program, Special Programs and Professional Pro- The possibility now offered of spatially combining grams. the Bureau with the Legislative Auditor, an agency 3.Systematically evaluate ongoing programs to deter- already reporting directly to the State Legislature, and mine patterns of common needs in the community. with the Revisor of Statutes who now reports to the 4.Establishdirectproduction centersfor ETV; Judiciary, may change the status of the Legislative double amount of present services in broadcast Reference Bureau more fundamentally. One change, ETV, particularly for adult education. repeatedly considered by the legislature in years past 5. Construct and organize the Pan-Pacific Forum for and again said to be up for discussion, is to create a state, regional and international meetings, as well council of legislators which would direct a consoli- as a center for continuing education in Hawaii. datedReferenceBureau-Auditor-Revisor'soffice. 6. Build up Center for Governmental Development. STUDENT AFFAIRS 123

Chapter 23: OFFICE OF STUDENT AFFAIRS

Purposes and Objectives are: growth in enrollment; an increasing percentage of students from other institutions and fromoverseas; The University of Hawaii shares with many Ameri- more pronounced professional orientation among stu- can universities and colleges the tradition of concern dents and faculty, simultaneous with a "search for with both the intellectual and personal development identity"; sophistication of interests and culturalex- of its students. This policy is reflected in the varied pression among students, especially in extracurricular services carried on under the auspices of the Office of activities.Broad generalizations, however,can be Vice-President for Student Affairs. The diverse func- misleading. What is safe to say is that the present size, tions of the office have been established over the years nature and location of the University make for a highly to safeguard and improve the students' educational diverse student body and an increasing pluralism opportunities and to lessen those obstaclesphysical, of collegiate styles. All the variables of student circum- monetary, environmental and culturalthat sometimes stance and character influence and condition the work hamper educational accomplishment. The names of of the Office of Student Affairs. Size alone, rapidly the eight units organized under student affairs suggest approaching a maximum enrollment of 25,000 on the the varied range of the office's functions: main campus, presents difficulties, in a pattern familiar Admissions and Records; Student Housing; Coun- to mainland institutions: seling and Testing Center; Financial Aids; Inter- national Student Office; University Placement and ...increasing red tape, from student registration Career Planning; Bureau of Student Activities; Stu- to top administrative offices; automation and de- dent Health Service. personalization of procedures; increasing loss of student-faculty contact, in, as well as outside the There are, of course, many students who have little classroom; student demand for a "voice" in the occasion to make use of the services, other than for fundamental organization of instruction and extra- purposes of registration. They live off campus, have curricular affairs;...and new buildings every- few difficulties, or cope with their problems without where, but too few devoted to accommodations using c anpus facilities. While its ,student clientele is within which students can conveniently study, thus by no means coextensive with the total Manoa hold meetings, and socialize....* enrollment, the office is nevertheless concerned with The commuter character of the University and its all students as part of the community and with the location in the city of Honolulu markedly affect the character and quality of student life. This breadth of style and quality of student life both on campus and concern is particularly true of counselors and special- off.Students tend to disperse at the end of the day, ists in testing and guidance. unless there are adequate facilities for study on cam- As professional practitioners, counselors work with- pus, plus social attractions, student meetings and cul- in a frame of general theory related to personality tural enrichment to suit varying tastes.In all these and maturation. To serve successfully the needs of respects, although progressis being made, much the individual student, they must at thesame time remains to be done to keep up with the rise in enroll- have an extensive knowledge of various socialcon- ment and expressed student needs. texts, both on campus and off.Likewise, as soon as The commuter system has both disadvantages and service becomes more than one of merely passing along advantages. The urban setting releases the University factual information, and takes on the form of advising from responsibility of having to satisfy the students' ( making suggestions ), or assistance with emotional full range of housing, health and economic needs. The matters or problems of social functioning, the counsel- city, with its attractive physical scene and interesting o must be able to draw upon his professional under- ethnic variations, provides a stimulating cosmopolitan standing of the student as an individual and of the atmosphere. The growth of tourism and consumer student's development as a whole person. By affirm- values in living, together with increasing wealth in the ing the principle of the whole person, the Office of form of cultural and artistic events, do much to offset Student Affairs is able to make a special contribution the limitations of the commuter pattern of educational to the student's educational experience.This con- experience. The most pressing problem concerning tribution supplements the more specifically intellectual student affairs, so far as the office is concerned, is the aims of the teaching colleges. Rather than subscribing extreme scarcity of housing, whether on or near the to the policy of acting in loco parentis, now generally campus or in Honolulu at large. One encouraging outmoded, the office makes availablea variety of development is a plan, under negotiation, to build a basic services which each student may freely seek out complex of private dormitories on the nearby Cham- according to his needs. inade College campus. Projected terms of the plan The work of the Office of Student Affairs has been much affected during the past few years by many of First Supplement to the Academic Development Plan of the the same trends visible on the mainland. Among these University of Hawaii, January, 1966, p. 14. OFFICE OF STUDENT AFFAIRS Student Affairs Senate Vice-PresidentOffice of the Admissions Records* and ActivitiesBureau ofStudent Testing Center Counseling and StudentServiceHealth University Placement Career Planning and HousingStudent International StudentOffice I Financial Aids * Proposed to be transferred under Vice-President for Academic Affairs.

For statistics of operations, See "Appendices," p. 165. STUDENT AFFAIRS 125 would guarantee rental of approximately 700 beds for classroom work with co- curricular activities.Such University of Hawaii students. "living-learning" facilities will be sought in residence One of the central responsibilities of the Office of halls constructed in the future on the Manoa campus. Student Affairsisto provide and locate student housing. When it does not exist in sufficient supply, measures must be taken to remedy the deficiency with ADMISSIONS AND RECORDS OFFICE utmost speed. The primary functions of the Office of Admissions and Records, essential to the efficient administration of STUDENT HOUSING the University, its good relations with the people of the state, and the academic history of undergraduates The Office of Student Affairs recognizes that and graduates, include the following: residential facilities for students can offer broad educational values as well as serve to equalize educa- 1. To provide admission information service for tional opportunities by providing good living quar- prospective students, applicants, high school ters and study conditions at relatively low cost. Among officials and the general public. the basic purposes of the student housing program 2. To process and evaluate student applications are: for admissions, determine eligibility of applicants, and respond to applications. 1. To provide student residents opportunities to 3. To organize and publish a schedule of classes identify themselvesaspersons with living for each term on the Manoa Campus, working groups significant to them, and to develop their in close cooperation with the instructional col- individual talents,abilities,leadership attri- leges and schools. butes, intellectual curiosity and cultural appre- 4. To conduct registration each semester and sum- ciation. mer session. 2. To increase, as an aid .t..1 motivation and learn- 5. To help the Office of Institutional Research ing, open opportunity and range of commun- and the Management Systems Office maintain ication between students,faculty and the a student information system which provides broader community. current information about individual students 3. To help develop individual and group respon- to authorized offices throughout the campus, sibility. as well as statistical reports analyzing space 4. To provide a material environment which will utilization, distribution of grades, instructional contribute to physical and mental health and costs, teaching loads, etc. be conducive to good academic work. 6. To maintain accurate and up-to-date files and 5. To supply a good housing environment at a cost permanent recordsofcurrent and former students can afford. students. The above goals, refieding the policies of the The staffing program in the office has not kept housing staff, are based on the view that students pace with the rapid growth in student enrollment are young people in the process of discovering their over the past ten years. The average number of adult selves.As broad objectives they have been registrar and admissions office employees per 1,000 formulated, though not in a vacuum, quite apart from students on other campuses of comparable size ( such the acute and overriding housing shortage which pre- as the University of California and the state colleges vents their full implementation. of California) is above 5 workers to 1,000 students. No one sup oses that intellectual habits could or The ratio at the University during Fall 1968 was should becob.the exclusive basis of human interac- 17,082 to 35, or 2.05 workers for 1,000 students.If tion. Suitably designed and well operated living quar- the Office of Admissions and Records were staffed ters, staffed by persons devoted to the goals just out- at the ratio of 5 to 1,000 it would have approximately lined, offer an effective setting for fostering self- 85 workers. Understaffing has reached a point where directed planning and decision-making both with planned improvement to bring the number of person- respect to academic matters and the many other areas nel up to a level of reasonable adequacy is critical, in which students act. The experience of group-living particularly in view of the recommendation in this also can encourage many modes of interpersonal expe- Plan that the admissions procedure for the entire Uni- rience appropriate to the development of a sense of versity system be centralized.( See Chapter 1. ) community among faculty and students and between Increased mechanization of activities in the office both groups and the community at large. should greatly improve efficiency, especially the use The Housing office has given strong support to the of computer-aided scheduling and registration. Much experimental creation of an instructional facility in of the work of this office, particularly the schedul- Johnson Hall, a men's residence hall, which seeks ing of classes and reporting of grades, is carried out to create opportunities for students to integrate their in close collaboration with the colleges and academic 128 STUDENT AFFAIRS departments. To improve and expedite communica- tification and entrance into graduate schools. The tion, at the beginning of the next academic year the staff also offers consultative and evaluative services office will be placed under the Vice-President for in testing to University departments. Academic Affairs. The transfer willserve to make As an agency of an academic institution, the Cen- more explicit the responsibility of the several colleges ter has systematically strengthened its supportive role in setting policies for the admission of students to the in the education of psychological counselors. Quali- Manoa Campus. fied students in the departments of Psychology and and Educational Psychology, the School of Social COUNSELING AND TESTING CENTER, Work and the Human Development Program in the College of Tropical Agriculture receive intensiveprac- The general purpose of the Counseling and Test- ticum or internship experience under qualified staff ing Center is to offer to students and facultya range supervision.In addition, related courses in these of psychological services, all of which contribute to departments are taught by Counseling and Testing student achievement and personal growth. The three Center psychologists. Members of the Center staff main functional areas of the Center encompasscoun- participate in NDEA Summer Counselor Training seling and testing services, graduate intern train- institutes. This effort is part of an attempt to meet ing supportive to the graduate curricula, and staff the great demand for trained mental health workers research. in Hawaii. Extramural support is being sought for The primary activity of the Center is focusedon full-time graduate training supervisors and stipends the counseling process, where theconcern is not only for internships. academic success but the total development of the student as a person. A variety of specialized services Because of itsinstitutional setting, the Center are provided by a team of psychologists, psychiatrists recognizes its obligation to advance knowledge and and social workers, who utilize both individual and improve practices in the helping professions.Basic group counseling techniques. Assistance ranges from changes are now taking place in the theory andprac- advisory exploration for the sake of the student's tice of counseling, and the Center is makinga con- academic and personal growth to fuller intervention certed effort to become a significant part of this should a crisis in mental health arise. The emphasis movement, which is reorienting the counseling services with respect to psychology. during the next few years, however, will beon expanded work with students whoare relatively free Until recently, the research staff of the Center of deep emotional difficulties.As part of its total devoted much of its effort to institutional research. mental health effort, the Center systematicallyserves The establishment of the Institutional Research Office as a referral and consultative resource to departments has shifted the focus of the counseling staff tocon- and agencies on campus, as well as to the wider centration on clinical problems. As a result of this community. redefinition of goals, the staff will conduct, begin- Another major emphasis isthe academic-voca- ning in 1969-70, a major research program funded by extramural grants. tional development of students. Facingan increasingly Such research activity will not comp:ex society, the student often needs assistance only directly contribute to the professional skills of in making a responsible decision regarding his role the unit but will simultaneously strengthen thesup- in that society. The Center seeks to help the student portive graduate training program. clarify and define his academic interests andvoca- tional goals. The basic counseling process is supple- FINANCIAL AIDS OFFICE mented by an extensive vocational testing service and library. In order to awaken and release the achieve- The Financial Aids Office, projected in Plan I, ment potential of the student, the Center offers read- is now a reality. Resources it administers to support ing and study skills sessions. A comprehensive diag- students total approximately $3,000,000.These in- nostic program is being planned to help students clude scholarships from public and privatesources develop their full academic promise. worth about $261,000; loans from federal and private Services of the staff are frequently sought by mem- sources of $393,000; the federally-funded Educational bers of the larger state community. To meet this need, Opportunity Grants of $205,000; Student Employ- the Center offers limited assistance on a fee basis ment of about $2,000,000 in state general funds;, fed- through the Veterans Administration Educational Pro- eral and special projects, plus the Work-Study Pro- gram anda Community VocationalCounseling gram which at present provides over $500,000. This Service. office also handles the paper work and counseling Testing and evaluation are integral parts of the of students receiving Veterans and Social Security counseling process.In addition to the tests often benefits, as well as the certification forover 800 fed- required in the counseling relationship, the staff is erally-insured and United Student Aid loans. In the responsible for coordinating and administering many past two years much has been done to integrate and of the national testing programs for professional cer- streamline procedures and policies. However, each STUDENT AFFAIRS 127 program produced seriousbacklogs of work result- low income students in 1968-69. This is but one re- ing fromcriticalunderstaffing, which hampered source; all other potential sourcesof aid for students prompt service. federal, state and privateshould be pursued. The main task of the next five years involves organization, improved service (particularly indissemin- INTERNATIONAL. STUDENT OFFICE ating information) and research. Two undeveloped The International Student Office performs the resources are available to achieveefficient organiza- multiple services and functions necessary to assist the tion. The first is data processing service for record- foreign student in his relationships with the Univer- keeping, reporting, retrieving, identifying and select- sity, the community and the U.S. Immigration and ing, and the second is the College Scholarship Service Naturalization Service. These functions include pro- of the American College Testing Service Program, viding pre-arrival information and orientation; advice on housing, registration, academic and social adjust- for processing and uniform evaluation of student finan- ment, finances; hospitality and community service. In cial aids applications. Inprogressive,programs through- addition to its advisory role, this office is burdened out the country, data processing systemscomple- with the increasingly heavy administrative and cleri- mented by evaluation through the College Scholarship cal responsibilities involved with passports, visas and Service are considered indispensable. Not so dramatic, extensions of stay for non-immigrants, coordination of but equally important in smaller area of work, is the various student scholarship programs, census-taking for the Institute of International Education, and the development of proper procedures and relations with general circulation of information to foreign students the Business Office for accounting and reporting func- enrolled at the University. A subordinate office functions. Similar coordination with the Admissions Office tion is advisory service for American students who is necessary to continue to serve the Veterans Admin- plan to study, serve or travel abroad. istration and the Social Security Office in certifying The office in recent years has assumed additional responsibilities relating to international students and the enrollment of students in their programs. visitors. To facilitate service to the international com- The service which most needs expansion is the munity of universities, a developmental plan has been effective transmission of information about the Uni- proposed and is pending implementation. The Inter- versity to potential students, including not only those national Student Office as newly conceived would in Hawaii's high schools but also applicants from out- become the Office of International Services and in- of-state. For Hawaii' residents and their parents, new clude four basic divisions. and imaginative techniques are needed to overcome two main barriers inhibiting attendance at the Uni- 1.Foreign Student Servicesservices to non-U.S. versity: the feeling of inadequacy among disadvant- students at the University, as now being car- aged groups, and the reluctance of most middle and ried out, as well as special orientation pro- lower-middle income families to borrow money for grams as contracted for, such as the Shipboard education. For out-of-state students forceful means are Orientation program conducted each summer needed to communicate, both to them and to their for the American President Lines. parents, the realities of Hawaii's high cost of living 2. American Student Servicescounseling on over- and critical housing shortage. seas opportunities for American students, and Within the Office of Student Affairs, "follow-up" related programming to promote interest in counseling is needed to work closely with the Coun- such opportunities. seling and Testing Center, Housing, Health Service 3.Foreign Faculty Servicesimmigration facil- and Financial Aids, in serving the students who have ities, pre-arrival information, assistance on ar- matriculated here under the Hawaii Upward Bound rival and continued service to foreign faculty and Educational Guidance and Opportunities Pro- and their families. working with grams. A counselor specially trained in 4. Foreign Visitor Servicesprogramming of inter- the disadvantaged should share this training through national visitors to the University, including special workshops with both faculty members and arrival arrangements, reservations, professional counselors throughout the University. Federal money appointments and hospitality, utilizing volun- is now available for this type of review and research; teers as well as staff. a proposal is necessary onthe part of the University to take advantage of it. The broadened plan of services would complement There is further need to develop additional pro- but not duplicate functions of the University's Office grams of special financial aid similar to the 200 Re- of International Programs and provide the necessary gents' Opportunity Grants ( tuition waivers matched framework for increasing University responsibilities by the Educational Opportunity Grant) awarded to in the area of international educational exchange. 128 STUDENT AFFAIRS

UNIVERSITY PLACEMENT AND CAREER STUDENT ACTIVITIES BUREAU. PLANNING OFFICE Student social and co-curricular activities at the The Office assists students and alumni of the Uni- University are encouraged as a complementary part versity who seek information and avenues for pur- of the educational program. The special contribution suing their careers.As a major contributor to the of such activities is to help make it possible for stu- qualifications of its graduates, the University invests dents and student groups to define and realize their time, energy and resources in its graduates and there- chosen aims in creating a campus environment, a kind fore has an active concern that career decisions rest of model university community, representing the type on a critical self-analysis of abilities, interests and of life which would be most truly rewarding under the opportunities. The Placement Office helps students emergent conditions of modern American society. and alumni to make vocational decisions based on The affluence of a consumer-oriented society per- sound knowledge, thereby avoiding haphazard, un- mits some relaxation and diversion from primarily planned post-graduate affiliations. competitive drives: There is sufficient time for both refreshment and reflection, for the expression of ethi- Earlier in this Plan ( Chapter 3, "The Critical Prob- cal, artistic and intellectual concerns, even in the set- lem") reference was made to the dynamic nature of ting of a spontaneous bull-session between classes the employment market and the growing importance along a shady mall. There is an invigorating atmos- of formal education in filling professional positions. phere of life in a university community based on One of the educational functions of the University is mutual respect for freedom and for the principle that to interpret "society's occupational needs" to its stu- men may disagree, even engage in sharp conflict, with- dents and alumni.The Office of Placement and out destroying one another's integrity. Career Planning plays a primary role in this activity. The Bureau of Student. Activities has been estab- This office engages in the following activities to lished to assist students and student groups to coor- assist students and alumni: dinate their efforts in organizing and presenting programs representing a wide diversity of student inter- 1.Helps students to analyze their own capabil- ests. Some of these programs may be designed to ities, needs and limitations, and to relate these involve the total potential community, composed of to vocational opportunities, including postgrad- students, faculty, campus staff, alumni, relatives and uate studies. friends. Most programs have more specialized and focused goals and participants.In any event, it is 2.Assists students in developing job-seeking techniques and methods of evaluating job oppor- the policy of the Bureau of Student Activities to en- tunities. courage students themselves to take the lead in chart- ingtheir own personal and group development 3.Interprets for students the employment needs through a broad range of student-conceived and stu- of business, industrial, government and educa- dent-organized activities. tional employers. The Bureau maintains a staff of specialists to assist 4. Maintains a library of publications concerning students in furthering their varied aims. It is a funda- employers, postgraduate studies and civil serv- mental policy of the staff, in defining its own prior- ice announcements. ities and- budgeting its resources, to give special attention to programs that foster in the student a sense of 5. Provides students with an opportunity to meet personal identity with the University as both a goal- employers and negotiate for employment. directed organization and a viable and rewarding 6.Acts as a depository and forwarding agent for human community. The increasing size of both stu- students' confidential academic credentials. dent body and faculty, together with the growing 7. Encourages employers to make known their specialization of curricula, make such identification employment requirements and programs for difficult for the unaided individual to achieve. Stu- University graduates, simultaneously interpret- dent Activities therefore recognizes an urgent need ing University programs and student capabil- for programs which give opportunity for expression ities to the public. to the individual students involved, whether as organ- 8. Analyzes the career experiences of University izers, active participants or interested observers. graduates, trends of employment in the Hawai- A further important aspect of student concern is ian community, salaries and other matters re- already prominent on the national academic scene. lated to career choice. This is the sponsorship, through various campus organizations and the student-activities structure, of It is anticipated that increased enrollment, addi- experimental curricula, community action programs, tional programs and the improving prestige of the and projects for validating and testing out different University will result in growing demands for place- approaches to learning. When such programs are ini- ment services on the part of students, alumni and the tiated by students, the entire institution is in a posi- community. tion to observe and evaluate those experiences with- STUDENT AFFAIRS 129 out specifically committing its personnel or facilities. The broader responsibilities ofa health service If the experiment after general appraisal proves worth in a university setting require programs that take while, the programs can logically be moved into the account of the full environmental context of student regular curricular channels. life, in addition to themore immediate factors in- Nothing has been said thus far of the possible volved in clinical treatment. Viewed in this wider benefits of major changes and improvements in the perspective, an adequate health care service should physical character of the Manoa Campus. A new include continuing programs in health education,con- Union Building will soon be constructed which will ducted along with the direct contacts with patients. serve as headquarters for most student groups on cam- Systematic activities in preventive medicine needto pus and also as a center for all co-curricular activities, be introduced and developed, together with ongoing not only for students but also for faculty, staff, alumni studies of the total health environment. and other friends as well.The building is being Long-range planning and specific innovationsare designed so that it can serve effectively as a meeting required for both services and facilities. To suggest place and "commons" for all members of the extended one of the directions such planning might take in University community. preventive medicine, it is enough to mention current Through its various boards, committees and staff, problems concerning the dissemination of sound and the Union will present cultural, social and recreational up-to-date knowledge on smoking, drug abuse,sex- programs, aiming to make free-time activity comple- uality and alcoholism. Current educational practices ment and reflect the education of the classroom. Pro- in this area are still severely inadequate. Increased grams will be developed so as to encourage student enrollment and the growing complexity of the Univer- incentives and self-direction. The Bureau of Student sity will also intensify the need for effective services Activities will work with the all-campus Union to pro- in the form of counseling therapy and psychiatry. The vide a service center, a place for mental and physical influx of married students, many with dependent chil- refreshment, a common meeting-ground, a practical dren, and the mounting numbers of older graduate training medium, and an open opinion forum tor students require appropriate but usually more routine the campus.It is hoped that these functions may types of health care for these special classes of individ- counteract attitudes that make for indifference and uals. There is little doubt that a full-fledged univer- alienation between students, faculty, administration sity health program, planned to serve a highly diverse and alumni, and create instead a sense of what an academic community of well over 30,000 persons, academic community in the full sense of the word would in time repay the state for this type of invest- can mean. ment in basic human resources. STUDENT HEALTH SERVICE The Student Health Service is at present conducting a re-examination of its functions and goals, so as To achieve an effective life and a sense of fulfill- to bring them in line with progressive thinking in the mentone of the ultimate goals of educationan indi- fields of both medicine and education. The prospec- vidual must function well within his environment. It tive development of the Medical School, especially is not strange that a common cause of school failure if its clinical facilities should be expanded, will of is disturbances in emotional and physical health. The course play a decisive role in the ultimate planning physically upset or handicapped student faces special and programming of an enlarged service. problems in maintaining working relations with his world.Students under emotional stress frequently To identify health needs systematically and to reveal physical symptoms signalling internal malad- assure that they are adequately met does not mean justment, as the psychological and somatic aspects of that the University should by itself provide all the health react upon one another. required services.Fortunately, the Manoa Campus The traditional functions of the Student Health is located in an urban area possessing many private Service relate directly to the medical needs of stu- and public health facilities. However, the fact remains dents, seeing that dime immediate needs are met. that many students are medically indigent and that As it operates today, le Service provides only a min- most are involved in the problems of adapting to an imal officecall type of practice and overnight infirm- independent style of life, while still finding themselves ary care for a few cases. This standard of service is financially dependent on their parents.Productive no longer appropriate to meet the medical needs of innovation in health services requires analysis of stu- the present student body or the enrollments anti- dent needs as these arise in response to the environ- cipated in the next several years. ment of the campus. NILO CAMPUS Faculty Senate Office of the Provost InstitutionalResearch ServicesStudent Instructional PrOgrallS Management Business Counseling I Admissions HousingStudent Organizations Student Lull I Social Sciences Division of HumanitiesDivision of Natural Sciences Division of IIILO CAMPUS 131

Chapter 24: HILO CAMPUS

Development; Changing Functions courses.Estimates as to the minimum enrollment needed to make a four-year college economically fea- The role of the Hilo branch of the University of sible range from 800 to 1,000.*If a third year is Hawaii has varied greatly during the several stages introduced in 1969-70 and a fourthyear in 1970-71, of its development. At its inception in 1947, using the total enrollment at the Hilo Campus will then be makeshift facilities,it offered courses through the over 1,000. Noting the growth in enrollment and the extension division of the College of General Studies. increase of qualified faculty and staff, a national con- This arrangement was part of the new policy of decen- sulting firm employed by the University undera legis- tralization adopted by the University in response lative authorization to study the needs of higher edu- to the upsurge of enrollment. cation in the islands recommended in 1967 that the During this initial stage from 1947 to 1954, the Hilo Hilo Campus be given "the ultimate mission of devel- branch grew from 47 students to 132.It struggled oping into a four-year college with emphasis on the along with limited support and recognition, and the liberal arts." courses it offered were determined entirely by student Improvement in the quality of the faculty over needs. Until 1954 there were only three full-time fac- the past several years is notable.In 1968-69 more ulty members. than 42 per cent of the faculty had doctorate degrees In 1955, with enrollment at 155, the Hilo branch and another 20 per cent had largely completed their moved into a second stage of development. A new doctoral requirements. Of the total student credit site of some 50 acres was assigned, and the first build- hours at the Hilo Campus in 1968 -89, over 37per ings designed specifically for its use were erected. Its cent were offered by instructors holding the doctorate. function, now more clearly defined, was to offer a two- In large universities, the corresponding percentage year program with a concentration in the arts and for lower division courses is frequently less than 15 sciences, but with introductory courses in education, per cent. business administration and engineering. Library resources at the Hilo Campus have been Despite its growth to 679 students in September, improved substantially. Since 1961, more than 10per 1968, the Hilo Campus has remained at this stage of cent of the total budget has been spent to add about academic development.Its courses parallel those 6,500 books a year. Books unsuited for academicuse offered at the Manoa Campus in order to facilitate have been culled from the collection, and during the the transfer of students at the completion of their sec- past two years the holdings have been checked against and year, although encouragemnt was given in Acad- recommended lists for college libraries to guide order- emic Development Plan I to make departures.In ing policies. At present the library has some 42,000 accord with the recommendation of the 1967 Supple- 'books and 587 serials, of which 527 are periodickls. ment to the Academic Development Plan, "The Hilo However, further expansion is needed to reach the Academic Development Plan," the Hilo Campus began levels suggested by the American Library Associa- in 1968 to handle its own admissions, hitherto admin- tion, which regards 50,000 volumes as necessary for istered at the Manoa Campus. a college of 500 students. The Hilo Campus is ready to move intoa third stage: to become a four-year college, offering pro- Lewis B. Mayhew, The Smaller Liberal Arts College, The grams in the liberal arts and some pre-professional Center for Applied Research in Education, N.Y., 1965, p. 99.

HILO CAMPUS

Divisions: Humanities; Natural Sciences, including introductorycourses in agriculture and engineering; Social Sciences, including introductory education courses.

Actual Projected 1963-64 1968-69 1972-73 1975-76

Students Enrolled ( Fall) 366 679 1,210 1,520 Student Credit Hours 5,442 9,447 16,713 21,000 Faculty and Staff (FTE) 27 58 82 103

Projected enrollment figures based on assumption that junioryear is begun in 1969-70 and senior year in 1970-71, that 50 per cent of sophomores will take junior year in Hilo, and 80per cent of juniors will remain for senior year. 132 HILO CAMPUS

Technical Program tribution to the community. A four-year college will provide an intellectual leaven for the island of Hawaii, The Hilo Campus is also ready to begin a phased now on the verge of enormous growth as a tourist -movement toward combination with the Hawaii Tech- center. Without a four-year college to provide educa- Weal School, now under supervision of the State De- tional opportunities to the students of lower-income partment of Education, to offer an expanded technical families, the future of many young people of the program and a double-track system of college courses, island would be limited largely to providing food and thus accommodating the entire range of students as beverage service, housekeeping and transportation for well as those who would enter a community college, the tourists. The presence on the island of a full- if one existed on Hawaii. Such a program will make fledged college will lift the cultural level by provid- it possible for students in the college-track curricula ing a center for the performing arts and by raising to attain an Associate of Arts degree upon comple- educational standards of the schools through profes- tion of a two-year program. sional assistance and through continuing education programs adapted to the teachers. Even in area:, in Serving the State and the Local Community which it will offer no specialization, such as urban development, public health, etc., the campus will As a four-year college, the Hilo Campus will offer serve the community by helping to identify problems degree programs in the liberal arts, including curri- and facilitating referral to the appropriate agencies. cula which will also qualify students for teaching certificates from -the State of Hawaii after a fifth year at a professional college of education. Lower-divi- Curriculum sion courses in engineering, agriculture and business will continue to be given at the present level. In the Although a smaller college cannot offer the variety first phase of this development, Hilo Campus will limit of educational experiences available at a large univer- its program to majors in the language arts (English sity, it has unique opportunities for distinction. The and speech ), the social sciences ( a distributive major ) Hilo Campus will endeavor to make the most of these and biology. As enrollment increases, additional pro- opportunities in its curriculum and mode of instruc- grams will be added. By 1975-76, whenthe enroll- tion. The major objective of the Hilo Campus will be ment should exceed 1,500, the range of curriculum to fashion its curriculum and instruction to encourage choices will be considerable. The selection of bac- its students to become intellectually mature human calaureate programs will be determined on two prin- beings, with the background and =the ability to make ciples: first, fields in which physical, climatic, demo- sound judgments. Besides acquiring competence in graphic and geographical features of the island of some one field, all students will be expected to grasp Hawaii offer special advantages for study; secondly, the relationship of their specialization to the broader the pattern of choices made by the students, which spectrum of knowledge and human concerns. As an may generally be expected toresemble those of Manoa essential aid toward grasping this relatedness and of students. developing their judgment, students will take an inter- As a four-year institution, the role of the Hilo Cam- disciplinary course in each of their years at the campus will be to serve the requirementsof local students pus. These courses will examine attempts of man to and of those from other parts of the state, along with interpret his purposes and to organize his experiences; other community needs. In the foreseeable future, the attention will concentrate on the analytic and histori- Hilo Campus will not be able to meet all the varied cal study of works and institutions. The courses will demands of local students in higher education, but combine lectures, seminars and individual study. In the program just outlined will serve the needs of the the freshman year, the material of the interdisciplin- greatest number. A study of 1961-62 Hilo Campus ary course will be used to provide subject -matter students has shown that approximately one-half have for composition and speech courses taken concur- entered the teaching profession. The initial upper- rently. In later years, these courses will deal with divisionprogram,therefore,willofferacademic ecology, the comparative study of Asian and Western courses required by futureteachers, plus a limited traditions and institutions, and major problems in per- number of courses in pedagogy. sonal and social ethics. With a stronger and more varied baccalaureate Through its program the Hilo Campus will attempt program, the Hilo Campusshould attract numerous to use its faculty resourcefully. When skills can be students from other parts of the state. Many students better acquired by auto-tutorials and programmed develop best in the environment of a smaller college. learning, these methods will be employed. To avoid Student unrest on mainland campuses has indicated the costly waste of faculty time repeating lectures to an increasing resentment against theimpersonality of sections too large for discussion, lectures will be pre- the large university. In Hawaii, no other alternative sented over closed-circuit television.Closed-circuit to the large university is now available within the television will also be used where an instructor is public system. A four-year degree program in Hilo doing detailed demonstrations in a regular classroom. will give a real additional choice to students. This will free.faculty for additional seminars and Finally, the Hilo Campus will make a definite con- tutorials. HILO CAMPUS 133

Even as the college grows and the faculty in- numbers at first but sure to achieve greater size and creases, there will be certain areas within the liberal significance in a few years. arts in which there will not be regular instructors with Scores from Educational Testing Service examina- the particular competence needed. In such instances tions taken in1965and1966indicate that Hilo stu-. invitations to offer courses in their fields of special- dents tend to equal or slightly exceed national norms ization will be extended to some of the highly skilled in mathematical skills but fall behind in verbal skills. resource people on the island. Members of the staff This pattern suggests the average ability of Hilo Cam- of Cloud Physics and the Agricultural Experiment Sta- pus students overall is satisfactory but that the lan- tion are presently making valuable contributions to guage preparation of many students is poorpresum- the' Hilo Campus, and, as the need arises, members ably in large part the result of early background and of the Peace Corps faculty and the Keaukaha Lan- relative isolation. Approximately 94 per cent of the guage Program, as well as scientists from the Volcano grandfathers .nd 23 per cent of the fathers of Hilo and the Mauna Kea observatories, will also be invited Campus students immigrated from non-English speak- to participate. As another means of enriching the ing countries. About a third of the students' parents Hilo program, use will be made of the telelecture, have not gone beyond the eighth grade; the mean pioneered at Stephens College and at the University of parental schooling being about 11 years. Median of Omaha. It offers students an opportunity to listen faMily income is about $7,200, with 46 per cent hav- to lectures and engage in discussion with scholars, ing an income of less than$6,000 (1967).These sta- statesmen and other resource people regardless of tistics indicate that the majority of the students come distance. The lecture itself can be delivered by tape, from relatively poor surroundings where the level of and an opportunity for questions and discussion can English is substandard, and reading materials limited. be provided by a simple adaptation of a telephone Even improved high school standards will not com- receiver. A microphone replaces the mouthpiece, and pletely remove these disabilities. a loudspeaker amplifies the message being received. However, Hilo Campus students have shown a per- The University of Vermont offers 20 off-campus sistence in completing their college programs that in- courses by telelecture throughout the state.Similar dicates they have patience and industry. A study of arrangements will be made with the Manoa Campus. freshmen entering in1960and 1961 shows that 59 The Hilo Campus will also offer remedial courses per cent completed four years of college and 62 per in the summer to students who are handicapped by cent of these have become teachers. deficiencies in verbal and mathematical skills.Fur- If the Hilo Campus program is to be effective with thermore, in administering its own admission stand- local students, it must overcome their deficiencies ards, it will take into account the special qualifica- in reading and verbal skills, and their relative cultural tions and needs of capable students who might not and geographical isolation. Moreover, it must demon- be judged acceptable under tests that assume greater strate the value of a liberal arts education to parents verbal skills and general sophistication than those of whose limited academic background and general out- some island students. look cause them to place excessive premium on educational programs that provide immediate job opportunities. The Quality of the Students Extensive use will be made, therefore, of language During the initial phase of the development of the laboratories to allow students deficient in communica- Hilo Campus into a four-year college, about nine- tions skills to improve their performance levels. Main- tenths of the students will come from the island of land students, whose skill in articulation will raise Hawaii. At present, 89 per cerzt are from the Big the standard of spoken English in the classroom and Island and about 7 per cent are mainland students on the campus, will be solicited.Seminars will be or East-West Center grantees from Asia and the stressed to permit reticent local students to achieve Pacific. Some 4 per cent are from other parts of the greater self-confidence before their peers. Individual study will provide students with the novel experience state. that learning can be exciting. As soon as a four-year program is introduced, the percentage of out-of-state students is expected to rise Finally, Hilo Campus will make special efforts to interpret its objectives to the community, and espe- significantly.If the local students are to have the opportunity to broaden their experience, it will be cially to the parents of its students, stressing an under- essential to have a substantial component of students standing of the different educational tracks and sup- from out-of-state. The contribution presently being port of a liberal education, both for its own sake and made by foreign and mainland students in enlivening as the best preparation for a career in the professions, the campus and enlarging the range of interests is in business or in government. already significant. A corresponding growth in the percentage of students from other parts of the state Providing for Interchange is also expected. As the small four-year college campus in the University system, itwill attract students The geographical isolation of the Hilo Campus seeking an education of this type, probably in small poses the greatest problems for its development. The 134 HILO CAMPUS

PROJECTED RATE OF FACULTY AND STUDENT GROWTH OF HILO CAMPUS

Academic 1968- 1969- 1970- 1971- 1972. r 1973- 1974- 1975- Year: 69 70' 71t 72 73 74 75 76

Total Enrollment 679 885 1030 1120 1210 1300 1400 1520

.FTE 658 831 968 1052 1137 1222 1316 1429

Faculty* Staff 45 58 74 81 87 94 100 109

'Assumes introduction of third-year curriculum. tFourth year added. *Actual staffing for 1968 -89; budgeted staffing for 1989 -70; staffing by formula shown above in text for subsequent years.

effects are felt by both students and faculty. Students and staff. To provide quality instruction, it will be have a limited range of experience, and faculty are necessary to maintain a student-faculty ratio of 15:1 often cut off from the stimulation of colleagues work- and about one full-time staff member ( administration, ing in their own discipline. library, student services, etc.) for every 100 students To relieve the cultural isolation of the students, ( FTE ). The following table projects this expansion it is not only essential that students be solicited from but showing for 1968-69 actual faculty-administration outside the state, but that local students also be staffing, for 1969-70 budgeted staffing, and applying encouraged to spend at least some time in another for subsequent years the above ratios. academic institution. Students entering the teaching profession will necessarily spend a fifth year on the Manoa Campus. At the present time, about a dozen Library students attend a summer program at Lund Univer- sity in Sweden, administered by the Hilo Campus, Hilo's present collection of 42,000 volumes repre- and their number will probably increase. Exchange sents notable progress, but the library holdings will programs and financial assistance for a year abroad have to be increased greatly to meet the standards set should be made available especially for language by the American Library Association. Since the Hilo students. Campus library is the only academic library available Equally important is an exchange, program for Hilo to students and the community alike, at least 10 per Campus faculty. A limited amount of interchange is cent of the total campus budget should continue to already in effect between the Hilo and Manoa cam- be spent on its improvement. By ALA standards, a puses, but it must be expanded if the Hilo Campus college of 500 students should have about 50,000 is to attract more good faculty members. The num- carefully chosen volumes; with each additional 200.stu- ber of its staff engaged in research which requires the dents, there should be an additional 10,000 volumes. facilities of a major campus is increasing; two have Thus, the projected enrollment of 1,000 ( FTE ) two been awarded national grants. To insure such an years hence will require a collection of about 75,000 increase, money will be budgeted for brief visits to booksan aggregation which is probably too large to the Manoa Campus to use library facilities and to build up in that short time, but which can be ap- consult colleagues. The inter-library exchange will proached by an accelerated rate of purchasing. have to be made more efficient and more rapid. At a relatively modest price, unlimited telephone service could be maintained between the two campuses. This Residence Halls could also be used for the telelectures mentioned As at Manoa, dormitory facilities at the Hilo Cam- earlier, and for faculty to secure research Materials. pus are inadequate to serve an expanding student population. Now there is only one residence hall, with 53 RESOURCES NEED rooms; a second dormitory of approximately the same Faculty and Staff size is under construction.If Hilo is to serve the entire Big Island, let alone the rest of the state and Carrying out these projected aims for the Hilo attract the necessary leaven of students from outside Campus will require considerable increases in faculty the state, additional residence halls must be provided. COMMUNITY COLLEGE SYSTEM 135

A Staged Development for Hilo Campus scribed above. To minimize the number of new courses offered, and therefore the number of instruc- Stage I. Expansion into a limited third-year program tors needed, upper-division courses will be offered in and combination with the Hawaii Technical School: a two-year cycle. 1968-70. A third-year program will be introduced in 1969- Stage III.Development of the full program: 1972-75. 70, offering majors in the fields of the language arts Additional courses will be added to the baccalau- ( English and speech), biology, and the social sciences reate program so that by 1975-76, with a projected ( a distributive major ). Combination with the Hawaii enrollment of 1,500 students in the college-track cur- Technical School can be accomplished in the academic ricula, degree programs of good quality can be of- year 1969-70. fered in a range of liberal arts and sciences. Priority will be given to subjects in which student interest Stage II.Expansion into a limited four-year program: appears greatest and to subjects for which the re- 1970-71. sources of the island of Hawaii can provide special The fourth-year will be limited to the fields de- advantages for study.

Chapter 25: COMMUNITY COLLEGE SYSTEM

Purposes and Objectives vide technical and academic training for all levels of the population. The University of Hawaii Community College Sys- In line with their role, the community colleges tem was established by the legislature of Hawaii in undertake multiple responsibilities: 1964, as an integral part of the University of Hawaii system of higher education, responsible to the Uni- 1. Developingtechnicalprogramsof varying versity through the Vice-President of Community Col- lengths, some leading to associate degrees or leges. The nucleus of the system consists of four of certifiicates; others, short-term programs of sev- the five state technical schools transferred to the Com- eral weeks or meriths. These programs will be munity College System by executive order of the constantly changed and updated to insure that Governor on July 1, 1965Maui Technical School, they provide the type of training necessary to Kapiolani Technical School and Honolulu Technical hold a job. They will also be designed to re- School on Oahu, and Kauai Technical School. Hawaii train workers in fields where occupational re- Technical School in Hilo was not transferred and requirements have changed. mains under the jurisdiction of the State Department of Education. In September, 1968, a new campus was 2. Providing continuing education for updating openedLeeward Community College on Oahu. and improving job competence, for cultural The community college system is a reflection of broadening and personal and citizenship ef- the revolutionary changes in American society. Chap- fectiveness. The colleges, therefore, will serve ter 3, "The Critical Problem," has emphasized the fact as cultural centers for their communities. that the technical revolution has displaced the un- 3. Establishing a program of general education, skilled worker and has rendered outmoded many existing skills. Coupled with this fact is an increased num- including means for transfer to baccalaureate ber of leisure hours resulting from a shortened work curricula. The college programs in liberal arts week. Community colleges, in order to meet these designed for transfer to Manoa Campus or Hilo changes, must broaden the base of higher education, Campus will be similar to the lower division so that most of the population can improvetheir tech- requirements of the University. However, it is nical and personal effectiveness. Implicit in the com- anticipated that many students will transfer to munity college system, therefore, is the need to pro- other institutions of higher education. In ac- COMMUNITY COLLEGE 'SYSTEM VICE-PRESIDENTSystem Staff 1 Deans & DirectorsHONOLULU C.C. Provost Deans & DirectorsKAPIOLANI C.C. Provost LEEWARDDeans OAHU C.C.& Directors Provost I Deans & Directors KAUAI C.C. Provost Deans & Directors MAUI C.C.Provost ArchitecturalAeronautics Tech- nology PROGRAMS ] AccountingDataClerical Processing PROGRAMS AccountingLiberalCoinputer Arts Science PROGRAMS ArchitecturalAccounting Drafting PROGRA."5' L ApparelAccounting Design & Construction PROGRAMS CarpentryAutoAuto-Body Mechanics Repair Drafting FoodDentalLiberal Services Assisting Arts Transfer (Limited) SecretarialManagementLibrary Technology Transfer ClericalCarpentryAutoAuto-Body Mechanics Repair AutoAuto-BodyArchitectural Mechanics Repair Drafting ElectronicElectricityCosmetologyCivil Engineering Technology SecretarialSalesPracticalMerchandising Nursing Science Mid- Management WeldingSecretarialLiberalGeneral Arts Business Science Transfer (Limited) CarpentryMachineLiberalClerical Arts Technology Transfer LiberalFoodFireFashion Science Services Arts Arts Technology SheetSecretarial Metal Science WeldingSheetPoliceMetal TechnologyMetalScience Transfer (Limited) COMMUNITY COLLEGE SYSTEM 137

COMMUNITY COLLEGE SYSTEM

Actual Projected 1963-64 1968-69' 1972-73 1975-76 Enrollment: Day t 1,499 5,050 10,044 16,366 Eveningtt 599 816 1,139 Apprentice* 1,280 2,198 2,375 2,635 Manpower Development and Training Program** 217 1,400 1,500 1,800 Graduates: Associate in Arts 5 901 1,495 Associate in Science 322 862 1,378 Cert. of Achievement 703 387 558 Faculty and Staff (FTE): 908 Faculty 86 280 464 598 Civil Service 15 80 96 112

Data on graduates for 1967-68. tEnrollment figures as of September 30. ;Non- credit enrollment not included. *Includes apprentice and upgrading enrollments; non-duplicated headcount of studentsparticipating in these programs during year. **Cumulative enrollment for the year.

cord with thestudents' educational plans, their faculties meet a special challenge. The resources courses in the technical and commercial areas they need for this difficult task are not only subject may also be transferred to those institutions matter competence but also effective teaching methods with appropriate curricula. and techniques. The fact that most of the campuses will have far smaller enrollments than the Manoa The Colleges Campus should permit their faculties to work closely with their students. Each college within the system will havea wide Careful curriculum design is also essential for the degree of autonomy in developing itsprograms. Each colleges, since their relatively small teaching staffs will work up its own educational development plan. do not permit them to offer a wide range ofcourses in Each will be individually accredited. As theterm each major branch of learning. Here again theres- "community" implies, each college will be responsive ponsibility rests with each college to devise and offer to the educational needs of its own particulararea. the courses most appropriate to its student body, Therefore, Maui and Kauai serving essentially rural faculty and setting. Commonsense as well as educa- areas, Leeward serving a suburban type of community, tional policy has led the colleges to concentrateon and Honolulu and Kapiolani, located within theme- helping their students to complete mostor all of the tropolis, will develop differently. The historical devel- general education requirements of the University opment of Kapiolani as a business college and Hono- communications, mathematics, world history, and basic lulu as a technical collegeeach with itsown special- courses in the sciences, social sciences and humanities. ized equipment and particularly trained facultywill The policy of the University is thatnone of 'these result in continued emphasis in theseareas at the two courses need be identical with those offered at Manoa, colleges. as long as the same broad educational objectives and standards of performanceare attained.Students in good standing may transfer froma community college Articulation with the Manoa and Hilo Campuses to Mahoa or Hilo and will be given no special examinations to ascertain their qualification for further study. A major concern of the Manoa and Hilocampuses Such qualification is taken for granted, if they have is the college transfer program of the community col- received the necessary grade pointaverage from the leges.It is expected that a majority of the students community clllege.However, as a check on the who successfully complete a transfer program will at- quality of the work of these students, the community tempt to enroll as juniors at Manoa or Hilo.But colleges will collaborate with the central administra- othersand this number could be sizeablewill trans- tion of the University in following the academic fer to other four-year colleges in thestate or on the records of community college alumni after theytrans- mainland. fer to a University campus for advancedcourses.If Inasmuch as the community colleges followa more consistent weaknesses should showup in one or more liberal admissions policy than the Manoa Campus, academic areas, the community college willunder- 138 COMMUNITY COLLEGE SYSTEM take to raise its standards of grading, improve its a committee of associate and assistantdeans which faculty, or both. Where community college transfers meets frequently to insure that the students in the perform especially well, this may be investigated with several colleges of Manoa receive equal treatment with profit by the Manoa Campus. respect to grade point requirements and the like. It is expected that some students who have started Representatives from the community colleges and from their collegiate careers on the Manoa Campus may the Hilo Campus, as well as students, will be added to transfer to community colleges for reasons of change the committee, so that questions or transfer from one in their educational goals, academic dismissal or pro- campus to another can be handled as they arise, and bation,or convenience.The community colleges so that policy questions can be formulated in light of should make provisions not only to accommodate but the entire range of University curricula. to counsel these students. By such means a sense of joint enterprise can be Procedures whereby students on one campus on developed to enable the University of Hawaii, uni- Oahu can take at another campus courses not other- quely among American state universities, to conduct wise available to them are being worked out. Already, an integrated system of higher education which is Manoa students needing technical courses in the use both flexible to the needs of students and of an of business machines go to the nearby Kapiolani Com- excellent quality throughout. munity College, as do some students in the Travel Industry Management Program. It is planned to have Projected Developments Under Academic education studentsspecializinginindustrialarts Development II trained in the shops of Honolulu Community Col- lege, which are far superior to those on the Manoa 1. Complete the Leeward College and the addition of Campus. Conversely, community college students who technical programs; relocate, the Kauai College; need courses available only at Manoa, and who are expand the Honolulu College; consider establish- qualified to take them, will be able to do so. ment of additional campuses; complete the Maui Articulation of the several campuses of the Uni- College Master Plan. versity system will require continuous consultation, 2. Develop comprehensive programs in all of the not merely by deans and provosts, but also by faculty colleges involving two years of transfer work for members teaching similar courses. It is not necessary the Manna and Hilo campuses, expedite appropri- for any campus to get the consent of any other campus ate transfer work for other institutions of higher before making a change in curriculum or course, but education, and broaden offerings in the occupa- each campus should avoid surprising the others. A tional areas. faculty member in charge of a program of mutual in- 3. Develop programmed learning, using the most terest to all campuses ( freshman English, pre-calculus modern techniques and other methods to maximize mathematics, introductory chemistry, etc.) should in- self-learning. form his counterparts on the other faculties before 4. Continue study of occupational programs to in- making a course change of major significance. sure necessary technical training, abandoning tech- Much of this consultation can be made by phone or nical programs which no longer meet the needs of casual visit. However, there should be a least one meet- the work world and adding new ones as needs ing each year of the persons directing the basic gen- develop. eral education or introductory courses which are at 5.Establish short-term courses for occupational train- least approximately common to all campuses. The ing and upgrading. meetings should rotate among the several campuses, so 6. Develop continuing education programs through as to increase familiaritythroughout the entire Uni- increase of evening offerings or by following the versity system. concept of the extended day. Coordination is also necessary in another academic 7. Provide communityoriented educational services. area, among the officers who deal with admissions and 8.Establish research projects aimed at instruction enforcement of standards. The Manoa Campus has evaluation and improvement. UNIVERSITY PRESS 139

Chapter 26: UNIVERSITY OF HAWAII PRESS

Purposes and Objectives has cooperatively published titles for the Friends of the Library of Hawaii, the Honolulu Academy of Arts, The University of Hawaii Press was established in and the Hawaiian Historical Society. 1947 to serve as the publishing arm of the University. Its governing concept, like that of other university Present Status presses, has been to publish significant works of scholarship that commercial firms cannot afford to under- The rising costs of book production and distribu- take. The University of Hawaii Press is a member of tion,together with the increased competitiveness the 68-member American Association of University among commercial publishers, have meant that the Presses, whose commitment, according to its by-laws, latter are even less willing than before to publish cer- it is "to encourage the dissemination of the fruits of tain kinds of scholarly books. At the same time, the research and scholarship, and in connection therewith, quantity and scope of research activities in institutions the development of university presses and the flow of of higher learning are expanding at a tremendous scholarly information both within and without the tempo. This development, combined with increasing United States." student enrollment and the growing number of teach- The growth of the Press since its establishment has ing and research personnel, generates greater demands been steady and gradual, with a marked expansion of for the publication of scholarly books. The University its catalog listing during the past several years. Since of Hawaii is experiencing this expansion, and the the first book in 1948, the Press has published 83 new demand for publishing by its Press is increasing pro- titles of which 67 are in print. At present the Press portionately. publishes about 16 titles a year, an ouptut that com- Most published works of scholarship are intended pares favorably with that of otherdistinguished but for audiences of between 1,500 and 10,000 readers. small university presses, such as those of Wesleyan The University of Hawaii Press publishes in editions University, Ohio University, Duke, Brown, and McGill. of 1,500 to 5,000 copies. Although the state provides Since its inception, the University of Hawaii Press the major portion of the subsidy for the University of has concentrated on publication of scholarly books Hawaii Press, a significant share is contributed by the related to the Pacific region, works which add to the federal government and private foundations. In parti- sum of knowledge, particularlythose which result from cular, the state provides overhead and the salaries of the University's extensive research programs and re- the regular full-time staff, and the printing funds for flect its regional responsibilities. Present listings in- approximately half of the books produced.The clude original scholarship in such diverse fields as second half of the printing funds comes from other entomology, Pacific lexicography, race relations, land sources, and several part-time positions are also fi- laws, anthropological linguistics, marine biology, his- nanced from these sources. tory of the Hawaiian Kingdom, fine arts of China and In 1967, the staff was increased from six to ten full- Japan, Far Eastern philosophy and literature, Okina- time positions, and operation was reorganized into six wan religion, Pacific cookery, Hawaiianfolklore and departments,including:administration,concerned legends, Pacific biography. The publishing activities with direction, supervision, long-range development, of the Press also include the editing, production, and policies, budgeting, and staff, etc.; editing; design and subscription and reprint fulfillment for two quarterly production; journals; sales and promotion; business journals (Pacific Science and Philosophy East and operations, concerned with projections and analyses West) and one semiannual (Oceanic Linguistics). relating to costs, sales, commissions, subsidy requests, The geographical focusofthe University of contracts, etc. Hawaii Press is specific, yet broad and flexible. Pub- lishing policies have reflected, from its beginnings, a Program Development principle recently stated by Marsh Jeanneret, director of the University of Toronto Press: "If the standards The supply of publishable manuscripts will con- of scholarship are international, the interests of schol- tinue to mount rapidly as both the scholarly quality arship are often regional." and numbers of faculty increase. The establishment In their role as disseminators of scholarship, uni- and growth at the University of research institutes, the versity presses also provide publishing services to other exploitation of new areas of interdisciplinary studies, educational institutions or societies which have no faci- and the increasing importance in world affairs of the lities of their own. The University of Hawaii Press peoples of the Pacific will contribute to the rising curve in the publication potential of a Honolulu-based university press. For this reason the staff and the fund- 'To Advance Knowledge: A Handbook on American Uni- ing of printing costs should be increased at regular versity Press Publishing, ed. Gene R. Hawes, New York: Ameri- can University Press Services, 1967, p. 24. intervals so that the Press will be able to meet the 140 UNIVERSITY PRESS greater needs caused by rising demands. The eco- permitted to retain the proceeds from the sale of titles nomic goal of the Press, to reach a volume of publica- published with state general funds. The fact that it tion sufficiently high so that sales will more nearly does not do so creates severe difficulties in manage- offset production costs, can only be achieved through proper staffing ratios and printing allotments, sup- ment, long-range planning, and achieving the out- ported by revised budgeting policies and reforms in put of which the Press is potentially capable. Retain- local bidding procedures. ing returns from sales is a basic condition of good publishing operations.It has the wholehearted ap- Contracting proval of the university press profession. The Press experiences great difficulty in making use of the services of book manufacturers ( asdistinct from job printers ), due to the formal bidding pro- Developments Under Academic Development Plan I cedures required by state law. The chief restrictive practices which become serious obstacles to sound op- 1.Published 26 new titles, reprinted 13 books, issued erations include: bid bonds, which are not customary three scholarly journals. in the printing industry, with the result that most out- 2.In addition to regular scholarly volumes, produced of-state manufacturers will not submit to the require- special publications for the Honolulu Academy of ment; penalty clauses, also discouraging to out-of- Arts, Friends of the Library of Hawaii, Hawaiian state manufacturers; a 15 per cent differential favoring local bidders, resulting in a system which is not Historical Society, and in collaboration with the Australian National University Press. truly competitive; pseudo-competitive bidding, which does not allow inspection of the manuscript by out- of-state manufacturers prior to submission of a bid. In utilizing non-specialists for the manufacture Projected Developments Under Plan II of its books, the Press pays higher prices, experiences unnecessary delays, expends undue amounts of staff 1. At present, 22 manuscripts in preparation; approxi- time and energy supervising production and over- mately 17 new manuscripts for acceptance each seeing corrections, and sometimes must accept faulty year for next two years; thereafter, an annual in- workmanship or the alternative of additional delays. crease of about 20 new projects. The higher production costs result in higher retail 2. By 1975 projected annual publication of 26 books prices for the finished books. and 4 journals, making a potential total of about 127 new titles for publication under Plan II; of Revolving Fund these, some 20 to be cooperatively published with Since its establishment the Press has not been historical, scientific and educational organizations. EAST-WEST CENTER 141

... Chapter 27: EAST-WEST CENTER

Purposes and Objectives with state government agencies, Asian-Pacific government agencies, private firms and the U.S. Agency for The East-West Centerformally known as "The International Development ( AID ). Center for Cultural and Technical Interchange Be- tween East and West"was established in Hawaiiby Institute for Student Interchange (ISI) the U.S. Congress in 1960. The Center's goal, as stated in the enabling legislation, is to promote better under - Scholarships, usually for graduate study leading to standing' and relations among the people of Asia, the a master's degree, are offered by ISI to young men Pacific islands and the United States. The method and women possessing a high degree of leadership suggested is the free interchange of information, ideas potential and scholastic ability and giving evidence and beliefs in cultural and technological fields through of real interest in the goals of the Center. Preference programs of education, research and training. The in awarding grantsis given to those seeking ad- Center was established in cooperation with the Uni- vanced education in fields best meeting the needs of versity of Hawaii as an institution "where scholars their respective countries. and students in various fields from the nations of the A small number of students are accepted for under- East and West may study, give and receive training, graduate programs from countries and territories with exchange ideas and views...." From inception, it has limited higher educational facilities. All students must focused on the dimension of human resources in inter- meet University cf Hawaii requirements; Asian and national understanding, supplemented by the exchange Pacific students are required to demonstrate profici- of ideas through the printed word. ency in the English language. All American students are required to study intensively an Asian orPacific Relationships to the University, State of Hawaii, language, in addition to regular degree work. A ratio U.S. Government of two Asian or Pacific students to each American has been determined as most suitable to fulfill the Cen- Hawaii was selected as the site for the East-West ter's goals of interchange and understanding. Center for a variety of reasons, including geographical Scholarships are awarded initially for 17 to 20 location, the harmonious mixture of races and cul- months, with provision for extensions to a maximum of tures in its population, the state's Asian-Pacific out- 24 months for graduate students when necessary to look, and the role of the University of Hawaii in con- fulfill academic programs. American students normally tributing to knowledge of these areas of the world. are awarded field study trips to Asia or the Pacific area Congress has appropriated funds annually through and Asian and Pacific students are offered study the U.S. Department of State for support of the Cen- periods ranging from a summer to one semester plus ter and provided for the construction of the East-West a summer at U.S. mainland universities, depending on Center complex of buildings on the University of academic requirements. Hawaii' campus. The Board of Regents of the Uni- East-West Center students also are required to versity is the agency of the state through which the participate in Asia-America seminars for critical and Center receives its funds. The interdependent nature constructive comparisons of varying cultures. During of the institution is illustrated by the fact that its any semester, between 500 and 600 students are study- administration is responsible to the Board of Regents ing on Center grants awarded through the Institute as well as to the National Review Board, an advisory for Student Interchange. board for the State Department. Congressionally-appropriated funds are channeled to the University Institute of Advanced Projects (IAP) through the State Department's Bureau of Educational and Cultural Affairs. The Institute of Advanced Projects awards about The Center selects scholars, students and technical 40 Center grants annually to promoteat the senior, training participants from more than 30 countries professional levelresearch, writing, discussion and and territories. In addition to Center-directed research exchange of ideas on subjects of concern to East and projects, it provides intercultural opportunities through West. In addition, IAP distributes reprints of articles a variety of programs,including seminars and activi- published by specialists during or after their stay at ties linked to residence halls in which grantees live the Center. Scholarly materials produced at the In- at the East-West Center. Academic instruction is car- stitute are made available to educational, research ried out by the University, which gives academic and governmental institutions on both sides of the credits and awards degrees to those qualifying. The Pacific. Center arranges in some cases for further academic in- Grants to Senior Specialists, such as college pro- struction at universities on the U.S. mainland and in fessors, government administrators, artists and scien- Asia. Technical and other specialized instruction and tists, provide for residence periods ranging from four on-the-job training are also provided in cooperation to ten months at the Institute. In addition to work on EAST-WEST CENTER 143

fic problems of concern to both East and West. Three The report of the U.S. Advisory Commissionon In- surveys by distinguished academic groups, studying ternational Educational and Cultural Affairson the the lessons learned in this unique experiment in inte- East-West Center ( better known as the "Larsen Re- national education, pointed the way to planning the port") in 1964 confirmed the soundness of the Cen- Population Program, begun in 1968, and other prob- ter's objectives and commended the work of the lem-oriented research programs outlined below. institutes.It recommended establishment ofa Na- During the five-year period, several small but tional Review Board to advise the Secretary ofState on selective academic programswere added. These in- East-West Center matters and the boardwas appointed cluded: (1) the International Development Fellow- later that year. The Larsen Report also stronglyrec- ships awarded to carefully selected graduate students, ommended that focus be directedon fewer programs mainly from Asia, for Ph.D. studies at mainland uni- and closer coordination among the threeinstitutes. A versities and the University of Hawaii in the applica- few months later the East-West Center Committeeon tion of social sciences in development; ( 2) the Teacher Reorganization made a report which included the fol- Interchange Program for experienced high school lowing recommendations: coordinatedprogram devel- teachers in social sciences, history and the humanities opment; closer EWC-UH cooperation; and specifica- to upgrade the teaching of Asian studies in American tion of "unique educational programs"on a multi- secondary schools, and Western studies in Asian national, multi-level, multi-disciplinary basis. schools; ( 3) the Junior Year in Hawaiiprogram for in- In1967a joint EWC-UH Task Force completed a tensive Chinese and Japanese language andarea five-year program projection recommending emphasis studies for selected American undergraduates whose on identifying problems of Asian and American con- colleges do not have Asian studiesprograms; (4) cern, and then devoting the resources of the East-West the Language Intern program for Asians teaching Center to seeking solutions. The Task Force said their own languages to foreigners; (5) the Language that problem-oriented programs should not entirelyre- Tetichers Training Program for American teachers of place the on-going Centerprograms in the three in- Chinese and Japanese. stitutes and should begin gradually and be carefully Notable advances in cultural interchange and evaluated. Five areaswere suggested for considera- understanding were achieved by involvement ofgran- tion of integrated Center problem-solvingprograms: tees, through the East-West Center Grantees' Associa- modernizationeconomic, political, educational admin- tion, working with Center administration officials in istrative, and ideological aspects; conflict resolution such fieldsas student discipline,selections,field in political, economic, racial and religious spheres; studies, housing, specialsummer programs, English food and populationincluding such factorsas public language teaching and broad program development. health, employment,use of leisure, etc.; language Technical training activities of the Institute for structural and social aspects, ranging from language Technical Interchange were broadenedto include description and learning to language in international field training projects and workshops in various Pacific relations; communicationthe communication revolu- island areas. The main thrust of ITItraining was tion and its management, communication between And aimed at helping the development of peoplesin the within cultures, methods of passingon lcnowlc U.S. Trust Territory, but other workwas carried on gained from research to peoples concerned. as well in other Pacific island areas and in selected The first problem-oriented program in population fields of endeavor in Asia, suchas hotel management dynamics was made possible by a grant of $3.7 million training. from AID in June, 1968. The five-year grant enables Selection of Senior Specialists in the Institute of the Center to undertake a multidisciplinary research, Advanced Projectswas based on research proposals study, and training program involving Center staff, directly relevant to international development and University of Hawai resources, Senior Specialists in cross-cultural relations. Thirty-four Occasional Papers the Institute of Advanced Projects, graduate students and two bilingual dictionarieswere produced by Re- in the Institute for Student Interchange, anda broad search Publications and Translations. range of training participants in the Institute for Tech- The East-West Center Press, since its founding in nical Interchange. Working relationships with Asian 1963,published 70 books, of which 30were original and U.S. mainland institutions in population problems works issuing from the East-West Center. research will be developed. The East-West Center Library collectiongrew to over 270,000 volumes and 20,000 reels of microfilm Chief Developments Expected 1968-76 by1968. A wide variety of conferences and seminars focused The major task during theyears1968-76will be on East-West problems of concern to scholars and gradually to integrate the work of the Center around policymakers. Responsibility for conferences andsem- programs and subprograms, a major portion of which inars was shifted to the office of the Deputy Chan- will be problem-oriented. The broad, long-rangeCen- cellor for Academic Affairs in 1968 for improvedco- ter goals specified in the legislation which created it ordination with existing and developing academicpro- will be broken down into subgoals statedas expected grams. results or accomplishments, and ranked in priority. EAST-WEST CENTER 143

fic problems of concern to both East and West. Three The report of the U.S. Advisory Commissionon In- surveys by distinguished academic groups, studying ternational Educational and Cultural Affairson the the lessons learned in this unique experiment in inter- East-West Center ( better known as the "Larsen Re- national education, pointed the way to planning the port") in 1964 confirmed the soundness of the Cen- Population Program, begun in 1968, and other prob- ter's objectives and commended the work of the lem-oriented research programs outlined below. institutes.It recommended establishment ofa Na- During the five-year period, several small but tional Review Board to advise the Secretary of Stateon selective academic programs were added. These in- East-West Center matters and the boardwas appointed cluded: (1) the International Development Fellow- later that year. The Larsen Report also stronglyrec- ships awarded to carefully selected graduate students, ommended that focus be directedon fewer programs mainly from Asia, for Ph.D. studies at mainland uni- and closer coordination among the threeinstitutes. A versities and the University of Hawaii in the applica- few months later the East-West Center Committeeon tion of social sciences in development; (2) the Teacher Reorganization made a report which included the fol- Interchange Program for experienced high school lowing recommendations: coordinatedprogram devel- teachers in social sciences, history and the humanities opment; closer EWC-UH cooperation; and specifica- to upgrade the teaching of Asian studies in American tion of "unique educational programs"on a multi- secondary schools, and Western studies in Asian national, multi-level, multi-disciplinary basis. schools; (3) the Junior Year in Hawaii program for in- In 1967 a joint EWC-UH Task Force completeda tensive Chinese and Japanese language andarea five-year program projection recommending emphasis studies for selected American undergraduates whose on identifying problems of Asian and American con- colleges do not have Asian studies programs; (4) cern, and then devoting the resources of the East-West the Language Intern program for Asians teaching Center to seeking solutions. The Task Force said their own languages to foreigners; (5) the Language that problem-oriented programs should not entirelyre- Teachers Training Program for American teachers of place the on-going Center programs in the threein- Chinese and Japanese. stitutes and should begin gradually and be carefully Notable advances in cultural interchange and evaluated. Five areaswere suggested for considera- understanding were achieved by involvement ofgran- tion of integrated Center problem-solvingprograms: tees, through the East-West Center Grantees' Associa- modernizationeconomic, political, educational admin- tion, working with Center administration officials in istrative, and ideological aspects; conflict resolution such fieldsas student discipline,selections,field in political, economic, racial and religious spheres; studies, housing, special summerprograms, English food and populationincluding such factorsas public language teaching and broadprogram development. health, employment,use of leisure, etc.; language Technical training activities of the Institute for structural and social aspects, ranging from language Technical Iriterchange were broadenedto include description and learning to language in international field training projects and workshops in various Pacific; relations; communicationthe communication revolu- island areas. The main thrust of ITI trainingwas tion and its management, communication between lnd aimed at helping the development of peoplesin the within cultures, methods of passingon knowk U.S. Trust Territory, but other workwas carried on gained from research to peoples concerned. as well in other Pacific island areas and in selected The first problem-oriented program in population fields of endeavor in Asia, suchas hotel management dynamics was made possible bya grant of $3.7 million training. from AID in June, 1968. The five-yeargrant enables Selection of Senior Specialists in the Institute of the Center to undertake n multidisciplinary research, Advanced Projects was basedon research proposals study, and training program involving Center staff, directly relevant to international development and University of Hawai resources, Senior Specialists in cross-cultural relations. Thirty-four Occasional Papers the Institute of Advanced Projects, graduate students and two bilingual dictionarieswere produced by Re- in the Institute for Student Interchange, anda broad search Publications and Translations. range of training participants in the Institute for Tech- The East-West Center Press, since its founding in nical Interchange. Working relationships withAsian 1963, published 70 books, of which 30were original and U.S. mainland institutions in population problems works issuing from the East-West Center. research will be developed. The East-West Center Library collectiongrew to over 270,000 volumes and 20,000 reels of microfilm Chief Developments Expected 1968-76 by 1968. A wide variety of conferences and seminars focused The major task during theyears 1968-76 will be on East-West problems of concern to scholars and gradually to integrate the work of the Center around policymakers. Responsibility for conferences andsem- programs and subprograms, a major portion of which inars was shifted to the office of the Deputy Chan- will be problem-oriented. The broad, long-rangeCen- cellor for Academic Affairs in 1968 for improvedco- ter goals specified in the legislation which created it ordination with existing and developing academicpro- will be broken down into subgoals statedas expected grams. results or accomplishments, and ranked inpriority. 144 EAST-WEST CENTER

These statements will identify the basic functions or to East and West. The task is to isolate the few with programs of the Center. An analysis of alternatives which the Center and the University may logically be will be undertaken to identify which activities should concerned. The Center's perspective on projects will comprise the programs of the Center. Existing Cen- be middle range, neither directly operational ( for that ter activities and projects will be analyzed, evaluated belongs to government agencies) nor wholly long and related to these basic programs. A scheme of range ( for that belongs to the basic research functions program responsibility will be established to ensure of universities ). involvement of University and Asian scholars, grantees Problems suitable to the East-West Center for its and Center units in decision-making. A system of pro- programs will first be delimited as follows: any area gram evaluation will be outlined and gradually devel- recognized by policymakers and scholars in Asian- oped. Five- and ten-year projections of program ac- Pacific countries and the United States as impeding complishments and costs for all programs will follow. social, economic or cultural betterment for which New, problem-oriented programs will be developed there is an actual or assumed solution. to fit within the total program structure. Further criteria for selection of problems and out- Financial support for problem-oriented programs lining of programs to solve them include:( 1 ) Each will come from reallocation of existing Center re- problem should be consequential to both East and sources and also will be sought from outside sources, West and capable of being defined and worked on in including private foundations and various government an interdisciplinary fashion by research investigators agencies in the United States and in Asian-Pacific from East and West working together; (2) the prob- countries. lem should be of contemporary significance but fu- As new programs develop, the number of ISI, ITI ture-oriented; (3) programs should be distinctive, and IAP grants will increase to the limits of space not duplicating work on problems being studied else- available in dormitories and offices. Realistic consid- where; ( 4 ) programs should have a comprehensive eration must be given to necessary expansion of the plan, including evaluation, a self-correcting method physical plant. The East-West Center Press, given of operation, competent people and a budget; (5 ) some additional funding, should approximately double programs should have a research design which will the volume of its sales and reach a break-even point in provide a systematic attack on the problem and in- operations. The East-West Center Library holdings terrelate all projects carried out by the program, and of Asian materials will increase by nearly 240,000 a design for both education and interchange; ( 6 ) the volumes, if the current acquisition rate can be main- problem-solving program must lie within the capabili- tained. ISI will deploy staff in Asia for improved selec- ties of the East-West Center, the University and the tion and field activities and will bring Center alumni community of Hawaii. into service as selection committee members and in- terpreters of the Center for Asian universities. Characteristics of Program Organization Evaluation of programs, both old and new, will and Operation become a cyclic process of assessing goals, plans, op- Problem-oriented programs, although academic in erations and results. The degree to which programs nature and content, will not duplicate University are congruent with and supportive of the larger pur- programs but be complementary to them. In a uni- poses of the Center will remain a major criterion for versity, scholars are grouped around a common dis- evaluation. cipline, presided over by a chairman, and called a faculty or department. In the East-West Center, the Development of Problem- Oriented Programs plan is to group scholars in programs organized around The problem-oriented approach, referred to above, a problem, to draw them from several disciplines, is a new policy and goal in the Center's search for East- and to select a director to preside over the group. West understanding, promising a closer integration of Each program will have several projects whose the Center's activities. Planning for the period ahead members will constitute teams, thatis, groups of will be devoted to problem-oriented programs. people with differing functions who have the same With this approach the Center expects to sharpen orientation and who will cooperate to achieve a com- further the concept Of a multidisciplinary problem- mon goal. Whereas faculty members of a university oriented program; execute the new program on popu- department are a residential group on a single campus, lation dynamics in accordance with the concept; and members of teams may be resident on many campuses, develop additional programs, where studies indicate with continuity and coordination provided for by the feasibility, in the general problem areas of food, director and staff at the EWC and the members of the development ( modernization ), intercultural communi- team who are on the University faculty or temporarily cation, higher education and the development of in residence at the Center. human resources, and values and society. The team concept envisages groups of both older and younger scholars from Asia, America and the Criteria Pacific who will meet initially in residence at the EWC. A single team will be made up of scholars who There is no end to problems of common concern are EWC staff, members of the UHfaculty, or senior EAST-WEST CENTER 145

specialists, University students, including granteeson already received the master's degree under the tutelage EWC scholarships, and possibly trainees from ITI. of a team member, although provision should be made A team member will be asked to make a rather long- for those of exceptional ability coming through other term commitment to cooperate on the problems channels. Arrangements will be made among team through continuing teaching, research or other work members to supervise dissertation research and ad- after returning to his home institution.It is hoped vanced study on a cooperative basis. In this way, the that his home institution will also agree to cooperate team will take advantage of the best facilities of each in support of the activities engaged in by the team institution. Since the team approach assumes the long- membr7. Team members coming to the EWC-UH and range point of view, the ultimate impact of a program retuva :4* their home institutions will form strands including Ph.D. candidates would be greater than if in a gro sing network of responsible scholars and in- concentration were placed only on the master's degree. stitutions. Not only will these doctoral students be leaders in During residence in Hawaii student members will their countries 15 to 20 years from now; they will take courses at this University, assist senior scholars also have developed their ability to communicate in residence with their research and writing, find their cross-culturally, to contribute to the solution of prob- own places on the team, live with other students in lems, to become teachers of teachers, to advise the dormitories, and engage in various extra-curricular Center, and to maintain the community of understand- activities coordinated by the EWC staff. Senior special- ing. This team approach, especially as it is systema- ist members will engage in research, and some will tized through nominations by team members, should hold advanced seminars at the University underan ar- give greater assurance that these younger scholars rangement of joint appointments. They will evaluate will not become part of the "brain drain." the problem-related research plans of students and Besides common program services, much of the possibly give ketures to the trainees. Hawaii faculty work now performed for advanced scholars, students who are members of a team will join in the research and trainees will need to be continued. Just as a uni- and continue their teaching, advising and other acti- versity provides a program of services to enrich stu- vities, the amount of each depending upon arrange- dent life and help students cope with personal and ments made. health problems, so the Center must provide such Each program will have a field project. Asa re- services to students and trainees. All participants will search, education and training laboratory, the project need help with housing, visas, transportation and will bring together scholars, students and trainees from orientation. Along with extra-curricular activities to East and West under new and different conditions of enhance informal interchange, students will still be study, work and living. Younger members of the team encouraged to participate in various activities which ( students) would be given direction and advice by they help to plan, and thee; will have to be a place older members. It will be in the field project that where problems of discipline are handled. students do their field work for theii theses and disser- For UH-EWC relations under this scheme, the tations. (In addition to programs for students, the Cen- organizationoftheUniversityaroundthedis- ter will continue to sponsor non-degree training pro- ciplines and the Center's organization around prob- grams. Such activities will, to a certain extent, be lems should provide a vigorous and dynamic record coordinated with and related to the team approach of concrete achievement. Participation in the pro- proposed here.) Team members, in addition to their 'grams by University faculty will be essential. Indeed, teaching and research activities, will be encouraged the programs will depend upon close cooperation, to engage in related community services according to since related teaching and research activities will have the needs of their own societies and governments. Pre- to be provided at the University; students will con- sumably, as the work progresses, specific and useful tinue to need University course work; and senior solutions to current problems will be found. Local scholars in residence will in some cases receive joint application will be necessary, and team members appointments with academic departments. Such in- should be able to offer technical training and to con- teraction between the two institutions can enliven conduct applied research within the community. The siderably the educational endeavor on the Manoa decision as to whether technical training shbuld take campus. place in Hawaii or in the home country will be made according to circumstances. In general, trainingun- dertaken at the EWC will be only in highly specialized The Educational Significance of Problem-Oriented and unusual fields, or possibly for those areas of the Programs Pacific and Asia where training facilitiesare inade- The problem-oriented program hasa number of quate and trained personnel are few. characteristics which will give it educational signi- Although questions have been raised in the past ficance. Because it sets forth actual problems ofsome about the advisability of the Center providing scholar- consequence, to which there may be several possible ships at the Ph.D. level, the kind ofprogram outlined solutions( or perhaps only inadequate accommoda- here calls for the continuation of such training. These tions) it will require fitting theory to reality. grants will be made primarily to persons who have Although considerable responsibility willrest with 146 EAST-WEST CENTER the director of each program, all those engaged in and Stages in Developing Problem-Oriented Programs being educated through this activity will be finding data or making decisions which have the possibility of The Center will utilize the work of prior years in affecting men's lives. Realization of this goal will add identifying broad problem areas of concern to East and the mood of seriousness and relevance which conven- West and in which the University has scholarly tional education sometimes lacks. strength. Special care will be taken to organize and Since the student is part of a cooperative research support interdisciplinary seminars or informal discus- program, he will be aware that he must participate sion groups to investigate and delimit, in accordance actively in the field project and write up his findings if with the EWC criteria, a suitable problem in the he is to contribute his knowledge to the solution of topical area and to assess the feasibilty of a program the problem. This realization should give definite based upon it.Grantees and senior specialists from focus to his class work, helping him to relate his work Asia, as well as other Asian scholars, will be invited to an ultimate objective, not merely the passingof to participate in formulating the problem and pro- an examination. posing projects, along with University faculty and If the present educational crisis evidenced by stu- specialists from local agencies. dent revolts on the campuses of American and Asian In 1968-69 seminar groups are being formed in universities is indeed a crisis of involvement, of stu- all five areas suggested above, in addition to the popu- dents wanting their studies and activities to be rele- lation dynamics program, and will be supported for vant to individual and social life, then this problem- periods of time varying with accomplishments. The oriented design may be a worth-while experiment expected output of each seminar will be a brief pro- toward solving that problem. gram prospectus, drawn in accordance with EWC criteria, which can be shared widely with scholars The Interchange Significance of Problem-Oriented and policymakers in Asia and America for criticism, Programs suggestions and stimulation of interest. In some cases, it may be determined that a program is not possible There are several elements in the design of prob- under current circumstances. lem-oriented programs which can enhance interchange Whenever feasible, international conferences will so that mutual understanding willbe facilitated. EWC be held to further the planning of the program de- students will be working in small groups where more limited in the prospectus and to enlarge the list of and deeper interchange can take place and each pro- potential projects which the program might consider. gram and project will have well-defined goals in- Guided by the findings of the seminar and conference, volving participants. The participants, especially doc- a working group will draft a program proposal which toral candidates, will share common experiences over emphasizes the characteristics established by the Cen- longer periods of time. All these factors should inter. If the Center supports the proposal, it will reallo- fluence the amount and quality of the interchange and cate internal resources( staff,space, grants) and produce conditions conducive to understanding. Mem- usually seek outside funding to augment its efforts. bers of the team living and working together over a period of months under circumstances which may With plans, personnel and funds, each program become trying as well as strenuous will develop special will become operational and will fit within the total ties of friendship and deeper understanding. Thus the structure of the Center. Program teams will be formed whole setting of the field projects will provide a range as described above. Periodic review, evaluation and of both intellectual and human experiences hitherto revision in the direction of specified program accom- not attempted in the search for interchange. plishments will be undertaken. Program life span will Another important factor affecting interchange will probably be projected for not less than 10 years. be that within the design, a student must be prepared, By 1976 the Center should have problem-oriented not only in the theory and methodology of his disci- programs in operation within the areas which studies pline, but also in appropriate language and area work indicate are promising and likely to be rewarding. It for the field project abroad; this will equip him for will also continue programs along existing lines, and deeper understanding of the people of the country in maintain some small capacity to respond to opportun- which he works. ities yet unknown. Part III: FISCAL AND ECONOMICASPECTS OF THE DEVELOPMENT PLAN

Chapter 28: HOW THE UNIVERSITY'S OPERATIONS AREFINANCED

The authors of Academic Development Plan I budget requirements projected to July 1975, within courageously undertook to project a dozen years into one year of the close of the period coveredby this the future the costs of operating the University under Plan. the expansion they foresaw. Only five years have elapsed since those projections were made, and already OPERATING COSTS OF THE the. annual operational budget of the University ex- UNIVERSITY SYSTEM ceeds that projected for19751 Furthermore, the projected estimates of the state general funda chief The University of Hawaii, a large and complex support of the Universitymade in Plan I were so low public corporation, receives its funds from a variety of that the level projected for 1975 was actually reached sources.First, it has a small endowment$6 million in 1967. appropriated by the Congress after statehood in lieu This is by way of comment on the perils of eco- of the land grant received by mainland state univer- nomic forecasting in a time of rapid change, and not sities, rental income from Sand Island ( turned over to apology, since similar projections made in the early the state by the federal government with this dedica- 1960's by government and private enterprise alike also tion ), a majority of shares in the Honolulu Stadium fell short of the mark. And for good reason: published Corporation, plus a modest amount of other securities projections have to be cautious, lest they encourage and property given to the University. The annual in- the expansion of programs beyond what can be readily come from this endowment is growing but still minor, supported, and this decade has turned out to be a time supplying less than 2 per cent of the institution's an- when caution may lead one far afield as increases in nual operating costs. Cie state's population, income and price level com- The University itself now collects about $7 million pound annually. With respect to University expendi- annually in tuition and other fees ( including those col- tures, no one in 1963 anticipated the rapid growth lected by the Summer Session and by Continuing Ed- in 'extramural funds which the University would at- ucation evening courses), plus an additional amount tract, mostly from the federal government, in support from the sale of goods and services ( dormitories, book- of its research, teaching and service programs. Pre- store and parking lots) or from leasing concessions diction is quite as difficult now, as the nation waits for ( cafeterias and vending machines). Income from sales the end of warfare in Vietnam and for the budgetary and leasesafter approximately 7 per cent is skimmed "peace dividend" which could help finance the mas- by the state general fund to help finance state opera- sive aids to higher education already authorized by tionsis largely earmarked for the service of bonds the Congress, but now funded at low levels. issued for the construction and operation of dormi- However hazardous economic and fiscal predic- tories and parking facilities, and so is not available to tions may be, they are necessary to relate the Univer- help finance the University's operating budget. sity's development to that of the state. Happily for the A much larger amount, now approximately $28 drafters of the present Academic Development Plan, million annually, is received from sources outside the there are available to it estimates of Hawaii's gen- state, labelled "extramural support" in the following eral fund revenues and of the Univertity's operating table. Most of this category consists of federal grants: institutional grants, such as those going to land -grant Part of the discrepancy between estimate and reality was colleges and the new sea-grant eges on a formula caused by special hazards of revenue forecasting: tax rates basis; and grants won by individual facOlty members were increased in 1968 and the state changed its arrangements for supporting county governments out of its own general fund or departments in a national competition for the sup- receipts. port of their research projects, teaching institutes or

147 148 FISCAL AND ECONOMIC ASPECTS service programs. Special cases include the federal Cost Projections appropriation ( about $5 million annually) for the operation of the East-West Center and the contractual The Business Affairs Office of the University has payment ( current $2 million)for the University's projected the operating expenditures of the University Peace Corps training program. Private foundations of Hawaii system to the fiscal year 1974-75, taking as ( e.g., Ford Foundation in support of Asian studies, the the base of its projections the estimates of student Commonwealth Fund for the School of Medicine and enrollmentand consequently the program expansion the China Medical Board for the School of Public contemplated by this Academic Development Plan. Health) supply fixed term grants which are vital for It should be observed that, aside from the problematic the programs they benefit, but still quite small in the expansion of the School of Medicine from two to four totality of University financing. yearsand that only if extra-mural support can be The residual, the net amount appropriated to the obtained and does not impede the normal development University by the state legislature after taking into of the Universitynone of the changes contemplated account the foregoing moneys, currently approximates by this Plan are exceptionally expensive. Nonew pro- $31 million or about two-fifths of the University's fessional schools are included here, though there annual operating budget, inclusive of the community has been recurring interest expressed by the Hawaii colleges.( For the Manoa and Hilo campuses alone, Judicial Council and the Honolulu Bar Association, the fraction is slightly smaller.)It is this amount among others, in creating a law school at the Uni- which is a charge on the tax sources of the state. Con- versity of Hawaii. Even if a law school were to be sidering its financial support, then, Hawaii may be created, its major expense would be the cost of a termed a national institution as well as a state uni- building, if one had to be provided on campus, rather versity, but its control remains much more within the than its annual operating costs, which may be roughly structure of the state government. estimated at about $500,000. In a University bud, In actual budgeting practice, estimated tuition and other University-collected receipts are included in the state's appropriation from its general fund, with actual The Association of American Law Schools estimated, on the basis of 1966-67 costs, that an annual expenditure of $480,000 receipts during fiscal year going to replenish that fund. was required for a law school in full operation$300,000 for Since 1967 the University has received a lump-sum ap- salaries and fringe benefits, $50,000 for library acquisitions, propriation so as to give it considerable and helpful $100,000 for administration, and $30,000 for scholarships. Quoted from a report on The Feasibility of Establishing a Law flexibility in the expenditure of its budget, subject to School at the University of Hawaii ( Office of the President legislative instructions. of the University, Honolulu, January 1968, p. 20).

TABLE A

SOURCES OF CONSOLIDATED OPERATING BUDGET OF UNIVERSITY BUDGET

Actual: 1967-68 Budgeted: 1968-69

Millions % of Total Millions % of Total

University receipts( Tuition fees and other receipts) $10.7 16.0 $12.0 16.8

Extramural income: Federal grants and other 28.8 43.2 28.0 39.3

State general fund, net cost ( essentially tax monies) 27.2 40.8 31.3 43.9

TOTAL $66.7 100.0% $71.3 100.0%

Note: University receipts include Summer Session and Continuing Education (General Studies)tuition receipts, which are specially funded. "Endowment income" from Sand Island dedication and $6 million trust fund estalhished by Congress included in "extramural income." FISCAL AND ECONOMIC ASPECTS 149

TABLE B

OPERATING REQUIREMENTS OF THE UNIVERSITYOF HAWAII ACTUAL AND PROJECTED TO 1975 (in millions)

Expenditures Source of Funds UH Proper Fiscal Year & East- Community General Ending: Other West Center Colleges Total Fund ( 1) Sources (2) Total 1967 ( actual) $ 54.8 $ 2.7 $ 57.4 $24.0 $33.4 $ 57.4 1968 ( actual) 63.2 3.4 68.6 27.2 38.5 1969 ( budgeted) 66.7 65.9 5.5 71.3 31.3 40.0 71.3 1970 ( requested) 74.0 8.9 80.9 40.1 40.8 80.9 1975 (projected) 119.7 11.5 131.3 70.0 61.3 131.3

Sources: University of Hawaii Budget Request for 1969-70, especiallyFigure III, p. xi, plus additional data supplied by sity budget office. Univer-

Notes:( 1)Cost to general fund, net of tuition and other University receipts depositedin fund. (2)University income, including tuition,plus federal and foundation support.

get which will exceed $100 million withina few years, TABLE C the addition of a law school would bea significant but not major increment. GENERAL FUND TAX REVENUES, STATE OF HAWAII The budget specialists also projected the division Actual and Projected to 1975 of costs between thesources which support the Uni- (in millions) versity, detailed just above. In making these projection's, it was assumed, most conservatively, that federal % Increase funds would increase by only half, between1968 and Fiscal Year Ending: Tax Revenues Over 1967 1975, while total University operating expenditures would more than double. 1967 ( actual) $205.3 11111, 1968 (actual) In view of the history of the past decade, the1915 226.3 10% projections are likely toprove to be too small, most 1969 ( estimated) 268.0 29% probably because they understate extramural support 1970 (estimated) 299.0 46% and tuition income. However, the figuresshown in Table B offer the best projections which 1975 ( lower estimate ) 385.0 88% are now (higher estimate) 440.0 available, and do givea "ball park" estimate of future 114% budgetary needs.

strength of large numbers. If the state's fiscal officers STATE REVENUE PROJECTIONS underestimate tax receipts anda positive budget The self-same warnings apply to 'the other. side of balance ensues, they are usually praisedas prudent the balance sheet, showing projections of the general men and good managers. But if they err in the other fund of the state government, from which the legisla- direction, they are vulnerable to damnationas deficit ture appropriates tax support of the University. Pro- makers, or at least accessories before the fact.So jections of general fund taxrevenues have been made in weighing the estimates, they tend to pushup on the recently by. state analysts to the fiscalyear 1975. These scales, not down. Hawaii's tax department hasun- are summarized in the following table. ( Table C ) derestimated tax revenues in virtuallyevery year since The reader should know that state tax departments World War II. For thisreason, in the ensuing dis- ( source of the lower estimate for 1975in Table cussion the higher projection for 1975 has been C)habituallyunderestimaterevenuecollections. adopted, with the confident expectation thatit, too, To them, Micawber's famous equation of surplus with will prove to be an underestimation of the productivity happiness,deficit with misery,applies with the of the Hawaii state tax system. 150 FISCAL AND ECONOMIC ASPECTS

TABLE D

RELATIONSHIP OF UNIVERSITY OPERATING BUDGET REQUIREMENTS FROM GENERAL FUND TO FUND'S TAX REVENUES Actual and Projected to 1975 ( in millions )

UH Requirements UH Requirements from General Fund as Percentage General Fund Tax Revenues of Fiscal Year Ending: ( Table B) ( Table C ) Revenues

1987 ( actual ) $24.0 $205.3 12%

1968 ( actual ) 27.2 226.3 12%

1969 ( estimated ) 31.3 266.0 12%

1970 ( projected ) 40.1 299.0 13%

1975 ( projected ) 70.0 440.0 16%

THE UNIVERSITY IN THE STATE BUDGET ever, the question directly affects the levelof financing of the University, and therefore its capability of carry- Basic data and necessary projections are now avail- ing out its academic plans. An ad hoc group should able to test if the University of Hawaii is likely, under be appointed by the Universitywith feculty, student the period of this Academic Development Plan, to administration and perhaps citizen membersto study demand a significantly larger share of statetax the fiscal and educational aspects of the problem and revenues. Table D brings together the relevant in- then make recommendations concerning the tuition formation from the tables immediately preceding. structure of the entire University system, including the The historical data of the past two years in Table Community Colleges, Summer Session and extension D show that the portion of state general fund tax courses, as well as the Manoa and Hilo campuses. moneys going to support the University of Hawaii has Special policy questions arising from the dependence been constant at 12 per cent.This percentage is of the Summer Session and Division of Continuing identical with the one computed five years ago in Education on tuition receipts were briefly noted above Academic Development Plan I.In other words, the costs to the state government of operating the Uni- in the sections of this plan dealing with these two versity have risen at the same rate as have the general units, Chapters 21 and 22. tax revenues of the state. The projections for the Accepting the most pessimistic fiscal assumptions years immediately ahead suggest that, as the com- even if federal funds were curtailed and if tuition is munity colleges develop and the University's student not increasedthe proportionate increase in the Uni- population requires a second major campus, the per- versity's state support "does not seem to be beyond the centage may gradually rise to about 16 per cent economic capability of the state." This was the con- assuming retention of the present tuition rates of $85 clusion reached in Academic Development Plan I per semester plus a general fee of $18. ( p. 112 ).It has been verified by the experience of The problem of setting tuition rates lies outside the past five years and there appears no reason to the bounds of this Academic Development Plan. How- modify it now. IMPACT ON THE ECONOMY 151

Chapter 29: IMPACT OF THE UNIVERSITY ON THE HAWAIIECONOMY

The value of education beyond the high school is mainland and foreign students would be lost to the beyond dispute. It benefits both the person receiving state's economy. Thus, in economic terms, we would it and society at large. For the individual it may pro- be "exporting" less ( there would be a loss of federal vide quantifiable material benefits, such as a better funds and overseas students' local expenditures) and paying job, as well as intangible rewards, such as the "importing" more ( buying out-of-state university serv- enrichment of his life. A study of 10,000 college ice), to the long-term detriment of the state economy. What impact this would have on the total income graduates and 6,000 high school graduates indicated of the state depends on, first, what portion of this that a male college graduate earned about three-fifths initial loss of expenditure ( federal funds, etc.) repre- more than a high school graduateof his same age. sents actual income lost to Hawaii residents and, Other studies of this sort have shown similar differ- second, what is the multiplier effect on the economy of entials. this income loss. The economic benefits of higher education to Consider first the case of federal and other extra- society as a whole are harder to measure, but they are mural funds. These funds coming from outside the also beyond dispute. Well-educated workers are more state are spent in a multitude of different ways. A adaptable to changing economic conditions and are grant to the University for an on-sitestudy of therefore less frequently unemployed; education by Chamorro dialects on Guam obviously generates helping reduce anti-social behavior cuts down on as income in Hawaii asmaller part of the grant than police and other social costs; productivity of the work would a grant for a study of pidgin in Kona. A grant force increases with education ( studies suggest that of a thousand dollars for scientific equipment, ex- more than one-fifth of the economicgrowth of the pended on the mainland, results in no additional in- United States in the last 30 to 40 years is attributable come to residents of Hawaii,but $1,000 in salary pay- to increases in the average educationof the labor ments to a College of Tropical Agriculture extension force ). These statements, however, are applicable to worker is respent in the state and so generates addi- the country as a whole and to education as a whole. tional income here.In a study of Hawaii's export The measurement of impact of the University of industries in 1960, the First National Bank estimated Hawaii on the Hawaii economy is subject to many that 79 per cent of military expenditures, but only 53 more imponderables. Forexample, the benefits to the per cent of pineappleexpenditures, became income to state of having x-number of graduates practicingin residents.University expenditures from federal and some field is not the same asthe benefits of having a other extramural funds probably would show an in- university that graduates x-number of graduates,al- come figure more like themilitary than like the pine- though it might be about the same for the country as apple industry. As a first approximation, we assume a whole. that 80 per cent of University expenditures from ex- Therefore this discussion first considers only the tramural funds are initially income to individuals in effect on the aggregate income of Hawaii of the ex- Hawaii. The income received will in general be split penditures of the University of Hawaii and its stu- three ways: most will be spent locally for a variety of dents. It attempts to answer the question: How much goods and services; a part will be used to pay federal annual income would be lost to the people of Hawaii and state taxes; a part will be saved. Of the part that if the University system did not exist? The Economic is spent, some portion will remain in the state to be- Research Center of the University has provided a come in turn income toother Hawaii residents, but method of estimating this amount. The method utilizes a portion will leave the state to payfor imported goods simplifying assumptions, notably concerning the ex- and services, thus becoming income to mainland or penditures multiplier, and precise data are sometimes foreign residents. lacking, but conceptually the statement of the prob- The study of the First National Bank, The Impact lem is relatively simple and a list of the necessary of Exports, estimated that the proportion saved by assumptions and estimates of the imprecise data is Hawaii residents or paid out in federal income taxes rather short. is 16 per cent, leaving 84 per cent for spending on If the University did not exist, a large number of local students who attend it would leave to attend goods and services. Overall, economists of the bank out-of-state institutions. In addition, federal funds re- estimated that a dollar of federal spending in Hawaii, ceived by the University plus the expenditures of after successive respending and "leakages" outside the state economy, ultimately generated $1.37 of income here. The multiplier for federal expenditures Quoted in Economic Report of the President of the U.S., Jan. 1967, p. 145. It is apparent that factors other than higher edu- in Hawaii, in other words, was estimated to be about cation, such as greater energy, motivation or native intelligence 1.37. may enter into this comparison, but it is reasonable to attribute Applying this multiplier to the federal and other a significant part of the differential to the educational experience itself. extramural funds received and spent by the University 152 IMPACT ON THE ECONOMY in fiscal 1969 the following figures showing the total So the number lost would be somewhere between impact in the state economy are derived: 4,000 and 17,000; any estimate in between is purely conjectural. Assuming three estimates, 25, 50, and 75 Expenditures of Federal per cent of this range gives the following estimates and Other Extramural Fund 28.0 million of the number of students who are here if and only Multiplier 1.37 if the University is here. Income Generated $38.4 million Local expenditures of students vary, depending on whether they live at home, whether they live in The University's contribution to the economy, be- dormitories, or whether they make other living ar- cause of student expenditures, maybe very roughly rangements. A 1967 survey of living accommodations estimated in the following way. Table E gives the of Manoa campus students showed 11 per cent living in enrollment projections. dormitories, 61 per cent at home and 28 per cent with other arrangements. Minimum expenses for students in dormitories have been estimated by the Office of Student Personnel at $2,100. Deducting $232 for tui- TABLE E tion and fees leaves $1,868 for local expenditures, DAYTIME ENROLLMENT IN UNIVERSITY SYSTEM: not including medical care. Assuming medical cost FALL 1968 per student is $32, the total minimum costs for students in dormitories is $1,900. Cost for students living Manoa Day 17,080 at home is less by the cost of housing of about $400, or Hilo 680 $1,500. Cost for students in other accommodations is purely conjectural as no survey of their expenditures Community Colleges 5,500 has been made. For simplicity, we will assume that it TOTAL 23,260 is only slightly over that of students living in dormitories, or $2,000. Applying these figures to the current ratio of students at home or away from home, and Consider the students as if they were tourists in assuming no change in the ratio, gives an average total Hawaii here to study instead of to swim. How many expenditure per student of $1,500 x 0.61( for those would not be spending their money here if the Uni- living at home) plus $2,000 x 0.39 ( for those living versity were not here?* In other words, how many away from home) or $1,695for conveniencerounded would be going to mainland colleges or universities? to $1,700. Not all of the present or projected number would Applying this average to the range of students go to the mainland. Those with close ties orobliga- conjectured to leave, the local expenditures which tions in Hawaii would shift to local private colleges would be lost if the University were not in Hawaii is and technical schools, or stop their formal education. then as follows: This number probably would exceed the 6,300 now at Hilo and the community colleges, the campuses No. of Expenditure Per Total which particularly serve the, commuting student. At Students Student Expenditure the other limit, the 4,000 overseas students now at the Manoa Campus would almost certainly not be here a. 7,250 $1,700 $12,325,000 if there were no University of Hawaii. b. 10,500 1,700 17,850,000 c. 13,750 1,700 23,375,000 TABLE F ESTIMATES OF STUDENT POPULATION LOST IF UNIVERSITY OF HAWAII DID NOT EXIST In lieu of better data, the estimate developed in the Impact of Exports study for the tourist industry Line 1 Hilo and Community College appears to be the best approximation to the per cent students will stay 6,300 of income initially generated by student expenditure; 2 Overseas students will leave 4,000 Of the rest: 13,000 i.e., 54 cents of every dollar remains as local income. 3 a. 25% would leave 3,250 Applying this to the local income multiplier, the total 4 b. 50% would leave 6,500 income effect of the student expenditure is 0.93. 5 c. 75% would leave 9,750 Total students who would leave if University of Hawaii did The total income effect of the student expenditure not exist: is then projected, using each of the three asumptions 6 Line 2 + line 3 7,250 as to the number of students who would not be in 7 Line 2 + line 4 10,500 8 Line 2 + line 5 13,750 Hawaii if there were no university here.

We leave out of consideration the effect the exodus of students .54 1 = .93 would have on the local expenditures of the families supporting students going to the mainland. 1 (.84)(.496) IMPACT ON THE ECONOMY 153

Aggregate Annual Income =.93 Student Expenditures ever, even a listing of the benefits created by this public institution is suggestive of its worth. a. $11,462,000 b. 16,600,000 1. Instruction: Undergraduate, Graduate, Professional c. 21,739,000 Most teachers, engineers, accountants, business ad- These computations of income generated by the fed- ministrators, public administrators, agriculture special- eral expenditure and the student expenditure are sum- ists, nurses and social workers now working in Hawaii marized in Table G. are alumni of this state university. A large portion of the doctors, lawyers and other professionals practicing here received a portion of their higher educa- TABLE G tion at the University. ANNUAL INCOME GENERATED AT THE No one can yet put a value on this education with UNIVERSITY OF HAWAII THAT WOULD BE any pretense of precision, but it is possible to get some LOST IF UNIVERSITY DID NOT EXIST 1968-69 ESTIMATE inkling of the order of magnitude. Considering that (in millions) there are about 20,000 UH alumni in the state who received their baccalaureates or advanced degrees On account of: from the University plus a number about as large who 1.Federal and other extramural funds $38.4 completed a substantial part thereof, and assuming 2.Student Expenditures ( 1 ) that only half of them are active in the state (see above) economy; ( 2) that the 60 per cent income differential a. 11.5 b. 16.6 for persons with college education noted earlier in c. 21.7 this section as a national estimate applies to Hawaii Total income generated: then the additional personal income received in a year a. (1+ 2a) $49.9 by alumni of this University by virtue of their UH b. (1+ 2b) 55.0 education is of the order of magnitude of $100 mil- c. (1+ 2c) 60.1 lion. This addition to the state's productivity was produced, obviously, by the education of many genera- These estimates give a high and a low which are tions of students. As the "output" of the University, approximately plus and minus 10 per cent of the crudely measured by degrees granted or student middle estimate and probably are of the right order semester hours taught, continues to mount, the addi- of magnitude. They suggest that the extra income tional personal income attributable to the instructional attributable to the operations of the University of programs will grow proportionately. Hawaii exceeds by a considerable margin the amount Continuing education is offered by the professional appropriated to it out of the general fund of the state schools of the University. Each year thousands of government. This does not say that the University professional people working in Hawaii have their comes freeits real costs are the alternative uses education updated and enriched by courses, seminars which might be made of the land it occupies and the and workshops offered by the Colleges of Business Ad- manpower, buildings, equipment and supplies it uses ministration, Education, Engineering, Tropical Agri- but it does say that, even if it were just a spender culture, by the Schools of Medicine, Nursing, Public and not a producer, the University brings into or Health, Social Work and Library Studies. The cost saves for the Hawaii economy a large amount of to the state's general fund is slight, since most of these money which creates employment, raises the level programs are self-financed or supported by federal of savings and investment, and even generates state grants; the benefits to the state's practitioners and taxes which offset in part the annual appropriation their clients is significant, but unreckoned. made by the legislature. Still more elusive of economic calculation is the value of social leadership developed by alumni of the CONTRIBUTIONS OF THE UNIVERSITY TO THE University, and reasonably attributable in part to HAWAII ECONOMY AND SOCIETY their experience in higher education. A majority of Hawaii's legislators, the entire Congressional delega- If the real cost of the University to the state is tion of the state, and a large proportion of other not the size of the annual legislative appropriation, public officers and community leaders have studied but rather the income which might be obtained from at the University of Hawaiiand the proportion seems other uses of the land, capital and human resources to be growing. now employed by the University,what can be said about the "real" output of the institution?In the 2. Research and Research Support present state of the art of economic quantification ( some economists would say the difficulties of mea- A new edition ( November 1968) of the directory surement encountered here are not temporary but inon Hawaii's Scientific Resourcespublished by the State herently insoluble ), most of the services rendered by Department of Planning and Economic Development the University cannot be given a market value. How- reports that there are 49 research-and-development 154 IMPACT ON THE ECONOMY and allied companies in Hawaii, that 26 science-related 3. Community Services organizations have been established here since mid- 1966, employing some 3,800 scientists and professional The portion of community services rendered by the personnel. Dr. Shelley M. Mark, director of the de- University which is readily visible is that of the units partment, points out in his introduction, that one organized for this purposethe credit and non-credit reason for the rapid growth in thestate's science-based courses, the Lyceum programs and community leader- industry is the "outstanding progress" of the University ship workshops of the Division of Continuing Educa- of Hawaii "in professional excellence and scientific tion and Community Service, the constitutional and capabilities." statutory materials developed and supplied by the It is now a familiar phenomenon of advanced econ- Legislative Reference Bureau, the union-management omies that "think" industries cluster around major information collated and published by the Industrial universities, and this has begun to happen in Hawaii. Relations Center, the advice to home gardeners and More than by the research facilitieslaboratories, housewives provided in many media by the Hawaii computers, libraries, etc.of the University, such com- Cooperative Extension Service, etc. panies are attracted by the presence of highly com- However, a large though incalculable amount of petent faculty members who can advise consult, community service is rendered by the faculty and stu- sometimes for a fee, often without, on thethe technical dents of the University, acting individually. Virtually problems faced by firms which are involved in the every edition of the newspapers in the state lists exploration of space or of the ocean deeps, in long- public lectures, workshops, demonstrations, speeches, distance information retrieval, in biological research, exhibits, concerts or public reports given by Uni- etc. versity staff members.Volunteerism in community By their novelty, the newer industries receive the programsfrom high school tutoring by University stu- greater public attention, but Hawaii'sagricultural dents to leadership in PTA's and professional associa- industries are even more important to the state's econ- tions by faculty membersis high at the University. It omy, and the largest concentrationof research at the should grow under this Academic Development Plan, University is in the field of tropical agriculture. Cur- which stresses support for faculty participation in the rently, some 190 research projects are underway in life of the community. the Agricultural Experiment Station, and a staff of 75 extension workers brings the results of advancements 4. Cultural Programs in knowledge concerning production and marketing to the agricultural businesses of the state.The Cen- An aspect of public service which is the particular ter for Engineering Research of theCollege of En- concern of a university isits contributions to the gineering has a comparable commitment to its pro- cultural life of the community, broadly viewed to in- fession in Hawaii. clude sports as well as the arts. A partial list of Uni- Virtually all of the organized research programs on versity of Hawaii activities is suggestive. Staged pro- campus in one way or another areimmediately and ductions of the Departments of Drama and Theatre continuously concerned with the problems of Hawaii. and Music present to Honolulu selections from the Each year the Economic Research Center, Social repertories of both Orient and Occident. Members of Science Research Institute, Hawaii Institute of Geo- the Art Department and their students exhibit their physics, Hawaii Institute of Marine Biology, Water work on and off campus in increasing numbers; there ResourcesResearchCenter,PopulationGenetics are frequent concerts by the music faculty and their Laboratory, Land Study Bureau, Hawaii Curriculum students. Each year, all three departments join in a Center, Legislative Reference Bureau, Youth Develop- lively festival of the arts which is becoming a major ment Center, Industrial Relations Center andthe event of the cultural calendar of this community. Educational Research and Development Center add to Most of these activities occur in Honolulu, where the understanding of Hawaii's resources, potential for the bulk of the state's population lives, but dispersion growth and problems encountered in its growth. to a wider and more varied audience is beginning. For The growth of the University's graduate pro- some years the University's Lyceum programhas grams has created another important sourceof new brought plays, concerts and speakers to the neighbor knowledge for the community. Each year a few score islands and rural districts of Oahu, but in limited num- doctoral dissertations and a few hundred master's bers. One constraint has been the limited number of theses are deposited in the University library, avail- auditoriums for staging these events. Now, the con- able to the interested public, as are all volumes in struction of community colleges on each major island the school's general collections. Many of these mono- offers a statewide facility for staging cultural events graphs, to be sure, may be of academic interest only, arranged by the University, as well as generating more but others provide information and insight into prob- "events" on each new campus. Hilo plans to build lems of society, government and business in this state an auditorium to serve the community as well as the which can be most useful and is readily available. The student body and faculty. size and value of this depository of knowledge will More powerful as a statewide medium for instruc- grow rapidly in the years to come. tion, edification and entertainment is the public tele- IMPACT ON THE ECONOMY 155 vision network which the University operates incon- studied at the University, atonce helping to retain junction with the state Department of Education, dis- knowledge of the Polynesian culture andto enrich cussed in Chapter 22. All but a tiny portion of televi- the present culture by vivifying its Hawaiian heritage. sion sets in the state are in range of the TV network In its varied enrichment of the cultural environ- ( sometimes, it must be admitted, with marginalrecep- ment, the University serves itself and other institutions tion) and both the quantity and quality of the broad- which require a professional staff,as well as serving casts continue to rise. The University's channelsnow the community at large. Salariesare primary in re- operate on every day but Saturday, and that day will cruiting highly competent and highly mobileexperts, be utilized when the size of the ETV staff makesit and Hawaii's private and public institutionsmust possible, provisionally next year. With experience and compete against national salary norms. Of great im- support, the already good and varied programming portance, however, is the quality of life to be enjoyed should become an outstanding culturalresource of in the communitythe quality of the theatres,movies, the state. symphony,artmuseums,newspapers,television, A special function of the University isto help athletic recreation, shopping centers, schools and Uni- conserve the ancienf culture of thisarchipelago. versity. As an institution of learning andas a vital It houses and supports the state Committee for the supporter of the arts, the University of Hawaiican Study and Preservation of Hawaiian Art, Language help educate, attract and retain the creative and and Culture. The history, language, legends, religion, skillful people necessary for the continuedprosperity music, dances and artifacts of Hawaiiare taught and of these small islands. Part IV: SUMMARY OFMAJOR PROJECTIONS OF THE DEVELOPMENTPLAN

THE EMERGING UNIVERSITY OF HAWAII is afederation or in technicaleducation programs. Students in of campuses, under one Board of Regents and Presi- the former programs will readily be able i-o transfer dent, with broadly delegated authority with respect to to any other campus in the University system,being admissions policy and curriculum design on each cam- held to common standards of achievement. pus, but conforming to commonstandards of excellence in academic achievement. Within this system I. MAJOR PROJECTIONS FOR THE there will be the following division of labor: UNIVERSITY SYSTEM The Manoa Campus will continue to offer a wideand I. Centralize admissions intake for the entire system, expanding range of degree programs, graduate and which would enable a student applicant toindicate undergraduate, but with increasing emphasis on his first, second and third choice of campus with- upper division andgraduate work. It will continue out having to, apply separately toeach. Each cam- to house the professional schools andadminister pus could apply its ownadmissions standards, the research units of the University.Its library, which would appropriately vary. computer center and other basic supportfacilities will serve the entire University system. 2. Encourage campuses of University system to sup- student port each other's programs,following example of By the time the Manoa Campus reaches a Educa- population of 25,000aeound 1974a second gen- Colleges of Business Administration and tion, which use facilities of nearbycommunity eral campus should be established on the island Reciprocally, make of Oahu, to be developed in phased increments colleges for special courses. Manoa facilities available to qualifiedcommunity over several years. college students. The Hilo Campus will expand its presentlower divi- faculty mem- sion( freshman - sophomore) curricula to become 3. Provide frequent consultation among a liberal artscollege, offering a baccalaureate in bers of the several campuses who teach compar- selected fields, plus a limited range of courses in able courses, and among admissionsofficers and a few professionalfields, notably education. At other administrators who work withstudents. with the same time, the Hilo Campus will combine 4. On each campus, attempt toreach potential stub the Hawaii Technical School to offer instruction education by en- already in dents now barred from higher akin to that of the community colleges vironment or family circumstances;also increase operation in all other counties of the state. number of students with superiorqualifications. The community colleges will acceptall high school graduates who present themselves, as well as some 5. Examine the varied tuition structureof the Uni- without diplomas, relying on intensiveacademic versity system and related questionof general fund counseling and selective placement criteria to support for Division of ContinuingEducation even- enroll students in either college-transfer programs ing programs and SummerSession.

156 157 SUMMARY

Whereas Plan I set the guidelines for the major 13. Consider establishing Council onCommunity which occurred Service to review University's servicecommit- expansion of the Manoa Campus where service is called during the period of developmental take-offbetween ments, identify new areas University 963 and 1968, this Plan concentrates onimprovement for, and encourage cooperation of f programs already in being, more than ongrowth. units in community service projects. P rticular attention is given to innovationin meeting 14. Expand University services topeople of Hawaii th educational goals of the Universityand in evaluat- through continuing educationby theCollege schools, Divi- ing the results of academic programs. of Arts and Sciences, professional sion of Continuing Educationand Community Service, Summer Session and over ETV. II. MAJOR PROJECTIONSFOR THE 15. Respond to the growing needsof the state and MANOA CAMPUS, GENERALLY nation by educating an increasednumber of persons in the variousprofessions, endeavoring to 1. Match increasing diversityof students with in- help students in all fields to attain notonly the creasing variety of curriculumchoices, learning basis for professional competence but also an un- situations and teaching styles. derstanding of the impact of their futurework on 2.Foster greater student initiative inlearning, plac- the quality of civilization. ing on those students who can bear it responsi- 16. Maintain the University as an openacademic com- bility to create their own education fromfacilities munity, not taking an institutional position on on campusdecreasingemphasis on lectures, in- political or social issues, but opening itsdoors stead developing individual study,audio-tutorial to those whochallenge and those who defend facilities, self-paced learning, credit-by-examina- stated positionsas long as they are qualified to tion, etc. discuss the ideas in question and do not try toob- 3. Increasingly involve students indiscussions of struct others in their equalright of inquiry and academic policies, serving on appropriate com- expression. mittees along with faculty andadministrators. 4. Expand and improve academicadvising to help students make well-considered curriculum choices and utilize opportunities for individualizedlearn- P00000AP.04.0400414% ing. 5. Encourage faculty to examineteaching-learning process and to usefacilities on campus, notably Instructional Resources Service Center, for improving technology of classroom. There are many integrating themes in theplanned 6. Give sustained attention and support toimproving development of the individual colleges andschools of general education courses. the Manoa Campus, including a common concern 7. Study objectives and content of generaleduca- about improving instruction and academicadvising, tion core; add more choices;experimentally pro- applying a systems analysis to their programsand vide alternative to core. evaluating their outcomes, using the computer more 8. Design new curricula and newapproaches to widely and effectively, providingbetter continuing undergraduate instruction, including multi-dis- education and more public service, etc.Some of the ciplinary approaches, appraising results carefully. particular plans of the individual units ofthe cam- 9. Establish New Division in Office of Vice Presi- pus follow. dent for Academic Affairs to give additional support to curricular innovation, toadminister Honors III. MAJOR PROJECTIONS FOR SPECIFIC Programs and Interdisciplinary Studies. UNITS 10. Continue policy of concentrating onfields of study in which University has some inherentadvantage, A. College of Arts and Sciences ( pp. 25-35) but give all academic departments research 'sup- 1. Analyze teaching-learning process;improve in- port essential to activescholarship. struction, particularly of generaleducation; 11. Continue to build University's competencein examine College core. studies relating to Pacific and Asia, particularly 2. Increaseuseofcredit-by-examinationand south and eastern Asia and islands off those placement tests. coasts.Similarly focus international programs; 3. Expand and improve academic advising. in planning them, ensure that good works abroad 4. Establish sub-colleges to offer newundergrad- do not weaken the University's instructional and uate programs; consider reorganizationof Col- service programs at home. lege on divisional lines. 12. Without weakening the present curriculum, en- 5. Introduce doctoral programs ineconomics, courage colleges to add coursesdealing with com- English, mathematics, speech-communications munity problems, particularly courses based on and possibly other disciplines, asjustified by fuller involvement with the greater community. need and departmental development. 158 SUMMARY

8. Encourage faculty members and students to F. School of Nursing ( pp. 62-68 ) undertake community service. 1.Transfer technical nursing program to com- B. College of Business Administration ( pp. 36-39 ) munity colleges in 1971-72. 2.Establish state-wide committee to help long- 1. Attain accreditation of master's program; estab- range planning for nursing education and help lish doctoral program. coordinate nursing programs on allcampuses of 2. In curriculum and research, emphasize compu- University system. ter applications, international business and ad- 3. Study feasibility of introducing doctoralpro- ministrative processes, in latter area serving gram. other professional colleges of University as well. 4. Expand dental hygiene program from two to 3. Create a business administration research pro- four years. gram. 4. Make a selective improvement in the large stu- G. School of Public Health (pp. 68-72 ) dent-faculty ratio. 1. Create programsforDr.P.H.,emphasizing C. College of Education ( pp. 40.46) health education, and for PH.D., combining study of biostatistics and epidemiology. 1.Establish Ed.D., M.S. in Recreation Adminis- 2. Increase research activities, especially on devel- tration and Physical Education; expand Ph.D. oping health information retrieval systems. program; create Educational Specialist program. H. School of Social Work ( pp. 72-77) 2. Improve and extend in-service programs. 3. Work with other colleges on campus in pre- 1. Work toward establishing doctoral program, paring teachers for higher education institu- while improving master's program. tions; work with community colleges in prepar- 2.Offer multidisciplinary undergraduate major in ing teacher aides and other para-professionals social welfare; cooperate with other University for the schools. units in developing multidisciplinary curriculum 4. Encourage curricular and teaching innovation in human services. throughout the College. 3.Establish research center and emphasize faculty research. D. College of Engineering ( pp. 46-54 ) 4. Augment community service and provide more comprehensive continuing education. 1. Create baccalaureate program in chemical engineering; work toward doctorate in all five I. School of Library Studies ( pp. 77-80) graduate programs as faculty and facilities reach necessary strength. 1.Strengthen offerings in use of computers for 2. Develop coordinated basic curriculum for all library work. baccalaureate programs, easing transfer from 2.Increase faculty research, especially in areas other campuses at end of sophomore year. of Asian and Pacific library problems; develop 3. Develop cooperative curricula and broader re- sister-school relationship with library schools search programs in conjunction with other colin Pacific area. leges of University. 4. Establish programs of continuing education and J. College of Tropical Agriculture ( pp. 80-85) international engineering. 5. Support Information Sciences curriculum unit 1.Strengthen integration of teaching, research and until possible transfer to other administrative service functions of College. unit. 2. Improve undergraduate and graduate instruction; extend doctoral programs to include agron- E. School of Medicine (pp. 56-62 ) omy, nutritional science and other fields, where appropriate. 1. Develop biomedical science departments and 3. Establish two-year programs for technicians, clinical faculty to teach pre- and post-doctoral short-term training courses for agricultural work programs, and also continuing education. in the Pacific and S.E. Asia as well as for con- 2.Establish programs in tropical diseases and in tinuing education in Hawaii. allied medical sciences, such as physical and 4.Initiate programs in land use and conservation, occupational therapy. pollution control, handling of tropical agri- 3. Have outside consultants make complete finan- cultural products and agricultural journalism. cial analysis of costs and benefits of expanding 5.Restructure College administrative organization School to four-year program. to better accomplish preceding objectives. SUMMARY 159

K. Graduate Division (pp. 87-89) floor; tsunami wave generation; underwater sound. 1. Concentrate on upgrading advanced degree Institute for Astronomydevelopment of major programs in subject matter areas already under observatory on Mauna Kea; space astronomy. development; enter into new areas only selec- Land Study Bureauintegration and computeri- tively to utilize inherent advantages of this zation of state land classification data. University. Water Resources Research Centermeet state's 2. Cap natural growth of departments with doc- needs for water research; expand programs torate when faculty and facilities are sufficiently in Pacific islands and S.E. Asia. strong. Pacific Islands Studiescensus of faculty with 3. Review graduate programs frequently to ra- Pacific Islands interest; complete first-rate tionalize degree requirements, improve quality library collection. and assure that time to complete curriculum is not prolonged. M. University Library (Manoa) (pp. 107-112) 4. Provide each gniduate students with necessary 1. Expand collection to bring it closer to median faculty consultation. size of comparable universities, making collections in selected fields truly excellent. L. Research Administration (pp. 89-106) 2. Show in catalog all bibliographical resources on Manoa Campus; publishcatalog. 1. Coordinate program planning between research units and academic departments; to achieve 3.Provide other campuses of University system this, adopt formal organization and procedures with cataloging and other routine services. involving faculty participation. 4. Determine feasibility of using computer to make library materials directly accessible to other 2.Utilize opportunities for multi-disciplinary research offered by University's participation in campuses. Sea-Grant program of the National Science 5.In Instructional Resources Service Center, pro- Foundation. vide faculty with consultation and I, z.rkshops on techniques, 3. Emphasis inresearch.The University'sor- newer instructional technology and ganized research programs are too numerous as well as media services. to be digested in this summary, but the following listing gives some indication of where the N. Computing Center (pp. 112-113) major research units will concentrate their ef- 1.Participate in organization of research program forts in the next seven years. in information sciences to coordinate varied activities in this new field. Economic Research Centerlong-range studies 2. Provide up-to-date computer facilities to faculty of Hawaii's economy. and administration, with accompanying con- Social Science Research Instituteculture and sulting and technical services. mental health in Asia and Pacific, survey research, Korean studies. 0. Summer Session (pp. 114-116) Pacific and Asian Linguistics CenterU.S. Trust Territory, South Pacific, S.E. Asia, Taiwan, 1. Work with colleges and schools of University Japan. in developing summer programs, particularly to Hawaii Institute of Marine BiologyHawaii meet needs of "regular" students. fisheries and benthic animal communities; 2.Articulate course offerings with those of the mesopelagic animal communities. community colleges and Division of Continuing Laboratory of Sensory Sciencesapplication of Education. research findings to communication, educa- 3. Make additional opportunities available to "mar- tion, medicine. ginal" students, as through Upward Bound pro- Lyon Arboretumincrease collection of vanish- gram. ing plant species of Hawaii and the montane 4.Offer instruction in art of teaching to doctoral tropics. candidates and others planning to teach in Pacific Biomedical Research Centerphysio- higher education, working with appropriate logy of marine mammals; studies of Pacific colleges of University. island peoples. Population Genetics Laboratorypeoples of P. Continuing Education and Community Service (pp. 116-122) Pacific basin. Hawaii Institute of Geophysicstropical mete- 1.Expand credit and non-credit course offerings, orology; geology of oceanic islands and sea with gradual increase in general fund support. 160 SUMMARY

2. Double ETV service output, particularly con- S. Community Colleges (pp. 135-13S) centrating on adult education; establish district production centers. 1.Develop on all campuses comprehensive pro- 3. Construct Pan-Pacific Forum for local, national grams for students seeking college-track or and international meetings, as well as center technical education. for continuing education. 2. Continue study of technical programs, to en- 4. Build up Center for Governmental Develop- sure their appropriateness and relevance to ment. modern technology; establish research projects to evaluate instruction, generally. Q. Office of Student Affairs (pp. 123-129) 3. Develop continuing education programs for evening or late afternoon. 1.Develop planned Student Union building and 4. Provide community-oriented educational serv- programs. ices. 2. Supply good housing for more students, including "living-learning" facilities in residence halls. T. University Press (pp. 139-140) 3. Expand use of Counseling and Testing Center by students who are relatively free of emotional 1.increase funding, including establishment of difficulties. revolving fund to let Press grow with the Uni- 4. Develop financial aid programs for low-income versity. students. 2. Endeavor to change state laws which often 5. Expand International Student Office to serve forcePresstofollow uneconomic business foreign faculty and American students needing practices. advice on overseas opportunities. 6. Provide adequate student health service. U. East-West Center (pp. 141-146) 7. Provide improved placement and career ad- 1.Develop programs around a problem orienta- visory services. 8. Transfer Admissions and Records Office to tion, beginning with a long-range, multidisciplinary program on population. Vice-President for Academic Affairs. 2.In these programs, work closely with depart- I 'CO ments of the University, utilizing split appoint- R. Hilo Campus (pp. 130-135) mentswheremutuallydesirable;involve 1.Develop four-year program by stages, adding scholars from the Pacific and Asia, as well as courses, staff and library supportconcurrently. grantees. 2. Concentrate on liberal arts curriculum, but with 3.Provide more grants to doctoral candidates, who selected courses in professional areas, particu- will participate in problem-oriented programs larly in education. of research, learning and application of research 3. Combine with Hawaii Technical School to offer findings. expanded technical program. 4. Develop facilities necessary for new programs, 4. Encourage interchange of students and ex- particularly Center library of Asian materials, change of faculty with Manoa Campus. and obtain financing needed for this growth. Part V: APPENDICES

APPENDIX TABLE I FALL, DECREE-CREDIT DAYTIME ENROLLMENT AT THE UNIVERSITY OF HAWAII, MANOA, HILO AND NEW CAMPUS ACTUAL AND PROJECTED, 1957-75

Fall Grand Manoa Campus New Hilo Semester Total Total Undergraduates Graduates Campus Campus

1957 5,928 5,741 4,906' 835' 1871 1958 6,567 6,342 5,396 946 225 1959 7,173 6,923 5,707 1,216 250 1960 7,771 7,511 6,197 1,314 260 1961 8,516 8,231 6,664 1,567 285 1962 9,549 9,150 7,379 1,771 - 399 1963 10,821 10,466 8,441 2,025 355 1964 12,039 11,641 9,381 2,260 398 1965 14,097 13;587 10,825 2,762 510 1966 15,343 14,772 11,420 3,352 571 1967 17,182 16,564 12,976 3,588 618 1968 17,761 17,082 13,239 3,843 679 Projected: 1969 19,586 18,701 14,3082 4,3931 885° 1970 21,482 20,452 15,421 5,031 1,030 1971 23,307 22,187 16,482 5,705 1,120 1972 25,092 23,882 17,569 6,313 1,210 1973 25,352 24,052 17,096 6,956 - 1,300 1974 25,747 24,347 16,714 7,633 - 1,400 1975 28,986 25,345 16,999 8,346 2,121 1,520

'Data 1957 to 1968 from Fact Book for the University of Hawaii, 191.1?-1969. 'Projected data 1969 to 1975 from Enrollment Projections, 1969-1975, University of Hawaii System, University of Hawaii Institutional Research Office, November 1968: Table 1, p. 3.

APPENDIX TABLE II POPULATION OF THE STATE OF HAWAII, 1930-1975

Number Year (in thousands) Index

1930 368' 49.3 1940 423' 56.6 1950 500' 66.9 1960 633' 84.7 1965 7472 100.0 1970 849' 113.7 1975 9621 128.8

'U.S. Census. 'Population Projections, State of Hawaii General Plan Revision Program, Part 4, ( State of Hawaii Department of Planning and Economic Development, 1967 ), p. 20.

161 162 APPENDICES

APPENDIX TABLE III DEGREE PROGRAMS OFFERED AT THE UNIVERSITY OF HAWAII, MANOA CAMPUS, 1961-62 TO 1968-69

Academic Year and College or School Bachelor's Master's Ph.D.

1961-62 471 361 71 1962-63 62 50 16 1963-64 62 51 18 1964-65 59' 592 18' 1965-66 60 63 21 1966-67 64 66 25 1967-68 64 67 27 1968-69 65 69 28 Arts an .4 Sciences 41 36 17 Business Administration 10 1 Education 3 6 1 Engineering 4 5 1 Library Studies 1 Medicine 2 6 5 Nursing 1 1 Public Health 2 Social Work 1 Tropical Agriculture 4 10 4

'Data from 1961-62 to 1963-64 from University of Hawaii General Catalogs and Graduate School Bulletins. 'Data from 1964-65 to 1968-69 from Fact Book for the University of Hawaii, 1968-69.

APPENDIX TABLE IV DEGREES AWARDED AT THE UNIVERSITY OF HAWAII (OTHER THAN ASSOCIATE DEGREES, DIPLOMAS AND CERTIFICATES), 1957-58 TO 1967-68, AND PROJECTED 1972-73 AND 1975-76

Year Total Bachelor's Master's Doctor's

Actual: 1957-58 7921 7351 541 31 1958-59 887 812 71 4 1959-60 965 881 81 3 1960-61 948 832 109 7 1961-62 983 869 112 2 1962-63 1,160 893 152 15 1963-64 1,301' 983' 3042 142 1964-65 1,565 1,183 362 20 1965-66 1,900 1,444 427 29 1966-67 2,098 1,515 555 28 1967-68 2,6993 1,8333 8193 473 Projected: 1972-73 4,700' 2,900' 1,600' 200' 1975-76 6,150 3,600 2,250 300 'Data from 1957-58 to 1962-63 from An Academic DevelopmentPlan for the University of Hawaii/January 1964, p. 123. 'Data from 1963-64 to 1966-67 from Fact Book for the University of Hawaii,1967-68, p. 10. 'Data for 1967-68 from Admissions and Records Office. 'Estimated by Offices of Institutional Research and Academic Development. DISTRIBUTION OF STUDENT MAJORS, BY COLLEGE Fall 1968 and Projected 1972 and 1975 APPENDIX TABLE V MANOA CAMPUS Fall 1968 Fall 1972 Fall" 1975Under-. Graduate Pre - professional) TOTAL College 17,074Total 1,193 graduatesUnder-13,231 4,4491,193 GraduateStudents 3,843 23,882Total4,9581,538 graduatesUnder-17,569 4,9581,538 GraduateStudents6,313 25,345Total3,8971,210 graduates 16,999 3,8971,210 Students 8,346 UnclassifiedUndeclared'Classified,ClassifiedSpecial Graduates by College: 4,4491,7699,584 79 6,894 695 - 1,2221,0742,690 79 - 15,364 5,4081,940 82 10,1933,230 880 - 2,1785,1711,060 82- 18,379 6,7421,750 109 11,392 3,863 500 - 2,8796,9871,250 109 - EngineeringEducationArtsNursingMedicineBusiness & Sciences Administration 3,7851,0101,5761,729 327172 2,5631,0541,508 315916 70 522'221lor 9412 3,3102,8931,534 303328 2,1112,4511,293 268138 1,199' 241442190' 35 4,1283,0721,751 373366 2,5422,4881,271 323166 1,5862 2003480584142 50 1Largely freshmen and sophomoresTropicalSocialPublicLibrary WorkHealth Agriculture Studies 666115 12183 468 - 121198115 83 1,057 225110196 702 - 225355196110 1,236 310259142 739 -- 310497259 'Includes'IncludesNote: Masters, medical No projections PhD., students CPC, for and 1972 5th-year and 1975 students are made of majors in the Information Sciences curriculum which was offered in APPENDIX TABLE VI Fall 1968 for the first time. DISTRIBUTION OF STUDENT CREDIT HOURS, BY COLLEGE 'FALL 1968, AND PROJECTED 1972 AND 1975 Fall 1968 MANOA CAMPUS Fall 1972 Fall 1975 College Total 215,211156,783 No. 100.0V%72.9 204,411300,212 No. 100.068.1V% 203,152314,280 No. 100.0V%64.6 EducationBusinessNursingMedicineEngineeringArts & AdministrationSciences 16,55017,548 2,8283,3336,758 3.17.78.20.51.31.6 29,49032,733 2,6964,9359,8221,573 10.9 0.50.93.39.81.6 35,97234,24512,401 3,2475,5912,034 11.510.9 3.90.71.01.8 TropicalNote:OtherLibrarySocialPublic No WorkAgricultureHealth Studies SCH projections for Information Sciences courses are made for 1972 and 1975 since that curriculum was first offered in Fall5,4451,6581,153 1968.1,6041,551 2.50.70.8 9,0023,0492,501 - 0.83.01.0 - 10,341 3,8963,401 - 3.31.11.2 i APPENDIX TABLE VII UNIVERSITY COMPARATIVE LIBRARY STATISTICSStudents' FOR THE UNIVERSITYTotal OF HAWAII AND ELEVEN SIMILAR STATE UNIVERSITIES, 1966-671 VolumesYear At End' VolumesReceiptsIn Year Library Staff' ExpendituresOperating Total IowaUniversityOklahomaUniversity University Universityof ofGeorgiaVirginia NebraskaKentucky 16,35516,63417,48817,94618,48419,199 1,354,1781,084,6901,222,7301,759,166 850,578772,830 72,38530,95894,53863,80692,83079,569 149.75105108.5148131 92 $1,323,0021,652,5721,566,4471,853,3011,145,503 996,503 FloridaMEDIANUniversityIowa StateState ofUniversity University KansasOregonNorth Carolina 13,13013,20013,39914,01414,76416,355 1,084,6901,455,8391,266,745 826,874980,038611,155 72,38574,14983,47655,41226,31068,201 115.75183116 9864.7 1,323,0021,729,9491,247,6231,300,0131,583,187 861,021 'Staff'Student'VolumesUniversity'General includes count calculatedof data professionalsHawaiifrom from U.S. as Association Office and ofnon-professionals Education, of Research Education Libraries, but not Directory, studentAcademic helpers. Part Library III, Higher Statistics, Education, 1966/67. 1966/67. bound volumes. 17,486 552,934 81,090 133 1,495,849 APPENDICES 165

OFFICE OF STUDENT AFFAIRS

Actual Projected 1963-64 1967-68 1972-73 1975-76

Admissions and Records a. Registrations 30,910 53,538 82,749 103,503 b. Transcripts 17,393 35,121 54,284 67,896 Financial Aids a. Scholarships: No. of Scholarships 622 757 861 1,077 Value $146,335 $ 256,497 $ 291,736 b. Loans: $ 364.924 No. of Loans ( 1,814 ) (2,539) ( 3,924 ) (4,908) Value $686,843 $ 738,573 $1,141,457 $1,427,694 c. Student Help: No. of Students ( 1,574 ) (2,507) (3,875) (4,847) Expenditures $787,364 $1,582,979 $2,446,767 $3,060,511 Student Housing Students in Dormitories (per sem.) 659 684 1,184 2,184 Counseling & Testing a. Clients 3,699 4,910 5,375 6,723 b. Contacts 7,882 17,989 27,804 34,777 International Students Contacts 4,608 7,088 10,952 13,698 Student Health Contacts 18,528 23,000 35,549 44,463 Student Activities No. of Groups Served 157 102 158 198 No. of Individuals Served 18,080 30,130 58,227 96,769 Placement & Career Planning No. of Interviews 738 1,014 1,567 1,960 Staff ( FTE) 58 99 114* 207 Professional 19 47 58 92 Civil Service 39 52 56 115

Data on staff is for 1968-69. INDEX

Academic advising, 23, 25, 27, 29, 45, 48, 67, 126 community service, 36, 38 Academic Development Plan I, 1-2, 10-11, 15, 23, 25, 49, computer applications, 38 101, 107 continuing education, 36, 38 Accreditation: curriculum, 36, 39 Business Administration, College of, 36 degree programs, 38 Engineering, College of, 48 enrollment and credit hours, 38 Library Studies, Graduate School of, 77 faculty, 38-39 Medicine, School of, 59 international programs, 36, 39 Nursing, School of, 62, 67 organization chart, 37 Public Health, School of, 70 planned development, 158 Social Work, School of, 72 research, 36 Admissions, centralization of, 156 Travel Industry Management, 39 Admissions and Records, 125-128 Agency for International Development, 71, 142-143 Campus interchange; 156 ALOHA system (Additive Links On-line Hawaii Area Sys- Carnegie Corporation, 111 tem), 54 Center for Engineering Research, 49-51, 90 American Association of Collegiate Schools of Business, 36 China Medical Board, 71, 148 American Association of University Presses, 139 Coconut Island, 96-97 American Library Association, 77 Committee for the Study and Preservation of Hawaiian Art, American Medical Association, 59 Language and Culture, 29, 155 American Public Health Association, 70-71 Committee on .Undergraduate Instruction, 19, 24 American Samoa, 56, 66, 71 Commonwealth Fund, 148 Arts and Sciences, College of, 25-34 Cominunications Service Center, academic advising, 23, 25, 27, 29 ( see Instructional Resources Service Center) academic departments (listing), 26 Community College System, 1, 7, 44, 135-138, 156 College Senate, 27 continuing education, 135, 138 community service, 27 curriculum, 135, 137-138 credit by examination, 25 enrollment, 137 curriculum, 25, 28-29, 30-32 faculty and staff, 137 degree programs, 27 funding, 150 enrollment and credit hours, 27 nursing, 68-87 ethnic studies, 29 organization chart, 136 faculty and staff, 27 planned development, 1e0 multidisciplinary studies, 25 social work, 75 "non -major major", 25, 29 summer session, 115 organization charts, 28, 35 technical programs, 135 planned development, 157-158 tuition, 118, 147, 150 public service, 32-33 Community Service, 27, 33, 38, 38, 154 research, 31-32 (see also Public service) sub-colleges, 29 Computer Aided Instruction, 53 Asia (see International programs) Computer applications, 38, 52-55, 79, 94-95, 111 Asia Training Center, 119 Computing Center, 53-54, 112-113 Asian and Pacific languages, 5 planned development, 159 Audio-visual resources, 31 Conduct code, 20 Australia, 54, 95, 109 Continuing education, 116-122, 153, 157 agricultural personnel, 83 Biology curriculum, 19 businessmen, 36-38 Board of Regents, 8 in community colleges, 135 Booz, Allen and Hamilton report, 77 dentists,66, 118 Budget, University, 60, 147-151 engineers, 46, 51 Bureau of Educational Research government workers, 118 (see Educational Research and Development Center) librarians, 79 Business Administration, College of, 38-39 nurses, 66 academic departments (listing), 38 physicians, 56 accreditation, 36 public health workers, 71

166 INDEX 167

social workers, 78 public service, 44 teachers, 42-43 research, 44 women, 118 vocational teacher training, 43 Continuing Education, Division of, 88, 118-120 Educational Research and Development Center, 44, 90 academic advising, 119 Educational television, 22, 42, 119-121, 159 credit courses, 119 Engineering, College of, 46-52 enrollment, 119 academic advising, 48 financing, 114, 118, 147, 150, 158 academic departments (listing), 48 international programs, 118 accreditation, 48 Lyceum and Speakers Bureau, 118 community colleges, 51-52 non-credit courses, 119 continuing education, 48, 51 planned development, 159-160 curriculum, 48-50 relation to departments, 119 degree programs, 48 special and professional programs, 118 enrollment and credit hours, 48 tuition, 118-120, 147, 150, 158 faculty and staff, 48 Continuing Education and Community Service,Officeof, Hilo Campus, 51-52 116-122 international programs, 51 Cook Islands, 94 multidisciplinary programs, 50 Cooperative Extension Service, 83 organization chart, 47 Council on Commutiity Services, 17, 157 planned development, 158 Council on the Humanities, 27 research, 49-51 Council or Teaching and Research in Human Development, 84 Engineering Experiment Station Counseling and Testing Center, 128 (see Center for Engineering Research) Credit by examination, 21, 23-24 Engineers' Council for Professional Development, 48 Cultural programs, 27, 115, 118, 154 Engineers' Council of the University of Hawaii, 48 Curriculum development (general), 18, 18-19, 22-25, 28-32, English, Department of, 25 44, 157 Enrollment, 7, 9, 14-15 Curriculum and Instruction, Department of, 42 Ethnic studies, 29 Extramural funding, 60, 147-151 Dean for Academic Development, 23 Dean of the Graduate Division, 87-88, 90-91 Faculty exchange, 7 Dental Hygiene Clinic, 68 Faculty recruitment, 2 Dental Hygiene, Department of, 66 Fashion Design, Textiles and Merchandising Department, 84 Dentists, continuing education for, 66, 118 Federal financing, 147-148, 151 Festival of the Arts of this Century, 115 East-West Center, 15, 88, 71, 93, 141-146 Fiji, 94, 109 Committee on Reorganization, 143 Financial aids, student, 18, 126-127 conferences and seminars, 142-143 Financing of the University, 147-151 enrollment, 142 First National (Hawaiian) Bank study, 151 financing, 141 Food and Nutritional Sciences, Department of, 84 Institutes, 141-143 Ford Foundation, 93, 148 Library, 109-110, 142-144 Foreign Contracts, Division of, 44 National Review Board, 141-143 Friends of the Library of Hawaii, 139 planned development, 160 General education core, 7, 23-24, 157 Population Studies Program, 94, 143 General Studies, College of Press, 142-144 (see Continuing Education and Community Services, Divi- problem-oriented programs, 143 -148 sion of) Research Publications and Translations, 142-143 Gilbert Islands, 94 relation to University, State, U.S. Government, 141 Governmental Development, Center for, 118 Senior Specialist Program, 141-143 Governmental research library, 122 staff, 142 Graduate Council, 87-88 Students' Association, 143 Graduate Division, 86-89 student programs, 143 dean of, 87-88, 90-91 -UH Task Force, 143 enrollment, 87 East-West Philosophers Conference, 115 organization chart, 88 Economic impact of University, 60, 151-155 planned development, 159 Economic Research Center, 91-93 relation to departments, 87-88 Education, College of, 40-45 research grants, 87 academic advising, 45 selective emphasis, 88 academic departments (listing), 42 Graduate Research Library admissions, 44-45 (see Hamilton Graduate Research Library ) continuing education, 42-43 Graduate Senate, 87 degree programs, 42 Graduate Students' Association, 87 enrollment and credit hours, 42 Guam, 109 faculty and staff, 42, 45 five-year diploma, 42 Haleakala observatory, 101-103 Instructional Materials Center, 45 Hamilton Graduate Research Library, 79, 107, 110 international programs, 44 Hamilton, Thomas H., iv organization chart, 41 Harvard Business School, 38 planned development, 158 Hawaii Agricultural Experiment Station, 85, 90, 154 INDEX 168

Hawaii Curriculum Center, 44 medicine, 59-61 11awaii economy; impact of University, 60, 151-155 population genetics, 99 Hawaii Institute of Geophysics, 91, 101-102 public health, 71 Hawaii Institute of Marine Biology, 92, 96-97 social sciences, 93-95 Hawaii Marine Laboratory social work, 78 (see Hawaii Institute of Marine Biology) tropical agriculture, 84 Hawaii Society of Professional Engineers, 48, 51 University of Hawaii Press, 139 Hawaii State Board of Nursing, 67 Water resources, 105 Hawaii State Board of Vocational Education, 44 International Student Office, 127 Hawaii State Commission on Manpowerand Full Employ- ment, 74 Japan, 36, 39, 54, 95, 105, 139 I lawaii State Department of Education, 40 Hawaii State Department of Planning and EconomicDevelop- Kapiolani Community College, 67, 135, 137-138 ment, 53, 153-154 Kaplan report, 118, 120 Hawaii State, Technical Service Program, 51 Kauai Community College, 67, 135, 137-138 Hawaii Technical School, 132, 135 KePhi Lagoon, 102 Hawaiian Historical Society, 139 Kewalo Basin, 96-98, 101-102 Hawaiian Sugar Planters' Association, 91, 100 K-HET Health services, 129 (see educational television) Health and Physical Education, Department of, 43 KOKUA Program, 27 Health Sciences and Social Welfare, College of, 56 Korean studies, 93, 159 organization chart, 55 Kosaki report, 67-68 Hilo Campus, 1, 7, 130-135, 156 Kwajalein, 118 admissions, 131 college transfer program, 137 Land -grant tradition, 3-4, 6, 46, 49, 80, 89, 98-99 curriculum development, 132 Land Study Bureau, 91, 103-104 divisions, 131 Laos, 44 enrollment and credit hours, 131 Larsen report, 143 faculty, 131, 133-134 Law school, proposed, 148 fourth-year proposal, 131-135 LBJ Tropical Medical- Center, 56 housing, 134 Leahi Hospital, 56, 62 international programs, 134 Leeward Community College, 135, 137-138 library, 131, 134 Legislative Reference Bureau, 121-122 organization chart, 130 Libraries, 107-112 planned development, 160 community colleges, 110 projected growth, 134 computer applications, 111 student body, 133 East-West Center Library, 109-110, 142-144 summer session, 115 governmental research library, 122 teacher education, 132 Hamilton Graduate Research Library, 79, 107, 110 technical program, 132 Hawaiian collecton,,107 third-year proposal, 131, 135 Hilo Campus, 110, 1:31 Home Economics, Department of, 83-84 holdings, 107-108 Honolulu Academy of Arts, 139 inter-library exchange, 134 Honolulu Community College, 135, 137-138 organization chart, 108 Honors Programs, 22, 157 Pacific collection, 106-107, 109-110 Housing, student, 115, 125, 135 planned development, 159 research dissertations, 154 India, 51 selected collections, 110-111 Indonesia, 95 Sinclair Undergraduate Library, 107-111 Industrial Relations,Center, 38 staff, 109 Information retrieval, 53, 71, 79, '94-95 Liivary of Congress classification system, 107 Information sciences, 52-754; 111-113 Library Studies, Graduate School of, 77-8,0 ALOHA Systerni--34 accreditation, 77 Computer-aided instruction, 53 computer applications, 79 graduateprogram, 54 continuing education, 79 Hawaii Institute of Information Sciences, 54 degree programs, 79 Instructional Resources Service Center, 22-23, 111-112 enrollment and credit hours, 79 Interdisciplinary studies, faculty and staff, 79 (see Multidisciplinary studies) international programs, 77-79 International programs, 5, 51, 70 organization chart, 78 business, 36, 39 planned development, 158 continuing education. 118 Loma Linda University, 71 East-West Center, 141-146 Look Hydrologic Laboratory, 102 engineerint 51 Lund University, 134 geophysics, .31 Lyceum and Speakers Program, 154 health, 56, 66 Lyon Arboretum, 91, 100 Hilo Campus, 134 land research, 104 Maui Community College, 67, 135, 137-138 library studies, 77, 79 Mauna Kea observatory, 102-103 linguistics, 95-36 Medicine, School of, 56-62 INDEX 189

academicdepartments (listing), 58 enrollment and credit hours, 70 degreeprograms, 58 faculty and staff, 70-71 enrollmentand credit hours, 58 international programs, 70-71 facultyand staff, 58 organization chart. 69 internationalprograms, 59-61 planned development, 158 organizationchart, 59 research, 71, 98 planneddevelopment, 158 Public service, iv, 6. 15-16, 32-33, 44, 59, 66, 76-77, 116- provisionalaccreditation, 59 122, 126. 139 publicservice, 59 (see also Community service) research,58-59, 62, 98 Research, 89-91, 153-154 selectiveemphasis, 58 agriculture, 85, 154 tropicalmedicine, 60-61 animal and plant sciences, 100 Midway,118 Arts and Sciences, 31, 32 MorrillLand Grant Act, 3, 18 astronomy, 102-103 Multidisciplinarystudies, 18-19, 25, 39, 50, 157 business, 36 director of, 87-88, 90-91 NASANational Aeronautics and Space Administration),103 earth sciences, 101-102 NationaCouncil on Social Work Foundations, 75 economics, 92-93 NationaInstitute of Mental Health, 76, 93 education, 44 NationaInstitutes of Health, 99 engineering, 49-51 NationaLeague for Nursing. 67 fisheries, 97 NationaScience Foundation, 50, 91, 101-103 genetics, 99 New Caledonia,94 grants and contracts, 90-91 New campus,1, 7, 10, 156 health, 71 New Division,19, 22, 24, 157 information sciences, 54 New Guinea,94-95, 109 land, 103-104 New Hebrides,94 linguistics, 95-96 "Non-majormajor", 18, 22 marine biology, 96-98 Nursing,School of, 56, 62-68 medicine, 58-59, 62, 97-98, 100 academicadvising, 67 nursing, 66 accreditation,62, 67 Pacific Islands Studies, 106 communitycolleges, 66-67 selective emphasis, 88 continuingeducation, 66 sensory sciences, 98-99 internationalprograms, 66 social sciences, 93-95 organizationchart, 63 social work, 76 planneddevelopment, 158 specialization areas, 89 publicservice, 66 tropical agriculture, 82 research,66 water resources, 104-105 Research administration, 86, 89-91, 159 Oceanography,Department of, 92 Research Corporation, 90 Office ofNaval Research, 103 Research Council, 90 Okinawa,59, 66, 79, 105 Research dissertations, 154 Okinawa'Central Hospital, 59 Residential learning project, 18 Open university,18-20 Revenue projections, State, 149

Pacific area, Salaries, 2 (see International programs) Sea Crant Program, 91. 96 Pacific and Asian Linguistics Institute, 91, 95-96 Selective emphasis for development, 5, 7, 88 Pacific Biomedical Research Center, 5, 62, 97-98 Sinclair Undergraduate Library, 107, 110-111 Pacific Institute of Transportation, 38 Social Science Research Institute, 91, 93-95 Pacific Islands Studies, 106 Social Work, School of, 56, 72-77 Pacific Lexicography Center, accreditation, 72 (see Pacific and Asian Linguistics Institute) community colleges, 75 Pacific Urban Studies and Planning Program, 16 continuing education, 76 Pakistan, 44 curriculum, 72, 74 Pan-Pacific Forum, 121 degree programs, 74 Peace Corps, 66, 71, 95, 119, 133, 148 enrollment and credit hours, 74 Philippines, 95 faculty and staff, 74 Physics and Astronomy, Department, of, 103 international programs, 78 Physiology, Department of, 98 "New Careers" program, 75 Pier 18, 102 organization chart, 73 Pineapple Research Institute, 130 planned development, 158 Placement and career planning, 128 public service, 76-77 Political Science, Department of, 25 research, 76 Population Genetics Laboratory, 99-100 Youth Development Center, 76 Population studies, 94, 143 South Pacific Commission, 71 Public Health, School of, 56, 68-72 Speech-Communication, Department of, 25, 30 accreditation, 70 Statewide system of education, iv, 7 continuing education, 71 Statistical and Computing Center, degree programs, 70 (see Computing Center) 170 INDEX

Stiles Committee report, 27, 40, 45 Cooperative Extension Service, 83 Student Affairs, Office of, 123-129 curriculum, 84-85 Admissions and Records Office, 125-126 degree programs, 82 Counseling and Testing Center, 126 enrollment and credit hours, 82 Financial Aids Office, 126-127 faculty and staff, 82 International Student Office, 127 international programs, 84 organization chart, 124 organization chart, 81 planned development, 160 planned development, 158 public service, 126 research, 82 Student Activities Bureau, 128-129 Tropical medicine, 60-61 Student Health Service, 129 Tuition and fees, 114-116, 118-120, 147, 150, 156 Student Housing, 125 University Placement and Career PlanningOffice, 128 U.S. Air Force, 36, 103 Student body, 4, 15, 17 U.S. Corps of Engineers, 101 Student initiative, 21-22 U.S. Department of State, 141-143 Student involvement, 120, 157 U.S. National Cancer Institute, 100 Students, handicapped, 27 U.S. Navy, 27 Students, "upward bound", 14, 17-18, 75, 115,156 U.S. Office of Education, 79 Summer Session, 114-116, 156 U.S. Trust Territory, 44, 66, 71-72, 94-95, 104, 118, 159 Community Colleges, 115 University of California at Berkeley, 71 curriculum, 114, 115 University of California at Los Angeles, 51, 71 enrollment and credit hours, 114, 115 University Council on Teacher Education, 40 faculty, 114, 115 University Faculty Senate, 8 financing, 114-116, 147, 150 University of Hawaii Press, 139-140, 160 Hilo Campus, 115 University Laboratory Schools, 44 housing, 115 planned development, 159 Varsity Theatre, 17 tuition, 114-116, 118-119, 147, 150 Vice President for Academic Affairs, 19, 79 Vocational training, 7, 43 Taiwan, 95, 105, 159 Technical training, 132, 135, 142-143 Waikiki Aquarium, 97, 119 Tonga, 94 Water Resources Research Center, 102, 104-105 Travel Industry Management, 39 Western Samoa, 66, 94 Tropical Agriculture, College of, 5, 80-85 World Health Organization, 60, 62, 71, 99 academic departments (listing), 81 continuing education, 83 Youth Development Center, 76