1

ED 038 921

TT TI,

INSTITUTION

PUB DAT?.NOTP

PDRS PRICEDESCRIPTORS

IDEYTIFIERS

ABSTRACT

DOCUMENT RESUME

HE 001 467

Academic Development Plan II for the University ofHawaii.Hawaii Univ., Honolulu. Academic DevelopmentPlanning Commission.Mar 69176D.

EDPS Price MF-!;0.75 HC-$8.90Community Service Programs, Curriculum Development,*Educational Planning, Enrollment Projections,Financial Policy, *Higher Education, *Master Plans,*Planning, *Program Development*Hawaii University

The Academic Development Plan II of the Universityof Hawaii is designed to guide the operations of the Universitythrough the academic and fiscal year of 1974-1975: It commences withbackground information and a brief historical look at the university.In Part I the University at large is discussed. This includes theproblems of (1) centralized admission, (2) centralization ordecentralization in planning, (3) projected increase of enrollments,(4) increased need for physical facilities, and (5) curriculumchanges, with a view toward more sensitivity to social issues. Thechapter recommends important modifications in the University's policyconcerning its commitment to public service. Part 2 discusses thedevelopment plan for reach of the 23 constituent units of theUniversity system. It includes purposes and objectives, theinstructional program, student advising, services to other collegesand to the community, administration, the undergraduate curriculumand instruction, and the graduate curricula and research. Part 3discusses the fiscal and economic aspects of the Plan. Part 4contains projections for 1975-76 for the University System, the ManoaCampus and other constituent units. Part 5 is comprised of seventables and an index. (A?)

Academic DevelGpment Plan IIfor the University of Hawaii I March 1969

. DEPARTMENTOF HEALTH.

EDUCATION

U.S 6 WELFAREOFFICE OF EDUCATION

THIS DOCUMENTHAS SEEN REPRODUCED

EXACTLY ASRECEIVED

FROM THEPERSON OR

ORGANIZATIONORIGINATING

IT. POINTSOF

VIEW OA OPINIONSSTATED 00

HOT NECES

SARIY REPRESENTOFFICIAL

OFFICE OF EDU-

CATIONPOSITION OR POLICY.

Academic Development Plan Committee

4

Robert M. Kamins, ChairmanNorman AbramsonCarol L. AmiokaClair E. FolsomeCharles B. NeffRobert E. PotterHarold S. RobertsGoro UeharaDouglas S. Yamamura

Sometime members:

Wytze GorterRobert W. HiattFloyd W. MatsonHitoshi Mogi

Consultant:

Alfons L. Korn

1

,U

NIV

ER

SIT

Y!

FA

CU

LTY

SE

NA

TE

L

UN

IVE

RS

ITY

OF

HA

WA

II P

LAN

OF

OR

GA

NIZ

AT

ION

BO

AR

D O

F R

EG

EN

TS

PR

ES

IDE

NT

INS

TIT

UT

ION

AL

AS

SIS

TA

NT

S T

O T

HE

SE

CR

ET

AR

Y O

F T

HE

DIR

EC

TO

R, U

NIV

ER

SIT

YR

ES

EA

RC

HP

RE

SID

EN

TU

NIV

ER

SIT

YR

ELA

TIO

NS

& D

EV

ELO

PM

EN

T

IV

ICE

-PR

ES

IDE

NT

CO

MM

UN

ITY

CO

LLE

GE

S

HO

NO

LULU

KA

UA

I

KA

PIO

LAN

IM

AU

I

ILE

EW

AR

D

IN

U

AR

TS

& S

CIE

NC

ES

CO

LLE

GE

OF

CH

AN

CE

LLO

RE

AS

T-W

ES

T C

EN

TE

R

VIC

E-P

RE

SID

EN

T.1

1SIN

ES

S A

FF

AIR

SV

ICE

-PR

ES

IDE

NT

AC

AD

EM

IC A

FF

AIR

S

IV

ICE

-PR

ES

IDE

NT

ST

UD

EN

T A

FF

AIR

S

AC

AD

EM

IC

DE

VE

LOP

ME

NT

GR

AD

UA

TE

DIV

ISIO

N A

ND

RE

SE

AR

CH

AD

MIN

IST

RA

TIO

N

RE

SE

AR

CH

UN

ITS

IV

ICE

-PR

ES

IDE

NT

CO

NT

INU

ING

ED

UC

AT

ION

& C

OM

MU

NIT

Y S

ER

VIC

E

DIV

ISIO

N O

FC

ON

TIN

UIN

GE

DU

CA

TIO

N

1111

11,__

J__

ET

VO

FF

ICE

OF

INT

ER

IMP

RO

GR

AM

S

CO

LLE

GE

OF

BU

S A

DM

CO

LLE

GE

OF

ED

UC

AT

ION

CO

LLE

GE

OF

CO

LLE

GE

OF

EN

GIN

EE

RIN

GT

RO

P A

IR

CO

LLE

GE

OF

HE

ALT

H S

CIE

NC

ES

& S

OC

IAL

WE

LFA

RE

LEG

ISLA

TIV

ER

EF

ER

EN

CE

BU

RE

AU

SC

HO

OL

OF

SC

HO

OL

OF

SC

HO

OL

OF

.1

SC

HO

OL

OF

GR

AD

UA

TE

SC

HO

OL

OF

ME

DIC

INE

NU

RS

ING

PU

BLI

C H

EA

LTH

SO

CIA

L W

OR

KU

SU

RY

ST

UD

IES

NIL

O C

AM

PU

SU

NP

RE

SS

SU

MM

ER

SE

SS

ION

LIB

RA

RY

AC

TIV

ITIE

SS

TA

TIS

TIC

AL

AN

DC

OM

PU

TIN

G C

EN

TE

R

THE PROCESS by which this plan for the developmentof the University of Hawaii was prepared was ratherremarkable. It involved more than two hundredfaculty members and scores of students and adminis-trators; it required more than a year of sustainedwork, first by the committees of the several colleges,schools and other units of the University, then by theAcademic Development Plan Committee, by reviewcommittees of the Faculty Senate and of the Associ-ated Students of the University, before going to theBoard of Regents. Along the way, there were ninepublic hearings on the plan, which went throughthree drafts before it was adopted. To my knowledge,few other large American universities have so ener-getically engaged their campus communities in thesetting of academic goals and stating the means ofattaining them.

So well has this process worked that many of thesuggestions for improvement generated in the draftingof this Aciidemic Development Plan have alreadybeen carried out, or are in process of being imple-mented. Accomplishment of the more distant andambitious objectives established in the document,however, will require the same degree of moral andfinancial support from the state government as theUniversity enjoyed over the past five years whileoperating under its first development plana sus-tenance which I am confident the University will con-tinue to merit.

Thee long round of discussions during which theplan was hammered out revealed, to no one's sur-prise I should think, that a large and diverse facultyand student body held diverse views on the properscope and purposes of a university. One axis of polar-ity concerns the relationship of the university to thelarger community. Some on the campus hold thatthe university exists primarily to discover knowledgeand transmit it to succeeding generations of students,and that it should not compromise the fulfillment ofthis function by seeking other engagements with theworld "outside." In place of this ivory-tower model,others would substitute the model of the social-serv-ice university, one that undertakes to apply its expert-ness to the problems of contemporary society and

ifi

FOREWORD

to bring those problems into the classroom. Some arecritical of what they see as an overemphasis onvocational preparation in the curriculum, but othersare impatient with the amount of general educationrequired of undergraduates.

This Academic Development Plan, wisely in myopinion, does not accept any either-or position onthese issues or others which divide opinion concern-ing the proper roles of the university. Charles Hitch,President of the University of California, pointed outin a speech which he made a short time ago in Hono-lulu to the National Conference of State LegislativeLeaders that universities are in part conservative ofvalues as well as knowledge, and in part anti-conser-vative as they discover new knowledge and criticallyexamine prevalent attitudes. The mixture is dis-quieting to those who passionately believe in eitherconserving the old or displacing it with the new.Dr. Hitch made a plea for the support of the univer-sity within the general populace which also may bedirected to the faculty and students of a multi-versity:

"As a university president I am asking for that rarecondition which legislators resort to only when parti-san conflict threatens to harm an indispensable insti-tutionbipartisan support.

"I am asking that liberals and conservatives alikerecognize the uses of the university which serve theirparticular philosophies, instead of attacking thosefunctions which challenge their position.

"If conservatives condemn universities for theirprogressivism and liberals condemn universities fortheir conservatism, there is no doubt what willhappen.

"A university is an integrated whole and can't bedismembered to suit popular opinion or partisanpositions."

As the many persons who participated in draftingthis plan re-discovered, a large university is not ahomogeneous institution of like-minded people, butrather a complex of programs which share sometraditionsnotably the use of reason to illuminate andsolve problemsand the facilities of a campus. The

iv FOREWORD

university contains, and has good use for, scholarssomewhat removed from the workaday world, prac-titioners of arts and skills of prime importance to theproduction lines and marketplaces of the economy;innovators and conservers; researchers, technicians,systems analysts and poets; those who read Fortranand those who read Sanskrit. A university which islarge and wants to be excellent must count on hav-ing a widely heterogeneous faculty, who in turn helpattract a student body of varied interests and abilities.As long as each group within the University's com-munity continues to act with mutual respect, theresult of the mix is to stimulate the campus and notdivide it.

This Plan, in my opinion, judiciously balances in-novation with continuity of program. There is a spot-light on change, but that is because change requiresparticular effort, while established programs are car-ried forward by their momentum without need ofadvocacy. Thus a theme stated again and again inDevelopment Plan II is that the University should bemore actively involved in seeking solutions or amelio-ration of problems of the larger community about it,wherever the expertise of the facutly can be soapplied. The undertaking of this function by the Uni-versity is not newit is taken for granted by theprofessional schoolsnor does it signify a radical shiftin the University's programs. Rather, it representsa change at the margin: as the University continuesto grow, it will particularly add to the communityservice that it performs. Researchers who work intheir laboratories and teachers who concentrate ontheir classrooms will not be valued the less becauseof this additional emphasis in the University's pro-gram; rather, more equal recognition and support willbe given to faculty who make professional contribu-tions to the community, state and nation.

Also woven into the broad fabric of this Plan is aconcern for evaluating the programs of the University,and particularly the innovations proposed. The dif-ficulty of applying quantitative analysis to the inputsand especially the outputs of an educational institu-tion is recognized, but so is the importance of apply-ing the ingenuity of the University's faculty and staffto the task, so that rational judgments can be madeconcerning the retention or change of on-going pro-grams, and in deciding to accept or reject proposalsfor new activity. The capability of the Universityfor self-appraisal must be strengthened greatly tomake this evaluation possible.

Academic Development Plan II marks a signifi-cant milestone in the history of the University ofHawaii. While it is mostly concerned with thedevelopment of the Manoa Campus, this Plan de-scribes and encompassesfor the first time in a majordocument of this institutiona statewide system of

higher education. Given the happily small size ofthis state, its tradition of centralized government,and the easy movement of people and resources fromone island of the state to another, it is feasible toplan a comprehensive university which includes anumber of campuses with a wide variety of academicprograms, from community colleges to graduate pro-fessional schools, under one general managementeach campus free to devise its own curricula accord-ing to its circumstances and needs, yet with enoughcompatibility so that students can readily transferfrom one campus to another, or even, as this Planproposes, simultaneously take different parts of theirprogram on two campuses. The advantages of aunified system of higher education can be fullyappreciated only by those who have closely observedthe difficulties of a state where two or three publiclysupported systems compete for resources and lab-oriously devise regulations governing their mutualrelations in an atmosphere of invidious comparison.

Two things remain to be said. One is to note thatthis Plan was begun during the remarkably enliven-ing administration of Thomas H. Hamilton and com-pleted during my tenure as acting president., The factthat the planning went on without interruption, withthe widespread faculty, student and administrativeparticipation which has so impressed me, is evidencethat a university is a living, growing thing whichcannot suspend its development for a protractedperiod, even when changing its, administrative lead-dership. Academic planning under these circum-stances is perfectly feasible, since in most respectsthe plans are sufficiently general and sufficientlyopen-ended to give scope to changing leadership aswell as to a changing faculty and changing studentbody. As the document itself says, this is a "strongguide, but not a route map." What is as certain asany other proposition Dade in the pages which followis that the next seven years will bring many develop-ments in the academic programs of the Universityof Hawaii not now planned for, as this institutionresponds to conditions, needs and opportunities notforeseeable today.

And finallynot merely because protocol requiresit but because they have merited itI want to ex-tend the appreciation of the University to the college,divisional and Faculty Senate committees which haveworked so well in providing the basic inputs for thisplan, and to the Academic Plan Committee whichbrought the document into being as an organic whole.Mahalo nui loa.

Robert W. HiattActing PresidentJanuary 23, 1969

ORGANIZATION CHART

FOREWORD

INTRODUCTION

A GLANCE AT THE PAST

TABLE OF CONTENTS

Page

iiiii

Part I: THE UNIVERSITY AT LARGE

1

3

Chapter

1. The University System 72. The 25,000 Student Campus, and Beyond 103. The Critical Problem: Quality and Quantity 11

4. The University's Response to Change: General Policies 15

Part II: DEVELOPMENT OF CONSTITUENT UNITS

5. College of Arts and Sciences 256. College of Business Administration

387. College of Education 408. College of Engineering

489. Information Sciences 52

10. College of Health Sciences and Social Welfare 5511. School of Medicine 5612. School of Nursing

6213. School of Public Health

6814. School of Social Work 72

15. Graduate School of Library Studies 7716. College of Tropical AgricUlture 80

17. Graduate Division 86

18. Research Administration 89

Chapter Page19. 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 ASPECTS OF THE DEVELOPMENT PLAN

28. How the University's Operations are Financed.... 147

29. Impact of the University on the Hawaii Economy 151

Part IV: MAJOR PROJECTIONS TO 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

FIVE YEARS AGO the University of Hawaii prepared andadopted its first comprehensive Academic Develop-ment Plan. The Plan attempted to lay down generalguidelines for the orderly growth and improvement ofthe University's educational programs over the periodof a decade, from the mid-1960's to the middle '70's.Specific recommendations for improvements of cen-tral importance to the University, such as an acceler-ated expansion of the library and the provision of moreadequate academic advising, were advanced. Basicdata on student population, staffing, space needs andcost projections were gathered and analyzed.

During the past five years most of the recommen-dations incorporated in the Academic DevelopmentPlan of 1963-64, approximately one hundred, havebeen carried out or are being implemented. A fewmajor proposals, on reconsideration, proved unfeasibleor of low priority, such as the recommendation toestablish a liberal arts degree in the University'sextension division, or failed to receive financial sup-portnotably the recommendation that sufficient resi-dence halls be constructed to accommodate at leasthalf of the unmarried students living away from home.

However, negative responses were remarkably few.Indeed, so many of the recommendations put forthonly five years ago have been implemented that theUniversity has already outgrown Plan I. New goalsmust now be set, goals which take into account thequalitative as well as quantitative aspects of growth.The task was easier in 1963, when it was reasonable toequate growth with improvement, than it is now whenthe major campus approaches its saturation point andwhen the choosing among alternative candidates forexpansion becomes more critical.

Even more forcefully, the rapid growth of the Stateof Hawaii and of its public university has limited theeffective life of the 1963-64 Plan and now requires itsreplacement with a new one. In five years the popula-tion of this state has increased by a fifth, and thenumbers of those of college age living in Hawaii roseby approximately a fourth. Such rapid growth of thestudent body had been anticipated, but what was notyet clear five years ago was the necessity of decidinghow large the Manoa Campus could be allowed to

1

INTRODUCTION

become before problems of crowding threatened thequality of the educational experience.

The idea of establishing community colleges withinthe University of Hawaii was just being consideredwhen the Academic Development Plan was draftedand adopted. The concept of a University system,incorporating the Manoa and Hilo campuses, a secondmajor campus and a network of community colleges,was just taking form five years ago. Consequently, itwas necessary to prepare supplements to the Plan, in1965 and 1967, to take these new factors into account,and also to direct further attention to programs whichhad been treated only tentatively in 1964.

The original Academic Development Plan is thuslargely ,outmoded and needs replacement. This is notto say that its general approach or format should beset aside. On the contrary, the diverse audience towhich the earlier document was presentedfaculty,administrators, Regents, legislators, Governor, budgetdirectors and examiners, interested members of thepublic, and federal agencies and national foundationsconcerned with higher education ( one now adds stu-dents of the University )seem to have found the Planrelatively clear and reasonably persuasive, hitting aground between generality and fine detail which wasappropriate for its purpose.

Encouraged by the past reception, this second Planfollows the general contours of the first: it focuses onthe larger programs, at the level of the college orschool within the University; it discusses particularcurricula or research or service programs only when anew departure is proposed, or when the detail illus-trates a wider issue; it considers the new communitycollegeb only as their programs impinge on those ofthe Manoa and Hilo campuses; it relates the develop-ment of the University to the growth of Hawaii.

Like the first Plan, this one is open-ended; it doesnot pretend to identify all the changes which in thenear future should be introduced by the University.It recognizes that to serve this state and nation well,the University must be able to accommodate its pro-grams to changes in demands and opportunities forservice. The Academic Development Plan should be astrong guide, but not a route map. For example, it is

2 INTRODUCTION

indeed a broad policy of the University to encourageresearch in areas in which Hawaii has some inherentadvantages, because of climate, physical and socialresources, etc. But this general criterion should not beinvoked automatically and uncritically in a way whichwould impede significant research in any disciplinewhich happened to fall outside the areas of our naturaladvantage. Any field of study considered worthy ofbeing included in the instructional program must cer-tainly be supported in a manner which will enable itsfaculty to conduct research.

Adoption of this Plan primarily signifies endorse-ment of its recommendations al the present period.At any future time changing conditions may generateproposals to change some of the priorities for develop-ment. If the Plan serves its broad purpose, it should bepossible to apply the general guidelines to each newproposal in reaching a judgment as to its desirability.

A change in emphasis between Academic Develop-ment Plan I ( 1964 ) and Plan II ( 1969 ), one of poten-tial significance, is a greater attention to stating thepurposes, the goals, the objectives of each major pro-gram carried out by the University. This emphasiscomes in response to an intereston this campus,within the state government and nationallyin at-tempting to appraise the effectiveness of education pro-grams. No one has yet devised in theory a feasiblemeasure of productivity in higher education, let alonesucceeded in applying it, and many are skeptical thatquantitative appraisals tdre relevant to the central pro-grams of a university, which are the teaching andadvancement of knowledge, the broadening and deep-ening of understanding.

However, an institution as peculiarly devoted torational analysis and as constitutionally opposed toobscurantism as is a university, must make a strongeffort to test the efficacy of program budgeting, sys-tems analysis, or other forms of the newer budgetcalculus as applied to higher education. The effortmade in this Plan is to state the objectives of its sev-eral programs as clearly as possible, so that the rela-tion of means and ends becomes more apparent. Thisis the first essential step toward a more objectivemeans of determining the optimum allocation of fundsappropriated to the University.

The time horizon of Plan II remains the same asfor Plan Ito the academic and fiscal year 1975-76.

Given the rapidity of change, and the uncertainties( notably in the prospects for federal financing of edu-cational programs) which abound in even the nearfuture, seven years into the future is about as far asit is sensible to plan at even this level of specificity.Before 1975, the University will have to be building asecond major campus, one capable of accommodatingtens of thousands of students in a variety of programs.By that time at least one more Academic DevelopmentPlan will be needed.

This document has little to say about Universitysalaries and physical facilities, not because adequacyin both respects is unimportanton the contrary, theyare essential to achieving the goals set forth by thisAcademic Development Planbut because other state-ments will set forth with greater detail and authoritythe financial requirements of the University for salariesand buildings. The latter documents, such as theannual or biennial budget requests, five-year budgetprojections and campus development programs of theUniversity, will primarily look to this AcademicDevelopment Plan for objectives and guidelines.

It should be made clear, however, that the Univer-sity of Hawaii functionsmust functionin an aca-demic community which is nationwide and increasinglyinternational. If the University is to continue to strivefor excellence it must maintain strong ties with theacademic community as well as with the communityof .thi- -tate and ocean area. While the faculty mem-ber's commitments and loyalties are primarily to theUniversity of Hawaii, his professional attainment andreputation are largely developed through relationshipswith his professional colleagues at other institutions.This creates a greater degree of mobility than is foundin most other professions.

Faculty mobility is a circumstance, common to allAmerican universities, to which Hawaii must accom-modate if it is to keep in the mainstream of highereducation and scholarship. Such mobility connectsthis university to the national academic "market,"where hundreds of institutions now compete to attractand retain faculty members of high competence. It isthis national competition, rather than local circum-stances, which sets the standards for salaries and work-ing conditions which the University of Hawaii mustmeet if it is to improve or even maintain its positionin American higher education and thus fulfill its re-sponsibilities to the State of Hawaii.

A GLANCE AT THE PAST

THE INTRODUCTION has stated that the rapid growth of the University between 1963 and 1968 enabled it to carryout most of the specific recommendations of the first Academic Development Plan, making the 1964 report out-moded as a guide for particular programs. It is not so with respect to certain enduring functions of the University,including the spread of knowledge through instruction and research and their extension to the broader communitythrough relevant public service. These threefold activities of the University may be said to represent a dynamicof institutional stability. They jointly serve as a kind of countervailing power, a balance that provides coherenceand organization, in response to the multiple play of external forces upon the University resulting in constantadaptation and change.

To project clearly the future of the new University of Hawaii system in a period of rapid change requiresperspective, some notion of past policies, the political and social events they sprang from, and the physical andhuman environment in which present policies were evolved and developed. Consequently, the Introduction toPlan I is here reproduced, without essential alteration except in one major respect. Plan II recommends import-ant modifications in the University's policy concerning the public service commitment of the institution. This re-vision and its justification are spelled out in the later chapter headed "The University's Response to Change."

THE UNIVERSITY IN HISTORICAL PERSPECTIVE

To bring leadership to the task of meeting the edu-cational needs of people is an essential purpose of alluniversities. The University of Hawaii is committed tothis goal. No man, no community, no educational in-stitution wants to stand still. Just as a living com-munity cannot be static, so the life of a university mustmove forward and always look ahead. One of the firstaims of the University of Hawaii therefore is to pro-vide an insightful sense of direction to the people ofthe state as they strive to perceive their importantneeds.

The University of Hawaii is in part the productof that tradition which took form in the United Statesa century ago with the Morrill Land Grant Act. In1907, not so very many years after Hawaii ceasedto be an independent monarchy, the territorial legis-lature of that time established on Oahu, under theamended provisions of the Morrill Act, a "College ofAgriculture and Mechanic Arts." In 1920 a later legis-lature gave the young institution a new design, a newpolicy and a new name. The modest college begun inthe stony pastures and small truck gardens of lower

3

Manoa Valley was officially transformed, by legisla-tive act and the will of the people, to serve as Hawaii'suniversity. Thus, between 1907 and 1920, the Univer-sity of Hawaii sought out and managed to find itsidentity in its earliest land-grant aspect as a "collegewhere the leading object shall be, without excludingother scientific and classical studies, and incl -lingmilitary tactics, to teach such branches of learningas are related to agriculture and the mechanic arts. . . in order to promote liberal and practical educa-tion of the industrial classes in the several pursuitsand professions in life."

Such a generous goal for education beyond highschool was in its day a revolutionary innovation. Itrepresented an ideal of higher educational opportunityfor the many rather than for an economically favoredfew. Such a new definition of the role of the universityin society also meant a broadening, a reaching out,to embrace in a single institution a comprehensiverange of academic experience. In its full span, notalways successfully achieved, the new type of avail-able education might extend from the encouragement

4 A GLANCE AT THE PAST

of creative minds in the realms of truth and beauty tothe training of effective technicians and professionalpractitioners. Since 1920, broadly considered, this isthe tradition to which the University of Hawaii hasgiven allegiance. It remains today the tradition inwhich the University has dedicated itself to the taskof seeking new levels of educational quality, newstandards of academic achievement that surpass un-assuming competence.

The University of Hawaii has profited from theflexible educational philosophy which allowed theoriginal land-grant college concept to merge with theenduring Western tradition of higher learning. Theact of the territorial legislature in 1920, when it es-tablished the University of Hawaii, was in full accordwith educational progress on the American mainlandsince at least 1890. The original land-grant act had notbeen intended to emphasize the non-professional areasof scholarshiplearning, as we say, "for its own sake."Quite the contrary. In order to insure the broadlybased and balanced curriculum of the University, andto safeguard the non-professional areas of scholarship,the charter which the legislature gave the University ofHawaii directed those responsible for the fortunes ofthe college in Manoa Valley to "lay the foundation- fora larger range of collegiate work in Hawaii by estab-lishing a university . . . sufficiently inclusive to providefor all future needs."

Much has been accomplished during the past 40years to carry out the farseeing intentions of that by-gone legislature. Far more remains to be accomplished,however, and at a time in history of much greaterurgency for the world at large, as well as for theFiftieth State, than most people would have venturedto predict in 1907 or 1920. In any event, the Universityof Hawaii received from the lawmakers and thepeople a mandate which today it continues to serve.Within the framework of this mandate the Universityis the single state institution in Hawaii obligated tocover all the major phases of academic endeavor.

These main functions fall into three distinct butplainly interrelated categories: teaching, research andpublic service. In each of these phases, the Universityis responsible for extending its opportunities to all whomay be capable and who possess the desire and dili-gence to benefit from the University's services or parti-cipate in its programs. "Further than this," as formerPresident Morrill of the University of Minnesota hassaid, "each jland-grant university] has recognizedthat knowledge transcends both state and nationalboundaries, and that a state university dedicated onlyto the narrow needs of its own state would prove toolimited in its vision to meet even these needs ade-quately. The modern state university serves its ownstate best through its work in the wider world ofscience and scholarship with students, teachers, andresearchers from every state and nation."

As a teacher, the University has a task of manyfacets and of rapidly changing techniques and impli-cations. Its programs in the undergraduate liberal artsand sciences have developed both in breadth anddepth, particularly since the end of World War II.Since about 1950, and more markedly since 1955-1960,the expansion in certain professional and graduateareas has moved the University into a new era ofgrowth and potential eminencein special fields ofconcentrationamong major American universities.The causes for this acceleration are complex, partlyconnected with population factors, partly related toHawaii's achievement of statehood, no doubt. Thecauses are also related, both directly and indirectly, tothe social End political struggles of our period.

Perhaps here we should note that the University'sprograms are available at a modest cost to all who arecapable of collegiate work. In addition to the gradu-ates from the high schools of Hawaii who make up theUniversity's student body, a sizable and increasingproportion of its students are products of mainlandhigh schools or transfers from mainland colleges. Thismarked trend is inevitable. It is also highly beneficial:to the students of local origin, to the malihini new-comers, to the faculty, and to the state as a wholeinshort, to all concerned in this refreshing transactionwhich links Hawaii more closely than ever before withthe academic expectations and habits of the UnitedStates mainland.

By means of the research it carries out, a modernuniversity is called upon not only to communicateknowledge but also to increase it; and not only to in-crease it in sheer volume and weight, but to refine it,to interpret it, to understand its human value andrelevance. Original investigative work in the sciences,joined with creative activity and scholarship in thearts and humanities, produces results of the greatestinterest and worth in their own right. And this is notall. The findings of the researcher and the fresh in-sights of the teacher-scholar also bring an urgent stim-ulation and vitality to the classroom. At the graduatelevel, where the University is engaged in the demand-ing and indispensable disciplines that make up thetraining of researchers, scholars, teachers, professionalleaders of all kinds, an atmosphere of intellectual vigorand independence is one of the essentials of an out-standing university. This spirit of critical independ-ence thrives well when it is joined with a spirit ofcompetition and cooperation with other fellow-re-searchers following up new avenues of discovery.

Now it is true that there are limits to what anyuniversity can become, and it is not surprising that theUniversity of Hawaii is no exception. However, inits graduate programs and as a research center in cer-tain areas of study, there is reason to believe that theUniversity of Hawaii can be a university of distinctionand some uniqueness. It can become such if it selectsits areas of emphasis with care.

A GLANCE AT THE PAST 5

This Development Plan rests on the conceptionthat the future of the University of Hawaii will dependon how well it succeeds during the next several yearsin fulfilling its mission as already defined in its recordand in the context of its distinctive geographical andcultural setting. The question of the University'sfuture role, both in relation to Hawaii and to the world,is not essentially different from the question facingother universities in other regions, wherever menstrive to develop the human and non-human resourcesthat make up their communities. Although the funda-mental problem is the same, the answer of the Uni-versity must be its own, reflecting Hawaii's specialadvantages and taking account of its limitations.

Sewaral criteria of selectivity stand out as guides,if the 1, ii ,,:rsity given proper encouragement is to ful-fill itseii and achieve the distinction it seeks and thepeople of the state desire. The University's geographi-cal location has already led to concentration in tropi-cal agriculture, oceanography, and marine biology.The physical environment has focused interest onnatural phenomena in geophysics such as tsunami re-search, volcanology and the like. But potentially themulticultural composition of Hawaii and the multi-cultural idea as such may prove the most useful andencompassing criterion. To be face to face with di-verse cultural systems and attitudes stimulates thedesire to investigate, to analyze, to compare, to ap-praise: to try to comprehend, above all, the conceptof culture itself as a symbolic system of values greaterthan this or that historic art or science or technology,a concept that finally transcends man's natural attemptsimply to adapt to his environment in the sense ofmanipulating or "exploiting" it.

Since the establishment of the University ofHawaii, the many cultures present in the local popula-tion together with Hawaii's proximity to and interestin Asia and the Pacific Basin have had a profound andinvigorating effect. Certainly in no other part of theUnited States is there a comparable community-wideunderstanding that the state university has an explicitresponsibility not only to the state and nation but toa geographical-cultural region of the world as well.One effect of that consensus in Hawaii is seen in theUniversity's remarkable range of offerings in thelanguages of Asia and the PacificCambodian,Chinese, Hawaiian, Hindi, Indonesian, Japanese, Jav-anese, Korean, Pali, Sanskrit, Tagalog, Thai, Urdu,Vietnamese and others.

But the multi-cultural program as modified bygeography extends beyond the area of linguistics andthe symbol-systems that constitute language. There ishardly a department in which the cultural factor, com-bined sometimes with an interdisciplinary approach,has not left somewhere its mark. Course offerings in-clude such items as field archaeology in Oceania, artof Asia Minor, India, and Southeast Asia, severalcourses dealing with the civilizations of the East, music

of Asia, Oriental drama and theatre, a large numberof courses concerned with Oriental philosophy, eco-nomic development of East Asia, geography of thePacific islandsand these are only a few examples ofthe Pacific-Asian component of the curriculum. Thefull list would be lengthy indeed.

If the "idea of a university" is related to the Latiruniversitas, meaning all together, comprehensive, theuniverse, it is evident that the University of Hawaiiin its pioneer effort to achieve a curriculum drawingfrom both the Western and Eastern cultural traditionshas given more than lip service to the conception thata genuine university takes knowledge of all the worldas its domain.

This feature of universalism in the curricular land-scape of the University of Hawaii does not mean theUniversity seeks to teach anything and everything.What it does mean is that the University encourageswherever it is appropriate cross-cultural study andinterdisciplinary collaboration on various levelsinshort, a bridging perspectivein the fields to whichHawaii's physical and ethnic setting in its larger scopegives a special scholarly interest and relevance. Thusthe presence in the Hawaiian Islands of several racialgroups was in part responsible for the establishmentof the Pacific Biomedical Research Center, in whichconsiderable emphasis is given to human genetics.The College of Tropical Agriculture's program con-cerns itself with the food problems, the interrelatedagriculture and economics and ecology, of tropicalpeoples. In the realm of ceremonial arts and civicentertainment the climate of Hawaii in the fullestsense of the word has always been conducive to theenjoyment of beauty, in woman, in man, in children,in nature, and to the graces that make life worth living.Within the next decade Hawaii's activities in the artsmay be expected to gather momentum, range of tra-dition and symbolic appeal, and a more valid cosmo-politanismwith a richer international bearing thanever beforeespecially in music, painting, theatre anddance, and the performing arts in particular.

Surely the necessary principle of selective emphasisneed not, under sound guidance and appropriate pub-lic support, result in the sacrifice of balance and thenecessary sense of proportion among established pro-grams. At least since 1920 the University of Hawaiihas acknowledged the need for solid competence inall fundamental fields of knowledge. It is reasonableto affirm almost 50 years later a policy insuring com-munity leadership in all the basic fields, workingtoward distinction in each, and assuming 'within theimmediate future a role of positive eminence in aselect number of areas.

Beyond the realms of regular resident teachingand research, the University has a special, significantand ever widening obligation to public service of manykinds. Historically, this phase of the University'sfunction is part of its land-grant foundation, but the

6 A GLANCE AT THE PAST

demands in Hawaii for making the services of theUniversity more widely available will greatly increase.In Hawaii as on the mainland our society is becomingmore knowledgeable about its educational needs andits deeper cultural aspirations. Thus the demand willmount for a great variety of adult educational insti-tutes and conferences, for professional refreshercourses, and, in short, for all the general services ofcontinuing education.

The full concept of continuing education implies,however, not only the ongoing education of the in-dividual but the larger life and the enduring civiliza-tion of which the individual is partly the product,and also partly the cause. "Men are not mere deposi-tories and channels of transmission, because of thenature of that which is transmitted," writes the Ameri-can philosopher Ralph Barton Perry. Perry goes on toremind us that, although the tools and artifacts foundin geological deposits have endured when the users

have perished, education as inheritanceand as thetotal environment which man inheritsrefers pre-cisely to that which, in the physical sense, is least du-rable. We live by virtue of symbols, of ideas, senti-ments and habits whose vehicles are highly perishable.

Margaret Mead, the anthropologist, speaks of thesense of the unknown frontier, of the unforeseen testsof life, as one of the central themes in far-westernAmerican experience. In Hawaii, where American lifeis in many ways akin to the life of the Far East andto Polynesia, we live today among several such merg-ing frontiers.

We must concentrate upon teaching our chil-dren to walk so steadily that we need not hew toostraight and narrow paths for them but can trustthem to make new paths through difficulties wenever encountered to a future of which we-have noinkling today.

Part I: THE UNIVERSITY AT LARGE

Chapter 1: THE UNIVERSITY SYSTEM

By authorizing the establishment of communitycolleges in 1965 and placing them under the Boardof Regents and President of the University of Hawaii,the Hawaii Legislature created an arrangement uniquein the United Statesa system of higher educationwhich encompasses all public institutions of higherlearning in the state, including vocational as well asacademic curricula. The system is in an early stage ofdevelopment; the integration of its constituent parts,each growing rapidly, is one of the major tasks of thenext several years.

The physical components of the system include thecentral campus in Manoa ( daytime enrollment of some17,000 in 1968 ), the Hilo Campus ( two-year program,enrolling approximately 700 ), and five communitycolleges ( three on Oahu, one on Maui, one on Kauai,with an aggregate enrollment of about 5,500). A secondmajor campus, discussed in the following chapter, isnow being planned to help accommodate a studentenrollment now rapidly filling the Manoa Campus.

Placement of all public higher education under onemanagement makes it possible to offer students broadopportunities for education beyond the high school,and of the best quality which the legislature judgesthat the state can afford. Students who attend the newcomprehensive community colleges can, with guidance,select either vocational training explicitly directed tojob preparation, or college courses applicable to abachelor's degree. Students at Manoa will be able totake at a community college technical courses forwhich they are qualified and, reciprocally, communitycollege students will be able to take at Manoa academiccourses for which they are qualified, if these coursesare not offered at their own college.

The goal of achieving excellence in selective areas,the basic tenet of the University's overall develop-ment, applies equally to the community colleges.Each college will teach a limited range of vocationalsubjects and will try to teach them uncommonly well.

7

As they succeed, the community colleges will helpcure a prejudice as prevalent in Hawaii as in otherparts of this nationthe view that education cappedby a baccalaureate degree, however mediocre, ispreferable to learning a trade, however well.

The community colleges, with relatively smallfaculties, also must be selective in their curriculafor the first two years of a baccalaureate program.Further, they must be capable cf educating some oftheir students from a point, at entrance, where they donot yet meet the academic criteria of the Manoa Cam-pus, to the point, at transfer, where they do. Someaspects of this difficult responsibility are discussedbelow in the section on community colleges.

Currently, the scope of the Hilo Campus is limitedto the first two years of college transfer work. Thechapter on the Hilo Campus presents a plan fordeveloping this curriculum into an arts and sciencesbaccalaureate program, organized around general edu-cation and selected multidisciplinary concentrations.

Within the University system, each constituentunit is authorized and encouraged to create its owncurriculum, based on its own facilities, interests andneeds. Courses at Hilo and the community collegesneed not be copies of those offered at Manoa. A com-mon course numbering system is all that formally in-terrelates the courses offered on the several cam-puses. However, the fact that many of their studentsintend to complete baccalaureate programs at Manoainevitably influences the other campuses and requiresthem to concentrate on courses in the general educa-tion core, which presently dominates the first two yearsof study. As the choices within the core are expanded,these constraints will increasingly relax, giving thesmaller campuses larger scope for curricular individ-ualization.

The faculties of each component of the Universitysystem are also distinct; each faculty member withtenure holds it at one campus or another and not in

8 THE UNIVERSITY SYSTEM

the University at large. However, this does not pre-clude faculty interchange among campuses. Already,a few Hilo faculty members teach in the summer ses-sion at Moana, and occasionally people from Manoago to Hilo for a term or for an assignment in a continu- ,

ing education course. Such interchange is encouraged'by the University as an important means of tyingtogether the constituent campuses of the Universitysystem. As the community colleges and the HiloCampus grow, and as a second major campus is con-structed and staffed, it is contemplated that facultytransfer and visitation throughout the system willbecome increasingly frequent and will be supportedby interisland travel funds within the Universitybudget.

Centralized Admission

This, an academic plan, does not address itself toadministrative arrangements, except as they affect theacademic program in some direct way. One such areais the admission of students within the Universitysystem.

At present, each constituent of the system has itsown admission policies and procedures. Individualpolicies are necessary to carry out the separate, ifinterrelated, programs of each campus. However, it isa nuisance to require a student who is uncertain asto which Hawaii campus will admit him to applyseparately b each, and it is also inefficient for onecampus to accept him, not knowing that another inthe same system has already done so. Therefore, theUniversity will use a common admissions form onwhich the student indicates his first, second and thirdchoices of campus. If he is not accepted by the first,or changes his mind, the application goes to the second. . . and third, if necessary. Each campus will apply

its own criteria for admission. Standards of academicaccomplishment, however, will be as uniform as canbe throughout the University system, a policy dis-cussed at greater length below in the chapter dealingwith the community colleges.

Centralization and Decentralization In Planning

The structure and institutional arrangements of theUniversity of Hawaii, now relatively simple, will bemodified as it continues to grow into a comprehensivestatewide system of higher education. The system willnot be large, compared with the colossi of Californiaor New York, but it will be big enough to require themost thoughtful planning and implementation if itis to succeed in giving to the separate campuses thescope necessary for their individual development,while retaining the coordination essential to a state-wide system of public higher education.

Coherence of collegiate programs within the staterequires that the Board of Regents, central administra-tion and University Faculty Senate retain ultimateauthority over the broad educational goals of the Uni-versity, the general division of labor among the sev-eral campuses and colleges in attaining these goals,and the academic standards and qualifications repre-sented in such achievement. Responsibility for plan-ning the detailed curricula and programs of each cam-pus, however, lies with the faculty and administrationof that campus, aided by the advice of its students. Acontinuous appraisal of students' academic achieve-ment, utilizing analytical data and conclusions com-piled within the central administration, will help pro-vide criteria and guidelines for evaluating the successof each campus in carrying out its functions as a mem-ber of the system.

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

"0000"......................... ................................. ......................... ................................... Ida ..................IIMI ...................0000000". 11.

000 00000000"oe 000 000 0000 se. 400 0000000"000 e Wise 0000 O. 0.0 0.000000 .000000 A.

O

.V.V.V.V.V................. .V.V.V.V.V.'.......................................................................41111,....,...Imp .......................................................... ................................... .................................... ...................... ..................... ............................................................ ......................................................................................................................................................................................................................................................

000000000000000000000" 10000000

000 .

000 0000 0000000000 00000000000000

00000 000 0000000000 0000 0000000000000 000000"0000004,0000000000" 000000000

000 "000000"0000" "00000"00000"000000000 000000000 000 00000

"0000"

0000 00000

0000000000000000000

"00000"000000000000000

0000"0000"00000

000000

000 00000000

0000000000

"0000000000

"0000"00000000

000

000"0000"

00000000"0000""0000"

TOTAL ENROLLMENT IN THOUSANDS

W

10 THE 25,000 STUDENT CAMPUS

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

The chief campus of the University is rather smallin area, as state universities go, having only approxi-mately 300 acres in Manoa Valley. Facilities aroundOahu, owned or leased, add to this space, but they areused for special functions, such as agricultural andoceanographic laboratories, and are not available forclassrooms or other general needs of the University.When the first Academic Development Plan was writ-ten in 1963, it was apparent that this acreage wasrapidly being saturated and that at some time in thefuture it would be necessary to limit the natural growthof the campus, but the imminence of that time was notyet obvious.

The emergency became obvious in 1965, when theincrease in student enrollment at Mama began toexceed significantly the projections of AcademicDevelopment Plan I. New projections, more fullytaking into account the larger civilian population ofthe state as well as the increasing propensity of youngpeople of Hawaii to attend college here instead ofgoing to the mainland, showed that by 1975-76, thelast year of the plan period, there would probably bean enrollment of 27,000 to 30,000 at Manoainstead ofabout 23,000 as projected earlierif growth were un-restricted and if that many could be jammed into300 acres.

At this point the University began more urgentlyto consider the alternatives: ( 1 ) to acquire additionalacreage in Manoa; (2) to build a high-rise campus; (3)to limit total enrollment to what could be accom-modated in the projected building space, avoidinghigh-rises; (4) to create a second major campus.

A small amount of additional land near the campusbecame available and was purchased, but opportunitiesof acquiring space in a valley as densely populated asManoa are as limited as the square footage is expen-sive. The possibility of a high-rise campus with astudent population potentially approaching 40,000 or50,000 was considered and rejected for many reasons,some logistical and economic, some esthetic, but aboveall because, in the judgment of the many people whoconsidered the problem, a huge and crowded campuswould be inimical to the humane qualities which auniversity is intended to nurture.

The Academic Development Plan Committee in1965 proposed that a ceiling of 25,000 students (im-plying a total campus population approaching 30,000 )

be established. That total would be comprised ofapproximately 8,000 graduate students and 17,000undergraduates. As a matter of educational policy, itwas recommended that the Manoa Campus retain theentire span of university instruction from freshmanyear to post-doctoral work. The Faculty Senate,Council of Deans, the President and the Board ofRegents accepted the policies involved in setting a25,000 maximum, along with the proposal that plan-ning be started on a second major campus. It did notrequire much argumentation to show that the Univer-sity, as the sole public institution of higher learning inthe state, had an obligation to expand its facilities toaccommodate the educational demands of the state'spopulace and could not summarily impose a limit onenrollment in the University system.

Given this 25,000 ceiling, the University nextworked out a long-range plan for developing theManoa Campus, one which would make effective useof its limited acreage without erecting a concretescreen between the magnificent green mountains whichenclose Manoa Valley and the blue ocean still visiblebeyond Waikiki.

Consultants of national prominence were calledin to verify the wisdom of the basic decisions: to stopat 25,000; to create a second major campus. Theyconcurred, recommending that the next major campusbe located on Oahu, where about four-fifths of thestate's inhabitants live, and where the cultural, scienti-fic, recreational and commercial activities that sustainthe life of a large campus are concentrated.

The basic educational goals and dimensions of thesecond Oahu campus are now being formulated bythe University. The urgency of moving ahead towardthe construction of that campus increases with thesteadily upward slope of the student enrollment curve,traced in Figure 1. Within about six or seven yearsthe number of students at Manoa will reach 25,000conceivably even earlier if there is a large influx ofstudents on new GI benefit programs or if transfersfrom the community colleges are more numerous thannow expected. Five years is the minimum required toconstruct, equip and make ready a new campus.Decisions, enabling appropriations and basic planning,are needed in 1969 if a crisis of overcrowding, or ofrefusing admission to qualified students, is to beaverted six years hence.

THE CRITICAL PROBLEM11

Chapter 3: THE CRITICAL PROBLEM: QUALITY AND QUANTITY

In 1964 the first Academic Development Plannoted that the University of Hawaii was confrontedwith the task of virtually doubling its physical capaci-ties within the next decade. It was further shown thatthe quantitative problem facing the Universityhowto find sufficient faculty, land, classroom space,libraries, labs, dormitoriesformed only one phaseof an emerging educational crisis. Simply to supplyquantity, more training to ever-growing numbers ofyoung people, was by itself no adequate answer tothe critical need. The ultimate task, and the onlysolution of the problem of quality, demanded bettereducation for far more complex purposes.

Plan I listed a few of the causes that account forthe accelerated growth in American educational insti-tutions and for the increasingly complicated networkof a modern university's programs and services. Theseunderlying pressures and circumstances, evident inHawaii as on the mainland, include: ( 1 ) the increasein population and its effect on school enrollments; ( 2 )the impact of urbanization and industrial society ontraditionally stabilizing institutions, such as the family;(3) the proliferation of new areas of knowledge andrevolutionary scientific discoveries; (4) the conse-quences, beneficial and vital to existence in manyrespects, but socially costly in others, of contemporarytechnology and the expanding uses of automation.

It is surely obvious that drastic changes at workeverywhere in the physical and social environmentcaused by the floodtide of new knowledge, togetherwith the bewildering speed of these changes, cannever be accommodated or controlled by closing downthe floodgates of knowledge. Urgent problems of landuse, housing, water shortage, waste disposal, air andwater pollution, transportation and public services ofall kindsincluding provision for a strong educationalsystemcan only be solved by the application ofhuman intelligence, guided by a more fully awakenedsocial conscience. One of the most immediate prob-lems in Hawaii is the social implication of technologi-cal change and the policies and measures needed toadapt advanced technology to the life of the state andfor the benefit of the community.

Plan I went on to note, without laboring the point,that technological training and professional know-howalone are no adequate answer to socic'y's need forspecialists with a "vocation," individuals whose dedi-cation and "power drives them to find their own waysof working from incentives internal to themselves."

The extension and application of knowledge has

'Dorothy Emmet, Function, Purpose, and Powers:SomeConcepts in the Study of Individuals and Societies ( London:Macmillan and Co., 1958), p. 252.

become a necessary condition of human welfareand the preservation of human dignity and freedomin the 20th century. We must identify our moreable people when they are young, develop theirabilities, provide employment and scope andchallenge for their varying capacities and talents.While they are students of the University of Hawaiithey must achieve, in addition to their specialties,a mastery of values and aims that give meaning,direction and belief to their world.t

Plan II places a somewhat greater emphasis on thelatter aspectsvalues and aimsreflecting the grow-ing concern of the University that the education itoffers, including the various professional programs,helps its graduates attain both professional compe-tence and a sensitivity to the social effects of theirwork. The excellence in education for which thisPlan strives most emphatically includes engenderingthose humanistic attitudes and convictions needed tohelp direct the marvels of cur technology to humanpurposes, or, to anticipate a lilting phrase used belowin the plan of the College of Engineering, necessaryto "lift the human spirit."

But what is "value" or "quality?" And how much ofthe latter adds up to "excellence?" To such large andabstract questions, Plan II offers no easy answers.What it does attempt to do is to ask and try to answera great many interrelated questions in a systematicway. What should be the animating aims of a Collegeof Tropical Agriculture in Hawaii during the yearsimmediately ahead? How should a School of PublicHealth define its obligation, not just to the state, butto the nation and the world? What educational bene-fits are to be gained from an undergraduate core cur-riculum? If the purposes are such as appear valid andvital, are they being achieved? If not very well, thenwhy not? Or how else?

It requires no unusual insight to perceive that themyriad qualitative questions concerning the futureof the university are closely bound up with the fact ofquantity and size. The terms here refer not only tothe problem of sheer numbers, but also to the Univer-sity's increasing diversitywhich implies complexityin network of functions, educational methods andstyles, character of student body and staff. Must auniversity system capable of accommodating some50,000 students result in more but worse? If not, thenwhat can be done to make certain that more meansbetter?

The extended answers to this line of thematic in-quiry are spread throughout Plan II as a whole. Theproblems need to be analyzed in context. With this as

tAcademic Plan I, p. 6.

12 THE CRITICAL PROBLEM

preamble, it is time to return to the matrix of so manyof the questions, Hawaii's general population base,as the source of increasing and varied demands forhigher education in these islands, and as an ultimatesource of its financial support.

A Changing Society

By the year 2,000, it was once believed, the rateof population increase for the United States wouldlevel off to a stable population of approximately 200million. Such was the consensus of the populationexperts until about 1940. The massive upsurge in theAmerican birthrate since 1940, coinciding with a tre-mendous rise in national productivity, change thedemographic picture radically. Authorities now gen-erally agree that the population by the year 2,000 willsurpass the 300 million mark.

The revised estimate has been accompanied by asignificant change in national behavior. Because familyplanning has won such favor with many Americanparents, since 1960 population growth for the UnitedStates has gradually slackened. In 1967 the number ofbirths actually dropped for the sixth consecutive year,with another decline expected for 1968. However,despite this reverse trend, the size of the country'spopulation in 1967 reached 200 million, 33 years aheadof the date set by the experts in 1940. The disturbingmessage of these long-range population estimates can-not be disguised and should not be softened by easyoptimism. We must still prepare for a 50 per centincrease in total population. Concretely, this meansthat students entering college during the 1970's willconfront, during the next three decades, all the socialand economic consequences of a population increasewhose order of magnitude exceeds that of the totalpopulation of the United States in 1910, a mere halfcentury ago.

The escalating population figures are matchedbyamazing technological and social achievements duringthe same period. In Hawaii the local example of thetransformation has been the rapid shift of a large massof Hawaii's people from a rural and agricultural baseto an urban base and a highly industrialized life-style.One index on a national scale of this dimension ofgeneral sociological change is the Gross NationalProduct, which climbed from $285 billion in 1950 toapproximately $560 billion in 1962, apparently doub-ling, within a span of only a dozen years. (In termsof dollars of unchanging purchasing powerallowingfor inflationthe increase was about 50 per cent. )

For the same period the number of employed per-sons simultaneously rose from 60 million to 72 mil-lion. Kahn and Wiener, forecasting American life inThe Year 2000, estimate that by the turn of the next

century the GNP will exceed $2,300 billion, with thelabor force reaching 122 million. Speculativeimaginations have contemplated a standard 30-hourwork week encompassing four days. The same authorsenvisage that in this leisure-oriented, perhaps bore-dom-haunted, future society it should be feasible,whether or not uniformly desirable, for a man tospend 40 per cent of his life on a vocation, 40 per-cent on an avocation, and 20 per cent on vacationsimply relaxing.

Such intimations of utopia have no place in thisAcademic Plan II, which rather assumes that theUniversity at any rate will be working at least as hardas it is now. The primary concern for the immediatefuture extends to 1975-1976, although by implicationthis report necessarily foreshadows the next 25 or 30years, when graduates of today's classrooms and cur-ricula will be rounding out the earlier portion, andprobably the most productive period, of their activecareers.

Society's Need for Trained Intelligence

A specific index of the educational future of youngpeople in relation to the economic system is thepattern of employment. In other words, the occupa-tional opportunities and decisions open to youth todayforecast the potentialities of American life tomorrow,its less tangible satisfactions as well as its immediatematerial rewards. Furthermore, among the legaciesone generation hands on to another is the quality ofthe environment they leave behind them, both phys-ical and social, as determined not by chance orautomatic "forces" but by choices made and servicesrendered.

An outstanding feature of American life sinceWorld War II has been the shift in employment towardoccupations requiring high levels of training, under-standing and judgment. This strong movement hashelped to produce, along with rising incomes, attitudesand aspirations favorable to study, favorable both tothe things of the mind and to the world of possibility,where the mind's choices are transformed into act. Itis gratifying to us in higher education to know thateconomic growth and prosperity as shown in the GNPare related to the educational caliber of the population.If a university can serve as a kind of knowledge fac-tory, it is good news to hear that the firm is solventand the system likely to endure.

In 1964, when Plan I was adopted, this same pointregarding the relationship between GNP and the scope

'Herman Kahn and Anthony J. Wiener, The Year 2000: AFramework for Speculation on the Next Thirty-Three Years( New York: Macmillan and Co., 1967).

THE CRITICAL PROBLEM

and quality of American educational institutions wasunderscored, and it is appropriate here to repeat theapplication.

The fundamental relation of manpower policy toeconomic policy has been . . . demonstrated byeconomists studying the nature of economic growth.More and more, these studies point to the improve-ment in the quality of human resources as a majorsource of the increased production. Thus it has beencalculated by one authority that for the period 1929to1957 the improved education of the work forceaccounted for more than one-fifth of the increase inreal national product. This was a larger share thanthat provided for by the increase in capital invest-ment. Education combined with the advance ofknowledge ( through research) accounted alto-gether for about two-fifths of national growthduring this period. Clearly, our manpower pro-gram must be designed not only to balance theneeds and resources of the present but also to pro-ject those needs and resources so that current in-vestment in manpower is shaped to future needs.'

For various reasons the long-range future ofHawaii, so far as it depends on the balance of herresources and needs, is highly problematic. What iscertain is that this state, deficient in natural resourcesother than its climate, must live by its wits, and thatquality education and quality human resources arecostly. They will become even more so as societybecomes more industrialized, more dependent on toolsof analysis and the results of automation, and almostunimaginably more complex. Forty years ago, oreven 20, the kinds of jobs available in the labor marketwere not only less plentiful but also much less demand-ing than most jobs today. Occupations now requiringformal education employ an ever larger proportion ofthe total supply of workers, while those which takerelatively limited training have been sharply decreas-ing. In the immediate future the most imperativeneed will be for persons in positions requiring sub-stantial educational background at the higher levels.

According to the occupational outlook studies of theU.S. Labor Department, the largest increase in em-ployment between 1950 and 1965 was among profes-sional and technical workers. In these two categoriesthe rise reached almost 50 per cent during those 15years, a rate of growth about three times the averagefor all other' groups. Among the scientific group,mathematicians and physicists showed the most rapidrate of increase. Exceptionally steep rises alsoappeared in the numbers of elementary and second-

Manpower Report of the President and a Report on Man-power Requirements, Resources, Utilization, and Training by theUnited States Department of Labor: Transmitted to Congress,March 1963 ( U.S. Government Printing Office, 1963), pp.xii-xiii; italics added. Trends tabulated in this report are pro-jected to 1975 in a publication of identical title transmitted toCongress in April 1967.

13

ary school teachers and medical and health workersduring the period. Contrarily, the management group,including officials and proprietors, rose at a slowerrate of growth than that of the whole labor force.Clerical workers increased about a third between 1950and 1965, at a rate second only to that for professionalworkers.

It is significant that employment gains have alsogenerally concentrated in occupations at the top of theeducational ladder, especially in ranges where thedemand has been insistent and where the longestperiod of preparation is required. Within all cate-gories named above, the consistently bunching patternhas been toward increased employment of workers atthe top of the skill range for the group, while oppor-tunities continue to narrow for those with minimumqualifications.

Labor Department studies clearly prove that thepolicy of higher education should be to equip gradu-ates for key positions of responsibility in fields requir-ing the most advanced types of study and understand-ing. The national trends as projected into the 1970'sare: (1) a continuation through 1975 of the relativelyrapid growth of all white collar occupations, especiallyprofessional and technical positions; (2) a slowergrowth of blue collar occupations as a group, withcraftsmen experiencing the most rapid employmentincrease and with none in the employment of manuallaborers; (3) a faster than average growth in serviceworker employment; and (4) a further decrease in theranks of farmers and farm workers.

Despite Hawaii's unique history as a Pacific mon-archy, American territory, and finally a state, the un-folding economic scene in the islands is becomingmore and more of an illustration of the same socialand economic forces generally at work throughout theUnited States. Here, too, thc. developments in non-manual occupations are a result of technological ac-celeration, expansion of educational and health serv-ices, increase in the scale and complexity of businessenterprises, and of course emphasis on research andsystematized organization in all important fields.Looming large among these is government, with itsmultiple activities concerned with environmental re-sources and community development. Within a briefinterval of slightly more than a half century, Hawaiihas been transformed from an essentially rural,agrarian community to a complex urban societydependent on commerce, certain light industries, theconstellation of tourism activities and a variety ofservice specialties for its relatively balanced butlimited economic base.

Today Hawaii's population of approximately850,000 is very largely urbanized. The causes andconsequences of the metamorphosis are sometimesbeautiful and sometimes traumatic but in any case

14

visibleon the highways, in the supermarkets, in thespread and spill of suburbia, in the noisy skies and thenew hotel complexes springing up on outlying islandsin short, in the life and work of the state. Plantingoperations in sugar and pineapple were among theearliest to be revolutionized by the new technology,with a resulting migration to the city and into urbanoccupations. Fresh environmental influences havestimulated the feed-back processes of urbanization,reinforcing the original factors leading to urbangrowth and social transformation.

The recent occupational pattern in Hawaii, a reflec-tion of altered needs, strivings and satisfactions on thepart of the entire community, corresponds closely withthe record of the nation as a whole. Employment gainsin Hawaii over the past two decades have generallyclustered around the upper brackets of the educationalscale. Within each of the categories of occupation,the consistent trend has moved toward increasedemployment of workers at the top of the skill rangefor the group, and toward shrinking opportunities forworkers with minimum qualifications.

From all evidence the University of Hawaii andits sister institutions of higher learning functioneffectively in preparing qualified and motivated youngpeople for better-paying, presumably more satisfactoryemployment.

However, the troubles of American cities and theirinciting social and economic causes are insistent re-minders to universities that a considerable portion ofadults lack sufficient education to get and hold jobsthat would bring them a decent standard of living.Amidst unprecedented national affluence, about threemillion Americans are unemployed, some living indepleted industrial or agricultural regions, some indecayed and teeming city ghettos.

Hawaii is more fortunate than the continentalstates, with a lower rate of unemployment and withhousing problems that still seem capable of solution.However, we cannot congratulate ourselves merelybecause conditions are worse elsewhere, if they arenot optimal hereand they are not. The number ofpublic welfare cases in this state increased from 7,400in 1961 to 11,500 in 1968one indicator of the presencein our community of a large number of persons whoare falling by the wayside.

Higher education and its associated public servicefunctions cannot help solve all problems of povertyand social dislocation, though more can be done thanis now attemptedand the next two chapters speak tothe point. The population of young adults is, how-ever, the particular clientele of a system of highereducation, and the University of Hawaii must examineits programs and student support facilities to see howit can effectively reach and serve the young people now

excluded from education beyond the high school. The

THE CRITICAL PROBLEM

new community colleges have particularly good oppor-tunities to be of service, but there is a role here foreach campus in the University system.

Conclusion

In the autumn of 1968, it was estimated that almost7 million persons were enrolled in U.S. colleges anduniversities, nearly double the number enrolled inthe fall of 1960. By 1975, it is expected that approxi-mately 10 million students will be attending college.

In much the same manner, enrollment at the ManoaCampus of the University of Hawaii more thandoubled, from a total of 7,511 in 1960 to 17,082 stu-dents in 1968. ( Appendix Table II.) And it is anti-cipated that enrollment at the University of Hawaii,including the Hilo and Manoa campuses, will exceed25,000 by 1972. Projections point to an enrollmentby 1975 of approximately 30,000 students,, well over afour-fold increase within a span of 15 years. Addingcommunity college students brings the total projectedenrollment of the University of Hawaii system to morethan 45,000 by 1975.

In any analysis of the need for a greater supplyof educated talent, it is well to remember that thefigures represent persons as well as projections. Thejustification for attempting to assess some of the pros-pects of these thousands of lively minds and bodiesin terms of the GNP and the occupational escalatoris that their hopes and chances will be profoundlyinfluenced and to some degree sharply determined bydemographic, social, industrial and economic con-tingencies that can best be analyzed operationally inquantifiable terms. To cope with these looming Con-tingencies will be another matter, requiring powersof synthesis and understanding as well as techniquesof precise analysis and measurement. Therefore animportant mission of the University of Hawaii remainsthat of providing a broad range of programs represent-ing all the major disciplines and the several basicmodeslogical, empirical, moral, estheticof humanknowledge.

The student population of the University systemwill continue to grow more diverse as it grows larger.A particular effort will be made to reach potentialstudents now debarred from higher education by theenvironment or family circumstances in which theygrew up, as well as increasing numbers of studentsalready considered to be of superior quality. There-fore the University plans to expand its already broadrange of programs and learning opportunities.

'Enrollment projections are dependent on a number oftrends. Among the more significant are: the general popula-tion base, the proportion in the college age group, the increas-ing proportion of young people who attend college, availabilityof alternative facilities in Hawaii for higher education, and themanuand-hawaii-foreign exchange of students.

THE UNIVERSITY'S RESPONSE15

Chapter 4: THE UNIVERSITY'S RESPONSE TO CHANGE: GEN ERAL POLICIES

The University of Hawaii underwent basic changesbetween 1963, when the first Academic DevelopmentPlan was formulated, and 1968, when this secondPlan was prepared. The most obvious change isgrowth: in the five years, daytime student enrollmentand the number of students receiving degrees approxi-mately doubled, while the faculty and staff increasedby 125 per cent. Four new professional schools wereestablished between 1963 and 1968, and 10 additionaldoctoral programs. With the creation of communitycolleges in 1965, the University became a statewidesystem of higher education.

Qualitative changes have been even more signi-ficant. In 1963 the University was a state universityof average size and competence, overall, though withambitions to serve more broadlyparticularly after thecreation of the East-West Center in 1961and withgreater distinction. During the period of AcademicDevelopment Plan I, aggressive recruiting brought tothe Manoa Campus an increasing number of out-standing faculty members, so that several departmentsand research units of the University now have attainednational stature. Thanks to strong budgetary supportby the state and federal governments, the Universityis now in the mainstream of scholarship, its facultymaking frequent contributions at national and inter-national professional meetings and to the literatureof science and letters.

At the same time, the student body has also beenchanging. In September 1963, only one-sixth of thestudents enrolled at the Manoa and Hilo campuseswere non - residents of the State of Hawaii. In Septem-ber 1968, almost a quarter of the students were non-residents, coming from mainland states ( 16%) or fromabroad (6%). The ability of the University to attractstudents from every American state and from everycontinentdespite scholastic entrance requirementshigher than those faced by local studentsis evidenceof the increased esteem in which the University isnow held academically, as well as of the attractivenessof a non-discriminatory tuition rate. The presence ofmore out-of-state and graduate students ( the latterincreased from 2,000 to 3,800 in five years) enlivensthe campus and its academic programs.

Occupying an urban campus, situated' in the statecapital and on the main air routes to Asia, the Uni-versity of Hawaii has become increasingly involvedwith the broader society in which it lives. The inter-action takes place in many waysin research programsseeking to identify causes of juvenile delinquency andcauses of war; in introducing social science under-graduates to the city's slums and in bringing Universitycourses to Polaris submarine crews; in University pro-grams of instruction and service ranging from tradi-

tional agicultural extension work in Hawaii to medicalprograms in Okinawa and Samoa, to school develop-ment in Thailand and Laos, to a saduate businessschool program in Japan.

State and rational demands upon the University'sservices appear to have no visible limit. The Uni-versity's response in providing overseas programs, afaculty increasingly competent and mobile, togetherwith an expanding student body becoming every daymore awakened to the problems of society, are reasonsfor believing that the University of Hawaii will con-tinue to develop as an institution of international aswell as national and local significance.

However, service begins at home. The primaryresponsibility of the University of Hawaii and of eachof its constituent units is to serve the people of Hawaii.This Academic Development Plan recognizes thatresponsibility and seeks to provide for its discharge.The operational principle is that programs of the Uni-versity adopted in the national interest, or to fosterinternational objectives, should not be undertaken atthe cost of weakening services to the resident studentbody or to others in this state. Rather, with advanceplanning and adequate staffing, national and inter-national programs should enrich the domestic instruc-tional, research and community service operations ofthe University by adding to the experience and capac-ities of our faculty.

Social Commitment

As the Introduction to this Academic DevelopmentPlan makes clear, the basic functions of the Universityinstruction, research and serviceare ongoing opera-tions. Our goals ( which may be thought of as thedominant ethos during a particular period) relate tothese three functions and reflect the emphasis thenbeing given to one f'r more of them in preference tothe others. Thus, while we reiterate our acceptanceof the basic functions of the University, it is proper tosneak of changing goalsthe "mix" of human andmaterial resources allocated to each of the functionsover such a period as the one covered by this plan.

A few decades ago, the typical American universityemphasized the function of teaching above all others.As long as the student body was small and sociallyhomogeneous, the role of the university was largelylimited to passing on certain traditional values andpatterns of behavior to students who became socializedfor prepared roles in society. With the exigenciesof an expanding technology in World War II and theyears which followed, industry and government turnedmore and more to the American university to engagein basic research. Particularly after 1957, an unpre-

16 THE UNIVERSITY'S RESPONSE

cedented growth has occurred in the research divisionsof many universities to the point where some univer-sities are clearly identified as research institutions inwhich teaching and service play secondary roles. Butduring the same period two other trends were develop-ing more or less unnoticed: the number and diversityof students, particularly at the undergraduate level,grew enormously; meanwhile, around the universitysocial changes of unprecedented magnitude wereoccurring. Universities are now being asked to takea more active role in identifying the problems associ-ated with these changes and to some extent to aidcommunities in solving their problems.

Since a university is a loosely structured, diversecoalition of academic styles and interests, it would beimproper for "the University" to state that its goals areexclusively connected to one or another of its func-tions. A nriversity that only teaches remains a collegeor an academy. One that is only research-orientedbecomes an institute, and one which is committedonly to service is likely to become a social agency ora political party. "The University," to the extent thatsuch an entity exists as more than a concept and alegal entity, can strive in the interests of academicfreedom and diversity only to provide the options andresources which allow professors and students to followtheir individual academic interests. It can as an insti-tution, through its collective decision-making process,decide that an imbalance exists among the resourcesdevoted to its various functions. If, for instance, cer-tain disciplines or research fields are not adequatelyfunded for the purposes of the University, it can seekto redistribute its resources internally or seek newresources to support those activities.

This plan at several points addresses itself to theneed for placing more emphasis upon instruction andinstructional innovation. In addition, it is clear thatthere are numerous students and professors who desirethis University to assume a greater responsibility inidentifying social problems and taking action uponthem. They are advocating that one of our goals be anincreased service commitment.

This commitment could take many forms: directassistance to the community, research into social prob-lems, student credit for work performed in the sur-rounding community, increased recognition for profes-sors who engage in community-oriented research andservice. As a social entity itself, the University canrecognize the intellectual and moral reasons for ex-panding a service commitment. It cannot, however,declare itself to be the unequivocal advocate of aparticular moral stance, ideology or social policy. Todo so would be to establish an inappropriate test ofthe suitability of any individual to be a member of thisUniversity community. The University can commitresources to those who wish to increase the interactionbetween the University and the surrounding com-

munity. It cannot require that professors and studentsengage in such interaction unless it is their desire todo so.

The University should encourage the establishmentof more courses dealing with community problems,particularly courses based upon a greater degree ofinvolvement in the larger community. Later in thischapter, we recommend that the University activelyrecruit students in areas where educational advantageshave been below par. In addition, the Universityshould establish programs which focus upon currentsocial and technological problems.

Organized programs that focus on applied socialresearch can explore the problems common both tothe active and contemplative lives of the University.Out of such exploration could grow a curriculum thatcontains a service commitment shaped by the resultsof research. These arrangements would not representan abandonment of the traditional curriculum. Quitethe contrary, the traditional curriculum would stillcontinue to be the mainstay of the University. Butthe University can provide an additional dimensionto its life, furnishing faculty members with a greateropportunity for social creativity by providing themeans for University-accredited involvement in serv-ice programs without sacrifice of disciplinary andresearch activities.

The organized programs should have a small pro-fessional staff, academically competent, service-oriented, and experienced in applied programs as wellas in university work. They should provide supportfor faculty members and students who are interestedin such activities through research grants as wellas appropriated funds to attract faculty talents to theproblems being investigated. In this way they wouldrecruit faculty members whose interests to some degreecoincide with the activities of the program.

One such arrangement already under consideration,the Pacific Urban Studies and Planning Program,would emphasize broad aspects of planning, serviceand community development. The Program wouldinvolve the Departments of Architecture, Civil Engi-neering, Economics, Geography, Political Science andSociology, as well as the Schools of Public Health andSocial Work. This program or another might dealwith environmental problems, such as transportation,the design of tropical buildings and communities, air-water pollution and communications. A third programmight be concerned with community integration,studying such problems as poverty, under-employ-ment, race relations, and the effects upon Hawaii ofnew patterns of immigration. A fourth might focuson conflictsranging from problems of war and peaceto intergroup antagonisms within our own culture.

The organization of each of these programs shouldreflect the faculty and disciplines involved. Machinery

THE UNIVERSITY'S RESPONSE17

for establishing and administering each programshould be determined through consultation betweenthe administration and Faculty Senate.

The University should also consider establishinga Council on Community Service consisting of repre-sentatives of the colleges and the Office of Con-tinuing Education and Community Service. Such aCouncil could review present University service com-mitments, identify new areas where service is neces-sary and encourage the cooperation of subunits of theUniversity in common programs.

Accommodating Diversity

As it has grown and moved toward national prom-inence in many fields, the University has drawn to it anincreasingly diverse faculty and student body. Partlybecause of the University's emphasis on Pacific andAsian studies, partly because of the attractiveness ofHawaii and its cosmopolitan society, scholars havecome to this faculty from around the world. The effectis stimulating to the campus, and can be expected tocontinue even without a deliberate policy of recruit-ing an international staff.

The widening geographical origins of the studentbody have already been mentioned, but the impli-cation for purposes of academic planning of suchdiversity of student interests remains to be considered.Students at this University are far from being homo-geneous in their abilities, interests or expectations.Over the past several years, a larger percentage ofexcellent students has come to the University, and thepercentage with mediocre high school records anddubious college potential has been reduced com-mensurately. The average of undergraduates' scho-lastic aptitudes is above national norms establishedby the Educational Testing Service for the broadfields of English composition, mathematics, socialsciences and history, and natural sciences; this wasdemonstrated by examinations given to large samplesof the sophomore class in 1965 and 1968.

Nevertheless, these and all other attempts to gaugethe scholastic abilities of University of Hawaii studentscontinue to show an enormous range. Some lowscores are to be expected, since, as the sole publicuniversity in the state, -Hawaii must set its admissionstandards to accept local undergraduates who haveany reasonable chance of completing a baccalaureateprogram. ( Standards for out-of-state applicants arehigher.) The top end of the range grows larger eachyear as more superior students are attracted by thefaculty and curricula at the Universityand as theyfind attendance at the best mainland institutions in-creasingly expensive. Motivation and interests ofstudents vary at least as much as their scholasticaptitudes. Hawaii has its share of late adolescents andyoung adults who have come to campus for reasonslargely irrelevant to higher educationmost of all,for lack of something better to do after high school and

before a job or marriage. Some come because theirparents expect it, or they think their future employerswill. A large group of undergraduates, and most ofthe graduate students, are primarily interested incollege as preparation for a career. They may beimpatient with general educational requirements,which seem to be unrelated to career qualifications,and uninterested in that mixture of social issues andsocial events called "campus life." A relatively smallbut increasing number of students are intensely con-cerned with social issues, on and off campus, andmuch less interested in curricula which prepare themfor a career. Between these "activists" and the"careerists" lies a large portion of the student body.

Since no one wears his motivations on his sleeve,the University must admit all students who academi-cally qualify for higher education, even if they haveno abiding interest in it; these students probably con-tribute heavily to the large flunk-out rate ( about 18per cent) of the freshman year. For all its studentswho are both interested and qualified, the Universityshould provide appropriate curricula and teaching,matching diversity of approach to higher learning tothe diversity of the students themselves.

This empirical policy challenges stereotypes andoversimplifications. A case in point, conspicuous atthis University, is Varsity Theatre. Varsity Theatreis a commercial movie house, near the Manoa Campus,which the University has rented for use of largeclassesan introductory psychology course, world his-tory, general science, etc. It has been picketed bystudents protesting against the large size and imper-sonality of the classes. But interviews with undergrad-uates attending Varsity Theatre classes indicated thatmany like the large lecture hall, its spotlight on theinstructor, its obscurity for the individual student.For the student who is passive or self-conscious in theclassroom, the anonymity of the Theatre may be aswelcome as it is hateful to the students who delightin dialogand the University must provide educa-tion for both.

Hawaii has a special human resource in local youngpeople of promise who do not attend college becauseof their poor academic preparation and lack of moti-vation and encouragement, stemming in part fromcultural differences . and inadequate financial sup-port. The failure to attract, admit and retain moreof this group as students is a loss to society and to theUniversity, as well as a denial of real equality of edu-cational opportunity to a part of the younger popula-tion who merit special attention. The University hasalways made adjustments in standards of admissionand performance for foreign students to compensatefor their academic limitations arising from differencesin cultural background. Greater efforts must be madein a similar direction to advance the development ofthe academically unprepared but educationally-mindedperson in our own communities. The already broad

18 THE UNIVERSITY'S RESPONSE

range of programs within the University providesopportunities for many kinds of interests. During theinterim of the Plan, further programs are projectedfor this type of development. Existing financial aidsscholarships, tuition-fee waivers and work opportun-itiesmust be increased to make it possible for anyaspiring student to overcome economic obstacles.Expanded efforts at compensatory programs, such asHawaii Upward Bound, remedial courses at Hilo andat the Speech Communication Center, should beundertaken to make college success more likely forthis class of potential students. Campaigns to explainthe opportunities available at the University should belaunched by schools and community action groups.

As it continues to grow to a 25,000-student institu-tion, the Manoa Campus will establish more avenuesto the baccalaureate, including large lecture classes;small seminars and discussion groups; courses explicitlydesigned to provide professional, technical compe-tence, and other courses reaching out to the communityand its social problems, where student awareness andinvolvement are the primary goals; classes organizedaround the residence halls or other relatively smallgroups in the student population; individualizedcourses of study in which individual students go attheir own pace; courses organizedand in some casestaughtby qualified students.

Awareness of social crisis, nationally and interna-tionally, has brought to this University, as to so manycampuses, increased interest among students and fac-ulty in the causes of conflict and means of non-violentresolutions. Again, there is a wide spectrum of poli-tical and philosophical attitudes in the Universitycommunity. Some protest the offering of ROTC coursesas the means of carrying out the obligation of a stateland-grant college, under the first Morrill Act, to offertraining in military tactics, or the acceptance of re-search contracts from military agencies or to forwardthe programs of these agencies. Others protest theprotesting and would have sanctions applied to theprotestors. The University, if it is true to its traditionand function in society, must accept the broadest rangeof expression and not take absolutist positions. It offersmilitary science courses and also courses concernedwith the conditions of peace. Under policies designedto protect academic freedom and ready access toknowledge, it permits its faculty to take on researchprojects without making moral judgments as to theirsubject. It cannot permit the repression of opinionwhich holds militarismor materialism or scientism orpacifismanathema. It is in the nature of a universityto open its doors to those who challenge acceptedideas, as long as they are qualified to enter into a dis-cussion of these ideas and do not try to obstruct othersin their equal right of inquiry and discussion.

Providing Innovative and MultidisciplinaryApproaches

Diversity, the pluralistic approach to the higher

learning which this University espouses, requires inno-vation, the constant attempt to find more satisfactory,more effective ways of educating students. Many inno-vations have been adopted over the past two years.A few examples are the residential learning project inJohnson Hall, a men's dormitory, where two classroomsand six faculty offices have been made available forteaching several small sections of general educationwith the hope of creating a feeling of communityamong the lower division students in the projects andtheir instructors; a seminar on the college experiencegiven for freshmen and conducted by seniors who areguided by a faculty member; a series of wide-rangingundergraduate courses, belonging to no department,but listed as "Interdisciplinary Studies"; a multidisci-plinary curriculum in biology; a "non-major major"option for students, which permits them, with facultyadvice, to design their own curriculum concentration;audio-tutorial arrangements for learning science.

Extraordinary effort was required to begin each ofthese innovationsto win faculty and administrativeapproval, to get resources. In an institution as largeas this University, it is wise to submit curricular varia-tions to a hard test before they are put into operation,for without such limit there may be chaos. However,present circumstances too strongly mitigate againstinnovation and consequently overprotect the standardor more run-of-the-mill courses of study from the chal-lenge of competition.

The problem does not seem to lie in rigid attitudesheld by either the faculty at large or by the adminis-tration. On the contrary, visiting observers commenton the receptivity of this University to new ideas, onits propensity to change. Rather, the central problemseems to be the traditional departmental structure ofthe University and its budget practices. Until now,virtually all resources for instruction have been dis-tributed to the departments which comprise the sev-eral colleges of the Manoa Campus. Each departmentis treated as if it were not only an administrative unitconvenient for the grouping of faculty members, butalso an independently functioning instructional entity.

Departmental primacy works reasonably well inproviding good instruction for students majoring in thework of that department. Judging by the widespreadrevision of courses at this University in the past fewyears, most departments have continued to revise theircurricula to include new knowledge and reflect newsynthesesas long as the syntheses lie convenientlywithin the range of some department's interests.

Frequently, however, the department is not greatlyinterested in devising better ways of teaching its intro-ductory courses for students not intending to majorin the field, or of working together with other depart-ments to innovate multidisciplinary instruction." Aprevalent idea is that such activities are poor careerrisks for members of the department seeking profes-sional recognition, tenure or promotion. Consequently,

THE UNIVERSITY'S RESPONSE19

these activities usually get a low priority in depart-mental budgeting.

The few multidisciplinary courses added to the cur-riculum since Academic Development Plan I ( such as"Man in Society," "Man and the Arts," "Man in HisCity,"and the biology curriculum discussed below inthe next chapter on the College of Arts and Sciences )had their sponsorship outside the departments, eitherin the college office or in the central administration.

A New Division

This experience suggests that the University shouldprovide in its budget and in its administration forthe support of curricular innovation and of thoseaspects of teaching in which departments do not havea primary interest, namely multidisciplinary coursesand general introductory courses. It is planned toestablish under the Vice President for Academic Affairsan officeit could be called the Office for Multidisci-plinary and Experimental Programs, or less solemnly,Operation Upstart, or simply the New Divisionwhichwould take particular responsibility for strengtheningthese aspects of the undergraduate programs of theUniversity.

The New Division will not have a faculty, otherthan the small staff regularly attached to the HonorsPrograms, which would come under the Division alongwith the presently homeless Interdisciplinary Studiescourses. The New Division would receive a budget forthese purposes:

1. To support curriculum innovation, a functionnow performed by the Dean for AcademicDevelopment.

2. To obtain the services of faculty members, on apart-time or short-term basis, to teach multi-disciplinary courses which have been approvedfor presentation, but which are not budgetedfor in any department.

3. To provide academic advising and administra-tive support for experimental programs, suchas the non-major baccalaureate and the resi-dential learning project.

4. To stimulate departments to improve their gen-eral education offerings, using position transferor other budget support.

5. To administer the Honors Programs and Inter-disciplinary Studies Courses.

6. To work with student organizations which wantto sponsor or participate in "free university"

"Multidisciplinary instruction" is intended to encompassboth multidisciplinary courseswhich bring together represen-tatives of established disciplines to examine a problem fromtheir various points of viewand interdisciplinary coursestaught, either by a single individual or by a group of instruc-tors, so as to utilize perspectives, orientations and approacheswhich cut across disciplinary lines and which differ fromthose espoused by the established disciplines.

courses, including the administration of an in-terim session between regular semesters, if oneis established.

It is by no means intended that the New Divisionwill have a monopoly on curricular innovation ordetract in any way from curricular developmentsinitiated by the individual colleges or schools. TheCollege of Arts and Sciences is to be encouraged inits plan of inviting its faculty members to devise experi-mental multidisciplinary "schools" within the College.It is expected that all colleges and campuses will,in their greatly differing circumstances, imaginativelyseek better ways of achieving their academic goals.However, the New Division would particularly beresponsible for ensuring that freshness of approachand supra-departmental synthesis of instruction donot fail to find continuing support at the University ofHawaii.

The Committee on Undergraduate Instruction, nowloosely attached to Academic Affairs, would becomethe advisory body to the New Division with respectto innovations in the baccalaureate programs whichaffect the University at large. The Committee couldhelp the Division in determining how its funds shouldbe used and in appraising the multidisciplinary andexperimental programs it supports. At the same time,the Committee would continue its function of provid-ing oversight to the entire general education core,including established as well as experimental or multi-disciplinary coursesan area of the curriculum dis-cussed at the end of this chapter.

An Open Academic Community

The responsiveness of the University to changingdemands upon it, the rapidity with which it adoptsnew ideas, its ability to encompass diversity withouthurtful conflict, all depend on the openness of theacademic community, on the ease of communicationbetween students, faculty, administration and Boardof Regents. As this Plan is being written, a number ofnew lines of communication are being tried. Somemay prove ineffective, but it is essential to the well-being of the University that enough succeed to sur-mount the barriers that naturally arise among thecomponents of a large and complex university. Bythe same token, the University must develop a closerunderstanding with the larger community which itserves and by which it is supported, so that the vitalinterdependence is appreciated and nourished.

It is particularly important to ensure that studentswho are interested in such involvement have wide-spread opportunities to participate in the formulationof University policy and in the appraisal of academicprograms. For the past several months, many studentshave been involved in the drafting of a Universityconduct code; there are student representatives onmany of the major committees of the University and

20 THE UNIVERSITY'S RESPONSE

of its constituent colleges and campuses; faculty mem-bers are being evaluated by their students on theManoa Campus; a few units ask student advice informulating their courses. Such student involvementis for the most part quite recent; in large part it is inresponse to the voices of the students themselves. Itis invigorating to the educational transaction andshould be encouraged.

The openness of the campus community to therange and play of ideas essential to a vigorous uni-versity requires the understanding and support of thelarger community, most certainly including the pub-lic's representatives and political leaders in the statecapitol. Whenever a highly varied faculty and stu-dent body are free to exercise their thought pro-cesses, to debate differences of understanding, opinionand judgment, then a clash of ideas is bound to arisenot only inside the classroom but outside as well.The intellectual ferment that results is to be countednot as a danger to the community but as evidence ofthe vitality of the University and of the communityin which it lives. If must be recognized however, thatthere is a categorical difference between disputationwhich is intellectual and that which degenerates intophysical coercion. It is the business of the Universityto maintain this vital distinction in its provision ofan open market place for ideas.

Staffing the University: Researchers andTeachers; Generalists and Specialists

The varied academic programs of the Universityrequire effective faculty performance over a widerange: teaching undergraduate and predominantlylower division courses in general education, teachingundergraduate courses in the many fields of speciali-zation, teaching graduate courses at the master's anddoctorate levels, doing research, contributing pro-fessional services to the community and nation.Ideally, each tenured faculty member performs wellin each of these areas: he is a scholar; he knows hisfield well and can teach it "straight," or relate it tobroader problems or studies, for the edification ofnew freshmen, post-doctoral students, and townsmenalike; above all he is a well-educated man who enrichesand enlivens the campus and the community.

Not all faculty members, at any university, con-form to this ideal. Some love to teach, but are notmuch interested in research. Others center their pro-fessional life around their specialization; they delightin research and in discussing it with their colleaguesand graduate students, but have little to say to thenon-specialist, including most undergraduates. Someare proficient rather narrowly, but deeply. A largeuniversity provides positions at which these manyvarieties of academic man can make their contribu-tions, but it continues to seek as many teacher-scholarsas it can.

The problem is that there are never enough of such

people. They are a scarce resource and must beeconomized. The tendency is to economize by havingthem concentrate on graduate instruction and research.( This is by no means always true: many of the bestscholars teach introductory courses, and even in gen-eral education, but it is sufficiently true to make forstudent resentment and faculty unease.) The scholar-teacher, an unusual person in demand by many col-leges, can choose his own program, and he seldomchooses to teach freshmen or general education, evenif he is interested in both.

The chief reason is obvious: such courses are sel-dom enjoyable. They are usually large, with littleopportunity for discourse with students, they generatemuch paperwork and exam grading; they are seldomadequately staffed with teaching assista:its to do thetedious paperwork. How much more pleasant it is tostay in the smaller, usually better staffed advancedclass with its associated research work.

Large universities have developed different basicapproaches to staffing their faculties. Onetried byFlorida, Minnesota, Michigan State, Ohio State and afew othersis to create two faculties, a junior facultycomposed of generalists who teach students in a lowerdivison college, and a senior faculty composed ofresearcher-scholars who teach upper division and grad-uate courses. A second approach is to recruit broad-gauged scholars who are encouraged to teach at alllevels.

This University has widely used the secondapproach, though with a major element of the first:elementary courses in such fields as English, speech,foreign languages and mathematics are largely taughtby junior faculty, typically without doctorates, whoserve for three or four years and then are replaced.Using this staffing pattern, our success in providingexcellent instruction for freshmen and sophomoresis only partialand we plan to do better.

Improving Undergraduate Instruction

During this Plan period, it will be the policy ofthe University to continue to recruit as many teacher-researchers as it cars, appointing more narrowly func-tioning faculty only as necessary to carry out its pro-grams; i.e., it will avoid the creation of a junior facultyengaged to teach lower division courses. Rather, itwill try to make the instruction of freshmen andsophomores attractive to the best scholars of thefaculty, by:

1. Limiting the size of lower division classes,wherever feasible, when the professor greatlyprefers teaching relatively small groups ofstudents.

2. Providing better facilities, audio-visual support,and more teaching aides ( graduate assistantsor selected upper division students) for largeclasses.

THE UNIVERSITY'S RESPONSE 21

3. Reducing the overall teaching load for scholarsundertaking these assignments.

Each college, most especially Arts and Sciences,will have part of its budget earmarked for the improve-ment of undergraduate instruction. As these supportsare provided in the college budgets, each departmentoffering lower division courses will be expected tohave its most experienced, most expert scholars whoare suited to this work teach introductory and generaleducation courses in the department. This assignmentmight be rotated annually, or retained by a given pro-fessor for several years, as arranged within the depart-ment. It is hoped that the excellent teachers on thefaculty who now devote most of their time to teachinglower divison courses will continue to do so and thatthe University will be able to recruit more of thisrare breed.

Large service departments, notably English, speechand mathematics, may have to retain over the nextseveral years their present arrangement of a short-term, rotating junior faculty for their huge intro-ductory courses. However, as the communication andmathematical skills of entering students continue toimprove, as student initiative in learning becomesstronger, it is planned to discontinue this pattern ofstaffing, replacing it with one based on more experi-enced scholars, as throughout the University.

Stimulating Student Initiative

Plan I stated the importance of emphasizing learn-ing, rather than teaching, so that students wouldassume more responsibility for their education. If thischange in emphasis has occurred over the past fiveyears, it is not yet clearly evidentnot as evident asstudent initiative for a stronger voice in policy-makingon campus. Increasing students' academic activismnecessarily takes time, but it can be hastened by thefollowing institutional changes.

Encouraging Credit-by-Examination

Many students come to campus with attainmentsin college-level work. Sometimes these accomplish-ments are certified by Advanced Placement credit forsuperior high school course work. If the student hasattained the knowledge on his own initiative, the Uni-versity allows him to "challenge" any course, and, ifhe passes a comprehensive examination, will give himcredit for the course. Until now, little use has beenmade of this provision. Aside from an obscure line inthe University catalog, it was not publicized. If astudent asked to take a course by examination, hehad to show a 2.4 grade point average, the examinationhad to be prepared for him ("more comprehensivethan the usual final examination"), and he had to paythe full tuition fee of $9 per credit hour.

Beginning this year, the University is broadeningits credit-by-examination policy, and publicizing it.

Now students can take standard examinations, in sev-eral broad fieldsEnglish composition, mathematics,humanities, natural sciences, social sciences and his-toryor in the basic courses of economics, calculus,general chemistry and sociologyat a low cost. Thelist of courses open for credit-by-examination will beexpanded as quickly as examinations acceptable to theacademic departments can be identified or developed.

The University will also experimentally developexaminations which will test students' mastery of anentire sequence of courses, or of a major. Passingthese examinations at an acceptable level will givethe students credit for all the courses included in thesequencesay in a foreign language, in mathematics,in a scienceor for the major. In preparing for theexaminations, registered students will be able touse whatever facilities the University offers: lectures,learning machines, library, audio-visual materials,laboratories, etc. ( Where space is limited, as in lang-uage and science laboratories, first priority will ofcourse be given to students enrolled in courses servedby the labs. )

Less Dependence on Lectures

Another means of stimulating student initiative isto reduce the number of class meetings. By conven-tion going back to the time when the principal meansof instruction was the spoken word, the number ofweekly lectures must equal the number of coursecredits. That identity has been challenged by criticsof higher education, who point out that for some stu-dents and some courses the lecture is one of the leasteffective modes of learning.

On a selective basis, the several colleges anddepartments will be encouraged to reduce the num-bt r of weekly class meetings, while maintaining thecredit hours. As a model, lecture courses carryingthree credits would meet twice a week, the third hourbeing given over to the individual or very small groupconferences with the professor, to preparation ofwritten exercises for the course, to experience (inthe museum, theatre, library, community) connectedto the course of study. Conversely, courses now car-rying three credits can be expanded to four or five:-edits, but continue to meet three times a week whileadd'al these individualized experiences, which relyon student initiative.

If these efforts to make the student responsible fora greater portion of the learning process succeed,undergraduate instruction will be made much moreattractive to the teacher-scholar. Care must be takenhowever, to ensure that the quality of courses is notadversely affected by reducing the number of lec-tures. What is intended is improvement, not a speed-up, in the baccalaureate programs.

Student Options

Other experiments in undergraduate inst. actionwill further stimulate student initiative. One is to give

22 THE UNIVERSITY'S RESPONSE

an undergraduate the option of developing a con-stellation of courses around a problem or theme ofparticular interest to him, to serve instead of a depart-ment major as a focus for studying one area ofscholarship in depth. A more ambitious proposalis to allow students to draw up their entire bac-calaureate program, from freshman year to gradua-tion, meeting the educational goals of the baccalau-reate according to their interests and by the judgmentof their faculty advisors. Departments may be author-ized to offer multi-disciplinary degrees, in which themajor spans their own offerings and those of relateddisciplines. Good faculty advice is critical to allthese experiments, and must be providedboth in theNew Division administering some of the innovationsand in the instructional colleges. ( Because of thelarge size, the problem of providing advisors is acutein the College of Arts and Sciences, where most ofthese experim options will be exercised. Thenext chapter discusses academic advising in thatCollege.)

The Honors Programs

An established means of increasing curricularflexibility exists in the Honors Programs, whichprovide additional choices for an undergraduate in-terested in an enriched curriculum, one which makesgreater demands on him and which gives him moreopportunities of working with his instructors individ-ually or in small classes. These programs are avail-able in all undergraduate colleges and schools ofthe Manoa Campus; they run through all under-graduate years. Technically, there are two programs:Selected Studies for freshmen and sophomores,Honors for juniors and seniors. Students can partici-pate in either program, or both; both are administeredin the Honors Office atop Sinclair Library.

The programs are not limited to students withunusually high grade point averages. At any stage intheir academic work, undergraduates can be nomi-nated for participation by any faculty member whoattests to their good, lively, insightful scholarship,even if it has not thus far been reflected in exception-ally high grades. Partly because of this policy, partlybecause of vigorous recruiting of entering freshmen,partly because of the enhanced interest and qualifi-cations of undergraduates, membership in the HonorsPrograms has grown rapidly since Academic Develop-ment Plan I, from 229 students in September 1963 to575 in 1966 and to approximately 700 in 1968.

It is planned to continue to expand the opportuni-ties offered by the Honors Programs to students whowant themto take non-standard sections of standardcourses, to participate in special colloquia and sem-inars which cut across disciplinary lines and let thestudent do some work on his own initiative, to sub-stitute appropriate courses of particular interest tohim for those routinely required for the baccalaureate.As an approximate guide, the Honors Programs willbe able to admit some 1,500 students by 1975-76, or

about 8 per cent of the undergraduates then antic-ipated for Manoa. An increasing number of thesestudents will come from the professional colleges andschools, in some of which Honors courses have onlyrecently been offered. Additional space for smallgroup discussions will be provided to maintain thesense of identity necessary for a good Honors Pro-gram on a large and heterogeneous campus.

Resources for Improving Instruction and Curricula

As an extension of the numerous independentactivities and projects being carried on at the Uni-versity towards improving instruction, it is now pos-sible to plan a more comprehensive approach to in-structional programs and courses. However, the con-stantly growing body of knowledge about instructionand evaluation and the increasing field of educationaltechnology make it difficult, if not impossible, forindividual faculty members and departments to plan,develop and evaluate programs of instruction withoutthe cooperation of. specialists, who contribute theirown expertise to the subject matter and teaching styleof the academic specialist. The services of specialistsin instruction, media technology and evaluation canhelp faculty members and departments in their re-view of their teaching. Working with instructors attheir request, these specialists will help provide abroader base for examining assumptions and con-sidering the many factors involved in designing anoptimal learning situation.

The Instructional Resources Service Center ( for-merly the Communications Service Center) will in-clude instructional and media specialists to assist inthe examination of objectives, overall planning ofstrategy ( including presentation of material, selectionof instructional media, production of workbooks andother materials, and coordination of the total instruc-tional effort ), development of the evaluating systemto be consistent with the objectives, and the follow-up necessary for the program. KHET-TV will pro-vide production and technical services for preparingclosed circuit television where the instructor finds thisis an appropriate medium for presentation. Cur-riculum evaluators in the Office of the Dean forAcademic Devlopment will help the faculty memberto define academic goals and objectives, establishhypotheses ( allowing for the necessary play of em-pirical trial ), and devise tests to ascertain how closelythe goals were obtained and the significance of newprograms for the University. Other agencies whichmay contribute to the planning, implementation andevaluation of instruction include the Computing Cen-ter, the Speech Communications Center and the Edu-cational Research and Development Center.

To keep faculty members informed about thesystems approach to instructional planning just out-lined, a continuing program of seminars and work-shops for professional development will be instituted.Conducted under the auspices of the Instructional

THE UNIVERSITY'S RESPONSE 23

Resources Service Center, these sessions will presentnew concepts and practices in instructional tech-nology and the underlying principles of teaching,learning and communication.

The plans of the College of Arts and Sciences toanalyze its methods of instruction and experimentwith a variety of approaches are outlined in the nextchapter.

General Education: The Core

A major proposal of Academic Development PlanI was implemented in 1966, when a general educa-tion requirement, applicable to all baccalaureate cur-ricula, was adopted. In essence, the requirement isthat each student demonstrate his ability to communi-cate in Englishorally and in written expositionatUniversity standards; and that he understand:mathematics or its basis in symbolic logic, the scienti-fic method as illustrated in the natural and socialsciences, the broad sweep of world civilizations, him-self in relation to society, and some bases for makingethical and esthetic judgments.

Faculty and student opposition to the presentgeneral education core is manifest, stemming froma dislike of prescription, a desire for greater special-ization, a belief that general education has alreadybeen attained in high school or is not essential to auniversity education, disagreement with the generaleducation objectives now sought, and perhaps forother reasons not articulated. Furthermore, it turnsout that the implementation of the general educa-tion requirement has been such that student choiceshave been unnecessarily and unintentionally re-stricted. Few courses have been developed to ful-fill the stated educational objectives or identified asserving the purposecurrently only 18 in the humani-ties, 20 in the social sciences and 26 in the naturalsciences. Each year, more than 6,000 studentsmostly lower division studentsattempt to crowd intothese courses, which comprise fewer than 3 per centof the total offered on the Manoa Campus. As a con-sequence, the enrollment in some courses, such asintroductory sociology, psychology and economics,has risen enormously, changing the classes fromlecture-discussion to straight lectures. Increasingly,students find it difficult to get places in these courses,and must attend summer session or evening classes inthe Division of Continuing Education to completetheir requirementi.

The mechanics of student advising have aggra-vated the problem of crowding, particularly in theCollege of Arts and Sciences, where lower divisionstudents are served by a staff of faculty advisors, eachof whom, in full -time equivalents, has a potentialclientele of about 400 students. Records must bekept for each student and used in the interviews whichprecede each registration period. The College hasstreamlined its paperwork to expedite both record-keeping and academic advising. One side of a check-off sheet shows each of the standard required courses

English 101, Speech 145, etc.but has no space forthe alternatives contemplated when the Universitygeneral education requirement was adopted. Thus,for all students but those who take the initiative toask about alternatives, the "mays" and "cans" whichare included in the statement on the core in theUniversity catalog ( pp. 50-51 of the 1968-69 edition )have effectively been changed to "musts."

Three current developments promise to give somerelief to the apparent strictures of the general edu-cation core. One is simply the discovery that thereare already more choices than studentsor faculty ad-visorsrealized. The second is the implementationthis year of a policy adopted along with the generaleducation requirement of giving students credit forcore courses passed by examination, utilizing thecomprehensive and subject area examinations devel-oped by the Education Testing Service, as well asthose which may be devised by individual depart-ments of the University. Finally, the English Depart-ment is preparing to consolidate the year course inexpository writing, required of most freshmen, intoone semester, utilizing the two-semester sequencesin literature for additional exercises in writing. Theeffect for students choosing the literature sequencein partial satisfaction of the distributional require-ment in humanities is to reduce the core by 3 credits,or from approximately 47 hours to 44. It is hopedthat other departments will also examine their con-tribution to the general education core and, in lightof the students' abilities and capacities for learning,seek means of accomplishing the objectives of generaleducation which are more economical of the students'time.

However, even if these alleviations are accom-plished, even if a review of present courses and thecreation of new courses identifiesas it shouldmanymore choices to be added to the core, dissatisfactionwith the core will remain. That which stems fromphilosophical differences as to the goals of educationin a university cannot be reconciled, except by com-promise. But that disapproval which is based onskepticism that the present general education require-ment of thi; university accomplishes its avowed pur-poses, conceding them to be appropriate, is subjectto confirmation or refutation by experience.

The fact is that persons taking either side of thisissue can defend their position only by a priori argu-ment or by appeal to their own experience. The Com-mittee on Undergraduate Instruction, which has res-ponsibility for oversight of the core, should under-take a longitudinal study of the general educationalrequirement to ascertain, as best one can, the effectsof the core in helping students to attain the educa-tional goals posited by the University when it adoptedthe core two years ago.

As a means to this analysis, and as an experimentof intrinsic value, the University should permit anumber of students to complete their baccalaureateswithout the general educational requirement, much

24 THE UNIVERSITY'S RESPONSE

as some are now choosing curricula which do nothave a conventional major. The number in this ex-perimental group would be limited by the availabilityof faculty members to give them the thoughtfulacademic advice necessary for a student to make anintelligent choice of courses among the thousandslisted in the catalog. As this experimental groupreached upper division status and then graduated,their accomplishments in attaining the avowed goalsof general education could be compared with studentstaking the regular core, with due allowance for othervariables among the regular and experimental groups.The results of the comparison could provide evidencefor a later decision on general educational require-ments.

Summarizing, to meet shortcomings in the generaleducation program of the University, the followingchanges should be made:

1. The number of choices available for studentsto fulfill the established educational objectivesshould be increased, both by designing newcourses and identifying existing courses whichare appropriate for students who do not neces-

sarily intend to major in the field. The Com-mittee on Undergraduate Instruction, workingwith the proposed New Division, has particu-lar responsibility for insuring that the increaseoccurs.

2. Students should be informed of the full rangeof options in completing their general educa-tion, including taking the comprehensive ex-aminations for credit newly offered by the Uni-versity.

3. Experimentally, a number of students shouldbe permitted to graduate without completingthe University general educational requirement,the number to be limited by the availability offaculty academic advisors.

4. The Committee on Undergraduate Instruc-tion should study the effects of the generaleducation core, utilizing the comparative ex-perience of those not taking the core to helpmeasure these effects. In the light of thatstudy, the Committee should reexamine thegoals of the core, as well as the methods usedto attain them.

I

Part II: DEVELOPMENT OF CONSTITUENT lrrTS

Chapter 5: COLLEGE OF ARTS AND SCIENCES

Purposes and Objectives

The College of Arts and Sciences, the largest andmost diverse collegiate unit of the University, is re-sponsible for the general education of its under-graduates, pre-professional and advanced professionaltraining of some students, individual and sometimesteam research, and service to other groups within theUniversity and to the community. In its educationalprograms it seeks not only to expose students toproblems and issues that will lead them to an under-standing of the nature of man and an ability to con-front the problems man will face in the future, butalso to give students incentives to learn by themselvesfor objectives chosen by themselvesnot excludingthe desire for pleasure and the urge to learn for itsown sake.

Developments from 1964 to 1969

The Arts and Sciences statement in AcademicPlan I concluded with five major recommendations: tostrengthen the faculty and support their research pro-grams more effectively; to experiment with newmodels and techniques of instruction, including largerclasses, small honors sections, independent study,comprehensive examinations and technical aids; toconsolidate programs in subject areas where recentprogress requirei close collaboration of what hadbeen separate disciplines; to develop certain newfields of concentration by combining the traditionalcourse work of separate disciplines; to develop moreadequate physical facilities for specialized types oflearning, such as language laboratories.

Numerical Growth

In the five years since Plan I was adopted the Col-lege has grown substantially in size and in complexityof organization. The number of credit hours taken byits students has increased by 50 per cent and itsfaculty has approximately doubled to almost 900. TheCollege now houses 33 separate departments and pro-grams as compared with 25 in 1963.

25

Instructional Programs

During the same period the College has com-pletely revised its program for the bachelor's degree,and has begun offering degrees in architecture, bio-logy and classics. This year it participated in startingan experimental "non-major major," whereby quali-fied students can devise their own programs of con-centration, including work ( through courses or in-dependent study) in several departments, instead ofbeing confined within a single department's majorrequirements. New instructional programs have beenintroduced in earth sciences and in Asian languages,and six additional departments within the Collegehave begun offering the Ph.D. Two popular cross-disciplinary courses, "Man in Society" and the "Col-lege Experience Seminar," have been established. Atthe same time, the College has adopted advancedplacement programs and has begun granting creditby examination as ways of helping qualified studentsto accelerate their progress through the University.

Concurrently, the College has taken a number ofsteps to improve instruction within establishedcourses and departments. The lower-division andmajor programs in the Department of Speech-Com-munication and the major program in Political Sciencehave been substantially altered. Teaching assign-ments in the Department of English have been ad-justed so that no instructor in English now teachesmore than 75 students in composition at any one time.Methods of faculty recruitment have been improvedthroughout the College, as department chairmen nowregularly attend national and regional professionalmeetings to interview at some length prospective newfaculty. The staff in a number of departments hasbeen systematically developed in line with depart-mental goals; departmental leadership and organiza-tion have been strengthened.

Student Advising

The system for advising students, particularlylower-division students, recognized as an alarmingweakness in the College in Plan I, has been improved.

Fac

ulty

Sen

ate

CO

LLE

GE

OF

AR

TS

AN

D S

CIE

NC

ES

Offi

ce o

f the

Dea

n6.

1-1

Exe

cutiv

e C

omm

ittee

Offi

ce o

fS

tude

nt S

ervi

ces

Offi

ce o

fA

dmin

istr

ativ

e S

ervi

ces

Aca

deic

Dep

arte

nts

Art

& A

rchi

tect

ure

Asi

an &

Pac

ific

Lang

uage

sA

sian

Stu

dies

Dra

ma

& T

heat

reE

nglis

hE

nglis

h as

a S

econ

d La

ngua

geE

urop

ean

Lang

uage

sH

isto

ryLi

ngui

stic

sM

usic

Phi

loso

phy

Rel

igio

nS

peec

h C

omm

unic

atio

n

Bot

any

Che

mis

try

Geo

scie

nces

Mat

hem

atic

sM

icro

biol

ogy

Oce

anog

raph

yP

hysi

cs &

Ast

rono

my

Sci

ence

, Gen

eral

Zoo

logy

Ant

hrop

olog

yE

cono

mic

sG

eogr

aphy

Pol

itica

l Sci

ence

Psy

chol

ogy

Soc

iolo

gy

Not

e: A

pro

pose

d co

llege

reo

rgan

izat

ion

is c

hart

ed la

ter

in th

is s

ectio

n.

Aer

ospa

ce S

tudi

esA

mer

ican

Stu

dies

Mili

tary

Sci

ence

Ove

rsea

s C

aree

r P

rogr

am

COLLEGE OF ARTS & SCIENCES27

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

Actual Projected

1963-64 1968-69t 1972-73 1975-76Student Majors (Fall):3,785 5,410 6,745Undergraduates2,563 3,230 3,865Graduates1,222 2,180 2,880Student Credit Hours (Fall) 102,542 156,783 204,410 203,150Graduates (Degrees Awarded):

Bachelors 383 831 1,210 1,500Masters 155 360 590 810Doctorate 3 37 130 175Certificate15 45 45Faculty and Staff ( FTE ) : 445 896 1,295 1,385Faculty 414 788 1,085 1,155Civil Service

31 75 135 145Others*IMMO 33 75 85

Data not available.t Data on graduates for 1967-68.

Technical personnel.

The College has established an administrative sub-division to handle advising, and faculty members fromvarious academic departments receive reductions inteaching load to permit them to spend a portion oftheir time in advising. These faculty members aretrained for their work by the Associate Dean for Stu-dent Services. Though the ratio of students to ad-visors (1:400) is still far too high to enable advisorsto give their advisees the kinds of assistance theyneed, all students are now able to secure responsibleand informed advice on their programs and problemswhen they want it. In the fall of 1968, for the firsttime, each freshman and sophomore in the Collegehad at least one appointment with a faculty memberfor academic advising.

Services to Other Colleges

The College has enlarged its efforts to assistother colleges within the University with their ownprograms. It has increased offerings in communica-tions, quantitative reasoning, and world civilizationthat contribute, as part of the University core require-ments, to the undergraduate education of all students.It has also increased its commitment to upper-divisioncourses that serve special needs of other colleges, suchas those in written communication, for students ofbusiness, and technical exposition, for students ofengineering. It has supported the installation of theKOKUA Program, in which students are employedto make it possible for handicapped students to geta university education, and has collaborated with theCollege of Education in carrying out the recom-mendations of the Stiles Committee concerning im-

provements in the University programs to prepareteachers for the schools ( discussed in Chapter 7).

Community Service

Outside the University, the College has madeincreasing efforts to offer programs and services ofvalue to the community at large. In 1965 it com-mitted itself to the support of summer institutes forteachers. In the same year it established the Coun-cil on the Humanities and increased support for festi-vals of the arts and poetry readings. The College hascollaborated with the Division of Continuing Educa-tion in establishing a program of college-level edu-cation for men in the Polaris submarine crews, undercontract with the United States Navy. College facultyundertake research assignments for the federal govern-ment and serve as consultants to such state agenciesas the Department of Education.

Administration

Its expanded size and responsibilities have forcedchanges in the administration of the College. Theprincipal change has been the organization of thedean's office along functional lines, with associatedeans assigned special responsibilities for personneland budget, curriculum, student services (particu-larly advising ), and fiscal services. Although manyfaculty members have served on important Collegecommittees, for the past three years no facultyorganization has participated directly in the admin-istration of the College; but in November, 1968, .thefaculty voted for the adoption of a new College Sen-ate which will soon be in operation.

28 COLLEGE OF ARTS & SCIENCES

Despite these changes, the rapid growth of theCollege and the University, the increasing imagina-tiveness of its faculty and the maturing outspokennessof its students make it necessary for the College regu-larly to evaluate the success with which it is carryingout its responsibilities. Are its instructional programssufficiently responsive to the needs, interests anddemands of its student body? Is its administrativeorganization flexible enough to allow it to supportthe resourceful proposals of its faculty as well as tomeet its increasing and varied responsibilities withinthe University? Is it doing enough to fill its properrole within the state and nation? As it increases insize, is the College taking the necessary steps toassure that its primary functionsto disseminateknowledge and to advance understandingare beingcarried out as well as possible? Finally, are its pro-grams effective? It is on such issues that the dis-cussion of the College's future has focused. Some ofthe answers to these questions underlie the Collegedevelopment plan.

The College and Its Clients: 1989-1975

The College of Arts and Sciences, like the Uni-versity as a whole, can be viewed as an organizationworking with three principal groups: the University'sstudents, undergraduate and graduate, who may bene-fit from the College's courses and programs; academiccolleagues and peers, including the disciplines theyrepresent, which may benefit from the research car-ried on and published by faculty members; and thecommunity at large, which may likewise benefit fromthe services of the faculty. During the next sevenyears the College will improve and increase its con-tributions to each of the groups.

Undergraduate Curriculum

General The College seeks to provide its under-Education graduates with a comprehensive general

education, in order to assure that eachstudent develops: an appreciation of man's diversecultural heritage; criteria for the assessment of valuein different kinds of society; esthetic standards and asense of beauty; knowledge of the individual self andits environment; and methods of seeking sound andmeaningful judgments. To achieve these broad goals,the College has adopted for most of its students asomewhat more detailed set of course requirementsthan those of the University's general education core,described at the end of the preceding chapter. Moststudents in the College, except those in special degreeprograms like that leading to the Bachelor of Music,must meet basic requirements ( commonly courses inEnglish, speech-communication, history, health andphysical education, a foreign language, and philoso-phy or mathematics) and take stipulated amounts ofwork in three areas: the humanities, social sciencesand natural sciences.

While aware of objections raised against such adetailed set qf requirements ( some of the objectionsare similar to those that have been lodged againstthe University core ), the College remains committedto the philosophy underlying general education re-quirements. Until entering students are proficientin skills now developed in the basic required courses,the present general education requirements will con-tinue to apply to all students except those in specialdegree curricula and those participating in the Uni-versity's experimental programs ( as mentioned at theend of the preceding chapter on "The University'sResponse to Change"). However, the College plansto improve its program in general education, by:

1. Adding to the number of courses that will meetbasic and areas requirements, from current andnew departmental offerings, from new coursesthat draw from several disciplines (such as theintegrated offerings in biology ), and from inter-disciplinary courses that might be taught by teamsfrom different departments.

2. Encouraging student-devised courses which,though changing from year to year, will still ful-fill basic or area requirements.

3. Encouraging in general education courses, forboth basic and area requirements, use of materialfrom and about the Hawaiian environment andcommunity.

4. Improving instruction in general education coursesby increased sectioning of large lecture courses;making available smaller classrooms and seminarspace, as well as facilities for large lectures; mak-ing available increased audiovisual services, lan-guage laboratory facilities, teaching machines andother techniques for programmed instruction.

5. Expanding its advising services with personnelqualified and trained to help students choosecourses of maximum interest and value to them.

While making these improvements, the Collegealso plans to evaluate each of the courses now in-cluded under basic or area requirements, as well asthose that comprise part of the University's core, toassure that each serves the purposes expected cf it.The College will drop from its requirements or re-place those courses that are not contributing usefullyto the student's general education. In addition, theCollege will support the introduction, when war-ranted, of new degree programs that may not requirestudents to complete the normal general educationrequirements.

At the same time, and especially when moreadequate advising becomes available, the Collegeplans to offer qualified students various plans forreaching the goals of general education. These planswill provide for: (1) a system of placement examina-tions to permit students entering the College whoare well prepared in one or more subjects to beexempted from the related basic area requirements;

COLLEGE OF ARTS & SCIENCES 29

( 2) increased opportunities for students to meet basicand area requirements by earning credit by examina-tion; (3) a streamlined distribution requirement,under which a student entering the College withgood preparation would divide a stated number ofhours (say 50) among the humanities, social sciencesand natural sciences, with maximum freedom ofchoice- in selecting courses in these areas ( excludingfrom the fulfilling of general education requirementsonly those courses dealing with more or less techni-cal procedures, such as stage-lighting and radio ortelevision broadcasting); (4) substitution of the Uni-versity core requirements for the Arts and Sciencesrequirements, with students encouraged 4.*4 earn creditby examination in as many fields as they can.

Review andScheduling ofAcademic MajorCurricula

Academic majors are planned andadministered within the severaldepartments of the College. TheCollege plans to encourage de-partments constantly to review

the suitability of their major requirements for under-graduate degrees, as they already do for advanceddegrees. Though their programs may not neces-sarily change, several departmentsnotably some ofthe sciences and some of the foreign languageshopeto design their academic year and Summer Sessionofferings so that students can readily pursue theirprograms in year-round study. The work required ofthe student who seeks to gain competence in thesefields often must include summer study, to assure(as in some sciences) that he takes the courses inproper succession, and to provide (as is desirable inlanguage study) that no lapses in time retard hisrate of progress. The development of such year-round programs, of course, depends on the SummerSession's ability to offer courses with relativelysmall enrollments of such majors (a point discussedin Chapter 21).

Concentration in On the continental United States,Ethnic Studies Black students are demanding

that universities offer programsof study in Black culture. In Hawaii several ethnicgroupsAsian, Hawaiian and Afro-American in partic-ularare today asking the College to include inits curricula programs of concentration in the litera-ture, history, sociology and culture of these groups.The State Committee on the Preservation and Studyof Hawaiian Language, Art and Culture has proposedthat a baccalaureate curriculum in Hawaiian studiesbe established, bridging Hawaiian history, languageand literature, arts and music, and the cultural anthro-pology of Pacific peoples.

The College of Arts and Sciences recognizes thata coordinated approach to the study of cultures andsub-cultures within the United States may offer astimulating and meaningful field of concentration.Therefore, the College proposes to develop a program

in ethnic studies, designed to enable students to studyin some detail a culture of their choiceHawaiian,Polynesian, Asian or Black, for example. The con-centration would most probably be inter-disciplinaryone manifestation of the desire to break downdepartmental barriers that too often divide highereducation.

The "Non-Major" As one major effort to lowerDegree and the these barriers between dis-Sub-College Program ciplines and to encourage stu-

dents to combine work inseveral departments to meet their special interests,the College supports the development of the so-called non-major degree mentioned in the precedingchapter. This degree plan will also promote study insmall seminar or tutorial sessions, while encouragingstudents to experiment with various courses andinstructional techniques to whatever extent the indi-vidual student and his advisor agree is desirable.

Furthermore, in the spring of 1968 the Dean ofthe College invited faculty members to submit pro-posals for complete sub-colleges under the Collegeof Arts and Sciencesunits that would develop totallynew undergraduate curricula, to be offered to selectedqualified students. The College is pleased by theresponse to the Dean's invitation; two well-developedproposals for sub-colleges are actively under con-sideration. Clearly the imaginations of several facultymembers have been stimulated to new conceptions ofwhat instruction in the liberal arts can be. The Col-lege proposes to continue this type of search for neworganizational designs, well-considered proposalswhich try to regroup areas and subjects of instructioninto combinations not achievable under the presentdepartmental organization. In such new conceptionsmay lie the principal hope for assuring that its pro-grams offer educational experience significant forliving in a world of rapid change.

Undergraduate The College has made good pro-Academic gress with its advising proceduresAdvising since 1964, but recognizes that these

arrangements are still inadequate tothe needs of students who have yet to choose a fieldof concentration, before they can be assigned todepartmental advisors. The College will work towardreduction of the number of students assigned to eachadvisor, and will gradually develop a corps of quali-fied and well-trained advisors who can help studentsmake the complex decisions required by increases inthe number of options available to freshmen andsophomores. Some of these advisors will be facultymembers serving half-time; others will be fulltimeprofessionals. Only such a staff can handle the workcaused by pressures toward earlier specializationwhich urge students to reach decisions about theirprofessional careers, and can provide students help inchoosing among the numerous programs and coursesoffered by the College.

30 COLLEGE OF ARTS & SCIENCES

Undergraduate Instruction

The Educational The goal of university edu-Process: The Student cation continues to be thatas Learner of producing changes in

student-learners. Yet onlythe learner himself can alter his store of information,his attitudes and his skills. No book or lecture, how-ever eloquent or profound, can in itself make thesechanges for him. Recent campus developments indi-cate a gratifying recognition that not all studentslearn in the same way, at the same rate, or for thesame reasons. Such innovations as the broadenedhonors programs, the Johnson Hall program, the non-major plan, interdisciplinary courses and sub-collegeproposals acknowledge that the University's programsmust be flexible enough to meet the needs of differentindividuals and their varying modes and styles oflearning. But these adaptations still reach only arelatively few students. The College proposes toseek ways now to help all of its diverse body of stu-dents to learn more effectively. Clearly, teaching andlearning often occur in the presence of one another,but the relationship is not fixed or arbitrary. Yet onestrong and deeply-rooted tradition of the Universityis a "one-way" model of teaching and learning, whichsurvives most clearly in the lecture method of instruc-tion. The knowledge of the professor is viewed asbeing transmitted by means of the spoken and writtenword into the minds of the students. Failure is oftenregarded as a shortcoming of the student as a receiver,rather than of the professor as a source.

A more contemporary view of the communicationprocess regards learning as an active behavior, aprocess in which the learner's responses serve asfeedback to the source informing the latter whetherwhat is transmitted is being accurately received andabout adjustments the source ought to make in hismessage. This "two-way" view shifts much of theresponsibility for success back to the source andmakes interchange between professor and student afundamental principle in the learning process.

Despite growing acceptance of this more realisticview of learning, implied support of the "one-way"model is widespread. Most University classrooms areconstructed and equipped for the lecture method ofinstruction and are not very adaptable to other uses.The curriculum is designed to use the lecture as itsstandard vehicle. The College seeks alternatives andsupplements to this single style of instruction, and willtest the value of some alternative systems.

In judging results, planners should consider theeffectiveness of a program in reaching its goals, notjust. its apparent economy. ( An effective system mightconsist of one tutor-professor and one student work-ing together, but the cost would be prohibitive.On the other hand, a low-cost system might be illus-trated by a professor lecturing to thousands of stu-dents, but the measurable change in learning andbehaviorthe "effectiveness" of the programmight

be minimal.) Whatever the system, there will bemany variables, some more or less obvious andsome hidden or otherwise unexpected. Followingare some suggestions for discovering and experi-menting with more effective ways to assure more suc-cessful learning.

Pilot Studies It is relatively pointless to discuss thein Results of effectiveness of an instructional pro-Instruction gram unless the results obtained

( what the student learns) can becompared with a predetermined statement of theresults sought. If behavioral objectives can be estab-lished for even a limited number of courses, it willbe possible to determine how well existing and newinstructional methods attain these objectives.

Systems Analysis Departments will be encouraged toof Programs subject their programs to systems

analysis: to determine what stepsare needed to accomplish the objectives of those pro-grams, how the elements fit together in the learningexperience, how students' work in the program isexpected to progress, where students of differingabilities might enter and exit from the program, andwhere the efforts of different faculty members maybest be used.

Flexibility of University tradition provides thatClass Scheduling; a student can earn one semesterAlternatives to hour of credit by attending oneLecture Method 50-minute instructional period for

one semester. Departments willbe encouraged to develop some experimental teach-ing procedures which will depart from the fixedinstruction hour/credit ratio and to determine whateffect this change may have on student learning. Someflexibility is especially important if field work or com-munity service is to be introduced in courses where itis relevant.

In revising the speech-communication course re-quired in the University general education core, forexample, the Department of Speech-Communicationhas provided about 12 hours of active, observablestudent participation, as compared with one hourunder the previous system. Plans are under way tochange the lecture portion of the required course sothat large lectures are presented partly "live," partlyon videotape. Many other such variations of thelecture method are possible.

Shifting Instructional Students spend a great dealResponsibility to of time instructing one an-Students other informally in prepara-

tion for tests and projects.Ways will be sought to incorporate this behaviorinto the planned activities of regular courses, so thatthe amount of available instructional energy in thesecourses can be increased. In a decentralized courseorganization in which the instructor functions part

COLLEGE OF ARTS & SCIENCES31

of the time as manager for small groups of studentswho are instructing one another, there is muchpotential for increased learning.

Increasing Assistance will be sought from theInstructional Instructional Resources Service Cen-Resources ter, and from other agencies, to deter-

mine how audio-visual resources (in-cluding films, television, and other materials) canbest be used to help students learn. The Center willbe invited, where possible, to help faculty memberssolve problems that may call for the use of audio-visual materials.

Improvement The aim of the College to encourageof the student to assume greater re-Teaching sponsibility for his own learning does

not lessen the responsibility of theCollege and its faculty to improve teaching. Suchimprovement will not take place unless constantlyencouraged and approved by the College and itsdepartments. The College will undertake severalinterconnected activities in this direction.

First, it will make a systematic effort to determinemuch more precisely than has been done in thepast what constitutes good teaching: what one meanswhen one says that a particular course or instructoris "good." Good teaching, of course, may take manyforms, but these may have several identifiable featuresin common. Even if they have little, the distinctiveproperties of each kind of teaching and teachermay be identified and publicized, so as to give newfaculty members especially some examples to ob-serve and an idea of goals to seek.

Second, the College will encourage all depart-ments to gather evidence concerning the teachingability and promise of every candidate for appoint-ment to the faculty ( as some departments now do )and to weigh such evidence heavily before recom-mending the applicant's appointment. At the sametime, the College will encourage departments to givenew faculty members every assistance in develop-ing the skills they need in order to handle theircourses effectively.

Third, the College will endeavor to assist depart-ments and all faculty members who seek ways toevaluate their own teaching, whether through com-ments by students, examination of videotapes oftheir classes, planned measurement of what studentsare learning, or informal exchanges of classroom visitswith colleagues. The faculty member, in short, willfind it possible to see himself as his students see andreact to him. Reliably gathered evidence handledresponsibly through suitable procedures will weighheavily in decisions concerning tenure and pro-motion.

Fourth, within each department that uses inex-perienced young instructors or graduate assistants asteachers, the College will assist in developing pro-

grams to assure that these people are trained tocarry out their duties well. These programs mayinclude teaching assignments in which the neophyteis closely observed and carefully advised by anexperienced, successful teacher.

Fifth, the College will seek especially to improveinstruction in lower-division courses and coursesdesigned for students not majoring in the field.Younger instructors will be given credit for effectiveteaching of lower-division courses, just as they areexpected to meet a high standard for teachingadvanced courses. Also, highly experienced profes-sors will be encouraged to undertake the teaching ofintroductory courses, and will be provided with nec-essary assistance in such teaching. Furthermore,where large classes prevent effective teaching (thoughlarge classes are probably not without value in somelower-division courses ), such classes will be reorgan-ized where possible to make effective use of audio-visual aids, programmed instructional materials, andsmall discussion groups. Some of these items, par-ticularly programmed materials, are time-consumingand expensive to develop, but once provided andapproved they can be economical as well as effective.Where large classes are not suited to the subject mat-ter and aims of the course, as in instruction inlanguages, classes must be reduced to the size bestadapted to maximum learning.

During the next seven years, then, the Collegeplans to commit a portion of its energies to seeingthat improvements in teaching continue, particularlyin undergraduate courses, and that faculty membersreceive support and encouragement in efforts toimprove their work with students.

Research on The College also plans to supportImproving much needed research on the teach-Instruction ing-learning process. Faculty mem-

bers wishing to do so will be encour-aged to investigate instructional applications ofmodern technology, alternative class sizes for dif-ferent kinds of learning, testing and grading pro-cedures, the usefulness of learner-paced study, pro-grammed materials, and other new instruments ofeducation. Like research within the disciplines, suchclose study of teaching-learning processes is bestcentered in the departments that are doing the teach-ing, rather than in specially developed research insti-tutes. Research in instruction is part of a department'sregular function, and should be supported within thedepartment by released time for faculty memberswho undertake it, secretarial and technical assistance,equipment, materials, space and library facilities. Thissupport must be provided if effective research is totake place on ways of improving the teaching-learn-ing process.

The research efforts of faculty, all this is to saywhether in their disciplines or in the teaching pro-cesswill be matter for serious and continuing interest

32

on the part of chairman and college administrationalike, not simply an item in the dossier to be notedonly when tenure or promotion are to be decided.

Graduate Curricula and Research

A large number of the courses offered by depart-ments in the College are intended primarily for candi-dates for higher degrees in the Graduate Division. Asthe number of graduate students increases, and withit the ratio of graduate students to undergraduates,the College foresees that an increasing proportion ofits student credit hours will be in graduate courses.While refusing to neglect its commitment to the teach-ing of undergraduates, the College plans to increasethe number of graduate courses it offers, and in theappointment of new faculty will keep in mind theneed to secure persons who can effectively teachgraduate as well as undergraduate students.

Several departments, including Economics,English, Mathematics and Speech-Communication,are considering the introduction of programs leadingto the doctorate. It is thus anticipated that newPh.D. programs will be inaugurated in the next sevenyears, though not at the rate experienced under' PlanI, applying the criteria for moving into doctoralcurricula specified below in Chapter 17 on the Gradu-ate Division.

Contributions The College will continue to empha-to the size the discovery of new knowledgeDisciplines and the dissemination of that knowl-

edge through appropriate publica-tions. Each faculty member will receive more care-fully organized assistance than has been offered inthe past. Faculty members will be invited to drafttheir own "academic development plans": statementsof the goals they seek in their particular efforts atadvancing knowledge, indications of the kinds of sup-port they will need in carrying out these plans, state-ments of the kind of testing of their ideas they wouldlike to undertakefor example, presenting these ideasat seminars or professional meetings. Clear proce-dures will be outlined for requesting assistance, ifsuch should be needed to publish their work. Depart-ments will expect faculty to evaluate their progresstoward realizing these goals, and will offer whateverassistance they can in the professional self-advance-ment of their members, including active support ofrequests foi financial aids necessary' to faculty mem-bers' work

Service to the Community

The College of Arts and Sciences affirms thepolicy ( set forth above in Chapter 4 on "The Univer-sity's Response to Change") that it is desirable toencourage faculty members to become involved inwork on the problems of the community at large. Itis important for them to feel free to advise corn-

COLLEGE OF ARTS & SCIENCES

munity leaders on current social, cultural and politicalproblems, as well as to present to the community theresults of their professional study of such problems.Moreover, the College regards it to be a legitimateacademic enterprise for faculty and students, workingwith other institutions and agencies, to make a con-tribution to the improvement of society.

The College is anxious to see faculty membersengaged with problems of the community, partlybecause current expressions of dissent among stu-dents reveal that many believe that their education isnot equipping them adequately to cope with the dif-ficulties they encounter in today's world. The criti-cism has already prompted some members of theCollege to involve themselves in the day-to-day acti-vities of our society, so that they can revise what isto be taught in the College to assure that it betterprepares graduates for the everyday world. Manymembers of the College are convinced that its intel-lectUal and scholarly ideals will be enhanced andrenewed, not compromised, if these ideals are criti-cally disseminated and tested in the total community.By such testing of their ideas, faculty and studentscan assure that the College's courses and programshave the validity and the human concernin today'slanguage called the "relevance"that students seekin their education.

As some of the better trained members of theircommunity, moreover, faculty and students shouldbe able to accept responsibilities in the communityquite apart from the possible relevance of communityservice to their academic work. Members of the Col-lege can follow several routes to achieve a more activepartnership in the community; the preferred routescannot be specified in detail here. While the Collegewill continue to respect the preferences of studentsand faculty who elect to continue in their accustomedroles and not to involve themselves in communityaffairs, it is also prepared to offer appropriate recog-nition to those who fill important roles in the com-munity with distinction, along with their roles in theUniversity. In many instances these rewards shouldbe commensurate with those given to persons whochoose to work exclusively within the University orlargely within the circle of professional peers.

A faculty-student committee should be establishedin the near future to formulate guidelines concerningthe role of faculty and students within the community.It is possible to mention here, though only sketchily,some of the activities that the committee mightexamine, and to indicate a few of the problemsencountered when one tries to set up a scale ofrewards. Faculty members can participate in com-munity service, broadly speaking, in one of threeroles: those of professional scholar, specialist, andcitizen. As a scholar, the faculty member may pro-vide information or give advice on projects of gen-eral concernfor example, by studies of social organi-zation, analyses of economic conditions in a given area

COLLEGE OF ARTS & SCIENCES

of the state, efforts at harnessing natural resources orconserving these resources for the good of the com-munity, etc. Such professional assistance can some-time lead to the discovery of new and sounderknowledge applicable to situations or problems otherthan the particular local ones being studied. In thisrole, the faculty member is acting as a scholar whosesources of information are not so much the library andthe laboratory as the living community and its physi-cal and biological environment. Participation of thissort is entirely consistent with established conceptsof the scholar's profession and entitles him to thesame rewards: that are given to persons who workchiefly in a library or a laboratory.

In the role of specialist ( the roles of scholar andspecialist may overlap ), the faculty member bringshis distinctive expertise to bear on some specific butrather occasional need in the community, as in advis-ing on a particular tax policy, helping to train PeaceCorps volunteers, writing newspaper criticisms ofart or theatre, appearing on a ETV panel, leadingworkshops for teachers in service, assisting in the con-trol of air pollution, etc., with little expectation thatthe discovery of new knowledge and publication willresult. The kind of encouragement and reward dueto service in the role of specialista role many facultymembers already fill with some frequencyis hardto define but for that reason deserves careful study,to be sure that appropriate rewards are indeed offered.

While no special academic recognition is due forservice the faculty member performs as a citizen, out-side of his field of specializationas in advising acommunity group, assisting the campaign of a candi-date for public office, or holding office himselfneither should the faculty member be penalized forthe time he gives of his private life to this kind ofservice.

Students may participate in community serviceeither outside or within the academic curriculum, andthe encouragement and rewards due to these kindsof service may be as hard to decide as those due toservice on the part of faculty. Extra-curricular activ-ities include such efforts as tutoring, volunteer socialwork, participation !In political or social action groups,and so on. These activities are familiar on the ManoaCampus as well as elsewhere today. Less familiar,but of no less value to the community or to the stu-dents, are projects undertaken as part of an academicprogram. Community activity within the frameworkof courses has been encouraged at Manoa, as in "Oper-ation Outreach," involving individual student workin the community, which has for a few years been animportant part of course work in "Man and Society."The inclusion of community service as a part of theprogram leading to a degree is not now practiced inthe College, as it sometimes is in professional schools,but the proposed College faculty-student committee

33

should explore the possibility that such service mightbe made a recognized part of some students' edu-cation, where it helps them attain the objectives of thecurriculum they have chosen.

Whatever guidelines the committee adopts, itseems clear that the College should identify and sup-port much broader kinds of service in the urban,state and even national community than have beenexplicitly recognized in the past. "It is chiefly throughthe continued effort to be relevant," says John W.Gardner, "that an institution renews itself, but it is adifficult effort to make in placid times. Any institu-tion that cares about renewal will seize the moment ofcrisis [such as the present] as the appropriate instantto break the settled mould of life and create freshpatterns."

Not all community service is problem-oriented.The humanities departments play an important rolein enriching the cultural life of the communityasthrough the plays, concerts, recitals and exhibitionsof the College's faculty and students. A current inno-vation to expand this type of activity merits specialnotice. This spring the College is bringing to Hawaiia well-known poet, who will give readings on campusand around the state, and will meet with faculty mem-bers, students and others interested in imaginativewriting. This will be the first in a regular series ofsuch visits by scholars, writers and performers in thearts by means of which the College hopes to enlivenboth campus and community.

Administrative Organization

For the encouragement of research within theparticular disciplines, and for the offering of graduatedegree programs, the present administrative organ-ization of the Collegean array of departments com-prising faculty members with similar interests whocan assist and stimulate each other's work and candevise coherent instructional offerings in those dis-ciplinesis of unquestionable value.

At the same time, organizing the College so thatall 33 departments report to a single dean for vir-tually all purposes has proved unwieldy. Under thisorganization, it is difficult to assemble new programsthat cut across departmental lines, though such pro-grams seem to be increasingly needed by studentspreparing for contemporary society. In the next fewyears, therefore, opportunity will be given for thedevelopment of new kinds of curricular units whichmay not be easily connected to existing departments.Tentative gropings toward these new curricular unitsare already being carried out by the College in multi-disciplinary and interdisciplinary courses, the pro-posed development of schools and sub-colleges, andso on. A more flexible organizational plan for theCollege will be developed, based on experience to datewith these new units, trying to anticipate some ofthe future needs of society. During the next sevenyears, the College will undertake the following organ-

34 COLLEGE OF ARTS & SCIENCES

izational changes to support its present programsmore effectively and to further encourage newprograms:

1. Administrative reorganization into divisions. Thesecould include Humanities, Social Sciences, NaturalSciences, and "Special Programs." Although thesedivisions are to be designed primarily to improvecommunications in a large organization, they willalso give special attention to developing newdesigns for undergraduate education, while theircomponent departments continue to supervisegraduate fields of study. Undergraduates through-out the College might be offered the choice ofmajoring in a large area instead of in a specializeddiscipline. The divisions could also make deci-sions about fields of study to be expanded or mademore prominent, and about the further integra-tion of existing departments.

2. Encouragement of new interdisciplinary liaisons.An example is the reorganizing of the biologicalsciences into a single unit. This new organiza-tion will not be committed to any single disci-pline in biology, but will offer a total programwhich focuses attention on the development andmaintenance of the field as a whole. Specifically, itwill emphasize developments in quantitative biol-ogy, maintaining and extending interactionsbetween the molecular approach and more tradi-tional areas of biology: botany, microbiology,zoology.

3. The creation of schools to offer completely newcurricula. These might include a school of per-forming arts made up of faculty and courses indrama, music and dance; a school of internationalstudies composed from European and Asianlanguages, history, sociology, religion, etc.; or aschool of environmental studies, composed fromarchitecture, landscape architecture, physical plan-ning and urban design.

4. A continuous search to develop academic organi-zations which directly reflect the needs of society.The increase in urban populations and density, theresulting social and biological-ecological imbal-ances and stresses, including scenic spoliation,can only be resolved by interdisciplinary unitswith specific goals and adequate organizationsto support the necessary teaching, research andcommunity service. One example is a multidis-ciplinary unit conducting population studies whichmay emerge from the collaboration of the Collegeand the East-West Center, as discussed in Chap-ter 27; another example is the Pacific UrbanStudies and Planning Program, briefly noted inChapter 4.

5. An increase in the variety of degrees offered bythe College. New degrees will be designed to suitspecial needs of the society which the graduatewill enter. Implicit in multiple degrees are cor-

responding curricula and curriculum-planningcommittees for each degree.

The new organizational arrangement would helpexisting departments to examine possible liaisons withother departments, interconnections to be developedthrough special programs, interdisciplinary coursesand collaborative research. Steps will be taken toassure that such "communal" relations can be initi-ated, tightened, relaxed or abandoned altogether asthe needs of society and new knowledge about thesubject areas subsumed in the College dictate. Theorganization will positively assist the development ofnew educational units suited to serve the specificneeds of society as they are identified.

( See chart at end of this chapter, for a suggestionof how the College might be reorganized. )

Developments Under Academic Development Plan I

1. Improved recruitment of faculty members at allranks, with resulting increase in the quality ofCollege faculty.

2. New bachelor's degree programs in architecture,biology, the classics; new master's in Americanstudies, architecture, astronomy, geosciences andgeodesy, Spanish.

3. New Ph.D. programs: astronomy, drama and thea-tre, geography, linguistics, oceanography, soci-ology.

4. Introduction of the non-major degree ( Bachelorof Liberal Studies ).

5. Improvements in the advising of freshmen andsophomores.

6. Increased commitment to educating teachers andsupporting programs on the arts and humanitiesin the state.

7. Reorganization of the College administrative staff.8. Invitation of plans for sub-colleges.

Projected Developments Under Plan II

1. Increase flexibility and variety of undergraduateprograms, both in general education and in majorfields of study.

2. Reorganize the College to provide greater flexi-bility and the capability of introducing needednew programs.

3. Establish sub-colleges for special undergraduateprograms within the College.

4. Further improve academic advising.5. Increase attention to the ways in which students

learn, adjustment of instructional techniques tosuit what is discovered about learning.

6. Increase assistance to faculty members in improve-ment of teaching skill and research productivity.

7. Encourage community service by faculty andstudents.

8. Offer new doctoral programs, as justified.

Adm

inis

trat

ive

Serv

ices

CO

LL

EG

E O

F A

RT

S A

ND

SC

IEN

CE

S

Pers

onne

l Com

mitt

eeC

urri

culu

m C

omm

ittee

Stud

ent S

ervi

ces

Soci

al S

cien

ces

Hum

aniti

esN

atur

al S

cien

ces

Spec

ial P

rogr

ams

Ant

hrop

olog

yE

cono

mic

sG

eogr

aphy

Polit

ical

Sci

ence

Psyc

holo

gySo

ciol

ogy

[ ]

Prop

osed

Scho

ol o

f[P

erfo

rmin

gA

rts]

Scho

ol o

f[E

nvir

onm

enta

lSt

udie

s]

Div

isio

n of

Bio

logi

cal

Scie

nces

Scho

ol o

f

Dra

ma

Mus

icD

ance

Arc

hite

ctur

eL

ands

cape

Arc

hite

ctur

ePl

anni

ngU

rban

Des

ign

Am

eric

an S

tudi

esA

rtA

sian

& P

acif

ic L

angu

ages

Eng

lish

Eng

lish

as S

econ

d L

angu

age

Eur

opea

n L

angu

age

His

tory

Lin

guis

tics

Philo

soph

yR

elig

ion

Spee

ch &

Com

mun

icat

ion

Bot

any

Mic

robi

olog

yZ

oolo

gy

Che

mis

try

Geo

scie

nces

Mat

hem

atic

sO

cean

ogra

phy

Phys

ics

& A

stro

nom

ySc

ienc

e, G

ener

al

Aer

ospa

ce S

tudi

esA

sian

Stu

dies

Mili

tary

Sci

ence

Ove

rsea

s C

aree

r Pr

ogra

mPa

cifi

c Is

land

Stu

dies

Paci

fic

Urb

an S

tudi

es&

Pla

nnin

g[E

thni

c St

udie

s]

Popu

latio

n St

udie

s

36 COLLEGE OF BUSINESS ADMINISTRATION

Chapter 6: COLLEGE OF BUSINESS ADMINISTRATION

Purposes and Objectives

The overall purpose of the College of BusinessAdministration is to provide *nstruction, research andservice in the areas of bum ess administration andother business functions important to all organizedoperationswhether instituted \to make profits or notwhich manage men, materials money and authority.It is furthermore the purpose of the College to rec-ognize and serve the unique geographical, inter-national, and industrial or trade aspects of the econ-omy of the State of Hawaii.

To achieve these purposes, the College has fourparticular objectives: ( 1 ) through its undergraduateand graduate instructional programs, to prepare stu-dents for professional careers in administration andfunctional areas of business, industry, trade and re-lated institutional or organizational complexes; ( 2)through research, to enhance and increase basicknowledge in business and administrative disciplinesand to apply this knowledge toward solutions of prob-lems in business, industrial society, and the environ-ment which affects them; (3) through courses, sem-inars, conferences, and other available media andresources, to maintain and expand programs of con-tinuing education and service to the business com-munity in Hawaii and the Asian-Pacific area; (4)through courses and participation in interdisciplinaryexchanges, to serve students in other colleges of theUniversity as their educational programs may require.

Instructional Programs

Undergraduate Instruction

The continuing explosion of knowledge requiresunceasing attention to the liberal arts orientation nowand for the future in the lower division courses.Upper division courses must continue to reflect thecomplexity and diversity of the business and admin-istrative disciplines. These courses will provide thegreater part of the professional training in the stu-dents' program. For the next several years, there willalso be an increasing emphasis on the areas of quan-titative analysis, computer applications and behavioralscience. Constant review of the curriculum will helpassure that the academic program is alert to thespecialized needs of the student body of the College.

Graduate Instruction

The Master of Business Administration Program iswell established but it will be strengthened to qualifyfor accreditation by the American Association of Col-legiate Schools of Business, which accredited thebaccalaureate program of the College in 1967. The

MBA curriculum will be organized to meet the capa-bilities and educational backgrounds of all qualifiedcandidates regardless of their baccalaureate degree.Standards for the program on the Manoa Campus willcontinue to be applied to programs off-campus ( as atpresent in Tokyo on a self-supporting contract withthe U. S. Air Force at Tachikawa ). Overseas pro-grams, such as the one in Tokyo, will provide op-portunity for members of the faculty to expand theirknowledge and courses in international administra-tion.

The aspiration to excellence of the University, aswell as its geographical location, point to the desir-ability of offering a doctoral program in businessadministration. The College will work toward thisgoal, expecting to consider the establishment of adoctoral degree as an objective to be reached by 1975.It will concentrate on those areas where it can developenough qualified faculty, programs and supportinglibrary and other facilities to permit a sound offering.

Research

Basic and applied research in business administra-tion must be further strengthened and increased. Toaid this development, the College will establish aresearch institute, which will sponsor seminars andconferences, as well as research projects. Instituteprograms will be particularly concerned with con-trasting management ideas and practices in the widerange of cultural and political backgrounds found inthe nations of the Pacific Basin. It is anticipatedthat some research projects will be concerned withlocal developments in Hawaii; th.hers will be directedto aspects of Hawaii's increasing participation in in-ternational commerce; still other studies will con-centrate on management experience in other coun-tries, or make international and cross-cultural analyses.

Continuing Education and Community Service

The College will continue to supplement its tra-ditional undergraduate and graduate programs byexpanding its services through its offerings of specialseminars, conferences and training programs. Theseprograms will be designed to meet current interestsand needs. Present examples of such programs are:

1. The six-week in-residence Advanced Manage-ment Program offered in cooperation with theHarvard Business School. A similar programdesigned especially for East-West managementconcepts and practices is being developed bythe College faculty.

I

Col

lege

Fac

ulty

Cou

ncil

I MM

IIND

Adv

isor

y C

omm

ittee

to th

e D

ean

CO

LLE

GE

OF

BU

SIN

ES

S A

DM

INIS

TR

AT

ION

Offi

ce o

f the

Dea

n

IM.1

1=1

-

=M

IMI,

*WW

I. 11

1

HB

usin

ess

Adv

isor

yC

ounc

il

Pac

ific

Man

agem

ent I

nstit

ute*

Sm

all B

usin

ess

Man

agem

ent

Pro

gram

*Pro

pose

d

Adv

ance

dM

anag

emen

tP

rogr

am

L

I

Indu

stria

lR

elat

ions

Cen

ter

Aca

dem

ic D

epar

tmen

ts

Acc

ount

ing

& F

inan

ceB

usin

ess

Eco

nom

ics

& S

tatis

tics

Man

agem

ent,

Mar

ketin

g &

Indu

stria

l Rel

atio

ns

1

Sch

ool o

fT

rave

l Ind

ustr

yM

anag

emen

t

38 COLLEGE OF BUSINESS ADMINISTRATION

COLLEGE OF BUSINESS ADMINISTRATION

Academic Departments: Accounting & Finance; Business Economics & Statistics; Management, Marketing & Industrial Relations; and theSchool 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 3,075Undergraduates 1,228 1,508 2,450 2,490Graduates 221 440 585

Student Credit Hours (Fall) 10,468 17,548 32,735 34,245Graduates ( Degrees Awarded ):

Bachelors 129 347 515 840Masters 8 55 135 205

Faculty and Staff (FTE ) 39 79 205 210Faculty 36 67 170 175Civil Service 3 12 35 35

Data on graduates for 1967-68.

9 The Small Business Management Program,designed to serve the needs of owners ormanagers of small enterprises and units oflarger enterprises.

3. Marketing and Sales Symposiums, the PacificInstitute of Transportation and other confer-ences of relatively short duration speciallydesigned for particular fields or professionalgroups.

The Industrial Relations Center

The Industrial Relations Center was established in1948 to promote a better understanding of labor man-agement techniques, problems and policies throughpublic lectures, conferences and discussion groups.The Center maintains a library devoted to the sub-ject of labor management relations, which is a re-search tool essential to study in the field.

A Labor-Management Education Program wascreated in 1965 to provide basic leadership trainingfor management and labor. The program includesgeneral and special courses, one-day and week-endinstitutes, conferences and staff training programs.The program also offers its services to high schoolteachers through its Modern Labor Course, and tothe broader community through seminars on com-munity issues and problems, utilizing funds from theHigher Education Act of 1965. The Center willdevelop its programs in conjunction with the instruc-tional and research objectives of the College previously outlined. As the development proceeds andthe Center grows, it may be advantageous to estab-lish it as a School.

Service to the University

The College of Business Administration recognizesits obligation to offer instruction to qualified studentsin the University at large, as well as those enrolled inits curricula. To this end, the College will:

1. Widen its scope so as to serve all units of theUniversity whose students require a manage-ment or administrative emphasis in their pro-grams.

2. Structure its academic offerings to meet theneeds of undergraduate and graduate studentsfrom non-business areas whenever these stu-dents may be best served by enrolling incourses offered by the College.

New Emphases

The programs described above include a con-tinuing emphasis on the traditional and functionalareas of business and managerial (administrative )disciplines. Between now and 1970, appropriate newemphases within these areas will include:

Computer Application

Students and the business community alike mustbe kept informed about the developments in the fieldof computers and be given the opportunity to learntheir uses. Additional courses will be offered in bothdegree and non-degree programs. Such courses will,of course, be coordinated with the services of theInformation Sciences Program and the ComputerCenter.

COLLEGE OF BUSINESS ADMINISTRATION39

International Business

More attention is being given to internationalbusiness in universities throughout the world, andHawaii's location and developing interest in inter-national trade make it a major emphasis for the Col-lege. New courses in the undergraduate and gradu-ate curriculum will focus on international aspects asan added dimension to the basic functional areas ofaccounting, finance, management, marketing, andindustrial relations. The College will offer programsoverseas to individuals and groups wherever feasible,e.g., the M.B.A. in Japan. It will enter into con-tractual relationships with universities in foreigncountries where such relationships will serve theneeds of undergraduate and graduate students fromHawaii. Loan or exchange of faculty members willmake available their services and advice to foreignuniversities desiring to develop graduate programsin business administration; these exchanges will fur-ther the development of the international businessprogram and the research efforts of the College.

Administrative Process

The College will expand the scope of its presentcurriculum, utilizing experience gained from the inter-departmental course on the general theory of admin-istration now offered for students not only in businessadministration, but also in political science, socialwork, educational administration and public health,with the cooperation of faculty from those fields.Management or administration has not been finallyadjudged to be all art, nor all science. The curriculumwill continue to emphasize both aspects of the admin-istrative or management process in all its offerings.

Courses at the undergraduate and graduate levelswill stress the application of basic concepts to theinstitutions of government, schools, social work agen-cies, hospitals and other organizations in which, asstated earlier, activities require the management ofmen, moneys, materials and authority. Organizationtheory and decision theory in both quantitative andbehavioral aspects will be stressed.

In addition, with the collaboration of the Eait-West Center and through the Small Business Manage-ment Programs, the Labor-Management EducationProgram, and the Advanced Management Program,the College will assist in developing managers or ad-ministrators who can understand and work effectivelywith nationals of the United States and other coun-tries, particularly those in the Pacific and adjacentAsia.

Faculty Development

The problem of student-teacher ratio must bereviewed. The present ratio, now 29 to 1, is in some

areas of the curriculum incompatible with the sub-ject matter and mode of instruction. New appoint-ments to the faculty will be made in accordance withthe needs of program development as revealed instudies now being conducted.

The School of Travel Industry Management

Establishment of the School of Travel IndustryManagement in 1967 reflected awareness of the factthat tourism and the travel-related trades and indus-tries are jointly the largest single source of commer-cially generated income to the State of Hawaii.

To strengthen its leadership role in this new field,the School will integrate its academic and internshipprograms over the entire four and one-half yearsrequired for its Bachelor's degree. On this founda-tion a new Master's degree program will be designed.This integration will continue to be correlated withthe courses, appropriate to different areas of academicemphasis, within the University general educationcore, the College of Business core and the other sub-jects in each student's individual curriculum. TIMresearch, publications and management developmentprograms will be developed.

The School will work with other units in the Uni-versity, the East-West Center, and the tourism andtravel industry to achieve its goal of quality educa-tion for the preparation of managerial and profes-sional talents which the above objectives are designedto make possible. In the same spirit, it will continueto cooperate with the community colleges, the De-partment of Education, and the community at large.

Developments Under Academic Development Plan I

1. Accreditation of undergraduate program byAmerican Association of Collegiate Schools ofBusiness in 1967.

2. Establishment of M.B.A. program in Japan.3. Creation of the School of Travel Industry Man-

agement.4. Consolidation of eight departments into three de-

partments and one school.

Projected Developments Under Plan II

1. Accreditation of M.B.A. program.2. Establishment of doctoral program.3. Creation of a business administration research in-

stitute.4. New emphasis on computer applications, inter-

national business programs and the administrativeprocess.

5. Selective improvement of student-faculty ratio.

40 COLLEGE OF EDUCATION

Chapter 7: COLLEGE OF EDUCATION

Purposes and Objectit es

One of the University's major goals is to bringleadership to the task of meeting the educationalneeds of the people. To help achieve this goal, theCollege concentrates on the preparation and develop-ment of competent teachers and on the provision ofleadership within the professional community for theimprovement of education, public and private, fromkindergarten through high school and institutions ofhigher learning. Predominantly concerned with instruc-tion as conducted in the schools, this leadership mustmake education relevant to the central problems ofour time.

The College of Education will continue to giveattention to the art and science of instruction andincreasingly to the social and esthetic purposes forwhich educational technology can be effectively used.More precisely, educational leadership will be exer-cised and manifested in these ways: (1) in qualitypreparation of teachers; ( 2 ) ordered and illuminatingin-service experience for teachers and other educa-tional personnel; (3) informed service to the schoolsand the community for understanding educationalissues; (4) development of programs and demon-stration of materials and methods; (5) basic andapplied research and development concerning prob-lems of education.

Related to its programs of teacher preparationare some less well-known responsibilities, such asproviding the physical education courses required ofmost University students for graduation, presentingcourses in their subject field for teachers of physicaleducation, health, and industrial arts, and offering aB.S. in Recreation. Except for the physical educationactivity courses and some skills courses in industrialarts, the curriculum of the College is made up ofupper division and graduate courses in education. Allfreshmen and sophomores intending to become teach-ers are enrolled in the College of Arts and Sciences,except those in home economics and agriculture, whoare enrolled in the College of Tropical Agriculture.Typically, students are admitted to the College ofEducation at the end of the sophomore year, althoughsome may enter as seniors or even as possessors ofbaccalaureate degrees.

Instructional Program

To review all programs for both pre-service andin-service preparation of teachers, a University Coun-cil on Teacher Education, with faculty members fromall colleges involved in teacher education, two stu-dents in education, plus representatives from the State

Department of Education, was appointed by thePresident of the University in 1966. Teacher educa-tion committees, including professors from appropriateacademic disciplines and curriculum specialists fromboth the College of Education and the State Depart-ment of Education, have been constituted for eachof the subject fields taught in the schools. These com-mittees recommend new programs and changes inexisting programs for the preparation of teachers;the recommendations are then reviewed by the Coun-cil and the College of Education Senate and the dean.In general, the College of Arts and Sciences pro-vides the background of liberal studies for all teach-ers and the academic preparation of most of them,while the College of Education provides professionaleducation courses and supervised student teaching.These professional experiences focused on educationalpractices will achieve further relevance by beingclosely linked with problems of human life in thechanging world.

Pre-Service Teacher Preparation

The State Department of Education annuallyappoints approximately 1,500 new teachers, 60 percent in the elementary grades. If Hawaii is to "doits part to prepare the teachers to staff the state andnational program of education" ( Lindley Stiles, Reporton Teacher Utilization in Hawaii, 1967 ), the Uni-versity's current output of approximately 500 teach-ers a year needs to be increased markedly. Withinthe projected College enrollment of 4,130 studentsfor 1975-76, a proper balance of graduates andundergraduates will provide for the graduation of1,000 new teachers annually.

The current pre-service teacher preparation pro-gram is a five-year integrated program including astrong liberal arts core and an academic majorrequired of all students. The professional coursesequence includes foundation courses in psychology,social foundations, and curriculum, a limited num-ber of methods courses, and student teaching. Can-didates are admitted after their sophomore year andpursue three more years of planned course work andstudent teaching. A Bachelor of Education (B.Ed.)degree is conferred at the end of approximately fouryears, when the State Department of Education grantsa provisional teaching certificate to students recom-mended by the College. The "fifth year" may be com-pleted in full-time study or part-time in conjunctionwith teaching. At the completion of the full five years'work, a Five-Year Diploma or ( for those who qualifyand are admitted to the Graduate Division) a Master

Col

lege

Sen

ate

.1-

CO

LLE

GE

OF

ED

UC

AT

ION

Offi

ce o

f the

Dea

nM

EN

=III

/Mb

Col

lege

Cou

ncil

I

Div

isio

n of

For

eign

Con

trac

tsD

ivis

ion

ofS

tude

nt S

ervi

ces

rE

duca

tion

Res

earc

h&

Dev

elop

men

t Cen

ter

Div

isio

n of

Fie

ld S

ervi

ces

1

Aca

dem

ic D

epar

tmen

ts

Cur

ricul

um &

Inst

ruct

ion

Edu

catio

nal A

dmin

istr

atio

nE

duca

tiona

l Com

mer

ticat

ions

Edu

catio

nal F

ound

atio

nsE

duca

tiona

l Psy

chol

ogy

Hea

lth &

Phy

sica

l Edu

catio

n

Sta

te D

epar

tmen

tof

Edu

catio

n

Haw

aii

Cur

ricul

um C

ente

r

42 COLLEGE OF EDUCATION

COLLEGE OF EDUCATIONAcademic Departments: Curriculum and Instruction; Educational Administration; Education

tions; Educational Psychology; Health and Physical Education.Degree Programs:

Existing: Bachelor of Education, Bachelor of Science in Recreation Leadership, Master oftional Psychology.Projected: Master of Science in Recreation Leadership and Physical Education; Doctor ofEducation; Education Specialist ( intermediate between master's and doctorate).

al Communications; Educational Founda-

Education, Doctor of Philosophy in Educa-

Philosophy ( additional fields); Doctor of

Actual Projected

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

Student Majors ( Fall) : 2,379 1,576 3,310 4,130Undergraduates 1,817 1,054t 2,110 2,540Graduate Students:

Degree Candidates 269 306 895 920Five-year and CPC Students 293 216 505 670

Student Credit Hours (Fall) 14,480 16,550 29,490 35,970Graduates (Degrees Awarded):

Bachelors 289 382 775 960Classified Prof. Cert. 60 200 200Five-year Diploma 184 260 385 510Masters 67 185 430 545Doctorate 25 40Faculty and Staff ( FIT ): 149 171 395 475Faculty 64 79 180 225Civil Service 7 14 30 40Other Personnel:

Foreign Contracts 14 15 15 20Educ. Res. and Dev. Ctr.t 7 8 45 70Hawaii Curriculum Ctr. 57 55 60 65

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

of Education degree is conferred, and the StateDepartment of Education grants the Professional Cer-tificate. Holders of baccalaureate degrees in fieldsother than education may earn a teaching certificatethrough a fifth year of work ( occasionally more timeis needed to make up deficiencies) in the ClassifiedProfessional Certificate Program of the University.

In-Service Teacher Education

The expansion of knowledge which peculiarlycharacterizes this period of history demands that thein-service education of teachers be a career-longprogram. Graduate degree and diploma programsconstitute an important part of that continuing edu-cation, but many teachers cannot or choose not topursue degree programs.

The Teacher Education Committees and the Uni-versity Council on Teacher Education are recom-mending programs of courses, workshops and insti-tutes to provide coherency for in-service educationbeyond the fifth year or master's degree. The pro-grams will be used by school principals to advisetheir teachers in selecting courses which will imp, ovetheir teaching performance and advance them in theDepartment of Education salary scales. The approved

five-year programs will be guides for those teacherswho have not yet earned professional certification.

To overcome the geographical isolation of manyteachers in the state, the continuing education pro-gram must extend beyond the Manoa Campus to ruralOahu and the neighbor islands. In addition to insti-tutes, workshops and courses offered in extensionthrough the Division of Continuing Education, theCollege will make full use of the in-service program-ming of the Hawaii Educational Television Networkto extend educational opportunities to all the teachersof the state.

Master of Education

The stimulus of the State Department of Educa-tion incentive salary plan and the demand for special-ists in administration, counseling, school psychology,curriculum and supervision have greatly increasedthe number of candidates for Master of Educationdegrees in the five instructional departments whichoffer graduate programsCurriculum and Instruc-tion, Educational Administration, Educational Com-munications, Educational Foundations and Educa-tional Psychology. This expansion will continue

COLLEGE OF EDUCATION

throughout the period of this Plan, and the Collegewill staff itself to present more graduate courses.

Administrative Intern Program

The Department of Educational Administrationconducts a non-degree, one-semester graduate pro-gram for preparing prospective principals and vice-principals for service in the State Department of Edu-cation. As the state's school expansion begins tostabilize, the program will diminish from the present30 interns per semester to a somewhat smaller num-ber, freeing departmental resources for other pro-grams.

Education Specialist

Although many teachers consider the M.Ed. aterminal degree, expansion of knowledge and thegrowing complexity of the educational enterprise makecontinuing in-service education a necessity. As a pro-gram intermediate between the master's degree andthe doctor's, the College proposes a new degree ofEducation Specialist. Such a program will providemore intensive specialization than the recommendedprograms described under In-Service Teacher Edu-cation ( above) for continued in-service teacher edu-cation beyond the master's degree. It will also pre-pare specialists for various administrative, supervisoryand curriculum development positions. The moredemanding doctoral programs designed to produceresearchers, professors, administrators and supervisorswill not produce enough staff specialists in the fore-seeable future to satisfy the needs of the schools.

Ph.D. and Ed.D.

The Department of Educational Psychology cur-rently offers the Ph.D. degree, the only doctorategranted by the College. Administrators, researchworkers and college professors of education mustbe professionally prepared by doctoral programs.Hawaii's cross-cultural community and location makeit desirable to offer additional doctoral degrees, draw-ing upon some of the strengths of other departmentsof the University to prepare specialists in such fieldsas international education, sociology and anthropologyof education, and comparative education, as well asproducing the doctorate holders needed for Hawaii'sschool and college teaching, administrative andresearch positions.

The 1975-76 projections for doctoral work includethe extension of Ph.D. and Ed.D. programs in accordwith the University's principle of "selective excel-lence.'.' As at other large ,universities, the Ed.D. willbe the professional degree designed to prepare lead-ers for administration, supervision, instruction andoperational research. The Ph.D. will prepare col-lege professors and research specialists in education.Continued development of research programs in the

43

Education Research and Development Center(EDRAD ). and the Hawaii Curriculum Center, aswell as in other research projects of the College, willreinforce doctoral programs, provide opportunitiesfor financial support of graduate students, and neces-sitate doctoral programs to attract the superior grad-uate assistants essential for sustaining researchprojects.

B.S. in Recreation Administration

The increase in urbanization, population, life spanand leisure time have intensified the demand forcommunity recreation leaders. By 1975-76 theDepartment of Health and Physical Education ( HPE )will double its annual graduates from 10 to 20 in theprogram leading to the Bachelor of Science in Recre-ation Administration.

M.S. in Recreation Administration andPhysical Education

The department plans to develop and offer twomaster of science programs: one in physical educa-tion, to prepare graduates to conduct research inexercise fitness, sports medicine, learning andbehavior, and measurement; and one in recreation,to prepare graduates for advanced recreationaladministration. Five to seven graduates a year arepredicted in these programs. Recruiting of new fac-ulty members in this department will emphasize thecompetencies needed for these graduate and recrea-tional programs.

Location of the Department of Health andPhysical Education

The Department of Health and Physical Educa-tion provides some programs which do not relateclosely to the major goals of the College. The newlyconstituted University Council on Human Develop-ment sh( tad consider questions related to the admin-istrative placement of the Department if Health andRecreation and of the functionally related intramuralathletics program.

Courses in Industrial Arts and Business Education

The College offers courses analogous to the acade-mic major for students preparing to teach industrialarts and business education. All of the lower divisioncourses in industrial arts will be discontinued on theManoa Campus when the comiaunity colleges of theUniversity are prepared to offer them, tentatively in1969.

Vocational Teacher Training

As long as the community colleges of Hawaii re-cruit skilled tradesmen to teach in their vocationaleducation programs, the University will assist these

44 COLLEGE OF EDUCATION

teachers in preparing for their work. The Collegehas been design3ted as the agency for providing basicmethodological courses for the vocational teachers,and a contract with the State Board of VocationalEducation provides support from federal funds. Priorto each annual renewal of the contract, the need forthis program will be reviewed with the communitycolleges, anticipating that it may be terminated afterseveral years.

Courses for College Instructors

The College currently offers 26 courses at thegraduate level which may be taken by students inter-ested in teaching in higher education. The Collegewelcomes the opprtunity to offer courses or non-credit symposia or colloquia covering learning theory,techniques of instruction, philosophy of education,etc., in cooperation with the Community CollegeSyitem and those academic departments in the Uni-versity desiring r tech experiences for their faculty orfor their graduate students who planto teach ininstitutions of higher learning: One such course,estab'ished in 1968, is offered jointly by faculty mem-bers from Education and Arts and Sciences.

Research and Development

Research in the College is conducted through sev-eral channels. Individual faculty members anddepartments pursue their special research interests.Organized research efforts are coordinated throughthe Education Research and Development Centerand the Hawaii Curriculum Center.

The Education Research and Development Center(EDRAD) is a division of the College established toconduct and facilitate research related to the processof education. Its research specialists provide con-sultation and service to other members of the Collegeand community, and also develop and execute pro-grams of research within the Center. Currently, pro-jects include research on the motivation of childrenfor learning and school attainment, ways of takinginto account varying backgrounds, abilities and learn-ing readiness among different ethnic and socio-eco-nomic groups, and goals and methods suitable formodifying the cognitive behavior of school childreit

The Hawaii Curriculum Center is a joint activityof the University and the State Department of Edu-cation, utilizing the former University LaboratorySchools as a specialized agency for large-scale designand development in selected areas of the curriculumand for demonstration and evaluation of local,national and international curricula. Working closelywith the faculty of the College of Education, the Cen-ter has the secondary purpose of providing a site forresearch on curriculum problems and of stimulkmgand suppoi ting curriculum related activities through-out the state. Through its own full-time staff and withthe help of a number of part-time consultantsT the

Center incorporates the knowledge and interests offaculty members from other colleges and from manydisciplines into the design and development of theprogram.

An increasing amount of institutional research isconducted by the Divisions of Field Services andStudent Services.

In addition to the programs of basic and appliedresearch of EDRAD and the curriculum developmentof the Hawaii Cuiriculum Center, there is a need fora learning laboratory permitting longitudinal studieson specific children.

Community Service

Because of the close relationship between theCollege and the State Department of Education, therehas long been a heavy demand for special lectures,symposia participation, and consultation services bythe College faculty for the schools and for teachergroups. These activities will continue, as the Collegehas a strong professional interest in the quality of itsgraduates and their work. Of particular interest arethe Beginning Teacher Development Program andthe projects of the Hawaii Curriculum Center. TheCollege will cooperate with the community collegesin training teacher aides and other para-professionalpersonnel for the schools and in preparing teachersto make effective use of para-professional personnel.Evaluative studies by the Education Research andDevelopment Center for the Department of Educa-tion and other agencies of the state and federalgovernments are increasing. Programs in fields outsideformal schooling, such as community action projects,now include educational activities as an integralaspect.

Federal interest in the Pacific islands and Asia hasbrought the College, through its Division of ForeignContracts, into service in the Trust Territory, Laosand Pakistan.

Community services in the College will tie in withits other functions, and overall consideration will begiven to responding to requests for service, takingnote of how these activities affect budget and spaceallocations for instruction and research.

Admissions

Intervi vs with students seeking admission to theteacher education program are of extreme importanceto the College. Efforts to select students with thehighest academic, personal, and emotional qualifica-tions can be successful only when sufficient time isprovided for interviewing and assessing applicants.Such assessment includes personal observation, speechproficiency, health clearance, previous academicattainment, emotional adjustment, and standardizedtest data.

Processes of recruiting and selection of studentswill be refined to assure that admission criteria may

COLLEGE OF EDUCATION 45

be followed effectively and that the Stiles Reportdictum that "the best should teach" may be realized,without excessive reliance on grade point averages.Changes in admissions criteria will become even moreimportant as the College moves to double the numberof its graduates.

Advising

The major responsibility for the advising of under-graduate and fifth-year students in the College ofEducation and of pre-education freshmen andsophomores in the College of Arts and Sciences restswith the Division of Student Services. Academic,vocational and personal counseling, together withadmission and retention interviews, recruitment,orientation, suspension, teacher placement andresearch comprise the areas of chief concern for thisDivision. In addition, the Division is responsible forkeeping all student records and recommending to theDepartment of Education those graduates qualifiedfor provisional and professional certificates.

To facilitate the various advising functions, thepresent student-advisor ratio of 627:1 must be reducedto the nationally accepted ratio of 300:1 by 1975-76.

Total faculty involvement in advising studentsis a College objective. The Division of Student Ser-vices is charged with developing a plan to effect suchinvolvement.

Faculty Development

A growing responsibility of the College is thatof providing a pre-service teacher education pro-gram, with increasing emphasis on graduate study.This will require recruitment and appointment offaculty members with primary interests in teachereducation. The College will seek the appointment offaculty highly effective as teachers and genuinelyinterested in students, but also possessing scholarlyattainment and promise. The recruitment of facultymembers with experience in guiding graduate can-didates is critical for the success of the school'sdoctoral programs.

Instruction and Student-Faculty Relations

Because of the increasing number of students anti-cipated in the pre-service program, the College willseek ways to ensure that the planned expansion of itsstudent body is not at the expense of quality in theinstructional program. The College is concerned withdeveloping, demonstrating and fully utilizing thebroad range of educational methods and media.Extensive use will be made of computer-assistedinstruction, multi-media presentation, micro-teaching,closed-circuit television and sound instructionaltechnology in the form of a systems approach. TheInstructicnal Materials Center will be expanded toassist all departments of the College in the develop-ment and use of new methods and media.

The College will conduct institutional researchand evaluation programs to determine the effective-ness of such concepts and practices as honors classes,team teaching, flexible class sizes, closed-circuit tele-vision, computer-assisted and other media instruction,and independent study.

Graduate programs, particularly for the doctorate,demand close working relationships between profes-sors and candidates. Because of the quasi-tutorialmethods of instruction involved in the most advancedaspects of the graduate students' academic programs,such as the thesis project, small class sizes and theallotment of faculty time for advising are essential.The College will develop policies and guidelinesregarding faculty-student loads for class sizes andadvising functions.

The College recognizes that the student has a help-ful role to play in the recommending of policies andprograms in a university. Ways will be developedto increase the participation of students in matterswhich affect their welfare and studies.

Developments Under Academic Development Plan I

1. Published Preparation of Teachers and Other Edu-cational Personnel in Hawaii (Stiles, 1966); sim-ilar study completed within the College at sametime.

2. Established the University Council on TeacherEducation and ten Teacher Education Committeesto work on subject areas and curricula.

3. Established the Hawaii Curriculum Center, incollaboration with State Department of Education,and converted the University Laboratory Schoolsto the Center.

4. Established the Education Research and Develop-ment Center, the Office of Foreign Contracts andthe Department of Educational Communications.

5. Transferred lower division students to the Col-lege of Arts and Sciences.

6. Established the Ph, D. in Educational Psychology.7. Completed the Ford Foundation "Educational

Improvement Project in Hawaii."

Projected Developments Under Plan II

1. Expand pre-service teacher preparation from 500to 1000 graduates annually.

2. improve recruiting and selecting process foradmitting juniors and seniors to teacher edu-cation.

3. Accommodate an increase in the number ofM.Ed. graduates from 185 to over 500 annually.

4. Establish piograms for Master of Science inRecreation Administration and Master of Sciencein Physical Education.

5. Improve and extend programs for in-serviceteacher education.

6. Establish Education Specialist program.7. Expand Ph.D. programs and establish Ed..D. pro-

grams.

46

8. Cooperate with community colleges in prepar-ing para-professional personnel for schools.

9. Extend services of the Instructional MaterialsCenter to encourage curricular and teachinginnovation throughout the College.

10. Cooperate with other colleges of University inpreparing teachers for institutions of higherlearning.

COLLEGE OF ENGINEERING

11. Develop a Child Learning Laboratory for instruc-tional purposes.

12. Reconsider the location of the Department ofHealth and Physical Education and the assign-ment of intramural athletics.

13. Discontinue lower division courses in industrialarts when the community colleges can take themover.

Chapter 8: COLLEGE OF ENGINEERING

Purposes and Objectives

A freshman entering the College of Engineeringin 1975 will spend most of his professional career inthe 21st century. Although no one can predict withaccuracy the engineering challenges of the nextcentury, the College is confident that they will differgreatly from the problems of today. The freshman of1975 came into this world at about the same timeas atomic energy, space exploration, electronic com-puters and commercial television. He will graduatefrom a university located only three hours by super-sonic jet from New York, Tokyo or Melbourne. Hisinitial employment may be at the Hawaii terminalof an international satellite-linked computer network,in a state-wide mass transportation system, in anuclear power plant on the Kona Coast, or in anunderwater mining plant off Kauai.

The 21st century will place a greater emphasis onthe interaction of science and technology with otheraspects of human endeavor. Many of the socialproblems associated with the population explosion,urbanization, deterioration of the natural environ-ment, economic imbalance and the development ofemerging nations, as well as the exploration of outerspace and exploitation of the ocean depths, lendthemselves to an overall systems engineeringapproach.

In a recent book, Lift the Human Spirit, James R.Killian, Jr., Chairman of the Board of the Massa-

chusetts Institute of Technology Corporation, notesthe various areas of public service in which theengineer is uniquely qualified to contribute. Hechallenges educators to produce engineers who areL'ensitively attuned to the humanistic goals of societyand who can serve as a bridge between science andthe humanities to see that technological progress canbe disciplined to enhance and nct traumatize society.

In its endeavor to respond to this challenge, it isessential for the University of Hawaii, as the solepurveyor of engineering education in the State andthroughout much of the Pacific Basin, to develop abalanced program of excellence in all aspects ofengineering education, including undergraduate andgraduate instruction, research and public service. Par-ticularly during this period of extreme shortages ofengineering graduates, which the Engineering Man-power Commission reports will reach crisis pro-portions by the mid-70's, the state must provide theeducational opportunity for worthwhile engineeringcareers both in Hawaii and throughout the world.In keeping with the land-grant tradition of the Uni-versity, imaginative continuing education programsto combat technical obsolescence of practicing engi-neers must also be offered. Research activity relatedto the specific problems of this geographic area andcontributing to the local economy should beencouraged. And finally, since many of the risingexpectations of developing nations depend upon

1C

olle

ge F

acul

ty S

enat

eI-

--

CO

LLE

GE

OF

EN

GIN

EE

RIN

G

Offi

ce o

f the

Dea

n

Eng

inee

rs C

ounc

il (s

tude

nts)

IL

Ass

ocia

te D

ean

Res

earc

h

Exe

cutiv

e C

omm

ittee

(cha

irmen

and

dea

ns)

Cen

ter

for

Eng

inee

ring

Res

earc

h

Oce

an

I I 1

Ass

ocia

te D

ean*

Aca

dem

ic A

ffairs

I

Stu

dent

Ser

vice

s

Civ

ilC

hem

ical

*

Jam

es L

ook

Labo

rato

ry o

fO

cean

ogra

phic

Eng

inee

ring

Ele

ctric

alG

ener

alM

echa

nica

lIn

form

atio

nS

cien

cest

*P

ropo

sed

t Cur

rent

ly a

dmin

iste

red

in th

eC

olle

ge o

f Eng

inee

ring

48

engineering technology, there is an opportunity,approaching an obligation, for the College of Engi-neering to develop international educational pro-grams that can indeed help to "lift the human spirit."

Present Status

Undergraduate Programs

Instruction in engineering at this institution datesback to the very beginning of the College of Hawaiiin 1907. For the first half-century civil engineeringwas the only program offered, but curricula in gen-eral, electrical and mechanical engineering followedlater. The civil engineering curriculum was fullyaccredited by the Engineers' Council for ProfessionalDevelopment in 1951, electrical engineering in 1962,and mechanical engineering in 1967. The currentcurriculum in general engineering was developed incooperation with the College of Business Administra-tion to provide a broad engineering background witha business and 'management orientation. All- engi-neering freshmen enroll initially in the Department ofGeneral Engineering and remain there at least a yearbefore selecting an engineering discipline in whichto work toward a degree.

COLLEGE OF ENGINEERINGAcademic Departments and Degree Programs

Academic DepartmentsDegree Programs

B.S. Ph.D. M.S.

Chemical (X) (X) ( X)Civil X X ( X)Electrical X X XGeneral XMechanical X X ( X)Ocean X (X)

X Existing(X) Projected

COLLEGE OF ENGINEERING

Currently there are 916 undergraduates enrolled inengineering. One advantage of a relatively small pro-fessional program of this nature is that it encouragesa close relationship among the students, as well asbetween the students and facultyparticularly at theupper division level. To enhance this close student-faculty relationship, the College has developed: ahigh school visitation program in cooperation withthe Hawaii Society of Professional Engineers; anadvising program for all engineering freshmen andundesignated sophomores; an advising system inwhich each student as soon as he indicates a depart-mental preference is assigned to a professor, whocontinues as his advisor for the duration of the stu-dent's enrollment in the department; and a visitationprogram for pre-engineering students on the HiloCampus. To facilitate student-faculty interaction, alladvising is done by regular engineering faculty. Addi-tional communication is provided through the Engi-neers' Council of the University of Hawaii ( ECUH ),which consists of the presidents of the six engineeringstudent technical and honorary societies, who meetmonthly with the dean to discuss areas of mutual con-cern. The student chairman of ECUH also holds adhoc non-voting membership in the College FacultySenate.

College curricula are under continuous facultyreview with the objective of decreasing the number ofcredits required for graduation, but without sacrific-ing the dual goals of a broad education plus ade-quate technological competence. Even though theUniversity core of general education courses hasbeen incorporated into all engineering curricula, thetotal number of credits required to earn an engi-neering degree has been lowered by as much as sixhours in some of the curricula in the last four years.An innovative course, "The World of Engineering,"has been developed for all engineering freshmen tosharpen their understanding of the role of engineer-ing in everyday living, to heighten their sense of re-sponsibility for the social changes that engineeringachievements 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 1,750Undergraduates 744 916 1,295 1,270Graduates 34 94 240 480

Student Credit Hours (Fall ) 4,330 6,758 9,820 11,235Graduates (Degrees Awarded):

Bachelors 90 111 170 210Masters 11 34 110 200Doctorate 15 40

Faculty and Staff ( FTE ): 44 84 155 190Faculty 34 63 115 140Civil Service 8 14 15 20Positions 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-neer. A similar course is planned for non-engineeringstudents, but with less emphasis on the analyticaltools, to provide some appreciation of the impact oftechnology on the cybernetics era in which they willbe living.

Graduate Programs

Rapid progress is being made in strengthening thegraduate engineering program. Emphasis has beenplaced on this improvement, not only because it pro-vides opportunity for advanced engineering study inHawaii, but also because a strong engineering gradu-ate program complements the undergraduate programas well. It is difficult to attract and retain a repu-table faculty without a sound graduate program andrelated research activity, or to gain the extramuralsupport needed to supplement legislatiie appropria-tions. Furthermore, if the College is to make signifi-cant contribution to the technological progress of thestate, including the attraction of the so-called "think"industries to Hawaii, it must have a level of com-petence consistent with that required for doctoralinstruction.

Prior to 1966 the only graduate programs in theCollege were at the master's level in civil and electri-cal engineering. In 1966 three additional graduateprograms were inauguratedthe Ph.D. in electricalengineering and the M.S. in mechanical and oceanengineering. Ocean engineering, the application ofengineering technology te, the marine environment, isan interdisciplinary program involving oceanographyand several engineering departments. Hawaii's is oneof the first programs in ocean engineering, and withcontinuing strong support from local industrial, gov-ernmental and military organizations, this programshould maintain its initial position of national leader-ship.

Research

A vigorous program of engineering research isessential to support the rapidly expanding graduateactivity in the College. The Center for EngineeringResearch (CER) was established in 1966 as an inte-gral part of the engineering academic program, ratherthan as a separate institute. The Director of the CERholds the title of Associate Dean of Engineering, andis responsible for coordinating all College research.Most of this activity is under the supervision of engi-neering faculty holding appointments in the instruc-tional program.

Although the primary function of the CER isrelated to the graduate program, in the land-granttradition of the University it also emphasizes researchrelevant to industry and to the engineering professionof the state. Engineering research facilities and pro-

grams are directed toward contributing to the criticalmass of technical competence available to attractnew industry and stimulate economic growth. To takemaximum advantage of the unique resources ofHawaii, much of the research effort is on engineeringapplications in outer space and in the sea.

Extramural support for engineering research hasexpanded rapidly in the last three years, with majorfunding in the areas of radio science, informationsciences and ocean engineering. Extramural supportwithin the College amounted to $120,000 for 1965-66,$331,000 for 1968-69, and is expected to grow to$900,000 by 1975-76. Additional related research inengineering, hydrology is administered in the WaterResources Research Center.

Relationship of Present Status to Academic Devel-opment Plan I

The development of engineering programs in thelast four years has closely paralleled the originalAcademic Development Plan. The accredited under-graduate program in mechanical engineering, theM.S. program in mechanical engineering, and thedoctoral program in electrical engineering were allin accordance with the initial plan. The new graduateprogram in ocean engineering is a modification ofthe recommendation to establish "a master's leveloption in hydraulics to support developments incoastal engineering and water resources." Similarly,the establishment of the Center for EngineeringResearch was primarily a change in name and levelof interest from the existing Engineering ExperimentStation.

The areas in which the College has fallen shortof its initial goals are primarily related to facilitydevelopment. The engineering building recom-mended for completion in 1967 will not be availableuntil 1971, and it will be impossible to establish anew program in chemical engineering until adequatelaboratory space is available. A proposal for estab-lishing a doctoral program in civil engineering, orig-inally scheduled for 1967-68, has been submitted tothe Graduate Division. All other College goals out-lined in the 1964 Academic Development Plan appearto be progressing on schedule.

Program Development

Undergraduate Programs

The engineering graduate with a baccalaureatedegree is not a finished product. Due to the pace oftechnological change, it is neither possible nor desir-able for an engineering college to view its bachelor'sprogram as the terminal academic achievement of itsgraduates. Rather, it is necessary to educate studentsto an awareness that continuing education is essential

50 COLLEGE OF ENGINEERING

to the practicing engineer. The engineering programrecognizes this goal by emphasizing those courseswhich are basic and have relevance in meeting t }echallenges of a developing technology.

Today 40 per cent of all graduates of engineeringbaccalaureate programs continue with graduate work,and a recent major study on "Goals of EngineeringEducation," financed by the National Science Founda-tion, reports that in 1978 ". . . .two out of three bache-lor's graduates in engineering will go on to a master'sdegree, and about one in seven will go on to thedoctorate." As the dual objective of undergraduateengineering education as a preparation for immediateentry into industry or into graduate school becomesbetter defined, the College will develop curriculato provide greater flexibility to the student, whetherhe chooses engineering practice, additional graduatestudy, or both.

The engineering faculty has under review a pro-posal to increase the amount of lower division coursework common to all engineering curricula. The fund-amental nature of the basic engineering courses wouldbe emphasized, and the areas of mutual interest,rather than the uniqueness of the "various curricula,would be stressed. This would have the additionaladvantage of establishing common two-year pre-engi-neering courses that could be largely duplicated onthe Hilo Campus or in the community colleges ifthey choose to do so, and thus facilitate the transferof students into the professional engineering programson the Manoa Campus. Consideration is also beinggiven to providing greater flexibility in the existingundergraduate curricula, so that engineering stu-dents may strengthen their understanding of the socialproblems created by technology through a widervariety of course selection. Conversely, the numberof courses within the engineering departments suit-able for non-engineering students will be increasedto provide the other side of the social-technologicalinformation, interchange we hope to stimulate.

The only new undergraduate curriculum contem-plated at this time is in chemical engineering. Therecommendation in the first Plan for a Department ofChemical Engineering was strengthened in 1965 bythe site-visit report of an educational consultant whoheartily concurred in the establishment of such aprogram to supplement existing University programsand to assist in the food processing industry, in theexpanding refinery operations in the state, and inthe probable growth of industry for extracting chemi-cal products from the sea. Existing laboratory facili-ties cannot support a chemical engineering program,but current plans for Phase II of the EngineeringBuilding Complex, scheduled for completion in 1975,include adequate laboratories for chemical engineer-ing.

Although new programs requiring more depart-ments will be held to a minimum, emphasis in thenext years will be directed toward developing strong

options and cooperative programs which have particu-lar relevance to this campus and to the state, withinthe existing administrative framework. Such programsunder consideration include: a bio-engineering optionfcr electrical engineers offered in conjunction withthe School of Medicine; a coordinated program inwater resources and sanitary engineering involvingcivil and ocean engineering, the School of PublicHealth and the Water Resources Research Center; anoption in agricultural engineering given in coopera-tion with the College of Tropical Agriculture; a seriesof courses in systems theory that would have broadapplication to many social problems relating to urban-ization, planning and developing nations; and servicecourses for such engineering-related areas as thearchitectural program in the College of Arts andSciences.

Graduate Programs

The growth and continued improvement of thefaculty and research facilities of the College shouldultimately lead to the doctoral program in each of itsgraduate areas. Currently the only department in theCollege to offer the Ph.D. is electrical engineering.This will be followed by civil and ocean engineering,then mechanical engineering, and finally chemicalengineering.

In addition to those degrees representing thetraditional engineering disciplines, consideration isbeing given to the establishment of other inter-dis-ciplinary M.S. and Ph.D. programs that cut acrossboth departmental and college boundaries. Examplesof areas include mechanics, computing systems, bio-engineering, water resources, systems engineering andsocial engineering. Initially none of these programswould require separate administrative or researchfacilities, but could be accommodated by faculty com-mittees from existing departments. Should any ofthese programs become a major activity, then separateadministrative identity and support could becomenecessary.

Research

Completion of the engineering laboratory build-ing in 1971 will greatly increase the potential of thefaculty for significant research activity. It will addimpetus to the Center for Engineering Research byencouraging the various departments to expand theirresearch as follows: Civil Engineeringstructuralengineering, traffic and transportation, hydrodynam-ics, coastal engineering, pollution control and oceanstructures; Electrical Engineeringcommunications,computing systems, bio-engineering, solid- statedevices and circuits, acoustics, power sources andcontrol systems; Mechanical Engineeringmechanicsof materials, thermoscienees, heat transfer in theocean environment, corrosion and ocean-mining tech-

COLLEGE OF ENGINEERING51

niques; Ocean Engineeringshoreline and harborproblems, including beach erosion, underwater soundpropagation, optimum harbor design, and shorelinestructures, deep ocean engineering, in-situ testing andman-in-the-sea research.

As the research competence and interest of theengineering faculty broadens, concerted effort will bemade by the College to expand existing cooperativestudies and to introduce new interdisciplinary researchprograms with other University units, including theHawaii Institute of Geophysics, the Water ResourcesResearch Center, the Pacific Biomedical ResearchCenter, the Hawaii Agricultural Experiment Station,the School of Public Health, and the proposed HawaiiInstitute of Information Sciences. Advances in engi-neering technology and instrumentation can contrib-ute to essentially all areas of scientific research.

Continuing Education

A recent report published by the National Societyof Professional Engineers, based upon a survey oflicensed engineers, states: "Technical obsolescence isno longer a threatit in a reality." The report empha-sizes that engineering is a dynamic profession, andthat there is a rapid change in technical knowledge.New procedures and basic theory, continuously beingdeveloped, must be acquired by the practicing engi-neer if he is to maximize his contribution to society,as well as his own personal advancement. An import-ant objective of the College is to develop, in cooper-ation with other University and governmental organ-izations, a coordinated program of continuing educa-tion for the engineering profession.

Currently all of the departments with graduateprograms offer late afternoon and evening graduatecredit courses that can lead to an M.S. degree orwhich can be taken for updating Li a particular areaof specialty. Qualified practicing engineers areencouraged to enroll in these courses along with regu-lar graduate students, and in general the responsehas been good. However, all of the courses areoffered on the Manoa Campus and are taught by con-ventional instructional methods. Study is underway todevelop better instructional service to the profession,particularly where relatively small numbers of engi-neers and scientists are located at great distancefrom the campus, such as at the Navy's Barking SandsTest Range on Kauai. A pilot program consiFtingof 30 half-hour videotapes on electric circuits is bAngprepared to help meet this type of need.

The College recently inaugurated a non-credittechnical seminar series in cooperation with the StateTechnical Services Program. Assistance in planningthis technical seminar series was provided by the re-sponse to questionnaires from nearly 200 practicingengineers, and from an Advisory Committee of theHawaii Society of Professional Engineers. Continuousevaluation of these technical seminars, the graduate

credit program, the videotape series and other educa-tional programs of the University will be made toassure that the engineering profession of Hawaii hasst.ffici(lnt continuing educational opportunities to com-bo: technical obsolescence.

International Programs

More foreign students are enrolled in engineeringat universities throughout the United States than inany other field of study. This is not surprising, sincemany of the aspirations of developing countries aredirectly related to engineering progress. Improvedsystems of communication, transportation, sanitationand water supply; the development of naturalresources; increased agricultural and industrial prod-uctivityall are dependent upon engineering knowl-edge and application. Consequently, there is aresponsibility for the College to develop imaginativeprograms in international engineering education, bothon campus and, as supporting funds become available,throughout the Pacific Basin.

Examples of international projects under con-sideration in the College include: the production ofvideotaped programs on specialized courses to assistwith the instruction at engineering schools in develop-ing countries; a cooperative program with UCLA toestablish an institute for teaching and research ininformation sciences in Kerala, India; the develop-ment on the Manoa Campus of a curriculum inelectrical energy, which would have particular rele-vance to students from developing c3untries endeav-oring to expand their power generation capability;and the application of systems analysis to the eco-nomic development of an emerging nation or areasuch as Micronesia. Although all of these projectsare only in the exploratory discussion stage, they illus-trate that the opportunity does exist for significantinternational programs to "lift the human spirit."

Relationship with Hilo Campus and the CommunityCollege System

The College will continue to cooperate with theHilo Campus and the community colleges to assurethe smooth transition of pre-engineering students intothe professional program on the Manoa Campus.This requires an adequate advising system, as wellas a coordinated curriculum, so that the pre-engi-neering student can transfer to the Manoa Campusat the junior level with no loss of credits.

There is good coordination between the Manoaand the Hilo campuses for the pre-engineering coursework offered at Hilo. The engineering faculty fromthe Manoa Campus has assisted in establishing eachnew course, and has worked closely with the prac-ticing engineers on Hilo who are teaching the courseson that campus, to assure that equivalent instructionis presented on both campuses. To facilitate corn-

52

munication, engineering faculty from Manoa visitHilo each year to advise pre-engineering students andto confer on areas of mutual interest with the engi-neering instructors.

Exploratory discussions have been held for thepurpose of establishing a similar working relationshipwith the Community College System. Other meansfor assisting pre-engineering instruction throughoutthe University of Hawaii system may include directtie-in with the computer on the Manoa Campus andthe videotaping of lectures and demonstrations forthe introductory engineering courses. As the demandfor engineering education in Hawaii exceeds thecapacity of the Manoa Campus, a greater percentageof the lower division teaching load in the pre-engi-neering programs will be assumed by Hilo and thecommunity colleges. This teaching effort must beclosely, coordinated with the accredited engineeringprograms on the Manoa Campus.

Developments Under Academic Development Plan I

1. Addition of master's program in mechanical andocean engineering, of Ph.D. in electrical engi-neering.

2. Creation of Center for Engineering Research andsignificant increase in extramural funding forresearch.

t.

INFORMATION SCIENCES

3. Establishment of College Faculty Senate, with cor-responding greater involvement of faculty and stu-dents in academic affairs.

Projected Developments Under Plan II

1. Create baccalaureate program in chemical engi-neering.

2. Strengthen and develop all graduate programs,going to the doctorate as faculty and research facil-ities reach necessary strength.

3. Develop cooperative academic programs withother colleges of the University, such as a bio-engineering option.

4. Develop broader research programs, both withinthe College and in conjunction with other Uni-versity units, especially after the completion ofthe engineering laboratory building.

5. Develop coordinated curriculum to facilitate trans-fer of students from the Hilo Campus and com-munity colleges into the engineering baccalaureateprograms.

6. Develop a coordinated program of continuing edu-cation.

7. Develop programs in int national engineeringeducation.

Chapter 9: INFORMATION SCIENCES

Purposes and Objectives

Information sciences as a field of knowledge canbe defined as the science of processing information bynatural or artificial systems. It includes the workof computers and other information processingmachines such as control systems, as well as simula-tion of information systems on machines. Limits ofthe subject matter desirable for a graduate degree inhis rapidly changing field are not yet clear, but it

is generally agreed that the curriculum should includematerial on the probabilistic nature of information,coding methods, computer organization, computerlanguages, together with some material on eithermathematical and statistical information processingor non-numerical and linguistic data processing.

A graduate student majoring in informationsciences may have obtained his undergraduate degreein almost any fieldfrom music to mechanical engi-neeringbut he should have some preparation inmathematics and preferably some undergraduateexperience as a computer user. The student interestedprimarily in how information sciences apply to aparticular field would probably do better to majorin that field while taking some courses in informationsciences. The information sciences major is expectedto be interested primarily in information sciences it-selfthat is, in the fundamental properties of informa-tion, constraints upon it, the methods available toprocess information and the characteristics of informa-tion processing systems.

The definitive study of the role of information

INFORMATION SCIENCES 53'

sciences and computers in a university was providedin a February 1967 report by the Panel on Computersin Higher Education of the President's ScienceAdvisory Committee' ( hereafter referred to as thePSAC report). This committee outlined the under-graduate computer education needs of the 1970's asfollows:

A quantitative estimate was made by classify-ing the needs of major areas of study as (1) sub-stantial, (2) limited and (3) casual. Category 1includes primarily all the biological and physicalsciences and engineering and roughly half thesocial sciences, mathematics, and business andcommerce. Category 2 contains the other half ofmathematics, social science, and business plusthree-quarters of education. Category 3 includesmostly the humanities.

In category 1 an introductory course in thefreshman year would allow students to makeroutine use of the computer in many coursesprobably more than 50 per centthroughout theirundergraduate career. Students in category 2 willprobably take an introductory programmingcourse at an early stage of their education andthen make some use of the computer in three orfour other courses during their 4 years as an under-graduate. Students in category 3 need not makeany use of the computer as part of their majorstudy although it is quite likely that even they willfind it useful in a few courses. By some time inthe 1970's it is doubtful that more than a few percent of the students will graduate without havingmade some use of computers.

In addition to its role in undergraduate education,the computer will have significant uses in graduatetraining and research in perhaps most departmentsat the University of Hawaii by 1975-76. The Comput-ing Center must provide a service to graduate studentsand to faculty in much the same way as the library.And in those departments which will make substan-tial' use of the computer ( as specified in the PSACreport) excellence in graduate education and researchwill not be possible without excellence in the com-puting facilities available.

The role of information sciences at the Universityincludes two facets besides an instructional programcomputer aided instruction ( CAI) and informationretrieval. Computer-aided instruction, except for asmall number of prototype systems, is not yet avail-able in a practical form. The development of CAIduring the period of 'interest in this plan, however,promises important advantages to a large university.The use of CAI where it is appropriate will providestudents of large introductory classes with the indi-vidualized attention not possible in any other way ona 25,000 student campus. The use of CAI in the 1970's

Computers in Higher Education, Report of the President'sScience Advisory Committee, The White House, Washington,D.C., February, 1967.

holds out the possibility of quality education for tensof thousands of students at a price the State of Hawaiican afford.

Information retrieval and document retrieval sys-tems now in the experimental phase at a few main-land universities allow the library user to call up forimmediate use documents and books available onlyin remote locations. Information retrieval systemsallow the library user to search library files for infor-mation when the user does not know the specificdocument in which the information exists. Two relatedfacts must be considered in trying to predict whenextensive information and document retrieval sys-tems will be introduced at the University of Hawaii.The advent of satellite communications has shownthat the cost of retrieval of documents and informa-tion is not entirely dependent on how far distant theuser is from the document storage facility. Becauseof our remote location in the Pacific, the cost of accu-mulating extensive document collections in Hawaiiin reasonable proximity to the University may beprohibitive. Hence it may be stated that the intro-duction of satellite communication systems will beeconomically feasible at the University of Hawaiibefore it is economically feasible at most mainlanduniversities.

The Information Sciences Program must be ableto provide the increasing number of trained profes-sional people demanded by research and developmentorganizations within the state. In 1968 a study by thestate Department of Planning and Economic Develop-ment showed that "research and development organi-zations, including those in computer services, nowemploy iaore people in Hawaii than do hotels." Theinterim director of SWIS ( the Statewide InformationService) has called for the creation of an "industrywithin our State that will employ no less than 6,000employees within the next decade, and that willbring into the State of Hawaii revenues approaching$100,000,000."

The four major aspects of the role of informationsciences at the University of Hawaii for the periodup to 1975-76 will be: providing service courses forstudents in other fields; providing training for informa-tion science majors needed by Hawaii and by coun-tries of the Pacific Basin; stimulating the use of com-puter-aided instruction within the University; anddeveloping the use of information retrieval systemswithin the School of Library Studies and the Library.

Curriculum Plans

In December, 1967, after a study of informationsciences on the Manoa Campus, a faculty committeerecommended the formation of an interdisciplinaryDepartment of Information Sciences. The committeealso recommended that the responsibilities of theexisting Computing Center be broadened to includeresearch in information sciences ( specifically including

54 INFORMATION SCIENCES

computer-aided instruction and information retrieval),and that the Center be renamed the Hawaii Instituteof Information Sciences to reflect these broadenedresponsibilities. An M.S. program in informationsciences was established in September, 1968, and agraduate department of information sciences shouldbe established as soon as sufficient student interestis demonstrated. Simultaneously, the Hawaii Insti-tute of Information Sciences should be formed andcharged with the responsibility for research in thisfield, with special emphasis on computer-aided instruc-tion and information retrieval. These responsibilitiesshould be undertaken in cooperation with the Collegeof Education, and with the Library and the GraduateSchool of Library Studies, respectively.

The study of the faculty committee on informationsciences emphasized the breadth of interest in thefield, encompassing engineering, business, mathe-matics, the social sciences, library studies and otherareas. Therefore, the academic program in informationsciences should be structured so as to enccuageparticipation from a wide range of disciplines. ini-tially the M.S. program in information sciences hasbeen placed administratively in the College of Engi-neering, with a review to be held in 1970 as to theultimate disposition of the program. In the interim,however, it should be recognized that the academicprogram in information sciences emphasizes the inter-disciplinary nature of the field, and is by no meanslimited to engineering.

One additional method by which the InformationSciences Program plans to encourage participationwith other academic disciplines is by the establish-ment of information science courses suitable for theUniversity-wide general education program. At atime when the effects of technology upon the struc-ture of society are so pronounced, every studentshould have the opportunity to become informed inthe basic concepts of information processing in orderto better assess its impact upon his own major field.

Research Plans

Research in the information sciences is of concernnot only to the academic program in informationsciences but also to the education, research and serv-ice aspects of the entire University. This fact is wellillustrated by an Information Sciences Program andElectrical Engineering Department research projectstarted in September, 1968a projected University-wide computer system having its central facility onthe Manoa Campus, with satellite computers andcomputer consoles linked to the center via University-designed radio channels.

The present University of Hawaii computingsystem is of a type called "on-line." This simply meansthat several computer consoles are available in thecomputing center so that a number of computer userscan have direct and simultaneous access to the central

processing unit. Since the purpose of the researchproject mentioned above is to add a number of longdistance radio links to the existing computing system,the project has been named the Additive Links On-line Hawaii Area Systemthe ALOHA system.

When the ALOHA system is operating, the dataprocessing needs throughout, the University can bemet by providing simple computer consoles at upto 50 locations. Preliminary plans call for consoles tobe made available to the Hilo Campus, the com-munity colleges on Oahu, Maui and Kauai, the Uni.versity of Hawaii Institute for Astronomy observa-tories on Mauna Kea and Haleakala, and on HawaiiInstitute of Geophysics ships conducting experimentsin our offshore waters. With this system, undergrad-uates in the community colleges and perhaps somehigh school students could receive training in informa-tion processing and use the full capabilities of theManoa Computing Center.

The ALOHA system is designed to meet the com-puting and information processing needs of the Uni-versity system until well into the 1970's. The scientists.and engineers involved, however, view this work notas an end in itself but as the first step in the participa-tion of the University in a Pacific area net of com-puters and computer consoles which would provideextensive information transmission and processingcapabilities to the developing nations of Asia, andsignificantly augment the existing information-hand-ling capabilities of the United States, Japan andAustralia.

Developments Under Academic Development Plan I

1. Interdisciplinary master of science program ininformation sciences established, initially placedwithin College of Engineering; research in informa-tion sciences undertaken in cooperation with theStatistical and Computing Center.

2. Established research project under the InformationSciences Program and the Electrical EngineeringDepartment; planned a University-wide computersystem having its central facility on the ManoaCampus ( ALOHA system ).

Projected Developments Under Plan II

1. Develop service courses and sequential programsfor undergraduate students in various fields.

2. Provide program for information sciences majors.3. Encourage use of computer-aided instruction

where needed throughout the University.4. Develop use of information retrieval systems with-

in the School of Library Studies and the Library.5. Encourage research in information sciences to

assist University-wide data-processing needs;develop ALOHA system.

Pac

ific

Bio

med

ical

Res

earc

h C

ente

rH

CO

LLE

GE

OF

HE

ALT

H S

CIE

NC

ES

AN

D S

OC

IAL

WE

LFA

RE

Sch

ool o

fM

edic

ine

* D

eans

of t

he fo

ursc

hool

s, m

eetin

g as

a c

oord

inat

ing

grou

p.

Exe

cutiv

e C

omm

ittee

*

Sch

ool o

fP

ublic

Hea

lthS

choo

l of

Nur

sing

Sch

ool o

fS

ocia

l Wor

k

Soc

ial W

elfa

re D

evel

opm

ent

and

Res

earc

h C

ente

r

56 COLLEGE OF HEALTH SCIENCES AND SOCIAL WELFARE

Chapter 10: COLLEGE OF HEALTH SCIENCES AND SOCIAL WELFARE

This College is a federation of four professionalschools: the School of Medicine, the School of Nurs-ing, the School of Public Health, and the School ofSocial Work. The deans of these schools form anexecutive committee which coordinates the programsof the four units, but for the most part each unitoperates independently.

It is intended that the organizational intimacy pro-vided by the College structure will nurture morecurricular interchange among the four schooli, whichhave in common a professional concern for the medi-cal and social well-being of mankind. Given thestrong individualism which characterizes professionalschools, attaining this goal will probably be a long-term matter. Still in a formative stage, they willdevelop more rapidly under the substantial degree ofautonomy which the college structure now permits.However, in its supervision of the College, the Uni-versity will try to ensure that wasteful duplicationof program and facilities does not occur.

The schools of the College of Health Sciences andSocial Welfare work cooperatively in several areasat present:

1. International Health Programs. An affiliationwith the LBJ Tropical Medical Center in Pago Pago,

American Samoa, will allow the development of pro-grams in continuing education for physicians,Samoan medical practitioners and allied health work-ers. In addition it will provide special resources foreducation at the student level and for research.

2. Leahi Hospital. The development of LeahiHospital as a University hospital will provideopportunities for education and research throughoutthe schools of the College arid result in improvedhealth care.

3. Comprehensive Health Care and SocialSciences. It is hoped that under the auspices of theCollege of Health Sciences and Social Welfare amodel of comprehensive health care and social wel-fare services can be set up in a poverty area.

4. School of Allied Health Professions. Effortsare being made to have a fifth school authorized, aSchool of Allied Health Professions. This wouldinclude such programs as dental hygiene, medicaltechnology, speech pathology and audiology, com-parative medicine technology, occupational therapy,physical medicine, and probably others.

The academic plans of each of the four existingschools in the College are considered separately below.

Chapter 11: SCHOOL OF MEDICINE

Purposes and Objectives

Medical schools traditionally have functionedprimarily to educate physicians, but earlier conceptshave been altered extensively so that the modernmedical school performs a far broader role in thetotal health field. The University's Medical Schoolis no exception to this trend, although the medicalcurriculum itself is limited by legislative authorizationto the first two post-baccalaureate years ( oftenreferred to, but incorrectly, as the "pre-clinical"years) of professional medical education. Coupledwith this "two-year" medical curriculum currentlyare very modest educational programs for medicalinterns and residents who have completed their M.D.elsewhere, as well as a nascent program of continuingeducation for practitioners.

Other curricula lead to advanced degrees in thebiomedical sciences for research scholars or for highlytrained medical technicians.

Curricula in the allied medical sciences are alsoincluded in the School. By associating closely the

para-medical programs with the main trunk of medi-cal education, it is believed that greater relevance tohuman health can be given to careers involving medi-cal technology, speech pathology, audiology and otherfields of therapy. Mutual support between medicaleducation, public health, nursing and public welfareis augmented by the organizational plan which closelylinks these four schools together in the College ofHealth Sciences and Social Welfare.

By reason of its position in the Central Pacific, theUniversity aspires to leadership in many fields ofeducation of particular importance to the area, includ-ing medicine. Opportunities for developing and up-grading health practices in the Pacific through educa-tion and training are acted on whenever feasible,provided that the College's services to the state arenot thereby reduced. Medical service assistance,patterned after agricultural extension programs inrural areas, is a concept not yet implemented, butwhich could be of inestimable value in the Pacificarea.

Research in biomedical problems is strongly

Exe

cutiv

e C

omm

ittee

1

SC

HO

OL

OF

ME

DIC

INE

Offi

ce o

f the

Dea

n11

4:1

11 -

.IMM

INN

O

Dep

artm

ents

and

Sec

tions

Dep

artm

ent o

f Alli

ed M

edic

al S

cien

ces

Div

isio

n of

Spe

ech

Pat

holo

gy a

nd A

udio

logy

Div

isio

n of

Com

para

tive

Med

icin

eD

epar

tmen

t of A

nato

my

Dep

artm

ent o

f Bio

chem

istr

y an

d B

ioph

ysic

sD

epar

tmen

t of G

enet

ics

Dep

artm

ent o

f Med

icin

eD

epar

tmen

t of P

atho

logy

Div

isio

n of

Med

ical

Tec

hnol

ogy

Dep

artm

ent o

f Pha

rmac

olog

yD

epar

tmen

t of P

hysi

olog

yS

ectio

n of

Med

ical

Mic

robi

olog

y an

dT

ropi

cal M

edic

ine

Sec

tion

of O

bste

tric

s an

d G

ynec

olog

yS

ectio

n of

Ped

iatr

ics

Sec

tion

of P

sych

iatr

yS

ectio

n of

Rad

iolo

gyS

ectio

n of

Sur

gery

58 SCHOOL OF MEDICINE

SCHOOL OF MEDICINE

Academic Departments and Sections: Allied Medical Sciences (includes Speech Pathology and Audiology and Comparative Medicine);Anatomy; Biochemistry and Biophysics; Genetics; Medicine; Pathology (includes Medical Technology); 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); Doctor of Philosophy (5 fields).

Student Majors ( Fall) :UndergraduatesGraduate Students:

Degree CandidatesMedical Students

Student Credit Hours ( Fall)Graduates ( Degrees Awarded) :

BachelorsMastenDoctorate

Faculty and Staff ( FTE ) :FacultyCivil ServiceFederally or Privately Funded PositionsNon-compensated Clinical Faculty

Actual Projected

1968-69 1972-73 1975-76

172 330 36570 140 165

57t 90 10045 100 100

3,333 4,935 5,590

31 45 5515 20 205 10 10

44 105 1207 10 10

110 75 85250 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 in-creasing amounts of extramural financing to supportresearch. In keeping with the University's principleof selective emphasis, certain fields of biomedical re-search are stressed because of special conditions im-posed by Hawaii's ethnic composition, geographicallocation or physical environment. Emphasis has thusbeen placed, for example, on human genetics of semi-isolated island populations, on fundamental studiesof marine organisms readily available and easily han-dled in Hawaii, on natural products derived from trop-ical flora and fauna, and on tropical medicine.

Present Operation

Teaching Program

The School of Medicine at its creation in 1965comprised the pre-existing basic science departmentsof biochemistry and biophysics, genetics, pharmacol-ogy and physiology, and three newly created depart-ments of anatomy, medicine and pathology. Also con-tributing essentially to the medical curriculum is theSchool of Public Health and the Department ofMicrobiology, in Arts and Sciences. Programs in medi-cal technology and speech pathology and audiologywere transferred to the School of Medicine to con-stitute the first units of a Department of Allied Medi-cal Sciences.

Students seeking the degree of Doctor of Medi-cine may complete two years of graduate work inHawaii, then transfer to a full-fledged medical school

for the final two years of the M.D. program. Alter-natively, students may elect to complete at Hawaiithe requirements for a master's or doctor's degree ina basic science department.

The first Academic Development Plan stated thecase for providing medical education at the Univer-sity of Hawaii in terms that are still valid: to enablethis state to make its contribution towards the edu-cation of physicians, biomedical scientists and healthtechnicians badly needed by Hawaii and the entirenation; to enable local students to obtain a medicaleducation which might not otherwise be availableto them; to stimulate research and education in thebiomedical sciences, helping Hawaii to become acenter for these sciences in the Pacific.

As originally planned, the curriculum in medicineand allied fields would begin for the student in thejunior year, thus obviating the traditional pre-medicalcurriculum and making room in the graduate years forsome courses in liberal arts, in the behavioral sciences,in biology or other areas of interest to the student.It was especially intended to avoid tight sequencesof courses, to give students many choices and clearopportunity to work on research projects of theirchoosing, prior to entering the narrower confinementof the last two years of medical education, or, alter-natively, prior to selecting a Ph.D. program or one inveterinary medicine.

Implementation of the plan brought several nota-ble changes. Application to the School were acceptedfrom students in the junior year and up, but sinceeach class is limited to 25 to 27 students ( hundreds

SCHOOL OF MEDICINF 59

applied) 'it has turned out that all those accepted inthe competition have already received the baccalau-reate. The visiting board of medical educators whorecommended provisional accreditation of the Schoolin 1965 observed that medical students would wantto get on with their professional studies and wouldtend to neglect liberal arts courses, should they beincluded in the curriculum, and that graduates froman untraditional two-year school might find difficultyin transferring to traditional medical schools for thelast two years.

However, some of the originally conceived curri-cular innovations have been retained, notably animmediate introduction to clinical medicine, usuallyreserved for the second year. This acceleration inbringing the student to observation of actual treat-ment may substitute for the professional stimulationsubtly provided in full-fledged schools by interactionwith third and fourth year medical students. Theintroduction to clinical medicine is largely conductedby local doctors who serve, without compensation,as clinical professors on the Medical School faculty.

Although formal clinical instruction to medicalstudents is thus limited in the present development ofthe School, it is extensive in auxiliary teaching pro-grams. Members of the faculty participate widelyin the teaching of interns and residents in Honoluluhospitals, and have been instrumental in facilitatingthe integration of such programs among varioushospitals.

The early introduction of the student to clinicalpractice is in accord with the trend in most mainlandschools. In general, there is dissatisfaction with theold pattern of teaching basic sciences in the first twoyears, deferring application of this knowledge to thelast two. Rapid scientific advance lenders much re-tained information obsolete or incorrect by the timethe student graduates. Sharing in the responsibilityfor the care of patients provides a stimulating learn-ing experience in problem-solving. Even as a two-year program, the University of Hawaii MedicalSchool needs strong clinical departments to providestudents with an education adequate to meet today'sstandards and to enable successful transfer to main-land schools.

Research

The new Medical School is already deeply in-volved in research. It started with a base of pre-existing science deparptients s'.rong in research, andas each new department was added faculty memberswere appointed according to the belief that a goodteaching program requires a faculty whose attentionis focused on the fronders of knowledge in their fields.The School's administration has strongly encouragedresearch and tries to obtain the nec,,ssary facilities.Extramural funding has increased rapidly.

Much of the research under way in the Medical

School is basic to an understanding of life processes.For example, geneticists are studying the elementsof iheredity in life forms ranging from bacteria tohumans; in the biochemistry department the composi-tion of nucleic acids and proteins is under investiga-tion; the effects of stressful environments, both coldand hot, are studied in physiology; in pharmacology,the most potent antiviral agent so far discovered hasevolved from a long program of analyses of naturalplant products; peculiar enzymes called catalysts,widely distributed in man but little understood, arebeing examined in the pathology department; inanatomy the mechanics of sperm-ova union and growthare being followed; in the department of medicine,blood diseases peculiar to certain families have beendiscovered and are being studied.

Service

The Medical School played a prominent role indeveloping and implementing a nationally financedRegional Medical Program ,( heartdisease, cancer,stroke) in Hawaii. In collaboration with the medicalsocieties, practitioners and hospitals, and a widelyrepresentative citizens' committee, this program be-came operational in 1968, bringing up-to-date medi-cal knowledge to Hawaii's physicians.

Starting in 1965, the School planned and placedinto operation the first internship and residency pro-gram ever undertaken in Okinawa. Supported bythe U.S. Army, a clinical and administrative facultyof 13 persons is serving this program in the CentralHospital near Gushikawa. A major objective of theprogram, aside from upgrading medical practice inOkinawa, is to bring the highly developed Americanhouse-officer system into use in an Asian setting.Moreover, it provides advanced medical educationin Okinawa, where, in the past, medical studentsreturning from their Japanese education lacked insti-tutional support in their professional practice.

Future Development

Reassessing The "Preclinical" Medical School

When the University's truncated Medical Schoolwas planned in 1963, a national shortage of physi-cians, nearing the crisis stage, prompted the Ameri-can Medical Association to advocate establishing"preclinical" medical schools at universities whoseresources were insufficient to support a four-yearschool. Eight "preclinical" schools were at that timein existence or in process of development. Betweenthen and now five of the eight have found resourcesand have determined to become full-fledged, so thattoday only three preclinical sehools_stillggistNorthDakota, South Dakota and Hawaii.

The national crisis in physician shortage is never-theless more acute than ever, despite the establish-

60

ment of these new four-year schools and an expan-sion in older ones. Presidential adviser Colin McLeod,making a plea, in October, 1967, for more medicaleducational facilities, stated that the 8,000 doctorsgraduated each year in the United States must beincreased to 11,000 simply to keep up with theincrease in population.

Even while recognizing that requiring studentsto transfer to a second institution between the sec-ond and third year of medical education disruptedthe educational continuum, the State of Hawaii in1963 proposed to contribute to medical education tothe extent its resources could afford. This funda-mental policy is still operative, and the University isworking to offer the best preclinical medical educa-tion possible. However, it should be recognized thattoday the two-year program is academically cramp-ing and has not achieved the curriculum innovationor quality of program originally planned for theMedical School.

Major changes in federal or international programsmay bring financial support to Hawaii in the nearfuture. The United States-Japan Cooperative Pro-gram in the medical area, the proposed National Insti-tute of Marine Medicine and Pharmacology, the Clin-ical Research Center grant program, various graclu-uate training grant programs, the Regional MedicalProgram, the proposed Pacific Medical Center, pos-sible involvement of WHO ( World Health Organ-ization) in medical education for the Pacific andSoutheast Asian areas, are examples of sources ofextramural funding that may become available to theUniversity for developing a Pacific center of medicaleducation, research and service. The University willbe alert to such opportunities for eventually establish-ing a full-fledged medical school deriving its reasonfor being and support from without as well as with-in the state.

A four-year medical school at the University ofHawaii seems consistent with the planned develop-ment of academic distinction throughout the Univer-sity. In addition to providing a complete medicaleducation for students enrolled in the medical school,a four-year medical school can provide the researchstrength necessary for effective cooperation with otherunits of the University in interdisciplinary researchprograms.

At the same time, the University will not lose sightof the fact that the costs of transforming the presentpreclinical medical school to a four-year medicalschool may be prohibitive. If the outlay involved insuch a project would limit and impede the normaldevelopment of the University, then the establish-ment of a four-year medical school would act to thedetriment of the total University program. In fact,it is clear that the single overriding consideration inplanning for a four-year medical school is that ofcosts. Accordingly, early in the period covered bythis plan, the administration of the University should

SCHOOL OF MEDICINE

retain an independent group of outside consultantsto provide a thorough study of the costs involved inthe formation of a four-year medical school at the Uni-versity of Hawaii. This study should project theinitial funding necessary for such a development andalso the continuing costs during the first five yearsof operation of a four-year program. In addition,the study should review the financial condition ofcomparable medical schools on the mainland, in orderto ascertain what portion of these overall costs canbe expected to be offset by extramural funding. Thislast projection may be most difficult to pin downprecisely; nevertheless it' is of prime importance if arational decision on this important issue is to bereached.

When estimating the costs involved in establish-ing a medical school, it is necessary to project notonly the budget necessary for the operation of theschool but also ( to paraphrase a question in the sec-tion on "Fiscal and Economic Aspects of the Devel-opment Plan ") to consider how much annual incomeand social benefits will be lost to the people of Hawaiiif a four-year medical school at the University ofHawaii is not established.

These questions, both financial and social, canbest be answered by an independent group composedof economic analysts from outside the University. Wereemphasize that the basic questions to be facedbefore the establishment of a four-year medicalschool are not primarily questions involving curric-ulum, academic requirements or the educational desir-ability of the school. They are questions focused onthe economic impact of a four-year medical schoolupon the well-being of the University and on theState of Hawaii.

Development of Present Instructional Program

In the meantime, the Medical School will continueto develop within its present legislative charter as atwo-year school. Faculty members will be addedto keep pace with rising enrollments in the basicbiomedical departments, and allow the number ofmedical students to increase to 100, as planned. Therewill be no major expansion of the two-year curric-ulum, but additional post-doctorate clinical educa-tion and continuing education for medical practi-tioners will be provided as these programs grow.

It is anticipated that all basic biomedical sciencedepartments will provide programs leading to thePh.D., and, as the medically oriented departmentsincrease in faculty strength, Ph.D. programs will be'developed to make available to students all theoptions for terminal degrees.

Perhaps the most significant medical field to bedeveloped in Hawaii as an adjunct to conventionaldepartments 'is tropical medicine. Hawaii itself enjoysnearly complete freedom from tropical diseases, butits location and the ease of communication to tropicalareas of the Pacific and Asia, and the laboratory facil-

SCHOOL OF MEDICINE81

ities available here, make it a logical center for suchresearch. Three leading research scientists in tropicalmedicine have been recruited to form the nucleus ofthis fielda virologist experienced in working withhemorrhagic fever and dengue in Southeast Asia, aparasitologist with experience in trypanosomiasis inAfrica and malaria in Asia, and a leprologist withlong experience studying this disease in China andHong Kong.

A number of programs making use of Hawaii asa staging center for investigations into tropical medi-cal problems are already in operation, especiallythose of the Pacific Medical laboratory, a branch ofthe National Institute of Allergy and Infectious Dis-eases. Other programs involving tropical diseases arealready in progress within the University's PacificBiomedical Research Center, the College of TropicalAgriculture and the Hawaii Institute of Marine Biol-ogy. Hawaii can and should become a world centerin this field.

Selection of students for the medical educationprogram will follow the policy already establishedof giving preference to resident students, but witha reasonably wide representation of students fromthe Pacific islands area, Asia and the mainland UnitedStates. Students admitted to the basic biomedicaldepartments within the Medical School (anatomy,genetics, biochemistry and biophysics, physiology andpharmacology) will be selected according to the gen-eral policies for admittance of graduate students tothe University, that is, without strong geographicalpreferences.

Allied Medical Sciences Curricula

Planned for implementation as soon as the medi-cal education program per se is on an adequate foot-ing are programs in the field of physical and occupa-tional therapy, to be added to the existing allied medi-cal science curricula in medical technology, speechpathology and audiology. Hawaii needs technicalpersonnel in these fields and most have been recruitedfrom the mainland. Costs of such programs are com-paratively modest, and the existing personnel short-age is developing pressure for training programs here.The Medical School does not plan to educate morenarrowly trained technicians, such as those whooperate x-ray apparatus, heart-lung machines, arti-ficial kidneys and the like, as long as the numberof such specialists required in Hawaii remains small.Programs leading to a .master's degree in medicaltechnology, physical therapy and occupational ther-apy will be provided as soon as is practicable, follow-ing implementation of the baccalaureate programs inthese fields. Speech pathology and audiology alreadyhas a master's program.

Potentially, a valuable educational service whichthe School can render to the developing nations anddependencies among the Pacific islands is the train-ing of medical aides, or the supplementary education

of medical practitioners trained elsewhere, e.g., Fiji.These "practical" physicians are in great demand asresidents on the small islands of the archipelagoesstretched across the Pacific, where medical doctorscannot be regularly stationed. Moreover, this type ofmedical aid may well be an immediate answer to theproblem of providing medical assistance to areas withmassive populations living at low subsistence levels,such as India. Investigations will be undertaken toascertain how best and at what level to train suchtechnical personnel. Should a service of this type bedeveloped here, it may, well be the Medical School'sprincipal contribution to upgrading health practicein a major segment of the world.

Sources of Patients for Clinical Teaching

Extensive planning is required to ensure adequateteaching material for the clinical departments.Although the needs of a truncated medical school aredistinctly less than those of a four-year school, theynevertheless are considerable. Traditionally, the intro-duction to clinical mediCine comes late in the secondyear of medical school, but except in the most con-servative schools there are now moves to bring itforward in the curriculum. The students make asso-ciations of function with form when an internist ispresent in a course in physiology, or a surgeon inanatomy; insight and heightened interest in the fieldof study usually follow. Hawaii's Medical Schoolstresses these associations from the beginning of medi-cal instruction. Availability of patients for clinicaldemonstrations is thus essential to the instructionalprogram, as it is for the research of clinicians andfaculty members in both basic and clinical biomedicalscience departments.

In all American cities the source of patients formedical schools is changing. As health insurance hasbecome nearly universal, the eleemosynary city andcounty hospitals are ceasing to be the great centersfor ward teaching; adaptations are being made tosecure "private" patients for teaching and researchin medicine. Most medical schoo11 in the UnitedStates have, or are setting up, faculty practice groupsto assure a source of teaching material, and inciden-tally to facilitate their own services as consultants.

A group practice plan has been formulated forthe University's Medical School. It is awaitingapproval and will be implemented as soon as feasible.Nurses, secretarial and fiscal staff, and office facil-ities must be provided from practice income, andthe means by which the students see the patients inthe clinic or hospital must soon be organized. Con-currently, since the group practice plan itself will notcover all research and instructional demand for pa-tients, at least some University services in hospitalsshould be established.

The programs of the School of Medicine will beaffected by the future use made by the University

62 SCHOOL OF NURSING

of Leahi Hospital, about two miles from the ManoaCampus. In 1968 the Legislature converted Leahifrom a private to a state institution, to be affiliatedwith the University of Hawaii as of January, 1969.In October the Board of Trustees of Leahi Hospitaldecided to determine the legality of turning all Leahiland and endowment funds over to the MedicalSchool. These developments have important bear-ing on the fiscal operations and the goals of the pres-ent Medical School, as compared with a four-yearinstitution. Medical authorities believe that the eco-nomics of clinic and clinical staff utilization are suchthat it becomes less efficient to carry only a two-yearmedical school program and maintain the necessarystaff and facilities for this limited purpose.

Research

Significant programs in biomedical research wereinitiated within the Pacific Biomedical Research Cen-ter (PBRC) prior to the establishment of the Medi-cal School, setting a pattern of extensive researchparticipation which became basic policy in recruitingfaculty and graduate students in all departments ofthe School. Research entailing interdisciplinary in-volvement is most frequently administered throughthe PBRC ( described in Chapter 18 of this Plan ).The PBRC likewise administers major research facil-ities of general use to the several biomedical depart-ments, such as animal colonies, electron microscopes,etc., which are more efficiently operated by a singleunit for the use of all.

Efforts are being made to lodge in Hawaii, withinthe Medical School or other units of the University,major national and international research centers hav-ing special relevance to the tropical Pacific and Asia.In the near future, it is expected that the WorldHealth Organization will establish within the Univer-sity's Institute of Population Genetics an InternationalReference Center for Processing Human GeneticsData, to utilize the expertise of Medical School fac-

ulty in computer applications in this field, and afford-ing to faculty and visiting scientists unusual researchopportunities. Similarly, the eventual establ'shment ofa national laboratory for experimental marine biologyis expected. It would work in conjunction with theUniversity's Laboratory of Experimental Marine Biol-ogy now under construction at the Kewalo BasinMarine Sciences campus on the Honolulu waterfront.A center here for tropical disease investigations is adistinct possibility and will be sought through publicand private financing. A clinical Research Centergrant may be received from the U.S. Public HealthService which would pr'vide a ward at Leahi Hos-pital with complete support for clinical investiga-tions relevant to this geographical area.

Developments Under Academic Development Plan I

1. Creation of the School of Medicine in 1965.2. Provisional accreditation in 1965.3. Acceptance of first class of medical students in

1967.

Projected Developments Under Plan II

1. Expand medical class from 25 to 50 students.2. Develop biomedical science departments and

clinical faculty to teach both pre-doctoral pro-grams and post-doctorate clinical education andcontinuing education.

3. Establish programs in tropical diseases and inallied medical sciences, such as physical andoccupational therapy.

4. Take under consideration a program for educat-ing medical personnel to serve areas where it isnot yet feasible to supply doctors' services.

5. Prepare complete financial analysis of the costsinvolved in establishing versus the costs involvedin not establishing a four-year medical school at theUniversity of Hawaii. This study should be madeby a group of outside consultants.

Chapter 12: SCHOOL OF NURSING

Purposes and Objectives

When the training programs of private hospitalsin Honolulu were discontinued between 1966 and1968, the University's School of Nursing was givensole responsibility for the education of nurses inHawaii, and hence in Pacific areas which rely uponHawaii. The School of Nursing provides undergrad-uate educational programs for students in dental hy-giene, technical nursing and professional nursing, and

graduate programs for professional nurses. All theseprograms are nationally accredited. The School alsocontributes to nursing research and serves as aresource for the continuing education of nurses anddental hygienists in Hawaii and in the Pacific Basin.

Over the past decade, nursing has undergonebasic changes, apparent in the greater responsibilitydemanded of nurses in hospitals and in communityagencies, and reflected in the more demanding edu-cational requirements for all categories in the pro-

Fac

ulty

Sen

ate

-- .-

-E

xecu

tive

Com

mitt

ee i

1111

111

Offi

ce o

f the

Dea

n

SC

HO

OL

OF

NU

RS

ING

- A

li01

1111

IMM

It 11

1 =

Mb

INC

omm

unity

Col

lege

s

Den

tal

Hyg

iene

Dep

artm

ent

Pro

fess

iona

lN

ursi

ngD

epar

tmen

t

* In

197

1-72

the

Tec

hnic

al N

ursi

ng P

rogr

am w

ill b

e lo

cate

d so

lely

at t

he C

omm

unity

Col

lege

s.

Tec

hnic

alN

ursi

ng*

64

SCHOOL OF NURSING

Academic Departments: Technical Nursing, Dental Hygiene, Professional Nursing.Degree Programs: Associate of Science in Nursing; Bachelor of Science in Nursing; Master of Science

for of Philosophy (projected).

SCHOOL OF NURSING

in Nursing Specialties; Doc-

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 50Student Credit Hours ( Fall ) 1,351 2,828 2,695 3,245Graduates ( Degrees Awarded) :

Bachelors 27 30 50 eoMasters 5 20 25

Faculty and Staff ( FTE ) : 25 63 50 40Faculty 21 44 35 35Civil Service 2 7 5 5Federally 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 careunder supervision, complete a two-year lower divi-sion program to achieve an Associate of Science de-gree. Professional nurses require education at thebaccalaureate level and are prepared to assume respon-sibilities for patient nursing care and for providingleadership to ancillary groups giving nursing care.A small but growing fraction of the nursing bacca-laureates continue graduate education leading to themaster's or doctor's degree in programs designed toprepare them for positions as clinical specialists, teach-ers, supervisors or top-level administrators.

The contemporary complex medical team canfunction effectively only when nurses at all thesevarious levels are available. While the present nurs-ing positions in hospitals and health agencies inHawaii do not reflect a general shortage of technicalnurses, there are not sufficient numbers to meet therecommended ratios of nurse-patient population fig-ures, as listed below. Further, there is a shortage ofprofessional nurses educated at the baccalaureate andgraduate levels. This deficiency can be remedied byplanning, developing and enlarging the appropriateprograms at the Manoa Campus.

The University has accepted the responsibility forthe education of all technical nurses for the State ofHawaii. To meet this demand, the School of Nurs-ing, working with the community colleges, plans totransfer the technical nursing program to the com-munity colleges by 1971. Until then the programwill remain at the Manoa Campus.

During the term of Academic Development PlanII, the School of Nursing intends to develop, asrequired, associate nursing degree programs at thecommunity colleges, to improve and to enlarge thenursing baccalaureate and master's programs at theManoa Campus, and to plan a future nursing doc-torate program.

Vital to effective planning is the determinationof the future requirements of Hawaii for all types ofnurses. The Western Interstate Commission forHigher Education (WICHE ) reported in 1966 uponextant and recommended numbers of nurses neededper 100,000 persons of state population, and hasstudied the optimal distribution of types of nurses.These data, summarized below, serve to reinforcethe stated goals of the School of Nursing.

NURSES REQUIRED FOR HAWAII

extant recommended*

Total nurses per 100,000 population

1968 1968

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 Higher Education, Appendix B, Table 6,April 1966, p. 57.

SCHOOL OF NURSING65

An earlier reportt on Hawaii's needs for nursesprojects essentially similar requirements.

To formulate its goals efficiently, the School ofNursing has established a state-wide committee to beappointed to assist the Legislative Reference Bureauto update its 1962 study of nursing education inHawaii. The findings of this study will provide abasis for recommendations regarding the number andplacement of associate degree nursing programs onOahu and the feasibility of establishing modified ver-sions of these programs on the neighbor islands.Other concerns of this committee will be to deter-mine the need and placement of practical nurse andnurse aide programs, and to advise upon continuingeducation programs for professional updating.

Technical Nursing Program

Graduates of the two-year curriculum are pre-pared for beginning nurse positions as registerednurses upon successfully completing the state exam-ination for licensure. The program consists of a foun-dation in natural science, social science and communi-cation, combined with courses in hursing theory andpractice. The associate degree nursing program isaccredited by the National League for Nursing andby the Hawaii State Board of Nursing.

According to the Kosaki reportt, 312 technicalnurses must be prepared from 1968-70 to reach theprojected state requirement of 670 additional tech-nical nurses.

Professional Nursing Program

A four and one-half year curriculum prepares pro-fessional nurses for professional practice in hospitals,public health agencies, homes and industries. Pre-nursing students enroll in the College of Arts andSciences and are admitted to the professional nursingcurriculum at the end of the sophomore year uponcompletion of at least 60 credits in the liberal arts.The five-semester upper division professional nurs-ing program utilizes clinical facilities in the com-munity, as well as course work at the University, toattain its objectives. In 1967 the program was sur-veyed by the National League for Nursing and wasgranted accreditation for six years.

Dental Hygiene Program

The Department of Dental Hygiene offers theonly program in dental hygiene in Hawaii, one accred-ited by the Council on Dental Education of theAmerican Dental Association. Students who com-plete the twooyear program qualify for admission to

(Mildred D. Kosaki. Nursing and Nursing Education inHawaii. Legislative Reference Bureau, University of Hawaii,Report No. 3, 1962. This report is now being updated by Har-riet Joesting of the Bureau.

the national and state dental hygiene board examina-tions. Upon licensure they may practice dental hy-giene under a dentist's supervision in private prac-tice and in the State Department of Health. The pro-gram also provides continuing education of dentalhygienists. Affiliations have been arranged with fivehospitals and clinics; additional clinical affiliationswill be established to provide clinical experiencesfor students.

Proposed Baccalaureate Program inDental Hygiene

A more effective utilization of auxiliary personnelis needed to meet the nation's growing demand fordental health care and to solve the problem of short-age of dentists. The dental hygienist will be expectedto assume increased responsibility for dental care.This altered role requires major revision of the pres-ent educational program.

The dental hygiene faculty plans to develop abaccalaureate degree program. The proper educa-tion of a dental hygienist, which is multi-disciplinary,should include general education as well as the den-tal hygiene major. The liberal arts component shouldlead the student to a better understanding of selfand society. Courses in the basic sciences shouldform the foundation for dental sciences and for clini-cal practice.

In March, 1967, a survey was conducted by theDental Hygiene Department to determine the opin-ions of dentists practicing in Hawaii regarding a bac-calaureate program. The results revealed that 65 percent are in favor of the proposed program, 25 percent prefer continuation of the two-year program,and 11 per cent indicated no preference. With anincreased role and responsibility for the dental hy-gienist, a four-year program seems both essential anddesired. The proposed program, one of the few inthe nation, can fill some of the research and com-munity service functions customarily undertaken bya school of dentistry, for which the University has nopresent plans.

Graduate Programs

Graduate nursing education prepares candidatesfor positions of responsibility in areas of administra-tion, research, instruction, consultation and clinicalspecialization. Hawaii requires at least 213 additionalgraduate nurses ( M.S.) by 1970. These programsare particularly vital to the future role of the nurs-ing profession, because of its increased responsibilityfor quality patient care.

A Master of Science program in mental health-psychiatric naming began in September 1965, sup-ported by federal funds. Two additional graduatenursing programs are being implemented during theacademic year 1968-69: administration in organizednursing services (public health, hospital, or extended

66 SCHOOL OF NURSING

care) and community health nursing. A fourth grad-uate program, nursing in biophysical pathology, willbe started in September 1969.

There are two routes to doctoral preparation ofnurses to choose from: preparation through the Ph.D.in a basic discipline, referred to as the nurse scientistprogram, or preparation that leads to a Doctor ofNursing Science ( D.N.Sc. ). The former preparationgives depth of education in one discipline, withemphasis on research training for the evolvement ofnew basic knowledge. The second route includesresearch training but with emphasis on clinical train-ing for expert nursing practice, applying knowledgedeveloped by others. There is no consensus about thebetter route for doctoral training, but at this time,when there are so few nurse doctorates available toserve as faculty members, doctoral training throughthe Ph.D. in the natural or the behavioral sciencesappears preferable. Given sufficient study and time,near the end of the span covered by this AcademicDevelopment Plan, the full development of the M.S.program should lead to the establishment of a doc-toral nursing program.

Continuing Education

The School of Nursing works with many com-munity organizations in Hawaii and in the PacificBasin to provide continuing education. Its three maj-or contributions include formal courses for nursesalready in practice but who w e working toward thebaccalaureate degree; providing non-credit coursesfor professional updating; and maintaining liaisonbetween nurses in service and those in educationalsettings.

Faculty members of the School have participatedin international health programs sponsored by theInstitute for Technical Interchange ( East-West Cen-ter) by presenting lectures to practitioners from theSouth Pacific. Further workshops and conferences oncampus are being planned for nursing and dentalhealth practitioners. Working with the Peace Corps,the faculty has presented a lecture series to nursesdestined for the South Pacific, and has participatedon consultation teams in Okinawa, Western Samoaand Saipan. Future plans in international health pro-grams now center on the Pacific Trust Territory andAmerican Samoa.

Local programs in continuing education will beexpanded to meet a large demand. A six-year seriesof residential conferences, financed by federal funds,was concluded in 1968. Hospital administrators andnursing services have requested resumption of thisprogram as expanded to include nursing personnelnot currently eligible.

Other community service functions have includednursing procedure training sessions, a series of psy-chiatric nursing dialogues conducted in 1968, and apostgraduate course in the practical aspects of den-

tal radiography for dental hygienists presented in1967.

Since Hawaii has no dental school, the Depart-ment of Dental Hygiene has played a major rolein conducting, coordinating or planning five post-graduate courses for dentists at the University ofHawaii Dental Hygiene Clinic during the past year.Eight to twelve postgraduate courses are plannedover the next five years. The Department of DentalHygiene, the Division of Continuing Education, andstate and local dental societies are now involved inplanning a proposal for a federal grant for providingcontinuing education for dentists.

Despite these efforts, the School of Nursing hasnot kept pace with the very large demand for con-tinuing education offerings: Expansion of all theseprograms is foreseen. Such expansion must take intoaccount collaboration with the Medical School, withdentists, and with other community groups. The offer-ing of programs on neighbor islands is also consideredmost important.

Research

Sound development of graduate studies in theSchool of Nursing must be supported by well-con-ceived research programs. Plans at present identifythree areas of concentration. Educational researchwill be concerned with the principles underlyingcourse content and curricula, as well as with thenature of the teaching-learning process, as relativeto type of study units, audio-visual aids, group teach-ing, etc., in nursing. Administrative research willfocus on two central problems: ( 1 ) criteria appro-priate for improving a nursing faculty and staff, assuch criteria would need to be understood by anadministrator; ( 2 ) study of roles and functions ofvarious types of nurses in service settings, togetherwith techniques of administrative leadership and con-trol. The third area of major interest, clinical research,will be the most important. For the past 10 yearsthe nursing profession has given increasing attentionto theoretical principles as these presumably under-lie the field of nursing as a science and not solely apractical art. Though various theoretical models havebeen proposed, there has been little coordinatedtesting of hypotheses. The University of HawaiiSchool of Nursing faculty members are in a veryfavorable position to begin testing their own tenta-tive theories in a clinical context. Furthermore, be-cause of its ethnic setting, this University should beespecially qualified to carry on significant clinicalresearch related to the variables of cultural andenvironmental differences.

Transfer of Technical Nursing Programsto Community Colleges

The question of the location and number of tech-nical nursing programs in the community colleges

SCHOOL OF NURSING

is being studied by a nursing education committeefor the State of Hawaii. Such state-wide planning isvital for effective distribution of programs. A generalplan is outlined below.

Several unresolved issues influence future plan-ning. These are the location of Kapiolani CommunityCollege in central Honolulu, the imminence of a medi-cal cents. complex, and the demographic trends ofthe neighbor islands. The associate nursing degreeprogram will be moved to the Community CollegeSystem in Fall, 1971.

Complete or partial programs can be establishedas required, contingent upon state resources andnursing education 'needs. For example, branches ofassociate degree nursing education could be estab-lished in community colleges on Oahu and on theneighbor islands which could offer programs everysecond or third year, based on actual demand. Themajor problems in establishing a complete programin other community colleges are recruitment of quali-fied students and faculty, and availability of clinicalfacilities. A lack of comprehensive clinical facilitiescould limit a program to the first year only, with stu-dents transferring to Kapiolani Community Collegefor their second year.

Maui Community College has expressed an inter-est in inaugurating nursing programs. In the Fall of1969 it is recommended that a site study be done bya nurse educator to determine the adequacy of clini-cal facilities for teaching purposes. Maui CommunityCollege will also survey the high schools to deter-mine whether a minimum of 20 nursing studentscould be enrolled. The first year of the associatenursing degree program could be started in 1970.

Kauai Community College is working to estab-lish a practical nursing program in 1969. It appearsnecessary to offer this program for one or two classesto meet the immediate, pressing needs for this typeof nursing assistant personnel. As the CommunityCollege's general education program develops, thestate committee on nursing will assess the advisabil-ity of initiating an associate nursing degree programin 1970 or 1971.

The physical separation of the associate nursingdegree and the professional nursing programs mustnot be allowed to interrupt coordinated planning,so essential to meet the comprehensive nursing needsof Hawaii. It is strongly recommended that liaisonbe maintained between the Manoa Campus and thecommunity colleges' nursing programs.

Faculty

The nature and size of the faculty are influencedby many factors. Both the Hawaii State Board ofNursing and the National League for Nursing haveaccredited the School of Nursing. The NationalLeague's policy is to suggest a maximum faculty-student ratio of 1:8 to 1:10. However, these ratiosare required primarily for maintenance of undergrad-

67

uate degree programs. Continuing education pro-grams, nursing research, and a future strong demandfor graduate nursing education are all aspects of theprofession which require additional faculty and whichcontribute to a competent, modern, multi-facetedSchool of Nursing. These additional and necessaryrequirements for faculty are, of course, not reflectedin the conventional computation of student-facultyratio and are most difficult to measure by a singleparameter. The projected requirements for facultyhave thus been based upon the proposed deyelopmentof undergraduate instructional programs, graduateprograms, continuing education programs, and ofnursing research.

Student Advising

The present system of assigning a faculty memberfrom the Department of Professional Nursing as anacademic advisor to pre-nursing students in the Col-lege of Arts and Sciences has worked excellently.Based on this experience, plans for in-college advis-ing will include an Office of Student Services to main-tain student records and to provide secretarial andadvising services. Proximity of the academic advisorto students in the College of Arts and Sciences alsobenefits the recruitment of students into nursing.

In the Department of Professional Nursing eachfaculty member is assigned to four to eight adviseesfor the entire period of each student's stay in theSchool. In the Technical Nursing Department eachfaculty member advises, at least twice yearly, thosestudents assigned to her laboratory section. Dentalhygiene freshmen are advised at least twice annually,and sophomores have six advisory conferences dur-ing the year. It is planned to maintain this availabil-ity to instructors for the students of the School.

Developments Under Academic Development Plan I

1. Continued expansion of baccalaureate nursing pro-gram to meet state's needs.

2. Provided adequate facilities for training dentalhygienists.

3. Expanded two-year associate degree program atthe Manoa Campus.

4. Redeveloped Medical Technology Program, nowlocated in School of Medicine.

5. Inaugurated master's degree.

Projected Developments Under Plan II

1. Transfer associate degree program to the com-munity colleges in 1971-72.

2. Updating of 1962 study of nursing education(Kosaki Report) by Legislative Reference Bureau,assisted by statewide Committee on Nursing Edu-cation; long-range planning to be continued, with

68 SCHOOL OF PUBLIC HEALTH

coordination of associate nursing degree programsat community colleges with preprofessional degreeprograms at the Manoa Campus.

3. Improve and enlarge undergraduate and grad-uate professional programs at the Manoa Campus.

4. Develop extant dental hygiene two-year program

into a four-year program combining liberal artswith professional education.

5. Expand continuing education programs to meetcommunity and Pacific Basin health needs.

6. Prepare feasibility study for doctorate degree innursing.

Chapter 13: SCHOOL OF PUBLIC HEALTH

Purposes and Objectives

The overall purpose of the School of Public Healthis to foster within its faculty and students the skillsand professional judgment needed for the diagnosisand solution of community health problems, includ-ing a concern for the physical, mental and social well-being of the community. This does not imply thatpublic health people must themselves provide thesocial, economic and political environments neces-sary for good community health, but that they mustbe prepared to work closely with others who directlyaffect these environments. Thus, the graduate pro-gram of the School seeks to prepare practitionerswhose concern for the community health commitsthem to the broad interests of the people served ratherthan to the narrowly defined interests of a singleagency or the dimensions of a single problem.

In addition to its teaching activities, the Schoolactively pursues its responsibilty to the state, thenation and to the world-wide communities which itserves, through programs of research, continuing edu-cation and consultation. The School's attention isfocused primarily on the health consequences of rapidurbanization, a process common to Hawaii, the main-land U.S., and to other Pacific and Asian nations.

The objectives of the School are not only to edu-cate persons for a variety of careers in the healthfield for service activities, but also to prepare indi-viduals who will conduct research and contribute tothe enlarging base of knowledge in the sciences per-tinent to healththe biological sciences, the appliedsocial sciences, engineering and statistics. The essenceof public health practice is the skill and wisdom withwhich community resources are mobilized and organ-ized to provide for the achievement of optimum phy-sical and mental health and social well-being for allpeople.

Guided by these objectives, the principal func-tions of the School are:

1. To provide graduate instruction in the healthsciences for students in the University, serv-

ing thereby first a local need to improve thepublic health leadership skills available in.

Hawaii and, simultaneously, a regional need forsuch improvement.

2. To encourage, develop and conduct healthresearch in Hawaii and the Asian - Pacific com-munities.

3. To assist in rendering and improving commun-ity health services in the state and Pacific-Asianareas.

The development of programs to assist in thetraining of Asian and Pacific health workers ( largelyfunded by federal, privaie or international sources )is in accord with the established University policyto encourage programs which build upon Hawaii'sspecial characteristics relating to its geographicallocation, physical environment and multi-culturalpopulation.

Organization

Since public health practice requires a pooling ofthe resources of biologists, social scientists and engi-neers in the solution of community health problems,the School demonstrates an interdisciplinary approachfor students and community agencies by functioningas one department. Teaching, research, service andcontinuing education are governed by faculty com-mittees with wide latitude in determining policy forthe School. These functions are integrated throughan executive committee chaired by the Dean.

Establishment of separate departments may be-come necessary in the future if the School grows toolarge for its present structure.

Instructional Programs

The World Health Organization defines a schoolof public health as follows:

An institution with adequate resources which,in addition to research in public health and

SC

HO

OL

OF

PU

BLI

C H

EA

LTH

Offi

ce o

f the

Dea

n.1

1111

.

HE

xecu

tive

Com

mitt

ee1

Pro

gram

s*

Bio

stat

istic

sC

ompr

ehen

sive

Hea

lth P

lann

ing

Env

ironm

enta

l San

itatio

nE

pide

mio

logy

Hea

lth S

ervi

ces

Adm

inis

trat

ion

Inte

rnat

iona

l Hea

lthM

ater

nal a

nd C

hild

Hea

lthM

enta

l Hea

lth

Men

tal R

etar

datio

nP

opul

atio

n an

d F

amily

Pla

nnin

g S

tudi

esP

ublic

Hea

lth A

dmin

istr

atio

nP

ublic

Hea

lth E

duca

tion

Pub

lic H

ealth

Eng

inee

ring

Pub

lic H

ealth

Lab

orat

ory

Pub

lic H

ealth

Nut

ritio

n

* P

rogr

ams

in th

e S

choo

l of P

ublic

Hea

lthin

volv

ein

stru

ctio

nal,

rese

arch

, con

tinui

ng e

duca

tion

and

com

mun

ityse

rvic

eac

tiviti

es.

The

Sch

ool h

as n

o de

part

men

ts.

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 in Public Health with emphasis in Bio-statistics and Epidemiology.

Actual Projected

1963-64 1968-69* 1972-73

Student Majors (Fall):UndergraduatesGraduates

Student Credit Hours ( Fall)Graduates ( Degrees Awarded)

MastersDoctorateCertificate

Faculty and Staff ( FTE ):FacultyCivil ServiceFederally Funded Positions

4

4122

414

83 110

831,153

1101,575

28 45

1

91173

71

65

155355

115

1975-76

140

1402,035

55155

160405

115

Data on graduates for 1967-68.

service to the community, provides a full-timecourse lasting not less than one academic year,or its equivalent, covering the subjects essen-tial to the understanding of the various prob-lems of public health and the concepts, organ-ization and techniques required for dealingwith them, and which is open to members ofthe medical and allied professions seeking qual-ifications in public health.

The American Public Health Association, whichaccredits schools of public health, accredited the Uni-versity of Hawaii School of Public Health in 1965and re-accredited it (required for new schools) inJune 1967. There are only 15 schools of public healthin the United States and two in Canada, but becauseof the continuing shortage of trained public healthpeople and the increase of candidates entering thefield, two to four more are being developed. TheUniversity of Hawaii School is the only Americanschool with major commitments to serve the Pacificarea.

The professional degrees in public health are theMaster of Public Health ( M.P.H. )in Canada, theDiploma in Public Health ( D.P.H.)and. the Doctorof Public Health (Dr.P.H. ). Traditionally, M.P.H.candidates have been health practitionersphysicians,dentists, veterinarians, nurses, sanitary engineers, andother personnel in the health or related professionswith a number of years' experience. For these indi-viduals, the program may be completed in one year,but candidates lacking this experience must pursuea course usually requiring two years. The first yearis spent in the basic curriculum essential in the train-

ing of all students in public health. Those continuingbeyond this point emphasize specialized courses intheir field of major interest.

Field training is required of virtually all studentsin the School and is organized under various formsand with different durations depending on the needsof the student. The School has outstripped the re-sources of Hawaii for field training and regularlysends students to agencies in the West Coast states,other Pacific islands, and Asian settings where prop-erly supervised, appropriate experiences can be pro-vided through affiliate and clinical faculty appoint-ments. The duration of the field training usuallyvaries from three weeks to three months, dependingon the prior experience and goals of the student.

Faculty resources now available and expected inthe near future make it timely to begin planning toextend the professional degree work up to the Doc-tor of Public Health ( Dr.P.H.). The first field inwhich there will be sufficient strength for such ad-vanced specialization is public health education.

The M.S. and a planned Ph.D. are intended forpersons desiring intensive research and academictraining in specific health subjects. Although thereare needs in the field for professional persons hold-ing the doctorate in several of the areas representedin the School, current and expected faculty develop-ment make it logical to plan for a Ph.D. in PublicHealth with emphasis on a combined program ofbiostatistics and epidemiology. It will be designedprimarily for candidates who have an M.S.in biostatistics and wish to continue studiesin that field, or for physicians interested in epidcmi-

SCHOOL OF PUBLIC HEALTH

ology who are enrolled in the three-year GeneralPreventative Medicine residency program, accreditedin June 1968, for emphasis on either epidemiology orinternational health. These physician candidates pre-paring for an academic career will take an M.P.H. orM.S. plus two or more years in the Ph.D. program,emphasizing epidemiology.

Physicians in the three-year General PreventativeMedicine residency program who are not preparingfor an academic career will take this residency as anM.P.H. plus two years of supervised field work andresearch in epidemiology or international health.

In addition to its degree programs, the Schoolteaches the courses in public health for students inthe School of Medicine, participates with the Schoolof Social Work in a joint teaching program, teachescourses for sanitary engineers registered in the Col-lege of Engineering, and is developing complemen-tary programs with the School of Nursing.

With students as diverse in background and goalsas the student body of the School of Public Health,the key to academic program guidance lies in counsel-ing by balanced program committees which areresponsive to the current academic needs of the stu-dents, to the special requirements of some of thesources of traineeship support, and to the employ-ment realities to be faced by the graduates. Each stu-dent is advised by his program committee, consist-ing of at least three faculty members, one of whommust be outside the student's area of major interest.This system is very expensive in faculty time butis most responsive to the needs of the individualstudent.

The School is actively supporting and carryingon continuing education programs jointly with com-munity agencies, the East-West Center, and otherUniversity departments. In conjunction with theschools of public health of the University of Califor-nia at Berkeley and Los Angeles, Loma Linda Uni-versity, and the Western Federation of the AmericanPublic Health Association, the School participates ina cooperative prograln to serve some of the continu-ing education ne. ,, of public and private agenciesin the Western states, Hawaii, Guam, AmericanSamoa and the Trust Territory of the Pacific Islands.These programs are available to all public healthworkers and have been conducted in the field andon the campus.

Research

Research activities of the School have been limitedby critical shortages of office and laboratory space andfacilities. Thus far the faculty has given first atten-tion to the needs of the student body and has gen-erated more training grants than research projects.By 1975-76, the School's research activities will havebeen considerably expanded because of additionalspace in buildings now under construction. The doe-

71

toral programs will be in full operation. In conjunc-tion with the School of Medicine, joint research andservice projects will be underway in tropical medi-cine, nutritions, mental health, international healthand other areas. The School will make a major re-search effort in the area of health information retrievalsystems, where defects in current practice are seriousstumbling blocks to progress in comprehensive healthplanning and health services administration.

The School shares many joint appointments withthe Pacific Biomedical Research Center (PBRC) andthe Water Resources Research Center ( WRRC ). Fac-ulty members of the School utilize laboratory facil-ities and computer time of the PBRC and the WRRC.Members of the School provide data, especially demo-graphic information on the Pacific peoples, to theSocial Science Research Institute ( SSRI ), and utilizethe SSRI data processing facilities for research proj-ects of the School. ( The programs of these researchunits are discussed in Chapter 18.)

Service

The School expects to continue to play an impor-tant role in the international programs of the East-West Center, the Agency for International Develop-ment, the U.S. Office of Education, the Peace Corpsand national foundations interested in Asia and theWestern Pacific. Faculty members will continue theirpresent consultative services to the Trust Territory,American Samoa, Guam, the World Health Organiza-tion and the South Pacific Commission.

Within the University, the School will provideconsultative and advisory services to the UniversityStudent Health Service program and cooperate withthe Division of Continuing Education, largely in pro-grams arranged by its Conference Center.

Faculty Development

Because of the broad nature of public healthand diversity of skills required in its teaching,the faculty of the School will continue to buildrelationships ( through joint appointments whereappropriate) with the departments of Geography,Economics, Political Science, Psychology, Sociology,Anthropolgy, and others.

Exchanges of faculty with schools of public healthor other institutions in Asia and the Pacific will beinstituted through support of grants from privatefoundations. The China Medical Board of New Yorkhas provided $120,000 for a period of three years.The School expects to implement this program in the1968-69 academic year.

Whenever funds are available, such as for WHOand East-West Center grantees, field assignments inAsian settings and working with faculties of schoolsof public health, have been and will be programmed.

72

Developments Under Academic Development Plan I

1. School established in 1965; accredited October1965; re-accredited June 1967.

2. M.P.H. and M.S. degree curricula established.3. Courses serving medicine, engineering, nursing

and social work created.4. Service programs conducted for Hawaii and Pa-

cific island communities.

SCHOOL OF SOCIAL WORK

Projected Developments Under Plan II

1. Establish degree of Dr.P.H. with emphasis onhealth education.

2. Establish Ph.D. in Public Health with combinedprogram of biostatistics and epidemiology.

3. Increase research effort, especially to develophealth information retrieval systems.

Chapter 14: SCHOOL OF SOCIAL WORK

Purposes and Objectives

The School of Social Work has a primary obliga-tion to help Hawaii meet its social welfare respon-sibilities through three programs: (1.) to educatesocial workers to perform their professional activities;(2) to conduct research on social problems and serv-ices; (3) to render community service in the School'sprofessional field.

Social work as an academic discipline is concernedwith human beings and their welfare in a complexsociety. The social workers, in practice and research,concentrate on problems of breakdown in humanrelationships. In pre-industrial societies, social mal-function in people's lives was usually coped with,and sometimes remedied, through traditional insti-tutions, such as the extended family or a church, orsimply through the spontaneous working of socialcustom, such as help from neighbors or the imme-diate community. Modern social work theory holdsthat an individual experiences himself as a socialproblem because of faulty heredity, disease or vari-ous environmental causes: forces whose origin isexternal to the individual, in the sense that they springfrom stress-situations in the family, resulting fromdeath, divorce, difficulties about employment, etc.The breakdown may occur also because of internaland external forces in combination, with the resultthat the individual becomes unable to maintain him-self in his everyday relationships, his work and hisnormal social roles.

The fundamental tasks of the profession comprisenot only the provision of services and resources torestore social functioning, but also the preventionand control of the conditions which have interferedwith social functioning. The application of preven-tive or remedial services may extend beyond thetreatment of individuals to working with social groupsand whole communities. To achieve these furthergoals, social work practice may be carried on inde-

pendently, but at other times collaboratively withrelated disciplines and professions. The immediateaim is always the same, to make the lives of humanbeings more bearable and socially productive. Amore comprehensive and ambitious goal is to assistindividuals, groups and community members tomodify the social structure insofar as it controls thequality of human rdationships, and by so doing fin-prove the total environment, through the evolvementof specific institutional reforms.

Social work services are provided in a variety ofcommunity settings, such as the family and child-welfare agencies, public welfare departments, psy-chiatric and general hospitals and clinics, courts andcorrectional institutions, community centers, settle-ments and youth organizations. More recently, socialworkers have been employed in poverty programs,urban renewal, city planning and public housing.

The basic professional preparation for social workpractice is a two-year program of classroom instruc-tion and supervised field practice leading to the Mas-ter of Social Work ( M.S.W. ) degree. The School ofSocial Work of the University of Hawaii is one of73 accredited schools in the United States and Can-ada. As the only school in the central Pacific, it hasa special responsibility for professional education,research, and service for Hawaii, the Trust Territoryand other nations in the Pacific.

Social work education has traditionally taught stu-dents to practice according to the methods of case-work, group work or community organization. At theUniversity of Hawaii, students have generally con-centrated on casework but a few have elected thegroup work concentration, as at most social workschools. In its curriculum development discussedbelow, the School plans to offer one concentrationwhich will include both case work and group workcontents, and a separate concentration in communitywork.

L

SC

HO

OL

OF

SO

CIA

L W

OR

K

Offi

ce o

f the

Dea

n.1

111

1=1

IExe

cutiv

e C

omm

ittee

Soc

ial W

elfa

re D

evel

opm

ent

and

Res

earc

h C

ente

r

Inst

ruct

iona

l Pro

gram

s*

Und

ergr

adua

teG

radu

ateP

rofe

ssio

nal (

M.S

.W.)

Doc

tora

lt

* P

rogr

ams

in th

e S

choo

l of S

ocia

l Wor

k al

so in

volv

ere

sear

ch, c

ontin

uing

edu

catio

n, c

omm

unity

ser

vice

and

inte

rnat

iona

l act

iviti

es.

t Pro

ject

ed.

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 260UndergraduatesGraduates 40 115 195 260

Student Credit Hours (Fall) 687 1,658 3,050 3,895Graduates (Degrees Awarded ):

Masters 2C 45 90 130Faculty and Staff (FTE) : 7 30 55 65

Faculty 6 15 35 45Civil Service 1 4 5 5Federally Funded Positions 11 15 15

Data on graduates for 1967-68.

Forces Making for Change

Three factors currently influence the developmentand direction of social service education in Hawaii,as throughout the nation: an increasing demand forprofessional social workers, with a very limited sup-ply of personnel; swiftly changing social conditions;and revisions of professional functions, because ofaltered theoretical framework and basic concepts,with resultant changes in education for the profession.

There is a widening gap between needed andavailable social work manpower. The 1965 reportof the HEW Departmental Task Force on Social WorkEducation and Manpower estimated that by 1970more than 100,000 professionally qualified social work-ers (master's degree) will be needed to staff agenciesreceiving federal financial support alone. Expandingservices of voluntary agencies will also require moresocial workers. The 1967 report of the Hawaii StateCommission on Manpower and Full Employment on"State Shortages in Professional and Technical Clas-ses" says that the shortage in the social worker seriesis "common, real, and critical," and that it is "dis-trict, state-wide and nation-wide in scope." The reportrecommends that the School of Social Work beexpanded to help meet the local manpower require-ments.

The social changes of the past decade both onthe mainland and in Hawaii hardly need documenta-tion. Increases in juvenile and adult delinquency, theovert reactions to racial injustice evidenced in riots,and other major problems resulting from urbaniza-tion are familiar to everyone. Social conditions under-lying the domestic conflict, previously conspicuousonly to the urban sociologist and the social worker,arc now coming to the general attention of societypoverty, the effects of racial discrimination, the prob-lems of mental illnessand the attitude of society hasshifted to one of at least trying to "do something

about it." Many professions are important to theamelioration of these problems, including social work,which has its own distinctive role to play.

A growing realization of the urban crisis has pre-cipitated a reexamination of the social welfare serv-ices, especially their operative means and goals. Theself-critical studies have led not merely to the reor-ganization of some social service institutions and thecreation of new ones, but also to the development ofnew concepts and approaches. For example, socialwork agencies now tend to place greater emphasison methods o= prevention, initiating new approachesto treatment, such as working with the family as agroup, or extending services to groups of clients, evenin agencies that traditionally used the individual inter-view. Especially noteworthy are some of the projectsfor community development.

Instructional Programs

Master's ProgramBasic Professional Education

To meet manpower needs, the School has takenactive steps to increase its enrollment. In 1968-69,the enrollment in the master's program is 115 stu-dents, a threefold increase in a five-year period. Afurther expansion of 20 additional students per yearis planned until the School reaches a maximum of300 in the master's program. Since it is anticipatedthat at least half of the students will be from Hawaii,the enlarged program will be making a substantialcontribution to meeting manpower needs of this state.

A significant innovation developed in the past yearhas to do with teaching the methods of practice.Group work and casework, heretofore taught as sep-arate specializations, are being combined; studentsand graduates will be expected to be able to provideservice to clients by either method. In addition, stu-dents in this concentration of the two methods will

SCHOOL OF SOCIAL WORK75

be expected to have knowledge and some exposureto doing community work. The alternative concen-tration is community work itself. Students special-izing in this area will be expected simultaneously tobe able to provide services to communities and havean understanding of the treatment of individuals andgroups as well.

Only a beginning has been made thus far in devel-oping a concentration in community work. In 1966-67 one student was admitted for this concentrationof class and field work; this year there are three. Incommon with -fil.rN schools where community workhas been introducid, the faculty needs to give furtherthought to the content and skill needed in this variedfield, which encompasses planning and policy mak-ing within neighborhoods, and the integration of wel-fare services hitherto rendered by autonomous agen-cies. The School is recruiting for a specialist to helpde9elop this concentration. As the faculty works atdefining the content of this area, it will draw on theresources of other departments and schools withinthe University.

The basic curriculum requirements stipulated bythe National Council on Social Work Education (so-cial welfare policies and services, human behaviorand social environment, methods of social work prac-tice, research, administration) will be followed, butthe School will place considerable emphasis on con-tent that will help students learn how to assess socialwelfare resources, how to work with others to bettersocial conditions and welfare programs, and how toanalyze institutions offering social work services andact towards their improverhent. The anticipatedchanges in curriculum will require some reorgcmiza-tion of courses, addition of new ones, some droppingof old. Obviously it will also require major changesin the field instruction component.

Field Instruction Expansion of the Master of Socialin the Master's Work program is contingent uponProgram availability of field work place-

ments. Federal financing has en-abled the School to employ faculty to teach units ofstudents in the field. This augmentation of the fieldstaff, made possible by social work agencies, hastaken care of the expansion thus far. It is anticipatedthat the federal financing will continue, though cur-rent cutbacks in appropriations may not provide theadditional positions essential for the School's expan-sion needs in the immediate future. For this reason,in order to use field instructors to develop experi-mental programs, and also if possible to establishschool-operated field teaching centers ( as is beingtried by a few schools on the mainland), it is impor-tant that some additional field teaching positions befunded by the University. A Director of Field Instruc-tion was appointed in 1967. This position shouldenable the School to proceed with the developmentsmentioned, and to plan for continuing education of

field instructors so that they can teach in accordancewith the changes in the curriculum.

New settings for field practice will need to beexplored, particularly for the development of the com-munity work concentration. The use of the newerorganizations, such as the federal Office for EconomicOpportunity (0E0), is as yet untapped and may pro-vide good resources..

An Undergraduate Program in Social Work

The projected growth of the M.S.W. program willnot in itself meet the constantly expanding manpowerneeds. The School is therefore planning an under-graduate major in social welfare in the context of aliberal arts curriculum. This program would preparegraduates for many entry-level positions in socialwelfare, particularly as aides or technicians. Manypersons with a bachelor's degree are now so employedby agencies, and the major would provide the agen-cies with better qualified people who, with the addi-tion of specially planned continuing education, couldsuccessfully perform various important agency tasks.The program would also serve as a base for prepro-fessional education. Some of the courses in social wel-fare would be open to students of other majors.

One step has been taken. This School last yearestablished a committee on undergraduate educationfor human services, including faculty from HomeEconomics and American Studies, Public Health,Medicine and Nursing, in addition to representativesfrom welfare agencies in the community. The com-,..mittee, expanded to include other departments such asEducation and Psychology, is continuing to exploreapproaches to a new curriculum.

Training for Non-Professional Levels of Work

As another way of meeting Hawaii's need for man-power in its rehabilitation, corrections, health, welfareand other human service agencies, so-called "NewCareers" programs are being established. These pro-grams are intended to prepare educationally disad-vantaged persons for positions in the para-professionaland sub-professional classes. To carry out these pro-grams, provision is to be made for instruction whichwill include both training for entry-level positionsand job advancement. While the immediate objectiveis the education of persons to fill positions at non-pro-fessional levels, some students are likely to move onto graduate school and then to fully professional posi-tions.

The community colleges on Oahu, in collaborationwith the State Department of Personnel Services, arenow assuming responsibility for developing a curri-culum and providing instruction for the New Careersprogram. The School of Social Work is studying waysof becoming integrally related to the community col-leges and other elements of the University system inthe conduct of this program.

76 SCHOOL OF SOCIAL WORK

Doctoral Program

The School plans over the next five or six yearsto evolve a program leading to a doctoral degree. Byabout 1973, the faculty will exceed 40, all but a fewteaching at the graduate level and undertakingresearch. At that stage the additional staff, library andother materials necessary to support a doctoral, pro-gram would be relatively small. The inclusion of theprogram will make the School more attractive toyoung, dynamic faculty with advanced graduate workand will put the School in a more competitive hiringposition. The local availability of a doctorate willencourage selected social workers in Hawaii to makecontributions to the state which would otherwise notbe possible.

Continuing Education

The inherent responsibility of the School to offercontinuing education for practitioners in, its field ismade more urgent by the rapid and fundamentalchanges occurring in social welfare theory, institutionsand programs. Continuing education in the form ofworkshops and institutes, as well as the more formalclassroom presentation, offers the most effective wayof bringing new knowledge and new techniques toboth fully qualified professionals and to sub-profes-sionals seeking to develop their careers. The Schoolhas requested funds from the National Institute ofMental Health to staff a continuing. education pro-gram as an integral part of its operations.

The Youth Development Center was transferredto the School of Social Work in September 1967.Formerly supported by a federal grant, it is nowfunded by state general funds. The Center providescontinuing education to staffs of social welfare insti-tutions working in its special area. It is expectedthat the Center as part of the School will identifyproblems for research in this area and work onresearcl, projects with other faculty of the School andof related departments in other schools and colleges.

International Dimensions

The location of the School in the Pacific area andthe presence of the East-West Center gives the Schoolunusual opportunities to develop a program of signifi-cant international dimensions. Recent studies showthe urgent need for American schools of social workto supply an international perspective in the basicprofessional curriculum, and to identify those ele-ments of the knowledge and practice of the professionwhich are internationally applicable. The geographicfocus should be made on countries of Southeast Asiaand islands of the Pacific, regions with which otherunits of the University are already involved. TheSchool must assume responsibility for direct servicesin consultation, training, research and exchange pro-grams.

In line with University policy, the School willcontinue to accept students from other countries. Itproposes to develop short-term workshops, institutesand seminars for personnel from other countries aspart of the program of continuing education. It isanticipated that personnel at various levels of agencyor organization operations will be interested. Activi-ties of .an international nature will be developed inharmony with University policy and as facultyresources develop, so that the basic program of theSchool will not be weakened by faculty absences.

Research

It is most important that the research componentof the School be strengthened. The program shouldbe designed to achieve a variety of goals. The pro-fessional social worker should be equipped to assistand guide others in developing significant hypothesesand defining researchable problems, as well as to con-duct investigations himself. Since there is always anexcess demand for the use of research facilities, it isimportant that members of the profession be wellqualified to identify promising areas for study and todo some of the preliminary investigation, so that thebest use will be made of the limited resources. Re-search concentrated on social work practice particu-larly is highly necessary in view of the developingneeds of "practice theory" in this field. Such investi-gation must be conducted in conjunction with socialwork agencies or social work departments of hospitals,schools, mental institutions, etc. Collaboration withsocial agencies in the analysis and evaluation ofagency programs should be encouraged. The estab-lishment of a doctoral program is desirable in order toattract additional research faculty and offer advancedtraining in methodology. To facilitate the accomplish-ment of research aims, it is planned that the Schoolwill establish a research center. At the moment, thesole campus facility available for the faculty of theSchool is the Youth Development Center, whose pri-mary mission is service through continuing educa-tion, rather than research.

Service

The School plans to work more closely with otherunits of the University, particularly expanding itsrelationships with other schools in the College ofHealth Sciences and Social Welfare. Already it hascollaborated with Public Health in a course on socialwelfare policy, offered to students of both schools.It has also helped develop programs on alcoholism,gerontology, maternal and child care, and has workedwith the School of Medicine in the Regional MedicalProgram. Further collaborative efforts are planned,particularly concerning the concentration on com-munity work and social work relevant to medical andnursing practice.

The field experience component of its curriculum

SCHOOL OF LIBRARY STUDIES 77

brings the School of Social Work into continuingrelationships with the larger community. Facultymembers serve on planning bodies and as consultantsthroughout the state. Recognizing the special needs ofHawaii, the School intends to play an increasinglyactive and wide-ranging role by helping the state andits communities to identify social needs and by ,.nlu-ating the effectiveness of ongoing programs, as wellas proposing new programs when changing conditionsuncover new needs.

Developments Under Academic Development Plan I

1. Progressed toward establishment of an undergradu-ate major in social welfare.

2. Reviewed and redefined objectives for master'sprogram and established a concentration on com-munity work

3. Increased opportunities for field-iristructiOn andappointed a director of field-instruction.

4. Substantially increased enrollment in master's pro-gram.

5. Appointed research professor to strengthen re-search component.

6. Established Youth Development Center.

Projected Developments Under Plan II

1. Review master's program curriculum and makenecessary changes to meet recast objectives andfurther develop community work practice.

2. Continue work with interdisciplinary committeeto develop a base for the "human services" pro-fessions and to offer a major in social welfare builton this base.

3. Emphasize faculty research and develop plan fora doctorate program; consider proposal for estab-lishing a research mater.

4. Organize a comprehensive program of continuingeducation.

5. Increase contribution to the University's inter-national activities.

6. Collaborate with community colleges and otherbranches of University to develop integrated aimsand procedures for community betterment.

Chapter 15: GRADUATE SCHOOL OF LIBRARY STUDIES

Purposes and Objectives

The Graduate School of Library Studies was estab-lished in 1965 to train librarians for service in alltypes of libraries in Hawaii, the mainland UnitedStates, and in the Asia-Pacific area.

The School was accredited by the AmericanLibrary Association in 1967 and is one of 44 accreditedgraduate library schools in the U.S. and Canada. Itoffers a program of instruction designed to preparelibrarians for beginning professional positions in alltypes of libraries. A sequence of specialized coursesto prepare personnel for school libraries is offered,and also a unique program of courses in Asian librar-ianship designed to prepare Asian personnel fors. vice in Asia and others for work in American re-search libraries.

Staffing needs in the libraries of Hawaii are sub-stantial now and will increase in the future. TheInitial Comprehensive Library Planning Study for theHawaii State Library System, completed 'by Booz,Allen and Hamilton in April 1968, projects a demandfor 275 professional school librarians and 125 publiclibrarians by 1976, and corresponding figures of 540and 158 by 1980. Approximately. 25 per cent of the

present school librarians and 40 per cent of the publiclibrarians in Hawaii are 50 years old or older. Seventy-five per cent, or 150, of the 200 school librarians nowemployed lack full professional training. The aca-demic libraries, including those of the communitycolleges, will require a steady supply of beginningprofessional librarians to replace retirees and fillnewly created positions over the next ten years.

The need for trained librarians in Asia and thePacific is also continuing and growing. Hawaii fills aunique role in training librarians for service in theseareas and in training personnel for work in specializedAsian collections in mainland research libraries.

Developments in audio-visual media and in theapplication of computers to librarianship have movedso rapidly in the last decade that practicing profes-sional librarians require periodic retooling and updat-ing of skills. The Graduate School of Library Studieshas, and will continue to schedule, summer institutesand evening and summer courses to meet this need forcontinuing education.

Development Programs

The School has been in existence for such a short

GR

AD

UA

TE

SC

HO

OL

OF

LIB

RA

RY

ST

UD

IES

Offi

ce o

f the

Dea

n

Fac

ulty

Mat

ters

* P

ropo

sed

Inst

ruct

iona

lP

rogr

am

Adm

inis

trat

ion

and

Res

earc

h*

Res

earc

han

d G

rant

s*A

dmis

sion

san

d P

lace

men

t*A

dmin

istr

ativ

eS

uppo

rt

SCHOOL OF LIBRARY STUDIES 79

GRADUATE SCHOOL OF LIBRARY STUDIES

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

Student Majors ( Fall) :UndergraduatesGraduates

Student Credit Hours ( Fall )Graduates (Degrees Awarded) :

MastersFaculty and Staff ( FTE ) :

FacultyCivil Service

Actual Projected

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

121 225 310

121 225 3101,551 2,500 3,400

52 110 15510 35 458 30 402 5 5

Data on graduates for 1967-68,

period of time that the high rate of 'growth over thepast three years cannot be regarded as a normal long-range pattern. It is expected that growth will leveloff at about a 10 per cent annual rate of increase by1970-71 and that enrollment will exceed 300 full-timeequivalent graduate students by 1975-76. In order toachieve and maintain a student-faculty ratio of 10:1,annual increases in staff are required, to bring theteaching faculty up to a total of 40 positions by 1975-76.

As new faculty are added, continuing emphasiswill be given to the program for training schoollibrarians. The U.S. Office of Education has recentlyapproved in principle, but not yet funded, the firsttwo years of an eight-year program to provide fellow-ship support through the Graduate School of LibraryStudies for the 150 school librarians in Hawaii whopresently lack full professional training.

Recent progress in information storage andretrieval and in the use of computers in library sys-tems and processes is such that librarianship is at aturning point. The Graduate School of LibraryStudies currently offers a limited amount of coursework in this area but is hampered by the lack ofexperimental or ongoing applications in Hawaii librarysystems. As new faculty members are appointed,strength will be added in the area of computers anddocumentation so that graduate training can be pro-vided to students and a core of library/computer ex-pertise will be available to provide research and devel-opment assistance for the library systems of the state.

Continuing emphasis will also be given to theSchool's unique Asian librarianship program. TheSchool, in addition to training East-West Centergrantees, is presently teaching Okinawan personnelunder an Army program. It is expected that the fac-ulty of the School will develop a role as consultantsto Asian and Pacific library systems. Plans arealso being made to develop a sister-school relationship

with one or more library schools in Asia and thePacific.

An increased emphasis will be placed on facultyresearch, especially in the areas of Asian and Pacificlibrary problems, the development of state-wide com-puter facilities to provide centralized processing andinformation systems for all types of libraries in Hawaii,and studies based on the unusual administrative andservice aspects of the state library system in Hawaii.

The School will continue to provide opportunitiesfor continuing education for practicing professionallibrarians in Hawaii by means of summer institutes,evening and Saturday courses, and short-term con-ferences during the academic year.

The School will continue-to depend upon the Grad-uate Research Library as a working laboratory and forspecialized book collections and will continue torecruit part-time teaching staff from the Universitylibrary system. The present administrative relation-ship, under which the Dean of the Graduate School ofLibrary Studies reports to the Vice President forAcademic Affairs, was initiated in July 1968. Thisseems to be a satisfactory administrative arrangementand a change is not planned at this time.

Developments Under Academic Development Plan I

1. In 1965 established Graduate School of LibraryStudies; formulated policies for library trainingserving all types of libraries in Hawaii, mainlandU.S., Asian-Pacific area.

2. Organized curriculum for preparatory professionaltraining, specialized courses for school librarians,program in Asian librarianship and research inAsian contexts.

3. Projected long-range staffing needs.4. Organized program for continuing education focus-

ing on new audio-visual media and computerapplications.

80

5. School accredited in 1967 by American LibraryAssociation.

Projected Developments Under Plan II

I. Expand services and staffing in accord with long-range projections, with leveling off to approxi-mately 10 per cent by 1970-71.

COLLEGE OF TROPICAL AGRICULTURE

2. Continue emphasis on training school librarians.3. Strengthen graduate offerings in computer applica-

tions, encouraging research in library technology.4. Continue emphasis on Asian librarianship; pro-

vide consultant services to Asian and Pacific librarysystems; encourage research in area subjects.

5. Organize continuing education programs.6. Develop doctoral program.

Chapter 16: COLLEGE OF TROPICAL AGRICULTURE

Purposes and Objectives

The College of Tropical Agriculture well exempli-fies the functions of the University of Hawaii as theland-grant college of the Pacific. It operates withinthe system of land-grant colleges of agriculture whichhave applied the scientific method to the improvementof agriculture and rural living, taken their discoveriesto the farmer through an extension service, and thushave educated succeeding generations of agriculturalresearchers and teachers. The contribution of thisnational network of research-extension-teaching to theenormous increase in the productivity of Americanagriculture and improved levels of living in ruralAmerica over the past century is widely appreciated,to a point where other nations increasingly seek tocreate similar networks. The central purposes of theCollege are as follows:1. To conduct integrated research and educational

programs that bear directly on the production, pro-cessing, marketing and utilization of agriculturalproducts and the development and improvement offamily and community living.

2. To maximize its contribution to Hawaii by con-centrating fundamental research on those biologi-cal, physical and behavioral sciences which formthe basic agricultural sciences, and applied re-search on human and natural resources, agriculturalproducts and technology judged to provide thegreatest economic and social potential to the state.

3. To provide undergraduate instruction leading tothe B.Sc., preparing some students for positionsin agricultural and commercial enterprises, or ingovernment service, and preparing others for grad-uate studies.

4. To provide graduate instruction for prospectiveresearchers, teachers and advanced specialists inagriculture.

5. To offer public service and continuing education

to agriculturists and others throughout Hawaii, aswell as to persons who will work in other tropicalareas of the Pacific and Asia.

Hawaii's function in the American system of fed-erally supported land-grant agricultural colleges isinherently unique, since this is the only College ofTropical Agriculture in the United Statesindeed, oneof the few in the world. Products of both tropical andsemi-tropical agriculture can be cultivated and studiedin Hawaii as in no other state. Hawaii's richly variedtopography, rainfall and soils make it feasible to workwith a range of agricultural commodities of potentialeconomic and scientific interest to which it is difficultto set limits. It is not an exaggeration to say thatvirtually anything can be grown in Hawaiiat one oranother altitude.

Indeed, this embarrassment of riches is one of thedifficulties of devising a program of agriculturalresearch, extension and teaching in Hawaii. In moststates the question of priorities, of deciding what toconcentrate on, is narrowed by the climate and terrainof the stateby what can be grown outside hothousesand laboratories. In Hawaii, the choice of programmust be established by other criteria.

Another unusual condition has hitherto shaped thedevelopment of the College of Tropical Agriculture.Typically, the land-grant institution in a state hasbeen the center for studying the chief crops of thearea. In Hawaii, for a variety of reasonsnotablybecause the College was established only in 1907,long after sugar and pineapple had already becomethe largest "industries" of the Territory, with theirown research facilitiesthis did not happen. Onlynow, with the marked reduction in the program ofPineapple Research Jnstitute and the transfer of itscampus building to the University, is it feasible for theCollege to undertake significant programs in pine-apple.

ICol

lege

Sen

ate

CO

LLE

GE

OF

TR

OP

ICA

L A

GR

ICU

LTU

RE

=11

11O

ffice

of t

heD

ean

and

Dire

ctor

Pub

licat

ions

and

Info

rmat

ion

Bus

ines

sS

ervi

ces

Haw

aii A

gric

ultu

ral

Exp

erim

ent S

tatio

n

4 B

ranc

h E

xper

imen

t Sta

tions

8 E

xper

imen

tal F

arm

s1

Dem

onst

ratio

n F

arm

1 R

esea

rch

Far

m

Aca

dem

ic D

epar

tmen

ts*

Agr

icul

tura

l Bio

chem

istr

ytA

gric

ultu

ral E

cono

mic

sA

gric

ultu

ral E

ngin

eerin

gA

gron

omy

& S

oil S

cien

ceA

nim

al S

cien

ces

Ent

omol

ogy

Foo

d S

cien

ce &

Tec

hnol

ogy

Hor

ticul

ture

Pla

nt P

atho

logy

Pla

nt P

hysi

olog

y*

Fas

hion

Des

ign,

Tex

tiles

&M

erch

andi

sing

Foo

d &

Nut

ritio

nal S

cien

ces

Hom

e E

cono

mic

sH

uman

Dev

elop

men

t

* A

ll w

ithte

achi

ng, r

esea

rch

and

exte

nsio

n pr

ogra

ms,

exc

ept t

hose

not

ed.

t Tea

chin

g an

d re

sear

chpr

ogra

ms

only

.R

esea

rch

prog

ram

onl

y.

Coo

pera

tive

Ext

ensi

onS

ervi

ce

4-H

Clu

ban

dY

outh

Wor

k

Com

mun

ityR

esou

rce

Dev

elop

men

t

4 C

ount

y O

ffice

s

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 1,235Undergraduates 327 468 700 740Graduates 135 198 355 495

Student Credit Hours ( Fall) 3,377 5,445 9,000 10,340Graduates (Degrees Awarded ):

Bachelors 55 101 155 190Masters 29 40 80 125Doctorate 6 5 15 25

Faculty and Staff ( FTE): 345 419 555 655Instruction 29 47 85 95Research: HAES 209 254 320 395Extension: CES 107 118 150 165

Data on graduates for 1967-68.

Agricultural production has importance in Hawaiias a relatively large and stable sector of the Islandeconomy. The College will continue to serve thissector not only in traditional ways but also in a newarea. A larger portion of its talents and resources canbe directed towards solving environmental problemsrelated, for example, to pollution, preservation ofbeauty, human resource development and to improv-ing the quality of living for rural and urban popula-tions.

Integrated Programs

The general principle of academic development forthe College is to organize its chief programs around theagriculture of the state and the human and naturalresources selected by the College for long-term study.In helping the people of Hawaii to make the mosteffective use of the state's resources, the College willconcentrate on products of greatest value or potentialvalue in this state, and on the resources necessary foreconomic and social development. Research in fieldand laboratory will center on these commodities andresources. Extension will bring the results of thisresearch, including advanced technology, to local agri-cultural and business enterprises. Such research acti-vities should serve to organize and illustrate theacademic curriculum of the College.

This approach to program selection for the Col-lege of Tropical Agriculture is a particular applicationof the basic tenet of the University's developmentplan, that the University should maximize its contri-bution to this stateand to humanity generallybyconcentrating on doing what it can do best in its set-ting. This application requires that the Collegeanalyze the resources and agriculture of Hawaii toascertain, through the best judgment of its faculty and

such other experts as it may consult, the commoditiesor resources most likely to bring maximum economicand social benefit to Hawaii. Such analysis considersthe costs of working on a given commodity or resourceas well as the projected benefits; it produces a set ofpriorities which guides the programming, budgetingand staffing of the College.

Systems Analysis to Set Priorities

The College has recently adopted a systems analy-sis approach, intended in a flexible way to coordinateits efforts in solving problems in agriculture and innatural and human resource development, so as tobring together specialists from various fields and dis-ciplines without removing them from their depart-mental base. Analysis of the College's programs hasto be comprehensive ( to avoid omissions) and mustuse mutually exclusive categories for describing acti-vities ( to avoid duplication ).

Each problem-oriented activity of the College( e.g., how to increase beef production, how to im-prove clothing design and manufacture) is to beexamined to ascertain why research should be under-taken, what is already known and what needs to beknown, how much time is necessary for significantresearch, and what College assets are required for thetask. Nearly a hundred problem areas have beenidentified, ranging from soil resources to particularcrops, including avenues for serving communityinstitutions.

Criteria for Evaluating Priorities

Faced with the task of solving many problems,ranging in scope from human resource developmentto agricultural commodities, the College has adoptedcriteria to be used as guides in evaluating priorities.

COLLEGE OF TROPICAL AGRICULTURE83

These criteria are for the most part identical withthose prepared jointly by the Association of StateUniversities and Land -Grant Colleges, and the UnitedStates Department of Agriculture.* They are as fol-lows:

'1. Extent to which activity meets state and nationalgoals

2. Potential contribution to knowledge3. Scope and size of program, considering area,

number of people and units affected4. Potential benefits in relation to cost5. Likelihood of extensive and immediate adoption

of results6. Likelihood that information will not be available

elsewhere7. Feasibility of implementation and likehood of

successful completion.

Cost (input) data needed for applying these cri-teria usually can be estimated with some realism, ascanwith less assurancethe economic or social bene-fits ( output) likely to result from a research activity.Many important program decisions by the College,particularly with respect to the conservation of naturalresources and to human resource development, mustrely largely on informed opinion rather than on readilyquantifiable data. It is the responsibility of the Col-lege to provide or obtain the critical judgment whichmust suffice in lieu of hard facts.

Key to the effective functioning of the College isthe rational 'setting of priorities, outlined above. Oper-ating procedures are as follows. As the faculty andadministration of the College determine that a com-modity or resource should be studied because of itsimportance to the state and because the investigationis likely to be socially productive, an interdisciplinaryresearch team would be formed. A program of re-search to fill in necessary knowledgewith respectto the genetics, physiology, breeding, environmentalresponse, culture, fertilization, weed-control, pathol-ogy, productivity, harvesting, marketing, shelf life,etc. of a crop or other commoditywould be developedand funded over the period judged necessary forattaining that knowledge.

The teaching faculty of the College would utilizethe knowledge gained from research to structuretheir specialized courses. Thus, a course in the prin-ciples of crop breeding would take many of itsexamples from the crops on the agenda of the Experi-ment Station, bringing research problems to theclassroom, and staking the class into the experimentalfield and laboratory.

As new knowledge and methodology are testedout, they would be made available to agriculturistsand allied businesses in the state. Much of thisapplication of research results would be through the

*A National Program of Research for Agriculture (1966),a report prepared jointly by the Department and the Associa-tion.

Cooperative Extension Service, dealing with individ-uals and groups of producers, processors, marketingagencies and consumers. Extension education, incor-porating the newest research results, would be offeredaround the state by faculty and staff of the Collegeat appropriate sites, such as county extension officesof the College, and at community colleges.

Not all of the College's resources will be deployedin solving specific problems, given priority by PPBS( Program Planning Budget System ). Since the Col-lege also is responsible for basic research and broadprograms of agricultural instruction, some of its staffat any time will be working on projects not immedi-ately related to urgent problems of Hawaii's agricul-tural and human resources development.

There is no inherent contradiction here. Generally,members of the College staff not only would be en-gaged in a team effort to solve specific problems ofhigh priority to the College and the state, but alsowould work on their particular research interestslike all scholars at the University. In any year appro-priate portions of the College's budget would bedevoted to opportunity-oriented and long-range fund-amental research. Research scientists, because of theirintimate knowledge within the discipline and theirdiscerning observation, would seek new principles,new scientific methodologies and new knowledge,which, over time, would sustain the directed researchprograms of the College.

College Organization

The programs of the College are markedly inter-disciplinary, and future development will make themmore so. The College now consists of 14 departmentsbased on subject matter specialization or academic dis-cipline. In general, these specializations utilizemethods of the physical, biological, social and behav-iorial sciences to solve problems. The Extension armof the College digests and systematizes relevant infor-mation generatej in the College and elsewhere andpresents it to the community.

Changing agricultural technology and changingsocial patterns, as well as the diversity of its tasks,make it imperative that the College structure itsorganization to keep pace with new and impendingneeds of the state. Implicit in this design is a unitwhich maintains excellence in its teaching, researchand extension arms, and one which can readilymobilize its resources to meet a problem it proposesto resolve.

Reorganization of the HomeEconomics Department

Four departments of the College recently havebeen placed under the leadership of an assistant deanto improve, expand and fully coordinate the College'sactivities in the field of human resource development.

84 COLLEGE OF TROPICAL AGRICULTURE

The four departments are Food and NutritionalSciences; Human Development; Fashion Design,Textiles and Merchandising; and Home Economics.These new departments will develop educational pro-grams for a variety of specialized professions.

The major objectives of these deliartments are toprovide research and professional education whichcan be used to improve family and community living.The scope is the life-span of the individual and hisenduring needs for food, clothing, shelter and opti-mum human development and social relationships.The focus is upon both the individual and the settingin which his needs are fulfilled. The appropriatenessof such a program at the University level is persuasivesince, in contemporary society, an understanding ofthe potentialities of human beings requires the knowl-edge of specialists in the related fields of food andnutritional science, child development, family relation-ships and consumer economics.

Because human resource development attackssocial problems along a broad front, involving notonly the College of Tropical Agriculture, but otherUniversity units as wellsuch as the School of SocialWork, Public Health, Sociology and the Social ScienceResearch Instituteactivities in this area will comeunder the review of an all-University Council onTeaching and Research in Human Development. TheCouncil will examine University activities in thisarea to reduce duplication of effort and maximize itscontributions to the community.

International Programs: Funding

Much of what the College will be doing in carry-ing out its principal objective of serving agriculturein Hawaii will be applicable elsewhere to tropicaland semi-tropical agriculture around the world.Because of the particular interest of the Universityin the Pacific and south and eastern Asia, togetherwith the presence of the East-West Center, there willcontinue to be many opportunities for the Collegeto export its knowledge and expertise abroad.

In some cases the College may have occasions todo valuable work on problems of no immediateeconomic interest to Hawaii but of vital concern tothe nation's goals. For example, rice is not now animportant economic crop in Hawaii. However, it isthe most important single food crop in the developingnations of Asia and the Pacific. The College has thecompetence to make a contribution to increasing riceproduction in the tropics. In deciding whether or notto undertake such projects, the College should applythe general guidelines adopted by the University as awhole: the project should not materially weaken the'fundamental purpose of the College, which is toserve Hawaii; thus there should be some enrichment,some feedback to its research or instructional pro-grams. In this connection, it is pertinent to recall thatmost of the crops of economic importance to Hawaiiwere brought here from abroad.

If financing and staffing are adequately provided,there need be little conflict between serving the stateand serving the broader Pacific community. Conflictsdevelop chiefly when, for lack of staffing in depth, thedeparture of faculty members to overseas assignmentstemporarily impoverishes or disrupts the ongoing pro-grams in Hawaii.

Short-term training courses for: (1) people goinginto foreign service assignments; (2) people in thePacific Basin and Southeast Asia who need practicaltraining in agricultural production, processing andmarketing; and (3) persons in local communities with aneed for continuing adult education have been, andwill continue to be, a significant part of the programof the College of Tropical Agriculture.

General Education in the College

Undergraduate Instruction

Because of its relatively stable undergraduatepopulation, the College can more readily enter intoa program of innovation in the coming years. TheCollege does not suffer from large classes, an explod-ing student population, or lack of qualified teachers.The ingredients for quality education are thereproper planning can make it a reality.

Quality education begins first with the teacher.Departmental faculty can continue to teach courses intheir specialties, but courses and programs of studythat cut across disciplines may very well be taughtby selected members of the college faculty in what-ever department they may be located. Examples ofinterdisciplinary courses and programs of study ofthis kind are statistics and experimental design, gen-etics and plant breeding, pesticide and pollution, con-servation and land use, handling of tropical agricul-tural products, climatology and the physical environ-ment, agricultural history, agricultural journalism, andforestry. It will be possible under such a system toselect the best qualified instructor to teach the coursesin short, courses will be assigned to the individualteacher first and then to departments.

Like the other professional colleges of the Uni-versity, the College emphasizes specialized coursesfor its own students and depends on the College ofArts and Sciences for general education courses. Anexception is the course in international agriculture,currently given as an interdisciplinary course in theHonors Program. There are other opportunities forthe College to contribute to the general educationof the entire undergraduate student body of the Uni-versity. One opportunity is to nominate some of itspresent undergraduate courses for inclusion in theelectives of the general education core, insuring thatthe courses are sufficiently broad-gauged and appropri-ate for students not intending to specialize in thefield. Courses in the principles of nutrition, familyrelationships, entomology, horticulture and plantpathology are possible examples.

COLLEGE OF TROPICAL AGRICULTURE 85

Another opportunity is to develop general courseson conservation, or the use of soils in urban as well asin rural environments, or the creation and maintenanceof a "natural" environment in a metropolis such asHonolulu. One or more courses of this nature mightparallel and complement the interdisciplinary courseson "Man and the Arts" and "Man and Society."

The College does an adequate job of transferringinformation to its students, though it can and will domore. It also needs to develop in its graduates anawareness of the food and human needs of the world.More important, it should develop confidence instudents to utilize their knowledge to solve these prob-lems, by emphasizing the relevance of its subject mat-ter to the needs of people, thus bridging the gapbetween textbook and reality. A student organizationcalled the Hunger Fighters is already doing this. Sum-mer programs that would take students to problemareas in the state and Pacific region would add muchto the present program. Similar programs are beingdeveloped in the field of Human Resource Develop-ment.

Graduate Instruction

About a third of all students enrolled in the Col-lege of Tropical Agriculture are graduate students; insome of the agricultural science departments graduatestudents make up two-thirds of the enrollment.Important consequences of this large graduate enroll-ment in the College are smaller classes, lower stu-dent-faculty ratio and more frequent contact betweenstudents and faculty, both at the graduate and under-graduate levels of instruction.

The graduate program serves two important func-tions; first, by its very presence, it enriches the under-graduate curriculum and makes for a more versatileand effective faculty; second, it contributes to theresearch programs of the College. Graduate studiesin the College are intimately tied to the researchactivities of the Hawaii Agricultural Experiment Sta-tion. Much of the thesis research of students is sup-ported by East-West Center, AID, foundations andprivate industry.

The Master of Science degree is offered in agricul-tural economics, agricultural engineering, agronomy,animal sciences, entomology, food science, horticul-ture, nutrition, plant pathology, and soil science. Newmaster's programs may be developed in other fields

including agricultural biochemistry, dietetics andhuman development. The Ph.D. degree is offered inagricultural economics, entomology, horticulture andsoil science. Proposals to offer the Ph.D. in agronomyand in nutritional sciences have been submitted forapproval.

Competence in food science and plant pathologyhas been attained to warrant extension of theirpresent graduate programs to the doctoral level.

Conservatively the College estimates that its grad-uate enrollment will more than double by 1975-76.

Developments Under Academic Development Plan I

1. Reorganized departments of Food and NutritionalSciences, Human Development, Fashion Design,Textiles and Merchandising, and Home Economicsunder Assistant Dean to better coordinate activitiesin human resource development.

2. Increased enrollment in graduate programs.3. Two-year technical programs cited in Plan I not

implemented; support of such programs in com-munity colleges confirmed.

4. Increased research in forest and pesticide work.5. Installed multipurpose irradiation facility.

Projected Developments Under Plan II

1. Strengthen integration of instructional, researchand service programs.

2. Improve quality of undergraduate instruction tofit students for professional work in agriculture,agricultural business, human resources agenciesand government.

3. Expand curriculum to include two-year programsin technical agriculture and short-term courses inagricultural development in the Pacific Basin andSoutheast Asia.

4. Develop courses in adult education.5. Strengthen graduate studies, including planned

development of Ph.D. programs in agronomy, nu-tritional science, and other fields when appropriate.

6. Initiate courses in land use, conservation, pollutioncontrol, handling of tropical products, and agricul-tural journalism.

7, Restructure administrative organization to achieveabove objectives, including stronger links betweenCooperative Extension Service and the public.

Sen

ate

ofG

radu

ate

Div

isio

n

Gra

duat

e C

ounc

il

GR

AD

UA

TE

DIV

ISIO

N A

ND

RE

SE

AR

CH

AD

MIN

IST

RA

TIO

N

/EM

ME

N.

Gra

duat

e D

ivis

ion

and

Res

earc

h A

dmin

istr

atio

n41

111M

Res

earc

h C

ounc

il

Org

aniz

ed R

esea

rch

Uni

ts*

ER

CP

ALI

Arb

oret

umH

IGP

BR

CA

stro

nom

yH

IMB

SS

RI

Pop

ul. G

enet

ics

LSB

WR

RC

Sen

sory

Sci

. Lab

.

Pro

gram

san

d P

erso

nnel

Gra

duat

eS

tude

nt S

ervi

ces

Adm

issi

ons

Rec

ords

I

1

Res

earc

hA

dmin

istr

atio

n

Intr

amur

alF

acul

ty P

rogr

amon

Res

earc

h an

dT

rave

l

* T

hena

mes

of t

he u

nits

her

e id

entif

ied

by th

eir

initi

als

are

fully

stat

ed in

the

text

whi

ch fo

llow

s.

Ext

ram

ural

Res

earc

hP

rogr

ams

I

Fel

low

ship

san

dIn

stitu

tes

GRADUATE DIVISION 87

Chapter 17: GRADUATE DIVISION

Purposes and Objectives

All graduate work at the University of Hawaii isunder the general jurisdiction of the Graduate Divi-sion, which examines new graduate programs beforethey are approved; reviews qualifications and approvesappointment of faculty members likely to be engagedin graduate instruction; admits graduate students andapproves appointment of graduate assistants; admin-isters graduate student records, fellowship and scholar-ship programs; and, in conjunction with the respectivecolleges and schools offering graduate instruction, setsand maintains standards for curricula leading to ad-vanced degrees. The Dean of the Division, who alsoserves as Director of Research, is advised by a Gradu-ate Council consisting of 16 faculty members and arepresentative of the Graduate Students' Association,and by a Senate with representation from each fieldof graduate study (now 64) plus a member of theGraduate Students' Association.

The relationship between the Graduate Divisionand the departments in which graduate work takesplace is as follows. The undergraduate programk, thegeneral administration and the financing of depart-ments are conducted through the appropriate collegeor school, but their graduate programs are carried onthrough the Graduate Division. Graduate degreesare awarded upon recommendation of the departmentfaculty to the Dean of the Graduate Division, who in

turn recommends to the Board of Regents. Proposalsfor new or revised programs and courses are clearedfirst through the college and then sent to the GraduateDivision for review and approval.

The Graduate Division enrolls only those studentswho have been accepted by the appropriate depart-ment (under standards set by the Division) as poten-tial candidates for an advanced degree, or to parti-cipate in certain special programs. It is anticipatedthat by the mid-1970's there will be between six andeight thousand graduate students on the Manoa Cam-pusa substantial increase over the current enroll-ment of 2,700, but amounting to less than a third ofthe ultimate student population of the campus. Thisratio is consistent with the judgment that a graduateprogram of proper size is one which helps attain theappointment of the best scholars to the faculty, pro-vides first-rate graduate instruction and results insignificant additions to knowledge, while at the sametime strengthening and supporting undergraduateinstructional programs rather than reducing theirquality or importance.

Academic Goals: Criteria for Ph.D. Programs

The basic operating principle of the Graduate Divi-sion is unchanged from 1964to expand into new areasonly selectively, while continuing to upgrade existinggraduate 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 70Doctorate 18 28 34 40

Graduate students enrolled (Fall only): 1,067 2,508 5,550 6,200Masters 913 1,927 3,400 4,550Doctorate 154 502 1,150 1,650Special t 79 80 100Degrees granted: 318 866 1,800 2,550Masters 304 819 1,600 2,250Doctorate 14 47 200 300

Extramural research 'grants administered:No. of grants 96 202 300 400Value $2,663,330 $10,528,231 $16,751,000 $22,296,000

Intramural research grants:No. of grants 96 136 240 320Value $ 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 andresearch, and the high cost of graduate studies, aswell as from the prescriptions of geography. The Uni-versity of Hawaii cannot excel in all fields of graduatestudy. It has certain advantages inherent in its mid-Pacific location and its multicultural society whichprovide unusual opportunities to excel in certain fields.Marine sciences, oceanography, oriental and Asiaticphilosophy and history, Asian and Pacific languagesand linguistics, Asian history, tropical meteorology,tropical agriculture, astronomy, Pacific islands studiesare among the areas of specialization which our loca-tion favors. Continued emphasis will be given to theseand other fields in which the University is naturallyfavored.

Strong beginnings have already been made. Mostof the 28 fields in which the Ph.D. is now offered arebased upon the advantages and the needs of Hawaii.Others remain to be added. Economics is an example.As indicated in the 1964 Plan, opportunities for ad-vanced work in economic development and regionaleconomics are excellent, in Hawaii itself as well as inother Pacific islands and in Asia. Difficulties in re-cruiting qualified faculty in this very competitive fieldhave delayed implementation of the proposed doc-toral program in economics but it should be readyshortly.

Progress has been made toward the developmentof more advanced graduate programs in Asian andPacific languages. The instructional program has im-proved markedly in the past few years. The doctoralprogram planned for inauguration in 1967 has not yetbeen authorized, but, given the existing and prospec-tive faculty, a doctoral program will soon be estab-lished.

Academic Development Plan I stated: "A fewdoctoral programs will be added in the next decade,but as is true for other programs of the University, themain emphasis must be placed on improved qualityof present programs." Since 1964, nine new Ph.D.programs have been approved. Since, with the twoexceptions just noted, the areas of special emphasisidentified in Plan I have been developed, it is nowpertinent to ask whether additional programs shouldbe projected and, if so, what the criteria for selectionshould be.

Either of two circumstances may warrant approvalof new doctoral programs. The first results from plan-ning to establish a program and the second, fromevolving one. The first condition applies when naturaladvantage leads the University to specialize in a fieldas discussed aboveor when a field of study must bedeveloped highly because it is basic to advanced workin other fields. Mathematics is a prime example of thelatter condition.

The secondevolutionarysituation is typical of auniversity growing in size and improving in quality.If, in its natural growth, a department or programassembles a competent faculty and builds up adequate

financial support through the budgeting processes ofthe University and the state, doctoral programs maydevelop in fields neither envisioned in the first Plannor required as basic to other disciplines. In otherwords, these programs will evolve without a long-range plan that they be developed.

Adopting these criteria for deciding when to adddoctoral programs will encourage the scholarly devel-opment of the University within its budget limits. Itwill guard against a policy whereby continuedemphasis upon fields with special advantages mightresult in the relative neglect of others, or forecloseopportunities to develop the University to the full-est extent.

A more rounded development of the Universityat the graduate level will bring benefits to the under-graduate programs as well. The relationship betweenthe two is intimate. With few exceptions, the moresenior members of the faculty teach at both the gradu-ate and undergraduate levels. The opportunity tostrive for establishment of a doctoral program will,given the quality of scholarship required, result inupgrading the faculty through application of morestringent standards for appointment and promotion.This, in turn, will lead to improvement Af the qualityof undergraduate academic programs.

Increased demand for graduate educa andimproved preparation of undergradu. nationally,as well as in this statecoinci g with the better-ment of graduate progr - at the University, hasresulted in a signifi y improved quality of appli-cants for ad r ion to the Graduate Division. Anumber _ elds of study have already reached thelimit of their capacity to absorb additional graduatestudents and have become highly selective. Thiscondition will become widespread during the nextfew years. It should be regarded as a good sign sincegraduate education is expensive and should be limitedto students who are demonstrably able.

Program Reviews: Supervision of Students

The graduate degree programs will continue to beunder a constant review which seeks to rationalizecurricular requirements and improve their quality,and also shorten the time required to complete thecourse of study. This continuing appraisal began in1967-68, when the Graduate Council adopted a policycalling for a review of each Ph.D. program once everyfive years. Ad hoc committees of the Council investi-gate all aspects of each program, meeting with thedepartment chairman to discuss their findings andrecommendations, which they subsequently report tothe Council. The Dean of the Graduate Divisionalso meets with each department chairman and hiscollege dean at least once in two years to reviewgraduate affairs in the department. A third kind ofreview began in 1966. In cooperation with graduatestudents, the Graduate Council formulated and now

RESEARCH ADMINISTRATION89

distributes a detailed questionnaire to all candidatesfor advanced degrees to obtain information about theirexperiences in the graduate programs of the Universityand their suggestions for improvement. This, too,is being done every other year. Results are discussedwith chairmen and deans during the biennial meet-ings with them.

These reviews consistently point to a problem ofoverriding importance: providing each student withthe personal attention essential to success in gradu-ate work. First-rate graduate programs at the doc-toral level, and many masters' programs as well, re-quire a tutorial relationship between professor andstudent. Experience has demonstrated that eachfaculty member involved in graduate work shouldhave no more than three to five doctoral students

under his immediate supervision if the students areto receive adequate professional attention. To exceedthese limits is a disservice to the student, the pro-fessor and to those who provide financial supportfor the programs of graduate education.

Much has already been done to alert the facultyin each field of study to this problem. A generalsolution requires additional staff and the participationof all faculty members qualified to supervise gradu-ate study. Success in this endeavor, combined withcareful selection of students for admission to theGraduate Division, will minimize the number of stu-dents failing to reach their academic objectives andwill help insure that the funds allocated to graduateeducation at the University of Hawaii are used tofull advantage.

Chapter 18: RESEARCH ADMINISTRATION

Purposes and Objectives

Activities of educational institutions generallyinvolve elements of teaching and public service out-side the classroom. The distinctive feature of a uni-versity is that its faculty, engaging in teaching andpublic service, is also expected to advance knowledgethrough research and creative activity.

Emphasis upon research and creative work in theUniversity is the result of centuries of experience. Byassembling the best students and a faculty of scholarswho have qualified for their positions by virtue ofrigorous programs of study and careful review of theirperformance, modern societies have attempted tocreate conditions ideal for the continuing search fortruth and the transmittal of information about thelatest developments in all branches of knowledge tothose best able to use it.

The research goal of the individual scholar in theUniversity is to add as much as he can to the sumof knowledge in his field of special interest. Thisis a life-time commitment. Its fulfillment is of two-fold importance to the University. First, it helps toassure successive generations of students that the con-tent of their education remains up-to-date. Second,the cumulative result of the expansion of knowledgegenerated by individual research efforts is to help theUniversity achieve another of its goalsimprovementof the quality of man's life.

Attainment of these unlimited goals, so essential'to the survival of a dynamic society, must be financed

from funds which are limited. Thus, each universitymust select the areas of instruction and research towhich it will give special emphasis.

For the University of Hawaii the basic criterion forselecting areas of special interest, enunciated inAcademic Development Plan I, was that scholar-ship would be fostered with special diligence in areasin which the University has some inherent advantage.In addition, and in the tradition of land-grant univer-sities, this institution concerns itself with researchwhich promises to contribute significantly to the devel-opment of the State of Hawaii. Emphasis upon thesefields, however, does not mean neglect of others. Anyfield of study deemed worthy of being included inthe instructional program of the University must cer-tainly be given full support to enable its faculty toundertake research.

Choosing the fields of research to be given specialattention and development is not difficult. Hawaii'smid-Pacific, geographically isolated, subtropical loca-tion, coupled with the interesting presence of a varietyof racial groups and cultures, has long attractedscholars with research aims best satisfied by livingin Hawaii and working at this University. Thus re-search in marine biology, oceanography, Pacific andAsian linguistics, tropical botany and agriculture,economic development in Asia and the Pacific Islands,Asian history, astronomy, tropical meteorology, certainaspects of sociology and anthropology to name just afew areascan be carried on better here than else-where in the United States.

90 RESEARCH ADMINISTRATION

Organization and Procedures

Facilitating research requires a variety of organiza-tional arrangements. Much research can be and isaccomplished within the academic teaching depart-ments. This arrangement is efficient if the researchproblems to be investigated can be handled by mem-bers of the faculty in a single discipline, if the equip-ment needed for teaching and research is largely thesame, and if necessary administrative support, suchas clerical and stenographic assistance, is within thecapacity of the department.

When research requires special or costly equip-ment and facilities which can be used in common byinvestigators in several related fields of study, organ-izations other than teaching departments may bemore efficient mechanisms for facilitating research.The same is true if the research to be undertaken canbe accomplished only by close, virtually continuouscooperation of scholars in different disciplines. Insome instances, even when the research is confined toone discipline and the research equipment is used inthe teaching program astronomy is an exampletheresearch facilities may be so large and sometimes sofar from the canaptis that the establishment of aseparate research organization is justified. Two sig-nificant changes in the administration of research havebeen made since 1964. First, the positions of Deanof the Graduate Division and Director of Researchhave been assigned to the same person in order tomaximize coordination between graduate instructionand research. Research grants, special training andresearch programs, and graduate fellowships andtraineeships are now administered in one office.Second, the Research Corporation of the University ofHawaiia public corporation with a board of direc-tors appointed by the Governorwas established toadminister research grants and contracts involvingunusual requirements, such as work in foreign coun-tries, hiring of special types of personnel, and opera-tion of facilities and equipment not readily accom-plished under the rules of the State Government ofHawaii which apply to the operation of the Univer-sity. The Corporation cooperates with privately-owned research firms in making available the pro-fessional talent associated with the University toundertake research of interest to both groups, thusincreasing the flexibility of research operations withinthe University. Its initial organizational problemshaving been largely solved, the Corporation willbecome increasingly important in research activitiesin Hawaii. It is self-financed, using no state fundsexcept for work it niay do under contract with stateagencies. Its annual volume of business, now approxi-mately $1.5 million, will probably increase to $6-$8million within five years.

Plan I recommended that the Hawaii AgriculturalExperiment Station, the then new Engineering Experi-ment Station ( renamed the Center for Engineering

Research ), and the Bureau of Educational Research( now called the Education Research and Develop-ment Center) be administered through the Office ofResearch Administration. Further consideration re-sulted in their remaining outside the direct adminis-trative purview of the Office of Research Administra-tion. Each of these units is operating effectively withinits respective college. Since the research projectsso administered involve almost exclusively infra-colle-giate disciplines and staff, present administrativearrangements are satisfactory.

However, the Office of Research Administrationdoes provide administrative and advisory services forthese three units, as well as for the 12 research organ-izations under its direct jurisdiction and for individ-uals conducting research projects within academicteaching departments. Any faculty member or re-search unit can call on the Research Administrationoffice for assistance in the preparation of researchproposals to be extramurally financed, review ofthe proposals before they are sent to the grantingagencies, advice on pracedures_and rules governinggrants, along with fiscal and accounting services forthe expenditure of grant funds when required. Thecentralization of these and related functions in oneoffice has helped coordinate research activities, avoidunnecessary duplication of effort, and develop consist-ent policies of administration.

Expansion and continual improvement of the serv-ices offered by the Office of Research Administrationare necessary to cope with the rising trend in researchactivity. In 1963-64, research grants and contractstotalled $2.7 million, a remarkable increase over theroughly $700,000 received in 1959-60. By 1967-68, thetotal had risen to $10.5 million. This rate of growthwill not be sustained during the next two or threeyears, unless hostilities cease in Viet Nam. However,awards totalling between $15 and $20 million per yearin the mid-1970's are not unlikely. State general fundsupport for research under the supervision of theDirector of Research totals roughly $2.8 million in1968-1969. By 1975, about $5.5 million will be re-quired annually.

As was true in 1964, and consistent with thenational pattern, most research funds from extramuralsources continue to be awarded for the natural andphysical sciences, and especially to well establishedinvestigators in these fields. To compensate for thisimbalance, the Director of Research upon recommen-dation of the Research Council, has continued a policyof making its modest awards primarily to faculty mem-bers in the social sciences and humanities and toyounger faculty in the sciences, to enable them todevelop programs which can gain outside support.Competition for these intramural awards made fromstate-provided funds is keen and many acceptableproposals have been rejected because of limited funds.In 1967-68, for example, the Research Council received210 proposals and was able to make only 136 awards,

RESEARCH ADMINISTRATION 91

totalling $118,000. In 1968-69, approximately $130,000is available for this purpose.

Plan I proposed that $200 per full-time memberof the teaching faculty be allocated for intramuralresearch support. Today, this would mean having afund of about $160,000. Given the improving qualityof our faculty and its growing commitment to research,the sum available today should be about $200,000,or $250 per faculty member. Though the averagegrant is smallapproximately $900the program hashad the effect stated in 1964. It is "a very valuablestimulus to the progress of the University" and itcontributes importantly to the growing "maturity andprestige" of the University.

The improved stature of the University is alsoin significant measure attributable to the presence ofthe 12 "organized research units" administered throughthe Director of Research. Some of these units wereestablished to facilitate and encourage research activ-ity in a number of related fields of study. The HawaiiInstitute of Geophysics and the Social Science Re-search Institute are examples. Others were designedto handle research in areas relatively narrow butappealing to a number of specialists within those areas.Linguists, for example, find it congenial and produc-tive to work in the Pacific and Asian LinguisticsInstitute.

Three of the units were created in response toexternal requests. They are the Land Study Bureau,the Economic Research Center and the LyonArboretum. The Bureau and the Center were estab-lished by the_legislature to provide professional serv-ices to agencies of the state government.* TheArboretum, a gift of the Hawaiian Sugar Planters'Association, is basically a large collection of botanicalmaterials growing in upper Manoa Valley now madeavailable for research purposes.

The organized research units are intimately re-lated to the instructional program of the University intwo ways. First, their professional personnel, with fewexceptions, hold teaching appointments in academicdepartments. Their qualifications for promotions andtenure are jointly judged by departmental colleaguesas well as by the research organization. Second, muchof the research carried on in these units employsstudent assistants, mostly graduates but includingsome undergraduates as well. Such research experi-ence is an important part of the students' educationand frequently provides entree to a professionalcareer.

This is also true of the Legislative Reference Bureau, ad-ministered under the Division of Continuing Education andCommunity Service, discussed in Chapter 22.

Programs, Plans and Coordination

Since most research done within the University isundertaken by members of the teaching faculty work-ing in their fields of special interest, there is a neces-sarily close correlation between the development ofresearch and teaching programs of the University.However, even though each scholar pursues his ownprofessional interests, in the laboratory as well as inthe classroomwhich might seem to make the Uni-versity a welter of idiosyncratic -activityhis appoint-ment to the faculty is based upon a matching of hisinterests with the general academic plan of the Uni-versity and the more specific plans and programs ofthe department with which he will be affiliated.

The programs and plans of the organized researchunits should be based upon research interests rele-vant to the instructional programs of the Universityexcept where, in the case of the Land Study Bureau,the unit was expressly established to serve a publicneed separate from the campus. The merging ofinstructional and research interests mutuallystrengthens both functions of the University.

Better communication and more coordination ofplanning between the research institutes and theacademic departments are needed. Directors oforganized research units should be appointed for aspecific term, and subject to review of their per-formance, following procedures analogous to thosein effect for the appointment and review of chairmenof academic teaching departments. Coordinating-ad-visory committees for each research unit, formed offacui*.y members from the relevant departments,should b appointed by the Director of Research tohelp achieve these ends. Departments and researchorganization directors are now considering how thesecommittees can best be constituted, as well as theboundary lines between coordination and advice, onthe one hand, and active direction, on the other.

Further impetus to coordinating the planning ofresearch and teaching, as well as public service, in abroad area of special competence at the University,has been provided recently by the National ScienceFoundatioq through its Sea Grant Program. Thisprogram, an extension of the land-grant college idea,is designed to assist the University in a variety ofundertakings to improve man's understanding, con-trol and exploitation of the sea. Ten departments,ranging from agricultural economics and botany tooceanography and ocean engineering, three organizedresearch units and approximately a hundred investi-gators will be involved in the Sea Grant Program,now in its first year under a $435,000 National ScienceFoundation grant. This program will be a continuingone with increased funding expected.

92 RESEARCH UNITS

RESEARCH UNITS

Social Science and Humanities Research

ECONOMIC RESEARCH CENTER

In accordance with the legislation which created it,the Economic Research Center conducts short-term re-search as well as long-range studies of direct perti-nence to the economic welfare and development ofHawaii. These projects are undertaken by staff mem-bers who also hold appointments in various academicdepartments in the Univc.:;ty, or by visiting special-ists. They are assisted by a small permanent staff ofjunior professionals employed by the Center.

In the past, studies were usually initiated inresponse to requests from the legislature, its commit-tees or other governmental agencies. These studieswere directed toward solutions of narrow but, at thetime, particularly pressing public policy problems thathad some economic aspects.

Past experience has shown that these researchrequests could have been serviced more effectively ifthe knowledge of the Hawaiian economy had beenenhanced by a broader program of long-term basicstudies. The record of the ERC with respect to suchlong-term studies has been quite satisfactory. Al-though few in number, the projects have been carriedout by highly competent and specialized, mostly sen-ior, personnel. They have opened new avenues forfurther economic investigation and have provided thestatistical data and the economic analysis necessaryfor informed economic policymaking. The ERC,operating within the framework of the University ofHawaii, has a comparative advantage in performingsuch long-term studies for at least two reasons. Giventhe institutional structure of basic research, suchstudies are the least likely to be carried out unless anacademically-oriented organization performs them.Because of the specialized professional aspirations ofacademic personnel, it is easier to attract first-ratestaff by opportunities to do in-depth studies of eco-nomic problems with broader relevance than to try tointerest them in studying a narrowly defined problemthat deals exclusively with a particular aspect of theHawaiian economy. Research of wider scope andrelevarice has both professional publication value andtransferability.

By placing more emphasis on long-term studies,'the ERC will better serve both the state and the Uni-versity of Hawaii. Areas and problems appropriatefor long-run studies include the following:1. Econometric studies of Hawaii's economy.2. Studies in fiscal policies of the state.

3. Studies of Hawaiian industries.

4. Comparative studies in economic development ofHawaii.

5. Role of Hawaii in economic development of Paci-fic Basin and Far East.

6. Research program in economics of marine re-sources (joint project with Department of Ocean-ography and Hawaii Institute of Marine Biology ).

It is the objective of ERC to fill its senior staffpositions with specialists capable of handling suchresearch areas. The-responsibility of the staff memberis to plan, initiate and carry out projects. Since eachsenior staff member holds a joint appointment with anacademic department, courses in the area of his special-ization can be offered.

Close contact with the resident academic depart-ments will be pursued through the ERC sharingappointments and supporting faculty research. Equallyimportant, the ERC can become a more fruitfuladjunct to the graduate programs of these departments.It will serve as an agency providing guidance, sup-port and facilities for Ph.D. candidates in economicsand other related disciplines, so as to encourage themto undertake their dissertation research on problems ofthe state and the Pacific.

Since 1959 when the ERC was established, 13graduate students have served on its staff in variousresearch capacities. Six of these students have receivedtheir Ph.D. degrees and others have received the M.A.degrees. Currently ERC is supporting the disserta-tion research of one Ph.D. candidate; another onewill be added in June 1969. The role of ERC inresearch training of graduate students is likely toexpand with the development of the Ph.D. programin economics.

The ERC is currently financed from general fundrevenues. In the past, special requests for researchhave been frequently made by various governmentalagencies which provided special funds for the pur-pose. It is expected that when a broader researchprogram is undertaken more extramural funds will benecessary.

Developments Under Academic Development Plan I

1. Conducted 17 studies in response to legislativerequests; published results in 27 research reports.

2. Broadened "in-house" capability of Center byfilling senior staff positions with specialists in sev-eral areas of economic research.

3. Attained a more balanced mix of short-term andlong-term research projects.

RESEARCH UNITS 93

Projected Developments Under Plan II

1. Continue research service to State legislature andgovernment agencies.

2. Expand research program to areas of Hawaii'seconomy where serious problems can be antici-pated.

3. Broaden research scope to include role of Hawaiiin economic development of Pacific Basin countries.

4. Expand research training of graduate students.

SOCIAL SCIENCE RESEARCH INSTITUTE

The principal functions of the SSRI are to facilitatethe initiation of faculty research in social sciences andto conduct programs in research, especially interdis-ciplinary projects. As a facilitating agency and aninterdisciplinary unit, the Institute can provide morecomplex and specialized services and facilities thannormally exist in a department. The Institute servesthe University, and particularly the social sciencesgraduate faculty, by establishing quality researchprograms, as specified by Academic DevelopmentPlan I, which called for the SSRI to emphasize basicstudies in the social sciences, focusing on Asian andPacific areas. Finally, the Institute attempts to servethe needs of the state and nation by developing thoseservices and competencies which it is uniquelyequipped to provide. For the state, the program con-centrates on behavioral science related to people ofHawaii; for the nation, the scope extends to thepeoples of Asia and the Pacific.

During the formative years of development ( 1962-67 ), in order to stimulate research wherever therewas promise, the Institute supported individual re-search projects. Beginning in 1967, the Institute grad-ually shifted toward development of broad inter-disciplinary programs, while continuing to provideassistance to individual scholars in formulating pro-posals. It is desirable that these broad program areasbe complementary to faculty research interests andgraduate training programs in the departments.Ideally the Institute should play an innovating rolein facilitating interdisciplinary research and training.

In the period ahead, the Institute will increasinglywork to establish ties, where desirable, with depart-ments and programs outside the social sciences. Anarrangement with the Institute of Advanced Projects,East-West Center, enables six Asian scholars peryear, funded by the East-West Center, to becomeinvolved in SSRI programs. It is intended that similarties will be established within the areas of health,medicine and education, where these fields can benefitfrom participation of social science researchers.

The following Institute programs are now function-ing or are being planned:

1. Culture and Behavior in Asia and the Pacific

It is widely recognized that through basic researchthe behavioral sciences can make significant contribu-tions to the fields of mental health, social problems andmedicine. To this end the SSRI has developed aninterdisciplinary research program involving psychia-try, psychology, sociology and anthropology.

Initial funding has been obtained from the NationalInstitute of Mental Health through a grant for a five-year period, 1967 to 1972, for a study of culture andmental health in Asia and the Pacific. This projectwill actively involve four or five members of the In-stitute, who each year will be joined by three special-ists from the mainland U.S. and six Asians fundedby the East-West Center. A proposal is being pre-pared for funding a comparative study of nationalbehavior in East Asia and the Pacific, which calls forfield projects carried out by previous participants inthe culture and mental health program and by Hawaiigraduate students. A complementary program on thesocial consequences of development is in a more rudi-mentary planning stage.

2. Korean Research Center

The increasing emphasis on Korean research in themiddle 1960's at the University of Hawaii was recog-nized in April, 1967, when the SSRI was awarded agrant by the Ford Foundation for the development ofa research program on Korea. Similar awards weremade simultaneously to Harvard, Columbia, Prince-ton and the University of Washington. Hawaii's pro-gram is unique in that it is the only one of the fivecurrently emphasizing social science research. Dur-ing 1967-68, seven faculty members took part in theprogram; in 1968-69 the number of participants in-creased to nine faculty and three graduate studentassistants. Ongoing research includes a comparativestudy of Korean and American social values, studies inshort-term spatial mov.:nents, inflation and economicdevelopment, Korean immigrants in Hawaii, politicalleadership, youth adjustment problems, and labor-management relations. Success in making significantcontributions to Korean research during the grantperiod may likely lead to additional extramural fund-ing for the establishment of a major Korean researchcenter at the University of Hawaii.

3. Survey Research Center

Recent years have witnessed a greatly increaseddemand for survey research in Hawaii, including notonly public opinion studies but also the use of samplesurvey methods for epidemiological and demographicinvestigation. These demands have pointed to theneed for a survey facility on this campus to serve thefollowing functions: ( 1 ) facilitate the activities ofindividual campus scholars and of ongoing researchprograms; ( 2 ) enhance the University's attempts to

94 RESEARCH UNITS

obtain support for survey research; ( 3 ) provide aservice to governmental agencies which require thecollection of survey data; ( 4 ) create an archive ofsurvey data for secondary analysis; and ( 5 ) providegraduate instruction in survey methods for bothAmerican and Asian-Pacific scholars. There is anevident need to develop survey research competencerequired to assess the impact of Peace Corps andAID projects in Asia and the Pacific.

During the 1968-69 academic year, a modest pro-gram of survey research and training has been initi-ated by SSRI and the Department of Sociology. Aseminar in Survey Design and Analysis is being offeredto graduate students. In addition, faculty membersand students may obtain assistance in study design,sampling, questionnaire construction, data collection,data processing, analysis and the reporting of surveyresearch. This first year's program is conceived as afeasibility study to determine the needs and the poten-tial for formally establishing a survey research centeron this campus. Basic groundwork is being laid fora center, with work under way to develop a con-tinually updated sampling frame to permit the selec-tion of probability samples in the State of Hawaii.

The long-range goals of the survey research centerinclude the creation of continuing programs of re-search in such areas as mental health, higher educa-tion, epidemiology, race relations, and urban develop-ment, to be carried out in cooperation with Universitydepartments and with governmental agencies. Suchprograms would provide a medium for practical train-ing in survey methods and for the pursuit of researchinterests by campus scholars. They would be sup-ported by, and help to maintain, technical servicefacilities for data collection and data processing.Research assistantships should be made available tograduate students specializing in survey research.

4. Pacific Population Data Banks and DemographicResearch

During mid-1967 the Institute carried out the tabu-lation and analysis of the 1966 census for the govern-ment of Western Samoa. This experience providedfirst-hand access to basic data which can be utilizedin the study of island populations.

Behavioral scientists rarely have the opportunityto undertake the study of a total society. Here in thePacific, this opportunity is available in a diversity ofcultural settings. It has seemed desirable, therefore,given the opportunity of readily available data, tobegin to collect population statistics on Pacific peoplesand to provide for the establishment of data banks.In addition to its use by the social sciences, thepopulation data bank has relevance for epidemiologi-cal research and for development planning. There areindications that national and international agenciesare interested in supporting such a service center forthe Pacific located in Hawaii. To date the Institute

has acquired on tape or cards the latest census materialon Western Samoa, Tonga, Fiji and the AmericanTrust Territory. Similar data will be obtained fromNew Hebrides, Cook Islands, Gilbert Islands, NewCaledonia and former Dutch New Guinea. It is in-tended that this program on Pacific population will beintegrated with the work of the newly establishedpopulation program at the East-West Center and theanticipated training program in population studiesin the social and health sciences.

5. Community Research in Hawaii

A neglected opportunity for conducting basicsocial and behavioral research and for offering gradu-ate training exists within the local community. Visit-ing researchers and foundation officials haverepeatedly commented on the limited attention giventhe multi-ethnic community in Hawaii, since thepioneer efforts of the University's sociologists two ormore decades back. Efforts to use this opportunityhave already begun, with the compilation of an an-notated bibliography on the Japanese in Hawaii, inconjunction with the writing of their social history.During the past four years, the Institute and a federalgrant agency have supported research on the influenceof peers, parents and the school on attitude formationamong high school seniors in Hawaii. Currently, theInstitute is providing partial support for an interdis-ciplinary study of a Hawaiian community in ruralOahu, a project concerned with social and politicalorganization, family and socialization patterns, edu-cation, health, employment, economics and individualbehavior patterns. Similar studies of other ethnicgroups, on the other islands, are clearly desirable.The growing interest of American social and behav-ioral scientists in the cross-cultural applicability oftheir theories offers the University an opportunity totake the lead in this development, particularly in thefield of psychology, where no widely recognized cen-ter of cross - cultural research activity has emerged.

6. Current Research Notes

In at least three fields of research the Universityhas progressed to the point where Hawaii has thepotential of becoming the primary academic center:mental health in the Pacific and Asian area, Pacificand Asian archeology, and Korean studies. Theseareas, and possibly others which may emerge in thenear future, need a foundation-supported informationsystem. The Institute proposes to develop a computer-based, fast-access information retrieval system for suchresearch, and to publish for each strong research areaCurrent Research Notes to fill the gap left unattendedbetween letters and the first-draft prepublication ofresearch results. It is believed that Hawaii's role inthese national and international information networkswill effectively offset its geographical isolation.

RESEARCH UNITS 95

Developments Under Academic Development Plan I

1. Major funding for a six-year program, 1964-70,to underwrite faculty research in the social scienceson Asia and the Pacific.

2. Private funding for initiation of the social scienceresearch program on contemporary Korea.

3. Federal funding for establishment of a major pro-gram on culture and mental health in Asia andthe Pacific.

4. Establishment of publication program: Asian Per-spectives, Asian and Pacific Archaeology Series,Hawaii Research Series, SSRI Working Papers,SSRI Reprint Series.

Projected Developments Under Plan II

1. Expand cultural and mental health program withextramural funding to include field research inAsia and the Pacific.

2. Establi G;can research center with major pri-vate funding for faculty research and student sup-port.

3. Establish survey research center focusing on men-tal health, higher education, epidemiology and ur-ban development.

4. Increase number of University faculty membersparticipating in social science research.

5. Establish information banks and disseminate re-ports pertaining to mental health in Asia and thePacific, Pacific and Asian archeology, Koreanstudies, and Pacific population.

6. Intensify social science research on problems of thelocal community.

PACIFIC AND ASIAN LINGUISTICS INSTITUTE

In accordance with Academic Plan I, in which itwas called the Pacific Lexicography Center, thePacific and Asian Linguistics Institute was establishedin 1965. Its mission is to analyze, describe and classifythe languages of the Pacific and Asian areas, and touse the results to improve language teaching ( includ-ing English as a second language ), intercultural under-standing and historical knowledge. The Institutelimits its interest to the description and study of keylanguages rather than of every language in these areas,since there are more than 1,000 in the Pacific alone.Specific areas of projected research include the SouthPacific, New Guinea, Australia, Southeast Asia includ-ing Indonesia and the Philippines, and the lesserknown languages and dialects of Taiwan, Japan andmainland China.

The Institute plans and conducts research in generaltheory and specific problems of lexicology, structuralsemantics, grammatical descriptions and comparative-historical analysis. It collects data on the languagesof the Pacific and Asian areas, and develops andutilizes computer techniques for storage and retrievalwith the intention of making readily accessible alarge quantity of high-quality linguistic materials. It

also undertakes research involving the applicationof linguistics to the practical problems of prestigedialect learning, second language learning, ethno-linguistic and psycho-linguistic relations, and the studyof migrations.

Specific current or proposed research projects in-clude: socio-linguistic studies in Hawaii; languageteaching material preparation in several languages ofthe Trust Territory and the Philippines, especially forPeace Corps Volunteers; linguistic descriptions anddictionaries of Pacific languages as a basis for prepara-tion of materials to teach English; descriptive, com-parative and lexical materials for the Philippines, Aus-tralia, New Guinea, Micronesia, Polynesia and South-east Asia; studies of indigenous languages of thePacific Northwest, in order to establish possible con-nections between the New World and Asiatic lan-guages; and techniques for computer-oriented lexicaleliciting, grammatical and comparative analyses, andsemantic codifications to handle the masses of dataproduced by these projects.

The beneficiaries of this linguistic research includethe University teaching departments and the scientificcommunity, educators in the concerned areas, and theindigenous peoples. The first group benefits from thetheoretical insights gained. The contributions toknowledge through the investigation of languages inother areas of the world can and should be augmentedby research in Asia and the Pacific. Within the Uni-versity, the Institute encourages and helps initiate thetypes of research listed above and carried on by itsown staff and through faculty members in the socialsciences and the humanities participating in such pro-grams as anthropology, Asian and Pacific languages,English, linguistics, speech and the teaching ofEnglish as a second language.

Educators in the developing Pacific areas widelylack adequate materials for classroom instruction. Forexample, no texts specifically prepared for teachingEnglish to Micronesians exist. In addition, little hasbeen prepared for using the indigenous languages inthe education of these culturally diverse peoples. Thiscondition exists largely because there has been almostno basic research on the languages involved.

The indigenous peoples also benefit, for linguisticresearch is one of the most immediate and meaningfulways to instill pride and self-confidence among thosewhose language is selected for study. The acknowl-edgement and overt public recognition of the value,complexity and dignity of the native languages throughthese means is an effectively tangible and relativelyinexpensive way to help these people accommodateto the larger world in which they now live.

Developments Under Academic Development Plan I

1. Established Pacific and Asian Linguistics Institutein 1965.

2. Recruited core staff of professional linguists.3. Completed or currently funded 15 research pro-

96 RESEARCH UNITS

jects, with some 40 faculty or graduate studentsinvolved in the research.

4. Completed dictionaries, language texts and gram-mars for 12 languages; initiated comparativestudies for another 12 languages in Pacific andabout same number in Pacific Northwest.

Projected Developments Under Plan II

1. Increase core staff to support and administer addi-tional research.

2. Increase extramural support for research on Ian-

guages of such areas as the U.S. Trust Territory,the South Pacific including New Guinea and Aus-tralia, Southeast Asia, Taiwan and Japan.

3. Increase extramural support for sociolinguistics( dialects in Hawaii, languages in contact), appliedlinguistics ( language teaching, materials develop-ment), and basic linguistic research in lexico-graphy, language comparison and history, andlanguage description and theory.

4. Seek support for computer-oriented research andfacilities for storage and retrieval of linguisticmaterials for this area of the world.

Biological Science Research

HAWAII INSTITUTE OF MARINE BIOLOGY

Created in 1948, the Institute ( formerly called theHawaii Marine Laboratory) is concerned with en-vironmental marine biology and fisheries. In additionto conducting its own research programs, facilities areprovided for the grant and contract research of Uni-versity faculty members and for graduate education.Staff members on request also provide advice andassistance to persons in the state and nation who areinterested in special problems within the areas of thestaff's competence.

The facilities of the Institute, located on CoconutIsland in Kaneohe Bay, include three laboratory build-ings, a shop and warehouse, numerous skiffs, threepersonnel boats and a 46-foot launch. A variety ofequipment used in marine research is available, as wellas running sea water for the tanks and ponds of theresearch station.

The programs of the Institute are grouped intofour administrative categories: Research Facilitation;Fisheries Development; Environmental Biology andBehavior; and Cooperative Sport Fishery Unit. Thelatter is essentially autonomous since the unit leaderand his assistant are federal employees; the Instituteis the agency for carrying out University responsibili-ties regarding the unit. The other divisions of researchin the Institute are the direct concern of its staff.Research Facilitation provides for discharging theInstitute's responsibilities to principal investigatorsof programs funded by extramural grants and con-tracts, facilities needed for graduate education, a sum-mer research institute, and arrangements for fieldtrips of classes and other student groups. FisheriesDevelopment includes a group of applied research pro-grams funded by the State of Hawaii and the majorityof the Sea Grant funded programs for which theInstitute has responsibility. Environmental Biologyand Behavior includes basic research required forfisheries work, such as investigation of fish physiologyand behavior, and the study of marine ecology.

The instructional functions of the Institute includedirection of thesis research and support of graduatestudents through assistantships. There are currently23 research assistantships for students, with moreplanned. In addition, in the summer of 1967 a trainingprogram in graduate research was initiated. Thesubject during that summer was coelenterate ecologyand physiology. In 1968 a similar program was offeredfor work on marine mollusks.

Several developments within and outside the In-stitute will lead to a rapid increase in its activitiesduring the next few years. Its intimate linkage withprograms of graduate instruction will place mountingdemands upon it for the use of its facilities. Amongthese links are the programs of graduate educationin botany, zoology, and especially oceanography. Thelarger number of faculty and staff grants and contractsfor research, the Sea Grant program for living marineresources, the parallel state fisheries development pro-gram, and the anticipated growth in University sup-port for environmental research will, of course, alsoneed to be accommodated.

The new building planned to house the graduateprogram in oceanography at Kewalo Basin in Honoluluwill take care of some of the research-based demandfor the intensively used facilities of Coconut Island.Research in biological oceanography and much of thefisheries research for which the Institute is responsiblecould best be housed in this building. While the facili-ties at Coconut Island and their location are excel-lently suited for work relating to coral reefs and reeforganisms, larval fishes, oysters, clams, and otherbiota of Kaneohe Bay, they provide no special ad-vantages for other aspects of marine biology.

Space requirements fog research programs aredirectly related to the number of persons involved andthe character of their activities. For the HIMB twoprojections must be made: one based on the estimatednumber of staff at the proposed Kewalo laboratoryand the other, the number at Coconut Island. Sincethe Kewalo site has obvious logistic advantages for

RESEARCH UNITS 97

activities based in part on the Manoa Campus, thedemand for space, in general, may be greater at theKewalo facility. For this reason, an arbitrary upperlimit of 150 has been set as the total number of per-sons working at Coconut Island, and the remainder,216, have been assigned to the Kewalo facility.

Facilities and instrumentation for marine researchare evolving very rapidly. These include sophisticatedanalytical instruments, environmental simulators andsensors, submarine television systems, research sub-marines and ships. Unfortunately, the University ofHawaii is poorly equipped for environmental marinebiological research. The single University researchvessel is not suited for more than limited research inbiological oceanography, and laboratory equipment forsuch research ashore is quite inadequate. Marineenvironmental research is very expensive because ofthe required facilities and equipment. In some in-stances, however, the lack can be remedied by sharingthe facilities of other University units, such as theHawaii Institute of Geophysics or the marine labora-tory of the Pacific Biomedical Research Center.

Developments Under Academic Development Plan I

1. Established state-funded fisheries program, cover-ing development of techniques for enhancing sur-vival of live-bait fishes used in tuna fishing; dis-covery of commercial quantities of precious coralin Hawaiian waters; discovery (jointly with U.S.Bureau of Commercial Fisheries) of Hawaiianshrimp resources of commercial value; successfulrearing of certain marine fishes from eggs; initia-tion of work on oysters, clams, crabs and somefishes of family Carangidae in regard to suitabilityfor aquaculture.

2. Reorganized Institute into three major units:research facilitation; fisheries development; envi-ronmental marine biology (biological oceanog-raphy); plus a Cooperative Sport Fishery Unitalso involving U.S. Bureau of Sport Fisheries andWild Life, and State Department of Fish andGame.

3. Established graduate summer training program inresearch on coelenterates and mollusks.

4. Initiated Sea Grant Program concerned with livingmarine resources.

5. Constructed major laboratory building on Coco-nut Island and designed new high-speed researchvessel for biological oceanography funded byNational Science Foundation.

Projected Developments Under Plan II

1. Investigate mesopelagic animal communities of theCentral Pacific.

2. Investigate benthic animal communities of theHawaiian Archipelago.

3. Develop Hawaiian fisheries, with Sea Grant andstate support, in cooperation with local fishing

industry, governmental agencies and other Uni-versity groups.

4. Increase support for faculty and graduate studentresearch in marine biology and biological ocean-ography.

5. Develop needed facilities, including new labora-tory at Kewalo Basin, new vessel for biologicaloceanography, new instrumentation and equip-ment.

PACIFIC BIOMEDICAL RESEARCH CENTER

As described in Academic Plan I, the Pacific Bio-medical Research Center was established to meet theneeds for interdisciplinary biomedical research in theUniversity, the state and the entire Pacific Basin. TheCenter is charged with fostering research and, in-directly, graduate education in all basic fields of bio-medical science. It is making a national reputation,thus becoming the primary focus and stimulus for bio-medical research in Hawaii. Its influence is beginningto extend, as originally contemplated, to the PacificBasin.

The objectives of the Center call for the develop-ment of all areas of biomedical science. At the sametime, a policy of selection has been worked out basedupon comparative advantage. A biomedical researchcenter in Hawaii has several important natural ad-vantages, among which are the availability of a richvariety of marine life and the unique ethnic and cul-tural patterns in Hawaii.

An example of the exploitation of one of theseadvantages for medically oriented research is theCenter's Laboratory for Experimental Marine Biology,currently housed in the laboratory portion of theWaikiki Aquarium, pending completion of a newfacility at Kewalo Basin. This laboratory is devoted tofundamental biological research on those problemsfor which marine organisms provide ideal experi-mental material and model systems, just as rats andmice have been used in other studies. Research under-way and planned is centered on four programs: celldivision and cell motility, development and differen-tiation, nerve muscle physiology, and pharmacologyand toxicology of marine organisms.

At the other end of the spectrum of biologicalcomplexity, the Center will foster interdisciplinarystudies of mankind in the Pacific. Much can belearned about man, medically and sociologically, bythe study of primitive peoples. Some of the islandsof the Pacific are the homes of certain rapidly dwind-ling groups of the world's folk societies. Similarly,important lessons can be learned from studies ofrapidly acculturating populations, particularly withreference to the psychological and physiologicalstresses that accompany changing diet and life habitsresulting from the shift to a cash economy.

Pacific island populations offer remarkable oppor-tunities for detailed studies in human ecology. Studieswill include complete anthropological, sociological,

98 RESEARCH UNITS

medical, epidemiological and psychological evalua-tions, along with botanical and zoological investiga-tions of the impact of the population on the remainderof the biota, and vice versa. In order that such studiesdo not become simply arrogant intrusions into thelives of simple people, each study will be structuredaround a program of comprehensive health care forthe population. The health care will be scheduledin such a way that the factors under investigation willnot be affected until after all necessary observationshave been recorded.

In addition to these new programs, the Centerwill continue its sponsorship of several current pro-jects, including a multidiscipline study of the chemo-therapeutic value of natural products of the Pacific.This work is based upon research in chemotaxonomy,pharmacology, ethnobotany and structural organicchemistry. It will also lend support to the on-goingresearch into the very serious matter of the pollutionof our environment with pesticide residues. Scientistsfrom the School of Public Health and the Departmentof Medicine in the School of Medicine are combiningtheir efforts in this program.

Further, the Center will continue to encourageinterdisciplinary research by the appointment of keyspecialists complementary to existing strengths. Itwill also continue to provide a focus of research inter-est and collaboration for those biomedical investiga-tors in Hawaii who are working outside the University.Finally, the Center will continue to provide special-ized laboratory facilities, as exemplified by the electronmicroscope, and will offer central services, such asthe stockroom and the animal colony. A diagnosticservice also will be added.

A major growth of the PBRC facility at Kewalois planned. There will be one rapid phase of expan-sion in 1970-71 when the new laboratory becomesavailable. Modest growth will continue during thefollowing three or four years, an increase which willbe accommodated as an overflow from the Center'sfacility on the Manoa Campus. Upon occupancy ofthe new laboratory in 1970, proposals to federal fund-ing agencies will be drawn up for the second phaseof construction, which could conceivably be occupiedabout 1975. Therefore, this phase of the PBRC opera-tion can be expected to grow proportionately morebetween now and 1975 than the rate of increase inoverall student enrollment.

In this context it may be noted that the establish-ment of community colleges on Oahu, together witha possible second University campus, means that therewill be biomedical wientists teaching in these insti-tutions who will lack .t search facilities on the scaleavailable to their colleagues on the Manoa campus.Because of the small distances involved on Oahu, it isperfectly reasonable that the Center should provideresearch facilities and support to scientists who find

themselves so situated and who have the energy andcapacity to carry out research. They will receive thesame service presently provided some members of themedical community outside the Center.

Developments Under Academic Development Plan I

1. Sponsored research program on the pharmacolo-gical value of natural products of the Pacific, incooperation with departments of Botany, Chem-istry and Pharmacology.

2. Undertook research program on the public healthaspects of pesticide use, conducted jointly with theState Department of Health.

3. Established Laboratory for Experimental MarineBiology.

4. Provided electron microscope facility, animalcolony and other central research facilities serv-ing biomedical departments on the Manoa Cam-pus and at the Medical School.

Projected Developments Under Plan II

1. Establish doctoral degree program in cell anddevelopmental biology, based on staff and facili-ties of the Kewalo Laboratory for ExperimentalMarine Biology.

2. Develop research and training program on thephysiology of marine mammals, as cooperativeproject between Department of Physiology andKewalo Laboratory.

3. Evaluate marine animals of Hawaii as experimentalmaterial for basic biomedical research.

4. Promote anthropological and biomedical studiesof Pacific island peoples.

LABORATORY OF SENSORY SCIENCES

Established in 1966-67, the Laboratory of SensorySciences is devoted to the multidisciplinary study ofsensation and perception in man and other animals.The Laboratory's goals are: to develop an interdis-ciplinary research laboratory involving both basic andapplied studies of human and animal sensation; toestablish an apprenticeship undergraduate and gradu-ate training program; to offer community services inthe form of consultation, lectures and publications; totake advantage of the year-round availability ofmarine animals in Hawaii; and to benefit from theUniversity's central location in the Pacific Basin bythe intermingling of research workers from both Asiaand America who bring with them their own tech-niques and special talents.

Now in its third year of operation, the Laboratoryhas built its physical facility and virtually completed

RESEARCH UNITS 99

the staffing and equipping of its shops for the construc-tion, modification and repair of the highly specializedresearch equipment. The basic research facilities ofthe resident staff are also almost complete, thoughadditional equipment needs to be purchased or builtand installed. There is adequate, though as yet un-developed, space available in the Laboratory build-ing for added activities of the staff during the period1969-75.

Research undertaken by the Laboratory has drawnon faculty and students from the departments ofZoology, Psychology, Educational Psychology, Medi-cine, and Biophysics, and from the East-West Center.Other projects involving the departments of Botanyand Electrical Engineering are being explored. Theresearch projects support instruction in the relateddisciplines through apprenticeship training of studentsin interdisciplinary research and problem-oriented dis-cussion. One scientist has produced an audiometeralready used in many hospitals around the world,saving and improving the hearing of thousands ofpatients through the diagnostic efficiency of the instru-ment. Another project is exploring the usefulnessof a teaching device which emphasizes visual presenta-tion in the learning of spelling and reading.

Plans call for a facility in which nine or ten scien-tistsmembers of the faculty of the Universitywilldo their research. They will be assisted by perhaps20 students in apprenticeship status and a technicalsupporting staff of 20 people. The Laboratory isalready filling a role not otherwise provided by theUniversity. To support the interdisciplinary researchbeing conducted by the Laboratory of SensorySciences through the alternative of departmentalorganizations would result in duplication of veryexpensive resourcesfaculty, space and equipmentand perhaps less effective research.

Developments Under Academic Development Plan I

1. Laboratory established in 1966-67 to undertakemultidisciplinary studies in sensation and percep-tion in man and other animals.

2. Programs in both basic and applied researchinitiated; undergraduate and graduate training pro-grams planned, supporting interdisciplinary in-struction and research through apprenticeship.

Projected Developments Under Plan II

1. Encourage collaboration of research workers fromboth Asian and American continents.

2. Programs in both basic and applied researchin education, communication and medicine.

POPULATION GENETICS LABORATORY

The Population Genetics Laboratory was estab-lished in 1968 to conduct research, especially con-

cerning the peoples of the Pacific Basin. Supportedlargely by a program grant from the National Insti-tutes of Health, the Laboratory is the only one of itskind working in population genetics. The WorldHealth Organization has designated the Laboratory asthe WHO International Reference Center for the Pro-cessing of Human Genetics Data. The role of theLaboratory therefore includes international researchand postdoctoral research training.

The Center's basic program is carried out by asmall staff consisting of the director, computer pro-grammers, a systems analyst, computer operators, andthe secretariat. To these are added annually ten ormore visiting investigators from other institutions. TheLaboratory occupies three temporary buildings, one ofwhich houses a CDC 3100 computer which is avail-able free on a second-priority basis to other biomedi-cal researchers. Another building contains serologicaland biochemical laboratories, and the third providesoffice space and a data bank.

As an International Research Center, the Labora-tory has many activities related to areas outside thePacific Basin. Currently these include studies of gen-etic effects of isolation by distance, combined withother aspects of population structure, in Switzerland.A study of genetic factors in northeastern Brazil hasrecently been completed. Visiting investigators areengaged in analysis of studies conducted in Bel-gian, South American and other populations, withspecial reference to effects of local inbreeding andother problems in medical genetics. Several researchprojects have been concerned with the multi-racialpopulation of Hawaii. Special attention has beendirected to diseases whose incidence varies markedlyamong racial groups. Studies from the Laboratoryhave been published on pyloric stenosis and cysticfibrosis in Hawaii. A family study of hypercholes-terolemia ascertained through local patients is nowin progress.

Program development emphasizes expansion ofwork in the Pacific Basin. One investigator has beencomparing the genetic structure of Japan with twoEuropean countries, using blood groups as biologicalmarkers. Parallel studies in Oceania and New Guineaare being conducted in collaboration with otherworkers.

Developments Under Academic Development Plan I

1. Established Population Genetics Laboratory, withdevelopment of faculty research group and corpsof visiting investigators, and federal funding ofresearch programs.

2. Published monograph on Genetics of InterracialCrosses in Hawaii; also numerous papers.

3. Sponsored International Conference on ComputerApplications in Genetics.

100 RESEARCH UNITS

4. Laboratory officially designated as the WorldHealth Organization ( WHO) Reference Center forProcessing of Human Genetics Data.

Projected Developments Under Plan II

1. Complete studies outside the Pacific Basin; ex-pand research within the Pacific Basir.

2. Increase participation of University faculty in re-search programs.

3. Continue implementation of WHO InternationalReference Center and visiting investigator program.

LYON ARBORETUM

The Arboretum, a 124-acre facility at the head ofManoa Valley, is unique, for it is the only tropicalarboretum in the United States devoted to researchand instruction. Originally established by the Hawai-ian Sugar Planters' Association to demonstrate therestoration of rain forest vegetation and to collectplants of potential economic value, since its presenta-tion to the University in 1953 the Arboretum has be-come an important facility for research and instructionin botany, zoology, agriculture, phytochemistry,pharmacology and medicine.

In consequence, the development of the Arboretumis oriented to the needs of researchers over a broadspectrum of scientific activities. An example is theresearch on natural products of plants through thecooperative efforts of scientists in the Lyon Arboretum,the departments of Chemistry and Pharmacology,and other workers in the School of Medicine and theU.S. National Cancer Institute. In this cooperativestudy, natural products are isolated from plants inthe Arboretum collections and processed through suc-cessive chemical and pharmacological lines of inquiry,the ultimate goal being the development of new drugsor the isolation of biologically active or otherwise in-teresting compounds. The Arboretum supplies rawmaterials from its growing collections and from theextensive field collections of scientific personnel onthe staff.

The Arboretum also s:rves the ,.esearch work ofscientists in various branches of agriculture, with cur-rent emphasis on the comparative study of proteinsfrom the Arboretum taro collections of over 50 varie-ties. This research is related to interest in taro as anallergy-free food. Other researchers studying fruitsand flowers of economic value use the economic plantcollection. This attention reflects interest in tropicalproducts resulting from the accelerating tourist in-dustry. However, the major beneficiaries of theArboretum's resources are scientists pursuing basicresearch in the plant sciences.

Investigations a-e being encouraged in the areasof chemotaxonon-gy, phytochemistry, cytotaxonomy,cytogenetics, systematics, taxonomy, ethnobotany,

tropical forestry and plant anatomy utilizing the re-sources of the Arboretum. Systematic and intensivestudy of the vanishing species in Hawaii and themontane tropics will be supported. Efforts are alreadyin progress to establish in cultivation certain rapidlydisappearing plant species.

In addition to supporting research, the Arboretumcontributes wide-ranging instructional aid to the teach-ing programs in the plant sciences. Especially valu-able are the demonstration materials combined withan experimental field laboratory, a working relation-ship between the teaching and research arms seldommatched in other universities.

Goals of the Lyon Arboretum include: furtherdevelopment and maintenance of the research collec-tions for their service to the research and instructionalprograms of the University; the development of a first-rate accession and propagation activity to provideexemplary support for the foregoing; and encourage-ment, facilitation and execution of research centeredon its resources.

Developments Under Academic Development Plan I

1. Established as organized research unit on July 1,1964.

2. Encouraged use of facility by research and instruc-tional groups working in botany, agriculture, medi-cine, and art.

3. Initiated contract research with U.S. National Can-cer Institute, Department of Chemistry and De-partment of Pharmacology, for provision of plantmaterials for study of natural plant products.

4. Established a propagation facility through sup-port of National Science Foundation.

5. Sponsored a plant collection expedition to South-east Asia in 1964.

6. Established a research and administration cot-tage on Arboretum grounds.

7. Re-established and expanded Taro Clone Col-lection.

Projected Developments Under Plan II

1. Continue to develop research collections throughadditions via exchange and sponsored expeditions.

2. Develop an accession and propagation activity.

3. Encourage and facilitate research centered onresources of the Arboretum, as well as its use ininstruction by University faculty.

4. Inaugurate a systematic and intensive study of thevanishing plant species of Hawaii and the mon-tane tropics.

5. Continue to expand contract research with U.S.National Cancer Institute, departments of Chem-istry, Pharmacology, Botany, Horticulture, andEntomology, etc.

RESEARCH UNITS 101

Physical Science Research

HAWAII INSTITUTE OF GEOPHYSICS

The Hawaii Institute of Geophysics was organizedin 1956 and funded in 1961 by the National ScienceFoundation as a laboratory for multi-disciplinaryresearch and graduate training in the earth sciences.The laboratory building on the Manoa Campus wascompleted in 1963; the seismological vault in upperManoa Valley and the astrophysical observatory onHaleakala on the island of Maui began operationsin 1964. As the first director was also appointed in1963, the effective start of the Institute coincided withthe drafting of Academic Development Plan I.

The objectives of the Institute as stated in Plan Iwere: "to take advantage of the unique position ofHawaii as a national laboratory for geophysical re-search covering the broad field of the earth sciences."Some of these natural advantages are: high mountains;clear air; the prevailing trade winds; a changing pat-tern of cloud and rain; coral reefs; tsunami waves;active volcanism; the rapid development of soils; Ha-waii's mid-ocean location with immediate access toall depths of the ocean; and year-round favorableoperating conditions for research.

These factors combine to make Hawaii an idealbase for studying the sun and planets and a broadrange of geophysical phenomena. The mountainoussites and clear air favor investigation of the upperatmosphere and ionosphere, including the jet streamin the upper atmosphere and meteorological condi-tions. The prevailing winds and varied weather pat-terns provide exceptional opportunity to study inter-action between atmosphere and ocean, cloud physics,ocean currents and water mass structure, as in wavesand tsunami activities. Continuous volcanic processesmake it possible to investigate geological phenomenagenerated by the upper mantle, including the work-ings and products of volcanoes, as in crustal struc-ture and tectonics found both in the open ocean and inassociation with volcanic islands. Hawaii's mid-oceansetting invites study of underwater sound transmis-sion, involving seismic activities in the Pacific Basinradiating along all oceanic paths through the under-lying crustal mantle. Finally, the presence of coralreefs adjacent to rapidly developing soils multipliesopportunities for studying microseism generation,especially the inter-relations of gravity, magnetism,heat flow and seismic parameters of the crust andupper mantle to the geology of the ocean floor and tooceanic islands.

With such an extensive list of possible lines of studyto choose from, it became obvious that the researchprogram for the Institute would have to be developedin accord with inherent strengths. Programs wouldneed to be mutually supporting, drawing upon themulti-disciplinary interests of the staff and upon facili-

ties promising a high potential for significant scien-tific discovery. Faculty interest and availability forresearch is a key factor in the overall program of theInstitute, since with few exceptions the scientific staffare on split appointments with academic departmentsand have continuing teaching commitments.

In 1963 the research areas selected for specialattention included astrophysics, geology, sub-surfacehydrology, geochemistry, meteorology and tsunami re-search, the last a multi-disciplinary program involvingaspects of seismology, oceanography, geology, engi-neering and underwater sound- propagation. Althoughthe research program achieved considerable breadth,only the programs for meteorology and the studyof tsunamis were developed in depth, since state sup-port was limited and federal funding for research inthe earth sciences leveled off in 1963. A pragmaticapproach therefore had to be taken in developing theInstitute under austerity conditions. The single in-ternational program that received significant supportas a University project was the International Programfor the Study of the Upper Mantle. The two nationalprograms that either had support or the potentialfor support were the exploration of space and ocean-ography. Taking these factors into account, theobjectives of the Institute as outlined in Plan I for thefollowing decade were to:

1. Develop research programs in solid earth geo-physics, oceanography and astrophysics andstrengthen existing programs.

2. Seek support for an adequate research vessel,vessel-servicing facilities and an oceanographic-marine geophysical facility.

3. Work with the U.S. Corps of Engineers to ob-tain use of the hydrodynamic model facility atKewalo Basin, eventually to be turned over tothe Institute for oceanographic and coastal engi-neering research.

4. Endeavor to keep down demands on the statebudget to the amount required for a hard coreof personnel, essential operating costs and aminimum of equipment.

5. Work by split appointments and other means tostrengthen the inter-relationships of researchwith graduate instruction and the Institute withthe associated departments of instruction,since the strength of the Institute depends onthe strength of these departments.

The above were not research objectives so muchas statements of policy. In broad outline they stillhold today.

Developments Under Academic Development Plan I

1. Developed the program and staff in solid earthgeophysics for both research and teaching almost

102

entirely through grants and contracts, therebyconcentrating state support on other areas, parti-cularly oceanography and astrophysics.

2. Made a case to the National Science Foundationfor the deep boring through the earth's crustto the mantle ( Project Mohole ) at a locationnorth of Maui. ----- i

3. Obtained the 98-foot vessel Teritu under anN.S.F. grant and converted it to a research vessel;obtained support for leasing a deep sea researchvessel, the 165 feet Mahi.

4. Obtained marine facilities at Keehi Lagoon andKewalo Basin; conditioned Pier 18 in HonoluluHarbor, assigned to the Institute by the state, as amarine facility complete with shop and warehousespace.

5. Obtained commitment from the state for develop-ment of Mauna Kea for an astronomical observa-tory; organized staff to promote the developmentof astronomy.

6. Maintained a research program for which extra-mural support increased from $450,000 in 1963to $2,300,000 in 1968. Increase. was accomplisheddespite the reorganization of astrophysics in 1967into an Institute for Astronomy; separation of sub-surface hydrology in 1964 to form the WaterResources Research Institute; and transfer of theLook Hydrologic Laboratory to the College ofEngineering in 1967.

7. Research programs in the Institute led to theestablishment of graduate programs in solid earthgeophysics and geodesy, oceanography, andastronomy.

8. Increased number of graduate students workingin the Institute from 37 to 202 and the overall staff(including graduate students working undergrants and contracts.) from 67 to 330.

9. Established new programs, including gravity,magnetism, explosion studies of the crust andupper mantle, cloud physics, atmospheric chemis-try, chemistry of sea water, soils, geodesy andunderwater acoustics.

10. Increased productivity, as measured by publica-tions and disseminated reports, from 36 _publica-tions and 19 reports in 1963 to 59 publications and27 reports in 1968.

Projected Developments Under Plan II

1. Emphasize program in tropical meteorology;analysis of satellite meteorological data; studyof cloud particles and factors controlling precipi-tation; and energy flux between the ocean andatmosphere.

2. Study shallow and deep currents around Hawai-ian Islands, the eddy system related to the NorthEquatorial Current, internal waves, and the Equa-torial Current System.

RESEARCH UNITS

3. Research geology of oceanic islands, particularlythe petrology of lavas, their age relationships andareal distribution, geologic structure of the seafloor.

4. Study development of soils and their changes incomposition and characteristics on being intro-duced into a marine environment.

5. Examine chemical composition of the atmosphereand its influence on cloud nuclei; composition ofvolcanic gases and their relation to volcanicmagma and the rock products of volcanism; com-position of sea water and its relation to the ther-mal structure of the ocean, temporal changes inclimatic conditions and biological productivity.

6. Standardize surface gravity data on a global basis;relate these data to earth's external gravity field,as defined by satellite orbital perturbations.

7. Study tsunami wave generation, source areas andpropagation, and run-up.

8. Study underwater sound propagation as a func-tion of normal mode and wave theory propaga-tion over long paths in the ocean environment.

9. Emphasize programs having distinct interrela-tionships; for example, underwater sound trans-mission as related to physical oceanography, theenergy flux between the atmosphere and sea sur-face, sea floor bathymetry and sediment type.

INSTITUTE FOR ASTRONOMY

The Institute for Astronomy was created in 1967around a pre-existing group within the Hawaii Insti-tute of Geophysics. The staff of the Institute is respon-sible for the initiation and execution of research pro-grams in astronomy. Facilities are located on theislands of Maui, Hawaii and Oahu.

On Haleakala ( 10,000 feet) the Institute maintainsthree observatories: one devoted to observations ofthe sun, one to studies of the faint emissions of theatmosphere ( the airglow ) and a third which observesthe faint radiation ( zodiacal light) produced by thescattering of sunlight by interplanetary particles. Inthe Waiakoa district of Maui, the Institute operates alaboratory and office building for support of theseobservational programs at Haleakala.

On Hawaii, the Institute is completing an 88-inchtelescope and two 24-inch telescopes. These installa-tions, expected to be in full operation by mid -1969,will be supported by a complex of buildings at 9,000feet on the slopes of Matina Kea.

On Oahu, the Institute occupies space in fourseparate locationsone on campus and three off. Thisdivision of the staff is unfortunate, but has been forcedby the Institute's rapid growth. Plans are being ad-vanced to construct a building on the upper ManoaCampus to house the Institute's Oahu staff.

Research programs of the Institute are largely con-ditioned by the excellent properties of its sites on high

RESEARCH UNITS 103

mountain peaks, notably the extremely pure air andvery low water-vapor content of the overlying atmos-phere. Purity of the air makes it possible to study indetail the faint emissions of the night sky, zodiacallight, interstellar radiation and the solar corona. Theextreme dryness of the overlying air yields a hightransmission in the infrared region of the spectrum.The new and highly promising field of infrared astron-omy, therefore, is a significant component in the In-stitute's research programs, one that will receive addedemphasis.

Support for the Institute's programs is providedpartly by the state and partly by federal agencies,chiefly NASA, the Office of Naval Research, the U. S.Air Force, and the 'National Science Foundation.Federal support will continue to be a controlling fac-tor in the Institute's development. The staff of theInstitute presently numbers about 100. Of these, 23are professional research scientists and eight shareappointments between the Institute and the Depart-ment of Physics and Astronomy. Through this asso-ciation the Institute's staff plays an important partin graduate student training, providing space, facili-ties and research assistantships to graduate studentsin astronomy. Plans for the Institute envisage a scien-tific staff of approximately 30 by 1972, of whom aboutfive will be visitors from other institutions on appoint-ments of at least one semester, and a total supportstaff, spread among the three islands, approximating120.

Facilities for research in astronomy within theInstitute are growing rapidly. Apart from the tele-scOpes on Haleakala and Mauna Kea, the Institutemaintains a range of sophisticated equipment for theanalysis and interpretation of observational data. In itslaboratory space the Institute has developed a broadrange of competence in infrared physics, which willincrease in scope as time goes on. The ability of itsmechanical and electronics workships to fabricate pre-cise instrumentation makes the Institute largely self-sufficient in the maintenance and development ofobserving equipment.

Future plans emphasize those aspects of astronomywhich can be bestperhaps uniquely wellcarried outin the Islands. However, since such studies inevitablygenerate the need to obtain data from space vehicles,it is planned to initiate a program in satellite astron-omy. Some first steps have already been taken towardsthis end through a rocket astronomy program. Muchvaluable work is to be done in space research. Thecreation of a strong complementary program in bothspace and ground-based astronomy is therefore asound direction for the future.

Developments Under Academic Development Plan I

1. Established the Institute for Astronomy.2. Developed a broad research program in astronomy,

largely financed by extra-mural support funds forprograms and facilities.

3. Developed observing facilities and equipment forMauna Kea and Haleakala Observatories; acquiredequipment for facilitating the interpretation ofobservational data.

4. Attracted national and international interest inthe excellent qualities of the Hawaiian mountainsites for astronomical observations.

5. In association with Department of Physics andAstronomy, implemented graduate program leadingto M.S. and Ph.D. in astronomy.

Projected Developments Under Plan II

1. Complete observational and support facilities onMauna Kea and Haleakala; continue efforts topreserve, document and develop their potential asmajor national centers for astronomical observa-tions.

2. Develop program in space astronomy, complemen-tary to the ground-based effort.

3. Increase collaboration with Department of Physicsand Astronomy in development of laboratory re-search programs of mutual interestparticularlyin solid state physics and spectroscopy.

LAND STUDY BUREAU

As the land r e,search unit of the University and thestate, the Bureau compiles and coordinates data onland characteristics and utilization and develops addi-tional information to integrate economic and physicaldata to achieve the maximum and best use of the landsof Hawaii. Specific projects and functions include:making a basic land classification of the entire state;recommending alternatives in land-use problem areas;developing special-purpose detailed land classifica-tions as need arises; and providing information essen-tial to program and policy decisions involving land-use, economic development and property taxation inHawaii.

Utilizing soil survey data, supplemented by addi-tional information on crop suitability, agriculturaltechnology and other salient facts, the Bureau hasdeveloped a detailed classification system for all thelands of the state. The results have been publishedfor the six major islandsKauai, Oahu, Molokai, Lanai,Maui and Hawaii. In these bulletins, the Bureauinaugurated printing land classification data on aerialphotographs and then cross-indexing land classifica-tion sheets with property tax-key maps.

The Bureau has completed other research reportscovering: post-war urban development of the islandsof Oahu and Hawaii; economics of leasehold and feesimple tenure of residential land in Hawaii; classifica-tion of Oahu lands by physical qualities of urbanusage; economics of ranching on each major island;plus numerous special study reports. Bureau staff

104 RESEARCH UNITS

members have als:. lectured and served as graduate-student program advisors in areas of their professionalexpertness.

Now that the initial detailed land classification hasbeen completed, current and future projects include:integration and computerization of classification andother land fact data; continual updating of informa-tion as economic and technological changes occur;study of land-use problems throughout the state;development of special purpose classifications; con-tinuing research in land economics; and providingtechnical and advisory assistance to other segments ofthe Uhiversity the legislature, agencies of the state,federal and local governments, and private organiza-tions and individuals.

Projections of population and other economic indi-cators point to increasing pressures on Hawaii's limitedland resource and an increasing need for land researchto attain maximum and best use. Also, as a result ofthe expanding role of the State of Hawaii and theUniversity in the economic development of the Paci-fic and Asia, the Bureau can be expected to providetechnical guidance in the solution of land problemsin these areas. It has already participated in thedevelopment of a land classification program for theTrust Territory and in land-use programs in otherPacific and Asian countries.

Developments Under Academic Development Plan I

1. Completed a detailed land classification of all thelands of Hawaii; reports published for Hawaii,Maui, Lanai and Kauai.

2. Completed classification of Oahu lands 1,v w'-ysicalqualities for urban usage.

3. Commenced updating of detailed land classifi-cation program with revision of study for islandof Molokai.

4. Published study of post-war urban developmenton island of Hawaii and study of economics ofleasehold versus fee simple tenure of residentialland in this state.

5. Completed numerous special reports on land usefor legislature, state departments and others.

6. Participated in developing a land classificationprogram for the Trust Territory and in land-useprograms in other Pacific and Asian countries.

Projected Developments Under Plan II

1. Strengthen capability for making economic analy-sis.

2. Expand Bureau's participation in land classificationand land-use programs of Pacific Basin countries;conduct Asian-Pacific conference on land classifica-tion.

3. Seek extramural support for Bureau program andexpand cooperative investigations with other unitsof the University.

4. Integrate and computerize land classification andother land fact data to facilitate application andresearch in the solution of Hawaii's land-use prob-lems; develop special purpose land classificationstudies as required.

5. Provide technical and advisory assistance to othersegments of University, legislature, agencies ofstate, local and federal governments, and privateorganizations and individuals.

WATER, RESOURCES RESEARCH CENTER

As originally conceived and described in Plan I, thefunctions of the Center were to: plan and initiatewater resources research projects; coordinate waterresources research among various units of the Uni-versity; represent the University on water resourcesresearch matters at all levels; promote and arrangeinterdisciplinary instructional programs and researchopportunities for hydro-scientists affiliated with vari-ous instructional departments of the University; andadminister grants and 'contracts arranged by or as-signed to the Center. As the program expanded, itbecame evident that the Center was expected toassume the major responsibility for basic research onwater resources on behalf of the state as well.

As originally planned, the Water Resources Re-search Center was to have minimum administrativeand clerical staff, and to draw its research staff fromthe Hawaii Institute of Geophysics, the Cener forEngineering Research and related instructional depart-ments. However, the terms of its original federal fund-ing led to the establishment of several research posi-tions directly administered by the Center itself. Inaddition, the Center was given responsibility for allUniversity research in hydrology. In fields other thanhydrology, the Center continues to rely, partly orwholly, on the services of personnel of other researchinstitutes and teaching departments with overlappinginterests. It has been the policy of the Center tostrengthen the instructional programs in the variousfields involved in water resources research by makingall of its permanent professional appointments jointlywith teaching departments.

Research in the Center is organized informally inFik programs:

1. Engineering hydrology: studies of confinedHerzberg-lens hydrodynamics and ground-water trac-ing and of the hydrology of small watersheds.

2. Hydrogeology: studies of geologic controls onthe bottom response of a confined Herzberg lens,regional hydrology, applications of geophysics to ex-ploration for ground water, and applications of electricwell-logging.

3. Hydrometeorology and agrohydrology: studiesof crop evapotranspiration, meteorological controls andeffects of mulching.

RESEARCH UNITS 105

4. Water quality and pollution: studies of trans-mission of pollutants in ground-water recharge, move-ment of excess irrigation water in recharge, estuarinebacteriology, and color in water supplies and itsremoval.

5. Water ecology: a study of effects of pollutionin estuaries.

6. Water socio-economics: an initial study ofmethodology for determining the productivity ofwater for sugar cane irrigation.

Some projects underway or now being plannedspan several programs. These are a study of require-ments for data network design for water resourcemonitoring, a study of physical, biological and econ-omic aspects of estuarine pollution, and compilation ofa Hawaiian water resource bibliography.

Coordination of the overall research program ofthe Center with the related programs of federal, state,county and private organizations, and with the needsof the state as a whole, is achieved through an ad-visory committee on water resources, whose members,representative of the several water-related organiza-tions, are appointed by the president of the University.

Three areas of research need strengthening. First,all alternatives for water resources development andwater-borne waste disposal must be considered ulti-mately in social and economic terms. The need forsocio-economic water resources research is quite asgreat as the need for research utilizing physicalsciences and engineering. A thoroughly competentresource economist must be provided part-time onthe staff of the WRRC and part-time in the Depart-ment of Economics or the Department of Geography,to undertake work in this field.

Resegch in surface-water hydrology is alsourgently needed, for example, to aid in flood abate-ment. A competent specialist must be found to under-take and guide work on flood problems and otheraspects of surface water hydrology.

The greatest failures to meet the requirements de-fined by the Division of Land and Water Develop-ment have occurred in the field of ground water geol-ogy and hydrology. This lack has occurred despitethe area competence of the director and associatedirector, because of their unfortunate but necessarypreoccupation with routine administrative matters,which should be largely conducted by an augmentedadministrative staff.

Coordination of the program of the Center withthe programs of other units of the University has beenaccomplished through the staff members holding jointappointments in the other units plus occasional adhoc conferences. The increasing complexity of theCenter's program has shown the need for better coor-dination in use of equipment, in allocation and plan-ning of space, and most importantly in assignment ofresponsibilities to those holding joint appointments. Itwould seem appropriate to establish a University coor-

dinating committee on water resources, to include thedirector- of the Center and the directors, of otherinstitutes and the chairmen of the departments ordeans of the several colleges most directly concernedwith water resources.

Until now, thr; attention of the Center has beendirected almost entirely to phenomena and problemsin Hawaii, as its current funding dictates. However,the mid-Pacific location of the islands and the trans-Pacific interests of its citizens justify a broader policyfor the future. The concerns of the University in Paci-fic and Asian development, the support provided bythe East-West Center, and certain similarities ofhydrology shared by the Hawaiian Islands with otherPacific islands, all encourage the extension of the pro-grams of the Water Resources Research Center toPacific islands and parts of Asia. Some internationallinks have been made with water resource problemsin Southeast Asia, Japan, Okinawa, and especiallyTaiwan, and an initial hydrogeology program in Tai-wan is now being planned. Ultimately some of themost important water resources research that can bedone in Asia and the Pacific may well lie in the socio-economic field. The support for work overseas will,of course, be drawn from sources other than stateappropriation and federal allotment.

It is assumed that the Center program will beexpanded within a few years to meet the basic waterresearch needs in the state. However, it seems prob-able that before 1976 the increase in its state supportwill level off. Any substantial growth after that willdepend on the magnitude of research undertaken onbehalf of the rest of the Pacific and of Asia. All thingsconsidered, it seems probable that the eight state-supported positions in the Center will approximatelydouble by 1975.

Developments Under Academic Development Plan I

1. Established Water Resources Research Center in1964; initiated research program in 1965.

2. Inaugurated state-wide advisory committee onwater resources.

3. Expanded program utilizing full federal fundingavailable under allotment and matching-grant pro-visions of Water Resources Research Act of 1964,as well as other available federal, state, countyand private funding.

4. Center assigned primary responsibility for waterresources research for State of Hawaii.

Projected Developments Under Plan II

1. Establish University coordinating committee onwater resources.

2. Expand program to meet more adequately thestate's needs for water resources research.

3. Expand programs in ground water, hydrology andeconomics.

4. Initiate programs in the Pacific and Asia.

106

PACIFIC ISLANDS STUDIES

The University of Hawaii has long been known forthe breadth and depth of its interest in Pacific Islandsteaching ant research. More recently, various unitsand individual faculty members have begun under-taking service contracts in the Pacific, and the Uni-versity itself has entered into a number of institutional-relationships with academic and governmental agen-cies in the Pacific Basin. It is now apparent that somecoordination is necessary to encourage the most effi-cient application of the University's human and phy-sical resources. What is planned is a more formalorganization for facilitating communication and sys-tematizing interaction among faculty from all disci-plines engaged in teaching, research and servicerelated to the Pacific Islands area.

Already underway is a census of all Universityfaculty with Pacific Islands interestsincluding fieldexperience, language skills, expressed willingness toparticipate in interdisciplinary seminars, etc. Afterthis information is coded the University will have aninventory of its Pacific-oriented faculty. Later, usingthese data, a brochure will be printed for distribu-tion in Hawaii and on the mainland to aid in enlistingassistance for the University's Pacific Basin activities.A brief list of the University's faculty with Pacific areacompetence will be included in the brochure.

Planned for initiation in 1969 is the publica-tion of a University newsletter for distribution tofaculty identifying themselves as interested in PacificIslands area. It will be designed to acquaint themwith on-going campus activities and pertinent develop-ments in the Pacific. Notice of faculty travel into thefield and visits of Pacific personages to Honolulu will

RESEARCH UNITS

be published to enable concerned faculty members tobenefit from these opportunities for making contacts.

The University has had a master's degree programin Pacific Islands Studies for 18 years, primarily basedon the humanities and the social sciences, and de-signed to furnish a unique opportunity for studentsinterested in the Pacific Ocean Basin to have accessto an integrated, multidisciplinary education. As eachstudent's course of study has been arranged to helpachieve his specific goal, there has been no attempt toexpand this program into a standardized curriculum,and there are no plans to do so now. However, morepublicity will be given to this program as a by-productof distributing information on the University's PacificIslands resources; also the courses available to thestudents enrolled in the master's program will beexpanded through encouraging cross-disciplinary sem-inars focused on the Pacific Basin.

As one of the ways to encourage sound scholarshipin new seminars, and also to assist the scholarship ofother faculty members, a miscellaneous publicationseries on Pacific Islands subjects will be launched.Efforts will be made to solicit outside funding forfurtherance of the program, and if successful, con-ferences on Pacific Islands problems will be organizedand faculty research financed.

Central to the development of the University's Pa-cific Islands resources is the strengthening of thelibrary collection. A priority in the initial phase ofthe program will be the expansion of the Pacific Col-lection in Sinclair Library, and aiding in the recruit-ment of a Pacific curator, as discussed in the nextchapter.

LIBRARIES 107

Chapter 19: LIBRARIES OF THE MANOA CAMPUS

Purposes and Objectives

The primary purpose of a university library is tosupport the instruction and research carried on withinthe institution of which it is a part. In pursuing thisrole, the Library staff has three general areas of re-sponsibility.

The first area involves selecting, acquiring andorganizing for use the books, journals, documents,maps, microtext and other library materials neededby the faculty and students of the University. Workingwith faculty members, the Library staff selects fromthe millions of volumes in print those which arethought to be useful today and in the future.

The second general responsibility of the Libraryis making its materials available to members of theacademic community as conveniently as possible. Thisincludes providing assistance to locate the specificinformation needed by users of the Library. Giventhe fantastic rate of increase in the volume of pub-lished research now taking place, this function re-quires not only traditional methods of informationretrieval, such as the preparation of indexes andbibliographies, but also a constant search for bettermethods of retrieval.

A third aspect of the Library's primary function isto keep abreast of developments in librarianshipincluding information storage and retrieval, improvedmethods of copying and of producing microtext, inlibrary management, architecture and equipmentand to strive to see that the University benefits fromthese new developments. The increasing use of chemo-photographic methods to reproduce printed matterhas altered the role of the Library with respect tofaculty research, especially in journal articles. TheLibrary must now give more emphasis to methods ofproviding copies of articles upon request, quickly andinexpensively.

When a publicly supported library such as that ofthe University of Hawaii reaches a large size, it beginsto have a secondary role of service to the people of thestate. A corollary to the fact that Hawaii's majorcenters for teaching and research in areas of vital pub-lic interest, such as architecture, agriculture, business,engineering, government and the health sciences, arelocated on the Manoa Campus, is that the state's larg-est collections of books and journals in these fieldsare also centered in Manoa. The library thus appro-priately serves professional people throughout thestate, either as they individually come to the campus,or through interlibrary loans.

The Library's Hawaiian and Pacific Collectionsconstitute the state's greatest single collection ofbooks, journals, manuscripts and documents relating

to Hawaii and the Pacific. Its collection of currentnewspapers from the various islands of the Pacific isthe most complete in the nation; thus the collectionhas not only a local but also a national and inter-national role.

Program and Services Development

The first Academic Development Plan made sixrecommendations concerning the Library program.Considerable progress has been made on all of these.

The first called for an accelerated acquisition pro-gram to approach the national median holdings foruniversities of this size. The average number ofvolumes added annually for the five years up to thefiscal year 1965 was about 20,000. The averagenumber of volumes added per year during 1966-67and 1967-68 was 82,000. The number of periodicalsreceived in 1965 was less than 3,000; in 1968 it was11,000. Despite tb ase advances, as indicated below,the present rate of acquisition will not achieve paritywith the median of comparable universities. (Appen-dix Table VII compares Hawaii with other state uni-versities, the same ones listed in Plan I.)

The second recommendation of Plan I was to in-crease operational efficiency; the third was that theLibrary of Congress classification system be adopted;the fourth was to establish a binding program forunbound serial parts and pamphlets; and the fifthwas for improved professional status for all pro-fessional librarians. Each of these recommendationshas been largely achieved. Costs of processing newbooks has been reduced markedly; service to libraryusers has increased markedly.

The sixth recommendation was that a graduateresearch library be constructed in two phases. PhaseI has been completed. The building, named theThomas H. Hamilton Library, was occupied in mid-1968, and now houses the bulk of the collection. Thegreat urgency of proceeding with Phase II willbe presented below.

Goals For The Next Eight Years

While there is cause for satisfaction in the pro-gress since 1964, it remains true that in terms of itscollection of bound volumes, the University of Hawaiistill ranks well below the median for state universities.Further, while conservative standards recommend seat-ing for approximately one-third of the student bodyin the libraries on a campus, the new HamiltonLibrary and the Sinclair Undergraduate Library jointlyprovide space for only one-sixth of the student body.

I

I

LIB

RA

RY

AC

TIV

ITIE

S (

MA

NO

A)

Uni

vers

ity L

ibra

rian

Fis

cal &

Per

sonn

el

Fac

ulty

Lib

rary

Com

mitt

ee

Sta

ff S

ervi

ces

Pro

fess

iona

l Pla

nnin

gan

d O

pera

tions

Sin

clai

r Li

brar

y

I

Circ

ulat

ion

Ref

eren

ce

I

Aud

io-V

isua

lS

ervi

ces

I I

Ham

ilton

Lib

rary

Pub

lic S

ervi

ces

I

Tec

hnic

al S

ervi

ces

1

IIn

stru

ctio

nal R

esou

rces

Ser

vice

Cen

ter

L

Gra

phic

Ser

vice

s

Circ

ulat

ion

Gen

eral

Ref

eren

ce

Sci

ence

Tec

hnol

ogy

Ref

eren

ce

Soc

ial

Sci

ence

Ref

eren

ce

Gov

ernm

ent

Doc

umen

tsH

awai

ian

& P

acifi

cS

elec

tion

& S

earc

hO

rder

ing

Cat

alog

ing

Inst

ruct

iona

l Sys

tem

Pro

cess

ing

Rep

rogr

aphy

LIBRARIES

MANOA CAMPUS LIBRARIES

109

Actual Projected

1963-64 1967-681 1972.-73 1975-76

Number of Bound VolumesUniversity 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 AddedUniversity of Hawaii 18,699 94,790* 102,000 112,000(East-West Center) ( 17,424 ) ( 34,947) ( 35,000) ( 35,000)

Amount SpentBooks & Related Materials $234,212 $639,172 $1,078,000 $1,288,000

Staff:Professional 341. 60 88 70Civil Service 36 t 90 ,112 120

Including some 24,000 volumes cataloged and added to the collection this year but purchased in previous years.t Excludes Communications Service Center.

Data on staff is for 1968-69.

The Book Collections

How adequate is the library collection of this Uni-versity? It was reported above ( and in AppendixTable VII) that the number of volumes held by theUniversity of Hawaii 553,000 in June 1967, approxi-mately 650,000 nowis smaller than the collections ofany of the 11 state universities to which it was com-pared, having in fact little more than half of themedian figure.

Perhaps a truer guide to this University's bookneeds is the existing and proposed programs of thisinstitution. During 1967-68 the Library spent approxi-mately $640,000 for books and journals, and had abacklog of about $300,000 requested by departmentsbut unpurchased because of lack of funds. This isstrong evidence that even present needs are notbeing met; inevitably, as programs are enlarged andnew ones undertaken, even more funds will be re-quired.

For example, central to the development of theUniversity's program of scholarship concentrating onthe Pacific Islands is the strengthening of the librarycollection for this area, which should be an outstand-ing one. Expansion of the Pacific Collection in SinclairLibrary is planned, as is the appointment of a Pacificcurator. Liaison arranged with Pacific Islands researchprograms in Australia, New Guinea, Guam, Fiji, Can-ada and the mainland United States will facilitate theexchange of materials and further the building of thiscollection.

As a relatively young university, Hawaii does nothave to buy many outdated books held by older insti-tutions. On the other hand, by getting a late start,it has to pay current high prices for volumes whichwere relatively inexpensive when first published.

Another factor which helps to determine the needs

of a university library is the size and nature of nearbylibraries. The University of Hawaii is fortunate inhaving on the campus the library of the East-WestCenter, and depends heavily on it for Asian materials.To an important though lesser extent, the BishopMuseum and the Hawaiian Sugar Planters' Associationsupplement our holdings in research material and theLibrary of Hawaii in some reference holdings. How-ever, these off-campus libraries offer only limited sup-port, since they are for the most part quite specializednot applicable, for example, to sciences curriculain which there has recently been such a great expan-sion.

Geographical isolation must be taken into account.University libraries in. the Midwest, the Northeast andthe Pacific Coast can partly depend on their neigh-bors' collections, as do Stanford and Berkeley, forexample. The University of Hawaii is instead dependedon by other institutions in the Pacific to supplementtheir resources.

Taking all these factors into account, determiningan appropriate rate of expenditure for the library ofa dynamic institution, growing in enrollment and indepth of academic program, is a complex calculation.A rule of thumb frequently used to ascertain the ade-quacy of library expenditures is to compute them as afraction of the total budget for educational and generalpurposes. Budget analysis, made nationally and overmany years, shows that the better universities spendbetween 3.5 per cent and 5 per cent of their educa-tional budgets on the library. For example, FloridaState University, also a young university, in 1965-66spent 4.7 per cent of its instructional and generalbudget on the library. The Universities of Kansas andNorth Carolina, older institutions, spent 3.4 per centand 3.5 per cent. The University of Hawaii spent3.1 per cent during the same year. Considering thatthe University of Hawaii Library is trying to catch

110 LIBRARIES

up with the needs of an expanding academic program,it should be spending at least 4 per cent of the totalUniversity budget.

Space for Books and Readers

Applying the conservative standard of providingseating space for 30 per cent of the student body, bythe time the Manoa Campus reaches an enrollment of25,000 around 1974 there should be 7,500 seats in theManoa libraries. When the remodeling of the SinclairUndergraduate Library is completed, there will be atotal of 3,030 seats in the Sinclair and Hamilton librar-ies. Approximately 4,000 additional seats will there-fore be needed within five years.

Should the Manoa Campus construct specializedlibraries to house parts of its collection and providespace for readers, or retain its policy of establishingonly multi-purpose or general libraries? Cost is onefactor: there is no question but that decentralizedor branch libraries are expensive because of greaterstaff salaries and duplication of books and journals.Furthermore, the increasing momentum of interdis-ciplinary research makes the traditional boundaries ofsubject fields almost obsolete; it is increasingly dif-ficult to define the scope of subject collections. Forthis reason many universities are in the process ofeither closing or consolidating their specializedlibraries. Finally, advances in new technology forcopying, storing and transmitting printed materialswill soon make it possible to place copies of catalogsand bibliographies and journal articles in departmentaloffices rapidly and inexpensively. The proposedprinted catalog of the book holdings on this campus isan example.

The University's policy, therefore, continues torecommend against the establishment of branch librar-ies. Instead, major emphasis will be placed on thedevelopment of the Library's holdings, on improvingstill further service to all faculty and students, and onthe construction of the second phase of the HamiltonLibrary. It is urgent that Phase II be built in theimmediate future. Planning money is needed in 1969to forestall a critical shortage of space for books andreaders alike. This imminent bottleneck will reducethe effectiveness of the entire University if the con-struction is not expedited. Once completed, the en-larged Library plus the remodeled Sinclair Under-graduate Library should accommodate the foreseeableneeds of the 25,000 student campus.

Extending Library Services: Comprehensive andUnion Catalogs

A comprehensive catalog of all library materialsavailable on campus, no matter where they are housed,is planned as a major improvement for library users.This catalog will include not only books, pamphletsand periodicals, but also audio-visual materials, lang-uage tapes, microfilms and the like, whether in the

two University libraries, at the East-West Center, orat any other point on the Manoa Campus.

When the East-West Center Library building iscompleted, it will be inter-connected with the Hamil-ton Library on the main floor. By that time cards forthe Center's holdings should be duplicated and inter-filed into the general catalog, so that the resourcesof all major libraries on campus can be made availableby consulting a single, comprehensive catalog.

It would be desirable, in view of the great gapsin the University Library collection, to add to thecatalog a record of research materials available inother libraries in Honolulu. This has been done forperiodicals and serials in the Union List of Serials,but not for monographic works. There is no way ofdetermining precisely how many additional titles aunion catalog for all Honolulu would provide, but arough estimate indicates some 40,000 that are not avail-able in the University libraries. With the cooperationof the other libraries on this island the Universityproposes to compile a union catalog, inclusive ofall major collections on Oahu to which students orfaculty members have access.

When the reclassification and inventory have beeiz.completed and the catalog has been consolidated asindicated above, the University plans to print its com-prehensive catalog. By this means the contents ofthe Manoa Library will be made more readily avail-able to faculty and staff throughout the Universitysystem, as well as to other users of the University'sresources.

Facilities of the Library should be available to theHilo Campus and the community colleges, as well asother units of University, on the same basis as theyare on the Manoa Cam i . -telephone tie line orother communication channel connectingllieltbraries--of the other agencies of the University with the Hamil-ton Library should make it possible for persons oneach campus to use the collections and services of thecentral library as needed. In addition, the Libraryshould explore with librarians on other campuses thefeasibility of Manoa providing technical services to alllibraries within the University system, thus avoidingunnecessary duplication in acquisition and in cata-loging.

Selective Excellence

The University's basic policy of allocating its re-sources so as to seek excellence in a limited numberof areas in which it has an inherent interest or advan-tage guides the development of the library collec-tions. One area in which the University alreadyiasa_reasonably strong position, and which could be turnedinto a collection of outstanding excellcio e, is the fieldof Pacific Islands studiescertainly a natural speciali-zation of the University of Hawaii. By systematic ex-pansion of this area, requiring only a relatively smallamount of money, and by placing a curator in charge,the Pacific Islands Collection will be outstanding, onewhich will merit international appreciation.

LIBRARIES 111

Another field in which the University and its libraryis attaining excellence is marine biology. With a con-siderable collection already on the shelves, a carefullydesigned program of acquisitions continuously pursuedover the next seven years would help make Hawaii oneof the two or three places in the nation to whichscholars would turn for excellence in marine biology.

A third area in which the University could developan outstanding position is the field of communicationstechnology and information sciences, including infor-mation retrieval. The resources of the ComputingCenter, the new Information Sciences Program andthe Graduate School of Library Studies provide astrong base for this rapidly growing area of specializa-tion and integration. The Library plans to support thisfield with the materials, textual and non-textual, itrequires.

Computer Application to Library Service

Intensive research and experimentation in theapplication of computer capabilities to libraries arebeing conducted throughout the country. It is essen-tial that the University of Hawaii be in position totake advantage of these new applications as they areproven to be practical, making such technical modi-fications as are necessary to adapt them to our specialrequirements.

As an example, after many years of experimenting,the Library of Congress will this year be able to fur-nish cataloging information on computer tape to sub-scribing libraries. Along with other computer-basedindexes, this one will be carefully studied, and iffound efficient and relevant to the needs of the Uni-versity of Hawaii, will be subscribed to. The com-puter should also be instrumental in the preparationof the printed catalog, proposed above.

Undergraduate Library Program

Through a grant from the Carnegie Corporation,an experiment was undertaken in 1966 and 1967 todevelop a program for the Sinclair UndergraduateLibrary so that it would offer more than study halland reserve book reading facilities. This programdemonstrated that each thing that was done to make iteasier for students and faciolty to have access to booksand to library services resulted in an immediate in-crease in use of the books an(' services. Providingreference personnel next to the catalog doubled refer-ence services almost overnight. _Placing art books ondisplay for a couple of hours each day in the lanaioutside the Art Department greatly increased the useof art books. Two scholars-in-residence posted in theLibrary gave students an opportunity to talk tointerested and interesting personalities who whettedtifeir appetites for literature and music. This experi-ence indicates that planning the Sinclair Undergradu-ate Library to provide not only assigned related read-ing material, but also for the student's own intellectualpursuits, should be rewarding.

The Sinclair Undergraduate Library is designedto have a listening area with multiple channels. Someof these could have regular programs in music appre-ciation, some could be used for dialing recordings oflectures or other materials that, the student wants toreview, and others could be used to call for recordedmaterials that would be placed on the channel asrequired by the student.

In addition, it is planned to use the walls in Sin-clair Library for art exhibits. The Honolulu Academyof Arts and the Art Department have promised to lendart objects. By these and other means, the Universitywill seek to develop in the Sinclair UndergraduateLibrary a wide range of cultural and general educa-tional exposure, in addition to meeting the require-ments for curriculum-related reading materials.

Instructional Resources Service Center

Since Academic Development Plan I was printedthere has been considerable study of the purpose andscope of the Instructional Resources Service Center( formerly Communications Service Center ). For ad-ministrative purposes, it has been made part of theUniversity Library and some of its operations, such asthe maintenance and distribution of films and audio-visual equipment, as well as reprography, have beenplaced in units of the Library itself. The aim of thereorganization has been to free the staff of the Centerto work with faculty members in ascertaining theirneeds for augmenting their own lecturing and black-board work in the classroom. Primary functions of theCenter continue to be related to the production, designand instruction in the operation and effective use ofvarious types of media for instruction and research.

These media may be thought of by faculty in threedifferent ways, depending upon their knowledge ofinstructional processes, the way they teach and theway they expect students to learn: as teaching toolsor extensions of the instructor to serve his immediateneeds; as teaching techniques where a greater em-phasis is placed on student involvement; as aspects ofan instructional technology in which the roles of theteacher, student and media are evaluated and inte-grated in a more systematic way to meet specific ob-jectives. Ti f, staff of the Center will work at each ofthese levels with individuals and groups of instructors.

Such basic services as closed-circuit televisiontransmission, multi-media presentations and mainten-ance of permanent installations at Varsity Theatre,Spalding, Auditorium and other large auditoria areprovided by the Center, together with graphics pro-duction for instruction and research. Since this latterservice, including photography for classroom and re-search use has been provided for teaching needs,demand for service has increased.

A media laboratory has been set up for instructingand advising staff, faculty and student operatorsin the technical operation and creative use of mediafor teaching and learning. Consultations, presentations

112 STATISTICAL AND COMPUTING CENTER

and workshops for the use of media and curriculumdevelopment are becoming an integral and importantpart of the Center's operation.

Developments Under Academic Development Plan I

1. Completed first phase of the Thomas H. HamiltonGraduate Research Library.

2. Annual rate of book acquisitions and periodicalsubscriptions approximately quadrupled.

3. Reduced cost of acquiring and cataloging books.

4. Converted collection from the Dewey Decimal tothe Library of Congress classification.

5. Completed binding of most unbound serial partsand pamphlets.

Projected Developments Under Plan II

1. Increase library acquisitions to bring the overallcollection to a position closer to the median size ofcomparable universities, to make "collections inselected fields excellent.

2. Start planning immediately for second phase of theHamilton Library.

3. Show in the University Library Catalog all bibli-ographical resources available on campus; producea printed catalog to make the University collectionsmore readily available to users throughout thestate.

4. Explore with the community colleges and the HiloCampus possibility of centralizing technical serv-ices so as to relieve them of cataloging and otherroutine work.

5. Pursue research and management studies to deter-mine practicability of using computers to improvethe operation of the University libraries and tomake bibliographical information contained in theManoa libraries directly accessible to all othercampuses of the University system.

6. Provide in the Instructional Resources Service Cen-ter consultation and workshops for faculty in theuse of- newer instructional technology and tech-niques, as well as the media services now cus-tomary.

Chapter 20: STATISTICAL AND COMPUTING CENTER

Purposes and Objectives

The role of the Statistical and Computing Cen-ter is to provide computing facilities and associatedservice for information processing within the Univer-sity. In recent years the Center has been used forsuch diverse applications as the processing of geo-physical measurements, compilation and printing ofbiographies and dictionaries, linguistic analysis, tally-ing votes in state and local elections and the analysisof football scouting data. It has been used in researchand teaching in departments ranging from mathe-matics and engineering to geography and psychology,and its use is contemplated in art and architecture. TheCenter handles an ever-increasing load of adminis-trative work necessary for the effective managementof the campus and provides the faculty with facilitiesfor test - scoring and analysis. Now hundreds of stu-dents use the computer every semester in regularclasses, and in the-near future probably more than halfof the students will nse the computer in connectionwith class work in order to gain an appreciation of itsimportance and potential. In addition, computer-aided instruction and automated retrieval of library

information may eventually bring every student intofrequent contact with computers.

Plans

The great increase in the role of computers' andinformation processing affects teaching, research andservice. Teaching about the theory and use of thecomputer will be handled largely by the InformationSciences Program (Chapter 9 ). Because of theirimportance to the University, research activities incomputer-aided instruction and inforhiaton retrievalare necessary. There are already a number of researchprojects in the information sciences area, and withthe development of the Information Sciences Programmany more can be expected. In order to-coordinatethese activities and encourage cooperation and com-munication among them, an Institute for InformationSciences is planned, as recommended by the P'resi-dent's committee on information sciences in 1967.

Service is the role of the Computing Center itself.It must acquire not only the additional computingcapability, but also new types of equipment, suchas 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 175Jobs Per Day (All Types) 96 750 1800 3500Total Budget (Including both state

funds and income from research grants) $371,000* $724,000 $1,200,000 $1,750,000Personnel (FTE):

Professional Staff 4 15 18 21Graduate Assistants (Programming and consulting) 0 2.5 9 15Civil Service 1 6 9 11Student Help (Keypunch and computer operators) 3 15 18 21

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

remote terminals, including terminals which willprovide ready access to the computer from all partsof the Manoa campus, from the community collegeand Hilo campuses, and from remote research sites.

The present facility, based on an IBM 360/50, hasthe features necessary for developing remote terminalsand a time-sharing system, and some progress hasalready been made in developing such a system.Early in 1969 the facility will undergo a major expan-sion both in central computing power and in capa-bilities for remote terminals. It appears that a signifi-cantly improved "fourth generation" of computerequipment will become available about 1972, and theUniversity plans early acquisition of such equipmentin order to provide the most modern facilities possiblefor both research and teaching:

The computer arrangement of the University re-quires the support of the systems programmers' toprovide an operating system adapted to needs. TheCenter operates on an "open-shop programming"basiseach user provides his own programs. How-ever, the Center must provide consulting services tohelp the users both with planning the use of the com-puters and with the problems, they encounter whiledoing so. It is planned to maintain a core of full-timepermanent staff, supplemented by an increasing num-ber of graduate assistants to provide these services.

As the Information Sciences Program develops, therewill be an increasing number of competent graduatestudents seeking financial assistance and this type ofexperience. The actual operation of the computersis done by undergraduate students, providing themwith experience and financial assistance, with full-time supervision on each shift. Key-punching servicesare also provided by student employees, with full-timesupervision.

Developments Under Academic Development Plan I

1. Planned and implemented phased development ofcomputer facility, originally involving use of theIBM 7040-1401 system, but proceeding to morecomplex equipment ( currently IBM 360/50).

2.' Built competent systems programming staff anddeveloped time-sharing system suited to variedneeds of University.

Projected Developments Under Plan II

1. Expand present computer facilities so as to developremote terminals and time-sharing system through-out the University.

2. About 1972 be ready to utilize a "fourth genera-tion" of computer equipment suitable for substan-tial contributions to both research and teaching.

3. Establish coordinated programs of research in in-formation sciences.

114

Chapter 21: SUMMER SESSION

Purposes and Objectives

The summer instruction program at the Universityof Hawaii is one of the largest in the United States,enrolling approximately 21,000 students in 1968more than the registration of the Manoa Campusduring the fall or spring semesters. The program isadministered by the Office of the Dean of the Sum-mer Session, which uses its tuition revenues to pay thesalaries of the summer faculty, drawn not only fromthe University of Hawaii also from other insti-tutions across the nation and abroad. Appointmentsto the Summer Session faculty are recommendedto the Dean by the chairmen of the academic depart-ments of the University. Currently, the Summer Ses-sion is divided into two six-week terms, running fromlate June to early September. Teaching institutes,workshops and special courses are accommodated withschedules of ,varying length.

An overall purpose of the Summer Session is togive variety and flexibility to the instructional pro-grams of the University. Faculty members from othercampuses, frequently outstanding scholars, are thusbrought to Hawaii; new courses are designed andtried out; intensive instruction is provided for teachersand others who can become full-time students only inthe summer; new or prospective students have thisperiod to try the university experience, to determine ifthey like it and can do the work. Summer courses inHawaii attract many students from the mainland ( 21per cent in 1968) and some from other countries (5per cent), but the largest group served (55 per cent)is made up of regular students of the University, candi-dates for its degrees and diplomas. Increasingly, Uni-versity of Hawaii students attend year-round, lighten-ing their course load during the regular semestersand compensating for this by taking courses in thesummer. Thus serving as an adjunct semester, theSummer Session has put off demands that might other-wise be made to go to a quarter calendar. Certainlyit would be difficult to use campus buildings and faci-lities on the Manoa Campus any more intensivelythan they are now used, however the academic calen-dar is set.

Burgeoning Enrollment, 1963-1968

Total enrollment more than doubled during themost recent five-year period, 1963-68, rising from9,385 to 20,638. Responding to this enlarging studentpopulation, the summer curriculum grew from 537to 1,474 classes, and courses in directed reading andresearch increased from 55 to 356. The average num-ber of credits taken by the summer students remained

SUMMER SESSION

constant at about 3.8 per capita, as the total number ofcredits taken by the students rose from 33,000 in 1963to 84,000 in 1968.

The Summer Faculty

The tremendous increase in students and classesduring the five-year period 1963-68 necessitated a con-comitant augmenting of the Summer Session faculty,which accordingly grew from 362 in 1963 to 854 in1968. The relative number of visiting faculty roseslightly, from 15 per cent to 20 per cent. As an indi-cation of the experience and quality of the faculty,the J968 summer staff included 180 professors (21 percent), 135 associate professors ( 16 per cent), 188 as-sistant professors (22 per cent ), 142 instructors ( 17per cent), 128 lecturers (15 per cent ), and 81 assist-ants (9 per cent).

Financing and Fees

The Summer Session office receives no -state gen-eral fund appropriation and must operate with therevenues generated by its curricular activities, pri-marily the tuition fees paid by students. This incomemust' pay for all direct instructional costs, such asstipends for the faculty and for laboratory assistants,readers, etc., and also for some of the supporting serv-ices provided by the campus libraries, the audio-visualcenter, the business office, the admissions and recordsoffice, etc., as well as the salaries and operating ex-penses of the Summer Session office itself.

A uniform tuition fee of $16 per credit hour ischarged for Summer Session courses, a rate identicalwith that of the evening courses conducked year-roundby the Office of Continuing Educatik This rateis keyed to the salary structure of the University and isadjusted from time to time as that structure changes.

SUMMER SESSION

Actual Projected

1963 1968 1972 1975

No. of courses offered 390 766 1,030 1,100

No. of summer institutesand workshops 5 15 15 15

No. of students enrolled 9,385 20,638 29,600 39,400

No. of studentcredit hours 33,107 84,253 109,600 145,800

No. of summerteaching faculty 362 854 1,020 1,150

SUMMER SESSION 115

Distinctive Summer Offerings

In many respects the Summer Session is an exten-sion of the fall and spring semesters since the bulkof the curriculum consists of the same courses fre-quently taught by the same faculty members, albeit ona more concentrated time schedule. However, theSummer Session also offers distinctive courses taughtby visiting professors and specialists. Some 225 suchsummer-only courses were taught in 1963-68, or anaverage of 37 per summer. They included 71 in edu-cation, 67 in the humanities, 31 in the social sciences,27 in foreign languages, and 18 in the natural andphysical sciences. Summer institutes grew in numberfrom five in 1963 to 16 in 1968, the latter including 4NDEA and 3 NSF institutes, Four overseas studytours in 1963 grew to nine tours and three shipboardlecture courses in 1968.

The Summer Session office gave financial sup-port to the East-West Philosophers Conferences of1959 and 1964 and is similarly assisting in the prep-arations for the 1969 Conference. It also co-sponsorsthe annual Festival of the Arts of This Century, whichmay become a major summer-time event. An extensiveprogram of educational and recreational activities isdirected by the Summer Session Activities Officeduring the first term each summer to complement theacademic curriculum.

Accommodating Further Growth

The pronounced growth of the Summer Session inthe 1960's has outstripped the capacity of classroomfacilities on campus during the morning hours, andeach year more classes have had to be scheduled in theafternoon, and a few in the evening. Enrollment willalmost certainly continue to climb; estimating con-servatively, it will approach 30,000 by 1972. Problemsof growth will be mainly logistic. The midmorninghours preferred by the great majority of students can-not possibly accommodate such numbers, so theremust be a balanced spreading of departmental offer-ings across the hours of the day, and possibly also thescheduling of many more classes in the evening hours,after working out cooperative arrangements with theDivision of Continuing Education, which also usesthe classrooms at night.

Housing for mainland and foreign students willpredictably become more difficult to find as enroll-ment continues to rise. However, the Summer Sessioncannot assume responsibility for locating or supplyingrooms beyond the limited number available in campusdormitories. Locating housing for visiting faculty isthe responsibility of the respective departments.

Diverse institutes and workshops, as well as coursesnot offered in the fall and spring semesters, will con-tinue to highlight the summer curriculum. These in-clude the nationally recognized Summer Institute onAsian Studies, programs seeking to upgrade or retrain

school teachers in subject matter fields, and instructionin the newer media systems. For graduate studentsplanning to become college professors, the SummerSession also can provide instruction in the art of teach-ing, a hitherto neglected function which the Universitynow seeks to develop.

Curiiculum Development; General Fund Support?

The Summer Session has adhered primarily to acredit-course curriculum, with the exception of cer-tain courses in the English Language Institute and inTravel Industry Management. The Summer Sessionhas begun experimentation with pre-college coursesat the Hilo Campus, to help high school graduatesseeking to overcome academic deficiencies beforetaking collegiate courses. This is a service to dis-advantaged youth and others that should be vigorouslysupported on all campuses of the University system,particularly the Hilo and Community College cam-

uses. To develop close rapport and articulation inthese and other summer activities, the Summer Ses-sion Curriculum Committee includes the Administra-tive Dean of Continuing Education and CommunityService and a member of the Community College cen-tral administration staff.

Since actual performance in collegiate course workgenerally provides a more reliable gauge of a stu-dent's ability than his scores in aptitude tests or hispercentile class ranking, eligibility for Summer Ses-sion registration will be kept rather flexible. Theopportunity to take college work will not be denied"marginal" applicants wishing to demonstrate that,whatever their past tests may indicate, they can dosatisfactory collegiate work. The Summer SessionCatalog clearly states that "admission to the SummerSession does not imply admission to the fall or springsemesters." At the same time, respectable performancein Summer Session- courses !s given due considerationif the marginal student seeks regular admission to theUniversity, inasmuch as this is one of the few avenuesopen to such students for reappraisal of their ability topursue work in higher education.

It has already been noted that the larger portionof the Summer Session enrollment are "regular" stu-dents, candidates for degrees at this university whouse the summer as a third semester in completing theirprograms. The Summer Session office, working withthe instructional colleges, has offered an expandingchoice of courses for these studentswithin the limitsof the self-support financing under which the Sessionoperates. For the most part, this arrangement hasworked out well for students and faculty members.However, there are some areasthe natural sciencesare probably the extreme case, with only a handfulof courses given in the summerwhere tuition receiptscannot finance courses, and, consequently, students arenot offered the curricular choices where necessary forfull utilization of the summer period.

There is also a question of social policy. Students

116 CONTINUING EDUCATION

attending the Summer Session pay tuition per credithour Elmost ,iouble that paid by students in the regu-lar sere .-,sters$16 versus $9. This differential has notbeen sharply challenged yet, but it may well be whenthe Summer Session tuition is next increased to coverincreasing costs of instruction.

Virtually identical problems of curriculum spanand tuition pricing are encountered by the Office ofContinuing Education with respect to its eveningcredit courses, and these problems are discussedbelow (next chapter) in the section on the office.The recommendation made there applies to theSummer Sessionthat it be included in a compre-hensive study of tuition fees and funding of instruc-tional programs at the University.

Developments Under Academic Development Plan I

1. More than doubled enrollment, curriculum andfaculty; financed scheduling of additional upperdivision and graduate courses with tuition incomefrom heavy registrations in basic lower divisioncourses.

2. Instituted second six-week term, absorbing thetraditional three-week post-session and the morerecent five-week term.

3. Established uniform fee, replacing separate regis-tration, tuition, laboratory and course fees, therebyfacilitating registration; extended registration

period to several days before beginning of Sum-mer Session.

4. Undertook sponsorship, together with Universityof Hawaii Foundation, of Festival of the Arts ofThis Century; provided continuing support of East-West Philosophers Conference, the Summer Insti-tute on Asian Studies and other programs withinternational aspects.

Projected Developments Under Plan II

1. Offer instruction in art of teaching to doctoralcandidates and others planning to become collegeprofessors.

2. Make additional opportunities available to disad-vantaged or marginal youth to receive instructionin summer; continue strong support to UpwardBound Program and offer pre-college courses aimedat helping high school graduates to become betterprepared for collegiate work.

:3. Coordinate curricular offerings with those of thecommunity colleges and the Division of ContinuingEducation, in order to expand service throughoutthe State.

4. Encourage innovative exploration of new fields ofknowledge, pedagogical method and interdisci-plinary courses, so that University education canmore nearly become an enterprise "as broad ashuman endeavor and as high as human aspiration."

Chapter 22: CONTINUING EDUCATION AND COMMUNITY SERVICE

Purposes and Objectives

The establishment of the Office of ContinuingEducation and Public Service at the University ofHawaii was formalized in 1967, in recognition of thefact that a university in today's world is inextricablyinvolved in social change and improvement. In addi-tion to teaching and research, there must emanate,from both faculty and students, ideas, knowledge andcreativity that cumulatively and profoundly affectthe entire society of which the university is a part.

However, too much engagement by the universityin public service can either turn the university intoa "service station," or so directly involve it in restruc-turing society that the major share of its energies andresources are perpetually engaged in external con-troversy. In trying to work in the practical middleground, the University of Hawaii continues a deli-berate consideration of such questions as: "How much

public service?", "What kinds?", and "How can a con-sistent policy for control of the mushrooming functionsbe developed and administered?"

The six major responsibilities of the new Officeare common to most large universities involved incontinuing education as an arm of public service: ( 1 )opportunities for adults out of school and part-timecollege students to pursue degree programs; ( 2) pro-fessional and career development programs to enablepersons in the community to keep abreast of their pro-fessional fields and to advance in their particular careerobjectives; ( 3) consultative services which help bringthe resources of the University to bear on the solutionof community, state and national problems; (4) edu-cation for citizenship responsibility; (5) educationalprograms for personal growth and development; ( 6 )programs which contribute to the cultural enrichmentof the people of the state.

--

"t

OF

FIC

E O

F C

ON

TIN

UIN

G E

DU

CA

TIO

N A

ND

CO

MM

UN

ITY

SE

RV

ICE

VIC

E-P

RE

SID

EN

TF

OR

CO

NT

INU

ING

ED

UC

AT

ION

AN

D C

OM

MU

NIT

Y S

ER

VIC

E

PA

N P

AC

IFIC

FO

RU

M*

OF

FIC

E O

FIN

TE

RN

AT

ION

AL

PR

OG

RA

MS

ED

UC

AT

ION

AL

TE

LEV

ISIO

ND

IVIS

ION

OF

CO

NT

INU

ING

ED

UC

AT

ION

AN

D C

OM

MU

NIT

Y S

ER

VIC

EW

AIK

IKI A

QU

AR

IUM

I

CO

MM

ITT

EE

FO

RP

RE

SE

RV

AT

ION

OF

HA

WA

IIAN

LAN

GU

AG

E, C

ULT

UR

E &

AR

T

CO

UR

SE

S &

CU

RR

ICU

LA

LYC

EU

M &

SP

EA

KE

RS

BU

RE

AU

CE

NT

ER

FO

RG

OV

ER

NM

EN

TA

LD

EV

ELO

PM

EN

T

SP

EC

IAL

&P

RO

FE

SS

ION

AL

PR

OG

RA

MS

Cre

dit a

ndC

onfe

renc

e C

ente

rN

on-C

redi

t Cou

rses

Pro

fess

iona

l Pro

gram

sE

xplo

rato

ry P

rogr

ams

Wom

en's

Con

tinui

ng E

duca

tion

Pub

lic Is

sues

Dis

cuss

ions

Civ

il D

efen

se T

rain

ing

Pro

gram

sLa

bor-

Man

agem

ent E

duca

tion

Pro

gram

Hea

dsta

rt R

egio

nal T

rain

ing

Pro

gram

*Pro

ject

ed.

LEG

ISLA

TIV

ER

EF

ER

EN

CE

BU

RE

AU

118 CONTINUING EDUCATION

The increasingly technical nature of most occupa-tions, the constant accretion of new knowledge inthe professions, the complex and puzzling local,national and international problems confronting ourcitizens, changing values and the quest for greaterpurposefulness and meaning in life, all make itabundantly clear that the schooling of one's youthcan no longer suffice for a lifetime. Lifelong learn-ing has become a virtual necessity in a democratic,technological, highly urban civilization if its peopleare to achieve their fullest occupational and pro-fessional potential, effectively fulfill their civic obli-gations and realize their maximum intellectual andaesthetic growth and development. ( AbbottKaplan, A Study of Continuing Education andPublic Service at the University of Hawaii; 1967 )

Major Programs

Two of the branches of the Office shown in thechart at the beginning of this chapter, which relatedirectly to the overall academic development of therest of the University, will be first discussed. Thoseprograms which have immediate influence on otherprograms of the University, and which have a recipro-

cal dependence upon them, are the Division of Con-tinuing Education and Community Service ( formerlythe College of General Studies) and the EducationalTelevision Network.

DIVISION OF CONTINUING EDUCATION AND COMMUNITY SERVICE

The major component of the Division is entitled"Courses and Curricula". It offers both credit and non-credit courses on the Manoa campus in the eveningsand at a number of other centers on Oahu and theneighbor islands, including military bases and highschool and community college sites; it also carriesspecial programs on Kwajalein, Marshall Islands, andon Midway. The Courses and Curricula Program isfor the most part financed by tuition Bees, althoughsome programs are supported by contracts. Lecturersare selected from the University faculty, or fromamong other qualified persons in the community, gen-erally with departmental liaison and approval.

The Lyceum and Speakers Bureau brings a varietyof cultural events to the people of the neighborislands and Oahu and assists organizations within thestate in seeking suitable speakers.

The Special and Professional Programs provideplanning and management services for conferences andinstitutes, mostly ranging in length from two days totwo weeks. They include in-service training institutesfor, teachers, civil defense courses and short coursesfor professional practitioners. Development of a Con-tinuing Education for Dentists Program and a Wo-men's Continuing Education Program is planned.

The Center for Governmental Development wasestablished by legislative action to provide in-service'training for government officers and employeesthrough courses, workshops, seminars and programs inpublic administration and to serve as a clearing housefor information and training in government-manage-ment practices, techniques and new technologies. TheDivision places top priority on developing the Center.

Credit Courses and Tuition Policy

Policies concerning the credit courses offered bythe Division ( ex-College of General Studies) have

been repeatedly discussed by the University over thepast several years. These courses are taken eachyear by some 4,000 students, many of whom rely onevening instruction for part of their degree programs,or to help them pursue other educational objectives.They pay $16 per credit houridentical with the Sum-mer Sessionwhile students enrolled in the samecourses offered through the regular instructional col-leges pay $9 per credit.

The differential is substantial and has raised ques-tions of educational and social policy. It has beenargued that persons who have to get their educationat night because of daytime jobs or domestic responsi-bilities should not be required to pay more than stu-dents who can attend the daytime programs, and thattheir education should be subsidized by state appro-priation to the same degree as for daytime students.The contrary argument points out that it is a specialconvenience for students to offer instruction at night,or at places off the regular campus, as the Division ofContinuing Education does; and that a price dif-ferential for this convenience is justifiedhence thefrequency of such a differential in American univer-sities.- At present tuition levels the differential is probablynot critical for most students; even $16 is not a highprice for university education. However, and parti-cularly if tuition fees are increased by the State Legis-lature, the University should consider this differentialin the light of the state government's policy towardthe division of costs of education between the studentand the state. The examination should embrace thefee structure of the entire University system, includingthe tuition of the Community Colleges, which is $5per three-credit course, compared with $27 in the"regular" University program and $48 in the Divisionor Summer Session. For its part, the University be-

CONTINUING EDUCATION

CONTINUING EDUCATION AND COMMUNITY SERVICE

119

UNIT AND ACTIVITY1963-64 1968-69

( estimated )1972-73

( estimated )1975-76

(estimated)

Division of Continuing Education ( General Studies )Numbers of students or participants:

Credit courses 8,278 10,700 13,000 15,000Non-credit courses 3,804 5,200 6,300 7,000Lyceum 5,000 ( est. ) 15,750 20,000 22,000Other programs 2,352 10,000 12,000 14,000

Legislative Reference BureauNumber of requests processed 684* 1,400 1,600 2,000

ETVBroadcast hours 30,370 76,760 76,760No. programs produced 85:9 1,250 1,484

Asia Training CenterNo. trainee weeks 1,750 n.a. n.a.No. training cycles 12 n.a. n.a.

Peace Corps TrainingNo. trainees 762 2,000 n.a. n.a.No. projects 12 24 n.a. n.a.

Waikiki AquariumNo. 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"and "nighttime" courses should be removed, andadvocates accomplishing this by a gradual increasein general fund support of the Division, so that by theend of this Plan period, 1975-76, the tuition fees willbe equal for all University credit courses.

Additional general fund support would make itpossible to present a more complete range of coursesin fields of interest to the student clientele. The Divi-sion has endeavored to offer sequences in undergradu-ate curricula for which there is a demand and whichcan be effectively offered at nightEnglish, history,accounting, education, etc.but the necessity of havingtuition receipts cover the cost of instruction makesthe planning of such sequences difficult. Even withthis present financial constraint, the Division plansto round out its offerings so that students can completecoherent blocks of their baccalaureate programs, butits ability to do this will be greatly enhanced by gen-eral fund support. Student advising is a basic prob-lem, as it is in the College of Arts and Sciences, andwill receive more attention and support.

A shift over to general fund financing of theCourses and Curricula program must ensure adequatesupport for other phases of continuing education, suchas the Lyceum and Speakers Bureau, which are nowpartially financed out of tuition fees collected by theDivision for its courses. Better policy would be tofinance these programs by state appropriation, supple-mented by the grants which the University can attractfrom the federal government, private foundations andfrom other state agencies.

It was noted above that the credit courses in theDivision of Continuing Education are taught bylecturers selected from the University faculty, teach-

ing on an overload basis, or by other qualified per-sons appointed with the approval of the appropriatedepartment. There have been suggestions to extendthe curricular responsibilities of the departments tothe entire instructional day, including evening classes.However, after considerable discussion, it was feltthat the varying nature of the clientele served duringevening classes and at off-campus centers, which in-cludes non-degree students, incentive-track publicschool teachers, professionals needing refreshercourses, and generally older students, was such thatthe existing structure under Courses and Curriculawas both practical and appropriate. In the future,the Division plans even closer liaison than existsat present with instructional departments in the selec-tion and scheduling of such courses, as well as in theappointment of instructors.

At present, the Division has a standard form whichrecommends that courses be offered on the basis ofpast experience and existent data. ( Experience anddata relate to such matters as the kinds of coursesdesired and petitioned by various adult clientele, theneeds of off-campus centers as transmitted by educa-tional directors, the special-fund generating potentialof courses, etc.) The form also contains spaces forinstructors to be appointed by the departments. Inaddition, departments themselves recommend the ini-tiation of courses and the appointment of instructorssubject to coordination with the Division's programspecialists. In any event, the ultimate decision as tothe approval of both courses and instructors resideswith the instructional departments.

The Division nevertheless feels that improvementscan be made in order to assure professionalism of bothcourses and instructors. For example, the forms can

120 CONTINUING EDUCATION

include provisions for approval of courses and instruc-tors not only by the appropriate departments but alsoby their respective college deans. For another ex-ample, the forms can include approval by the Gradu-ate Dean where graduate degree credit courses areinvolved. The feasibility of such added controlmeasures is being investigated.

Non-Credit Courses

In the area of non-credit courses, the Division iscommitted to providing a fuller array of offerings,following the general guidelines of the Kaplan Report.In doing so, more attractive and more academicallysubstantial courses wine scheduled, using both class-rooms and the state's educational television network.In 1969-70, plans are to schedule non-academic com-munity leaders in various non-credit courses, such ason the legislative process, businessmen and politics,and the politics of conservation. These leaders willcome from relevant areas within the larger communityof the state. The present fees for non-credit courseswill be maintained until the entire tuition structureof the University system is examined by the legisla-ture.

Specific Obfectives

Listed below are specific areas of concentrationtargeted by the Division of Continuing Education and

Community Service for the next planning period, inaddition to the general objectives cited above:

1. Initiate and develop specific programs underthe Governmental Development Center withseed-money from U.S. Higher Education Actgrants and from the Department of PersonnelServices, in coordination with the State Direc-tor of Personnel Services.

2. Increase counselling services both to studentsenrolled in the Division's programs and toothers seeking enriching activities.

3. Develop more curricular sequences, both ofcredit and non-credit courses, to provide certi-ficate, degree or other clear goals.

4. Develop integrative themes through a numberof different types of activitiesLyceum, non-credit courses, televisionto provide deeper andmore thorough educational experiences.

5. Initiate research into the reasons why certaingroups ( e.g., women and retired persons) arenot now responding to the Division's programsin the numbers expected, and try to devise newprograms whose styles and content do fit theirneeds.

6. Similarly, seek ways to assist low-incomegroups, isolated communities, problem juvenilesand other disadvantaged pockets of society, fre-quently serving as an adjunct to other agenciesalready working in these fields.

DIVISION OF ETV BROADCASTING

Educational television is designed to provide in-formational and educational experiences based on anddeveloped through broad areas of intellectual interestand need. The Hawaii ETV Network is responsiblefor broadcasting programs which are designed to in-form, dcvelop skills and abilities, increase understand-ing and develop attitudes. The service offers bothfaunal and informal education for the children andadults of the state.

The Hawaii ETV Network, serving most of thestate's population, in 1967-68 transmitted 8,914 hoursof television broadcasts and completed 856 productionunits. When the initial phase of developing the statenetwork is completeprobably in 1969the two majorstations and 12 supporting stations of the Hawaii ETVNetwork will reach 99 per cent of the schools andpotentially 97 per cent of the adults in the state.

The Hawaii ETV Network is directed by a StateETV Council, with administrative responsibilitiesdivided between the State, Department of Educationand the University. The Division of ETV Broadcast-ing represents the University in the cooperative ven-ture. Three types of programs are broadcast: in-school

programs designed to supplement and enrich regularschool instruction; in-service teacher training pro-grams for public and private school teachers through-out the state; general adult education programs as wellas extension programs of the University of Hawaii. TheDepartment of Education is responsible for develop-ment of the first two programs, the University for thethird. The University produces and transmits all pro-grams.

The Division also has responsibility for developingand constructing stations in the network for the localproduction of all programs developed by governmentagencies, community organizations, the University andthe Department of Education. The Division producesclosed-circuit television instructional lessons in useon the University of Hawaii campus, while Instruc-tional Resources Service Center distributes these pro-grams to the classrooms.

Working in conjunction with the Division of Con-tinuing Education and the instructional colleges of theUniversity, ETV envisions a major increase over thenext several years in the number of programs producedfor adult education.

CONTINUING EDUCATION ) 21

As enrollments increase at the University of Hawaiiand in the schools of the state, there is a need todetermine how the integrated use of technology caneffectively increase efficiency in learning. The pro-liferation of small closed-circuit television systems inthe University, community colleges and the StateDepartment of Education has created opportunitiesas well as problems in the effective use of educationalmedia. Unquestionably the Division will find greaterdemand for "dubbing services" for the small "slanttrack" video-tape machines. Greater use will be madeof closed-circuit television on individual campuses andschools. Hook-ups between the Manoa Campus, the

Hilo Campus and the community colleges may be inuse by the enti of the plan period.

There will be need of district production centers,where ETV programs and lessons may be produced fordistrict or local use. The possibility of creatingregional production centers should be explored withthe DOE and the community colleges. The Divisionplans for a gradual increase in production and pro-grams, leading to a doubling of the present servicesby 1975. These objectives are consistent with the

pattern of increase in educational broadcastingin the rest of the United States.

PAN-PACIFIC FORUM

To establish cooperative approaches to the solutionof state, national and international problems, the Uni-versity plans to build a Pan-Pacific Forum. Its pur-pose will be to serve the growing needs of govern-ments, universities and the peoples of Asia, the Paci-fic and the U.S. for a facility where scholars,researchers, students, officials, businessmen, profes-

sionals and others can confer on matters of mutual con-cern and importance. Still in the early planning stage,the Pan-Pacific Forum is visualized as a large confer-ence center and continuing education complex nearthe University's Manoa campus. It will contain a vari-ety of facilities when completed, capable of housingconferences at many levels, and serving as the centerfor continuing education in the state.

LEGISLATIVE REFERENCE BUREAU

Purposes

The basic objective of the Legislative ReferenceBureau is to strengthen the legislative branch of theHawaii government by: providing legislators and otherparticipants in the government policy-making processwith research, analyses and data relevant to the mak-ing of informed choices among alternative courses ofaction; and informing the public of legislative pro-cesses.and .procedures. The research and related serv-ices of the Bureau are also available to the executivebranch of state government, to the University and toother governmental agencies. Its research publicationsand legislative aids are generally available to thecommunity.

Faculty members on the Bureau's staff participatein academic activities in many wR,3: teaching coursesin their specialties ( business law, public administra-tion) from time to time; serving' on University com-mittees; supplying information or professional adviceto' other faculty members and to students with respectto the law, the legislative process, public adminis-tration, etc. The Bureau's reference library is fre-quently used by faculty and students.

Present Status

Each of the 50 states has a legislative serviceagency similar to the Bureau, but the Hawaii Bureau

is exceptional in being a department of the state uni-versity, responsible to the Vice President for Con-tinuing Education and Community Service. Regularquarters of the Bureau have been in Sinclair Under-graduate Library, but during legislative sessions theBureau establishes temporary offices at the capitol.

The permanent staff (now 15) includes attorneys,political scientists, reference librarians, and clericalemployees. Consultants and other contractual em-ployees are retained as needea--tbpssist the Bureauwhen special knowledge is called for or to help withpeak work loads.

The Bureau's primary client is the Hawaii Legisla-ture. Bureau policy requires the rendering of objectiveand confidential services to members of both politicalparties. Bureau activities oriented to legislative needsinclude: conducting research projects and preparingreports; drafting bills and resolutions; providing serv-ices to legislative committees during legislative ses-sions and interim periods; compiling data, preparingcomparative tabulations, and summarizing and analyz-ing proposals; preparing and publishing legislativeaids including a cumulative index of bills and resolu-tions, a table on the current status of legislative meas-ures, and a digest and index of laws enacted; conduct-ing seminars for legislators and legislative employees;and transmitting designated information to legislators,including a periodic listing of opinions of the AttorneyGeneral.

122 CONTINUING EDUCATION

The Bureau performs a number of services for theGovernor and executive agencies of the state govern-ment, including furnishing information, performinglimited research, preparing compilations of laws andadministrative practice, and serving on public com-mittees concerned with statute revision and topicalproblems, such as voting machines, traffic safety andconsumer protection laws. It periodically prepares acomprehensive directory of state and local govern-ment departments, boards and commissions, and of-ficials. The Bureau serves as the state's liaison withsimilar agencies in other parts of the nation. TheBureau also responds to many informal requests fromlegislators, administrators, educators, and the publicin Hawaii and elsewhere by providing information orminor services.

The governmental research library maintained bythe Bureau contains approximately 49,000 books andpamphlets and 150 periodical titles in public admin-istration, state government, education and relatedareas, including a large collection of state statutes. TheBureau library facilities are utilized by faculty mem-bers, University students and governmental officials.Most of the collection is not duplicated in the generalUniversity libraries.

Program Development

The Bureau is tentatively scheduled to move fromSinclair Undergraduate Library to the new state capi-tol in 1969, merging its library with that of the Legis-lative Auditor. The Bureau proposes to make thisconsolidated research collection in the state capitolavailable to faculty and students.

Moving Legislature and Legislative ReferenceBureau to the new capitol building will probably in-duce changes affecting the Bureau's activities. At theleast, the introduction of data processing equipmentto the printing, indexing and locating of legislativeproposals will affect functions and perhaps staffing ofthe Bureau.

The possibility now offered of spatially combiningthe Bureau with the Legislative Auditor, an agencyalready reporting directly to the State Legislature, andwith the Revisor of Statutes who now reports to theJudiciary, may change the status of the LegislativeReference Bureau more fundamentally. One change,repeatedly considered by the legislature in years pastand again said to be up for discussion, is to create acouncil of legislators which would direct a consoli-dated Reference Bureau-Auditor-Revisor's office.

Should this take place, ti,? yBureau would be movednot merely off campus but outside the effective controlof the University.

Until and unless a reorganization of this natureoccurs, the University will plan to continue its presentrelationship with the Legislative Reference Bureau.Not only is this relationship based on statute law,which only legislation can change, but it is one ofmutual advantage. The presence of the Bureau en-riches the resources of the University and adds to itsrange of competency; its placement at the Universityenables the Bureau to recruit well qualified profes-sional staff members and to obtain for its researchthe diverse knowledge of the campus faculty.

However, should the Bureau be made part andparcel of the legislative staffing service, directly res-ponsible to legislative authority, then it would be ap-propriate to end the quarter-century long attachmentof the Legislative Reference Bureau to the Universityof Hawaii.

Developments Under Academic Development Plan I

1. Established the Office and Division of ContinuingEducation and Community Service, the formerencompassing all the programs discussed in thischapter, the latter succeeding the College of Gen-eral Studies.

2. Inaugurated Speakers Bureau in the Division.3. Established the Educational Tekwision Network;

produced both broadcast and closed-circuit tele-vision programs.

Projected Developments Under Plan II

1. Expand and non-credit course offerings, withgradual increase in general fund support forformer.

2. Develop integrative themes in activities of LyceumProgram, Special Programs and Professional Pro-grams.

3. Systematically evaluate ongoing programs to deter-mine patterns of common needs in the community.

4. Establish direct production centers for ETV;double amount of present services in broadcastETV, particularly for adult education.

5. Construct and organize the Pan-Pacific Forum forstate, regional and international meetings, as wellas a center for continuing education in Hawaii.

6. Build up Center for Governmental Development.

STUDENT AFFAIRS 123

Chapter 23: OFFICE OF STUDENT AFFAIRS

Purposes and Objectives

The University of Hawaii shares with many Ameri-can universities and colleges the tradition of concernwith both the intellectual and personal developmentof its students. This policy is reflected in the variedservices carried on under the auspices of the Office ofVice-President for Student Affairs. The diverse func-tions of the office have been established over the yearsto safeguard and improve the students' educationalopportunities and to lessen those obstaclesphysical,monetary, environmental and culturalthat sometimeshamper educational accomplishment. The names ofthe eight units organized under student affairs suggestthe varied range of the office's functions:

Admissions and Records; Student Housing; Coun-seling and Testing Center; Financial Aids; Inter-national Student Office; University Placement andCareer Planning; Bureau of Student Activities; Stu-dent Health Service.

There are, of course, many students who have littleoccasion to make use of the services, other than forpurposes of registration. They live off campus, havefew difficulties, or cope with their problems withoutusing c anpus facilities. While its ,student clientele isthus by no means coextensive with the total Manoaenrollment, the office is nevertheless concerned withall students as part of the community and with thecharacter and quality of student life. This breadth ofconcern is particularly true of counselors and special-ists in testing and guidance.

As professional practitioners, counselors work with-in a frame of general theory related to personalityand maturation. To serve successfully the needs ofthe individual student, they must at the same timehave an extensive knowledge of various social con-texts, both on campus and off. Likewise, as soon asservice becomes more than one of merely passing alongfactual information, and takes on the form of advising( making suggestions ), or assistance with emotionalmatters or problems of social functioning, the counsel-o must be able to draw upon his professional under-standing of the student as an individual and of thestudent's development as a whole person. By affirm-ing the principle of the whole person, the Office ofStudent Affairs is able to make a special contributionto the student's educational experience. This con-tribution supplements the more specifically intellectualaims of the teaching colleges. Rather than subscribingto the policy of acting in loco parentis, now generallyoutmoded, the office makes available a variety ofbasic services which each student may freely seek outaccording to his needs.

The work of the Office of Student Affairs has beenmuch affected during the past few years by many ofthe same trends visible on the mainland. Among these

are: growth in enrollment; an increasing percentageof students from other institutions and from overseas;more pronounced professional orientation among stu-dents and faculty, simultaneous with a "search foridentity"; sophistication of interests and cultural ex-pression among students, especially in extracurricularactivities. Broad generalizations, however, can bemisleading. What is safe to say is that the present size,nature and location of the University make for a highlydiverse student body and an increasing pluralismof collegiate styles. All the variables of student circum-stance and character influence and condition the workof the Office of Student Affairs. Size alone, rapidlyapproaching a maximum enrollment of 25,000 on themain campus, presents difficulties, in a pattern familiarto mainland institutions:

. . . increasing red tape, from student registrationto top administrative offices; automation and de-personalization of procedures; increasing loss ofstudent-faculty contact, in, as well as outside theclassroom; student demand for a "voice" in thefundamental organization of instruction and extra-curricular affairs; . . . and new buildings every-where, but too few devoted to accommodationswithin which students can conveniently study,hold meetings, and socialize . . . . *

The commuter character of the University and itslocation in the city of Honolulu markedly affect thestyle and quality of student life both on campus andoff. Students tend to disperse at the end of the day,unless there are adequate facilities for study on cam-pus, plus social attractions, student meetings and cul-tural enrichment to suit varying tastes. In all theserespects, although progress is being made, muchremains to be done to keep up with the rise in enroll-ment and expressed student needs.

The commuter system has both disadvantages andadvantages. The urban setting releases the Universityfrom responsibility of having to satisfy the students'full range of housing, health and economic needs. Thecity, with its attractive physical scene and interestingethnic variations, provides a stimulating cosmopolitanatmosphere. The growth of tourism and consumervalues in living, together with increasing wealth in theform of cultural and artistic events, do much to offsetthe limitations of the commuter pattern of educationalexperience. The most pressing problem concerningstudent affairs, so far as the office is concerned, is theextreme scarcity of housing, whether on or near thecampus or in Honolulu at large. One encouragingdevelopment is a plan, under negotiation, to build acomplex of private dormitories on the nearby Cham-inade College campus. Projected terms of the plan

First Supplement to the Academic Development Plan of theUniversity of Hawaii, January, 1966, p. 14.

Stu

dent

Affa

irsS

enat

e

OF

FIC

E O

F S

TU

DE

NT

AF

FA

IRS

Offi

ce o

f the

Vic

e-P

resi

dent

Adm

issi

ons

and

Rec

ords

*

Bur

eau

ofS

tude

ntA

ctiv

ities

Cou

nsel

ing

and

Tes

ting

Cen

ter

*P

ropo

sed

to b

e tr

ansf

erre

d un

der

Vic

e-P

resi

dent

for

Aca

dem

ic A

ffairs

.

Stu

dent

Hea

lthS

ervi

ce

Uni

vers

ity P

lace

men

tan

dC

aree

r P

lann

ing

I

Stu

dent

Hou

sing

Inte

rnat

iona

lS

tude

ntO

ffice

Fin

anci

alA

ids

For

stat

istic

s of

ope

ratio

ns, S

ee "

App

endi

ces,

" p.

165.

STUDENT AFFAIRS 125

would guarantee rental of approximately 700 beds forUniversity of Hawaii students.

One of the central responsibilities of the Office ofStudent Affairs is to provide and locate studenthousing. When it does not exist in sufficient supply,measures must be taken to remedy the deficiency withutmost speed.

STUDENT HOUSING

The Office of Student Affairs recognizes thatresidential facilities for students can offer broad edu-cational values as well as serve to equalize educa-tional opportunities by providing good living quar-ters and study conditions at relatively low cost. Amongthe basic purposes of the student housing programare:

1. To provide student residents opportunities toidentify themselves as persons with livinggroups significant to them, and to develop theirindividual talents, abilities, leadership attri-butes, intellectual curiosity and cultural appre-ciation.

2. To increase, as an aid .t..1 motivation and learn-ing, open opportunity and range of commun-ication between students, faculty and thebroader community.

3. To help develop individual and group respon-sibility.

4. To provide a material environment which willcontribute to physical and mental health andbe conducive to good academic work.

5. To supply a good housing environment at a coststudents can afford.

The above goals, refieding the policies of thehousing staff, are based on the view that studentsare young people in the process of discovering theiradult selves. As broad objectives they have beenformulated, though not in a vacuum, quite apart fromthe acute and overriding housing shortage which pre-vents their full implementation.

No one sup oses that intellectual habits could orshould becob. the exclusive basis of human interac-tion. Suitably designed and well operated living quar-ters, staffed by persons devoted to the goals just out-lined, offer an effective setting for fostering self-directed planning and decision-making both withrespect to academic matters and the many other areasin which students act. The experience of group-livingalso can encourage many modes of interpersonal expe-rience appropriate to the development of a sense ofcommunity among faculty and students and betweenboth groups and the community at large.

The Housing office has given strong support to theexperimental creation of an instructional facility inJohnson Hall, a men's residence hall, which seeksto create opportunities for students to integrate their

classroom work with co- curricular activities. Such"living-learning" facilities will be sought in residencehalls constructed in the future on the Manoa campus.

ADMISSIONS AND RECORDS OFFICE

The primary functions of the Office of Admissionsand Records, essential to the efficient administration ofthe University, its good relations with the people ofthe state, and the academic history of undergraduatesand graduates, include the following:

1. To provide admission information service forprospective students, applicants, high schoolofficials and the general public.

2. To process and evaluate student applicationsfor admissions, determine eligibility of appli-cants, and respond to applications.

3. To organize and publish a schedule of classesfor each term on the Manoa Campus, workingin close cooperation with the instructional col-leges and schools.

4. To conduct registration each semester and sum-mer session.

5. To help the Office of Institutional Researchand the Management Systems Office maintaina student information system which providescurrent information about individual studentsto authorized offices throughout the campus,as well as statistical reports analyzing spaceutilization, distribution of grades, instructionalcosts, teaching loads, etc.

6. To maintain accurate and up-to-date files andpermanent records of current and formerstudents.

The staffing program in the office has not keptpace with the rapid growth in student enrollmentover the past ten years. The average number ofregistrar and admissions office employees per 1,000students on other campuses of comparable size ( suchas the University of California and the state collegesof California) is above 5 workers to 1,000 students.The ratio at the University during Fall 1968 was17,082 to 35, or 2.05 workers for 1,000 students. Ifthe Office of Admissions and Records were staffedat the ratio of 5 to 1,000 it would have approximately85 workers. Understaffing has reached a point whereplanned improvement to bring the number of person-nel up to a level of reasonable adequacy is critical,particularly in view of the recommendation in thisPlan that the admissions procedure for the entire Uni-versity system be centralized. ( See Chapter 1. )

Increased mechanization of activities in the officeshould greatly improve efficiency, especially the useof computer-aided scheduling and registration. Muchof the work of this office, particularly the schedul-ing of classes and reporting of grades, is carried outin close collaboration with the colleges and academic

128 STUDENT AFFAIRS

departments. To improve and expedite communica-tion, at the beginning of the next academic year theoffice will be placed under the Vice-President forAcademic Affairs. The transfer will serve to makemore explicit the responsibility of the several collegesin setting policies for the admission of students to theManoa Campus.

COUNSELING AND TESTING CENTER,

The general purpose of the Counseling and Test-ing Center is to offer to students and faculty a rangeof psychological services, all of which contribute tostudent achievement and personal growth. The threemain functional areas of the Center encompass coun-seling and testing services, graduate intern train-ing supportive to the graduate curricula, and staffresearch.

The primary activity of the Center is focused onthe counseling process, where the concern is not onlyacademic success but the total development of thestudent as a person. A variety of specialized servicesare provided by a team of psychologists, psychiatristsand social workers, who utilize both individual andgroup counseling techniques. Assistance ranges fromadvisory exploration for the sake of the student'sacademic and personal growth to fuller interventionshould a crisis in mental health arise. The emphasisduring the next few years, however, will be onexpanded work with students who are relatively freeof deep emotional difficulties. As part of its totalmental health effort, the Center systematically servesas a referral and consultative resource to departmentsand agencies on campus, as well as to the widercommunity.

Another major emphasis is the academic-voca-tional development of students. Facing an increasinglycomp:ex society, the student often needs assistancein making a responsible decision regarding his rolein that society. The Center seeks to help the studentclarify and define his academic interests and voca-tional goals. The basic counseling process is supple-mented by an extensive vocational testing service andlibrary. In order to awaken and release the achieve-ment potential of the student, the Center offers read-ing and study skills sessions. A comprehensive diag-nostic program is being planned to help studentsdevelop their full academic promise.

Services of the staff are frequently sought by mem-bers of the larger state community. To meet this need,the Center offers limited assistance on a fee basisthrough the Veterans Administration Educational Pro-gram and a Community Vocational CounselingService.

Testing and evaluation are integral parts of thecounseling process. In addition to the tests oftenrequired in the counseling relationship, the staff isresponsible for coordinating and administering manyof the national testing programs for professional cer-

tification and entrance into graduate schools. Thestaff also offers consultative and evaluative servicesin testing to University departments.

As an agency of an academic institution, the Cen-ter has systematically strengthened its supportive rolein the education of psychological counselors. Quali-fied students in the departments of Psychology andand Educational Psychology, the School of SocialWork and the Human Development Program in theCollege of Tropical Agriculture receive intensive prac-ticum or internship experience under qualified staffsupervision. In addition, related courses in thesedepartments are taught by Counseling and TestingCenter psychologists. Members of the Center staffparticipate in NDEA Summer Counselor Traininginstitutes. This effort is part of an attempt to meetthe great demand for trained mental health workersin Hawaii. Extramural support is being sought forfull-time graduate training supervisors and stipendsfor internships.

Because of its institutional setting, the Centerrecognizes its obligation to advance knowledge andimprove practices in the helping professions. Basicchanges are now taking place in the theory and prac-tice of counseling, and the Center is making a con-certed effort to become a significant part of thismovement, which is reorienting the counseling serv-ices with respect to psychology.

Until recently, the research staff of the Centerdevoted much of its effort to institutional research.The establishment of the Institutional Research Officehas shifted the focus of the counseling staff to con-centration on clinical problems. As a result of thisredefinition of goals, the staff will conduct, begin-ning in 1969-70, a major research program funded byextramural grants. Such research activity will notonly directly contribute to the professional skills ofthe unit but will simultaneously strengthen the sup-portive graduate training program.

FINANCIAL AIDS OFFICE

The Financial Aids Office, projected in Plan I,is now a reality. Resources it administers to supportstudents total approximately $3,000,000. These in-clude scholarships from public and private sourcesworth about $261,000; loans from federal and privatesources of $393,000; the federally-funded EducationalOpportunity Grants of $205,000; Student Employ-ment of about $2,000,000 in state general funds;, fed-eral and special projects, plus the Work-Study Pro-gram which at present provides over $500,000. Thisoffice also handles the paper work and counselingof students receiving Veterans and Social Securitybenefits, as well as the certification for over 800 fed-erally-insured and United Student Aid loans. In thepast two years much has been done to integrate andstreamline procedures and policies. However, each

STUDENT AFFAIRS 127

program produced serious backlogs of work result-ing from critical understaffing, which hamperedprompt service.

The main task of the next five years involves or-ganization, improved service (particularly in dissemin-

ating information) and research. Two undevelopedresources are available to achieve efficient organiza-tion. The first is data processing service for record-keeping, reporting, retrieving, identifying and select-ing, and the second is the College Scholarship Serviceof the American College Testing Service Program,for processing and uniform evaluation of student finan-cial aids applications. In progressive,programs through-out the country, data processing systems comple-

mented by evaluation through the College ScholarshipService are considered indispensable. Not so dramatic,but equally important in smaller area of work, is thedevelopment of proper procedures and relations withthe Business Office for accounting and reporting func-tions. Similar coordination with the Admissions Officeis necessary to continue to serve the Veterans Admin-istration and the Social Security Office in certifyingthe enrollment of students in their programs.

The service which most needs expansion is theeffective transmission of information about the Uni-versity to potential students, including not only thosein Hawaii's high schools but also applicants from out-of-state. For Hawaii' residents and their parents, newand imaginative techniques are needed to overcometwo main barriers inhibiting attendance at the Uni-versity: the feeling of inadequacy among disadvant-aged groups, and the reluctance of most middle andlower-middle income families to borrow money foreducation. For out-of-state students forceful means areneeded to communicate, both to them and to theirparents, the realities of Hawaii's high cost of livingand critical housing shortage.

Within the Office of Student Affairs, "follow-up"counseling is needed to work closely with the Coun-seling and Testing Center, Housing, Health Serviceand Financial Aids, in serving the students who havematriculated here under the Hawaii Upward Boundand Educational Guidance and Opportunities Pro-grams. A counselor specially trained in working withthe disadvantaged should share this training throughspecial workshops with both faculty members andcounselors throughout the University. Federal moneyis now available for this type of review and research;a proposal is necessary on the part of the Universityto take advantage of it.

There is further need to develop additional pro-grams of special financial aid similar to the 200 Re-gents' Opportunity Grants ( tuition waivers matchedby the Educational Opportunity Grant) awarded to

low income students in 1968-69. This is but one re-source; all other potential sources of aid for studentsfederal, state and privateshould be pursued.

INTERNATIONAL. STUDENT OFFICE

The International Student Office performs themultiple services and functions necessary to assist theforeign student in his relationships with the Univer-sity, the community and the U.S. Immigration andNaturalization Service. These functions include pro-viding pre-arrival information and orientation; adviceon housing, registration, academic and social adjust-ment, finances; hospitality and community service. Inaddition to its advisory role, this office is burdenedwith the increasingly heavy administrative and cleri-cal responsibilities involved with passports, visas andextensions of stay for non-immigrants, coordination ofvarious student scholarship programs, census-takingfor the Institute of International Education, and thegeneral circulation of information to foreign studentsenrolled at the University. A subordinate office func-tion is advisory service for American students whoplan to study, serve or travel abroad.

The office in recent years has assumed additionalresponsibilities relating to international students andvisitors. To facilitate service to the international com-munity of universities, a developmental plan has beenproposed and is pending implementation. The Inter-national Student Office as newly conceived wouldbecome the Office of International Services and in-clude four basic divisions.

1. Foreign Student Servicesservices to non-U.S.students at the University, as now being car-ried out, as well as special orientation pro-grams as contracted for, such as the ShipboardOrientation program conducted each summerfor the American President Lines.

2. American Student Servicescounseling on over-seas opportunities for American students, andrelated programming to promote interest insuch opportunities.

3. Foreign Faculty Servicesimmigration facil-ities, pre-arrival information, assistance on ar-rival and continued service to foreign facultyand their families.

4. Foreign Visitor Servicesprogramming of inter-national visitors to the University, includingarrival arrangements, reservations, professionalappointments and hospitality, utilizing volun-teers as well as staff.

The broadened plan of services would complementbut not duplicate functions of the University's Officeof International Programs and provide the necessaryframework for increasing University responsibilitiesin the area of international educational exchange.

128 STUDENT AFFAIRS

UNIVERSITY PLACEMENT AND CAREERPLANNING OFFICE

The Office assists students and alumni of the Uni-versity who seek information and avenues for pur-suing their careers. As a major contributor to thequalifications of its graduates, the University investstime, energy and resources in its graduates and there-fore has an active concern that career decisions reston a critical self-analysis of abilities, interests andopportunities. The Placement Office helps studentsand alumni to make vocational decisions based onsound knowledge, thereby avoiding haphazard, un-planned post-graduate affiliations.

Earlier in this Plan ( Chapter 3, "The Critical Prob-lem") reference was made to the dynamic nature ofthe employment market and the growing importanceof formal education in filling professional positions.One of the educational functions of the University isto interpret "society's occupational needs" to its stu-dents and alumni. The Office of Placement andCareer Planning plays a primary role in this activity.

This office engages in the following activities toassist students and alumni:

1. Helps students to analyze their own capabil-ities, needs and limitations, and to relate theseto vocational opportunities, including postgrad-uate studies.

2. Assists students in developing job-seeking tech-niques and methods of evaluating job oppor-tunities.

3. Interprets for students the employment needsof business, industrial, government and educa-tional employers.

4. Maintains a library of publications concerningemployers, postgraduate studies and civil serv-ice announcements.

5. Provides students with an opportunity to meetemployers and negotiate for employment.

6. Acts as a depository and forwarding agent forstudents' confidential academic credentials.

7. Encourages employers to make known theiremployment requirements and programs forUniversity graduates, simultaneously interpret-ing University programs and student capabil-ities to the public.

8. Analyzes the career experiences of Universitygraduates, trends of employment in the Hawai-ian community, salaries and other matters re-lated to career choice.

It is anticipated that increased enrollment, addi-tional programs and the improving prestige of theUniversity will result in growing demands for place-ment services on the part of students, alumni and thecommunity.

STUDENT ACTIVITIES BUREAU.

Student social and co-curricular activities at theUniversity are encouraged as a complementary partof the educational program. The special contributionof such activities is to help make it possible for stu-dents and student groups to define and realize theirchosen aims in creating a campus environment, a kindof model university community, representing the typeof life which would be most truly rewarding under theemergent conditions of modern American society.

The affluence of a consumer-oriented society per-mits some relaxation and diversion from primarilycompetitive drives: There is sufficient time for bothrefreshment and reflection, for the expression of ethi-cal, artistic and intellectual concerns, even in the set-ting of a spontaneous bull-session between classesalong a shady mall. There is an invigorating atmos-phere of life in a university community based onmutual respect for freedom and for the principle thatmen may disagree, even engage in sharp conflict, with-out destroying one another's integrity.

The Bureau of Student. Activities has been estab-lished to assist students and student groups to coor-dinate their efforts in organizing and presenting pro-grams representing a wide diversity of student inter-ests. Some of these programs may be designed toinvolve the total potential community, composed ofstudents, faculty, campus staff, alumni, relatives andfriends. Most programs have more specialized andfocused goals and participants. In any event, it isthe policy of the Bureau of Student Activities to en-courage students themselves to take the lead in chart-ing their own personal and group developmentthrough a broad range of student-conceived and stu-dent-organized activities.

The Bureau maintains a staff of specialists to assiststudents in furthering their varied aims. It is a funda-mental policy of the staff, in defining its own prior-ities and- budgeting its resources, to give special atten-tion to programs that foster in the student a sense ofpersonal identity with the University as both a goal-directed organization and a viable and rewardinghuman community. The increasing size of both stu-dent body and faculty, together with the growingspecialization of curricula, make such identificationdifficult for the unaided individual to achieve. Stu-dent Activities therefore recognizes an urgent needfor programs which give opportunity for expressionto the individual students involved, whether as organ-izers, active participants or interested observers.

A further important aspect of student concern isalready prominent on the national academic scene.This is the sponsorship, through various campus or-ganizations and the student-activities structure, ofexperimental curricula, community action programs,and projects for validating and testing out differentapproaches to learning. When such programs are ini-tiated by students, the entire institution is in a posi-tion to observe and evaluate those experiences with-

STUDENT AFFAIRS 129

out specifically committing its personnel or facilities.If the experiment after general appraisal proves worthwhile, the programs can logically be moved into theregular curricular channels.

Nothing has been said thus far of the possiblebenefits of major changes and improvements in thephysical character of the Manoa Campus. A newUnion Building will soon be constructed which willserve as headquarters for most student groups on cam-pus and also as a center for all co-curricular activities,not only for students but also for faculty, staff, alumniand other friends as well. The building is beingdesigned so that it can serve effectively as a meetingplace and "commons" for all members of the extendedUniversity community.

Through its various boards, committees and staff,the Union will present cultural, social and recreationalprograms, aiming to make free-time activity comple-ment and reflect the education of the classroom. Pro-grams will be developed so as to encourage studentincentives and self-direction. The Bureau of StudentActivities will work with the all-campus Union to pro-vide a service center, a place for mental and physicalrefreshment, a common meeting-ground, a practicaltraining medium, and an open opinion forum torthe campus. It is hoped that these functions maycounteract attitudes that make for indifference andalienation between students, faculty, administrationand alumni, and create instead a sense of what anacademic community in the full sense of the wordcan mean.

STUDENT HEALTH SERVICE

To achieve an effective life and a sense of fulfill-mentone of the ultimate goals of educationan indi-vidual must function well within his environment. Itis not strange that a common cause of school failureis disturbances in emotional and physical health. Thephysically upset or handicapped student faces specialproblems in maintaining working relations with hisworld. Students under emotional stress frequentlyreveal physical symptoms signalling internal malad-justment, as the psychological and somatic aspects ofhealth react upon one another.

The traditional functions of the Student HealthService relate directly to the medical needs of stu-dents, seeing that dime immediate needs are met.As it operates today, le Service provides only a min-imal officecall type of practice and overnight infirm-ary care for a few cases. This standard of service isno longer appropriate to meet the medical needs ofthe present student body or the enrollments anti-cipated in the next several years.

The broader responsibilities of a health servicein a university setting require programs that takeaccount of the full environmental context of studentlife, in addition to the more immediate factors in-volved in clinical treatment. Viewed in this widerperspective, an adequate health care service shouldinclude continuing programs in health education, con-ducted along with the direct contacts with patients.Systematic activities in preventive medicine need tobe introduced and developed, together with ongoingstudies of the total health environment.

Long-range planning and specific innovations arerequired for both services and facilities. To suggestone of the directions such planning might take inpreventive medicine, it is enough to mention currentproblems concerning the dissemination of sound andup-to-date knowledge on smoking, drug abuse, sex-uality and alcoholism. Current educational practicesin this area are still severely inadequate. Increasedenrollment and the growing complexity of the Univer-sity will also intensify the need for effective servicesin the form of counseling therapy and psychiatry. Theinflux of married students, many with dependent chil-dren, and the mounting numbers of older graduatestudents require appropriate but usually more routinetypes of health care for these special classes of individ-uals. There is little doubt that a full-fledged univer-sity health program, planned to serve a highly diverseacademic community of well over 30,000 persons,would in time repay the state for this type of invest-ment in basic human resources.

The Student Health Service is at present conduct-ing a re-examination of its functions and goals, so asto bring them in line with progressive thinking in thefields of both medicine and education. The prospec-tive development of the Medical School, especiallyif its clinical facilities should be expanded, will ofcourse play a decisive role in the ultimate planningand programming of an enlarged service.

To identify health needs systematically and toassure that they are adequately met does not meanthat the University should by itself provide all therequired services. Fortunately, the Manoa Campusis located in an urban area possessing many privateand public health facilities. However, the fact remainsthat many students are medically indigent and thatmost are involved in the problems of adapting to anindependent style of life, while still finding themselvesfinancially dependent on their parents. Productiveinnovation in health services requires analysis of stu-dent needs as these arise in response to the environ-ment of the campus.

I

Facu

lty S

enat

e

NIL

O C

AM

PUS

Off

ice

of th

e Pr

ovos

t

Inst

itutio

nal

Res

earc

h

Stud

ent

Serv

ices

Cou

nsel

ing

Adm

issi

ons

I

Stud

ent

Hou

sing

Inst

ruct

iona

lPr

Ogr

allS

Stud

ent

Org

aniz

atio

ns

Bus

ines

sM

anag

emen

t

Div

isio

n of

Div

isio

n of

Soci

al S

cien

ces

Hum

aniti

esD

ivis

ion

ofN

atur

al S

cien

ces

Lull

IIILO CAMPUS 131

Chapter 24: HILO CAMPUS

Development; Changing Functions

The role of the Hilo branch of the University ofHawaii has varied greatly during the several stagesof its development. At its inception in 1947, usingmakeshift facilities, it offered courses through theextension division of the College of General Studies.This arrangement was part of the new policy of decen-tralization adopted by the University in responseto the upsurge of enrollment.

During this initial stage from 1947 to 1954, the Hilobranch grew from 47 students to 132. It struggledalong with limited support and recognition, and thecourses it offered were determined entirely by studentneeds. Until 1954 there were only three full-time fac-ulty members.

In 1955, with enrollment at 155, the Hilo branchmoved into a second stage of development. A newsite of some 50 acres was assigned, and the first build-ings designed specifically for its use were erected. Itsfunction, now more clearly defined, was to offer a two-year program with a concentration in the arts andsciences, but with introductory courses in education,business administration and engineering.

Despite its growth to 679 students in September,1968, the Hilo Campus has remained at this stage ofacademic development. Its courses parallel thoseoffered at the Manoa Campus in order to facilitatethe transfer of students at the completion of their sec-and year, although encouragemnt was given in Acad-emic Development Plan I to make departures. Inaccord with the recommendation of the 1967 Supple-ment to the Academic Development Plan, "The HiloAcademic Development Plan," the Hilo Campus beganin 1968 to handle its own admissions, hitherto admin-istered at the Manoa Campus.

The Hilo Campus is ready to move into a thirdstage: to become a four-year college, offering pro-grams in the liberal arts and some pre-professional

courses. Estimates as to the minimum enrollmentneeded to make a four-year college economically fea-sible range from 800 to 1,000.* If a third year isintroduced in 1969-70 and a fourth year in 1970-71,the total enrollment at the Hilo Campus will then beover 1,000. Noting the growth in enrollment and theincrease of qualified faculty and staff, a national con-sulting firm employed by the University under a legis-lative authorization to study the needs of higher edu-cation in the islands recommended in 1967 that theHilo Campus be given "the ultimate mission of devel-oping into a four-year college with emphasis on theliberal arts."

Improvement in the quality of the faculty overthe past several years is notable. In 1968-69 morethan 42 per cent of the faculty had doctorate degreesand another 20 per cent had largely completed theirdoctoral requirements. Of the total student credithours at the Hilo Campus in 1968 -89, over 37 percent were offered by instructors holding the doctorate.In large universities, the corresponding percentagefor lower division courses is frequently less than 15per cent.

Library resources at the Hilo Campus have beenimproved substantially. Since 1961, more than 10 percent of the total budget has been spent to add about6,500 books a year. Books unsuited for academic usehave been culled from the collection, and during thepast two years the holdings have been checked againstrecommended lists for college libraries to guide order-ing policies. At present the library has some 42,000

'books and 587 serials, of which 527 are periodickls.However, further expansion is needed to reach thelevels suggested by the American Library Associa-tion, which regards 50,000 volumes as necessary fora college of 500 students.

Lewis B. Mayhew, The Smaller Liberal Arts College, TheCenter for Applied Research in Education, N.Y., 1965, p. 99.

HILO CAMPUS

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

Actual Projected

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

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

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

132

Technical Program

The Hilo Campus is also ready to begin a phased-movement toward combination with the Hawaii Tech-Weal School, now under supervision of the State De-partment of Education, to offer an expanded technicalprogram and a double-track system of college courses,thus accommodating the entire range of students aswell as those who would enter a community college,if one existed on Hawaii. Such a program will makeit possible for students in the college-track curriculato attain an Associate of Arts degree upon comple-tion of a two-year program.

Serving the State and the Local Community

As a four-year college, the Hilo Campus will offerdegree programs in the liberal arts, including curri-cula which will also qualify students for teachingcertificates from -the State of Hawaii after a fifth yearat a professional college of education. Lower-divi-sion courses in engineering, agriculture and businesswill continue to be given at the present level. In thefirst phase of this development, Hilo Campus will limitits program to majors in the language arts (Englishand speech ), the social sciences ( a distributive major )and biology. As enrollment increases, additional pro-grams will be added. By 1975-76, when the enroll-ment should exceed 1,500, the range of curriculumchoices will be considerable. The selection of bac-calaureate programs will be determined on two prin-ciples: first, fields in which physical, climatic, demo-graphic and geographical features of the island ofHawaii offer special advantages for study; secondly,the pattern of choices made by the students, whichmay generally be expected to resemble those of Manoastudents.

As a four-year institution, the role of the Hilo Cam-pus will be to serve the requirements of local studentsand of those from other parts of the state, along withother community needs. In the foreseeable future, theHilo Campus will not be able to meet all the varieddemands of local students in higher education, butthe program just outlined will serve the needs of thegreatest number. A study of 1961-62 Hilo Campusstudents has shown that approximately one-half haveentered the teaching profession. The initial upper-division program, therefore, will offer academiccourses required by future teachers, plus a limitednumber of courses in pedagogy.

With a stronger and more varied baccalaureateprogram, the Hilo Campus should attract numerousstudents from other parts of the state. Many studentsdevelop best in the environment of a smaller college.Student unrest on mainland campuses has indicatedan increasing resentment against the impersonality ofthe large university. In Hawaii, no other alternativeto the large university is now available within thepublic system. A four-year degree program in Hilowill give a real additional choice to students.

Finally, the Hilo Campus will make a definite con-

HILO CAMPUS

tribution to the community. A four-year college willprovide an intellectual leaven for the island of Hawaii,now on the verge of enormous growth as a touristcenter. Without a four-year college to provide educa-tional opportunities to the students of lower-incomefamilies, the future of many young people of theisland would be limited largely to providing food andbeverage service, housekeeping and transportation forthe tourists. The presence on the island of a full-fledged college will lift the cultural level by provid-ing a center for the performing arts and by raisingeducational standards of the schools through profes-sional assistance and through continuing educationprograms adapted to the teachers. Even in area:, inwhich it will offer no specialization, such as urbandevelopment, public health, etc., the campus willserve the community by helping to identify problemsand facilitating referral to the appropriate agencies.

Curriculum

Although a smaller college cannot offer the varietyof educational experiences available at a large univer-sity, it has unique opportunities for distinction. TheHilo Campus will endeavor to make the most of theseopportunities in its curriculum and mode of instruc-tion. The major objective of the Hilo Campus will beto fashion its curriculum and instruction to encourageits students to become intellectually mature humanbeings, with the background and =the ability to makesound judgments. Besides acquiring competence insome one field, all students will be expected to graspthe relationship of their specialization to the broaderspectrum of knowledge and human concerns. As anessential aid toward grasping this relatedness and ofdeveloping their judgment, students will take an inter-disciplinary course in each of their years at the cam-pus. These courses will examine attempts of man tointerpret his purposes and to organize his experiences;attention will concentrate on the analytic and histori-cal study of works and institutions. The courses willcombine lectures, seminars and individual study. Inthe freshman year, the material of the interdisciplin-ary course will be used to provide subject -matterfor composition and speech courses taken concur-rently. In later years, these courses will deal withecology, the comparative study of Asian and Westerntraditions and institutions, and major problems in per-sonal and social ethics.

Through its program the Hilo Campus will attemptto use its faculty resourcefully. When skills can bebetter acquired by auto-tutorials and programmedlearning, these methods will be employed. To avoidthe costly waste of faculty time repeating lectures tosections too large for discussion, lectures will be pre-sented over closed-circuit television. Closed-circuittelevision will also be used where an instructor isdoing detailed demonstrations in a regular classroom.This will free . faculty for additional seminars andtutorials.

HILO CAMPUS 133

Even as the college grows and the faculty in-creases, there will be certain areas within the liberalarts in which there will not be regular instructors withthe particular competence needed. In such instancesinvitations to offer courses in their fields of special-ization will be extended to some of the highly skilledresource people on the island. Members of the staffof Cloud Physics and the Agricultural Experiment Sta-tion are presently making valuable contributions tothe' Hilo Campus, and, as the need arises, membersof the Peace Corps faculty and the Keaukaha Lan-guage Program, as well as scientists from the Volcanoand the Mauna Kea observatories, will also be invitedto participate. As another means of enriching theHilo program, use will be made of the telelecture,pioneered at Stephens College and at the Universityof Omaha. It offers students an opportunity to listento lectures and engage in discussion with scholars,statesmen and other resource people regardless ofdistance. The lecture itself can be delivered by tape,and an opportunity for questions and discussion canbe provided by a simple adaptation of a telephonereceiver. A microphone replaces the mouthpiece, anda loudspeaker amplifies the message being received.The University of Vermont offers 20 off-campuscourses by telelecture throughout the state. Similararrangements will be made with the Manoa Campus.

The Hilo Campus will also offer remedial coursesin the summer to students who are handicapped bydeficiencies in verbal and mathematical skills. Fur-thermore, in administering its own admission stand-ards, it will take into account the special qualifica-tions and needs of capable students who might notbe judged acceptable under tests that assume greaterverbal skills and general sophistication than those ofsome island students.

The Quality of the Students

During the initial phase of the development of theHilo Campus into a four-year college, about nine-tenths of the students will come from the island ofHawaii. At present, 89 per cerzt are from the BigIsland and about 7 per cent are mainland studentsor East-West Center grantees from Asia and thePacific. Some 4 per cent are from other parts of thestate.

As soon as a four-year program is introduced, thepercentage of out-of-state students is expected to risesignificantly. If the local students are to have theopportunity to broaden their experience, it will beessential to have a substantial component of studentsfrom out-of-state. The contribution presently beingmade by foreign and mainland students in enliveningthe campus and enlarging the range of interests isalready significant. A corresponding growth in thepercentage of students from other parts of the stateis also expected. As the small four-year college cam-pus in the University system, it will attract studentsseeking an education of this type, probably in small

numbers at first but sure to achieve greater size andsignificance in a few years.

Scores from Educational Testing Service examina-tions taken in 1965 and 1966 indicate that Hilo stu-.dents tend to equal or slightly exceed national normsin mathematical skills but fall behind in verbal skills.This pattern suggests the average ability of Hilo Cam-pus students overall is satisfactory but that the lan-guage preparation of many students is poorpresum-ably in large part the result of early background andrelative isolation. Approximately 94 per cent of thegrandfathers .nd 23 per cent of the fathers of HiloCampus students immigrated from non-English speak-ing countries. About a third of the students' parentshave not gone beyond the eighth grade; the meanof parental schooling being about 11 years. MedianfaMily income is about $7,200, with 46 per cent hav-ing an income of less than $6,000 (1967). These sta-tistics indicate that the majority of the students comefrom relatively poor surroundings where the level ofEnglish is substandard, and reading materials limited.Even improved high school standards will not com-pletely remove these disabilities.

However, Hilo Campus students have shown a per-sistence in completing their college programs that in-dicates they have patience and industry. A study offreshmen entering in 1960 and 1961 shows that 59per cent completed four years of college and 62 percent of these have become teachers.

If the Hilo Campus program is to be effective withlocal students, it must overcome their deficienciesin reading and verbal skills, and their relative culturaland geographical isolation. Moreover, it must demon-strate the value of a liberal arts education to parentswhose limited academic background and general out-look cause them to place excessive premium on edu-cational programs that provide immediate job oppor-tunities.

Extensive use will be made, therefore, of languagelaboratories to allow students deficient in communica-tions skills to improve their performance levels. Main-land students, whose skill in articulation will raisethe standard of spoken English in the classroom andon the campus, will be solicited. Seminars will bestressed to permit reticent local students to achievegreater self-confidence before their peers. Individualstudy will provide students with the novel experiencethat learning can be exciting.

Finally, Hilo Campus will make special efforts tointerpret its objectives to the community, and espe-cially to the parents of its students, stressing an under-standing of the different educational tracks and sup-port of a liberal education, both for its own sake andas the best preparation for a career in the professions,in business or in government.

Providing for Interchange

The geographical isolation of the Hilo Campusposes 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

TotalEnrollment 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. Studentshave a limited range of experience, and faculty areoften cut off from the stimulation of colleagues work-ing in their own discipline.

To relieve the cultural isolation of the students,it is not only essential that students be solicited fromoutside the state, but that local students also beencouraged to spend at least some time in anotheracademic institution. Students entering the teachingprofession will necessarily spend a fifth year on theManoa Campus. At the present time, about a dozenstudents attend a summer program at Lund Univer-sity in Sweden, administered by the Hilo Campus,and their number will probably increase. Exchangeprograms and financial assistance for a year abroadshould be made available especially for languagestudents.

Equally important is an exchange, program for HiloCampus faculty. A limited amount of interchange isalready in effect between the Hilo and Manoa cam-puses, but it must be expanded if the Hilo Campusis to attract more good faculty members. The num-ber of its staff engaged in research which requires thefacilities of a major campus is increasing; two havebeen awarded national grants. To insure such anincrease, money will be budgeted for brief visits tothe Manoa Campus to use library facilities and toconsult colleagues. The inter-library exchange willhave to be made more efficient and more rapid. At arelatively modest price, unlimited telephone servicecould be maintained between the two campuses. Thiscould also be used for the telelectures mentionedearlier, and for faculty to secure research Materials.

RESOURCES NEED

Faculty and Staff

Carrying out these projected aims for the HiloCampus will require considerable increases in faculty

and staff. To provide quality instruction, it will benecessary to maintain a student-faculty ratio of 15:1and about one full-time staff member ( administration,library, student services, etc.) for every 100 students( FTE ). The following table projects this expansionbut showing for 1968-69 actual faculty-administrationstaffing, for 1969-70 budgeted staffing, and applyingfor subsequent years the above ratios.

Library

Hilo's present collection of 42,000 volumes repre-sents notable progress, but the library holdings willhave to be increased greatly to meet the standards setby the American Library Association. Since the HiloCampus library is the only academic library availableto students and the community alike, at least 10 percent of the total campus budget should continue tobe spent on its improvement. By ALA standards, acollege of 500 students should have about 50,000carefully chosen volumes; with each additional 200.stu-dents, there should be an additional 10,000 volumes.Thus, the projected enrollment of 1,000 ( FTE ) twoyears hence will require a collection of about 75,000booksan aggregation which is probably too large tobuild up in that short time, but which can be ap-proached by an accelerated rate of purchasing.

Residence Halls

As at Manoa, dormitory facilities at the Hilo Cam-pus are inadequate to serve an expanding student pop-ulation. Now there is only one residence hall, with 53rooms; a second dormitory of approximately the samesize is under construction. If Hilo is to serve theentire Big Island, let alone the rest of the state andattract the necessary leaven of students from outsidethe state, additional residence halls must be provided.

COMMUNITY COLLEGE SYSTEM 135

A Staged Development for Hilo Campus

Stage I. Expansion into a limited third-year programand combination with the Hawaii Technical School:1968-70.

A third-year program will be introduced in 1969-70, offering majors in the fields of the language arts( English and speech), biology, and the social sciences( a distributive major ). Combination with the HawaiiTechnical School can be accomplished in the academicyear 1969-70.

Stage II. Expansion into a limited four-year program:1970-71.

The fourth-year will be limited to the fields de-

scribed above. To minimize the number of newcourses offered, and therefore the number of instruc-tors needed, upper-division courses will be offered ina two-year cycle.

Stage III. Development of the full program: 1972-75.Additional courses will be added to the baccalau-

reate program so that by 1975-76, with a projectedenrollment of 1,500 students in the college-track cur-ricula, degree programs of good quality can be of-fered in a range of liberal arts and sciences. Prioritywill be given to subjects in which student interestappears greatest and to subjects for which the re-sources of the island of Hawaii can provide specialadvantages for study.

Chapter 25: COMMUNITY COLLEGE SYSTEM

Purposes and Objectives

The University of Hawaii Community College Sys-tem was established by the legislature of Hawaii in1964, as an integral part of the University of Hawaiisystem of higher education, responsible to the Uni-versity through the Vice-President of Community Col-leges. The nucleus of the system consists of four ofthe five state technical schools transferred to the Com-munity College System by executive order of theGovernor on July 1, 1965Maui Technical School,Kapiolani Technical School and Honolulu TechnicalSchool on Oahu, and Kauai Technical School. HawaiiTechnical School in Hilo was not transferred and re-mains under the jurisdiction of the State Departmentof Education. In September, 1968, a new campus wasopenedLeeward Community College on Oahu.

The community college system is a reflection ofthe revolutionary changes in American society. Chap-ter 3, "The Critical Problem," has emphasized the factthat the technical revolution has displaced the un-skilled worker and has rendered outmoded many exist-ing skills. Coupled with this fact is an increased num-ber of leisure hours resulting from a shortened workweek. Community colleges, in order to meet thesechanges, must broaden the base of higher education,so that most of the population can improve their tech-nical and personal effectiveness. Implicit in the com-munity college system, therefore, is the need to pro-

vide technical and academic training for all levels ofthe population.

In line with their role, the community collegesundertake multiple responsibilities:

1. Developing technical programs of varyinglengths, some leading to associate degrees orcertifiicates; others, short-term programs of sev-eral weeks or meriths. These programs will beconstantly changed and updated to insure thatthey provide the type of training necessary tohold a job. They will also be designed to re-train workers in fields where occupational re-quirements have changed.

2. Providing continuing education for updatingand improving job competence, for culturalbroadening and personal and citizenship ef-fectiveness. The colleges, therefore, will serveas cultural centers for their communities.

3. Establishing a program of general education,including means for transfer to baccalaureatecurricula. The college programs in liberal artsdesigned for transfer to Manoa Campus or HiloCampus will be similar to the lower divisionrequirements of the University. However, it isanticipated that many students will transfer toother institutions of higher education. In ac-

CO

MM

UN

ITY

CO

LLE

GE

'SY

ST

EM

VIC

E-P

RE

SID

EN

TS

yste

m S

taff

1

HO

NO

LU

LU

C.C

.K

AP

IOLA

NI C

.C.

LEE

WA

RD

OA

HU

C.C

.K

AU

AI C

.C.

MA

UI C

.C.

Pro

vost

Pro

vost

Pro

vost

Pro

vost

Pro

vost

Dea

ns &

Dire

ctor

sD

eans

& D

irect

ors

Dea

ns &

Dire

ctor

sD

eans

& D

irect

ors

Dea

ns &

Dire

ctor

s

]P

RO

GR

AM

S

Aer

onau

tics

Tec

h-no

logy

Arc

hite

ctur

alD

rafti

ngA

uto-

Bod

y R

epai

rA

uto

Mec

hani

csC

arpe

ntry

Civ

il E

ngin

eerin

gT

echn

olog

yC

osm

etol

ogy

Ele

ctric

ityE

lect

roni

cT

echn

olog

yF

ashi

on A

rts

Fire

Sci

ence

Foo

d S

ervi

ces

Libe

ral A

rts

Tra

nsfe

r (L

imite

d)M

etal

Tec

hnol

ogy

Pol

ice

Sci

ence

She

et M

etal

Wel

ding

PR

OG

RA

MS

Acc

ount

ing

Cle

rical

Dat

a P

roce

ssin

gD

enta

l Ass

istin

gF

ood

Ser

vice

sLi

bera

l Art

sT

rans

fer

(Lim

ited)

Mer

chan

disi

ng M

id-

Man

agem

ent

Pra

ctic

al N

ursi

ngS

ales

Sec

reta

rial S

cien

ce

I

PR

OG

RA

MS

Acc

ount

ing

Coi

nput

er S

cien

ceLi

bera

l Art

sT

rans

fer

Libr

ary

Tec

hnol

ogy

Man

agem

ent

Sec

reta

rial

LP

RO

GR

A."

5'

Acc

ount

ing

Arc

hite

ctur

alD

rafti

ngA

uto-

Bod

y R

epai

rA

uto

Mec

hani

csC

arpe

ntry

Cle

rical

Gen

eral

Bus

ines

sLi

bera

l Art

sT

rans

fer

(Lim

ited)

Sec

reta

rial S

cien

ceW

eldi

ng

PR

OG

RA

MS

Acc

ount

ing

App

arel

Des

ign

&C

onst

ruct

ion

Arc

hite

ctur

alD

rafti

ngA

uto-

Bod

y R

epai

rA

uto

Mec

hani

csC

arpe

ntry

Cle

rical

Libe

ral A

rts

Tra

nsfe

rM

achi

ne T

echn

olog

yS

ecre

taria

l Sci

ence

She

et M

etal

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 16,366Eveningtt 599 816 1,139Apprentice* 1,280 2,198 2,375 2,635Manpower Development

and Training Program** 217 1,400 1,500 1,800Graduates:Associate in Arts 5 901 1,495Associate in Science 322 862 1,378Cert. of Achievement 703 387 558 908Faculty and Staff (FTE):Faculty 86 280 464 598Civil 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 students participating in these programs duringyear.

**Cumulative enrollment for the year.

cord with the students' educational plans,courses in the technical and commercial areasmay also be transferred to those institutionswith appropriate curricula.

The Colleges

Each college within the system will have a widedegree of autonomy in developing its programs. Eachwill work up its own educational development plan.Each will be individually accredited. As the term"community" implies, each college will be responsiveto the educational needs of its own particular area.Therefore, Maui and Kauai serving essentially ruralareas, Leeward serving a suburban type of community,and Honolulu and Kapiolani, located within the me-tropolis, will develop differently. The historical devel-opment of Kapiolani as a business college and Hono-lulu as a technical collegeeach with its own special-ized equipment and particularly trained facultywillresult in continued emphasis in these areas at the twocolleges.

Articulation with the Manoa and Hilo Campuses

A major concern of the Manoa and Hilo campusesis the college transfer program of the community col-leges. It is expected that a majority of the studentswho successfully complete a transfer program will at-tempt to enroll as juniors at Manoa or Hilo. Butothersand this number could be sizeablewill trans-fer to other four-year colleges in the state or on themainland.

Inasmuch as the community colleges follow a moreliberal admissions policy than the Manoa Campus,

their faculties meet a special challenge. The resourcesthey need for this difficult task are not only subjectmatter competence but also effective teaching methodsand techniques. The fact that most of the campuseswill have far smaller enrollments than the ManoaCampus should permit their faculties to work closelywith their students.

Careful curriculum design is also essential for thecolleges, since their relatively small teaching staffsdo not permit them to offer a wide range of courses ineach major branch of learning. Here again the res-ponsibility rests with each college to devise and offerthe courses most appropriate to its student body,faculty and setting. Common sense as well as educa-tional policy has led the colleges to concentrate onhelping their students to complete most or all of thegeneral education requirements of the Universitycommunications, mathematics, world history, and basiccourses in the sciences, social sciences and humanities.

The policy of the University is that none of 'thesecourses need be identical with those offered at Manoa,as long as the same broad educational objectives andstandards of performance are attained. Students ingood standing may transfer from a community collegeto Mahoa or Hilo and will be given no special examin-ations to ascertain their qualification for further study.Such qualification is taken for granted, if they havereceived the necessary grade point average from thecommunity clllege. However, as a check on thequality of the work of these students, the communitycolleges will collaborate with the central administra-tion of the University in following the academicrecords of community college alumni after they trans-fer to a University campus for advanced courses. Ifconsistent weaknesses should show up in one or moreacademic areas, the community college will under-

138 COMMUNITY COLLEGE SYSTEM

take to raise its standards of grading, improve itsfaculty, or both. Where community college transfersperform especially well, this may be investigated withprofit by the Manoa Campus.

It is expected that some students who have startedtheir collegiate careers on the Manoa Campus maytransfer to community colleges for reasons of changein their educational goals, academic dismissal or pro-bation, or convenience. The community collegesshould make provisions not only to accommodate butto counsel these students.

Procedures whereby students on one campus onOahu can take at another campus courses not other-wise available to them are being worked out. Already,Manoa students needing technical courses in the useof business machines go to the nearby Kapiolani Com-munity College, as do some students in the TravelIndustry Management Program. It is planned to haveeducation students specializing in industrial artstrained in the shops of Honolulu Community Col-lege, which are far superior to those on the ManoaCampus. Conversely, community college students whoneed courses available only at Manoa, and who arequalified to take them, will be able to do so.

Articulation of the several campuses of the Uni-versity system will require continuous consultation,not merely by deans and provosts, but also by facultymembers teaching similar courses. It is not necessaryfor any campus to get the consent of any other campusbefore making a change in curriculum or course, buteach campus should avoid surprising the others. Afaculty member in charge of a program of mutual in-terest to all campuses ( freshman English, pre-calculusmathematics, introductory chemistry, etc.) should in-form his counterparts on the other faculties beforemaking a course change of major significance.

Much of this consultation can be made by phone orcasual visit. However, there should be a least one meet-ing each year of the persons directing the basic gen-eral education or introductory courses which are atleast approximately common to all campuses. Themeetings should rotate among the several campuses, soas to increase familiarity throughout the entire Uni-versity system.

Coordination is also necessary in another academicarea, among the officers who deal with admissions andenforcement of standards. The Manoa Campus has

a committee of associate and assistant deans whichmeets frequently to insure that the students in theseveral colleges of Manoa receive equal treatment withrespect to grade point requirements and the like.Representatives from the community colleges and fromthe Hilo Campus, as well as students, will be added tothe committee, so that questions or transfer from onecampus to another can be handled as they arise, andso that policy questions can be formulated in light ofthe entire range of University curricula.

By such means a sense of joint enterprise can bedeveloped to enable the University of Hawaii, uni-quely among American state universities, to conductan integrated system of higher education which isboth flexible to the needs of students and of anexcellent quality throughout.

Projected Developments Under AcademicDevelopment II

1. Complete the Leeward College and the addition oftechnical programs; relocate, the Kauai College;expand the Honolulu College; consider establish-ment of additional campuses; complete the MauiCollege Master Plan.

2. Develop comprehensive programs in all of thecolleges involving two years of transfer work forthe Manna and Hilo campuses, expedite appropri-ate transfer work for other institutions of highereducation, and broaden offerings in the occupa-tional areas.

3. Develop programmed learning, using the mostmodern techniques and other methods to maximizeself-learning.

4. Continue study of occupational programs to in-sure necessary technical training, abandoning tech-nical programs which no longer meet the needs ofthe work world and adding new ones as needsdevelop.

5. Establish short-term courses for occupational train-ing and upgrading.

6. Develop continuing education programs throughincrease of evening offerings or by following theconcept of the extended day.

7. Provide communityoriented educational services.8. Establish research projects aimed at instruction

evaluation and improvement.

UNIVERSITY PRESS 139

Chapter 26: UNIVERSITY OF HAWAII PRESS

Purposes and Objectives

The University of Hawaii Press was established in1947 to serve as the publishing arm of the University.Its governing concept, like that of other universitypresses, has been to publish significant works of scho-larship that commercial firms cannot afford to under-take. The University of Hawaii Press is a member ofthe 68-member American Association of UniversityPresses, whose commitment, according to its by-laws,it is "to encourage the dissemination of the fruits ofresearch and scholarship, and in connection therewith,the development of university presses and the flow ofscholarly information both within and without theUnited States."

The growth of the Press since its establishment hasbeen steady and gradual, with a marked expansion ofits catalog listing during the past several years. Sincethe first book in 1948, the Press has published 83 newtitles of which 67 are in print. At present the Presspublishes about 16 titles a year, an ouptut that com-pares favorably with that of other distinguished butsmall university presses, such as those of WesleyanUniversity, Ohio University, Duke, Brown, and McGill.

Since its inception, the University of Hawaii Presshas concentrated on publication of scholarly booksrelated to the Pacific region, works which add to thesum of knowledge, particularly those which result fromthe University's extensive research programs and re-flect its regional responsibilities. Present listings in-clude original scholarship in such diverse fields asentomology, Pacific lexicography, race relations, landlaws, anthropological linguistics, marine biology, his-tory of the Hawaiian Kingdom, fine arts of China andJapan, Far Eastern philosophy and literature, Okina-wan religion, Pacific cookery, Hawaiian folklore andlegends, Pacific biography. The publishing activitiesof the Press also include the editing, production, andsubscription and reprint fulfillment for two quarterlyjournals (Pacific Science and Philosophy East andWest) and one semiannual (Oceanic Linguistics).

The geographical focus of the University ofHawaii Press is specific, yet broad and flexible. Pub-lishing policies have reflected, from its beginnings, aprinciple recently stated by Marsh Jeanneret, directorof the University of Toronto Press: "If the standardsof scholarship are international, the interests of schol-arship are often regional."

In their role as disseminators of scholarship, uni-versity presses also provide publishing services to othereducational institutions or societies which have no faci-lities of their own. The University of Hawaii Press

'To Advance Knowledge: A Handbook on American Uni-versity Press Publishing, ed. Gene R. Hawes, New York: Ameri-can University Press Services, 1967, p. 24.

has cooperatively published titles for the Friends ofthe Library of Hawaii, the Honolulu Academy of Arts,and the Hawaiian Historical Society.

Present Status

The rising costs of book production and distribu-tion, together with the increased competitivenessamong commercial publishers, have meant that thelatter are even less willing than before to publish cer-tain kinds of scholarly books. At the same time, thequantity and scope of research activities in institutionsof higher learning are expanding at a tremendoustempo. This development, combined with increasingstudent enrollment and the growing number of teach-ing and research personnel, generates greater demandsfor the publication of scholarly books. The Universityof Hawaii is experiencing this expansion, and thedemand for publishing by its Press is increasing pro-portionately.

Most published works of scholarship are intendedfor audiences of between 1,500 and 10,000 readers.The University of Hawaii Press publishes in editionsof 1,500 to 5,000 copies. Although the state providesthe major portion of the subsidy for the University ofHawaii Press, a significant share is contributed by thefederal government and private foundations. In parti-cular, the state provides overhead and the salaries ofthe regular full-time staff, and the printing funds forapproximately half of the books produced. Thesecond half of the printing funds comes from othersources, and several part-time positions are also fi-nanced from these sources.

In 1967, the staff was increased from six to ten full-time positions, and operation was reorganized into sixdepartments, including: administration, concernedwith direction, supervision, long-range development,policies, budgeting, and staff, etc.; editing; design andproduction; journals; sales and promotion; businessoperations, concerned with projections and analysesrelating to costs, sales, commissions, subsidy requests,contracts, etc.

Program Development

The supply of publishable manuscripts will con-tinue to mount rapidly as both the scholarly qualityand numbers of faculty increase. The establishmentand growth at the University of research institutes, theexploitation of new areas of interdisciplinary studies,and the increasing importance in world affairs of thepeoples of the Pacific will contribute to the rising curvein the publication potential of a Honolulu-based uni-versity press. For this reason the staff and the fund-ing of printing costs should be increased at regularintervals so that the Press will be able to meet the

140 UNIVERSITY PRESS

greater needs caused by rising demands. The eco-nomic goal of the Press, to reach a volume of publica-tion sufficiently high so that sales will more nearlyoffset production costs, can only be achieved throughproper staffing ratios and printing allotments, sup-ported by revised budgeting policies and reforms inlocal bidding procedures.

Contracting

The Press experiences great difficulty in makinguse of the services of book manufacturers ( as distinctfrom job printers ), due to the formal bidding pro-cedures required by state law. The chief restrictivepractices which become serious obstacles to sound op-erations include: bid bonds, which are not customaryin the printing industry, with the result that most out-of-state manufacturers will not submit to the require-ment; penalty clauses, also discouraging to out-of-state manufacturers; a 15 per cent differential favoringlocal bidders, resulting in a system which is nottruly competitive; pseudo-competitive bidding, whichdoes not allow inspection of the manuscript by out-of-state manufacturers prior to submission of a bid.

In utilizing non-specialists for the manufactureof its books, the Press pays higher prices, experiencesunnecessary delays, expends undue amounts of stafftime and energy supervising production and over-seeing corrections, and sometimes must accept faultyworkmanship or the alternative of additional delays.The higher production costs result in higher retailprices for the finished books.

Revolving Fund

Since its establishment the Press has not been

permitted to retain the proceeds from the sale of titlespublished with state general funds. The fact that itdoes not do so creates severe difficulties in manage-ment, long-range planning, and achieving the out-put of which the Press is potentially capable. Retain-ing returns from sales is a basic condition of goodpublishing operations. It has the wholehearted ap-proval of the university press profession.

Developments Under Academic Development Plan I

1. Published 26 new titles, reprinted 13 books, issuedthree scholarly journals.

2. In addition to regular scholarly volumes, producedspecial publications for the Honolulu Academy ofArts, Friends of the Library of Hawaii, HawaiianHistorical Society, and in collaboration with theAustralian National University Press.

Projected Developments Under Plan II

1. At present, 22 manuscripts in preparation; approxi-mately 17 new manuscripts for acceptance eachyear for next two years; thereafter, an annual in-crease of about 20 new projects.

2. By 1975 projected annual publication of 26 booksand 4 journals, making a potential total of about127 new titles for publication under Plan II; ofthese, some 20 to be cooperatively published withhistorical, scientific and educational organizations.

EAST-WEST CENTER 141

... Chapter 27: EAST-WEST CENTER

Purposes and Objectives

The East-West Centerformally known as "TheCenter for Cultural and Technical Interchange Be-tween East and West"was established in Hawaii bythe U.S. Congress in 1960. The Center's goal, as statedin the enabling legislation, is to promote better under -standing' and relations among the people of Asia, thePacific islands and the United States. The methodsuggested is the free interchange of information, ideasand beliefs in cultural and technological fields throughprograms of education, research and training. TheCenter was established in cooperation with the Uni-versity of Hawaii as an institution "where scholarsand students in various fields from the nations of theEast and West may study, give and receive training,exchange ideas and views . . . . " From inception, it hasfocused on the dimension of human resources in inter-national understanding, supplemented by the exchangeof ideas through the printed word.

Relationships to the University, State of Hawaii,U.S. Government

Hawaii was selected as the site for the East-WestCenter for a variety of reasons, including geographicallocation, the harmonious mixture of races and cul-tures in its population, the state's Asian-Pacific out-look, and the role of the University of Hawaii in con-tributing to knowledge of these areas of the world.

Congress has appropriated funds annually throughthe U.S. Department of State for support of the Cen-ter and provided for the construction of the East-WestCenter complex of buildings on the University ofHawaii' campus. The Board of Regents of the Uni-versity is the agency of the state through which theCenter receives its funds. The interdependent natureof the institution is illustrated by the fact that itsadministration is responsible to the Board of Regentsas well as to the National Review Board, an advisoryboard for the State Department. Congressionally-ap-propriated funds are channeled to the Universitythrough the State Department's Bureau of Educationaland Cultural Affairs.

The Center selects scholars, students and technicaltraining participants from more than 30 countriesand territories. In addition to Center-directed researchprojects, it provides intercultural opportunities througha variety of programs, including seminars and activi-ties linked to residence halls in which grantees liveat the East-West Center. Academic instruction is car-ried out by the University, which gives academiccredits and awards degrees to those qualifying. TheCenter arranges in some cases for further academic in-struction at universities on the U.S. mainland and inAsia. Technical and other specialized instruction andon-the-job training are also provided in cooperation

with state government agencies, Asian-Pacific govern-ment agencies, private firms and the U.S. Agency forInternational Development ( AID ).

Institute for Student Interchange (ISI)

Scholarships, usually for graduate study leading toa master's degree, are offered by ISI to young menand women possessing a high degree of leadershippotential and scholastic ability and giving evidenceof real interest in the goals of the Center. Preferencein awarding grants is given to those seeking ad-vanced education in fields best meeting the needs oftheir respective countries.

A small number of students are accepted for under-graduate programs from countries and territories withlimited higher educational facilities. All students mustmeet University cf Hawaii requirements; Asian andPacific students are required to demonstrate profici-ency in the English language. All American studentsare required to study intensively an Asian or Pacificlanguage, in addition to regular degree work. A ratioof two Asian or Pacific students to each American hasbeen determined as most suitable to fulfill the Cen-ter's goals of interchange and understanding.

Scholarships are awarded initially for 17 to 20months, with provision for extensions to a maximum of24 months for graduate students when necessary tofulfill academic programs. American students normallyare awarded field study trips to Asia or the Pacific areaand Asian and Pacific students are offered studyperiods ranging from a summer to one semester plusa summer at U.S. mainland universities, depending onacademic requirements.

East-West Center students also are required toparticipate in Asia-America seminars for critical andconstructive comparisons of varying cultures. Duringany semester, between 500 and 600 students are study-ing on Center grants awarded through the Institutefor Student Interchange.

Institute of Advanced Projects (IAP)

The Institute of Advanced Projects awards about40 Center grants annually to promoteat the senior,professional levelresearch, writing, discussion andexchange of ideas on subjects of concern to East andWest. In addition, IAP distributes reprints of articlespublished by specialists during or after their stay atthe Center. Scholarly materials produced at the In-stitute are made available to educational, researchand governmental institutions on both sides of thePacific.

Grants to Senior Specialists, such as college pro-fessors, government administrators, artists and scien-tists, provide for residence periods ranging from fourto ten months at the Institute. In addition to work on

EAST-WEST CENTER 143

fic problems of concern to both East and West. Threesurveys by distinguished academic groups, studyingthe lessons learned in this unique experiment in inte-national education, pointed the way to planning thePopulation Program, begun in 1968, and other prob-lem-oriented research programs outlined below.

During the five-year period, several small butselective academic programs were added. These in-cluded: (1) the International Development Fellow-ships awarded to carefully selected graduate students,mainly from Asia, for Ph.D. studies at mainland uni-versities and the University of Hawaii in the applica-tion of social sciences in development; ( 2) the TeacherInterchange Program for experienced high schoolteachers in social sciences, history and the humanitiesto upgrade the teaching of Asian studies in Americansecondary schools, and Western studies in Asianschools; ( 3) the Junior Year in Hawaii program for in-tensive Chinese and Japanese language and areastudies for selected American undergraduates whosecolleges do not have Asian studies programs; (4)the Language Intern program for Asians teachingtheir own languages to foreigners; (5) the LanguageTetichers Training Program for American teachers ofChinese and Japanese.

Notable advances in cultural interchange andunderstanding were achieved by involvement of gran-tees, through the East-West Center Grantees' Associa-tion, working with Center administration officials insuch fields as student discipline, selections, fieldstudies, housing, special summer programs, Englishlanguage teaching and broad program development.

Technical training activities of the Institute forTechnical Interchange were broadened to includefield training projects and workshops in various Pacificisland areas. The main thrust of ITI training wasaimed at helping the development of peoples in theU.S. Trust Territory, but other work was carried onas well in other Pacific island areas and in selectedfields of endeavor in Asia, such as hotel managementtraining.

Selection of Senior Specialists in the Institute ofAdvanced Projects was based on research proposalsdirectly relevant to international development andcross-cultural relations. Thirty-four Occasional Papersand two bilingual dictionaries were produced by Re-search Publications and Translations.

The East-West Center Press, since its founding in1963, published 70 books, of which 30 were originalworks issuing from the East-West Center.

The East-West Center Library collection grew toover 270,000 volumes and 20,000 reels of microfilmby 1968.

A wide variety of conferences and seminars focusedon East-West problems of concern to scholars andpolicymakers. Responsibility for conferences and sem-inars was shifted to the office of the Deputy Chan-cellor for Academic Affairs in 1968 for improved co-ordination with existing and developing academic pro-grams.

The report of the U.S. Advisory Commission on In-ternational Educational and Cultural Affairs on theEast-West Center ( better known as the "Larsen Re-port") in 1964 confirmed the soundness of the Cen-ter's objectives and commended the work of theinstitutes. It recommended establishment of a Na-tional Review Board to advise the Secretary of State onEast-West Center matters and the board was appointedlater that year. The Larsen Report also strongly rec-ommended that focus be directed on fewer programsand closer coordination among the three institutes. Afew months later the East-West Center Committee onReorganization made a report which included the fol-lowing recommendations: coordinated program devel-opment; closer EWC-UH cooperation; and specifica-tion of "unique educational programs" on a multi-national, multi-level, multi-disciplinary basis.

In 1967 a joint EWC-UH Task Force completed afive-year program projection recommending emphasison identifying problems of Asian and American con-cern, and then devoting the resources of the East-WestCenter to seeking solutions. The Task Force saidthat problem-oriented programs should not entirely re-place the on-going Center programs in the three in-stitutes and should begin gradually and be carefullyevaluated. Five areas were suggested for considera-tion of integrated Center problem-solving programs:modernizationeconomic, political, educational admin-istrative, and ideological aspects; conflict resolutionin political, economic, racial and religious spheres;food and populationincluding such factors as publichealth, employment, use of leisure, etc.; languagestructural and social aspects, ranging from languagedescription and learning to language in internationalrelations; communicationthe communication revolu-tion and its management, communication between Andwithin cultures, methods of passing on lcnowlcgained from research to peoples concerned.

The first problem-oriented program in populationdynamics was made possible by a grant of $3.7 millionfrom AID in June, 1968. The five-year grant enablesthe Center to undertake a multidisciplinary research,study, and training program involving Center staff,University of Hawai resources, Senior Specialists inthe Institute of Advanced Projects, graduate studentsin the Institute for Student Interchange, and a broadrange of training participants in the Institute for Tech-nical Interchange. Working relationships with Asianand U.S. mainland institutions in population problemsresearch will be developed.

Chief Developments Expected 1968-76

The major task during the years 1968-76 will begradually to integrate the work of the Center aroundprograms and subprograms, a major portion of whichwill be problem-oriented. The broad, long-range Cen-ter goals specified in the legislation which created itwill be broken down into subgoals stated as expectedresults or accomplishments, and ranked in priority.

EAST-WEST CENTER 143

fic problems of concern to both East and West. Threesurveys by distinguished academic groups, studyingthe lessons learned in this unique experiment in inter-national education, pointed the way to planning thePopulation Program, begun in 1968, and other prob-lem-oriented research programs outlined below.

During the five-year period, several small butselective academic programs were added. These in-cluded: (1) the International Development Fellow-ships awarded to carefully selected graduate students,mainly from Asia, for Ph.D. studies at mainland uni-versities and the University of Hawaii in the applica-tion of social sciences in development; (2) the TeacherInterchange Program for experienced high schoolteachers in social sciences, history and the humanitiesto upgrade the teaching of Asian studies in Americansecondary schools, and Western studies in Asianschools; (3) the Junior Year in Hawaii program for in-tensive Chinese and Japanese language and areastudies for selected American undergraduates whosecolleges do not have Asian studies programs; (4)the Language Intern program for Asians teachingtheir own languages to foreigners; (5) the LanguageTeachers Training Program for American teachers ofChinese and Japanese.

Notable advances in cultural interchange andunderstanding were achieved by involvement of gran-tees, through the East-West Center Grantees' Associa-tion, working with Center administration officials insuch fields as student discipline, selections, fieldstudies, housing, special summer programs, Englishlanguage teaching and broad program development.

Technical training activities of the Institute forTechnical Iriterchange were broadened to includefield training projects and workshops in various Pacific;island areas. The main thrust of ITI training wasaimed at helping the development of peoples in theU.S. Trust Territory, but other work was carried onas well in other Pacific island areas and in selectedfields of endeavor in Asia, such as hotel managementtraining.

Selection of Senior Specialists in the Institute ofAdvanced Projects was based on research proposalsdirectly relevant to international development andcross-cultural relations. Thirty-four Occasional Papersand two bilingual dictionaries were produced by Re-search Publications and Translations.

The East-West Center Press, since its founding in1963, published 70 books, of which 30 were originalworks issuing from the East-West Center.

The East-West Center Library collection grew toover 270,000 volumes and 20,000 reels of microfilmby 1968.

A wide variety of conferences and seminars focusedon East-West problems of concern to scholars andpolicymakers. Responsibility for conferences and sem-inars was shifted to the office of the Deputy Chan-cellor for Academic Affairs in 1968 for improved co-ordination with existing and developing academic pro-grams.

The report of the U.S. Advisory Commission on In-ternational Educational and Cultural Affairs on theEast-West Center ( better known as the "Larsen Re-port") in 1964 confirmed the soundness of the Cen-ter's objectives and commended the work of theinstitutes. It recommended establishment of a Na-tional Review Board to advise the Secretary of State onEast-West Center matters and the board was appointedlater that year. The Larsen Report also strongly rec-ommended that focus be directed on fewer programsand closer coordination among the three institutes. Afew months later the East-West Center Committee onReorganization made a report which included the fol-lowing recommendations: coordinated program devel-opment; closer EWC-UH cooperation; and specifica-tion of "unique educational programs" on a multi-national, multi-level, multi-disciplinary basis.

In 1967 a joint EWC-UH Task Force completed afive-year program projection recommending emphasison identifying problems of Asian and American con-cern, and then devoting the resources of the East-WestCenter to seeking solutions. The Task Force saidthat problem-oriented programs should not entirely re-place the on-going Center programs in the three in-stitutes and should begin gradually and be carefullyevaluated. Five areas were suggested for considera-tion of integrated Center problem-solving programs:modernizationeconomic, political, educational admin-istrative, and ideological aspects; conflict resolutionin political, economic, racial and religious spheres;food and populationincluding such factors as publichealth, employment, use of leisure, etc.; languagestructural and social aspects, ranging from languagedescription and learning to language in internationalrelations; communicationthe communication revolu-tion and its management, communication between lndwithin cultures, methods of passing on knowkgained from research to peoples concerned.

The first problem-oriented program in populationdynamics was made possible by a grant of $3.7 millionfrom AID in June, 1968. The five-year grant enablesthe Center to undertake n multidisciplinary research,study, and training program involving Center staff,University of Hawai resources, Senior Specialists inthe Institute of Advanced Projects, graduate studentsin the Institute for Student Interchange, and a broadrange of training participants in the Institute for Tech-nical Interchange. Working relationships with Asianand U.S. mainland institutions in population problemsresearch will be developed.

Chief Developments Expected 1968-76

The major task during the years 1968-76 will begradually to integrate the work of the Center aroundprograms and subprograms, a major portion of whichwill be problem-oriented. The broad, long-range Cen-ter goals specified in the legislation which created itwill be broken down into subgoals stated as expectedresults or accomplishments, and ranked in priority.

144

These statements will identify the basic functions orprograms of the Center. An analysis of alternativeswill be undertaken to identify which activities shouldcomprise the programs of the Center. Existing Cen-ter activities and projects will be analyzed, evaluatedand related to these basic programs. A scheme ofprogram responsibility will be established to ensureinvolvement of University and Asian scholars, granteesand Center units in decision-making. A system of pro-gram evaluation will be outlined and gradually devel-oped. Five- and ten-year projections of program ac-complishments and costs for all programs will follow.New, problem-oriented programs will be developedto fit within the total program structure.

Financial support for problem-oriented programswill come from reallocation of existing Center re-sources and also will be sought from outside sources,including private foundations and various governmentagencies in the United States and in Asian-Pacificcountries.

As new programs develop, the number of ISI, ITIand IAP grants will increase to the limits of spaceavailable in dormitories and offices. Realistic consid-eration must be given to necessary expansion of thephysical plant. The East-West Center Press, givensome additional funding, should approximately doublethe volume of its sales and reach a break-even point inoperations. The East-West Center Library holdingsof Asian materials will increase by nearly 240,000volumes, if the current acquisition rate can be main-tained. ISI will deploy staff in Asia for improved selec-tion and field activities and will bring Center alumniinto service as selection committee members and in-terpreters of the Center for Asian universities.

Evaluation of programs, both old and new, willbecome a cyclic process of assessing goals, plans, op-erations and results. The degree to which programsare congruent with and supportive of the larger pur-poses of the Center will remain a major criterion forevaluation.

Development of Problem- Oriented Programs

The problem-oriented approach, referred to above,is a new policy and goal in the Center's search for East-West understanding, promising a closer integration ofthe Center's activities. Planning for the period aheadwill be devoted to problem-oriented programs.

With this approach the Center expects to sharpenfurther the concept Of a multidisciplinary problem-oriented program; execute the new program on popu-lation dynamics in accordance with the concept; anddevelop additional programs, where studies indicatefeasibility, in the general problem areas of food,development ( modernization ), intercultural communi-cation, higher education and the development ofhuman resources, and values and society.

Criteria

There is no end to problems of common concern

EAST-WEST CENTER

to East and West. The task is to isolate the few withwhich the Center and the University may logically beconcerned. The Center's perspective on projects willbe middle range, neither directly operational ( for thatbelongs to government agencies) nor wholly longrange ( for that belongs to the basic research functionsof universities ).

Problems suitable to the East-West Center for itsprograms will first be delimited as follows: any arearecognized by policymakers and scholars in Asian-Pacific countries and the United States as impedingsocial, economic or cultural betterment for whichthere is an actual or assumed solution.

Further criteria for selection of problems and out-lining of programs to solve them include: ( 1 ) Eachproblem should be consequential to both East andWest and capable of being defined and worked on inan interdisciplinary fashion by research investigatorsfrom East and West working together; (2) the prob-lem should be of contemporary significance but fu-ture-oriented; (3) programs should be distinctive,not duplicating work on problems being studied else-where; ( 4 ) programs should have a comprehensiveplan, including evaluation, a self-correcting methodof operation, competent people and a budget; (5 )programs should have a research design which willprovide a systematic attack on the problem and in-terrelate all projects carried out by the program, anda design for both education and interchange; ( 6 ) theproblem-solving program must lie within the capabili-ties of the East-West Center, the University and thecommunity of Hawaii.

Characteristics of Program Organizationand Operation

Problem-oriented programs, although academic innature and content, will not duplicate Universityprograms but be complementary to them. In a uni-versity, scholars are grouped around a common dis-cipline, presided over by a chairman, and called afaculty or department. In the East-West Center, theplan is to group scholars in programs organized arounda problem, to draw them from several disciplines,and to select a director to preside over the group.

Each program will have several projects whosemembers will constitute teams, that is, groups ofpeople with differing functions who have the sameorientation and who will cooperate to achieve a com-mon goal. Whereas faculty members of a universitydepartment are a residential group on a single campus,members of teams may be resident on many campuses,with continuity and coordination provided for by thedirector and staff at the EWC and the members of theteam who are on the University faculty or temporarilyin residence at the Center.

The team concept envisages groups of both olderand younger scholars from Asia, America and thePacific who will meet initially in residence at theEWC. A single team will be made up of scholars whoare EWC staff, members of the UH faculty, or senior

EAST-WEST CENTER

specialists, University students, including grantees onEWC scholarships, and possibly trainees from ITI.A team member will be asked to make a rather long-term commitment to cooperate on the problemsthrough continuing teaching, research or other workafter returning to his home institution. It is hopedthat his home institution will also agree to cooperatein support of the activities engaged in by the teammembr7. Team members coming to the EWC-UH andretuva :4* their home institutions will form strandsin a gro sing network of responsible scholars and in-stitutions.

During residence in Hawaii student members willtake courses at this University, assist senior scholarsin residence with their research and writing, find theirown places on the team, live with other students indormitories, and engage in various extra-curricularactivities coordinated by the EWC staff. Senior special-ist members will engage in research, and some willhold advanced seminars at the University under an ar-rangement of joint appointments. They will evaluatethe problem-related research plans of students andpossibly give ketures to the trainees. Hawaii facultywho are members of a team will join in the researchand continue their teaching, advising and other acti-vities, the amount of each depending upon arrange-ments made.

Each program will have a field project. As a re-search, education and training laboratory, the projectwill bring together scholars, students and trainees fromEast and West under new and different conditions ofstudy, work and living. Younger members of the team( students) would be given direction and advice byolder members. It will be in the field project thatstudents do their field work for theii theses and disser-tations. (In addition to programs for students, the Cen-ter will continue to sponsor non-degree training pro-grams. Such activities will, to a certain extent, becoordinated with and related to the team approachproposed here.) Team members, in addition to theirteaching and research activities, will be encouragedto engage in related community services according tothe needs of their own societies and governments. Pre-sumably, as the work progresses, specific and usefulsolutions to current problems will be found. Localapplication will be necessary, and team membersshould be able to offer technical training and to con-duct applied research within the community. Thedecision as to whether technical training shbuld takeplace in Hawaii or in the home country will be madeaccording to circumstances. In general, training un-dertaken at the EWC will be only in highly specializedand unusual fields, or possibly for those areas of thePacific and Asia where training facilities are inade-quate and trained personnel are few.

Although questions have been raised in the pastabout the advisability of the Center providing scholar-ships at the Ph.D. level, the kind of program outlinedhere calls for the continuation of such training. Thesegrants will be made primarily to persons who have

145

already received the master's degree under the tutelageof a team member, although provision should be madefor those of exceptional ability coming through otherchannels. Arrangements will be made among teammembers to supervise dissertation research and ad-vanced study on a cooperative basis. In this way, theteam will take advantage of the best facilities of eachinstitution. Since the team approach assumes the long-range point of view, the ultimate impact of a programincluding Ph.D. candidates would be greater than ifconcentration were placed only on the master's degree.Not only will these doctoral students be leaders intheir countries 15 to 20 years from now; they willalso have developed their ability to communicatecross-culturally, to contribute to the solution of prob-lems, to become teachers of teachers, to advise theCenter, and to maintain the community of understand-ing. This team approach, especially as it is systema-tized through nominations by team members, shouldgive greater assurance that these younger scholarswill not become part of the "brain drain."

Besides common program services, much of thework now performed for advanced scholars, studentsand trainees will need to be continued. Just as a uni-versity provides a program of services to enrich stu-dent life and help students cope with personal andhealth problems, so the Center must provide suchservices to students and trainees. All participants willneed help with housing, visas, transportation andorientation. Along with extra-curricular activities toenhance informal interchange, students will still beencouraged to participate in various activities whichthey help to plan, and thee; will have to be a placewhere problems of discipline are handled.

For UH-EWC relations under this scheme, theorganization of the University around the dis-ciplines and the Center's organization around prob-lems should provide a vigorous and dynamic recordof concrete achievement. Participation in the pro-'grams by University faculty will be essential. Indeed,the programs will depend upon close cooperation,since related teaching and research activities will haveto be provided at the University; students will con-tinue to need University course work; and seniorscholars in residence will in some cases receive jointappointments with academic departments. Such in-teraction between the two institutions can enliven con-siderably the educational endeavor on the Manoacampus.

The Educational Significance of Problem-OrientedPrograms

The problem-oriented program has a number ofcharacteristics which will give it educational signi-ficance. Because it sets forth actual problems of someconsequence, to which there may be several possiblesolutions ( or perhaps only inadequate accommoda-tions) it will require fitting theory to reality.

Although considerable responsibility will rest with

146

the director of each program, all those engaged in andbeing educated through this activity will be findingdata or making decisions which have the possibility ofaffecting men's lives. Realization of this goal will addthe mood of seriousness and relevance which conven-tional education sometimes lacks.

Since the student is part of a cooperative researchprogram, he will be aware that he must participateactively in the field project and write up his findings ifhe is to contribute his knowledge to the solution ofthe problem. This realization should give definitefocus to his class work, helping him to relate his workto an ultimate objective, not merely the passing ofan examination.

If the present educational crisis evidenced by stu-dent revolts on the campuses of American and Asianuniversities is indeed a crisis of involvement, of stu-dents wanting their studies and activities to be rele-vant to individual and social life, then this problem-oriented design may be a worth-while experimenttoward solving that problem.

The Interchange Significance of Problem-OrientedPrograms

There are several elements in the design of prob-lem-oriented programs which can enhance interchangeso that mutual understanding will be facilitated. EWCstudents will be working in small groups where moreand deeper interchange can take place and each pro-gram and project will have well-defined goals in-volving participants. The participants, especially doc-toral candidates, will share common experiences overlonger periods of time. All these factors should in-fluence the amount and quality of the interchange andproduce conditions conducive to understanding. Mem-bers of the team living and working together over aperiod of months under circumstances which maybecome trying as well as strenuous will develop specialties of friendship and deeper understanding. Thus thewhole setting of the field projects will provide a rangeof both intellectual and human experiences hithertonot attempted in the search for interchange.

Another important factor affecting interchange willbe that within the design, a student must be prepared,not only in the theory and methodology of his disci-pline, but also in appropriate language and area workfor the field project abroad; this will equip him fordeeper understanding of the people of the country inwhich he works.

EAST-WEST CENTER

Stages in Developing Problem-Oriented Programs

The Center will utilize the work of prior years inidentifying broad problem areas of concern to East andWest and in which the University has scholarlystrength. Special care will be taken to organize andsupport interdisciplinary seminars or informal discus-sion groups to investigate and delimit, in accordancewith the EWC criteria, a suitable problem in thetopical area and to assess the feasibilty of a programbased upon it. Grantees and senior specialists fromAsia, as well as other Asian scholars, will be invitedto participate in formulating the problem and pro-posing projects, along with University faculty andspecialists from local agencies.

In 1968-69 seminar groups are being formed inall five areas suggested above, in addition to the popu-lation dynamics program, and will be supported forperiods of time varying with accomplishments. Theexpected output of each seminar will be a brief pro-gram prospectus, drawn in accordance with EWCcriteria, which can be shared widely with scholarsand policymakers in Asia and America for criticism,suggestions and stimulation of interest. In some cases,it may be determined that a program is not possibleunder current circumstances.

Whenever feasible, international conferences willbe held to further the planning of the program de-limited in the prospectus and to enlarge the list ofpotential projects which the program might consider.Guided by the findings of the seminar and conference,a working group will draft a program proposal whichemphasizes the characteristics established by the Cen-ter. If the Center supports the proposal, it will reallo-cate internal resources ( staff, space, grants) andusually seek outside funding to augment its efforts.

With plans, personnel and funds, each programwill become operational and will fit within the totalstructure of the Center. Program teams will be formedas described above. Periodic review, evaluation andrevision in the direction of specified program accom-plishments will be undertaken. Program life span willprobably be projected for not less than 10 years.

By 1976 the Center should have problem-orientedprograms in operation within the areas which studiesindicate are promising and likely to be rewarding. Itwill also continue programs along existing lines, andmaintain some small capacity to respond to opportun-ities yet unknown.

Part III: FISCAL AND ECONOMIC ASPECTSOF THE DEVELOPMENT PLAN

Chapter 28: HOW THE UNIVERSITY'S OPERATIONS ARE FINANCED

The authors of Academic Development Plan Icourageously undertook to project a dozen years intothe future the costs of operating the University underthe expansion they foresaw. Only five years haveelapsed since those projections were made, and alreadythe. annual operational budget of the University ex-ceeds that projected for 19751 Furthermore, theprojected estimates of the state general funda chiefsupport of the Universitymade in Plan I were so lowthat the level projected for 1975 was actually reachedin 1967.

This is by way of comment on the perils of eco-nomic forecasting in a time of rapid change, and notapology, since similar projections made in the early1960's by government and private enterprise alike alsofell short of the mark. And for good reason: publishedprojections have to be cautious, lest they encouragethe expansion of programs beyond what can be readilysupported, and this decade has turned out to be a timewhen caution may lead one far afield as increases inCie state's population, income and price level com-pound annually. With respect to University expendi-tures, no one in 1963 anticipated the rapid growthin 'extramural funds which the University would at-tract, mostly from the federal government, in supportof its research, teaching and service programs. Pre-diction is quite as difficult now, as the nation waits forthe end of warfare in Vietnam and for the budgetary"peace dividend" which could help finance the mas-sive aids to higher education already authorized bythe Congress, but now funded at low levels.

However hazardous economic and fiscal predic-tions may be, they are necessary to relate the Univer-sity's development to that of the state. Happily for thedrafters of the present Academic Development Plan,there are available to it estimates of Hawaii's gen-eral fund revenues and of the Univertity's operating

Part of the discrepancy between estimate and reality wascaused by special hazards of revenue forecasting: tax rateswere increased in 1968 and the state changed its arrangementsfor supporting county governments out of its own general fundreceipts.

147

budget requirements projected to July 1975, withinone year of the close of the period covered by thisPlan.

OPERATING COSTS OF THEUNIVERSITY SYSTEM

The University of Hawaii, a large and complexpublic corporation, receives its funds from a variety ofsources. First, it has a small endowment$6 millionappropriated by the Congress after statehood in lieuof the land grant received by mainland state univer-sities, rental income from Sand Island ( turned over tothe state by the federal government with this dedica-tion ), a majority of shares in the Honolulu StadiumCorporation, plus a modest amount of other securitiesand property given to the University. The annual in-come from this endowment is growing but still minor,supplying less than 2 per cent of the institution's an-nual operating costs.

The University itself now collects about $7 millionannually in tuition and other fees ( including those col-lected by the Summer Session and by Continuing Ed-ucation evening courses), plus an additional amountfrom the sale of goods and services ( dormitories, book-store and parking lots) or from leasing concessions( cafeterias and vending machines). Income from salesand leasesafter approximately 7 per cent is skimmedby the state general fund to help finance state opera-tionsis largely earmarked for the service of bondsissued for the construction and operation of dormi-tories and parking facilities, and so is not available tohelp finance the University's operating budget.

A much larger amount, now approximately $28million annually, is received from sources outside thestate, labelled "extramural support" in the followingtable. Most of this category consists of federal grants:institutional grants, such as those going to land -grantcolleges and the new sea-grant eges on a formulabasis; and grants won by individual facOlty membersor departments in a national competition for the sup-port of their research projects, teaching institutes or

148 FISCAL AND ECONOMIC ASPECTS

service programs. Special cases include the federalappropriation ( about $5 million annually) for the op-eration of the East-West Center and the contractualpayment ( current $2 million) for the University'sPeace Corps training program. Private foundations( e.g., Ford Foundation in support of Asian studies, theCommonwealth Fund for the School of Medicine andthe China Medical Board for the School of PublicHealth) supply fixed term grants which are vital forthe programs they benefit, but still quite small in thetotality of University financing.

The residual, the net amount appropriated to theUniversity by the state legislature after taking intoaccount the foregoing moneys, currently approximates$31 million or about two-fifths of the University'sannual operating budget, inclusive of the communitycolleges. ( For the Manoa and Hilo campuses alone,the fraction is slightly smaller.) It is this amountwhich is a charge on the tax sources of the state. Con-sidering its financial support, then, Hawaii may betermed a national institution as well as a state uni-versity, but its control remains much more within thestructure of the state government.

In actual budgeting practice, estimated tuition andother University-collected receipts are included in thestate's appropriation from its general fund, with actualreceipts during fiscal year going to replenish that fund.Since 1967 the University has received a lump-sum ap-propriation so as to give it considerable and helpfulflexibility in the expenditure of its budget, subject tolegislative instructions.

Cost Projections

The Business Affairs Office of the University hasprojected the operating expenditures of the Universityof Hawaii system to the fiscal year 1974-75, taking asthe base of its projections the estimates of studentenrollmentand consequently the program expansioncontemplated by this Academic Development Plan.It should be observed that, aside from the problematicexpansion of the School of Medicine from two to fouryearsand that only if extra-mural support can beobtained and does not impede the normal developmentof the Universitynone of the changes contemplatedby this Plan are exceptionally expensive. No new pro-fessional schools are included here, though therehas been recurring interest expressed by the HawaiiJudicial Council and the Honolulu Bar Association,among others, in creating a law school at the Uni-versity of Hawaii. Even if a law school were to becreated, its major expense would be the cost of abuilding, if one had to be provided on campus, ratherthan its annual operating costs, which may be roughlyestimated at about $500,000. In a University bud,

The Association of American Law Schools estimated, on thebasis of 1966-67 costs, that an annual expenditure of $480,000was required for a law school in full operation$300,000 forsalaries and fringe benefits, $50,000 for library acquisitions,$100,000 for administration, and $30,000 for scholarships.Quoted from a report on The Feasibility of Establishing a LawSchool at the University of Hawaii ( Office of the Presidentof 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 speciallyfunded. "Endowment income" from Sand Island dedication and $6 million trust fund estalhished by Congress included in "extra-mural income."

FISCAL AND ECONOMIC ASPECTS149

TABLE B

OPERATING REQUIREMENTS OF THE UNIVERSITY OF HAWAIIACTUAL AND PROJECTED TO 1975

(in millions)

Expenditures Source of Funds

Fiscal YearEnding:

UH Proper& East-

West CenterCommunity

Colleges TotalGeneral Other

Fund ( 1) Sources (2) Total

1967 ( actual) $ 54.8 $ 2.7 $ 57.4 $24.0 $33.4 $ 57.41968 ( actual) 63.2 3.4 68.6 27.2 38.5 66.71969 ( budgeted) 65.9 5.5 71.3 31.3 40.0 71.31970 ( requested) 74.0 8.9 80.9 40.1 40.8 80.91975 (projected) 119.7 11.5 131.3 70.0 61.3 131.3

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

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

get which will exceed $100 million within a few years,the addition of a law school would be a significantbut not major increment.

The budget specialists also projected the divisionof costs between the sources which support the Uni-versity, detailed just above. In making these projec-tion's, it was assumed, most conservatively, that federalfunds would increase by only half, between 1968 and1975, while total University operating expenditureswould more than double.

In view of the history of the past decade, the 1915projections are likely to prove to be too small, mostprobably because they understate extramural supportand tuition income. However, the figures shown inTable B offer the best projections which are nowavailable, and do give a "ball park" estimate of futurebudgetary needs.

STATE REVENUE PROJECTIONS

The self-same warnings apply to 'the other. side ofthe balance sheet, showing projections of the generalfund of the state government, from which the legisla-ture appropriates tax support of the University. Pro-jections of general fund tax revenues have been maderecently by. state analysts to the fiscal year 1975. Theseare summarized in the following table. ( Table C )

The reader should know that state tax departments( source of the lower estimate for 1975 in TableC) habitually underestimate revenue collections.To them, Micawber's famous equation of surplus withhappiness, deficit with misery, applies with the

TABLE C

GENERAL FUND TAX REVENUES, STATE OF HAWAIIActual and Projected to 1975

(in millions)

Fiscal Year Ending: Tax Revenues% IncreaseOver 1967

1967 ( actual) $205.3 11111,

1968 (actual) 226.3 10%

1969 ( estimated) 268.0 29%

1970 (estimated) 299.0 46%

1975 ( lower estimate ) 385.0 88%(higher estimate) 440.0 114%

strength of large numbers. If the state's fiscal officersunderestimate tax receipts and a positive budgetbalance ensues, they are usually praised as prudentmen and good managers. But if they err in the otherdirection, they are vulnerable to damnation as deficitmakers, or at least accessories before the fact. Soin weighing the estimates, they tend to push up on thescales, not down. Hawaii's tax department has un-derestimated tax revenues in virtually every year sinceWorld War II. For this reason, in the ensuing dis-cussion the higher projection for 1975 has beenadopted, with the confident expectation that it, too,will prove to be an underestimation of the productivityof the Hawaii state tax system.

150 FISCAL AND ECONOMIC ASPECTS

TABLE D

RELATIONSHIP OF UNIVERSITY OPERATING BUDGETREQUIREMENTS FROM GENERAL FUND TO FUND'S TAX REVENUES

Actual and Projected to 1975( in millions )

Fiscal Year Ending:

UH Requirementsfrom General Fund

General Fund Tax Revenues( Table B) ( Table C )

UH Requirementsas Percentage

ofRevenues

1987 ( actual )

1968 ( actual )

1969 ( estimated )

1970 ( projected )

1975 ( projected )

$24.0

27.2

31.3

40.1

70.0

$205.3

226.3

266.0

299.0

440.0

12%

12%

12%

13%

16%

THE UNIVERSITY IN THE STATE BUDGET

Basic data and necessary projections are now avail-able to test if the University of Hawaii is likely, underthe period of this Academic Development Plan, todemand a significantly larger share of state taxrevenues. Table D brings together the relevant in-formation from the tables immediately preceding.

The historical data of the past two years in TableD show that the portion of state general fund taxmoneys going to support the University of Hawaii hasbeen constant at 12 per cent. This percentage isidentical with the one computed five years ago inAcademic Development Plan I. In other words, thecosts to the state government of operating the Uni-versity have risen at the same rate as have the generaltax revenues of the state. The projections for theyears immediately ahead suggest that, as the com-munity colleges develop and the University's studentpopulation requires a second major campus, the per-centage may gradually rise to about 16 per centassuming retention of the present tuition rates of $85per semester plus a general fee of $18.

The problem of setting tuition rates lies outsidethe bounds of this Academic Development Plan. How-

ever, the question directly affects the level of financingof the University, and therefore its capability of carry-ing out its academic plans. An ad hoc group shouldbe appointed by the Universitywith feculty, studentadministration and perhaps citizen membersto studythe fiscal and educational aspects of the problem andthen make recommendations concerning the tuitionstructure of the entire University system, including theCommunity Colleges, Summer Session and extensioncourses, as well as the Manoa and Hilo campuses.Special policy questions arising from the dependenceof the Summer Session and Division of ContinuingEducation on tuition receipts were briefly noted abovein the sections of this plan dealing with these twounits, Chapters 21 and 22.

Accepting the most pessimistic fiscal assumptionseven if federal funds were curtailed and if tuition isnot increasedthe proportionate increase in the Uni-versity's state support "does not seem to be beyond theeconomic capability of the state." This was the con-clusion reached in Academic Development Plan I( p. 112 ). It has been verified by the experience ofthe past five years and there appears no reason tomodify it now.

IMPACT ON THE ECONOMY 151

Chapter 29: IMPACT OF THE UNIVERSITY ON THE HAWAII ECONOMY

The value of education beyond the high school isbeyond dispute. It benefits both the person receivingit and society at large. For the individual it may pro-vide quantifiable material benefits, such as a betterpaying job, as well as intangible rewards, such as theenrichment of his life. A study of 10,000 collegegraduates and 6,000 high school graduates indicatedthat a male college graduate earned about three-fifthsmore than a high school graduate of his same age.Other studies of this sort have shown similar differ-entials.

The economic benefits of higher education tosociety as a whole are harder to measure, but they arealso beyond dispute. Well-educated workers are moreadaptable to changing economic conditions and aretherefore less frequently unemployed; education byhelping reduce anti-social behavior cuts down onpolice and other social costs; productivity of the workforce increases with education ( studies suggest thatmore than one-fifth of the economic growth of theUnited States in the last 30 to 40 years is attributableto increases in the average education of the laborforce ). These statements, however, are applicable tothe country as a whole and to education as a whole.

The measurement of impact of the University ofHawaii on the Hawaii economy is subject to manymore imponderables. For example, the benefits to thestate of having x-number of graduates practicing insome field is not the same as the benefits of having auniversity that graduates x-number of graduates, al-though it might be about the same for the country asa whole.

Therefore this discussion first considers only theeffect on the aggregate income of Hawaii of the ex-penditures of the University of Hawaii and its stu-dents. It attempts to answer the question: How muchannual income would be lost to the people of Hawaiiif the University system did not exist? The EconomicResearch Center of the University has provided amethod of estimating this amount. The method utilizessimplifying assumptions, notably concerning the ex-penditures multiplier, and precise data are sometimeslacking, but conceptually the statement of the prob-lem is relatively simple and a list of the necessaryassumptions and estimates of the imprecise data israther short.

If the University did not exist, a large number oflocal students who attend it would leave to attendout-of-state institutions. In addition, federal funds re-ceived by the University plus the expenditures of

Quoted in Economic Report of the President of the U.S., Jan.1967, p. 145. It is apparent that factors other than higher edu-cation, such as greater energy, motivation or native intelligencemay enter into this comparison, but it is reasonable to attributea significant part of the differential to the educational experi-ence itself.

mainland and foreign students would be lost to thestate's economy. Thus, in economic terms, we wouldbe "exporting" less ( there would be a loss of federalfunds and overseas students' local expenditures) and"importing" more ( buying out-of-state university serv-ice), to the long-term detriment of the state economy.

What impact this would have on the total incomeof the state depends on, first, what portion of thisinitial loss of expenditure ( federal funds, etc.) repre-sents actual income lost to Hawaii residents and,second, what is the multiplier effect on the economy ofthis income loss.

Consider first the case of federal and other extra-mural funds. These funds coming from outside thestate are spent in a multitude of different ways. Agrant to the University for an on-site study ofChamorro dialects on Guam obviously generatesas income in Hawaii a smaller part of the grant thanwould a grant for a study of pidgin in Kona. A grantof a thousand dollars for scientific equipment, ex-pended on the mainland, results in no additional in-come to residents of Hawaii, but $1,000 in salary pay-ments to a College of Tropical Agriculture extensionworker is respent in the state and so generates addi-tional income here. In a study of Hawaii's exportindustries in 1960, the First National Bank estimatedthat 79 per cent of military expenditures, but only 53per cent of pineapple expenditures, became income toresidents. University expenditures from federal andother extramural funds probably would show an in-come figure more like the military than like the pine-apple industry. As a first approximation, we assumethat 80 per cent of University expenditures from ex-tramural funds are initially income to individuals inHawaii. The income received will in general be splitthree ways: most will be spent locally for a variety ofgoods and services; a part will be used to pay federaland state taxes; a part will be saved. Of the part thatis spent, some portion will remain in the state to be-come in turn income to other Hawaii residents, buta portion will leave the state to pay for imported goodsand services, thus becoming income to mainland orforeign residents.

The study of the First National Bank, The Impactof Exports, estimated that the proportion saved byHawaii residents or paid out in federal income taxesis 16 per cent, leaving 84 per cent for spending ongoods and services. Overall, economists of the bankestimated that a dollar of federal spending in Hawaii,after successive respending and "leakages" outsidethe state economy, ultimately generated $1.37 ofincome here. The multiplier for federal expendituresin Hawaii, in other words, was estimated to be about1.37.

Applying this multiplier to the federal and otherextramural funds received and spent by the University

152 IMPACT ON THE ECONOMY

in fiscal 1969 the following figures showing the totalimpact in the state economy are derived:

Expenditures of Federaland Other Extramural Fund 28.0 millionMultiplier 1.37Income Generated $38.4 million

The University's contribution to the economy, be-cause of student expenditures, may be very roughlyestimated in the following way. Table E gives theenrollment projections.

TABLE E

DAYTIME ENROLLMENT IN UNIVERSITY SYSTEM:FALL 1968

Manoa Day 17,080

Hilo 680

Community Colleges 5,500

TOTAL 23,260

Consider the students as if they were tourists inHawaii here to study instead of to swim. How manywould not be spending their money here if the Uni-versity were not here?* In other words, how manywould be going to mainland colleges or universities?

Not all of the present or projected number wouldgo to the mainland. Those with close ties or obliga-tions in Hawaii would shift to local private collegesand technical schools, or stop their formal education.This number probably would exceed the 6,300 nowat Hilo and the community colleges, the campuseswhich particularly serve the, commuting student. Atthe other limit, the 4,000 overseas students now at theManoa Campus would almost certainly not be hereif there were no University of Hawaii.

TABLE F

ESTIMATES OF STUDENT POPULATION LOSTIF UNIVERSITY OF HAWAII DID NOT EXIST

Line 1 Hilo and Community Collegestudents will stay 6,300

2 Overseas students will leave 4,000Of the rest: 13,000

3 a. 25% would leave 3,2504 b. 50% would leave 6,5005 c. 75% would leave 9,750

Total students who would leave if University of Hawaii didnot exist:

6 Line 2 + line 3 7,2507 Line 2 + line 4 10,5008 Line 2 + line 5 13,750

We leave out of consideration the effect the exodus of studentswould have on the local expenditures of the families support-ing students going to the mainland.

So the number lost would be somewhere between4,000 and 17,000; any estimate in between is purelyconjectural. Assuming three estimates, 25, 50, and 75per cent of this range gives the following estimatesof the number of students who are here if and onlyif the University is here.

Local expenditures of students vary, dependingon whether they live at home, whether they live indormitories, or whether they make other living ar-rangements. A 1967 survey of living accommodationsof Manoa campus students showed 11 per cent living indormitories, 61 per cent at home and 28 per cent withother arrangements. Minimum expenses for studentsin dormitories have been estimated by the Office ofStudent Personnel at $2,100. Deducting $232 for tui-tion and fees leaves $1,868 for local expenditures,not including medical care. Assuming medical costper student is $32, the total minimum costs for stu-dents in dormitories is $1,900. Cost for students livingat home is less by the cost of housing of about $400, or$1,500. Cost for students in other accommodations ispurely conjectural as no survey of their expenditureshas been made. For simplicity, we will assume that itis only slightly over that of students living in dormi-tories, or $2,000. Applying these figures to the currentratio of students at home or away from home, andassuming no change in the ratio, gives an average totalexpenditure per student of $1,500 x 0.61 ( for thoseliving at home) plus $2,000 x 0.39 ( for those livingaway from home) or $1,695for convenience roundedto $1,700.

Applying this average to the range of studentsconjectured to leave, the local expenditures whichwould be lost if the University were not in Hawaii isthen as follows:

No. of Expenditure Per TotalStudents Student Expenditure

a. 7,250 $1,700 $12,325,000

b. 10,500 1,700 17,850,000

c. 13,750 1,700 23,375,000

In lieu of better data, the estimate developed inthe Impact of Exports study for the tourist industryappears to be the best approximation to the per centof income initially generated by student expenditure;i.e., 54 cents of every dollar remains as local income.Applying this to the local income multiplier, the totalincome effect of the student expenditure is 0.93.

The total income effect of the student expenditureis then projected, using each of the three asumptionsas to the number of students who would not be inHawaii if there were no university here.

.54 1

1 (.84) (.496)

= .93

IMPACT ON THE ECONOMY 153

Aggregate Annual Income =

a.b.c.

.93 Student Expenditures

$11,462,00016,600,00021,739,000

These computations of income generated by the fed-eral expenditure and the student expenditure are sum-marized in Table G.

TABLE G

ANNUAL INCOME GENERATED AT THEUNIVERSITY OF HAWAII THAT WOULD BE

LOST IF UNIVERSITY DID NOT EXIST1968-69 ESTIMATE

(in millions)

On account of:1. Federal and other

extramural funds2. Student Expenditures

(see above)a.b.c.

Total income generated:a. (1+ 2a)b. (1+ 2b)c. (1+ 2c)

$38.4

11.516.621.7

$49.955.060.1

These estimates give a high and a low which areapproximately plus and minus 10 per cent of themiddle estimate and probably are of the right orderof magnitude. They suggest that the extra incomeattributable to the operations of the University ofHawaii exceeds by a considerable margin the amountappropriated to it out of the general fund of the stategovernment. This does not say that the Universitycomes freeits real costs are the alternative useswhich might be made of the land it occupies and themanpower, buildings, equipment and supplies it usesbut it does say that, even if it were just a spenderand not a producer, the University brings into orsaves for the Hawaii economy a large amount ofmoney which creates employment, raises the levelof savings and investment, and even generates statetaxes which offset in part the annual appropriationmade by the legislature.

CONTRIBUTIONS OF THE UNIVERSITY TO THEHAWAII ECONOMY AND SOCIETY

If the real cost of the University to the state isnot the size of the annual legislative appropriation,but rather the income which might be obtained fromother uses of the land, capital and human resourcesnow employed by the University, what can be saidabout the "real" output of the institution? In thepresent state of the art of economic quantification( some economists would say the difficulties of mea-surement encountered here are not temporary but in-herently insoluble ), most of the services rendered bythe University cannot be given a market value. How-

ever, even a listing of the benefits created by thispublic institution is suggestive of its worth.

1. Instruction: Undergraduate, Graduate, Professional

Most teachers, engineers, accountants, business ad-ministrators, public administrators, agriculture special-ists, nurses and social workers now working in Hawaiiare alumni of this state university. A large portionof the doctors, lawyers and other professionals prac-ticing here received a portion of their higher educa-tion at the University.

No one can yet put a value on this education withany pretense of precision, but it is possible to get someinkling of the order of magnitude. Considering thatthere are about 20,000 UH alumni in the state whoreceived their baccalaureates or advanced degreesfrom the University plus a number about as large whocompleted a substantial part thereof, and assuming( 1 ) that only half of them are active in the stateeconomy; ( 2) that the 60 per cent income differentialfor persons with college education noted earlier inthis section as a national estimate applies to Hawaiithen the additional personal income received in a yearby alumni of this University by virtue of their UHeducation is of the order of magnitude of $100 mil-lion. This addition to the state's productivity was pro-duced, obviously, by the education of many genera-tions of students. As the "output" of the University,crudely measured by degrees granted or studentsemester hours taught, continues to mount, the addi-tional personal income attributable to the instructionalprograms will grow proportionately.

Continuing education is offered by the professionalschools of the University. Each year thousands ofprofessional people working in Hawaii have theireducation updated and enriched by courses, seminarsand workshops offered by the Colleges of Business Ad-ministration, Education, Engineering, Tropical Agri-culture, by the Schools of Medicine, Nursing, PublicHealth, Social Work and Library Studies. The costto the state's general fund is slight, since most of theseprograms are self-financed or supported by federalgrants; the benefits to the state's practitioners andtheir clients is significant, but unreckoned.

Still more elusive of economic calculation is thevalue of social leadership developed by alumni of theUniversity, and reasonably attributable in part totheir experience in higher education. A majority ofHawaii's legislators, the entire Congressional delega-tion of the state, and a large proportion of otherpublic officers and community leaders have studiedat the University of Hawaiiand the proportion seemsto be growing.

2. Research and Research Support

A new edition ( November 1968) of the directoryon Hawaii's Scientific Resources published by the StateDepartment of Planning and Economic Developmentreports that there are 49 research-and-development

154 IMPACT ON THE ECONOMY

and allied companies in Hawaii, that 26 science-relatedorganizations have been established here since mid-1966, employing some 3,800 scientists and professionalpersonnel. Dr. Shelley M. Mark, director of the de-partment, points out in his introduction, that onereason for the rapid growth in the state's science-basedindustry is the "outstanding progress" of the Universityof Hawaii "in professional excellence and scientificcapabilities."

It is now a familiar phenomenon of advanced econ-omies that "think" industries cluster around majoruniversities, and this has begun to happen in Hawaii.More than by the research facilitieslaboratories,computers, libraries, etc.of the University, such com-panies are attracted by the presence of highly com-petent faculty members who can advise

the

consult,sometimes for a fee, often without, on the technicalproblems faced by firms which are involved in theexploration of space or of the ocean deeps, in long-distance information retrieval, in biological research,etc.

By their novelty, the newer industries receive thegreater public attention, but Hawaii's agriculturalindustries are even more important to the state's econ-omy, and the largest concentration of research at theUniversity is in the field of tropical agriculture. Cur-rently, some 190 research projects are underway inthe Agricultural Experiment Station, and a staff of 75extension workers brings the results of advancementsin knowledge concerning production and marketingto the agricultural businesses of the state. The Cen-ter for Engineering Research of the College of En-gineering has a comparable commitment to its pro-fession in Hawaii.

Virtually all of the organized research programs oncampus in one way or another are immediately andcontinuously concerned with the problems of Hawaii.Each year the Economic Research Center, SocialScience Research Institute, Hawaii Institute of Geo-physics, Hawaii Institute of Marine Biology, WaterResources Research Center, Population GeneticsLaboratory, Land Study Bureau, Hawaii CurriculumCenter, Legislative Reference Bureau, Youth Develop-ment Center, Industrial Relations Center and theEducational Research and Development Center add tothe understanding of Hawaii's resources, potential forgrowth and problems encountered in its growth.

The growth of the University's graduate pro-grams has created another important source of newknowledge for the community. Each year a few scoredoctoral dissertations and a few hundred master'stheses are deposited in the University library, avail-able to the interested public, as are all volumes inthe school's general collections. Many of these mono-graphs, to be sure, may be of academic interest only,but others provide information and insight into prob-lems of society, government and business in this statewhich can be most useful and is readily available. Thesize and value of this depository of knowledge willgrow rapidly in the years to come.

3. Community Services

The portion of community services rendered by theUniversity which is readily visible is that of the unitsorganized for this purposethe credit and non-creditcourses, the Lyceum programs and community leader-ship workshops of the Division of Continuing Educa-tion and Community Service, the constitutional andstatutory materials developed and supplied by theLegislative Reference Bureau, the union-managementinformation collated and published by the IndustrialRelations Center, the advice to home gardeners andhousewives provided in many media by the HawaiiCooperative Extension Service, etc.

However, a large though incalculable amount ofcommunity service is rendered by the faculty and stu-dents of the University, acting individually. Virtuallyevery edition of the newspapers in the state listspublic lectures, workshops, demonstrations, speeches,exhibits, concerts or public reports given by Uni-versity staff members. Volunteerism in communityprogramsfrom high school tutoring by University stu-dents to leadership in PTA's and professional associa-tions by faculty membersis high at the University. Itshould grow under this Academic Development Plan,which stresses support for faculty participation in thelife of the community.

4. Cultural Programs

An aspect of public service which is the particularconcern of a university is its contributions to thecultural life of the community, broadly viewed to in-clude sports as well as the arts. A partial list of Uni-versity of Hawaii activities is suggestive. Staged pro-ductions of the Departments of Drama and Theatreand Music present to Honolulu selections from therepertories of both Orient and Occident. Members ofthe Art Department and their students exhibit theirwork on and off campus in increasing numbers; thereare frequent concerts by the music faculty and theirstudents. Each year, all three departments join in alively festival of the arts which is becoming a majorevent of the cultural calendar of this community.

Most of these activities occur in Honolulu, wherethe bulk of the state's population lives, but dispersionto a wider and more varied audience is beginning. Forsome years the University's Lyceum program hasbrought plays, concerts and speakers to the neighborislands and rural districts of Oahu, but in limited num-bers. One constraint has been the limited number ofauditoriums for staging these events. Now, the con-struction of community colleges on each major islandoffers a statewide facility for staging cultural eventsarranged by the University, as well as generating more"events" on each new campus. Hilo plans to buildan auditorium to serve the community as well as thestudent body and faculty.

More powerful as a statewide medium for instruc-tion, edification and entertainment is the public tele-

IMPACT ON THE ECONOMY

vision network which the University operates in con-junction with the state Department of Education, dis-cussed in Chapter 22. All but a tiny portion of televi-sion sets in the state are in range of the TV network( sometimes, it must be admitted, with marginal recep-tion) and both the quantity and quality of the broad-casts continue to rise. The University's channels nowoperate on every day but Saturday, and that day willbe utilized when the size of the ETV staff makes itpossible, provisionally next year. With experience andsupport, the already good and varied programmingshould become an outstanding cultural resource ofthe state.

A special function of the University is to helpconserve the ancienf culture of this archipelago.It houses and supports the state Committee for theStudy and Preservation of Hawaiian Art, Languageand Culture. The history, language, legends, religion,music, dances and artifacts of Hawaii are taught and

155

studied at the University, at once helping to retainknowledge of the Polynesian culture and to enrichthe present culture by vivifying its Hawaiian heritage.

In its varied enrichment of the cultural environ-ment, the University serves itself and other institutionswhich require a professional staff, as well as servingthe community at large. Salaries are primary in re-cruiting highly competent and highly mobile experts,and Hawaii's private and public institutions mustcompete against national salary norms. Of great im-portance, however, is the quality of life to be enjoyedin the communitythe quality of the theatres, movies,symphony, art museums, newspapers, television,athletic recreation, shopping centers, schools and Uni-versity. As an institution of learning and as a vitalsupporter of the arts, the University of Hawaii canhelp educate, attract and retain the creative andskillful people necessary for the continued prosperityof these small islands.

Part IV: SUMMARY OF MAJOR PROJECTIONSOF THE DEVELOPMENT PLAN

THE EMERGING UNIVERSITY OF HAWAII is a federationof campuses, under one Board of Regents and Presi-dent, with broadly delegated authority with respect toadmissions policy and curriculum design on each cam-pus, but conforming to common standards of excel-lence in academic achievement. Within this systemthere will be the following division of labor:

The Manoa Campus will continue to offer a wide andexpanding range of degree programs, graduate andundergraduate, but with increasing emphasis onupper division and graduate work. It will continueto house the professional schools and administerthe research units of the University. Its library,computer center and other basic support facilitieswill serve the entire University system.

By the time the Manoa Campus reaches a studentpopulation of 25,000aeound 1974a second gen-eral campus should be established on the islandof Oahu, to be developed in phased incrementsover several years.

The Hilo Campus will expand its present lower divi-sion ( freshman - sophomore) curricula to becomea liberal arts college, offering a baccalaureate inselected fields, plus a limited range of courses ina few professional fields, notably education. Atthe same time, the Hilo Campus will combine withthe Hawaii Technical School to offer instructionakin to that of the community colleges already inoperation in all other counties of the state.

The community colleges will accept all high schoolgraduates who present themselves, as well as somewithout diplomas, relying on intensive academiccounseling and selective placement criteria toenroll students in either college-transfer programs

156

or in technical education programs. Students inthe former programs will readily be able i-o transferto any other campus in the University system, beingheld to common standards of achievement.

I. MAJOR PROJECTIONS FOR THEUNIVERSITY SYSTEM

I. Centralize admissions intake for the entire system,which would enable a student applicant to indicatehis first, second and third choice of campus with-out having to, apply separately to each. Each cam-pus could apply its own admissions standards,which would appropriately vary.

2. Encourage campuses of University system to sup-port each other's programs, following example ofColleges of Business Administration and Educa-tion, which use facilities of nearby communitycolleges for special courses. Reciprocally, makeManoa facilities available to qualified communitycollege students.

3. Provide frequent consultation among faculty mem-bers of the several campuses who teach compar-able courses, and among admissions officers andother administrators who work with students.

4. On each campus, attempt to reach potential stubdents now barred from higher education by en-vironment or family circumstances; also increasenumber of students with superior qualifications.

5. Examine the varied tuition structure of the Uni-versity system and related question of general fundsupport for Division of Continuing Education even-ing programs and Summer Session.

SUMMARY

Whereas Plan I set the guidelines for the majorexpansion of the Manoa Campus which occurredduring the period of developmental take-off between

963 and 1968, this Plan concentrates on improvementf programs already in being, more than on growth.

P rticular attention is given to innovation in meetingth educational goals of the University and in evaluat-ing the results of academic programs.

II. MAJOR PROJECTIONS FOR THEMANOA CAMPUS, GENERALLY

1. Match increasing diversity of students with in-creasing variety of curriculum choices, learningsituations and teaching styles.

2. Foster greater student initiative in learning, plac-ing on those students who can bear it responsi-bility to create their own education from facilitieson campusdecreasing emphasis on lectures, in-stead developing individual study, audio-tutorialfacilities, self-paced learning, credit-by-examina-tion, etc.

3. Increasingly involve students in discussions ofacademic policies, serving on appropriate com-mittees along with faculty and administrators.

4. Expand and improve academic advising to helpstudents make well-considered curriculum choicesand utilize opportunities for individualized learn-ing.

5. Encourage faculty to examine teaching-learningprocess and to use facilities on campus, notablyInstructional Resources Service Center, for im-proving technology of classroom.

6. Give sustained attention and support to improvinggeneral education courses.

7. Study objectives and content of general educa-tion core; add more choices; experimentally pro-vide alternative to core.

8. Design new curricula and new approaches toundergraduate instruction, including multi-dis-ciplinary approaches, appraising results carefully.

9. Establish New Division in Office of Vice Presi-dent for Academic Affairs to give additional sup-port to curricular innovation, to administer HonorsPrograms and Interdisciplinary Studies.

10. Continue policy of concentrating on fields of studyin which University has some inherent advantage,but give all academic departments research 'sup-port essential to active scholarship.

11. Continue to build University's competence instudies relating to Pacific and Asia, particularlysouth and eastern Asia and islands off thosecoasts. Similarly focus international programs;in planning them, ensure that good works abroaddo not weaken the University's instructional andservice programs at home.

12. Without weakening the present curriculum, en-courage colleges to add courses dealing with com-munity problems, particularly courses based onfuller involvement with the greater community.

157

13. Consider establishing Council on CommunityService to review University's service commit-ments, identify new areas where service is calledfor, and encourage cooperation of Universityunits in community service projects.

14. Expand University services to people of Hawaiithrough continuing educationby the Collegeof Arts and Sciences, professional schools, Divi-sion of Continuing Education and CommunityService, Summer Session and over ETV.

15. Respond to the growing needs of the state andnation by educating an increased number of per-sons in the various professions, endeavoring tohelp students in all fields to attain not only thebasis for professional competence but also an un-derstanding of the impact of their future work onthe quality of civilization.

16. Maintain the University as an open academic com-munity, not taking an institutional position onpolitical or social issues, but opening its doorsto those who challenge and those who defendstated positionsas long as they are qualified todiscuss the ideas in question and do not try to ob-struct others in their equal right of inquiry andexpression.

P00000AP.04.0400414%

There are many integrating themes in the planneddevelopment of the individual colleges and schools ofthe Manoa Campus, including a common concernabout improving instruction and academic advising,applying a systems analysis to their programs andevaluating their outcomes, using the computer morewidely and effectively, providing better continuingeducation and more public service, etc. Some of theparticular plans of the individual units of the cam-pus follow.

III. MAJOR PROJECTIONS FOR SPECIFICUNITS

A. College of Arts and Sciences ( pp. 25-35)1. Analyze teaching-learning process; improve in-

struction, particularly of general education;examine College core.

2. Increase use of credit-by-examination andplacement tests.

3. Expand and improve academic advising.4. Establish sub-colleges to offer new undergrad-

uate programs; consider reorganization of Col-lege on divisional lines.

5. Introduce doctoral programs in economics,English, mathematics, speech-communicationsand possibly other disciplines, as justified by

need and departmental development.

158

8. Encourage faculty members and students toundertake community service.

B. College of Business Administration ( pp. 36-39 )

1. Attain accreditation of master's program; estab-lish doctoral program.

2. In curriculum and research, emphasize compu-ter applications, international business and ad-ministrative processes, in latter area servingother professional colleges of University as well.

3. Create a business administration research pro-gram.

4. Make a selective improvement in the large stu-dent-faculty ratio.

C. College of Education ( pp. 40.46)

1. Establish Ed.D., M.S. in Recreation Adminis-tration and Physical Education; expand Ph.D.program; create Educational Specialist pro-gram.

2. Improve and extend in-service programs.3. Work with other colleges on campus in pre-

paring teachers for higher education institu-tions; work with community colleges in prepar-ing teacher aides and other para-professionalsfor the schools.

4. Encourage curricular and teaching innovationthroughout the College.

D. College of Engineering ( pp. 46-54 )

1. Create baccalaureate program in chemical en-gineering; work toward doctorate in all fivegraduate programs as faculty and facilitiesreach necessary strength.

2. Develop coordinated basic curriculum for allbaccalaureate programs, easing transfer fromother campuses at end of sophomore year.

3. Develop cooperative curricula and broader re-search programs in conjunction with other col-leges of University.

4. Establish programs of continuing education andinternational engineering.

5. Support Information Sciences curriculum unituntil possible transfer to other administrativeunit.

E. School of Medicine (pp. 56-62 )

1. Develop biomedical science departments andclinical faculty to teach pre- and post-doctoralprograms, and also continuing education.

2. Establish programs in tropical diseases and inallied medical sciences, such as physical andoccupational therapy.

3. Have outside consultants make complete finan-cial analysis of costs and benefits of expandingSchool to four-year program.

SUMMARY

F. School of Nursing ( pp. 62-68 )

1. Transfer technical nursing program to com-munity colleges in 1971-72.

2. Establish state-wide committee to help long-range planning for nursing education and helpcoordinate nursing programs on all campuses ofUniversity system.

3. Study feasibility of introducing doctoral pro-gram.

4. Expand dental hygiene program from two tofour years.

G. School of Public Health (pp. 68-72 )

1. Create programs for Dr.P.H., emphasizinghealth education, and for PH.D., combiningstudy of biostatistics and epidemiology.

2. Increase research activities, especially on devel-oping health information retrieval systems.

H. School of Social Work ( pp. 72-77)

1. Work toward establishing doctoral program,while improving master's program.

2. Offer multidisciplinary undergraduate major insocial welfare; cooperate with other Universityunits in developing multidisciplinary curriculumin human services.

3. Establish research center and emphasize facultyresearch.

4. Augment community service and provide morecomprehensive continuing education.

I. School of Library Studies ( pp. 77-80)

1. Strengthen offerings in use of computers forlibrary work.

2. Increase faculty research, especially in areasof Asian and Pacific library problems; developsister-school relationship with library schoolsin Pacific area.

J. College of Tropical Agriculture ( pp. 80-85)

1. Strengthen integration of teaching, research andservice functions of College.

2. Improve undergraduate and graduate instruc-tion; extend doctoral programs to include agron-omy, nutritional science and other fields, whereappropriate.

3. Establish two-year programs for technicians,short-term training courses for agricultural workin the Pacific and S.E. Asia as well as for con-tinuing education in Hawaii.

4. Initiate programs in land use and conservation,pollution control, handling of tropical agri-cultural products and agricultural journalism.

5. Restructure College administrative organizationto better accomplish preceding objectives.

SUMMARY 159

K. Graduate Division (pp. 87-89)

1. Concentrate on upgrading advanced degreeprograms in subject matter areas already underdevelopment; enter into new areas only selec-tively to utilize inherent advantages of thisUniversity.

2. Cap natural growth of departments with doc-torate when faculty and facilities are sufficientlystrong.

3. Review graduate programs frequently to ra-tionalize degree requirements, improve qualityand assure that time to complete curriculum isnot prolonged.

4. Provide each gniduate students with necessaryfaculty consultation.

L. Research Administration (pp. 89-106)

1. Coordinate program planning between researchunits and academic departments; to achievethis, adopt formal organization and proceduresinvolving faculty participation.

2. Utilize opportunities for multi-disciplinary re-search offered by University's participation inSea-Grant program of the National ScienceFoundation.

3. Emphasis in research. The University's or-ganized research programs are too numerousto be digested in this summary, but the follow-ing listing gives some indication of where themajor research units will concentrate their ef-forts in the next seven years.

Economic Research Centerlong-range studiesof Hawaii's economy.

Social Science Research Instituteculture andmental health in Asia and Pacific, survey re-search, Korean studies.

Pacific and Asian Linguistics CenterU.S. TrustTerritory, South Pacific, S.E. Asia, Taiwan,Japan.

Hawaii Institute of Marine BiologyHawaiifisheries and benthic animal communities;mesopelagic animal communities.

Laboratory of Sensory Sciencesapplication ofresearch findings to communication, educa-tion, medicine.

Lyon Arboretumincrease collection of vanish-ing plant species of Hawaii and the montanetropics.

Pacific Biomedical Research Centerphysio-logy of marine mammals; studies of Pacificisland peoples.

Population Genetics Laboratorypeoples ofPacific basin.

Hawaii Institute of Geophysicstropical mete-orology; geology of oceanic islands and sea

floor; tsunami wave generation; underwatersound.

Institute for Astronomydevelopment of majorobservatory on Mauna Kea; space astronomy.

Land Study Bureauintegration and computeri-zation of state land classification data.

Water Resources Research Centermeet state'sneeds for water research; expand programsin Pacific islands and S.E. Asia.

Pacific Islands Studiescensus of faculty withPacific Islands interest; complete first-ratelibrary collection.

M. University Library (Manoa) (pp. 107-112)

1. Expand collection to bring it closer to mediansize of comparable universities, making collec-tions in selected fields truly excellent.

2. Show in catalog all bibliographical resourceson Manoa Campus; publish catalog.

3. Provide other campuses of University systemwith cataloging and other routine services.

4. Determine feasibility of using computer to makelibrary materials directly accessible to othercampuses.

5. In Instructional Resources Service Center, pro-vide faculty with consultation and I, z.rkshops onnewer instructional technology and techniques,as well as media services.

N. Computing Center (pp. 112-113)

1. Participate in organization of research programin information sciences to coordinate variedactivities in this new field.

2. Provide up-to-date computer facilities to facultyand administration, with accompanying con-sulting and technical services.

0. Summer Session (pp. 114-116)

1. Work with colleges and schools of Universityin developing summer programs, particularly tomeet needs of "regular" students.

2. Articulate course offerings with those of thecommunity colleges and Division of ContinuingEducation.

3. Make additional opportunities available to "mar-ginal" students, as through Upward Bound pro-gram.

4. Offer instruction in art of teaching to doctoralcandidates and others planning to teach inhigher education, working with appropriatecolleges of University.

P. Continuing Education and Community Service(pp. 116-122)

1. Expand credit and non-credit course offerings,with gradual increase in general fund support.

160

2. Double ETV service output, particularly con-centrating on adult education; establish districtproduction centers.

3. Construct Pan-Pacific Forum for local, nationaland international meetings, as well as centerfor continuing education.

4. Build up Center for Governmental Develop-ment.

Q. Office of Student Affairs (pp. 123-129)

1. Develop planned Student Union building andprograms.

2. Supply good housing for more students, includ-ing "living-learning" facilities in residence halls.

3. Expand use of Counseling and Testing Centerby students who are relatively free of emotionaldifficulties.

4. Develop financial aid programs for low-incomestudents.

5. Expand International Student Office to serveforeign faculty and American students needingadvice on overseas opportunities.

6. Provide adequate student health service.7. Provide improved placement and career ad-

visory services.8. Transfer Admissions and Records Office to

Vice-President for Academic Affairs.I 'CO

R. Hilo Campus (pp. 130-135)

1. Develop four-year program by stages, addingcourses, staff and library support concurrently.

2. Concentrate on liberal arts curriculum, but withselected courses in professional areas, particu-larly in education.

3. Combine with Hawaii Technical School to offerexpanded technical program.

4. Encourage interchange of students and ex-change of faculty with Manoa Campus.

SUMMARY

S. Community Colleges (pp. 135-13S)

1. Develop on all campuses comprehensive pro-grams for students seeking college-track ortechnical education.

2. Continue study of technical programs, to en-sure their appropriateness and relevance tomodern technology; establish research projectsto evaluate instruction, generally.

3. Develop continuing education programs forevening or late afternoon.

4. Provide community-oriented educational serv-ices.

T. University Press (pp. 139-140)

1. increase funding, including establishment ofrevolving fund to let Press grow with the Uni-versity.

2. Endeavor to change state laws which oftenforce Press to follow uneconomic businesspractices.

U. East-West Center (pp. 141-146)

1. Develop programs around a problem orienta-tion, beginning with a long-range, multidisci-plinary program on population.

2. In these programs, work closely with depart-ments of the University, utilizing split appoint-ments where mutually desirable; involvescholars from the Pacific and Asia, as well asgrantees.

3. Provide more grants to doctoral candidates, whowill participate in problem-oriented programsof research, learning and application of researchfindings.

4. Develop facilities necessary for new programs,particularly Center library of Asian materials,and obtain financing needed for this growth.

Part V: APPENDICES

APPENDIX TABLE I

FALL, DECREE-CREDIT DAYTIME ENROLLMENT AT THEUNIVERSITY OF HAWAII, MANOA, HILO AND NEW CAMPUS

ACTUAL AND PROJECTED, 1957-75

FallSemester

GrandTotal

Manoa Campus NewCampus

HiloCampusTotal Undergraduates Graduates

1957 5,928 5,741 4,906' 835' 1871

1958 6,567 6,342 5,396 946 2251959 7,173 6,923 5,707 1,216 2501960 7,771 7,511 6,197 1,314 2601961 8,516 8,231 6,664 1,567 2851962 9,549 9,150 7,379 1,771 - 3991963 10,821 10,466 8,441 2,025 3551964 12,039 11,641 9,381 2,260 3981965 14,097 13;587 10,825 2,762 5101966 15,343 14,772 11,420 3,352 5711967 17,182 16,564 12,976 3,588 6181968 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 1,0301971 23,307 22,187 16,482 5,705 1,1201972 25,092 23,882 17,569 6,313 1,2101973 25,352 24,052 17,096 6,956 - 1,3001974 25,747 24,347 16,714 7,633 - 1,4001975 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 InstitutionalResearch Office, November 1968: Table 1, p. 3.

APPENDIX TABLE II

POPULATION OF THE STATE OF HAWAII, 1930-1975

YearNumber

(in thousands) Index

1930 368' 49.31940 423' 56.61950 500' 66.91960 633' 84.71965 7472 100.01970 849' 113.71975 9621 128.8

'U.S. Census.'Population Projections, State of Hawaii General Plan RevisionProgram, Part 4, ( State of Hawaii Department of Planning andEconomic 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 andCollege or School Bachelor's Master's Ph.D.

1961-62 471 361 71

1962-63 62 50 161963-64 62 51 181964-65 59' 592 18'1965-66 60 63 211966-67 64 66 251967-68 64 67 27

1968-69 65 69 28Arts an .4 Sciences 41 36Business Administration 10 1

Education 3 6Engineering 4 5Library Studies 1

Medicine 2 6Nursing 1 1

Public Health 2Social Work 1

Tropical Agriculture 4 10

17

11

5

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 41959-60 965 881 81 31960-61 948 832 109 71961-62 983 869 112 21962-63 1,160 893 152 151963-64 1,301' 983' 3042 142

1964-65 1,565 1,183 362 201965-66 1,900 1,444 427 291966-67 2,098 1,515 555 281967-68 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 Development Plan 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.

APP

EN

DIX

TA

BL

E V

DIS

TR

IBU

TIO

N O

F ST

UD

EN

T M

AJO

RS,

BY

CO

LL

EG

EM

AN

OA

CA

MPU

SFa

ll 19

68 a

nd P

roje

cted

197

2 an

d 19

75

Col

lege

Fall

1968

Fall

1972

Fall

1975

Tot

alU

nder

-gr

adua

tes

Gra

duat

eSt

uden

tsT

otal

Und

er-

grad

uate

sG

radu

ate

Stud

ents

Tot

al

"

Und

er-.

grad

uate

sG

radu

ate

Stud

ents

TO

TA

L17

,074

13,2

313,

843

23,8

8217

,569

6,31

325

,345

16,9

998,

346

Pre

- pr

ofes

sion

al)

1,19

31,

193

-1,

538

1,53

8-

1,21

01,

210

Und

ecla

red'

4,44

94,

449

-4,

958

4,95

8-

3,89

73,

897

-U

ncla

ssif

ied

1,76

969

51,

074

1,94

088

01,

060

1,75

050

01,

250

Spec

ial G

radu

ates

79-

7982

-82

109

-10

9

Cla

ssif

ied

9,58

46,

894

2,69

015

,364

10,1

935,

171

18,3

7911

,392

6,98

7

Cla

ssif

ied,

by

Col

lege

:A

rts

& S

cien

ces

3,78

52,

563

1,22

25,

408

3,23

02,

178

6,74

23,

863

2,87

9B

usin

ess

Adm

inis

trat

ion

1,72

91,

508

221

2,89

32,

451

442

3,07

22,

488

584

Edu

catio

n1,

576

1,05

452

2'3,

310

2,11

11,

199'

4,12

82,

542

1,58

62

Eng

inee

ring

1,01

091

694

1,53

41,

293

241

1,75

11,

271

480

Med

icin

e17

270

lor

328

138

190'

366

166

2003

Nur

sing

327

315

1230

326

835

373

323

50

Publ

ic H

ealth

83-

8311

0-

110

142

-14

2

Soci

al W

ork

115

-11

519

6-

196

259

-25

9

Tro

pica

l Agr

icul

ture

666

468

198

1,05

770

235

51,

236

739

497

Lib

rary

Stu

dies

121

121

225

-22

531

0-

310

1Lar

gely

fre

shm

en a

nd s

opho

mor

es'In

clud

es M

aste

rs, P

hD.,

CPC

, and

5th

-yea

r st

uden

ts'In

clud

es m

edic

al s

tude

nts

Not

e: N

o pr

ojec

tions

for

197

2 an

d 19

75 a

re m

ade

of m

ajor

s in

the

Info

rmat

ion

Scie

nces

cur

ricu

lum

whi

ch w

as o

ffer

ed in

Fall

1968

for

the

firs

t tim

e.

APP

EN

DIX

TA

BL

E V

I

DIS

TR

IBU

TIO

N O

F ST

UD

EN

T C

RE

DIT

HO

UR

S, B

Y C

OL

LE

GE

MA

NO

A C

AM

PUS

'FA

LL

196

8, A

ND

PR

OJE

CT

ED

197

2 A

ND

197

5

Col

lege

Fall

1968

Fall

1972

Fall

1975

No.

V%

No.

V%

No.

V%

Tot

al21

5,21

110

0.0

300,

212

100.

031

4,28

010

0.0

Art

s &

Sci

ence

s15

6,78

372

.920

4,41

168

.120

3,15

264

.6B

usin

ess

Adm

inis

trat

ion

17,5

488.

232

,733

10.9

34,2

4510

.9

Edu

catio

n16

,550

7.7

29,4

909.

835

,972

11.5

Eng

inee

ring

6,75

83.

19,

822

3.3

12,4

013.

9M

edic

ine

3,33

31.

64,

935

1.6

5,59

11.

8

Nur

sing

2,82

81.

32,

696

0.9

3,24

71.

0

Publ

ic H

ealth

1,15

30.

51,

573

0.5

2,03

40.

7

Soci

al W

ork

1,65

80.

83,

049

1.0

3,89

61.

2

Tro

pica

l Agr

icul

ture

5,44

52.

59,

002

3.0

10,3

413.

3

Lib

rary

Stu

dies

1,55

10.

72,

501

0.8

3,40

11.

1

Oth

er1,

604

0.7

--

-N

ote:

No

SCH

pro

ject

ions

for

Inf

orm

atio

n Sc

ienc

es c

ours

es a

rem

ade

for

1972

and

197

5 si

nce

that

cur

ricu

lum

was

fir

st o

ffer

ed in

Fal

l 196

8.

i

APP

EN

DIX

TA

BL

E V

II

CO

MPA

RA

TIV

E L

IBR

AR

Y S

TA

TIS

TIC

S FO

R T

HE

UN

IVE

RSI

TY

OF

HA

WA

II A

ND

EL

EV

EN

SIM

ILA

R S

TA

TE

UN

IVE

RSI

TIE

S, 1

966-

671

UN

IVE

RSI

TY

Tot

alSt

uden

ts'

Vol

umes

At

Yea

r E

nd'

Rec

eipt

sIn

Yea

rV

olum

esL

ibra

rySt

aff'

Tot

alO

pera

ting

Exp

endi

ture

s

Uni

vers

ity o

f V

irgi

nia

19,1

991,

759,

166

79,5

6913

1$1

,323

,002

Uni

vers

ity o

f K

entu

cky

18,4

841,

222,

730

92,8

3014

81,

566,

447

Okl

ahom

a U

nive

rsity

17,9

461,

084,

690

63,8

0692

996,

503

Uni

vers

ity o

f G

eorg

ia17

,488

772,

830

94,5

3810

8.5

1,65

2,57

2U

nive

rsity

of

Neb

rask

a16

,634

850,

578

30,9

5810

51,

145,

503

Iow

a U

nive

rsity

16,3

551,

354,

178

72,3

8514

9.75

1,85

3,30

1U

nive

rsity

of

Kan

sas

14,7

641,

266,

745

68,2

0111

61,

583,

187

Iow

a St

ate

Uni

vers

ity14

,014

611,

155

26,3

1064

.786

1,02

1U

nive

rsity

of

Ore

gon

13,3

9998

0,03

855

,412

115.

751,

300,

013

Flor

ida

Stat

e U

nive

rsity

13,2

0082

6,87

483

,476

981,

247,

623

Uni

vers

ity o

f N

orth

Car

olin

a13

,130

1,45

5,83

974

,149

183

1,72

9,94

9M

ED

IAN

16,3

551,

084,

690

72,3

8511

5.75

1,32

3,00

2U

nive

rsity

of

Haw

aii

17,4

8655

2,93

481

,090

133

1,49

5,84

9

'Gen

eral

dat

a fr

om A

ssoc

iatio

n of

Res

earc

h L

ibra

ries

, Aca

dem

ic L

ibra

ry S

tatis

tics,

196

6/67

.'S

tude

nt c

ount

fro

m U

.S. O

ffic

e of

Edu

catio

n, E

duca

tion

Dir

ecto

ry, P

art I

II, H

ighe

r E

duca

tion,

196

6/67

.'V

olum

es c

alcu

late

d as

boun

d vo

lum

es.

'Sta

ff in

clud

es p

rofe

ssio

nals

and

non

-pro

fess

iona

ls b

ut n

ot s

tude

nt h

elpe

rs.

APPENDICES

OFFICE OF STUDENT AFFAIRS

165

Actual Projected

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

Admissions and Records

Financial Aids

Student Housing

Counseling & Testing

International Students

Student Health

Student Activities

Placement & Career Planning

Staff ( FTE)ProfessionalCivil Service

a. Registrationsb. Transcripts

a. Scholarships:No. of ScholarshipsValue

b. Loans:No. of LoansValue

c. Student Help:No. of StudentsExpenditures

Students in Dormitories (per sem.)

a. Clientsb. Contacts

Contacts

Contacts

No. of Groups ServedNo. of Individuals Served

No. of Interviews

30,91017,393

622$146,335

( 1,814 )$686,843

( 1,574 )$787,364

659

3,6997,882

4,608

18,528

15718,080

738

581939

53,53835,121

757$ 256,497

(2,539)$ 738,573

(2,507)$1,582,979

684

4,91017,989

7,088

23,000

10230,130

1,014

994752

82,74954,284

861$ 291,736

( 3,924 )$1,141,457

(3,875)$2,446,767

1,184

5,37527,804

10,952

35,549

15858,227

1,567

114*5856

103,50367,896

1,077$ 364.924

(4,908)$1,427,694

(4,847)$3,060,511

2,184

6,72334,777

13,698

44,463

19896,769

1,960

20792

115

Data on staff is for 1968-69.

Academic advising, 23, 25, 27, 29, 45, 48, 67, 126Academic Development Plan I, 1-2, 10-11, 15, 23, 25, 49,

101, 107Accreditation:

Business Administration, College of, 36Engineering, College of, 48Library Studies, Graduate School of, 77Medicine, School of, 59Nursing, School of, 62, 67Public Health, School of, 70Social Work, School of, 72

Admissions, centralization of, 156Admissions and Records, 125-128Agency for International Development, 71, 142-143ALOHA system (Additive Links On-line Hawaii Area Sys-

tem), 54American Association of Collegiate Schools of Business, 36American Association of University Presses, 139American Library Association, 77American Medical Association, 59American Public Health Association, 70-71American Samoa, 56, 66, 71Arts and Sciences, College of, 25-34

academic advising, 23, 25, 27, 29academic departments (listing), 26College Senate, 27community service, 27credit by examination, 25curriculum, 25, 28-29, 30-32degree programs, 27enrollment and credit hours, 27ethnic studies, 29faculty and staff, 27multidisciplinary studies, 25"non -major major", 25, 29organization charts, 28, 35planned development, 157-158public service, 32-33research, 31-32sub-colleges, 29

Asia (see International programs)Asia Training Center, 119Asian and Pacific languages, 5Audio-visual resources, 31Australia, 54, 95, 109

Biology curriculum, 19Board of Regents, 8Booz, Allen and Hamilton report, 77Budget, University, 60, 147-151Bureau of Educational Research

(see Educational Research and Development Center)Business Administration, College of, 38-39

academic departments (listing), 38accreditation, 36

166

INDEX

community service, 36, 38computer applications, 38continuing education, 36, 38curriculum, 36, 39degree programs, 38enrollment and credit hours, 38faculty, 38-39international programs, 36, 39organization chart, 37planned development, 158research, 36Travel Industry Management, 39

Campus interchange; 156Carnegie Corporation, 111Center for Engineering Research, 49-51, 90China Medical Board, 71, 148Coconut Island, 96-97Committee for the Study and Preservation of Hawaiian Art,

Language and Culture, 29, 155Committee on .Undergraduate Instruction, 19, 24Commonwealth Fund, 148Cominunications Service Center,

( see Instructional Resources Service Center)Community College System, 1, 7, 44, 135-138, 156

continuing education, 135, 138curriculum, 135, 137-138enrollment, 137faculty and staff, 137funding, 150nursing, 68-87organization chart, 136planned development, 1e0social work, 75summer session, 115technical programs, 135tuition, 118, 147, 150

Community Service, 27, 33, 38, 38, 154(see also Public service)

Computer Aided Instruction, 53Computer applications, 38, 52-55, 79, 94-95, 111Computing Center, 53-54, 112-113

planned development, 159Conduct code, 20Continuing education, 116-122, 153, 157

agricultural personnel, 83businessmen, 36-38in community colleges, 135dentists,66, 118engineers, 46, 51government workers, 118librarians, 79nurses, 66physicians, 56public health workers, 71

INDEX 167

social workers, 78teachers, 42-43women, 118

Continuing Education, Division of, 88, 118-120academic advising, 119credit courses, 119enrollment, 119financing, 114, 118, 147, 150, 158international programs, 118Lyceum and Speakers Bureau, 118non-credit courses, 119planned development, 159-160relation to departments, 119special and professional programs, 118tuition, 118-120, 147, 150, 158

Continuing Education and Community Service, Office of,116-122

Cook Islands, 94Cooperative Extension Service, 83Council on Commutiity Services, 17, 157Council on the Humanities, 27Council or Teaching and Research in Human Development, 84Counseling and Testing Center, 128Credit by examination, 21, 23-24Cultural programs, 27, 115, 118, 154Curriculum development (general), 18, 18-19, 22-25, 28-32,

44, 157Curriculum and Instruction, Department of, 42

Dean for Academic Development, 23Dean of the Graduate Division, 87-88, 90-91Dental Hygiene Clinic, 68Dental Hygiene, Department of, 66Dentists, continuing education for, 66, 118

East-West Center, 15, 88, 71, 93, 141-146Committee on Reorganization, 143conferences and seminars, 142-143enrollment, 142financing, 141Institutes, 141-143Library, 109-110, 142-144National Review Board, 141-143planned development, 160Population Studies Program, 94, 143Press, 142-144problem-oriented programs, 143 -148Research Publications and Translations, 142-143relation to University, State, U.S. Government, 141Senior Specialist Program, 141-143staff, 142Students' Association, 143student programs, 143

-UH Task Force, 143East-West Philosophers Conference, 115Economic impact of University, 60, 151-155Economic Research Center, 91-93Education, College of, 40-45

academic advising, 45academic departments (listing), 42admissions, 44-45continuing education, 42-43degree programs, 42enrollment and credit hours, 42faculty and staff, 42, 45five-year diploma, 42Instructional Materials Center, 45international programs, 44organization chart, 41planned development, 158

public service, 44research, 44vocational teacher training, 43

Educational Research and Development Center, 44, 90Educational television, 22, 42, 119-121, 159Engineering, College of, 46-52

academic advising, 48academic departments (listing), 48accreditation, 48community colleges, 51-52continuing education, 48, 51curriculum, 48-50degree programs, 48enrollment and credit hours, 48faculty and staff, 48Hilo Campus, 51-52international programs, 51multidisciplinary programs, 50organization chart, 47planned development, 158research, 49-51

Engineering Experiment Station(see Center for Engineering Research)

Engineers' Council for Professional Development, 48Engineers' Council of the University of Hawaii, 48English, Department of, 25Enrollment, 7, 9, 14-15Ethnic studies, 29Extramural funding, 60, 147-151

Faculty exchange, 7Faculty recruitment, 2Fashion Design, Textiles and Merchandising Department, 84Federal financing, 147-148, 151Festival of the Arts of this Century, 115Fiji, 94, 109Financial aids, student, 18, 126-127Financing of the University, 147-151First National (Hawaiian) Bank study, 151Food and Nutritional Sciences, Department of, 84Ford Foundation, 93, 148Foreign Contracts, Division of, 44Friends of the Library of Hawaii, 139General education core, 7, 23-24, 157General Studies, College of

(see Continuing Education and Community Services, Divi-sion of)

Gilbert Islands, 94Governmental Development, Center for, 118Governmental research library, 122Graduate Council, 87-88Graduate Division, 86-89

dean of, 87-88, 90-91enrollment, 87organization chart, 88planned development, 159relation to departments, 87-88research grants, 87selective emphasis, 88

Graduate Research Library(see Hamilton Graduate Research Library )

Graduate Senate, 87Graduate Students' Association, 87Guam, 109

Haleakala observatory, 101-103Hamilton Graduate Research Library, 79, 107, 110Hamilton, Thomas H., ivHarvard Business School, 38Hawaii Agricultural Experiment Station, 85, 90, 154

168INDEX

Hawaii Curriculum Center, 4411awaii economy; impact of University, 60, 151-155Hawaii Institute of Geophysics, 91, 101-102Hawaii Institute of Marine Biology, 92, 96-97Hawaii Marine Laboratory

(see Hawaii Institute of Marine Biology)Hawaii Society of Professional Engineers, 48, 51Hawaii State Board of Nursing, 67Hawaii State Board of Vocational Education, 44Hawaii State Commission on Manpower and Full Employ-

ment, 74I lawaii State Department of Education, 40Hawaii State Department of Planning and Economic Develop-

ment, 53, 153-154Hawaii State, Technical Service Program, 51Hawaii Technical School, 132, 135Hawaiian Historical Society, 139Hawaiian Sugar Planters' Association, 91, 100Health services, 129Health and Physical Education, Department of, 43Health Sciences and Social Welfare, College of, 56

organization chart, 55Hilo Campus, 1, 7, 130-135, 156

admissions, 131college transfer program, 137curriculum development, 132divisions, 131enrollment and credit hours, 131faculty, 131, 133-134fourth-year proposal, 131-135housing, 134international programs, 134library, 131, 134organization chart, 130planned development, 160projected growth, 134student body, 133summer session, 115teacher education, 132technical program, 132third-year proposal, 131, 135

Home Economics, Department of, 83-84Honolulu Academy of Arts, 139Honolulu Community College, 135, 137-138Honors Programs, 22, 157Housing, student, 115, 125, 135

India, 51Indonesia, 95Industrial Relations,Center, 38Information retrieval, 53, 71, 79, '94-95Information sciences, 52-754; 111-113

ALOHA Systerni--34Computer-aided instruction, 53graduate- program, 54Hawaii Institute of Information Sciences, 54

Instructional Resources Service Center, 22-23, 111-112Interdisciplinary studies,

(see Multidisciplinary studies)International programs, 5, 51, 70

business, 36, 39continuing education. 118East-West Center, 141-146engineerint 51geophysics, .31health, 56, 66Hilo Campus, 134land research, 104library studies, 77, 79linguistics, 95-36

medicine, 59-61population genetics, 99public health, 71social sciences, 93-95social work, 78tropical agriculture, 84University of Hawaii Press, 139Water resources, 105

International Student Office, 127

Japan, 36, 39, 54, 95, 105, 139

Kapiolani Community College, 67, 135, 137-138Kaplan report, 118, 120Kauai Community College, 67, 135, 137-138KePhi Lagoon, 102Kewalo Basin, 96-98, 101-102K-HET

(see educational television)KOKUA Program, 27Korean studies, 93, 159Kosaki report, 67-68Kwajalein, 118

Land -grant tradition, 3-4, 6, 46, 49, 80, 89, 98-99Land Study Bureau, 91, 103-104Laos, 44Larsen report, 143Law school, proposed, 148LBJ Tropical Medical- Center, 56Leahi Hospital, 56, 62Leeward Community College, 135, 137-138Legislative Reference Bureau, 121-122Libraries, 107-112

community colleges, 110computer applications, 111East-West Center Library, 109-110, 142-144governmental research library, 122Hamilton Graduate Research Library, 79, 107, 110Hawaiian collecton,,107Hilo Campus, 110, 1:31holdings, 107-108inter-library exchange, 134organization chart, 108Pacific collection, 106-107, 109-110planned development, 159research dissertations, 154selected collections, 110-111Sinclair Undergraduate Library, 107-111staff, 109

Liivary of Congress classification system, 107Library Studies, Graduate School of, 77-8,0

accreditation, 77computer applications, 79continuing education, 79degree programs, 79enrollment and credit hours, 79faculty and staff, 79international programs, 77-79organization chart, 78planned development, 158

Loma Linda University, 71Look Hydrologic Laboratory, 102Lund University, 134Lyceum and Speakers Program, 154Lyon Arboretum, 91, 100

Maui Community College, 67, 135, 137-138Mauna Kea observatory, 102-103Medicine, School of, 56-62

INDEX

academicdegreeenrollmentfacultyinternationalorganizationplannedprovisionalpublicresearch,selectivetropical

Midway,MorrillMultidisciplinary

NASANationaNationaNationaNationaNationaNew Caledonia,New campus,New Division,New Guinea,New Hebrides,"Non-majorNursing,

academicaccreditation,communitycontinuinginternationalorganizationplannedpublicresearch,

Oceanography,Office ofOkinawa,Okinawa'Open university,

departments (listing), 58programs, 58

and credit hours, 58and staff, 58

programs, 59-61chart, 59

development, 158accreditation, 59

service, 5958-59, 62, 98emphasis, 58

medicine, 60-61118

Land Grant Act, 3, 18studies, 18-19, 25, 39, 50, 157

National Aeronautics and Space Administration),Council on Social Work Foundations, 75Institute of Mental Health, 76, 93Institutes of Health, 99League for Nursing. 67Science Foundation, 50, 91, 101-103

941, 7, 10, 15619, 22, 24, 157

94-95, 10994

major", 18, 22School of, 56, 62-68

advising, 6762, 67

colleges, 66-67education, 66

programs, 66chart, 63

development, 158service, 66

66

Department of, 92Naval Research, 10359, 66, 79, 105Central Hospital, 59

18-20

103

189

enrollment and credit hours, 70faculty and staff, 70-71international programs, 70-71organization chart. 69planned development, 158research, 71, 98

Public service, iv, 6. 15-16, 32-33, 44, 59, 66, 76-77, 116-122, 126. 139

(see also Community service)Research, 89-91, 153-154

agriculture, 85, 154animal and plant sciences, 100Arts and Sciences, 31, 32astronomy, 102-103business, 36director of, 87-88, 90-91earth sciences, 101-102economics, 92-93education, 44engineering, 49-51fisheries, 97genetics, 99grants and contracts, 90-91health, 71information sciences, 54land, 103-104linguistics, 95-96marine biology, 96-98medicine, 58-59, 62, 97-98, 100nursing, 66Pacific Islands Studies, 106selective emphasis, 88sensory sciences, 98-99social sciences, 93-95social work, 76specialization areas, 89tropical agriculture, 82water resources, 104-105

Research administration, 86, 89-91, 159Research Corporation, 90Research Council, 90Research dissertations, 154Residential learning project, 18Revenue projections, State, 149

Pacific area,(see International programs)

Pacific and Asian Linguistics Institute, 91, 95-96Pacific Biomedical Research Center, 5, 62, 97-98Pacific Institute of Transportation, 38Pacific Islands Studies, 106Pacific Lexicography Center,

(see Pacific and Asian Linguistics Institute)Pacific Urban Studies and Planning Program, 16Pakistan, 44Pan-Pacific Forum, 121Peace Corps, 66, 71, 95, 119, 133, 148Philippines, 95Physics and Astronomy, Department, of, 103Physiology, Department of, 98Pier 18, 102Pineapple Research Institute, 130Placement and career planning, 128Political Science, Department of, 25Population Genetics Laboratory, 99-100Population studies, 94, 143Public Health, School of, 56, 68-72

accreditation, 70continuing education, 71degree programs, 70

Salaries, 2Sea Crant Program, 91. 96Selective emphasis for development, 5, 7, 88Sinclair Undergraduate Library, 107, 110-111Social Science Research Institute, 91, 93-95Social Work, School of, 56, 72-77

accreditation, 72community colleges, 75continuing education, 76curriculum, 72, 74degree programs, 74enrollment and credit hours, 74faculty and staff, 74international programs, 78"New Careers" program, 75organization chart, 73planned development, 158public service, 76-77research, 76Youth Development Center, 76

South Pacific Commission, 71Speech-Communication, Department of, 25, 30Statewide system of education, iv, 7Statistical and Computing Center,

(see Computing Center)

170 INDEX

Stiles Committee report, 27, 40, 45Student Affairs, Office of, 123-129

Admissions and Records Office, 125-126Counseling and Testing Center, 126Financial Aids Office, 126-127International Student Office, 127organization chart, 124planned development, 160public service, 126Student Activities Bureau, 128-129Student Health Service, 129Student Housing, 125University Placement and Career Planning

Student body, 4, 15, 17Student initiative, 21-22Student involvement, 120, 157Students, handicapped, 27Students, "upward bound", 14, 17-18, 75, 115,Summer Session, 114-116, 156

Community Colleges, 115curriculum, 114, 115enrollment and credit hours, 114, 115faculty, 114, 115financing, 114-116, 147, 150Hilo Campus, 115housing, 115planned development, 159tuition, 114-116, 118-119, 147, 150

Cooperative Extension Service, 83curriculum, 84-85degree programs, 82enrollment and credit hours, 82faculty and staff, 82international programs, 84organization chart, 81planned development, 158research, 82

Tropical medicine, 60-61Tuition and fees, 114-116, 118-120, 147, 150, 156

Office, 128 U.S. Air Force, 36, 103U.S. Corps of Engineers, 101U.S. Department of State, 141-143U.S. National Cancer Institute, 100U.S. Navy, 27

156 U.S. Office of Education, 79U.S. Trust Territory, 44, 66, 71-72, 94-95, 104, 118, 159University of California at Berkeley, 71University of California at Los Angeles, 51, 71University Council on Teacher Education, 40University Faculty Senate, 8University of Hawaii Press, 139-140, 160University Laboratory Schools, 44

Taiwan, 95, 105, 159Technical training, 132, 135, 142-143Tonga, 94Travel Industry Management, 39Tropical Agriculture, College of, 5, 80-85

academic departments (listing), 81continuing education, 83

Varsity Theatre, 17Vice President for Academic Affairs, 19, 79Vocational training, 7, 43

Waikiki Aquarium, 97, 119Water Resources Research Center, 102, 104-105Western Samoa, 66, 94World Health Organization, 60, 62, 71, 99

Youth Development Center, 76