May 12, 2025

2025-2026 UH Mānoa Catalog [DRAFT]

College of Education

Curriculum Studies	Kinesiology and Rehabilitation Science
Educational Administration	Learning Design and Technology
Educational Foundations	Special Education
Educational Psychology	School of Teacher Education

Administration

Everly Hall 128
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7703
Fax: (808) 956-3106
Web: coe.hawaii.edu

Dean: Nathan M. Murata

General Information

The College of Education (COE) prepares tomorrow’s teachers, educational leaders, and researchers. COE prepares teachers, administrators, and other education personnel; provides professional development for teachers and other education professionals; disseminates information for understanding educational issues to school and community groups; and conducts basic and applied research related to issues in education. The college is nationally accredited by the Association for Advancing Quality in Educator Preparation (AAQEP).

The college is committed to preparing all educators to work with diverse populations of students, including those with special needs; ensuring that Hawaiʻi’s educators are prepared to use technology to enhance instruction and learning; and fostering the skills and abilities of graduates to assume leadership roles in education throughout the state and region

The College of Education offers four baccalaureate degrees, three post-baccalaureate certificates, 11 master’s degrees, 12 graduate certificates, and four doctoral degrees. State approved teacher education programs (SATEP), leading to initial teacher licensure, are offered at the baccalaureate, post-baccalaureate, and master’s levels. Many COE programs are offered through distance education, including interactive video, web-based, and hybrid formats. For more information, contact individual departments or visit the COE website at coe.hawaii.edu.

Vision and Mission

Vision

The College of Education envisions a community of educators who provide innovative research, teaching, and leadership in an effort to further the field of education and prepare professionals to contribute to a just, diverse, and democratic society, and enhance the well-being of the Native Hawaiian people and others across the Pacific Basin through education. Our vision guides the direction and work of the college in and beyond Hawaiʻi and is informed by a sense of purpose and a sense of place.

Mission

Our mission is to collaborate as a professional community in three primary areas of responsibility or kuleana:

Teaching—prepare new educational professionals and provide on-going professional development in education.
Research—increase the knowledge base in education and related fields through the production and application of educational research.
Service—serve as partners and leaders for excellence in education.

Philosophy

The College of Education’s philosophy of responsibility is reflected in our purposes, which are to promote excellence in teaching, scholarship, and service; encourage life-long learning; and develop educational leadership at all levels.

Accreditation

The COE is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP). The MS in Athletic Training Program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE).

Advising

Minor in Education. Three BEd degree programs: BEd-Elementary, BEd-Secondary, and BEd-Special Education. The BEd - Elementary has 7 recognized tracks: (a) Elementary Education, (b) Dual Preparation in Elementary Education and Early Childhood Education, (c) Exceptional Students and Elementary Education, (d) Dual Preparation in Early Childhood Education and Early Childhood Special Education, (e) Early Childhood Care and Education, (f) Dual Preparation in Elementary Education and Multilingual Learning/TESOL, and (g) Dual Preparation in Elementary and Hawaiian Language Immersion. BS degree program-Kinesiology and Rehabilitation Science with two tracks in (a) Health and Exercise Science and (b) Health and Physical Education. Five Post-Baccalaureate Certificates in (a) Elementary Education, (b) Secondary Education, (c) Music Education, (d) Health and Physical Education, and (e) Special Education.

Office of Student Academic Services (OSAS)
Director, Denise Nakaoka
Associate Director, Denise Abara
Academic Advisor, Jolene Muneno
Academic Advisor, Michelle Tagorda-Kama
Academic Advisor, Courtney Tsumoto
Everly Hall 126
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7849 / 956-7915
Fax: (808) 956-4271
Email: osas@hawaii.edu
Web: coe.hawaii.edu/osas

BS in Kinesiology and Rehabilitation Science

Department of Kinesiology and Rehabilitation Science
Physical Education/Athletics 231
1337 Lower Campus Road
Honolulu, HI 96822
Tel: (808) 956-7606
Fax: (808) 956-7976
Email: deptkrs@hawaii.edu

Graduate Degrees

Contact the Office of Student Academic Services in the College of Education, at osas@hawaii.edu or (808) 956-7849.

Undergraduate Programs

The college offers the bachelor of education (BEd) degree in Elementary Education (with Early Childhood Care and Education, Birth-age 8, Early Childhood/Special Education; Multilingual Learner; Elementary/Hawaiian Language Immersion; and Exceptional Students Dual Preparation available), Secondary Education (with English, Math, Music, Science, Social Studies, World Languages), Special Education in Mild/Moderate Secondary, Special Education in Severe Disabilities/Autism, and the Bachelor of Science (BS) degree in Kinesiology and Rehabilitation Science (KRS) with tracks in Health and Exercise Science, and in Health and Physical Education. Specific degree requirements for these undergraduate programs and General Education Requirements are available in the Office of Student Academic Services (OSAS), Everly Hall 126 or on the web. For program requirements for the BEd, see the School of Teacher Education section of the Catalog. For program requirements for the BS in KRS, see the Kinesiology and Rehabilitation Science section of the Catalog. The BEd in Elementary Education is offered on campus at UH Mānoa and statewide through distance education. The BEd in Early Childhood/Early Childhood SPED, Early Childhood Care and Education, Birth-Age 8; Elementary/Hawaiian Language Immersion, and Special Education are offered as statewide programs through distance education. The BEd in Secondary Education is offered on campus at UH Mānoa with education courses being offered through distance education. The BEd in Secondary Education: Social Studies is available via distance education.

Admissions Requirements for Undergraduate Majors

Students applying for admission to the bachelor of education (BEd) and the bachelor of science (BS) programs must meet all UH Mānoa admission requirements and complete the COE Mākālei Online Application. Majors should follow specific General Education Requirements listed on their program requirements. Please consult with an academic advisor. During the admission process, applicants will be interviewed by appropriate faculty members regarding their qualifications and potential as educators. The behavior of applicants should reflect high ethical and professional standards at all times. Behavior may be evaluated on the basis of past experience and current interaction with college personnel.

To declare a major, see makalei.coe.hawaii.edu/student. Admission requirements are subject to change. Contact OSAS for updated information.

Additional Requirements for Licensure Track/State Approved Teacher Education Programs (SATEPs)

The college offers licensure track/State Approved Teacher Education Programs (SATEPs) that qualify program completers to apply for licensure with the Hawaiʻi Teacher Standards Board (HTSB). The college also offers a pre-licensure track for students who wish to declare an education major. However, participation in the prelicensure track does not guarantee admission to a SATEP. Students pursuing a teaching license also must meet the following criteria or those in effect due to HTSB actions at the time of application:

Complete a minimum of 55 credit hours from an accredited college. Students pursuing a BEd in Special Education must complete a minimum of 57 credits.
Cumulative GPA of 2.75 for all postsecondary institutions attended.
For secondary education majors, GPA of 2.75 in the content major. Students pursuing a secondary major in mathematics, physical education, or science may be considered for admission to the baccalaureate level SATEP with a minimum cumulative GPA of 2.50 and a major cumulative GPA of at least 2.50.
Completion of all UH Mānoa General Education core and any additional licensure track prerequisite courses.
Demonstrate oral and non-verbal communication competencies through the successful completion of a Personal Admissions Interview(s). The purpose of the interview is to assess fluency of oral communication, interest in teaching, student motivation and suitability to the teaching profession, including appropriate professional dispositions. Qualified students who are off-island during the semester of SATEP application may be granted a telephone or web-based interview.
Certain General Education and College of Education program requirements may be met per established Memorandum of Agreements with the following UH Community Colleges and programs: AS in Early Childhood Education from Hawaiʻi CC, AS in Early Childhood Education-Preschool Option from Honolulu CC, AA in Liberal Arts with Concentrations in Elementary or Secondary Education from Kapiʻolani CC, ASNS with a CA in STEM Education from Kapiʻolani CC, AS-SLT or AA with a CO in TESOL, from Kapiʻolani CC, AS in Teaching from Leeward CC, AS in Early Childhood Education from Kauaʻi CC, and AS in Early Childhood Education from Maui College. Contact an OSAS academic advisor for more details.
A minimum of 40 hours of documented group leadership experience, paid or volunteer, with a group of school-age children at the grade level(s) of most interest in future teaching.
For Early Childhood, Elementary Education, and Elementary Education Dual Majors: Completion of two (2) Writing Intensive (W) courses with a grade of C (not C-) or better prior to the start of the Licensure Track courses.
- Non-UH System transfer students must complete two (2) English Composition or Literature courses with a grade of C (not C-) or better prior to the start of the Licensure Track courses.

Admission requirements are subject to change. Call OSAS for updated information.

Applicants should be aware that admission to a SATEP does not guarantee admission to clinical placements, including practicum, student teaching, internship, or teaching residency. Students’ progress in state approved teacher education programs will be evaluated at transition points throughout the program.

Also required for clinical placement:

Original TB certificate clearance and other health clearances as required by Hawaiʻi Department of Education school regulations. Contact the Department of Health for more information.
Liability insurance.
Hawaiʻi Department of Education fingerprinting and background check
Transportation to and from the school sites is the student’s responsibility.

The HTSB requires passage of the appropriate content test or other options approved by the Hawaiʻi Teacher Standards Board (hawaiiteacherstandardsboard) prior to student teaching, internship, or teaching residency. The HTSB also requires students to apply for a student teaching permit prior to their student teaching semester.

Requests for Reconsideration of Negative Admissions Decisions

Students who are denied admission to a College of Education degree program or SATEP may request reconsideration of their application from the Director of OSAS. See an OSAS academic advisor for more information.

In addition, students must show strong evidence of future potential in the field and a strong record of recent scholarship.

Application Procedures and Deadlines

Applicants for the BEd and BS degrees should follow all appropriate UH Mānoa procedures.
All SATEP applicants must submit a current College of Education application and additional supporting documents through this site: makalei.coe.hawaii.edu/student. SATEP applicants are responsible for making arrangements for the interviews and for submitting documentation of field experience hours.

For SATEP application, priority deadline is February 1, and final deadline is March 1 for fall admission; priority deadline is September 1, and final deadline is October 1 for spring admission. Be aware that not every program admits every semester. Deadlines are subject to change. Contact OSAS for updated information.

All students in the BEd and BS programs should complete the online Student Teaching Application in Makalei and make an appointment for a graduation check with an academic advisor by the September 15 graduation deadline for Spring graduation, and by the February 15 deadline for Fall graduation. No late applications will be accepted.

SATEP participants should check with an advisor to ensure compliance with all completion requirements. OSAS will not recommend candidates to the HTSB for licensure until all requirements are satisfied.

Field and Clinical Experiences

The College of Education plans, arranges, and supervises all required field and clinical experiences, including student teaching, at the preschool, elementary, and secondary levels in public and private schools. Since student teaching is a full-time experience, students may not register concurrently for other courses and are strongly advised not to undertake employment during any required student teaching. Check with the OSAS advisors for additional prerequisites related to classified status, course completion, grade requirements, GPA requirements, content knowledge verification, and required forms before registering for student teaching. Please be aware of deadlines, particularly those after which no late applications will be accepted.

Those undertaking field and clinical experiences, including student teaching or teaching residency as part of a SATEP, must have met the following prerequisites:

Enrollment in the College of Education as a classified student and completion of all course work necessary;
A cumulative GPA of not less than that required for admission to the SATEP;
Completion of the online Student Teaching Application in COE Mākālei;
Liability insurance;
Hawaiʻi Department of Education fingerprinting and background check.

There is typically no student teaching or teaching residency during the summer session.

The HTSB requires passage of the content examination or other options approved by the Hawaiʻi Teacher Standards Board (hawaiiteacherstandardsboard) for demonstrating content knowledge prior to student teaching. The HTSB also requires students to apply for a student teaching permit prior to their student teaching semester.

Academic Warning, Probation, Suspension, and Dismissal

Students may be placed on academic warning, probation, suspension, or dismissal at the end of any semester in which their semester and/or cumulative GPA falls below 2.75 (2.50 for KRS, mathematics, or science). This policy pertains to all declared undergraduate and post-baccalaureate College of Education students. Please consult with an OSAS academic advisor for more information.

Graduate Programs

Graduate Certificates

The College of Education offers Graduate Certificates in the following areas: Disability and Diversity Studies, Ethnomathematics, Literacy Specialist, Teacher Leader, Online Learning and Teaching (COLT), Learning Design and Technologies for Teachers (Teach Tech), Sustainability and Resilience Education, Multilingual Multicultural Professional Practice, Early Childhood Education, Measurement and Statistics, Program Evaluation, Philosophy for Children Hawaiʻi (p4cHI).

Master’s Degrees

The College of Education offers MEd degrees in curriculum studies, early childhood education, educational administration, educational foundations, educational psychology, learning design and technology, and special education. The MEd programs in curriculum studies and early childhood education are in the Department of Curriculum Studies. The MEd program in counseling is in the Department of Educational Psychology. Other MEd programs are in departments of the same name.

The College of Education also offers Master of Science degrees in Athletic Training (AT) and Kinesiology and Rehabilitation Science (KRS). The MS degree in AT is a two-year Professional Athletic Training Education Program. The MS degree in KRS is designed as a two- to three-year program of study for students with advanced knowledge, skills, research, and clinical/field experiences in one of the following program areas: Physical Activity, and Adapted Physical Activity.

The MEdT, a two-year, field-based program, is designed for students who have earned baccalaureate degrees in fields other than education. Graduates are eligible for state teacher licensure in either elementary or secondary education. Dual elementary/special education or secondary/special education options are also available. See the “School of Teacher Education” for more information.

Doctoral Degrees

Doctor of Philosophy in Education (PhD)
Wist 113
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7913

Graduate Faculty

*Graduate Faculty

*C. D. Stickley, PhD, ATC (Chair)—athletic training and biomechanics, exercise physiology
*C. Au, PhD—teacher education, early childhood & elementary education, autoethnography & arts-based education, critical literacy, decolonization & power; democracy in education
*A. Bartlett, PhD (Emeritus)—literacy, teacher education
*R. Black, EdD—intellectual disability, secondary education and transition, community integration for youth and adults with disabilities
*S. Buelow, PhD—teacher education, disciplinary literacies, new literacy studies
*K. Cashman, PhD—Native Hawaiian education, indigenous self-determination and education, art education
*E. Centeio, PhD—physical activity & academic achievement; comprehensive school physical activity programs, health and physical education
*E. Chang, PhD—community-based research, critical race and ethnic studies, digital sociology, learning and leadership development
*E. B. Chapman de Sousa, PhD—children who are multilingual, teacher preparation for multilingual learners, sociocultural theory
*B. Cheng, EdD—comparative and international education, education policy
*P. Chinn, EdD—K-20, place based culturally responsive stem education
*M. Colic, PhD—stigma, discrimination, and social justice from the lenses of families of people with autism and historically marginalized populations
*S. Cook, PhD—secondary education, high incidence disabilities, evidence-based practices, co-teaching
*J. A. Daniels, EdD—school, development, adolescent, group, homeless children, loss and transition counseling, rehabilitation counseling
*X. Di, EdD—teacher education, multicultural and international education
*D. B. Edwards, Jr., PhD—global education policy, global governance of education, international organizations, international development and education
*C. Farley, PhD—teacher education, high leverage practices, evidence-based practices, mentoring and supporting novice special education teachers
*S. Fishstrom, PhD—reading difficulties and disabilities, evidence-based reading instruction/intervention, social emotional support, effective instructional practices for emergent bilingual students
*C. Frambaugh-Kritzer, PhD—disciplinary literacies, new literacy studies, and teacher education
*B. Freemyer, PhD—athletic training
*R. Fujii, PhD—teacher education, social studies, multicultural education, critical pedagogy, online learning
*L. A. Fulton, PhD—elementary science education, teacher education, qualitative research
*L. H. L. Furuto, PhD—mathematics education, ethnomathematics, quantitative research
*S. A. George, PhD—STEM and place-based learning
*M. Gonzalez Smith, PhD—second language teacher education
*D. J. Grace, PhD (Emeritus)—language, literacy, media studies, early childhood
*P. E. Halagao, PhD—social studies, multicultural education and Filipina/o curriculum and pedagogy
*C. Hitchcock, PhD—evidence-based practices for families in literacy/learning, professional development for classroom teachers, and the use of technology to enhance learning
*W. Kahumoku III, PhD—leadership development, indigenous research and educational approaches, educational policy
*J. Kaomea, PhD—Native Hawaiian and decolonizing Indigenous research methodologies
*J. Kim, PhD—program evaluation and assessment, dual credit programs, college student recruitment and retention
*E. Kukahiko, PhD—mathematics education, Hawaiian language immersion education
*C. M. Lucas, PhD—professional development practices, leadership theories, partnerships
*M. Maaka, PhD—indigenous education, language and cognition, research methodologies, politics in education
*J. K. Maeda, PhD—physical education, elementary and adapted physical education pedagogy, and professional development, applied behavior analysis
*A. Makaiau, PhD—social studies, philosophy for children, curriculum and instruction, international collaboration
H. Manaseri, PhD—disability studies, culturally responsive teaching and learning, educational leadership development, inclusive practices, and community and family
*V. Matsumoto, PhD—teacher education, secondary education
*S. Maunakea, PhD—culturally relevant evaluation & assessment; eco-justice pedagogy; ‘Āina-based pedagogies; Indigenous land-based education; sustainability education
*K. Mawyer, PhD—teacher professional development in science, literacy in the context of science, teacher cognition, teacher thinking and learning
*J. McMullen, PhD—physical education, physical activity, policy stakeholders perceptions, qualitative methodology, whole-school physical activity promotion, school physical activity
*A. J. Means, PhD—educational policy, sociology of education educational theory
*P. Meng, PhD—data-based decision making; integrated academic and behavioral supports; racial equity in disciplinary and academic outcomes; reading assessment; reading instruction and intervention
*C. Miller, PhD—philosophy for children, Democratic education, teacher education and preparation, mindfulness, history of education
*C. Morgan, PhD—promoting youth physical activity; benefits, assessment, levels, and related factors of youth physical activity
*L. S. Muccio, PhD—early childhood, inclusive education, teacher action research
*N. Murata, PhD—general physical education pedagogy, adapted physical education, special education/transition, and professional development
*K. L. Murphy, DPE, CAPE—physical education pedagogy, adapted physical education
*L. Ng, PhD—applied econometric and mixed research methods; Educational leadership professional development; Hawaiian kingdom public school system; Island-based economics; re-nationalization
*T. T. T. Nguyen, EdD—educational leadership, educational technology, internet safety
*J. M. Ninci, PhD—students with severe disabilities and autism, applied behavior analysis, early childhood education
*M. J. Noonan, PhD (Emeritus)—moderate and severe disabilities, early intervention
*Y. Oba, PhD—athletic training, curriculum development, anatomy
*K. Ogawa, PhD—economics of education, education finance, comparative international education, public policy on the education sector
*K. Oliver, PhD—autism, students with extensive support needs, inclusive education, implementation science
*T. O’Neill, PhD—place-based science and STEMS² education
*C. Ornelles, PhD—instructional strategies, social interaction and learning, adult learning and teacher education
*S. Ortogero, PhD—SPED teacher development, English learners
*L. Oshita, PhD—learning disabilities, reading instruction; social skills
*H. J. Park, EdD—evaluation, gifted education, twice exceptionality, culturally responsive education, STEM and work-based education, transition
*W. Perry, JD, PhD—Indigenous studies, law and policy, Hawaiian rights, sovereignty
*J. Philippoff, PhD—curriculum development; marine science education; participatory (Citizen) science; place-based education; science education; STEM outreach; teacher professional development
*J. H. Prins, PhD—kinesiology
*K. Rao, PhD—universal design for learning, instructional and assistive technology, online learning, culturally and linguistically diverse learners
R. Raphael, PhD—film, disability studies, educational technology, oral history, inclusive education
*N. S. A Reyes, EdD—indigeneity in higher education, critical race theories, postsecondary success for students of color
*S. Robinson, PhD—secondary teacher preparation, science education
*A. K. Serna, PhD—health education, school health programs, elementary teacher education, Native Hawaiian well-being and advancement
*A. J. Sickel, PhD—K-12 instruction and teacher preparation, literacy and curriculum, technology and STEM
*J. Simpson Steele, PhD—elementary teacher preparation, performing arts education, performance ethnography
*A. Smith, PhD—literacy, qualitative research methods, post structural theories
*K. Suzuka, PhD—records of practice, data sharing/reuse, elementary math, PD/TE, educational materials development
*B. Taira, PhD—literacy studies, secondary English education, migration and global education
*D. Taira, PhD—history of American education, history of Hawaiʻi’s school system, 20th century Native Hawaiian history
*K. Takahashi, PhD—learning disabilities, assistive technology, inclusive practices, culturally responsive education, STEM, transition, international disability issues
*P. M. Tamashiro, PhD—exercise physiology and cancer exercise rehabilitation
*K. Tamura, PhD, ATC—athletic training and biomechanics
*H. Tavares, PhD—politics of education, critical theories of education
*K. Umezawa, PhD—anthropology of education policy, bi/multilingual education, early childhood education, place-based education
*E. Wright, PhD—indigeneity in higher education, indigenous research methodologies, student affairs leadership
*S. Yagi, PhD—mathematics education, teacher education, elementary
*J. Yoshioka, PhD—science education, teacher education
*J. Zilliox, EdD (Emeritus)—mathematics education
*D. K. Zuercher, PhD—teacher education, middle level, health, qualitative research methodology, language arts, fine arts

Cooperating Graduate Faculty

E. O. Bantum, PhD—psychology and physical activity
S. Bell, PhD—global and international education
M. Benham, EdD—educational leadership and community based leadership, policy, indigenous critical studies, Mo’olelo and narrative as pedagogy and methodology, indigenous post-secondary education, community engagement
B. Bruno, PhD—geoscience research, education, broadening participation
K. Hijirida, EdD—Japanese language pedagogy, language for special purposes, curriculum design, development and assessment
L. Ideta, EdD—student affairs, student development, women’s leadership, Asian Pacific Islanders
T. Jackson, PhD—philosophy for children
J. M. Javinar, EdD—student affairs and higher education
J. Lemus, PhD—STEM education and marine science; Makerspace learning environments; physiology of marine invertebrates symbioses; professional development
D. Lipe, PhD—Indigenous and Western science food sustainability
K. Lipe, PhD—Indigenizing educational institutions; educational leadership; ancestral knowledge for the 21st century and beyond
C. Loong, PhD—music education
M. Meyer, EdD—culturally relevant teaching and learning
J. Moniz, PhD—multicultural education
D. E. Neubauer, PhD—political science, urban & regional planning, education
T. Oyadomari-Chun, EdD—quantitative research methodologies
K. Oliveira, PhD—Hawaiian language, culture and geography
H. K. Perreira, PhD—classical Hawaiian literature and oratory, Hawaiian ethno-literary devices and lexical items
C. Quemuel, PhD—diversity in education; leadership
M. Rivera, PhD—population genetics in marine systems, evolution, molecular systemics in terrestrial arthropods inquiry and place-based marine STEM education and research
D. Sai, PhD—Hawaiian kingdom history, law and politics
J. Shepherd, PhD—body composition methodologies, risk models, accessible technologies
J. Silva, PhD—reading, Hawaiian immersion
M. Soetoro-Ng, PhD—social studies
E. Swartz, PhD—Concussion recognition, diagnosis and management. return to learn and return to play following concussion
C. Teranishi-Hashimoto, DPT, MSPT, MS—cancer exercise rehabilitation, exercise oncology, physical therapy, women’s health
K. Wong, PhD—Hawaiian language and culture

The doctor of philosophy in education (PhD) is a college-wide degree awarded for distinguished academic preparation for professional practice and research in the field of education. The program is designed to enhance and facilitate educational, social, and economic growth locally, nationally, and internationally with a pool of highly qualified educational scholars and leaders.

The quality of a candidate’s work is judged by a variety of experiences, which include the College of Education general and specialization area courses, culminating in a field project or internship, a set of comprehensive and final examinations, and a dissertation. The dissertation is based on a selected research problem and is a significant part of the candidate’s experience. Seven areas of focus are currently available: curriculum and instruction, educational administration, educational foundations, educational policy studies, exceptionalities, kinesiology, and global and international education.

Application for admission to the PhD program will be considered for the fall semester only and is made to Graduate Division and to the College of Education. Students must meet the requirements of both Graduate Division and the College of Education, including acceptable scores on the Graduate Record Examination (GRE) verbal, quantitative, and analytic writing assessment. Applicants from foreign countries where English is not the dominant language are required to have a TOEFL score of 600 (regardless of degree completion from other U.S. institutions). A master’s degree from an accredited university or college is required with evidence of a minimum of three years of experience in the field of education. The applicant must demonstrate competence in writing and present a written statement of career goals and academic objectives. At least three letters of recommendation are required. An oral interview may be conducted.

For further information, applicants may contact the PhD in Education Program at (808) 956-7913.

Doctor of Philosophy in Educational Psychology (PhD)

See “Department of Educational Psychology.”

Doctor of Philosophy in Learning Design and Technology (PhD)

See “Department of Learning Design and Technology.”

Doctor in Professional Educational Practice (EdD)

See “Department of Educational Administration.”

Hawaiʻi Teacher Licensure Programs

See the “Curriculum Studies,” “Kinesiology and Rehabilitation Science,” “School of Teacher Education,” and “Special Education” sections within the College of Education for more details on BEd, post-baccalaureate, MEd-ECE and MEdT options for initial teacher licensure and MEd-CS and MEd-ECE for “Add-a-Field” options for licensure.

Research Units

Center on Disability Studies

1410 Lower Campus Road, Bldg 171F
Honolulu, HI 96822
Tel: (808) 956-5850
Email: cdsinfo@hawaii.edu
Web: coe.hawaii.edu/cds/

The Center on Disability Studies (CDS) is a UH Board of Regents recognized organized research unit (ORU) focused on interdisciplinary education, community service and technical assistance, research and evaluation, and information dissemination. CDS was established in 1987 as the Hawaiʻi University Affiliated Program, and now the University Center for Excellence in Developmental Disabilities (UCEDD) authorized under the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (DD Act). CDS houses two of the 68 UCEDDs across the nation. This national network of university centers focuses on education, research, and service activities, which impact the quality of life of persons with disabilities across the nation. Beginning in 1988 with core funding of only $250,000 and a staff of four, CDS has leveraged resources to its current level of funding of almost 15 million dollars per year and 40 projects, with 150 staff that includes faculty, staff, graduate assistants, student assistants, casual hires and other temporary hires.

CDS conducts a wide range of education, research, and service activities in collaboration with other academic disciplines (e.g., Public Health, Law, Social Work, Business, Psychology, Political Science, etc.) for the community and for the University. These activities are centered around several initiative areas: school and community inclusion; special health needs; transition, postsecondary education, and employment; mental health; STEM education, and Pacific outreach. These initiative areas reflect a commitment to evidence-based practice and interdisciplinary cooperation within academic, community, and family contexts. Activities strive to be culturally sensitive and demonstrate honor and respect for individual differences in behavior, attitudes, beliefs, and interpersonal styles. CDS activities reflect an organizational commitment to the communities we serve through excellence and evidence-based practices. Faculty and staff are mentored, supported, and encouraged to excel.

CDS also runs a 15-credit interdisciplinary graduate certificate program in disability and diversity studies to promote effective, efficient, and culturally sensitive services for persons with disabilities of all ages. Students participate in diverse learning experiences with the goals of acquiring skills in joint planning, decision-making, and goal setting and of understanding contemporary disability issues, research, and effective practices from a social, political, cultural and historical context. CDS also offers undergraduate students courses in disability studies, disability culture, and creating universally designed environments. Learn more and apply at: https://coe.hawaii.edu/cds/programs/ds-cert/.

In addition to research and academic courses, each year, CDS sponsors the Pacific Rim International Conference on Disability and Diversity (Pac Rim), to promote international collaboration and to impact the lives of persons with disabilities. Pac Rim focuses on disseminating information on promising practices, evidence-based research, and emerging issues with the communities it serves. This conference has been held annually since 1986, with attendance from state, regional, national, and international communities. Special efforts are made to provide support to enable persons with disabilities, self-advocates, parents, and family members of persons with disabilities to attend.

CDS also publishes an international scholarly publication in the field of disability studies, Review of Disability Studies: An International Journal (RDS). RDS is an internationally-focused academic journal in the field of Disability Studies, containing research articles, essays, bibliographies, and reviews of materials relating to the culture of disability and people with disabilities. It also publishes special issues on disability topics brought together by guest editors of international stature. Peer reviewed and open access, RDS publishes four issues a year in electronic format.

Curriculum Research & Development Group

Castle Memorial 132
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7961
Fax: (808) 956-9486
Email: crdg@hawaii.edu
Web: manoa.hawaii.edu/crdg/

The Curriculum Research & Development Group (CRDG) is an organized research unit in the College of Education at UH Mānoa that contributes to the body of professional knowledge and practice in teaching and learning, curriculum development, program dissemination and implementation, evaluation and assessment, and school improvement. CRDG conducts research and creates, evaluates, disseminates, and supports educational programs that serve students, teachers, parents, and other educators.

CRDG work influences change in curriculum, instruction, assessment, and school systems by creating programs and practices that result in improved student learning. CRDG concerns itself with the P-20 continuum of education, including those who receive and those who deliver educational programs and services. CRDG assembles teams of academic scholars, teachers, design specialists, evaluators, and others to create instructional programs and professional development services that improve learning, teaching, and assessment.

While CRDG faculty are concerned with and address current needs, their primary focus is on creating innovations that by their very nature are intended to go beyond current practice to investigating and creating quality programs and materials for the future. Support for CRDG work comes from a mix of funding sources including the UH, other state of Hawaiʻi agencies, federal governmental granting agencies, private foundations, and pro bono services from the academic community, locally, nationally, and internationally.

CRDG conducts its work in partnership with schools that are a part of the Hawaiʻi Department of Education system as well as schools nationwide.

Student Organizations

The College of Education Student Association (CESA) is open to all persons interested in teacher education. CESA members participate in college committees and projects and sponsor various activities for education students. CESA is an affiliate of the Student National Education Association. For more information, call (808) 956-7849 or email at cesa@hawaii.edu.

All master’s students are eligible to participate in the College of Education Master’s Student Association (COEMSA). COEMSA focuses on student support and involvement, community networking, research opportunities, and building pilina in the College between students, faculty, and staff. COEMSA can be contacted at email: uhmcoemsa@hawaii.edu.

All doctoral students are eligible to participate in the College of Education Doctoral Student Association (COEDSA). COEDSA sponsors activities and workshops on matters of concern to doctoral students.

For information regarding additional student groups and organizations, please visit coe.hawaii.edu/student-groups/.

Honors and Scholarships

Each semester, the College of Education recognizes the scholastic performance of students who achieve a GPA of 3.5 or better by placing them on the Dean’s List. To be eligible for the Dean’s List, students must successfully complete at least 12 credits during the semester and not receive grades of W, I, F, or NC. Additionally, the college awards the distinction of being student marshals at commencement exercises to those students who demonstrate high scholastic achievement, outstanding character, and extraordinary potential for teaching. Exemplary students also are invited to join the College of Education’s chapter of Pi Lambda Theta, a national education honorary society.

The College of Education makes scholarship support available to classified undergraduate and graduate students. In 2024-2025, over 200 students received scholarships totaling over $392,000. For information, visit the College of Education’s Tuition & Funding website at: www.coe.hawaii.edu/funding.