IMED Standards

Standard I: The institution shall establish a procedure for communicating information between administrators, faculty, and students within and across curricular units.  The institution shall define the roles and responsibilities of appropriate personnel for all pertinent aspects of the program including advisement, planning, and supervision of the students' program of studies.

One faculty in the College of Education has been identified to act as the IMED coordinator.  The IMED coordinator will be responsible for communicating information between administrators, faculty, and students within and across program units.  The coordinator will also be responsible for overseeing the advisement, planning, and supervision of students' program of studies. 

The IMED Faculty Coordinating Committee, representing participating departments in the College of Education and a DOE representative, serves several functions related to instructional, advisory, and program development activities.  The specific responsibilities are listed below. 

The COE faculty members on the IMED Coordinating Committee are responsible for:

a. defining the roles and responsibilities of the personnel involved in the IMED program;

b. selecting faculty advisors for those students who are enrolled in the IMED program;

c. providing instructional support by teaching at least one of the courses offered by the program;

d. collecting and reviewing students' evaluations of faculty course offerings;

e. providing feedback to other faculty members who have offered instructional services in the IMED; and

f. reviewing and revising the types of courses and the sequence in which they will be offered in future programmatic offerings.  Modifications are likely to be made both in terms of the types of courses and their sequential order IMED is extended to students on other neighbor islands.

g. Reviewing the Personal & Professional Development File.

All student proposals will be reviewed and approved by the Faculty Advisor, who is a member of the IMED Coordinating Committee.  The Plan B advisor (and the second reader) will also be responsible for providing students with feedback regarding their proposals and reviewing requests for leaves of absences from the program.

Standard II: The process of curriculum development for IMED shall include advisory and/or policy groups.  These groups shall include faculty within the institution with responsibilities in the fields of specialization, state education agency personnel, appropriate practicing professionals, and students.

The IMED Coordinating Committee serves as the advisory and policy-making body for this strand of the Educational Foundations program. The composition of this committee includes faculty members within the College of Education whose areas of specialization reflect the interdisciplinary nature of the program.  Committee members include faculty persons from the departments of Counselor Education, Curriculum and Instruction, Educational Administration, Educational Foundations, Educational Psychology, Educational Technology, and Special Education.  Additional committee members include representatives from the Hawai`i Department of Education and the College of Education’s designated representative.

Prior to formulating the final curriculum for the IMED, members of the Coordinating Committee surveyed teachers who expressed interest in submitting an application for  program participation.  Using the results of this needs assessment as a guide, the Coordinating Committee outlined a set of competencies which students are expected to develop as a result of participating in IMED.  Thus, the design of the programmatic competencies reflect both the expressed needs of the participating students as well as recommendations made the Coordinating Committee.  These faculty are committed to assess the effectiveness of the current program and make revisions in the design of the present curriculum depending upon the unique needs of students on other neighbor islands who may apply to  IMED.

Since IMED students have lived on the neighbor islands, it has not been possible to include a student representative on the Coordinating Committee.  However, student representatives are welcome to attend Coordinating Committee meetings whenever schedules permit.  In addition, Coordinating Committee faculty provide opportunities for students to get direct input into the development and continued operation of IMED through Faculty-Student Information and Advising Sessions held regularly throughout the program on the neighbor islands, via e-mail, telephone, and HITS tele-conferences, and periodic visits.  It is hoped that student involvement will be increased by developing support from the Hawaii Interactive Television Services Department which would facilitate inter-island teleconferences with IMED students and the Coordinating Committee.

Standard III: The process of curriculum planning and development shall include program objectives to assure an integrated system of preparation in which each component of the degree process in relation to the other components.  There shall be a conceptual framework for the planning, development, implementation, and evaluation of the degree and its components.

The IMED Coordinating Committee has planned and developed IMED objectives (see statement of program objectives on Appendix A).  The members of the Coordinating Committee have taken particular care to assure that the courses offered in IMED  represent an integrated system of professional preparation in which each component (course) functions in relation to the other components (courses).  The members of the committee have directed much time and energy towards assuring that an interdisciplinary conceptual framework served as the organizing force in the planning, development, implementation, and evaluation of IMED. As mentioned above, the Coordinating Committee is responsible for determining the scope and sequence of the courses which constitute the curriculum as well as conducting an on-going evaluation of the effectiveness and quality of the training that students receive in IMED.

Standard IV:  The program shall be based upon identified role expectations and desired outcomes for the specialization based upon research and the professional literature.

The IMED Coordinating Committee has outlined a set of professional competencies which students are expected to acquire as a result of completing this degree (See Appendix A).  The competencies represent desired outcomes that are directly tied to research findings and recommendations outlined in the professional literature as well as from data that was generated by needs assessments.

Standard V: The program shall include student research in the specialty area which contributes to the knowledge-base or applies to professional practice.

There are two ways in which IMED is designed to meet this standard.  First, instructors in all of the courses use research-based articles and other scholarly materials in their courses to intentionally assist students in becoming more aware of relevant research findings in order that students might apply these findings in educational practice.

Second, students are required to complete a M.Ed. paper which involves an extensive review of the professional literature in an area of interest.  In conducting this sort of literature review, students will become research "consumers."  That is, students will review, critique, and synthesize relevant research that is directly related to the set of professional competencies that students are expected to develop as a result of participating in IMED.

Standard VI:  The program shall require experiences to develop knowledge, skills, and attitudes in the student which will promote constructive interaction among people of differing economic, social, racial, ethnic, and religious backgrounds, and people with handicapping conditions.

All of the faculty, who are identified as instructors for IMED, are knowledgeable and supportive of including issues related to people of different economic, social, racial, ethnic, and religious backgrounds, and individuals with handicapping conditions into the framework of their courses.  As a result, one or more of these areas will be specifically addressed in every course offered in IMED.

Standard VII:  The program shall have a logical sequence of study.

The IMED curriculum will move a cohort of students through four major categories of courses: Foundations of Education; Teaching and Learning; Addressing the Human Needs of Learners; and finally, integrative culminating seminars which are designed to help students synthesize and apply learning from courses.  In order to facilitate a synthesis of learning in this interdisciplinary curriculum, a final culminating project (i.e., the M.Ed. paper) will be required of all students that meets the requirements for a Master's Degree in the College of Education.  A detailed description of the format of the required M.Ed. paper required for this program can be found in Appendix B.  Results of these culminating projects will be presented and evaluated in the Culminating Seminar.

Standard VIII: The program shall require students to meet stated program objectives within a predetermined time line.

Since persons enrolled in IMED are admitted in cohort groups, all participating students  are expected to complete the requirements (including completion of their M.Ed. papers) within a two and one-half year period of time.  (Refer to the "Sequence of Courses" section in this manual.)

Standard IX: The program shall require advanced-level content in specialty and support areas.

IMED targets neighbor island teachers from all specialties, offering them advanced course work designed to meet stated needs and interests.  The courses are in specialty and support areas, and examine contemporary issues of relevance to educators.

Standard X: The program shall require clinical and intern experiences in order to apply theories, skills, and modes of inquiry to practice in the area of specialization.

IMED is designed for current teachers who already hold a Basic Teaching Certificate.  The curricular content emphasizes advanced study and provides for breadth in the field as well as for the detailed study of specialized aspects of the field, and for access to new research and development.  Efforts will be made to help students relate new content learned in their classes to their daily working experiences.  The final culminating projects will reflect the integration of course content and experience.

Standard XII: The program shall require that a single administrative unit within the institution shall be responsible for verifying that students have successfully completed the approved program.

IMED is based in the Department of Educational Foundations.  A faculty panel of at least two IMED members will be responsible for evaluating the M.Ed. papers submitted by all students at the end of their program of studies.

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