Unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

6.1 Unit Leadership and Authority

Responsibility for Preparing Educators
The preparation of teachers and other education professionals is a shared responsibility at the University of Hawaii at Manoa, through collaboration across the College of Education and Colleges of Arts and Sciences. However, the COE is the recognized Unit charged with responsibility for and authority to plan, deliver, and operate all initial and advanced professional education programs. Processes for faculty employment, tenure, and promotion as well as decisions regarding candidate recruitment and admission reside within the College.

The COE Dean, as Unit Head, is designated to provide leadership for the unit and is responsible for overall direction, coordination, and development of unit activities. He reports directly to the Vice Chancellor for Academic Affairs (VCAA), who oversees implementation of academic programs across the campus. The VCAA, in turn, reports to the Chancellor, who provides UHM's vision and leadership. See UHM Organizational Chart in the Introduction.

The Dean's responsibilities are divided into three major areas: College activities; University activities; and community, state, federal, and international activities. He receives counsel from various policy groups and sources, including but not limited to the Dean's Council, COE Congress and Faculty Senate, COE Advisory Council, and other College and University committees.

1. The Dean's Council consists of the Dean's staff, department chairs and directors, development officer, and public relations officer. They meet twice monthly to share information and develop policy for the unit.
2. The COE Faculty Senate consists of representatives from the unit faculty and administrative professional technical personnel (APT). This group has input into governance and policies, houses numerous standing committees and reviews proposals for major curriculum changes. The roles and functions of the committees are explicated in the Charter and By-laws of the Congress and Senate.
3. The COE Advisory Council includes constituent members of the greater Hawaii and P–12 communities in the College's initial and advanced professional programs. It is comprised of representatives from the business sector, community agencies, HI DOE, the college, and the University. It provides perspective and advice regarding the College's overall direction and helps ensure its responsiveness to the State.
4. The Institute for Teacher Education Chairs Council comprises initial teacher preparation program chairs and coordinates program and policy changes for those programs. The Dean convenes the ITE Chairs Council monthly.
5. The Graduate Chairs Council (GCC) is an advisory body, which develops and recommends policies and procedures for all graduate and instructional research programs in the College. The Associate Dean for Academic Affairs chairs and staffs the GCC, which is comprised of the advanced preparation program chairs. The GCC meets once a month.
6. The Graduate Faculty of Education (GFE) serves as faculty for the PhD in Education, an interdisciplinary, college-wide doctoral program with five specializations (i.e., Curriculum and Instruction, Educational Foundations, Educational Administration, Policy Studies, and Exceptionalities). The GFE Administrative Council, comprised of a program chair, coordinators for the five specializations, and three members elected at-large, governs the PhD program, meets once a month. The Associate Dean for Academic Affairs is a non-voting member.

Program Management and Coordination
The Office of the Dean provides executive and managerial support and direction to the instructional and organized research programs within the unit as well as the student services support program. The office has three major responsibilities: academic, administrative, and student services.

The Dean's Office administrative personnel include the Associate Dean for Academic Affairs, Associate Dean for Research, Assistant Dean for Student Services, Director of Administrative Services, Assistant to the Dean, and Director of Outreach and Technology. See Dean's Office Personnel Descriptions for specific responsibilities associated with each position.

Academic Departments
The College's academic programs are organized into eight departments (Counselor Education, Curriculum Studies, Educational Administration, Educational Foundations, Educational Psychology, Educational Technology, Kinesiology and Leisure Science, Special Education), and the Institute for Teacher Education that prepare personnel at the undergraduate, post-baccalaureate, and graduate levels. Each academic unit has a chairperson, elected by colleagues, who oversees curricular development and implementation; assessment and accreditation; faculty and staff recruitment, retention, and evaluation; student advising, where applicable; course scheduling and management; fiscal management, equipment, and space needs; and professional linkages within the college, university, and external agencies.

All departments meet on a regular basis. Adjunct and clinical faculty members attend and participate in department and program meetings, when appropriate. Department and program meeting minutes are in the Document Center. Faculty members establish and monitor admission and exit requirements and develop and revise curriculum. Curriculum approval is articulated with and linked to college and university-wide faculty governance systems, which include the Manoa Faculty Senates and/or the Graduate Faculty Council.

Institute for Teacher Education (ITE)
The Institute for Teacher Education (ITE) was created in 2002 to: (a) facilitate better coordination of all initial teacher preparation programs; and (b) give greater emphasis and visibility to teacher education throughout the College and campus. The concept of the ITE is built on the work of John Goodlad and the notion of a Center of Pedagogy. The ITE functions primarily as an oversight unit for teacher education; however, it also operates as a department that includes elementary and secondary education, and the Master of Education in Teaching (MEdT) program.

Organized Research Units
The College houses two organized research units, the Curriculum Research and Development Group (CRDG), and the Center on Disability Studies (CDS). The CRDG mission is to improve the quality of education in elementary and secondary schools through curriculum development and professional development of teachers. The CDS mission is to support the quality of life, community inclusion, and self-determination of all persons with disabilities and their families. Figure 6.1 provides an overview of the College of Education Organization and Governance.

Table 6.1 summarizes the College's governance structure, membership, and meeting frequency.

Faculty members participate actively in COE governance and standing committees. The purposes, membership, responsibilities, and duties of each committee are specified in the Charter and By-laws of the Congress and Senate (p. 9-12). Committee meeting agendas, minutes, and other documents relative to the Faculty Senate are posted on its website. Faculty governance and decision-making processes are also delineated in the COE Policy and Procedures Handbook. See COE Faculty Senate Committees for 2006-07 membership lists.

Professional Community Participation - Program Design, Implementation, and Evaluation
The unit bears responsibility and authority for professional education, however, it does not operate in isolation. It involves the professional community in program design, implementation, and evaluation to ensure candidates meet professional standards. Fifteen (15) Teacher Education Committees (TECs), the Hawaii Institute for Educational Partnerships (HIEP), Arts and Sciences faculty, and advisory councils, which include school faculty and program candidates, among others play active roles in the life of the unit.

Teacher Education Committees
The TECs, which include faculty from the Colleges of Education and Arts and Sciences and other relevant campus units as well as representatives from the Hawaii Department of Education and students, meet regularly to discuss program curricula and policy changes in their particular academic area and make recommendations to the unit. TEC leadership varies and may include any one of the members who serves as committee chair. The committees exert considerable influence. See Program Changes Based on TEC Recommendations.

Hawaii Institute for Educational Partnerships
The HIEP is a formal partnership among the unit, the four Colleges of Arts and Sciences (i.e., Natural Sciences, Social Sciences, Arts and Humanities, and Languages, Linguistics, and Literature), and the Hawaii Department of Education. The unit dean (Donald Young), a dean from Arts and Sciences (Richard Dubanoski), and the Hawaii Department of Education Superintendent (Patricia Hamamoto) form the HIEP Executive Council. The HIEP director reports regularly to the executive council and prepares an annual report to the legislature. As a founding member of the National Network for Educational Renewal (NNER), the purpose of the HIEP is to promote simultaneous renewal of teacher education and schools with a shared commitment to the broad aims of public education, which include preparing citizens for a democratic society; nurturing intellectual, social, and emotional growth of students; providing equal educational opportunity for all; and assuming responsibility for the quality of our schools. One can readily see the influence of the HIEP and NNER in the unit's conceptual framework and vision to prepare educators to contribute to a just and democratic society.

The HIEP facilitates discussion among teacher education, arts and sciences, and P-12 schools to attain common goals. For example, it is involved currently in a five-year federal initiative with several other groups across the nation to improve retention of new teachers. The Strengthening and Sustaining Teachers (SST) Project attempts to build integrated, stable support systems for emerging teachers in selected mid-sized urban school systems. The HIEP also works with partner schools in Hawaii, as evidenced by recent efforts to identify mentor teachers and schools that host teacher education students for observation/participation activities and student teaching. Finally, the HIEP houses the Hawaii Educational Policy Center (HEPC) whose purpose is to provide objective, data-based information in the form of policy briefs, reports, articles, and forums that bear on public and private educational policy and practices at all levels. See the HIEP 2004-05 and 2005-06 Annual Reports and Table 6.2 for a list of HIEP activities during these school years.

Table 6.3 lists representative examples of professional community involvement in Unit programs.

Candidates' Access to Advising and Counseling
The Office of Student Academic Services (OSAS) provides pre-service teacher education students with systematic and consistent advising throughout their programs regarding recruitment and admission, academic course schedules, fieldwork, student academic progress, and graduation audits. Advising information is disseminated via OSAS brochures and available on the OSAS website.

Candidates in advanced programs meet initially with respective department chairs, who assist with initial advising and program planning. Eventually, candidates work with a graduate program committee in which one member serves as major advisor. Graduate program committees help plan candidates' programs of study and evaluate program exit requirements. See Standard 1, Element 4 for discussion regarding the Importance and Satisfaction Survey administered in 2003, and COE Satisfaction Survey - Advising (2003) for advanced candidates' perceptions of advising processes.

Recruitment and Admissions Policies
The University of Hawaii at Manoa 2006-07 Catalog provides general admission information and criteria for all students, including freshmen; classified, unclassified, and returning students; as well as home-schooled, transfer, and international applicants. It also includes application processes and deadlines, and admission criteria and procedures for the BEd (Elementary Education, Secondary Education, Dual Teacher Preparation in Elementary/Special Education, Secondary/Special Education, and Early Childhood/ Elementary Education), BS (Kinesiology and Leisure Science), BS Post-Baccalaureate Certificate, and the Professional Diploma in Education programs, as well as the College's graduate programs.

The College of Education shares the same admission criteria and procedures in the 2006 Student Handbook (p.12-15). In addition, the COE Office of Student Academic Services publishes and disseminates brochures regarding program admission criteria and procedures. They are accessible at the following websites: The OSAS website and UH website. Lastly, brochures and handbooks publish admission criteria for the respective graduate programs.

Academic Calendars, Catalogs, Publications, Grading Policies and Advertising
Academic calendars and grading policies are published in the University of Hawaii at Manoa 2006-07 Catalog, and online. Each academic department and program develops grading policies and ensures their accuracy and consistency. Instructors implement the policy and develop specific grading for courses they teach. The grading policy for a course is included in the syllabus and given to students at the first class meeting. The COE also posts College events and academic calendars on its website.

The Department Chair, Director of Marketing, and Managing Editor are accountable for the accuracy of College publications and advertising. Units and departments construct and update college brochures, flyers, catalogs, pamphlets, banners, and Website on a regular basis. Individual units and departments take great care to ensure the accuracy and currency of publications. Copyright laws are scrupulously observed at all times. Current COE publications may be accessed at http://www.hawaii.edu/coe; archived publications can be found at http://www.hawaii.edu/coe/publications/index.html.

6.2 Unit Budget

Budget Adequacy
Each year, funds are appropriated by the State Legislature to the University of Hawaii System and allotted by the Governor. Under approval of the Board of Regents, the President allocates funds to the major administrative units. At the UHM campus, the Vice Chancellor for Administration, Finance, and Operations develops and distributes annual budget allocations to the campus units.

The University provides a direct budget allocation to the College. The Dean of the College formulates a budget proposal and manages the unit budget judiciously in accordance with University policies. The Dean has the opportunity to meet with the Vice Chancellor for Academic Affairs and other members of the Chancellor's office to articulate a rationale for budget proposals and to set budgetary priorities.

The College of Education base budget is adequate to support programs that prepare candidates to meet standards. It is derived from general funds ($10,922,924 [85%]), tuition revenues ($1,949,275 [15%]), and indirect cost recovery and miscellaneous receipts. The college’s base budget for fiscal year 2006 is $12,872,199. Of this amount, $11,831,252 (92%) is allocated for instructional and research support and $1,040,947 (8%) is allocated for administration (See Table 6.4 College of Education Expenditures).

Table 6.5 reflects the annual COE budget from 2002-06.

Comparability of Unit's Budget to Other Instructional Units
College expenditures for instruction are comparable to other UHM instructional units. Table 6.6 reflects total expenditures, as well as instructional, research, service, and academic support budgets across three University of Hawaii at Manoa units compared to the total UHM budget.

Budget lines for instruction, research, service, and academic support (administration) allow the College to meet its obligations in each area. The College is able to hire full-time, tenure-track and temporary faculty members, as well as lecturers to address instructional needs. (The unit currently is identifying strategies to decrease the number of temporary full-time hires and lecturers.) The budget also sustains administrative, advising, clinical, and clerical personnel who provide support services to faculty, students, and the community at large, including alumni. Lastly, the budget permits faculty members to offer service activities to local, national, and international communities. Budget adequacy should continue into the foreseeable future due to Hawaii's healthy economy; however, the College will continue to need legislative support to hire faculty for teacher shortage areas and special initiatives, such as the Teach for America program.

Personnel
The personnel budget enables high-quality work within the college. There are sufficient personnel available to support the College's academic programs. The unit limits class size to 25 students and 15 students, respectively, in initial and advanced preparation programs so faculty members have adequate time to address candidates' educational needs and ensure proper field supervision. The ratio of student teachers to faculty FTE is 18 to one. Supervision of six full-time student teachers is equivalent to teaching a three-credit course. Faculty and clinical supervisors supervise candidates enrolled in the initial teacher preparation and advanced professional development internships.

Technology
The budget for technology enables the development and implementation of the College's outreach and distance education programs, technical applications to instruction, and ongoing technical support to faculty members and candidates. See Element 6.5 for a detailed discussion of unit resource allocation for assessment and information technology.

Grant Development and Procurement
The College has been successful in securing funding for grant-related projects related to personnel preparation, curriculum development, and research interests. The College’s external grant and contract funds as well as those secured via intramural grants are approximately $20 million annually. See Table 5.9 for the grant funds generated by faculty members from local, state, national, and university sources from 2001-06.

Student Scholarships and Financial Aid
The College has several scholarships available through the College of Education Development Fund, University of Hawaii Foundation, and a general support discretionary fund. In FY 2006, the College received $1,285,491 in total giving, an increase of $370,000 from the previous year. The gifts were used in three major areas: Enrichment and Research, Faculty and Academic Support, and Student Opportunity and Access. Approximately $267,000 of the COE total was raised for the University Laboratory School. The COE Endowment corpus grew to $4,805,853 during the year. The 2006 Annual Productivity Report provides a more comprehensive discussion of College gifts, endowments, and scholarships. The College of Education awarded 101 students $200,000 in scholarships; an additional 65 candidates received $106,000 in tuition waivers. An estimated 289 candidates in the college annually receive financial assistance through student loans, graduate student tuition waivers, and stipends. Table I.9 in the Introduction offers a complete delineation of scholarships and tuition waivers awarded to COE candidates between 2001 and 2006.

Unit Resources for Professional Development
The University and unit support faculty members' professional development. Support for faculty travel to professional conferences at the university level is available from the University Research Council (URC). Application guidelines are very specific, and eligibility for funds requires that faculty members present results of research and scholarship endeavors. As indicated in Table 6.7, Unit faculty received approximately 10% of the total URC awards from 2002-06.

Support at the unit level is available from the facilitating services funds (i.e., indirect cost recovery generated through federal and state grants). Approximately $84,000 has been budgeted from these funds each of the last five years. These dollars represent the overhead return on grants generated by COE instructional faculty members. The two organized research units keep their own overhead recovery funds. The College of Education Policy for Eligibility and Use of Travel Funds specifies that funds are made available to support professional travel to enable full-time, tenure-track faculty members to present results of research or other creative activities at regional, national, or international professional meetings. Table 6.7 shows the number of travel awards granted to unit faculty from 2002-2006.

Additional travel and professional development funds are available through the Hawaii Institute for Educational Partnerships, as shown in Table 6.8.

The unit and the university have sabbatical leave policies, which enable most faculty members to take a single semester or full-year sabbatical leave every seven years.

See Element 6.5 for a discussion of unit resource allocation regarding faculty professional development related to information technology and instruction. In addition, see Standard 5, Element 7 for a comprehensive discussion of university and college support for faculty professional development.

Changes to Budget that Affect Program Quality
In FY 1999, the university allowed the unit to transfer laboratory school funds to teacher education. At that time, Hawaii Department of Education charter school funding replaced laboratory school funding. The transfer of funds to teacher education enabled the unit to avoid 2% budget cuts in FY 1999 and FY 2000. In FY 2003 and FY 2004, the University allocated an additional $776,349 to the unit to support program efforts for the Neighbor Islands (See original Outreach Plan and Budget). The unit has been able to leverage these funds with revenue generated from Outreach College to offer more programs and courses than planned originally. At this time, the unit offers undergraduate, post-baccalaureate, and graduate programs to an estimated 250 Neighbor Island students.

In FY 2005, the legislature provided the unit with an additional $500,000 to hire eight full-time tenure track faculty members and to increase its capacity in teacher education. These funds were made a permanent part of the unit's base budget in FY 2006.

6.3 Personnel

Faculty Workloads
Faculty members in the College of Education engage in professional activities that focus on teaching, research and scholarship, and professional service. Board of Regents policy determines faculty workload assignments; they are non-negotiable and are specified in the Agreement between the UH Professional Assembly and the BOR. The UHPA is the faculty bargaining unit that represents all faculty members across the University system. The current agreement identifies faculty as instructional, researcher, and specialist, among others. As discussed in Standard 5, Element 1, faculty members in the College of Education comprise instructional and specialist faculty. Instructional faculty members include persons at the ranks of professor, associate professor, assistant professor, and instructor. Instructional faculty members teach, conduct research, and engage in professional and community service activities.

Board of Regents Policy states that 24 semester credit hours per academic year is the standard teaching assignment for full-time UHM instructional faculty. Instructional faculty responsibilities include various professional activities in addition to teaching, depending on the unit and program mission. However, policy indicates that teaching is the most important faculty responsibility. Teaching assignments refer to classroom lecture instruction; other instructional mode equivalencies (e.g., clinical practice, laboratory, thesis supervision) are developed in collaboration with faculty, department chairs, and academic deans. Faculty members who coordinate cohorts in elementary education, special education, and secondary education content areas receive a course release equivalent to one course per academic year. Course release time is also provided for directors, department chairs, and chairs of graduate programs. See the COE Policy and Procedures Handbook. From 2002-06, each of the COE’s departments were granted 6 release credits with the exception of ITE and Elementary/Secondary who were each granted 12.

Academic advising is an integral part of a faculty member’s workload. The unit has a Graduate Advising Policy which allows faculty engaged in graduate advising to earn points toward an additional course release per year. COE instructional faculty members receive one 3-credit course release per semester for research and scholarship activities. In addition, newly hired faculty members receive a course release during the first year of employment to allow more time to establish their research agendas. Faculty workload also includes professional service across the unit, campus, and State, as well as nationally and internationally. Extraordinary service activities may be considered equivalencies for workload purposes, and the teaching load can be reduced for a specific time period. The unit also has specialist faculty members at specialist, associate specialist, assistant specialist, and junior specialist ranks. Full-time specialist faculty who have instructional responsibilities carry a standard teaching assignment of 24 semester credit hours per academic year. Specialist faculty members do not have release time for research and scholarship endeavors although exceptions are made for specialists who are active researchers. The teaching load for full-time temporary faculty is the same as that for specialists engaged in teaching. See workload policy in COE Policy and Procedures Handbook. Table 6.9 summarizes faculty workload assignments from 2001-02 through 2005-06.

The information in Table 6.10 represents student credit hour production as a measure of academic efficiency and effectiveness. The UHM Institutional Research Office provides these data and has not produced an expenditure report since 2003-04.

The data in Table 6.11, provided by the UHM Office of Institutional Research, reflects mean nine-month salaries for COE faculty members at each academic rank in comparison to colleagues across the university.

Full-time and Part-time Faculty and Graduate Assistants
Currently, the unit has sufficient full-time and adjunct faculty members and graduate assistants to operate its programs effectively as indicated in Table 6.12, which depicts the current faculty FTE in the college. Each program in the unit is supported by an adequate number of full-time faculty members who have earned doctorates in their respective fields, along with related credentials and professional experience.

Table 6.13 provides the number and percentage of courses taught by full-time tenured and non-tenured faculty members relative to part-time faculty, and graduate assistants from 2001-06. See COE Course Instructors (2001-06) for a semester-by-semester breakdown of courses taught by full-time faculty.

The Unit employs 18 graduate assistants, most of whom are hired with external funds from state and/or federal grants and contracts. Four graduate assistants are supported with general funds. In all likelihood, this number will remain constant. Those funded with federal monies will change depending on state and federal grant awards.

Continued enrollment increases necessitate hiring additional faculty members. Faculty searches are underway in the following areas: 2 in Educational Psychology, 1 in Special Education, 1 in Educational Administration, 1 in Educational Technology, 1 is Office of Student Academic Services, and 1 in Curriculum Studies (Language Arts).

Part-time Faculty and Program Integrity, Coherence, and Quality
Full-time faculty members ensure program consistency, quality, and cohesiveness. Employment of part-time faculty members varies by program. A Master of Education degree in the teaching area is required as a minimal professional qualification for adjunct faculty members. Since Honolulu is the largest city in the State, appropriately credentialed and experienced professionals normally are available to meet the needs of the Unit.

Support Personnel
The unit has administrative and clerical support. The administrative staff consists of the Dean, two Associate Deans, Assistant Dean, Assistant to the Dean, Administrative Director, administrative (fiscal) officers, secretaries, clerk typists, and an account clerk. In addition, there are eight department chairs, two co-directors, and ten graduate program chairs. In many instances, there is overlap in the chair positions in which one person assumes responsibility for more than one role (e.g., department chair and graduate program chair). Each department and/or program has clerical support and access to student help and graduate assistants. The faculty to clerical ratio is 8.04 to one in the College of Education as compared to an average ratio of 8.72 to one for all instructional units at UH Manoa.

6.4 Unit Facilities

Adequacy of Physical Facilities
The College of Education is housed in Everly Hall, Wist Hall, and various building annexes on the UHM campus. Although office and instructional space had been adequate in the past to support candidates in attaining institutional, state, and national professional standards, space was becoming a primary concern as enrollments increased and the college hired additional faculty and staff.

Unfortunately, on June 13, 2006 the College experienced a devastating fire that completely destroyed the University Elementary Building (UES). Built in 1939, UES housed 14 offices for Institute for Teacher Education (ITE) faculty, and a pre-service teacher education classroom. The remainder of the building provided offices for the Center on Disability Studies, Hawaii Institute for Educational Partnerships, Hawaii Educational Policy Center, and University Laboratory School (ULS), which used remaining classrooms for drama, theater, orchestra, chorus, and weightlifting. Insurance estimates are under development and will provide partial funding for a new College of Education building to replace UES. The University has asked for approximately $49 million in planning and construction funding in its 2007–09 biennium budget request to the State legislature. A combination of insurance settlement and State approved general obligation bonds will be used to build a new College of Education building adjacent to existing facilities. The proposed building will house an estimated 20 classrooms and 100 offices for COE faculty.

Classrooms
All COE classroom and conference room spaces have access to the UH-Manoa wireless network, which supports instruction using Internet resources through personal and university-owned computing facilities.

All classrooms in Wist Hall (7) are equipped with ceiling-mounted data projectors. Four mobile computer labs are available for instruction, each with 25 laptop computers. These mobile labs are accessible to departments through the same scheduling system that COE maintains for classroom spaces. Additional classrooms (16) are shared with the University laboratory school, twelve of which have access to mobile computer labs, and three are special-use elementary, art and science classrooms. Laboratory school classrooms have data projectors either in-room or by reservation through the school office. Instructional space for various classes is becoming problematic. Some classes are taught in COE classrooms and buildings yet, many classes are taught in buildings throughout the campus See Campus Facilities Map. While faculty members have ready access to audio-visual and technology support through the university-wide Office of Faculty Development and Academic Support (e.g., media, instructional support) and Information Technology Services (e.g., information services, distance learning and instructional technology), lack of proximity to COE faculty offices and buildings can be challenging. Educators frequently depend on instructional materials needed to teach courses, and those supplies must be transported across campus. Faculty members occasionally have to compete for instructional space with computers or audio-visual media to meet the needs of courses that feature experiential or technology rich lessons.

All space and grounds are maintained by university support and building and grounds maintenance services. Physical plant equipment is maintained through facilities and campus services.

Faculty Offices
Each full-time COE faculty member has a private office equipped with appropriate furnishings and computer technology that is connected to the university network, e-mail, and internet systems. Faculty offices provide adequate work and storage space and a place to meet privately with students; faculty offices and instructional areas are accessible to people with disabilities. Faculty members also have access to the technology classrooms and Curriculum Resource Center, which are equipped with state of the art technology and instructional media. Copying services, telephones, and fax machines are available throughout the college.

Public School Facilities
Candidates enrolled in the college’s initial and advanced preparation programs complete field experiences and internships in P–12 settings that are well-equipped, modern facilities. In addition, they are accessible to persons with disabilities. The facilities, which are located in settings throughout Hawaii, offer classrooms and other school settings where multimedia equipment and instructional technology foster learning and communication among students, teachers, and interns.

Off-campus / Distance Education Sites
Distance education classes on Oahu and the neighbor islands most often are held on community college campuses, which have modern classroom space, audio-visual equipment and instructional technology support, computer laboratories, and access to Hawaii Interactive Television System (HITS) classes. See Element 6.5 for a discussion of distance education resources.

6.5 Unit Allocation of Resources

The Dean meets with vice-chancellors each year to discuss the unit's budget needs. Once the unit receives its general and special funds allocation, each department receives a proportionate allocation. The allocations are shared among all department chairs. Funds generated through summer session are allocated based on each department’s student semester hour (SSH) productivity.

External Resources
The unit does not depend on external funding to support its core academic programs. However, at any given time, the unit is responsible for approximately 150 external grants and contracts, with approximately $20 million in grants and contracts brought into the unit each year. When possible and appropriate, externally funded projects are institutionalized. One of the best examples is the Preparing Tomorrow’s Teachers to Use Technology Projects (PT3). Another example is the funds the unit receives currently from the Hawaii Department of Education to supplement its special education teacher preparation program. The unit and the university are in the process of making permanent the additional special education faculty employed through this contract with the Hawaii DOE.

Information Technology Resources
The Unit's Office of Technology and Distance Programs (TDP) and Curriculum Resource Center as well as the University-wide Office of Faculty Development and Academic Support and Information Technology Services mentioned previously provide technical support to faculty members and candidates. TDP is supported with a full-time secretary, four graduate assistants, and a varying number of student workers. The following discussion describes outreach and technology support and the College's infrastructure for developing and delivering courses via distance modes. Since 2002, COE has been institutionalizing services provided previously under the auspices of two Preparing Tomorrow’s Teachers to use Technology (PT3) grants.

The Unit has a full-time IT specialist to provide consistent troubleshooting and network services support to all faculty. A full-time instructional designer assists faculty with online course design. The College is phasing in a 4-year life-cycle funding and procurement plan that will insure that faculty and staff computers are functional to current standards. The College continues to invest in hardware, software, and training to ensure effective support for technology integration in on-site and distance instruction. Key college resources include:

1. Computer Labs
A drop-in computer lab is available to candidates during weekdays. Four instructional computer labs are on hand for classroom use. A fifth set of 25 laptops is available for various short-term loan needs.
2. On-Call Technical Support
College-based technical assistance can be obtained by telephone, appointment, or email. Faculty and students also have a toll free help desk (1-800-558-2669) for access from across the state. This help desk is supported by the University’s Information Technology Services (ITS).
3. Mentoring and Desk-Side Consulting
Faculty engaged in development of priority distance education courses are provided desk-side consulting services, generally through graduate assistants in the College’s Educational Technology program. TDP hires, trains, and supervises technology mentors who provide these services. For other faculty, a series of workshops is provided, as outlined below.
4. Workshops and Professional Development Opportunities
Faculty training is provided in-house and occasionally contracted through professional providers. TDP responds to faculty interests by planning and providing a range of training opportunities. Training opportunities are published each semester on the College website.
5. Distance Education Resources
The College explores and integrates distance education resources on a continuing basis. Examples include
• Elluminate Live! on-line synchronous classrooms – an audio based system, that allows synchronous discussion, shared presentations, multimedia playback, shared desktops, class polling, and more.
• Tegrity Weblearner – a system for capturing lecture material for Internet streaming, CD burning, or web-cast instruction;
• Lectora Publisher Professional – a college-owned site license for development of online course material;
• Web Course Tools (WebCT) as accessed through the UH system server
• Interactive Television – The College is implementing new receive sites at Kauai Community College, West Hawaii University Center, Molokai, and Lanai. These Hawaii Interactive Television System (HITS) sites will provide priority use to Education programs, enabling the expansion of HITS use in our programs
6. Equipment Pool An extensive pool of hardware resources is available in the College’s Curriculum Resource Center for faculty and student technology integration efforts. Hardware includes laptop computers, data projectors, digital still cameras, digital video cameras, a compact disc copier, scanners, web cameras, microphones, and other equipment needed for traditional and online course design.
7. Ubiquitous Wireless Network The College collaborates actively with the UH ITS office to establish wireless network access in every COE building. This access is part of the UHM wireless network and is accessible to candidates, faculty, and staff. The wireless network is integral to the unit’s laptop initiative.

A key component in the unit’s classroom integration of technology is adoption of the Laptop Initiative) computer requirement in teacher preparation programs. Candidates who enroll in the College during Fall Semester 2005 and thereafter, must have personal computers that meet minimum hardware and software specifications. The Laptop Initiative, combined with wireless networking creates an environment of ubiquitous computing for the unit. Based on experiences of other institutions, the unit anticipates that this requirement will result in higher technology literacy, more technology integration in candidates’ teaching, more effective portfolio development, effective use of software and hardware, such as digital still or video cameras, and better teaching.

Commitment to Technology Outlined in Conceptual Framework
The COE's dedication to effective use of technology is evidenced by creation of an Office of Technology and Distance Programs. This office and its appointed director advance effective use of technology in campus-based and distance delivered instruction. The office also coordinates distance delivery of technology-mediated teacher preparation programs and development and implementation of the COE technology plan.

Evidence of Candidate and Faculty Use of Technology Resources
Candidates and faculty avail themselves of extensive technology resources. As stated previously, newly admitted candidates must have access to a laptop computer. This requirement, when combined with wireless network access, creates a ubiquitous computing environment in College facilities. In addition, candidates access drop-in computer lab resources, as evidenced by the 737 active domain accounts in use. Lab details are available here.

Faculty and students have access to an array of teaching technology in the Curriculum Resource Center. See here for details and pictorial display. And, in order to ensure that all faculty and staff have modern computing technology, a four-year replacement cycle for computers is underway. See here. Troubleshooting assistance is also provided over and above UH-system services. See here.

Resources for Assessment System
The unit, through its technology committee and Office of Technology & Distance Programs (TDP), adopted TK20 CampusTools HigherEd product for information, assessment and reporting systems (See details). This web-based system allows COE units to define and verify program transition points, collect and assess evidence of student achievement, aggregate assessment data, assign and assess field experiences, and much more. The College’s partnership with TK20 was established in 2005 and fully implemented in Spring 2006.

Library and Curricular Resources
The UHM and COE have extensive curricular resources available through electronic means.

• COE maintains a Curriculum Resource Center (CRC), which houses materials that are helpful for education classes, student teaching, and lesson planning including a large number of children’s books. CRC resources are divided into math, language arts, health and science. The CRC also contains videos, DVDs and some current subscriptions to journals. An online card catalog is provided here.
• UHM library card catalogs are available online at http://libweb.hawaii.edu. Students in distance learning programs can obtain library materials through intra or inter-library loans.
• Access to ERIC resources is available through the library and online for distance students.
• The UHM library, in collaboration with COE Outreach and Technology, produced an online presentation to orient distance education students to library resources:

The faculty and staff of the University of Hawaii at Manoa Library support the learning, teaching, research, and service activities of University students and faculty. They select, acquire, organize, preserve, and provide access to materials in a wide range of formats and cooperate with libraries nationally and internationally to share information resources. The library makes extensive use of information technology to provide resources and services. Through its online catalog, Hawaii Voyager, and its Electronic Resources Gateway, holdings in all formats and media can be identified and located. The library faculty delivers an active program of library and information literacy instruction to prepare students and update faculty so that they can identify and obtain resources whether in electronic or hardcopy formats. Table 6.14 shows the overall size of library operations and collections from 2000 through 2004.

The Association of Research Libraries updated library collections and operations for 2004-05.

Along with the full range of liberal arts programs and a large number of professional schools, the library supports the degree programs of the College of Education. The largest single collection of education resources in the library is located in the Business Humanities Social Sciences collection. The area focus collections, however, also contain significant numbers of education materials. Documents produced by the Hawaii State Department of Education, for example, are located in the Hawaiian Collection. Documents from the United States Department of Education are deposited in the Government Documents Collection. Materials related to the countries of East, South, and Southeast Asia are located in the Asia Collection. The Wong Audiovisual Center houses video and audio media used by students and faculty in the College.

The librarian managing the education collection selects materials to be acquired by the library and serves as liaison to the College of Education faculty, working with them to identify needed resources and provide services that meet the specific needs of the College. The librarian has informal arrangements with collection managers in other subject fields and the area focus collections to obtain education-related materials in fields such as art, language and literature, mathematics, psychology, science, sociology, and others.

In addition to materials selected by librarians and requested by College of Education faculty, a large number of books on education are acquired through the use of an approval plan. Through the approval plan, a bookseller (Blackwell’s Book Services) delivers books selected according to criteria supplied by the Library. One advantage of the gathering plan is that it often reduces the delivery time of new materials. Books are acquired from most North American and many British university presses and from selected commercial publishers and small presses. The education librarian monitors the plan to insure that materials received meet the needs of the College.

The library licenses a large number of resources for online access, more than 30,000 full-text journals in all fields of study as well as hundreds of indexing and abstracting databases that can be accessed by students and faculty via the Internet from their homes and offices or in the library’s buildings on campus. Examples of databases related to education include, among others, Academic Search Premier, ERIC, Professional Development Collection, PsycINFO, Sciencb eDirect, and Web of Science. These databases provide comprehensive access to the education journal literature. Journals indexed by such databases are a high priority for acquisition in electronic and/or hardcopy formats. Close to 80% of the library’s education journals are now available via the Internet.

In addition, the library has a complete collection of ERIC (Education Resources Information Center) documents on microfiche, a major research collection of education materials. The Education librarian is a member of the Association of College and Research Libraries Education and Behavioral Sciences Section’s newly formed ERIC Users Group Committee that will work to ensure that the new ERIC database serves the needs of students, faculty, and researchers.

While the library formerly housed a regional depository of United States federal government documents, including the publications of the Department of Education, the flood of October 30, 2004, destroyed the entire documents collection. It is now being rebuilt. Materials not available locally can be obtained through the library’s Interlibrary Loan service.

Additional data describing the education collection were compiled as part of the library’s participation in the North American Title Count (NATC) survey in 2001, in which the library counted the number of monographic and serial titles in all of its collections, including education materials in Library of Congress Classification "L." The survey showed how the University’s education collection ranked in comparison with peer and benchmark institutions.

Table 6.15 North American Title Count Library of Congress Education Class (L) (2001)

For books, journal articles, and other materials not owned by the Library, all University of Hawaii students, faculty, and staff may use the library’s Interlibrary Loan service to obtain resources from other libraries and information providers, in most cases free of charge.

In conclusion, policies and procedures for systematically developing the education collection are well established in library operations. The library will continue to commit resources to build its already substantial education collection in order to serve the research and study interests of the students, faculty, and researchers of the College of Education.

Summary

The College of Education is the unit and cost center for all academic and administrative functions regarding professional education. As such, it provides the leadership for all programs designed to prepare teachers, school counselors, administrators, and other school personnel to work in P–12 education settings. Program curricula are under the jurisdiction of program faculties that typically initiate curriculum change.

College of Education funding is derived from legislative appropriation, as well as initiative and external funding, all of which contribute to its mission to prepare educators to contribute to a just and democratic society and to be knowledgeable, effective, and caring in their work with Hawaii's learners, families, and communities. The College has experienced a number of challenges since initial NCATE accreditation, which relate to unit reorganization, personnel changes, and destruction and loss of office and classroom facilities due to a fire. Yet, the College continues to function smoothly, address constituent needs, and provide educational resources to the professional community and public at large.

Additional legislative funds to hire full-time tenure track faculty were essential to staff the Teacher for America Program, which admitted 54 students in Fall Semester 2006. Leadership changes in the Dean's Office, as well as the elementary, secondary, and MEdT programs have caused some transitional issues, but all programs have progressed in developing and implementing their assessment plans. The College currently progresses toward reorganization in which the three programs are housed in separate departments. The hiring of full-time tenure track faculty and higher than anticipated salaries have resulted in some unfilled positions. The university has hired a search firm to recruit and hire a new dean effective August 2007.

Faculty members are dedicated to maintaining the College's leadership role in providing innovative educator preparation programs, research, and service activities at local, state, national, and international levels. They have ongoing opportunities for professional development and interactions with colleagues from other organizations. The availability of advanced technology enables them to model best instructional and research practices.

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