Unit: Education (multiple departments)
Program: Education (PhD)
Degree: Doctorate
Date: Wed Nov 21, 2012 - 8:28:45 am

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

The objectives of the program are

1. Knowledge.  Students will become knowledgeable in the broad issues of education and in the skills, knowledge and problems within their specialization area.  Students will develop an inquiring and critical approach to issues and possible solutions to problems in education.  The body of knowledge and specific objectives are developed on an individual basis in collaboration among the student, his/her advisor, and committee members. The doctoral program is unique in that students are expected to develop their knowledge of the field to the degree that they can understand the issues and problems in the field of education, and their specialization, in order to develop an inquiry project that will generate new knowledge in education. 

2. Research. Students will develop competencies in the broad issues of conducting and evaluating research in education, and develop the skills needed to develop a research problem and questions, design a study about a significant issue, collect appropriate data, analyze results and write a dissertation.  Students’ dissertation research must be on an original problem and contribute to the knowledge base in education.  The results of students  research will be disseminated internationally, nationally and locally, where appropriate, so that it may be utilized for the improvement of education.

3. Caring and Professional Ethics.  Students will develop a deep respect for the public trust that is invested in them as future intellectual and social leaders in the field of education.  Research that they conduct, or to which they refer in making recommendations, will be carefully vetted for accuracy, fairness, and beneficence regarding the clients, recipients, participants and the broader public good.  The program supports an attitude or disposition of caring or consideration for all people, and especially for students at every level and from various walks of life. 

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL:
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Select one option:

Curriculum Map File(s) from 2012:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.


5) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

No (skip to question 14)

6) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)

10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

12) State how the program used the results or plans to use the results. Please be specific.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

The program did not engage in specific assessment activities for the academic year 2011-2012, however we did an evaluation of the student progress over the past five years.  The findings are presented below.  Beginning from Fall 2012, we will do an annual assessment of student progress by specialization. 

College of Education

Ph.D. in Education Information

Fall 2012

About the program

The College-wide Ph.D. consists of seven specialization areas:  Curriculum and Instruction, Educational Administration, Educational Foundations, Educational Technology, Exceptionalities, Kinesiology and Rehabilitation Science, and Policy Studies.  The program currently has 227 active students served by 95 graduate faculty members, giving it ratio of 2.4 students per faculty member.  This varies somewhat by specialization (see attached graph), however because the degree is college-wide and faculty routinely serve on dissertation committees outside of their specialization areas, the average is an accurate representation faculty available to serve students.

Admission and completion

Two hundred seven of the students have been enrolled in the program for seven years or less, while 20 have been in the program for eight years or more (see graph). It is difficult to calculate the average time to completion because two of the specializations were created five years ago and have only graduated six students out of a total of 66 who were admitted.  Since 2008, 95 students have graduated with their Ph.D., while 186 were admitted.  This includes the 66 students in the two new specializations.  Since 2010, admissions have been intentionally curtailed and in 2011-2012, 63 students were admitted, while 35 graduated. It is the goal of all of the specializations in the program over the next two years to continue reducing admissions to reach a 1:1 ratio of students admitted to students graduating.


            Of the program’s 227 students, 69% are Hawaii residents, 18% are International students and 13% come from the U.S. mainland.   The students are very diverse in terms of race and ethnicity.  All of the specializations are making active efforts to recruit and support Native Hawaiian students.  While each specialization keeps track of this differently, with some merging Native Hawaiians into the category “Asian/Pacific Islander”, the breakdown by specialization is as follows:

Curriculum and Instruction:      Native Hawaiian:                                          25

                                                Hawaii residents (non-Hawaiian):                  41

                                                Pacific Island:                                                  9

                                                Asia:                                                                3

                                                US Mainland:                                                  1

Educational Administration:     Native Hawaiian:                                      6

                                                 Asian:                                                      13

                                                 Caucasian:                                                 7

                                                Hispanic:                                                     2

Educational Technology:         Native Hawaiian:                                           7

                                                Other (African Am./Hispanic):                        3

                                                International:                                                22%

                                                Hawaii residents:                                         70%

Educational Foundations:            Native Hawaiian:                                      3

Exceptionalities:                        Asia/Pac. Islander:                                      48%

                                                African American                                             4%  (1)

                                                Caucasian:                                                    48%

Policy Studies:                        Asian/Pacific Islander:                                     4

Caucasian:                                                                                                      2

Following Graduates after Completion          

           The graduates of the Ph.D. program consistently move on to positions of leadership in the Hawaii, other states in the U.S. and other nations.  ETEC has had only two graduates, one of whom is seeking employment and the other looking towards promotion in her current position.  Of the four KRS graduates, two have been hired as assistant professors in KRS; one is an assistant professor at Northern Kentucky University, and one is a physician extender in the Colorado Physicians Clinic in Denver.

The other specializations provided the following information about graduates over the past five years:

Curriculum and Instruction:                                                                                          (n=39)

                                                Faculty at Hawaii universities and community

                                                colleges:                                                                           13

                                                Teacher-Leaders in HIDOE and other schools:                16

                                                Faculty at US mainland schools & universities:                  5

                                                Teacher-Leaders in K-12 US mainland schools:                 1

                                                Faculty at Asian university:                                                  1

                                                Other:                                                                                   3

Educational Administration:                                                                                               (n=22)

    UH System faculty, APT, or administrators:                            10

                                                Hawaii DOE administrators:                                                     4

                                                Faculty in foreign countries (Vietnam & Singapore)                2

                                                Faculty or admin. in universities other than UH                       4

                                                K-12 administrator on U.S. mainland                                      1

                                                Other:                                                                                      1

Educational Foundations:            (n=7)

Assistant Professor at HPU:                                                         1

UH Manoa Instructor:                                                                   1

UH Manoa researcher with CDS:                                                 1

Teaching at a university in Japan:                                                1

Teaching, College of the Marshall Islands:                                   1

Other:                                                                                            2

Exceptionalities:                                                                                                                     (n=18)

Faculty/Researchers in Higher Education                                          11

                                            Hawaii DOE employees                                                                      3

                                                            Administrators                                                                     2

                                                            Teacher                                                                               1

                                            Private Program administrator/trainer/consultant                               1

                                                        (State and national) (2)

Policy Studies:                                                                                                                             (n=3)

                                            Post-doctoral student at Tohoku University, Japan:                          1                                                                (Tier 1 university)

                                            Hawaii DOE Counselor (now retired):                                               1

                                            Other:                                                                                                 1

In summary, of the 95 graduates of the Ph.D. program over the past five years, 86 have gone on to positions of scholarship and/or leadership in Hawaii, the US mainland, and other nations.  Five specializations have prepared 40 faculty members, researchers, and leaders in the UH Manoa system.  Twenty-five graduates have or are serving as leaders in the Hawaii DOE.  Four graduates are faculty members at universities in Asia, and one attained a prestigious post-doc in Japan.