Department of Curriculum Studies

Everly Hall 224
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-4401
Fax: (808) 956-9905
Web: coe.hawaii.edu/cs/

Faculty

*K. Cashman, PhD (Chair)—Aloha ʻĀina education and leadership, Hawaiian education, art education, storytelling, teacher leader, teacher professional development
*P. Chinn, EdD—preK-20 formal and informal science education, place-based, transdisciplinary, culturally sustaining STEM incorporating arts and ancestral knowledge
*L. H. L. Furuto, PhD (C & I Coordinator)—mathematics education, ethnomathematics, quantitative research,
*P. E. Halagao, PhD—social studies, multicultural education, Filipina/o curriculum and pedagogy
*J. Kaomea, PhD—Indigenous education, qualitative research, elementary mathematics
*E. K. Kukahiko, PhD—Hawaiian language immersion education, teacher education
*S. Maunakea, PhD—Indigenous leadership, ʻĀina-based pedagogies, Indigenous land-based education, eco-justice, sustainability education, culturally responsive evaluation and assessment
*T. O’Neill, PhD—place-base science, STEMS2 education
*A. R. Smith, PhD—literacy, qualitative research methods, poststructural theories
*B. W. Taira, PhD—teacher education, literacy studies, migration and literacy, culturally responsive assessment
*P. Tauiliili, PhD—place-based education, STEAM, ethnomathematics
*K. Umezawa, PhD—anthropology of education policy, bi/ multilingual education, early childhood education, place-based education
*D. Zuercher, PhD—place-based and culturally responsive education, teacher preparation and action research

Cooperating Graduate Faculty

*C. Au, PhD—teacher education, early childhood and elementary education, autoethnography and arts-based education, critical literacy, decolonization & power; democracy in education
*R. S. Black, EdD—mental retardation transition, students at risk, research design
*B. Bruno, PhD—geoscience research, education, broadening participation
*S. M. Buelow, PhD—literacy and reading education, elementary teacher preparation, 21st century literacies
*B. Chapman de Sousa, PhD—children who are multilingual, teacher preparation for multilingual learners, sociocultural theory
M. Cheang, DrPh—family public policy, family resource management, family caregivers
*B. D. DeBaryshe, PhD—educational measurement, early childhood
*C. Frambaugh-Kritzer, PhD—adolescent literacies, new literacies, disciplinary literacies
*R. Fujii, PhD—teacher education, social studies, multicultural education, critical pedagogy, online learning
*L. A. Fulton, PhD—elementary science education, teacher education, qualitative research
*S. A. Han, PhD—early childhood education; children’s place and space; qualitative research; teacher education
*P. Keala, EdD—Hawaiian language immersion education, Hawaiian-culture based education, teacher education
*I. F. Kimura, PhD—kinesiology, athletic training and biomechanics
*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
*T. F. Lock, EdD—early childhood, leadership, admin & policy, literacy & curriculum
*C. Loong, PhD—music education
*A. Makaiau, PhD—progressive education, social justice education, social studies, philosophy for children, curriculum and instruction, international collaboration
*M. I. Martini, PhD—parenting and family relationships across cultures
*K. Mawyer, PhD—science literacy; ambitious science teaching, teacher preparation & professional development
*M. Meyer, EdD—culturally relevant teaching and learning
*C. Miller, PhD—philosophy for children, progressive education, teacher professional development, and athletics
*J. Moniz, PhD—multicultural education
*L. S. Muccio, PhD—early childhood education, inclusive education, teacher action research
*N. Murata, PhD—general physical education, pedagogy, adapted physical education, special education/transition, and professional development
*K. Oliveira, PhD—Hawaiian language, culture and geography
*K. Okamura, PhD—culture based education, teacher ideology, place based education, multicultural education, teacher education, culturally sustaining and revitalizing pedagogy
*H. K. Perreira, Ph.D—Classical Hawaiian literature and oratory, Hawaiian ethno-literary devices and lexical Items
*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
*M. Rivera, PhD—inquiry and place-based marine STEM education and research
*K. Serna, PhD—health education, school health programs, elementary teacher education, Native Hawaiian well-being and advancement
*J. Simpson Steele, PhD—elementary teacher preparation, performing arts education, performance ethnography
*M. Smith, PhD—second language teacher education; content and language integrated learning; sheltered instruction
*M. Soetoro, PhD—multicultural, global and international education
L. Venenciano, PhD—educational psychology, mathematics education, teacher education
*K. Wong, PhD—Hawaiian language and culture
*S. Yagi, PhD—mathematics
*J. Yoshioka, PhD—science education, teacher education

Emeritus Graduate Faculty

*A. Bartlett, PhD—literacy education, children’s literature
*S. Feeney, PhD—early childhood education
A. Freese, PhD
*M. Maaka, PhD—Indigenous education, language and cognition, research methodologies, politics in education
*M. E. Pateman, HSD, MPH—health education
*N. A. Pateman, EdD—mathematics education
*D. B. Young, EdD—science education

*Graduate Faculty

The Academic Program

The Department of Curriculum Studies (EDCS) offers advanced degrees at the master’s level in curriculum studies and early childhood education (MEd-CS and MEd-ECED), and, as part of a college-wide doctoral degree, a track in curriculum and instruction (PhD). Students may also study for a graduate certificate in Early Childhood Education (ECED), Ethnomathematics, Literacy Specialist, Multilingual Multicultural Professional Practice, Philosophy for Children Hawaiʻi (p4cHI), Sustainability & Resilience Education, or Teacher Leader. All programs focus on the educational needs of children and adolescents, teaching, learning, and curriculum.

The students at UH Mānoa are ethnically diverse as are the students in Hawaiʻi’s school system. Students in EDCS programs, therefore, learn and teach in a unique multicultural and multilingual environment.

Graduate Study

General information, policies, requirements, and procedures of Graduate Division are in the “Graduate Education” section of this Catalog.

Early Childhood Education, Graduate Certificate

The Early Childhood Education Graduate Certificate (ECED GCERT) provides foundational coursework in this specialization. Students interested in early childhood teacher licensure have the option to Add-a-Field in PK-K or PK-3 in English to an existing teacher license. Kaiapuni / Hawaiian Language Medium students should consult faculty on how this contributes to meeting requirements for both license fields. Courses focus on the developmental and educational needs of children from preschool through 3rd grade and strengthen practitioner knowledge base and ability to support learning in content areas as well as curriculum, pedagogical and assessment practices relevant to children in PK-3 settings. Endorsed by the Hawaiʻi Teacher Standards Board, the program content and key assessments focus on addressing state and national Professional Standards and Competencies for Early Childhood Educators (ECE III Level).

Admission Requirements

Graduated from an accredited, four-year institution of higher education recognized by the University of Hawaiʻi at Mānoa (UHM), prior to beginning the program.
Undergraduate Cumulative GPA of 3.0 or higher.

Ethnomathematics, Graduate Certificate

The Ethnomathematics Graduate Certificate is grounded in real-world problem-solving that empowers teachers as leaders to be locally-minded, global citizens through a sense of purpose and a sense of place. Students have the option of adding the field, Ethnomathematics, to an existing Hawaiʻi Standard or Advanced License through the Hawaiʻi Teacher Standards Board.

The Ethnomathematics Graduate Certificate creates opportunities to develop teachers as leaders through the following objectives:

Increase knowledge of culturally-sustaining mathematics content aligned with K-12 federal and state standards and values-based frameworks;
Prepare teachers as leaders to provide instruction and professional development in Ethnomathematics in their schools, districts, and communities; and
Strengthen sustainable campus-community networks leading to college, career, and community readiness.

Note

Students may concurrently enroll in the M.Ed. Curriculum Studies, Mathematics Education and the Ethnomathematics Graduate Certificate.

Literacy Specialist, Graduate Certificate

The Literacy Specialist Graduate Certificate is an online program that prepares literacy specialists to ensure all students achieve their maximum potentials as readers, writers, listeners, speakers, and practitioners of 21st Century literacies (e.g., digital, media, visual, critical) based on International Literacy Association Standards for Literacy Professionals.

Multilingual Multicultural Professional Practice, Graduate Certificate

The Multilingual Multicultural Professional Practice Graduate Certificate (MMPP) is an interdisciplinary program that educates and trains graduate students from various disciplines to exemplify multilingual multicultural awareness and understanding in their professional practices, and in collaboration with professionals from other disciplines. It is a joint partnership between the College of Education (COE), the College of Arts, Languages & Letters (CALL), and other UHM professional schools, such as the Law School, whose overarching goals are to promote social justice, equity, and sustainability. The certificate cultivates a strong sense of place, building upon Hawaiʻi’s unique cultures and languages, while also preparing graduates to be leaders in multilingualism, multiculturalism, and linguistic human rights.

TESOL Licensure Add-a-Field
Students also have the option of adding the TESOL (Teaching English to Speakers of Other Languages) Licensure Add-a-Field to their existing Hawaiʻi state teaching license upon the successful completion of set coursework for the MMPP Graduate Certificate.

Philosophy for Children Hawaiʻi, Graduate Certificate

With roots reaching deeply into American Pragmatism and the thought of philosophers such as John Dewey and William James, Philosophy for Children (P4C) is a widely respected international movement in education. It was started around 1969 when Matthew Lipman, a Columbia University philosophy professor, observed that children did not think as well as they could or should in a democratic society. To address these issues Lipman created a curriculum that incorporated the skills of logic and reasoning found in the practice of philosophy to improve students’ thinking in the K - 12 setting. In an effort to extend Lipman’s original curriculum and vision to a variety of geo-cultural contexts, a number of P4C Centers have been established worldwide.

Among these centers is the Uehiro Academy for Philosophy and Ethics in Education (Uehiro Academy) at the University of Hawaiʻi at Mānoa (UHM). The Uehiro Academy is the home of philosophy for children Hawaiʻi (p4cHI). p4cHI is a culturally responsive offshoot of Lipman’s original approach. The goal of p4cHI is to move school culture from a top-down model to a community-based, participatory model grounded progressive philosophy and pedagogy. To accomplish this goal, p4cHI practitioners convert traditional classrooms into intellectually safe communities of inquiry where students and teachers develop their abilities to think for themselves in responsible ways.

The purpose of the UHM COE Graduate Certificate in p4cHI program is to provide local, national, and international candidates an institutional pathway for developing, verifying, and officially recognizing their abilities as a p4cHI practitioner. All UHM COE Graduate Certificate in p4cHI program completers are recognized on their diploma and transcript.

Admission Requirements

Must have graduated from an accredited, four-year institution of higher education recognized by the University of Hawaiʻi at Mānoa (UHM), prior to beginning the Graduate Certificate, Philosophy for Children program.
An Undergraduate Cumulative GPA of 3.0 or higher.
A transcript from each post-secondary institution attended.
A written statement of objectives as part of your application.
Your resumé or CV.
Two (2) letters of recommendation

Application Deadlines

Starting Semester	Early Admission	General Admission
Fall	N/A	March 1
Spring	N/A	October 1
Summer	N/A	March 1

Delivery and Format

UHM COE Graduate Certificate in p4cHI program coursework is delivered as a campus-based program, however different courses may be offered in a variety of formats (in person, hybrid, and online), which can vary each semester. Please contact the advising faculty to learn more.

Advising and Faculty

Amber Makaiau, Specialist, amakaiau@hawaii.edu
Chad Miller, Specialist, chadmill@hawaii.edu

Sustainability and Resilience Education, Graduate Certificate

Delivery In-person and On-line

He aliʻi ka ʻāina; He kauā ke kanaka. The land is chief; People are its servant.—Mary Kawena Pukui, ʻŌlelo Noʻeau No. 531

The Sustainability & Resilience Education (SRE) Graduate Certificate prepares formal (school-based) and informal (community-based) educators from any field to integrate place-based, local, global, and Indigenous knowledge and research into their sustainability-oriented curriculum and instruction. It provides a set of sustainability-designated education courses spanning STEMM (science, technology, engineering, mathematics, medicine), eco-literacies, and cultural diversity. The program is grounded in research showing that place-based, culturally sustaining, real world, personally meaningful STEMM learning leads to higher student interest in STEMM courses and careers in conservation. The SRE Graduate Certificate is aligned with the University of Hawaiʻiʻs mission to ” achieve global impact [through] … world-class research, scholarship and service that promotes the welfare and sustainability of Hawaiʻi’s people and environment.”

The certificate may be earned with the MEd-CS or any other degree program, or as a certificate-only program.

Requirements

A 3.0 GPA is required for admission

Teacher Leader, Graduate Certificate

The Teacher Leader Graduate Certificate is a program and partnership between the Curriculum Studies and the Educational Foundations departments to prepare teachers to lead classroom, school and district improvement through a range of leadership roles based on the Teacher Leader Model Standards. Graduates will be prepared with the knowledge and skills to assume educational leadership roles in various school and community contexts & conduct and disseminate research to inform Teacher Leadership. The certificate may be earned with the MEd-CS, or as a certificate-only program. Students have the option of adding the field, Teacher Leader, to an existing Hawaiʻi Standard or Advanced License. beginning the Teacher Leader program.

Application Requirements

Must have graduated from an accredited, four-year institution of higher education recognized by the University of Hawaiʻi at Mānoa (UHM), prior to beginning the Teacher Leader program.
An Undergraduate Cumulative GPA of 3.0 or higher.
A transcript from each post-secondary institution attended.
A written statement of objectives as part of your application.
Your resumé or CV.
Two (2) letters of recommendation.

Programs

Master’s

Doctorate

Education: Curriculum and Instruction Concentration, PhD

Graduate Certificate