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176 he College of Arts and Sciences was established at the founding of the University in 1920, when the College of Hawaii was expanded from a technical school, concentrating on the training of engineers and agricultural specialists , to a broader institution of learning that—in the words of the statute that created the University—would also provide “thorough instruction” in the “physical, natural, economic, political and social sciences, language, literature, history, philosophy. . . .” With that mandate, Arts and Sciences immediately became the principal part of the instructional force of the Manoa campus, larger by far than the other college, Applied Sciences, in which were combined the vocational curricula. Its predominance continued even after Teachers College was joined to the University in 1931. As new training programs for nurses, social workers, librarians, and other vocations were added, they also were served by Arts and Sciences. It provided the instruction in English , mathematics, history, and the physical and social sciences, which were required as a broad foundation of understanding—variously called “general” or “liberal” education —for all students seeking a bachelor’s degree. This “service” function for the other colleges, plus its responsibility for teaching its own students, required Arts and Sciences to employ well over half of the entire instructional faculty, as it offered approximately two-thirds of all the courses given at the Manoa campus. Similarly, except for the work of the College of Tropical Agriculture and its experiment station, most research at the University was carried on by faculty members in the College of Arts and Sciences. During the formative decades, research activities were limited by the concentration of energies and funds on what was perceived as the chief responsibility of the University, the education of its students, most of whom were undergraduates. This pattern and understanding of mission began to change in the 1950s with the T 9 ARTS AND SCIENCES AFTER STATEHOOD Deane E. Neubauer Arts and Sciences after Statehood 177 establishment of facilities for organized research institutes. In the next decades, aided by increasing federal grants, the research institutes—in marine biology, geophysics, ocean sciences, social science, biomedical studies, astronomy, for example—came to dominate research. The growth of the institutes, coupled with the establishment of the East-West Center and then a medical school and a law school, transformed the University and the position of the College of Arts and Sciences within it. Doctoral programs, embellished with facilities and opportunities for research, proliferated . Graduate enrollment soared and with it the necessity of devoting more instructional time to graduate courses. As at other universities across the nation, faculty members turned to the production of research publications, increasingly essential for attaining tenure and promotion. Graduate assistants took over much of the teaching of sections in lower-division courses. The shift of emphasis to research, graduate studies, and professional schools raised troubled voices in Arts and Sciences. Allan Saunders, dean of the college in the early 1960s, had warned that the teaching of undergraduates, the primary responsibility of his college, was being neglected. As a consequence, the college was understaffed and underfunded. His successors repeated the warning. The ensuing debate on this proposition , based on conflicting assumptions as to the relative importance of the several roles of a late-twentieth-century “multiversity” in Hawaii, underlay the budget wars that were to come in the 1970s and beyond. The history of the college following statehood can be cast as three distinct phases. The first, sharing the general expansion of the University in the 1960s, saw departments grow and new ones form, together offering a widening variety of graduate studies. The second phase, starting in 1972, was shaped by the first of the recurring budget crises to UH and its largest college that would endure in the closing decades of the century. As the first phase was one of growth, the second was characterized by constraint, consolidation, and in some areas decline. The third phase, overlapping and growing out of the second, was marked by the reorganization of Arts and Sciences into four subunits and its renaming as the Colleges of Arts and Sciences. PHASE ONE: EXPANDING THE COLLEGE The 1960s began with a college staff that could still meet in a good-sized auditorium —275.5 full-time equivalent (fte) faculty. The college ended the decade with more than a thousand such positions. Reports prepared by the University for periodic visits of its accreditation agency, the Western Association of Schools and Colleges (wasc), documented the growth. In 1959 the college...

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