Unit: Indo-Pacific Lang & Lit
Program: Philippine Lang & Lit (BA)
Degree: Bachelor's
Date: Wed Oct 14, 2009 - 12:58:10 pm

1) List your program's student learning outcomes (SLOs).

Filipino:

1. Train students to become functional, literate users of Filipino language.
2. Develop in students an in-depth understanding of Philippine culture and society.
3. Familiarize students with the canon of Philippine literature focusing on its various
themes, genres, historical and cultural contexts.
4. Prepare students for careers requiring Filipino language proficiency, such as
Filipino language teaching, translation, social work or community service in
Filipino communities, international business and customer relations, government
work requiring knowledge of a foreign language.
5. Prepare students for advanced studies and research in various fields with particular
focus on Philippine languages, cultures and contemporary society and history.

ILOKANO
1. Achieve a high level of proficiency in Ilokano using a holistic approach to learning the language.
2. Achieve a deep understanding of Philippine culture and society through the study of language, literature, history, and the arts.
3. Obtain training in the Ilokano language for careers in all areas of interpreting and translation, social and government service fields, customer relations, business, language teaching, and research.
4. Equip students with linguistic skills in Ilokano for advanced studies and academic research.
5. Develop analytical and critical thinking skills.

2) Where are your program's SLOs published?

Department Website URL: http://www.hawaii.edu/filipino, http://www.hawaii.edu/ilokano
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: Ilokano Program Brochure
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
Other:
Other:

3) Upload your program's current curriculum map(s) as a PDF.

No map submitted.

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)

0%
1-50%
51-80%
81-99%
100%

5) State the SLO(s) that was Assessed, Targeted, or Studied

Filipino

A student exit survey was conducted by LLL (2008-09). The following SLos were assessed:

1. Understand conversations about everyday experiences (e.g., school, work, interests, preferences).

2. Understand factual content of paragraph-length oral/aural descriptions/narratives on familiar topics (e.g., recorded telephone instructions, announcements in public areas).

3. Perform variety “real-life” tasks in common social and transactional situations (e.g., shopping, making hotel reservations).

4. Sustain conversations/interviews about self, family, experiences, interests, and preferences.

5. Understand fully paragraph-length texts dealing with personal and social needs such as personal letters, messages, memos, and news paper articles.

6. Get main ideas from authentic everyday practical materials written in the target language (e.g., menus, ads for products).

7. Meet practical writing needs and social demands by writing paragraph-length personal letters, messages, applications, and journals.

8. Demonstrate understanding of history and traditions celebrated in the target culture.

ILOKANO

1. Achieve a high level of proficiency in Ilokano using a holistic approach to learning the language.

2. Achieve a deep understanding of Philippine culture and society through the study of language, literature, history, and the arts.
3. Obtain training in the Ilokano language for careers in all areas of interpreting and translation, social and government service fields, customer relations, business, language teaching, and research.
4. Equip students with linguistic skills in Ilokano for advanced studies and academic research.
5. Develop analytical and critical thinking skills.
      

40%(12)

60%(18)

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

Filipino

The Filipino program wanted to assess whether students found it easy or difficult to achieve the SLOs, whether they were satisfied with the program, and how their learning will help their career goals. The program also wanted to know what its strengths are and how the program can be improved.

Ilokano

The Ilokano Program wanted to find out the areas where the students find the pursuit of SLOs exemplary and the areas where we need to modify, address, and/or improve.

7) State the Type(s) of Evidence Gathered

Filipino

An LLL Exit Survey was conducted among students who completed courses from the 100 and 200 level.

Ilokano

1. Exit Survey (c/o LLL)

2. Program Exit Survey

3. Drama, Video, and Cultural Performance (end-of-semester)

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

Filipino

Interpretation done by the LLL Assessment Team

Ilokano

1. Interpretation done by the LLL Assessment Team

2. Qualitative/Thematic Assessment of our Program's Exit Interview.

9) State How Many Pieces of Evidence Were Collected

Ilokano

Exploratory sample of written and oral exit interviews.

10) Summarize the Actual Results

Filipino

The results show that students felt they were able to achieve the SLOs easily or with only some difficulty.

The report affirmed that the strength of the program lies in our faculty and in cultural activities and Katipunan events. Through the program, students have not only learned the language but also appreciated their cultural heritage.

Ilokano

1. Areas of development identified.

2. Exemplary areas determined.

11) Briefly Describe the Distribution and Discussion of Results

Filipino

The language coordinator received the results from LLL. These results were discussed with the faculty of the Filipino program at a monthly meeting.

The program shared the results with institutions and individuals within our local and international networks.

Ilokano

1. Exit interview results from the LLL Survey.

2. Exit interview results from the Program Academic Adviser.

12) Describe Conclusions and Discoveries

Filipino

Survey results show that students from the 100 and 200 level only learned the language but they could use it in everyday language situations. Through co-curricular cultural activities and through the study of culture, students learned to appreciate their history and cultural heritage.

Ilokano

1. First two level results from individual faculty. Results indicate areas of improvement and development. Results tied to end-of-semester program activities as well.

2. Need to link up with the heritage community: we are doing it!

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

Filipino

According to the survey results, students have had some problems with class availability. We will make sure that, if there are two or more sections of a course, these courses be offered on both Mon-Wed and Tues-Thurs schedules. We also hope to offer more sections, as much as possible, to accommodate more students.

Also, we will avoid having two teachers handle the same class within the semester.

Some of the comments mentioned that there was not enough publicity about the program. We will exert more effort to promote the program and recruit more students.

We would also like to increase the response rate by scheduling a day and time for students to answer this survey at the computer lab.

Ilokano

1. We are using results to develop more course offerings.

2. We are using results to evolve a state-supported/DOE licensure program for teachers of Ilokano.

3. We are using results for state/federal initiative for certified/licensed interpreters of Ilokano.

4. We are using results for community building and linkage networking locally and internationally.

14) Reflect on the Assessment Process

Filipino

The assessment process was participatory. The program was given an opportunity to study the instrument and suggest revisions were necessary. Also, there is still room for improvement the next time the instrument is administered. We will make sure more students respond to the survey in future.

The exit survey provided us with important feedback that we can use to strengthen the program.

Ilokano

1. Has shown us where we are good at and what more we need to improve on.

2. Has revealed our strengths and areas for development.

15) Other Important Information


Not applicable.

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

Ilokano

Off-campus Ilokano Language and Culture Program with Maui Community College. Assessment is done after each session. Results show excellent conduct of the program.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.


Not applicable.