Unit: Indo-Pacific Lang & Lit
Program: Philippine Lang & Lit (BA)
Degree: Bachelor's
Date: Wed Nov 07, 2018 - 9:23:08 am

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. FILIPINO: Engage in oral communication in Filipino in various communicative contexts

2. FILIPINO: Read and comprehend texts written in Filipino from a variety of genres and contexts

3. FILIPINO: Write in Filipino in various contexts and for diverse audiences

4. FILIPINO: Demonstrate a familiarity with current events, and exhibit knowledge of history and culture of various Philippine ethnic groups

5. FILIPINO: Analyze, evaluate and critique texts written in Filipino from a variety of genres and contexts

6. FILIPINO: Conduct research on Filipino language and/or culture using acquired knowledge and skills

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

8. ILOKANO: Achieve a deep understanding of Philippine culture and society through the study of language, literature, history, and the arts.

9. ILOKANO: 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.

10. ILOKANO: Equip students with linguistic skills in Ilokano for advanced studies and academic research.

11. ILOKANO: Develop analytical and critical thinking skills.

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

Department Website URL: http://manoa.hawaii.edu/ilokano/
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: Brochures, flyers
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: On Laulima
Other:
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

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.

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

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

We revisited SLOs. 

Continued working on 2 capstones (drama and speech festivals for each semester for the language classes) and the short film festival (student produced) for all culture (IP) courses. 

Post-festival/public screening evals by faculty. 

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

All students are required to submit works as: part of the course work and as part of the capstone. 

11) 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)
Dean/Director
Other:

12) 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)
Other:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

All students achieved SLOs. 

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

15) Please briefly describe how the program used the results.

We are encouraged with the results. This year, we started three other programs:

1. A language and culture immersion outside the country for a number of students. We plan to continue with this program.

2. Community engagement by way of a program, Books for the Barrios, for the indigenous group in the Ilocos, the Philippines.

3. Community language program: where a number of our majors are engaged in community language teaching. 

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

17) If the program did not engage in assessment activities, please justify.