Program: Philippine Lang & Lit (BA)
Degree: Bachelor's
Date: Mon Nov 07, 2011 - 10:04:18 am
1) Below are your program student learning outcomes (SLOs). Please update as needed.
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.
2) Your program's SLOs are published as follows. Please update as needed.
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, B.A. Philippine Language and Literature (Tagalog) brochure UHM Catalog. Page Number: Course Syllabi. URL, if available online: NA Other: Other: 3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
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) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Filipino
Two types of exit surveys were conducted—one for graduates of the BA Philippine Language and Literature program, and one for language students who took 100-200 level courses.
The survey intends to gauge the level of student satisfaction with the program and its courses, and to find out how the program helps to meet their career goals.
For the Filipino 202 Student Exit Survey Results, the following SLOs were targeted:
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.
For the Filipino BA Exit Survey, the following SLOs were targeted:
1. Engage in oral communication in Filipino in various communicative contexts.
2. Read and comprehend texts written in Filipino from a variety of genres and contexts (e.g., newspapers, novels).
3. Engage in writing in Filipino in various contexts and for various audiences.
4. Demonstrate a familiarity with the current events, traditional and pop culture, and social structures of the society/societies in which Filipino is spoken.
5. Analyze, evaluate and critique texts written in Filipino from a variety of genres and contexts.
6. Conduct research on Filipino language and/or culture using knowledge and skills learned in the program.
Ilokano
Two types of exit surveys were conducted---one for graduates of the BA Philippine Language and Literature Program, and one for the language students who took 100-200 level courses. An additional 'in-house' exit interview survey was administered with the Ilokano BA graduates.
The survey intends to gauge the level of student satisfaction with the program and its content and its courses, and to find out how the program helps to meet their career goals. The additional 'in house' exit interview is intended to supplement the college/departmental surveys.
For the Ilokano 202 Student Exit Survey Results, the following SLOs were targeted:
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-lenght texts dealing with personal and social needs such as personal letters, messages, memos, and newspaper articles.
6. get main ideas from authentic everyday practical materials written int the target language (e.g., menus, ads for products).
7. meet practical writing needs and social demands by writing paragraph-length personal letter, messages, application, and journals.
8. demonstrate understanding of history and traditions celebrated in the target culture.
For the Ilokano BA Exit Survey, the following SLOs were targeted:
1. Read and comprehend texts written in Ilokano from a variety of genres and contexts (e.g., newspapers, novels).
2. Analyze, evaluate, and critique texts written in Ilokano from a variety of genres and contexts.
3. Engage in oral communication in Ilokano in various communicative contexts.
4. Engage in writing in Ilokano in various contexts and for various audiences.
5. Conduct research on Ilokano language and/or culture using knowledge and skills learned in the program.
6. Demonstrate familiarity with the current events, traditional and pop culture, and social structures of the society/societies in which Ilokano is spoken.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
Filipino
The Student Exit Surveys provide us with the profiles of our students—what languages they spoke at home, why they wanted to take 100-200 level courses, how they learned about the program and why they decided to study at UH Manoa.
For Filipino 202 survey shows that 90% of students belong to families where language(s) other than English was spoken regularly. For most students, this language is Tagalog, Ilokano or both. 26% of these students plan to take higher level courses in Philippine language and literature but 24% take these classes only for their 2-year foreign language requirement.
The survey responses indicate a high level of satisfaction in the courses they have taken, and in the program and institutional support that they received. Majority of the students said they will recommend this program to other students.
The report affirms that the strength of our program lies in our faculty and in cultural activities and Katipunan events. Through the program, students have not only learned the language but they also gained a greater appreciation for their cultural heritage.
The BA Exit survey results show that students felt the program prepared them for advanced studies and community service. Two of the three students also felt that the program helped them with their job prospects.
Ilokano
The Student Exit Surveys provide us with the profiles of our students which include languages spoken at home, reasons for signing up in 100-200 level courses, how they learned about the Ilokano Program, plans for minoring and/or majoring in Ilokano.
The Ilokano 202 survey shows that 93% of the students grow up in a family where language(s) other than English was spoken regularly. Ilokano is the language reported by the majority, if not all, of the students. Seventy one percent (71%) of the students plan to continue studying Ilokano beyond the 202 level.
The result of the survey indicates a high level of satisfaction in areas of instruction, curriculum, and cultural activities offered by the program.
No report was generated for the Ilokano BA survey. Only two (2) respondents completed the survey.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Filipino
This assessment report is based on surveys conducted by the College of Languages, Literatures and Linguistics in Spring 2011. For the Filipino 202 student exit survey administered, a total of 52 students were enrolled in the course; 34 students completed the survey (response rate = 65%). For the Filipino BA exit survey for students graduating during the period from summer/fall of 2010 to spring 2011, a total of 6 students were invited to respond; 4 students completed the survey (response rate=67%).
Ilokano
This assessment report is based on surveys conducted by the College of Languages, Literatures and Linguistics in Spring 2011. For the Ilokano 202, 14 students responded to the survey (a 58% return rate).
For the Ilokano BA exit survey for students graduating during the period from Summer/Fall of 2010 to Spring 2011, a total of 2 students were invited to respond; both completed the survey. However, the College does not generate a report due to the low sample size of respondents.
8) 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: 9) 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: 10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
Filipino
The Student Exit Surveys provide us with the profiles of our students—what languages they spoke at home, why they wanted to take 100-200 level courses, how they learned about the program and why they decided to study at UH Manoa.
For Filipino 202 survey shows that 90% of students belong to families where language(s) other than English was spoken regularly. For most students, this language is Tagalog, Ilokano or both. 26% of these students plan to take higher level courses in Philippine language and literature but 24% take these classes only for their 2-year foreign language requirement.
The survey responses indicate a high level of satisfaction in the courses they have taken, and in the program and institutional support that they received. Majority of the students said they will recommend this program to other students.
Ilokano
The Ilokano 202 survey shows that 93% of the students grow up in a family where language(s) other than English was spoken regularly. Ilokano is the language reported by the majority, if not all, of the students. Seventy one percent (71%) of the students plan to continue studying Ilokano beyond the 202 level. The survey responses indicate a high level of satisfaction on the quality of instruction and faculty.
Additionally, majority noted that the cultural activities of the program (i.e., Timpuyog) enhanced/augmented their language learning experiences.
11) State how the program used the results or plans to use the results. Please be specific.
Filipino
The results were distributed to the Filipino faculty. The instructors were able to receive feedback about their teaching, about the courses and the program in general.
At the next faculty meeting, the program will review the suggestions from students and used these to implement changes in terms of schedules, course offerings and requirements.
Ilokano
The results were distributed to the Ilokano language faculty. The feedback and suggestions from students were discussed in the faculty meeting and were shared to the Ilokano BA and minors during a focus group meeting with the students.
12) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
Filipino
Learning from last year’s survey results, there were no classes that were handled by two teachers within the semester. Also, class availability has somewhat improved this year.
Although students are generally satisfied with Katipunan co-curricular activities, some students commented that the activities take up too much of their time outside the classroom (more than what is required of a 1 credit lab). Some students who are working, who are parents or are part of the military suggested that alternative activities or requirements be assigned to them in lieu of Katipunan activities. This will be discussed at the faculty meeting.
Ilokano
Students provided high ratings on their involvement with the cultural activities in the program via the Timpuyog Organization, citing that it augmented their classroom learning experiences.
13) Other important information.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.
Ilokano
For the Ilokano BA Exit Survey for the period of June 1, 2010 to September 30, 2011, two (2) students were invited and responded to the survey. The college did not generate report due to the small size of respondents.