Unit: Indo-Pacific Lang & Lit
Program: Philippine Lang & Lit (BA)
Degree: Bachelor's
Date: Tue Sep 11, 2012 - 6:04:47 pm

1) Below are your program's student learning outcomes (SLOs). Please update as needed.


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.

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) 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

3) Select one option:

Curriculum Map File(s) from 2012:

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.


5) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

No (skip to question 14)

6) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

The B.A. program (Filipino and Ilokano) was reviewed and assessed for the application for permanent from provisional status. The assessment involved the collation of data for the past five years. With the department chair, the Filipino and Ilokano program reviewed student enrollment data, the trend in the number of majors and minors, the cost of running the program from salaries to other direct and indirect costs. We also reviewed processes such as admissions, recruitment, academic advising, graduation requirements, and others. We also evaluated our relationship with the community and community colleges, our linkages with other academic and government institutions.

Specifically, the program addressed the following questions:
(1) Is the Program Organized to Meet its Objectives?
(2) Is the Program Meeting Its Learning Objectives for Students?
(3) Are Program Resources Adequate?
(4) Is the Program Efficient?
(5) Evidence of Program Quality.
(6) Are Program Outcomes Compatible with the Objectives?
(7) Are Program Objectives Still Appropriate Functions of the
                 College and University?
We did not do the assessment of SLOs and the student satisfaction survey that we conducted for the past two years through the Colllege of LLL due to the lack of human resources.

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

All the data (cost, enrollment, institutional linkages etc.) that we gathered was summarized in the Philippine Language and Literature B.A. report.

Through the review process, we found that there has been a steady increase in student enrollment for the program, and a there has been a steady number of majors. This year, however, it can be noted that there is a remarkable increase in the number of minors for the Filipino program (from 3 minors to 62 minors in Spring 2012). This number continues to increase this Fall.

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

The fulltime faculty of the Filipino and Ilokano programs, the department Chair and staff submitted the data for the report.

9) 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)

10) 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: compiled enrollment and financial data, collated narrative reports from the faculty

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

The report indicates that the B.A. program meets the objectives of the UHM and addresses the thrust of the IPLL Department.  Based on data gathered in 2010-2011, the program is meeting its SLOs. The faculty is the main factor for student satisfaction in the courses they take.

Based on the number of classes taught, the number of teachers and their areas of specialization, the program is using university resources adequately and efficiently. Both the Filipino and Ilokano program addresses the Hawaiian and Second Language requirement, and also offers upper-division courses and electives with general education foci.

The quality of the program may be seen in the materials development, research output, institutional linkages that the faculty of the Ilokano and Filipino program developed.

12) State how the program used the results or plans to use the results. Please be specific.

The Philippine Language and Literature B.A. report was reviewed by several university officials. It underwent several revisions and the final draft was submitted to Vice Chancellor for Academic Affairs Reed Dasenbrock.

VCAA Dasenbrock has now submitted this report to the Board of Regents in order to request that the Board of Regents grant established status to the B.A. in Philippine Language and Literature.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.