Curriculum proposal number 2009.82
Maui Community College
Curriculum Action Request (CAR) Form
Course
1. Author(s): Debra A. Nakama
2. Department: Humanities
3. Date submitted to Curriculum Committee: 4/12/2010
For Banner use:
___ SCACRSE
___ SCAPREQ
___ CAPPs
___ WebCT-Detl
___ CoReq-Detl
___ Equiv-Detl
___ Old Inactivated
___ Crosslist done
4. Type of action:
___ Another prereq
Addition:
regular
other; specify:
Modification:
alpha/number
title
pre-requisite
co-requisite
credits
description
recommended prep
other; specify:
5. Existing course:
Alpha: Number: Title:
6. Proposed new/modified course:
Credits: credits
Alpha: FIL Number:102 Title: Beginning Filipino II Credits: 4
7. Reason for this curriculum action:
•Only fifteen per cent of the American Filipino and Filipino population twenty-five years and older have earned an American bachelor’s degree or higher. American Filipinos and Filipinos are underrepresented in higher education in comparison to their numbers in the general population and the public schools, placing
American Filipinos and Filipinos below all other major ethnic groups in Hawai`i in terms of higher education.
•Students who are most likely to experience academic success are those whose home language and culture are respected and used in the schools. The three major Philippine languages are Cebuano, Ilokano
(spoken by a majority of Filipino immigrants to Hawai`i) and Filipino (Tagalog, the national language of the
Philippines).
•American Filipino and Filipino community leaders and students have long expressed interest in having
Ilokano and Tagalog language courses taught on site and complemented by on-line courses in the high schools and various University of Hawai`i campuses.
•A significant issue for American Filipino and Filipino students and the American Filipino and Filipino community is the lack of curriculum offerings in Filipino languages, as well as course offerings on Filipino-
American ethnic and Philippine studies.
• It is necessary to increase the number of professionals trained in Philippine languages and the
Philippines studies who can work effectively in the areas of education, health, legal services and business.
Revised 4/14/2020
CAR Form (4-93), page 1

8. New course description (or year of catalog and page number of current course description, if unchanged):
Continues FIL 101. Includes speaking, listening, reading, and writing of basic Tagalog.
9. Pre-requisite(s) – see Prerequisite Style Sheet for samples:
FIL 101: Beginning Filipino I (Tagalog); or consent. no yes
10. Co-requisite(s): N/A
11. Recommended preparation: N/A
12. Cross listed: no yes; cite course alpha & number:
13. Student contact hours per week:
4 hr. lecture hr. lab hr. lecture/lab hr. other; explain:
Explain, if not Standard grading: 14. Grading: Standard (Letter, Cr/NCr, Audit)
15. Repeatable for credit: no yes; maximum is credit or unlimited.
( Most courses are not repeatable for additional credit; exceptions are courses such as internships and co-op courses.)
16. Special fees required: no yes; explain:
17. Proposed term of first offering: SPRING semester of 2011 year.
18. List catalog used and then degrees, certificates, prerequisites, and catalog sections and their page numbers affected by this proposal: pg. 112
19. Maximum enrollment: 20 Rationale, if less than 35: Language class
20. Special resources (personnel, supplies, etc.) required: no yes; explain:
21. Course is restricted to particular room type: no yes; explain:
22. Special scheduling considerations:
(language course)
no yes; explain: M-Th - 1 hour 5 minutes
23. Method(s) of delivery appropriate for this course: (check all that apply)
Traditional HITS/Interactive TV Cable TV Online Hybrid
Other, explain:
24.
Mark all college-wide general education SLOs this course supports.
Std 1 - Written Communications Std 2 – Quantitative Reasoning
Std 3 - Information Retrieval and Technology Std 4 - Oral Communication
Std 5 - Critical Reasoning Std 6 – Creativity
Other General Education SLOs, such as Ethics, Scientific Inquiry, or Service Learning.
Revised 4/14/2020
CAR Form (4-93), page 2

Explain:
25. List all program SLOs this course supports? ( Explain, if necessary)
Program SLO 1: Students will attain a broad knowledge of the diversity of human conditions and cultures in local and global communities Explain: Liberal Arts Program
Program SLO 2: Students will attain a broad understanding of the individual in relation to behavior, ideas and values Explain: Liberal Arts Program
Program SLO 3: Explain:
Program SLO 4: Explain:
Program SLO 5: Explain:
26. Course fulfills the following general education elective (GE) for CTE (Career Technical Education)
AS/AAS degrees (GE):
English (EN)/Communication (CM) Quantitative Reasoning (QR)
Humanities (HU) Natural Science (NS) Social Science (SS)
Other:
Course is a requirement for the program(s) AS/AAS degree or certificate
Course is a program elective for the AS program(s) AS/AAS degree or certificate
27. Course fulfills the following general education elective (GE) for the ABIT BAS degree:
English (EN)/Communication (CM) Quantitative Reasoning (QR)
Humanities (HU) Natural Science (NS) Social Science (SS)
Other:
Course is a requirement for the ABIT BAS degree
Course is a program elective for the ABIT BAS degree
28. Course fulfills a requirement for a proposed BAS degree:
Pre- requisite course Core
Capstone Course (CC) Other:
Course is a program elective for a proposed BAS degree
Course fulfills the following general education elective (GE) for the proposed BAS degree:
English (EN)/Communication (CM) Quantitative Reasoning (QR)
Humanities (HU)
Other:
Natural Science (NS) Social Science (SS)
Course is applicable to the following additional BAS degrees:
29. Course satisfies the following category for the AA degree*:
Category I: Foundations/Skills: Foundations I
Written Communication in English (FW)
Global and Multicultural Perspectives (FG)
Group A (before 1500 CE)
Group B (since 1500 CE)
Group C (pre-history to present)
Symbolic Reasoning (FS)
Category I: Foundations/Skills: Foundations II
Revised 4/14/2020
CAR Form (4-93), page 3

Numeracy (FN)
Oral Communication in English (FO)
Computer/Information Processing and Retrieval (FI)
Category II: Breadth of Understanding and Experience
Human Understanding
The Individual (IN)
The Community (CO)
The Community – Global Perspective (CG)
Human Expression (HE)
Environmental Awareness (EA)
Environmental Awareness – Global Perspective (EG)
Asia/Pacific Perspective (AP)
Category III Focus/Specialization/Area of Interest
Interest Area Discipline/Alpha: FIL
Elective (LE)
Other Graduation Requirements
Writing Intensive (is appropriate for WI)
Environmental Awareness Lab/course with lab (EL)
Hawaii Emphasis (HI)
* Submit the appropriate form(s) to have the course placed in the requested category (ies). Submit a course outline, CAR, and appropriate forms to both the Curriculum Committee and the Foundations Board, if the course satisfies Category I: Foundations/Skills: Foundations I or II.
30. Course increases decreases makes no change to number of credits required for program(s) affected by this action. Explain, if necessary:
31. Course is taught at another UH campus (see Sections 5 and 6 above):
no Explain why this course is proposed for MCC:
yes Specify college(s), course, alpha, and number where same or similar course is taught: FIL 102
32. Course is:
Not appropriate for articulation.
Appropriate* for articulation as a general education course at:
UHCC UH Manoa UH Hilo UHWO
Previously articulated* as a general education course at:
UHCC UH Manoa UH Hilo UHWO
*Note: Submit Course Articulation Form if course is already articulated, or is appropriate for articulation, as a general education (100-, 200-level) course.
Standardized and/or appropriate for articulation by PCC or other UH system agreement at:
UHCC UH Manoa UH Hilo UHWO Explain: This course outline is standardized and the result of a system-wide agreement. The responsible committee is the Pamantansan
Philippine/Filipino Language Committee.
Appropriate for articulation or has previously been articulated to a specific department or institution:
UHCC UH Manoa UH Hilo UHWO Outside UH system Explain:
Revised 4/14/2020
CAR Form (4-93), page 4

33. Additional Information (add additional pages if needed):
Revised 4/14/2020
CAR Form (4-93), page 5

Maui Community College
Curriculum Action Request (CAR) Signature Page
__________________________________________________________________________
Proposed by: Author or Program Coordinator Date
__________________________________________________________________________
Checked by: Academic Subject Area Representative to Curriculum Committee Date
__________________________________________________________________________
Requested by Department: Department Chair Date
__________________________________________________________________________
Date Recommended by: Curriculum Chair
__________________________________________________________________________
Approved by Academic Senate: Academic Senate Chair Date
__________________________________________________________________________
Endorsed by: Chief Academic Officer Date
__________________________________________________________________________
Approved by: Chancellor Date
Revised 4/14/2020
CAR Form (4-93), page 6

1. Alpha
Course Title
FIL Number 102
Beginning Filipino II
Credits
Department
4
Humanities Author Debra Nakama
Date of Outline 4/12/10 Effective Date Fall 2010 5-year Review Date 4/12/15
2. Course Description: Continues FIL 101. Includes speaking, listening, reading, and writing skills of basic Tagalog.
Cross-list N/A
Contact Hours/Type 4 hours/lecture
3. Pre-requisites FIL 101 - Beginning Filipino I: Beginning Filipino I (Tagalog) or consent
Pre-requisite may be waived by consent yes no
Co-requisites
Recommended Preparation
4. Function/Designation AA AP - Asia/Pacific Perspective LE - Elective
AS Program HU - Humanities List Additional Programs and Category:
Elective
AAS Program HU - Humanities List Additional Programs and Category: Elective
BAS Program Category List Additional Programs and Category:
Developmental/Remedial Other/Additional: Explain:
See Curriculum Action Request (CAR) form for the college-wide general education student learning outcomes (SLOs) and/or the program learning outcomes (PLOs) this course supports.
This course outline is standardized and/or the result of a community college or system-wide agreement.
Responsible committee: Pamantasan Philippine/Filipino Language Committee
Revised 4/14/2020
CAR Form (4-93), page 7

5. Student Learning Outcomes (SLOs): List one to four inclusive SLOs.
For assessment, link these to #7 Recommended Course Content, and #9 Recommended Course
Requirements & Evaluation. Use roman numerals (I., II., III.) to designate SLOs
On successful completion of this course, students will be able to:
I. Grasp and sustain conversations about everyday experiences (examples: school, work, interests, and preferences).
II. Identify main ideas from authentic everyday practical materials written entirely in the target language (examples: menus, ads for products, etc.)
III. Demonstrate practical writing needs and social demands by writing paragraph-length personal letters, messages, applications, and journals.
IV.
6. Competencies/Concepts/Issues/Skills
For assessment, link these to #7 Recommended Course Content, and #9 Recommended Course
Requirements & Evaluation. Use lower case letters (a., b.…zz. )to designate competencies/skills/issues
On successful completion of this course, students will be able to:
Speaking: a. Manage and negotiate a limited number of task-oriented social situations such as: a) narrating past, future, habitual or ongoing activities; b) giving and following simple instructions and directions; c) making requests; d) expressing abilities; e) talking about likes and dislikes; f) giving excuses and advice; h) comparing people, objects, food, etc.; i) asking and answering about what someone has or doesn’t have. b. Ask and answer simple to complex Yes-No questions and WH- questions. c. Describe in a limited manner self, others, events, and places.
Listening; d. Demonstrate understanding of sentence-length utterances particularly supported by content referring to personal and social background, routine tasks, simple instructions and directions. e. Recognize and differentiate the effect and impact of stress and intonation on meaning.
Reading: f. Interpret written language in areas where vocabulary has been learned for descriptive, instructional and directional purposes. g. Infer meanings of vocabulary words based on context and background knowledge. h. Demonstrate understanding of main ideas from simple authentic reading materials dealing with personal and social needs.
Writing: i. Write simple descriptions of past, future, and ongoing events. j. Take down dictation and simple notes based on spoken words. k. Write short and simple essays, friendly letters, and journals about personal activities and experiences. l. Write a short article.
Revised 4/14/2020
CAR Form (4-93), page 8

7. Suggested Course Content and Approximate Time Spent on Each Topic
Linked to #5. Student Learning Outcomes and # 6 Competencies/Skills/Issues
WEEK 1: INTRODUCTIONS AND REVIEW [I, II (a-i]
Getting to Know You (Human Bingo Game)
Review of Basic 101 Concepts
WEEK 2: EXISTENCE AND POSSESSION OF THINGS [I, II, III (a-i]
Existence/Absence of things (may, mayroom, wala)
Ask and answer questions about what someone has or doesn't have.
WEEK 3: COMPARING PEOPLE, THINGS, FOOD, ETC. [I, II, III (a-k]
Review Adjectives, Noun Modifications
Adjectives: Equal Comparison (kasing, mag-kasing), Unequal Comparison (mas, kaysa kay)
Superlative Degree: Pinaka
Pluralization of Adjectives
WEEK 4: INTRODUCTION OF VERBS (FOCUS, ASPECT, COMMANDS AND REQUESTS)
[I, II, III (a-k]
Infinitive: Actor Focus (um,mag, ma) and Object Focus (i, in/hin)
Negative Command: bawal, huwag
Use of Paki + Verb to Express Requests
Respond to Command and Requests
Culture Note: pakisuyo, nga
WEEK 5: CHORES, LEISURE AND OTHER [I, II, III (a-k]
Respond to Pseudo-Verbs (gusto/ayaw questions with um, bag, ma verbs)
Express What Someone Likes or Dislikes
WEEK 6: CHORES, LEISURE AND OTHER [I, II, III (a-k]
Respond to Pseudo-Verbs (gusto/ayaw questions with i, in/hin verbs)
Use the Questions Marker "Ba" with gusto/ayaw
WEEK 7: PAST EVENTS [I, II, III (a-k]
Use completed aspect of AF verbs.
Ask and respond to what someone did.
WEEK 8: PAST EVENTS [I, II, III (a-k]
Use completed aspect of OF verbs.
Ask and respond to what someone did.
Expand sentences/Answers
Reading
Future Events: Use contemplated aspect of OF verbs to express future happenings.
WEEK 9: ONGOING/HABITUAL EVENTS [I, II, III (a-k]
Revised 4/14/2020
CAR Form (4-93), page 9

Use incomplete aspect of OF verbs to express ongoing events.
WEEK 10: PAST/FUTURE/ONGOING EVENTS [I, II, III (a-k]
Use all Aspects for Object Focus Verbs (i,in/hin)
Midterm
WEEK 11: COOKING TERMS [I, II, III (a-k]
Review Sample Recipe
Cooking Presentations
WEEK 12: DIRECTIONS [I, II, III (a-k]
Give appropriate instructions for directions.
Giving Detailed Directions
WEEK 13: TALENTS, SKILLS AND OBLIGATIONS [I, II, III (a-k]
What you can do with pseudo verbs (puwede, maaari)
WEEK 14: DRAMAFEST [I, II, III (a-l]
Presentations
WEEK 15: POSSESSION AND OWNERSHIP [I, II, III (a-l)]
Pronouns: ng and sa set
Ask Questions: alin and kanino
WEEK 16: REVIEW AND PRACTICE [I, II, III (a-l)]
Final Oral Exam
8. Text and Materials, Reference Materials, and Auxiliary Materials
Appropriate text(s) and materials will be chosen at the time the course is offered from those currently available in the field. Examples include: 1. Conversational Tagalog: A Functional-Situational
Approach by Teresita V. Ramos 2. Basic English-Tagalog Dictionary and/or Tagalog Dictionary by
Teresita V. Ramos 3. Course Management System: https://laulima.hawaii.edu/portal 4. Web Audio
Utility: http://mcl.lll.hawaii.edu/wau/ 5. Interactive Learning Resource: http://www.seasite.niu.edu/Tagalog/Tagalog_mainpage.htm
Appropriate reference materials will be chosen at the time the course is offered from those currently available in the field. Examples include: Newspaper, magazines, internet resources
Appropriate auxiliary materials will be chosen at the time the course is offered from those currently available in the field. Examples include:
9. Suggested Course Requirements and Evaluation
Linked to #5. Student Learning Outcomes (SLOs) and #6 Competencies/Skills/Issues
Specific course requirements are at the discretion of the instructor at the time the course is being offered. Suggested requirements might include, but are not limited to:
Revised 4/14/2020
CAR Form (4-93), page 10

Graded Activities Assigned Points
Attendance and Performance 150 points [I, II, III (a-l)]
Assignments 150 points [I, II, III (a-l)]
Projects 150 points [I, II, III (a-l)]
Review Quizzes and Tests 450 points [I, II, III (a-l)]
Oral Progress Interview 100 points [I, II, III (a-l)]
Final Exam 100 points [I, II, III (a-l)]
Total 1000 points [I, II, III (a-l)]
10. Methods of Instruction
Instructional methods will vary considerably by instructor. Specific methods are at the discretion of the instructor teaching the course and might include, but are not limited to:
Provide comprehensible input in the form of spoken Filipino (Tagalog) through the instructor, video and text exercises and short readings. Other methods include the use of Filipino in daily instruction through oral response, speaking and writing. Careful monitored group and pair work for conversation and text exercises.
Both formal and informal discussions on effective language teaching methods are on going between full-time and part-time faculty of Filipino at Maui College and University of Hawai`i Manoa.
Additionally, informal evaluations/discussions seeking feedback and suggestions are also conducted periodically.
11. Assessment of Intended Student Learning Outcomes Standards Grid attached
12. Additional Information:
Assessment of Intended Student Learning Outcomes Standards – CCOWIQs with Ratings for BUSN 185
Key:
3 = Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The learner outcome is the focus of the class.
2 = Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the focus of the class
1 = Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome, but does not get evaluated on this learner outcome
0 = No Emphasis: The student does not address this learner outcome
BUSN
185 Standard 1: Written Communication
Program graduates are able to write effectively to convey ideas that meet the needs of specific audiences and purposes.
1. Use writing to discover and articulate ideas
1.2 Identify and analyze the audience and purpose for any intended communication
1.3 Choose language, style and organization appropriate to particular purposes and audiences
1.4 Gather information and document sources appropriately
1.5 Express a main idea as a thesis, hypothesis, and other appropriate content
1.6 Develop a main idea clearly and concisely with appropriate content
2
1
1
1
1
1
Revised 4/14/2020
CAR Form (4-93), page 11

1.7 Demonstrate mastery of the conventions of writing, including grammar, spelling, and mechanics
1.8 Demonstrate proficiency in revision and editing
1.9 Develop a personal voice in written communication
Standard 2: Quantitative Reasoning
Program graduates are able to synthesize and articulate information using appropriate mathematical methods to solve problems and logically address real-life situations.
2.1 Apply numeric, graphic and symbolic skills and other forms of quantitative reasoning, accurately and appropriately
2.2 Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate
2.3 Communicate clearly and concisely the methods and results of quantitative problem solving
2.4 Formulate and test hypotheses using numerical experimentation
2.5 Define quantitative issues and problems, gather relevant information, analyze that information, and present results
2.6 Assess the validity of statistical conclusions
Standard 3: Information Retrieval and Technology (Information Literacy)
Program graduates are able to access, evaluate, and utilize information effectively, ethically and responsibly.
3.1 Use print and electronic information technology ethically and responsibly
Standard 4: Oral Communication
Program graduates are able to practice ethical and responsible oral communications appropriate to a variety of audiences and purposes.
1
3.2 Demonstrate knowledge of basic vocabulary, concepts, and operations of information technology and retrieval 2
3.3 Recognize, identify, and define an information need 2
3.4 Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information
3.5 Create, manage, organize, and communicate information through electronic media
3.6 Recognize changing technologies and make informed choices about their appropriateness and use.
2
2
1
0
0
1
0
0
0
4.1 Identify and analyze the audience and purpose of any intended communication.
4.2 Gather, evaluate, select, and organize information for the communication.
4.3 Use language, techniques, and strategies appropriate to the audience and occasion.
4.4 Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion
4.5 Summarize, analyze, and evaluate oral communications and ask coherent questions as needed.
1
1
1
1
1
0 4.6 Use competent oral expression to initiate and sustain discussion.
Standard 5: Critical Thinking
Program graduates are able to apply critical reasoning skills to effectively address the challenges and solve problems.
5.1 Identify and state problems, issues, arguments, and questions contained in a body of information.
5.2 Identify and analyze assumptions and underlying points of view relating to an issue or problem.
5.3 Formulate research questions that require descriptive and explanatory analyses.
5.4 Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis.
5.5 Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence.
5.6 Apply problem-solving techniques and skills, including the rules of logic and logical sequence.
5.7 Synthesize inform from various sources, drawing appropriate conclusions.
5.8 Communicate clearly and concisely the methods and results of logical reasoning.
0
1
1
1
1
1
0
0
1
1
1
5.9 Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others.
Standard 6: Creativity
A student who graduates from MCC with a degree can express originality through a variety of forms.
6.1 Generates responses to problems and challenges through intuition and non-linear thinking.
6.2 Explores diverse approaches to solving a problem or addressing a challenge.
6.3 Sustains engagement in activities without a preconceived purpose.
0
1
0
0
Revised 4/14/2020
CAR Form (4-93), page 12

6.4 Demonstrates the ability to trust and follow one’s instincts in the absence of external direction.
6.5 Applies creative principles to discover and express new ideas.
6.6 Builds upon or adapts the ideas of others to create novel expressions or new solutions.
MAUI COMMUNITY COLLEGE
ASSOCIATE IN ARTS DEGREE
REVIEW OF COURSES FOR AA CATEGORY INCLUSION
SUBJECT ALPHA: _____FIL______ COURSE NUMBER: ______102_____
1
1
1
If the course is cross-listed, please provide the cross-listing: Subject _______________ Course # _______
COURSE TITLE: ______Beginning Filipino II ________________________________
CATEGORY: II – BREADTH OF UNDERSTANDING AND EXPERIENCE
SUB-CATEGORY: Asia/Pacific Perspective
HALLMARKS:
To satisfy the Asia/Pacific Perspective requirement, a course will: a) Develop students’ understanding of the cultural perspectives, values, and world views of peoples indigenous to Asia or the Pacific through assignments or practica rooted in the experience of these peoples. b) Develop students’ understanding of at least one topic that is crucial to an understanding of the histories, cultures, beliefs, or arts; or the societal, political, economic, or technological processes of these regions; for example, the relationships of societal structures to the natural environment. c) Foster multi-cultural respect and understanding, asking the students to do a study involving an indepth analysis or understanding of the issues being studied.
Is the course outline, on file with the MCC Curriculum Committee, consistent with the Hallmarks stated above? _____ Yes _____ No
If “No” and you wish to submit changes to correspond with the Hallmarks, attach a Maui Community
College Curriculum Action Request (CAR) (Form 4-93) with new course outline.
OR

Recommend course be changed to another sub-category: ____________________
Revised 4/14/2020
CAR Form (4-93), page 13

OR

Recommend course be used only as general elective
________________________________
Instructor’s Printed Name
_______________________________
Instructor’s Signature
Date
Revised 4/14/2020
CAR Form (4-93), page 14