Curriculum proposal number 2009.81
Maui Community College
Curriculum Action Request (CAR) Form
Course
For Banner use:
___ SCACRSE
1. Author(s): Debra A. Nakama
___ SCAPREQ
___ CAPPs
2. Department: Humanities
___ WebCT-Detl
___ CoReq-Detl
3. Date submitted to Curriculum Committee: 4/13/2010
___ Equiv-Detl
___ Old Inactivated
4. Type of action:
Addition:
regular
other; specify:
5. Existing course:
Alpha:
Number:
___ Crosslist done
___ Another prereq
Modification:
alpha/number
title
credits
description
pre-requisite
co-requisite
recommended prep
other; specify:
Title:
6. Proposed new/modified course:
Alpha: FIL Number:101 Title: Beginning Filipino I
Credits: credits
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.
8. New course description (or year of catalog and page number of current course description, if unchanged):
Revised 6/28/2016
CAR Form (4-93), page 1
Introduces speaking, listening, reading, and writing skills of basic Tagalog. Includes the following: (a)
the basic structures of Tagalog; (b) language commonly used in daily situations; and, (c) different aspects
of Philippine cultures.
9. Pre-requisite(s) – see Prerequisite Style Sheet for samples:
N/A; 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:
14. Grading: Standard (Letter, Cr/NCr, Audit)
Explain, if not Standard grading:
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: FALL
semester of 2010
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
Other, explain:
Hybrid
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 6/28/2016
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
English (EN)/Communication (CM)
Quantitative Reasoning (QR)
Humanities (HU)
Natural Science (NS)
Social Science (SS)
Other:
Course is applicable to the following additional BAS degrees:
29.
degree:
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 6/28/2016
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 101
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 6/28/2016
CAR Form (4-93), page 4
33. Additional Information (add additional pages if needed):
Revised 6/28/2016
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
__________________________________________________________________________
Recommended by: Curriculum Chair
Date
__________________________________________________________________________
Approved by Academic Senate: Academic Senate Chair
Date
__________________________________________________________________________
Endorsed by: Chief Academic Officer
Date
__________________________________________________________________________
Approved by: Chancellor
Date
Revised 6/28/2016
CAR Form (4-93), page 6
Maui Community College
Course Outline
1. Alpha
FIL Number
101
Course Title
Beginning Filipino I
Credits
4
Department
Humanities
Date of Outline
4/12/10 Effective Date Fall 2010
2. Course Description:
N/A
Contact Hours/Type
4 hours/lecture
N/A
Pre-requisite may be waived by consent
Co-requisites
AS Program
yes
no
N/A
Recommended Preparation
4. Function/Designation
5-year Review Date 4/12/15
Introduces speaking, listening, reading, and writing skills of basic
Tagalog. Includes the following: (a) the basic structures of Tagalog;
(b) language commonly used in daily situations; and, (c) different
aspects of Philippine cultures.
Cross-list
3. Pre-requisites
Author Debra Nakama
N/A
AA AP - Asia/Pacific Perspective
HU - Humanities
List Additional Programs and Category: Elective
AAS Program
HU - Humanities
BAS Program
Category
Developmental/Remedial
LE - Elective
List Additional Programs and Category: Elective
List Additional Programs and Category:
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 6/28/2016
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 communicative situations such as informal
conversations involving greetings, introductions, and taking leave, and more complex exchanges
involving requests, responding to questions, and reporting information.
b. Express knowledge, ideas and emotions using appropriate vocabulary and grammatical structures.
c. Produce the sounds in the Filipino language clearly and accurately.
Listening:
d. Demonstrate understanding of sentence-length utterances which involve specific content referring
to personal and social backgrounds, and common tasks such as getting meals, receiving 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 such as reading formulaic
texts (e.g. timetable, maps, menus, and signs)
g. Infer meaning of vocabulary words based on context and background knowledge.
h. Demonstrate understanding of the main idea of simple authentic reading texts in Filipino
(Tagalog).
Writing:
i. Fill out forms with biographical information.
j. Take down dictation and simple notes based on spoken words.
k. Write short and simple compositions, letters, and journals describing everyday events and topics of
personal experiences
Revised 6/28/2016
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: OVERVIEW OF COURSE AND GREETINGS, COURTESY EXPRESSIONS [I (a-h)]
Noun subject markers: ang, si
Use of Polite Particles: po, ho
Song: Kumusta ka?, Magandang Umaga!
WEEK 2: INTRODUCING SELF AND OTHERS [I (a-h)]
Ano ang pangalan mo? ko? niya? Pronouns: Ang & Ng setSaan ka galing/pupunta?; Sige
Pronunciation Drills
WEEK 3: TELLING TIME [I (a-h)]
(Spanish and Filipino numerals) 1-100
Time marker: alas, ika, Anong oras na?
Filipino Concept of Time
Time-Related Expressions • Class/Movie/TV Schedule
WEEK 4: DATES AND HOLIDAYS [I (a-h)]
Time Indicators: a-, ikaMonths and days of the week
Song: Pitong Araw; Lubi-lubi
Anong araw? Buwan?
Ask and Respond to Kailan Questions?
WEEK 5: UNIT TEST 1 [I(a-h)]
BIOGRAPHICAL INFORMATION: AGE, RESIDENCE AND BIRTHDAY [I (a-h)]
Ask and Respond to Bio Questions Pronouns, Questions Words
WEEK 6: BIOGRAPHICAL INFORMATION: OCCUPATIONS [I, III, (a-k)]
Ano ang trabaho ni ___?; Sino si ___?
Pairs for Interview
Prepare questions for Native Speaker Interview in Class
WEEK 7: PLACES, THINGS AND SCHOOL [I, II, (a-k)]
Identify Objects Inside and Outside Classroom
Ano ito, iyan, iyon? • Yes or No (BA) Questions
COLORS AND SHAPES: Linkers: -ng, -na Ano ang kulay / hugis ng ________?
Yes-No Questions / Descriptive Phrases/Sentences
NUMBERS: 1-100 (Filipino)
Ilan Question Word; BINGO Game
WEEK 8: FAMILY – INTRODUCING FAMILY MEMBERS [ I, II, III,(a-k)]
Revised 6/28/2016
CAR Form (4-93), page 9
Pronouns: Sino ito, iyan, iyon?
Relationship Affixes: Mag-, KaKaanu-ano ni __ si _? / Ano ang relasyon nina ___ at___?
Language Family Game: 7 Families
Reading Exercise: Handout
WEEK 9: PLACES AND THINGS IN A HOUSE [ I, II, III, (a-k)]
Identify parts and things inside and outside of the house
Things That Can be Found in Each Room
Ask and Respond to Nasaan? / Prepositions
Existential Sentences:May, Nasa, Wala
Song: May bata sa ilalim ng . . . .
Role Play Pronunciation Drills
WEEK 10: DESCRIBING PEOPLE USING ADJECTIVES [ I, II, III, (a-k)]
Ma-affix and Adjectival Root
Linkers; Descriptive phrases / sentences
Song: Kung ikaw ay masaya
ACTIVITY: Popular People
WEEK 11: UNIT TEST 2 [I, II, III, (a-k)]
DESCRIBING THINGS USING ADJECTIVES [I, II, III, (a-k)]
WEEK 12: LIKES AND DISLIKES [I, II, III, (a-k)]
Food, Objects, People, Places Pseudo-Verbs: Gusto, Ayaw
Review for Unit Test 3
RESTAURANT ORDERING & SHOPPING: Money Denominations, Spanish Numerals;
Magkano? [I, II, III, (a-k)]
WEEK 13: DESCRIBING FOOD AND NATURE USING ADJECTIVES [I, II, III, (a-k)]
PARTS OF THE HUMAN BODY [I, II, III, (a-k)]
Song: Sampung Mga Daliri, Paa, Tuhod, Balikat, Ulo
WEEK 14: PARTS OF THE BODY [I, II, III, (a-k)]
Masakit ang ________________
Game: Sabi ni Simon
WEEK 15: FINAL ORAL GUIDELINES [I, II, III, (a-k)]
WEEK 16: FINAL ORAL EXAM [I, II, III, (a-k)]
8. Text and Materials, Reference Materials, and Auxiliary Materials
Revised 6/28/2016
CAR Form (4-93), page 10
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. Required Textbook: Conversational Tagalog: A
Functional- Situational Approach by Teresita V. Ramos 2. Tagalog Dictionary by Teresita V.
Ramos
3. Basic English-Tagalog Dictionary
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:
Graded Activities
Assigned Points
Attendance and Performance 150 points (I,II,III,a-k)
Assignments
150 points (I,II,III,a-k)
Projects
150 points (I,II,III,a-k)
Review Quizzes and Tests 450 points (I,II,III,a-k)
Oral Progress Interview
100 points (I,II,III,a-k)
Final Exam
100 points (I,II,III,a-k)
Total
1000 points
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: N/A
Revised 6/28/2016
CAR Form (4-93), page 11
Assessment of Intended Student Learning Outcomes Standards – CCOWIQs with Ratings for FIL 101
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
Standard 1: Written Communication
FIL 101
Write effectively to convey ideas that meet the needs of specific audiences and purposes.
1
1. Use writing to discover and articulate ideas
2
1.2 Identify and analyze the audience and purpose for any intended communication
1
1.3 Choose language, style and organization appropriate to particular purposes and audiences
3
1.4 Gather information and document sources appropriately
0
1.5 Express a main idea as a thesis, hypothesis, and other appropriate content
0
1.6 Develop a main idea clearly and concisely with appropriate content
1
1.7 Demonstrate mastery of the conventions of writing, including grammar, spelling, and mechanics
3
1.8 Demonstrate proficiency in revision and editing
1
1.9 Develop a personal voice in written communication
1
Standard 2: Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems and logically
address real-life situations.
0
2.1 Apply numeric, graphic and symbolic skills and other forms of quantitative reasoning, accurately and
appropriately
0
2.2 Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate
0
2.3 Communicate clearly and concisely the methods and results of quantitative problem solving
0
2.4 Formulate and test hypotheses using numerical experimentation
0
2.5 Define quantitative issues and problems, gather relevant information, analyze that information, and present
results
0
2.6 Assess the validity of statistical conclusions
0
Standard 3: Information Retrieval and Technology (Information Literacy)
Access, evaluate, and utilize information effectively, ethically and responsibly.
0
3.1 Use print and electronic information technology ethically and responsibly
0
3.2 Demonstrate knowledge of basic vocabulary, concepts, and operations of information technology and retrieval
0
3.3 Recognize, identify, and define an information need
0
3.4 Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity
of that information
0
3.5 Create, manage, organize, and communicate information through electronic media
0
3.6 Recognize changing technologies and make informed choices about their appropriateness and use.
0
Standard 4: Oral Communication
Practice ethical and responsible oral communications appropriate to a variety of audiences and purposes.
3
4.1 Identify and analyze the audience and purpose of any intended communication.
3
4.2 Gather, evaluate, select, and organize information for the communication.
1
4.3 Use language, techniques, and strategies appropriate to the audience and occasion.
1
4.4 Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and
occasion
3
4.5 Summarize, analyze, and evaluate oral communications and ask coherent questions as needed.
3
4.6 Use competent oral expression to initiate and sustain discussion.
3
Standard 5: Critical Thinking
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.
2
Revised 6/28/2016
CAR Form (4-93), page 12
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.
5.9 Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of
others.
Standard 6: Creativity
Able to 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.
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.
0
0
0
0
0
0
0
3
2
3
1
2
2
3
0
Revised 6/28/2016
CAR Form (4-93), page 13
MAUI COMMUNITY COLLEGE
ASSOCIATE IN ARTS DEGREE
REVIEW OF COURSES FOR AA CATEGORY INCLUSION
SUBJECT ALPHA: _____FIL______
COURSE NUMBER: ______101_____
If the course is cross-listed, please provide the cross-listing: Subject _________ Course # _________
COURSE TITLE: ______Beginning Filipino I ________________________
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: ____________________
OR
 Recommend course be used only as general elective
________________________________
Instructor’s Printed Name
_______________________________
Instructor’s Signature
Date
Revised 6/28/2016
CAR Form (4-93), page 14