Curriculum proposal number 2010.33
University of Hawaii Maui College
Curriculum Action Request (CAR) Form
Course
For Banner use:
1. Author(s): Debra A. Nakama and Sydney Villegas
___ SCACRSE
___ SCAPREQ
2. Department: Humanities
___ CAPPs
___ WebCT-Detl
___ CoReq-Detl
3. Date submitted to Curriculum Committee: 3/17/11
___ Equiv-Detl
___ Old Inactivated
4. Type of action:
Addition:
regular
other; specify:
5. Existing course:
Alpha:
Number:
___ Crosslist done
Modification:
alpha/number
title
credits
description
Title:
6. Proposed new/modified course:
Alpha: FIL Number: 261 Title: Philippine Literature
___ Another prereq
pre-requisite
co-requisite
recommended prep
other; specify:
Credits: credits
Credits: 3
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
Surveys Philippine/Filipino literature from the early period to contemporary times. It will introduce
canonical works and authors as well as major literary forms of the period. Selected literary pieces in
English and in English translation are studied in this course.
9. Pre-requisite(s) – see Prerequisite Style Sheet for samples:
ENG 100 with grade C or better; 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:
3 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
17. Proposed term of first offering:
yes; explain:
SPRING semester of
2012 year.
18. List catalog used and then degrees, certificates, prerequisites, and catalog sections and their page
numbers affected by this proposal: 117
19. Maximum enrollment: 35 Rationale, if less than 35:
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:
no
yes; explain:
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.
Explain:
Revised 6/28/2016
CAR Form (4-93), page 2
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
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
Numeracy (FN)
Oral Communication in English (FO)
Revised 6/28/2016
CAR Form (4-93), page 3
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 UHMC:
yes Specify college(s), course, alpha, and number where same or similar course is taught: ASAN
203: Philippine Culture: A Survey of Philippine Cultural History (Leeward Community College); FIL
461: Filipino Contemporary Literature and FIL 462: Filipino Traditional Literature (University of
Hawai`i - Manoa)
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 a result of the
Pamantasan Philippine/Filipino Committee, a system-wide effort.
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): Diversification Literatures (DL)
Revised 6/28/2016
CAR Form (4-93), page 5
University of Hawaii Maui 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
University of Hawaii Maui College
Course Outline
1. Alpha
FIL
Number
261
Course Title
Philippine Literature
Credits
3
Department
Humanities
Author Debra A. Nakama and Sydney Villegas
Date of Outline
March 2011
Effective Date Spring 2012
2. Course Description:
Surveys Philippine/Filipino literature from the early period to contemporary
times. It will introduce canonical works and authors as well as major
literary forms of the period. Selected literary pieces in English and in
English translation are studied in this course.
Cross-list
N/A
Contact Hours/Type
3 hours lecture
3. Pre-requisites
ENG 100 with grade C or better; or consent
Pre-requisite may be waived by consent
Co-requisites
AS Program
yes
no
N/A
Recommended Preparation
4. Function/Designation
5-year Review Date 3/ 2018
na
AA Category
Category
Additional Category
List Additional Programs and Category: Humanities
(HU)
AAS Program
Category
List Additional Programs and Category: Humanities (HU)
BAS Program
Category
List Additional Programs and Category: Humanities (HU)
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.
Revised 6/28/2016
CAR Form (4-93), page 7
Responsible committee:
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. Demonstrate knowledge of the world view that is exemplified in Philippine/Filipino traditions and
literature from the early period to contemporary times;
II. Consider works of Philippine/Filipino traditions and literature as reflections of their cultural milieu
and compares that milieu with his or her own experience;
III. Discuss major themes in Philippine/Filipino traditions and literature, explain their implications,
and identify their basic assumptions; and
IV. Express ideas and opinions about Philippine/Filipino traditions clearly and convincingly, both
orally and in writing, using the terminology of literary and/or cultural analysis and providing textual
evidence to support opinions and ideas.
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:
a. Demonstrate knowledge of the forms and content of Philippine/Filipino traditions and literature;
and
b. Identify and explain figurative language and narrative, poetic, and linguistic techniques used by
storytellers.
7. Suggested Course Content and Approximate Time Spent on Each Topic
Linked to #5. Student Learning Outcomes and # 6 Competencies/Skills/Issues
1 week
Ice breaker/get acquainted activity
Introduction to the course syllabus including discussion of course materials, assignments,
assessments, and projects. Short introduction to Philippine culture (I, II, b)
1-2 weeks Oral lore from Pre-Colonial Times (1521-1564) (I, II, III, a, b)
A. The Regional Evolution of Oral tradition in The Philippines
1. Tales of the Igorot and The Tinguian
2. Tungkung Langit and Alunsina (Panay-Visayan Myth)
3. Biag ni Lam-Ang (Ilocano Epic)
4. Indrapatra at Sulayman (Maranao Epic)
5. Tagalog riddles, proverbs, and songs
B. Literature under Spanish colonialism (1565-1897)
1. The works of Jose Rizal
Revised 6/28/2016
CAR Form (4-93), page 8
2-3 weeks The Early Period (1900-1930) (I, II, III, IV, a,b)
A. Poetry/Tula: Manalang-Gloria and Villa
B. Short Stories/Maikling Kuwento: Marquez Benitez to Santos
C. Drama/Dula: Guerrero and Florentino
2-3 weeks
The Middle Period (1930-1960) (I, II, III, IV, a, b)
A. Poetry/Tula: Bulosan and Moreno
B. Short Stories/Maikling Kuwento: Rotor and Gonzales
C. Novels/Nobela: Children of the Ash-Covered Loam by NVM Gonzales
D. Drama/Dula: Polotan and Brilliantes
Midterm (I, II, III,a, b)
2-3 weeks
The Modern Period (1960- 1975) (I, II, III, IV, a,b)
A. Poetry/Tula: Tiempo and Bautista
B. Short Stories/Maikling Kuwento: Cordero-Fernando and Ong
C. Novels/Nobela: America is in the Heart by Carlos Bulosan
D. Drama/Dula: Alfon and Joaquin
2-3 weeks
Contemporary Philippine Literature (I, II, III, IV, a, b)
A. Poetry/Tula: Evasco and Aguilar Carino
B. Short Stories/Maikling Kuwento: Polotan-Tuvera and Nakpil
C. Novels/Nobela: Dogeaters by Jessica Hagedorn
D. Drama/Dula: Lapena-Bonifacio and Rodrigo
1 week
Synthesis and Final Exam (I, II, III, IV, a, b)
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:
Appropriate text(s) and materials will be chosen at the time the course is offered from those currently
available in the field. Examples include:
Texts, such as
Francia, Luis. Brown River, White Ocean: An Anthology of Twentieth-Century Philippine
Literature in English. Rutgers University Press, 1993.
Patron, Ida Yap. Interactive Reading-Responding to and Writing about Philippine Literature.
Manila: Great Books Trading, 2002.
Aguila, Antonio, et al. Philippine Litratures: text, themes, and approaches. Manila:
UST Publishing House, 2008.
Abad, Gemino (Ed.). The Likhaan Anthology of Philippine Literature in English from 1900
to the Present. Quezon City: University of the Philippines Press, 2002.
Revised 6/28/2016
CAR Form (4-93), page 9
Appropriate reference materials will be chosen at the time the course is offered from those currently
available in the field. Examples include:
Journal articles
Villegas, Sydney Gonzales. The Myth and Ritual in Maytinis: A Christmas Celebration in
Kawit, Cavite. Philippine Humanities Review, 2009.
Villegas, Sydney Gonzales. Women in Theater: A Feminist Reading and Performance of
Two Plays. Proceedings from De La Salle University Arts Congress, 2008.
Appropriate auxiliary materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: N/A
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:
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:
10-20 % Examinations including written quizzes, midterm(s) and/or a final covering lectures,
discussions, media presentations, field trips, guest speakers, and reading assignments (I,II,III,IV, a, b);
20-40% Reading and writing summaries and/or reactions to articles: newspapers, broadcast video,
CD-ROMs, DVDs, magazines, journals, lectures, web-based material, etc.] (I,II,III,IV, a, b);
10-20%
Participation in class discussions, and group or individual oral reports (I,II,III,IV, a, b);
10-20%
Final paper (I, II, III,IV, a, b)
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:
a.
b.
c.
d.
e.
f.
g.
h.
j.
k.
exams and quizzes with feedback and discussion;
lectures and class discussions;
videos, DVDs, CD-ROMs with detailed viewing guides and discussion questions;
guest speakers and attendance at public lectures;
group activities;
oral reports and other student presentations;
group and/ or individual research projects with reports or poster presentations;
subject research;
web-based assignments and activities;
reflective journals;
Revised 6/28/2016
CAR Form (4-93), page 10
l.
drama presentation/ dramatic reading.
11. Assessment of Intended Student Learning Outcomes Standards Grid attached
12. Additional Information: Diversification Literatures (DL), Asia/Pacific Requirement (AP), Community
(CO). See attached forms.
Revised 6/28/2016
CAR Form (4-93), page 11
Assessment of Intended Student Learning Outcomes Standards – CCOWIQs with Ratings for FIL 261
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 261
Write effectively to convey ideas that meet the needs of specific audiences and purposes.
2
1.1 Use writing to discover and articulate ideas
2
1.2 Identify and analyze the audience and purpose for any intended communication
2
1.3 Choose language, style and organization appropriate to particular purposes and audiences
3
1.4 Gather information and document sources appropriately
1
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
2
1.7 Demonstrate mastery of the conventions of writing, including grammar, spelling, and mechanics
3
1.8 Demonstrate proficiency in revision and editing
2
1.9 Develop a personal voice in written communication
3
Standard 2: Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems and logically address reallife 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.
2
4.3 Use language, techniques, and strategies appropriate to the audience and occasion.
2
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.
2
5.1 Identify and state problems, issues, arguments, and questions contained in a body of information.
2
5.2 Identify and analyze assumptions and underlying points of view relating to an issue or problem.
2
5.3 Formulate research questions that require descriptive and explanatory analyses.
0
5.4 Recognize and understand multiple modes of inquiry, including investigative methods based on observation and
analysis.
2
Revised 6/28/2016
CAR Form (4-93), page 12
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 information 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.
Revised 6/28/2016
CAR Form (4-93), page 13
2
0
1
0
3
2
3
1
2
2
3
0
UNIVERSITY OF HAWAII MAUI COLLEGE
ASSOCIATE IN ARTS DEGREE
REVIEW OF COURSES FOR DIVERSIFICATION REQUIREMENTS
Any UH course with a diversification or equivalent designation that transfers to another UH campus will
be accepted with the sending campus’ designation. At each participating UH campus, the diversification
designation is consistent with the hallmarks described below. Courses are approved through a campus
level process and reviewed at least every five years to ensure that the course continues to meet the
hallmarks.
SUBJECT ALPHA: _________FIL_____
COURSE NUMBER: ____261__________
If the course is cross-listed, please provide the cross-listing: Subject _________ Course # _______
COURSE TITLE: ______________________Philippine Literature_____ __________
UH MANOA DIVERSIFICATION CATEGORY:
UHMC RECOMMENDED CATEGORY:______________DL_________________
(Refer to attached Hallmarks)
Is the course outline, on file with the UHMC Curriculum Committee, consistent with the stated
Hallmarks? __X__ Yes _____ No
If “No” and you wish to submit changes to correspond with the Hallmarks, attach a University of
Hawaii Maui 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
Debra A. Nakama and Sydney Villegas____
Instructor’s Printed Name
_______________________________
Instructor’s Signature
Date
2/2010
Revised 6/28/2016
CAR Form (4-93), page 14
HALLMARKS:
To satisfy the Arts (DA) area requirement, at least two thirds of a course will
 Use the definitions, descriptions, and terminology of the visual arts, performing arts, and other
creative arts.
 Emphasize the acquisition of practical and theoretical skills necessary to produce visual, performing,
or other creative arts for primarily aesthetic purposes.
 Develop creative abilities in which artistic conventions are applied and originality is sought.
To satisfy the Humanities (DH) area requirement, at least two thirds of a course will
 Use the terminology of historical, philosophical, language, or religious studies.
 Involve texts, artifacts, concepts, processes, theories, or issues of concern in these studies.
 Demonstrate inquiry that that involves the methods of study, reflection, evidence gathering, and
argumentation that are employed in these studies.
To satisfy the Literatures (DL) area requirement, at least two thirds of a course will
 Use the terminology of literary and/or cultural analysis.
 Involve the study of texts, concepts, forms, figures, styles, tonalities, processes, theories, or issues
relating to literary and/or cultural analysis.
 Demonstrate inquiry that is guided by qualitative, argumentative, and/or quantitative methods
employed in literary and/or cultural analysis.
To satisfy the Biological Science (DB) area requirement, at least two thirds of a course will
 Use the terminology of the biological sciences.
 Involve knowledge and theories relating to processes in the biological sciences.
 Demonstrate inquiry that is guided by observation/experimentation and reasoning/mathematics.
To satisfy the Physical Science (DP) area requirement, at least two thirds of a course will
 Use the terminology of the physical sciences.
 Involve knowledge and theories relating to processes in the physical sciences.
 Demonstrate inquiry that is guided by observation/experimentation and reasoning and
mathematics.
To satisfy the Laboratory (DY) area requirement, at least two thirds of a course will
 Use the laboratory methods of the biological or physical sciences.
 Involve processes and issues of design, testing, and measurement.
 Demonstrate the strengths and limitations of the scientific method.
To satisfy the Social Sciences (DS) area requirement, at least two thirds of a course will
 Use the terminology of theories, structures, or processes in the social or psychological sciences.
 Involve the concepts, models, practices, or issues of concern in the scientific studies of those
theories, structures, or processes.
Demonstrate inquiry that is guided by quantitative and/or qualitative methods employed in the scientific
study of structures or processes of these sciences.
Revised 6/28/2016
CAR Form (4-93), page 15
UNIVERSITY OF HAWAII MAUI COLLEGE
ASSOCIATE IN ARTS DEGREE
REVIEW OF COURSES FOR AA CATEGORY INCLUSION
SUBJECT ALPHA: ____FIL_______
COURSE NUMBER: __261_________
If the course is cross-listed, please provide the cross-listing: Subject _________ Course # _______
COURSE TITLE: _____Philippine Literature
CATEGORY:
II – BREADTH OF UNDERSTANDING AND EXPERIENCE
SUB-CATEGORY: Asia/Pacific Perspective
RELATED PROGRAM LEARNING OUTCOME: Students will demonstrate knowledge of the
multiple dimensions of the Asia/Pacific region.
HALLMARKS:
To satisfy the Asia/Pacific Perspective requirement, a course will:
a) Develop students’ understanding of the cultural perspectives, world views, and values of peoples
indigenous to Asia or the Pacific.
b) Develop students’ understanding of Asia/Pacific regions though focus on historical, political,
economic, cultural, societal, or artistic topics.
c) Foster an appreciation of multi-cultural understanding through in-depth analysis of topics and artifacts
from varied cultural points of view.
Is the course outline, on file with the UHMC Curriculum Committee, consistent with the Hallmarks stated
above? ___x__ Yes _____ No
If “No” and you wish to submit changes to correspond with the Hallmarks, attach a University of
Hawaii Maui 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
Debra A. Nakama & Sydney Villegas
Instructor’s Printed Name
____________________________
Instructor’s Signature
Date
Revised 6/28/2016
CAR Form (4-93), page 16
UNIVERSITY OF HAWAII MAUI COLLEGE
ASSOCIATE IN ARTS DEGREE
REVIEW OF COURSES FOR AA CATEGORY INCLUSION
SUBJECT ALPHA: ______FIL_____
COURSE NUMBER: _____261______
If the course is cross-listed, please provide the cross-listing: Subject _________ Course # _______
COURSE TITLE: __Philippine Literature____________________________________
CATEGORY:
II – BREADTH OF UNDERSTANDING AND EXPERIENCE
SUB-CATEGORY: Human Understanding
The Community
RELATED PROGRAM LEARNING OUTCOME: Students will demonstrate knowledge of the
diversity of human conditions and cultures in local and global communities.
HALLMARKS:
To satisfy the Human Understanding of the Community requirement, a course will:
Develop students’ understanding of ideas, societies, artifacts, and cultures with an emphasis on the
community.
b)
Practice various methods of inquiry such as reflection, analysis, observation, and/or argumentation.
a)
Is the course outline, on file with the UHMC Curriculum Committee, consistent with the Hallmarks stated
above? ___x__ Yes _____ No
If “No” and you wish to submit changes to correspond with the Hallmarks, attach a University of
Hawaii Maui 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
Debra A. Nakama & Sydney Villegas
Instructor’s Printed Name
____________________________
Instructor’s Signature
Date
Revised 6/28/2016
CAR Form (4-93), page 17