University of Hawaii Maui College Curriculum Action Request (car) Form



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Curriculum proposal number 2010.33

University of Hawaii Maui College

Curriculum Action Request (CAR) Form

C
For Banner use:

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ourse


1. Author(s): Debra A. Nakama and Sydney Villegas
2. Department: Humanities
3. Date submitted to Curriculum Committee: 3/17/11
4. Type of action:

Addition: Modification:

 regular  alpha/number  pre-requisite

 other; specify:       title  co-requisite

 credits  recommended prep

 description  other; specify:      

5. Existing course:

Alpha:       Number:      Title:       Credits: 
6. Proposed new/modified course:

Alpha: FIL Number: 261 Title: Philippine Literature 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):

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.




  1. 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  yes; explain:      
17. Proposed term of first offering: 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  Hybrid

 Other, explain:      



  1. 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:      


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       degree:

 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.  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)

 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:      


33. Additional Information (add additional pages if needed): Diversification Literatures (DL)


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

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 5-year Review Date 3/ 2018
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  yes  no

Co-requisites N/A
Recommended Preparation na
4. Function/Designation AA  
AS   List Additional Programs and Category: Humanities (HU)     
AAS   List Additional Programs and Category: Humanities (HU)

BAS   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.

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

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.

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. exams and quizzes with feedback and discussion;

b. lectures and class discussions;

c. videos, DVDs, CD-ROMs with detailed viewing guides and discussion questions;

d. guest speakers and attendance at public lectures;

e. group activities;

f. oral reports and other student presentations;

g. group and/ or individual research projects with reports or poster presentations;

h. subject research;

j. web-based assignments and activities;

k. reflective journals;

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.

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 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.

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

5.5 Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence.

2

5.6 Apply problem-solving techniques and skills, including the rules of logic and logical sequence.

0

5.7 Synthesize information from various sources, drawing appropriate conclusions.

1

5.8 Communicate clearly and concisely the methods and results of logical reasoning.

0

5.9 Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others.

3

Standard 6: Creativity





Able to express originality through a variety of forms.

2

6.1 Generates responses to problems and challenges through intuition and non-linear thinking.

3

6.2 Explores diverse approaches to solving a problem or addressing a challenge.

1

6.3 Sustains engagement in activities without a preconceived purpose.

2

6.4 Demonstrates the ability to trust and follow one’s instincts in the absence of external direction.

2

6.5 Applies creative principles to discover and express new ideas.

3

6.6 Builds upon or adapts the ideas of others to create novel expressions or new solutions.


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


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.
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:


  1. Develop students’ understanding of the cultural perspectives, world views, and values of peoples indigenous to Asia or the Pacific.

  2. Develop students’ understanding of Asia/Pacific regions though focus on historical, political, economic, cultural, societal, or artistic topics.

  3. 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
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:


  1. Develop students’ understanding of ideas, societies, artifacts, and cultures with an emphasis on the community.

  2. Practice various methods of inquiry such as reflection, analysis, observation, and/or argumentation.

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 1/27/2017

CAR Form (4-93), page






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