Major Learning Outcome 6
The student demonstrates an ability to use technology in support of his or her scholarly work and research projects; including gathering, organizing, and analyzing sources and employing appropriate delivery techniques in both written and oral formats.
Reflective Narrative
Under this criterion, I have completed the following courses: WLC 300: World Languages and Cultures Pro-Seminar (Fall 2018), RSCH 294: Introductory Undergraduate Research Experience (Fall 2019), SPAN 300: Pre-Capstone for Spanish Majors (Fall 2019) and WLC 400: World Languages and Cultures Major Capstone (Spring 2020).
Another of the most important elements in the academic environment is research and mastery of technology. In the Spanish major, I was highly exposed to a variety of websites and applications that facilitated communication and submission of assignments. In my previous academic institutions, there had already been a major focus with respect to technology in education. However, during my instance at CSUMB I experienced a transition to technology at a more significant level, especially during my last semester where classes were taught by Zoom due to the health issue that we all faced. Personally, this transition did not cause me any problems because the technological skills I already possessed helped me to successfully complete my period at CSUMB.
One of the evidences that prove the realization of this MLO is this Electronic Portfolio that records my academic and personal experiences that contributed to the development of the skills I acquired since I initiated the study of the Spanish language. As for the research projects, I had the opportunity to collaborate with Dr. Fernandez and my classmate Linda Heredia in the "Anthology of Hispanic Testimonials," a study in which we compiled additional information and edited the testimonies of my classmates from Hispanic Testimonials. Similarly, I collaborated with Heredia and our advisor Dr. Pozzi on the first phase of the Spanish Language Inclusive Project which we successfully completed in our last semester called "Perceptions of binary and non-binary inclusive language in academic communities of Buenos Aires, Argentina and California, United States" which was presented at the 2020 WLC Capstone Festival.
One of the biggest difficulties I encountered in the classes that met this MLO was the research process because it involves a complex approach. The most challenging aspect was reading peer reviewed articles and identifying their main arguments and purposes. However, I was able to overcome this challenge by reading the articles in paper so that I was able to highlight with different colors the most relevant aspects that I would include in my own work. I avoided reading extensive articles electronically because it made it more difficult to annotate them correctly. In general, I learned the process of research both in literature with the Anthology of Testimonies and in linguistics with my Capstone project. I attribute this achievement largely to the instruction of all my teachers at both Hartnell College and CSUMB. One aspect that I still need to improve is my linguistic registration in my research projects in order to present my future research in accordance with the professional requirements.
Another of the most important elements in the academic environment is research and mastery of technology. In the Spanish major, I was highly exposed to a variety of websites and applications that facilitated communication and submission of assignments. In my previous academic institutions, there had already been a major focus with respect to technology in education. However, during my instance at CSUMB I experienced a transition to technology at a more significant level, especially during my last semester where classes were taught by Zoom due to the health issue that we all faced. Personally, this transition did not cause me any problems because the technological skills I already possessed helped me to successfully complete my period at CSUMB.
One of the evidences that prove the realization of this MLO is this Electronic Portfolio that records my academic and personal experiences that contributed to the development of the skills I acquired since I initiated the study of the Spanish language. As for the research projects, I had the opportunity to collaborate with Dr. Fernandez and my classmate Linda Heredia in the "Anthology of Hispanic Testimonials," a study in which we compiled additional information and edited the testimonies of my classmates from Hispanic Testimonials. Similarly, I collaborated with Heredia and our advisor Dr. Pozzi on the first phase of the Spanish Language Inclusive Project which we successfully completed in our last semester called "Perceptions of binary and non-binary inclusive language in academic communities of Buenos Aires, Argentina and California, United States" which was presented at the 2020 WLC Capstone Festival.
One of the biggest difficulties I encountered in the classes that met this MLO was the research process because it involves a complex approach. The most challenging aspect was reading peer reviewed articles and identifying their main arguments and purposes. However, I was able to overcome this challenge by reading the articles in paper so that I was able to highlight with different colors the most relevant aspects that I would include in my own work. I avoided reading extensive articles electronically because it made it more difficult to annotate them correctly. In general, I learned the process of research both in literature with the Anthology of Testimonies and in linguistics with my Capstone project. I attribute this achievement largely to the instruction of all my teachers at both Hartnell College and CSUMB. One aspect that I still need to improve is my linguistic registration in my research projects in order to present my future research in accordance with the professional requirements.
Course Assignments
WLC 300: Electronic Portfolio
RSCH 294: Anthology of Hispanic Testimonials
SPAN 300: Spanish Language Inclusive Project
WLC 400: Perceptions of binary and non-binary inclusive language in an academic community of Buenos Aires, Argentina and California, United States.
RSCH 294: Anthology of Hispanic Testimonials
SPAN 300: Spanish Language Inclusive Project
WLC 400: Perceptions of binary and non-binary inclusive language in an academic community of Buenos Aires, Argentina and California, United States.