WLC 300: Major Pre-Capstone
Course description:
Directed toward Spanish majors preparing for their Capstone experience, this course aims to guide the student in the process of completing a capstone proposal and initiating the preliminary steps toward the graduation ePortfolio. The ePortfolio provides evidence that a student is making satisfactory progress toward meeting the Core requirements and Major Learning Outcomes (MLOs) for the Spanish B.A.
This course meets MLO 1 and 2
Directed toward Spanish majors preparing for their Capstone experience, this course aims to guide the student in the process of completing a capstone proposal and initiating the preliminary steps toward the graduation ePortfolio. The ePortfolio provides evidence that a student is making satisfactory progress toward meeting the Core requirements and Major Learning Outcomes (MLOs) for the Spanish B.A.
This course meets MLO 1 and 2
Course Reflective Narrative:
The target of this course was to have all students prepared for the Capstone and highly related to help in completing this ePortafolio. The approach taken to how to become better researchers and writers, began with analyzing articles. The pieces read were part of the reacher communities and professionals who guide newly researchers how to direct to your audience and publish a good paper. Shortly after we had examined different ways to write and conduct a research, we began exploring the topics of interest, either being linguistics or literature: among this exploration we completed MLO 3 by exploring the linguistic aspects under the Hispanic communities. To conclude o what the topic each classmate would focus on, a presentation was given and that information would be used by finalizing the project in Capstone under the course WLC 400. As we all shared the fascinating ideas we had for each project, impulsed an interest to do mini projects, with the focus of immigrants obstacles and disadvantages in the United States. The projects I do as I gathered details of immigration and Spanish heritage speakers, is an activity I do off campus and off any required assignment, with the help of my family members. All in all, the information and skills learned in this course were always connected to the activities that would be taken in the early stages of our project. The abilities obtained were able to be transported to WLC 400, as we would begin the final stages of the research. Some activities preformed were, for example, informal and formal presentations to help adhere the necessary skills to perform well enough in Spanish, fulfilling MLO 1 and MLO 6. Among the many presentations, my project partner and I were able to adapt a great skill, writing scripts to organizing ideas. The use of scripts was something I had not tried before, however, I am glad to have used it because it now forms part of my preparation strategies before a speech.
The target of this course was to have all students prepared for the Capstone and highly related to help in completing this ePortafolio. The approach taken to how to become better researchers and writers, began with analyzing articles. The pieces read were part of the reacher communities and professionals who guide newly researchers how to direct to your audience and publish a good paper. Shortly after we had examined different ways to write and conduct a research, we began exploring the topics of interest, either being linguistics or literature: among this exploration we completed MLO 3 by exploring the linguistic aspects under the Hispanic communities. To conclude o what the topic each classmate would focus on, a presentation was given and that information would be used by finalizing the project in Capstone under the course WLC 400. As we all shared the fascinating ideas we had for each project, impulsed an interest to do mini projects, with the focus of immigrants obstacles and disadvantages in the United States. The projects I do as I gathered details of immigration and Spanish heritage speakers, is an activity I do off campus and off any required assignment, with the help of my family members. All in all, the information and skills learned in this course were always connected to the activities that would be taken in the early stages of our project. The abilities obtained were able to be transported to WLC 400, as we would begin the final stages of the research. Some activities preformed were, for example, informal and formal presentations to help adhere the necessary skills to perform well enough in Spanish, fulfilling MLO 1 and MLO 6. Among the many presentations, my project partner and I were able to adapt a great skill, writing scripts to organizing ideas. The use of scripts was something I had not tried before, however, I am glad to have used it because it now forms part of my preparation strategies before a speech.