Category: LIL120 (Page 1 of 3)

I learned a lot from this experience using new technology than was unfamiliar to me. At first, I struggled, and I know that I should’ve watched tutorials on how to do it rather than just giving up. That is the first big lesson I learned. Regarding the technology, it got easier after playing around with it. The transitions are pretty choppy but I definitely think I can clean that up for next time. It makes a lot more sense now, and I think I’m pretty confident on recording, editing (fading, amplifying) along with adding the music.

1. Quote: “They can think about how these technologies shape the formation of their understanding of the world – how knowledge is formed and shared; how identity is formed and expressed”
   1. Comment: I think that providing students with this domain is so important to expanding knowledge of so many areas. The web is a vast area for so much learning, as it has the ability to transform students into scholars. Anyone using a domain can start to understand how these digital technologies work, and how they shape the formation of the world. Using these domains to share information, collaborate with other scholars, and present your information in a meaningful way is key in taking the next step in your education. 
      1. Question: Can domains be a way to find your identity? Specifically, your educational identity and what you specialize in. 

1. Quote: “Even if we’ve paid a fee at the door of the museum or concert hall, when we are touched by a work of art something comes to us that has nothing to do with price” (66). 
   1. Comment: I think this whole concept of a “gift economy” is so interesting to me, because I actually understand the concept behind it. The concert example resonates with me more than any other example because of my love for live music and the feeling that it brings me. This feeling- this experience that brings peace to my heart, joy to my soul, and the ability to get lost in the music, is a gift. Even though I may pay a price for the concert, that seems irrelevant when the art matters. 
      1. Question: I understand this in a concert or museum sense. But, where is the line between a gift economy and a market economy when dealing with putting a price on physical art pieces? Is it still a gift? 

2. Quote: “Old and new make the warp and woof of every moment. There is no thread that is not a twist of these two strands. By necessity, by proclivity, and by delight, we all quote” (68).
   1. Comment: This quote is taken from the last page where the author is wrapping up and concluding the piece with final points about plagiarism in everyday communication. I never have thought about it this way until now, and it opened my eyes a little bit and  it was very interesting to think about. Everything that we say is plagiarism, nothing said is new and original. I love the part in the quote above that states:  “There is no thread that is not a twist of these two strands” The two strands being old and new, and creators or any human being in that sense, will use these both together in the same context. 
      1. Question: What is meant by “by delight, we all quote” The word delight here, what aspect is this seen in? I don’t understand how there is “delight” in this sense. 

On Monday, October 5th, I went to a viewing of a movie called “2040” by the environmental classes. The movie was about climate change and other issues in today’s society, and it brought up multiple solutions on how we can fix up our world. After the film, there was a discussion panel section, where we were able to talk through some of the solutions and/or what we found interesting during the movie. I learned a lot about how I can even be a huge part in reducing climate change and restoring the world.

The main solution they brought up was about educating women in girls in society because providing them with job opportunities and a good education. This will give them a better quality of life and have such a huge impact on our environment, society, and economy. It’s also a win/win because as we are fighting climate change, we are also educating women and girls. 

I’ll mention a few other solutions they provided. First ride sharing and electric cars. Rideshare would take a ton of cars off the roads and therefore reduce emissions. There will be more parking spots available. With electric cars, obviously, they don’t have emissions so this is a key shift we are moving towards. Second there is regenerative farming, which is what we need to shift back to. This is when the plants absorb the CO2 from the atmosphere and they use it to make simple sugars which is their food. The rest they store in the soil, which enriches it first of all, and second of all it takes CO2 from the atmosphere. The third solution I want to talk about is the use of seaweed and how key it is. Seaweed absorbs a ton of CO2 from the atmosphere which is great for restoring the alkaline imbalance which has been destroying marine ecosystems. 

*no picture taken*

1.  Connection to learning outcomes:

After reading through the learning outcomes of my major I see feel it’s more vocational focused, rather than an enriched. For example, learning outcome number two describes “Demonstrate written communication skills expected of a future professional in the field: and then bullets include  – write for specific purposes and situations, and write informatively, persuasively and clearly. Where does this tie into any of Boyer’s three enriched major questions. I don’t see it giving any indications of the history, I cannot see where ethical or moral issues apply, and I cannot make social/economic connections. Although this is okay, because I don’t believe the three questions have to be used in every aspect. This baseline, technical knowledge is very important as well – and then you can build on this. A lot of these learning outcomes, at first glance, portray this sort of vocational feel. This is where we have to expand into looking at course descriptions ect.

2. Connections to a course description: 

The course, “Social Media: Theory and Practice”, even though it isn’t a required course of the major, I feel that is a very good class to take, that encompasses some very enriched ideas. The course description “This course explores the role of media and mediated communication in shaping human interaction and society. Students will engage with social media and mediated communities in a variety of contexts in the process of reflecting on and critiquing the effect of communication technology on everyday life. The course will evaluate a variety of current events and topics of debate in media culture shaped by social, mobile, and digital communication technology.” Being able to take skills learned in communications (such as the media) and apply it to everyday life. Exploring the role of the media and mediated communication in shaping human interaction and society can be used in a variety of ways to solve social issues ect. A variety of current events will be explored which provides a broad understanding and requires skills that are learned in an enriched major. A vocational major will not provide you with the skills necessary to think critically, analyze, or connect anything. What this major does really well is give students the skills necessary to “lift up a job and give it meaning” (Boyer 22). It provides a broad range of opportunities that aren’t as available in a narrowly focused, specialized education. 

1. 
    In this first paragraph I wanted to outline that I feel that there is a weak leg in the subject of social and economic implications being outlined in the communications major. Maybe it is just because I’m struggling to see the clear connections, even though they may be there. When I’m looking through the course descriptions, I can see multiple areas of historical context, and some places where ethical and moral values come into play. Maybe I need to look deeper into this question about social and economic implications and I need to read between the lines more to see where they apply. 

2. History and traditions of the field, outlined in Boyers “enriched major” , is very much present in the communications major here at UNE. When reading through the mission statement, learning outcomes ect – it is hard to find where this comes into play. It’s when you dig into the course descriptions of some of the classes you learn where you will gain this knowledge. In the class “Introduction to Journalism” – part of the description includes “including investigation of the role of the journalist historically and in the present day. In the class “Intro to Communications” some of the course description includes “Topics include the history of communications as an academic discipline.” These are just two examples, but looking through the courses – a lot of them include a historical context. This is a key part of Boyers “Enriched Major.” 

Connection Synthesis Table:

Paragraph-like Units

I believe that through drawing connections from various texts, my major can definitely fit into the definition of Boyers “enriched major.” To start off, I wanted to draw on the liberal arts education preparing students for the career world but also personally as well. The learning outcomes of my major (communications) states that it will…“Prepare students for ethically and socially responsible roles in their chosen professions and society. Help students achieve their personal and career goals. Prepare students for entry-level positions in either the private or public sector and/or to prepare students for coursework at the graduate level. Then adding in another area “..function effectively in the professional world and their personal lives.” A major misperception of the liberal arts education is that it won’t prepare students for a career job. Ungar states “The responsibility of higher education today is to prepare people ‘for jobs that do not yet exist.’ It may be that studying the liberal arts is actually the best form of career education” (Ungar). Boyer uses his reasoning to explain that liberal education should be brought into the curriculum for the reason that it is inevitably used in real life (personal life). Then also adding “Such linkage can be cultivated in all disciplines, and be exemplified in the lives of those who teach them” (Boyer). 

I wanted to touch on the social and economics implications which are key in an enriched major, and how these connect in all three-four texts. Boyer starts off saying.. “Specialists must make judgments that are not only technically correct but also include ethical and social considerations. And the values professionals bring to their work are every bit as crucial as the particularities of the work itself”  This leads into his example of …“Designing high-powered automobiles, fast trains, and supersonic airplanes requires technological skills, but we are far from designing environments and transportation systems that effectively serve human needs” (Boyer). This relates to an area of text in Scheuer …“Using them without obscuring the underlying connections is another hallmark of higher-level thinking. Climate change and biodiversity, for example, cannot be fully understood unless seen as both distinct and related phenomena”. Both of these texts are describing the idea that an enriched major will allow individuals to not only use their traditional technical skills, but put them to work in a social and economic aspect to solve issues etc. Now, how is this seen in the learning outcomes in my major? “In addition to studying the traditional communications disciplines, such as marketing, public relations, global communications, journalism, and business communications, you will develop highly marketable skills in digital media production – so you’ll be prepared to engage 21st century audiences through multiple media platforms.” I really like how there is emphasis on “in addition to the traditional communications disciplines” because this is not the only thing that is important – because it can be pretty narrow. So there isn’t just focus on the mere technical training, but the ability to broaden your horizons into using your skills in different disciplines. 

I believe that my major is preparing me for the real world because we aren’t studying a narrow specialization, but studying multiple arrays of communications, and teaching us how we can use these in other disciplines and to solve everyday problems. An enriched major, such as communications, will open your mind up to different ideas and look at things from different perspectives. As said in Boyer “To keep the undergrad program very general, to look at the larger context, and not get down to the technical aspects of management. We don’t want narrowly trained undergraduates- we think we’re honing minds here. They should see business as a social enterprise.” 

What: FAA- Female Athlete Alliance 

I am a part of the club FAA, which stands for Female Athlete Alliance. This club stands for promoting gender equality in sports, which is done through community outreach, activites, and education. It is a very supportive environment where anyone can express their concerns, thoughts, or any issues they are having. We meet bi-weekly on Thursday nights at 8:00 at the Harold Alfond Forum. 

This past Thursday we had a guest speaker, who spoke about her experience with beating breast cancer, and she is also the Women’s Lacrosse Coach here at UNE. The most important thing I learned from this experience was about bringing awareness to your body, and how you can make sure that you are keeping yourself safe. I think that gender equality in sports is a huge deal and I love everything that this club stands for. I have learned that as a group, we can change the stigma facing women in sports by outreach in our community. The more people that we can get to join, the more we can promote what we stand for and make a difference. 

1. What is a central tension Boyer discusses in his chapter? Support your response with a quote from Boyer and at least 4 sentences of explanation.
   1. A central tension that I picked up on in this chapter is the clear divide between the study of general education and specizlied education at many colleges and institutions. With this, we come back again, to the liberal arts versus the “career education.” The notion that, to create a successful career, students can utulize both, meaning these two areas can work together. “The amount of misunderstanding and hostility crackling between the two cultures is amazing and, considering our liberal arts mission, probably destructive. Each side needs somehow to be convinced that they are working for similar objectives” (Boyer 221). It’s already been proven, earlier in the article and in various other studies, that employers specifically look to hire people with skills obtained from the liberal arts (reasoning, critical thinking, reading/writing ability). They rank more important to employers than the actual technical skills. The tension in this chapter, like I said, is career education versus liberal education. Boyer is clearly pushing for the side of the liberal education, but in the sense that it can be used within technical training and more specziled majors. This is his whole idea of an “enriched major”. 

2. What is Boyer’s “Enriched Major” idea, and how does he imagine it as a response to a key tension? Support your response with a quote and at least 3 sentences of explanation.
   1. Boyers “enriched major” deals with the concept that students should study a field in depth, but at the same time, puting this field of study into perspective – into a larger, deeper, and wider context. Not keeping it so narrow – being able to discuss it and use it in terms of other ares such as in the social aspect. “If a major is so narrow and so technical that it cannot be discussed in terms of its historial and social implications, if the work in the proposed field os tudy cannot be a broadening experience, then the department is offering mere technical training that belongs in a trade school, not on a college campus, where the goal is liberal learning” (Boyer 223). We can connect all that we’ve learned about the liberal arts and how important and crucial they are to study. The exact idea about the “enriched major” is that we can use critical thinking and reasoning skills, problem solving skills, and the ability create connections between, for example, a technical major and social and economic involvement. Boyers “enriched major” wants students to not study so narrowly – pushing schools to keep undergrad programs general rather than honing in on the technical aspects of a certain discipline. 

Annotations:

What: Varsity field hockey team

I play on the varsity field hockey team here at UNE. We are a top team in our conference, which is the Commonwealth Coast Conference.

Being on a team, I feel like I am part of a community that I love. During this time, I am learning so much about leadership and how to work together as a group to get things done. A goal I have is to be a captain by my senior year, so I’m taking in a lot of key leadership skills from my current senior captains. As a team, we participate in community service events around the Maine community and in the school as well. This goes along with what is said in the Core Handbook about reinforcing Core themes and acting as an engaged citizen.

Juggling daily practices and up to two games a week, I have learned how to multitask and balance everything accordingly. Making sure that I utilize any free-time I have to get ahead on homework has been key for me, as well as using my agenda book. Writing down my assignments and aligning them with my field hockey schedule, I can see what I have gotten done and what I still need to do. This has been important when I have a weeknight game where I wouldn’t be home until late hours of the night. I feel that I will take these multitasking and balancing skills with me through the rest of my life and in my professional career.