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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 Student interview for Place-Based WAC/WID writing instruction in English, clip 8 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 2 Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 3 Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 5 of 11 Place-based WAC/WID Hui. - 2015 BASE Show details 4 Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 5 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 5 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10 Place-based WAC/WID Hui. - 2015 BASE Show details 6 Student interview for Place-Based WAC/WID writing instruction in English, clip 6 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 7 Student interview for Place-Based WAC/WID writing instruction in Animal Science, clip 2 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 8 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 9 Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 9 of 11 Place-based WAC/WID Hui. - 2015 BASE Show details 10 Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 17 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 11 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 12 Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 13 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 8 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 14 Instructor interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 5 of 10 Place-based WAC/WID Hui. - 2015 BASE Show details 15 Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 3 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 16 Instructor interview for Place-Based WAC/WID writing instruction in English, clip 2 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 17 Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 7 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 18 Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 3 of 12 Place-based WAC/WID Hui. - 2015 Abstract: This item includes a segment of an instructor interview in a Writing Intensive course in Communicology at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'When you designed [a designated writing assignment], what goal(s) did you have for student writing performances and class dynamics related to them?' ; Brief excerpt from interview: I really want students to be connecting what we're talking about in class with their own experiences. Being a smaller class, we can do this, which is one of the things I really like about teaching [Writing Intensive] classes. We do a lot of think-pair-share kinds of activities. We do a lot of class discussions. I try to have them talking as much as they can and then making the connections with their own experiences. So that motivates the content of all of those assignments. They understand the material better. They connect to the material better. If they can ground it in their own experiences and things they've had happen to them. [In the assignment of analyzing a culture that they belong to.] part of what I'm hoping that we'll be able to talk about in class is. some of these cultural values, some of these dimensions of culture, and not have them be just abstract notions of, 'This is what it means to be individualistic. This is what it means to be collectivistic. This is what it means to be high context or low context or something like that.' But to be able to connect that to experiences they've had of being in a situation where that was relevant or salient or determined the nature of the interaction. We've had a lot of good discussions around intercultural interactions in situations where they didn't realize, for example, that a particular dimension of culture was different until having a certain kind of interaction or encounter. Keyword: class discussion; collectivist; connecting learning; course goals; culture; experience; formal writing; general education requirements; graduation party; high context; identity; individualistic; intercultural; kind of learning; low context; mexican american; peer review; place-based writing; presentation; scholarship of teaching and learning; sense of place; small class size; socialization; syllabus; think-pair-share; time; values; writing; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy URL: http://hdl.handle.net/10125/37928 BASE Hide details 19 Student interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 2 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 20 Instructor interview for Place-Based WAC/WID writing instruction in English, clip 3 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details

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