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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 Page: 1 2 Hits 1 – 20 of 21 1 Student interview for Place-Based WAC/WID writing instruction in Management, clip 13 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 2 Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 12 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 3 Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 15 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 4 Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 5 Student interview for Place-Based WAC/WID writing instruction in English, clip 6 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 6 Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 13 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 7 Student interview for Place-Based WAC/WID writing instruction in Animal Science, clip 5 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 8 Instructor interview for Place-Based WAC/WID writing instruction in Nursing, 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 Nursing at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013, 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: It's a lot of independent work. So we aren't lecturing. It's a hybrid course. We only meet with students three times. [A]ll of their submissions are online. They gather the information and the findings from these different resources [i.e., required texts, readings, websites, student exploration] and then kind of try to analyze and put it together and really: what does that mean for them and what do they think it means for this particular culture that they happen to be focusing on for that module and then what can we do with it going forward to see some kind of critical thinking process and application process instead of just telling us this is what they believe and then what? and so what? and that's kind of what we're looking for as far as writing performances and general quality of writing . . . just be able to scholarly and intelligently convey their thoughts and opinions and their findings and synthesize it in a way where they can apply it in the care of the populations they're going to be working with. Keyword: analysis; application of cultural knowledge; application process; assignment; behavior modification plan; behavior-modification plan; belief; believing; case; challenge/solution; change; connecting; consistency; critical thinking; cultural awareness; cultural diversity; cultural knowledge; cultural sensitivity; cultural values; culture; educational context; experiences; explore; findings; gathering information; general education requirements; hybrid course; independent work; indigenous; indigenous population; intelligently; journaling; journals; kind of learning; lecturing; meaning; meeting; Midwest; module; motivation; moving forward; night course; nursing program; online course; online submissions; outside resources; people; place-based writing; readings; reflection; required texts; resources; San Francisco; scholarly; scholarship; scholarship of teaching and learning; socialization; student exploration; synthesis; synthesize; thoughts; variety; Watson's carrying model; websites; writing; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy; writing performance URL: http://hdl.handle.net/10125/38358 BASE Hide details 9 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10 Place-based WAC/WID Hui. - 2015 BASE Show details 10 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 4 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 11 Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 7 of 17 Place-based WAC/WID Hui. - 2015 BASE Show details 12 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 13 Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 6 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 14 Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 4 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 15 Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 5 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 16 Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 5 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 17 Student interview for Place-Based WAC/WID writing instruction in Management, clip 4 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 18 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 19 Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21 Place-based WAC/WID Hui. - 2015 BASE Show details 20 Student interview for Place-Based WAC/WID writing instruction in Management, clip 5 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details Page: 1 2

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