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The Engagement Imperative: Experiences of Communication Practitioners' Brand Work in the Music Industry
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In: Media and Communication ; 10 ; 1 ; 66-76 ; New Forms of Media Work and Its Organizational and Institutional Conditions (2022)
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Voces domesticadas y falsa participación: Anatomía de la interacción en el podcasting transmedia
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 63, 2020, pags. 97-107 (2020)
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Interactive Concert Programs Software for Enhancing Live Performances
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Agency and Political Engagement in Gide and Barrault's Post-war Theatrical Adaptation of Kafka's The Trial
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In: CLCWeb: Comparative Literature and Culture (2017)
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The Western Genre and Gun Violence in United States Culture: Using Theatre as a Laboratory for Social Critique
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Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 7 of 12
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Abstract:
This item includes a segment of an instructor interview in a Writing Intensive course in Upper Divison English at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'If relevant, can you compare student writing performances with place-based/inflected courses that are NOT WI?' ; Brief excerpt from interview: When I teach 370 [which is not a Writing Intensive or place-based course] as a large enrollment class with sixty students, I don't assign papers. They have quizzes and exams, which I know is disappointing, but I pay so much attention to the writing that it's hard for me to assign. With this class you can see them really developing a topic in a way that was just amazing, and they were so much more engaged in the course material. Everyone in my 420 class, I either had in 320 or 370, so I've seen their writing in different contexts. When [a good, but seemingly unmotivated student] found her topic, she realized there was this huge controversy over a stream she had played in as a child. She got so fired up. I was amazed I could see the difference between 370 that didn't have papers, and then this one where she had to really engage in one topic for the duration of the semester. I think that you could see her developing more of a kind of critical engagement. [Students] have a lot of preconceptions about what's acceptable in terms of essay writing, and some of them really did think they could not use the 'I' in the writing. So I told them 'No the I is great, because you take responsibility for your argument and it's more engaging for your reader.' It really does revitalize the kind of writing that you do. I think that was great for them to see that as a different option, that they didn't have to be very objective and scholarly in the ways that they thought an English major should be. a version of scholarship that was personal, that involved personal engagement, but was also activist-oriented so that they had a sense that they could actually change things and they could play a role. They could go to these neighborhood board meetings. They could make these maps that would try to convince people how damaging these kinds of development projects would be. I like that they were engaged in so many different levels. certainly as academics, but also as activists.
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Keyword:
300-level course; 400-level course; activism; activist; assessments; audience; challenge/solution; course design; critical engagement; development; educational context; engaging ones audience; english majors; environmentalism; essay format; essay writing; exam writing; exams; first person; general education requirements; government; kind of learning; land development; large enrollment class; maps; meetings; norms of discourse in english as a discipline; personal; personal engagement; place-based writing; project-based learning; public intellectual; quizzes; research; scholarly; scholarly activism; scholarly writing; scholarship; scholarship of teaching and learning; seeing students in various class contexts; student engagement; student motivation; student motivation via self-chosen topic; student-centered pedagogy; students preconceived notions; the informal I; topic development; writing across the curriculum; writing as assessment; writing in different contexts; writing in the disciplines; Writing Intensive courses; writing objectively; writing pedagogy; writing to learn
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URL: http://hdl.handle.net/10125/37959
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A Comparison of Rewarded Responses versus Nonincentivized Responses Using Clickers as a More Defined Method of Feedback
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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