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One World, One Purdue: Implementing Successful Intercultural Collaboration at Purdue University
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In: Purdue Journal of Service-Learning and International Engagement (2021)
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Equity and Higher Education: Essays on Performance-based Financial Aid, Community College Degree Completion, and Dual Enrollment
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СТРАТЕГИЧЕСКИЕ ИНСТРУМЕНТЫ ПЕРЕХОДА К МЕЖКУЛЬТУРНОМУ ВЗАИМОДЕЙСТВИЮ И УПРАВЛЕНИЮ МНОГООБРАЗИЕМ В ОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ ...
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СЕРВИСНАЯ МОДЕЛЬ ТЬЮТОРСКОЙ ПОДДЕРЖКИ ИНОСТРАННЫХ СТУДЕНТОВ ...
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Creating Sustainable Support Systems for the Cultural Integration of International Students at a Medium Size Ontario University
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In: The Organizational Improvement Plan at Western University (2019)
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Tacit anticipation among film students: an ethnography of making movies in film school ...
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Mehta, Ritesh. - : University of Southern California Digital Library (USC.DL), 2017
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ОРГАНИЗАЦИОННО-МЕТОДИЧЕСКИЕ ОСНОВЫ ПОЛИКУЛЬТУРНОЙ САМООРГАНИЗАЦИИ СТУДЕНТОВ В УСЛОВИЯХ ДОПОЛНИТЕЛЬНОГОИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ
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КАРТАШОВА В.Н.; ИСАЕВ Е.А.. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Российский университет дружбы народов», 2016
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РЕАЛИЗАЦИЯ ВОСПИТАТЕЛЬНОГО ПОТЕНЦИАЛА ГУМАНИТАРНЫХ ДИСЦИПЛИН В ПРОЦЕССЕ ОБУЧЕНИЯ СТУДЕНТОВ ВУЗА
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English—only when necessary: literacy practices of Korean undergraduate students at a 'global' university
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 4 of 13
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Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 5 of 15
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 4 of 14
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Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Management at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013, and in this clip the interviewee is responding to the question 'What elements of your writing performances would you identify as strong or successful, and why? What defines success for you? What do you think determines success for this instructor?' ; Brief excerpt from interview: I found that I don't need to rewrite as much, or I don't rewrite . . . everything I turn in is usually a first draft, I don't do drafts anymore. I find that there is not really a need for that, although when I read my work I do see I could do some improvements, but at the same time my thought process has been organized enough . . . whereas there is need for that, and also the technology makes it so that you can just cut and paste . . . so the writing process has become a lot much more streamlined . . . I don't take three drafts, you know, or three days to write a paper.
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Keyword:
advanced placement; argument; Castle High School; cut and paste; drafts; English; feedback; general education requirements; grammar; identity; incubation; India; instructor identity; intermediate school; kind of learning; one-draft writing; organization; outlining thoughts; place-based writing; procrastination; read-think-write; reading assignments; reading to learn; revision; rewrite; scholarship of teaching and learning; speech patterns; student motivation; support; technology; thought process; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy; writing process
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URL: http://hdl.handle.net/10125/38306
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Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21
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Der Fall unibrennt: Mobilisierung, Kommunikationsverhalten und kollektive Verständigung von Protest- und Kampagnengemeinschaften heute
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In: SWS-Rundschau ; 52 ; 3 ; 227-248 ; Neue soziale Bewegungen heute (2014)
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Empowering Indigenous Youth: Perspectives from a National Service Learning Program in Taiwan
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In: The International Indigenous Policy Journal (2014)
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Developing and Assessing Students’ Collaboration in the IB Programme
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In: Scholarship and Professional Work – Education (2013)
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