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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 3 of 18
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Abstract:
This item includes a segment of an instructor interview in a Writing Intensive course in Tropical Plant and Soil Sciences 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: I often use in-class reaction papers, to an article or a paper on a topic, say climate change. Or recently, on these huge data centers and how much energy they are drawing, and it's usually dirty. Most students hadn't even heard of that—they're putting things in a cloud, but they're actually adding to a problem . . . They read the article, write in class, then give it to a peer for feedback, then hand them in to me, so that I can check it off that they did it . . . The more formal writing assignments, they have a week to do. They will research a topic, get some primary literature, summarize it, and answer a question I've given them.
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Keyword:
articles; carbon footprint; challenge/solution; class discussion; classroom culture; classroom dynamics; climate change; cloud computing; data center; dirty energy; environmental issues; general education requirements; identity; in-class discussion; in-class paper; kind of learning; minimal grading; peer feedback; place-based writing; primary literature; prompt; question; reaction paper; reaction papers; research paper; research writing; scholarship of teaching and learning; socialization; student engagement; summarizing; summary; voicing opinions; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/38482
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