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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 5 of 13
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Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 3 of 13
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10
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Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 16 of 17
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 8 of 13
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Instructor interview for Place-Based WAC/WID writing instruction in English, clip 2 of 12
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| 10 |
Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 4 of 15
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| 11 |
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 5 of 12
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| 12 |
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 3 of 12
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| 13 |
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 6 of 12
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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 'If relevant, can you compare student writing performances with WI courses you have taught that are NOT place-based/inflected?' ; Brief excerpt from interview: The assignments in this class are much more personal experience based, contrasted with in the theory class being much more of a general analysis kind of approach. The assignments in the theory class were to talk about what kind of researcher you would like to be, so we spent. the first part of the class talking about more objective approaches versus more interpretive approaches, kind of qualitative/quantitative, and the philosophy of science underlying those. The first assignments asked students. 'What would you like to do if you were to go out and be a researcher? Would you prefer to do more interpretive kinds of work? Would you prefer to do more objective, social scientific kind of work? And back that up.' And then they had a couple of theory application papers. 'How do you. pick a theory from a class? Apply it to. a scene from a television show or something like that.' And then their final was to look at a theory and evaluate it to say what does it do well and not do well, and to provide some ideas for how to improve it. And so those are all fairly abstract things. Those are not really grounded in people's personal experiences, in contrast to this course, where every assignment is deliberately grounded in their personal experiences.
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Keyword:
analysis; disciplinary conventions; experience based assignments; general education requirements; kind of learning; personal experience; place-based writing; qualitative; quantitative scientist; scholarship of teaching and learning; scientific method; socialization; theory; writing across the curriculum; writing assignments; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/37931
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| 14 |
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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