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Simple Search
Hits 1 – 13 of 13
1
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
Place-based WAC/WID Hui
. - 2015
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2
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 7 of 12
Place-based WAC/WID Hui
. - 2015
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3
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
Place-based WAC/WID Hui
. - 2015
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4
Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 2 of 15
Place-based WAC/WID Hui
. - 2015
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5
Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 12 of 13
Place-based WAC/WID Hui
. - 2015
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6
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 18 of 18
Place-based WAC/WID Hui
. - 2015
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7
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18
Place-based WAC/WID Hui
. - 2015
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8
Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 11 of 13
Place-based WAC/WID Hui
. - 2015
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9
Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 7 of 14
Place-based WAC/WID Hui
. - 2015
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10
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 11 of 18
Place-based WAC/WID Hui
. - 2015
Abstract:
This item includes a segment of an 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 describing challenges local students may face in this course. ; Brief excerpt from interview: The local students will usually bring up the local perspective in class—and I'll bring it up, too—some of the issues are contentious. Say, geothermal power. Some in the Hawaiian community are against it, some are for it. Siting wind farms is a problem, but that's also national and global . . . a 'not in my back yard' kind of thing . . . So in class, we have a local perspective, a national perspective, and international students bring the international perspective. Our island environment has some unique challenges that are brought to bear. And often we talk about importation of our food. Our food has to travel 2,000 miles to get here. And we get 90% of our food from the mainland. And most of our energy is imported in the form of petroleum. And that's an acute awareness that this class arrives at by the end of it.
Keyword:
audience
;
campus facilities department
;
community involvement
;
community needs
;
development
;
educational context
;
feasibility
;
general education requirements
;
grounding students
;
group projects
;
hydroelectric power plants
;
identity
;
kind of learning
;
local students
;
making coursework more real
;
neighborhood perspective
;
North Shore
;
Oahu
;
permitting
;
place-based writing
;
proposals
;
pursuing projects post-semester
;
renewable energy
;
scholarship of teaching and learning
;
sense of place
;
UH Manoa
;
Waimanalo
;
water rights
;
wind turbines
;
writing across the curriculum
;
writing in the disciplines
;
Writing Intensive courses
;
writing pedagogy
URL:
http://hdl.handle.net/10125/38490
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11
Instructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 10 of 12
Place-based WAC/WID Hui
. - 2015
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12
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 9 of 12
Place-based WAC/WID Hui
. - 2015
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13
Student interview for Place-Based WAC/WID writing instruction in Geography, clip 12 of 12
Place-based WAC/WID Hui
. - 2015
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