Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/38358

Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 3 of 12

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Item Summary

Title: Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 3 of 12
Authors: Place-based WAC/WID Hui
Keywords: place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 67 morewriting pedagogy
general education requirements
socialization
challenge/solution
kind of learning
educational context
independent work
lecturing
hybrid course
online submissions
resources
required texts
readings
websites
student exploration
analysis
synthesis
meaning
culture
cultural values
motivation
cultural knowledge
application of cultural knowledge
cultural awareness
cultural sensitivity
critical thinking
journaling
behavior-modification plan
nursing program
cultural diversity
San Francisco
Midwest
writing performance
consistency
independent work
meeting
online course
night course
explore
outside resources
gathering information
findings
module
moving forward
application process
believing
belief
writing
scholarly
intelligently
synthesize
variety
scholarship
indigenous
Watson's carrying model
case
indigenous population
journaling
connecting
people
journals
assignment
reflection
behavior modification plan
change
thoughts
experiences

show less
Issue Date: 2015
Citation: Mahelona, Mary. 'Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 3 of 12.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: It's a lot of independent work. So we aren't lecturing. It's a hybrid course. We only meet with students three times. [A]ll of their submissions are online. They gather the information and the findings from these different resources [i.e., required texts, readings, websites, student exploration] and then kind of try to analyze and put it together and really: what does that mean for them and what do they think it means for this particular culture that they happen to be focusing on for that module and then what can we do with it going forward to see some kind of critical thinking process and application process instead of just telling us this is what they believe and then what? and so what? and that's kind of what we're looking for as far as writing performances and general quality of writing . . . just be able to scholarly and intelligently convey their thoughts and opinions and their findings and synthesize it in a way where they can apply it in the care of the populations they're going to be working with.
Description: This item includes a segment of an instructor interview in a Writing Intensive course in Nursing 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?'
Pages/Duration: Duration: 00:06:43
URI/DOI: http://hdl.handle.net/10125/38358
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Instructor: Mary Mahelona



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