Instructor: Priyam Das
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 15 of 15( 2015)Brief excerpt from interview: It's led by one of our graduate students who graduated a couple of semesters ago. He and a group of people are trying to convert that into a complete streets project; They have community meetings with charettes, and I encourage these students to attend, especially if they are interested in getting involved in real projects. and in the past a few have gotten involved in these student-led activist projects.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 14 of 15( 2015)Brief excerpt from interview: When it comes to presenting the memo, they [reticent students] seem to be ok . . . And they don’t hesitate to point out—well, trash not taken out—and they speak with pictures, they'll have a lot of photos . . . And when I introduce the memo I emphasize not just the negatives . . . In my presentation about the memo, I begin with 'what works,' and I have them go look at the community website and really look at what the community has been doing . . . I have them go look at the community website and really look at what the community has been doing, I emphasize that they have to do their homework--not suggesting in their recommendations something that has already been done.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 13 of 15( 2015)Brief excerpt from interview: I do give them samples from previous classes, so they have something to go with in terms of how to lay it out, and the structure; I also do a presentation on the memo itself: the components, the audience that they're supposed to speak to, in the memo, and take them through that whole process. I also provide them with land use maps of Mo'ili'ili, because within Planning, it's defined as the McCully-Mo'ili'ili district, and it's hard to tell where one stops and the other begins; they also have a land use map that tells the residential vs commercial spine, along King Street. The public spaces. So they start to get into that planning mode. So when they go out with their recorders and they're annotating the maps, they have that driving their observations to some extent.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 12 of 15( 2015)Brief excerpt from interview: I've had students who had friends in the Moʻiliʻili neighborhood, and they'll talk at length with specific people, because they can communicate more easily with them.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 11 of 15( 2015)Brief excerpt from interview: They have no specific groups of people that they must talk to . . . Usually their observations are half a day during the week or during the weekend . . . They'll talk to people who come to use the parks, why they come there, what would keep them away, and homelessness always comes up . . . I have some guiding questions they should be exploring . . . Sometimes they talk with people who are a big part of the community, especially the elderly, but also with commuters—which is important for us, as Planners, we need to understand who are the people who aren't really interested in hanging out in Moʻiliʻili, and why--what do they think of the neighborhood? It's important for students to understand that aspect as well . . . So we've had interesting stories about what goes on in the neighborhood.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 10 of 15( 2015)Brief excerpt from interview: In terms of the observations and writing about them, [this course taught elsewhere] would be the same . . . the questions that I would suggest—like who the people are—maybe I would fine-tune those, depending upon the context . . . The issues are the same but the nuances, in terms of what you need to observe or how you go about observing those things might be a little different in India vs here . . . Everyone has a stake in Planning, which is the fun of it . . . The issues concern everyone of us . . . We're worried about our schools, our social services, we're worried about how our neighborhoods look, how they look, aesthetically, how they function, so I think most planning issues are very easy to relate to, and that helps, too.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 9 of 15( 2015)Brief excerpt from interview: They are able to understand the issues and then can contextualize them . . . also helps them engage with the writing, so they're not just doing the writing for the sake of writing . . . Especially if it's the neighborhood they belong to, and they feel passionately about the place, it helps with the writing process—they go out and seek more information . . . haven't taught something that is non-place-based.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 8 of 15( 2015)Brief excerpt from interview: No, this is the only undergraduate course that I've taught.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 7 of 15( 2015)Brief excerpt from interview: People get interested in urban planning issues and they apply to our Master's program.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 6 of 15( 2015)Brief excerpt from interview: I haven't changed this assignment in a while is because it has worked so well . . . that fear of writing, that they have to produce three pages, they get over it when they start collecting all the data . . . They feel like they have all this information--they've observed, they've talked to people . . . Now my problem is getting them to limit, to the three pages.