Instructor: Mary Mahelona

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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 12 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: Not really. Other than the Native Hawaiian, which is the core throughout, all of the different culture--we always have them compare to the Native Hawaiian culture. Other than the Native Hawaiian, there's no assigned culture for them to focus on. They select whatever is of interest to them for their other writing assignments to compare to the Native Hawaiian.
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 11 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: [By the end of the semester, students should have] a greater understanding and tolerance of cultural differences that can be applicable anywhere . . . [Students should be] willing to consider other cultural paradigms versus the traditional Western one ... and [they should] see that other ways of thinking about things is okay,... not necessarily wrong and not necessarily inferior . . . Some of these ancient cultures have been around for centuries, so whatever their beliefs and their practices are must have some kind of merit because they have survived . . . They're not extinct, so they didn't all die off. So something was right. So not to push aside some of those practices and beliefs so quickly, but to have a little bit more of an open mind, if nothing else even about a specific culture just hopefully a greater receptiveness and tolerance to different viewpoints that might work for somebody.
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 10 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: "Not really. What I'm looking for and I'm going to grade them on is did they meet did they address the criteria not so much what they say about it but did the adequately address it. The creative aspects of it or personal aspects of it . . . is more the interesting part and as long as they meet the technical aspects of the paper that how I grade versus what they're saying or their personal opinion . . . ."
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 9 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: No.
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 8 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: [Most of them are . . . local-based students. Occasionally there might be a few that maybe have recently moved to the islands from the Mainland. Being a nursing course we have a . . . much greater percentage of female but we do have . . . a handful of male. ..." "[Many students are] married, they have children and . . . the majority of them . . . would be in their thirties with maybe an occasional younger student or a little older student that might be in their late thirties." "There is a good amount of those students that have degrees and careers in other fields and then have decided to go pursue their nursing."
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 7 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: So I think it is just a step in the learning process that then hopefully translates into their actual behavior and what they do with it, and I think without having to write about it--it's easy to read a article but it's kind of a little bit of a bigger jump--like 'okay I read that article, so now I'm going to start doing this--what the article said versus if they've had to process it and invest a little bit more time into working through what they learned.
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: In this course it is almost like the extreme opposite [from a non-place-based], and I think students have a little trouble with that because they're coming out of these associate degree programs with that kind of mentality and processing . . . so now we're telling them 'okay so here pick a culture, pick a health topic, explore it, talk to people. It's not technical. There's no right or wrong answers. Tell us what you think. What do you think is applicable to them? Why do you think it's applicable to them? How do you think you can make it better?' So we're wanting them to think outside the box. One of the challenges that I see in the writing is that a lot of times their solution is how they can address this through education, education, education. Teach the patient . . . but that doesn't work. You can't just teach them and expect that they're going to do it. So kind of thinking out of the box like how are you going to teach this patient in a way that is going to mean anything to them that maybe hopefully they'll go and do what you are asking them to do? So it's really kind of thinking out of the box instead of in our standardized Western way of handling everything. Being creative and a lot more opinion and personal perspective comes into play than the courses that they just left. So that's a little hard for them I think. It's a little bit more personal and . . . less technical and more enjoyable to read because it actually reflects their thinking process a little bit more and how they're interacting with not only themselves but with other people that they're interacting with . . . pulling resources for the assignment.
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: For me as a . . . part Native Hawaiian, I'd like to see what I can infuse into this to make it a little bit more--I don't want to say authentic because it's not like it's not authentic but from my perspective--cultural-based pedagogy from a Native Hawaiian's perspective--what can we change or modify or just take a different approach or something that will be more in line with our values, and traditional beliefs . . . whether it's how we conduct the class or how we communicate with students the teaching methods that we use or whatever.
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 4 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: Because of the [online] format it is a little challenging because . . . it's harder to reach students and read how are they receiving the information that they're getting in the instruction and there's not a whole lot of opportunity to dialogue back and forth, so it's primarily feedback with their writing assignments unless we're getting a phone call or something to talk more in depth.
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    Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 3 of 12
    ( 2015) Place-based WAC/WID Hui ; Mahelona, Mary ; Henry, Jim ; Bost, Dawne
    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.