ScholarSpace will be down for maintenance on Thursday (8/16) at 8am HST (6pm UTC)
Please use this identifier to cite or link to this item:
Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 12
NURS 453 MM 7.mp4
Not all videos support streaming previews. You will not be able to jump to portions of the video that have not been downloaded (progress shown as a yellow bar).
In cases where streaming is not supported, the full video will be loaded before playing. If your computer is capable of playing the video files, it may be advisable to download using the link below instead of trying to view it in your browser.
|Title:||Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 12|
|Authors:||Place-based WAC/WID Hui|
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 59 morewriting pedagogy
general education requirements
kind of learning
Associate degree program
thinking outside the box
standard Westernized ways
Writing Intensive course
by the book
think out of the box
|Citation:||Mahelona, Mary. 'Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 12.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web.|
|Abstract:||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.|
|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 'If relevant, can you compare student writing performances with WI courses you have taught that are NOT place-based/inflected?'|
|Rights:||Attribution-NonCommercial-NoDerivs 3.0 United States|
|Appears in Collections:||Instructor: Mary Mahelona|
Please email email@example.com if you need this content in an ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.