Please use this identifier to cite or link to this item:

Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 3 of 15

Video Preview

PLAN 310 PD 3.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.

File Size Format  
PLAN 310 PD 3.mp4 45.05 MB MPEG-4 View/Open

Item Summary

Title:Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 3 of 15
Authors:Place-based WAC/WID Hui
Contributors:Henry, Jim (interviewer)
Bost, Dawne (interviewer)
Das, Priyam (interviewee)
Keywords:place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 20 morewriting pedagogy
general education requirements
sense of place
kind of learning
educational context
census data
neighborhood websites
learning objectives
town-gown relations
School of Architecture
experiential learning
show less
Date Issued:2015
Citation:Das, Priyam. 'Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 3 of 15.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web.
Abstract:Brief excerpt from interview: The class itself has strengthened my knowledge of different cultures that inhabit Hawaii. I wouldn't be able to tell you where the Chuuk islands were before, or I actually found out that one of friend's boyfriends was Chamorro, and I never even heard of that.I also learned the different traditions and rituals to respect and to expect to see in hospitals when I care for them . . . that's the population that I'll probably be treating a lot so it opened my eyes to more than just the Hawaiian, Japanese, and Chinese population and Caucasian population here, so I felt it was definitely worthwhile. My friend who is Chamorro also hung out with a lot of Chuukese people and he told me that they chewed betel nut juice a lot . . . and finding that out like they're going to have teeth problems foreseeing that, so if I'm interviewing someone who is Chuukese, or Chamorro, or Micronesian I know to check their teeth as well because that's an important aspect about betel juice . . . I never knew about that and that helps. I understand now, too, the high importance of the rankings of the community. In a Chuukese community there's someone that's an elder and they make the decisions.They make the health decisions for their community so even if I want to work one-on-one with this person who's ill, I need to work also with the elders so that way they give permission for this person to get treatment. Otherwise if I'm just working with the person who is just a community member and is sick and wants to get treatment--they won't be able to get it and . . . the reason why that is is the elder takes care of the community. They help pays for their bills. I mean everything is a community and it's kind of like a small society where the elder takes care of everyone. Money's pulled in from the community and they all help each other. It's amazing. It's their own little society.
Description:This item includes a segment of an instructor interview in a Writing Intensive course in Urban and Regional Planning at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, 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: 00:05:01
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections: Instructor: Priyam Das

Please email if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.