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http://hdl.handle.net/10125/38473Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 9 of 15
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TPSS 336 AE 9.mp4
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| File | Size | Format | ||
|---|---|---|---|---|
| TPSS 336 AE 9.mp4 | 19.26 MB | MPEG-4 | View/Open |
Item Summary
| Title: | Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 9 of 15 |
| Authors: | Place-based WAC/WID Hui |
| Contributors: | Henry, Jim (interviewer) Eagle, Alana (interviewee) |
| Keywords: | place-based writing writing across the curriculum writing in the disciplines Writing Intensive courses scholarship of teaching and learning show 33 morewriting pedagogy general education requirements sense of place educational context Hawaii energy use personal energy use energy cost energy saving phantom power unplugging electronics power bars phone chargers electricity bill environment earth depression climate change energy consumption fossil fuel use change agent agency sustainability phantom energy use Hawaii island isolation environment progressive climate change communication to lay audience global & environmental issues global & environmental change aquatic pollution show less |
| Date Issued: | 2015 |
| Citation: | Eagle, Alana. 'Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 9 of 15.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web. |
| Abstract: | Brief excerpt from interview: My relationship with Hawaiʻi has changed because knowing more about how I consume energy and everything that I do to consume energy has definitely changed me. And coming from an island, being isolated, and knowing how expensive energy is and why has really changed my habits. I went around the house and unplugged all the phantom power . . . we put switches on our extension cords and tvs . . . we unplugged all of our phone chargers during the day--those little things . . . we have cut our electricity bill by more than half . . . Before I took any sustainability classes, I was very excited . . . very progressive . . . but halfway through the semester I found myself bummed out . . . learning more about climate change in detail, learning about energy consumption and fossil fuels, and trying to communicate the things I was learning in school to my friends and family . . . if I cannot communicate these things to the people around me, how is the rest of the world going to understand . . . I was demotivated . . . But I came back up and I am excited about the classes Iʻm taking: Global Environmental Issues, Global Environmental Change . . . Aquatic Pollution . . . Public Policy Survey Analysis . . . and Climate Change . . . To see the professors motivated to share the information helps. |
| Description: | This item includes a segment of a student interview in a Writing Intensive course in Tropical Plant and Soil Sciences at the University of Hawaiʻi at Mānoa. The interview was conducted in 2015, and in this clip the interviewee is responding to the question 'Were your relationships with classmates, the campus, Oʻahu, Hawaiʻi, or the Pacific changed in any way? Do you see your major or your educational experience any differently as a result of it?' |
| Pages/Duration: | Duration: 00:03:54 |
| URI/DOI: | http://hdl.handle.net/10125/38473 |
| Rights: | Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ |
| Appears in Collections: |
Student: Alana Eagle |
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