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http://hdl.handle.net/10125/38485Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 6 of 18
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TPSS 336 BT 6.mp4
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| File | Size | Format | |
|---|---|---|---|
| TPSS 336 BT 6.mp4 | 11.78 MB | MPEG-4 | View/Open |
Item Summary
| Title: | Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 6 of 18 |
| Authors: | Place-based WAC/WID Hui |
| Interviewer: | Henry, Jim Bost, Dawne |
| Interviewee: | Turano, Brian |
| Keywords: | place-based writing writing across the curriculum writing in the disciplines Writing Intensive courses scholarship of teaching and learning show 28 morewriting pedagogy general education requirements educational context kind of learning socialization identity course evaluation classroom assessment techniques student behavior student perceptions student learning student engagement student motivation certificate requirements Writing Intensive requirement upper division requirement writing performance semester writing improvement assessment metrics student course evaluations behavioral effects Sustainability Working Group sustainability major sustainability certificate general education requirements Writing Intensive upper-division courses writing improvement show less |
| Issue Date: | 2015 |
| Citation: | Turano, Brian. 'Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 6 of 18.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web. |
| Abstract: | Brief excerpt from interview: Our metrics are often course grades, the quality of the work that's handed in, the Café [student evaluation] results . . . The last writing assignment I give my students is 'Has the class affected your behavior in some way? and if so, explain it.' And those are wonderful re-affirming essays that I get back. Without doubt, every student says something like 'I learned so much. This is a wonderful class, I wish there were more classes like this.' So when I read those, I see that it is having direct impact on students . . . Being Writing Intensive helps them check off a box in their [general education] requirements, and now it's a 300-level class, so that gives an added advantage . . . and they really enjoy the topics, and they might not like the writing, every week, but in the five years I've taught it, the quality of the student work dramatically improves over the course of the semester. |
| Description: | This item includes a segment of an instructor interview in a Writing Intensive course in Tropical Plant and Soil Sciences at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013, and in this clip the interviewee is responding to the question 'How do you view the results of your course design(s)?' |
| Pages/Duration: | Duration: 00:02:10 |
| URI/DOI: | http://hdl.handle.net/10125/38485 |
| Rights: | Attribution-NonCommercial-NoDerivs 3.0 United States |
| Appears in Collections: | Instructor: Brian Turano |
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