Instructor interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 8 of 10
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2015
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Brief excerpt from interview: Because I know students always need the Writing Intensive... I think all my classes have been Writing Intensive since 2005. Why not? Why shouldn't my classes be Writing Intensive to make it more impactful for students and allow them to continue along their goal towards graduation?... It's not my education, it's theirs. So many things that you can look at... if we're broadly defining sustainability or this idea of place-based, project-based learning. A sense of place.
Description
This item includes a segment of an instructor interview in a Writing Intensive course in a sophomore honors seminar at the University of Hawaiʻi at Mānoa. The interview was conducted in 2015, and in this clip the interviewee is responding to the question 'If relevant, can you compare student writing performances with place-based/inflected courses that are NOT WI?'
Keywords
place-based writing, writing across the curriculum, writing in the disciplines, Writing Intensive courses, scholarship of teaching and learning, writing pedagogy, general education requirements, sense of place, challenge solution, kind of learning, educational context, socialization, interdisciplinarity, course planning, student-driven projects, owning one's educational experience, project-based learning, Writing Intensive classes, course planning, student-centered content, graduation requirements, writing-intensive course requirement, sustainability, student motivation, student engagement
Citation
Cusick, John. 'Instructor interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 8 of 10.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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Duration: 00:02:22
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Honors 491 (Sophomore Seminar): Sustainability Courtyard / Community Engagement
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Attribution-NonCommercial-NoDerivs 3.0 United States
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