Student interview for Place-Based WAC/WID writing instruction in Geography, clip 2 of 11

Place-based WAC/WID Hui
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Brief excerpt from interview: The service learning was interactive. We got put into different groups based on tools, so it was completely different and I worked with different people that I normally don't talk to and when we were eating afterwards we were all just kind of on our table interacting with different people so I think it was a great way to kind of bond... I think it might have been better if [the service learning project] was a little bit earlier... More towards the first half because then people are starting to get comfortable with each other... I feel like that familiarity makes people more likely to volunteer in class because if you know the other people you're maybe not as intimidated about other people judging your responses especially when it's kind of a discussion-based class.
This item includes a segment of a student interview in a Writing Intensive course in Geography at the University of Hawaiʻi at Mānoa. The interview was conducted in 2015, and in this clip the interviewee is responding to the question 'How would you describe the classroom dynamics?'
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, socialization, kind of learning, educational context, kind of learning, socialization, group discussion, weekly readings, group summary, small group work, class discussion, semiotics, lecture, student interactions, bonding, class format, syllabus, field trip, halawa valley, seating arrangement, student engagement, building relationships
Fujimoto, Allison. 'Student interview for Place-Based WAC/WID writing instruction in Geography, clip 2 of 11.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Duration: 00:03:55
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Geography 330: Culture and Environment
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