Instructor interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 3 of 10
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Brief excerpt from interview: Maybe the action plan is really a road map. In that planning, you're looking at what resources do I need? Who do I need? What Contacts? To really lay it out, so you're clear... The writing part is really an opportunity for them to think more clearly... so that it's achievable... You turn it around, because they're not writing this 20 page term paper for me, for getting a grade... this is something that's going to last. An ePortfolio, that is something that they can... point to that, reference that. It totally transforms how they look at it... they're writing, but it's more nuggets that they can tackle in, I think, more meaningful ways.
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 'When you designed [a designated writing assignment], what goal(s) did you have for student writing performances and class dynamics related to them?'
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place-based writing, writing across the curriculum, writing in the disciplines, Writing Intensive courses, scholarship of teaching and learning, writing pedagogy, general education requirements, challenge/solution, identity, socialization, kind of learning, educational context, eportfolio, learning community, student skillsets, project planning, writing to think clearly, student assessment, blog, digital-media skills, audience, project-oriented writing, local environmental issues, curriculum vitae, resume, resume writing, job descriptions, student buy-in, leadership
Citation
Cusick, John. 'Instructor interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 3 of 10.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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Duration: 00:08:15
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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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