Instructor: Halina Zaleski
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 12 of 12( 2015)Brief excerpt from interview: We need more faculty. Our student numbers are up 150% over the last five years: we don't have enough faculty for twenty-student sections.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 11 of 12( 2015)Brief excerpt from interview: There were three mainland students and the rest were local ... out of nine ... one headed off to Vet school ... I had a couple of them in my capstone course Field Experience later ... including a student who said she could not possibly present in front of a group ... but she forced herself to do it as part of a team ... I never heard another 'can't' from her.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 10 of 12( 2015)Brief excerpt from interview: Farms [on the continent] would be much larger, they would have much more land... Sustainable practices, recycling... there's more than enough food waste [in Waikīkī] to feed all the pigs on the island, twice over... Agriculture has issues somewhat different on the mainland than they are here... The big benefit here is that... you see all of the concerns... in one [farmer]... The textbooks describe how farms are run on the mainland, so I tell them to read the textbook.... then we focus on the differences, the history of the Polynesians bringing pigs from Southeast Asia, the importance of that in the culture, the tradition, the history, the differences between local and mainland.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 9 of 12( 2015)Brief excerpt from interview: It's very important that students engage. Without engagement the learning is shallow. I think it's very important that students be able to... communicate complex concepts effectively through writing... [Writing practices] definitely improve observation, lead students to think of what questions they have.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 8 of 12( 2015)Brief excerpt from interview: We are fresh out of courses I teach except for the graduate course in Experimental Design.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 7 of 12( 2015)Brief excerpt from interview: The other Writing Intensive course that I teach... is a much more service learning type thing... They have some real experience for their post-degree careers... That's also place-based, in a very different way... The field experience is much more formal in the organization... much more of the responsibility for the learning objectives is pushed to the student... The organization of the [swine production] class was very much to the students to figure out.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 6 of 12( 2015)Brief excerpt from interview: I have two observations: One, I was very pleasantly surprised at how much the farmers gained from the course; I was also very happy that everything worked... I think the students [and the farmers] taught each other... more than I could have taught them... I learned a lot more, and I was able to present... the interconnection between outreach work ... and instruction.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 5 of 12( 2015)Brief excerpt from interview: I was really surprised at the extent to which the students bonded with their farmer... Some of the comparison I had hoped would happen didn't happen... It's very, very different from being in the city... these [places] are... dramatically different [from each other].
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 4 of 12( 2015)Brief excerpt from interview: One goal was to apply all of their theoretical knowledge... to real situations... to connect their own experience to their academic knowledge and also to the experience of other people on the island... When the farmers had to clarify these complex system to the students... [they] realized that [they] deviated from the original plan, and made corrections... When [students] were out in the farm, they ended up doing chores... Young people understand the connection between people and pets, but they never understood the connection between the farmer and the farmer's animals... [They] realized the farmers did everything in their power to care for their animals... I could never have told them that.
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ItemInstructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 3 of 12( 2015)Brief excerpt from interview: Students should be able to take information and explain it to an agricultural audience... Each team gave six presentations... the class, then, could compare the farms. There was a six-section written report also, each section tied to [a presentation]... Sometimes the class was used for comparing, sometimes was used for clarifying... some of them was the content, some of it was professional practice.