Note: This is a student project from a course affiliated with the Ethnography of the University Initiative. EUI supports faculty development of courses in which students conduct original research on their university, and encourages students to think about colleges and universities in relation to their communities and within larger national and global contexts.

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Title:Silent Life: The Perception of the College Experience for Deaf Students at the University of Illinois
Author(s):ADRHET233
Subject(s):Deaf
Deaf Students
ASL
Education
Spring 2010
RHET 233
Abstract:My research centers on if being deaf at the University of Illinois changes the college experience. It discusses the daily lives of deaf students on campus and how they make their education work for them differently than for hearing students. In my research I used items from the ideals website, archived studies, and books to get a better idea of the deaf community and how they have come so far in education since the past. I observed my deaf cultures class that has two deaf students in it to watch how the classroom was different for them compared to the rest of our hearing class. I also interviewed a deaf student from my deaf cultures class to introduce me to her world and to get her perception on education here at the University.
Issue Date:2010
Course / Semester:Rhetoric 233 (Principles of Composition) is an intermediate expository writing course where students refine their skills in critical reading, argumentation, revision, anticipating audience, and editing. In this course, students explored the relationships between language, culture and identity, as well as examined the ways that writers understand their surrounding cultures, contexts, and audiences (and what that means for their writing). They explored how writers use language to not only express themselves or their ideas, but also to do something—act politically, resist dominant structures, express agency, enact change, etc. As part of the Ethnography of the University Initiative (EUI), a major part of this course was to produce an in-depth research project, where students chose some aspect of language, culture, and community/identity to study on the University. They engaged in ethnographic research methods, which included collecting data, observing and participating in their chosen culture, recording their findings, and analyzing what they collected and recorded.
Type:Text
URI:http://hdl.handle.net/2142/16366
Date Available in IDEALS:2010-06-02


This item appears in the following Collection(s)

  • Diversity on Campus/Equity and Access
    This collection examines ways in which the U.S. university and the American college experience are affected by diversity, and difference. In particular, these student projects examine experiences of diversity on campus, including important contemporary social, cultural, and political debates on equity and access to university resources.

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