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:Race, Ethnicity, and Admissions at UIUC
Author(s):Kraus, Jake; Madrigal, Jim; Odusanya, Tobi; Rizzie, Jaime
RHET 105
Spring 2010
Abstract:Our project investigates the diversity of the University of Illinois at Urbana-Champaign (UIUC) student body and the factors behind the ever changing minority population. Due to changing demographics and racial equality, more and more minority students have become academically competitive at the college level. Increased enrollment of minority students has placed pressure on universities such as UIUC to create a more diverse atmosphere for its students. Through interviews with UIUC Admissions Department staff as well as interviews with international students, the authors draw conclusions to questions regarding UIUC’s promotion of itself to students in foreign countries and to minority students. Conclusions pertaining to other factors that also effect diversity at UIUC such as the school’s reputation as a leading academic institution as well as a home to students from around the world are drawn.
Issue Date:2010
Course / Semester:First, we strived as a class to meet the course goals. Second, we tried to reach those goals through a number of intertwined and foundational concepts including - thinking like the writers we are, creating a writing workshop environment (see the terms "Meta" and "Dialogic" and “Talking Stick”), nurturing a learned and healthy form of mental suspicion (critical thinking) leading to an awareness of "Rhetorical Situations," and eventually, creating a "dialogic" and "meta"-classroom environment.
In Rhetoric 105 students were expected to:1. develop skills as readers and writers by reading and writing sophisticated prose; 2. experience writing as a process of revision, where longer, more complex pieces grow out of earlier work; 3. reflect on their processes as readers and writers as they read, write about, and discuss the texts of the course: published work, peers’ writing, as well as their own; 4. become more practiced at using writing as a means of investigation, of figuring things out, thus challenging the commonplace belief that all writing is designed to prove something once and for all; 5. identify and connect the intellectual and philosophical insights that arise when reading and writing personal and ethnographic essays, to the contexts of our day to day lives; 6. accomplish 1-5 above within a course context dedicated to theorizing and practicing the art of the personal, ethnograpfic, and academic essay.
Date Available in IDEALS:2010-06-03

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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