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:The Ethnic Diversity of the University of Illinois Music Program
Author(s):McNeill, Colin
University of Illinois
music program
RHET 105
Spring 2010
Abstract:I plan to investigate the ethnic diversity of the music program at the University of Illinois at Urbana Champaign (UIUC), compare that ethnic diversity with other areas of study, and then reason if the ethnic diversity of UIUC is uniform throughout all concentrations that UIUC has to offer. My research will be based on raw statistics provided by the University’s Division of Management Information, my personally designed surveys given to students in and out of the music program, interviews with music or band professors, and academic articles concerning the topic above. I will also compare the data I find to statistics of other universities to see if ethnic diversity within their programs deviates from ours. I am currently involved within the band program at this university and my band involvement will provide me with an excellent opportunity. I will take advantage of these resources to help complete my investigation.
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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