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application/vnd.openxmlformats-officedocument.wordprocessingml.documentResearch Process and Final Paper.docx (20Kb)
|Research Process and Final Paper||Microsoft Word 2007|
|Title:||Undergraduate Student Opinions of and University of Illinois at Urbana Champaign’s Involvement in Homosexual Rights|
University of Illinois
|Abstract:||Are students on UIUC’s campus tolerant of homosexual students? Is equality offered through University programs to ensure fair treatment of homosexual students? Douglas A. Burleson conducted research assessing which factors most heavily influence a homosexual students choice of college. Several factors are outlined, and multiple explanations are offered for the findings of his research. This paper analyses data collected from an undergraduate survey sent out via e-mail. This paper begins with a brief historical review of homosexual rights on UIUC’s campus. Later, data from the survey is interpreted, and lastly, the data from the survey is compared to previously conducted research reguaring homosexual tolerance on college campuses. Since changes in homosexual rights are still taking place, information gathered in this project could possibly reflect the changing views of young American college students in regards to this movement. The focus of this research is to uncover the attitudes of UIUC students towards homosexual rights.|
|Series/Report:||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:||2010-06-04|
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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