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application/vnd.openxmlformats-officedocument.wordprocessingml.documentDemographic_Imp ... ollege_of_Engineering.docx (35Kb)
|(no description provided)||Microsoft Word 2007|
|Title:||Demographic Impact in the College of Engineering|
|Author(s):||Aranda,Hector; Elizondo, Victor|
|Abstract:||In the college of engineering at the University of Illinois it is apparent that the majority of the students are male and either Asian or Caucasian. To balance this demographic gap, the university participates in Affirmative Action . UIUC has done a much better job than in previous years of reaching out to women and minorities in high school to stimulate engineering interest even earlier than junior year. There are also student organizations such as SWE (Society of Women in Engineering), SHPE (Society of Hispanic Professional Engineers), and NSBE (National Society of Black Engineers) to promote the growth of students in the field. With these groups, the minorities have a core of students with whom they can build a strong relationship and network with. We surveyed several minority groups and determined whether or not they feel discriminated against, inferior, out of place or challenged in their major. With these questions we were able to better understand how female and minority students feel as they study in a place where White and Asian males dominate.|
|Series/Report:||RHET105 Spring 2011 (Race and Ethnicity at UIUC)
Professor Thomas Herakovich
In this Rhetoric 105 class students were expected to: 1. develop skills as readers and writers by reading and writing sophisticated prose, including ethnographic papers/books/articles and research papers/journals/books/articles; 2. experience writing as a process of revision and collaboration, where longer, more complex pieces grow out of earlier work—ideas, collaboration, field notes, summaries, abstracts, data tables, charts, and graphs; 3. reflect and analyze conventional and personal reading and writing processes as readers and writers while reading, writing about, and discussing the texts of the course: published work, peers’ work, as well as personal work; 4. become more practiced at using writing as a means of investigation, writing as an early strategy for discovering and for answering questions, 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 investigating Race and Ethnicity here at UIUC and elsewhere through theorizing and practicing the art of writing and critiquing personal, ethnographic, academic papers, and various forms of data presentation.
|Date Available in IDEALS:||2011-08-17|
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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