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|(no description provided)||Microsoft Word 2007|
|Title:||Academic Achievement and Emotional Wellbeing: Affect the Greek Community at the University of Illinois at Urbana-Champaign|
|Author(s):||Kitchell, Kristin; Tiller, Lexi|
|Abstract:||Through anonymous surveys on Facebook and handout sheets, we examined how Sororities and Fraternities on the University of Illinois campus impact the students involved in them. We focused our study on whether or not the Greek community affected student’s grades and emotional states throughout each individual’s four years of undergraduate study. We determined students’ academic success through the collection and interpretation of GPAs, major, year in school, gender, and involvement in or out of the Greek community. Participants also rated their emotional state on a scale from 1-10 regarding their overall happiness at that current moment and answered whether or not they believe their involvement in the Greek community was a positive or negative experience. We compared the data we collected for students involved in Sororities and Fraternities to those who were not involved in the Greek Community to see whether or not there was a difference. We made sure to survey a wide range of students from freshmen to senior year and varying ethnicities so that our data was not biased. We also looked into secondary sources that provided further in depth analysis on our topic.|
|Course / Semester:||RHET105 Section B4C3 (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)
Student Communities and Culture
The university offers an extraordinary opportunity to study and document student communities, life, and culture. This collection includes research on the activities, clubs, and durable social networks that comprise sometimes the greater portion of the university experience for students.