Browse Diversity on Campus/Equity and Access by Series/Report

    Series/Report
    EALC 398; Fall 2012 [6]
    Educational Psychology 490 [4]
    Eileen Lagman [2]
    Ellen Moodie, Instructor [16]
    ENGL 199, Introduction to Disability Studies in the Humanities, Prof. Catherine Prendergast: Disability Studies has emerged as a field of study across several disciplines of the humanities with the common orientation of challenging the notion that disability is primarily a medical fact. Instead, scholars of disability consider how notions of disability emerge and are sustained through cultural and social processes. The study of disability, in departing from the exclusively medical model, has forced new understandings of human diversity, dependency, ability, and inclusion. In this course, then, students read key texts from several humanistic disciplines that approach disability as a social designation of identity and an embodied experience. Through these key texts the class examined the history, culture, poetic representations, and civic work of people with disabilities. In coordination with the Ethnography of the University Initiative (EUI) students used the course readings in conjunction with the university archives to explore U of I’s history as an early site of disability activism. Students also had the opportunity to present their work at EUI’s cross-campus conference and publish their work in EUI’s digital repository of student work. Because it is in the spirit of both disability studies and EUI to conduct research that can improve institutional practice, the major project for this course was a research paper that concluded with recommendations for the Campus Honors Program on how it could be more accessible and inclusive to students with disabilities. The course syllabus is available at: http://www.eui.uiuc.edu/docs/syllabi/ENG199F08.pdf. [9]
    ENGL 506 Writing Studies II, Prof. Cathy Prendergast: This course explored literacy and race: as mutually constituting concepts, as “problems” national discourse and scholarship alike seek to address, as markers of identity. Students jointly examined how relationships between race and literacy had been historically constructed. Of particular interest was how race is constructed as a category in and through research on literacy; in the scope of our reading students encountered the epistemological assumptions, methodological scrambling, and critical/political allegiances that had created the intertwining histories of literacy and race. The purpose of this course was explicitly to prepare students to do graduate level qualitative research. Assignments introduced students to forms of archival and ethnographic methods. Discussion of texts centered on methodology as much as content. Students were asked to comment frequently on the work of others in the course. [3]
    ENGL401 Spring 2011: Introduction to the Story of the English Language [17]
    English 199/CHP; Spring 2012 [6]
    EOL 574 Diversity in Higher Education [8]
    EOL 574, Lorenzo Baber, Instructor, Spring 2013 [11]
    EPS 500, Race and Ethnography: A Study of the University, Prof. Priscilla Fortier: This seminar is not only a course, but part of a cross-campus initiative titled Ethnography of the University Initiative. As a member of this course students joined a campus-wide learning community in which the University of Illinois was explored ethnographically. Students began the course by thinking about what the university is, as well as about race and ethnicity as phenomena within the university’s narratives. Students learned about universities and higher education in general and the University of Illinois in particular. A third area of concentration was “ethnography,” and students learned and practiced the basic skills of observation, interviewing, and writing as an ethnographer. Students completed several short assignments that were intended to help them develop these skills, as well as one larger ethnographic project on the University. The latter allowed them to explore an aspect of the university that has to do with an issue of race or ethnicity. In addition to the readings that students did as a class, they were expected to explore other research related to their project. The course syllabus is available at: http://www.eui.uiuc.edu/docs/syllabi/EPS500F08.pdf. [7]
    EPS 500pf1: Race and Ethnography: A Study of the University, Prof. Priscilla Fortier. As a member of this course students join a campus-wide learning community in which the University of Illinois is being explored ethnographically. Students begin the course by thinking about what the university is, as well as about race and ethnicity as phenomena within the university's narratives. One area of concentration will be "ethnography," and students learn and practice the basic skills of observation, interviewing, and writing as an ethnographer. They complete several relatively short assignments that are intended to help them develop these skills, as well as one larger ethnographic project on the University. The latter allows students to explore an aspect of the university that has to do with as issue of race or ethnicity. The course syllabus is available at: www.eui.uiuc.edu/docs/syllabi/EPS500F07.doc [5]
    Fall 2012; History 396B Oral History; Mireya Loza, Instructor [1]
    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. [6]
    GWS 467/HIST 396 Locating Queer Culture Spring 2012 [9]
    GWS 467/HIST 396 Spring 2012 Locating Queer Culture [1]
    GWS 495 Researching Queer Culture [5]
    History 396; Fall 2012 [17]
    In addition to an engagement of texts from different academic disciplines to provide students with theoretical perspectives of young people, this course provided students with first hand research experience as part of The Ethnography of the University Initiative (EUI) by engaging students in the research process and meaningfully interrogated the U of I. Students were expected to conduct ethnographic (field research and/or archive based) project that takes up some aspect of Asian American youth at the U of I. [4]
    In Rhetoric 101/100 students are 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 you 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. see connections between, on the one hand, the insights personal essays allow us to grasp as both readers and writers and, on the other, the contexts in which we’re living our lives day to day; 6. accomplish 1-5 above within a course context dedicated to theorizing and practicing the art of the personal and academic essay. [3]