Browse Student Communities and Culture by Series/Report

    Series/Report
    Rhetoric 105 was designed to help students develop their reading, writing, and research skills and lay a foundation for the rest of their University career. This course gave students practice in: critically reading and analyzing texts, forming arguments, gathering and evaluating research, synthesizing multiple sources, conducting qualitative research, and composing (inventing, drafting, revising). This section of Rhet. 105 was centered on the theme of “Race and the University.” Our course was part of UIUC’s Ethnography of the University Initiative (EUI)—a cross-campus initiative that supports undergraduate research about the university experience and encourages the archiving of this research. The assignments and discussions asked students to explore their own experience as a UIUC student and consider issues of race in higher education. Students conducted their own qualitative research through observations, interviews, and surveys. [2]
    Rhetoric 105, Principles of Composition, Race & the University, Instr. Kristin McCann: This course entailed continual negotiation of three primary focuses: academic writing, introduction to ethnographic research methodologies, and critical inquiry into issues of race and representation. I approached this course as a semester-long conversation with students, the texts with which we engaged, and the kairos of the physical and ideological spaces in which we were immersed. I encouraged students to draw upon their expertise as current UIUC undergraduates and to consider their stake in the university’s narratives. Students were, of course, not expected to produce a complete ‘ethnography’; rather, to consider what combination of ethnographic research methodologies might be most useful to their specific essays and research projects and what issues they deemed most exigent for their inquiries. Students also had the opportunity to present at the bi-annual EUI conference, alongside other EUI undergraduate and graduate students. The course syllabus is available at: www.eui.uiuc.edu/docs/syllabi/RHET105S08.doc [5]
    Rhetoric 105/Principles of Composition introduces students to the practices of research-based writing for academic audiences, such as formulating a researchable question, locating sources, constructing an argument, drafting, revising, and editing. This course uses writing, reading, observing, and critical thinking to develop scholarly curiosity. To do this, instructors focus on: deepening research skills, developing students’ abilities to read and respond to difficult texts, and, most importantly, helping students through the writing process in a social, collaborative, revision-focused environment. This particular section of Rhetoric 105 was focused around the theme of “Exploring Student Communities at the University of Illinois.” The assignments and discussions asked students to explore their own experiences as students and consider how various student communities shape our campus culture and identities as students. Over the course of the semester students formulated research questions about a particular campus community and answered them by doing semester-long ethnographic research (observations, interviews, archive analysis, and surveys), including a short video presentation. The kinds of writing studies and conducted were formulated around reflections on these communities. [2]
    Rhetoric 233 (Principles of Composition) is an intermediate expository writing course where students refine their skills in critical reading, argumentation, revision, anticipating audience, and editing. In this course, students explored the relationships between language, culture and identity, as well as examined the ways that writers understand their surrounding cultures, contexts, and audiences (and what that means for their writing). They explored how writers use language to not only express themselves or their ideas, but also to do something—act politically, resist dominant structures, express agency, enact change, etc. As part of the Ethnography of the University Initiative (EUI), a major part of this course was to produce an in-depth research project, where students chose some aspect of language, culture, and community/identity to study on the University. They engaged in ethnographic research methods, which included collecting data, observing and participating in their chosen culture, recording their findings, and analyzing what they collected and recorded. [2]
    Soo Ah Kwon, Instructor [4]
    Sport and Modern Society [1]
    Spring 2013; Brenda Farnell, Instructor; ANTH 399 [2]
    Students were encouraged to make their work public so that their research subjects, fellow students and Syracuse community participants, would be able to comment and provide feedback on their research. The IDEALS on-line archive would enable this process to be recorded for future students in the hope that they will build on present student research. The archiving of “scholarship in action” research for ANT 300 may help Syracuse University better understands the learning outcomes of “scholarship in action” initiatives. [2]
    Synthia Sydnor, Instructor [1]
    The course also introduced students to ethnographic methods. The bulk of this class was devoted to students’ own ethnographic projects on a Syracuse University “Scholarship in Action” endeavor although it was possible to carry out research on other areas if students presented a good case for doing so. A wide variety of social practices and learning processes were expected to become part of what students researched. [2]
    The Ethnography of Allen Hall is a project to investigate and understand the culture of student life in Allen Hall through interviews, photography, and the ethnographic technique of participant observation. Students worked in teams of writers and photographers to research and document the individual and collective lives of Unit One/Allen Hall residents. The class investigated the ways student community and identity are constructed at Allen Hall through social and cultural practices. [1]
    The Ethnography of the University Initiative (EUI) includes several universities and community colleges located in the state of Illinois. All of these schools are public. Syracuse University is the first non-Illinois and first private university to join the group. This class joined an inter-campus learning community in which many classes from several schools (most, however, are located at the University of Illinois at Urbana-Champaign) explore their universities and colleges ethnographically. In order to explore Syracuse University ethnographically, we needed to think about what “the university” is, what “ethnography” is, and what “scholarship in action” is. Broadly, we explored the university as a composite of prose, numerical, and visual narratives. [2]
    The Ethnography of the University: Studying Scholarship in Action was designed to introduce undergraduate students to ethnographic methodologies, institutional analysis, and the research publication process. Students conducted ethnographic studies of Syracuse University Scholarship in Action projects of their choosing and had the opportunity to produce their results on the web. All the steps in the research process, from the formation of research questions to the creation of final research papers, was produced on-line at a collaborative website, Moodle, that has been created at the University of Illinois to facilitate undergraduate ethnography of the university projects. This project is titled the Ethnography of the University Initiative (EUI). [2]
    The objective of this course is to provide students with hands-on training in ethnographic methods and writing and to help students become critical readers of ethnographic research. Instead of attempting to present a whole smorgasbord of research methods or to survey the vast literature on ethnographic fieldwork, we focus on a small selection of techniques that are central to much anthropological fieldwork (field note taking, participant observation, interviewing, mapping) and that are most useful and relevant for students' semester projects. Other techniques and issues are discussed and incorporated as they emerge from students' own research inquiries. Students will not conduct a full-blown research project but instead will get “a taste” of ethnographic research through a series of ethnographic exercises and students' own mini-project. At the end of the semester, students write an ethnographic research report based on their findings and reflections on the research process. This course is affiliated with the EUI and, as a part of this initiative, students are asked to try their hand at ethnographic research about their own institution, Illinois State University. [4]
    The purpose of this class was to provide students with opportunities to engage in a scholarly examination of research and practices associated with museum interpretation to diverse audiences; and to lead in the development and implementation of Krannert Art Museum educational programs and outreach a ctivities with selected local audiences. [1]
    The purpose of this class was to provide students with opportunities to engage in a scholarly examination of research and practices associated with museum interpretation to diverse audiences; and to lead in the development and implementation of Krannert Art Museum educational programs and outreach activities with selected local audiences. [2]
    There are three main components to this course: reading, composition, research. Readings focused on issues related to ‘difference’ and higher education, and the composing students did for this class included in-class writing, reading responses, and essays that build toward a research project of students’ choosing. This course drew upon students’ expertise as current U of I students and provided a space for them to ‘inquire into’--to ask questions about—spaces they encounter on a daily basis. Throughout this course, we considered what the university ‘is’ and regarded ‘difference’ as an area of inquiry within the university’s narratives. Another area of concentration was “ethnography,” and students gained practice in the basic skills of ethnographic research—i.e., observation, interviewing, artifact analysis. Such practice was built into various assignments/students’ own research project. [3]
    This class was designed to consider how museum audience development perspectives and research are translated into practices that meet the needs and interests of culturally diverse audiences. Course readings, writing assignments, research, inquiry activities, and presentations provided students with opportunities for examination of museum interpretive practices, programming decisions, and public engagement activities, as well as analysis of Krannert Art Museum’s presence on the university campus, in the larger community, and on the World Wide Web. Students were expected to develop innovative museum educational approaches that increase the accessibility of the artwork in Krannert Art Museum to culturally diverse audiences. Student research and development involved study of the museum’s multicultural permanent collection and temporary exhibitions; studies of local audiences; and studies of educational programming, and museum curricular materials. New practices developed by students also explored how new media technologies can be incorporated into museum educational practices. [3]
    This section of Rhetoric 104 centered on a particular theme, Race and the University as a part of the Ethnography of the University Initiative (EUI). [2]
    Under the title of “Writing and Language in the University,” this course centers on two interrelated topics: language, including variations in dialects and registers and the ideologies surrounding those variations; and academic writing, including its many genres and disciplinary differences. As we read, write, and talk about these topics, we explore how writing and language can vary and what makes us consider a way of speaking “standard” or a way of writing are more “correct” or “appropriate” in university contexts than others. We then move on to apply these concepts to our campus by exploring how writing and language are used at UIUC. Each student identifies a specific aspect of writing and/or language at UIUC to focus on for their in-depth research project. They might, for example, look at the range of writing genres used within their major; compare and contrast the academic writing expectations of different teachers, classes, or majors; explore the speech or writing experiences of a particular language or cultural group on campus; or examine current trends in student language use such as texting or slang. In their research, they pull from a wide range of scholarly sources including advanced academic articles and books as well as their own original ethnographic research (interviews, observations, surveys, and/or analyses of University texts). At the close of the course, they not only will have produced a polished final research project, but they will also have the option to share their research with the wider university community through presentation and/or online publication. As part of the EUI (Ethnography of the University Initiative), this class gives them the opportunity to create original scholarly research based on their firsthand experience with people, texts, and places on campus. [3]