Browse Student Communities and Culture by Series/Report

    Series/Report
    AAS 346; Fall 2010 [1]
    AAS 346; Fall 2011 [3]
    AAS258 Muslims in America [1]
    AAS258 Spring 2011 Muslims in America [5]
    AAS346 Section A (Asian American Youth) [2]
    ACE 398, Research Methods for Consumer Economics and Finance, Prof. Mary Arends-Kuenning: This course was designed as a critical inquiry course, where students came up with questions that they wanted to answer and then learned how to answer them. As part of the Ethnography of the University (EUI) initiative at the University of Illinois (http://www.eui.uiuc.edu/) students created new knowledge about the university, with the goal that their research would become part of a permanent archive for other students and researchers to use in the future. The research questions they defined focused on the topics of the savings, consumption, and time allocation behavior of University of Illinois students. As a class, students collected both qualitative and quantitative data to answer their research questions. Qualitative data included data from in-depth interviews and from focus group discussions. Quantitative data involved data that could be codified and analyzed using statistical methods. To this end, students collected quantitative data through use of an online survey. Finally, students analyzed their data and produced research papers. The course syllabus is available at: http://www.eui.uiuc.edu/docs/syllabi/ACE398F08.pdf. [3]
    ACE 471 Fall 2016 [1]
    ACE 471/Fall/2017 [1]
    ACE 471/FALL/2017 [1]
    ACE 471; Fall 2015 [3]
    ANTH 411: Methods for Sociocultural Anthropology, Prof. Nancy Abelmann. This course introduced students to a variety of ethnographic methods. Students tried their hand at some of these methods through a focused project. I had students think about their semester-long work as "pilot research"; although they did write up a short paper on their findings (their "discuss" section of the database), the culminating assignment was a research proposal in which they envision building on their preliminary findings in a longer/larger project. In the beginning of the semester, students did some warm-up exercises not directly related to their projects (an observation, an analysis of a university document, and an interview) -- some students elected to remove these from their databases while others left them in because of their connection to the final project. Students' "question" and "plan" sections of the database include multiple entries as I encouraged them to continue to refine these over the course of the semester in dialogue with their own emerging findings. I also asked students to search both the U of I Student Life and Cultures Archives and well as this EUI IDEALS collection to find archives relevant to their pilot/proposed research. All students were asked to "reflect" on the research experience and to make "recommendations" to the University on the basis of their research findings. The course syllabus is available at: www.eui.uiuc.edu/docs/syllabi/ANTH411F07.doc [10]
    ANTH 411; Fall 2010 [5]
    Anth 499, East Asian Youth and Global Futures, Prof. Nancy Abelmann and Prof. Karen Kelsky: East Asian youth have experienced perhaps the world’s most compressed development as well as the world’s most aggressive globalization policies. This course examines how youth in East Asia (China/s, Japan, and the Koreas) are making their way in our globalizing world, focusing in particular on the transformations in work, education, recreation, gender, and sexuality brought about by neoliberal economic restructuring in the region. Topics studied include the insecure job market for young people, consumerism, globalized pop culture phenomena such as Pokemon, the Korean wave, and Internet gaming, emergent LGBT communities, etc. Students are encouraged to focus their research projects on aspects of the U. of I. student life that reflect the experiences of East Asian youth in a global market. The U of I offers a fascinating window on East Asian youth because of the many college (and pre-college) students who make their way here – as well as the movement of “Amercian” youth to East Asia. Through participation in the Ethnography of the University Initiative (EUI), students will conduct local field research that reveals the global processes at issue. The course syllabus is available at: www.eui.uiuc.edu/docs/syllabi/ANTH499S08.doc [9]
    Art - Studio 299, Museums in Action: Engaging the Community, Elizabeth Delacruz and Anne Sautman: This course considered 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 developed innovative museum educational approaches that would 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. Students also explored how new media technologies can be incorporated into museum educational practices by developing new practices. The course syllabus is available at: http://www.eui.uiuc.edu/docs/syllabi/ARTS299F08.pdf. [2]
    ART 191/RHET 233 The Ethnography of Allen Hall: A Documentary Project in Word and Image [1]
    ARTS 299 Spec Topics in Studio Art: Museums in Action: Engaging the Community [7]
    Asian American youth make up one of the fastest growing populations in the United States. In this course we explored the ways that second-generation Asian American youth are actively shaping the U.S. landscape in terms of identity formation, youth culture, education, and activism. These experiences are examined within larger historical, economic, racial, social and political forces in the United States. [1]
    Asian American youth make up one of the fastest growing populations in the United States. In this course we explored the ways that second-generation Asian American youth are actively shaping the U.S. landscape in terms of identity formation, youth culture, education, and activism. These experiences will be examined within larger historical, economic, racial, social and political forces in the United States. [1]
    Asian American youth make up one of the fastest growing populations in the United States. In this course we will explore the ways that second-generation Asian American youth are actively shaping the U.S. landscape in terms of identity formation, youth culture, education, and activism. These experiences will be examined within larger historical, economic, racial, social and political forces in the United States. In addition to an engagement of texts from different academic disciplines to provide us with theoretical perspectives of young people, this course will provide 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 interrogate the U of I. A desired outcome of the course is that engagement with both theory and research practice of issues concerning youth, and Asian American youth in particular, will allow students to gain a fuller understanding of race, class, culture, diversity, and gender in U.S society. Moreover, in conducting research related to Asian American youth on campus such as student organizations, sororities or fraternities, student housing life, religious life, and cultural houses, the course will provide students with the opportunity to closely examine issues of student racial diversity at the University of Illinois. [2]
    Asian and Pacific Islander (API) youth make up one of the fastest growing populations in the United States. According to the 2000 census, approximately 90% of the API population are either foreign born or are second-generation with immigrant parents. A large portion of this population are the 1.5 and second-generation who have come of age in the 21st century in the post 1965 immigration era. These API youth represent an extremely heterogeneous population including Cambodian, Chinese, Hawaiian, Filipino, Japanese, Indian, Korean, Laotian, Mien, Samoan, Thai, Tongan, and mixed race youth. In this course, students explored the ways that second-generation youth are actively shaping the U.S. landscape in terms of identity formation, youth culture, and education. These experiences were examined within larger historical, economic, racial, social and political forces in the United States. Students also compared and situated the unique (and not so unique) experiences of API youth with young people of different racial and ethnic backgrounds. [1]