Browse The University and the Community by Series/Report

    Series/Report
    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. [3]
    ARTS 299 Spec Topics in Studio Art: Museums in Action: Engaging the Community [2]
    ARTS 299 Spec Topics in Studio Art: Museums in Action: Engaging the Community School of Art and Design, Prof. Anne Sautman - 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. 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. [1]
    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. [2]
    C&I 509: CURRICULUM RESEARCH: QUALITATIVE METHODS RESEARCH, Prof. Liora Bresler: This course explores ways of engaging in qualitative research – doing, being, and becoming. This course is designed for people who wish to gain a general understanding of qualitative research and for those who want to conduct studies using qualitative methods. Students examine the nature of qualitative research in various research “genres” intellectual traditions; practice the tools and methods of qualitative research, and discuss quality in qualitative research. The course is conducted as a mix of lecture, laboratory, and seminar. Students spend time doing intensive observations (“static” as well as “real time”), interviewing, and using these for reflections/interpretations, identifying research themes and issues. The course syllabus is available at: www.eui.uiuc.edu/docs/syllabi/CI509F07.doc [2]
    Deanna Williams, Instructor [1]
    EALC 398; Fall 2012 [1]
    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 [1]
    Fall 2012; History 396B Oral History; Mireya Loza, Instructor [1]
    GWS 467/HIST 396 Locating Queer Culture Spring 2012 [1]
    History 490 Spring 2012 Independent Study (Senior Thesis) [1]
    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. [2]
    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. [2]
    Instructor, Cody Caudill [3]
    Instructor, Leslie Reagan [1]
    Instructor, Nancy Abelmann [1]
    Instructor, Siobhan Somerville [1]
    It is important to remember that “The Ethnography of the University” is not only a course but also part of two larger projects, the “Imagining America Project,” a national project combining the arts, humanities and social sciences to create interdisciplinary discussions about America’s future http://www.imaginingamerica.org/ , and the University of Illinois centered project, the Ethnography of the University Initiative (EUI) http://www.eui.uiuc.edu/. [1]
    KIN 249 Fall 2010 [1]
    Our goal for this course was to create original research projects about queer culture, with a special focus on our local context, the University of Illinois, in relation to the surrounding Urbana-Champaign area. Our guiding questions included: What are the various ways of defining “queer”? What counts as “culture”? Where do we find queer culture? How is queer culture produced, sustained, or transformed? How do institutions (such as universities) help to produce or erase queer culture? What roles do race, class, and/or gender play in the production and/or visibility of queer culture? Our course texts included selected examples of queer cultural production, including film, novels, television, magazines, and music. Assignments were designed around two research projects: (1) an archival research project on some aspect of local queer history and (2) an ethnographic research project on some aspect of contemporary local queer culture. [1]