Browse The University and the Community by Series/Report

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    A desired outcome of the course was that engagement with both theory and research practice of issues concerning youth, Asian American youth in particular. This course was aimed to allow students to gain a fuller understanding of race, class, culture, diversity, and gender in U.S society, through the research on Asian American youth. 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 provided students with the opportunity to closely examine issues of student racial diversity at the University of Illinois. Also as part of the EUI project, students critically examined an institution that is closest to their daily experience: their university. As such, students investigated the role of the university in student life and different purposes and outcomes of college education. [4]
    AAS 199 Undergraduate Open Seminar: Discovery Course [4]
    AAS 258 Muslims in America [6]
    AAS 346, Asian American Youth, Prof. Soo Ah Kwon: This course explores the ways that second-generation Asian and Pacific Islander (API) youth are actively shaping the U.S. landscape in terms of identity formation, youth cultural production, education, organizing, and community formations. These experiences are examined within larger historical, economic, racial, social and political forces in the United States. Rather than approach the study of youth through a developmental psychological model of adolescence, this course will examine youth as a culturally specific social formation. We will engage with texts that draw from different academic disciplines to provide us with theoretical, historical, and ethnographic perspectives of young people. We will also compare and situate the unique (and not so unique) experiences of API youth with young people of different racial and ethnic backgrounds. The course syllabus is available at: www.eui.uiuc.edu/docs/syllabi/AAS346F07.doc [13]
    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 [18]
    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 [14]
    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. [6]
    ARTS 299 Spec Topics in Studio Art: Museums in Action: Engaging the Community [10]
    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. [4]
    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 [8]
    EALC 398; Fall 2012 [6]
    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]
    GWS 467/HIST 396 Locating Queer Culture Spring 2012 [9]
    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. [4]
    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. [13]
    Instructor, Cody Caudill [9]