Staying Safe On Campus: Safety at the University of Illinois at Urbana-Champaign

Cox, Kevin; Crouse, Cody; Goldberg, Adam; Heumann, Jacob; Kim, Daham; Moraes, Sharon

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Description

Title

Staying Safe On Campus: Safety at the University of Illinois at Urbana-Champaign

Author(s)

• Cox, Kevin
• Crouse, Cody
• Goldberg, Adam
• Heumann, Jacob
• Kim, Daham
• Moraes, Sharon

Issue Date

2011-08

Keyword(s)

• Safety
• University
• UIUC

Abstract

College students have enough to worry about; they have to manage a social life, maintain a good GPA, and try to fit in some exercise here and there. Clearly, students don't have time to worry about whether or not they are safe on their own campus. With over 40,000 people walking around here at the University of Illinois at Urbana-Champaign, safety is of top priority at UIUC. It is the administration's responsibility to keep every one of those people safe. Even when taking the bus may be the smarter option in terms of transportation, many students choose to walk from place to place. We broke our study down into three main parts: we determined what steps should be taken by the police to prevent crime, what steps should be taken by the students themselves to prevent crime, and how the police respond after a crime has taken place. We gathered data from these three points, by surveying students at UIUC. These three points will be structured from articles, personal interviews, and surveys.

Series/Report Name or Number

• RHET105 Section C4D6 (Race and Ethnicity at UIUC)
• Professor Thomas Herakovich
• 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.

Type of Resource

text

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