Reinventing the university: EUI as writing initiative

2013 ◽  
Vol 6 (3) ◽  
pp. 79-88
Author(s):  
Catherine Prendergast
Keyword(s):  
Higher Education ◽  
Writing Studies ◽  
First Year ◽  
Research Writing ◽  
First Year Writing ◽  
University Of Illinois ◽  
American Higher Education ◽  
The Core ◽  
Writing Course ◽  
The University

This article reports on the multi-year collaboration between the Ethnography of the University Initiative (EUI) at the University of Illinois and the University's Rhetoric Program, a required first-year writing course. I argue that this collaboration was successful in large part because the goals of writing programmes in American higher education settings – teaching the process of research, inviting students to see themselves as producers of knowledge and fostering collaboration between peers – are highly consonant with principles of EUI. Indeed, my own history with EUI reflects the parallel commitment of Writing Studies and the methods and goals of EUI. I suggest that EUI can serve as a powerful model for universities if they seek to place undergraduate student research writing at the core of their mission.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

Evaluation in the course development process

2010 ◽  
Vol 3 (1) ◽  
pp. 120-140 ◽  
Author(s):  
Kris Van de Poel ◽  
Jessica Gasiorek
Keyword(s):  
Development Process ◽  
First Year ◽  
Course Development ◽  
First Year Writing ◽  
Minimal Impact ◽  
Course Content ◽  
Course Materials ◽  
Writing Course ◽  
The University

Evaluation is a critical but frequently underutilized part of the (language) course development process. Instructors’ reasons for avoiding it vary, but often include the concern that conducting evaluations will draw time and attention away from course content. Using All Write, a first-year writing course at the University of Antwerp, as a case study, this article shows how mechanisms for feedback and evaluation can be incorporated into course materials with minimal impact, as well as demonstrates the benefits of evaluation as both a validation process and a guide for course revision. Moreover, it will show how the stakeholders, primarily learners, but also teachers, may be drawn into the process and potentially benefit from it.

scholarly journals Asynchronizing with the Framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class

2020 ◽  
Vol 81 (11) ◽  
pp. 530
Author(s):  
B. Grantham Aldred
Keyword(s):  
Online Instruction ◽  
Course Delivery ◽  
First Year ◽  
Library Instruction ◽  
First Year Writing ◽  
University Of Illinois ◽  
Hybrid Course ◽  
Course Content ◽  
Writing Class ◽  
The University

As many of yours surely have, my institution, the University of Illinois-Chicago (UIC), moved at great speed to adapt to the need for online instruction this fall. This has proved a challenge for library instruction, to put it mildly. Our library instruction has almost exclusively been in-person, on-site, and live, and the switch to online and hybrid course delivery has made all of those aspects difficult, especially when it comes to courses offered asynchronously, where students engage with course content at different points in time within a given timeframe.

scholarly journals Authenticity and the Rhetoric of “Selling” on Social Media: A Role-writing Assignment Set

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Jessica McCaughey
Keyword(s):  
Social Media ◽  
Role Playing ◽  
Writing Pedagogy ◽  
Writing Studies ◽  
Professional Writing ◽  
First Year ◽  
Transfer Of Knowledge ◽  
First Year Writing ◽  
Writing Course ◽  
Writing Assignment

Rooted in a hybrid, themed, first-year writing course titled Please Like Us: Selling with Social Media and drawing on the disciplines of business, marketing, and writing studies, the two sequenced assignments explored here rely upon role-playing and “role-writing” for specific outside professional audiences. A semester-long blog project serves as a jumping off point for a researched, multi-disciplinary social media marketing proposal, providing students with the chance to examine social media in both rhetorical and professional terms. The accompanying article explores these assignments in the context of “authenticity” and with an eye toward not only principles of writing pedagogy, but also the transfer of knowledge and process between academic and professional writing.

The University Rock Ensemble: Popular music learning and drumming in higher education

2021 ◽  
Vol 5 (2) ◽  
pp. 243-262
Author(s):  
Haley J. Nutt
Keyword(s):  
Higher Education ◽  
Popular Music ◽  
Ensemble Learning ◽  
North American ◽  
Local Community ◽  
Descriptive Study ◽  
Critical Assessment ◽  
Music Learning ◽  
American Higher Education ◽  
The University

This article provides a descriptive study of the FSU Rock Ensemble to demonstrate the value of providing inclusive popular music-based ensemble learning and opportunities in higher education. Beginning with an autoethnographic study of my experiences as a drummer in – and eventually director of – the non-auditioned ensemble, followed by a consideration of the attitudes articulated by several other drummers who recently participated in the ensemble, I analyse how musicians learn a traditionally non-academic music in an academic space. I conclude with a critical assessment of challenges that the group faced, with the hope that such considerations are useful for universities interested in establishing similar ensembles. Overall, the inclusive nature of the Rock Ensemble facilitated interactions that I argue are advantageous within the current climate of North American higher education, allowing students, drummers and non-drummers alike, unprecedented opportunities to perform music they love, forge new relationships and engage with the local community.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

scholarly journals Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Virginia Crank ◽  
Sara Heaser ◽  
Darci L. Thoune
Keyword(s):  
College Retention ◽  
Habits Of Mind ◽  
Curricular Change ◽  
First Year ◽  
Writing Program ◽  
Research Project ◽  
First Year Writing ◽  
Writing Courses ◽  
Multiple Measures ◽  
Writing Course

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.  

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