The Students' Utilization of the Undergraduate Library

Hayes, Sam; Lopez, Marsella; Wirtas,Alexandra

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Description

Title

The Students' Utilization of the Undergraduate Library

Author(s)

• Hayes, Sam
• Lopez, Marsella
• Wirtas,Alexandra

Issue Date

2011-08

Keyword(s)

• Undergraduate Library
• Resources
• UGL

Abstract

Through the use of surveys and observations we examined the way that students at the University of Illinois at Urbana-Champaign use their resources at the Undergraduate Library (UGL) to study. Some resources included technology like the Internet, office hours, workshops, and tutoring. We specifically focused on the racial background of the students, how often each student uses this facility, and whether or not students noticed quantifiable effects related to their use of the UGL. Our research is beneficial for the students on this campus because it raises awareness of the resources that are available. We also looked into secondary sources that provided further in depth analysis on our topic.

Series/Report Name or Number

• RHET105 Section B4C3 (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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http://hdl.handle.net/2142/25960

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