Part 1: Lab – Online Search & Project Development
1b.) 2 Primary Resources and 2 Secondary Resources
In order to answer my question of the military’s impact at the University of Illinois, I need to find out the experiences ROTC students at University of Illinois at Urbana-Champaign. Resource “Students Share their experiences as half student, half ROTC candidates” helps explore the military’s impact at the university and the influence on students’ lives.
In order to answer my question of the military’s impact on the University of Illinois at Urbana Champaign, I need to find out the experiences of ROTC students. The resource “ROTC students share program experiences” helps explore the question because it provides me with more first-hand experiences as an ROTC student at the University of Illinois at Urbana-Champaign.
In order to answer my question about the federal government’s influence on the University of Illinois at Urbana-Champaign, I need to find out about the history of UIUC and its relationship with the government. The resource “American Higher Education: Learning and Culture from the Founding to World War II” helps answer this question by providing me with the history of land grant universities including the University of Illinois at Urbana-Champaign.
In order to answer my question regarding the federal government’s influence over the University of Illinois at Urbana-Champaign, I need to find out about the history of Illinois as a land grant university. The resource “University of Illinois Centennial” helps answer the question by providing me with the history of the University of Illinois and the state government’s thoughts about the university.
1c.) Drafting Interview & Survey Questions
- Are you a part of a military organization at the University of Illinois at Urbana-Champaign? If so, which one?
- Has a military recruiter ever been in contact with you?
- Do you have any classes at the Armory?
- What encouraged you to join the ROTC?
- Do you struggle with school because of your commitment to ROTC?
Part 2: Reading Response
2a.) One of the strategies Foerster and the members of the BCL used to develop cybernetic practices is their striking of the Clabaugh Act (Prutzer). This act banned un-American activities and prohibited parts of free speech (Prutzer). This act ultimately led to the student group to sue the Board of Trustees at the University of Illinois for infringing on their rights (Prutzer).
Another strategy Foerster and the members of the BCL used was heuristics. Heuristics was an opportunity to bring research into the classroom according to Foerster (Hutchinson). This class enrolled numerous students and consisted of students producing a final book that would be added to the BCL publication (Hutchinson). This encouraged students to participate in research involved with the BCL.
The final strategy used to develop cybernetic practices was the organization and development of conferences related to cybernetics (Anderson). BCL recruited a diverse group of scholars such as anthropologists and biologists (Anderson). By recruiting scholars that were specialized in different fields, BCL and Foerster were able to develop cybernetic practices.
- Why was freedom of speech important to the development of cybernetic practices?
- Why was the diversification of academic fields needed?
- Other than cybernetics, what is the most important work done at the Biological Computer Laboratory?
- What are some interesting topics published by students working with the Biological Computer Laboratory?