Week 08 – Lab Reflection + Reading Response

Part 1: Lab – Interview and Survey Design

1b.) Schedule Interview

I scheduled the interview on the 22nd of October with Annika.

1c.) Survey Quesitions

  1. I am able to successfully balance academic work with my requirements at the Reserve Officer Training Corps.
  2. Reserve Officer Training Corps has helped me to make better use of my time.
  3. Technology has been helpful in balancing my time with ROTC and school at the University of Illinois.
  4. My experience as an ROTC student at the University of Illinois at Urbana-Champaign has made me a better person.
  5. I am able to maintain and create new friendships outside of the Reserve Officers Training Corps.
  6. COVID-19 has not disturbed my balance with ROTC and academics at the University of Illinois at Urbana-Champaign.
  7. Social media platforms have developed my growth as a University of Illinois student.
  8. I have great connections with my ROTC students.

1d.) Survey Distribution Leads

  • Tyler Anderson – Primary Contact – NROTC Rifle-Pistol Team
  • Jack Marshall – President – Flying Illini Booster Club

Part 2: Reading Response

2a.) Reading Response

The three secondary sources include the “History of the United States Army School of Military Aeronautics,” “Summary of Replies to the Questions Sent to Illini in Service,” and “History of the Military Department.” In the “History of the United States Army School of Military Aeronautics,” the author is looking to answer the history behind the United States Army School of Military Aeronautics at the University of Illinois at Urbana-Champaign. He does this by establishing a timeline of important events in the history of the School of Military Aeronautics. “Summary of Replies to the Questions Sent to Illini in Service” tries to answer questions such as their expected return date to the University of Illinois at Urbana-Champaign and their course of study when they intend to enroll. He collects this information because the data will help the University of Illinois receive feedback from the students. The “History of the Military Department” tries to answer the questions behind the creation of the Military Department at the University of Illinois at Urbana-Champaign. The “History of the United States Army School of Military Aeronautics” answers this question by citing and quoting professors and members of the School of Military Aeronautics. The “Summary of Replies to the Questions Sent to Illini in Service” answers this question by collecting data from the answers to the questionnaires. They collect information from military members returning to the University of Illinois at Urbana-Champaign to complete their education. “History of the Military Department” attacks this question through surveys and quotes from professors from the Military Department. The survey received over 16,000 responses from military students returning or continuing their education at the University of Illinois at Urbana-Champaign. “History of the United States Army School of Military Aeronautics” builds its story around the Armory. This source discusses the impact of the Armory at the University of Illinois. The next source, “Summary of Replies to the Questions Sent to Illini in Service,” builds their story around the College of Medicine and Engineering and the Department of Aeronautical Engineering. The author emphasizes the influence of the Military Department on the Colleges with the University of Illinois. The final source, “History of the Military Department,” builds their story around the University of Illinois at Urbana-Champaign Military Department. It collects data of students that participate in Military related services in each college such as the College of Agriculture and the College of Engineering. I plan to use these three sources to establish the history of the School of Military Aeronautics and the history of the Military Department at the University of Illinois at Urbana-Champaign. I will use the data from the “Summary of Replies to the Questions Sent to Illini in Service” to examine the lifestyle of military students at the University of Illinois.

Five Key Takeaways:

  1. Don’t reinvent the wheel and create your own measurement if someone else provides you a reliable way to measure the concept.
  2. Keep the questions short and simple
  3. Define the objects of the survey before you make it
  4. Avoid vague terms that could confuse the person taking the questionnaire
  5. Create a rating scale that helps to answer attitude questions

These are relevant to me because the students in ROTC and other military-related organizations are going to be busy. Creating complex questions will discourage them from completing the questionnaire or create confusion. People do not have time to think about confusing questions. I also over think simple concepts such as the measurements of the questionnaire. Avoiding the reinvention of the wheel will save me time.

2 thoughts on “Week 08 – Lab Reflection + Reading Response”

  1. Hi Goose, I like how you incorporated the concept from the Harvard U link about not reinventing the wheel. This is important because we do not want to waste time learning how to do something when it is already known how to do it. The same idea applies to our surveys, and reinventing the wheel will ensure that we will not develop something new and better.

  2. I am curious about the methodology used to procure 16,000 responses from military students returning or continuing their education at UIUC, because from what I have noticed, less than 1/3 or 1/4 students at UIUC are in the military. I wonder if they sent out the survey out to alumni or through some other pipeline in order to get a greater number of responses.

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