Survey Question: How would you rate your satisfaction with the University (as a system) in reacting to student activism in terms of changing to fit the demands of students?
However, what I more deeply want to analyze is how strong of opinions students specifically have about the way that UIUC as a system reacts to activism. Through this, we can somewhat understand the amount of ambivalence about the topic among the general student body, which contributes to how the administration may view or change their work accordingly. If there is general satisfaction, the University would likely be viewed favorably and may continue with whatever measures they are taking. If there is a lot of dissatisfaction, there is still a lot of room for the University to adapt and change for the better.
The pivot table answers my questions by showing that the majority of students (24/44 students) have a neutral view on the work of the University in changing to fit the demands of students. If you compound that with the favorable (satisfied or very satisfied) views, then that is an additional 11 respondents. However, if you look at the number of students per grade level answering these questions, then it could be shown that younger students (i.e. freshmen and sophomores) tend to have a more optimistic and favorable view than older students (i.e. juniors, seniors, grad students). This could be attributed to how freshmen and sophomores may be less familiar with the activism on campus, especially as they are more likely to have a purely or mostly remote experience. Disappointment with the University is likely to build up over time as students mature and learn more about themselves and social inequities.
This data expands from what I have learned with my previous work, because it paints the picture of a bell curve of satisfaction. In the 60s for example, I would imagine that such a survey would yield a left-skewed graph due to the major student movements and activism. Nowadays, student activism has definitely been reduced and is seen as somewhat of faceless fringe movements rather than organizational efforts. With that in mind, students could probably be seen as generally less interested in enacting change at UIUC.
2a) Read and respond to the assigned readings (Post by 11 am on Monday)
o Marc Andreessen, Why Andreessen Horowitz Is Investing in Rap Genius
o Pages 152-158: Jimena Canales, “Mosaic: The First Point-and-Click Internet Browser,”
in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie.
o Greg Newby, “My Prairienet Story”
Consider Jimena Canales’ description of web browsing and the Mosaic interface as “cultural
techniques” (152). Using the 3 assigned readings, select/list at least 5 different applications or
design features of Mosaic & Alternative Education Programs that evidence how web browsing
innovations affect not only the types and variety of accessible content, but also new modes of
(re)presenting and engaging with phenomena; in essence, an entirely new way of “being” and
“doing” in the world.
Consider how the readings frame Mosaic’s role in learning and social innovations. What
differences do you infer between Mosaic and other efforts to diversify and broaden opportunities
for education and information access? And what is Mosaic, anyway? Aim to mention 2 or 3
factors/features. If you were in the room in the early 1990s working with Andreesen, Bina, and
other young researchers on Mosaic, what would you have included or modified from what is
there today (particularly considering innovation for inclusion and accessibility)?