Week 04 – Lab Reflection + Reading Response

  1. Global Leaders: Orange and Blue Engagement (GLOBE) is an organization at the University of Illinois that encourages all international students to become better leaders that they have the potential to be. It’s designed as two groups: Blue members (experienced domestic and international students) and Orange members (new international students). The organization teams them up in small groups to participate with one another in certain activities and events. The sole purpose of GLOBE is to provide domestic and international students a chance to develop their networking skills to prepare them for life after college. It also gives them an opportunity to develop global awareness and learn the importance of cultural diversity. This program works well with the institutional system because there are many international students that attend the University. As related to socio-historical contexts, its function is to integrate international students to the school to address the needs of diversity and cultural competency.
  2. As outlined in the strategic plan of the University of Illinois, “the goal of GLOBE is to provide opportunities for domestic and international students to enhance intercultural communication skills.” The data on the percentage of international students was most likely used to implement this program. Many international students have aspirations to be a part of a prestigious institution, so this could have been a factor in creating a program that enhances these students coming from overseas.
  3. Research: To provide evidence for the needs that the program addresses, I need data that shows what kind of impact a program like this could actually make on international students that would like to further diversify their culture. Both documents demonstrate an international student’s experience with GLOBE and how they’ve established close relationships with friends that they never thought they would.

Document 1: https://dailyillini.com/features/2018/10/16/program-connects-international-and-domestic-students/

Document 2: https://drahcir62.wixsite.com/abelveraportafolio/copy-of-peruvian-sa-uiuc

3 Questions:

How has GLOBE changed your perspective on cultures displayed here vs. the ones that you are used to from your country?

What challenges do international or domestic students face that GLOBE is able to centralize?

Is this program an effective way of growing an international student’s social interaction and involvement?

3 Multiple Choice Questions:

Approximately what percentage of students at the University of Illinois are from another country?

  • 10%
  • 15%
  • 25%
  • 35%
  • 50%
  • 75%
  • 85%

Six semesters after the initiation of GLOBE, how many students apply to the program?

  • 100 to 200
  • 300 to 400
  • 400 to 500
  • 600 to 700
  • 800 to 1000
  • 1000+

How competitive is it to become a member of GLOBE?

  • Not competitive
  • A little competitive
  • 50-50
  • Competitive
  • Very Competitive
  • Extremely Competitive

A barrier this program faces is the number of Blue members, the ones with experience on campus, that they have. These members are sometimes overwhelmed by the number of Orange members, the incoming international students, that they have come into the program. This is what makes the program competitive to get into, but no one has opposed the idea of creating a better cultural diversity to the University of Illinois.

The program needs more Blue students because there are many incoming students that would love to be a part of it, and the Blue students have to accommodate the Orange students. I believe if students are introduced to the program as early as possible, it would immensely help the numbers in the Blue Group.

Reading Response

As diverse concerns spread across UIUC and other college campuses, there were many students and campus groups that used a strategy to display those concerns and make change. Many of these strategies had to overcome barriers, many of them being social and political. The Clabaugh Act was a factor that grew campus antiwar activities, a strategy that pressed for change. The president of the campus SDS “announced a Vietnam War ‘speak out’ to be held at a space identified as a ‘Free Speech Area’ off the quad” to practice these rights (Metz 45). The purpose of the speak out was to coincide with nationwide antiwar rallies, and a barrier that this group had to overcome was debating the student senate request for support in their call for the Clabaugh repeal.

Berkey, a student from California, also came up without a thoughtful strategy to create change from a political perspective. His political action began “with participation in a sit-in at the U.S Attorney’s office in San Fransisco, demanding federal protection for civil rights workers in the South” and used this as a strategy to create change (Metz 46). He eventually became a leader of the Illinois student movement, but a barrier he had to deal with was criticism after admitting that “he had actually missed the Free Speech Movement at Berkeley by a semester” (Metz 46).

Women used student-led uprisings as a strategy to provide them access to higher education. Although it came with barriers, “their presence in public, high politicized settings with a strongly egalitarian ethos opened up unprecedented possibilities for personal freedom” and gained status through male leaders (Evans 338). These women brought social and political messages to the public, which had a very positive effect on personal liberation for young women. Their challenge to patriarchy “broke the rules[…] Parents worried not only for their daughters’ safety but also their reputations,” as a result (Evans 338). As they redefined womanhood by partaking in roles that normally men would take, their expectations were set a lot higher as a barrier to their strategy.

5 Questions

  1. What student-led group in the 1960s proved to be the most effective? Why?
  2. Did your political standpoint change your perspective on these movements? How so?
  3. What student group at UIUC made the most impact on women’s rights?
  4. How much did Freedom of Speech play a factor in students willing to reform their campus in the 1960s?
  5. Although many women have jobs now that back then men would normally have, do women still deal with political barriers?

Week 03 – Lab Reflection + Reading Response

Lab Assignment + Reflection

I observed a couple of strategies and services that DRES uses to address barriers of representation for people with disabilities today. As I watched the tour, I observed that the DRES facility has a lot to offer such as scholarships, social groups for interaction, and academic coaching for organizational skills. These all benefit the students because the scholarships will allow them to have a chance to get an education, the social groups will better the students with interacting with other students, and the academic coaching will ensure that the student is prepared and organized for a good education. The DRES building and physical designs emphasize how it was made possible for these students. DRES offered first fixed-route busses that were designed with wheelchair lifts. There was also a gym with enhanced equipment to make sure the students are doing the proper physical exercise. There were also elevators designed for wheelchair students who couldn’t reach the normal buttons, so they innovated a way to lower the buttons and allow students in wheelchairs to kick the button if they need to. The National Wheelchair Basketball Association is an example of one of the interdisciplinary partnerships that DRES collaborated with because it started with Tim Nugent organizing the first tournament which led to the foundation of the NWBA. It stood out to me and played a big role in inspiring women with disabilities to be able to participate as well.

3 Photos:

3 Memorable Quotes:

“Our diversity is our strength-DRES students represent the entire spectrum of psychological and neurodiversity.”

“Success never rests. On your worst days, be good. On your best days, be great. And on every other day, get better.”

“I don’t need easy. I just need possible.”

I think that two challenges DRES will face in the future is funding and facilities that introduce a similar strategy like DRES (prosthetics for example).

Reading Response

The authors in this week’s readings display how a campus can be diversified successfully and the steps that need to be taken. I believe these authors have made a similar impact to the DRES facility by making all types of students with different backgrounds comfortable, especially at the University of Illinois. With federal financial support and pressure to adopt affirmative action plans, universities began to develop affirmative action programs. To disrupt barriers to push for innovations in inclusion and diversity, Williamson demonstrated how “The initiation of SEOP boosted Black student confidence in the administration, though the students remained wary of procedures for recruitment and program development” (Williamson 57). The SEOP program promoted diversity, and against the backdrop of the Civil Rights Movement, Illinois began discussing how to increase the number of black students at the University. Additionally, the imbalance of minority student enrollment because of discrimination had to be fixed, and the SEOP committee made sure the university would take measures to end discrimination. Williamson and I would argue that these innovations furthered inclusion and diversity on campus today

In the summer of 1965, “Illinois inaugurated an experimental program both to promote equal educational opportunity and to investigate the academic needs of students, particularly Black students, from disadvantaged high schools” (Williamson 62). The school recognized that even though they met university admission requirements, they will encounter academic difficulties because of their old environments. This strategy helped shape the way African Americans were treated and intensified diversity on campus today.

A strategy to further diversify the campus was La Casa Cultura. The purpose of this was to include bilingual students who descended from Latino families who were either citizens in the United States or immigrants from Latin America. “La Casa Cultura Latina opened its doors in 1974 and set out to provide a home for Latino students and to spread awareness of Latino cultures across the campus” (Hoxie 221). I believe this was a great strategy, but there were still problems with funding, and was forced to rely on one doctoral student after it was created. Renewed student activism seemed to be the only tactic that would produce results.

Annotated Bibliography

Geiger, Roger. The History of American Higher Education: Learning and Culture from the Founding to World War II.Princeton: Princeton University Press, 2015. 

This book informs the reader about higher education, including interpretations of the Morrill Land Grant. Roger Geiger is a credible author and source from Penn. State University. His research at a high-level institution gives him a wide range of credibility, intending to teach scholars who are studying education. His pin-point ideas about education were straightforward. 

“Congressional Record: University of Illinois Centennial” Committee on the Centennial, University of Illinois, 15 October 2009, pp. 73-76. 

David Henry interprets the ambition that is driven into students at the university and other land-grant universities and delivered a speech as the President of the University of Illinois that drove innovation. From there, he thanks the innovations of his superiors while looking toward the future, clarifying the significance of university education and pushing toward the growth of the University for it to sustain these goals and promises of career preparation and an incentive to be successful. 

Schroeder, Paul. “Why?” The Daily Illini, 15 March 1968. Paul encourages students and the University of Illinois to build new education for the future. He is a representative of the Education Reform Committee, meaning he has a good background in educational reform in higher education. He wrote this speech towards students, faculty, and administration through his own innovation. This is reflected by the author’s tone when he encourages all members of the University to join in his ambition to rebuild the education system in Illinois.

Leslie J. Reagan, “Timothy Nugent: ‘Wheelchair Students’ and the Creation of the Most Accessible Campus in the World,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie

The main purpose of this source is the innovation of Tim Nugent on pushing for a better environment for students with disabilities. Its intended audience is the general public, but also to major institutions that still need to implement a better learning environment for students with disabilities. The author, Leslie Reagan, is a well-known professor here at the University of Illinois, making her a credible source. She makes the conclusion that DRES students deserve more accountability and encouragement, as displayed from Tim Nugent.

Steven E. Brown, “Breaking Barriers: The Pioneering Disability Students Services Program at the University of Illinois: 1948-1960,” in The History of Discrimination in US Education, edited by Eileen H. Tamura (New York: Palgrave Macmillan, 2008)

The main purpose of this source is to inform the reader of the discrimination of students with disabilities. Brown writes, teaches, talks, and brings life to the mission of the organization he co-founded, the Institute on Disability Culture, which promotes pride in the history, activities, and cultural identity of individuals with disabilities throughout the world.

Chapter 3: Joy Ann Williamson-Lott, Black Power on Campus: The University of Illinois, 1965-75. Champaign: University of Illinois Press, 2013

Pages 77 – 84: Joy Ann Williamson-Lott, “Clarence Shelley: The Campaign to Diversify the University” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie

Joy Ann Williamson-Lott is a professor of the history of education at the University of Washington College of Education, making her a credible source. Her primary research examines the relationship between social movements and institutions of higher education. Her book on the University of Illinois deciphers the interaction between students and administrators that created the successful support systems which are made possible on today’s college campuses.

Pages 219 – 223: Frederick E. Hoxie and Michael Hughes, “Nevada Street: A Center for the Study of Race and Ethnicity,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie

Frederick Hoxie is a professor emeritus at the University of Illinois and was a former professor of history, law, and American Indian Studies. His current research focuses on indigenous political activism in the United States. He is a credible source because he is trained as a social and political historian and served at Illinois for fifteen years.

Pages 32 – 81: Michael Metz, Radicals in the Heartland: The 1960s Student Protest Movement at the University of Illinois, U. of Illinois Press, 2019.

Michael V. Metz gives an insightful and informational analysis of events that shaped each year of the 1960s at the University of Illinois Champaign-Urbana campus. He took part in the student movement and wrote about the activism and courage of the students. He is a credible source because he made the information possible by interviews, archives, and newspaper records to show a movement in demands for free speech, inspired by a movement for civil rights.

Sara M. Evans. (2009) Sons, Daughters, and Patriarchy: Gender and the 1968 Generation. American Historical Review. 

Sara Evans is a professor in the history department at the University of Minnesota. She has also worked as the editor of Feminist Studies. The purpose of her writing is to inspire women to feel confident about themselves and to encourage them to use their freedom of speech. Through her efforts, she has helped to establish the University of Minnesota as a major center for women’s history and women’s studies. She is also recognized as a leader in feminist scholarship.

Chapters 3 – 7, Yang, Andrew. The War on Normal People: The Truth About America’s Disappearing Jobs. Hachette Books: 2018.

Andrew Yang is an entrepreneur and former Presidential candidate. His source is credible and it uses different types of evidence involving numbers, data, and proven statistics from the past to present. According to his biography, Yang also wants to expand access to mental health services, advocating for an increase in providers working in rural areas, requiring insurance companies to give providers an incentive to use AI for more efficient healthcare. Reading his text provided me with a different point of view and gave me key information on how to make use of data and statistics.

Ned Prutzer, The Biological Computer Laboratory

Ned Prutzer is a PhD student in Communications and Media at the University of Illinois at Urbana-Champaign. He is a credible source as he earned his Master’s degree in Communication, Culture and Technology and received his Bachelor’s degree in English and American Studies. His research focuses on the intersections of new media and cultural memory in relation to conceptualizations of art, knowledge, and resistance. The purpose of his writing portrays the innovation of technology.

Jamie Hutchinson, “Nerve center of the cybernetic world: Heinz von Foerster and the Biological Computer Laboratory.”

Jamie Hutchinson is a publications editor at UIUC. This source helps to explore connections between these four individuals—Heinz von Foerster, W. Ross Ashby, Warren McCulloch, and Norbert Wiener—and to better understand how they influenced each other and the context in which their ideas evolved. It will also enable us to shed light on hidden connections between documentation within their research archives. I believe this source is credible after analyzing the significance of cybernetics.

Bethany Anderson, “Heinz von Foerster and The Biological Computer Laboratory: A Cybernetics Odyssey,” (https://archives.library.illinois.edu/blog/heinz-von-foerster-and-thebcl/) University of Illinois Archives blog

Bethany Anderson is a University of Illinois Archives faculty member who talks about the story of Heinz von Foerster and how he developed the BCL throughout his career. She is credible because she includes many different examples and pictures that displayed his work and the impact that it had on the University. Over nearly two decades the BCL created a unique interdisciplinary research space for cybernetics.

Brian Dear, PLATO History Blog

Brian Dear is a credible source that talks about the history of the PLATO computer system. He justifies each of his stories and articles on how it has impacted the community as well as students across the nation. He also uses pictures and data to add to his website to reveal more of what shaped PLATO and its accessible features.

Don Bitzer, “Use of CBE for the Handicapped,” American Annals of the Deaf 124.5 (1979)

Bitzer was a professor at the University of Illinois at Urbana-Champaign when he was asked to build a computerized learning system. The result was PLATO, a networked and interactive teaching system that introduced online concepts. He is a credible source because he made a career of improving classroom productivity and education by using computer technology.

Pages 149-162: Valerie Lamont, “New Directions for the Teaching Computer: Citizen Participation in Community Planning, ”Technological Forecasting and Social Change5 (1973)

Pages 17-20: Larry Weber, “Blind Student Power,” Technograph (October 1968)

Larry Weber is the Chairman & CEO of Racepoint Global, an advanced marketing services agency, a well-known expert in PR and marketing services, and an author, making him a credible source. According to his biography, Larry enjoys helping global brands and emerging companies harness social media strategies to enhance brand reputation, create and extend partnerships, and increase demand generation.

Harvard U Program on Survey Research: Tip Sheet on Question Wording

This source justifies ways to enhance the creation of a survey. It includes other sources that provide examples of other common and pre-existing surveys and pinpoints specific strategies that will make the survey better. I trust this source and its knowledge because it comes from the prestigious Harvard University and portrays exactly how questions should be worded and how concise answers should be to them.

OECD (2012), “Good Practices in Survey Design Step-by-Step”, in Measuring Regulatory Performance: A Practitioner’s Guide to Perception Surveys, OECD Publishing, Paris.

This source informs the reader through sequential, step-by-step guidance that can be used to design a perception survey. It provides advice on how to define survey objectives and the target group, create survey questions, editing and re-evaluating a questionnaire, determine respondents and data collection methods, how to run the survey, and analyze the results. It’s important to know all this before conducting a real survey that will be used for research to improve the quality of results and avoiding obstacles.

Allen Hall History (1994)

Unit One is an academic program located in Allen Hall and is a part of the University of Illinois Residence Hall system. Unit One is co-sponsored by the Vice Chancellors for Academic and Student Affairs. The goal of Unit One is to provide an enriched academic program that also addresses the personal and developmental needs of its students while providing challenges and alternatives that are not usually available to lower division undergraduates at the University. In 1983, the Council on Program Evaluation (COPE) issued its evaluation of UNIT ONE’s three year reorganization.

Proposal to Encourage Undergraduate Education Development at UIUC (1972)

This proposal is a letter from Richard Smock, Frank Duff, King Broadrick, and Roland Holmes to the Staff Council of the University of Illinois, in March 1972. This letter seeks to reform the current policies and curriculums created at the University of Illinois. The goal is to create new structural changes that reflect the high priority placed on undergraduate education.

A Tour through the Visualization Zoo: Jeffrey Heer, Michael Bostock, and Vadim Ogievetsky, Stanford University

This source displays many visuals of different sets of data and provides a brief tour through the showing techniques for visualizing and interacting with diverse data sets. The purpose of this is to inform the reader on the importance of digital information and our understanding of it. The goal is to see patterns, spot trends, and identify outliers in graphs and data plots, and also to engage audiences into analysis.

Design & Re-Design: Fernanda Viégas / Martin Wattenberg

Fernanda Viégas and Martin Wattenberg are experts in data visualization and analytics and they focus on finding new ways for users to understand and explore data. Fernanda had a higher background in design, while Martin had a higher background in mathematics. Their combination of backgrounds has brought them to lead Google’s “Big Picture” visualization research group in Cambridge, Massachusetts. Viégas and Wattenberg are also known for visualization-based artwork.

Marc Andreessen, Why Andreessen Horowitz Is Investing in Rap Genius

Marc Andreessen is a cofounder and general partner at the venture capital firm Andreessen Horowitz. He is a credible source because he co-created the highly influential Mosaic internet browser and holds a BS in Computer Science from the University of Illinois. His innovation is more responsible than any other for popularizing the Internet and bringing it into hundreds of millions of homes.

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.

Jimena Canales attended school at Harvard University with a background in physics and engineering. She is currently a faculty member of the Graduate College at the University of Illinois, and a Research Affiliate at MIT. She is a credible source and brings to light that before the development of Mosaic, most users could only access the internet with a command-line computer interface, but now anyone’s browser probably appears as an icon on the desktop of their computer or laptop. 

Greg Newby, “My Prairienet Story”

This source dates back to 1992 in Greg Neweby’s time. He was asked to start a “Free Net” by Ann Bishop, which was a new way for people to communicate with each other online . He is a credible source because he explains his experience and how he developed PrarieNet, which was a major success. Greg Newby also gets the demonstration of the Prairienet system running, and further develops the initial menu system. 

CU Community Health Plan

This source is credible because it overviews the Champaign Urbana Public Health Department’s efforts to assess and find needs in the communities it serves. The purpose is to communicate that the CUPHD has comprehensive and well-thought-out plans to fix problems the community is facing. It also is able to grant the reader with some clarity on how organizations like the CUPHD run.

Week 02 – Lab Reflection + Reading Response

Lab Reflection:


How has communication evolved over time?

Has student fashion changed? What has depicted student fashion?

Line of Inquiry:

In order to answer these questions, I must source evidence from the past that connects one or even both of my questions. A lot has changed from the 1900s, but it’s important to understand how students have grown over technology and innovation of new fashion. Back then, it wasn’t as easy to meet with your friends on campus because communication was not as strong, especially during the war. Additionally, students do not wear the same clothes that they’ve worn in the past.

4 Pieces of Evidence:

According to the video Changing Communications | Student Life, it was shown that in the early days, “mail proved to be the most popular way of reaching out” to other students or even family and friends (0:16-0:24). I chose this video because I couldn’t imagine what it would be like if we continued to use the same mailing strategy today. Mailing takes a lot more time to deliver in comparison to newer technology that involves texting or voice calls. Source: https://www.youtube.com/watch?time_continue=1&v=velIPeyseXU&feature=emb_logo

After watching the video Changing Communications | Student Life to the end, I discovered that “over the years, telephones proliferated from offices, to private homes, to public areas, to everyone’s hand” (1:37-1:49). This proves that the innovation of the telephone affected communication between everybody and made things a lot easier, compared to when they constantly had to read through newspapers and kiosks. Source: https://www.youtube.com/watch?time_continue=1&v=velIPeyseXU&feature=emb_logo

The video on Changing Student Fashions | Student Life brought to life what students wore back in the day and how they styled their hair. It was proven from the video how their style was transformed from “luxurious beards of the 19th century, to flowing dreads in the 21st century” (0:13-0:18). How did this trend necessarily start? Was it based on other peoples’ opinions, or did they do it to their own liking? After finding out that newly enrolled men would shave their mustache as a norm, the student newspaper of 1881 claimed that “this wholesale slaughter of mustaches must be stopped” again changing how men shaped their look. Overall, hairstyle and facial hair has definitely changed from the past. Source: https://www.youtube.com/watch?time_continue=2&v=wc2AdQqboeI&feature=emb_logo

This photo demonstrates how The U.S Navy strategically found a way to communicate during the way by using balloons that would lift soldiers into the sky to locate the other country’s position. They recruited the Department of Engineering from the University of Illinois to “design an instrument that measured the tension of kite balloons,” to communicate to one another where an enemy could be.


I observed that student life was not as easy as it is now. Compared to the past, we now have almost every resource we need: from smartphones that allow us to find everything, to computers that let us explore the web. I learned that many students faced struggles that pushed people to be more innovative and invent things such as the telephone that would positively impact the students on campus. Additionally, the newspaper tested a man’s ego after they wrote that they must eliminate the clean shave look after it became a tradition.

I discovered that communication and fashion from the past has evolved greatly over time, transforming the world in a positive way. My analysis shows that communication was a key part to students success and continues to be today. Student fashion was driven by the students themselves and I think it’s important that a student should have the right to dress in their own way, regardless of criticism. Although I could do more research, the evidence showed what impact the varies types of communication has had in the past and how useful it is to have good communication resources.

Reading Response:

Nugent and the DRES Community used different strategies to disrupt the dominant image of disability. According to Reagan, ” Nugent created a climate that welcomed disabled students and a program that drew them into the campus mainstream while providing spaces where a separate community of their own could nurture and support them” (Raegan 51). This strategy encouraged to overcome barriers in order to institute DRES. Many students who were in wheelchairs felt they had no incentive to overcome their adversity, but their reputation was set at a high standard by DRES. Both Nugent and the students themselves understood that the “image and reputation of students with disabilities as independent, intelligent, and socially integrated” was important for both Nugent and the student’s own success (Raegan 51). Students with disabilities did not realize at the time how important they were to the university’s innovative program. As a matter of fact and according to Raegan, they created it. “Tim Nugent regularly credited students and, from the beginning, recognized that the disabled kids influenced the program’s directions” which was another way that Nugent pushed for the DRES community. Not only did this inspire more students, but the passion that he had for this program made innovation more common not only to the University but to the entire world.

The fact that in the last two centuries, many people didn’t believe in people with disabilities, pushing them out of the world, which is heartbreaking. Nugent made a tremendous effort by battling “prevalent negative social attitudes, university bureaucracy, and an inaccessible environment” to better prepare those with disabilities (Brown 165). Thankfully to Nugent and his aspiration to make a better environment for the DRES community, this resulted in the Illinois program becoming an oasis for wheelchair students that treated them like any other student. This allowed for these students to become visible on their own terms after the author argued how “quadriplegics went from the hospital to a nursing home. Now they have the opportunity to move onto campus” for a better education and even better support system (Brown 171).

Pages 50 – 59: Leslie J. Reagan, “Timothy Nugent: ‘Wheelchair Students’ and the Creation of the Most Accessible Campus in the World,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie

Pages 165 – 187: Steven E. Brown, “Breaking Barriers: The Pioneering Disability Students Services Program at the University of Illinois: 1948-1960,” in The History of Discrimination in US Education, edited by Eileen H. Tamura (New York: Palgrave Macmillan, 2008)

Week 01-Lab Reflection + Reading Response

1a) Innovation + Society Lab

In the middle of the day around 3:00 pm, I went to observe a place that I usually find myself in. The first location is a basketball court that I love and am familiar with. It’s located on the side of my fraternity, and I use this space often to play basketball, hangout with some friends, or even have social events on. Many others use this area of the house for basketball as well, and sometimes it gets very competitive. Usually when the fraternity recruits new members, they bring them to the basketball court because it’s a great environment for a bunch of guys who like sports and want to have a good time. 

I was in this location during the day, right in front of the house to the left. It’s ideal that there is a bus stop walking distance from the front door, but sometimes it’s not a place I really like due to past experiences of the bus being late or not even showing up. The bus stop is used by many of the guys that live in the fraternity house, allowing us to get to the quad more quickly. Additionally, I often come to this spot very early in the morning, so I don’t usually look forward to going to it. The bus stop has helped me in situations where I could’ve been late for class, so the idea of putting one right in front of the house makes it beneficial for everyone who lives around it as well. The house is located on the border of Urbana and Champaign, so it’s not as close as the rest of the houses in Champaign. 

2a) Reading Response

Why is the idea of Land Grant important to President Henry and the comments he 
makes in his 1968 speech? What was innovative about Land Grant – what did it change? 

The Land Grant is key to understanding the important history of the University of Illinois. While the initial vision of the Land Grant was clear in its emphasis on education for the agricultural laborer, its interpretation in society remains important to the needs of the school and its students, facility, and staff. The Morrill Act indirectly pushed Land Grant Universities to find a way to incorporate mechanical arts (Geiger 307). This act helped to fulfill the industrial and mechanical needs that were demanded by the respective states. 

The Land Grant opened institutions and transformed access to education and innovation from then on. For many land-grant universities such as the University of Illinois, this meant hopefully lowering the barrier to access of universities and increasing its growth in order to meet demand, although there was still a long way to go (Henry). In this, we can see that President Henry outlines Illinois as a prestigious University, but it requires intellects such as him to guide the University into the next century. By understanding the Land Grant’s perspective of education for people across the world to better equip them for their futures, we can then understand why it didn’t always work. At the same time of President Henry’s speech, there was a backlash by students against the university for not listening to them. Students felt insecure about their education and it was not enough to simply teach students on agriculture and industry, or marketing and advertising as originally expected, but to equip them with the intellectual and high-level thinking to solve any problem that came toward them.  As the student Centennial Convocation speaker Paul Schroeder said, “Let us all work together not so much to liberalize the present order, as to gain our liberation from it” (Schroeder). It is not enough for students to be educated through required classes, but to develop their own innovation as they grow older and make use of things that other people haven’t thought of yet.  

Response (to Goose’s post): 

I believe that both of our reading response posts have a lot to do with education reform and that the Land Grant focused mainly on wide educational opportunities, comprehensive curricula, and diversity.