2 Week Lab Reflection + Reading Response

Week 02 – Lab Reflection + Reading Response

Lab Reflection:

Questions:

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.

Analysis:

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 2 – Reading Response + Lab Reflection

Reading Response –

There were several methods that DRES and Nugent applied to change the way disability was treated on campus and eased the lives of several members of the community. Some of the most noticeable and landmark strategies that were used to disrupt were creation of a climate that welcomed disabled students and a program that drew them into the campus mainstream while providing spaces where a separate com-munity of their own could nurture and encourage them. There were accommodations towards disabled veterans, disabled students’ ability to open doors and portray adaptability, and the integration of sports and recreation. Created wheelchair accessible buildings, sidewalks, and other infrastructure to provide a truly accessible campus experience. In terms of disability accommodation the campus became a model of innovative architectural design. The governor, William Stratton gave a speech which legitimized and greatly showed support for the program.

Before DRES, and during the past two centuries, many Americans believed individuals with disabilities were deviant, or worse. Those with disabilities were cast aside, like criminals, away from public view. This was more or less the cultural perspective and a barrier that DRES had to overcome. This was overcome by the creation of DRES, and it was also the first barrier that they had to overcome. Nugent shepherded a program that succeeded in shattering longstanding, pervasive institutional, physical, economic, psychological, and other barriers that marginalized and ostracized people with disabilities. Another more recent issue that DRES faced was the ability for students with disabilities to receive access to technologies at the University of Illinois. By the creation of DRES, “The inventiveness and passion of the program that Nugent created did something even more important: it made these innovations commonplace, first on the university campus and eventually, across the nation and many parts of the world.”

Lab Reflection –

Questions –

1. How do veterans play a role in the culture of the University and how does UofI make these student veterans feel welcomed culturally in the university?

2. What are the different programs and facilities in terms of policies and infrastructure that benefit the veteran community? How is their cultural experience?

Line of Inquiry –

There are a few things we could do to find out the answer to our questions – First research about the veteran community at UofI, find out RSOs that exist on campus for veterans, learn about the buildings that have been made for the Army and veterans. Interview veterans and learn about the facilities they enjoy as being part of the veteran community, also learn about their responsibilities as a veteran if any.

Pieces of Evidence –

#1 Geri Young | Who Are the Illini? 1:05-1:13

This video talks about the life of a veteran on campus. Geri Young is a veteran and she talks about night counseling with the veterans on campus, this is one of the examples of how the University has created policies to make veterans feel more welcome.

#2 Geri Young | Who Are the Illini? 0:20-0:45

This part of the same video talks about the cultural differences and how the univeristy diversity helps her feel welcome at the university, it also talks about the age and cultural gap.

#3 Chez Veteran Centre

https://www.library.illinois.edu/mappinghistory/campus-map-timeline/

The map contains the Chez Veteran Centre in Urbana, which was established by the University to give support to the veteran population at the University.

#4 Veteran Memorial Project

A project found in the digital archives to honor the men and women of the University of Illinois who made the supreme sacrifice as members of the U. S. Armed Forces during our nation’s wars and conflicts so that we may live and learn in freedom.

Analysis –

– I learned about the extensive archives that the univeristy keeps about all its landmark policies and achievements. It was interesting to learn how the University supports its veteran community. The digital archives were a rich source of information that depicted clearly how students think about the facilities provided by the university. The gallery provided students with the opportunity to learn in detail about the heritage that is present at UofI.

– My line of inquiry was all answered by the evidence that I was able to find through these archives. It helped me learn a lot about the life of veterans at the Univeristy both in terms of the benefits, policies they enjoy and also the cultural perspectives of veterans. Learning about the Memorial Project, the Chez Veterans center, and watching the Geri Young video taught me about how age and past life experiences also play a role in the university experience. I also learned how the university awards the countries heros with amazing policies, and infrastructure such as the Chez Center.