A history of the Illinois Industrial University/University of Illinois Band, 1867--1908

Griffin, Peter James University of Illinois at Urbana-Champaign 2004 해외박사(DDOD)

This study provides a comprehensive history of the band program at the Illinois Industrial University/University of Illinois between the years 1867 and 1908. In 1885 the University changed its name to the University of Illinois from the Illinois Industrial University. The University has been a leader in the field of bands, band music, and music education for well over a century. The history of its band program during the first 40 years of its existence is presented with great detail in the following four areas: (1) the leadership of the band during this time frame, (2) the role of the band, (3) the personnel of the band, and (4) the repertoire of the band. Specific attention is given to correcting discrepancies between known sources and filling gaps of missing information that previously existed. This study involved the time-consuming process of gathering even the smallest pieces of information about the program. This process is highly recommended for all future research of a historical nature and to confirm the histories of individual band programs across the United States.

Understanding baccalaureate completion rate increases of underrepresented minority students in science and engineering: Three case studies

Weldy, Eric Augustus University of Illinois at Urbana-Champaign 2001 해외박사(DDOD)

The purpose of this study was to determine how individual universities successfully implemented programs and used financial resources to improve baccalaureate completion rates of underrepresented minority students in science and engineering academic disciplines. The study was also developed to determine whether federal programs and financial resources contributed to improving baccalaureate completion rates of underrepresented minority students in science and engineering academic disciplines at the same universities. To conduct the study two research designs were used—time series historical data analysis and case study analysis. In using time series historical data analysis the author was able to examine student enrollment rates, student completion rates, and programming budget data. This allowed the researcher to analyze changes and identify patterns in the data over extended periods of time. Case study analysis was the second research design used. Three public research universities were selected to serve as case studies including the State University of New York at Albany, University of Houston, and University of Illinois at Urbana-Champaign. In using case study analysis, personal interviews, institutional documents, and database analysis served as the primary sources of data collection. Each university in the study was selected for its commitment and success in improving minority student completion rates in science and engineering academic disciplines from 1985 to 1995. However, their approach to improving student completion rates differed somewhat and involved diverse policies and programmatic strategies. The first step toward increasing minority student completion rates involved developing an admissions policy that enabled each university to increase student enrollment rates. The second step involved developing quality academic support programs to retain students. How each university approached the task of increasing minority student enrollment and completion rates depended on a variety of factors including financial resources, institutional history, university leadership, goals and objectives of individual programs, and campus climate. Finally, the findings indicate federal programs and financial resources did contribute to improving minority student completion rates at the State University of New York at Albany and the University of Illinois at Urbana-Champaign. However, federal resources did little to encourage or improve minority student completion rates at the University of Houston.

John Cage's "HPSCHD"

Heimbecker, Sara J University of Illinois at Urbana-Champaign 2011 해외박사(DDOD)

From 1967--1969, John Cage (1912--1992) was an associate Member of the Center for Advanced Study at the University of Illinois. The appointment came about with the help of Lejaren Hiller, founder of the University of Illinois' Experimental Music Studio and the co-composer of the first significant computer composition Illiac Suite (1957). Cage's tenure in Urbana culminated in the production of the multimedia work HPSCHD which he produced in collaboration with Hiller, Calvin Sumsion, and Ron Nameth. Hiller oversaw much of the programming work and functioned as a sounding board for Cage's compositional ideas. Sumsion supervised the static visual elements used in the performance and later collaborated with Cage on a series of lithographs and plexigrams called Not Wanting to Say Anything about Marcel. Nameth, a filmmaker from the Art Department, organized the motion picture films that were used for the performance. Initially, HPSCHD was a commission from the Swiss harpsichordist Antoinette Vischer who had requested from Cage "a harpsichord piece." Vischer's modest commission grew into a huge work that included seven harpsichords, 52 tapes of computer-produced tones, about 8,000 slides and over 40 motion picture films. HPSCHD is an unusual work among Cage's oeuvre for many reasons. Especially noteworthy is Cage's large scale use of technology (specifically the computer), the use of historical musical quotations, the theatrical environment of the work, and, perhaps most surprisingly, Cage's return to earlier compositional ideas. These noteworthy aspects open many avenues of inquiry about the piece, about Cage, and about our assumptions of the composer in the late 1960s. Since the details of the computer programs and the history of the programming process have been thoroughly discussed, my study will not duplicate these efforts, but will draw on available sources to inform the compositional, philosophical, visual, and contextual meanings of the work. In this study, I analyze the production of HPSCHD ethnographically, as an event. I situate the event within the context of postmodern philosophy, anarchic politics, the culture of the university campus of the late 1960s, and the countercultural "summer of love." Through this type of contextual study, I bring some of the assumptions about Cage into question. Cage intentionally couched his compositions in a wealth of political and philosophical rhetoric. In the late 1960s Cage was highly influenced by his recent rediscovery of Henry David Thoreau and his discovery of the American social philosophy of Marshall McLuhan and Buckminster Fuller. Just as Cage used Asian philosophies to bolster his turn to chance composition in the 1950s, Cage appropriated a vocabulary from Thoreau, McLuhan, and Fuller to legitimize his new work with the computer. Cage characterized HPSCHD as political work of art which was to demonstrate the possibility of an anarchic utopia----a world which had come to terms with its own history and its technology. Using David Patterson's analysis of Cage's idiosyncratic use of South Asian philosophical terms as a methodological model, I define and clarify terms that Cage used in connection to HPSCHD such as "abundance," "multiplicity," "anarchy," "chaos," and "interpenetration.". For this study, I use a number of previously unpublished primary sources. Cage's letters from this time period (housed in the John Cage Archives at Northwestern University) are an excellent source. I also draw heavily on the scores and sketches of HPSCHD that are part of the New York Public Library's Music Collection. Peter Yates was a devoted friend to Cage and authored the liner notes to the HPSCHD recording released simultaneous to the 1969 event. The Peter Yates Papers, housed in the Mandeville Special Collections Library at the University of California, San Diego contain a wealth of information and correspondence between Yates and Cage. The poet and scholar Eric Mottram Papers wrote fairly extensively about Cage and his book Silence. The Eric Mottram Papers (King's College, London) are valuable insights into Cage's work simultaneous to the composition of HPSCHD. Personal interviews and e-mail correspondence with a number of "informants" has also proven to be essential to this study. This document includes quite a bit of oral history about Cage, the atmosphere at the University of Illinois in the late 1960s, and the 1969 HPSCHD event. There is evidence that despite the chance operational selection of materials for the event, Cage had specific ideas about how one was to react to the work. Cage designed into the piece elements that were to cause a participatory reaction and were designed to create an atmosphere of inclusiveness for the mostly college-aged audience. Despite the traditional view and some evidence that Cage distanced himself from the countercultural movement, there is evidence that Cage panders to this population to a certain degree with the inclusion of visual elements that are iconic of the Summer of Love and the psychedelic age. As of yet, no one has studied HPSCHD as an event, with equal emphasis on the visual, the aural, and the participatory aspects of the work. A study of the visual elements of the performance draws on published interviews, unpublished letters, Calvin Sumsion's graduate thesis from the University of Illinois, and oral accounts from the artists and participants. A study of the slides and films, and how they were produced and selected using consistent chance compositional methods, sheds light on Cage's conception of HPSCHD as a theater piece.

Disability related services needs and satisfactions of university students: An exploratory study

Dutta, Alo University of Illinois at Urbana-Champaign 2001 해외박사(DDOD)

The enrollment of students with disabilities in post-secondary educational institutions is increasing at a rapid rate. However, the quality, quantity, and scope of university-based support services have not expanded sufficiently. Also, there is a severe dearth of research and instruments designed to measure the need for and satisfaction with services received by students with disabilities. The purpose of this exploratory survey was to develop a questionnaire and determine the effects of demographic variables on the perception of need and satisfaction by students with disabilities. The following Office of Disability Services (ODS) participated: Louisiana State University, Baton Rouge; Southern University, Baton Rouge; University of Illinois, Urbana-Champaign; and University of Illinois, Chicago. Part-I of the study involved 1,589 students with disabilities registered with the respective ODSs in Fall, 1998. A total of 33% (<italic>N</italic> = 445) response rate was obtained. The “Disability Related Services Need and Satisfaction” questionnaire, contained 16 demographic and 40 service variables divided into 11 domains. Four replications of the instrument generated Cronbach's alpha for need and satisfaction varying between 0.70 and 0.90 and indicated high reliability. Descriptive statistics, Pearson's product moment correlations, one-way analyses of variance, Tukey's post hoc multiple comparisons, and content analyses were utilized for data analysis. Four omnibus hypotheses were tested at a type I error of 0.05, once for each of the universities and once for the linear combination. The first two omnibus null hypotheses were partially rejected in favor of the alternative for each institution and fully rejected in linear combination. The third hypothesis, testing the correlation between need and satisfaction, was disregarded for the following reasons: statistical overkill resulting from the subject-variable ratio of lower than 10:1, especially for SU, UIUC, and UIC; and small sample size and non-random sampling process affecting the generalizability of the findings. Students' overall perception of the quality/quantity of ODS services and accessibility of campus facilities was tested by hypothesis four. The second part of the hypothesis was rejected in favor of the alternative. The students belonging to UIUC expressed satisfaction with campus accessibility, whereas those registered at LSU, SU, and UIC were dissatisfied. In Part-II of the study, a “Survey of Coordinator/Director of the Office of Disability Services” questionnaire was used to collect data. All of them suggested improving the quality/quantity of services; being responsive to the needs of students/faculty/staff with disabilities; and promoting an inclusive/accessible academic environment as their goals. Recommendations were made to: conduct nation-wide longitudinal endeavors which best assist in student achievement of academic goals; and research ODS personnel's perception of quality and quantity of services, adequacy of resources, satisfaction of students with services rendered, job satisfaction, and suggested areas of improvement and policy change.

Challenges of unequal power distribution in university-community partnerships

Sorensen, Janni University of Illinois at Urbana-Champaign 2007 해외박사(DDOD)

This dissertation examines power disparities based on structural inequality and life experiences of partners in a longstanding university-community partnership. The research is about the partnerships between the University of Illinois' East St. Louis Action Research Project and neighborhood-based groups in East St. Louis, Illinois. My work discusses who participates (roles of partners), how this participation takes place (the process) and outcomes of the planning process (content of planning documents). There is a gap in the current literature on university-community partnerships concerning the actual state of engagement of community partners in what is claimed to be a participatory process. Analyses of data addresses this gap, by providing an empirical account, and comparing this to the ideals of the participatory action research model of engagement. The literature demonstrates a lack of resident voices in the reporting of experiences of partnerships. A step by step analysis, of how a planning process is experienced by community partners, addresses this. A separate chapter discusses the partnership in terms of power and empowerment. Internal inequities in communities that partner with universities are a topic of interest in the literature. It is pointed out that projects lacking direct awareness of gender tend to overlook opportunities and constraints tied to gender. In my research I consider outcomes of a planning process that failed to consider gender as a defining part of the needs of the community. I highlight the importance of formal training of partners to address power discrepancies. It is pointed out that the power discrepancies lead to problems setting agendas that work well for both sides of the partnership. Another important conclusion is that the partnership exclusively works with the strongest groups within the community. My research supports the literature that states that lack of conscious attention to gender disparities will lead to products that are not inclusive of the needs of women and other minority groups, beyond the common good.

Student-athletes and the university: An evolving producer-beneficiary relationship

Judson, Kimberly McCarty University of Illinois at Urbana-Champaign 2002 해외박사(DDOD)

This dissertation investigated how relationships between student-athletes and their chosen universities evolved, and how the relationship status was reflected in student-athlete attitudes toward their roles at the university. The study began with the college choice process, and revisited student beliefs and attitudes in the second year of their college experience. Incoming student-athletes representing all intercollegiate sports at a selected university were surveyed at an initial orientation. Long interviews were conducted 16 months later with respondents from the same sample group to learn more about their collegiate experiences. Using positivist and interpretive theory, this dissertation investigated the student-athlete college choice as a consumer decision. Student-athletes are recognized as a constituency of the university similar to students, faculty, alumni, local community members, legislators, and the media. Each constituency is uniquely influenced by the university's academic and athletic image. Universities themselves can become brands carrying a halo effect enabling them to be perceived in a more positive light as compared to less visible institutions. Ultimately, this branding effect may create a dialectic in which the expectations of the university influence athletics and the expectations of athletics also influence the university as a whole. Research plans beyond the scope of this dissertation include conducting long interviews with respondents from the same sample group after they have graduated or left the university. This longitudinal approach will investigate whether student-athletes value the intercollegiate athletic experience significantly more or less upon leaving the university and/or entering the workforce. In addition, a similar quantitative and qualitative study of the relationships between student-athletes and their chosen universities is planned at another institution to allow for a comparison of the data.

Interpretation and Implementation of the Accelerated Placement Act by Illinois School District Leaders

Kristoff, Tara University of Illinois at Urbana-Champaign ProQues 2021 해외박사(DDOD)

Understanding how Illinois school district leaders craft acceleration policy and procedures in compliance with the Accelerated Placement Act has not been studied yet. The Accelerated Placement Act was adopted into law by former Illinois Governor Bruce Rauner on August 25, 2017. The Accelerated Placement Act had a mandatory implementation date for all Illinois public schools on July 1, 2018. The goal of this phenomenological study is to contribute to the literature on acceleration by providing research on how Illinois central office administrators make sense and give a sense on the Accelerated Placement Act. The focus of this study is on how the attitudes of Illinois school administrators regarding acceleration and the Accelerated Placement Act affects the policy and procedures they are crafting for their school districts. In other words, this study examines if Illinois school administrators' beliefs and perceptions about acceleration influence their interpretation and implementation of the new law as they write acceleration policy as well as procedures to meet the legal mandates. There are three critical areas to explore when examining the policy and the procedures written by Illinois school administrators in compliance with the Accelerated Placement Act. First, there is an examination of the policy agenda, setting, and adoption of the Accelerated Placement Act at the state legislative level. Second, there is a critical analysis of how Illinois school district leaders make sense of acceleration and the Accelerated Placement Act. Of importance in making sense of the Accelerated Placement Act is the discussion and comparison of the varying acceleration procedures written by school district leaders in this study based on their interpretation, beliefs, and attitudes of the requirements in the new educational law. Third, there is an investigation into how the school district leaders in this study give sense to internal and external stakeholders in their school district on acceleration and the Accelerated Placement Act.Data was gathered from qualitative interviews with Illinois central office administrators who currently work in public school districts located in three regions of Cook County, Illinois: South, West, and North. The data gathered from the qualitative interviews provide findings and themes that show how Illinois school leaders have approached acceleration since the adoption of the Accelerated Placement Act. The findings from this phenomenological study reveal the following:1. The school district administrators do not share a common definition for acceleration.2. The school district administrators do not have a collective understanding of the purpose of acceleration.3. Most school administrators are not in favor of acceleration due to bias, negative past experiences, and misconceptions.4. There is no additional state funding as well as no additional rules and regulations from the Illinois State Board of Education (ISBE) to help support and provide guidance to school administrators. 5. District acceleration procedures are not aligned or correlated to the legal requirements in the Accelerated Placement Act as well as district policies on acceleration. Five recommendations are suggested based upon the study's findings to help current central office school administrators make sense and give sense on acceleration and the Accelerated Placement Act to aid in the policy implementation process of the new law. The recommendations are the following: 1. Current central office school administrators need to be part of the educational policy-making process at the legislative level.2. More detailed rules and regulations are needed from ISBE on how to implement the Accelerated Placement Act with fidelity to help guide Illinois school district leaders.3. Professional development in acceleration and Accelerated Placement Act are needed to counteract bias and misconceptions on behalf of the Illinois school district leaders.4 Oversight from ISBE is needed to ensure compliance with the law at the local level.5. Central office school administrators need to be more transparent with all stakeholders about acceleration and the Accelerated Placement Act.

Quality of Life in Rural Illinois: Housing and Access to Health Care

Miller, Cristina Danielle Marie University of Illinois at Chicago 2012 해외박사(DDOD)

This dissertation focuses on two measures of rural quality of life in Illinois: housing values and health care access. Through estimating housing price trends, evaluating policy impacts on rural hospital structures, and valuing rural hospitals as local amenities, rural quality of life in Illinois can be better understood. Using sales transaction data from the Illinois Department of Revenue, the first essay compares the median and Case-Shiller housing price capabilities to measure housing price appreciation and depreciation in Illinois between 2000 and 2009. The Case-Shiller method captured the housing bubble in metro (excluding Chicago), micro and rural areas in Illinois. While rural areas in Illinois did not experience housing price fluctuations as large as Chicago, the Case-Shiller method corrects the assertion that rural America did not experience a housing bubble. The second essay details the changes in rural Illinois hospital structures resulting from the 1997 Balanced Budget Act and the 1999 Balanced Budget Recovery Act. These acts created a Critical Access Hospital certification aimed at slowing the rate of hospital closures across the United States. The results show that CAH certification appears to have aided in maintaining health care in rural areas. Using hedonic estimation, the third essay focuses on the impact of a CAH compared to that of a full-service hospital on housing values. This essay compares the effect of Crawford Memorial Hospital (a CAH) on Crawford county housing values to the effect of McDonough District Hospital on McDonough county housing values. Crawford is a rural county with a small Critical Access Hospital. McDonough is, according to USDA's Urban Influence Codes, considered a micro county. The results suggest that a Critical Access Hospital has similar effects on housing values as the full-service hospital. Therefore, the results of this paper support the hypothesis that preserving a Critical Access Hospital is as useful as preserving a full-service hospital, in terms of the benefits to the local housing values.

Race and gender differences in educational attainment, field of study, and increments to earnings (evidence from University of Illinois tracer studies and nationwide earnings data)

Appiah, Elizabeth Naabena University of Illinois at Urbana-Champaign 2002 해외박사(DDOD)

This study uses a rate of return model and a Regression technique to estimate the net effects of investment in higher education in the United States, more comprehensively on key measures of monetary and non-monetary outcomes of education. Specifically, the study examines the returns to University of Illinois education by race, gender, and field of study using the university's tracer study data for the 5,060 1988 graduates from the UI (Urbana and Chicago campuses), after they have been in the labor force 10 years after graduation. Recognizing that individual earnings are potentially associated with multiple factors, this study compares earnings of the 1988 graduates of the University of Illinois and explores the association between major field of study and the mean annual earnings 10 years after graduation. Clarifying the monetary and non-monetary returns of those graduating with the same degree and majors, and understanding the relationship of factors that may affect individual earnings may help to clarify the benefits of pursuing a college degree and/or major in a specific field. The findings suggest that of the four degree levels studied, field of study was generally the strongest predictor of returns for students in University of Illinois (Urbana and Chicago campuses), although the significance of predictors varied by race and by gender. For example, the returns to graduates in professional fields such as medicine are higher than those returns to Ph.D. degree, master's degree, and bachelor's degree graduates. Also, the returns to fields classified as “high-paying” such as engineering and commerce are higher than the returns to liberal arts and science and other fields such as education, agriculture-related fields, fine and applied arts, applied life science and other social science fields. The completion rates of bachelor's degree also varied by race and by gender. This information about the monetary and non-monetary returns over the life cycle when conveyed to students, educators, employers and legislators can be helpful in broadening the understanding that helps in investing in colleges and universities.

Effect of academic content first-year seminars on student engagement in the institutional social system

Lynn, Angela N Illinois State University 2008 해외공개박사

This study explored the impact of academic content first-year seminars on engagement of first-year students in the social system of Western Illinois University. This study also examined how these seminars may influence student engagement in the institution's social system during the first college year and beyond. A two-phase sequential mixed methods approach was utilized. The first phase focused on the quantitative analysis of existing data from the National Survey of Student Engagement (NSSE) completed by first-year students at Western Illinois University during Spring 2005 (n = 478) and Spring 2006 (n = 421). Analysis of the NSSE data found a statistically significant difference in first-year student engagement in the social system of Western Illinois University. The second phase of the study included semi-structured interviews with 13 students who began at the University during the 2005-2006 academic year and who were enrolled as juniors in Spring 2008. Interview participants described having more personal relationships with their first-year seminar instructors than with other faculty members in their first year. The participants stated the seminar assisted them in making connections with their peers during their first year and helped broaden their experiences and awareness of University resources. Most participants maintained contact with their first-year seminar peers and instructor, even after their first year. Participants reported being involved in a greater number of cocurricular activities after their first college year, which they attributed in part to the academic content first-year seminars. The findings of this study affirm that academic content first-year seminars are a promising method for improving student engagement in the social system of the institution through increased interaction with faculty in class and out of class, improved student connections with peers, and increased involvement in cocurricular events and activities.