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.

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.

The History of the University of Illinois Urbana-Champaign Graduate Choral Music Program, 1958–2023

Bruhn, Andrew University of Illinois at Urbana-Champaign ProQues 2023 해외박사(DDOD)

The University of Illinois Urbana-Champaign (UIUC/Illinois) had an important impact on choral music through the creation of the first Doctor of Musical Arts (DMA) in Choral Music in the United States beginning in 1958. Since that time many leading choral conductors have earned advanced degrees at UIUC, such as longtime Florida State University professor and composer Andre Thomas; St. Olaf Choir conductors Kenneth Jennings and Anton Armstrong; and longtime conductor of the Westminster Choir Joseph Flummerfelt. These individuals constitute and uphold the legacy of the program, yet no comprehensive history of the department exists. This study explores 1) the history of choral music at UIUC that led to the founding of the graduate choral program, 2) important leaders and their mission for the program, and 3) the Illinois legacy through highlighting a sample of the many alumni who are now significant in the field of choral music. In learning about this history, choral leaders will gain insight into the principles that yielded the international acclaim of the program. The study concludes that the legacy of the Illinois program centers around scholarship, effective leadership, and establishing a vast community of alumni. Through these areas, the reputation of the UIUC graduate choral program grew. Illinois’s unique position in creating the first DMA Choral Music, and then developing a legacy of excellence, led to its distinctive standing among graduate choral degrees.This dissertation provides a scholarly record that can serve as more specific research for the future as well to those interested in the history of the UIUC School of Music. As the Illinois graduate choral program was so impactful, this writing attempts to capture the legacy of the area in ways that will be inspiring to others who seek to develop their own choral communities.

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.

Can I make it at the big U? Community college transfer student stories

Richie, Deborah University of Illinois at Urbana-Champaign 2004 해외박사(DDOD)

This case study explored the experiences of students who transferred from a community college to a local research university. Four in-depth interviews were conducted with three traditional-age students who transferred with junior standing to explore expectations of transferring to the university, experiences at the university in the first semester after transfer, and meaning of the experiences. Interview one established the historical context of participants' experiences; interview two focused on concrete details of participants' present experiences as a university student, interview three encouraged participants to reflect on the meaning and understanding of their experience; interview four probed topics introduced in the first three interviews and provided for reflection on the experience of participating in the study. A chapter was dedicated to each student story organized to follow the interview chronology. The analysis of the students' stories included identifying the themes that emerged and describing the interrelationships among the themes. The eight themes were: college choice; community college access; transfer function; advising and articulation; academic integration; social integration and belonging; family involvement; and sharing their stories. The students' families were highly involved in the choice to begin at the community college. The students varied in their satisfaction with the community college experience, but all exhibited a strong intent to transfer and resourcefulness in utilizing services at the community college. They continued to exhibit resourcefulness at the university to assist in their transition. None of the students experienced transfer shock (drop in GPA) in their first semester at the university. They all found their niche at the university, while acknowledging their difference from native students. The students held the university in high esteem academically, and were proud to have successfully transferred. The case study is concluded with the identification of questions for high school counselors, and community college and university educators and administrators. Additional areas for qualitative and quantitative research are identified that included case studies, survey research, and evaluative research.

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.

Latino students and biliteracy at a university: Literacy histories, agency, and writing

Stegemoller, William Jason University of Illinois at Urbana-Champaign 2009 해외박사(DDOD)

This qualitative study examines the writing and writing experiences of six bilingual (Spanish-English), immigrant university students. Immigrant students are a growing segment of university populations, but explicit/implicit language policies often overlook their unique characteristics and needs. The study draws on the continua of biliteracy model (Hornberger, 1989; Hornberger & Sklton-Sylvester, 2000) as well as concepts of language as dialogic (Bakhtin, 1986) to understand and theorize students' writing and writing experiences. It uses a constructivist paradigm (Mertens, 1998), combining narrative inquiry (Clandinin & Connelly, 2000) with aspects of grounded theory (Strauss & Corbin, 1998). Data sources included 40 hours of interviews (18 literacy history and 12 text-based interviews), more than 100 pages of student writing (from high school, university freshman composition courses, courses from students' majors, scholarship essays, creative writing, and Spanish writing), and documents including syllabi and assignment sheets. Following Ivanic's framework, data analysis centered on the participants' "autobiographical selves" (1998), with a focus on literacy histories, writing and writing experiences in the university, and the students' understandings of themselves. A constellation of factors in the students' literacy histories informed their experiences with language and literacy: subtractive and additive educational environments, age of arrival to the United States, education in the home language, quality of high school experiences, and socioeconomic status. The concept of mediated agency (Wertsch, Tulviste & Hagstrom, 1993) was used to conceptualize students' acts of "going against the grain" or accommodating the university context in their writing. The university context was often seen as challenging for some of the students, but some contexts, Latina/Latino Studies courses and an African-American Studies course, were particularly inviting for three of the six participants. In such inviting contexts, the participants experimented more with expressing their cultural identities, or with using Spanish in their writing. The majority of the participants drew on rich social support networks as they engaged in academic writing, and chose not to utilize the university writing center. The participants connected to writing politically (by referencing the Latino community and activism), safely (by avoiding sharing certain aspects of their identities, choosing neutral topics, and topics that met perceived expectations), and personally (by referencing personal experiences and stories). The participants developed stances toward writing that grew out of their literacy histories by: (a) seeking healing, (b) taking risks, and (c) overcoming obstacles. The participants showed ways in which their experiences developing as writers continued in the university. The participants' writing developed in that they: (a) asserted identities in writing, (b) took risks to express previously withheld aspects of their identities, and (c) negotiated how to relate their identities to the university context. Major implications of the study focus on the importance of understanding the complexity of immigrant students' experiences and the nuances of bilingualism. Maintenance of the first language is important from a young age and may have lasting effects into college. Home literacy instruction in the first language may play a role in downplaying the negative effects of a subtractive environment at school. Furthermore, students' home languages can be a resource that they draw on in the university as they develop their academic writing in English. Immigrant students who have experienced racism and linguistic chauvinism can benefit from explicitly safe spaces to explore these issues and it may help them develop as writers. It is important to learn more about students' use of social networks and build them into university support services.

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.