Readings and Schedule
Class Schedule
Week 1
Monday, March 12: Course Introduction// Land Grant Readings
Readings (for in-class reference only, not assigned):
- "Congressional Record: University of Illinois Centennial," in Report of the Centennial Year of the University of Illinois, February 28, 1967 to March 11, 1968, 73-76.
- Introduction and Chapter 7, Roger Geiger, The History of American Higher Education: Learning and Culture from the Founding to World War II (Princeton: Princeton University Press, 2015)
- Paul Schroeder, Why?, The Daily Illini (March 15, 1968)
Due March 14:
- Select one quote from your section of the interview that you think is engaging and sums up a key point that Brad discusses. Transcribe it, explain why you selected it, and explicate how it encapsulates the interview clip well.
- Select one image for your section of Expanding Horizons. Take a screenshot of it and include it in your blog post. Answer the same questions as before with your selected Brad Hedrick quote.
Wednesday, March 14: DRES
Required Readings:
- 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, pp. 50-59.
- Steven E. Brown, "Breaking Barriers: The Pioneering Disability Students Services Program at the University of Ilinois: 1948-1960," in The History of Discrimination in US Education, edited by Eileen H. Tamura (New York: Palgrave McMillian, 2008), 164-92.
- To skim: Expanding Horizons: History of DRES, 1998-:
Due March 26:
- Choose an innovation to write about and present to the class. Explain what makes it so innovative and how the innovation is situated - how it was first used in a local context, how it eventually had global effects, and how it is used differently in different parts of the world.
Week 2
Spring Break
Week 3
Monday, March 26: BCL
Required Readings:
- Ned Prutzer, “Interdisciplinary Visions Past and Present: An Homage to the Biological Computer Laboratory in the Carl R. Woese Institute for Genomic Biology”
- Ned Prutzer, The Biological Computer Laboratory
- The Whole University Catalog (1969)
Summarize the main points of the readings for next class in describing what makes for good storytelling.
Wednesday, March 28: Introduction to Logging and Storytelling Basics
In class: Introduction of footage logging and video editing basics with Kate LaBore, CITL; discussion on interviewing and storytelling basics
Required Readings:
- William Zissner, "Writing About People: The Interview," in Zissner, On Writing Well (New York: HarperCollins, 2001), 100-115.
- William Zissner, "Writing About Yourself: The Memoir," in Zissner, On Writing Well (New York: HarperCollins, 2001), 133-147.
- Leigh Buchanan, “Both Simple and True: The Secrets of Effective Storytelling,” Inc.
Due April 2:
- A logging exercise for your assigned Brad Hedrick clip (and, for some, The Game Changer)
- For the second half of your assignment, based on the Williamson-Lott and Hoxie and Hughes selections, discuss the broadening of access to education and program offerings at Illinois. Feel free to bring in other readings we've covered in class thus far if you'd like, but you must be sure to draw from the readings for the upcoming class session specifically.
Week 4
Monday, April 2: Project 500
In class: Review of assigned footage; discussion of Project 500
Required Readings:
- 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, pp. 77-86.
- 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, pp. 218-223.
- Julie Leininger Pycior, "Important but Neglected: Midwest Latino/a Biography and Memoir."
Due April 4:
- Think of at least five questions you would ask Paul if you were to conduct a follow-up interview with him. Questions should be based on the themes of the original view as well as content from this course and curiosities you may have as a current Illinois student of the themes and issues Paul raises. As always, this should be a 1-2 p./500-600 word response on your Scalar sites, so be sure to couple these questions with explanations for each question of how you thought of the question and why you’re asking it.
Wednesday, April 4: Digital Production on Campus Innovation
In class: Discussion of assigned and other digital archive projects
Required Readings:
- Brian Dear, PLATO History Blog
- To revisit: Ned Prutzer, The Biological Computer Laboratory
- Student Research Projects, Ethnography of the University Initiative
- UIUC Student Life and Culture Archives, Project 500 and the Struggle for Campus Diversity
Due April 9:
Project proposal
Week 5
Monday, April 9: PLATO/ Student Life and Culture Archives visit
Required Readings:
- Don Bitzer, "Use of CBE for the Handicapped," American Annals of the Deaf 124.5 (1979)
- Valerie Lamont, “New Directions for the Teaching Computer: Citizen Participation in Community Planning,” Technological Forecasting and Social Change 5 (1973), 149-162
- Larry Weber, "Blind Student Power," Technograph (October 1968), 17-20.
Due April 11:
- Revised project proposal
Wednesday, April 11: Technocultural Futurisms Symposium, iHotel
Due April 16:
- For the first half of your blog post, summarize the main points of the 90s Innovations readings
- For the second half of your blog post, summarize the Technocultural Futurisms panel you attended. Connect course readings, themes, and philosophies to the presentations.
Week 6
Monday, April 16: 90s Innovations
In class: Discussion of assigned readings, sign-ups for a meeting slot during class time for our next section, wrap-up exercise on course readings, themes, and discussions
Required Readings:
- Jimena Canales, “Mosaic: The First Point-and-Click Internet Browser,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie, pp. 152-158.
- TO SKIM: Selections, Catherine Haythornthwaite and Michelle M. Kazmer, Learning, Culture and Community in Online Education: Research and Practice, New York: Peter Lang, 2004
- Greg Newby, "My Prairienet Story"
Wednesday, April 18: Individual Project Meetings
Sign up for individual meetings for proposed project feedback (No class)
Week 7
Monday, April 23: DRES visit and ILLIAC exhibit visit
Due April 25:
Explain how the DRES building narrates the legacy of DRES. What stories stood out to you the most and why? What surprised you the most out of the range of topics covered? Include at least three images (which do not count toward the page/word count for your post) from the DRES building to illustrate your points.
Wednesday, April 25: Spurlock Museum visit
Due April 30:
- Compare and contrast how the Spurlock Museum's "Knowledge at Work: The University of Illinois at 150" exhibit narrates innovation to how DRES and the ILLIAC exhibit from last class do so.
- How does the "Knowledge at Work" exhibit relate to other exhibits within the Spurlock Museum? Include at least three images from three different exhibits (which do not count toward the page/word count for your post) to illustrate your points.
Week 8
Monday, April 30: Free Class to Work on Final Projects
Due May 2: Final project and final paper
Wednesday, May 2: Final Project Presentations
