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EALC 550/ANTH499 The Anthropology of Modern China (Spring, 2021)

Wednesdays, 7-9:50 PM(CST) via ZOOM

https://illinois.zoom.us/j/81031095221?pwd=VHJEMWpuSXI1T3lJeE41SEZyQTlPUT09

Class website: https://learn.illinois.edu/course/view.php?id=57319

Instructor: Dr.Jeffrey T. Martin, jmart@illinois.edu

Office Hours: Thu12-3PM or by appointment

Are we living at the beginning of a “Chinese Century”?

Thisis the overarching question that will guide our conversation in this class. We willnot, however, try to answer it. Rather, we will focus on interrogating thepresuppositions which allow us to ask it. What ways of conceptualizingtime, space, culture, and politics allow us to formulate the possibility of a“Chinese Century” as a logical and imperative object of knowledge?

Wewill undertake this interrogation of presuppositions by reading two different academicl*teratures. The first is a critical version of world history, which challengesthe Eurocentric presumptions of conventional modern historiography by centeringits narrative standpoint elsewhere (either in Asia broadly or in Chinaspecifically). The second is anthropological ethnography, which centers its narrativestandpoint in the located experience of specific individuals. Our task is tobring these two critical standpoints – the historical and the ethnographic– into a productive dialogue, which helps us understand the multifaceted culturalprocesses through which people experience their lives as inhabiting aspace-time defined by “Chinese” qualities.

The classis organized to take up these two different literatures in turn. We will focuson history first. We are very fortunate to have a special guest helping withthis. A generous donation by the Kang Brothers has allowed us to invite one ofChina’s leading intellectual historians, Wang Hui, to participate directly inour class by giving two lectures. The first half of our semester is organizedto focus on his work, and the broader intellectual movement of which this work formsa central component. Afterwards, in the second half of the semester, we will turnfrom the grand concerns of world history to explore the forms of localknowledge at stake in anthropological ethnography, and think about how ordinaryexperience takes on its cultural qualities.

Thespirit of this class is one of experimental collaboration. Its formalrequirements are relatively minimal. My hope is that each of you will feelinspired to participate in a conversation that takes on its own life as acollective learning process.

Hereare the formal requirements (the grading rubric is summarized below):

1. Attendance& Participation. We meet on Zoom every Wednesday evening from 7-10 PM(Central Standard Time). Your regular attendance is expected. You must do therequired readings for each class before we meet and upload toour class Moodle site one discussion question about the readings. Uploadingyour question counts as “participation,” so if you are unable to meet on Zoom,please still upload your reading question to the class Moodle site. If you failto upload a question and don’t show up to the Zoom class without arranging an excusedabsence in advance more than three times in the semester, I willget worried and check to make sure you’re OK. If you have five unexcusedabsences, I reserve the right to lower your grade by one letter point.

2. Leadinga discussion. Graduate students (only) are expected to lead a short (20-30minute) class discussion of one text at some point during the semester. We willallocate responsibility for this on the first day of class.

3. Writinga paper. Everyone has to write a final paper. The paper will be graded intwo stages. First, a proposal developed in accordance with a prescribed formulawill be due on March 17 and count for 20% of your grade. The final paper is dueMay 12, and counts for 40% of your grade. Undergraduate students are expectedto write a paper of 2,000-2,500 words and engage with at least two texts on thesyllabus. Graduate students are expected to write a paper of 5-8,000 words, andengage with as many texts as necessary to say something about our meta-levelconcerns with history and culture.

Grading Undergraduates Graduate Students

Attendance & Participation: 40% 20%

Leading Discussion: Notrequired 20%

Paper Proposal Exercise: 20% 20%

Final Paper: 40% 40%

Plagiarismpolicy. By enrolling in this courseyou agree to abide by the University’s honor code. The University ofIllinois prohibits all forms of academic dishonesty. Plagiarism, http://guides.library.illinois.edu/citingsources/plagarism, is a form of academic dishonesty andgrounds for failing in the class.

Espionagepolicy. Students taking this coursehave a reasonable expectation that our classroom discussions will be held inconfidence by all participants, and not shared with outside agencies. Anystudent who (without permission) provides personal information shared withinthis class to a government, party, or media organization will receive a failinggrade in the course.

SpecialAccommodations. Students withspecial needs or disabilities that may require some modification of seating,testing, or other class requirements should inform the instructor at the startof the course, so appropriate arrangements may be made.

This course serves as an introduction to quantum mechanics (QM) for the purpose of describing the structure and dynamics of molecules. At the conclusion of this course you will be able to:

1. Motivate the need for quantum mechanics in describing molecules.
2. Describe how quantum-mechanical uncertainty emerges from the consideration of matter as waves.
3. Interpret common molecular experiments quantum-mechanically.
4. Explain the quantum-mechanical origin of chemical bonding
5. Perform practical quantum-mechanical calculations on molecules using wavefunction, bra-ket, and matrix representations.
6. Use numerical software to perform advanced quantum-mechanical calculations.

Mathematica will be used throughout the course to visualize QM phenomena, develop qualitative insights into QM behavior, solve challenging equations and perform numerical linear algebraic calculations. Being familiar with common numerical software such as Mathematica is an excellent way to augment qualitative understanding, check your solutions to complex mathematical equations, and learn a gentle introduction to numerical methods and software. It is also a useful skill to add to your resume. You can download the software for free via the following link: https://webstore.illinois.edu/shop/product.aspx?zpid=4037

The course is designed with the lecture notes constituting the primary source of instruction. After the first 2-3 weeks, the progression of course material will closely follow the progression in the assigned textbook (McQuarrie), and it is strongly recommended that you complete the readings as a supplementary resource. As an additional resource, will periodically provide supplementary notes and Mathematica notebooks throughout the course to enhance and augment the lecture material.

Social Science Rdgs Chinese

This course introduces students to scholarly readings and primary materials on modern and contemporary Chinese society. This year the course’s theme is Law and Society in China (1900s-present). Course materials include varied genres: academic writings, news reports, governmental documents, archival excerpts, legal codes, as well as visual materials.

Students will be trained in not only reading comprehension and vocabulary enhancement but also critical thinking, cross-disciplinary analysis, translation strategies, as well as communication skills in putong hua needed for formal and academic occasions.

Seminar Rhetorical Theory: The Problem of the Public

Most formulations ofcommunication assume the existence of something called “the public.” Ascitizens, we behave as if there is a public in which our participation matters.As teachers, we teach as if there is a public to be addressed and influenced byour students. As researchers, we study rhetoric and politics as if it exists ina public space that we are capable of locating, grasping, and describing. Asactivists, we work as if it is possible to change norms of public engagement.But what precisely is this thing we call “the public”? In the 1920’s John Deweywrote about “the public and its problems.” This seminar tweaks Dewey a bit tosuggest that the public is the problem. That is, if we wish our work to speakto or about “the public,” scholars of communication must come to terms withongoing contestation over the term itself. This seminar will engage a range ofcritical and theoretical literature so that students may familiarize themselveswith this foundational construct of rhetorical, communication, and politicaltheory. Questions we will engage include: How best should we conceptualize “thepublic”? Is it a space? A mode of communication? An attitude? A habit? Anaffect? How are we to understand what happens “in public”? What is the role ofmedia and digital culture in framing our experiences of publicity? How do race,class, gender, citizenship status, ability, and sexuality influence our senseof what constitutes “the public”? The course is appropriate for master’s anddoctoral students interested in rhetoric, argumentation, politicalcommunication, media, and/or communication theory. You do not need previouscoursework in rhetoric to take this course.

Becausethe goal of this course is to introduce you to a history of a core concept inthe field (note I don’t say “the” history), the assignments emphasize reading,understanding, questioning, and synthesizing existing material rather thanconducting original research.

Visual Rhetoric

Thisseminar will offer students a substantive survey of the area of rhetoricalstudies known as visual rhetoric. By the end of the course you will have beenintroduced to approaches, methods and concepts/theories for the study of visualrhetoric, as well as explored the history of the study of visual rhetoric.While the course assumes some familiarity with humanistic approaches to thestudy of communication, students need not have had previous graduate courseworkin rhetoric to enroll.

Becausethe course is a survey, it will not involve an extensive individual researchproject/seminar paper. Rather, you will focus each week on engaging with whatwe read, discussing it, writing about your responses to those readings andothers you discover, and, by the end of the semester, developing a sense ofwhat aspects of visual rhetoric are of most interest and relevant to you.

Writing and Revising for Publication

During a semester or summer term, I will work with students interested in taking a paper they wrote in a seminar, conference paper, etc., and turning it into something that can be submitted to a refereed journal for publication in the field.You will come to the independent study with a draft of a paper already, and we’ll work from that to develop the work into a piece of publishable quality. While such projects will differ according to each student’s needs, the quality of the paper you begin with, and your plans for publication, you should expect to: do some thinking and exploration about appropriate venues for publication and investigate the audience/suitability of that venue for your piece; work through a series of steps for writing a journal article as outlined in readings and conversations with me; write and revise multiple drafts; engage in peer review with colleagues where possible.

You will draft pieces of your article during the term and then turn in a complete first draft to be peer‐reviewed and subsequently revised. At the end of the term, you will turn in a complete second draft; this will constitute your “final paper” for the independent study. When you turn in the final copy of your paper, it should be complete. That is, it should be your best effort, it should not be missing any bibliographic or citation information, and it should be one substantive revision (after my feedback, about 2‐4 weeks) away from submitting it for publication. Therefore, you should consider the quality of work and effort on your part to be minimally the same as and ideally better than what you would do for a seminar paper.

Thank you for your interest in transferring into the College of Liberal Arts and Science. As our College is larger than others, it can sometimes be a bit more complicated to navigate. This Moodle Workshop will halep you to discover some of the resources available, familiarize you with College of LAS processes and deadlines and provide you with the information that you will need to successfully transfer into your new major in LAS.

You will need to complete all tutorials and successfully submit a final quiz in order to be able to submit your petition to transfer into the College of LAS. Upon review of your petition, we will contact you to let you know what further action might be needed on your part.

We know that you likely have many questions along the way. We have included a forum where you are able to post questions and to search to see if perhaps someone else has had a similar question. We encourage you to use this forum throughout the Inter-Collegiate transfer process.

If you have any questions or difficulties along the way, please use this link XXX to contact an administrator in the College of LAS Student Academic Affairs Office.

We look forward to working with you through this process.

Storymaking for the Page

In this intensive fiction writing class, we will learn how to write for the page. Although there are many forms of narrative art—from television to film to theater to video games—this class will focus on just a single one: literature. That is to say, storymaking for the page. Through a series of discussions, lectures, small workshops, published readings, and—above all—intensive, focused writing exercises, we will sharpen the skills needed to write effective fiction. Creative assignments will be frequent, short, and focused: point of view, dialogue, setting, motivation, interiority, action, etc. We will focus on the words you choose, the sentences you construct, and how to begin to string these together into compelling stories for the page.

Literature and Ideas

Comparative and World Literature 202 explores the relation betweenliterature and ideas in the modern Western heritage. All semester long, we read the texts of fiveseminal thinkers, theorists whose ideas and methodologies have greatlyinfluenced both the practitioners and the interpreters of literature –especially comparative literary approaches. The critics and philosophers whose writings wewill examine and discuss this semester are: Karl Marx, Sigmund Freud, Roland Barthes,Simone de Beauvoir, and Michel Foucault.

In addition to writing one short paper and an in-class essayon an individual thinker and taking a midterm exam, each student will choose amajor author from the modern literary tradition (Western or non-Western),working on them independently throughout the semester, reading their works andabout the works, and consulting with me as needed (by email is fine). The course project is to read this particularauthor in relation to one or more of the five thinkers studied in class. This independent work will culminate in a12-15 page term research paper, due at the end of classes. There is no final examination.

English 524 Fall2022

Seminar: Re-reading Embodiment in Early Modern Britain

Earlymodern Britain conceived the categories of human embodiment, including gender,sexuality, status, religion, nature, and race, as deeply intertwined yetsurprisingly fluid. This seminar asks how and why, amidst this fluidity,whiteness became perhaps the most fiercely defended construction of embodieddifference. Primary readings will spin out from Shakespeare’s plays to include othertexts, literary and nonliterary, written in or translated into English between1550 and 1660, that construct and categorize human bodies.

Secondaryreadings will consider the branches of critical practice attending toembodiment. All largely traceable to feminism., and all still commited tointersectionality, these branches have sometimes operated in tension orseparation. Today some scholars argue for greater convergence among branches ofstudy, while others say that greater divergence is needed to attend to theparticularities of cultural experience. Valerie Traub’s Oxford Handbook ofShakespeare and Embodiment, which advocates for a very nuanced commonality,will be our launchpad as we consider how gender studies, queer theory, affecttheory, critical race theory, and postcolonial studies have developed (withsome side trips back to the 1990s). The second third of the course will explorethe history of the book, including the ambivalent role of printed books indisseminating various constructions of race to British readerships—an areawhere critical work is just beginning. Student projects will includeinterpretive work on the materiality of primary texts in our Rare Book andManuscript Library as they engage human as well as textual embodiment. In the final portion of the course, we mayconsider how re-reading of embodiment might address current educationalchallenges.

Theaim of the course is familiarity with the connected and sometimes contested historiesof theorizing early modern embodiment, so that students may confidently andsensitively explore the work done by an early English text, including its instantiationin print. Beyond that, much remains forus to decide and invent together.

Financial decision-making occurs on an almost constant basis. Overcoming spending temptations from ads, planning for fixed and variable expenses, and accounting for your daily needs all consider the concept of spending. After completing the Spend course, you should:

• Be able to develop a spending plan.
• Track your spending habits.
• Understand what it means to live within your means.
• Know the social and environmental impacts of your spending decisions
• Understand how to evaluate new technologies for managing money (e.g., mobile wallets)

To get the Spend badge, you must participate in at least three Spend-focused learning activities,at least one of which is highly encourages to be in person.Enroll in the course to see all available online Spend badge-eligible programs as well as related personal finance tools.

Research and Writing Seminar

LLS 490

Mondays, 2-4:20

1331207 W Oregon

Dr. Gilberto Rosas

Associate Professor

Departments of Anthropology and Latina/o Studies

University of Illinois

Virtual Office Hours Wednesday, 1-3 and by appointment@ https://illinois.zoom.us/s/3847761638?pwd=QXo5eE5lS1NLUXVjM0NTSVFUWFcwdz09#success

(217) 689-1434

grosas2@illinois.edu

Course Description

This course is designed for advanced majors inLatina/Latino Studies to engage in and complete an original research project.The course will guide students through the process of writing an

extended research paper relevant to Latina/LatinoStudies. Students will apply selected theories

and methods that they learned in the prerequisitecourse (LLS 385: Theories and Methods of

Latina/Latino Studies).

Required Reading

Download from Moodle

Most of the readings are excerpted from the followingsources:

Belcher, Wendy Laura. Writing Your Journal Articlein Twelve Weeks: A Guide to Academic Publishing

Success. Thousand Oaks, CA:Sage Publications, Inc., 2009.

Booth, Wayne C., Gregory G., Colomb, Joseph M.Williams, Joseph Bizup, and William T. Fitzgerald.

The Craft of Research. 4th ed.Chicago: University of Chicago Press, 2016.

De Bono, Edward. Free or Unfree? Are AmericansReally Free? Beverly Hills: Phoenix Books, 2007.

Graff, Gerald and Cathy Birkenstein. “They Say/ISay”: The Moves That Matter in Academic Writing.

3rd ed. New York: W. W.Norton and Company, 2017.

Williams, Joseph M. Style: Ten Lessons in Clarityand Grace. 7th ed,. New York: Longman, 2003.

Required Materials

* Binder/Folder to Keep Printed Readings Organized

* Class Notebook & Post-it flags,Pens/Pencils/Highlighters, etc. to take notes. I

recommend having a variety of colors to help youorganize your writing.

* Preferred Writing Instrument—sometimes we will bewriting in class, so bring a laptop

or a notebook and pens/pencils (if you use your classnotebook; dedicate a separate

section for project writing)

Recommended Materials

* Computer/Laptop

* Printer — It is very difficult to learn how to writeusing only a laptop. I highly

recommend acquiring a printer or access to one becauseyou will need to bring hard

copies of your senior project to every class.

Electronic Devices

No Cellphones. NoTexting or Web-Surfing on laptops, etc., unless I specify otherwise.

Accommodations, Resources, Services

Many college classrooms and most courseshave not been revised according to universal design,

but Disability Resources and EducationalServices on campus offers various types of aid and

support for students who needaccommodations. To obtain disability-related academic

adjustments and/or auxiliary aids,students with disabilities must contact both me and Disability

Resources and Educational Services (DRES)as soon as possible. To contact DRES, you may visit

1207 S. Oak St., Champaign, call 333-4603,e-mail disability@illinois.edu or goto the DRES

website. Ifyou are concerned you have a disability-related condition that is impactingyour

academic progress, there are academicscreening appointments available on campus that can help

diagnosis a previously undiagnoseddisability by visiting the DRES website and selecting “Sign-Up

for an Academic Screening” at the bottomof the page. Please provide me your DRES letter as

soon as possible. I do my best toaccommodate those who need it, but the letter recommends

(not guarantees) specific accommodations.

** Academic Integrity **

PLAGIARISM

The University of Illinois has highstandards of academic integrity set out in Article 1, Part 4 of

the University Student Code, which Iuphold. All written coursework in this course is expected

to be your own, with all words and/orideas from other sources fairly attributed. To use phrases

and/or ideas from any other source as ifthey were your own constitutes plagiarism. Submitting

your own work for more than one coursewithout permission of both instructors can also

constitute plagiarism. The UniversityStudent Code sets out possible consequences of plagiarism

in coursework, ranging from failure on theassignment to suspension or dismissal from the

University. The Code specifies thatignorance of these standards is not an excuse. All students in

this class should familiarize themselveswith the Code at www.admin.uiuc.edu/policy/code.

Documentation should follow the currentChicago Manual of Style or MLA form. The current (16th edition) Chicago Manualof Style can be found at http://www.chicagomanualofstyle.com/

home.html. Thecurrent MLA guide can be found at the Undergrad Library reference desk or, via

the Purdue website at http://owl.english.purdue.edu/owl/resource/747/01 If you have questions

about fair use or documentation, please donot hesitate to consult me.

Required Assignments

Attendance of Individual and ClassMeetings—20%

Participation—10%

Draft #1—10%

Draft #2—10% (must incorporate draft #1revisions)

Peer Review—5% (must have your own paperto participate)

Presentations—5%

Semester Paper—40%

Note: We will meet periodically as aclass. Most week you are required to schedule anappointment and meet with me at my Room 339 at the LLS Department. We will discuss the progress of your work,following the schedule below. These meetings are indicated below as “IndividualMeetings w/ Professor Rosas.”

“Class Meetings” are indicatedaccordingly.

Tentative Schedule of Readingsand Assignments

*Subject to Change

1/24

Introductions and Logistics

WEEK 1

* The Pomodoro Technique

1/31

Assessing Credibility & Giving Credit

WEEK 2

Individual Meetings w/ ProfessorRosas

* Download citation program: zotero.org (or something similar)

* Readings: Booth et. al. “EngagingSources,” Graff and Birkenstein, “The Art of

Summarizing,” and Graff and Birkenstein,“The Art of Quoting”

*Writeyour research question(s)

*Bring notes on at least 2new readings

*Write-up a Timeline (consider allyour commitments, work, other classes, etc.)

2/7

Week 3

Arguments

Individual Meetings w/ Professor Rosas

*Check Timeline

*Write3 to 4 sentences of what you plan to argue

*Bring more reading notes

2/14

Arguments

WEEK 3

Individual Meetings w/ Professor Rosas

*Readings: Belcher, “Advancing Your Argument (selection)”

*Writeup ¼-1/2 page summary of your Project accomplishments

*Assesswhat needs to be done.

2/21

*Class Meeting

WEEK 4

Workshop

*Bring 3 written pages ofyour Project to class

2/28

WEEK 5

Individual Meeting w/Professor Rosas

* Booth et. al., “Introductions andConclusions”

*Draft an Introduction

2/28

WEEK 6

Class Meetings

Workshops

Bring 5-10 writtenpages of your project to class.

Collective Peer Review

3/7

WEEK 7

Individual Meeting

* Readings: TBD

Draft #1 Due

3/14

Spring Break

3/21

WEEK 10

Individual Meetings withProfessor Rosas

*Readings: Williams, “Concision” and “Shape”

Rosas’ assessment of Draft

3/28

Revising

WEEK 11

Class Meeting

* Readings:Williams, “Elegance”

ProjectUpdate 10-15 minute In classPresentations. Include Power Points on your topic, your research questions, yourfindings, and any perceived shortcomings.

Collective Peer Review

4/4

Revising

WEEK 12

* Readings: TBA

4/11

CLASS MEETING

WEEK 13

* Readings: TBA

Collective Check-Inand Challenges Discussion

4/18

In Class Meetings

Week 14

Presentations

Collective Review

4/25

In Class Meeting

Presentations

WEEK 15

* Presentations

5/2 Reading Day

WEEK 16

*Project Due TBD

Title: Integrable Combinatorics

(1 semester= 2 half-semesters)

Instructor: Philippe Di Francesco

Schedule:

Mon and Wed 11:00 to 12:20

Course description:

This topics course aims at introducing various integrable structures arising
from physical/combinatorial problems. These involve combinatorial
objects such as: triangulations, trees, tilings, vertex models, alternating sign matrices,
plane partitions and networks. Integrability arises both as a consequence
of the symmetries of the problem and the possibility of introducing parametric
deformations that preserve them. It provides powerful algebraic and analytic
tools for exact enumeration and more.

Informal plan of the course:

0. Introduction to statistical physics
1. Introduction to the combinatorics of paths and matchings
2. Integrable models I: Lorentzian Triangulations
3. Integrable models II: Lozenge tilings and Plane partitions
4. Discrete integrable systems and Cluster algebras: classical and q-combinatorics
5. Integrable models III: Tilings of the Aztec diamond
6. Integrable models IV: General theory-example of the six vertex model and
connection to Alternating Sign Matrices
7. Integrable models V: Twenty vertex model and domino tilings
8. Limit shapes: (a) multivariate asymptotics and (b) the tangent method

The course is largely self-contained. No prerequisites. We include a quick
introduction to all the necessary concepts and basic tools of statistical physics.
Combinatorial methods will be developed when needed (generating
functions, infinite matrices, continued fractions, determinants, decorated trees,
(non-intersecting) lattice paths, networks, cluster algebras, saddle-point approximation, etc.).

General reading material:

Lecture note for the International Congress of Mathematicians 2018 (P. Di Francesco):
https://arxiv.org/abs/1711.07865

Slides by D. Bressoud:
www.macalester.edu/~bressoud/talks/2009/asm-ASU.pdf

Method of assessment:

Class participation, and response to open homework problems.

MCB 247 - Human Anatomy and Physiology Lab II
Summer 2020

Chester Brown (Course Instructor)
Email: cmbrown3@illinois.edu
Phone: 217-300-8706

Nic Handy (Teaching Assistant)
Email: nhandy2@illinois.edu

Deb Bielser (Course Coordinator)
Email: mcb247help@life.illinois.edu

For course administrative questions email: mcb247help@life.illinois.edu

Effective for Summer Session 2020 class lectures and Dr. Brown's office hours will be held synchronously online via Zoom at the following url:https://go.illinois.edu/MCB246SU20
Note: You will need to log into Zoom using your U of I credentials in order to attend our class sessions and office hours.

Our first day of lab period will be on Monday June 15th.

For instructions on how to access and use Zoom through your Illinois account click here.

• Lab Day and Time: Monday, Tuesday, Wednesday and Thursday 9:00am - 1pm
• Nic's Office hours Day and Time: Thursday 12pm - 1pm during the last hour of lab.

  Note all times are Central Time.

  Course Announcements

MCB493 AMR:

Course Summary:Antimicrobial resistance (AMR) is a growing problem that scientists predict will impact the globe on the scale of climate change. Evidence based strategies to combat the evolution and spread of AMR are needed immediately. This course will explore the recent literature on antimicrobial resistance with a on focus the evolution of resistance and novel strategies to defend against it.This is a one credit course, based on reading, discussing and presenting current literature. It is open to both graduate and undergraduate students interested in antimicrobial resistance. Students enrolled in the course will (in pairs) present one paper during the semester from an instructorprovided list. Presentations are research projects that include providing background, presenting data, and methods and future directions as well as a full understanding and discussion of the methods and results presented in the paper. Reading and discussion ofall paperspresented during the class and attendance at every session is required. This section of MCB 493 counts as an advanced MCB course credit and it will meet every other week for two hours to allow time for discussion.

SMMC / Financial Wellness Internship - Facilitator

The Facilitator of Financial EducationBadge is awarded to University of Illinoispeer educatorsthat have facilitated financial education in a variety of capacities.In order to earn this digital badge, you will need to complete all of the following:

• presented one workshop or presentation on a financial topic
• participated at two educational table displays
• talked individually with someone to provide financial education resources (could be in the office, at a display or in an informal situation)

The intention of this program is to provide peer educators& interns the opportunity to structure their experiences in a way that can be validated and shared online with employers.The program allows for University of Illinois students to get feedback on what experiences they’ve had through peer educator & internship programs at one of the universities in the University of Illinois System that focus on financial education.

This Moodle Course is designed to help you accomplish the above goals through learning content, training on facilitation methods, and curriculum development for more advanced students.

Course Description (in Course Explorer)

Design Thinking for Social Impact tackles social needs and issues through an immersive exploration of design thinking. Social innovation seeks to create transformational change in underserved, underrepresented, and disadvantaged communities at the local to international levels. We know that many social issues are often too complex to be solved by using traditional methods. Understanding that these are vast, difficult, and overwhelming, and social problems like poverty, homelessness, hunger, clean water, and violence are just a small sliver of the issues our society faces. Students in this course will work in groups to participate in the design thinking process in order to develop innovative outcomes. This class will meet for the 2nd 8 weeks of the Fall 2020 semester.

Learning Outcomes

The goal is that students will:

• be able to demonstrate engagement with early empathic stages of design research

• be able to give and receive productive and kind feedback within a classroom setting

• work collaboratively to practice elements of the human-centered design process

• feel and start to understand a sense of the ambiguity and iteration that is often necessary in the human-centered design process

• start understanding how to design and co-design within a social impact context

Articles + Books

There are no required books for this class and any readings, videos, and other required materials that you might need will be provided to you via easily accessible links online. If for some reason you are unable to access a link, please let me know so that I can help troubleshoot.

A Bit More About This Class

This class was co-created in the Fall of 2018 and has been offered in Spring 2019 and Fall 2019. You are currently taking the third iteration of this course… in a pandemic… and online. Social impact work in design (also sometimes interchangeably referred to as social innovation, social impact design, or service design) is a passionate area for me. And I’m guessing it is for you, too, since you decided to enroll in this class.

Unlike the Intro to Design Thinking course that gives you a solid foundation of design thinking and human-centered design and the phases of the processes, we’re going to spend a lot of time these next several weeks in the Understand space and learn a bit more about your motivations for wanting to do a social impact project. Because this class is best-delivered face-to-face, we are going to utilize Miro, a great web-based collaborative tool that many of us at Siebel Center for Design has been prototyping since March.

The class is structured around a series of 7 questions (tackling one per week) that students will likely face throughout their involvement in social impact work. This fully remote class (via Zoom) will feature whole-class dialog, small group activities, virtual whiteboard workshops, readings, and written assignments. And since the class is fully-remote over Zoom during a pandemic, I ask that we all give ourselves some grace as we learn how to navigate how to be a student (and an instructor) during this time. There’s little reference for how to do this well so let’s all take a second to recognize how unsettling this moment is.

In this course you will discover how principles of Universal Design can help you create course content that can be accessed and used by anyone, including people with disabilities. By the end of this course, you will have a good understanding of universal design principles for online learning, potential accessibility/usability issues that need to be considered in course design, and how to create more accessible/usable course content. This course will focus on accessibility of web-based content, as well as Microsoft Word, PowerPoint, and Adobe PDF. Accessibility of multimedia content will be considered briefly without delving deeply into it.

In this course you will discover how principles of Universal Design can help you create course content that can be accessed and used by anyone, including people with disabilities. By the end of this course, you will have a good understanding of universal design principles for online learning, potential accessibility/usability issues that need to be considered in course design, and how to create more accessible/usable course content. This course will focus on accessibility of web-based content, as well as Microsoft Word, PowerPoint, and Adobe PDF. Accessibility of multimedia content will be considered briefly without delving deeply into it.

This online training provides an overview of what it means to be a facilitator, the roles service coordinators fulfill while facilitating team meetings, and includes facilitation tips and strategies to overcome facilitation barriers. Included in this training is a reflection activity which introduces the concept of “hosting” and how some of what you do as a meeting facilitator may, in fact, be a strategy used by effective meeting hosts. Upon completion of the online modules and reflection activity you will also receive information about how to join the Illinois Service Coordinator Community of Practice should you want to engage in continued conversations and receive ongoing support from service coordinators across the state.

** Please note that this online training is intended for service coordinators only.

**It was originally part of a linked learning opportunity connected to a web-conversation on 3/8/17 with the same title. Individuals who participated in that linked learning opportunity need not complete this online training.