The academic study of religion in four state universities in Michigan: Culture, curriculum and complexities

Drewel, Christine L Michigan State University 2012 해외박사(DDOD)

This dissertation examines the development of religion curricula at four state universities in Michigan: Grand Valley State University, Western Michigan University, Michigan State University and the University of Michigan. It analyzes the historical development of these curricula, illustrating that each institution has a unique religion curriculum both influencing and influenced by the cultures of the institution. If a religion curriculum is to remain stable and relevant, four main participants: faculty, students, internal, and external communities need to intentionally consider and integrate curriculum development as part of their dialogues about the academic study of religion in higher education. In addition, the content of the curriculum needs to be in balance with the method of delivery in order for these four participants to be able to achieve synthesis.

An analysis of policymaking: Financial aid, tuition and access for low-income students at Michigan public universities

Viau, Terry Brennan Michigan State University 2002 해외박사(DDOD)

In the current environment of limited financial resources for higher education, there is evidence to indicate that national access policy has been undermined by financial constraints at the state and institutional levels. Spiraling tuition rates, the declining purchasing power of need-based financial aid programs and increasing competition for high-quality students are factors that may be contributing to the widening gap between the participation rates of low-income and high-income students (McPherson & Schapiro, 1998). Evidence also indicates that it is rare today to find states enacting policies that explicitly link funding for public higher education, tuition rates and funding for state financial aid programs. Without this coordinated effort, it has been posited that low-income student access to public higher education is unlikely to be sustained. The purpose of this study was to determine the extent to which coordinated efforts exist at the university level. Specifically, this study sought to determine the extent to which institutional policymakers at Michigan public universities link decisions related to need-based financial aid and tuition pricing, and to determine if these policies support institutional goals related to access and affordability. Resource dependence theory was utilized to frame and analyze the results of this study. In this context, university policymaking is interpreted as the institutional response to external forces that control needed resources (Pfeffer & Salancik, 1978). This study may be of significance to state and university policymakers as they evaluate university policies and practices that facilitate or negatively affect low-income student access to higher education, specifically access to public universities in Michigan. The research strategy for this study was a case study of policymaking at the 15 public universities in Michigan. The study included the use of qualitative and quantitative research methods and data was collected from three primary sources: state and university documents, archival reports and records and a survey of financial aid and budget officers at Michigan's 15 public universities. The results of the study indicate that policy decisions related to funding for institutional need-based aid and tuition pricing are coordinated at Michigan public universities and indicate that the extent to which the policies are linked may be based, in part, on university type and the university's mission and goals related to access and affordability. The results of the survey also reveal that a growing share of institutional financial aid funding is being allocated to merit-based scholarships; at most of the institutions responding to the survey questionnaire, the share of institutional aid allocated to merit-based scholarship exceeds the share allocated to need-based grant.

The effects of the electoral process on the decision-making of the MSU Board of Trustees (Michigan)

Shaw, Allyn Radcliffe Michigan State University 2002 해외박사(DDOD)

The purpose of this study was to examine how the electoral process effects the decision making of the Michigan State University Board of Trustees. The goals were to identify how trustees made decisions and what influenced the outcomes. Eight Michigan State University trustee emeriti, from each dominant political party representing the last four decades, were interviewed. The research and theoretical foundation included stage theory discussing decision making styles and influences on the process. This study was conducted with qualitative methodologies. Data were collected through in-depth, semi-structured interviews after completing an examination of previous board minutes. The interview questions were guided by the research questions, the literature review, the theoretical foundations and the official minutes of the Michigan State University Board. Analysis of the data revealed several key findings that included a life cycle for the board of trustees' tenure. The stage theory includes how the electoral process effects how decisions by and influences to trustees are made over time. The pattern demonstrates a specific decision making system utilized by the trustee emeriti. The outcomes strengthen the existing literature. The research discovered that six of the eight trustee emeriti strongly agreed that the election process is the best method for selection to the Michigan State University Board of Trustees. Most of the trustee emeriti stressed the importance that citizens in the state of Michigan elect the individuals who represent them at the three public research universities. The research found that the orientation to the MSU Board of Trustees has changed dramatically over the last forty years from a lunch meeting to a two day workshop with a notebook on policies and procedures. The trustee emeriti discussed and appreciated the more in-depth orientation workshop format. The research demonstrated that MSU Board of Trustees members follow a specific pattern of decision making over the life cycle of their tenure as board members. This is important when understanding how and why individuals make decisions. The March and Cohen Garbage Can Theory (1986) in which decisions are made by oversight, flight, or resolution techniques and the political frameworks suggested by Morgan (1986), and Bolman and Deal (1991) represent a foundation from which the board members operate. The electoral process was found to have direct and subverted effects on the decision making of the individual trustees and with the entire board. The structure of the electoral process inherently creates a political environment for selection to the board and for subsequent decision making of the members. Internal and external influences also were discovered to effect how the trustee emeriti made decisions over time.

Community college teacher education pathways: A Michigan study

Belknap, Mary Colleen Michigan State University 2009 해외박사(DDOD)

This study explored the components of six Michigan community college teacher education programs that were members of Michigan Association of Community Colleges in Educator Preparation (MACCEP) in 2006-2007. Data were collected from face to face interviews and institutional resources. Each interviewee was an identified "champion" of their respective teacher education program. Interview analysis and document data form the detailed description of MACCEP teacher education program components. Components of the community college teacher education studied are categorized by: (1) Commitment: (2) Curriculum; and (3) Connections. Components in the categories include: faculty; administration; students; courses; field experience; MACRAO agreement; alignment to standards; state testing and credentialing preparation; student support; transfer and articulation; formal and informal partnerships; local, state and federal governing organizations; and credentialing agencies. Identified as the Belknap Model, a figure and table depict the interrelationship of categories and components. This foundational study offers community colleges descriptive information for teacher education programs. There is a range in program development from informal, early developing programs with few components, to established formalized teacher education programs with many components. Every public higher education institution in Michigan is autonomous. It is within this complex and open postsecondary environment that the results of this study may be used to benefit faculty and administrators committed to improving the teacher education pathway in Michigan specifically, and in other states more generally. The findings have implications useful to the following objectives: (1) Help to design strong curricula and courses of study; (2) Increase communication among colleges and universities, which, in turn will benefit programs and students; (3) Increase respect and understanding of community college teacher education programs due to the analysis of program components; (4) Broaden potential transfer options among teacher education programs especially in Michigan; (5) Help ensure a high quality teacher education workforce that may lessen the impact of teacher retirements in the next decade in Michigan; (6) Strengthen instruction at all levels, to maintain a strong educational foundation for all schools, that can help in the state's economic recovery. The Belknap Model serves as a starting point for further research and action in the specific areas related to the improvement of teacher education practice, especially with community colleges. This study and the Belknap model illuminate Michigan community college teacher education programs with lessons learned for programs in other states.

Essays on school finance and teacher performance

Thompson, Paul N Michigan State University 2014 해외박사(DDOD)

Chapter 1 analyzes the Ohio fiscal stress labeling system, a statewide financial intervention system that labels school districts with projected deficits in the general fund. Labeled school districts are required by the state to implement a financial recovery plan that balances budgets, with recovery operated by the district or the state depending on the level of projected deficits. This chapter examines the effect of these labels on school district financial behavior and housing prices from 2000-2012. In response to these labels school districts decrease capital and operating expenditures, with larger percentage reductions in capital, and increase local property tax revenue funding operating expenditures. These labeled school districts are in much better financial positions following successful recovery and maintain financial viability well after recovery is complete. House prices fall following a state takeover of the district's financial decision-making, suggesting that the state takeover sends a stronger signal to residents than district-led recoveries. In addition to responding to labels, school districts and homebuyers are responsive to earlier state interventions that alleviate financial problems before labels become necessary. Chapter 2 consider issues of equality and efficiency in two different school funding systems - a state-level system in Michigan and a foundation system in Ohio. Unlike Ohio, the Michigan system restricts districts from generating property or income tax revenue to fund operating expenditures. In both states, districts fund capital expenditures with local tax revenue. The results indicate that although average revenue and expenditures per pupil in Michigan and Ohio are almost identical, the distributions of the various revenue sources are quite different. Ohio's funding system has greater equality in terms of total revenue, largely due to Ohio redistributing state funds to the least wealthy districts while Michigan does not. This chapter finds that relatively wealthy Michigan districts spend more on capital expenditures while relatively wealthy Ohio districts spend more on labor and materials. This suggests that constraints on raising local revenue to fund operating expenditures in Michigan could create efficiency issues. Chapter 3 analyzes Empirical Bayes' (EB) estimation, a popular procedure used to calculate teacher value-added. This estimation strategy is often motivated as a way to make imprecise estimates more reliable. In this paper we review the theory of EB estimation and use simulated and real student achievement data to study its ability to properly rank teachers. This chapter compares the performance of EB estimators with that of other widely used value-added estimators under different teacher assignment scenarios. This chapter finds that, although EB estimators generally perform well under random assignment of teachers to classrooms, their performance generally suffers under nonrandom teacher assignment. Under nonrandom assignment, estimators that explicitly (if imperfectly) control for the teacher assignment mechanism perform the best out of all the estimators we examine. This chapter also finds that shrinking the estimates, as in EB estimation, does not itself substantially boost performance.

A quantitative study of gifted minority students' progression in the physical sciences and mathematics at a large research university

Reed, Dorothy Ann Stallworth Michigan State University 2002 해외박사(DDOD)

The changing demographics of the United States will demand that more ethnic minorities be used in the science, medical, and engineering workforce. In order for ethnic minorities to gain access to these careers, they must first receive a degree in the sciences. Making it through an institution of higher learning has proven problematic for most ethnic minority students. Oftentimes, the higher the educational level, the fewer the number of ethnic minorities present. Many minority students find, that when they arrive at the university, they have less exposure to high order mathematics and science activities than their White peers do (Campbell, Wahl, Slayer, Moeller, Harouna, & Light, 1998). The study reported in this dissertation examines the progress of students who have participated in a science enrichment program early in their academic careers at the university campus, the Charles Drew Science Enrichment Program at Michigan State University. The program was created in an effort to provide ethnic minority students the opportunity to perform successfully in the core science and math courses, and increase the number of ethnic minority students who complete degrees in the biological sciences, physical sciences, and mathematics. Using data from ethnic minority students who entered fall of 1993 to fall of 1998, and participated in the Charles Drew Science Enrichment Program at Michigan State University, this quantitative longitudinal study examined the impact of a student assistance and academic support program that provides ethnic minority students the opportunity to perform successfully in core science and mathematics courses. A random sample of ethnic minority students who entered the college of natural science, but who did not participate in the program served as a control group. A random sample of White students with a major in the natural science, during the same time periods, was drawn as the second control group. Data indicated that the controlled groups did not perform as well as the students who participated in the Charles Drew Science Enrichment program. The current study analyzed the relationships between degrees granted in the sciences; the relationship between first semester grade point average versus predicted grade point average; the relationship of grades in chemistry, math, and biology to students' participation in the program. The study examined the percentage of science degrees earned, the graduation rate, as well as the final grade point average upon graduation. Statistical analysis of the data indicated that the program played an important role in the matriculation of students in science and mathematics majors. The program enabled a higher percentage of students to receive a degree in the sciences and graduate with a high grade point average.

Reforming Michigan's Criminal Indigent Defense Systems: Chief Judges' and Court Administrators' Experiences and Perceptions

Petlakh, Ksenia Michigan State University ProQuest Dissertations & 2017 해외박사(DDOD)

The need for improvement across Michigan's criminal indigent defense systems has long been recognized, and new legislation has created the opportunity to reform the quality of criminal indigent defense across the state. With the creation of the Michigan Indigent Defense Commission and the establishment of the first set of minimum standards for criminal indigent defense, this study uses this unique time in Michigan's history to study implementation of reform in the courts at a critical time. Using implementation science and role theory to guide the study, key stakeholders---chief judges and court administrators---were surveyed anonymously across the State of Michigan. They were queried on the current state of criminal indigent defense in their jurisdiction, their perceptions on the new reform, and their role in implementing this new reform. Their experiences and perceptions provide insight into the critical role that key stakeholders' perceptions play in implementing reform in organizations. Findings indicate that while there is widespread support for the reform effort for criminal indigent defense systems in Michigan, there is skepticism that the state will provide adequate funding in order to ensure the success of the reform. There are also concerns about the logistics of the reform as well as some confusion about the specific roles that chief judges and court administrators will fulfill in the implementation process. The study provides insight into the thought processes of key stakeholders at a critical starting point of reform implementation.

Investigating the mediating variables of interactional diversity on a university campus

Mills, Jessica C Michigan State University 2009 해외박사(DDOD)

This dissertation is a study of student race relations on a university campus and tests the opportunity hypothesis in a university setting. Research has determined that students benefit most from interactional diversity (i.e. ongoing and meaningful contact across race lines) in areas such as critical thinking, problem-solving skills, and improved self-concept. While scholars agree on the benefits of interactional diversity, there has been limited research on the most effective ways to facilitate it. The literature suggests that students living in racially diverse residence halls are more likely to interact cross-racially than students living in predominantly White residence halls. An additional factor that contributes to students' experiences on campus is the college classroom. Research suggests that students exposed to diversified curriculums and an active pedagogy, regardless of the course content, exhibit higher levels of academic achievement, critical thinking, problem-solving skills, civic participation, and cultural awareness. Most importantly, for the purposes of this study, research has shown that opportunities for interaction in the classroom have proven to contribute to interactional diversity outside of the classroom. Using Michigan State University as a case study, this dissertation aims to identify the patterns and settings that promote and deter interactional diversity in a campus setting by focusing on the role of residence halls and classroom environment in students' interactions across race lines. A 10-minute online survey was developed and distributed to all undergraduate students currently living in a residence hall on the campus of Michigan State University (n=13,935) between November and December 2006. The primary dependent variable for this study was the Interactional Diversity scale---a 10-point scale that addresses the frequency with which respondents engaged in a variety of activities with students of different racial backgrounds (alpha=.916). Survey participation was representative, and results are generalizable, to the on-campus population of undergraduates at Michigan State University. This research led to several key findings: (1) Levels of interactional diversity differ significantly between racial groups. Levels of interactional diversity among White students were more easily influenced than for other students. Among students of color, Black students were the least likely to engage in interactional diversity. Mixed Race students were the most likely to engage in interactional diversity. This finding is a new contribution to the literature which has largely excluded this population of students. (2) From this study is that levels of interactional diversity are significantly affected by first-year roommates for all students. This is especially true for White and Asian students who are more likely to engage in interactional diversity if their first-year roommate is not someone that they requested and of a different racial background. (3) Results confirm that the classroom is a critical component of the interactional diversity puzzle. The Classroom Experience scale in this dissertation---which accounts for both curriculum and pedagogy---proved to be a significant predictor of interactional diversity for all students. The implications of these findings are discussed. The limitations of this study and suggestions for future research are also outlined.

Perceptions of county Extension directors and Extension agents on marketing Michigan State University Extension

Hudson, Hal Curtis Michigan State University 2002 해외박사(DDOD)

Marketing is important for for-profit as well as nonprofit organizations. Michigan State University Extension as an educational nonprofit organization has learned the importance of marketing and has embraced the concept as a major initiative. Research has taken place on customer awareness levels of Extension at the national level as well as in some states. This study takes an inward look, by analyzing the perceptions of County Extension Directors and Extension Agents regarding their willingness, preparedness, and frequency in marketing Michigan State University Extension, to determine their level of familiarity with MSU Extension marketing reports, and to determine whether they are familiar with, prepared to use, and have used items included in the Michigan State University Extension County Marketing Packet and on the marketing web site. This study took the form of a census survey, meaning all County Extension Directors and Extension Agents on staff with MSU Extension as of February 1, 2001 were included in the study population. A total of 336 questionnaires were received out of 368 possible for a response rate of 91.3 percent. As an outcome of this study, the following key recommendations are brought forward for the organization's consideration as follows: (1) MSU Extension should consider implementing a train-the-trainer program for the County Extension Director position on marketing the product of MSU Extension. (2) MSU Extension should consider its pricing objectives before informed decisions may be made on choosing pricing strategies. (3) MSU Extension should consider preparing curriculum materials and providing instruction to MSU Extension Agents on segmenting and targeting audiences for educational program and information delivery. (4) MSU Extension should consider developing a public relations plan in an effort to sharpen the focus of MSU Extension Agents when it comes to promoting the organization, thereby addressing the issue of image and refining the promotion effort. (5) MSU Extension should consider developing curriculum and providing instruction on working with advisory groups to MSU Extension Agents. (6) Individual items included in the appendices of this research study should be reviewed when planning marketing instruction for MSU Extension Agent positions. (7) Marketing expectations should be included in MSU Extension Agent position descriptions and made an integral part of employee appraisal. (8) Courses should be offered at both the undergraduate and graduate levels on marketing agricultural and extension education organizations and programs to better prepare prospective as well as current MSU Extension Agents in the principles of marketing management.

Governing uncertainty: Foreclosure, finance, and the American dream in Michigan

Jefferson, Anna Virginia Michigan State University 2013 해외박사(DDOD)

Michigan alone has accounted for more than one of every eight foreclosures nationwide since the housing crisis began in 2006. This dissertation, researched at the height of new foreclosure activity (August 2009--October 2010) in mid- and eastern Michigan, argues that widespread foreclosure undermines American cultural citizenship. Data for the dissertation include fourteen months of participant observation at housing counseling agencies, industry trainings, outreach events, and political rallies; interviews with distressed homeowners (n=29) and housing professionals and activists (n=34); and secondary materials including legislation, government analyses, popular media, and industry training materials. My key claims are (1) that threatened foreclosure upends claims to upward mobility, the American dream, and national greatness premised on a broad middle class. (2) The foreclosure crisis accelerated the reconfiguration of state power such that finance is more integral to the state and everyday life. Simultaneously, citizens' access to the state is mediated both through banks and non-profits that try to help homeowners avoid foreclosure. Together, personal experiences facing foreclosure and their governance in everyday life change the substantive rights of American citizenship, namely homeownership, state legitimacy, and belief in the consonance of business and public interests. As the birthplace of the American auto industry and strongest labor union, Michigan's history validated beliefs in upward mobility, the blue-collar middle class, and economic and social inclusion for African Americans--all told, the prototype of the good life. These were instrumental to the postwar vision of shared affluence, the most visible sign of which was owning a home. From the perspective of distressed homeowners and housing professionals, Michigan's post-industrial struggles, including foreclosures and the state's infamously "shrinking cities," continued to rupture the social compact and, similar to deindustrialization, privilege finance over community wellbeing. The signature, albeit flawed, policy response to the foreclosure crisis is the federal Home Affordable Modification Program (HAMP) administered through mortgage servicers and sometimes with housing counseling agencies, such as those where I conducted fieldwork. Michigan implemented an additional protection in 2009 so that distressed homeowners, with the help of a housing counselor, could negotiate alternatives to foreclosure. Financial institutions failed to implement HAMP and other programs effectively, confounding both homeowners' and the state's efforts to safeguard citizens' welfare. Counseling agencies that offered frontline assistance simultaneously distanced their clients from the state and taught them to lower their expectations for modifications. Homeowners' experiences strained their loyalty to financial institutions they believed served their interests and, as they negotiated under the auspices of state or federal programs, their trust in public institutions. In conclusion, I argue that these mediations refigure the locations and practices of governance and citizenship.