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Title: Artful teaching and learning abroad : an arts-based education abroad research (ABEAR) study
Creator: Creps, Karenanna Boyle
Date: 2020
Collection: Electronic Theses & Dissertations
Description: Over the last three decades, there has been a surge in short-term, faculty-directed education abroad programs sponsored by U.S.-based postsecondary institutions. Surprisingly, there is little research that examines the pedagogies faculty program directors enact on these programs, which can leave them with few resources to support their work with students abroad beyond their own on-campus teaching experience. This arts-based education abroad research (ABEAR) project is designed to provide an...
Show moreOver the last three decades, there has been a surge in short-term, faculty-directed education abroad programs sponsored by U.S.-based postsecondary institutions. Surprisingly, there is little research that examines the pedagogies faculty program directors enact on these programs, which can leave them with few resources to support their work with students abroad beyond their own on-campus teaching experience. This arts-based education abroad research (ABEAR) project is designed to provide an opportunity for discourse and reflection on the multiple pedagogies I enacted as a faculty program director by asking: how do I, as a faculty program director, perceive student learning from arts-oriented, experiential, and place-based pedagogies on two education abroad programs designed to introduce rising freshmen to undergraduate education? I will respond to this research question through an examination of the program pedagogies I created and enacted on two such programs, contextualized within Elliot Eisner's curriculum theory (2002) and John Dewey's experiential learning theory (1938, 2005), as well as within the education abroad research literature. Through the methodological frameworks of performative autoethnography and a/r/tography, I examine my design and enactment of arts-oriented, experiential, intercultural education abroad pedagogy on two Michigan State University (MSU) First-Year Seminar Abroad (FSA) programs. MSU offers these programs to rising freshmen as an introduction to life in a university community. My "findings" chapter is offered as both a dramatic and performance text (a performance of the dramatic text for a live audience), both of which extend the examination of a/r/tifacts, the evidence of pedagogy I collected for this study, to a larger conversation about the pedagogical possibilities of education abroad programming. I approach this dissertation project as an a/r/tographer, which is to say that my combined identities of artist, researcher, and teacher inform and resonate throughout the project. This dissertation makes two important contributions to the education abroad research community: first, it is designed to inspire dialogue about the pedagogical possibilities of arts-oriented intercultural education abroad; and second, this study introduces a new methodological term, Arts-Based Education Abroad Research (ABEAR), to signal the application of Arts-Based Education Research (ABER) methodologies to the unique learning context of education abroad.
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Title: Adaptations to climate change : extreme events versus gradual changes
Creator: Lee, Sangjun
Date: 2014
Collection: Electronic Theses & Dissertations
Description: "As extreme weather events become more prominent, there is growing interests among public and academic society in the relation between those events and climate change. While several current studies provide evidence about how climate change appears to be creating more frequent and more severe extreme events, relatively little is known about adaptation strategies compared with strategies for gradual climate change. This dissertation focuses on adaptation strategies in response to changes in the...
Show more"As extreme weather events become more prominent, there is growing interests among public and academic society in the relation between those events and climate change. While several current studies provide evidence about how climate change appears to be creating more frequent and more severe extreme events, relatively little is known about adaptation strategies compared with strategies for gradual climate change. This dissertation focuses on adaptation strategies in response to changes in the pattern of frequency and magnitude of extreme events." -- Abstract.
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Title: A comparative analysis of the planning and urban development effect of the six most recent Olympic Games
Creator: Park, Myong Hyun
Date: 1987
Collection: Electronic Theses & Dissertations

Title: Growing food in the city : two approaches to exploring scaling up urban agriculture in Detroit
Creator: Colasanti, Kathryn J. A.
Date: 2009
Collection: Electronic Theses & Dissertations

Title: The planning and development of Blandford Native Center of the Grand Rapids, Michigan, Public Museum
Creator: Dockeray, Mary Jane Patricia, 1927-
Date: 1973
Collection: Electronic Theses & Dissertations

Title: Abused women's and children's perceptions of family safety planning sessions
Creator: Gregory, Katie Ann
Date: 2014
Collection: Electronic Theses & Dissertations
Description: Intimate partner violence (IPV) is a widespread epidemic in our culture, which affects millions of women and children each year (Black et al., 2011). Past research has found that not only are children affected by the family violence through witnessing and experiencing it, they can also be used by their mother's abuser as a way to further isolate and control her (Beeble, Bybee, & Sullivan, 2007; Bemiller, 2008; Hardesty, 2002; Hardesty & Ganong, 2006; Harrison, 2008; Kurz, 1996; Mbilinyi,...
Show moreIntimate partner violence (IPV) is a widespread epidemic in our culture, which affects millions of women and children each year (Black et al., 2011). Past research has found that not only are children affected by the family violence through witnessing and experiencing it, they can also be used by their mother's abuser as a way to further isolate and control her (Beeble, Bybee, & Sullivan, 2007; Bemiller, 2008; Hardesty, 2002; Hardesty & Ganong, 2006; Harrison, 2008; Kurz, 1996; Mbilinyi, Edleson, Hagemeister, & Beeman, 2007; Moe, 2009; Slote et al., 2005). The dynamics of IPV can have a negative impact on the relationship between women and their children. Historically, domestic violence (DV) agencies have used safety planning as a service to work individually with survivors of abuse. Family safety planning (FSP) is an intervention designed to address some of the consequences of the abuse for both women and children by incorporating elements of traditional safety planning and family counseling. This was a qualitative study based on the narratives of fifteen women and their children to understand the complexities of the FSP sessions. We found that families' sessions were individualized based on both the level of communication women and children had with the batterer and the families' abilities to talk about safety. Additionally, women and children discussed how the session provided an opportunity to have deeper communication about concerns that they may have not felt comfortable to do in the past. Implications for research and practice are discussed.
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Title: Planning strategies and the influence of task : a comparison of children's think-aloud planning sessions for well-defined and ill-defined tasks
Creator: Elmore, Janis L.
Date: 1986
Collection: Electronic Theses & Dissertations

Title: Planning for value-generating collaboration during the design/preconstruction phase
Creator: Schippel, Nicole Lynn
Date: 2015
Collection: Electronic Theses & Dissertations
Description: With the goal of adding to the body of knowledge concerned with improving construction project delivery, focusing specifically on better understanding the relationship between collaboration and value-generation, this thesis sought to explore the question of where, when, how, and why collaboration generates value to construction projects during the design/preconstruction phase. This was accomplished in part by conducting a case study involving an “integrated” project that engaged 20...
Show moreWith the goal of adding to the body of knowledge concerned with improving construction project delivery, focusing specifically on better understanding the relationship between collaboration and value-generation, this thesis sought to explore the question of where, when, how, and why collaboration generates value to construction projects during the design/preconstruction phase. This was accomplished in part by conducting a case study involving an “integrated” project that engaged 20 participant-researchers employed by either the construction manager/general contractor, architect, or owner that played an integral role in the design/preconstruction phase of the case project. Using Morten T. Hansen’s concept of “disciplined collaboration” as a framework through which to analyze the collaboration that took place, interviews were conducted with all willing participants in order to find commonly shared feedback and to assemble a rich picture of how the design/preconstruction process was carried out by the members of each respective party to the project. This data was shared during an action learning session utilizing Soft Systems Methodology separately for each entity in order to invoke reflection and subsequent creation of improved-upon models of the process. These activity models were then used to generate questions that might be included in a conceptual model, or decision-making structure, for planning for value-generating collaboration during design/preconstruction. With the goal of viewing the process from the perspective of the project team as a whole, a final action learning session was conducted together with all organizations in order to develop a holistic conceptual model for planning for value-generating collaboration during the design/preconstruction phase of a construction project. First and foremost, this study found that when planning for collaboration that generates value, a project team must first determine what the objectives of the owner are.
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Title: Interview of M. Cecil Mackey, former president of Michigan State University and current professor of economics
Creator: Mackey, Maurice Cecil, Jr., 1929-2018
Date: 2015-08-25
Collection: G. Robert Vincent Voice Library Collection
Description: M. Cecil Mackey, former president of Michigan State University and current professor of economics, discusses his education, career, and tenure as MSU President. Mackey talks about his efforts to maintain the authority of the MSU Board of Trustees and planning the Breslin Center while president and his time as an economics professor since he left the presidency. Mackey also reminisces about his early career as counsel for the Senate Antitrust Subcommittee and the Department of Transportation,...
Show moreM. Cecil Mackey, former president of Michigan State University and current professor of economics, discusses his education, career, and tenure as MSU President. Mackey talks about his efforts to maintain the authority of the MSU Board of Trustees and planning the Breslin Center while president and his time as an economics professor since he left the presidency. Mackey also reminisces about his early career as counsel for the Senate Antitrust Subcommittee and the Department of Transportation, as well as his early posts as President of the University of South Florida and Texas Tech. Mackey says that military conscription in both World War II and the Korean War had a definite impact on his education and discusses his opinions on the current state of higher education. Mackey is interviewed by retired MSU Professor Pauline Adams for the Michigan State University Faculty Emeriti Oral History Project.
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Title: Modeling the determinants of foreign language teachers' intentions to use technology for student-centered learning : an extension of the theory of planned behavior
Creator: Liu, Haixia (Language teacher)
Date: 2019
Collection: Electronic Theses & Dissertations
Description: Prior studies have highlighted the relative rarity of student-centered technology use among teachers, and concluded this was due - at least in part - to teachers' constructivist-oriented pedagogical beliefs (CPB) and their technological pedagogical content knowledge (TPACK). Nevertheless, few studies have included these concepts in models aimed at predicting teachers' intensions to use technology for student-centered learning; nor have many examinations of such teacher' intentions been...
Show morePrior studies have highlighted the relative rarity of student-centered technology use among teachers, and concluded this was due - at least in part - to teachers' constructivist-oriented pedagogical beliefs (CPB) and their technological pedagogical content knowledge (TPACK). Nevertheless, few studies have included these concepts in models aimed at predicting teachers' intensions to use technology for student-centered learning; nor have many examinations of such teacher' intentions been conducted using the well-established theory of planned behavior (TPB). The present study helps fill this gap by testing how well the TPB predicts teachers' intentions to use technology for student-centered learning using 621 in-service college-level English as foreign Language (EFL) teachers, and also compares the original TPB's predictive validity, data fit, and variance explained against those of a modified TPB model that incorporates both CPB and TPACK. The participants, all of whom were from southern China, completed a survey that measured their attitudes towards student-centered technology use (ATTU), subjective norms about student-centered technology use (SN), and perceived behavioral control about student-centered technology use (PBC), along with their CPB, TPACK and intentions to use technology for student-centered learning. Structural equation modeling was employed to examine the validity of the TPB and the modified TPB, and the relationships among the factors in the models. The results indicate 1) that both models are effective at predicting Chinese EFL teachers' intentions to use technology for student-centered learning; 2) that two factors in the TPB (ATTU, PBC), together with TPACK, were significantly correlated with the participants' intentions to use technology for student-centered learning, whereas SN and CPB had no such significant correlation with it; and 3) that the modified TPB model significantly outperformed the TPB model in terms of predictive validity, data fit, and variance explained. As well as contributing to our understanding of the TPB and teachers' intentions to use technology for student-centered learning, this study provides valuable guidance for policy-makers in the spheres of teacher education and technology use.
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