Theses and Dissertations at Montana State University (MSU)
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Item Education For Sustainability (EFS) as a lived experience at a land grant university (MSU): a case study of MSU teaching faculty(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Short, Daniel Owen; Chairperson, Graduate Committee: Michael BrodySustainability is a contentious and awkward topic to teach. Increasing concern and awareness of sustainability issues drives a need to study sustainability through an education lens. Education, specifically Higher Education (HE), is a vital source in understanding and ultimately addressing sustainability issues. However, HE institutions continue to promote unsustainable patterns on a local, regional, and global scale. There is an alignment between MSU's mission as a land grant institution and that of Educations for Sustainability (EfS). The shared mission is to serve local regions and citizens by addressing local, regional, and global issues through education, research, and service. This exploratory qualitative study aims to examine and describe the lived experiences of educators at MSU who teach 'fundamental' EfS courses. Data collected is from Interviews, course artifacts, a survey, and observations from the sample of four (n=4) MSU faculty and their courses. The research used a collective case study methodology. A central finding of this study is the faculty's dedication to accurately representing the complexities of sustainability to their students. The faculty's beliefs and experiences manifest in their courses by promoting inclusive scholarship and adaptable course design. This study offers a reflection of a small sample of MSU faculty teaching EfS to promote further research into EfS at MSU.Item Assessment of district energy integration between buildings(Montana State University - Bozeman, College of Engineering, 2021) Oladeji, Oladayo; Chairperson, Graduate Committee: Kevin AmendeDistrict heating or cooling is a system for distributing heat or chilled water in a centralized location through various systems which is intended for residential and commercial heating or cooling requirements. Montana State University (MSU) is looking at implementing a future energy district in form of a distributed heat pump model. Implementing such system will help in reducing carbon emissions in the atmosphere, provide energy savings and ensuring energy is being used efficiently. In the summer season, there is a lack of substantial heat sinks in which heat could be utilized and in the winter season there is a lack of substantial heat sources available due to the extreme cold weather. This project identifies systems that serves as heat sinks and sources in buildings and provides substantial energy. This project also looks into the feasibility of connecting such systems together in a building to follow a recirculating heat pump model which operates in the temperature range of 60°F - 90°F. If this model provides much energy saving opportunities, it could be incorporated in buildings on campus here at MSU and connected to the future energy district. The project scope was limited to Barnard Hall, in which heat sources opportunities identified include the building exhaust air system and the process cooling system while heat sink opportunities identified include the domestic hot water system and the outdoor air that needs to be pre heated majority of the time in Bozeman, Montana. Energy calculations were done for each system and imputed into TRNSYS, an extremely flexible graphically based software used to simulate the behavior of transient systems. The heat pump model was then designed and simulated for a time frame of 8760 hours (A year). The researched showed that this provided some energy savings opportunities and yields no profit in general.Item Energy modeling development and calibration for a mini district energy loop assessment comprised of a set of campus buildings(Montana State University - Bozeman, College of Engineering, 2019) Hays, Joshua Koplyay; Chairperson, Graduate Committee: Kevin AmendeDistrict energy loops are comprised of a network of buildings connected in a water-source loop with utilization of heat pumps to allow for buildings to share thermal energy. To assess the feasibility of creating a district energy loop, the heat sharing capabilities of the proposed interconnected buildings needs to be analyzed. This paper develops a method to assess a mini-district energy loop from historical utility data. Energy modeling was used to create a simple building model from building construction specifications and given inputs from the University Services Engineers on Montana State University's campus. With the energy model developed, the historical utility data was compared to the hourly heat demand and electricity consumption for the building on an outdoor temperature basis. Calibration techniques for heat demand were comprised of increasing or decreasing the outdoor air ventilation requirement and the base heat demand. Electricity consumption was calibrated by altering the equipment plug load in the spaces. The simulated data was validated with metered hourly heat demand data for a high-energy use laboratory building on MSU's campus. This simple energy model was reconfigured to represent another building at MSU by altering building envelope dimensions, and then re-applying calibration techniques to generate hourly heating and cooling data. Converting the model to be heat-pump compatible allowed for internal thermal energy sharing within the building to occur. Hourly heat demand and hourly heat availability were determined for external thermal energy sharing for a high-energy use laboratory building. After which, heat sources, heat sinks, and thermal energy storage tanks were assessed to determine the feasibility of a district energy loop.Item The impact of social belonging on the academic performance of first-generation students at Montana State University(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Oliveri, Christiane Nadine; Chairperson, Graduate Committee: Tricia SeifertIn the United States, first-generation college students are significantly less likely to persist in college and complete a four-year college degree than continuing-generation students (Cataldi, Bennett, & Chen, 2018; DeAngelo & Franke, 2016; Engle & Tinto, 2008; Pascarella, Pierson, Wolniak, & Terenzini, 2004). The same is true at Montana State University (MSU), where only thirty-one percent of first-generation students graduate within six years (Montana State University, 2018c). It was hypothesized that generational status would predict academic performance at MSU, and that sense of belonging, along with peer and faculty involvement, would mediate the relationship. In addition, a conditional effect was hypothesized, so that there would be an interaction between generational status and belonging, with belonging being a stronger predictor of college grades for first-generation students than for continuing-generation students. A self-report online survey was utilized to assess peer and faculty involvement and sense of belonging. The sample consisted of 184 first-year, first-time, part-time and full-time students at MSU. Factor analysis was used to better delineate between peer involvement and belonging scales. Logistic regression and linear regression were utilized to determine the relationships between independent and dependent variables. First-generation college students had significantly lower levels of influential positive peer involvement when compared to continuing-generation students. Specifically, they had lower levels of agreement that peers would help or listen if they had a problem, and that it was easy to make friends at MSU. Peer involvement and faculty involvement significantly predicted higher sense of belonging for all students. Peer involvement had a negative impact upon college grades for all students, which approached significance. Faculty involvement had a positive impact on college grades for all students. Stigma/stereotype threat variables had an impact on college grades. Sense of belonging did not significantly impact college GPA. Finally, a conditional effect emerged for generational status and peer involvement upon college GPA, which approached statistical significance. Policies, programs, and services must be changed at institutions of higher education to help first-generation college students feel more supported by their peers and welcomed to campus, along with balancing social vs. academic priorities during college.Item A radiation tolerant computer mission to the International Space Station(Montana State University - Bozeman, College of Engineering, 2017) Julien, Connor Russell; Chairperson, Graduate Committee: Brock LaMeresThe harmful effects of radiation on electronics used in space poses a difficult problem for the aerospace industry. Memory corruption and other faults caused by the harsh radiation environment are difficult to mitigate. The following Masters of Science thesis describes the design and testing of a radiation tolerant, low-cost computer system to meet the increasing demand of fault tolerant space computing. The computer is implemented on a modern Field Programmable Gate Array (FPGA), which enables a novel fault mitigation strategy to be deployed on a commercial part, thus reducing the cost of the system. Using modern processing nodes as small as 28nm, FPGAs can provide increased computational performance and power efficiency. Common mitigation techniques like triple modular redundancy and memory scrubbing are expanded by utilizing partial reconfiguration on the FPGA and by introducing extra spare processors. Our computer system has been in development at Montana State University for the past 10 years and has undergone a series of technology demonstrations to increase its technical readiness level. These include high energy particle bombardment at the Texas A&M Radiation Effects Facility, 8 high altitude balloon flights to 30km, and two sounding rocket flights to altitudes greater than 120km. This computer is currently being demonstrated onboard the International Space Station and will be the payload for two stand-alone small satellite missions in low Earth orbit in 2018. This Masters of Science thesis presents improvements to the system by moving the design to a new, low power FPGA with a new processor synchronization method. This thesis will present the design, testing, and characterization of the computer system along with conveying data collected by the experiment on the International Space Station.Item The emergence of modernism in Montana(Montana State University - Bozeman, College of Arts & Architecture, 2017) Corriel, Michele; Chairperson, Graduate Committee: Todd LarkinModernist art burst onto New York City's art scene with the Armory Show in 1913. However, it took nearly forty years for Modernism to take hold in Montana. Using Montana State College (now Montana State University-Bozeman) as my case study, I intend to examine the type of climate that allows a new art movement to develop as well as the impediments that prevented Modernism from taking root. In examining other factors contributing to Modernism outside of major urban cities I found two of these factors missing from the Intermountain West, and particularly in Montana. The factors missing were wealthy art patrons to encourage experimentation and/or art colonies to create a safe environment for artists. Digging further, I found an economic and cultural resistance to Modernism in Montana, which threatened the economic foundation of a burgeoning tourism industry. After World War II, with the G.I. Bill opening up higher education to a new kind of student body, pupils began requesting a serious academic art program. At the same time the expansion of Land Grant Universities enlarged their small art departments, creating both the monetary security an art patron might present, as well as the collegial and teaching community of an artist colony. At Montana State College, beginning in the mid-1940s three artists pioneered the Modernist movement in Montana: Frances Senska, Jessie Wilber and Robert DeWeese. Working together they created a sustained art movement able to overcome the cultural resistance to Modernism in the state. My goal is to give these artists a profile commensurate with other great Modernist artists by formal examination of their work, and applications of various art historical methodologies.Item Examining the pathways and supports leading MSSE program graduates into leadership roles(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Solberg, Kathryn Vaplon; Chairperson, Graduate Committee: Mary LeonardThis study examined the pathways taken by science teachers to move into leadership roles, specifically teachers who had participated in and graduated from the Master of Science in Science Education (MSSE) program at Montana State University. Distributed teacher leadership has been identified as having the potential to improve schools, however, little is known about the pathways teachers take to move into leadership roles, how schools go about distributing leadership, or the supports that help teachers develop leadership skills. There is also a need to better determine how teacher leadership development and progression is supported through graduate programs. This research was a two-level quantitative-qualitative research. The first level used a survey to explore the leadership roles teachers filled and the pathways teacher leaders took to move into leadership roles. The second level focused on creating case studies of eleven MSSE program graduates. Case study data was used to further examine and provide deeper insights into the pathways teachers used and the motivators or supports that encouraged them to move into or take on leadership roles. Case study data was also used to determine the extent to which participants perceived the MSSE program supported or contributed to their leadership development and progression. Specific supports provided by the program were identified. The study provided evidence that the pathways taken by teachers tend to follow two main trends: teachers either volunteer in order to fill a void or address a need, or teachers are recruited by an administrator to fill a leadership role. The formality of the leadership role did not determine the formality of the pathway taken to move into the role. Conclusions include a descriptive framework for pathways taken to leadership and descriptions of specific supports provided by the MSSE program as identified by MSSE program graduates.Item Reasons for increased suspensions and probations in the department of business education and office systems(Montana State University - Bozeman, College of Business, 1986) Sulgrove, John Lyall; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to investigate possible reasons for increased student suspensions from the Department of Business Education and Office Systems in the College of Business at Montana State University. The sources of data for this study were obtained from student records on file at the College of Business, Montana State University. Additional student record data and information was obtained from the Montana State University Office of Admissions and from Montana State University Testing Services. When all information had been gathered, the findings were compiled and analyzed. The results were then set up in tables for clarity. A written description and an analysis of the data supplement the tables. The conclusions were (1) the Department of Business Education and Office System's main concern over suspensions should be with the Administrative Assistant Program as evidenced by the large-majority (67 percent), of suspended students in that program, (2) below average stanine scores (less than 4) should immediately be an indicator that a student may have problems, (3) the university calculated high school grade point average for the students and the student's rank in high school class are strong indicators of future performance, (4) of the total number of suspended students, over half, 51 percent, were on probation from 2 to 3 quarters, (5) students enrolled in the Department, knowing they must meet minimum requirements in a pre-requisite type program as freshmen and sophomores in order to advance into the main program as juniors and seniors, will be less likely to encounter academic problems, and (6) the accounting course, BUAC 224, Principles of Accounting, remains the single largest stumbling block for students enrolled in the Department of Business Education and Office Systems. Some of the recommendations were (1) review any unique environmental and institutional factors so as to enhance capabilities for retaining students who may encounter academic problems, (2) prediction profiles should be developed and tested for freshmen as soon as a working profile is completed, and (3) since an overwhelming majority of the suspended students were enrolled in the Administrative Assistant program, a preparation program unique to students enrolled in this area should be instituted.Item Evaluation of the master's degree and program in the School of Commerce at Montana State University by master's alumni and graduate students(Montana State University - Bozeman, College of Professional Schools, 1972) Hageman, Richard AlvinThe purposes of the research project were to attempt to determine the employment utility of a master's degree obtained through the School of Commerce at Montana State University; to evaluate the curriculum in the School of Commerce in search of additions and improvements; and to evaluate the organization and administration of the graduate program in the School of Commerce. Data were collected by mailing questionnaires to 59 alumni who had received master's degrees between June 1966 and August 1971, and hand-delivering questionnaires to ten graduate students who were currently enrolled in the School of Commerce during March 1972. Forty three questionnaires were returned. Alumni respondents had pursued occupations in the general fields of education, general business, and technology. Fourteen respondents felt that their possession of master's degrees had aided them in obtaining employment; seven respondents felt that their master's degrees had given them difficulty in obtaining employment. Twenty two respondents felt that the knowledge they gained while studying for their master's degrees was beneficial to them during the initial adjustment periods of their employment. Twenty five respondents felt that their gained knowledge was beneficial throughout their employment. The master's degree had enhanced the advancement opportunities of twenty two respondents. Twenty four respondents believed that their master's degrees were responsible for increased salary levels. Five of the forty three respondents expressed dissatisfaction with the standards and procedures for admission to graduate school. Four of the five felt that the Graduate Record Examination should not be required. Respondents were nearly equally divided on whether certification should be a prerequisite for a master's in Business Education. Four respondents suggested that the School offer an MBA, possibly coordinated with the University of Montana. Three respondents felt that too much "red tape" was involved with the graduate program. A majority of respondents felt that individual graduate programs should emphasize business subjects rather than education subjects. Many respondents were dissatisfied with the amount of guidance they had received from their graduate committees. Twenty two respondents preferred a comprehensive exam consisting of a combination of oral and written tests. It is recommended that: guidance activities for graduate students be examined; the administration of the graduate program be reviewed for possible simplification, and; the School of Commerce examine the possible use of the combination form of comprehensive exam.Item A follow-up study of D. E. graduates from Montana State University from 1965-1971 with the implications for curriculum change(Montana State University - Bozeman, College of Professional Schools, 1972) Stalnaker, Charles; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study is to evaluate the curricula used in the preparation of distributive education teacher-coordinators, specifically at Montana State University and generally at other institutions and to determine their relevance and usefulness to the secondary or junior college distributive education teacher-coordinator. The specific goals of the study are (1) to define the present and future needs of distributive education teacher-coordinators; (2) to determine whether these needs are being met by current teacher-preparation curricula; and (3) to suggest specific curriculum changes that would enhance the value of the Distributive Education Option at Montana State University. In defining the present and future needs of distributive education teacher-coordinators , and examining the way in which those needs are being fulfilled, the further goal of arriving at some general recommendations concerning curriculum development and revision nationwide will be realized.