Scholarship & Research
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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 Anonymous anomaly: nonresident undergraduates on a 21st century land grant campus(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Hicks II, James Merle; Chairperson, Graduate Committee: Tricia SeifertThe experiences of nonresident undergraduates enrolled in US public universities have remained understudied. Accordingly, the purpose of this qualitative intrinsic case study was to explore the nonresident undergraduate's experience, persistence and sense of belonging on a land grant university campus. Combined, findings were intended to expand the literature base, methodological approaches and practitioner programming regarding nonresident persistence. Existing transition and institutional logics theory formed the basis of the study's theoretical framework. Nine first-time, full-time third year undergraduates from states across three time zones were interviewed twice during their sixth semester of college enrollment. Additionally, data was collected through photovoice and document analysis methods. Findings for each research question were reported through a thematic analysis. Themes related to experience included: adapting from home to university life, motivating from enrollment to degree, and recreating as a lifestyle. Themes related to persistence included: accessing campus resources, familying from afar, and socializing to stay. Themes related to sense of belonging included: transforming through personal growth, identifying across groups and areas, and supporting across communities. Lived experience findings supported existing literature on socioeconomic and enrollment management while extending the literature on financial challenges. Persistence findings supported past literature on third year priorities and extended the literature on nonresident peer groups and family support. Sense of belonging findings supported literature on the theoretical construct of interdependence while extending the literature on the influence of community characteristics and campus climate. Policy implications for nonresident retention centered on leveraging outdoor curriculum, addressing nonresident insurance, revising nonresident tuition models and expanding nonresident mentoring programs. Practice implications for nonresident retention focused on innovations to summer orientation programming, expanding transportation options, expanding family weekend opportunities, and offering more resources on the surrounding community. Future recommendations focused on expanding research both in methodological scope and duration to better understand the nonresident experience.Item Retention planning for the future : challenges facing the rural land-grant university in the twenty-first century(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Stryker, Janet CourtneyItem Anti-democracy's college : an outline of the corporatist culture of organized social machinery and the leadership of the land-grant agricultural colleges in the 'Progressive' era(Montana State University - Bozeman, College of Education, Health & Human Development, 1990) Scoville, Gordon Gary; Co-chairs, Graduate Committee: Billy G. Smith and Donald L. Robson.The Morrill Act of 1862 established a national system of land-grant colleges and universities. Generations of scholars have viewed these institutions as democratic because the schools supposedly diffused opportunity to realize the traditional liberal principle of individual freedom for self-determination. Through an analysis of the leaders - presidents, deans, and directors - of the land-grant agricultural subdivisions in the "progressive" era, the purpose of this dissertation is to examine whether the leadership's completion in that period of a tripartite organization of resident instruction, research, and extension accorded with democracy. Antonio Gramsci's concept of hegemony guided the examination. This idea refers to a cultural process of practicing principles in such a way as to form class alliances that secure popular consent to a dominant politics. Use of the historical method of "internal criticism" established the credibility of primary material that entered a dialogic encounter with the Gramscian conception, which provided a provisional explanation of the original documents. The results of the dialogue show the tripartite structure as a class alliance embodying the Newtonian world machine as a business corporation based on corporatist principles of centralized authority, priority of office over individual, and fragmented functions. Agricultural college leaders helped convey specific forms of organized corporatism to farming people. Corporatism consisted of organization that supplanted popular reconstruction of society with central coordination of mass objectives as the fragmented pursuit of single-issue interests. In the countryside, this conveyance sought to reproduce elements of the organizational design exemplified by the tripartite arrangement, and thus aimed to secure consent to a dominant politics of corporate liberalism that shifted liberal agency from individuals to centrally coordinated groups. The study concludes that collegiate participation in and support of this rising mode of political dominance took form in assistance in constructing a "corporatist culture of organized social machinery" -- the extension of corporatist principles and practices in a society that the college leadership imagined to be a machine. This diffusion constituted an anti-democratic denial of the individual and popular capacity to determine their societal destiny.Item A comparative analysis of factors affecting productivity levels in professors of education in U.S. land-grant universities(Montana State University - Bozeman, College of Education, Health & Human Development, 1991) Schoenstedt, Linda JoItem Incentive/reward systems and faculty orientations toward academic activities at a land grand university(Montana State University - Bozeman, College of Education, Health & Human Development, 1980) Kohl, Joye Brown