scholarly journals Campus-Wide Buy-In for an Age-Friendly University: One Goal and Many Paths

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 539-539
Author(s):  
Andrea Zakrajsek ◽  
Carrie Andreoletti
Keyword(s):  
Lessons Learned ◽  
Institutional Commitment ◽  
Michigan State University ◽  
State University ◽  
Arizona State University ◽  
Institutional Goals ◽  
Diversity And Inclusion ◽  
Age Diversity ◽  
The Many ◽  
The University

Abstract Recognizing a growing aging population around the world as well as the many benefits of engaging learners at any age in higher education institutions (Kressley & Huebschmann, 2002; Morrow-Howell, et al., 2019; Silverstein, Choi, & Bulot, 2001), the Age-Friendly University (AFU) international initiative offers a medium to support diversity and inclusion efforts based upon age. Dublin City University (DCU), along with Arizona State University (ASU) and Strathclyde University, developed 10 Age-Friendly University (AFU) principles which offer a guide for institutional commitment to age-diversity that can be realized through institutional goals, aims, and initiatives (DCU, n.d., Talmage, Mark, Slowely, & Knopf, 2016). Because of the non-prescriptive nature of these principles, universities endorsing them have opportunities to forge varied paths in the unified goal of age-friendliness. Presenters will share lessons learned from development of the AgeAlive collaborative hub to advance age-friendly research and community-based projects at Michigan State University, the value of cross-campus partnerships at the University of Hartford, the critical support provided by the Adult Learner Programs and Services office at Northern Kentucky University, and the intentional alignment of AFU efforts with administrative priorities at Eastern Michigan University, and journey from focusing on programs to embedding age-friendly practices throughout the institution at Arizona’s State University. Through the diverse paths these presenters used to obtain support for the AFU principles at their respective universities, participants who are just beginning their AFU journeys will learn actionable strategies for increasing age-friendliness at their own institutions.

Lessons Learned About Outreach and Engagement at the Michigan State University Institute for the Study of Youth Sports

2017 ◽  
Vol 6 (4) ◽  
pp. 303-310 ◽  
Author(s):  
Daniel Gould
Keyword(s):  
Youth Sports ◽  
Community Outreach ◽  
Sports Participation ◽  
Lessons Learned ◽  
Social Effects ◽  
Michigan State University ◽  
State University ◽  
The Face ◽  
The University

The mission of the Institute for the Study of Youth Sports (ISYS) is to provide leadership, scholarship, and outreach that “transforms” the face of youth sports in ways that maximize the beneficial physical, psychological, and social effects of participation for children and youth while minimizing detrimental effects. Since its inception in 1978, ISYS has partnered with numerous organizations to promote healthy youth sports participation. In this article, the general steps ISYS takes to form and facilitate partnerships are addressed. Four long-term partnerships are also described. The services provided to these organizations are described and the advantages and challenges of working with partners, in general, are delineated. How these partnerships are used to facilitate the teaching, outreach-engagement, and scholarship components of the Michigan State University land grant mission are also described. The case of ISYS shows that conducting community outreach and engagement projects greatly enhance the scholarly mission of the university.

scholarly journals 4449 Building Capacity in the Flint Community in the Midst of the Ongoing Water Crisis

2020 ◽  
Vol 4 (s1) ◽  
pp. 82-82
Author(s):  
Athena S. McKay ◽  
Adam Paberzs ◽  
Patricia Piechowski ◽  
Donald Vereen ◽  
Susan Woolford
Keyword(s):  
Lessons Learned ◽  
Michigan State University ◽  
Translational Science ◽  
State University ◽  
University Of Michigan ◽  
Research Projects ◽  
Building Capacity ◽  
Partnership Development ◽  
The University ◽  
The Impact

OBJECTIVES/GOALS: Examining the impact of the Building Capacity for Research and Action (BCRA) Award created by the Community Engagement (CE) Program at the Michigan Institute for Clinical & Health Research (MICHR)--a Clinical & Translational Science Award (CTSA) site at the University of Michigan--in partnership with Community Based Organization Partners (CBOP). METHODS/STUDY POPULATION: The BCRA is a funding mechanism that supports new community-engaged research (CEnR) partnerships and projects that address community-identified health needs in Flint, Michigan. BCRA projects are required to be Flint-based and inclusive of both community and academic partners. A study section consisting of 10 MICHR-affiliated faculty and community partners reviewed proposals and made funding decisions. Funded teams were trained on Institutional Review Board (IRB) and reporting requirements by CE staff. MICHR provides support to BCRA-funded teams through monthly email correspondence with the CE Flint connector, budget review, mediation, regulatory assurance of IRB and the National Center for Advancing Translational Science (NCATS) requirements, coordinating six-month and final reporting, and hosting an annual stakeholder meet and greet. RESULTS/ANTICIPATED RESULTS: In 2017, the BCRA Award submitted its first request for proposals. It received 20 applications in 2018, and selected eight awardees, providing them with a total of $60,000 in funding. Four received $5,000 for partnership development and another four received $10,000 for their research projects. The BCRA Award received 16 applications in 2019, expanding its academic pool to include the University of Chicago, U-M Flint, Michigan State University, and Michigan State University-Flint in addition to the University of Michigan. Five recipients were selected and received a total of $45,000 in funding. One was awarded $5,000 for partnership development and another four were awarded $10,000 for their research projects. MICHR has invested over $100,000 in Flint through this mechanism, which was renewed in 2019. DISCUSSION/SIGNIFICANCE OF IMPACT: Each awardee presented at the annual stakeholder meet and greet. They showcased their projects with a brief overview and spoke about their expectations, lessons learned, partnership strengths and challenges, translational issues, and proposed next steps for subsequent grants, publications.

scholarly journals Ageism on Campus: Opportunities to Include Age in Diversity and Inclusion Efforts

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 7-7
Author(s):  
Cassandra Barragan ◽  
Stephanie Wladkowski
Keyword(s):  
Older Adults ◽  
Older Students ◽  
Leadership Positions ◽  
Older Learners ◽  
University Campuses ◽  
Diversity And Inclusion ◽  
Midwestern University ◽  
Barriers And Opportunities ◽  
The Many ◽  
The University

Abstract Diversity and inclusion are essential perspectives on university campuses. In recent years, there has been a nationwide decline in admissions resulting in changes to traditionally FTIAC driven college campuses. An environmental scan was completed at a mid-sized midwestern university to explore age-inclusive barriers and opportunities for change. In-depth interviews were held with 28 EMU stakeholders representing a wide variety of ages in leadership positions across campus. Students aged 40 and above (N=248) were also surveyed about their experiences on campus. Qualitative analysis revealed ageist attitudes about older adults and older students from at all levels of the university. Results demonstrate that initial responses to ‘age-friendly’ focused on stereotypes of older adults, but attitudes adjusted when reframed as older learners and further refined when older learners were defined as 40 and above. Additionally, there was a distinct disconnect between ageist perceptions towards older adults and older students which highlights the importance of intergenerational opportunities as an approach to combat ageist attitudes on campus. While these barriers require long-term and complicated solutions, participants described the many benefits that older learners bring to enrich the campus. Results of this research revealed opportunities to reframe aging in the context of diversity and inclusion efforts on campus. Adopting diversity efforts to include age can benefit universities in not only admissions, classroom experiences, and connections to surrounding communities.

scholarly journals STRENGTHENING TEACHER PREPARATION THROUGH A LIBRARY PROGRAM

2017 ◽  
Vol 21 (1-2) ◽  
pp. 11 ◽  
Author(s):  
John D'Amicantonio ◽  
Jordan M. Scepanski
Keyword(s):  
Academic Library ◽  
California State University ◽  
Annual Conference ◽  
State University ◽  
Long Beach ◽  
Future Teachers ◽  
Library Program ◽  
The Many ◽  
Support Teacher ◽  
The University

The following paper, which was originally presented at the annual conference of the International Council on Education for Teaching in July 1994, focuses on the importance of the academic library in preparing future teachers. As noted in this article, librarians and libraries, although omitted from the original discussion in Nation at a Risk, received full attention in the publications that responded to this seminal work. Drawing on the many documents that followed publication of Nation at a Risk the authors highlight the value of strong library programs, specifically those that support Teacher Education Departments. In particular, the experience of future teachers attending California State University, Long Beach (CSULB) and the University Library at CSULB are presented here. 

Een nieuw fragment van handschrift A van de Roman der Lorreinen (Michigan State University, Criminology Collection, XX KJC7690.A48 1687)

2021 ◽  
Vol 137 (2) ◽  
pp. 102-121
Author(s):  
Remco Sleiderink ◽  
Ben van der Have
Keyword(s):  
Seventeenth Century ◽  
Fourteenth Century ◽  
Old French ◽  
Michigan State University ◽  
State University ◽  
Chanson De Geste ◽  
Content Type ◽  
Binding Material ◽  
The Many

Abstract Among the many books in Michigan State University’s Criminology Collection is a Corpus juris militaris, published in Germany in 1687. Its binding contains four small parchment strips with medieval Dutch verses. Although the strips are still attached in the spine, the verses can be identified as belonging to the Roman der Lorreinen, and more specifically as remnants of manuscript A, written in the duchy of Brabant in the second quarter of the fourteenth century. Manuscript A originally must have consisted of over 400 leaves, containing more than 150.000 verses (note: there are no complete manuscripts of the Roman der Lorreinen). Only 7% of manuscript A has been preserved in several European libraries, mainly in Germany. The new fragment suggests that manuscript A was used as binding material not earlier than the end of the seventeenth century (after 1687). The newly found verses are from the first part of the Roman der Lorreinen, which was an adaptation of the Old French chanson de geste Garin le Loherenc. This article offers a first edition and study of the verses, comparing them to the Old French counterparts. This comparison offers additional evidence for the earlier hypothesis that manuscript A contained the same adaptation of Garin le Loherenc as the fragmentary manuscripts B and C.

The Fluid Dynamics of Turbomachinery Program: Objectives, Organization and Results

1982 ◽  
Author(s):  
G. K. Serovy ◽  
T. H. Okiishi
Keyword(s):  
Fluid Dynamics ◽  
Lessons Learned ◽  
State University ◽  
Good Luck ◽  
Iowa State University ◽  
Original Intent ◽  
Educational Effort ◽  
Number Of Factors ◽  
The Many ◽  
High Level

Since 1968, an advanced educational program in the fluid dynamics of turbomachinery has been offered by the ASME Turbomachinery Institute at Iowa State University. Initiated by concerned individuals to help meet the need for high-level, continuing education in this field of specialization, the course appears to be accomplishing its original intent. The success of the program can be attributed to a number of factors including a good faculty, an eager and qualified group of participants, and scholarly surroundings. As might be expected, timely and thoughtful planning, good luck and competent support are also essential. Of the many lessons learned about this kind of educational effort, several seem important enough to report in this paper.

scholarly journals PURSUING AGE-FRIENDLY UNIVERSITY PRINCIPLES AT A MAJOR UNIVERSITY: LESSONS IN GRASSROOTS ORGANIZING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S762-S762
Author(s):  
Clare C Luz
Keyword(s):  
Information Exchange ◽  
Large Scale ◽  
Population Aging ◽  
Lessons Learned ◽  
Michigan State University ◽  
State University ◽  
Grassroots Organizing ◽  
Public Issues ◽  
Clear Vision ◽  
Key Steps

Abstract Rapid population aging presents opportunities for higher education to address major aging-related public issues facing society that have a direct impact on students, faculty, and both local and global communities. Students in virtually all disciplines will be working within the context of an aging society post-graduation and need to be prepared as they make career choices and enter the workforce. Further, faculty and staff are not only aging themselves but may be caregivers, which has an impact on health, income and productivity. Michigan State University (MSU) is now addressing these needs through a new program guided by Age-Friendly University (AFU) principles called AgeAlive that grew out of five years of grassroots organizing. Large-scale, research-intensive institutions present special challenges to pursuing AFU status but the lessons learned by AgeAlive may help any organization that wishes to become more age friendly. This session will review AgeAlive’s path to a recognized program with a clear vision, a strategic plan, two crosscutting goals including AFU designation, and five focus areas with initiatives in each area. Tools to help achieve these goals include an inventory of aging-related activity on campus and a virtual hub for networking and information exchange. Key steps in the program development process will be described as will recommendations related to choosing a model, cultivating champions, making decisions based on data, and building infrastructure. It will allow others to understand what challenges they may face and potential approaches to minimizing and overcoming these challenges in their own AFU journey.

Book Reviews

2015 ◽  
Vol 53 (1) ◽  
pp. 118-119
Keyword(s):  
Institutional Economics ◽  
Michigan State University ◽  
State University ◽  
James Madison ◽  
John Maynard Keynes ◽  
Thorstein Veblen ◽  
Classical Economics ◽  
Self Sufficiency ◽  
The University ◽  
Political Economic

Theodore Burczak of Denison University reviews “Documents Related to John Maynard Keynes, Institutionalism at Chicago and Frank H. Knight”, by Ross B. Emmett. The Econlit abstract of this book begins: “Eight papers explore topics related to John Maynard Keynes, institutionalism at the University of Chicago, and Frank H. Knight. Papers discuss the original 1933 “National Self-Sufficiency” lecture by Keynes—its political economic context and purpose (Mark C. Nolan); “National Self-Sufficiency” (Keynes); studying institutional economics at Chicago in the 1930s—the case of Arthur Bloomfield (Pier Francesco Asso and Luca Fiorito); Thorstein Veblen and his analysis of business enterprise (Bloomfield); Knight on institutionalism and economics (Ross B. Emmett); institutional history and the classical economics (Knight); the friendship of Knight and Frederick D. Kershner (Emmett); and the correspondence between Knight and Kershner, 1915-51 (Emmett). Emmett is at James Madison College at Michigan State University.”

Sport Psychology Service Delivery: Implementation Within the University Community

1987 ◽  
Vol 1 (3) ◽  
pp. 248-256 ◽  
Author(s):  
Steven J. Petruzzello ◽  
Daniel M. Landers ◽  
Darwyn E. Linder ◽  
Don R. Robinson
Keyword(s):  
Service Delivery ◽  
Intercollegiate Athletics ◽  
Sport Psychology ◽  
Skills Training ◽  
Psychological Skills ◽  
State University ◽  
Arizona State University ◽  
Psychological Skills Training ◽  
Psychology Service ◽  
The University

In this paper we outline a sport psychology service delivery program that has been implemented at Arizona State University. We feel this is a unique program in that it is housed within, and funded by, the Department of Intercollegiate Athletics. The program has four major components: (a) an undergraduate psychological skills course, (b) psychological skills training programs for athletic teams and small groups of athletes, (c) individual psychological consultation for athletes, and (d) psychological skills seminars and consultations with coaches. Each of these components is explained in detail. In addition, information is presented regarding the future directions for the program.

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