scholarly journals After The Protests: A Campus Racial Climate Case Study of the Perception and Curricular Responses For Institutional Reforms, Following the Black Students’ Demands For Interventions at the University of Missouri-Columbia

2021 ◽  
Author(s):  
Bruce E. Mitchell
Keyword(s):  
Black Students ◽  
Racial Climate ◽  
Institutional Reforms ◽  
Campus Racial Climate ◽  
University Of Missouri ◽  
The University

scholarly journals Mizzou Missteps

2019 ◽  
Vol 1 ◽  
pp. 129-136
Author(s):  
Lauren Elizabeth McGuire
Keyword(s):  
Black Students ◽  
Population Growth ◽  
Media Coverage ◽  
College Campuses ◽  
White Americans ◽  
Hunger Strike ◽  
University Of Missouri ◽  
Racial Inclusion ◽  
The University

By denying that issues of bias and mistreatment exist and then confronting such issues with disdain, some White Americans enable injustice and abet systems of oppression. Black students at the University of Missouri in fall 2015 had seen this narrative ring true several times. The resulting events, including protests, a hunger strike, and several administrator resignations, cast light on the experience of black students at Mizzou through nationwide media coverage. This case study examines three opportunities turned missteps of administrators that exacerbated an already charged, contentious environment: the president’s refusal to acknowledge protestors at a homecoming parade, a too-little-too-late meeting with stakeholders, and the impacts of the football team’s involvement. In a country whose everyday population growth is 90 percent non-white, a greater awareness of the racial inclusion work needed on college campuses today is necessary. I hope my narrative heightens this awareness.

An Interactive Morphological Matrix Computational Design Tool: A Hybrid of Two Methods

2007 ◽  
Author(s):  
Cari R. Bryant ◽  
Matt Bohm ◽  
Robert B. Stone ◽  
Daniel A. McAdams
Keyword(s):  
Computational Design ◽  
Design Tool ◽  
Design Tools ◽  
Concept Generation ◽  
University Of Missouri ◽  
Generation Algorithm ◽  
Design Theories ◽  
The University ◽  
Matrix Generator

This paper builds on previous concept generation techniques explored at the University of Missouri - Rolla and presents an interactive concept generation tool aimed specifically at the early concept generation phase of the design process. Research into automated concept generation design theories led to the creation of two distinct design tools: an automated morphological search that presents a designer with a static matrix of solutions that solve the desired input functionality and a computational concept generation algorithm that presents a designer with a static list of compatible component chains that solve the desired input functionality. The merger of both the automated morphological matrix and concept generation algorithm yields an interactive concept generator that allows the user to select specific solution components while receiving instantaneous feedback on component compatibility. The research presented evaluates the conceptual results from the hybrid morphological matrix approach and compares interactively constructed solutions to those returned by the non-interactive automated morphological matrix generator using a dog food sample packet counter as a case study.

A Case Study of Using Capstone Design as Basis for Curriculum-Wide Project-Based Learning

2011 ◽  
Author(s):  
Barry Hyman ◽  
Sanjeev Khanna ◽  
Yuyi Lin ◽  
Jim Borgford-Parnell
Keyword(s):  
Project Based Learning ◽  
Assessment Process ◽  
Design Management ◽  
Original Design ◽  
University Of Missouri ◽  
Design Projects ◽  
Management Students ◽  
The University ◽  
Capstone Design

This paper describes an NSF funded project in the Mechanical and Aerospace Engineering (MAE) Department at the University of Missouri. A primary goal of this project is to systematically increase project-based learning (PBL) experiences throughout the MAE curriculum. To accomplish this goal, recent capstone design projects that need further refinements serve as the basis for PBL activities throughout the MAE curriculum. A major tool for facilitating these refinement efforts is a new senior/graduate Design Management course in which each student in this course learns how to plan and manage design projects. These students then implement their learning by serving as project team managers in the courses in which the refinement activities are being conducted. This paper provides a detailed case study of five refinements to one capstone design that took place in four different MAE courses during the Spring 2011 semester. The paper describes a Fall 2009 capstone project that consisted of designing a portable wood chipper. The student design was very promising, leading to a chipper with significantly greater chipping capacity than commercially available chippers of the same size and weight. However, several faculty members reviewed the results and identified additional opportunities for refining the design. This paper describes activities during Spring 2011 when students in four different MAE courses developed refinements to the original design. The roles of the Design Management students in these activities are discussed. The paper also includes a discussion of the methods and findings of the formative assessment process, including interviews with, and surveys of, faculty and students.

scholarly journals Keeping Race in Place: Racial Microaggressions and Campus Racial Climate at the University of California, Berkeley

2002 ◽  
Vol 23 (1) ◽  
Author(s):  
Daniel Solóranzo ◽  
Walter R. Allen ◽  
Grace Carroll
Keyword(s):  
Racial Microaggressions ◽  
University Of California ◽  
Racial Climate ◽  
Campus Racial Climate ◽  
The University

scholarly journals Campus Racial Climate, Boundary Work and the Fear and Sexualization of Black Masculinities on a Predominantly White University

2021 ◽  
pp. 1097184X2110390
Author(s):  
Quaylan Allen
Keyword(s):  
Predominantly White ◽  
Black Men ◽  
Social Relations ◽  
Boundary Work ◽  
Gender And Sexuality ◽  
Racial Climate ◽  
Campus Racial Climate ◽  
Predominantly White Universities ◽  
Predominantly White University ◽  
The University

This article presents data from a study of Black men and masculinities at a predominantly White university. I argue that the campus racial climate on predominantly White universities are important sites of boundary work where fear and sexualization of Black masculinities are normalized in ways that shape Black men’s social relations on college campuses. In doing so, I will share narrative data of how Black male college students perceive the campus racial climate, with a focus on how they are feared and sexualized in predominantly White spaces. I also analyze the ways in which they managed race, gender, and sexuality within school spaces, and situate their gendered performances within the context of the boundary work of the university. Attention will be given to their agency in how they respond to White fears and sexualization of Black men.

Brand believers : reconciling journalistic and organizational identity at a city magazine

2017 ◽  
Author(s):  
◽  
Joy M. Jenkins
Keyword(s):  
Organizational Identity ◽  
Ethnographic Case Study ◽  
University Of Missouri ◽  
Staff Members ◽  
Representational Practices ◽  
Award Winning ◽  
Civic Capital ◽  
The University ◽  
The Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation uses an ethnographic case study to examine the perspectives and representational practices of local journalists through a case study of an award-winning city magazine, D Magazine in Dallas, Texas. The study assessed how staff members discursively constructed their journalistic identity within a geographically focused media organization. The study also considered the relationship between journalistic identity and organizational identity by addressing how the staff members described their surrounding community and their organization's function within it as well as how those understandings shaped D and its members. Lastly, the study used field theory to address how external and internal influences on newswork informed staff members' ideologies, routines, and perceptions of D's local function. The findings suggest that staff members operated within a networked hierarchy through which they collaborated both within individual publications and across departments while also fulfilling corporate needs for entrepreneurship and innovation. Within this environment, staff members balanced journalistic- and audience-oriented editorial emphases through reinforcing a city-magazine mentality that dictated and legitimized topic selection and content approaches. Lastly, the study recognized how D attracted and engaged various forms of capital while also shifting its focus to amassing civic capital as a means of manifesting its local agenda in tangible ways.

A case study of organizational culture change in a hospital

2015 ◽  
Author(s):  
◽  
Whitley Walker Vale
Keyword(s):  
Organizational Culture ◽  
Policy Analysis ◽  
Cultural Change ◽  
Culture Change ◽  
Organizational Structures ◽  
University Of Missouri ◽  
Organizational Culture Change ◽  
The University ◽  
The Empirical Analysis

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation presents a case study that describes and analyzes the organizational culture change that occurred at a hospital over a period of time (i.e., about 12 years, from 1993 through 2004). Qualitative data from five sources -- questionnaires, interviews, focus groups, observations, and documents -- was analyzed by applying the 'transformation of intentions model' for policy analysis. This dissertation proposes that this sociological model is a theoretical framework that is conceptually applicable to the empirical analysis of organizational culture change. The application of the 'transformation of intentions model' of policy analysis to the analysis of organizational cultural change resulted in a detailed description of the organizational structures and processes that were essential to the organizational culture change at the hospital. The analysis revealed a pattern in the transformation of intentions at the hospital. More specifically, it was revealed that the organizational culture change at the hospital was 'top-down' -- administratively led -- change initiated in response to interorganizational directives -- specifically, policy changes by the healthcare organization that managed the hospital.

Design and Hands-on Experiences for Undergraduates: Case Study on Design, Construction and Testing of Small Aircraft Models

1997 ◽  
Vol 25 (2) ◽  
pp. 118-136
Author(s):  
F. Finaish
Keyword(s):  
Learning Opportunities ◽  
Design Problems ◽  
University Of Missouri ◽  
Course Content ◽  
Content Organization ◽  
Hands On ◽  
Analytical Work ◽  
The University ◽  
Small Aircraft

This article describes the development of a new design course in the Aerospace Engineering curriculum at the University of Missouri-Rolla offered during the second (sophomore) year. The course is designed to offer learning opportunities that apply the fundamentals of design along with hands-on experience. The students are required to analyse and solve open-ended design problems, test and experiment with different concepts, build models that illustrate what they have proposed in the analysis phase, and use engineering process skills such as teamwork and development of technical reports. An emphasis is placed on the connection between theory and design applications, comparisons of analytical work with test results, reporting, and working with peers. Details of the course content, organization, and guidelines to develop small aircraft models along with the testing hardware needed are given.

EFL students' response to the teacher's written feedback

2014 ◽  
Author(s):  
◽  
Tuan Anh Truong
Keyword(s):  
Second Language Acquisition ◽  
Structured Interviews ◽  
University Of Missouri ◽  
English Writing ◽  
Mixed Methods Case Study ◽  
Writing Class ◽  
Efl Students ◽  
Written Response ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Providing written response to students' writing has been the most widely used method for English teachers to communicate with students of English in EFL/ESL contexts. However, how the EFL students perceive, prefer, and understand the teachers� written response is by no means conclusive. Researchers, educators, teachers are also puzzled by the extent to which teachers' written response influences the students' writing progress. The current study reports the findings from a mixed methods case study with 20 undergraduate Vietnamese students from an intact advanced English writing class at an urban college in Vietnam. Various types of data were collected and examined, including 24 semi-structured interviews with eight selected participants, 80 argumentative papers written within a period of ten weeks, observations, a survey questionnaire including selected-response and open-ended items, and supplementary materials. The study was designed under the theoretical framework of Second Language Acquisition, Sociocultural Perspectives, and Composition Theories on response and error. The study's aim were twofold: (1) to demystify the EFL students' perceptions of and preferences in regard to teachers' written response, and their strategies for understanding and using the response; and (2) to explore the influence of teachers� written response on the students' writing progress. The findings both echoed and contradicted the understandings found in current L2 response literature as to how the students perceive and prefer the focuses, the forms, and the types of teachers� written response, and how the teachers� written response affects the students� writing progress. The findings also indicate important implications for improvement of the L2 writing curricula and the practice of proving instructional responses in the EFL/ESL contexts.

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