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NAVIGATING ACADEMIC SUSPENSION : EXPERIENCES AND SUPPORT FOR CHINESE INTERNATIONAL STUDENTS IN U.S. HIGHER EDUCATION
No full textThesis (Ph.D.)--Michigan State University. Human Development and Family Studies - Doctor of Philosophy, 2025Chinese international students represent one of the largest groups of international students in U.S. higher education, yet they face a range of academic and sociocultural challenges. These include language barriers, the need to adapt to a different educational system, and limited social support networks. While many students successfully navigate these obstacles, some encounter significant difficulties that ultimately result in academic suspension due to poor performance. Academic suspension disrupts international students\u2019 educational trajectories, jeopardizes their visa status, and limits future opportunities, highlighting the urgency of addressing this issue. However, few studies have explored the experiences of international students who face academic suspension, largely due to recruitment challenges and the sensitive nature of their experiences, making this study a unique contribution. Moreover, limited research has examined the institutional dimension, specifically what resources are available and how they can be improved to better support international students\u2019 academic success. This dissertation addresses these gaps by examining both student and institutional perspectives.In the first study, I analyzed in-depth interview data collected from 14 Chinese international students who experienced academic suspension at a U.S. university. This study explored the factors contributing to their suspension and provided deeper insights into how they navigated and coped with these challenges. The findings revealed a range of multifaceted factors contributing to suspension, including self-discipline issues associated with the transition from highly supervised to minimally supervised learning environments, a lack of knowledge about academic planning and policies, significant health issues particularly mental health, and parental pressure. The study also found that academic suspension was an emotionally taxing experience. Students mainly turned to institutional support following their suspension, while some also sought assistance from peers to cope. They followed various pathways, such as transferring to other institutions or returning home directly. However, most ultimately returned to their original institution, completed their degrees, and graduated, demonstrating significant determination, persistence, and resilience. In the second study, I further analyzed interview data from 10 staff members in higher education who work closely with international students to understand how students interact with institutional systems when facing serious academic risk. The findings highlighted gaps in institutional support, including unclear communication about academic policies and consequences, a lack of proactive support measures, challenges in suspension policy and implementation, and barriers to accessing medical leave for students experiencing significant physical and mental health issues affecting their grades. Suggestions for improvement included continuous delivery of information beyond orientation, enhanced language accessibility (e.g., reconsidering the term \u201crecess\u201d), and improved communication and coordination within the university. The findings also emphasized the need for strategic guidance for first-year international students, intentional support for probationary students through individualized interventions, and culturally sensitive approaches to advising and student support. These findings contribute to a deeper understanding of the unique challenges faced by suspended Chinese international students and offer actionable recommendations for tailored and holistic support systems. A grounded theory approach was used to analyze both sets of interview data. Based on these analyses, a model was developed to address the gap arising from the lack of a theoretical framework to understand the experiences of academically struggling international students. The model illustrates the complex factors contributing to international students\u2019 academic suspension and highlights the institutional role at various stages of their academic journey. It serves as a valuable guide for future research and offers insights for institutions to strengthen their support systems, ultimately fostering better outcomes for international students and promoting their long-term academic success.Description based on online resource. Title from PDF t.p. (Michigan State University Fedora Repository, viewed ).Includes bibliographical references
UNPACKING INSTRUCTIONAL COACHES IN MICHIGAN EDUCATOR WORKFORCE : PROFESSIONAL CHARACTERISTICS, CAREER PATHWAY, WORKFORCE DISTRIBUTION, AND ORGANIZATIONAL OUTCOME
No full textThesis (Ph.D.)--Michigan State University. K-12 Educational Administration - Doctor of Philosophy, 2025This dissertation examines the instructional coach workforce in Michigan through three interconnected studies guided by a Human Resource Management (HRM) framework. Written in manuscript style, these studies explore the landscape of the instructional coach workforce from 2011 to 2021, amid a significant statewide increase in coach staffing after 2017, following the implementation of the Read by Grade Three law. Conceptualizing instructional coaches as strategic human capital within school systems\u2014serving both as professional learning resources for teachers and as aspiring leaders within the educational leadership pipeline\u2014this dissertation investigates a comprehensive range of intended and unintended outcomes related to organizational improvement, leadership development, and educational equity.Study 1 analyzes the professional characteristics of instructional coaches using longitudinal administrative data. The study compares instructional coaches with classroom teachers and identifies predictors of coaching assignments, paying particular attention to equity patterns related to race and gender. Findings reveal that instructional coaches are typically highly qualified and experienced educators; however, the homogeneity of both personal identities (predominantly White female) and professional backgrounds raises concerns about diversity within the coaching workforce. Study 2 investigates the role of instructional coaching in career advancement toward principalship. Using a mixed-methods design, this study combines statewide quantitative data with qualitative interviews of female educators with coaching experience. Findings show that coaching experience increases the likelihood of attaining principalship and enhances educators\u2019 self-efficacy in instructional leadership. Moreover, while gender disparities persist\u2014driven by male-dominated leadership spaces and family caregiving responsibilities\u2014instructional coaching positions sometimes offer female teachers an alternative pathway for professional growth that accommodates family demands. Study 3 explores the distribution of literacy coaches across schools and examines how these patterns affect teacher workforce outcomes, including evaluation ratings, retention, and participation in professional development. The study finds that coaching resources are more often allocated to schools serving economically disadvantaged and racially diverse student populations. Access to literacy coaches is associated with improved teacher evaluations, greater retention, and mixed effects on professional development participation, suggesting a potential stabilizing influence on the educator workforce. In light of Michigan\u2019s Read by Grade 3 Law\u2014which positioned literacy coaching at the center of statewide early literacy efforts\u2014these findings underscore the importance of deliberate strategies for recruiting, supporting, and retaining high-quality coaches. Instructional coaching serves not only as a lever for school-level instructional improvement but also as a pathway for individual leadership development. This dissertation highlights the need for intentional policies that institutionalize coaching roles, promote equitable access, and sustain investments in the educator workforce to maximize the long-term impact of coaching initiatives and ensure they advance both instructional improvement and leadership development across diverse educational contexts. Keywords: Instructional Coach, Human Resources Management, Educational Equity,Description based on online resource. Title from PDF t.p. (Michigan State University Fedora Repository, viewed ).Includes bibliographical references
Improving recognition of hypertension in pediatric primary care
No full textProblem: Pediatric hypertension is a growing health concern that often goes unrecognized due to the complexity of diagnosis. Blood pressure reference ranges vary according to a child's age, sex, and height, and diagnosis requires multiple measurements from multiple encounters. These factors, combined with the challenges of implementing appropriate blood pressure measurement techniques in children, pose a significant barrier to timely recognition and management of pediatric hypertension. Purpose: The purpose of the DNP project is to evaluate the impact of a comprehensive blood pressure screening initiative on the recognition of elevated blood pressure among 3- to 12-year-olds within a pediatric primary care clinic. Methods: A standardized protocol for blood pressure screening was implemented among patients aged 3 to 12 years presenting for a well-child exam. Staff training, education, and adherence reporting were also employed throughout the intervention period. Results 390 participants were included in the project over a 3-month intervention period. The incidence of elevated blood pressure was 3.3%. 15% of encounters were adherent to the intervention protocol, and there was evidence of blood pressure recheck or provider recognition in 31% of encounters. Conclusions The blood pressure screening protocol had minimal impact on improving the recognition of elevated blood pressure. Several limitations likely had a significant impact on project outcomes. Keywords: hypertension, elevated blood pressure, pediatrics, primary care, quality improvement, screeningThesis (D.N.P.)--Michigan State University. Family nurse practitioner, 2025Includes bibliographical references (pages 26-28
Improving clinical confidence in nursing residents through mentorship : a DNP project
No full textProblem: Based on feedback from previous nurse residents, they did not feel sufficiently supported within their units during their transition from student to professional. New RNs often lack confidence in performing tasks, including advanced nursing skills, medication administration, managing high-risk patients, and effective communication with providers. Purpose: After working through the root cause analysis process, it was determined that there is a lack of unit-based support for new RNs. The goal of this project is to enhance self-reported role confidence among graduate RNs and reduce turnover intention following mentorship. Methods: Eligible participants included nurses enrolled in this hospital's nurse residency program who had completed orientation but had less than one year of experience. Mentors attended training in which the program outlines and the role of the mentor were reviewed. The mentors met monthly with their assigned mentees and confirmed meeting completion or reported missed meetings through a monthly email. Intention to turnover, clinical confidence, and whether the mentees found the mentorship program beneficial were assessed through pre-and-post-surveys, which were analyzed after the project was completed. Results: The total cost of training inpatient mentors was approximately $869.20. Retaining RNs at this community hospital benefits the organization by reducing the expenses of hiring and training new RNs. When pre-mentorship and post-mentorship survey responses were analyzed using an unpaired t-test, four questions were found to be statistically significant. Conclusions: Potential barriers to implementing the mentorship program included a limited time frame to gather data from participating mentees. Another barrier was limited participation, with 11 participants completing a pre-survey and 8 completing a post-survey. Future projects could include a longer duration of mentorship, an extended training period, and matching mentors with mentees outside of their unit of practice.Thesis (D.N.P.)--Michigan State University. Clinical nurse specialist, 2025Includes bibliographical references (pages 32-33
Reducing the global footprint in an anesthesia department : a quality improvement project
No full textVolatile anesthetic agents are potent greenhouse gases with high global warming potential (GWP), long atmospheric lifespans, and significant contributions to perioperative emissions. Despite scavenging systems, a significant portion of these agents are released into the environment, with Desflurane having the highest GWP among commonly used volatiles. At an institutional level, ASPIRE compliance standards recommend limiting emissions to 2.83 kg CO2 equivalents per hour - approximately 2L/min of 2% Sevoflurane - yet recent analysis at a 500 bed level 1 trauma center revealed that 65% of inhalation cases exceeded this threshold, averaging 27.13 kg CO2 equivalents per hour. Although anesthetic gas usage is monitored through EPIC in alignment with MPOG metrics, the absence of a targeted reduction strategy underscores the need for structured, sustainable practices. In addition to environmental harm, volatile agents generate significant financial burden and pose occupational health risks. Growing concerns have driven interest in alternatives such as Total Intravenous Anesthesia (TIVA), though its cost-effectiveness remains procedure dependent. This quality improvement project highlights the environmental, economic, and health implications of volatile anesthetics and the critical need for data driven mitigation strategies.Thesis (D.N.P.)--Michigan State University. Nurse anesthesiology, 2025Includes bibliographical reference
The impact of education on healthcare provider's confidence and competence in LGBTQIA+ patient care
No full textProblem: Many healthcare providers report feeling underprepared to care for patients who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and other identities (LGBTQIA+). The limited inclusion of LGBTQIA+ content in nursing curricula contributes to ongoing disparities, including delayed care, misdiagnoses, and decreased patient trust. Purpose: This project aimed to assess the impact of a targeted educational intervention on improving healthcare providers' self-perceived confidence and competence in delivering culturally affirming care to LGBTQIA+ patients. Methods: A structured training session was delivered during a nursing grand rounds event, with over 300 licensed healthcare providers participating. Surveys were administered before the session, immediately after, and 60 days post-intervention to evaluate knowledge of retention and clinical application. Data were analyzed using descriptive statistics from Likert-scale items and thematic analysis of open-ended responses. Results: Post-intervention analysis demonstrated significant gains across all domains, with Top 2 scores increasing by 50-75 percentage points from baseline. At the 60-day follow-up, competence remained markedly higher than pre-training levels, with only modest erosion observed (10-15% in communication and documentation domains). Conclusions: Brief but intentional educational efforts can significantly enhance LGBTQIA+ cultural competence among healthcare providers. Findings support the integration of simulation-based and interactive learning into continuing education and pre-licensure nursing programs to promote inclusive, affirming care and reduce health inequities affecting LGBTQIA+ populationsThesis (D.N.P.)--Michigan State University, 2025Includes bibliographical reference
Neutron capture processes for the astrophysical i process
No full textThesis (Ph.D.)--Michigan State University. Physics - Doctor of Philosophy, 2025ABSTRACTHeavy element nucleosynthesis is one of the main focuses of the nuclear astrophysics community, specifically nucleosynthesis of elements heavier than Fe formed by neutron-capture processes. The slow (s) and rapid (r) processes are responsible for the synthesis of a majority of the heavier elements observed today. However, the reaction networks and astrophysical sites are not necessarily well- understood in all regions of the nuclear landscape. Discrepancies between stellar observations and models seem to imply that there is a missing piece to the neutron-capture puzzle. An intermediate (i) process was proposed in the 1970s to more accurately describe the abundance pattern of certain carbon stars [1]. The i process has gained traction in the recent decades as a viable model that can successfully reproduce observational data. Astrophysical models for nucleosynthesis require nuclear physics inputs, such as nuclear masses, ?-decay rates, and neutron-capture rates [2]. Masses and ?-decay rates are known or isotopes near and far from the valley of stability, but neutron-capture rates are almost completely unknown for radioactive nuclei, even close to the stable isotopes. This is a major source of model uncertainty that has yet to be fully constrained due to the lack of experimental data. Two sensitivity studies by Denissenkov et al. [3] and Martinet et al. [4] identified reactions that most impact the final abundance of Sr calculated by i-process models. Both studies found the 88Kr(n,?)89Kr reaction to have the strongest impact on the Sr abundance. An experimental measurement of this reaction could be used to constrain i-process models. Neutron-capture experiments are particularly difficult due to the instability of both neutrons and the target isotopes of interest [5]. Away from the valley of stability, half-lives decrease and the decay products from ?-decay are increasingly radioactive. This means that the decay products of the isotope of interest are a source of unwanted background. Another problem introduced far from stability is low beam intensity, which means that, in a ?-decay experiment, a high efficiency detection method is necessary. To address these issues, the present work combines an established high efficiency ?-ray detector SuN, the Summing NaI(Tl) detector , with a new tape transport system [6, 7]. Tape systems can be used to transport radioactive isotopes from the implantation point to the detector. They can also be used to move radioactive decay products out of the detector volume to be stored in a shielded area. This reduces the background radiation from subsequent decays. The latter function is the intended function of the tape system constructed for SuN. However, the former option is still a possibility for future upgrades. The SuN Tape system for Active Nuclei (SuNTAN) was developed between Michigan State University, Louisiana State University, and Argonne National Laboratory. To further reduce back- ground, a ? detector is needed to measure ? particles in coincidence with ? rays detected in SuN. Due to SuN\u2019s small inner volume, the traditional tape system with ? detector was not optimal to fit in the limited space. Therefore, the SuNTAN design was adapted to the geometrical constraints of SuN. To enhance the ?-detection geometric acceptance, a new barrel-shaped, segmented plastic scintillator detector (SuNSPOT) was designed and fabricated at Hope College. An experiment was performed at Argonne National Laboratory, in which a 89Br beam was implanted in the tape at the center of SuN. The compound nucleus of interest is populated by the ? 12 decay of 89Br into 89Kr. SuNTAN was implemented to characterize the parent nucleus, as well as the decay of the daughter and granddaughter nuclei. After background contamination was removed, the NLD and ?SF were extracted and normalized with the ?-Oslo method [8, 9]. The extracted functions became inputs for the Hauser-Feshbach statistical code TALYS [10] to calculate the first experimentally-constrained reaction rate for 88Kr(n,?)89Kr. Astrophysical i-process abundance simulations were performed taking into account the new reaction rate. The new rate was shown to strongly impact one-zone stellar models, but had only a moderate effect on multi-zone modelsDescription based on online resource. Title from PDF t.p. (Michigan State University Fedora Repository, viewed ).Includes bibliographical references
EXPLORING THE EFFICACY OF MANURE-BASED AMENDMENTS FOR LONG-TERM MANAGEMENT OF PRATYLENCHUS PENETRANS IN POTATO CROPPING SYSTEMS
No full textThesis (M.S.)--Michigan State University. Entomology - Master of Science, 2025Potato early die (PED), driven by synergistic interactions between Pratylenchus penetrans and Verticillium dahliae, poses significant challenges to potato production. This study evaluated the effects of a commercial nematicide and organic amendments on nematode suppression, soil health, and microbial diversity in greenhouse potatoes using PED-affected soils. Organic amendments reduced nematode populations, enhanced soil organic matter and pH, and fostered microbial communities linked to disease suppression. Targeted amplicon sequencing identified shifts in soil microbiota associated with compost treatments. These findings underscore the potential of integrated management strategies combining organic amendments and nematicides for sustainable PED control and improved crop resilience.Description based on online resource. Title from PDF t.p. (Michigan State University Fedora Repository, viewed ).Includes bibliographical references
OPERATIONALIZATION PATHWAYS : LEGISLATION AND SOCIAL SERVICES FOR UNACCOMPANIED MINORS
No full textThesis (Ph.D.)--Michigan State University. Social Work - Doctor of Philosophy, 2025Unaccompanied minors (UAM) includes both unaccompanied, undocumented children (UC) and refugee minors (URM). These children are served through the Unaccompanied Refugee Minors Foster Care Program and become eligible to receive social services deriving from federal legislation after their arrival in the United States. The services are intended to alleviate any hardships resulting from their external displacement, and to support them as they adapt to life in the United States. Federal legislation related to services for unaccompanied minors is codified in a manner that captures general intended outcomes but in practice defers implementation and its nuances, with broad discretion, to states and their systems and processes of government. Furthermore, implementation at the agency level is likewise variable and informed by multiple factors such as funding allocation and programs offered. Most existing research on the services provided to unaccompanied minors has investigated the outcomes associated with those services. However, there is no clear and empirically informed understanding of how federal legislation is operationalized at the different levels of service delivery. With Michigan as a case study, this dissertation study explored how federal legislation on social services for unaccompanied minors is operationalized at the federal, state and agency levels. The study therefore used an Exploratory-Descriptive Qualitative (EDQ) research design to contribute to that understanding. In furtherance of the EDQ design, a scoping review of empirical literature that explored the intersection of federal legislation and the social services provided to unaccompanied minors was used to situate the study. The methods of data collection for the study as a whole were 1) in-depth qualitative interviewing with government officials and service providers, 2) grey literature identified using systematic review search methods, and 3) textual extraction from federal legislation. The data were analyzed thematically, which resulted in three themes: care arrangements, policy context, and administrative mechanisms. The study findings, which were organized according to the three themes, showed: legal immigration status is central to unaccompanied minors\u2019 receipt of social services; private agencies have to navigate a complex policy context when serving unaccompanied minors that is not acknowledged or provided for in the originating legislation; and, local capacity drives implementation of service delivery for unaccompanied minors. The study\u2019s limitations included a small number of interviews and the changing legislative context which was not reflected. Despite the limitations, this study is to my knowledge the only attempt to systematically link legislation to policy and implementation of services for unaccompanied minors entering the Unites States. Even with the current fluid political climate, the findings from this study can inform social work research, policy, and practice in several key ways. First, service providers have the opportunity to directly advocate for unaccompanied undocumented children (UC) who only gain access to long-term care after notice of eligibility approval from the Office of Refugee Resettlement (ORR). Second, private agencies can utilize their administrative partnership platform with the federal government to make recommendations for policy change. Finally, the recurring state level call for private agencies to implement the Unaccompanied Refugee Minors Program presents the opportunity for increased service delivery to unaccompanied minors (UAM). This study focused on how services are delivered in the state of Michigan; future studies should consider how services are delivered in other states. Changing federal legislation is a slow process, but at multiple state and local levels there are opportunities to improve how services are delivered by better understanding the levers of influence that practitioners have in both policy and practice contexts.Description based on online resource. Title from PDF t.p. (Michigan State University Fedora Repository, viewed ).Includes bibliographical references
Two-Level Hurdle Model of the GPA Distribution with Two-Side Truncated Generalized Poisson Regression
No full textThesis (Ph.D.)--Michigan State University. Measurement and Quantitative Methods - Doctor of Philosophy, 2025Grade Point Average (GPA) has been a key indicator of academic performance within educational research and policy. The historical development of GPA scores in the United States went through four important stages: the imitation stage for the introduction of categorical grading system from Europe, the systematization stage that build up the foundation for communicating merit both within and outside of schools, the standardization stage where reliability and validity concerns were raised, and the resistance stage when grade inflation and rescaling of scores become prevalent (Brookhart et al., 2016; Schneider & Hutt, 2014). These transitions charted the trajectory of how student GPA evolved from a simple communicative tool to a contested measure of merit and ability, calling for a closer examination.Despite the widespread use of GPA scores, a lack of universal grading rubric from teachers and therefore a consistent pattern in the GPA distributions posed real challenges in modeling these scores. This dissertation builds on the framework of the three properties of the normal distribution- unboundedness, symmetry, and unimodality- and explores alternative distributional assumptions and modeling techniques, such as beta and logit-normal distributions, log transformations, and zero-inflated or multimodal models, to address violations of these properties. This dissertation took the opportunity to re-analyze the National Study of Learning Mindsets (NSLM) dataset and modified the two-level hurdle model to account for the upper bound of GPA scores, as well as zero-inflation and under-dispersion in the conditional distribution. These modifications would be necessary in that failure to account for zero-inflation and under-dispersion often lead to biased estimates and inflated standard errors and therefore misleading conclusions. These models were also applied to study the effect of textbooks as contextual environment in sustaining and perpetuating growth mindset effects.Although Conway-Maxwell-Poisson (CMP) and generalized Poisson (GP) can both be applied to account for under-dispersion in the distribution, the CMP distribution does not directly link its mean with the covariates, unlike the GP distribution. The minimization-maximization algorithm for stable estimation of the parameters in GP regression was proposed by Li et al. (2023). However, this algorithm does not deal with cases when random effects are involved. This dissertation turned to the R packages glmmTMB and RTMB for parameter estimation. These two packages effectively estimate parameters in GLMMs using Laplace approximation for integration, Newton\u2019s method for inner optimization, and Broyden-Fletcher-Godfarb-Shanno (BFGS) Method for outer optimization. Findings in this dissertation revealed a different story for the growth mindset intervention. Through the textbook analysis, specific types of instructional practices were recommended in helping to improve student grades in mathematics and reinforcing the growth mindset effect. Differences in the conclusions drawn from different distributional assumptions implies the importance of aligning modeling techniques with the real-world data. While GPA has drawn criticism for its limitations in evaluating merit and progress, particularly in the context of grade inflation, it remains a widely used and straightforward indicator of academic performance. When interpreted through appropriate methodological frameworks, it can meaningfully reflect student growth. As such, it is essential that researchers model GPA outcomes with rigor, nuance, and sensitivity to context to ensure fair and valid insights into student achievement.Description based on online resource. Title from PDF t.p. (Michigan State University Fedora Repository, viewed ).Includes bibliographical references