Research, Creativity, and Scholarship 2021-2022

Book co-edited by Montana State University’s Bryce Hughes showcased at recent academic conference

BOZEMAN — A book co-edited by a Montana State University professor was highlighted recently at an academic conference.

“Queering STEM Culture in U.S. Higher Education: Navigating Experiences of Exclusion in the Academy,” was showcased at the American Society for Engineering Education conference held in Minneapolis at the end of June. The book was co-edited by Bryce Hughes, associate professor in the MSU Department of Education, and Stephanie Farrell from Rowan University and a past president of the American Society for Engineering Education. Its lead editor is Kelly J. Cross from the University of Nevada Reno. It was published in June by Routledge.

The book explores the experiences of members of the queer and trans communities in post-secondary science, technology, education and mathematics fields in the U.S. It includes information from students, faculty, practitioners and administrators to highlight ways members of those communities are often marginalized across a range of STEM disciplines. The book also offers recommendations for future research and practice.

Fort Peck Community College, Montana State University collaborate on documentary about buffalo

BOZEMAN — A short documentary about buffalo restoration on Montana tribal lands has been released as part of a grant collaboration between Fort Peck Community College and Montana State University. 

In 2012, a small herd of buffalo from Yellowstone National Park were transferred to the Fort Peck Reservation in northeastern Montana, marking the first time genetically pure buffalo had roamed that region in over 100 years. The approximately 45-minute documentary describes how the transfer took place — from the near extinction of the buffalo to the agreements that brought them to the Fort Peck Reservation. It also highlights how Fort Peck is honoring and upholding the Buffalo Treaty, an agreement between various tribes seeking to celebrate their deep-seated relation to the buffalo and restore herds to the lands they used to roam. 

New MSU study finds mental health challenges exacerbated by pandemic, declining levels of physical activity

BOZEMAN — A new study conducted by Montana State University scientists and their colleagues on the impact of COVID-19 on mental health found that physical activity is a significant factor in staving off mental health challenges.

Additionally, the study highlights the cyclical nature of the relationship between activity and mental health – if someone reported a difficult time keeping active during the pandemic, they were at higher risk of deteriorating mental health outcomes, leading to further inactivity and even further deterioration of mental health.

The paper, “Examining the Relationship Between Physical Activity and Mental Health During the COVID-19 Pandemic Across Five U.S. States,” was published in August in the journal Preventive Medicine Reports. Michelle Grocke-Dewey, assistant professor in the MSU College of Education, Health and Human Development’s Department of Health and Human Development and health and wellness specialist for MSU Extension, is the paper’s lead author.

MSU’s Hammack receives support, recognition for work focused on place-based science and engineering curriculum

BOZEMAN — When she taught engineering to middle school students in Oklahoma, Rebekah Hammack – now a faculty member in Montana State University’s College of Education, Health and Human Development – observed that many of her students at first didn’t see a connection between their lives at home and their schoolwork. But that changed with hands-on work in the classroom.

“When the students got their hands on gears and nuts and screws and bolts, they learned they knew how to problem-solve because they did it every day on the farm,” said Hammack, assistant professor in the MSU Department of Education.

“And then they realized, ‘Whoa, that’s science? That’s math?’ It completely resulted in a shift in their thoughts on school and STEM and their own beliefs in their abilities to do that kind of work,” Hammack added.