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This qualitative method single case study explores the phenomenon of a racially tense campus climate at the University of Missouri Columbia, a Predominantly White Midwestern Institution. At the forefront of the media regarding student and athlete protests, leading to the resignation of senior level administrators, African American students put forth eight demands to their administrators. Included, was the creation and implementation of a required racial awareness and inclusion curriculum. The study explores the perceptions of the institutional response to an exceptional campus racial climate issue and the process of formulating and participating in a diversity training course and a semester long course centered around race. Also, to understand how participants perceived this curricular intervention to have addressed their discontinuities in race and racism and contributed to organizational change, and institutional reform. This study addresses a gap in our understanding of the aftermath of such events, the institutional process of responding to them, addresses an understudied area of divergent participant perceptions, by exploring how student’s demands were implemented as institutional interventions, and by understanding their perceptions of building a required racial awareness and inclusion curriculum. Four-emergent themes: Process of Curricular Reform Implementation, Towards Combating Discontinuities of Intergroup Relations in American Society at Mizzou through Education, Required or Optional Racial Awareness Curriculum to Elicit Institutional Reforms, and Perceptions about the Institutional Response/Curricular Reform Efforts to Change Mizzou’s Campus Racial Climate. Hence, I developed a framework for considerations: Towards Implementing a Race and Identity-focused Inclusive Curriculum, for practitioners/educators desirous of implementing said curriculum.

Equations were derived to calculate the reflection points of acoustic rays emanating from a source to a receiver. Reflection points for up to three reflections could be determined if the location of the source, receiver and all reflecting surfaces were known. Assuming a point source, the distances along the calculated ray paths were used along with the power level of the source and the absorptive characteristics of all the reflecting surfaces to determine the sound pressure levels at specified receiver locations. A computer program was developed to perform the necessary calculations for reflection points and sound pressure levels. The output was in the form of ray tracing plots which showed the unique reflection paths for up to three reflections and the sound pressure levels at each receiver location. Comparisons were made between predicted and calculated sound pressure levels in a rectangular parallelopiped shaped room and a long narrow hallway. The results of this investigation showed a promising potential in the area of sound pressure level predictions and the use of ray tracing plots to provide a means of reducing the sound pressure levels. A particularly interesting point of the program was its ability to handle very irregularly shaped rooms which include slanted surfaces.