69 24 26018 https://digitalcollections.library.gvsu.edu/files/original/cffc0ba1f4efc272b4bdd422f091d7a1.jpg f5aa01e5081af22b700a0ab81ffe64c3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Theatre Photos Creator An entity primarily responsible for making the resource Grand Valley State University. Theatre Department Description An account of the resource Photographs of Grand Valley theater productions from the 1980s to the 2010s. Photos include shots of performances, backstage, casts and crewmembers. Included in the collection are Shakespeare Festival productions and small acts such as Bard to Go and the Greenshow. Rights Information about rights held in and over the resource Copyright Grand Valley State University Identifier An unambiguous reference to the resource within a given context GV058-01 Date A point or period of time associated with an event in the lifecycle of the resource 1982-2017 Source A related resource from which the described resource is derived Theatre Department photographs (GV058-01) Subject The topic of the resource Theater Performances Plays Musicals College Students Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives. Allendale, MI 49401 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV058-01_2014-Bard-to-Go-Artprize_059 Creator An entity primarily responsible for making the resource Grand Valley State University. Theatre Department Date A point or period of time associated with an event in the lifecycle of the resource 2014 Title A name given to the resource Bard to Go, 2014 Description An account of the resource Color photograph of Grand Valley's 2014 production of "Bard to Go." In this image a woman in a sash throws back her head, her hand placed dramatically on her forehead, as if she is about to faint. Behind her three other performers, also in sashes, watch with concern, their stances wide as if they are about to spring into action. They are performing outside on Grand Valley's Pew Campus. Props can be seen scattered in the background. Subject The topic of the resource Theater College students Plays Performances Acting Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/754">Theatre Department photographs (GV058-01)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives 2014s https://digitalcollections.library.gvsu.edu/files/original/c863f4178ee17ac5cf3c5bda3e19d54f.jpg 8ca93de4b050ef0abe57454c16fd63cf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1568 Title A name given to the resource Bark Russian bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Bark, Russian bomber, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/697abab5002241d609d5bcd4db0d69e4.mp4 0e5ee0713d48237fcc8255a0b9be44b5 https://digitalcollections.library.gvsu.edu/files/original/b81f11db56c164b7903c5ffbc13a9fe4.pdf 4b4b38514940c10fdba2cb98ff378f9b PDF Text Text Grand Valley State University Veterans History Project Interview World War II Albert Barker Total Time – (42:31) Background · He was born in Stanton, Michigan, on February 17, 1925 · He was raised on a farm (00:40) · There were five children in the family o Three boys and two girls § He was the youngest · His family was able to keep the farm during the 1930’s (01:02) · He went to school through the 8th grade (01:27) · After he dropped out of school, he worked for local farmers · He learned about Pearl Harbor from a friend's radio · Before this, he did not pay much attention to the world news (02:31) Enlistment/Training – (02:42) · He was drafted into the Navy in 1943 (03:21) · He went to Great Lakes, Illinois, for boot camp (03:33) · The boot camp was relatively nice o It had a gym, swimming pool, and other facilities · It was not very difficult for him (04:05) o Boot camp was difficult for some · There were boat exercises · They were forced to swim (05:18) o There were some men that could not swim · There was classroom training (05:59) · Boot camp lasted 8 weeks – could never leave the base · After boot camp, soldiers were given a couple of days off before their next location (06:38) · He was then shipped to Pleasanton, California (06:51) o It was a holding station for troops o Was stationed here for a very short time Active Duty – (06:58) · They then shipped him out for the South Pacific (07:00) �· Many of the men got sick on their first voyage · It took 17 days to go from San Francisco, California to Noumea, New Caledonia (07:26) · They traveled alone, not with a convoy – it was some kind of cargo ship (07:46) · There were nearly several thousand on the ship (08:24) · They had left to replace other units · When they get off in New Caledonia, they stayed there for some time at a base (08:46) · From New Caledonia, they were sent by ship to Rendova Island (08:57) · This is where he joined with his PT boat squadron – he was essentially an extra hand (09:21) · Rendova Island had a dry dock that was made of tanks · When they were out on patrol, there was not much Japanese activity (11:29) · They would sometimes catch Japanese moving troops and ammunition o There were two boats on every mission and they would circle around the Japanese – there were two rounds of PT boats o They did not use torpedoes o The Japanese were using small boats as well (12:23) · He was initially assigned to PT 288 where he was assigned to be a loader on a 20 mm gun (13:14) o It was a two man crew – one for firing and one for loading · There were probably 17-18 men on their PT boat o They were really only meant for 7-10 (13:38) o When there were extra men, there were extra guns · They sometimes had to carry dignitaries on board · After leaving Rendova, he traveled to Green Island, Treasure Island, Bougainville Island, etc. – They were part of the Solomon Islands (15:34) · There was an encounter with a single bomber (17:35) · He got malaria at one point – he was given atabrine to take (17:52) o He was sick with malaria for nearly two weeks o He was taken off the boat by being placed on a stretcher § After getting off the mattress there was an imprint of sweat (19:01) o The military took care of those that got sick o He was given a lot of different medicines to cure the malaria · While with the PT boats, they do not hear that much about what else is going on in the war (20:02) · When he was in the Solomon Islands, there was a general routine o Taking care of the deck, doing painting, etc. (21:46) · They would get to leave at 4 in the afternoon – they would only rest when they got back to the base (22:11) · There were 12 boats in the squadron and only two would go out together (22:32) · On the off days you would just hang out and do some hobbies that you enjoyed doing · There was a great amount of entertainment on the island (23:41) �· · · · · · · · · · · · · · · · · · o He was able to see Bob Hope and Jerry Colonna (23:45) o They were able to go and see movies also From Bougainville Island he went to the Philippines (24:45) Periods of time where they did not have a military base, they served next to a PT Tender (25:11) He was always fed very well in the service The PT boat were approximately 79-82 feet in length and with a loaded cargo, they weighed nearly 50 ton (25:58) o The PT boats had 3, 12 cylinder Packard engines (26:11) o Two were always ready and the 3rd was a reserve § They rarely ran all three at one time o PT boats are made of plywood and mahogany (26:28) § The wood had to be continuously cleaned and cared for § He always felt safe in the boat even though it was made of wood When in the Philippines, he feels that there were less Japanese than before (27:33) On their patrols they would sometimes go to Borneo o There was a boat that was damaged during a patrol § After this, two boats were assigned to go back in daylight When on the islands, there was little contact with the natives (28:52) o There was much more contact in the Philippines § He believes that the Philippine people were more intelligent He traded his t-shirt for a knife (30:22) He remembers an engineer killed in action (31:39) o There were two other individuals that were cleaning a rope locker on a boat with gasoline § It ignited and caused a flash fire § He remembers their skin peeling off when someone tried to grab them § They died the next day He was able to leave the Pacific before the end of the war (33:36) He knew he was getting close to leaving when guys ahead of him were beginning to leave He flew a C-47 to where he boarded a large transport ship to go home (34:57) o There was a burial at sea when a soldier had died § The soldier was on a platform underneath the flag The trip was very easy and nice while coming home o He strung up his hammock underneath a lifeboat (35:59) He was coming home in the beginning of 1945 When he arrived, he went to a Naval holding station in San Francisco, California where they were replenished with new clothing, etc. (36:34) He went straight from California to his home for a 30 day leave After leave, he reported to the Fargo building in Boston, Massachusetts (37:05) He remembers spending a day with two girls that had a brother in the service (37:52) �· After Boston, he traveled around – just waiting to get out of the military After the Service – (39:20) · Went to Bainbridge, Maryland where he was discharged - 1946 (39:29) o He went and bought a nice suit and went home in that instead of his uniform · Once he was home, he hung out for a while before he decided to go to work (40:04) · He went to Federal-Mogul in Greenville, Michigan and was hired in to the plating department o He worked there for 33 years (40:24) · Looking back at his time in the service, he believes it was the greatest thing that any young man could face (42:18) o You are forced to get along with others � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Barker, Albert (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Barker, Albert Description An account of the resource Albert Barker was born in 1925 in Stanton, Michigan. Albert grew up on a farm and was doing farm work when he was drafted into the Navy in 1943 and was then sent to Great Lakes, Illinois where he spent eight weeks in basic training. After his training, Albert was sent to the South Pacific where he met up with his PT squadron in New Caledonia. After being in New Caledonia, he was sent to Rendova Island where he patrolled waters against the Japanese. After Rendova, he was sent through the Solomon Islands until he was eventually sent to the Philippines. Albert was sent home from the Philippines and was discharged in Bainbridge, Maryland in 1946. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Kentwood Historic Preservation Commission (Kentwood, Mich.) WKTV WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-07-02 Identifier An unambiguous reference to the resource within a given context BarkerA1388V Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/72c261b24a37c0005986006015fe6ec1.mp4 1af3ded37d7ea77289eeb8f34b2ed6bb https://digitalcollections.library.gvsu.edu/files/original/797451a4b4a88dc37b327e982b3fffca.pdf 5abdc7466ef963c58df75c37f2548450 PDF Text Text Grand Valley State University Veterans History Project Interview Robert Barker (00:33:19) Pre-Enlistment • Lived in Six Lakes, Michigan • Grew up in Grand Rapids, Michigan in 1926 (00:27) • Father was a barber, and mother was a beautician (00:33) • Moved around a lot as a child (00:45) • Father died when he was seven years old (00:55) • Mom had family in Lakeview, Michigan and they moved back there after the father’s death (01:09) • Went to school in Lakeview (01:20) • Moved to Grand Rapids, Michigan • Was here when Pearl Harbor occurred (01:33) • He did not think the war would last long enough for him to enter in to it, so he didn’t think much about the war (01:50) Enlistment • He got drafted at age 17 (02:05) • Got a job at General Motors in Grand Rapids, and worked there for 32 years after the war (02:34) • Had a few months in between the end of high school and before he got drafted, he enjoyed his youth (02:49) • Got drafted in 1944(03:09) Training • Went to Fort McClellan, Alabama for training (03:17) • Seventeen weeks of basic training (03:25) • Went to Texas with the 13th Armored Division, and was assigned to an armored infantry unit. (03:30) • Straight infantry training trained in every weapon one can think of, basic marches and procedures, etc. (03:40) • Drill sergeants were okay, pretty nice even • One was ready to retire after he trained Barker’s regiment (04:00) • 20 mile hike at the end of the training o It’s hot in Alabama, he wasn’t used to the weather yet (04:21) • Still regular infantry training in basic (04:53) • Had weekend passes to go off the bases o Ice cream, beers, small town, free bus rides to and from the base (05:07) • Only trained in good weather in Texas o Not so great for real time experience (06:00) • Regular training in the 13th Armored division (06:37) �Was just training, not very hard Rifleman, trained with everything, mortars, flamethrowers, etc. (07:33) 6 in a half track Backpacks had a lot of weight (07:55) Was in the panhandle of Texas Nice weather Had a lot of fun along with his training (08:26) The officer who was training his unit didn’t have combat experience or at least he doesn’t remember the officers in charge of his training having combat experience (08:51) Deployment • Sent everyone over 18 overseas o He wasn’t over 18 so he stayed (09:18) • He was 19 when he was deployed • Winter of 1944 (09:50) • Snowing in France when he arrived (10:25) • Ocean trip was bad for some people, sea sickness mostly (10:33) • Used to being in and on water because he lived on a lake in Michigan (10:52) • Can’t think of the name or type of the ship he was on during his transportation (11:08) • Traveled in a large convoy, nice weather during the transport as well (11:34) • Thought he was being attacked during the voyage, but wasn’t and got over fine (12:09) • Arrived in the November-December time period, doesn’t remember exact date (12:22) • Still with the 13th Armored Division (12:45) • Shipped to some barns in the country side for some period of time before they saw any action (12:59) Battle • Sent into battle, they were not told what they were going to be doing or where they were going, just told to pack up and head out. (13:15) • Doesn’t remember the location but they were basically the “clean up crew” (13:37) • Dealt with a lot of Prisoners of War (13:47) • Was sent to Germany • Very difficult to cross over the Rhine (14:00) • The P.O.W.s were mostly younger and older men, “had a funny smell to them” • The German soldiers were pretty nice (14:40) • His division was in charge of escorting the P.O.W.s to the camps behind the Allied lines (15:00) • Traveled around a lot (15:25) • The French people were nice and friendly • They seemed very behind in the times concerning technology o Plowing with wooden sledges is an example • • • • • • • • �• The Germans seemed more industrialized o Idea of Germans taking the French people’s technology (16:00) Did not have a lot to do with the German populace, they did not like the Americans that much (16:27) • There always seemed to be some type of gunfire on the Allied armies at some point in the day o Lost a friend at one point to the gunfire (17:00) • Comments on the cement towers the Germans built to keep the Allied tanks out o It was a “sight to see” (17:27) • Other divisions had already gone through the areas before his division got there (17:38) • Never faced a big fight because his division came in at the end of the battles (18:08) • Had to dig in at one point due to German artillery firing (18:32) • Camped in empty houses were the local population evacuated • Camped in a training ground that the Germans used to train their officers • Slept in a bathtub (19:00) • Helped themselves to ”loot” in houses • When he returned he had to let the higher up officials look through his “loot” and take what they wanted (19:50) • Mostly passed through destroyed towns, didn’t stay anywhere long (20:54) • Went through the Alps (21:25) • Not much damage was done to the towns he went through in the Alps and southern Germany (22:25) • Went into Austria for a bit (23:15) • War was still going on when he was in Berchtesgaden • Did a lot of traveling around mostly looking for people to arrest or escort back to camp (23:40) End of the War • Doesn’t remember when he heard the war was over (23:55) • People happy to see the Allies in towns after the surrender (24:28) • A lot of people were out and about when there was no fighting going on around the area (24:50) • Scheduled to go to CBI (China Burma India) after the European war was over (25:26) • Went back home before transferred, got out of the army (25:48) • The 13th Armored Division was disbanded, changed over to the 5th division, then changed again into the 3rd army (25:55) • All of them going back home were sent to a camp before going back home (27:07) • Camps were named after cigarette brands (27:30) Going Home • Doesn’t remember much about the trip home o He did run into an inactive mine on the boat though (27:39) • �• • • Got a state dinner when he arrived back in the US Went home straight after (28:16) Re-enlisted into the basic army so he could be home for Christmas (28:42) • 1946 actually got out of the army he thinks (29:00) Post War Life • He got married in 1946 and was out of the army for a while before that (29:23) • Made a lot of good friends during his service • A lot of good exercise and good times (30:03) • He was with the same people he trained with during the war o He was with people from allover the country (30:40) • Paraded through Cincinnati, while in the basic army o Doesn’t remember what it was for (31:48) • Doesn’t remember where he was based in during his last year in the army o Somewhere in Cincinnati or Nashville (32:30) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Barker, Robert M. (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Barker, Robert M. Description An account of the resource Robert Barker was born in 1926 and was drafted into the army early in 1944. He trained in Alabama and Texas with the 13th Armored Division and was shipped to Europe late in the year. He served as an armored infantryman, with his unit serving mostly in "clean-up" roles during the advance into Germany in 1945. His unit was in Austria when the war ended, and captured a large number of prisoners. His division was disbanded in 1945 and he switched into the 5th Infantry Division. He remained in the army until mustering out in 1946. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-01-24 Identifier An unambiguous reference to the resource within a given context BarkerR Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/402de3b97dc7e23267c0276f2cd116d2.jpg f3cf3dd9db97a4e125315425a19ecfa2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context BarnumMary_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Barnum, Mary Description An account of the resource Mary Barnum, Business Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/ff978b1a2798e158a5fd75307f6f7b90.jpg 85828724e6c150dd2e5fe351f80e3d15 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. 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Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/ab5368eae9e94b8ee9d602e4f30e05d3.pdf 6a18a26e573206349ae0af28ffc3cac2 PDF Text Text I I BARODA TOWNSHIP GENERAL DEVELOPMENT PLAN 1993 Prepared by Baroda Township Planning Commission · and Steiding Associates Cassopolis, Michigan �II I I I I II II I I I I I I I I I '- BARODA TOWNSHIP GENERAL DEVELOPMENT PLAN 'P~4 '8a,,uuu 7 ~ ' P ~ ~ a,,ed, S~;'I~ ~-11t~ November 1993 �'I 1. I I I I I I I I I I I I I I I TABLE OF CONTENTS I. IL INTRODUCTION . 1 EXISTING CONDITIONS. 2 A. B. C. D. E. F. G. H. 2 3 I. III. IV. V. Location Natural Features and Soils . Social and Economic Characteristics Housing Characteristics Existing Land Use Highways and Streets Water and Sewer County Drains Police and Fire 8 11 13 15 16 16 16 GOALS AND OBJECTIVES 20 A. B. 20 21 Citizen Survey Statement of Goals GENERAL DEVELOPMENT PLAN .26 A. B. 26 27 Basis for Planning Future Land Use IMPLEMENTATION A. B. C. D. E. F. General Plannin~ Commission Township Board . Public Participation Planning Tools Utilities 32 32 32 32 33 "33 35 �------~-- "-I I I I I I I I I I FIGURES AND TABLES 1. Climatic Data. 4 2. Population and Growth Rates 8 3. Baroda Township 1990 Age Cohorts 10 4. Education Attainment, Persons 25 and Over 10 5. 1989 Incomes and Poverty Status 11 6. Baroda Township Housing Stock 11 7. Median Housing Unit Value - 1990 12 8. Housing Units Fuel and Equipment Characteristics 13 CHARTS 1. Baroda Township Population Growth and Projections 9 MAPS 1. Location Map 2 2. Soil Limitation for Development 5 3. Agricultural Suitability T 4. Existing Land Use 14 I 5. Functional Classification of Highways 17 6. County Drains 18 I I I I I 7. Generalized Development Potential 29 8. General Development Plan . 31 �I. INTRODUCTION I I I I I I I I This General Development Plan contains the collective opinions of Baroda Township's governmental officials based on extensive input from the residents and property owners. The Township Board and Planning Commission have determined that plans must be made to direct and accommodate future growth and development, while protecting existing residents and uses. New residential, commercial, agricultural, recreational and industrial development will occur in the County and Township with resulting increases in demand for community services. Communities not having an effective plan or not engaged in a serious planning effort could be easily overwhelmed by unprecedented problems deriving from new development and/or changing conditions. As a result, costly errors can be made and land can be developed in such a manner that it would result in an inharmonious land use pattern. Water supply and sanitary sewerage disposal problems could occur, schools and community facilities could become overtaxed or be improperly located and smooth traffic flow interrupted. The General Development Plan, if properly implemented, can aid Baroda Township in avoiding such situations by acquainting local residents with present and potential trouble spots and offering remedial proposals or actions where necessary. The Zoning Ordinance, developed in association with this Plan, will assist in its implementation. This ordinance will establish community regulations over the type, density and arrangement of land uses, buildings and support facilities. Implementation of the Plan and achievement of the goals of organized growth will only result from a dedicated citizenry and governmental leadership. I '~ 1 �-II II I -II II II I I ' ' ' II. EXISTING CONDITIONS A. LOCATION Baroda Township is located in Berrien County, Michigan. Berrien County is located in the southwestern corner of Michiian on the eastern shore of Lake Michigan and the border with Indiana. Baroda Township is small, being only half of a survey Township. It is located an average of five miles east of Lake Michigan with Lake Charter Township located in the intervening area. Lincoln Charter Township is located to the North, Oronoko Township to the east and Weesaw Township to the south. Despite its relatively central location in the county the Township has no major highways traversing it. Cleveland Road runs south from St. Joseph through the Township to Galien while Shawnee Road runs east/west through the Township from Berrien Springs to Bridgeman. The Township is traversed by Hickory Creek flowing roughly south to north. The Village of Baroda located roughly in the center of the Township straddles the creek. The Village and immediate environs constitutes the primary developed area in the Township. Map 1 LOCATION MAP 1-94 ·--·--·--·---·--· 2 �'II II I I II II I I I I II '- B. NATURAL FEATURES AND SOILS General The development of Baroda Township must be conducted in full cognizance of the basic physical conditions of the area. Phys1ographic history, wetlands, climate, soils conditions, and other features all have varying effects on the enhancement or constraint of development and other activities. Evaluation of these conditions can help determine the most productive areas for agriculture, and help properly place the growth necessary to accommodate the future population. Physiographic History Three basic historic periods have contributed to the physiographic features of the Township of today. The first consisted of a period we know least about and laid down the material that is now consolidated rock. Of sedimentary origin, the rocks that dominate this zone are shales, sandstones, and limestones. The next period of influence was the movement of glaciers over the area. For a period of about one million years glacial ice sheets advanced and retreated over the land and laid down glacial drift in thicknesses of 150 to 350 feet over Baroda Township. This has completely obliterated the underlying bedrock and its features. The most recent movement of ice over the Township was that of the Laurentian Ice Shield during the Wisconsin glacial period about 18,000 years before present. The glacial features of Baroda Township include every type of formation found in the surrounding area. Lake plain, moraine, outwash plain, water deposited plain, and recent deposition are all surficial features that provide a variety of conditions, and consequently a variety of use suitabilities. The third action influencing the physical features of today is the surficial weathering caused by precipitation and other present-day climatic actions. This weathering has blended the glacial topography boundaries in the Township and formed soils and other recent depositional features. Climate Berrien County has a moderate, continental climate characterized by cool summers and mild winters. There are, of course, occasional short-term winter cold spells and summer heat waves. The moderating influence of Lake Michigan upon Baroda Township is strong through the year. Because of the prevailing westerly winds, spring and early summer temperatures may be somewhat cooler than experienced in central and eastern Michigan. Fall and winter temperatures, conversely, tend to be milder. These characteristics are what makes up Michigan's fruit belt, of which Baroda Township is a part. There are, of course, areas where micro-climate situations do occur, resulting in frost pockets in late spring and early fall. 3 �'II Precipitation is well distributed throughout the year with the crop season, May-October, receiving approximately 60 percent of the year's precipitation. June, with about 4.2 inches of precipitation, is the wettest month, while February's 1.94 inch average makes it the driest month. I Figure 1 CLIMATIC DATA Average temperature: 49 .4 degrees F Highest temperature recorded: 103 degrees F (June 1953) Lowest temperature recorded: -21 degrees F (January 1943) Average yearly precipitation: 36.88 inches Annual Mean Snowfall: 60 inches Rainfall Maximum, 25 year, 25 hours rainfall: 4.5 inches I I II II I I Soils The U.S. Department of Agriculture published a modern soil survey for Berrien County in 1980. This soil survey identifies limitations and hazards inherent in the soil, improvements needed to mitigate or overcome the limitations, and the potential environmental impact of selected land uses. Baroda Township has a very diverse group of soils types, most of which have drainage related problems. Map 2 shows Soil Limitations for Development related to soils in the Township. As can be seen from the map, major development limitations primarily include flooding, ponding and wetness. Looking at these problems in some detail certain patterns develop. Cohoctah sandy loam and Cohoctah-Abscota sandy loam are alluvial soils found along the floodplains associated with Hickory Creek and Lemon Creek. These soils are subject to flooding and are poorly drained to moderately well drained. A large area of the Township is a broad flat plain with a series of soils subject to ponding and very serious wetness problems (ground water levels within one foot of the surface). The Houghton Muck, Edwards Muck and Palms Muck of course have serious ponding problems and other related problems inherent in muck soils. Other soils subject to ponding include the Pella silt loam, Poy silt loam, Gilford sandy loam and Sebewa loam. These areas are found throughout the Township, but are concentrated in the western twothirds of the Township south of the Village. There is an extensive county drain system designed to help · alleviate the problem, but serious development limitations still exist in these areas. Another very large area of the Township contains a group of soils with a very high water table. The water table is within one to three feet of the surface in these areas. The soils in this group include Blont loam, Kibbie Loam, Monitor loam, Brady sandy loam and Thetford loamy sand. These soils also present very significant development problems. Again, these soil types are located throughout the Township but are concentrated in the northern half. 4 �' Map 2 I BARODA I TOWNSHIP I I SOIL LIMITATIONS FOR DEVELOPMENT I I I I ', ' \ • • Flooding Ponding •0000 0000 .C , 0000 , OOOQ ~ Wetness Steepness Mixed Slight Baroda Township Planning Commission and Steiding Associates, Cassopolis, MI 1993 "' MIL. ES 5 �'"I -I I I I The Ockley loam and Riddles-Oshtemo Complex along with other minor soil series present a mixed list of development limitations, mainly related to slope, drainage and stability. The lower slope areas present moderate development limitations while the steeper slopes present more serious limitations. These areas are generally located along the eastern third of the Township south of Lemon Creek Road, and are intermixed with areas which have severe development limitations due to excessively steep slopes. The shallow sloped Oshtemo sandy loam, Riddles-Oshtemo complex, Oakville fine sand and Spinks loamy find sand, have few or slight limitations to development. These areas are scattered throughout the Township, but tend to run in an interrupted ridge along the Hickory Creek floodplain. Based on soil limitations, only a small portion of the Township is well suited for development. Those areas suitable for on-site sewage disposal using a conventional septic tank and drainage field are even more limited. Map 3 identifies those areas of prime agricultural soils as identified and defined by the State of Michigan. The prime agricultural soils include all of the following soils which have slopes of 6% or less. Oshtemo sandy loam Ockleyloam Riddles loam Brady sandy loam Tustin loamy fine sand Rimer loamy fine sand Coupee silt loam Martinsville fine sandy loam Metea loamy sand Selfridge loamy sand There is a second large group of soils which are considered prime if they are properly drained. In Baroda Township extensive drainage systems have been developed and some of these areas are the best and most productive in the Township. The soils in this group include: · Crosier silt loam Rensselaer silt loam Gilford sandy loam Monitor loam Sebewa loam Lenawee silty clay loam Belleville loamy fine sand Kibbieloam Pella silt loam Blount loam Pewamo silt loam Whitaker loam Poy silt loam Shoals silt loam 6 �' ' -I -I Map 3 ~ BARODA TOWNSHIP AGRICULTURAL SUITABILITY \ RD. Prime with Drainage Enrolled in 11111111111 I ' ' ' P.A. 116 RD. ./I' / . I I I I ~ Baroda Township Planning Com111issio11 and Steiding Associates, Cassopolis , Ml 1993 \ 1.,, I• .:;:. . " I lie :o .. , s- '" MILES ,,"' 7 �-, II • • • •II -I ' ' ' Many of the muck areas in Baroda Townshi{' have been drained and are used extensively for unique or specialty crops. The soils in this group are not considered prime agricultural soils but are important locally. They include the Houghton muck and Edwards muck. In reviewing the Development Limitations map and Agricultural Suitability it is quickly observed that those soils with the fewest develorment limitations are also the best natural agricultural areas. This presents some potentia conflict, but careful planning can assist in integrating these uses. Intensive development should be limited to those areas with slight or moderate limitations. Low density development can occur in those area~ of mixed capabilities, and some of the very steep slope areas with proper engineering precautions. Extensive development (e.g. single family subdivisions) may occur on the Brady sandy loam if proper engineering precautions are taken and municipal or central sewage disposal is available . C. SOCIAL AND ECONOMIC CHARACTERISTICS Possibly the most important factors to the future of the community is its past and present population. Understanding the social and economic characteristics of the community is most important in determining the needs and opportunities for future growth or changes. An analyses of the trends and characteristics helps a municipality make the necessary provisions to accommodate future growth in an orderly manner. When considering the population of Baroda Township it is important to understand whether the Village population is included or excluded in the total. For the purpose of this section all figures include Village totals unless specifically stated otherwise. Two factors result in this approach. The U.S. Census of Population does not provide a breakdown for most categories, and this Plan is directed to consideration of the total community. Finally, annexations can have a significant impact on figures. Baroda Township has experienced steady growth over the past forty years. The growth rate was rather consistent and significant over the thirty year period between 1950 and 1980. Between 1980 and 1990 the Township expanded only 2.4% or 65 people. This growth, although small was significant when compared to the overall Berrien County decline of 5.8% during the same period. Figure 2 presents population growth for the Township, Village and County over the past 40 years. Figure2 POPULATION & GROWTH RATES Baroda Township Baroda Village Combine TwpNill. Berrien County Number % Change Number % Change Number % Change Number % Change 1950 1960 1970 1980 1990 1214 1989 14.4 1663 19.7 2039 22.6 1.7 2074 334 488 504 627 657 46.1 3.3 24.4 3.2 1548 1877 21.3 2167 15.4 2666 23.0 2731 2.4 115,702 149,865 163,940 171,276 161,378 29.5 9.4 4.5 -5 .8 8 �-~ Chart 1 BARODA TOWNSHIP POPULATION GROWIH & PROJECTIONS Ill • • • • • -I ' ' 5,000 4,500 4,000 3,500 3,000 2,500 2,000 1,500 1,000 500 L-~~~da~V~i:lla:g:e----Baro 1950 1960 1970 1980 &eidi[8_/188odatEc5 PLANNERS :::::.---- ------- r\\g'n - - - ----· Low 1990 2000 2010 2020 9 �Ill II "II II II II II II II I "' ' The population is very homogeneous with 99.4% white in 1990. This compares to 99.2% white in 1980. Of the non-white population 0.2% was black and 0.4% other. This compares to 82.3% white, 15.4% black and 2.3% other for Berrien County in 1990. The median age in 1990 was 33.2. This is slightly younger than the 33.6 median for the County. The Township population was 50.4% female and 49.6% male. This is an extremely even split when compared to the County figures of 52.1 female and 47.9% male. The ten year age cohorts present a somewhat unusual picture of age distribution. The normal distribution is a pyramid. The deviation from this norm for the 10 to 20 and 20 to 30 age groups is unexplained except as it may relate to the lower birth rates of the late sixties and seventies. The average family and household size closely parallels that for the County. There were 3.02 persons per family and 2.62 persons per household in the Township in 1990; compared to 3.01 persons per family and 2.60 persons per household in the County. In 1990 there were 799 families and 1043 households in Baroda Township. Figure 3 BARODA TOWNSHIP 1990AGECOHORTS Cohort 0-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80+ % 16.3 12.2 15.3 16.9 12.9 10.4 7.9 5.2 2.7 The education level of persons 25 and over in the Township is considerably more homogeneous than that of the County. Figure 4 presents a comparison of Township and County figures. The 79.4% high school graduation rate is significantly higher than the County figure of 74.7%, while the 13.1% with bachelors degrees is significantly lower than the County. The percentage of veterans in Baroda Township is also significantly higher (11.3%) than the County (8.1 % ) Figure 4 EDUCATION ATTAINMENT, PERSONS25 & OVER Baroda Township High School Graduate Bachelors Degree 79.5% 13.1 % Berrien County 74.7% 16.7% 10 �II II II II II II II II II II I II II Ill Ill 1989 income figures present an interesting mixed picture when compared to the County. Figure 5 presents both Township and County per capita, family and household incomes. Figure 5 1989 INCOMES & POVERTY STATUS Per Capita Family Household % Below Poverty Baroda Townshw 1979 198 $6931 $12577 19312 34183 17428 31042 9.0% 6.2% Berrien County 1979 1989 $6723 $12636 19166 32219 16247 27245 13.5% 14.7% The per capita income at $12,577 was $59 less than the Berrien County average; however, average family income was 5.7% higher and household income was 12.2% higher than the County. The percentage of people below poverty level was less than half the County figure. This is consistent with a more homogeneous middle class population. The significant difference between household and family incomes is the result of fewer households with children below the poverty level. In summary, the social and economic data portrays a stable hardworking citizenry. This bodes well for the long term future of Baroda Township. This is further evident when 1979 and 1989 figures are compared. The percapita income for the Township increased only 81.5% while that for the County increased 88.0%. Meanwhile the number of persons living below the poverty level declined by 31.1 % while Countywide the figure increase 8.9%. The reason for such a decline is not readily apparent. The number of persons over 65 below at the poverty level declined but only in about the same ratio as the total. D. HOUSING CHARACTERISTICS Baroda Township including the Village had 1,110 housing units in 1990. Of this total 17.2% were constructed between 1980 and 1990 while 20.0% were constructed before 1940. This represents a significantly newer housing stock than the County as a whole. In the County 24.5% was built before 1940 and only 10.0% was built between 1980 and 1990. It would appear a significant portion of the newer units were mobile homes added · in the Village. The housing stock in the Township incresed 8.2% between 1980 and 1990. This is significantly higher than the 1.1 % increase for the County. Comparing 1980 and 1990 housing stock figures can be misleading. In 1980 there was a category of units called yearround. The number of units in both the occupied/vacant and type of structure subcategories total to the year-round total not to the total number of housing units. This unreconcilable difference makes it difficult to establish any meaningful conclusions for changes indicated between 1980 and 1990 figures. The 51.3% increase in mobile homes for the period is significant and not affected by the problem just discussed. Much of this change is the result of a new mobile home park in the Village of Baroda. 11 �'II I I II II II II I I II II A total of 93.8% of all housing units were single family units in 1990. This included 68.6% conventional single-family and 25.5% mobile home units. Clearly the preferred housing arrangement is a single family unit re~ardless of price. This is typical of preferences for most of rural Michigan. It is not anticipated this propensity will change in the foreseeable future. Figure 6 BARODA TOWNSHIP HOUSING STOCK 1980 Housing Units Year-round Owner Occupied Renter Occupied Vacant I-Unit Detached 1- Unit Attached 2 to 4 Unit 5+ Units Mobile Home 1,026 982 783 150 49 693 18 54 11 187 1990 % Change 1,110 8.2% -0- -0- 895 148 67 762 24 40 1 283 14.3% -1.3% 36.7% 10.0% 33.3% -25.9% -051.3% Figure 7 compares housing values and rents for Berrien County and Baroda Township. The average value of owner occupied property was 15.5% higher for the Township. This is particularly significant when considering 25.5% of all units were mobile homes in the Township while only 6.9% were mobile homes in the County. Similarly, the average Township monthly rental was 11.25% higher than the County. These figures reflect the newness and better maintained housing stock in the Township. Figure 7 Baroda Township & Berrien County Median Housing Unit Value - 1990 County Owner Occupied Value Monthly Rent $52,800 $294 Township $61,000 $327 The occupancy and size of units is interesting particularly in light of the average values discussed above. Township owner occupied units averaged 5.9 rooms. This was slightly smaller than the 6.1 rooms for the County. The occupancy rate at 2.59 persons per unit was below the 2.67 rate for the County. Figures for rental unit size and occupancy are reversed. Rental units had an average 5.1 rooms for the Township compared to the County's 4.4, and occupancy rates of 2.77 and 2.43. This would indicate a higher percentage of families in Township rental units than countywide. 12 �Ill II Figure 8 BARODA TOWNSHIP HOUSING UNITS FUEL AND EQUIPMENT CHARACTERISTICS II I I Public Water Public Sewer Lacking complete plumbing Lacking complete kitchen Utility Gas Bottled or LP Gas Electric Heat Fuel Oil II II II I II I II II ' ' 1980 1990 43.8% 20.2% 0.5% 1.2% 38.6% 1.0% 16.0% 36.6% 54.2% 39.6% 0.2% 0.6% 48.6% 4.7% 14.0% 26.8% Figure 8 presents a comparison of fuel and equipment characteristics between 1980 and 1990 for the Township's housing stock. In summary, the number of units served by public water and sewer increased significantly during the decade, while the number of units without complete plumbing and kitchen has declined to insignificant. The change in heating fuels reflects conversion of units to more economical options with utility and bottled gas increasing while electric and fuel oil declined. In summary, Baroda Township's housing stock is well maintained and has improved over the past decade. The housing stock increased by 8.2% and there was a replacement of 9.0% of the units during the decade. The improvement and upgrading of equipment, services and fuel is positive improvement of existing units. Finally, the average value of units is high, and protection and enhancement of these values should be a priority in the planning process. E. EXISTING LAND USE Baroda Township is an agricultural/rural residential area adjacent to an urban and urbanizing area. Development is centered around the Village of Baroda and the lake areas. The majority of all development is in the northern half of the Township. A township wide land use survey was conducted in the spring of 1993. This information is portrayed on Map 4, and can be described as follows. Residential Residential development in the Township is primarily single family homes on large lots or small one to five acre plots along the existing roads. There are only a few small plated subdivisions in the Township. They are located adjacent to and near the Village, off Cleveland Road and around Singer Lake. As previously noted growth has been limited, but steady over the past several decades. The rural residential development historically occurred adjacent to the Village and along Marrs, Hinchman, Cleveland, Lemon Creek and Ruggles roads. More recently development has concentrated on Singer and Hess lakes, and in the hilly areas in the east central portion of the Township. Recently development has been occurring along the Stevensville- Baroda Road. Most residential development is 13 �I I I I I I I, I I I Map 4 ! ,/ BARODA TOWNSHIP EXISTING LAND USE D D D Residential Commercial Industrial Recreation Cemetary Agriculture Baroda Township Planning Commission and Steiding Associates, Cassopolis, Ml 1993 �concentrated in the northern half of the Township. The most notable exception to this general development pattern is the large mobile home park on the corner of Shawnee and Cleveland. Commercial All commercial development is located on the primary roads in the northern part of the Township. Most is located adjacent to or near the Village. The commercial uses represented are of a rural or neighborhood nature. The Village is still the primary commercial center, resulting in a vitality and appearance not necessarily found in communities of its size anymore. Industrial The Township contains only one true industrial use, a plating company on Shawnee Road. The County Road Commission facility is classified industrial due to the nature and intensity of use. There are several small industries in the Village providing a very healthy local jobs base. Agriculture An estimated 75% to 80% of the Township is devoted to a variety of agricultural uses. The low areas and flatter upland area is used for a wide variety of row and specialty crops. This use ranges from corn to rhubarb. The slopes and rolling areas are devoted to a variety of fruits and grapes. There is little livestock farming in the Township. With no large feedlots or range operations observed. There is almost no wooded or forested areas. A 1978 land cover survey found only 7.9% of the Township forested. This was the lowest percentage of any municipality in Berrien County. Other identified uses in the Township are recreation, cemeteries and two small lakes. Less than one percent of the Township was classified as wetland in the 1978 study. This in an area which without drainage may be some of the wettest areas in the region. F. HIGHWAYSANDSTREETS Highways are generally classified in two ways. First, is their designation for funding purposes and second, is their functional classification. The funding classification is roughly based on their function . There are a total of 49.68 miles of public roads and streets in Baroda Township. There are no interstate or state highways in the Township; therefore, all roads are maintained by the Berrien County Road Commission with County and Township funding sources. There are 25 .77 miles of primary roads, 22.94 miles of local roads and 0.97 miles of subdivision streets. The primary roads are Cleveland, Hills, Stevensville-Baroda, Lincoln, Hinchman, Lemon Creek, Shawnee and Snow. 15 �J ~ I I I • • - Toe Michigan Department of Transportation has classified all roads in the State using a functional classification system which is based on defining the role or function a particular road serves in the overall highway network. Map 5 shows this functional classification system as it applies to the Township. Again, within this classification system there are no interstate or arterial highways in the Township. This system designates major co1lectors, minor co1lectors and local roads in the Township. It is anticipated this classification system will become more important in the future due to funding changes at the federal and state level. Presently all but approximately 1.75 miles of the 49.7 miles of road in the Township are paved. The unpaved roads are Keehn Road and the southern three quarters of a mile of Spitzke Road. Most of the primary roads are in good repair and the most heavily traveled portion of Cleveland Road m the Township is currently being repaved. As with a number of communities many of the local roads are in need of maintenance. G. WATER&SEWER The Village of Baroda has both municipal water and sewage disposal. Water service is provided in the west/central portion of the township by the Lake Township water system. Based on interpretation of the 1990 Census figures it is estimated approximately one-third of the housing units in the Township including the mobile home park are served by municipal or central water. Toe rest of the Township relies on individual wells. Sufficient quantities of groundwater are readily available to provide required individual and agricultural needs if the water quality is maintained. This may be difficult, however, based on present trends. A central sewage disposal system is provided in the mobile home park and the village is serviced by a municipal system. There is no municipal sewer service in the Township and present development levels would not appear to present a pressing need for such service . The Village has a lagoon system which may present some potential for expansion in the future ; however,it has limited excess capacity and expansion may be difficult. Again, proper development controls may limit the need for municipal systems. This will depend on the design and construction of individual systems that overcome the severe limitations of most of the natural soils in the area for on-site sewage disposal. H. COUNTY DRAINS Baroda Township has possibly more miles of county drains per acre than any other township in Southwestern Michigan. Map 6 shows the county drain system in the Township. There are approximately 42 miles of County Drains in the Township. Baroda Township assesses a special drain district tax to maintain this extensive network. Toe system is very necessary to draining what would otherwise be a very extensive wetland and ponded land. I. POLICE & FIRE Baroda Township ~as twenty-fo~r hour po~ice/rotectio~ wi~h two full t~e and seve~ part time officers. This departmen~ 1s a. com~me To~sh1pN1llage opera~1?~· The citizen survey indicated exceptional sat1sfact1on wtth the pohce department. Fac1ht1es and 16 �I I I II -I -I •~ "• ' Map 5 RD. LINCO :,: ,.. 0 ,,...,,,,,....,,,,.. 0 "'z { _.. l ! 7/ / o tJ HINCHMAN BARODA TOWNSHIP / RO. MARRS ,, ,/ /~RANC I / I X "'"':,: z I I I / I I 0 \ I - •J-.,_,,_w,,,J' ..,,..,,,•• .,/ ,' I I I FUNCTIONAL CLASSIFICATION OF HIGHWAYS LEMON Shut,, _Drain ( Major Collector -"\ ·------ · ,.. ;= ,,,../ I0 ~ - - -✓ - - Minor Collector . "':0 .' ':',,..t/ ~~, ✓/ ·· - · -· I / S.!KA:;.L.::.,;Al,.......-+---;---R_O.--j Local / ,, :0 w 0 ,. z Baroda Township Planning Commission and Steiding Associates, Cassopolis, MI 0 0 z 1993 \ \ i,,, \a l i~ l' !? "' i ,) ,/ "'0 RD, ( i ,) 0 / i· i i l. 1/Z wu,.u BROWNTOWN 17 �II II Map 6 BARODA II II I • • • • • • •~ JI TOWNSHIP "'""':x: z COUN1Y I I I I I DRAINS I I .,f_ .._ .. _ _ "\ _,J.. ··, . ,_.,, ·· :,:, LEMON RO. p S::SS/.. RO. RO. ·' •-$'~ " -- ~ I q_S/ I / I SKAL A I ~/ Baroda Township Planning Commission and Steiding Assosiates, Cassopolis, MI 1993 t parling & Gonder r ' ---1111 Sparling & ··· i) . :, 0 ·----1 Nixon Schutze Ill MIL.ts l...~ 18 �equipment are very adequate for the need. Offices are located in the joint Baroda TownshipNillage Hall. This unique combining of offices and facilities provides excellent office and meeting space for the needs of the Township and Village elected officials, and very nice meeting and office space for the police department. I -I • • • " The Baroda Fire Department is an all volunteer force with a full range of equipment designed for the needs of the fire district. The department must have equipment and training in firefighting both with and without hydrants. Again, the Department has a very adequate fire station providing excellent equipment storage, meeting and training space. Ambulance service is provided by contract with Medic 1 based in the Lake Township Fire Station located east of Bridgeman on Shawnee Road. All emergency services are at or above normally accepted levels for such services. Manpower, facilities, equipment and training all meet or exceed requirements. 19 �~ -I A. CITIZEN SURVEY I I The Baroda Township planning effort has involved an extensive process designed to maximize public input into the process and more specifically the establishment of goals and objectives. The process involved use of a public opinion survey and public meetings. The Baroda "Township Future Development Questionnaire" was mailed to all property owners in the Township and made available to other residents. A public meeting was also scheduled and held on Saturday April 24, 1993. -I • • • - III. GOALS AND OBJECTIVES Approximately 650 survey forms were distributed and 262 were returned for a 40.3 % response rate. The tabulated responses and percentages are included as Appendix A in this document. The survey was designed to solicit input on specific planning and zoning issues. The results were used in formulating issues, and topics for discussion at the public meeting and other public forums . Clearly the survey respondents were not in favor of a lot of overall or residential growth in the Township. People were opposed to encoura~ement of subdivisions 55 % to 38% . They were opposed to cluster or condominium subdivisions 44% to 20%. Additional mobile homes in the Township were very unpopular with 69% opposed to additional mobile home parks; 50% opposed to mobile homes in agricultural areas and 64% opposed to mobile home subdivisions. For all of these questions 24+% had no opinion or did not answer. That makes the response 91 % opposed to more mobile home parks, 67% opposed to mobile homes in agricultural areas and 85% opposed to mobile home subdivisions for those with an opinion. The Township residents were very evenly split on large lot residential development (ten acres or more). The split was 45% yes, 42% no and 13% no opinion. By a margin of 60% to 40% of the 77 % with an opinion they felt such development should be zoned residential. Finally, by a margin of 55 % to 45% of those with an opinion it was indicated all residential development should be prohibited in prime agricultural areas. In summary, the survey results were consistent and pointed in suggesting large scale residential development was not desirable in the Township and the individual scattered residential development approach should be regulated and restricted. The survey further indicated residents felt new homes should be required to have a minimum 1000 sq. ft. (46 %). By 66% to 28% respondents feel commercial development should be encouraged; and by 57% to 36% they feel industrial development should be encouraged. By almost two to one it was indicated businesses should not be licensed by the Township, and that commercial development should be restricted to established commercial zones. By more than two to one of those responding the use of portable signs should be limited in time of use . By a ratio of almost four to one it is recommended that industrial development be screened by earth and plantings from residential areas; but by a ratio of two to one people do not think there is a need for standardized fencing requirements in the commercial or residential areas. 20 �-I I I I I I I I I • '• By over 50% and 77% of those with an opinion the survey indicated more home occupations should be permitted; and by a similar figure they should not be licensed. Township residents registered their strongest opinions in the survey that prime farm land should be preserved. This opinion was registered with a ratio of ten to one and 92% of those responding. By a ratio of two to one and 67% of those responding it was suggested that all farm land should be preserved. Along this same line on a question asking about maintenance of high grass and brush on the large residential lots, people were opposed to regulation and many cited in the comments section the need to create wildlife habitat. The survey respondents were very pleased with community services. Based on the survey indicated each was adequate and appropriate by very large margins for fire, police, ambulance and recycling services. By a margin of two to one for those with an opinion they felt the present county drain system was adequate. It is assumed the larger group with no opinion on this question was the result of many people not knowing that the system exists or what it does. The survey indicated people were generally pleased with the present zoning ordinance enforcement in the Township but that there was a need for better enforcement of junked car and burned building clean up. The survey results were consistent with what was later expressed at the public meeting and with the thought and comments of Township officials. Based on the survey the public meeting was used as a futuring session attemptin~ to get clarification on opinions and input on what should be done to solve specific social or economic issues. Discussion was stimulated on how to provide low cost starter housing for young couples if more mobile homes are not desirable in the Township; what additional types of home occupations should be allowed; and should there be two agricultural zones. The results of these discussions and subsequent meetings through final public hearing on the plan have been input into goals and objectives listed below. B. STATEMENTOFGOALS GOAL; Urban Growth - Take suitable measures to control the overall growth rate in Baroda Township. OBJECTIVE; To preserve the rural nature of the Township. OBJECTIVE: Recognize the natural limitations and capabilities of the area for development as part of the planning process. OBJECTIVE: To limit high density residential development to those areas capable of supporting it. 21 �"• • • • • • • • • ~ • • GOAL Residential Growth - Maintain a high quality of limited residential development in the Township which will fulfill the needs of the various population segments. OBJECTIVE: Allow future single-family residential development within the Township. OBJECTIVE: Allow individual single family mobile homes when economic and social needs dictate. 0 BJECTIVE: Discourage through traffic on local streets . OBJECTIVE: Discourage encroachment of commercial and industrial uses in residential areas . OBJECTIVE: Establish higher density residential development in areas having adequate public services and streets. OBJECTIVE: Encourage the establishment of recreational and cultural uses where necessary to serve the public need and convenience. OBJECTIVE: Based on changing economic and social needs allow for more diversified home occupations and use of residential property. GOAL Agricultural Preservation - Maintain and preserve agricultural lands to the extend possible. OBJECTIVE: Restrict growth and development in those areas identified as prime agricultural areas in the Land Use Plan. OBJECTIVE: Maintain the single agricultural zone approach allowing other State and Federal legislation to assist in preserving the prime areas. GOAL Commercial Growth - Encourage development of adequate commercial facilities for Township residents on the neighborhood community wide level without unreasonably intensifying traffic problems and residential land use disruptions. OBJECTIVE: Control large scale commercial development through land use designations and zoning. OBJECTIVE: Limit commercial growth to major highways and properly zoned areas. OBJECTIVE; Control commercial areas on major thoroughfares to prevent interference with residential uses on adjacent streets . 22 �JI • • • • • • • • •II OBJECTIVE: GOAL Encourage commercial developments to share entrances and exits in order to reduce the number of curb cuts and the resulting traffic problems . Industrial Development - Encourage industrial growth in the Township but regulate its location and intensity. OBJECTIVE: Locate industrial uses in areas which have the necessary transportation facilities and utilities. OBJECTIVE: Encourage enforcement of state laws with regard to air and water pollution. OBJECTIVE: Utilize light industrial or industrial-commercial uses as a buffer between heavier industrial uses and lesser intensity uses. OBJECTIVE: Locate heavier industrial uses in areas which are isolated from residential uses . GOAL Overall Land Use Compatibility - Promote orderly development of Baroda Township through the encouragement of adjacent compatible land uses . OBJECTIVE: Encourage future development of those areas as designed in the Land Use Plan . OBJECTIVE: Restrict the development of incompatible land uses through the implementation of zoning, subdivision control and other ordinances. OBJECTIVE: Encourage existing uses to conform with the designated intensity of land use. OBJECTIVE: Develop zoning regulation that will provide maximum flexibility for individual use while maintaining overall compatibility. GOAL Provision of Community Services - Provide all essential services and amenities to Township residents. OBJECTIVE: Maintain the present quality and service levels of fire, police and ambulance. OBJECTIVE: Provide sewer and water facilities to developed portions of the Township requiring such service. 23 �-I I • • • • • • • OBJECTIVE: GOAL: Enforce zoning and building codes in the Township. Transportation - Maintain and improve existing transportation facilities and systems to insure provision of adequate and. appropriate services to Township residents. OBJECTIVE: Encourage upgrading of roadways in the Township. OBJECTIVE: Encourage maintenance of existing county public transportation serving the township . OBJECTIVE: Cooperate with adjacent municipalities and other with regard to area-wide transportation problems with the emphasis on improving major thoroughfares . GOAL Recreation - Provide a diversity of recreational and open space facilities for the enjoyment of Township residents in accordance with local needs - with emphasis upon conservation of unique natural resources . OBJECTIVE: Provide neighborhood recreational facilities through the designation of such lands in the Plan and related land acquisitions where such lands are not currently in public usage. OBJECTIVE: Restrict development except as recreational land and open space areas in the undeveloped areas lying with wetland and floodways. OBJECTIVE: Promote the concept of multiple use of a facility through cooperation efforts for public facilities. OBJECTIVE: Encourage maintenance of natural areas for wild life and scenic enjoyment. GOAL: Public Participation - Encourage and promote active public participation in the community development process. OBJECTIVE: GOAL Solicit maximum citizen participation in the local decision making process. Plan Review - Provide for periodic review and updating of the Township General Development Plan. 24 �-I I I OBJECTIVE: Provide for periodic review and updating of goals and objectives in a rapidly changing society. OBJECTIVE: Insure maximum public input in the updating and changing process. -I -I • • • 25 �" "• • • • • • • • • • - IV.GENERALDEVELOPMENTPLAN The General Development Plan is a long-range plan designed to enable orderly and desirable growth in Baroda Township. The Plan recommends appropriate remedial or preparatory actions necessary to accommodate future Township needs. To achieve these recommendations coordination is provided to assist local efforts and to pace implementation programs in accordance with the projected growth and expansion of the community . The General Development Plan is devised after a thorough analysis of the factors affecting future development; consequently, the Plan is a competent document capable of guiding decisions to fulfill community needs. Unforeseen circumstances may arise creating new situations which may seriously affect or alter the development pattern envisioned at this time. In this event, the Plan must be updated and/or revised to reflect such changes. Never should the Plan be viewed as stationary, but as an on - going program, flexible enough to adapt to influential new circumstances. One of the most important aspects of the General Development Plan and of major concern to all Baroda Township residents is the Plan's function as the legal prerequisite to zoning and subdivision controls. Such controls are tools of policy, which are used to work towards the goals and objections developed earlier. With the support of private groups, the Township Board, the Township Planning Commission, other agencies, and the local citizenry, the zoning ordinances shall be one of the major vehicles used for implementing the General Development program . It should be pointed out that the failure to include some of the existing land uses on the General Development Plan map does not mean that those specific uses should be eliminated . One can assume, from the lack of such representation, that expansion and continued development of the specific use is not to be encouraged . A. BASIS FOR PLANNING The Basis for Planning contains the rationale underlying the General Development Plan . As a prelude to individual discussions of land use, community facilities and roads, the following criteria provide a broad outline of what the Plan hopes to achieve. The goals and objectives presented earlier in this report were utilized as a basis for the following format. Each individual element is measured against these objectives to test its effectiveness in furthering Township planning goals. Through an awareness of these objectives, many problems facing Baroda Township can be resolved with minimum inconvenience and expense. The Basis for Plannin~ supplements the overall goals and objectives established in the Goals and Objectives Section of this Plan. 1. The overriding and generalized objective of the Plan is the coordination of the diversified physical elements and the protection of the health, safety, morals and general welfare of the public. 26 �2. More particular objectives relate to physical resources, environmental enhancement and the provision of community identity. a. b. c. Physical Resources 1) Balancing land uses against current and anticipated needs. 2) Utilizing proper development procedures to insure compatibility of use with. 3) Provision of maximum return in comfort, convenience and services at a minimum of tax expenditure. Enhancement of Living Conditions 1) Provision of such amenities as greenery and open space. 2) Safeguard against housing blights and deterioration of property values. 3) Appropriate distribution of facilities and services. 4) Improvement of community appearance. Community Identity 1) Designation of developmental focal points. 2) Emphasis upon order and cohesion in the developmental pattern . 3) Maintenance of the suburban -rural environment. B. FUTURE LAND USE General II '• The natural conditions in Baroda Township are generally not the most condusive to intensive development. The areas geologic and physiologic history have resulted in much of the area having a rather unique hydrologic interface which places special limitations on the lands natural carrying capacity. An overall approach to offset these natural limitations is to allow, promote and encourage higher than normal densities for development in those limited areas most suited for development while discouraging any intensive development in those areas having severe development limitations. Within this framework Baroda Township can be roughly divided into four distinctive areas. These are portrayed on Map 7 "Generalized Development Potential" . The General Development Plan is presented on Map 8 . 27 �" "• • • • ~ • • • • • Area 1 has many of the same wet soils and areas subject to ponding as areas 2 and 4; however, there are interspersed areas better suited for development. This area has had some extensive development in the past and may contain as much as half of the current housing and population in the Township. It is the area in which water service is available and possibly has the easiest potential to be serviced by municipal sewers. This area, therefore, is the area in which development should be encouraged. Area 2 is an area with severe limitations to developments. Much of the area is subject to ponding with most of the remaining area being subject to very wet soils. Much of the land in this area has been enrolled in P.A. 116 the 11 Farmland and Open Space Pre•3ervation Act11 • The Township has approved preservation of these areas for agricultural use. Development should not be encouraged in this area. Development which does occur in this area should be closely reviewed and controlled to insure it is capable of overcoming and/or handling development problems which may occur. Provision of municipal services if necessary in this area could be difficult and very costly. Area 3 is an area of very mixed potential. There is a wide diversity of soils and terrain. It is a good agricultural area, particularly for orchards and vineyards. It, also, offers excellent opportunities for some very aesthetically pleasing and desirable low density development. It is an area that with proper development controls and care can be developed to reasonable densities without requiring unnecessary increases in municipal services . Area 4 is an area with very significant development limitations. Soil problems in this area are primarily wetness rather than ponding. But, the areas relative isolation or distance from existing services would make it more expensive to serve than area 1 in the near future . Therefore, extensive or intensive development should be discouraged. Much of this area is enrolled in P.A. 116 and it is the best farming area in the Township . Industrial Development Presently there is a solid industrial base in the Village of Baroda. There is a very diverse group of industries in terms of both products and size. In general there are no large areas suited for industrial deve1opment throughout the Township. The limited area most suited for future industrial development is located adjacent to the existing industrial development in the Village. Commercial Development Future commercial development should be an expansion and extension of eXJstmg commercial development. It should occur on the primary highways particularly at intersections in the immediate vicinity of the Village. Residential Development The highest densi~ residential development in the T?wnsh~p (~ediu!Il Density) should occur in the immediate area of Shawnee and Cleveland m con1unctlon with other high 28 �•II "• I • • • • • RD. L INCO :r 0 0 r 0 "'z 1r ,/ / AREA I I I = MARRS I Map 7 ,' BARODA TOWNSIDP / RD. / / I / I I I ,H .'!!93-- o [) HIN CHMAN - ·· ""' "' :r z ::0 0 RD. L EM ON GENERALIZED DEVELOPMENT POTENTIAL RUSSEL)L SHAWNEE AREA ·-· 2 , SIE MON i l.. ::0 0 SNOW / ;: z 0 g ,' .J I I i i / i .i Baroda Township Planning Commission and Steiding Associates, Cassopolis , MI I 1993 .~ o "' WILES ::0 :l) p ::0 0 !=' , BROWNTOW N 29 �" -I density uses. Low density residential development should be concentrated in or near Area 1. Consideration must be given to the provision of municipal services in all cases of development exceeding two units per acre since at some point this type development will probably require such services to alleviate pollution problems. The most recent trend is for rural residential development on two to five acre parcels (some larger). This rural estate type of development is most appropriate on areas with soils suited for on site sewage disposal since provision of municipal services could be very expensive on a per unit basis. Therefore this type of development should be concentrated in Area 4. I Agricultural Development II • • • • • • • The retention of agricultural land in Baroda Township bas been stressed throughout this Plan . It has recognized those areas which should receive priority for continued agricultural use. As agricultural operations continue to evolve and become larger it wi11 become more important that other uses,especially residential growth, be discouraged from further location in the best agricultural areas. The expectations and real world are often in conflict. Todays intensive farming practices do mvolve noise, lights, spraying, dust and odors . Open Space and Recreation Development At present the Township has an exce11ent park facility at Hess Lake and there is a public access at Singer Lake. These facilities along with ones in the Village should serve local needs for the foreseeable future . There is a significant floodplain or floodway associated with Hickory Creek . Protection and preservation of this environmentally important and sensitive area should be a priority . Community Facilities Plan Present police and fire facilities are very adequate for the foreseeable future ; as are the general offices. The close working relationship between the Township and Village has resulted in the ability to provide some exceptionally fine services and facilities for communities of this size. The evaluation of roads and streets did not identify any new roads or major upgrades of existing roads which require priority. Maintenance of the existing system particularly those roads designated as local roads will be more difficult in the foreseeable future due to state and federal funds shifts. As previously indicated park and recreation facilities should be adequate based on projected growth. The primary concerns in the future will be at the expansion of municipal water and the provision of municipal sewers. 30 �.. "• • • • Map 8 ~ 0 r r r -< 0 "'z - :!: 0 0 MARRS \ ·- 0 :,J BARODA TOWNSHIP GENERAL DEVELOPMENT PLAN r J:' L EM ON • • • • " • • • '- RO. LINCO :,:, . 0 ~ ~~ .lJ!..'!'!2.RD. 'I RUSSEUL Industrial Commercial Rural Residential Low Density Residential Medium Density Residential Mobile Home Park Prime Agricultural General Agricultural Open Space I I I I RO. SHAWNE - .. .,I I D D -··-·•-·, ·. \ I ,~ 1,,, - ,. 0 f !! i~ !I? ·s .. )·" :,J 0 . ii° ,c Baroda Township Planning Commission and Steiding Associates, Cassopolis, MI 1993 a 1/2 MILES . BROWNTOWN -- --~ - - - �~ ,. "• • • • • • • • " II" " " " L V. IMPLEMENTATION A. GENERAL Previous portions of this General Development Plan analyzed the various facets comprising Baroda township . From a study of existing conditions and projection of future requirements, it has been possible to formulate both specific and general recommendations intended to satisfy needs on a Township basis. The Plan cannot foresee a11 future developments and eventualities. It does, however, provide direction to the future growth of Baroda Township . There is always the possibility that through indifference or negligence the benefits of the planning program will not be achieved. A General Development Plan has value to the community only to the extent that it is effectively carried out. In a rural community such as Baroda Township, where it is not practical to have a permanent planning staff as a continuing function, the responsibility for the effectuation reverts to the citizens in general but more specifically to township officials. The degree to which these individuals and organizations assume this obligation will be a definite factor in the success or failure of the General Development Plan and the planning program in general. B. PLANNING COMMISSION The Baroda Township Planning Commission has perhaps the greatest responsibility in the effectuation of the General Development Plan. It is this group which should further analyze the recommendations of the General Development Plan and channel them for action. It will likely be necessary in some instances for the Commission to survey public opinion and conduct public hearings to be assured that their recommendations will be in accord with the wishes of the citizens as well as in the best interest of the Township . The response to the public opinion survey bodes well for the Township. It has a very active and interested population . This strength should be a major asset in the implementation process. An attitude of confidence and cooperation exists between the Commission and the Township Board. While the fu~ction? of _the Planning C<?mmission are large}y _of an advisory nature, the proper relat1onsh1p With the Board will allow the Comm1ss1on to relieve some of the duties and responsibilities of this governmental body. C. TOWNSHIP BOARD The Township board bas _a vital role in the effe~tu?tion of the General _Development P~an and a continuing plannmg program. By M1ch1gan _law, the function . of a Pla~nmg Commission is largely advisory and m?ny of the planm!1g. proposals requue the ~ltimate action of the board for final effectuation. Therefore, 1t 1s necessary that an attitude of mutual respect and cooperation be developed . The final decision of any action requiring the passage of an ordinance, rests with the Board . 32 �"" • • • • • • • •II ,. • ,.' The Township Board and the Planning Commission should be cognizant of matters of mutu~I interest and concern. This will be particularly true in the early stages of the Planmng Program so that the board will also be confronted with situations requiring the advice and recommendations of the Planning Commission . D. PUBLICPARTICIPATION It is obvious that the citizens have the responsibility to themselves as well as future generations to demonstrate interest in the planning program and assume an active role in its effectuation. However, individuals are generally reluctant to provide their support or criticism. For this reason, it has often been necessary for the Planning Commission to stimulate their interest through promotional activity, for it is this promotional activity, perhaps more than any other single aspect, that will assure a successful planning program . The normal channels of promotion are public meetings and hearings, news releases and actual contact with responsible individuals. Promotion is an educational process and is important since the realization of planning objectives based on sound principles can be accomplished and supported only if they are thoroughly understood. In many communities, the criticism of planning programs has often been voiced by those who are unfamiliar with the background and basis for specific projects and objectives. In Baroda Township where the members of the Planning Commission and the Board are largely part-time officials and have only a limited amount of time to devote to the planning program, it is necessary that the detailed projects requiring intensive study be evaluated by interested groups of communities of citizens. However, awareness of the Community's problems and a desire to rectify these problems must first be stimulated by the Planning Commission . E. PLANNING TOOLS Planning objectives, no matter how well they are formulated, may never achieve realization if legal controls are not provided. Development Plans must be accompanied by jurisdictional guides if future growth is to occur in a manner compatible with the aims and goals of the General Development Plan. · Once this plan has been adopted b_y the Baro~a Township Planning Commission and Board, there will be several means of 1mplementat1on: 1. 2. 3. 4. 5. 6. Zoning Subdivision control ordinance Other ordinances Programs for public works Community support Agricultural conservation Zoning Ordinance The zoning ordinance 1s a powerful vehicle m facilitating the transition of a ]and use 33 �• •I II • • • • • -II '.. - 1111 ' concept to reality. By incorporating a zoning ordinance which corresponds with the land use plan and enforcing it without variance (exception), Baroda Township's leaders and citizens will find that their community can be protected from undesirable development or the _combining of incompatible land uses. Such an ordinance can protect the highly valued agncultural lands of Baroda Township from unnecessary encroachment and maintain utilities and amenities. The zoning ordinance does not only provide for the location of new developments, but specifies the manner which development must occur (i.e., industrial park development). The land use plan for a community is important as a document which indicated the present state of the community, and comprehensively charts a future course, while the zoning ordinance insures the orderly growth sought after in the plan . Subdivision Control Ordinance Although the Michigan State Subdivision Control Act of 1967, Public Act 288, spells out the specifications for subdivision design and procedures for plat approval, it is necessary for a Township to adopt a subdivision control ordinance to specify further those requirements needed by a particular community and to establish the framework for suitable township review of any preliminary or final plat. The subdivision ordinance can exert control over lot sizes, street right-of-ways, circulation patterns, easements, storm drainage specifications and provision for utilities. In conjunction with the zoning ordinance, the subdivision control ordinance can become a useful means of insuring orderly growth in tune with the public health, safety and welfare . Of all the implementation tools available to the Township, the Zoning Ordinance and Subdivision Ordinance are the most important. Their long-term effect will be the realization of the Plan objectives and goals . Agricultural Conservation It was determined by the township residents that the township should remain agricultural in nature. Prime agricultural lands should be preserved. Those areas not within the growth areas are considered to be agricultural and undevelopable and should remain so. This plan has limited growth to a point where preservation of productive agricultural lands may be accomplished . There are ~evera_l methods ~hich can h~lp to _pr~serve th~ a1sricultural nature of the township, tax mcentives, an Agncultural_Zonmg D1stnct, the M1ch1gan Open Space Preservation Act, and transfer of development nghts. Tax Incentives Government has recently realized the importance of farming and the need to preserve productive farm land. This realization has brought about the use of numerous tax incentives which enable the agriculture peoJ?le to preserve needed land: P.A. 116 has been used extensively by local farmers with an estimated 3875 acres enrolled rn the program. Agricultural Zone It should be remembered in zoning matters that the Agricultural Zone is just that. The zone designed to accommodate and promote agriculture. 34 �~ -I F. UTILITIES It is recommended that Baroda Township pursue a development plan and program designed to avoid the need for development or major expansion of sewer and water systems. The northwest portion of the Township can be serviced by expansion of existing services sufficient to service the density of development appropriate to the Township. It is recommended the Township consider a preliminary sewer feasibility study to review options and alternatives which may be available if necessary. I I I I I I I I ~ '~ 35 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Baroda-Twp_General-Development-Plan_1993 Creator An entity primarily responsible for making the resource Baroda Township Planning Commission, Baroda Township, Berrien County, Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1993-11 Title A name given to the resource Baroda Township General Development Plan Description An account of the resource Baroda Township General Development Plan prepared by the Baroda Township Planning Commission and Steiding Associates in November 1993. Contributor An entity responsible for making contributions to the resource Steiding Associates (consultant) Subject The topic of the resource Master plan reports Baroda Township (Mich.) Berrien County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1d6190a842eb7ae481c3195717306171.jpg 26f08b1e7323ee85ae12af8f993b92c0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource F. W. Beasecker collection Creator An entity primarily responsible for making the resource Beasecker, Helen Starr, 1912-1994 Beasecker, F.W. (Francis Wallace), 1917-1971 Description An account of the resource Photographs of Lt. (later Capt.) F.W. Beasecker, U.S. Army Corps of Engineers. Photographs of training at Camp Edwards, Massachusetts; visit to the Gibbon Boat Works in New Orleans, manufacturer of parts for the LCVP; housing in Carabelle, Florida; and Signal Corps and Engineer Amphibian Command photographs taken in Cairns, Australia. Images taken in Australia include construction of the landing craft boat assembly plant, production and testing of the LCVP and snapshots taken by Beasecker during his active duty with the 411th Engineer Battalion during WWII. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Date A point or period of time associated with an event in the lifecycle of the resource 1942/1946 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/457">F.W. Beasecker papers (RHC-29)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource World War, 1939-1945 World War, 1939-1945 -- Engineering and construction World War, 1939-1945 -- Pacific Ocean United States Boatbuilding Landing craft Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-29 Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-29_Beasecker_03 Title A name given to the resource Barracks and tents at Camp Edwards Subject The topic of the resource World War, 1939-1945 United States--History, Military Michigan--History, Military United States. Army. Camp Edwards Military life Soldiers Photographs Description An account of the resource Barracks and tents at Camp Edwards, Massachusetts, 1942. Creator An entity primarily responsible for making the resource Beasecker F.W. (Francis Wallace), 1917-1971 United States Army. Signal Corps. Date A point or period of time associated with an event in the lifecycle of the resource 1942 Type The nature or genre of the resource Image Source A related resource from which the described resource is derived F. W. Beasecker papers, RHC-29 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7d8ebf594e4cf5413e8b33b2ecd014e8.jpg ff1e2d512e60cfe0994efe2f28caa5c5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource F. C. Angus collection Creator An entity primarily responsible for making the resource Angus, Donald James (D. J.) Description An account of the resource Photographs of Sergeant F.C. Angus, Battery A 328th Field Artillery, American Express Forces, by D. J. Angus. The 328th Field Artillery was one of the last horse drawn Filed Artilleries in combat. The correspondence between Angus, his brother D.J. and his parents took place while he was stationed at Camp Custer, MI, multiple camps in France and Fort Mills, NY during World War I. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War I Date A point or period of time associated with an event in the lifecycle of the resource 1917/1918 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/437">D.J. Angus photographs and films (RHC-04)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource World War, 1914-1918 United States--History, Military Michigan--History, Military Soldiers Military life United States. Army. Fort Custer (Mich.) Camp Custer (Mich.) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-60 Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-60_Custer04 Title A name given to the resource Barracks at Camp Custer, Michigan Subject The topic of the resource World War, 1914-1918 United States--History, Military Michigan--History, Military Soldiers Military life United States. Army. Field Artillery Regiment, 328th Photographs Description An account of the resource Barracks at Camp Custer, Michigan Creator An entity primarily responsible for making the resource Angus, Donald James (D. J.) Date A point or period of time associated with an event in the lifecycle of the resource 1918 Type The nature or genre of the resource Image Source A related resource from which the described resource is derived D.J. Angus photographs, RHC-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War I Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4e7635dc31949ee8733329b4f8f09b01.jpg 063b713b0816b5ff832e6c1333f2c5a3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource F. C. Angus collection Creator An entity primarily responsible for making the resource Angus, Donald James (D. J.) Description An account of the resource Photographs of Sergeant F.C. Angus, Battery A 328th Field Artillery, American Express Forces, by D. J. Angus. The 328th Field Artillery was one of the last horse drawn Filed Artilleries in combat. The correspondence between Angus, his brother D.J. and his parents took place while he was stationed at Camp Custer, MI, multiple camps in France and Fort Mills, NY during World War I. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War I Date A point or period of time associated with an event in the lifecycle of the resource 1917/1918 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/437">D.J. Angus photographs and films (RHC-04)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource World War, 1914-1918 United States--History, Military Michigan--History, Military Soldiers Military life United States. Army. Fort Custer (Mich.) Camp Custer (Mich.) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-60 Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-60_Custer01 Title A name given to the resource Barracks at Camp Custer, Michigan Subject The topic of the resource World War, 1914-1918 United States--History, Military Michigan--History, Military Soldiers Military life United States. Army. Field Artillery Regiment, 328th United States. Army. Fort Custer (Mich.) Camp Custer (Mich.) Photographs Description An account of the resource Barracks at Camp Custer, Michigan, 1918. Creator An entity primarily responsible for making the resource Angus, Donald James (D. J.) Date A point or period of time associated with an event in the lifecycle of the resource 1918 Type The nature or genre of the resource Image Source A related resource from which the described resource is derived D.J. Angus photographs, RHC-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War I Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/35b6f07828b9e61d422377ab3c9fc7e5.jpg 6837c0dbfed4909ee79d79e84e1f9070 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X870 Title A name given to the resource Barracks ship Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource US APB (barracks ship), April 1, 1952 Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1952-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0f359b951bd90a077dc28672817a6dd9.jpg 697a5d47d25c5dd0123078c3043f727a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1183 Title A name given to the resource Barracuda bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Barracuda British NA B (bomber), October 1, 1947. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1a798a4ec1bc185a6c30f2d25c4913df.jpg 32127c8e4cc54ee7529b8e1190d1ddc1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M4211 Title A name given to the resource Barracuda torpedo bombing plane Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Barracuda British torpedo bombing plane (TB), December 20, 1944. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-12-20 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/03727ae3d14e0bfae895c09b45b3de55.jpg 3a51371177f06f97c7a086cd00ce7884 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M4212 Title A name given to the resource Barracuda torpedo bombing plane Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Barracuda British torpedo bombing plane (TB), December 20, 1944. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-12-20 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6c50b32fc2e3552df2b5ab096105dfd8.jpg ce0424f71d8c44597735c4f1ee31c48e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M4213 Title A name given to the resource Barracuda torpedo bombing plane Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Barracuda British torpedo bombing plane (TB), December 20, 1944. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-12-20 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/91175a19c0388acdfaa932feaf4c9a9a.m4v a834349fc8d6b3e928c635b620ea46b6 https://digitalcollections.library.gvsu.edu/files/original/3af2e9166bc11b6d831ad802a063dca9.pdf 9f601cf7cc9277cd8a2c54451fbfa91e PDF Text Text Grand Valley State University Veterans' History Project Robert Barrett World War II 1 hour 52 seconds (00:00:20) Early Life -Born in Ohio in 1925 -Lived in Zanesville, Ohio until he was eight years old -Moved to Columbus, Ohio -Lived with his mother and grandmother -Went to high school in Columbus -Moved to Muskegon, Michigan -Father worked as a farmer -Left the family when Robert was six or seven years old -Moved to Columbus because his father left -Went to Muskegon High School in Muskegon, Michigan -Dropped out in the 11th grade to join the Navy -He was an only child -Mother owned and operated a restaurant in Columbus -He helped her at the restaurant -Despite the Great Depression things went well for them (00:03:53) Enlisting in the Navy -Went to Reeds Lake Naval Recruiting Station in Grand Rapids, Michigan -Enlisted there -Given a brief physical examination -Only seventeen years old -Enlisted on a Wednesday -Told to get two cavities filled then report back the following Monday -On that Monday his mother and stepfather brought him to Grand Rapids -Took a bus from Grand Rapids to Detroit and was sworn into the Navy -There were twenty, or twenty five, men in his group being sworn in -Placed in a hotel for the night (00:06:23) Basic Training -Sent by bus to Great Lakes Naval Station, Illinois for basic training -First part of basic training was processing -Hand to hand over their civilian clothes and be issued their uniforms -Some men were issued ill fitting uniforms -Issued white uniform, blue uniform, t-shirts, underwear, socks, shoes, and hats -Issued a bag with toiletries -Toothbrush, toothpaste, and shaving supplies -Assigned to a barracks and a bunk -Place was nice and clean -He got assigned to an upper bunk �-Liked it because it was less confined than a lower bunk -Did well with basic training -Taken to a Navy dentist to have other cavities filled -A large amount of men in his barracks had to have their teeth pulled -He got reassigned to another training company and got moved to another barracks -Had picnic tables in their barracks for writing letters or playing cards -Went to get breakfast, lunch, and dinner at established times -At night they had to use steel wool to get scuff marks off the barracks's floor -Lights out at 9 PM -Began training in June 1943 -Ordered not to talk after lights out -If you kept talking you had to go on a march at midnight -Commanding officer was a Chief Petty Officer -Pushed his training company to always win competitions and do well -The men liked him -He led marches because he was short -Kept the taller men with a longer stride in step -Received swimming training -Went into a building with a gas mask and the room was filled with mustard gas -They were ordered to remove their gas masks and the doors were opened -The gas didn't bother him too much, his eyes just watered for the rest of the day -Received orders in the middle of the day to change their uniforms -Had to do it quickly and orderly (00:19:36) Gunnery School -After basic training got a seven day leave -Reported back to Great Lakes Naval Station for further assignment -He was assigned to the Gunnery School in Gulfport, Mississippi -Received thirty days of gunnery training -Fired pistols and rifles -Had to learn how to take them apart, clean them, and put them back together -Learned how to operate and fire the 20mm anti-aircraft guns -Shot at targets towed by planes -Went to the shooting range for target practice with small arms (00:22:20) Duty in the Gulf of Mexico -Went to New Orleans for assignment -He was assigned to be an armed guard on a Merchant Marine vessel -SS Alcibiadie -A tanker placed into commercial service by War Shipping Administration -One of forty five Americans on the ship -Ship had limited guns -Operated off the coast of Mexico -Transporting oil between Florida and Texas (00:23:39) Duty in the Pacific Theatre (as the SS Alcibiadie) -Reassigned to duty in the South Pacific -Sailed to Cuba -Reached Guantanamo Bay on Christmas Eve 1943 �-Remembers sitting on the deck listening to people on shore singing carols -On Christmas Day 1943 they sailed for the Panama Canal -Sailed to Brisbane, Australia -Spent a few days there -Sailed up to New Guinea -Operated around Finschhafen and Buna -Went out to refuel ships in the Pacific Ocean (00:26:25) Duty in the Pacific Theatre (as the USS Andrew Doria) -Returned to Brisbane -Ship was acquired by the U.S. Navy on August 18, 1944 -Commissioned as the USS Andrew Doria on August 23, 1944 -Fitted with more 20mm guns as well as 3in guns -Naval personnel assumed control of the ship -Sailed north to New Guinea -Operated around there again -Operated north of New Guinea refueling ships -Received orders to return to Brisbane for R&R -At the last minute received orders to pick up oil and transport it -Got orders to sail to Coolangatta, Australia -Quartered in small cabins -Got surprised with the nicest dinner they'd had in a while -Allowed to go on leave into the city -There were dances in the town -Allowed to sleep in and get breakfast when they wanted -Had no duties at the time -Continued with refueling missions -Had a lot of calls for General Quarters -Going to battle stations as quickly as possible due to enemy aircraft (00:33:47) Philippines Campaign -Received orders to sail to Leyte in the Philippines -Looked forward to it, but knew there was a good chance he could get shot -Arrived at Leyte at night -It was dark and eery -Patrolled the waters for any signs of enemy ships -Went to shore with the ship's captain to get the ship's orders -Had to go through the harbor trying to find the Andrew Doria -Refueled ships in the harbor -Formed a convoy and sailed to Lingayen Gulf in Luzon -Zig-zagged to avoid Japanese submarines -Went to General Quarters every night because Japanese planes showed up -Way for the Japanese to harass the convoy and deprive sailors of sleep -His battle station was one of the 3in guns on the aft (near the rear) of the ship -One night saw the ship behind them get hit by a kamikaze -Knew they were probably going to see some action -Japanese planes stayed outside of the kill zone for as long as they could �-At night they came at the convoy -The ships opened fire on them -Soldiers in landing ships jumped overboard -They feared the kamikazes would hit them -Nearby PT-Boats came by and rescued them -Eventually reached Lingayen Gulf -There were eighty or ninety ships in the convoy -Part of the 7th Fleet -They were anchored next to the USS Tennessee -Watched as the Tennessee bombarded the shore -Troops on the shore used flares to direct naval fire -Gave you an idea of where the Japanese troops were -Had a Piper Cub recon plane to spot Japanese planes -On January 12, 1945 the convoy was attacked by enemy aircraft -Had to change course -At 8 PM they changed course again and the convoy was attacked again -Andrew Doria shot down five out of the six planes that attacked them -Isn't sure if he is directly responsible for shooting any down -No way of knowing for sure -Sky was black with flak -The most combat he saw was in Lingayen Gulf (00:50:29) Refueling Operations after the Philippines -After Lingayen Gulf they continued with refueling operations -Newer, faster tankers would go to the U.S. to get fuel -The Andrew Doria rendezvoused with the tankers and got fuel from them -Then sailed out to the Pacific to refuel other ships (00:51:28) Morale, Contact with Home, & Friends -Morale was good on the ship -He was the longest serving sailor on the Andrew Doria -Had been on from October 1943 to March 1946 -Eventually got used to the idea that he probably was never going to go home -Got letters from home -Difficult to get letters though because they moved around so much -A lot of his friends were in the Navy -Ran into one of his friends in basic training -Whenever a ship pulled alongside them they would ask where the other men were from -Never found anyone that was also from Muskegon (00:54:30) Talons Out Honor Flight -Selected to go to Washington D.C. for a memorial service for veterans -Reference to the Talons Out Honor Flight to Washington D.C. in May 2015 -Brought his daughter with him (00:56:16) End of the War -He was on the ship in the Pacific when they received word about the atomic bombs -On VJ Day a sailor came out of the radio shack shouting that Japan surrendered �-He wasn't sure if the report was true -On August 16, 1945 the crew was told it was true; the war was over -With the war over security measures changed -No more light discipline at night -No longer worried about Japanese submarines or planes (00:58:10) Coming Home & End of Service -Received orders to sail back to the United States -Got delayed because barnacles clogged water intake valves -Stopped at the Johnston Atoll to refuel -Sailed through the Panama Canal and pulled into port at Mobile, Alabama -Had their guns removed -Sailed the ship up the Mobile River and men got sent home -Ship was decommissioned in late February 1946 and he was discharged in March 1946 -Went to a bus station in Mobile, Alabama and went home � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_BarrettR1876V Title A name given to the resource Barrett, Robert William (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-09-01 Description An account of the resource Robert Barrett was born in Ohio in 1925. In 1943 he enlisted in the Navy and received basic training at Great Lakes Naval Station, Illinois. He went to Gunnery School in Gulfport, Mississippi and received training with pistols, rifles, and larger ship guns like the 20mm cannon. He was assigned to the SS Alcibiadie, a Merchant Marine vessel, as one of forty five Americans on the gunnery detail. They operated in the Gulf of Mexico transporting fuel and in the Pacific Ocean around Australia and New Guinea refueling ship. In August 1944 the ship was acquired by the U.S. Navy and became the USS Andrew Doria. They continued with refueling operations then took part in the Battle of Lingayen Gulf in January 1945. Refueling operations continued until the end of the war. In early 1946 they returned to the U.S. and the USS Andrew Doria was decommissioned in Mobile, Alabama in late February. Robert was discharged in March 1946. Creator An entity primarily responsible for making the resource Barrett, Robert William Contributor An entity responsible for making contributions to the resource Moore, Deb (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Navy Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/773d617f70a7de6414b1f759b196d385.jpg b30e2ee04bec424d39ddaf057b48c279 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Believing and Belonging on Campus Creator An entity primarily responsible for making the resource Kaufman Interfaith Institute Contributor An entity responsible for making contributions to the resource Interfaith Photovoice Description An account of the resource During the 2024 Winter semester at GVSU, the Kaufman Interfaith Institute and Interfaith Photovoice hosted nine students from different religious, spiritual, and secular backgrounds for a semester-long cohort centered on storytelling. By using predominantly mobile-phone photography, these students explored what it meant to believe and belong on campus and in the greater West Michigan community. This project was designed to help capture their experiences and stories, to enable them to find their voice through photography. The cohort culminated in an exhibition displayed on multiple GVSU campuses and curated by the students around three self-selected themes: Religious & Spiritual Practices, Barriers to Belonging, and Creating Welcoming Spaces. Date A point or period of time associated with an event in the lifecycle of the resource 2024 Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource College students Belonging Hinduism Islam Judaism Students, Foreign LGBTQ+ people Orthodox Eastern Church Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context KII-03 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 2024-Kaufman-Exhibit-10 Creator An entity primarily responsible for making the resource Rachel Date A point or period of time associated with an event in the lifecycle of the resource 2024 Title A name given to the resource Barriers to Belonging 1 Description An account of the resource We can get in our own way of belonging. I judge myself harshly that I don’t fit into any one category and get in my own way of belonging to any one thing. I judge others (even though I am trying to break this habit) before I enable myself to open up to others. My fear of rejection holds me back from feeling belonging with friends and family. GVSU helps to provide spaces that I feel like I belong to and helps me discover people who care just as deeply about others and diverse viewpoints, providing me sanctuary. GVSU feels safe to me. GVSU provides experiences like photovoice where I am able to express the most vulnerable parts of myself to others without fear of rejection. This experience in particular allowed me to reflect deeply within myself to better understand how to thrive on campus and with those around me. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute (exhibitor) Subject The topic of the resource College students Belonging Publisher An entity responsible for making the resource available Grand Valley State University. Kaufman Interfaith Institute Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/c735e731c3efa2dca6c600d394d7c4ef.jpg 4429975b7d09e47f472ba27dcd542a59 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Believing and Belonging on Campus Creator An entity primarily responsible for making the resource Kaufman Interfaith Institute Contributor An entity responsible for making contributions to the resource Interfaith Photovoice Description An account of the resource During the 2024 Winter semester at GVSU, the Kaufman Interfaith Institute and Interfaith Photovoice hosted nine students from different religious, spiritual, and secular backgrounds for a semester-long cohort centered on storytelling. By using predominantly mobile-phone photography, these students explored what it meant to believe and belong on campus and in the greater West Michigan community. This project was designed to help capture their experiences and stories, to enable them to find their voice through photography. The cohort culminated in an exhibition displayed on multiple GVSU campuses and curated by the students around three self-selected themes: Religious & Spiritual Practices, Barriers to Belonging, and Creating Welcoming Spaces. Date A point or period of time associated with an event in the lifecycle of the resource 2024 Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource College students Belonging Hinduism Islam Judaism Students, Foreign LGBTQ+ people Orthodox Eastern Church Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context KII-03 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 2024-Kaufman-Exhibit-11 Creator An entity primarily responsible for making the resource Rachel Date A point or period of time associated with an event in the lifecycle of the resource 2024 Title A name given to the resource Barriers to Belonging 2 Description An account of the resource Distortions and internal conflicts and challenges that disrupt my sense of belonging. A fractured identity struggling to connect the pieces to the larger puzzle. Rejection, judgment, exclusion not only from others but especially myself. A sense of sadness, disconnection. The process of working together in photovoice with welcoming people around me allowed me to dig deeper into self-reflection and my spirituality. I wish we had more spaces like this in our GVSU community. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute (exhibitor) Subject The topic of the resource College students Belonging Publisher An entity responsible for making the resource available Grand Valley State University. Kaufman Interfaith Institute Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/a33b2b9b8f51967b4fbf7db67adae913.jpg e26b070a11bb72bd3da23d0105fbc4c1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Believing and Belonging on Campus Creator An entity primarily responsible for making the resource Kaufman Interfaith Institute Contributor An entity responsible for making contributions to the resource Interfaith Photovoice Description An account of the resource During the 2024 Winter semester at GVSU, the Kaufman Interfaith Institute and Interfaith Photovoice hosted nine students from different religious, spiritual, and secular backgrounds for a semester-long cohort centered on storytelling. By using predominantly mobile-phone photography, these students explored what it meant to believe and belong on campus and in the greater West Michigan community. This project was designed to help capture their experiences and stories, to enable them to find their voice through photography. The cohort culminated in an exhibition displayed on multiple GVSU campuses and curated by the students around three self-selected themes: Religious & Spiritual Practices, Barriers to Belonging, and Creating Welcoming Spaces. Date A point or period of time associated with an event in the lifecycle of the resource 2024 Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource College students Belonging Hinduism Islam Judaism Students, Foreign LGBTQ+ people Orthodox Eastern Church Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context KII-03 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 2024-Kaufman-Exhibit-12 Creator An entity primarily responsible for making the resource Franklin Date A point or period of time associated with an event in the lifecycle of the resource 2024 Title A name given to the resource Barriers to Belonging 3 Description An account of the resource This photo sums up, most artistically, my thoughts over the course of our Interfaith Photovoice. Coming out of high school, I felt accomplished but as if I missed out on knowing my class as well as I could have. If future Franklin pointed out all the ways I went wrong to my past self right after graduation, that is probably the look I would be giving them as I thought over the circumstances. Despite the challenges I face, I’m in a good place and am always moving forward confidently. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute (exhibitor) Subject The topic of the resource College students Belonging Publisher An entity responsible for making the resource available Grand Valley State University. Kaufman Interfaith Institute Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/4ed52cef09242ed05ef950ce245d6441.jpg 7ab2446800fef654c9a4ce96545a57c8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Believing and Belonging on Campus Creator An entity primarily responsible for making the resource Kaufman Interfaith Institute Contributor An entity responsible for making contributions to the resource Interfaith Photovoice Description An account of the resource During the 2024 Winter semester at GVSU, the Kaufman Interfaith Institute and Interfaith Photovoice hosted nine students from different religious, spiritual, and secular backgrounds for a semester-long cohort centered on storytelling. By using predominantly mobile-phone photography, these students explored what it meant to believe and belong on campus and in the greater West Michigan community. This project was designed to help capture their experiences and stories, to enable them to find their voice through photography. The cohort culminated in an exhibition displayed on multiple GVSU campuses and curated by the students around three self-selected themes: Religious & Spiritual Practices, Barriers to Belonging, and Creating Welcoming Spaces. Date A point or period of time associated with an event in the lifecycle of the resource 2024 Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource College students Belonging Hinduism Islam Judaism Students, Foreign LGBTQ+ people Orthodox Eastern Church Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context KII-03 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 2024-Kaufman-Exhibit-13 Creator An entity primarily responsible for making the resource Anam Date A point or period of time associated with an event in the lifecycle of the resource 2024 Title A name given to the resource Barriers to Belonging 4 Description An account of the resource At GVSU, I struggle finding suitable spaces to practice my religious rituals. The random room captured in the photo symbolizes the challenges I encounter in accessing dedicated areas for prayer on campus. As a student navigating these constraints, I yearn for GVSU to allocate more dedicated spaces across its buildings to facilitate the seamless practice of diverse religious observances. This need for expanded accommodation underscores the importance of fostering inclusivity and support for religious expression within the university community. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute (exhibitor) Subject The topic of the resource Islam College students Belonging Publisher An entity responsible for making the resource available Grand Valley State University. Kaufman Interfaith Institute Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/c2caa659113221919e138b06a0756ff4.jpg 9c5b0651769f4255c188277f28cb27fe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Believing and Belonging on Campus Creator An entity primarily responsible for making the resource Kaufman Interfaith Institute Contributor An entity responsible for making contributions to the resource Interfaith Photovoice Description An account of the resource During the 2024 Winter semester at GVSU, the Kaufman Interfaith Institute and Interfaith Photovoice hosted nine students from different religious, spiritual, and secular backgrounds for a semester-long cohort centered on storytelling. By using predominantly mobile-phone photography, these students explored what it meant to believe and belong on campus and in the greater West Michigan community. This project was designed to help capture their experiences and stories, to enable them to find their voice through photography. The cohort culminated in an exhibition displayed on multiple GVSU campuses and curated by the students around three self-selected themes: Religious & Spiritual Practices, Barriers to Belonging, and Creating Welcoming Spaces. Date A point or period of time associated with an event in the lifecycle of the resource 2024 Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource College students Belonging Hinduism Islam Judaism Students, Foreign LGBTQ+ people Orthodox Eastern Church Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context KII-03 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 2024-Kaufman-Exhibit-14 Creator An entity primarily responsible for making the resource Lucas Date A point or period of time associated with an event in the lifecycle of the resource 2024 Title A name given to the resource Barriers to Belonging 5 Description An account of the resource Many of you will recognize GVSU's Laker store and the kiosk to pay for campus parking. For me, this photo represents why I've struggled to really feel like I belong to any sort of broader GVSU community and why campus has always felt slightly hostile to me. GVSU claims to want to be a welcoming, accepting community, but how welcoming and accepting can a community really be when it charges membership fees? I've had to struggle and teeter on the edge of financial ruin in order to attend GVSU, and I consider myself lucky. I love my peers, professors, and classes, but as long as it has its hands in my already empty pockets, it'll always be tough for me to see GVSU as a community I belong to and not just a country club I can't really afford. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute (exhibitor) Subject The topic of the resource Students, Foreign College students Belonging Publisher An entity responsible for making the resource available Grand Valley State University. Kaufman Interfaith Institute Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/3e143e7beb7c914a361e5632a63898f4.jpg f0f4872236b61c4d6674e3c6829fa848 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Believing and Belonging on Campus Creator An entity primarily responsible for making the resource Kaufman Interfaith Institute Contributor An entity responsible for making contributions to the resource Interfaith Photovoice Description An account of the resource During the 2024 Winter semester at GVSU, the Kaufman Interfaith Institute and Interfaith Photovoice hosted nine students from different religious, spiritual, and secular backgrounds for a semester-long cohort centered on storytelling. By using predominantly mobile-phone photography, these students explored what it meant to believe and belong on campus and in the greater West Michigan community. This project was designed to help capture their experiences and stories, to enable them to find their voice through photography. The cohort culminated in an exhibition displayed on multiple GVSU campuses and curated by the students around three self-selected themes: Religious & Spiritual Practices, Barriers to Belonging, and Creating Welcoming Spaces. Date A point or period of time associated with an event in the lifecycle of the resource 2024 Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource College students Belonging Hinduism Islam Judaism Students, Foreign LGBTQ+ people Orthodox Eastern Church Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context KII-03 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 2024-Kaufman-Exhibit-15 Creator An entity primarily responsible for making the resource Lex Date A point or period of time associated with an event in the lifecycle of the resource 2024 Title A name given to the resource Barriers to Belonging 6 Description An account of the resource Since I realized I was trans, I knew that being rejected by my family was inevitable. It's been about a year since my father formally decided to disown me and ex-communicate me almost completely. His version of devout Christianity just didn't have room for a queer kid. In addition to the challenges of being financially and emotionally self-sufficient, it's been tough coming to terms with holding on to religion in the face of my own family using it against me. In this specific text message, my father told me that my "decision to rebel against the authority of God is dividing [our] family." Holding onto my religious beliefs has meant taking time to reflect on how my family interpretation of our shared religion doesn't have to compromise who I am as a Christian or as a queer person. I don’t have to choose one or the other. I can just be me. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute (exhibitor) Subject The topic of the resource LGBTQ+ people College students Belonging Publisher An entity responsible for making the resource available Grand Valley State University. Kaufman Interfaith Institute Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/7e9dd191b11ab4b664529f589852f08d.jpg d171cac55ec251d0695f7d51f6c8d644 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Believing and Belonging on Campus Creator An entity primarily responsible for making the resource Kaufman Interfaith Institute Contributor An entity responsible for making contributions to the resource Interfaith Photovoice Description An account of the resource During the 2024 Winter semester at GVSU, the Kaufman Interfaith Institute and Interfaith Photovoice hosted nine students from different religious, spiritual, and secular backgrounds for a semester-long cohort centered on storytelling. By using predominantly mobile-phone photography, these students explored what it meant to believe and belong on campus and in the greater West Michigan community. This project was designed to help capture their experiences and stories, to enable them to find their voice through photography. The cohort culminated in an exhibition displayed on multiple GVSU campuses and curated by the students around three self-selected themes: Religious & Spiritual Practices, Barriers to Belonging, and Creating Welcoming Spaces. Date A point or period of time associated with an event in the lifecycle of the resource 2024 Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource College students Belonging Hinduism Islam Judaism Students, Foreign LGBTQ+ people Orthodox Eastern Church Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context KII-03 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 2024-Kaufman-Exhibit-16 Creator An entity primarily responsible for making the resource Molly Date A point or period of time associated with an event in the lifecycle of the resource 2024 Title A name given to the resource Barriers to Belonging 7 Description An account of the resource When I am walking home from my sorority chapter meeting on Sunday night, I pass by all of the church services happening in this building. I hear the large groups of voices, singing and observing their religion. I always knew that the Jewish community was small, but growing up in a place with a large Jewish population, it was not something that I noticed until I came to campus. While being on campus I have missed that strong sense of Judaism, and the comfort that comes with having people that share your faith around you. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute (exhibitor) Subject The topic of the resource Judaism College students Belonging Publisher An entity responsible for making the resource available Grand Valley State University. Kaufman Interfaith Institute Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/eb173eb8b1a01e808014a02d47dcc269.jpg 7b6bfbbc006c61ca88592bdb0e639aba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Believing and Belonging on Campus Creator An entity primarily responsible for making the resource Kaufman Interfaith Institute Contributor An entity responsible for making contributions to the resource Interfaith Photovoice Description An account of the resource During the 2024 Winter semester at GVSU, the Kaufman Interfaith Institute and Interfaith Photovoice hosted nine students from different religious, spiritual, and secular backgrounds for a semester-long cohort centered on storytelling. By using predominantly mobile-phone photography, these students explored what it meant to believe and belong on campus and in the greater West Michigan community. This project was designed to help capture their experiences and stories, to enable them to find their voice through photography. The cohort culminated in an exhibition displayed on multiple GVSU campuses and curated by the students around three self-selected themes: Religious & Spiritual Practices, Barriers to Belonging, and Creating Welcoming Spaces. Date A point or period of time associated with an event in the lifecycle of the resource 2024 Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource College students Belonging Hinduism Islam Judaism Students, Foreign LGBTQ+ people Orthodox Eastern Church Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context KII-03 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 2024-Kaufman-Exhibit-17 Creator An entity primarily responsible for making the resource Anam Date A point or period of time associated with an event in the lifecycle of the resource 2024 Title A name given to the resource Barriers to Belonging 8 Description An account of the resource This image captures the essence of a halal restaurant, where adherence to Islamic dietary laws ensures that the food served meets the requirements of Muslim consumers. The absence of halal meat options on campus remains a significant concern for me. The availability of halal restaurants off-campus underscores the demand for such options among students who adhere to Islamic dietary restrictions. This gap in dining offerings on campus highlights the need for greater inclusivity and accommodation of diverse dietary preferences and religious practices within university dining services. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute (exhibitor) Subject The topic of the resource Islam College students Belonging Publisher An entity responsible for making the resource available Grand Valley State University. Kaufman Interfaith Institute Relation A related resource Believing and Belonging on Campus: An Interfaith Photovoice Project (project) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng