Dissertations / Theses on the topic 'Alumni Involvement'

Undergraduate experiences can have a profound impact on a student’s emotional connection and affinity for their alma mater. For many graduates, involvement experiences like student organizations, membership in fraternities and sororities, and on-campus jobs can become an ingrained part of the individual’s social identity. This phenomenological study examines the experiences of young alumni at Christopher Newport University (CNU) through interviews with members of the class of 2009, 2010, 2011, 2012, and 2013. The research examines their experiences through the lens of Social Identity Theory, particularly the components of prestige and distinctiveness that are believed to increase connection to an identity or group. The results of this study indicated that meaningful relationships, skill development, and individually curated experiences were the practices most likely to increase the perceived prestige and distinctiveness of the institution. The most frequent outcomes from students with these experiences were continued service to CNU through giving back, and a sense of connection to the positive growth of the institution.

This study examined the characteristics and predictors of Millennial alumni who donated financially to their alma mater and those who did not by reviewing data from the Alumni Attitude Survey (AAS). The data set was composed of 2,108 Millennial respondents and 1,110 as Generation X respondents. This study can help university foundation and alumni association staff members to determine why their donors, specifically Millennial alumni, give to their institution and how to be more effective in requesting for a financial donation from them. Generating consistent support from alumni and other donors is an economic necessity for postsecondary institutions. As current students graduate, institutions need to know how they can entice these alumni to provide financial support. This dissertation fills the gap in the literature by providing new research on the effect Millennial student involvement has on the likelihood they will become donors to their alma mater. This dissertation used Astin's (1984) involvement theory as a foundation for the research. The connection that alumni have with their alma maters and the outcome of donations after graduation may stem from the connections that these alumni established while involved in activities as undergraduates. Astin's involvement theory provides some insights into identifying the experiences that help to inspire alumni to donate financially and helps institutions identify and devise new ways of using these experiences to help increase donations. The positive emotional experiences from undergraduate involvement may be motivation to donate to one's alma mater. This study identified the involvement characteristics of undergraduate Millennial alumni donors, the differences between these donors and nondonors, and predictors of undergraduate Millennial alumni donor behavior. This study focused on the potential relationship between involvement and student satisfaction and subsequently, found statistically significant variables that influenced Millennial alumni to donate to their alma mater. Specifically, Millennial alumni who were involved in organizations that relate to peer involvement; such as fraternity/sorority involvement, participation in intramural athletics, community service, residence halls participation, and the alma mater providing or encouraging relationships with other students, encouraging the attendance at athletic events, providing student leadership opportunities and providing opportunities to interact with alumni relate to one donating to their alma mater. These variables were statistically significant, but they were also practically significant, meaning that the findings do make a difference in helping to identify factors that lead to Millennial alumni to donate to their alma mater. The findings in this dissertation reiterate the importance of student engagement on the campus. An institution's faculty and staff involvement with undergraduates, specifically those staff who work directly with student organizations, are vital for student engagement that lead to graduation and future donations as an alumnus.

The purpose of this study was to explore the effects of financial investment, involvement, and post-college outcomes on perceived alumni satisfaction. Based on a conceptual framework guided by Alexander Astin's I-E-O model, the researcher developed the "displacement model," which illustrated the possibility that one variable could displace the effect of another. This framework also aided in understanding the joint and separate effects of the independent variables of financial investment, involvement, and post-college outcomes on the dependent variable, alumni satisfaction. The analyses also explored the effect of gender and class year on the variables. The researcher surveyed alumni from the graduating classes of 1994, 1999, and 2002 from a selective, public institution on the east coast. The results of this exploratory research indicated a significant relationship between post-college outcomes (combined measure of satisfaction with career and with salary following graduation) and alumni satisfaction as it both correlated with the dependent variable (p<.001) and was the only predictor in the stepwise regression analysis (p<.001). The variables of investment and involvement did not correlate significantly with alumni satisfaction and were not predictors in the regression analysis. However, involvement was significantly correlated with post-college outcomes (p<.05) indicating a possible indirect link between involvement and alumni satisfaction through post-college outcomes. Given prior research indicating a strong relationship between involvement and student satisfaction (Astin, 1993) and considering the skills gained through involvement for career success (Zekeri, 2004), further research should explore this connection.

The purpose of this research is to analyze characteristics and motivators among alumni of the Community Involvement Program (CIP) for donating to the University of the Pacific. The research questions were: (1) what are the characteristics and motivators of CIP alumni for donating to the University of the Pacific? (2) do the characteristics and motivators influencing decisions to donate vary across minority ethnic groups? This research was conducted using a quantitative method to learn the challenges and motivators for alumni of a special program for minority students to donate to their alma mater, a private university. CIP was established in the late 1960s to answer the call of educating minority and other non-traditional university students from the local community. CIP supports non-traditional, first generation, and low-income students at the university through scholarships, academic support and social activities. This study opened a discussion about differences in ethnicities for alumni donations, finding that African Americans are more likely than other minorities to contribute. It also discovered that CIP alumni are very connected to their university and that there is a positive relationship between communications and contributing. In particular, there was a positive significant relationship between receiving a phone call from Pacific asking for donations and motivations to contribute. On the other hand, this population is balancing the expense of paying back loans, raising children and contributing to other community groups with their ability to contribute to Pacific. These findings point to new financial partners for Pacific and for CIP, as well as important ways to connect with these alumni. However, in the current economic (2009) conditions and for a group who is likely to fall squarely within the middle class, Pacific will need to balance its own efforts to gain addition contributions from CIP alumni with the community's needs for these same dollars. Pacific is likely to find that long-term projects, in which all departments collaborate to enhance the connections of alumni with all aspects of the campus, are likely to return the greatest value on those investments.

Career development theory suggests that the exploration process, an important stage of early adulthood, is facilitated by meaningful involvement in a variety of activities. This theoretical tenet is widely accepted, yet little empirical evidence exists to demonstrate the extent to which exploratory behaviors, as exhibited in undergraduate involvement in out-of-class activities, serve to enhance the career development process and, consequently, the quality of occupational choice after graduation. The purpose of this study was therefore to analyze the degree to which college student involvement in educational, work, and leisure out-of-class experiences related to career development status and three dimensions of the initial work experience-career satisfaction, career stability, and occupational mobility. Survey data were collected from 243 liberal arts and sciences bachelor’s degree recipients in Spring of 1986 who did not pursue additional education or homemaking on a full-time basis (52.6 percent return rate). Step-wise multiple regression results demonstrated modest, yet significant, relationships between involvement in categorical and summed educational, work, and leisure activities, as well as academic factors (college major and QCA), and satisfaction in career progress, satisfaction in current employment, career stability, and occupational mobility (R-squares ranged from .01 to .18). Relatively low Differential Career Status Scores made it impossible to generate significant results for the career development status criterion. These results provided little assistance in helping to define exploratory behaviors. In contrast, participation (a critical component of involvement) in specific undergraduate activities indicated strong, yet curious, relationships with all criteria variables when compared to those who did not participate. Interestingly, t-tests demonstrated that former students who met with career counselors, referred to career-related written materials, used computer assistance programs, and attended related seminars were less satisfied with their current employment, less stable, and more mobile. Conversely, those who were members of professional and social organizations, employed in internships, and engaged in intramural sports, and enrolled in the Cooperative Education and ROTC Programs experienced opposite results. Participation in various activities, therefore, may serve to facilitate or inhibit aspects of the career development process.<br>Ed. D.

Made available in DSpace on 2016-04-28T19:33:56Z (GMT). No. of bitstreams: 1 Maria Ines Toledo Guimaraes Naso.pdf: 2447585 bytes, checksum: 71869206bc91b354479280af0c58f413 (MD5) Previous issue date: 2015-03-04<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This dissertation is inserted into de line of research related to Reading, Writing and Teaching of the Portuguese Language and it has as its main theme the student´s involvement with online learning. Therefore, it aims to verify what are the interactional strategies that the teacher uses in his speech that can help the student feel involved to collaborate and develop his autonomy. As a theoretical basis, we have not only taken into account the social interactionist perspective of language (BAKHTIN, 1979/2000; KOCH, 2013, 2011, 2010); principles of the Theory of Enunciation (BENVENISTE, 1989; 1995; KERBRAT-ORECCHIONI, 1980; 1995), but also about the language as a means of providing action and interaction (BRONCKART, 1999; KOCH, 2013; 2011; 2010). Our overall objectives consist in contributing to enlarge knowledge about interaction in virtual learning environments; offering subsides for the elaboration of the teacher´s speech that provides a better involvement by the student in his teaching and learning process in the educational online context. Referring to the methodology, we have chosen a qualitative research. Referring to the corpus, it is composed of the teacher´s messages in the virtual learning environment of three different online disciplines from the Language Course at PUC-SP, given by different teachers, from different departments, that were offered in 2012 and 2013. The obtained results show that the use of interactive strategies by the teacher contributes for the student´s involvement to collaborate and to develop his autonomy and therefore, helps the teaching and learning process<br>Esta dissertação vincula-se à linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa e tem como tema principal o envolvimento do aluno com a aprendizagem online. Portanto, visa a verificar quais são as estratégias interacionais que o professor utiliza em seu discurso que podem contribuir para que o aluno sinta-se envolvido para colaborar e desenvolver sua autonomia. Como base teórica, fundamentamo-nos em estudos sociointeracionistas (BAKHTIN, 1979/2000; KOCH, 2013, 2011, 2010); princípios da Teoria da Enunciação (BENVENISTE, 1989; 1995; KERBRAT-ORECCHIONI, 1980; 1995), bem como estudos aos quais subjaz a concepção de linguagem como forma de ação e interação (BRONCKART, 1999; KOCH, 2013; 2011; 2010). Nossos objetivos gerais consistem em: contribuir para ampliar o conhecimento acerca da interação em ambientes virtuais de aprendizagem; oferecer subsídios para a elaboração de um discurso pelo professor que propicie envolvimento maior do aluno com o processo de ensino e de aprendizagem no contexto da educação online. Em relação à metodologia, trata-se de uma pesquisa qualitativa. No que se refere ao corpus, é composto por mensagens do professor na agenda do ambiente virtual de aprendizagem de três disciplinas semipresenciais distintas do curso de Letras da PUC-SP, ministradas por professores distintos, de departamentos diferentes, em 2012 e 2013. Os resultados obtidos demonstram que o emprego de estratégias interacionais pelo professor contribui para que o discente se sinta envolvido para colaborar e desenvolver sua autonomia e, por conseguinte, auxilia no processo de ensino e de aprendizagem

Made available in DSpace on 2016-04-27T14:31:34Z (GMT). No. of bitstreams: 1 Antonio Renato Cecconello.pdf: 3272317 bytes, checksum: 0ac8bc5c9b429592e7f75f43df90f1a6 (MD5) Previous issue date: 2015-04-01<br>This thesis presents a diagnosis of the impacting factors in the learning process regarding students of a business school in the city of São Paulo. These students have demonstrated academic performance and level of involvement below expectations. The theoretical framework considers the need of learning and mobilization concepts of Bernard Charlot; the way Marco Antonio Moreira understands meaningful learning; the three dimensions of learning and its obstacles pointed out by Knud Illeris; the importance of Involvement highlighted by Astin, the concept of learning environment according to Astin and Antonio; and the relevance to learn that Vera Lucia Felicetti gives to commitment. Based on the main question: Which factors are important to mobilize business students to learn? , the objective of this work is to identify the key factors encouraging or limiting mobilization to learn the content related to Business Administration. It is an exploratory research using mixed approaches, such as field study and documental field surveys. The data collection was done using an online questionnaire that was answered by 144 enrolled students, and consistence cross-checking was made using documental data from 194 graduates from the first semester of 2014. Data were tabulated and classified by gender, period and semesters. The diagnosis shows that students appear to study for the test but not to learn. The tabulated data indicates that the students do not properly associate commitment to engagement. In spite of the existing commitments, the proper engagement was not taken into account, based on related behaviors such as: poor reading level before classes, low involvement and participation in the classes, susceptibility to distracting factors and rates of performance, absence, repetition and school evasion. Two of the analyzed factors were identified as critical factors to the students lack of mobilization to learn, commitment and teaching techniques<br>Essa tese apresenta o diagnóstico dos fatores que impactam no aprendizado do aluno do curso de graduação em Administração de uma IES da cidade de São Paulo. O alunado tem apresentado resultados acadêmicos e nível de envolvimento abaixo das expectativas. O referencial teórico considera a necessidade de aprender e os conceitos de mobilização para a aprendizagem de Bernard Charlot; a forma como Marco Antonio Moreira entende a aprendizagem significativa, as três dimensões da aprendizagem e seus obstáculos considerados por Knud Illeris, a importância envolvimento destacada por Astin, os conceitos sobre o ambiente estudantil de Astin e Antonio e a importância do comprometimento na aprendizagem dada por Vera Lucia Felicettti. A partir da questão principal: Quais fatores são relevantes na mobilização do aluno do curso de graduação em Administração para a aprendizagem? , o objetivo do trabalho é a identificação dos fatores que facilitam e/ou dificultam as ações de mobilização para a aprendizagem de conteúdos relacionados ao curso de graduação em Administração. Pesquisa exploratória com abordagem mista e uso dos métodos estudo de campo e de levantamento documental. A coleta de dados foi realizada por meio de questionário eletrônico junto a 144 alunos dos semestres letivos e verificação cruzada com o histórico dos 194 formandos 2014-1. Os dados foram tabelados e correlacionados por gênero, período e semestres. O diagnóstico mostra que o aluno parece estudar para a prova, não para aprender. Os dados tabulados indicam que o aluno não associa de forma adequada compromisso e comprometimento. Apesar dos compromissos existentes, o comprometimento efetivo não foi considerado, a partir dos comportamentos declarados de: baixo volume de leituras previamente às aulas; pouco envolvimento na participação em aulas; suscetibilidade a fatores de distração e nos níveis de faltas, notas, reprovações e evasão escolar. Dois dos fatores analisados foram identificados como críticos à falta de mobilização para a aprendizagem, comprometimento e prática didática

El present treball intenta fer recerca en l'àmbit de la programació didàctica a secundària, primer en un marc teòric per després passar a dissenyar i aplicar una eina de programació que serà una eina no només pels docents sinó per a tots els agents implicats en el fet educatiu. La investigació està dividida en dos parts : una part teòrica on s'analitzen els aspectes i els conceptes de programació des de la bibliografia clàssica i s'aporta noves preguntes i visions sobre la programació que s'intueixen en la part teòrica i que seran respostes un cop feta la part pràctica; i una segona part pràctica on es descriuen 4 apartats on el més important és l'últim ja que descriu l'eina dissenyada, la seva aplicació i s'avaluen els seus resultats. En una tercera part refem el marc teòric, aportem detalls i afegim les conclusions on s'observaran canvis. Es conclou que l'eina presentada és una eina útil per a la millora del procés d'ensenyament-aprenentatge amb el desenvolupament d'una nova cultura comunitària-escolar i la integració TPACK. Paraules claus: programació didàctica, nova cultura educativa, procés d'ensenyament-aprenentatge, autonomia, co-responsabilitat i control de l'aprenentatge, implicació educativa, models de programació, comunicació, TPACK.<br>El presente trabajo intenta llevar a cabo una investigación en el ámbito de la programación didáctica en secundaria, primero en un marco teórico para luego pasar a diseñar y aplicar una herramienta de programación que será una herramienta no sólo para los docentes sino para todos los agentes implicados en el proceso educativo. La investigación está dividida en dos partes: una parte teórica donde se analizan los aspectos y conceptos de programación desde la bibliografía clásica y aporta nuevas preguntas y visiones sobre la programación que se intuyen en la parte teórica y que serán respuestas en la parte práctica; y una segunda parte práctica en el que se describen 4 apartados donde el más importante es el último ya que describe la herramienta diseñada, su aplicación y se evalúan sus resultados. En una tercera parte rehacemos el marco teórico, aportamos detalles y añadimos las conclusiones donde se observan cambios. Se concluye que la herramienta presentada es una herramienta útil para la mejora del proceso de enseñanza-aprendizaje con el desarrollo de una nueva cultura comunitaria-escolar y la integración TPACK Palabras claves: programación didáctica, nueva cultura educativa, proceso de enseñanza-aprendizaje, autonomía, co-responsabilidad y control del aprendizaje, implicación educativa, modelos de programación, comunicación, TPACK. .<br>This paper attempts to research in the field of didactic programming in the secondary school, first in a theoretical framework and then went on to design and implement a programming tool that will be a tool not only for teachers but for all those involved in the education community. The research is divided into two parts: the theoretical aspect analyzing the aspects and concepts of programming from classical literature, and contributing with new questions and answers that will be answered once the practical part is done. And a second practical part describing four sections where the most important is the latest because it is where the tool designed is described, and also its application and evaluating the results. In a third part we redo the theoretical framework, provide details and add the findings on observed changes. It is concluded that the tool presented is a useful tool for improving the teaching-learning with the development of a new community-school culture and the integration TPACK. Key words: syllabus planning, new educational culture, teaching-learning process, autonomy, co-responsability and control of the own learning process, educational involvement, programming models, communication, TPACK.

As colleges and universities seek to increase the enrollment of low-income students through targeted financial aid strategies, such as no-loans policies, little research has looked into how engaged these future alumni would be as volunteers or donors. Using data from administrative databases at a single institution, this study focused on three alumni outcomes: volunteering, donating, and donation amount over a ten-year period and included sub-sample analyses before and after a no-loans policy was instituted. The main findings revealed that in terms of alumni volunteering, income-status has no apparent effect. With regard to alumni donating behavior, low-income status at enrollment does not appear to be a significant variable. However, low-income status at enrollment is associated with lower donation amounts, both before and after the enactment of a no-loans policy. Middle-income status, on the other hand, is negatively associated with donation behavior and donation amounts but only before the enactment of a no-loans policy. The findings suggest no-loans policies may impact the alumni involvement of individuals from low and middle-income backgrounds in different ways. From a practical standpoint, admissions and financial aid offices should be mindful about how no-loans policies impact the profile of the applicant pools, and advancement offices should think about targeted solicitation efforts that take into account the socio-economic background of alumni at the time of enrollment.

O presente estudo teve como objetivo analisar o envolvimento do aluno na escola numa amostra de alunos do ensino secundário (10º, 11º e 12º ano) da Guiné-Bissau. Pretendeu-se averiguar a distribuição dos alunos pelas dimensões cognitiva, afetiva, comportamental e agenciativa do envolvimento na escola, e relacioná-las com fatores pessoais e escolares, como género, localização da escola, histórico de retenções e rendimento escolar. A amostra foi constituída por 224 alunos do 10º (24,6%), 11º (56,3%) e 12º anos (19,2%), de quatro escolas de três regiões da Guiné-Bissau, com sujeitos do género feminino e masculino. Na avaliação do envolvimento dos alunos na escola (EAE), foi utilizado o questionário quadridimensional “Envolvimento dos Alunos na Escola –EAE-4D (Veiga, 2012). Os resultados apontam para níveis elevados nas dimensões do envolvimento, com especial relevância na componente comportamental. Os rapazes, assim como os alunos de escolas do interior, os alunos que nunca reprovaram e os alunos que apresentam um rendimento académico mais elevado, manifestam níveis superiores de envolvimento. São discutidas as implicações educativas dos resultados deste estudo.<br>The present study aimed to analyze student's involvement in school in a sample of secondary school students (10th, 11th and 12th grade) from Guinea-Bissau. The aim of this study was to determine the distribution of students by cognitive, affective, behavioral and agency dimensions of involvement in school, and to relate them to personal and school factors, such as gender, school location, school failure and school performance. Sample consisted of 224 students from the 10th (24.6%), 11th (56.3%) and 12th (19.2%) of four schools from three regions of Guinea-Bissau, with subjects of the female gender and male. In the evaluation of students' involvement in school (EAE), the four-dimensional questionnaire "Student Involvement in School -EEA-4D (Veiga, 2012) was used. Results point to high levels in the dimensions of school involvement, with special relevance in the behavioral component. Boys, as well as rural school students, students who have never failed, and students with a higher academic achievement, manifest higher levels of involvement. Educational implications of the results of this study are discussed.