Academic literature on the topic 'Foster alumni'
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Journal articles on the topic "Foster alumni"
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Miranda, Megan, Elizabeth Molla, and Eman Tadros. "Implications of Foster Care on Attachment: A Literature Review." Family Journal 27, no. 4 (2019): 394–403. http://dx.doi.org/10.1177/1066480719833407.
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This article provides a review of the literature in attachment theory, outcomes of being in foster care, impacts of trauma, and long-term attachment outcomes of foster care alumni. Thus far, minimal research has been conducted on the topic of attachment outcomes of foster care alumni in general as related to the field of marriage and family therapy. Attachment outcomes of foster care alumni is an important area to understand for marriage and family therapists because of the connection between attachment and relational functioning. The purpose of this article is to help gain an initial understanding of the experiences of foster care alumni and how those experiences may impact their development of attachment styles. Exploring this topic assists clinicians in providing services to children currently in foster care, foster care alumni, and their families.
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Buttram, Mance E., Maria E. Pagano, and Steven P. Kurtz. "Foster care, syndemic health disparities and associations with HIV/STI diagnoses among young adult substance users." Sexually Transmitted Infections 95, no. 3 (2018): 175–80. http://dx.doi.org/10.1136/sextrans-2017-053490.
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ObjectivesFoster care history is associated with many health and social problems, including sexual risk behaviours, HIV and other sexually transmitted infections (STIs). This cross-sectional study compares sexual risk behaviours among a sample of young adult substance users in Miami (N=602) with and without foster care histories.MethodsParticipants completed a comprehensive assessment which included sections on foster care, sexual risk behaviours and related health and social problems. Logistic regression was used to examine the relationship between foster care history, associated syndemic vulnerabilities and increased likelihood of having a prior HIV/STI diagnosis.ResultsBivariate analyses indicated that foster care alumni were more likely to report a prior HIV/STI diagnosis, higher condomless sex frequencies, being high on alcohol or drugs during sex, sexual victimisation and a history of homelessness compared with other participants in the sample (p<0.05). Multivariate analyses revealed that foster care history, sexual victimisation and group sex participation are associated with a prior HIV/STI diagnosis (p<0.05). Group sex participation doubled the odds of a prior HIV/STI diagnosis for foster care alumni, compared with other participants (p<0.5).ConclusionsThis exploratory study identifies characteristics that distinguish foster care alumni from non-alumni and signals the need to better serve the sexual and related health needs of individuals with foster care histories. Clinicians and healthcare providers should provide foster care alumni with detailed HIV/STI risk reduction information and resources and services to address related syndemic vulnerabilities (eg, victimisation and homelessness).
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White, Catherine Roller, Kirk O'Brien, Peter J. Pecora, Diana English, Jason R. Williams, and Chereese M. Phillips. "Depression Among Alumni of Foster Care." Journal of Emotional and Behavioral Disorders 17, no. 1 (2008): 38–48. http://dx.doi.org/10.1177/1063426608320356.
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Affronti, Melissa, Barbara Rittner, and Annette M. Semanchin Jones. "Functional Adaptation to Foster Care: Foster Care Alumni Speak Out." Journal of Public Child Welfare 9, no. 1 (2015): 1–21. http://dx.doi.org/10.1080/15548732.2014.978930.
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Jasielska, Aleksandra, and Marzena Buchnat Marzena. "Deficyty emocjonalne młodych dorosłych wychowanków rodzin zastępczych." Studia Edukacyjne, no. 48 (April 15, 2018): 259–80. http://dx.doi.org/10.14746/se.2018.48.17.
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The study was aimed to determine the role of attachment bond in emotional functioning in alexithy-mia and emotional processing in foster care alumni. The participants with experience of personal rejection – adult foster care alumni during the transition from foster care to adulthood (N = 29) and persons without such experience (N = 32) took part in the study. The Experiences in Close Relation-ships Scale, Toronto Alexithymia Scale and Emotional Processing Scale were used. Results present that insecure pattern of attachment occurs with alexithymia in ineffective emotional processing. We confront the results with the construct of emotion representations as the key to comprehend observed deficits in emotional functioning.
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Gabrilove, Janice Lynn, Layla Fattah, Lisa Bloom, and Cara Della Ventura. "3509 Developing a Leadership Alumni Forum to foster a culture of leadership at Mount Sinai." Journal of Clinical and Translational Science 3, s1 (2019): 65–66. http://dx.doi.org/10.1017/cts.2019.155.
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OBJECTIVES/SPECIFIC AIMS: Leadership is an essential and recognized team science competency. To support the development of leadership skills at Mount Sinai, the LEAD (Leadership Emerging in Academic Departments) program, launched in 2016, delivers a structured 12-month blended learning program for junior faculty. The program aims to promote personal and professional leadership capacity, skills and behaviors. Following a competitive application process, 24 participants each year are selected to participate. In its second year, the challenge for the LEAD program leadership is to support alumni in fostering a culture of leadership that extends beyond the 12-month program. In order to promote a leadership community of practice and offer continued support to junior faculty, the LEAD Alumni program aims to bring former LEAD participants together to maintain motivation, share challenges and successes, meet with mentors and role models, and foster an ongoing community of practice that seeks to embed evidenced-based leadership culture at Mount Sinai. METHODS/STUDY POPULATION: The previous two cohorts of LEAD participants were approached to volunteer for the LEAD Alumni Forum working group. Four LEAD alumni came forward to form a self-selected working group. With input from the program leadership, the alumni working group is tasked with organizing regular events that bring the 48 previous LEAD participants together. The events provide the opportunity for individuals with expertise and a passion for leadership to create a supportive environment. This ultimately seeks to increase the transfer and utilization of leadership skills in practice, and promotes a culture of leadership. These alumni events also provide the opportunity for alumni to interact with senior leaders at Mount Sinai, thereby learning from role models within the organization. RESULTS/ANTICIPATED RESULTS: Evaluating learning transfer and culture change is challenging, so a number of proxy measures will provide insight into the success of the Alumni Forum. Firstly, the number of LEAD Capstone projects implemented in practice, and the success of these initiatives, will provide insight into transfer of leadership learning to practice. Secondly, participants will complete a validated survey tool, Leadership Programs Outcome Measure (LPOM), which explores self-reported leadership change at a personal, organizational and community level. Finally, participants will be followed up in the long-term to track promotion, awards, and other formal or informal leadership positions assumed following engagement in the LEAD program and the subsequent LEAD Alumni Forum. DISCUSSION/SIGNIFICANCE OF IMPACT: It is hoped the LEAD Alumni program will enhance the ability of participants to implement leadership knowledge and skills to practice, which may subsequently advance organization and culture change. Fostering a community of practice will further the reach of the LEAD program and as the number of LEAD alumni grows, and the Alumni Forum may provide the supportive environment that allows these individuals to have real impact.
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Okpych, Nathanael J., and Mark E. Courtney. "The relationship between extended foster care and college outcomes for foster care alumni." Journal of Public Child Welfare 14, no. 2 (2019): 254–76. http://dx.doi.org/10.1080/15548732.2019.1608888.
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Wilson, Dana Burdnell. "Youth in transition and foster care alumni as empowered consumers." Journal of Family Social Work 23, no. 5 (2019): 411–30. http://dx.doi.org/10.1080/10522158.2019.1681335.
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Maliszewski, Genevieve, and Chris Brown. "Familism, substance abuse, and sexual risk among foster care alumni." Children and Youth Services Review 36 (January 2014): 206–12. http://dx.doi.org/10.1016/j.childyouth.2013.11.021.
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Teeter, Christian. "Professional Networks Within U.S. Higher Education: Avenues to Foster Career and Institutional Success." Journal of Education and Training Studies 8, no. 6 (2020): 1. http://dx.doi.org/10.11114/jets.v8i6.4641.
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Within the United States, higher education is a ladder up to greater socioeconomic status. In spite of this fact, today’s students need to focus on more than just completing their education. This scholarly essay focuses on the value of professional networks, in conjunction with institutions of higher learning, in career advancement and upward movement in socioeconomic levels. This essay emphasizes the role that professional networks play in enhancing the value of a bachelor’s degree and provides evidence that students and institutions benefit from the development of professional networks both in support of the advancement of students’ careers and in the engagement of alumni. The essay also demonstrates the benefits to academic institutions themselves when alumni engagement is fostered to a greater degree.
Dissertations / Theses on the topic "Foster alumni"
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Englebert, Nicole. "Predictors of Post Foster Care Functioning: Assessing Emotional Intelligence in Foster Alumni." NSUWorks, 2014. http://nsuworks.nova.edu/cps_stuetd/93.
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This study examined factors predictive of post foster care outcomes, with a particular focus on Emotional Intelligence (EI). EI was conceptualized using Bar-On's mixed model approach. Central study questions examined whether EI offered incremental prediction of several meaningful outcomes, over and above other contextual and individual variables. Outcomes included educational attainment, income level, various domains of Quality of Life (QOL), and mental health functioning. Twenty one foster alumni participated in the study. Correlational and hierarchical regression analyses were performed. Predictor variables were organized into four blocks and entered using a hierarchical method in the following order: contextual foster care factors, transitional factors, general intelligence (IQ) and EI. Given the small sample size, relevant effect size estimates were used to interpret effects. Results of correlational analyses indicated that EI was meaningfully positively correlated with post-care educational attainment, income, personal growth, marital and extramarital relations, job characteristics and IQ. EI was inversely correlated with depression and anxiety. The results of hierarchical regression analyses indicated that EI was the most robust predictor of post foster care outcomes: including annual income, educational attainment, personal growth, job characteristics, extra-marital, marital and extended family relations, depression and anxiety over and above contextual foster care factors, transitional factors, and IQ. Given the study's small sample size, results are regarded as tentative and in need of subsequent replication. Despite relevant limitation, EI is considered an important construct worthy of further study in the foster care population.
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Montgomery, Dawn Elizabeth. "Life Experiences that Contributed to the Independence and Success in the Lives of Foster Care Alumni." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1314821032.
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Salazar, Amy Michele. "Investigating the Predictors of Postsecondary Education Success and Post-College Life Circumstances of Foster Care Alumni." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/265.
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As a group, youth who have spent time in foster care are far behind the general population in postsecondary educational attainment. Nevertheless, most do hold aspirations for higher education. For those who make it to college, foster care alumni face a variety of obstacles related to successful postsecondary completion. However, it is unclear whether the factors that affect postsecondary success in this population are similar to those identified for other college students or more unique to the distinctive experience of being in foster care. Furthermore, while there is general consensus that higher education is beneficial to foster care alumni in overcoming adversity, no study has examined how foster care alumni who graduate from college actually fare in their adult lives compared with the general population of college graduates, or with those in the general population who did not graduate college. The study aims first to identify the predictors of postsecondary retention and success using survey data from a cross-sectional sample of foster care alumni who received Casey Family Scholarship Program or Orphan Foundation of America Foster Care to Success postsecondary scholarships. Second, the study compares adult outcomes of foster care alumni graduates with general population graduates and general population non-graduates to explore the role higher education plays in these youths' lives. Results are interpreted in relation to Bronfenbrenner's Ecological Systems Theory, theories of educational persistence and motivation, trauma theory, and theories related to other difficulties of being in foster care. Analyses include bivariate examinations of postsecondary factors and their relation to college disengagement; discrete-time survival analysis of general college retention factors and factors more unique to the foster care population in predicting college graduation; and multivariate comparisons (ANOVA's, ANCOVA's, and chi-squares) of foster youth graduates and non-foster youth graduates and non-graduates in relation to their post-college life circumstances. In bivariate comparisons of general population factors related to retention, five of the nine factors (academic-related skills, institutional commitment, social support, social involvement, and institutional financial support) had at least one indicator with a significant or trend-level relationship with college disengagement. In bivariate comparisons of foster care-specific factors related to retention, four out of the seven factors (maltreatment/ trauma/PTSD, other mental health problems, independent living stability, tangible support) had at least one item with a significant or trend-level relationship with college disengagement. Comparing the two separate factor models, the general population factor group modeled the data slightly better in predicting college graduation than the foster care-specific factor model. No model improvement was found when foster care-specific factors were added into the general population factor model. Both general population and foster care alumni graduates fared more positively than general population non-graduates for three post-college factors: individual income, financial satisfaction, and happiness. Only the general population graduates were found to be faring better than general population non-graduates on a variety of other factors. Foster youth graduates fared less positively than general population graduates on a variety of post-college outcomes. Results have implications for policy and practice regarding the most effective means of supporting postsecondary aspirations of youth with foster care experience.
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Westland, Melinda A. ""I never seen myself going to college"| An intimate inquiry of foster alumni in higher education." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117108.
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<p> Young people from foster care face numerous challenges and barriers in their transition to adulthood and engagement with higher education. Foster alumni are one of the most disadvantaged student populations, compelling educators and policy makers to create pathways leading to student success. This qualitative life history explores the journey of one foster alumnus from high school drop out to four-year college scholarship recipient. Narrative intimate inquiry frames this study. A critical lens is used to view the identity capital of one raised by surrogate parents—the state. Jean serves as the heart of this study; I serve as a co-constructor in bringing her story to life. I explore how the life of one speaks to the plight of many and how we can smooth out the transition processes for this underserved, historically marginalized group of young people seeking stability. In addition, this study explores intimateness in inquiry. Intimate inquiry bringing to the forefront a critical conversation of how love and relationship with participants adds dimension to both scholarly contribution of findings and the rich nuances of researcher-participant engagement.</p>
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Miranda, Megan L. "The Experience of Foster Care and Long Term Attachment Outcomes into Adulthood." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1428366310.
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Greer, Samuel Jennings. "From foster care to baccalaureate and beyond : educational experiences of successful foster care alumni." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5242.
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Children in America’s foster care system represent one of the nation’s most vulnerable populations of students. The life outcomes of these children can be tragic, with disproportionate numbers experiencing prison, homelessness, non-marital parenthood, and other poor life outcomes. Many of these children have suffered trauma before and after they were placed in care, and many have special medical, emotional, and social needs. Of all the difficulties that foster children experience, however, low academic achievement may have the most detrimental consequences for their futures.
The purpose of this study is to explore the commonalities of the 2-3% of former foster children who graduate from college despite the odds against them. By delving into the experiences of this population, this study hopes to contribute to the research by improving our understanding of academically successful foster care alumni, particularly by studying the social and educational support systems that abetted the success.
Because a majority of foster care alumni remain on some form of public assistance throughout the course of their lives, any reduction of that number would be a step in the right direction. By studying the tiny minority that successfully graduates from college, we can gain insight into how this group managed to overcome the barriers that prevented the other 97% of this group from graduating from college. The findings could have implications ranging from K-12 educational support systems in and out of schools, higher education policy decisions, and foster care program design.<br>text
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Corcoran, Rebecca H. "Rethinking "foster child" and the culture of care: a rhizomatic inquiry into the multiple becomings of foster care alumni." Thesis, 2012. http://hdl.handle.net/1828/3958.
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This thesis inquires into the lived experience of five foster care alumni as they re-member and explore negotiations of time, space, and being made/becoming as young people formerly in government care. Informed by arts-based living inquiry (Irwin & de Cosson, 2004) and a collaborative research ethic, I undertook an emergent, rhizomatic exploration of new ways of viewing/thinking about the culture of care and about problematic representations of youth in care as irrevocably “broken,” “damaged,” and “deficient”. This process of inquiry allowed for movement between tangled lines of power, resistance, becoming, and desire informed by concepts central to the works of Foucault (1982), Deleuze and Guattari (1987), Tuck (2010), and Skott-Myhre (2008). Five foster care alumni explored their inquiry into “being in care” through arts-based methods that included collage, painting and drawing, and individual and group interviews. Important themes identified by participants included being seen/being heard, “foster child,” time, space, labels, disrupting “normal,” becoming complex, becoming political, and the importance of spirituality, belonging, Indigenous ways of knowing, and community. Such layered, complex representations foreground creativity and dignity while troubling the problematic representations of youth in care that permeate dominant discourses, practices, and policies shaping foster care systems and interventions.<br>Graduate
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Forte, Catherine P. "Supporting independence : a collective case study of foster alumni in community and technical colleges." Thesis, 2011. http://hdl.handle.net/1957/25944.
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The purpose of this study was to examine the experiences of foster alumni in community and technical colleges, with a focus on Washington State, using a qualitative research approach. Foster alumni may be considered a sub-set of first generation students, yet they have needs that extend beyond those of other first-generation students (e.g., housing). Examination of this issue is timely. Funding designated for foster alumni in higher education has increased in recent years, leading to a variety of support structures and levels of service at the colleges. Yet in the current budget climate, with state support diminishing, the two-year colleges face increasing challenges in providing support not only for foster alumni but for all students. Foster alumni moving into adulthood and through the state colleges represent the quintessential case of in loco parentis, yet their emerging status as adults needs to be supported with appropriate services, not forced dependency.
This dissertation consists of three major manuscripts: a summary of the literature and two research reports, one focused on overall findings and the second focused on moving from the findings to considerations for practice. All three manuscripts utilized the critical social science or social justice perspective. The research manuscripts report the findings of a qualitative study using a collective case study design. Two colleges that serve foster alumni were identified and both staff and foster alumni students at the sites were interviewed, for a total of 10 students and 4 staff members. Participant selection utilized both purposive and convenience sampling methods. The study focused on three themes relevant to college participation which were identified based upon the review of the literature: Academic preparedness, psycho-social factors, and meeting basic needs. Interviews were recorded and transcribed verbatim; staff interviews served as both triangulation of the student data as well as a source of additional information on college services to foster alumni. Responses were analyzed for direct responses to interview questions as well as for emerging themes. In addition, case records (e.g., transcripts) were reviewed as an additional method of data triangulation.
Findings of the study were reported through individual case summaries in manuscript two as well as cross-case analysis in both manuscripts. While the participants in this study had high rates of high school completion and many had shown signs of "early promise" for academic achievement, all needed pre-college level course remediation in at least one area. A majority of participants indicated having felt depressed, yet only one participant had a diagnosis of depression; most seemed to consider some level of depression to be a natural outcome in their situation. Indications of resilience and internal locus of control were evident. Many continued to struggle to meet basic needs while in college, and eight of the ten student participants reported having experienced periods of homelessness since leaving foster care.
Based upon the findings of this study, foster alumni share certain characteristics with other first-generation students, yet their needs in particular areas necessitate additional on-campus services and/or stronger connections with community partners. Considerations for enhancing support services in the community and technical colleges in seven different areas are given, including designating staff contacts, building community partnerships to support housing, arranging for priority registration and financial aid processing to avoid enrollment gaps, and providing optional (not mandatory) mentoring relationships.<br>Graduation date: 2012<br>Access restricted to the OSU Community at author's request from Dec. 7, 2011 - Dec. 7, 2012
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"Uncharted Territory: Experiences of Foster Care Youth Navigating the Mental Health System as they Age Out of Care." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29905.
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abstract: Youth who turn 18 in the foster care system often face the difficulty of transitioning to adulthood without traditional emotional and financial supports. Early experiences of trauma impact their mental health and receipt of services both while in care as well as decisions whether to continue services after leaving care.
Using the behavior analytic model, this dissertation explores the challenging and supportive situations former foster youth experience with mental health services while transitioning to adulthood. Qualitative interviews and focus groups inform the development of a quantitative instrument in a mixed methods, sequential exploratory research design. The resulting instrument identifies the most intense and frequently encountered situations former foster youth experience, related to their mental health and transitions to adulthood.
Results indicate the most challenging situations foster youth experience during the transition are related to overwhelming expectations, receiving mixed messages from professionals, feelings of isolation, and a lack of voice and choice with regard to mental health services. Young adults in this study also emphasized the importance of responsive engagement, self-efficacy, and consistency in relationships both formally and informally.
This research provides important implications for social work practice, policy, and education. Acknowledging the voice of foster youth gives them a choice in services and allows for realistic transition planning. Developing problem-solving skills and a support network beyond foster care are necessary strategies of preparation to age out. Finally, practitioners should recognize the impact of trauma and other contextual factors when conducting assessment and treatment, to promote positive outcomes.<br>Dissertation/Thesis<br>Doctoral Dissertation Social Work 2015
Books on the topic "Foster alumni"
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McCaslin, Nikki. Finding our place: 100 memorable adoptees, fostered persons, and orphanage alumni. Greenwood Press, 2010.
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McCaslin, Nikki. Finding our place: 100 memorable adoptees, fostered persons, and orphanage alumni. Greenwood Press, 2010.
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Richard, Uhrlaub, and Grotzky Marilyn, eds. Finding our place: 100 memorable adoptees, fostered persons, and orphanage alumni. Greenwood Press, 2010.
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McCaslin, Nikki. Finding our place: 100 memorable adoptees, fostered persons, and orphanage alumni. Greenwood Press, 2010.
Find full textBook chapters on the topic "Foster alumni"
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Rhodes, David, and Margaret Wang. "Learn to Lead: Developing Curricula that Foster Climate Change Leaders." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_2.
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AbstractIn this chapter, we identify the need for a curriculum that is intended to not only enable educators to teach about climate change, but to also foster leaders who can engage in policy analysis and civic action related to the issue of climate change. Unlike Chap. 10.1007/978-3-030-57927-2_3, which details a whole-school approach, we have specifically focused our attention on developing a curriculum with an associated implementation plan since the ability of teachers to build transferable leadership skills in younger generations are integral to any larger reform initiative. Ultimately, the efficacy of the curriculum is enhanced by a more holistic approach to the prioritization of climate change action in the context of schools and broader education systems, so a synthesis of approaches is recommended.The Climate Change Leadership Curriculum was designed in collaboration with the Arava Institute (AI), an organization in Israel that brings together Israelis, Palestinians, Jordanians and international students from outside the region to engage in environmental and peace-building education. The work of AI is specific to tertiary education, so our initiative to build a climate change leadership curriculum constitutes an attempt to expand the reach of the mission and pedagogy of AI to encompass secondary education. The implementation plan also involves leveraging the network of AI to find partners for implementing the curriculum. The fact that there are AI alumni who work in secondary education opened possibilities for dissemination of the curriculum in collaboration with teachers who have a deep understanding of the pedagogy. As teachers integrate the curriculum into their particular contexts, our plan was to not only support them in the implementation, but to also solicit feedback to continually improve the resources and identify the most effective ways to provide support. This will enable us to make the curriculum accessible to teachers from diverse backgrounds in a wide variety of contexts, inside and outside of the target region.
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Pulos, Trishauna, and Mark P. Ryan. "Benefits of Athletics for Military School Students." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch015.
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This chapter studies the perception of cadets, alumni, and staff of military schools and colleges (N=220) who responded to a survey about the benefits of interscholastic and intramural athletics for students in military schools and colleges. Overwhelmingly, respondents agreed that both athletics build citizens with good character, foster leadership development, improve academic success metrics and overall personal wellness. Respondents surprisingly perceived athletics as slightly less impactful on fostering integrity and respect as well as on dropout prevention and furthering writing skills. Respondents perceive that interscholastic athletics were more likely to deliver positive returns than intramural athletics, even though most military schools and colleges require participation in intramural athletics, and participation in interscholastic athletics is often optional and based on ability level. Overall, there is a strong perception that participation in athletic activities of any kind offer positive returns for cadets attending military schools and colleges.
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Hoerig, Karl A., John R. Welch, T. J. Ferguson, and Gabriella Soto. "Expanding Toolkits for Heritage Perpetuation." In Geospatial Research. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9845-1.ch088.
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From 2010 to 2013, the White Mountain Apache Tribe and the University of Arizona, with funding from the National Science Foundation, hosted the Western Apache Ethnography and Geographic Information Science Research Experience for Undergraduates. Designed to foster practical skills and scholarly capacities for future resource managers and anthropologists, this field school introduced Apache and non-native undergraduate students to ethnographic field research and GIS tools. Building upon the extensive arrays of geographical, cultural, and historical data that are available for Western Apache territory, field school students engaged in community-based participatory research with Western Apache elders and tribal natural and heritage resource personnel to contribute to the Western Apache tribes' efforts to document their cultural histories, traditional ecological knowledge, local understanding of geography, and issues of historic and contemporary resource management. This essay reviews the program and traces how student alumni have incorporated skills and perspectives gained into their subsequent academic and professional work.
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Bean, Erik P. "Benchmark Academy Study Ties Customer Experience to Emotional Branding." In Driving Customer Appeal Through the Use of Emotional Branding. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2921-7.ch003.
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How do academies use customer experience (CX) leadership theory? How do they employ and measure it? How is emotional branding related to customer experience? No matter how rigorous higher education programs become, understanding the student and faculty customer experience can have many positive effects. Staff and faculty need to understand how to create meaningful student interactions leading to loyalty that can foster networking opportunities for student success throughout the school's prospective, current, and alumni network. A content analysis and brief survey was employed to examine a University of Phoenix research center Website iteration to define the customer personas of dissertation chairs, its largest customers who utilize the Center for Leadership Studies and Educational Research (CLSER) center for guidance to formulate research studies geared towards publication. These customers (known as affiliates) also were measured whether they believed that implicit promises made were kept, a necessity of purposeful CX strategy and that signifies the degree of emotional connection.
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Freeland, Richard M. "From State College to University System: The University of Massachusetts, 1945–1973." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0013.
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The conditions of the golden age liberated Massachusetts State College from the forces that had restricted its development since the nineteenth century. In spurts of growth linked to demographic and political cycles, M.S.C. mushroomed from a limited-purpose college into a comprehensive university and from a single campus in Amherst into a multicampus system, with units in Worcester and Boston and a statewide president’s office. By the end of the period, UMass seemed finally to have joined its counterparts in western states as a full-fledged public university in the land grant tradition, with strong programs of graduate education and research built on a large undergraduate base and linked to public service activities of applied research and nondegree instruction. The evolutionary process remained incomplete, however, and Massachusetts was still Massachusetts. The state’s nonelite private institutions watched the public expansion nervously and organized to protect their interests. Other components of the public system, including the state colleges and a new network of community colleges, vied for support from an intensely politicized government still unsure of its role in higher education. Though the effort during the 1930s to transform Massachusetts State College into a full public university had ended in failure when the General Court shelved the enabling legislation, the university movement had gained important ground. In particular, by the end of the prewar decade, the loose coalition of students, alumni/ae, and organized labor that had kept the movement alive had stirred public interest and won support from the college’s trustees as well as its president, Hugh Potter Baker. Baker himself, with his roots in the scientific-technical traditions of land grant education, had been slow to endorse a broadened conception of his institution but once converted had become an eloquent and persistent advocate. Believing, despite his disappointment over the legislature’s inaction, that World War II would foster increased interest in higher education and create new opportunities for M.S.C., Baker used his annual reports during the war to reiterate the central arguments of the university movement: that, in comparison with other states, Massachusetts was not providing adequate support for public higher education; that demand for places at the college far exceeded enrollment capacity; that the region’s private institutions were not prepared to respond to the need; and that large numbers of Massachusetts residents were being forced to attend public universities in other states.
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Garcia, Raul. "Effects of Military Environment on Students' Emotional Intelligence Development." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch007.
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There are 65 military schools in the United States with many sharing the same goals and objectives, which are to develop and prepare students for leadership roles and for post-secondary academic success. Other than anecdotal claims by their alumni, these schools lack the evidence of how this is achieved. This study aims at providing such evidence by assessing the effects of a school's military environment on the students' development of emotional intelligence (IE) as measured by the Trait Emotional Intelligence Questionnaire-Short-Form. EI has been associated with academic success and higher leadership effectiveness. This exploratory analysis finds a positive correlation between leadership education level and students' EI scores (r= .28, <; .05), and a regression analysis (F(1, 51)= 4.20, p&lt; .05) predicts and EI score increase of 17% for each year of exposure to the school's military environment. This study suggests that the school's military environment inherently fosters social emotional learning, which in turn positively influences the development of the students' EI.
Conference papers on the topic "Foster alumni"
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Simão, Kátia vitória Feliciano, Elaine Soares Da Silva, and Michelline Soares Da Silva Souza. "A IMPORTÂNCIA DA DISCIPLINA DE CIÊNCIAS NAS SÉRIES INICIAIS." In I Congresso Nacional On-line de Conservação e Educação Ambiental. Revista Multidisciplinar de Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/1784.
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Introdução: O ensino da disciplina de Ciências, passou a ser objeto de reflexão educacional. Algumas pesquisas buscam mostrar a importância do ensino de ciências nas séries iniciais do ensino fundamental. O PCN (1997), enfatiza que para que o ensino e aprendizagem se realizem de forma significativa é necessário considerar os conhecimentos do aluno, do professor e da Ciência. Pois o ensino de Ciências deve ir para além da sala de aula. Fazendo com que as crianças se utilizem dela para entender o mundo em que vive. Por este motivo os currículos escolares devem ser trabalhados de forma em que os alunos participem de seu processo de ensino-aprendizagem. Segundo o PCN (Brasil, 1997, p.18), O ensino de ciências tem o objetivo de “Dar condições para o aluno identificar problemas a partir de observações sobre um fato, levantar hipóteses, testá-las, refutá-las e abandoná-las quando fosse o caso, trabalhando de forma a tirar conclusões sozinho.” Para tanto é preciso valorizar os conhecimentos prévios dos alunos, sua vivência, sua cultura e o senso comum. Entretanto é necessário os professores sejam comprometidos com a disciplina de Ciências. Através do curso de formação continuada ofertado pela UFPB, que realizamos este trabalho cujo o objetivo é identificar e analisar os documentos que viabiliza o ensino de ciências nos seres iniciais. o caminho metodológico é de cunho bibliográfico acerca do tema. Resultado: através dos levantamentos de dados constatamos que apesar da disciplina de ciências está viabilizada pelas diretrizes ainda nos deparamos com escolas que precisam preencher a lacuna entre o “pensar e o agir”, formando cidadãos que saibam ouvir e dialogar ativamente e professor capaz de nutrir o interesse da criança, em seu processo de aprendizagem. Conclui-se que o processo de ensino-aprendizagem na disciplina de ciências nos seres iniciais deve respeitar as fases de desenvolvimento em que as crianças se encontram, desta forma é de extrema importância que os professores tenham uma formação sólida e de qualidade, pois quando pensamos na atuação do professor veremos a importância de o mesmo ter um arcabouço teórico para que ele possa interver junto aos seus alunos em seus diversos aspectos.
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Alves, Keylla Costa do Carmo, Januário Leal de Moraes Vieira, and Emmanoel Roberto da Silva Neri. "Experiência de abordagem do BIM em disciplina no IFPE – Campus Recife." In ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.286.
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Essa experiência é resultado do trabalho de um projeto de pesquisa em andamento, o qual pretende realizar um diagnóstico a fim de avaliar a possibilidade de introduzir o BIM nos cursos de técnicos de Edificações e Bacharelado em Engenharia Civil no Instituto Federal de Pernambuco – IFPE, Campus Recife. Entende-se que o envolvimento da comunidade acadêmica será imprescindível. Assim, se faz necessário compreender a disponibilidade da comunidade para absorver as transformações promovidas pela introdução do BIM. A iniciativa relatada trata-se do pontapé inicial na direção dessas respostas. A abordagem do BIM nas disciplinas ministradas pelos pesquisadores participantes do projeto de pesquisa está prevista entre suas ações. Buscou-se perceber, a partir da inserção do BIM na disciplina de Desenho Assistido por Computador, ofertada de maneira remota no semestre 2020.1, no curso de engenharia civil do IFPE, qual seria o grau de conhecimento atual dos alunos participantes sobre o BIM, bem como seu nível aceitação da metodologia, caso fosse implementada. A disciplina de Desenho Auxiliado por computador é ofertada no 4º período do curso de bacharelado em engenharia civil e, foi oferecida pela primeira vez de forma remota, contando com 20 alunos matriculados no semestre 2020.1. Num semestre regular de ensino presencial, esta disciplina tem sido ministrada com o auxílio do software Autocad. O planejamento da disciplina ocorreu de maneira compartilhada, no grupo de pesquisa, buscando aliar os conteúdos programáticos previstos na ementa à abordagem do BIM, considerando as limitações do ensino remoto em virtude da suspensão das as aulas presenciais na instituição devido a pandemia de Coronavirus. Quanto à estratégia, optou-se por introduzir o tema através de aulas teóricas sobre o BIM e suas possibilidades para a construção civil, utilizando a plataforma Google Meet, através da qual os alunos puderam interagir, tirar dúvidas e trazer contribuições. Além disso, as aulas foram gravadas e disponibilizadas na sala criada no Google Classroom, junto com todos os materiais nelas utilizados e mais outros coletados sobre o tema. Para avaliação da aprendizagem, propôs-se a realização de um projeto em grupo utilizando a ferramenta Autocad e, no meio do processo, indicou-se propositalmente uma modificação na planta, gerando alterações e retrabalho. Finalizando essa etapa, os alunos responderam um questionário via Google Forms, em que avaliaram a experiência remota em grupo e o fato de precisarem refazer parte do trabalho. Na sequência, com a parceria e contribuição de um integrante do projeto de pesquisa, ex-aluno da instituição e atualmente engenheiro civil com expertise em BIM, introduzimos noções iniciais do software Revit, a fim de capacitá-los para executar o projeto que seria sugerido. Essa etapa foi realizada na plataforma Google Meet, com a utilização do software em tempo real. Como atividade avaliativa da unidade propôs-se a realização do mesmo projeto da atividade anterior, no entanto, de forma individual e utilizando o Revit como ferramenta e, mais uma vez, provocou-se uma alteração na planta no decorrer do processo, a fim de gerar um comparativo entre as ferramentas Autocad e o Revit e fazer os alunos perceberem as vantagens do uso de uma ferramenta parametrizada. Destaca-se que no decorrer do semestre, os estudantes tiveram a oportunidade de interagir e tirar dúvidas através da sala do Google Classroom e do grupo de WhatsApp. Ao final dessa etapa, os alunos puderam avaliar a experiência através de questionário enviado via Google Forms, o qual objetivou compreender quais as impressões sobre a disciplina, sobre o uso de um software paramétrico e expectativas de aprendizagem. Considera-se que os resultados alcançados foram bastante promissores. O primeiro questionário, respondido 80% dos alunos, continha 5 questões abertas. Quanto ao questionamento sobre a realização de atividade utilizando o Autocad, em uma disciplina remota, apenas um estudante relatou como “complicada e deficiente”. Sobre a experiência de desenvolver o trabalho em grupo remotamente e sobre a forma de divisão de tarefas e organização, obteve-se 100% de respostas positivas, os estudantes relataram não terem tido dificuldades para se organizar, se comunicar e dividir as tarefas. As duas perguntas finais questionavam a necessidade de refazer parte do trabalho durante o seu andamento. Os 50% dos respondentes que já haviam iniciado a atividade proposta, relataram ter sido difícil, mas consideraram como positiva a simulação. Alguns grupos só iniciaram de fato, após o anúncio da mudança da planta. O questionário final, de avaliação da disciplina, foi estruturado com 13 questões: sendo 5 abertas, 7 de medição de nível de satisfação e 1 de múltipla escolha e contou com 10 respondentes (50% da turma), dos quais, somente 1 aluno relatou saber do que se tratava o BIM. Quanto à inserção do BIM na disciplina de Desenho Assistido por Computador, 100% dos alunos avaliaram como muito relevante. 100% dos alunos consideraram que ter conhecimento no BIM poderia ser um diferencial no mercado de trabalho. Quando questionados sobre quais outras disciplinas poderiam ter a inserção do BIM, os alunos citaram as seguintes: instalações prediais, saneamento, fundações, especificações e orçamento e topografia. As questões abertas sobre a condução por parte da professora; sobre a participação de um colaborador externo; sobre as ferramentas utilizadas (Meet, Classroom, Whatsapp); sobre a consideração da inserção do BIM no curso de engenharia civil e sobre os conhecimentos transmitidos receberam 100% de avaliação máxima. A questão que tratava sobre a consideração da oferta da disciplina de forma remota obteve 80% de avaliação máxima. A última pergunta, onde o aluno deveria escolher entre utilizar o Autocad ou o Revit como ferramenta teve 100% das opiniões em favor do Revit.. Os alunos que se dedicaram e interagiram durante o percurso e conseguiram avançar e ser aprovados. Considera-se que o fato de a disciplina ter sido remota não trouxe maiores complicações ou prejuízos na aprendizagem, visto que alunos e professores mantiveram contatos diários nas plataformas. Os depoimentos dos alunos repletos de entusiasmo sobre o que descobriram, aprenderam e das possibilidades trazidas pelo BIM reflete o potencial da metodologia e deverão impulsionar novas ações no caminho da inserção do BIM na instituição. Apresentação no YouTube: https://youtu.be/Dk07LY85lJM
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Ferreira, Tamiris Capellaro, and José Carlos Paliari. "Ensino de Revit® em disciplinas do curso noturno de engenharia civil em uma instituição de ensino privada." In ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.311.
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O ensino de BIM na instituição começou em 2019, em uma disciplina do 9º período denominada Computação Gráfica Aplicada para Engenharia Civil (carga horária: 44 horas), com o ensino do nível básico do software Revit® da Autodesk. A escolha do software se deu por dois motivos: i) a instituição já tinha convênio com a Autodesk; ii) a Autodesk disponibiliza o download gratuito do software para os alunos. Com o uso do Revit®, os alunos desenvolveram o projeto de uma residência de dois pavimentos. O curso de engenharia civil tem entrada de alunos duas vezes ao ano (em janeiro e julho), de forma que as disciplinas acontecem todo semestre. Assim, no primeiro semestre de 2019, 53 alunos se matricularam na disciplina e destes apenas 4 foram reprovados (7,5%). No segundo semestre de 2019, haviam 30 alunos matriculados e apenas 2 foram reprovados (6,7%). A instituição conta com grande quantidade de alunos de transferência, que cursam disciplinas de vários períodos diferentes. Alguns destes alunos, em via de se formarem (10º semestre) solicitaram que a disciplina fosse ofertada também para eles. Desta forma, no primeiro semestre de 2020 foi oferecida a disciplina optativa de Estudo Dirigido em Computação Gráfica (carga horária: 22 horas) para orientação no desenvolvimento de projetos em Revit®. Por ter metade da carga horária da disciplina original, foi estruturada de forma que a professora apenas apresentasse os conceitos iniciais sobre BIM, indicasse vídeos, livros e manuais para autoaprendizado do Revit® e orientasse na realização dos trabalhos. A disciplina começou a ser ministrada presencialmente, mas precisou ser transferida para a forma remota devido à pandemia do COVID-19. Frente a este contexto, a docente mudou o método de avaliação, permitindo aos alunos que não tivessem acesso ao software a realização de um trabalho teórico. Mesmo assim, a maioria dos alunos não foi bem sucedida, sendo que dos 18 matriculados, 10 foram reprovados (55,6%). A disciplina de Computação Gráfica Aplicada para Engenharia Civil também foi oferecida no primeiro semestre de 2020, para alunos do 9º período, tendo iniciado de forma presencial e terminado de forma remota. Isso afetou negativamente a prática do software, uma vez que alguns alunos não tinham computador. Estes não foram prejudicados em relação à aprovação na disciplina (dos 38 alunos matriculados, apenas 2 foram reprovados, ou seja, 5,3%), pois a docente permitiu que os alunos que não tiveram o software fizessem um manual teórico sobre seu uso. Em 2019, o ensino de Revit® acontecia no Laboratório de Informática e cada aluno tinha acesso a um computador com o software instalado. Frente ao contexto de pandemia, a disciplina não foi ofertada no segundo semestre de 2020. No entanto, no referido período, após a solicitação dos alunos, buscando atender às demandas do mercado e às diretrizes nacionais de implantação do BIM, realizou-se uma revisão curricular, e a disciplina denominada Representação Gráfica para Projetos que trata sobre BIM começou a ser ofertada para alunos do 2º período, com carga horária de 80 horas. Ela se inicia com o ensino do software AutoCAD® e a partir do meio do semestre passa a tratar do ensino de Revit®. Ensina-se o básico sobre o uso do software na intenção de: i) permitir que os alunos, ao chegarem no 9º semestre, possam aprender Revit® em nível intermediário, ii) possibilitar que eles desenvolvam os projetos de outras disciplinas utilizando softwares BIM. Dos 53 alunos matriculados, 20 alunos foram reprovados (37,7%), mesmo a docente tendo permitido aos alunos que não tivessem acesso aos softwares a realização de trabalhos teóricos. De acordo com o exposto, pode-se inferir 3 fatores que influenciaram o aproveitamento dos alunos nas disciplinas avaliadas: modalidade de oferta (presencial ou remota), grau de conhecimento acerca de desenvolvimento de projetos de edificações e o caráter da oferta da disciplina (obrigatória ou optativa). Nas duas turmas da disciplina Computação Gráfica Aplicada para Engenharia Civil ofertada para alunos do 9º período, a taxa de reprovação foi de 7,5% e 6,7%, respectivamente. O conteúdo e forma de condução desta disciplina por parte da docente, a modalidade presencial, somados ao fato de que os alunos já tinham conhecimento suficiente sobre projetos de edificações se destacaram como fatores positivos quanto ao desempenho detectado. Para esta disciplina ofertada aos alunos do 9º período no primeiro semestre de 2020 de forma remota observa-se uma taxa de reprovação semelhante à oferta desta disciplina de forma presencial. Porém, não se pôde identificar a influência do ensino remoto, pois foram aceitos trabalhos alternativos que não exigiram aplicação do software em questão como avaliação dos alunos. Na disciplina Estudo Dirigido em Computação Gráfica observa-se que caráter optativo da sua oferta, assim como o ensino remoto, influenciaram negativamente no desempenho dos alunos, culminando com elevado índice de reprovação. Finalmente, em relação à disciplina Representação Gráfica para Projetos ofertada na modalidade remota e para alunos do 2º período do curso, apesar da maior carga horária em relação às demais disciplinas analisadas, observa-se claramente a influência da modalidade da oferta e também do fato de estes alunos não terem conhecimento prévio sobre projetos de edificações, resultando numa taxa de reprovação de 37,7%. Sendo assim, este estudo pode auxiliar na definição sobre qual seria o semestre ideal para a inserção do ensino sobre BIM na grade curricular do curso de engenharia civil. Apresentação no YouTube: https://youtu.be/b1wkZ9jkR74
Reports on the topic "Foster alumni"
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Salazar, Amy. Investigating the Predictors of Postsecondary Education Success and Post-College Life Circumstances of Foster Care Alumni. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.265.
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