Relevant bibliographies by topics / University alumni outreach

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'University alumni outreach'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "University alumni outreach"

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Khanfar, Nile M., Ziad Swaidan, and Bahaudin G. Mujtaba. "A Study In Relationship Orientation And Prioritization Of Alumni Association Preferences With College Seniors In Higher Education." Contemporary Issues in Education Research (CIER) 2, no. 3 (2011): 15. http://dx.doi.org/10.19030/cier.v2i3.1082.

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Higher education institutions need to create a relationship with their alumni; however, often this outreach is done without adequate data on which to base decisions. To gain a better understanding of what activities future alumni may regard as both important and enjoyable for their participation as alumni, a survey of current senior-status undergraduate students of a medium-sized public southern university was conducted. The research consisted of an exploratory questionnaire with 108 senior-level students who participated in the survey. The survey consisted of information collected regarding their attitudes towards what the priorities of the university’s alumni association should be and personal recommendation of the university to their friends and relatives. The survey’s findings help identify the needs and preferences of those who are soon to be alumni, and point to a number of areas that can be pursued further in an attempt to improve the relationship between the university and its alumni.
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Passoneau, Sarah, and Michele Christian. "Participant Learning in an Archival Education and Outreach Program to Fraternities and Sororities: An Implementation of Evidence-Based Librarianship and Information Science." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 14, no. 2 (2013): 92–110. http://dx.doi.org/10.5860/rbm.14.2.404.

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What can researchers do when they want to transform a traditional lecture into a collaborative, hands-on learning experience? How can participants learn and become empowered to construct and maintain historical records that reflect their experiences? An archivist can lecture students about basic archival practices and the students can learn a few skills, but hands-on activities for record creation and maintenance that facilitate participants’ learning will create collaborators with basic, but important, archival skills.At Iowa State University (ISU), the University Archivist and the Assessment Librarian partnered to create an educational outreach program with Greek (fraternity and sorority) students and alumni.
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Verharen, Charles Coulter. "AFRICAN UNIVERSITIES’ ETHICAL RESPONSIBILITIES TO THEIR SUPPORTING COMMUNITIES." Phronimon 16, no. 2 (2018): 21–41. http://dx.doi.org/10.25159/2413-3086/3816.

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If universities are supported by the communities in which they are embedded, then solving their communities’ problems must be a critical university ethical goal. The essay’s first part examines philosophy’s roles in directing university research in such disciplines as the natural and social sciences, history, art and mathematics. Of particular interest are the roles that information and communication technology (ICT) might play in the dissemination of research results in universities’ supporting communities. The Pan-African thinker W.E.B. Du Bois believed that virtually all humans are capable of profiting from a university education. ICT must be critical to African universities’ discharge of their ethical responsibilities to their communities. The first part’s conclusion suggests three ways whereby African universities may advance toward Du Bois’s goal. The essay’s second part proposes a curriculum for Fort Hare University in Alice and East London in South Africa’s Eastern Cape Province. As both an urban and rural university, Fort Hare presents a unique opportunity for examining university-community relationships. The essay’s conclusion argues that African universities must play a critical role in constructing African self-knowledge. Critical to university and alumni contributions to re-thinking African identity, will be the inclusion of curricular material specific to the cultures of communities selected for university outreach.
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Kruse, Brenda, Kimberlee Bethany Bonura, Suzanne G. James, and Shelley Potler. "Share Your Voice: Online Community Building During Reaffirmation of Accreditation." Higher Learning Research Communications 3, no. 3 (2013): 40. http://dx.doi.org/10.18870/hlrc.v3i3.114.

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<p>Generic University recently underwent a successful reaffirmation of accreditation process with The Higher Learning Commission of the North Central Association of Colleges and Schools. As part of the 3-year process, a committee, named the Education and Communication working group, was formed to inform and engage with the entire Generic community. This report describes the process and strategies this working group employed to achieve those goals in a distance learning environment.</p> <p>The primary charges of the Education and Communication working group were to (1) educate stakeholders about the Higher Learning Commission (HLC), the importance of accreditation, and their role in the accreditation process; (2) provide consistent and quality communication to ensure stakeholders are appropriately informed about HLC and the self-study process; and (3) create and execute an appropriate and supportive communication and education plan during the HLC self-study process. The Education and Communication working group primarily focused on internal stakeholders, including students, faculty, and staff. Additional outreach specifically addressed associated individuals, such as alumni and field site supervisors. Other institutions may define their constituencies differently but will find that the goals, plans, and strategies described here will help them to achieve involvement by their stakeholders in accreditation processes.</p>
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Sims, Randi J., Meghnaa Tallapragada, Tokea G. Payton, Kara Noonan, Kathy L. Prosser, and Michael J. Childress. "University Experiences of Marine Science Research and Outreach Beyond the Classroom." Integrative and Comparative Biology, May 27, 2021. http://dx.doi.org/10.1093/icb/icab104.

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Synopsis Climate and ocean literacy are two of the most important challenges facing society today. However, many students lack exposure to these topics upon entering college. As a result, these students must rely on learning climate literacy and ocean conservation through experiences outside of those provided in the traditional undergraduate classroom. To fill this gap, we initiated a marine science professional development program to expose undergraduate students to ocean literacy principles and climate change concepts through marine ecology research and educational outreach. This study evaluates the effects of our undergraduate experiential learning for individuals involved in our research team, our educational outreach team, or both. Clemson University alumni that participated in our program were surveyed to determine educational and professional gains in three areas related to: (1) knowledge; (2) careers; and (3) attitudes. Multiple linear and logistic regressions were used to understand the relationships between gains and program type, mentor experience, and duration of program enrollment. In addition, we evaluated demographic covariates including age, ideology, and gender. Our study found that perceived knowledge of marine science and science communication skills increased with positive mentor experience. Alumni that rated their experience with their mentors highly also indicated that the program was important to their careers after graduation. Students who participated in any program for a prolonged period were more likely to indicate that marine science was important to their careers. These students were also more likely to continue their education. Additionally, we saw that a sense of belonging and identity in science, as well as the understanding of climate change threat on the marine environment, all increased with longer program involvement, more than the type of experience (research versus outreach). Overall, we found that both the research and outreach programs offered opportunities for advancements in knowledge, careers, and attitudes. These results provide evidence that experiential learning has the potential to increase student engagement and understanding of climate change and ocean literacy communication as well as a sense of belonging in science-oriented fields.
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Nelson-Hurwitz, Denise C., Michelle Tagorda, Lisa Kehl, and Uday Patil. "What Can You Do With a Bachelor's in Public Health? A Case Study of Graduate Outcomes From the University of Hawai‘i." Frontiers in Public Health 9 (August 9, 2021). http://dx.doi.org/10.3389/fpubh.2021.661629.

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Since the development of a Bachelor of Arts in public health, a common question among prospective students, faculty, and community members has been asked: “What will students do after graduation?” While national data on graduates are abundant, community inquiries sought more detailed profiles of local graduates. To address this need, data on 224 graduates of the Bachelors of Arts in Public Health (BAPH) degree at the University of Hawai‘i at Mānoa were collected through alumni outreach efforts and professional online profile searches. Data were compiled into a summary presentation and program “resume”. Findings indicated roughly 30% of BAPH graduates pursued graduate-level education and 43% were employed within a year of graduation. Employment in local NGOs and healthcare organizations was common, while bureaucratic challenges limited hiring at public agencies. A review of job titles suggested graduates were employed in program coordination or support staffing. Local program profiles, such as this one, complement national employment data. Moreover, these efforts may foster interest among prospective students and support from faculty, administrators, and employers.
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Dissertations / Theses on the topic "University alumni outreach"

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Lump, Mary Catherine. "Reaching Out alumni outreach for the Rueckert-Hartman School for Health Professions /." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/MLumpp2005.pdf.

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Watts, Rebecca L. "An Exploration of Community College Transfer Alumni Perceptions of their Undergraduate Experiences and Subsequent Alumni Affinity." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1380207961.

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Books on the topic "University alumni outreach"

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Meyer, Richard. Alumni Outreach by University Libraries. Assn Research Libraries, 2001.

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Book chapters on the topic "University alumni outreach"

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"Looking Inside." In Using Narratives and Storytelling to Promote Cultural Diversity on College Campuses. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4069-5.ch007.

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Running a college is no easy task. Amid complex diversity issues, political turmoil, and ever-changing student narratives, the campus environment represents a sea of countless challenges. To ensure success in the long run, administration officials must construct well-designed plans that review past events while carefully assessing future possibilities. Such plans should include a sustained and comprehensive focus on diversity awareness, implementation of multicultural education frameworks, and additional initiatives such as mentoring and community outreach programs. Above all, administrations must work closely with all members of the university including staff, faculty, alumni, and students to promote positive outcomes despite the inherent uncertainties that lay ahead.
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Conference papers on the topic "University alumni outreach"

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Bauer, Candice. "Techniques for Teaching Communication Skills to the Millennial Generation." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10192.

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Techniques for teaching communication skills to engineering students of the Millennial Generation are reviewed. A detailed outline of the characteristics of the Millennial Generation are described and compared to the traits of other generations. The Millennial Generation has several distinct characteristics such as developing inclusive relationships, tolerating authority, and leading by collaboration. This contrasts with the characteristics of the Baby Boomers and Generation X (the majority of professors and the students’ parents); however, the characteristics align closely with the Traditionalist Generation (higher administration and the students’ grandparents). Strategies for working among the generations are detailed resulting in the creation of an understanding of how to teach to the Millennial Generation. In order to aid the understanding, lesson plans which focus on creating a learner-centered environment are detailed. The lesson plans include objectives, strategies, content, activities, assessment techniques, and ABET alignment. The topics include team building, effective meetings, a term project, writing skills, and speaking skills. Team building illustrates why and how a team achieves its objectives. Example activities include the development of a team charter. The effective meetings lesson plan details techniques on how to teach students project management skills. Criteria for developing term projects to match the Millennial Generation characteristics are detailed, and an example which also includes K-12 outreach activities is presented. The lesson plan for speaking and writing skills defines grading rubrics for the evaluation and assessment of technical writing and presentations. This work has been in development and implemented for nearly five years in a junior level, multidisciplinary course entitled, Engineering Communications, at the University of Nevada, Reno. The lesson plans are evaluated based on course evaluations, industry interviews, case studies, and an alumni survey.
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