How can you determine your alumni’s affinity for your university? Our process takes a comprehensive look at your alumni’s feelings, perceptions, behaviors and actions, leading to an Affinity Score that can be trended over time or compared between colleges and schools. Check out Dave Florin’s presentation to members of the Council of Alumni Association Executives on how we helped the University of Wisconsin—Madison by viewing the SlideShare below.
Mentoring: A Promising Intervention for Children of PrisonersMentor Michigan
This document discusses mentoring as a promising intervention for children of prisoners. It provides an overview of the issue, including that over 2 million children in the US have an incarcerated parent. Children of prisoners face many risks like poverty and instability. The document explores the developmental impacts of parental incarceration on children and how mentoring can help by providing social support and hope. It offers strategies for mentoring programs to address the needs of this vulnerable population, including special training for mentors on the impacts of incarceration.
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
This document outlines plans to develop a social norms marketing campaign to address problem gambling among college students at the University of Nevada, Reno (UNR). It defines social norms marketing and describes how misperceptions of norms can influence behaviors. A survey of UNR students found they overestimated peers' gambling and underestimated associated problems. The campaign will identify accurate norms, develop messages to correct misperceptions, test messages with focus groups, distribute messages through various campus media, and evaluate impact on norms and behaviors through a follow-up survey. The goal is to decrease risky gambling and problem gambling among students.
1. The document discusses adapting school-based suicide prevention programs to better meet scientific and community needs.
2. It describes evaluating a gatekeeper training program for school staff and adding a peer leadership program called Sources of Strength to address limitations of only training adults.
3. Preliminary research found the peer leadership program increased youth-adult connections and help-seeking norms among peer leaders, along with referrals of suicidal peers to adults, providing a promising approach to complement gatekeeper training.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Mentoring: A Promising Intervention for Children of PrisonersMentor Michigan
This document discusses mentoring as a promising intervention for children of prisoners. It provides an overview of the issue, including that over 2 million children in the US have an incarcerated parent. Children of prisoners face many risks like poverty and instability. The document explores the developmental impacts of parental incarceration on children and how mentoring can help by providing social support and hope. It offers strategies for mentoring programs to address the needs of this vulnerable population, including special training for mentors on the impacts of incarceration.
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
This document outlines plans to develop a social norms marketing campaign to address problem gambling among college students at the University of Nevada, Reno (UNR). It defines social norms marketing and describes how misperceptions of norms can influence behaviors. A survey of UNR students found they overestimated peers' gambling and underestimated associated problems. The campaign will identify accurate norms, develop messages to correct misperceptions, test messages with focus groups, distribute messages through various campus media, and evaluate impact on norms and behaviors through a follow-up survey. The goal is to decrease risky gambling and problem gambling among students.
1. The document discusses adapting school-based suicide prevention programs to better meet scientific and community needs.
2. It describes evaluating a gatekeeper training program for school staff and adding a peer leadership program called Sources of Strength to address limitations of only training adults.
3. Preliminary research found the peer leadership program increased youth-adult connections and help-seeking norms among peer leaders, along with referrals of suicidal peers to adults, providing a promising approach to complement gatekeeper training.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
The document discusses building a regional cradle to college/career system of youth supports using a collective impact approach. It involves cross-sector collaboration to support children from early childhood through college/career. The key elements of collective impact include establishing a common agenda, shared measurement, mutually reinforcing activities, continuous communication, and backbone support. The goal is for children to achieve milestones such as kindergarten readiness, 3rd grade literacy, 8th grade math/English proficiency, high school graduation, and successful college/career launch. United Way of San Diego County provides backbone support. Over 50 partner organizations are involved across sectors like education, health, business, and government. Early wins include establishing a health center, immunization program,
ISPCAN Jamaica 2018 - The Impact of Domestic Violence on Children's Functioni...Christine Wekerle
The Impact of Domestic Violence on Children's Functioning: Care Planning Approaches to Foster Trauma-Informed Care
Shannon Stewart, Yasmin Garad, Natalia Lapshini
The Four Questions You Must Ask to Transform Your Prevention Strategy from Go...Kyle Brown
The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.
Leveraging Campus Policies to Create a Culture of Values and AccountabilityKyle Brown
1) The document discusses leveraging campus policies to create a culture of values and accountability. It examines how effective policies and programming can help address issues like binge drinking and sexual assault.
2) Experts argue that education alone is not enough to change behaviors - enforcement of policies is also needed. Data shows stronger alcohol policies at the state level are associated with reduced youth drinking.
3) When developing policies, schools must balance legal requirements with best practices. Effective policies are comprehensive, evidence-informed, and aligned with institutional missions.
The Process of Programming: Exploring Best Practices for Effective Prevention...Kyle Brown
This document discusses best practices for effective prevention programs. It begins by outlining some of the greatest challenges faced by prevention programs, including lack of resources and student engagement. The document then discusses EverFi's framework for comprehensive prevention, which incorporates programming, policy, critical processes, and institutionalization. It provides guidance on domains to consider for effective programming, such as targeted populations and theoretical underpinnings. Principles of effective prevention include varied teaching methods, sufficient dosage, being theory-driven, and outcome evaluation. The document concludes by discussing insights from the field on effectively implementing specific prevention strategies and supporting the student voice in program design and delivery.
The document provides a performance report for programs funded by the Juvenile Welfare Board of Pinellas County for the 2011-2012 fiscal year. It summarizes funding amounts, program budgets, goals, outcomes, and performance metrics for multiple initiatives focused on school success, violence prevention, mentoring, after-school programs, health clinics, family support services, truancy intervention, and homeless youth shelter. Overall, the reported outcomes meet or exceed benchmarks for improving school performance, behavioral issues, health, and preventing crime. Contact information is provided for more details on the programs and performance results.
This document discusses adverse childhood experiences (ACEs) and state policy responses to ACEs. It provides data on the prevalence of ACEs in South Carolina and discusses how states like Washington, Vermont, and California are addressing ACEs through legislation, funding, and community partnerships. The document advocates for South Carolina to create policies informed by research on brain science and trauma. It also suggests joint resolutions and demonstration projects as starting points and emphasizes increasing awareness, using ACE data, and investing in prevention strategies and resilience research.
The Pathways to Promise strategic plan aims to build a college-going culture in Pittsburgh Public Schools through a multi-pronged approach. Key elements include developing a Promise Contract to track student progress, implementing a student case management system, assessing after-school program providers, and launching a marketing campaign centered around personal promises. The plan outlines strategic priorities, a marketing approach targeting different stakeholders, an implementation timeline, and metrics to measure success.
From the Top Down to the Bottom-Up: Making Campus Wide Safety An Institution ...Kyle Brown
Institutionalizing campus safety as a priority requires a top-down and bottom-up approach. When campus safety is truly institutionalized, it involves commitment from senior leaders, inclusion in strategic plans and mission statements, dedicated resources like staffing and budgets, infrastructure support through websites and facilities, and engagement of the entire campus community through task forces and working groups. Data shows a positive correlation between higher levels of institutionalization and better prevention programming and outcomes for issues like alcohol and sexual assault.
In the latest webinar in the Using What Works series highlighting tools of the Annie E. Casey Foundation’s Evidence2Success framework, experts described the components of a strategic financing plan for programs proven to work for children and families and new financing approaches being adopted around the country.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
The SEPAC and the Director of Pupil Services, Jennifer Toth, M.Ed, worked together to create a presentation detailing the results of the survey. This presentation is meant for the public to both interpret the survey and see the school district’s next steps and response.
The Harvard SEPAC creates a survey annually for families seeking Special Education Services or that currently have an IEP. Here are the results, recommendations, and responses from the school district.
The document discusses using a logic model to help nonprofits develop clear outcome measures for their ministry programs. It provides examples of logic models and outcome chains for recovery, urban youth, and Romanian orphan ministries. Measuring outcomes allows nonprofits to demonstrate their impact and effectiveness to funders who increasingly demand such accountability. The document urges readers to create an action plan to identify appropriate outcomes and develop customized measurement strategies for their own organizations.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Improve Outcomes for Children in Foster Care by Reforming Congregate Care Pay...Public Consulting Group
In child welfare, there is growing emphasis on keeping children at home, and when that isn’t possible, placing them with relatives or in other family-like settings. Secure attachments to consistent caregivers are critical for the healthy development of children and youth, especially for very young children.Congregate care placements are also significantly costlier than traditional foster care or kinship care placements.
Reuben Lindh Family Services and St. Stephen's Human Services provide co-located, integrated services including housing assistance, early childhood development screening and services, parenting education, and addressing childhood trauma. This holistic model aims to increase family stability and decrease the chances that children served will become homeless as adults. Benefits of the integrated services model include increased stability and tailored services for clients, cross-training and collateral knowledge for staff, and increased knowledge across agencies. Moving forward, the organizations will partner only with the best in their fields, focus on communication, and seek community input.
This document provides a progress report and evaluation metrics for the Michigan State University College Advising Corps (MSUCAC) from 2011-2014. It summarizes the growth in schools, advisers, students served, and budget. Student outcome metrics like FAFSA completion, college applications, acceptances, and scholarships earned are presented. The impact of MSUCAC advisers on students and schools is discussed through quotes and examples of programs like College Ambassadors. Goals of increasing the percentage of students in Michigan's K-12 pipeline obtaining a postsecondary degree are addressed. The summary concludes with discussions of strengthening partnerships and championing adviser innovation to maximize MSUCAC's impact.
This document provides a progress report and evaluation metrics for the Michigan State University College Advising Corps (MSUCAC) from 2011-2014. It summarizes the growth in schools, advisers, students served, and budget. Student outcome metrics like FAFSA completion, college applications, acceptances, and scholarships earned are presented. The impact of MSUCAC advisers on students and schools is discussed through quotes and examples of programs like College Ambassadors. Goals of increasing the percentage of students in Michigan's K-12 pipeline obtaining a postsecondary degree are addressed. The summary concludes with discussions of strengthening partnerships and innovation to maximize MSUCAC's impact toward a bolder future.
The document discusses the impact of mentoring on academically at-risk students and their academic outcomes. It summarizes several studies that found mentoring can positively impact students' attitudes, behaviors, and academic performance by improving relationships with teachers and parents and boosting academic self-confidence. However, one large study found no significant impacts of mentoring on academic achievement, engagement, or behavior. The effects of mentoring depend on characteristics of the students, mentors, and program context. The document also provides resources for mentors and an overview of a K-12 journey map for college and career planning.
Reimagining Your Website: What are prospective students looking for and how a...Dave Olsen
Review insights from the 2016 Ruffalo Noel Levitz E-expectations Report and discover tips and tools for implementing these strategies across your websites.
Be the Change 2017 - College Access and Completion PanelKIPP New Jersey
This year's Be the Change Celebration featured our first panel, which focused on the issues of college access and completion. These slides were presented during the panel by moderator Shavar Jeffries of Democrats for Education Reform and our panelists: Richard Barth, CEO of the KIPP Foundation, Ays Necioglu, Vice President at SEO Scholars, and Dr. Daniel Porterfield, President of Franklin and Marshall College.
The document discusses building a regional cradle to college/career system of youth supports using a collective impact approach. It involves cross-sector collaboration to support children from early childhood through college/career. The key elements of collective impact include establishing a common agenda, shared measurement, mutually reinforcing activities, continuous communication, and backbone support. The goal is for children to achieve milestones such as kindergarten readiness, 3rd grade literacy, 8th grade math/English proficiency, high school graduation, and successful college/career launch. United Way of San Diego County provides backbone support. Over 50 partner organizations are involved across sectors like education, health, business, and government. Early wins include establishing a health center, immunization program,
ISPCAN Jamaica 2018 - The Impact of Domestic Violence on Children's Functioni...Christine Wekerle
The Impact of Domestic Violence on Children's Functioning: Care Planning Approaches to Foster Trauma-Informed Care
Shannon Stewart, Yasmin Garad, Natalia Lapshini
The Four Questions You Must Ask to Transform Your Prevention Strategy from Go...Kyle Brown
The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.
Leveraging Campus Policies to Create a Culture of Values and AccountabilityKyle Brown
1) The document discusses leveraging campus policies to create a culture of values and accountability. It examines how effective policies and programming can help address issues like binge drinking and sexual assault.
2) Experts argue that education alone is not enough to change behaviors - enforcement of policies is also needed. Data shows stronger alcohol policies at the state level are associated with reduced youth drinking.
3) When developing policies, schools must balance legal requirements with best practices. Effective policies are comprehensive, evidence-informed, and aligned with institutional missions.
The Process of Programming: Exploring Best Practices for Effective Prevention...Kyle Brown
This document discusses best practices for effective prevention programs. It begins by outlining some of the greatest challenges faced by prevention programs, including lack of resources and student engagement. The document then discusses EverFi's framework for comprehensive prevention, which incorporates programming, policy, critical processes, and institutionalization. It provides guidance on domains to consider for effective programming, such as targeted populations and theoretical underpinnings. Principles of effective prevention include varied teaching methods, sufficient dosage, being theory-driven, and outcome evaluation. The document concludes by discussing insights from the field on effectively implementing specific prevention strategies and supporting the student voice in program design and delivery.
The document provides a performance report for programs funded by the Juvenile Welfare Board of Pinellas County for the 2011-2012 fiscal year. It summarizes funding amounts, program budgets, goals, outcomes, and performance metrics for multiple initiatives focused on school success, violence prevention, mentoring, after-school programs, health clinics, family support services, truancy intervention, and homeless youth shelter. Overall, the reported outcomes meet or exceed benchmarks for improving school performance, behavioral issues, health, and preventing crime. Contact information is provided for more details on the programs and performance results.
This document discusses adverse childhood experiences (ACEs) and state policy responses to ACEs. It provides data on the prevalence of ACEs in South Carolina and discusses how states like Washington, Vermont, and California are addressing ACEs through legislation, funding, and community partnerships. The document advocates for South Carolina to create policies informed by research on brain science and trauma. It also suggests joint resolutions and demonstration projects as starting points and emphasizes increasing awareness, using ACE data, and investing in prevention strategies and resilience research.
The Pathways to Promise strategic plan aims to build a college-going culture in Pittsburgh Public Schools through a multi-pronged approach. Key elements include developing a Promise Contract to track student progress, implementing a student case management system, assessing after-school program providers, and launching a marketing campaign centered around personal promises. The plan outlines strategic priorities, a marketing approach targeting different stakeholders, an implementation timeline, and metrics to measure success.
From the Top Down to the Bottom-Up: Making Campus Wide Safety An Institution ...Kyle Brown
Institutionalizing campus safety as a priority requires a top-down and bottom-up approach. When campus safety is truly institutionalized, it involves commitment from senior leaders, inclusion in strategic plans and mission statements, dedicated resources like staffing and budgets, infrastructure support through websites and facilities, and engagement of the entire campus community through task forces and working groups. Data shows a positive correlation between higher levels of institutionalization and better prevention programming and outcomes for issues like alcohol and sexual assault.
In the latest webinar in the Using What Works series highlighting tools of the Annie E. Casey Foundation’s Evidence2Success framework, experts described the components of a strategic financing plan for programs proven to work for children and families and new financing approaches being adopted around the country.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
The SEPAC and the Director of Pupil Services, Jennifer Toth, M.Ed, worked together to create a presentation detailing the results of the survey. This presentation is meant for the public to both interpret the survey and see the school district’s next steps and response.
The Harvard SEPAC creates a survey annually for families seeking Special Education Services or that currently have an IEP. Here are the results, recommendations, and responses from the school district.
The document discusses using a logic model to help nonprofits develop clear outcome measures for their ministry programs. It provides examples of logic models and outcome chains for recovery, urban youth, and Romanian orphan ministries. Measuring outcomes allows nonprofits to demonstrate their impact and effectiveness to funders who increasingly demand such accountability. The document urges readers to create an action plan to identify appropriate outcomes and develop customized measurement strategies for their own organizations.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Improve Outcomes for Children in Foster Care by Reforming Congregate Care Pay...Public Consulting Group
In child welfare, there is growing emphasis on keeping children at home, and when that isn’t possible, placing them with relatives or in other family-like settings. Secure attachments to consistent caregivers are critical for the healthy development of children and youth, especially for very young children.Congregate care placements are also significantly costlier than traditional foster care or kinship care placements.
Reuben Lindh Family Services and St. Stephen's Human Services provide co-located, integrated services including housing assistance, early childhood development screening and services, parenting education, and addressing childhood trauma. This holistic model aims to increase family stability and decrease the chances that children served will become homeless as adults. Benefits of the integrated services model include increased stability and tailored services for clients, cross-training and collateral knowledge for staff, and increased knowledge across agencies. Moving forward, the organizations will partner only with the best in their fields, focus on communication, and seek community input.
This document provides a progress report and evaluation metrics for the Michigan State University College Advising Corps (MSUCAC) from 2011-2014. It summarizes the growth in schools, advisers, students served, and budget. Student outcome metrics like FAFSA completion, college applications, acceptances, and scholarships earned are presented. The impact of MSUCAC advisers on students and schools is discussed through quotes and examples of programs like College Ambassadors. Goals of increasing the percentage of students in Michigan's K-12 pipeline obtaining a postsecondary degree are addressed. The summary concludes with discussions of strengthening partnerships and championing adviser innovation to maximize MSUCAC's impact.
This document provides a progress report and evaluation metrics for the Michigan State University College Advising Corps (MSUCAC) from 2011-2014. It summarizes the growth in schools, advisers, students served, and budget. Student outcome metrics like FAFSA completion, college applications, acceptances, and scholarships earned are presented. The impact of MSUCAC advisers on students and schools is discussed through quotes and examples of programs like College Ambassadors. Goals of increasing the percentage of students in Michigan's K-12 pipeline obtaining a postsecondary degree are addressed. The summary concludes with discussions of strengthening partnerships and innovation to maximize MSUCAC's impact toward a bolder future.
The document discusses the impact of mentoring on academically at-risk students and their academic outcomes. It summarizes several studies that found mentoring can positively impact students' attitudes, behaviors, and academic performance by improving relationships with teachers and parents and boosting academic self-confidence. However, one large study found no significant impacts of mentoring on academic achievement, engagement, or behavior. The effects of mentoring depend on characteristics of the students, mentors, and program context. The document also provides resources for mentors and an overview of a K-12 journey map for college and career planning.
Reimagining Your Website: What are prospective students looking for and how a...Dave Olsen
Review insights from the 2016 Ruffalo Noel Levitz E-expectations Report and discover tips and tools for implementing these strategies across your websites.
Be the Change 2017 - College Access and Completion PanelKIPP New Jersey
This year's Be the Change Celebration featured our first panel, which focused on the issues of college access and completion. These slides were presented during the panel by moderator Shavar Jeffries of Democrats for Education Reform and our panelists: Richard Barth, CEO of the KIPP Foundation, Ays Necioglu, Vice President at SEO Scholars, and Dr. Daniel Porterfield, President of Franklin and Marshall College.
The Student Room The Secrets to Successfully Converting Students Report 2015The Student Room Group
Universities are allocating more time and money to marketing open days, engaging
with students on social media, improving their prospectuses and developing their
websites in order to attract applications from students. Those applications are now in,
students have made their five choices, and are now tying down which of these will be
their firm and insurance options. But what are the factors that influence this decision?
How should marketers focus their efforts at this crucial time to swing the decision in
their favour?
This study analyzed data on 25,922 students at Kennesaw State University to examine the relationship between student age and GPA. A segmented regression found that for students ages 17-25.5, age correlated negatively with GPA, but for ages 25.5-61, age correlated positively with GPA. Further analysis showed that while non-traditional students performed better on average than traditional students, many lost eligibility for HOPE scholarships after 7 years out of high school, despite being high-performing students in need of financial assistance. The findings suggest the HOPE scholarship criteria should be re-evaluated to reinstate eligibility for non-traditional students.
This document discusses findings from a survey of 1,300 prospective graduate students conducted by Chegg in 2014. Some key findings include:
- Most students (66%) start researching graduate schools by their junior year of undergrad.
- Finances are the top influencing factor for students when deciding where to apply, far outweighing other considerations like program reputation.
- Students primarily use online search engines rather than graduate fairs to research schools.
- Social media has limited influence on where students apply or attend.
The document recommends ways for graduate programs to partner with Chegg to increase awareness, engage students during the research process, and ultimately drive more applications through targeted digital outreach and content.
The document outlines Ohio Governor John Kasich's Community Connectors program, which aims to strengthen communities and encourage mentoring through bringing together students, families, schools and local organizations. It provides details on funding amounts, eligibility requirements, and examples of partnership structures and responsibilities. The goal is to improve outcomes for youth through developing character, career skills and hope for the future.
How To Take The Stress Out Of Planning and Paying for College7704
- The document discusses the impact of rising college costs and student debt on students and graduates, noting that total student loan borrowing has more than doubled in the past decade and many students take longer than 4 years to graduate, increasing their debt.
- It provides strategies for students to minimize debt, including applying only to affordable colleges, taking AP classes, attending community college for two years before transferring, seeking scholarships, and working while in school.
- The key message is that planning early and making informed choices about colleges and majors can help students avoid heavy debt and "borrowing from their future."
Affectionate bond between nsu and its studentsProtul Mahbub
The document presents the results of a study on the relationship between students of North South University (NSU) and the university. It finds that:
1) Students develop affectionate bonds with NSU through long-term study, caregiving relationships with teachers, and friendships.
2) However, these bonds do not influence students' choices of institutions for higher education, which are based more on attributes like ranking, education quality, and tuition fees.
3) While NSU has a strong undergraduate education, students perceive its postgraduate programs and high fees as limitations, leading most to prefer universities abroad or in Bangladesh that offer better value.
This document summarizes research on various social factors that influence student academic success. It reports on a survey of 106 college students that found cultural stereotypes may negatively impact minority student performance, with Caucasian students more likely to have a GPA over 3.5. It also found that students with loans reported their financial status as more influential on grades and had slightly lower GPAs. Further, students with more involved parents or alloparents in their education tended to have higher GPAs. The document concludes that social factors likely influence academic success but the study results were inconclusive due to limitations.
The document proposes strategies to increase attendance and engagement with the Grand Valley State University Women's Basketball team. It identifies key target markets such as freshmen, local families, and alumni and outlines tactics for each. Tactics include a junior pro program, 3v3 tournament, and summer camps for youth, as well as creating a "Laker Nation" student group and holding rallies in dorms for freshmen. The goal is to move target audiences along an "escalator" from non-users to heavy users and create a loyal fan base through community outreach and promotional incentives. Budgets and metrics for evaluating success are also discussed.
The document summarizes the results of a student insight survey conducted by the Kelley School to better understand how to engage and connect with students. The survey found that students value relationships and internship experiences the most. It also found that feelings of connection to the Kelley community fluctuate depending on grade level and involvement. The recommendations include providing holistic mentorship, tailored marketing, improved relationships with international students, and engaging alumni to enhance professional growth opportunities for students.
advising in undergraduates for a better education reportNedda Sarshar
The document summarizes a report by Undergraduates for a Better Education (UBE) analyzing advising practices at Syracuse University. UBE conducted a student survey in 2013 that showed evidence of advising problems, with responses indicating advising was particularly poor in the College of Arts and Sciences. The report uses the survey data to examine advising satisfaction between colleges at Syracuse and compare Syracuse's practices to those of peer universities. It finds that over 63% of responses from College of Arts and Sciences students were negative about advising. The report recommends Syracuse implement a professional advising model like most peer institutions, which assign students to professional advisors as the primary advising resource.
This document provides information about Big Brothers Big Sisters of Racine and Kenosha Counties. It outlines the agency's mission to provide mentoring services to children in need. The agency was founded in 1960 and has since expanded its programs. It currently serves over 200 children annually through community-based, school-based, and faith-based mentoring programs. The agency is seeking to recruit additional mentors and fundraising support to match all children on its waiting list within 100 days and implement a new school-based mentoring pilot program. Expected outcomes of the mentoring programs include improved academic performance, social skills, and decreased risky behaviors among participating youth.
NSI 2014: The “Why” of Strengths and the “How” of HopeNaviance
In this Gallup keynote address presented by Brandon Busteed, learn how students chase academic success, a good job, and a great life by doing what they do best and by being hopeful throughout the process.
Does Borrowing for College Make Sense-FINAL-03-08-16Barbara O'Neill
This document summarizes a research study on whether borrowing for college makes sense. It begins by outlining current trends in student loan use and debt in the U.S. It then discusses two schools of thought on the topic - rational/prescriptive theories like human capital theory and descriptive theories like signal theory. The document outlines several surveys and studies conducted by the authors, including an online experimental study and virtual focus groups. It concludes by discussing the impacts of student loan debt on enrollment decisions, careers, personal finances, wealth accumulation, and society.
Similar to Strengthening The Link Between Affinity and Behavior (20)
"Financial Odyssey: Navigating Past Performance Through Diverse Analytical Lens"sameer shah
Embark on a captivating financial journey with 'Financial Odyssey,' our hackathon project. Delve deep into the past performance of two companies as we employ an array of financial statement analysis techniques. From ratio analysis to trend analysis, uncover insights crucial for informed decision-making in the dynamic world of finance."
Open Source Contributions to Postgres: The Basics POSETTE 2024ElizabethGarrettChri
Postgres is the most advanced open-source database in the world and it's supported by a community, not a single company. So how does this work? How does code actually get into Postgres? I recently had a patch submitted and committed and I want to share what I learned in that process. I’ll give you an overview of Postgres versions and how the underlying project codebase functions. I’ll also show you the process for submitting a patch and getting that tested and committed.
2. Are You a Friend-raiser
or a Fund-raiser?
The Link Between Affinity & Behavior
3. The Link Between Affinity & Behavior
“Fund-raiser” doesn’t
happen in a vacuum.
It’s a “yes, and”
game today.
4. ToParaphraseSusanFeagin
The Link Between Affinity & Behavior
If your goal of alumni
relations is to raise money,
you will likely fail. But, if
you have an authentic
alumni relations mission,
you will raise money.
6. But…we have
to do more to
prove the linkage
between affinity
and behavior
The Link Between Affinity & Behavior
7. Built a measurement of affinity
Created better alignment around…
What drives affinity at our university
What leads to engagement
All of which will guide future action planning to increase affinity over time
What experiential and communication levers we can and should pull
What areas are we under or overdeveloped in?
Foster best practices across campus community
Now that we established a baseline we can measure our performance
against that score going forward
WhatWe’veAccomplished
The Link Between Affinity & Behavior
10. ThreePartsofAffinity&Engagement
The Link Between Affinity & Behavior
AFFINITY
Awareness&Feelings
ENGAGEMENT
Actions&Behaviors
MEASUREMENT
Effectiveness&Impact
Much of WFAA’s work is in
the Alumni engagement: “Do
Something” part of our
model – metrics are tracked,
different business analyses
occur – but did the
magazine, volunteer
opportunity, gift-giving
experience impact our
alumni as we intended?
INFORMED
PROUD
CONNECTED
MOTIVATED
SATISFIED
11. ThreePartsofAffinity&Engagement
The Link Between Affinity & Behavior
AFFINITY
Awareness&Feelings
ENGAGEMENT
Actions&Behaviors
MEASUREMENT
Effectiveness&Impact
Having some degree of
affinity, these are the
different ways and means
that alumni “do something”
with or for the UW or with or
for fellow alumni or current
students
INTERACT
PARTICIPATE
VOLUNTEER
JOIN
GIVE
13. Methodology
Discovery session
A quantitative online survey to a third of the UW alumni list
6,530 UW alumni complete; 9.3% completion rate
This wave is intended to provide a baseline read on affinity, attitudes
and behaviors
To be repeated with the remaining two-thirds of the alumni list in 2016
and then every other year
The Link Between Affinity & Behavior
14. A Sampling of Data:
Ratings of UW
The Link Between Affinity & Behavior
15. RatingsofUW(agreeorneutral)
Those who don’t agree with an attribute are not necessarily negative
toward UW; most are undecided
The Link Between Affinity & Behavior
63%
61%
59%
55%
50%
50%
46%
45%
38%
36%
32%
25%
16%
32%
35%
33%
36%
40%
38%
42%
39%
45%
42%
39%
37%
38%
6%
4%
7%
8%
9%
11%
10%
14%
14%
18%
26%
32%
32%
Is a leader in research
Has strong academics
Has a strong athletic program
Provides an excellent student experience
Has a world-class faculty
Has global reach and impact
Attracts top students from Wisconsin and beyond
Serves the needs of the state of Wisconsin
Prepares students to successfully enter workforce
Is inclusive and accepting of cultural diversity
Requires private support to maintain its excellence
Is fiscally responsible
Is affordable
% Strongly Agree % Somewhat Agree % Neither Agree/Disagree
Q16) Please look at the following statements. To what extent, if at all, do you agree with each of these statements about UW–Madison?
17. DefininganAffinityMeasure
Based on feelings or attitudes
With an intuitive link to behavior
Multidimensional (not based solely on one question)
Has depth or intensity that can be increased
Not driven by demographics (such as age, degree, geography)
The Link Between Affinity & Behavior
18. LikelytoRecommend–“Promoters”
69% of respondents were “promoters”
Being a promoter is correlated with a willingness to choose UW again, a
belief that UW provides excellent student experiences and a love for UW
The Link Between Affinity & Behavior
Q22) How likely would you be to recommend UW to a high school junior or senior considering colleges? Please answer using a scale of
0 to 10, where a 0 means not at all likely and a 10 means extremely likely. Promoter = 9 or 10, Neutral = 7 or 8 and Detractor = 0 to 6.
Net Promoter = 60 = Promoters - Detractors
Promoter
69%
Detractor 9%
.
Would go to UW again if could
do it all over
Thinks about their own student
experience as great
Proud to be associated with UW
Provides an excellent student
experience
Has strong academics
Prepares students to successfully
enter workforce
Love or like UW
Feel connected to the UW
Attribute much of success to UW
Neutral 22%
19. LikelytoDonateinNext12Months
42% of respondents said they will likely make a donation to the UW in
the next 12 months
This is bringing in a new dimension on affinity—only 46% of promoters
say they are likely to donate
Being likely to donate is correlated with past giving, familiarity with
Foundation and feeling they have a relationship with UW
The Link Between Affinity & Behavior
Definitely
Will: 26%
Probably
Will: 15%
May or May
Not: 21%
Probably Will
Not: 23%
Definitely Will
Not: 13%
-----42%-----
LikelyDonor
Past donor
Motivated to give
UW Foundation familiarity WAA familiarity
Have an existing relationship
with UW
Feel connected to UW
Feel informed about UW
Q25) How likely are you to make a donation to the UW
or a UW-related organization in the next 12 months?
20. AdvocatingfororChampioningUW
The Link Between Affinity & Behavior
53% of respondents said they had advocated for or championed UW three
or more times in the past three years
Advocating is correlated with the extent to which someone has engaged
with students, helped or been helped by alumni, worn Badger apparel and
feels connected to UW
More than 10
Times: 23%
6-10 Times: 12%
3-5 Times:
17%
1-2 Times:
18%
None: 31%
--------53%---------
Advocate
Engaged with current or
potential students
Helped or been helped by
another alumnus/alumna
Volunteered on behalf of UW
I feel connected to my fellow
alums
Wore UW or Badger branded
apparel
Watched a Badger game on
TV
Seen or read UW sports
stories past 12 months
Feel connected to UW
Have an existing relationship
with UW
Feel informed about UW
Q15) In the past 3 years, how many times have you done each of the following? (If you graduated
less than 3 years ago, please tell us the number of times you’ve done each since graduating.)
21. AffinityScore
Weighted score based on three questions: promoter, likely to
donate and advocate or champion
50% Promoter
30% Likely to donate
20% Advocated/Championed
Distribution of scores in this study:
21% in the top quartile, with scores from 85 to 100
26% in the second quartile, with scores from 70 to 84
29% in the third quartile, with scores from 50 to 69
24% in the bottom quartile, with scores from 0 to 49
The Link Between Affinity & Behavior
22. ComponentsofAffinityScore
Likely to recommend
Promoter
69%
Neutral 22%
Definitely
Will: 26%
Probably
Will: 15%
May or May
Not: 21%
Probably Will
Not: 23%
Definitely Will
Not: 13%
-----42%-----
30% weight
More than 10
Times: 23%
6-10 Times:
12%
3-5 Times:
17%
1-2 Times:
18%
None: 31%
--------53%---------
Frequency of
Advocating for or
Championing UW
50% weight 20% weight
Likely to Donate
Detractor 9%
The Link Between Affinity & Behavior
23. UW’sMeanAffinityScore
All Alumni
61.1
(n= 6,530)
The Link Between Affinity & Behavior
Notable Differences by WAA Membership Status
• More likely to say they had a good or great student experience
• More likely to attribute their success to UW
• Lapsed members are more likely than current members to have paid for their
education with student loans
Current WAA
Members
71.3
Past WAA
Members
62.1
Aware
Nonmembers
58.3
Aware or Not
Sure
56.5
(n=2,131) (n=982) (n=1,476) (n=821)
Unaware
47.6
(n=1,120)
24. OK, we have an affinity
score, but what is
driving that affinity?
The Link Between Affinity & Behavior
25. Multidimensional
Affinity
Measures
Promoter
- Like or Love
- Would choose again
- Has strong academics
- Proud to be associated with
- Attribute much of my success
- Provides an excellent experience
Likely Donor
-Have an existing relationship
- Familiar with UW Foundation
- Familiar with WAA
- Motivated to give
- Given in the past
Advocate or
Champion
- Engaged with current or
future students
- Helped or been helped by
another alum
- Volunteer on behalf of UW
- Watched a Badger game on
TV
Feel informed
about UW
The Link Between Affinity & Behavior
Feel
connected
to UW
26. Multidimensional
Affinity
Measures
Promoter
- Like or Love
- Would choose again
- Has strong academics
- Proud to be associated with
- Attribute much of my success
- Provides an excellent experience
Likely Donor
-Have an existing relationship
- Familiar with UW Foundation
- Familiar with WAA
- Motivated to give
- Given in the past
Advocate or
Champion
- Engaged with current or
future students
- Helped or been helped by
another alum
- Volunteer on behalf of UW
- Watched a Badger game on
TV
Feel informed
about UW
The Link Between Affinity & Behavior
Feel
connected
to UW
Feeling connected
with and informed
about UW is
foundational
27. Affinity–CommunicationsEngagement
The Link Between Affinity & Behavior
0%
20%
40%
60%
80%
100%
Top
Quartile
2nd
Quartile
3rd
Quartile
Bottom
Quartile
Key Name Slope*
On Wisconsin Magazine 7.1%
School, college, or
department mailings/emails
6.7%
Badger Insider magazine 8.0%
Athletics mailings or email 10.5%
WAA mailings 11.4%
WAA emails 10.9%
Badger Voice e-newsletter 5.5%
Reading mailings and emails from WAA and athletics is also correlated
with increased affinity
* Slope shows the percentage change in score for each quadrant increase in affinity
28. Affinity–UWStatements
The Link Between Affinity & Behavior
0%
20%
40%
60%
80%
100%
Top
Quartile
2nd
Quartile
3rd
Quartile
Bottom
Quartile
Key Name Slope*
Proud to be associated 5.7%
Feel connected to UW 15.3%
Feel informed about UW 12.8%
Have existing relationship 15.9%
Feel connected to alumni 12.3%
Feeling connected (to UW and other alumni), feeling informed and feeling
they have an existing relationship with UW are closely related to affinity
* Slope shows the percentage change in score for each quadrant increase in affinity
29. SampleFindings&Implications
There is value in communicating what is happening on campus to keep
alumni feeling informed and connected with UW
Develop a content plan for 2016
Highlight the excellent student experience at UW (promoter)
Believing in the student experience is associated with recommending UW
Increase opportunities for alumni to engage with current students and
help or be helped by other alumni (advocate)
Convey UW affordability, fiscal responsibility and the need for private
support (donor)
Alumni are least likely to believe these statements are true and that disbelief has a dampening
effect on likely donations
The Link Between Affinity & Behavior
33. UWCommunicationsAwareness
85%
72%
62%
55%
32%
29%
25%
14%
5%
4%
1%
On Wisconsin Magazine
Wisconsin Alumni Association emails
School/College/Dept. mailings or email
Wisconsin Alumni Association mailings
Badger Voice e-newsletter
Badger Insider magazine
UW Athletics mailings or email
UW TV advertising
UW radio advertising
Other
None
The Link Between Affinity & Behavior
% Reading Some
or All
66%
45%
62%
48%
37%
63%
62%
Q1) To start, we’d like to know which communications from the UW, if any, you have seen or received in the past 6 months.
Q2) For each of the publications or emails you received in the past 6 months, which of the following statements best describes to what extent
you read each communication?
34. Key Name Slope*
On Wisconsin Magazine 4.0%
WAA emails 5.5%
School, college, or
department mailings/emails
6.9%
WAA mailings 9.9%
Badger Voice e-newsletter 6.1%
Badger Insider magazine 10.1%
Athletics mailings or email 9.3%
Affinity–CommunicationsAwareness
The Link Between Affinity & Behavior
0%
20%
40%
60%
80%
100%
Top
Quartile
2nd
Quartile
3rd
Quartile
Bottom
Quartile
Being aware of Badger Insider, other WAA mailings and athletics
communications are most strongly associated with increased affinity
* Slope shows the percentage change in score
for each quadrant increase in affinity
35. Affinity–WAAStatements
The Link Between Affinity & Behavior
0%
20%
40%
60%
80%
100%
Top
Quartile
2nd
Quartile
3rd
Quartile
Bottom
Quartile
Key Name Slope*
Keeps you informed 10.0%
Keeps you connected 8.0%
Helps maintain relationship 12.4%
Helps you feel proud 12.7%
Helps feel motivated to give 13.6%
Keeps connected to alumni 10.1%
Helps motivate to volunteer 7.6%
Among those who are familiar with WAA**, WAA helps sustain their
affinity by keeping them informed and connected and by inspiring feelings
of pride and motivation to give
* Slope shows the percentage change in score
for each quadrant increase in affinity
** N= 5,466 (or 84%) were very
or somewhat familiar with WAA
37. Other Notable Differences by Geography
• WAA membership lower among those living in Wisconsin versus
elsewhere in the US
• Those living internationally are less aware of and less likely to
read communications, with the exception of WAA emails
WI
62.1
Bordering
64.2
Other US
59.8
Int’l
52.2
(n=2,531) (n=1,010
)
(n=2,760
)
(n=229)
The Link Between Affinity & Behavior
Geography
38. White
62.1
Nonwhite
58.0
(n=5,684) (n=372)
Other Notable Differences among Nonwhites
• More likely funded with grants or merit scholarships
• Less aware of all communication vehicles
The Link Between Affinity & Behavior
Race & Ethnicity
39. Other Notable Differences for International Students
• More likely to have advanced degree
o 56% have a Master’s and 33% have a Doctorate (vs. 24% and
12%)
• Less likely to have funded education with loan, scholarship or grant
o 5% vs. 40% with non-international students
Non-
International
61.4
International
53.3
(n=243)(n=6,287)
The Link Between Affinity & Behavior
International Students
40. The Link Between Affinity & Behavior
Ag & Life
Sciences
60.4
Business
66.1
Education
63.5
Engineering
61.1
Human
Ecology
62.3
Law
58.1
(n=635) (n=622) (n=747) (n=701) (n=199) (n=257)
MeanAffinityScore
Med/Public
Health
61.8
Nursing
63.4
Pharmacy
62.2
Environmental
Studies
57.9
Veterinary
Medicine
55.3
(n=267) (n=187) (n=119) (n=75) (n=50)
Letters &
Sciences
60.9
(n=3,064)
Thick green box indicates significantly higher
than at least two others at 90% confidence level
41. RatingsofWAA(%Top2-Boxon5-pointScale)
The Link Between Affinity & Behavior
Current
Members
(n=2,131)
Past
Members
(n=982)
Aware
Nonmembers
(n=1,476)
Aware Not
Sure
(n=821)
WAA helps you maintain a relationship with the UW 78% 57% 44% 46%
WAA keeps you informed about the UW 83% 66% 53% 55%
WAA helps you feel proud to be associated with the UW 78% 56% 43% 48%
WAA keeps you feeling connected to the UW 80% 61% 49% 51%
WAA keeps you connected to your fellow alumni 47% 36% 31% 27%
WAA helps you to feel motivated to volunteer on behalf of UW 27% 17% 14% 13%
WAA helps you to feel motivated to give to the UW 46% 24% 19% 18%
Green shading indicates significant difference at 90%
confidence level from at least 2 other columns
Current
Members
(n=2,131)
Past
Members
(n=982)
Aware
Nonmembers
(n=1,476)
Aware Not
Sure
(n=821)
Unaware
(n=1,120)
I have an existing relationship with the UW 69% 49% 49% 45% 30%
I feel informed about the UW 81% 68% 69% 61% 40%
I am proud to be associated with the UW 97% 94% 94% 93% 87%
I feel connected to the UW 84% 69% 72% 68% 48%
I feel connected to my fellow alumni 48% 39% 39% 36% 21%
I feel motivated to volunteer on behalf of the UW 33% 23% 23% 21% 13%
I feel motivated to give to the UW 62% 40% 31% 32% 23%
42. The Link Between Affinity & Behavior
Behaviors(%doingatleastonceinpast3years)
Current
Members
(n=2,131)
Past
Members
(n=982)
Aware
Nonmembers
(n=1,476)
Aware Not
Sure
(n=821)
Unaware
(n=1,120)
Made a past donation (ever) 83% 79% 54% 51% 45%
Engaged with current or potential students about the UW 62% 59% 63% 57% 47%
Likely to donate in the coming year 63% 41% 32% 30% 24%
Volunteered on behalf of the UW 21% 14% 14% 10% 7%
Watched a Badger game on TV 94% 93% 90% 84% 80%
Helped or been helped by another alumnus/a 44% 39% 41% 38% 29%
Advocated for or championed the UW 76% 72% 70% 69% 55%
Wore UW- or Badger-branded apparel 90% 87% 85% 78% 71%
Engaged with local alumni chapter 37% 27% 18% 19% 10%
Likelihood to recommend UW to high school Jr. or Sr. 78% 71% 68% 67% 54%
Green shading indicates significant difference at 90%
confidence level from at least 2 other columns
Current
Members
(n=2,131)
Past
Members
(n=982)
Aware
Nonmembers
(n=1,476)
Aware Not
Sure
(n=821)
Unaware
(n=1,120)
Age 60+ 50-59 Under 40 30-39 No skew
Gender Male No skew Female Female Female
Income $100K+ $100K+ $50K+ No skew $50K+
Race (% white) 92% 91% 90% 89% 86%
Demographics
43. SampleFindings&Implications
“U-shaped” hypothesis (high affinity behavior post-graduation, trails off during family years
30s/40s, then picks up again in 50s) is present in a few areas:
WAA membership (higher for <30, dips in 30s, climbs steadily from there)
Feel informed about UW (higher for <30, dips in 30s/40s, higher again at 50+)
Engaged with current or potential students (peaks at <30, dips in 30s/40s, higher in 50s)
Watched a Badger game on TV (peaks at <30, dips in 30s/40s, higher in 50s)
Overall affinity score (higher for <30, dips in 30s/40s, higher again in 50s)
Those who are primarily connected through their academic
department feel less of a connection to UW
Scored lower on most attitude, behavior and UW attribute ratings
Less motivated to give
Less likely to have had a positive student experience, less likely to “like/love” the UW
today
The exception to this is doctoral students, who while primarily connected through
their academic department, also had higher attribute, attitude and behavior ratings
The Link Between Affinity & Behavior