Relevant bibliographies by topics / Middlebury College – Alumni and alumnae

Academic literature on the topic 'Middlebury College – Alumni and alumnae'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Dissertations / Theses on the topic "Middlebury College – Alumni and alumnae"

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Fong, Wai-shan Vanessa, and 方蔚珊. "Uncommon women, uncommon choices: Mount Holyoke College alumnae in Hong Kong and their choices, experiencesand outcomes of attending a women's college." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178192.

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Perhaps in the majority of higher education institutions, women’s issues no longer register as being a significant and important area of research. Perhaps the value of a women’s college is the culture of these institutions where women’s voices matter, where resources are focused on women and where issues related to women are always a part of the agenda. This in itself makes women’s colleges a fascinating topic of study. The aim of the study was to understand why Mount Holyoke College alumnae based in Hong Kong chose to attend Mount Holyoke, their experiences while at Mount Holyoke and how it has affected them in terms of further education and their careers. My research had several sub-themes and the literature reviewed was also in separate categories. I looked at the history of women’s colleges in the United States, as well as the changing patterns of enrollment and recent history of women’s colleges in the United States. Women’s colleges comprise a very small number of institutions in the United States and as many are liberal arts colleges, can be seen as a sub-group of liberal arts colleges. I therefore reviewed literature on liberal arts colleges as well to situate that in the broader picture of higher education in the United States. I could not neglect looking at women’s colleges around the world, as they are crucial in understanding the role women’s colleges in the United States have played. By framing my research using ‘centers’ and ‘peripheries’, I sought to explore some of the contributions that women’s colleges in the United States have played, whether as the ‘center’ or the ‘periphery’ institutions.
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Treese, Donn. "Cross-cultural program evaluation of Nepali architecture course through qualitative research of alumni." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/785.

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Blackstone, Warren J. (Warren Jay). "A Comparative Analysis of College Academic Achievement between Graduates of Public and Private High Schools: a Study of the Freshman GPA." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278419/.

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This study reviewed the literature on the struggle for equal educational opportunity of the 1960s and 1970s, the reform movement of the 1990s, the public/private school debate of the 1980s and 1990s, the issue of school choice in the 1990s, and a brief history of private schools. The literature revealed that since the Supreme court's ruling, in 1954, on the unconstitutionality of separate-but-equal public schools and decisions on the separation of church and state, during the 1960s and 1970s, the number of and enrollment in private and parochial schools have grown steadily. This study was conducted on a sample of 14,242 students attending 17 colleges (15 private colleges and 2 public universities) to determine if there was a difference in their academic performance (GPA) at the end of their freshman year. The independent variables of the study were the size of the student's secondary school graduating class, the religious affiliation of the secondary school, the gender enrollment pattern of the secondary school, and the residential pattern of the secondary school. In addition, using the student's SAT score, an analysis was conducted to determine whether or not the student's first-year college GPA exceeded their GPA predicted by the SAT.
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Grunig, Stephen Douglas. "A model of donor behavior for law school alumni." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186529.

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Past higher education fund-raising studies examining alumni giving across several institutions have had two main limitations. First, the multitude of independent variables used in these studies has made it difficult to determine whether past studies have discovered many different factors that influence levels of alumni gift revenue, or whether they have discovered a few common factors that have been represented by different sets of variables in each study. Second, past studies have failed to adequately describe causal mechanisms through which variables significantly related to gift revenue influence levels of gift revenue. The current study addresses the aforementioned limitations in creating an aggregate model of donor behavior for law school alumni. The study examines alumni giving at 41 ABA-approved law schools. The results indicate that four basic factors account for most (87 percent) of the variance in amounts of alumni annual fund revenue among different law schools. The four factors, listed in order of importance and shown with the variables that load highly on each factor, are the following: Factor l--"Institutional Quality" (variables are average LSAT scores of accepted law students; reputation of law school among professors at other law schools; reputation of law school's graduates among judges and practicing lawyers; average starting salaries of new graduates of the law school; total number of volumes in law library; number of volumes in law library divided by FTE enrollment;). Factor 2--"Institutional Size" (variables are: FTE law school enrollment; number of living law school alumni; number of FTE law faculty; total number of law school advancement staff people). Factor 3--"Relative Advancement Effort" (variables are: number of law school advancement staff people divided by number of living law school alumni; number of law school reunion classes solicited for special gifts each year). Factor 4--"Institutional Age" (variables are: age of law school; age of law school's parent institution). Differences between the factor structures for public and private law schools are examined. The study suggests possible causal mechanisms through which these four factors influence the amount of alumni gift revenue raised by each law school.
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Sullivan, Katherine. "Undergraduate Student Satisfaction with the Sociology Program at Portland State University." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5104.

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An examination of sociology student satisfaction levels is performed and an attempt is made to explain variations in degree program satisfaction. A comparison is made between current student and alumni regarding the coursework and experiences they feel should be offered in the undergraduate degree program in sociology at Portland State University (PSU). The study population consists of all PSU students who have obtained an undergraduate degree in sociology since the program's inception and all students currently attending PSU and majoring in sociology. The typical respondent is female (the ratio of females to males being higher for current students than for alumni) and is 39 years old. Close to half of the respondents have at least one parent with a college degree. Most current students work while attending school. Current students earn less than alumni (they are also more likely to work part-time). Around half of the alumni respondents stop their educational career with their undergraduate degree. The majority of those who continued beyond the undergraduate level do so in a field outside of sociology. Alumni are predominantly employed in white collar jobs involving computers and writing -- skills they rank as important attributes of a good department. The majority of current students are full-time seniors who transferred from another institution, and chose to attend college to gain personal knowledge and to prepare for employment. When asked about their goals, the majority of current students intend to find employment in the six months after graduation. Current students are more satisfied with the degree program than alumni respondents. Age is not related to a stronger vocational orientation. The level of financial hardship incurred by alumni to attend college is positively correlated with a vocational orientation. This was not the case for current students who show no relationship between the two variables. Degree program satisfaction is positively correlated with job satisfaction, but the relationship is weak. The more vocationally oriented students and alumni are more satisfied with the degree program. Finally, the more useful the student feels sociology is in their present job, the more satisfied they are with the program.
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Mercatoris, Mary Elizabeth. "Alumni loyalty: examining the undergraduate college experience and alumni donations." Thesis, 2006. http://hdl.handle.net/2152/2570.

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Kysor, Darwin V. "An evaluation of the career progress and satisfaction of cooperative education/internship graduates and regular graduates at Mercyhurst College." Thesis, 1994. http://hdl.handle.net/1957/35073.

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The primary purpose of this study was t determine the difference in "career progress" and satisfaction between cooperative education/internship graduates and non-coop/ intern graduates of a small, private, non-engineering college. A secondary purpose was to determine which other independent variables (age; gender; SAT score; GPA; percent of related work) contributed significantly to any existing differences. The principle data gathering technique was a mail questionnaire. Graduates from 1986; 1988; and 1990 were sampled allowing for a cross-sectional overview of workforce participation. A 61% usable response rate was achieved using Dillman's (1978) Total Design Method. In general, study data offered little direct evidence supporting co-op/internship participation, although participants held slight advantage.; in regard to length of time to obtain employment; working within the field of study; merit pay increases; job promotions; salary levels; and responsibility levels. Two outcomes, further analyzed, however, indirectly supported co-op/intern participation. 1. Co-op/intern participants, in comparison to nonparticipants, began college at a significant disadvantage in terms of SAT score (866 to 922). At graduation, GPAs were similar (3.14 to 3.19) and following graduation "career progress" occurred at the same rate. How was the disadvantage overcome? It is logical to assume, as Siedenberg (1990) did for salary, that cooperative education enabled "disadvantaged" students to catch up with their peers and compete on an even basis following graduation. 2. Percent of related experience as an undergraduate is a main predictor of "career progress." Those with a higher percent of related work were more likely to be employed within their field of study and were more satisfied. Associated with this, co-op/intern students reported a significantly higher percent of related experience. In addition to the previous findings, gender provided significant results in regard to salaries and promotions. Males "outperformed" females, apparently continuing an existing pattern of gender discrimination. Integrating all of the study data, it seems plausible that females might overcome this gender "disadvantage" by participating in coop and increasing their percent of related work experience.
Graduation date: 1995
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Wood, Jason S. "Rural community college fundraising : a multi-site case study exploring the characteristics and motivations of alumni supporters." Thesis, 2012. http://hdl.handle.net/1957/30206.

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Fundraising in the 21st century is becoming an increasingly important component of rural community colleges' (RCCs) overall funding strategies. Alumni represent a significant population of potential college supporters. The problem facing rural community colleges involves fiscal viability through developing innovative fundraising practices and identifying emerging sources of additional revenue. The purpose of this study is to describe the characteristics and motivations of RCC alumni who are likely to contribute financial support to the institution. The significance of fundraising in RCCs is explored. Rationales, strategies, and key terms are identified from the literature. A review of the literature related to fundraising in RCCs provides context for the topic. A qualitative research design using a case study method was used to answer the research questions. The analysis of data is presented and recommendations for future research are discussed.
Graduation date: 2013
Access restricted to the OSU Community at author's request from June 26, 2012 - June 26, 2014
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Alford, James Edward. "For Alma Mater: Fighting for Change at Historically Black Colleges and Universities." Thesis, 2013. https://doi.org/10.7916/D8ZW1T57.

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The contributions that Black Americans made towards advancing their own educational institutions have often been overlooked. These men and women were quite instrumental in developing, organizing and determining the future direction of their own schools. From 1920 to 1950, a shift in attitudes and culture began to take shape at Black colleges and universities concerning more student autonomy and more alumni involvement. This shift in attitude was primarily due to Black students and alumni who rebelled against the paternalistic White power structure that existed at their schools. At the core of this conflict, stood frustrated students and alumni petitioning their predominately White Boards of Trustees/administration to recognize their status as institutional stakeholders. This dissertation focuses on alumni and student activism at three HBCUs, Lincoln University, Fisk University, and Hampton Institute, between 1920 and 1950. What will be examined in this study is the role that Black alumni and Black students played in waging a campaign against White administrators to bring about institutional change at these three schools. Additional points of inquiry are 1) Who were the institutional stakeholders and what were their goals, 2) How did alumni and student activism influence administrative change, and 3) What compromises were made at these three schools to address students and alumni concerns? There are no in-depth historical studies regarding student and alumni activism at HBCUs during this period in Black higher education. The absence in the literature is particularly unfortunate because the period between 1920 and 1950 was an important time in the development of historically Black colleges and universities. An examination of the protests on Lincoln's, Fisk's, and Hampton's campuses can help to illuminate some of the issues that HBCUs were wrestling with during the wave of campus unrest that swept the country between1920 and 1950.
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Books on the topic "Middlebury College – Alumni and alumnae"

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Harris, Stanton Avery. Charles Emerson Harris family history: His ancestors and descendants. Phoenix, Az. (1620 W. Glendale Ave. #9, Phoenix 85021): S.A. Harris, 1990.

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College, Colby-Sawyer. Colby-Sawyer College: Alumnae directory. White Plains, N.Y: B.C. Harris Pub. Co., 1986.

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Donovan, Charles F. Boston College remembered: 1891-1900. [Chestnut Hill, Mass: Boston College, 1991.

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H, Murphy James, ed. Nos autem: Castleknock College and its contribution. Dublin: Gill & Macmillan, 1996.

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Rosenwasser, Edward H. Directory of college alumni groups: Networking--national & international business sales, grants & information for students. Houston, Tex: Student College Aid Pub. Division, 1993.

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Young, John L. College families of early New England. New York: J.L. Young, 1990.

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Schmalenberger, Jerry L. Wittenbergers go west: A congregation organized and a college begun. Pittsburg, Calif: Jerry and Carol Schmalenberger, 1998.

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University, Cleveland State. Directory of alumni of Cleveland State University: Including the alumni of Fenn College, Cleveland State University, Cleveland-Marshall College of Law. Cleveland, Ohio (2605 Euclid Ave., Cleveland 44115): Cleveland State University, Dept. of Development, 1985.

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Association, Boston College Law School Alumni. Three year strategic plan of the Boston College Law School Alumni Association 1988-1991. [Newton, Mass: The Association, 1988.

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Ying huang shi sheng ai guo ai Gang qing. Xianggang: Ming bao chu ban she you xian gong si, 2007.

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Book chapters on the topic "Middlebury College – Alumni and alumnae"

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Lauter, Paul. "Canon Theory and Emergent Practice." In Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.003.0012.

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I want to begin with what some might cite as a characteristic move of the socialist intellectual in capitalist society: namely, biting the hand that feeds you. In the course of explaining to me the rejection by the National Endowment for the Humanities board of a highly-rated proposal for a Seminar for College Teachers, the NEH program officer wrote that “some reviewers were concerned that the focus on the canon, while doubtless an important issue for teachers of American literature, lacked the kind of scholarly significance generally expected of Summer Seminars. . . .” Pursuing this theme, he later wrote that my “application was rather more thesis-driven than most of our seminar proposals.” I discover everywhere signs of this division. On the one side, we find the supposedly pedagogical or professional problems raised by the question of the canon, and on the other side, what is lauded as “of scholarly significance” or, more simply, criticism or theory. In a recent “Newsletter for Graduate Alumnae and Alumni" issued by the Yale English Department, for example, Cyrus Hamlin ruminates “precisely how this procedure of hermeneutical recuperation” he is proposing “should affect the canon and the curriculum of our institution is difficult to say. . . .” and he proceeds to ignore the question (p. 2). In the same document, Margaret Homans suggests why he does so. “At Yale,” she writes . . . while post-structuralism has proven to be intellectually more unsettling than liberal humanism, the feminist versions of post-structuralism are institutionally more easily accommodated than some of the projects of liberal feminism, such as challenging the content of the canon we teach, with its vast preponderance of white, male authors (p. 4). . . . Interestingly, Homans here appropriates the project of canon revision solely to the domain of “liberal feminism,” a common enough way of trying to limit the scope of this intellectual movement to a supposed clique of uppity, middleclass women.
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