Interpersonal transformations in married and cohabiting couples.

Members of married and cohabiting couples change through the course of their relationship. Many familiar activities take on new meanings when performed with an intimate partner, or when performed for the partner\u27s benefit. As the relationship progresses, participants often find that their feelings about themselves and about many things around them have changed

Innovative Approaches for Enhancing the 21st Century Student Experience

This paper discusses insights from a project aimed to bring about sustainable strategic change through improving institutional capacity to enhance the 21st century student experience. It sought to build new concepts for understanding Australia’s higher education students, identify new data sources and approaches for measuring the student experience, and engage institutions in enhancement work and new conversations about students. After discussing pertinent contexts and rationales, the paper discusses national research conducted to understand the current state of play. It then proposes the model derived to reconceptualise qualities of a successful experience. It closes by articulating two enhancement strategies developed to seed new practices

Workplace Giving in Universities: A U.S. Case Study at Indiana University

The phenomenon of workplace giving is underexamined in the scholarly literature; philanthropic gifts by employees to their nonprofit employers have received less attention within national and transnational contexts. This study considered the association between university staff propensity toward “internal workplace giving” and donor characteristics, drawing on literature about organizational commitment and identification as a beginning for advancing theoretical understanding of employee–employer relationships and giving at both the micro-level and meso-level. The sample of 17,038 employees covered 3 years at Indiana University, an American, public, multicampus institution. Despite its specific national and cultural context, the study raises relevant issues about workplace giving. Relational and personal characteristics were found to be significant predictors for determining who donates; using these characteristics to predict giving levels, however, was less successful. The study anticipates a growing need for related research and provides direction for further methodological and theoretical approaches

Analyzing Three Decades of Philanthropic Giving to U.S. Higher Education (1988–2018)

This investigation explores trends in U.S. higher education philanthropy across 30 years, exploring giving by donor type, the purposes of the contributions, and institutional-type variation in philanthropy. We used a longitudinal national sample (1988–2018) of approximately 400 public and private institutions from the Voluntary Support of Education (VSE) survey. In the sample of mostly 4-year institutions, giving increased by an inflation-adjusted average of 3.6% annually and 175% overall, from $9.1 billion to$25.1 billion (2018 dollars). All donor types gave more dollars, gifts supported a broad range of purposes, and all institutional types benefited. Four notable trends include: an increase in the proportion of donations from organizations, and especially foundations, rather than individuals; an early shift in funding toward capital/endowment purposes but then back to current operations since 1998; designation of a larger proportion of funds for restricted, rather than unrestricted, purposes; and a higher proportion of dollars contributed to public, as compared to private institutions. Within sector trends reveal that increased giving to public institutions partly accounts for the rising proportions of both organizational donations and donations for current operations purposes. This study fills gaps in the scholarly literature about higher education philanthropy and provides information for institutional leaders to benchmark fundraising trends and prepare for the future

Victor Borden papers, 1987, 1990

The papers of Dr. Victor Borden, a Gynecologist/Obstetrician from New Jersey, reflect his activism in the American Soviet Jewry movement. The collection focuses on a physician humanitarian mission to the Soviet Union led by Dr. Borden in 1987. The mission consisted of seven Jewish doctors from New Jersey and Tennessee, traveling under the guise of tourists. The doctors provided medical consultations and evaluations to over 150 members of the Soviet Jewish Refusenik community. The materials include a trip report by Dr. Borden, a trip report by Alan G. Graber (another member of the mission), and news clippings related to the mission.Donated by Victor Borden,Finding Aid available in Reading Room and on Internet

STUDENT ENGAGEMENT IN COLLEGE: CONCEPT AND ASSESSMENT

A student engagement model is proposed to provide a conceptual framework for understanding the bond between student and college. The impetus for developing this model originated from examining the literature on college student attrition; a literature that is diffuse and negative. The present model focuses attention away from attrition per se and toward a broader array of college outcomes. It also provides a rationale and a method for measuring student engagement. The validity of the model is examined in a study that tracks entering students through their first year in college. The model has two components. First, the engagement schema depicts students\u27 psychological attachment to college. Second, the social context denotes social factors that influence psychological attachment. Four dimensions of engagement are described to facilitate measurement. The study employed available data for the 1984 and 1985 entering first-year classes at the University of Massachusetts at Amherst. The primary source of data was the Cooperative Institutional Research Program\u27s entering student survey--the Student Information Form (SIF). The SIF data were linked to data from administrative records and from the University\u27s yearly Cycles survey of student life. Although the study was limited by the available data, several findings supported the validity of the model. Two contrasting engagement orientations were discovered. Students who were initially more oriented toward college as an educationally enriching experience were more likely to desire making a significant contribution to society and they later performed slightly better academically. Students who were initially more interested in college for increasing their job prospects were more likely to desire personal gain after college and, on the average, they later performed less well academically. Students with the most conventional engagement orientations were less likely to withdraw from college during the first year or to change their majors or living arrangements. However, the more conventional students also tended to perform less well academically than those with more atypical motivations. The student engagement model provides a systematic perspective for examining college student life but comprehensive longitudinal data are needed to fully assess its validity. Further research is suggested to explore changes in engagement over the entire course of a student\u27s years in college