Dissertation Notes

A standard definition of well-being.

When you think about your health, as it relates specifically to your EDUCATIONAL GOALS, what things do you think have the largest NEGATIVE impact on your well-being?

Text Entry

When you think about your health, as it relates specifically to your EDUCATIONAL GOALS, what things do you think have the largest POSITIVE impact on your well-being?

Text Entry

When you think about your health, as it relates specifically to CAMPUS LIFE, what things do you think have the largest NEGATIVE impact on your well-being?

Text Entry

When you think about your health, as it relates specifically to CAMPUS LIFE, what things do you think have the largest NEGATIVE impact on your well-being

Text Entry

After reflecting on the above, what is your definition of positive well-being at it relates to life at your college/ university?

When you think of your overall experience at your college/ university in the past month, what top emotions stand out to you? (a list to chose from)

Please review the digram below and rate how much you agree with this process explaining your experience with tasks related to your education program.

Not at all like me
Exactly like me

Please use the space to explain why you chose this rating.

When you think about your future after graduation . . . what . . . ?

Here I am trying to get a sense of how we are doing as a school to give our students direction for their life after graduation.

Herth Hope Index (HHI; Herth 1992)Footnote3 and the Miller Hope Scale (Miller and Powers 1988). The statements that respondents have to rate in the HHI focus on temporality, the future, positive expectations, readiness and interconnectedness. Example statements include ‘I have a positive outlook towards life’, ‘I have deep inner strength’, and ‘I feel all alone’. Similarly, the Miller Hope Scale focuses on the anticipation of a future good, mutuality, competence, well-being and purpose and includes statements such as “I look forward to an enjoyable future”. Hopelessness is captured by the Beck Hopelessness Scale (Beck et al. 1974), where respondents have to rate statements such as ‘My future seems dark to me’ and ‘I might as well give up because I cannot make things better for myself’. Questions in the Beck Hopelessness Scale centre on feelings about the future, loss of motivation, and future expectations.

Positive expectations are captured using the single-item question ‘What are your expectations for the year to come: will the next twelve months be better, worse or the same when it comes to your standard of living?’

Do you believe you have any power to change your situation?

Prevalence, Predictors, and Treatment of Impostor Syndrome

See Bibtexkey: Bravata_2019

DOI: 10.1007/s11606-019-05364-1

At the Marcy of others vs. being the master of your own destiny


Catastrophizing is a cognitive distortion that prompts people to jump to the worst possible conclusion, usually with very limited information or objective reason to despair. When a situation is upsetting, but not necessarily catastrophic, they still feel like they are in the midst of a crisis.

Positive and negative urgency

Impulsivity IGT Isolation

Braking The Silence

Collective Efficacy

Inclusion of self and others

Housing students vs. those who live off campus

Stressor vs. Perceived Stress

Priority to take collective action

Menu of options

Balance of Resources and Challenges

Survey Prep

Alumni Survey: Please Share Your Feedback

Have you had the chance to take our alumni survey? If so, thank you so much. If not, will you? This survey will benefit all alumni and won’t take more than 10 to 15 minutes.

Basically, we would like to know where your career has led you and how your CGU experience contributed to your journey. This information will help us understand how to improve your alumni experience and where adjustments are needed. It may even increase the value of a CGU degree and pave a better road for you and future students. 

Reports will not include verbatim responses. Your identity will remain confidential.

Please complete this survey (password: cgu21) by Monday, May 17. In appreciation, we will enter you into a drawing for one of four 100 Amazon gift cards</strong>, and you will receive <strong>instant access</strong> to the below talks from our archives. <!-- /wp:paragraph -->  <!-- wp:paragraph --> Feel free to direct questions about the survey to Teresa Shaw at <a href="mailto:teresa.shaw@cgu.edu">teresa.shaw@cgu.edu</a> or (909) 607-8135; or about alumni engagement to me at <a href="mailto:rachel.jimenez@cgu.edu">rachel.jimenez@cgu.edu</a> or (909) 607-9226. <!-- /wp:paragraph -->  <!-- wp:paragraph --> Warmly,Rachel JimenezDirector of Alumni Engagement<a href="https://cgualumnirelations.cmail19.com/t/d-l-qiyuhn-trhlidddlt-t/">Click Here To Take The Survey (Password: cgu21)</a> <!-- /wp:paragraph -->  <!-- wp:paragraph --> <strong>As a thank you for taking the survey, you will gain access to these compelling presentations. Links to these presentations will be shared at the end of the survey.</strong> <!-- /wp:paragraph -->  <!-- wp:paragraph -->  <!-- /wp:paragraph -->  <!-- wp:paragraph --> As an alumna/alumnus or graduate of Claremont Graduate University, you are important to our future. This survey will focus on the outcomes of your CGU education, your career path, how CGU contributed to your professional development, your perception of wellness and satisfaction, and how CGU can connect and engage with fellow alumni. This information will help CGU understand the value of its degrees, where adjustments are needed, and how to strengthen our relationship with alumni. Reports will not include verbatim responses - your identity will remain confidential. We ask that you to spend 10-15 minutes sharing your information, and we pledge to make wise use of the feedback. Please complete this survey by Saturday, May 15 to be entered into a drawing for 1 of 4100 Amazon gift cards.
You are receiving this survey because you attended CGU at some point.  If you did not complete any CGU programs we would still love to hear from you. 

Please enter your first and last name in the fields below.  Leave the third prompt blank if you did not have a different name while at CGU.

First Name
Last Name
Previous Name used at CGU, if different from above

Which degree(s) did you complete at CGU?  Please mark all that apply (if you did not complete any program, please enter the last year you attended CGU in the box provided).

Doctorate masters credential certificate, did not complete any [discribe:], Other [discribe:].

Please mark any of the following you have achieved since last attending CGU.

List of choices

If you wish, elaborate on any of the achievements marked above or describe any additional achievements or accolades that may not have appeared on the list above.

Are you employed in the feed you intended?

Which of the following categories best represents the industry sector(s) where you are currently working?  Please mark all that apply.

Please select the best description of the primary occupation you currently hold.  

The following question can be sensitive to many, as it asks about annual salary.  We are asking this question for use at the aggregate level to determine the average salary for someone with your degree. This helps prospective students assess the value of a CGU degree.

Please indicate your annual base salary range.

Less than 30,000 to more than 200,000.


Focus groups:

Reps from each school: 8 schools, 8 people, post-coursework to qualify.

Separate school communities designed for current students are located in Sharepoint, and require login with your CGU credentials.

Drucker School of Management

The Drucker community is your one-stop place to find all your academic, career, and student life information. Check back often for Drucker-related announcements, updates, and resources.


School of Arts & Humanities (SAH)

The SAH community pages contain important student information and resources that will prepare you for success as a graduate student at SAH.


School of Community & Global Health (SCGH)

The SCGH community pages allow you to access useful information such as:

Program and degree descriptions
Student organizations
Student resources
Academic instructions and forms
Job, internship and fellowship opportunities
A school calendar


School of Educational Studies (SES)

The SES community pages allow you to access information for current students, such as:

Program and degree information
Academic instructions and forms
Department contacts


Division of Behavioral & Organizational Sciences (DBOS)


Division of Politics & Economics (DPE)


Center for Information Systems & Technology (CISAT)

The CISAT community pages allow you to access useful information such as:

Student resources
Course information
Research lab descriptions
Student FAQ


Institute of Mathematical Sciences (IMS)

The IMS community pages allow you to access useful information such as:

Masters & PhD program information
Graduate math courses
CGU class schedule
Claremont Center for the Mathematical Sciences (with links to 5C math departments)
5C class schedule
Colloquiua and seminars


Article Notes