Colleges and universities rely on alumni involvement to enhance institutions and donations from alumni to subsidize the cost of operating the institution; however, institutions cannot expect that students automatically learn how to be good alumni simply by attending college. Students must be taught this skill in a similar fashion to how they learn the other desired outcomes for a college education. The student experience should lay the groundwork for later giving and provide instruction on the different capacities in which alumni can stay involved. Institutions are beginning to create and implement development initiatives and programs aimed at students as a source of sustainable revenue; however, little guidance exists on the best mechanisms to approach a student population about fundraising. This research explored how colleges and universities educate their entire student body about the importance of sustained philanthropic support for the institution and how institutions design the programs to pervade campus culture. Grounded in student development theory, the research shows that institutions can reinforce an environment where altruistic and prosocial behavior is developed through a program geared toward student satisfaction with their overall experience. A qualitative analysis of the institutions in the Ivy-Plus consortium provided a framework for institutions embarking on student philanthropy initiatives. The study found that student philanthropy education must be viewed as a long-term fundraising strategy which requires well-laid out plans with programs and initiatives congruent with unique campus cultures. The nine Ivy-Plus schools participating in the study presented a breadth of programs reflecting their campus cultures which engage current students as well as provide opportunities for students to interact with alumni. An in-depth case study of the University of Pennsylvania showed how collaborative relationships, strategic communications, and a thoughtful, student development oriented approach can move institutions further towards their goals. While the end results of student philanthropy initiatives will not be known for decades, the institutions in the study show early returns on their investments with increased senior class giving rates as programs became further developed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]