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You searched for +publisher:"Clemson University" +contributor:("Havice , Pamela A."). Showing records 1 – 10 of 10 total matches.

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Clemson University

1. Kniess, Dena. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.

Degree: PhD, Educational Leadership, 2013, Clemson University

  The majority of retention efforts have focused on the first-year of college, however just as many students leave college after their second-year (Berkner, He,… (more)

Subjects/Keywords: Phenomenology; Second-year students; Underrepresented students; Higher Education and Teaching

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APA (6th Edition):

Kniess, D. (2013). Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1092

Chicago Manual of Style (16th Edition):

Kniess, Dena. “Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.” 2013. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/1092.

MLA Handbook (7th Edition):

Kniess, Dena. “Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.” 2013. Web. 26 Oct 2020.

Vancouver:

Kniess D. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/1092.

Council of Science Editors:

Kniess D. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1092


Clemson University

2. Caldwell, Rebecca. CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS.

Degree: PhD, Educational Leadership, 2012, Clemson University

 High-risk drinking is an endemic health and safety issue for college campuses in the United States (U.S.). While public health officials have recommended various models… (more)

Subjects/Keywords: alcohol; Amethyst Initiative; Chief Student Affairs Officers; college students; drinking age; student affairs; Educational Administration and Supervision

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APA (6th Edition):

Caldwell, R. (2012). CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/890

Chicago Manual of Style (16th Edition):

Caldwell, Rebecca. “CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS.” 2012. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/890.

MLA Handbook (7th Edition):

Caldwell, Rebecca. “CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS.” 2012. Web. 26 Oct 2020.

Vancouver:

Caldwell R. CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/890.

Council of Science Editors:

Caldwell R. CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/890


Clemson University

3. Ledford, Kathryn. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.

Degree: PhD, Educational Leadership, 2012, Clemson University

 Although women hold many professional positions, they are still held accountable to present gendered customs like parenting children. Additionally, women who work in higher education… (more)

Subjects/Keywords: autoethnography; contingent faculty; feminist theory; mother; narrative inquiry; women; Educational Leadership

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APA (6th Edition):

Ledford, K. (2012). Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1029

Chicago Manual of Style (16th Edition):

Ledford, Kathryn. “Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.” 2012. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/1029.

MLA Handbook (7th Edition):

Ledford, Kathryn. “Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.” 2012. Web. 26 Oct 2020.

Vancouver:

Ledford K. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/1029.

Council of Science Editors:

Ledford K. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1029


Clemson University

4. Steele, Helen. Racial Identity Development of Mixed Race College Students.

Degree: PhD, Educational Leadership, 2012, Clemson University

 The purpose of this study was to identify the factors that influence mixed race college students' choice of racial identity. This study also explored whether… (more)

Subjects/Keywords: mixed race; racial identity development; Educational Administration and Supervision

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APA (6th Edition):

Steele, H. (2012). Racial Identity Development of Mixed Race College Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1030

Chicago Manual of Style (16th Edition):

Steele, Helen. “Racial Identity Development of Mixed Race College Students.” 2012. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/1030.

MLA Handbook (7th Edition):

Steele, Helen. “Racial Identity Development of Mixed Race College Students.” 2012. Web. 26 Oct 2020.

Vancouver:

Steele H. Racial Identity Development of Mixed Race College Students. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/1030.

Council of Science Editors:

Steele H. Racial Identity Development of Mixed Race College Students. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1030

5. Green, Emily. Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments.

Degree: PhD, Educational Leadership, 2013, Clemson University

  As education systems continue to grow and evolve with new advancements in technology, so do methods of instruction. Technological advancements have helped to further… (more)

Subjects/Keywords: higher education; online high school; technology; transitions; virtual; Educational Leadership

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APA (6th Edition):

Green, E. (2013). Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1082

Chicago Manual of Style (16th Edition):

Green, Emily. “Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments.” 2013. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/1082.

MLA Handbook (7th Edition):

Green, Emily. “Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments.” 2013. Web. 26 Oct 2020.

Vancouver:

Green E. Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/1082.

Council of Science Editors:

Green E. Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1082


Clemson University

6. Hillstock, Laurie. Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges.

Degree: PhD, Educational Leadership, 2009, Clemson University

 The primary purpose of this study was to explore pre- and post-admission characteristics of retained first-year students enrolled in non-proximal distance learning programs within a… (more)

Subjects/Keywords: Community College; Distance Education; Distance Learning; First-Year Students; Student Retention; Two-Year College; Higher Education Administration

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APA (6th Edition):

Hillstock, L. (2009). Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/415

Chicago Manual of Style (16th Edition):

Hillstock, Laurie. “Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges.” 2009. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/415.

MLA Handbook (7th Edition):

Hillstock, Laurie. “Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges.” 2009. Web. 26 Oct 2020.

Vancouver:

Hillstock L. Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/415.

Council of Science Editors:

Hillstock L. Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/415


Clemson University

7. Linvill, Darren. Student Perspectives of Political Bias in the College Classroom.

Degree: PhD, Educational Leadership, 2008, Clemson University

 The purpose of this study was to explore how students experience political bias in the college classroom and the extent to which this bias is… (more)

Subjects/Keywords: Politics; Academic Freedom; Politics of Education; Educational Experience; Higher Education; Political Attitudes; Higher Education Administration

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APA (6th Edition):

Linvill, D. (2008). Student Perspectives of Political Bias in the College Classroom. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/261

Chicago Manual of Style (16th Edition):

Linvill, Darren. “Student Perspectives of Political Bias in the College Classroom.” 2008. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/261.

MLA Handbook (7th Edition):

Linvill, Darren. “Student Perspectives of Political Bias in the College Classroom.” 2008. Web. 26 Oct 2020.

Vancouver:

Linvill D. Student Perspectives of Political Bias in the College Classroom. [Internet] [Doctoral dissertation]. Clemson University; 2008. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/261.

Council of Science Editors:

Linvill D. Student Perspectives of Political Bias in the College Classroom. [Doctoral Dissertation]. Clemson University; 2008. Available from: https://tigerprints.clemson.edu/all_dissertations/261


Clemson University

8. Umfress, Jason. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.

Degree: PhD, Educational Leadership, 2010, Clemson University

 The purpose of this study was to explore the relationship between expenditures for student affairs / services and college student retention rates. Data reported to… (more)

Subjects/Keywords: College Student Retention; Educational Leadership; Higher Education; Institutional Expenditures; Student Affairs Expenditures; Higher Education Administration

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APA (6th Edition):

Umfress, J. (2010). AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/518

Chicago Manual of Style (16th Edition):

Umfress, Jason. “AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.” 2010. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/518.

MLA Handbook (7th Edition):

Umfress, Jason. “AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.” 2010. Web. 26 Oct 2020.

Vancouver:

Umfress J. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/518.

Council of Science Editors:

Umfress J. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/518


Clemson University

9. Ilagan, Guy. EXAMINING CLIENT MOTIVATION AND COUNSELING OUTCOME.

Degree: PhD, Educational Leadership, 2009, Clemson University

University mental health clinics have experienced a marked increase in demand for services without an increase in resources to meet the rising demand. Consequently, university(more)

Subjects/Keywords: College student; Counseling; Mental Health; Motivation; transtheoretical; university; Higher Education Administration

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APA (6th Edition):

Ilagan, G. (2009). EXAMINING CLIENT MOTIVATION AND COUNSELING OUTCOME. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/451

Chicago Manual of Style (16th Edition):

Ilagan, Guy. “EXAMINING CLIENT MOTIVATION AND COUNSELING OUTCOME.” 2009. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/451.

MLA Handbook (7th Edition):

Ilagan, Guy. “EXAMINING CLIENT MOTIVATION AND COUNSELING OUTCOME.” 2009. Web. 26 Oct 2020.

Vancouver:

Ilagan G. EXAMINING CLIENT MOTIVATION AND COUNSELING OUTCOME. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/451.

Council of Science Editors:

Ilagan G. EXAMINING CLIENT MOTIVATION AND COUNSELING OUTCOME. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/451


Clemson University

10. Finning-Kwoka, Shannon. THE EFFECT OF A SOPHOMORE YEAR EXPERIENCE ON-CAMPUS LIVING-LEARNING COMMUNITY: PARTICIPANTS' SENSE OF MEANING IN LIFE, ACADEMIC SELF-EFFICACY, AND SATISFACTION.

Degree: PhD, Educational Leadership, 2009, Clemson University

  The purpose of this study was to explore change in students' self-reported sense of meaning in life, academic self-efficacy, and satisfaction with faculty interactions,… (more)

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APA (6th Edition):

Finning-Kwoka, S. (2009). THE EFFECT OF A SOPHOMORE YEAR EXPERIENCE ON-CAMPUS LIVING-LEARNING COMMUNITY: PARTICIPANTS' SENSE OF MEANING IN LIFE, ACADEMIC SELF-EFFICACY, AND SATISFACTION. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1263

Chicago Manual of Style (16th Edition):

Finning-Kwoka, Shannon. “THE EFFECT OF A SOPHOMORE YEAR EXPERIENCE ON-CAMPUS LIVING-LEARNING COMMUNITY: PARTICIPANTS' SENSE OF MEANING IN LIFE, ACADEMIC SELF-EFFICACY, AND SATISFACTION.” 2009. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/1263.

MLA Handbook (7th Edition):

Finning-Kwoka, Shannon. “THE EFFECT OF A SOPHOMORE YEAR EXPERIENCE ON-CAMPUS LIVING-LEARNING COMMUNITY: PARTICIPANTS' SENSE OF MEANING IN LIFE, ACADEMIC SELF-EFFICACY, AND SATISFACTION.” 2009. Web. 26 Oct 2020.

Vancouver:

Finning-Kwoka S. THE EFFECT OF A SOPHOMORE YEAR EXPERIENCE ON-CAMPUS LIVING-LEARNING COMMUNITY: PARTICIPANTS' SENSE OF MEANING IN LIFE, ACADEMIC SELF-EFFICACY, AND SATISFACTION. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/1263.

Council of Science Editors:

Finning-Kwoka S. THE EFFECT OF A SOPHOMORE YEAR EXPERIENCE ON-CAMPUS LIVING-LEARNING COMMUNITY: PARTICIPANTS' SENSE OF MEANING IN LIFE, ACADEMIC SELF-EFFICACY, AND SATISFACTION. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/1263

.