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You searched for +publisher:"Clemson University" +contributor:("Havice , Pamela"). Showing records 1 – 18 of 18 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 27, 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. 27 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 27]. 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. Wylie, Jonathan. Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory.

Degree: PhD, Educational Leadership, 2012, Clemson University

 This study used Strauss and Corbin's (1998) grounded theory model to describe and explain the stories of residents' interactions with their peer mentor, in a… (more)

Subjects/Keywords: Environment; Grounded Theory; Living-Learning Community; Peer Mentor; Residence Life; Educational Leadership

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APA (6th Edition):

Wylie, J. (2012). Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/883

Chicago Manual of Style (16th Edition):

Wylie, Jonathan. “Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory.” 2012. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/883.

MLA Handbook (7th Edition):

Wylie, Jonathan. “Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory.” 2012. Web. 27 Oct 2020.

Vancouver:

Wylie J. Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/883.

Council of Science Editors:

Wylie J. Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/883


Clemson University

3. 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 27, 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. 27 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 27]. 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

4. Stewart, Kendra. Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus.

Degree: PhD, Educational Leadership, 2011, Clemson University

 Black students' perceptions of their experiences on predominantly White campuses have been marred by a sense of isolation and alienation from the overall campus community.… (more)

Subjects/Keywords: Educational Leadership

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APA (6th Edition):

Stewart, K. (2011). Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/701

Chicago Manual of Style (16th Edition):

Stewart, Kendra. “Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus.” 2011. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/701.

MLA Handbook (7th Edition):

Stewart, Kendra. “Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus.” 2011. Web. 27 Oct 2020.

Vancouver:

Stewart K. Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/701.

Council of Science Editors:

Stewart K. Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/701


Clemson University

5. Dupre, Carolyn. HOW UNDERGRADUATE WOMEN AT A PREDOMINANTLY WHITE INSTITUTION VIEW LEADERSHIP: A PHENOMENOLOGY.

Degree: PhD, Educational Leadership, 2011, Clemson University

 Traditionally, men have been the main actors and storytellers in the history of formal education. The United States is seeing progress in recruiting women into… (more)

Subjects/Keywords: Educational Leadership

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APA (6th Edition):

Dupre, C. (2011). HOW UNDERGRADUATE WOMEN AT A PREDOMINANTLY WHITE INSTITUTION VIEW LEADERSHIP: A PHENOMENOLOGY. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/690

Chicago Manual of Style (16th Edition):

Dupre, Carolyn. “HOW UNDERGRADUATE WOMEN AT A PREDOMINANTLY WHITE INSTITUTION VIEW LEADERSHIP: A PHENOMENOLOGY.” 2011. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/690.

MLA Handbook (7th Edition):

Dupre, Carolyn. “HOW UNDERGRADUATE WOMEN AT A PREDOMINANTLY WHITE INSTITUTION VIEW LEADERSHIP: A PHENOMENOLOGY.” 2011. Web. 27 Oct 2020.

Vancouver:

Dupre C. HOW UNDERGRADUATE WOMEN AT A PREDOMINANTLY WHITE INSTITUTION VIEW LEADERSHIP: A PHENOMENOLOGY. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/690.

Council of Science Editors:

Dupre C. HOW UNDERGRADUATE WOMEN AT A PREDOMINANTLY WHITE INSTITUTION VIEW LEADERSHIP: A PHENOMENOLOGY. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/690


Clemson University

6. Vassar, Penelope. UNIVERSITY ADMINISTRATORS' ATTITUDES AND PERCEPTIONS OF STATE AUTHORIZATION FOR ONLINE LEARNING.

Degree: PhD, Educational Leadership, 2014, Clemson University

  The purpose of this study was to gain an understanding of the differences in attitudes and perceptions toward state authorization of online learning among… (more)

Subjects/Keywords: Higher Education; Online Learning; State Authorization; Education

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APA (6th Edition):

Vassar, P. (2014). UNIVERSITY ADMINISTRATORS' ATTITUDES AND PERCEPTIONS OF STATE AUTHORIZATION FOR ONLINE LEARNING. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1361

Chicago Manual of Style (16th Edition):

Vassar, Penelope. “UNIVERSITY ADMINISTRATORS' ATTITUDES AND PERCEPTIONS OF STATE AUTHORIZATION FOR ONLINE LEARNING.” 2014. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/1361.

MLA Handbook (7th Edition):

Vassar, Penelope. “UNIVERSITY ADMINISTRATORS' ATTITUDES AND PERCEPTIONS OF STATE AUTHORIZATION FOR ONLINE LEARNING.” 2014. Web. 27 Oct 2020.

Vancouver:

Vassar P. UNIVERSITY ADMINISTRATORS' ATTITUDES AND PERCEPTIONS OF STATE AUTHORIZATION FOR ONLINE LEARNING. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/1361.

Council of Science Editors:

Vassar P. UNIVERSITY ADMINISTRATORS' ATTITUDES AND PERCEPTIONS OF STATE AUTHORIZATION FOR ONLINE LEARNING. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1361


Clemson University

7. 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 27, 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. 27 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 27]. 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

8. 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 27, 2020. https://tigerprints.clemson.edu/all_dissertations/1030.

MLA Handbook (7th Edition):

Steele, Helen. “Racial Identity Development of Mixed Race College Students.” 2012. Web. 27 Oct 2020.

Vancouver:

Steele H. Racial Identity Development of Mixed Race College Students. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Oct 27]. 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

9. Moschella, Eric. THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY.

Degree: PhD, Educational Leadership, 2013, Clemson University

  This study sought to understand the process by which Black undergraduate men on predominately White college campuses become leaders of predominately White organizations. Using… (more)

Subjects/Keywords: Higher Education Administration

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APA (6th Edition):

Moschella, E. (2013). THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1208

Chicago Manual of Style (16th Edition):

Moschella, Eric. “THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY.” 2013. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/1208.

MLA Handbook (7th Edition):

Moschella, Eric. “THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY.” 2013. Web. 27 Oct 2020.

Vancouver:

Moschella E. THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/1208.

Council of Science Editors:

Moschella E. THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1208

10. Wilson, Meredith. LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES.

Degree: PhD, Educational Leadership, 2014, Clemson University

  The number of graduate students who chose to participate in study abroad experiences has grown within recent years. As this population of study abroad… (more)

Subjects/Keywords: Graduate Students; Narrative Inquiry; Self-Narrative; Study Abroad; Educational Leadership

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APA (6th Edition):

Wilson, M. (2014). LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1354

Chicago Manual of Style (16th Edition):

Wilson, Meredith. “LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES.” 2014. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/1354.

MLA Handbook (7th Edition):

Wilson, Meredith. “LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES.” 2014. Web. 27 Oct 2020.

Vancouver:

Wilson M. LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/1354.

Council of Science Editors:

Wilson M. LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1354

11. 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 27, 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. 27 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 27]. 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

12. Von Kaenel, Mary. A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution.

Degree: PhD, Educational Leadership, 2014, Clemson University

  Two-year college students experience challenges as they transfer to a four-year institution. To investigate these documented challenges, the present study used Weidman's Model of… (more)

Subjects/Keywords: college; community; student; transition; two-year; Educational Leadership

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APA (6th Edition):

Von Kaenel, M. (2014). A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1303

Chicago Manual of Style (16th Edition):

Von Kaenel, Mary. “A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution.” 2014. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/1303.

MLA Handbook (7th Edition):

Von Kaenel, Mary. “A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution.” 2014. Web. 27 Oct 2020.

Vancouver:

Von Kaenel M. A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/1303.

Council of Science Editors:

Von Kaenel M. A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1303


Clemson University

13. 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 27, 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. 27 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 27]. 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


Clemson University

14. 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 27, 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. 27 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 27]. 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

15. Livingston, Wade. Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory.

Degree: PhD, Educational Leadership, 2009, Clemson University

 Student veterans have been overlooked as a unique student population at institutions of higher learning. Moreover, student affairs practitioners, faculty, staff, and peer students are… (more)

Subjects/Keywords: G.I. Bill; higher education; student veteran; transition; Higher Education Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Livingston, W. (2009). Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/350

Chicago Manual of Style (16th Edition):

Livingston, Wade. “Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory.” 2009. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/350.

MLA Handbook (7th Edition):

Livingston, Wade. “Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory.” 2009. Web. 27 Oct 2020.

Vancouver:

Livingston W. Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/350.

Council of Science Editors:

Livingston W. Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/350


Clemson University

16. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 27, 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. 27 Oct 2020.

Vancouver:

Linvill D. Student Perspectives of Political Bias in the College Classroom. [Internet] [Doctoral dissertation]. Clemson University; 2008. [cited 2020 Oct 27]. 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

17. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 27, 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. 27 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 27]. 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

18. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 27, 2020. https://tigerprints.clemson.edu/all_dissertations/451.

MLA Handbook (7th Edition):

Ilagan, Guy. “EXAMINING CLIENT MOTIVATION AND COUNSELING OUTCOME.” 2009. Web. 27 Oct 2020.

Vancouver:

Ilagan G. EXAMINING CLIENT MOTIVATION AND COUNSELING OUTCOME. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Oct 27]. 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

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