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You searched for +publisher:"University of Arizona" +contributor:("Deil-Amen, Regina J."). Showing records 1 – 8 of 8 total matches.

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University of Arizona

1. Salvesen, Christine Lianna. Bait-And-Switch: The Consequences of Financial Aid Loss in the Second Year of College .

Degree: 2019, University of Arizona

 Low-income students enrolled in a four-year, public institution are three times more likely to drop out after their first year of study than their higher-income… (more)

Subjects/Keywords: first-generation; Low-income; persistence; retention

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APA (6th Edition):

Salvesen, C. L. (2019). Bait-And-Switch: The Consequences of Financial Aid Loss in the Second Year of College . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/632998

Chicago Manual of Style (16th Edition):

Salvesen, Christine Lianna. “Bait-And-Switch: The Consequences of Financial Aid Loss in the Second Year of College .” 2019. Doctoral Dissertation, University of Arizona. Accessed October 17, 2019. http://hdl.handle.net/10150/632998.

MLA Handbook (7th Edition):

Salvesen, Christine Lianna. “Bait-And-Switch: The Consequences of Financial Aid Loss in the Second Year of College .” 2019. Web. 17 Oct 2019.

Vancouver:

Salvesen CL. Bait-And-Switch: The Consequences of Financial Aid Loss in the Second Year of College . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10150/632998.

Council of Science Editors:

Salvesen CL. Bait-And-Switch: The Consequences of Financial Aid Loss in the Second Year of College . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/632998


University of Arizona

2. Jensen-Ives, Johanne Kirsten. Fund Development and Donor Race: How Colorblindness and a ‘Sales Mentality’ Delimits Expanding the Donor Base .

Degree: 2019, University of Arizona

 This qualitative case study examined the practices used by higher education development professionals and institutions to better understand how a donor’s race is considered as… (more)

Subjects/Keywords: Colorblindness; Fund development; Fundraising; Higher Education; Philanthropy; Race

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APA (6th Edition):

Jensen-Ives, J. K. (2019). Fund Development and Donor Race: How Colorblindness and a ‘Sales Mentality’ Delimits Expanding the Donor Base . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/633180

Chicago Manual of Style (16th Edition):

Jensen-Ives, Johanne Kirsten. “Fund Development and Donor Race: How Colorblindness and a ‘Sales Mentality’ Delimits Expanding the Donor Base .” 2019. Doctoral Dissertation, University of Arizona. Accessed October 17, 2019. http://hdl.handle.net/10150/633180.

MLA Handbook (7th Edition):

Jensen-Ives, Johanne Kirsten. “Fund Development and Donor Race: How Colorblindness and a ‘Sales Mentality’ Delimits Expanding the Donor Base .” 2019. Web. 17 Oct 2019.

Vancouver:

Jensen-Ives JK. Fund Development and Donor Race: How Colorblindness and a ‘Sales Mentality’ Delimits Expanding the Donor Base . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10150/633180.

Council of Science Editors:

Jensen-Ives JK. Fund Development and Donor Race: How Colorblindness and a ‘Sales Mentality’ Delimits Expanding the Donor Base . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633180


University of Arizona

3. Verst, Amy L. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .

Degree: 2010, University of Arizona

 Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that… (more)

Subjects/Keywords: academic capitalism; effective teaching; learner-center education; student-centered teaching; teaching practices; Weimer's (2002) five key changes to practice

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APA (6th Edition):

Verst, A. L. (2010). Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195054

Chicago Manual of Style (16th Edition):

Verst, Amy L. “Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .” 2010. Doctoral Dissertation, University of Arizona. Accessed October 17, 2019. http://hdl.handle.net/10150/195054.

MLA Handbook (7th Edition):

Verst, Amy L. “Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .” 2010. Web. 17 Oct 2019.

Vancouver:

Verst AL. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10150/195054.

Council of Science Editors:

Verst AL. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195054

4. Martinez, Guadalupe Federico. Giving It the Old College Try: Understanding Degree Commitment among Division I FBS NFL Aspirants .

Degree: 2012, University of Arizona

 Building on sociological studies regarding college choice and persistence, this qualitative study investigates the college and post college experiences of 15 current students with NFL… (more)

Subjects/Keywords: Degree Attainment; Higher Education; Athletics; Commitment

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APA (6th Edition):

Martinez, G. F. (2012). Giving It the Old College Try: Understanding Degree Commitment among Division I FBS NFL Aspirants . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228181

Chicago Manual of Style (16th Edition):

Martinez, Guadalupe Federico. “Giving It the Old College Try: Understanding Degree Commitment among Division I FBS NFL Aspirants .” 2012. Doctoral Dissertation, University of Arizona. Accessed October 17, 2019. http://hdl.handle.net/10150/228181.

MLA Handbook (7th Edition):

Martinez, Guadalupe Federico. “Giving It the Old College Try: Understanding Degree Commitment among Division I FBS NFL Aspirants .” 2012. Web. 17 Oct 2019.

Vancouver:

Martinez GF. Giving It the Old College Try: Understanding Degree Commitment among Division I FBS NFL Aspirants . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10150/228181.

Council of Science Editors:

Martinez GF. Giving It the Old College Try: Understanding Degree Commitment among Division I FBS NFL Aspirants . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228181


University of Arizona

5. Potter, Russel Leon. Official Narratives of Status and Strategy in World Class Institutions: Beyond Isomorphism .

Degree: 2014, University of Arizona

 Leaders of world-class research universities present a public discourse about status that is captured in annual addresses, letters to the community, reports, strategic plans, and… (more)

Subjects/Keywords: Isomorhpism; Leadership; Narrative; Organizations; Universities; Higher Education; Globalization

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APA (6th Edition):

Potter, R. L. (2014). Official Narratives of Status and Strategy in World Class Institutions: Beyond Isomorphism . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/321298

Chicago Manual of Style (16th Edition):

Potter, Russel Leon. “Official Narratives of Status and Strategy in World Class Institutions: Beyond Isomorphism .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 17, 2019. http://hdl.handle.net/10150/321298.

MLA Handbook (7th Edition):

Potter, Russel Leon. “Official Narratives of Status and Strategy in World Class Institutions: Beyond Isomorphism .” 2014. Web. 17 Oct 2019.

Vancouver:

Potter RL. Official Narratives of Status and Strategy in World Class Institutions: Beyond Isomorphism . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10150/321298.

Council of Science Editors:

Potter RL. Official Narratives of Status and Strategy in World Class Institutions: Beyond Isomorphism . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/321298


University of Arizona

6. Espinoza-Shanahan, Crystal Cristine. Understanding Disadvantage Among Medical School Applicants .

Degree: 2016, University of Arizona

 The United States is a nation of peoples with highly stratified degrees of healthcare access and coverage, including many individuals with none at all. Exacerbating… (more)

Subjects/Keywords: Critical Race Theory; Disadvantaged; Medical School Admissions; Race Neutral; Underrepresented Minorities; Higher Education; Affirmative Action

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APA (6th Edition):

Espinoza-Shanahan, C. C. (2016). Understanding Disadvantage Among Medical School Applicants . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/620851

Chicago Manual of Style (16th Edition):

Espinoza-Shanahan, Crystal Cristine. “Understanding Disadvantage Among Medical School Applicants .” 2016. Doctoral Dissertation, University of Arizona. Accessed October 17, 2019. http://hdl.handle.net/10150/620851.

MLA Handbook (7th Edition):

Espinoza-Shanahan, Crystal Cristine. “Understanding Disadvantage Among Medical School Applicants .” 2016. Web. 17 Oct 2019.

Vancouver:

Espinoza-Shanahan CC. Understanding Disadvantage Among Medical School Applicants . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10150/620851.

Council of Science Editors:

Espinoza-Shanahan CC. Understanding Disadvantage Among Medical School Applicants . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620851


University of Arizona

7. Everett-Haynes, La Monica. The Public Good as a Campus Battleground: Activists and Administrators Defining Access to Institutions and Campus Space .

Degree: 2016, University of Arizona

 During the early part of the 21st century, a number of campus demonstrations and other protest acts on college and university campuses became highly visible… (more)

Subjects/Keywords: campus protest; communications; media relations; public good; social media; activism

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APA (6th Edition):

Everett-Haynes, L. M. (2016). The Public Good as a Campus Battleground: Activists and Administrators Defining Access to Institutions and Campus Space . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/622980

Chicago Manual of Style (16th Edition):

Everett-Haynes, La Monica. “The Public Good as a Campus Battleground: Activists and Administrators Defining Access to Institutions and Campus Space .” 2016. Doctoral Dissertation, University of Arizona. Accessed October 17, 2019. http://hdl.handle.net/10150/622980.

MLA Handbook (7th Edition):

Everett-Haynes, La Monica. “The Public Good as a Campus Battleground: Activists and Administrators Defining Access to Institutions and Campus Space .” 2016. Web. 17 Oct 2019.

Vancouver:

Everett-Haynes LM. The Public Good as a Campus Battleground: Activists and Administrators Defining Access to Institutions and Campus Space . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10150/622980.

Council of Science Editors:

Everett-Haynes LM. The Public Good as a Campus Battleground: Activists and Administrators Defining Access to Institutions and Campus Space . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/622980

8. Galilee-Belfer, Mika. Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design .

Degree: 2012, University of Arizona

 While research on barriers to full participation for those with learning and other disabilities has focused largely on structural and institutional obstacles to work and… (more)

Subjects/Keywords: strategic ambiguity; Universal Design; Higher Education; academic policies; learning disabilities

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APA (6th Edition):

Galilee-Belfer, M. (2012). Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228192

Chicago Manual of Style (16th Edition):

Galilee-Belfer, Mika. “Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design .” 2012. Doctoral Dissertation, University of Arizona. Accessed October 17, 2019. http://hdl.handle.net/10150/228192.

MLA Handbook (7th Edition):

Galilee-Belfer, Mika. “Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design .” 2012. Web. 17 Oct 2019.

Vancouver:

Galilee-Belfer M. Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10150/228192.

Council of Science Editors:

Galilee-Belfer M. Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228192

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