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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Bragg, Debra D."). Showing records 1 – 22 of 22 total matches.

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University of Illinois – Urbana-Champaign

1. Robb, Cathy. The impact of motivational messages on student performance in community college online courses.

Degree: EdD, 0209, 2010, University of Illinois – Urbana-Champaign

 The purpose of this experimental study was to determine whether motivational emails sent from an instructor to student had an impact on performance in an… (more)

Subjects/Keywords: online learning; Attention, Relevance, Confidence, and Satisfaction model (ARCS); motivational messages; improving online student performance

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

APA (6th Edition):

Robb, C. (2010). The impact of motivational messages on student performance in community college online courses. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/15573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Robb, Cathy. “The impact of motivational messages on student performance in community college online courses.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/15573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Robb, Cathy. “The impact of motivational messages on student performance in community college online courses.” 2010. Web. 19 Jun 2019.

Vancouver:

Robb C. The impact of motivational messages on student performance in community college online courses. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/15573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Robb C. The impact of motivational messages on student performance in community college online courses. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/15573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

2. Makela, Julia P. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.

Degree: PhD, 0209, 2011, University of Illinois – Urbana-Champaign

 This study was motivated by concerns regarding the difficult academic and career choices facing today’s college students as they navigate higher education and encounter career… (more)

Subjects/Keywords: career counseling; career intervention outcomes; career decision-making self-efficacy; career barriers; social cognitive career theory

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APA (6th Edition):

Makela, J. P. (2011). Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24025

Chicago Manual of Style (16th Edition):

Makela, Julia P. “Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/24025.

MLA Handbook (7th Edition):

Makela, Julia P. “Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.” 2011. Web. 19 Jun 2019.

Vancouver:

Makela JP. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/24025.

Council of Science Editors:

Makela JP. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24025


University of Illinois – Urbana-Champaign

3. Hackman, Erika R. Carrying the torch: Five faculty members’ experiences as champions of assessment.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 This phenomenological study examined the lived experience of community college faculty champions of learning outcomes assessment. This study sought to elucidate the experiences of faculty… (more)

Subjects/Keywords: Assessment; Learning outcomes assessment; Community colleges; Community college faculty roles

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APA (6th Edition):

Hackman, E. R. (2017). Carrying the torch: Five faculty members’ experiences as champions of assessment. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99337

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hackman, Erika R. “Carrying the torch: Five faculty members’ experiences as champions of assessment.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/99337.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hackman, Erika R. “Carrying the torch: Five faculty members’ experiences as champions of assessment.” 2017. Web. 19 Jun 2019.

Vancouver:

Hackman ER. Carrying the torch: Five faculty members’ experiences as champions of assessment. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/99337.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hackman ER. Carrying the torch: Five faculty members’ experiences as champions of assessment. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99337

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

4. Peska, Scott F. Timing is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University.

Degree: EdD, 0209, 2010, University of Illinois – Urbana-Champaign

 Many four-year institutions accept community college transfer students at mid-year (i.e., second semester) to recuperate declines in fall semester enrollments (Britt & Hirt, 1999). Students… (more)

Subjects/Keywords: Transfer student; Transfer student adjustment; community college transfer student; mid-year transfer; spring transfer; mixed-method study of transfer student adjustment

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APA (6th Edition):

Peska, S. F. (2010). Timing is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/14557

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Peska, Scott F. “Timing is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/14557.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Peska, Scott F. “Timing is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University.” 2010. Web. 19 Jun 2019.

Vancouver:

Peska SF. Timing is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/14557.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Peska SF. Timing is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/14557

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

5. Taylor, Jason. Community college dual credit: differential participation and differential impacts on college access and completion.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 This study examines the impact of dual credit policy at the time dual credit was beginning to take hold in Illinois, using a large cohort… (more)

Subjects/Keywords: Dual credit; Community college; Equity; Illinois; College access; College completion

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APA (6th Edition):

Taylor, J. (2013). Community college dual credit: differential participation and differential impacts on college access and completion. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44429

Chicago Manual of Style (16th Edition):

Taylor, Jason. “Community college dual credit: differential participation and differential impacts on college access and completion.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/44429.

MLA Handbook (7th Edition):

Taylor, Jason. “Community college dual credit: differential participation and differential impacts on college access and completion.” 2013. Web. 19 Jun 2019.

Vancouver:

Taylor J. Community college dual credit: differential participation and differential impacts on college access and completion. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/44429.

Council of Science Editors:

Taylor J. Community college dual credit: differential participation and differential impacts on college access and completion. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44429


University of Illinois – Urbana-Champaign

6. Johnson, Raymonda T. The internal conflict experienced by public community college academic department chairs.

Degree: EdD, 0209, 2011, University of Illinois – Urbana-Champaign

 The focus of this research is the conflicted nature of the lived experience of public community college academic department chairs. In many colleges, department chairs… (more)

Subjects/Keywords: department chair; internal conflict; role conflict; community college leadership

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

APA (6th Edition):

Johnson, R. T. (2011). The internal conflict experienced by public community college academic department chairs. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Raymonda T. “The internal conflict experienced by public community college academic department chairs.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/18364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Raymonda T. “The internal conflict experienced by public community college academic department chairs.” 2011. Web. 19 Jun 2019.

Vancouver:

Johnson RT. The internal conflict experienced by public community college academic department chairs. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/18364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson RT. The internal conflict experienced by public community college academic department chairs. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

7. Orozco Villicana, Moises. A case study of Latina/o students at a community college in the Midwest.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 Community colleges offer Latina/o students a critical access point to pursue a post- secondary education. The existing literature of Latina/o community college students has primarily… (more)

Subjects/Keywords: Case study; Latina/o students; community college; resiliency

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APA (6th Edition):

Orozco Villicana, M. (2015). A case study of Latina/o students at a community college in the Midwest. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78359

Chicago Manual of Style (16th Edition):

Orozco Villicana, Moises. “A case study of Latina/o students at a community college in the Midwest.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/78359.

MLA Handbook (7th Edition):

Orozco Villicana, Moises. “A case study of Latina/o students at a community college in the Midwest.” 2015. Web. 19 Jun 2019.

Vancouver:

Orozco Villicana M. A case study of Latina/o students at a community college in the Midwest. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/78359.

Council of Science Editors:

Orozco Villicana M. A case study of Latina/o students at a community college in the Midwest. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78359


University of Illinois – Urbana-Champaign

8. Malin, Joel Robert. Social makeup and public school funding effort and distribution in the United States.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2015, University of Illinois – Urbana-Champaign

 Abstract It is well documented that states differ in their funding for public schools, both in terms of the fiscal effort that is undertaken and… (more)

Subjects/Keywords: school funding; school finance; social makeup; equity

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APA (6th Edition):

Malin, J. R. (2015). Social makeup and public school funding effort and distribution in the United States. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78363

Chicago Manual of Style (16th Edition):

Malin, Joel Robert. “Social makeup and public school funding effort and distribution in the United States.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/78363.

MLA Handbook (7th Edition):

Malin, Joel Robert. “Social makeup and public school funding effort and distribution in the United States.” 2015. Web. 19 Jun 2019.

Vancouver:

Malin JR. Social makeup and public school funding effort and distribution in the United States. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/78363.

Council of Science Editors:

Malin JR. Social makeup and public school funding effort and distribution in the United States. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78363


University of Illinois – Urbana-Champaign

9. Castro, Erin. "First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program.

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 In 2007, the Illinois General Assembly passed The Illinois College and Career Readiness (CCR) Pilot Program (Public Act 095-0694) in an attempt to reduce statewide… (more)

Subjects/Keywords: College and career readiness policy; Critical Race Theory; Critical ethnography

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APA (6th Edition):

Castro, E. (2012). "First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34540

Chicago Manual of Style (16th Edition):

Castro, Erin. “"First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/34540.

MLA Handbook (7th Edition):

Castro, Erin. “"First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program.” 2012. Web. 19 Jun 2019.

Vancouver:

Castro E. "First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/34540.

Council of Science Editors:

Castro E. "First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34540

10. Howerter, Wendy L. The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors.

Degree: EdD, 0209, 2011, University of Illinois – Urbana-Champaign

 This correlational study samples twelfth grade (senior) students in one central Midwest high school and examines their participation in credit-based transition programs and their changes… (more)

Subjects/Keywords: dual credit; aspirations; career and technical education; credit-based transition programs; high school seniors

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APA (6th Edition):

Howerter, W. L. (2011). The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Howerter, Wendy L. “The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/24096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Howerter, Wendy L. “The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors.” 2011. Web. 19 Jun 2019.

Vancouver:

Howerter WL. The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/24096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Howerter WL. The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Fontenot, Janet. Community college faculty attitudes and concerns about student learning outcomes assessment.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 The purpose of this study was to identify the attitudes and concerns community college faculty have about student learning outcomes assessment and to further explore… (more)

Subjects/Keywords: student learning outcomes assessment; concerns-based adoption model (CBAM); community college; faculty attitudes toward student learning outcomes assessment; faculty involvement in student learning outcomes assessment; community college faculty

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APA (6th Edition):

Fontenot, J. (2012). Community college faculty attitudes and concerns about student learning outcomes assessment. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34321

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fontenot, Janet. “Community college faculty attitudes and concerns about student learning outcomes assessment.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/34321.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fontenot, Janet. “Community college faculty attitudes and concerns about student learning outcomes assessment.” 2012. Web. 19 Jun 2019.

Vancouver:

Fontenot J. Community college faculty attitudes and concerns about student learning outcomes assessment. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/34321.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fontenot J. Community college faculty attitudes and concerns about student learning outcomes assessment. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34321

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Shenoy, Gloria. Information mismatch: what international students thought their community college experience would be like.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 International students’ main information source about the community college is word of mouth from family and friends, agents, and online sources (Bodycott, 2009; Bohman, 2010;… (more)

Subjects/Keywords: International Students; Word of Mouth; Community College; Chain Migration; Expectations

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APA (6th Edition):

Shenoy, G. (2013). Information mismatch: what international students thought their community college experience would be like. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44293

Chicago Manual of Style (16th Edition):

Shenoy, Gloria. “Information mismatch: what international students thought their community college experience would be like.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/44293.

MLA Handbook (7th Edition):

Shenoy, Gloria. “Information mismatch: what international students thought their community college experience would be like.” 2013. Web. 19 Jun 2019.

Vancouver:

Shenoy G. Information mismatch: what international students thought their community college experience would be like. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/44293.

Council of Science Editors:

Shenoy G. Information mismatch: what international students thought their community college experience would be like. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44293

13. Levandowski, Allan. How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs.

Degree: EdD, 0209, 2014, University of Illinois – Urbana-Champaign

 This study was designed to identify the attitudes and concerns that community college chairs have about Illinois Community College Board (ICCB) Program Review. It determined… (more)

Subjects/Keywords: Program review; program evaluation; evaluation; higher education; community college; community college program review; Illinois Community College Board; Illinois Community College Board program review; evaluation practice; knowledge construction; values; social programming; utilization of evaluation results; evaluation use; career chair; non-career chair; department chair; department head; organizational factors; Pearson product–moment correlations; linear regression; recurring themes; independent sample t tests; chisquare test

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APA (6th Edition):

Levandowski, A. (2014). How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49605

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Levandowski, Allan. “How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/49605.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Levandowski, Allan. “How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs.” 2014. Web. 19 Jun 2019.

Vancouver:

Levandowski A. How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/49605.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Levandowski A. How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49605

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. McDaniel, Jervaise. The role of signaling from a student perspective on math remediation in the transition from high school to community colleges.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 The purpose of this study is to obtain the perspective of students attending a rural community college in a Midwestern state regarding why they were… (more)

Subjects/Keywords: signaling; remedial math; transition; rural community colleges

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APA (6th Edition):

McDaniel, J. (2012). The role of signaling from a student perspective on math remediation in the transition from high school to community colleges. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31079

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McDaniel, Jervaise. “The role of signaling from a student perspective on math remediation in the transition from high school to community colleges.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/31079.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McDaniel, Jervaise. “The role of signaling from a student perspective on math remediation in the transition from high school to community colleges.” 2012. Web. 19 Jun 2019.

Vancouver:

McDaniel J. The role of signaling from a student perspective on math remediation in the transition from high school to community colleges. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/31079.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McDaniel J. The role of signaling from a student perspective on math remediation in the transition from high school to community colleges. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31079

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Sharkey-O'Malley, Kelly. The history of Crane: how Chicago shaped its first junior college.

Degree: EdD, Education Policy, Organization, and Leadership, 2016, University of Illinois – Urbana-Champaign

 This study examines the history of Crane, Chicago's first junior college, and the city's influence on its development, growth, and transition, from 1911 to 1933.… (more)

Subjects/Keywords: Crane Junior College Junior College Crane Chicago

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APA (6th Edition):

Sharkey-O'Malley, K. (2016). The history of Crane: how Chicago shaped its first junior college. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92842

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sharkey-O'Malley, Kelly. “The history of Crane: how Chicago shaped its first junior college.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/92842.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sharkey-O'Malley, Kelly. “The history of Crane: how Chicago shaped its first junior college.” 2016. Web. 19 Jun 2019.

Vancouver:

Sharkey-O'Malley K. The history of Crane: how Chicago shaped its first junior college. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/92842.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sharkey-O'Malley K. The history of Crane: how Chicago shaped its first junior college. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92842

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Rivers, Ishwanzya. Rising from the bricks: the historical development of East St. Louis State Community College, 1969-2004.

Degree: PhD, 0220, 2011, University of Illinois – Urbana-Champaign

 This dissertation studies the historical development of State Community College of East St. Louis, a local educational institution of extreme value to the economic and… (more)

Subjects/Keywords: history of education; African American education; higher education; community colleges; historical methodology

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APA (6th Edition):

Rivers, I. (2011). Rising from the bricks: the historical development of East St. Louis State Community College, 1969-2004. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24441

Chicago Manual of Style (16th Edition):

Rivers, Ishwanzya. “Rising from the bricks: the historical development of East St. Louis State Community College, 1969-2004.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/24441.

MLA Handbook (7th Edition):

Rivers, Ishwanzya. “Rising from the bricks: the historical development of East St. Louis State Community College, 1969-2004.” 2011. Web. 19 Jun 2019.

Vancouver:

Rivers I. Rising from the bricks: the historical development of East St. Louis State Community College, 1969-2004. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/24441.

Council of Science Editors:

Rivers I. Rising from the bricks: the historical development of East St. Louis State Community College, 1969-2004. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24441

17. LaFollette, Aimee M. An Historical Policy Analysis of the Carl D. Perkins Legislation: Examining the History, Creation, Implementation and Reauthorization of the Law.

Degree: PhD, 0220, 2011, University of Illinois – Urbana-Champaign

 This dissertation explores the historical development of the Carl D. Perkins Vocational Education Act of 1984, with the incorporation of ???special populations??? as a provision… (more)

Subjects/Keywords: Carl D. Perkins; Career and Technical Education; Special Populations

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

APA (6th Edition):

LaFollette, A. M. (2011). An Historical Policy Analysis of the Carl D. Perkins Legislation: Examining the History, Creation, Implementation and Reauthorization of the Law. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26060

Chicago Manual of Style (16th Edition):

LaFollette, Aimee M. “An Historical Policy Analysis of the Carl D. Perkins Legislation: Examining the History, Creation, Implementation and Reauthorization of the Law.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/26060.

MLA Handbook (7th Edition):

LaFollette, Aimee M. “An Historical Policy Analysis of the Carl D. Perkins Legislation: Examining the History, Creation, Implementation and Reauthorization of the Law.” 2011. Web. 19 Jun 2019.

Vancouver:

LaFollette AM. An Historical Policy Analysis of the Carl D. Perkins Legislation: Examining the History, Creation, Implementation and Reauthorization of the Law. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/26060.

Council of Science Editors:

LaFollette AM. An Historical Policy Analysis of the Carl D. Perkins Legislation: Examining the History, Creation, Implementation and Reauthorization of the Law. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26060

18. Fox, Heather L. Building a diverse health professions workforce? Changes in enrollment and completion among underserved populations in grant supported health professions pathways.

Degree: PhD, Human Resource Education, 2016, University of Illinois – Urbana-Champaign

 Disparities in the representation of minoritized populations in health professions is a rising concern for educators, scholars, and policy makers (Committee on Institutional and Policy-Level… (more)

Subjects/Keywords: TAACCCT; health professions; health education; health professions education; health careers; health pathways; educational equity; equity index; Latino students; Black students; Low-income students; Underserved students; Nontraditional students; Community colleges; Career pathways; Retention; Graduation; Degree completion; Federal grants; Department of labor; Associate's degrees; Certificates

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

APA (6th Edition):

Fox, H. L. (2016). Building a diverse health professions workforce? Changes in enrollment and completion among underserved populations in grant supported health professions pathways. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92734

Chicago Manual of Style (16th Edition):

Fox, Heather L. “Building a diverse health professions workforce? Changes in enrollment and completion among underserved populations in grant supported health professions pathways.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/92734.

MLA Handbook (7th Edition):

Fox, Heather L. “Building a diverse health professions workforce? Changes in enrollment and completion among underserved populations in grant supported health professions pathways.” 2016. Web. 19 Jun 2019.

Vancouver:

Fox HL. Building a diverse health professions workforce? Changes in enrollment and completion among underserved populations in grant supported health professions pathways. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/92734.

Council of Science Editors:

Fox HL. Building a diverse health professions workforce? Changes in enrollment and completion among underserved populations in grant supported health professions pathways. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92734

19. Nagle, Ryen. College teaching behaviors of community college faculty.

Degree: EdD, 0209, 2013, University of Illinois – Urbana-Champaign

 Teaching behaviors of faculty are important for community college students who rely on the faculty-student interaction for academic integration to the institution, which itself is… (more)

Subjects/Keywords: college teaching behaviors; community college faculty; dual credit faculty; part-time faculty

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

APA (6th Edition):

Nagle, R. (2013). College teaching behaviors of community college faculty. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nagle, Ryen. “College teaching behaviors of community college faculty.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/44292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nagle, Ryen. “College teaching behaviors of community college faculty.” 2013. Web. 19 Jun 2019.

Vancouver:

Nagle R. College teaching behaviors of community college faculty. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/44292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nagle R. College teaching behaviors of community college faculty. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Ruud, Collin. College student social networking and its relationship to perceived social support.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 This study examined the relationships between integration into popular social networking site Facebook and feelings of social support and university belonging among traditional college-age students.… (more)

Subjects/Keywords: Social Networking; College Students; Student Development; Facebook; Social Support; University Belonging; Student Ooutcomes

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

APA (6th Edition):

Ruud, C. (2013). College student social networking and its relationship to perceived social support. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44305

Chicago Manual of Style (16th Edition):

Ruud, Collin. “College student social networking and its relationship to perceived social support.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/44305.

MLA Handbook (7th Edition):

Ruud, Collin. “College student social networking and its relationship to perceived social support.” 2013. Web. 19 Jun 2019.

Vancouver:

Ruud C. College student social networking and its relationship to perceived social support. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/44305.

Council of Science Editors:

Ruud C. College student social networking and its relationship to perceived social support. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44305

21. Babb, Michael. Considering practitioner influence on student success: exploring community college faculty funds of knowledge.

Degree: EdD, 0209, 2013, University of Illinois – Urbana-Champaign

 In the context of persistently low retention rates for underrepresented students of higher education, the role of the practitioner in the academic success scholarship is… (more)

Subjects/Keywords: Underrepresented student success; funds of knowledge; community college practitioner influence on student success; faculty funds of knowledge

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

APA (6th Edition):

Babb, M. (2013). Considering practitioner influence on student success: exploring community college faculty funds of knowledge. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Babb, Michael. “Considering practitioner influence on student success: exploring community college faculty funds of knowledge.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/42355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Babb, Michael. “Considering practitioner influence on student success: exploring community college faculty funds of knowledge.” 2013. Web. 19 Jun 2019.

Vancouver:

Babb M. Considering practitioner influence on student success: exploring community college faculty funds of knowledge. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/42355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Babb M. Considering practitioner influence on student success: exploring community college faculty funds of knowledge. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

22. Young, Kristine M. Illinois Public Community College Department Chair Roles and Role Conflict.

Degree: EdD, Human Resource Education, 2008, University of Illinois – Urbana-Champaign

 This research had two purposes: to determine community college department chair roles and to determine whether role conflict exists for the status of Illinois public… (more)

Subjects/Keywords: Department chairs; Roles; Community Colleges

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

APA (6th Edition):

Young, K. M. (2008). Illinois Public Community College Department Chair Roles and Role Conflict. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/3535

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Young, Kristine M. “Illinois Public Community College Department Chair Roles and Role Conflict.” 2008. Thesis, University of Illinois – Urbana-Champaign. Accessed June 19, 2019. http://hdl.handle.net/2142/3535.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Young, Kristine M. “Illinois Public Community College Department Chair Roles and Role Conflict.” 2008. Web. 19 Jun 2019.

Vancouver:

Young KM. Illinois Public Community College Department Chair Roles and Role Conflict. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2008. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2142/3535.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Young KM. Illinois Public Community College Department Chair Roles and Role Conflict. [Thesis]. University of Illinois – Urbana-Champaign; 2008. Available from: http://hdl.handle.net/2142/3535

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.