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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Cain, Timothy R."). Showing records 1 – 20 of 20 total matches.

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University of Illinois – Urbana-Champaign

1. Gietzen, Garett. The university and its publics: the University of Illinois from progressivism to globalism.

Degree: PhD, 0220, 2015, University of Illinois – Urbana-Champaign

 The modern university is a public institution. Its teaching, research and service mission all intersect with the public, and the public often serves as the… (more)

Subjects/Keywords: history of education; higher education; University of Illinois

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APA (6th Edition):

Gietzen, G. (2015). The university and its publics: the University of Illinois from progressivism to globalism. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/73005

Chicago Manual of Style (16th Edition):

Gietzen, Garett. “The university and its publics: the University of Illinois from progressivism to globalism.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/73005.

MLA Handbook (7th Edition):

Gietzen, Garett. “The university and its publics: the University of Illinois from progressivism to globalism.” 2015. Web. 28 Sep 2020.

Vancouver:

Gietzen G. The university and its publics: the University of Illinois from progressivism to globalism. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/73005.

Council of Science Editors:

Gietzen G. The university and its publics: the University of Illinois from progressivism to globalism. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/73005


University of Illinois – Urbana-Champaign

2. Hogendorp, Melanie B. The relationship of student involvement in political organizations to self-reported capacities for socially responsible leadership.

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

 This research investigated the relationship between college students’ political involvement and their capacities for socially responsible leadership, including which student characteristics, precollege experiences, and collegiate… (more)

Subjects/Keywords: Leadership development; political involvement; student development; college students; student politics

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APA (6th Edition):

Hogendorp, M. B. (2012). The relationship of student involvement in political organizations to self-reported capacities for socially responsible leadership. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31102

Chicago Manual of Style (16th Edition):

Hogendorp, Melanie B. “The relationship of student involvement in political organizations to self-reported capacities for socially responsible leadership.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/31102.

MLA Handbook (7th Edition):

Hogendorp, Melanie B. “The relationship of student involvement in political organizations to self-reported capacities for socially responsible leadership.” 2012. Web. 28 Sep 2020.

Vancouver:

Hogendorp MB. The relationship of student involvement in political organizations to self-reported capacities for socially responsible leadership. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/31102.

Council of Science Editors:

Hogendorp MB. The relationship of student involvement in political organizations to self-reported capacities for socially responsible leadership. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31102


University of Illinois – Urbana-Champaign

3. Parrott, Julian D. How academic advisors and administrators perceive the role and influence of heavily involved parents.

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

 There is much debate in academic advising practitioner literature and in the popular media over the influence exerted by involved parents on students and colleges.… (more)

Subjects/Keywords: Higher Education; Involved parents; Helicopter parents; Academic advising; Advising administration; Academic affairs

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APA (6th Edition):

Parrott, J. D. (2011). How academic advisors and administrators perceive the role and influence of heavily involved parents. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18238

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):

Parrott, Julian D. “How academic advisors and administrators perceive the role and influence of heavily involved parents.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/18238.

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

MLA Handbook (7th Edition):

Parrott, Julian D. “How academic advisors and administrators perceive the role and influence of heavily involved parents.” 2011. Web. 28 Sep 2020.

Vancouver:

Parrott JD. How academic advisors and administrators perceive the role and influence of heavily involved parents. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/18238.

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

Council of Science Editors:

Parrott JD. How academic advisors and administrators perceive the role and influence of heavily involved parents. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18238

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. Sunderman, Judith A. Curriculum R & D: Incubating change in higher education.

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

 This mixed methods study examined incubation as a strategy for curricular change. The purpose was to examine the characteristics and effectiveness of curriculum incubation from… (more)

Subjects/Keywords: Curriculum development; Organizational change; Higher education culture

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APA (6th Edition):

Sunderman, J. A. (2011). Curriculum R & D: Incubating change in higher education. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24374

Chicago Manual of Style (16th Edition):

Sunderman, Judith A. “Curriculum R & D: Incubating change in higher education.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/24374.

MLA Handbook (7th Edition):

Sunderman, Judith A. “Curriculum R & D: Incubating change in higher education.” 2011. Web. 28 Sep 2020.

Vancouver:

Sunderman JA. Curriculum R & D: Incubating change in higher education. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/24374.

Council of Science Editors:

Sunderman JA. Curriculum R & D: Incubating change in higher education. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24374


University of Illinois – Urbana-Champaign

5. 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 September 28, 2020. 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. 28 Sep 2020.

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 2020 Sep 28]. 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

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 (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 September 28, 2020. 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. 28 Sep 2020.

Vancouver:

Johnson RT. The internal conflict experienced by public community college academic department chairs. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Sep 28]. 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. Mathewson, Paul Warne. Mandatory Holocaust education legislation in the state of Illinois: a historical study.

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

 This dissertation explores the historical development of the Holocaust as an event essentially unknown to a signification portion of people living in the U.S. to… (more)

Subjects/Keywords: Holocaust; education; Illinois; legislation

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APA (6th Edition):

Mathewson, P. W. (2015). Mandatory Holocaust education legislation in the state of Illinois: a historical study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88174

Chicago Manual of Style (16th Edition):

Mathewson, Paul Warne. “Mandatory Holocaust education legislation in the state of Illinois: a historical study.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/88174.

MLA Handbook (7th Edition):

Mathewson, Paul Warne. “Mandatory Holocaust education legislation in the state of Illinois: a historical study.” 2015. Web. 28 Sep 2020.

Vancouver:

Mathewson PW. Mandatory Holocaust education legislation in the state of Illinois: a historical study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/88174.

Council of Science Editors:

Mathewson PW. Mandatory Holocaust education legislation in the state of Illinois: a historical study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88174


University of Illinois – Urbana-Champaign

8. 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 September 28, 2020. 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. 28 Sep 2020.

Vancouver:

Hackman ER. Carrying the torch: Five faculty members’ experiences as champions of assessment. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 28]. 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

9. Zayed, Kevin Shady. Cooperation without consensus: national discussions and local implementation in general education reform, 1930–1960.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 This study explores the general education movement of 1930-1960—a movement devoted to revising the content, and methods, of reforming the first two years of postsecondary… (more)

Subjects/Keywords: General Education; Liberal Education; History of Education; History of Higher Education; Curriculum Reform

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APA (6th Edition):

Zayed, K. S. (2016). Cooperation without consensus: national discussions and local implementation in general education reform, 1930–1960. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/95595

Chicago Manual of Style (16th Edition):

Zayed, Kevin Shady. “Cooperation without consensus: national discussions and local implementation in general education reform, 1930–1960.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/95595.

MLA Handbook (7th Edition):

Zayed, Kevin Shady. “Cooperation without consensus: national discussions and local implementation in general education reform, 1930–1960.” 2016. Web. 28 Sep 2020.

Vancouver:

Zayed KS. Cooperation without consensus: national discussions and local implementation in general education reform, 1930–1960. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/95595.

Council of Science Editors:

Zayed KS. Cooperation without consensus: national discussions and local implementation in general education reform, 1930–1960. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/95595

10. Cecil, Kyle. A conceptualization of social responsibility among faculty of a private liberal arts college.

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

 This qualitative study investigated how social responsibility was conceptualized and practiced by interpreting the narratives of 15 faculty members at a Midwestern private liberal arts… (more)

Subjects/Keywords: higher education; liberal arts college; social responsibility

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APA (6th Edition):

Cecil, K. (2013). A conceptualization of social responsibility among faculty of a private liberal arts college. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45357

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):

Cecil, Kyle. “A conceptualization of social responsibility among faculty of a private liberal arts college.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/45357.

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

MLA Handbook (7th Edition):

Cecil, Kyle. “A conceptualization of social responsibility among faculty of a private liberal arts college.” 2013. Web. 28 Sep 2020.

Vancouver:

Cecil K. A conceptualization of social responsibility among faculty of a private liberal arts college. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/45357.

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

Council of Science Editors:

Cecil K. A conceptualization of social responsibility among faculty of a private liberal arts college. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45357

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

11. 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 (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 September 28, 2020. 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. 28 Sep 2020.

Vancouver:

Nagle R. College teaching behaviors of community college faculty. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Sep 28]. 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

12. 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 (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 September 28, 2020. 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. 28 Sep 2020.

Vancouver:

Ruud C. College student social networking and its relationship to perceived social support. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Sep 28]. 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

13. Gump, Steven E. Choosing your engagements: tenure and work life at state comprehensive universities.

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

 Based on interviews with eighteen tenured faculty members in departments of history at eight non-urban state comprehensive universities in the Midwestern, Northeastern, and Southeastern United… (more)

Subjects/Keywords: Tenure; Faculty; Work Life; State Comprehensive Universities; United States Postsecondary Dducation

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APA (6th Edition):

Gump, S. E. (2012). Choosing your engagements: tenure and work life at state comprehensive universities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29547

Chicago Manual of Style (16th Edition):

Gump, Steven E. “Choosing your engagements: tenure and work life at state comprehensive universities.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/29547.

MLA Handbook (7th Edition):

Gump, Steven E. “Choosing your engagements: tenure and work life at state comprehensive universities.” 2012. Web. 28 Sep 2020.

Vancouver:

Gump SE. Choosing your engagements: tenure and work life at state comprehensive universities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/29547.

Council of Science Editors:

Gump SE. Choosing your engagements: tenure and work life at state comprehensive universities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29547

14. 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 September 28, 2020. 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. 28 Sep 2020.

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 2020 Sep 28]. 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

15. Provezis, Staci J. Regional accreditation and learning outcomes assessment: mapping the territory.

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

 This case study examined the intersection of collegiate-level student learning outcomes assessment with regional accreditation to understand how regional accreditation policies and practices leverage student… (more)

Subjects/Keywords: Higher Education; Accreditation; Student Learning; Outcomes Assessment

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APA (6th Edition):

Provezis, S. J. (2010). Regional accreditation and learning outcomes assessment: mapping the territory. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16260

Chicago Manual of Style (16th Edition):

Provezis, Staci J. “Regional accreditation and learning outcomes assessment: mapping the territory.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/16260.

MLA Handbook (7th Edition):

Provezis, Staci J. “Regional accreditation and learning outcomes assessment: mapping the territory.” 2010. Web. 28 Sep 2020.

Vancouver:

Provezis SJ. Regional accreditation and learning outcomes assessment: mapping the territory. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/16260.

Council of Science Editors:

Provezis SJ. Regional accreditation and learning outcomes assessment: mapping the territory. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16260

16. Jankowski, Natasha. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.

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

 Institutions of higher education in the United States operate within a climate of accountability and transparency where they are constantly asked to provide evidence of… (more)

Subjects/Keywords: Assessment; evidence use; decision making; learning outcomes; Accountability; transparency; storytelling

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Jankowski, N. (2013). Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42316

Chicago Manual of Style (16th Edition):

Jankowski, Natasha. “Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/42316.

MLA Handbook (7th Edition):

Jankowski, Natasha. “Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.” 2013. Web. 28 Sep 2020.

Vancouver:

Jankowski N. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/42316.

Council of Science Editors:

Jankowski N. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42316

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

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 September 28, 2020. 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. 28 Sep 2020.

Vancouver:

Fontenot J. Community college faculty attitudes and concerns about student learning outcomes assessment. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Sep 28]. 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


University of Illinois – Urbana-Champaign

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

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 September 28, 2020. 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. 28 Sep 2020.

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 2020 Sep 28]. 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

19. Lee, Sharon S. (Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997.

Degree: PhD, 0220, 2010, University of Illinois – Urbana-Champaign

 Are Asian American college students "minorities"? Using a measure of statistical parity of a student body compared to a state's demographics, Asian Americans have often… (more)

Subjects/Keywords: Asian American college students; higher education minority policies; campus climate

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

APA (6th Edition):

Lee, S. S. (2010). (Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/15537

Chicago Manual of Style (16th Edition):

Lee, Sharon S. “(Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/15537.

MLA Handbook (7th Edition):

Lee, Sharon S. “(Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997.” 2010. Web. 28 Sep 2020.

Vancouver:

Lee SS. (Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/15537.

Council of Science Editors:

Lee SS. (Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/15537


University of Illinois – Urbana-Champaign

20. 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 September 28, 2020. 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. 28 Sep 2020.

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 2020 Sep 28]. 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

.