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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Hood, Denice W."). Showing records 1 – 16 of 16 total matches.

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University of Illinois – Urbana-Champaign

1. Franklin, Janine Monique. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.

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

 Educational desire and resistance have been historically intricate and interconnected notions for Black women and girls. Problematizing Black girls instead of structural oppression and institutional… (more)

Subjects/Keywords: Black girls; sociology; education

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APA (6th Edition):

Franklin, J. M. (2015). Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78731

Chicago Manual of Style (16th Edition):

Franklin, Janine Monique. “Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/78731.

MLA Handbook (7th Edition):

Franklin, Janine Monique. “Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.” 2015. Web. 21 Apr 2019.

Vancouver:

Franklin JM. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/78731.

Council of Science Editors:

Franklin JM. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78731

2. Umbricht, Mark. First in, last out: time-to-degree of first-generation students.

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

 This is a study of factors which affect time-to-degree in first-generation students from a Midwestern research university. Astin’s (1993) Input-Environment-Output (I-E-O) model was utilized to… (more)

Subjects/Keywords: Time-to-degree; first-generation; I-E-O Model; Input-Environment-Output (I-E-O)

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APA (6th Edition):

Umbricht, M. (2012). First in, last out: time-to-degree of first-generation students. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31046

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):

Umbricht, Mark. “First in, last out: time-to-degree of first-generation students.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/31046.

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

MLA Handbook (7th Edition):

Umbricht, Mark. “First in, last out: time-to-degree of first-generation students.” 2012. Web. 21 Apr 2019.

Vancouver:

Umbricht M. First in, last out: time-to-degree of first-generation students. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/31046.

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

Council of Science Editors:

Umbricht M. First in, last out: time-to-degree of first-generation students. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31046

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


University of Illinois – Urbana-Champaign

3. Onyenekwu, Ifeyinwa Uchechi Cindy. "I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution.

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

 For college students, academic and social issues play a huge role in their higher education experience. This experience is exceptionally complicated for diverse Black populations,… (more)

Subjects/Keywords: Nigerian college students; Identity Formation; Race; Ethnicity

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APA (6th Edition):

Onyenekwu, I. U. C. (2015). "I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78774

Chicago Manual of Style (16th Edition):

Onyenekwu, Ifeyinwa Uchechi Cindy. “"I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/78774.

MLA Handbook (7th Edition):

Onyenekwu, Ifeyinwa Uchechi Cindy. “"I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution.” 2015. Web. 21 Apr 2019.

Vancouver:

Onyenekwu IUC. "I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/78774.

Council of Science Editors:

Onyenekwu IUC. "I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78774


University of Illinois – Urbana-Champaign

4. Forbes, Danielle Colleen. The success of African American STEM majors at HBCUs.

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

 According to the Obama Administration, we need a workforce that is going to be STEM ready because this is the only way that the U.S.… (more)

Subjects/Keywords: qualitative; Science, technology, engineering and mathematics (STEM); success; African American

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APA (6th Edition):

Forbes, D. C. (2016). The success of African American STEM majors at HBCUs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90772

Chicago Manual of Style (16th Edition):

Forbes, Danielle Colleen. “The success of African American STEM majors at HBCUs.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/90772.

MLA Handbook (7th Edition):

Forbes, Danielle Colleen. “The success of African American STEM majors at HBCUs.” 2016. Web. 21 Apr 2019.

Vancouver:

Forbes DC. The success of African American STEM majors at HBCUs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/90772.

Council of Science Editors:

Forbes DC. The success of African American STEM majors at HBCUs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90772


University of Illinois – Urbana-Champaign

5. Goldfarb, Jason. An analysis of the relationship of fraternity membership with members' measured spiritual, religious, and charitable variables.

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

 The purpose of the study was to examine the association between fraternity membership and members’ levels of spirituality, religiosity, and other variables. Data from the… (more)

Subjects/Keywords: fraternity membership; spirituality; religiosity; charitable involvement; college student beliefs and values; student development; higher education

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APA (6th Edition):

Goldfarb, J. (2014). An analysis of the relationship of fraternity membership with members' measured spiritual, religious, and charitable variables. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49717

Chicago Manual of Style (16th Edition):

Goldfarb, Jason. “An analysis of the relationship of fraternity membership with members' measured spiritual, religious, and charitable variables.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/49717.

MLA Handbook (7th Edition):

Goldfarb, Jason. “An analysis of the relationship of fraternity membership with members' measured spiritual, religious, and charitable variables.” 2014. Web. 21 Apr 2019.

Vancouver:

Goldfarb J. An analysis of the relationship of fraternity membership with members' measured spiritual, religious, and charitable variables. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/49717.

Council of Science Editors:

Goldfarb J. An analysis of the relationship of fraternity membership with members' measured spiritual, religious, and charitable variables. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49717


University of Illinois – Urbana-Champaign

6. Gentry, Christopher. Group dynamics among physical educators and principals in Blue Ribbon Schools.

Degree: PhD, 0351, 2014, University of Illinois – Urbana-Champaign

 Although there is extensive literature on group dynamics in K-12 schools, only a few studies have examined group dynamics that occur in physical education departments… (more)

Subjects/Keywords: physical education; group dynamics; departments; principals; leadership; recognition

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APA (6th Edition):

Gentry, C. (2014). Group dynamics among physical educators and principals in Blue Ribbon Schools. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50526

Chicago Manual of Style (16th Edition):

Gentry, Christopher. “Group dynamics among physical educators and principals in Blue Ribbon Schools.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/50526.

MLA Handbook (7th Edition):

Gentry, Christopher. “Group dynamics among physical educators and principals in Blue Ribbon Schools.” 2014. Web. 21 Apr 2019.

Vancouver:

Gentry C. Group dynamics among physical educators and principals in Blue Ribbon Schools. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/50526.

Council of Science Editors:

Gentry C. Group dynamics among physical educators and principals in Blue Ribbon Schools. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50526


University of Illinois – Urbana-Champaign

7. Diaz-Kozlowski, Tanya. Un camino de conocimiento: a marimacha's meditation on an LGBTQ inclusive charter school.

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

 This dissertation critically examines Java High, an LGBTQ inclusive charter school, using ethnographic methods to inquire if this school creates an institutional architecture that cultivates… (more)

Subjects/Keywords: lesbian, gay, bisexual, transgender, queer (LGBTQ); schools; Chicana feminism

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APA (6th Edition):

Diaz-Kozlowski, T. (2015). Un camino de conocimiento: a marimacha's meditation on an LGBTQ inclusive charter school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88044

Chicago Manual of Style (16th Edition):

Diaz-Kozlowski, Tanya. “Un camino de conocimiento: a marimacha's meditation on an LGBTQ inclusive charter school.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/88044.

MLA Handbook (7th Edition):

Diaz-Kozlowski, Tanya. “Un camino de conocimiento: a marimacha's meditation on an LGBTQ inclusive charter school.” 2015. Web. 21 Apr 2019.

Vancouver:

Diaz-Kozlowski T. Un camino de conocimiento: a marimacha's meditation on an LGBTQ inclusive charter school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/88044.

Council of Science Editors:

Diaz-Kozlowski T. Un camino de conocimiento: a marimacha's meditation on an LGBTQ inclusive charter school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88044


University of Illinois – Urbana-Champaign

8. Common, Brandon. You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution.

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

 Since their formation, the accomplishments of Black Greek Lettered Organizations (BGLOs) are undisputed. While BGLOs boast some of the greatest African American artists, writers, activist,… (more)

Subjects/Keywords: Education; Social sciences; African American Males; Black Greek-lettered organizations; Cultural Capital; Cultural Wealth

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APA (6th Edition):

Common, B. (2014). You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49854

Chicago Manual of Style (16th Edition):

Common, Brandon. “You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/49854.

MLA Handbook (7th Edition):

Common, Brandon. “You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution.” 2014. Web. 21 Apr 2019.

Vancouver:

Common B. You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/49854.

Council of Science Editors:

Common B. You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49854


University of Illinois – Urbana-Champaign

9. 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 April 21, 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. 21 Apr 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 Apr 21]. 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

10. Allen, Carrie Rae. Multiple dimensions of identity and undergraduate diversity workshop facilitators.

Degree: PhD, Ed Organization and Leadership, 2018, University of Illinois – Urbana-Champaign

 College and university student populations are more structurally diverse than they have ever been, yet students from historically marginalized identity groups are routinely subjected to… (more)

Subjects/Keywords: Diversity; Higher Education; Identity Development; College Students

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APA (6th Edition):

Allen, C. R. (2018). Multiple dimensions of identity and undergraduate diversity workshop facilitators. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/100944

Chicago Manual of Style (16th Edition):

Allen, Carrie Rae. “Multiple dimensions of identity and undergraduate diversity workshop facilitators.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/100944.

MLA Handbook (7th Edition):

Allen, Carrie Rae. “Multiple dimensions of identity and undergraduate diversity workshop facilitators.” 2018. Web. 21 Apr 2019.

Vancouver:

Allen CR. Multiple dimensions of identity and undergraduate diversity workshop facilitators. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/100944.

Council of Science Editors:

Allen CR. Multiple dimensions of identity and undergraduate diversity workshop facilitators. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/100944


University of Illinois – Urbana-Champaign

11. Dorime-Williams, Marjorie. Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes.

Degree: PhD, 0220, 2013, University of Illinois – Urbana-Champaign

 Participation rates in postsecondary education vary greatly by race, ethnicity, gender, and socioeconomic status (SES). In addition to issues of access, there are also problems… (more)

Subjects/Keywords: Black college students; socioeconomic status; involvement; educational expectations

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APA (6th Edition):

Dorime-Williams, M. (2013). Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44769

Chicago Manual of Style (16th Edition):

Dorime-Williams, Marjorie. “Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/44769.

MLA Handbook (7th Edition):

Dorime-Williams, Marjorie. “Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes.” 2013. Web. 21 Apr 2019.

Vancouver:

Dorime-Williams M. Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/44769.

Council of Science Editors:

Dorime-Williams M. Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44769

12. Barnard, Jovaughn K. Unwanted guests: Black women who contemplated and then voluntarily terminated their non-faculty employment at predominantly White institutions of higher education.

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

 This study explored the gendered racism experienced by Black women at predominantly White institutions of higher education. To provide deeper insight, into Black women’s contemplation… (more)

Subjects/Keywords: Black women employed at predominantly White institutions (PWIs)

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APA (6th Edition):

Barnard, J. K. (2015). Unwanted guests: Black women who contemplated and then voluntarily terminated their non-faculty employment at predominantly White institutions of higher education. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78490

Chicago Manual of Style (16th Edition):

Barnard, Jovaughn K. “Unwanted guests: Black women who contemplated and then voluntarily terminated their non-faculty employment at predominantly White institutions of higher education.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/78490.

MLA Handbook (7th Edition):

Barnard, Jovaughn K. “Unwanted guests: Black women who contemplated and then voluntarily terminated their non-faculty employment at predominantly White institutions of higher education.” 2015. Web. 21 Apr 2019.

Vancouver:

Barnard JK. Unwanted guests: Black women who contemplated and then voluntarily terminated their non-faculty employment at predominantly White institutions of higher education. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/78490.

Council of Science Editors:

Barnard JK. Unwanted guests: Black women who contemplated and then voluntarily terminated their non-faculty employment at predominantly White institutions of higher education. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78490

13. 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 April 21, 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. 21 Apr 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 Apr 21]. 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

14. 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 (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 April 21, 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. 21 Apr 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 Apr 21]. 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

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

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 April 21, 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. 21 Apr 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 Apr 21]. 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

16. Andrade, Jeanette. Multimedia types as moderators/mediators to the relationship between college students' learning beliefs and the impact on cognitive load in a general education undergraduate course with an asynchronous component.

Degree: PhD, 4096, 2015, University of Illinois – Urbana-Champaign

 In the educational literature, various attempts have been made to understand the complexities of learning and cognitive processing in web-based environments. There have been studies… (more)

Subjects/Keywords: multimedia; learning beliefs; cognitive load

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

APA (6th Edition):

Andrade, J. (2015). Multimedia types as moderators/mediators to the relationship between college students' learning beliefs and the impact on cognitive load in a general education undergraduate course with an asynchronous component. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72906

Chicago Manual of Style (16th Edition):

Andrade, Jeanette. “Multimedia types as moderators/mediators to the relationship between college students' learning beliefs and the impact on cognitive load in a general education undergraduate course with an asynchronous component.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/72906.

MLA Handbook (7th Edition):

Andrade, Jeanette. “Multimedia types as moderators/mediators to the relationship between college students' learning beliefs and the impact on cognitive load in a general education undergraduate course with an asynchronous component.” 2015. Web. 21 Apr 2019.

Vancouver:

Andrade J. Multimedia types as moderators/mediators to the relationship between college students' learning beliefs and the impact on cognitive load in a general education undergraduate course with an asynchronous component. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/72906.

Council of Science Editors:

Andrade J. Multimedia types as moderators/mediators to the relationship between college students' learning beliefs and the impact on cognitive load in a general education undergraduate course with an asynchronous component. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72906

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