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You searched for +publisher:"University of Missouri – Columbia" +contributor:("Hart, Jennifer L. (Jennifer Lynn), 1967-"). Showing records 1 – 18 of 18 total matches.

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1. Thorn, Elijah Andre. A qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern university.

Degree: 2014, University of Missouri – Columbia

 Completion of a college degree serves as an necessity for many individuals who want to transform their lives, change their socio-economic status and have a… (more)
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APA (6th Edition):

Thorn, E. A. (2014). A qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern university. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/44507

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):

Thorn, Elijah Andre. “A qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern university.” 2014. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/44507.

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

MLA Handbook (7th Edition):

Thorn, Elijah Andre. “A qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern university.” 2014. Web. 23 Oct 2019.

Vancouver:

Thorn EA. A qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern university. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/44507.

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

Council of Science Editors:

Thorn EA. A qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern university. [Thesis]. University of Missouri – Columbia; 2014. Available from: http://hdl.handle.net/10355/44507

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

2. Wimer-Pisano, Rebecca D., 1956-. Retention of young women in high school science, technology, engineering, and mathematics career and technical education programs: Retention of young women in high school stem CTE.

Degree: 2016, University of Missouri – Columbia

 The purpose of this study was to understand the reasons young women choose to stay or leave a STEM Career and Technical Education (CTE) program… (more)

Subjects/Keywords: Young women  – Education; Technical education; Dropouts  – Prevention; Science  – Study and teaching; Technology  – Study and teaching; Engineering  – Study and teaching; Mathematics  – Study and teaching

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APA (6th Edition):

Wimer-Pisano, Rebecca D., 1. (2016). Retention of young women in high school science, technology, engineering, and mathematics career and technical education programs: Retention of young women in high school stem CTE. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59792

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):

Wimer-Pisano, Rebecca D., 1956-. “Retention of young women in high school science, technology, engineering, and mathematics career and technical education programs: Retention of young women in high school stem CTE.” 2016. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/59792.

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

MLA Handbook (7th Edition):

Wimer-Pisano, Rebecca D., 1956-. “Retention of young women in high school science, technology, engineering, and mathematics career and technical education programs: Retention of young women in high school stem CTE.” 2016. Web. 23 Oct 2019.

Vancouver:

Wimer-Pisano, Rebecca D. 1. Retention of young women in high school science, technology, engineering, and mathematics career and technical education programs: Retention of young women in high school stem CTE. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/59792.

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

Council of Science Editors:

Wimer-Pisano, Rebecca D. 1. Retention of young women in high school science, technology, engineering, and mathematics career and technical education programs: Retention of young women in high school stem CTE. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59792

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

3. Jennrich, Jessica (Jessica Lynn). A life lived in classrooms : a feminist personal narrative.

Degree: 2016, University of Missouri – Columbia

 This project offers a counter narrative to some accepted theories regarding graduate learning practices. By using Scholarly Personal Narrative to present my classroom experience I… (more)

Subjects/Keywords: Education, Higher; Universities and colleges  – Graduate work; Learning, Psychology of; Feminist theory

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APA (6th Edition):

Jennrich, J. (. L. (2016). A life lived in classrooms : a feminist personal narrative. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/56534

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):

Jennrich, Jessica (Jessica Lynn). “A life lived in classrooms : a feminist personal narrative.” 2016. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/56534.

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

MLA Handbook (7th Edition):

Jennrich, Jessica (Jessica Lynn). “A life lived in classrooms : a feminist personal narrative.” 2016. Web. 23 Oct 2019.

Vancouver:

Jennrich J(L. A life lived in classrooms : a feminist personal narrative. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/56534.

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

Council of Science Editors:

Jennrich J(L. A life lived in classrooms : a feminist personal narrative. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/56534

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

4. Hoffman, Garrett Drew. Campus climate for lesbian, gay, bisexual, transgender, and queer undergraduate students at the University of Missouri: a qualitative study.

Degree: 2012, University of Missouri – Columbia

 The University of Missouri has been engaging in ongoing campus climate research since 2001. Previous studies have revealed that lesbian, gay, bisexual, transgender, and queer… (more)

Subjects/Keywords: higher education; campus climate; sexual harrassment; homosexuality; transgender

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APA (6th Edition):

Hoffman, G. D. (2012). Campus climate for lesbian, gay, bisexual, transgender, and queer undergraduate students at the University of Missouri: a qualitative study. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15262

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):

Hoffman, Garrett Drew. “Campus climate for lesbian, gay, bisexual, transgender, and queer undergraduate students at the University of Missouri: a qualitative study.” 2012. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/15262.

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

MLA Handbook (7th Edition):

Hoffman, Garrett Drew. “Campus climate for lesbian, gay, bisexual, transgender, and queer undergraduate students at the University of Missouri: a qualitative study.” 2012. Web. 23 Oct 2019.

Vancouver:

Hoffman GD. Campus climate for lesbian, gay, bisexual, transgender, and queer undergraduate students at the University of Missouri: a qualitative study. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/15262.

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

Council of Science Editors:

Hoffman GD. Campus climate for lesbian, gay, bisexual, transgender, and queer undergraduate students at the University of Missouri: a qualitative study. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15262

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


University of Missouri – Columbia

5. Smith, Michelle Lynn. Professional learning community: a case study of one Midwestern school.

Degree: 2009, University of Missouri – Columbia

 The concept of school faculty collaborating as a professional learning community has garnered widespread support and is the subject of much research and discussion. This… (more)

Subjects/Keywords: Professional learning communities; Educational leadership

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APA (6th Edition):

Smith, M. L. (2009). Professional learning community: a case study of one Midwestern school. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/7032

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):

Smith, Michelle Lynn. “Professional learning community: a case study of one Midwestern school.” 2009. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/7032.

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

MLA Handbook (7th Edition):

Smith, Michelle Lynn. “Professional learning community: a case study of one Midwestern school.” 2009. Web. 23 Oct 2019.

Vancouver:

Smith ML. Professional learning community: a case study of one Midwestern school. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/7032.

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

Council of Science Editors:

Smith ML. Professional learning community: a case study of one Midwestern school. [Thesis]. University of Missouri – Columbia; 2009. Available from: http://hdl.handle.net/10355/7032

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


University of Missouri – Columbia

6. Mills, Wendy Lynne, 1968-. Survivor leaders: a grounded theory inquiry into leadership practices of childhood trauma survivors.

Degree: 2010, University of Missouri – Columbia

 Most research about childhood trauma focuses on the damage it causes. Some research delves into how resilience and posttraumatic growth can mitigate the effects of… (more)

Subjects/Keywords: Educational leadership; Grounded theory; Post-traumatic stress disorder in children; Adult child abuse victims

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APA (6th Edition):

Mills, Wendy Lynne, 1. (2010). Survivor leaders: a grounded theory inquiry into leadership practices of childhood trauma survivors. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/8322

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):

Mills, Wendy Lynne, 1968-. “Survivor leaders: a grounded theory inquiry into leadership practices of childhood trauma survivors.” 2010. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/8322.

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

MLA Handbook (7th Edition):

Mills, Wendy Lynne, 1968-. “Survivor leaders: a grounded theory inquiry into leadership practices of childhood trauma survivors.” 2010. Web. 23 Oct 2019.

Vancouver:

Mills, Wendy Lynne 1. Survivor leaders: a grounded theory inquiry into leadership practices of childhood trauma survivors. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/8322.

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

Council of Science Editors:

Mills, Wendy Lynne 1. Survivor leaders: a grounded theory inquiry into leadership practices of childhood trauma survivors. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/8322

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


University of Missouri – Columbia

7. Quinn, Kathleen J. Experiences influencing physician rural practice and retention: a phenomenological study.

Degree: 2009, University of Missouri – Columbia

 A physician maldistribution exists when comparing rural with urban areas. It is necessary to ensure rural citizens have available, accessible, and acceptable quality medical care… (more)

Subjects/Keywords: Physicians (General practice); Medicine, Rural; Rural health clinics

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APA (6th Edition):

Quinn, K. J. (2009). Experiences influencing physician rural practice and retention: a phenomenological study. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/9673

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):

Quinn, Kathleen J. “Experiences influencing physician rural practice and retention: a phenomenological study.” 2009. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/9673.

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

MLA Handbook (7th Edition):

Quinn, Kathleen J. “Experiences influencing physician rural practice and retention: a phenomenological study.” 2009. Web. 23 Oct 2019.

Vancouver:

Quinn KJ. Experiences influencing physician rural practice and retention: a phenomenological study. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/9673.

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

Council of Science Editors:

Quinn KJ. Experiences influencing physician rural practice and retention: a phenomenological study. [Thesis]. University of Missouri – Columbia; 2009. Available from: http://hdl.handle.net/10355/9673

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


University of Missouri – Columbia

8. Cunningham, Eric, 1953-. Contingent faculty at extended campuses: framework for leaders.

Degree: 2010, University of Missouri – Columbia

 This research was done to explore the worklife of contingent (part-time; adjunct) faculty at extended campuses. These faculty have been overlooked in the research literature.… (more)

Subjects/Keywords: College teachers  – Tenure; College teachers, Part-time; Universities and colleges  – Faculty; Work-life balance; Leadership

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APA (6th Edition):

Cunningham, Eric, 1. (2010). Contingent faculty at extended campuses: framework for leaders. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/10286

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):

Cunningham, Eric, 1953-. “Contingent faculty at extended campuses: framework for leaders.” 2010. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/10286.

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

MLA Handbook (7th Edition):

Cunningham, Eric, 1953-. “Contingent faculty at extended campuses: framework for leaders.” 2010. Web. 23 Oct 2019.

Vancouver:

Cunningham, Eric 1. Contingent faculty at extended campuses: framework for leaders. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/10286.

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

Council of Science Editors:

Cunningham, Eric 1. Contingent faculty at extended campuses: framework for leaders. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/10286

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


University of Missouri – Columbia

9. Mueller, Lori. Higher education funding in Missouri.

Degree: 2011, University of Missouri – Columbia

 The purpose of this qualitative case study was to examine perceptions of state legislators regarding funding of public higher education in the State of Missouri.… (more)

Subjects/Keywords: higher education finance; social compact; state funding; public good

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APA (6th Edition):

Mueller, L. (2011). Higher education funding in Missouri. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15788

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):

Mueller, Lori. “Higher education funding in Missouri.” 2011. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/15788.

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

MLA Handbook (7th Edition):

Mueller, Lori. “Higher education funding in Missouri.” 2011. Web. 23 Oct 2019.

Vancouver:

Mueller L. Higher education funding in Missouri. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/15788.

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

Council of Science Editors:

Mueller L. Higher education funding in Missouri. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15788

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


University of Missouri – Columbia

10. Fellabaum, Jennifer. Performance in student affairs: insights into gender and sexuality.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This embedded, descriptive case study (Creswell, 2007; Scholz & Tietje, 2002; Stake, 2006; Yin, 2009)… (more)

Subjects/Keywords: gender performance; student affairs; sexuality influence; higher education

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APA (6th Edition):

Fellabaum, J. (2012). Performance in student affairs: insights into gender and sexuality. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/35306

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):

Fellabaum, Jennifer. “Performance in student affairs: insights into gender and sexuality.” 2012. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/35306.

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

MLA Handbook (7th Edition):

Fellabaum, Jennifer. “Performance in student affairs: insights into gender and sexuality.” 2012. Web. 23 Oct 2019.

Vancouver:

Fellabaum J. Performance in student affairs: insights into gender and sexuality. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/35306.

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

Council of Science Editors:

Fellabaum J. Performance in student affairs: insights into gender and sexuality. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/35306

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


University of Missouri – Columbia

11. Wylie, Cara M. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.

Degree: 2011, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The goal of the eMINTS National Center's Comprehensive program is to help teachers learn how… (more)

Subjects/Keywords: professional development; peer influence; administrator support; instructional practices; student engagement

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APA (6th Edition):

Wylie, C. M. (2011). eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14511

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):

Wylie, Cara M. “eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.” 2011. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/14511.

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

MLA Handbook (7th Edition):

Wylie, Cara M. “eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.” 2011. Web. 23 Oct 2019.

Vancouver:

Wylie CM. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/14511.

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

Council of Science Editors:

Wylie CM. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14511

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


University of Missouri – Columbia

12. Rathje, Lonelle. Women in university fund raising: how they understand their roles as leaders in middle management.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to answer the research question of how women understand… (more)

Subjects/Keywords: higher education; fund development; middle management; women leaders

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APA (6th Edition):

Rathje, L. (2012). Women in university fund raising: how they understand their roles as leaders in middle management. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15179

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):

Rathje, Lonelle. “Women in university fund raising: how they understand their roles as leaders in middle management.” 2012. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/15179.

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

MLA Handbook (7th Edition):

Rathje, Lonelle. “Women in university fund raising: how they understand their roles as leaders in middle management.” 2012. Web. 23 Oct 2019.

Vancouver:

Rathje L. Women in university fund raising: how they understand their roles as leaders in middle management. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/15179.

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

Council of Science Editors:

Rathje L. Women in university fund raising: how they understand their roles as leaders in middle management. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15179

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


University of Missouri – Columbia

13. Rathje, Lonelle. Women in university fund raising: how they understand their roles as leaders in middle management.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to answer the research question of how women understand… (more)

Subjects/Keywords: higher education; fund development; middle management; women leaders

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

APA (6th Edition):

Rathje, L. (2012). Women in university fund raising: how they understand their roles as leaders in middle management. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/15179

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):

Rathje, Lonelle. “Women in university fund raising: how they understand their roles as leaders in middle management.” 2012. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. https://doi.org/10.32469/10355/15179.

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

MLA Handbook (7th Edition):

Rathje, Lonelle. “Women in university fund raising: how they understand their roles as leaders in middle management.” 2012. Web. 23 Oct 2019.

Vancouver:

Rathje L. Women in university fund raising: how they understand their roles as leaders in middle management. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Oct 23]. Available from: https://doi.org/10.32469/10355/15179.

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

Council of Science Editors:

Rathje L. Women in university fund raising: how they understand their roles as leaders in middle management. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/15179

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


University of Missouri – Columbia

14. Fellabaum, Jennifer. Performance in student affairs: insights into gender and sexuality.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This embedded, descriptive case study (Creswell, 2007; Scholz & Tietje, 2002; Stake, 2006; Yin, 2009)… (more)

Subjects/Keywords: gender performance; student affairs; sexuality influence; higher education

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APA (6th Edition):

Fellabaum, J. (2012). Performance in student affairs: insights into gender and sexuality. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/35306

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):

Fellabaum, Jennifer. “Performance in student affairs: insights into gender and sexuality.” 2012. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. https://doi.org/10.32469/10355/35306.

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

MLA Handbook (7th Edition):

Fellabaum, Jennifer. “Performance in student affairs: insights into gender and sexuality.” 2012. Web. 23 Oct 2019.

Vancouver:

Fellabaum J. Performance in student affairs: insights into gender and sexuality. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Oct 23]. Available from: https://doi.org/10.32469/10355/35306.

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

Council of Science Editors:

Fellabaum J. Performance in student affairs: insights into gender and sexuality. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/35306

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


University of Missouri – Columbia

15. Murphy, James, 1958-. Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office.

Degree: 2013, University of Missouri – Columbia

 The Missouri S&T Fraternity and Sorority Life Office oversees a 24 chapter campus Greek community. This Office is responsible for providing this community with the… (more)

Subjects/Keywords: Missouri S&T Fraternity and Sorority Life Office; CAS Standards for fraternity and sorority advising; Greek letter societies  – Standards; College students  – Societies, etc.

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

APA (6th Edition):

Murphy, James, 1. (2013). Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/42970

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):

Murphy, James, 1958-. “Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office.” 2013. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. https://doi.org/10.32469/10355/42970.

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

MLA Handbook (7th Edition):

Murphy, James, 1958-. “Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office.” 2013. Web. 23 Oct 2019.

Vancouver:

Murphy, James 1. Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Oct 23]. Available from: https://doi.org/10.32469/10355/42970.

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

Council of Science Editors:

Murphy, James 1. Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/42970

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

16. Murphy, James, 1958-. Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office.

Degree: 2013, University of Missouri – Columbia

 The Missouri S&T Fraternity and Sorority Life Office oversees a 24 chapter campus Greek community. This Office is responsible for providing this community with the… (more)

Subjects/Keywords: Missouri S&T Fraternity and Sorority Life Office; CAS Standards for fraternity and sorority advising; Greek letter societies  – Standards; College students  – Societies, etc.

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):

Murphy, James, 1. (2013). Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/42970

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):

Murphy, James, 1958-. “Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office.” 2013. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/42970.

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

MLA Handbook (7th Edition):

Murphy, James, 1958-. “Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office.” 2013. Web. 23 Oct 2019.

Vancouver:

Murphy, James 1. Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/42970.

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

Council of Science Editors:

Murphy, James 1. Stakeholder perceptions of programs and services provided to Greek chapters : an exploratory program evaluation of the Missouri S&T Fraternity and Sorority Life Office. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/42970

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


University of Missouri – Columbia

17. Henricks, Allison. Making meaning of service-learning: the power of direct service and reflection.

Degree: 2009, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this qualitative case study was to understand student perceptions and self-described meaning… (more)

Subjects/Keywords: Service learning; Civics  – Study and teaching (Higher)

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

APA (6th Edition):

Henricks, A. (2009). Making meaning of service-learning: the power of direct service and reflection. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/6778

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):

Henricks, Allison. “Making meaning of service-learning: the power of direct service and reflection.” 2009. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. https://doi.org/10.32469/10355/6778.

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

MLA Handbook (7th Edition):

Henricks, Allison. “Making meaning of service-learning: the power of direct service and reflection.” 2009. Web. 23 Oct 2019.

Vancouver:

Henricks A. Making meaning of service-learning: the power of direct service and reflection. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Oct 23]. Available from: https://doi.org/10.32469/10355/6778.

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

Council of Science Editors:

Henricks A. Making meaning of service-learning: the power of direct service and reflection. [Thesis]. University of Missouri – Columbia; 2009. Available from: https://doi.org/10.32469/10355/6778

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


University of Missouri – Columbia

18. Smith, Michelle Lynn. Professional learning community: a case study of one Midwestern school.

Degree: 2009, University of Missouri – Columbia

 The concept of school faculty collaborating as a professional learning community has garnered widespread support and is the subject of much research and discussion. This… (more)

Subjects/Keywords: Professional learning communities; Educational leadership

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

APA (6th Edition):

Smith, M. L. (2009). Professional learning community: a case study of one Midwestern school. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/7032

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):

Smith, Michelle Lynn. “Professional learning community: a case study of one Midwestern school.” 2009. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. https://doi.org/10.32469/10355/7032.

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

MLA Handbook (7th Edition):

Smith, Michelle Lynn. “Professional learning community: a case study of one Midwestern school.” 2009. Web. 23 Oct 2019.

Vancouver:

Smith ML. Professional learning community: a case study of one Midwestern school. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Oct 23]. Available from: https://doi.org/10.32469/10355/7032.

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

Council of Science Editors:

Smith ML. Professional learning community: a case study of one Midwestern school. [Thesis]. University of Missouri – Columbia; 2009. Available from: https://doi.org/10.32469/10355/7032

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

.