+publisher:"University of North Texas" +contributor:("Bush, V. Barbara")

University of North Texas

1. Hyatt, Jennifer. Women Chief Housing Officers at State Universities in the Northwest United States.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc955107/

► Hyatt, Jennifer Leigh. Women Chief Housing Officers at State Universities in the Northwest United States. Doctor of Education (Higher Education), December 2016, 89 pp., 1… (more)

Subjects/Keywords: Chief Housing Officer;

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APA (6^th Edition):

Hyatt, J. (2016). Women Chief Housing Officers at State Universities in the Northwest United States. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955107/

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

Chicago Manual of Style (16^th Edition):

Hyatt, Jennifer. “Women Chief Housing Officers at State Universities in the Northwest United States.” 2016. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc955107/.

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

MLA Handbook (7^th Edition):

Hyatt, Jennifer. “Women Chief Housing Officers at State Universities in the Northwest United States.” 2016. Web. 16 Jun 2019.

Vancouver:

Hyatt J. Women Chief Housing Officers at State Universities in the Northwest United States. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955107/.

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

Council of Science Editors:

Hyatt J. Women Chief Housing Officers at State Universities in the Northwest United States. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955107/

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

University of North Texas

2. Hall, Dennis H. H. Impact of the Clery Act: An Examination of the Relationship between Clery Act Data and Recruitment at Private Colleges and Universities.

Degree: 2017, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc984250/

► The problem this study addressed is the relationship between Clery Act crime data and student recruitment at private colleges and universities. For this quantitative study,… (more)

Subjects/Keywords: Clery Act; crime statistics; campus safety; campus security; student choice; college choice; institutional characteristics; recruitment; applications; yield rate; annual security report; Clery Act data; campus crime; Education, Higher

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APA (6^th Edition):

Hall, D. H. H. (2017). Impact of the Clery Act: An Examination of the Relationship between Clery Act Data and Recruitment at Private Colleges and Universities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984250/

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

Chicago Manual of Style (16^th Edition):

Hall, Dennis H H. “Impact of the Clery Act: An Examination of the Relationship between Clery Act Data and Recruitment at Private Colleges and Universities.” 2017. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc984250/.

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

MLA Handbook (7^th Edition):

Hall, Dennis H H. “Impact of the Clery Act: An Examination of the Relationship between Clery Act Data and Recruitment at Private Colleges and Universities.” 2017. Web. 16 Jun 2019.

Vancouver:

Hall DHH. Impact of the Clery Act: An Examination of the Relationship between Clery Act Data and Recruitment at Private Colleges and Universities. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984250/.

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

Council of Science Editors:

Hall DHH. Impact of the Clery Act: An Examination of the Relationship between Clery Act Data and Recruitment at Private Colleges and Universities. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984250/

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

University of North Texas

3. Bryan, Vanessa Roberts. A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions.

Degree: 2017, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc984178/

► Despite recent scholarly interest in college students' spirituality and spiritual development, as well as research indicating that students are interested in spirituality and have a… (more)

Subjects/Keywords: spirituality; spiritual experience; gay; lesbian; phenomenology; higher education; religious university; Education, Higher

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APA (6^th Edition):

Bryan, V. R. (2017). A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984178/

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

Chicago Manual of Style (16^th Edition):

Bryan, Vanessa Roberts. “A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions.” 2017. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc984178/.

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

MLA Handbook (7^th Edition):

Bryan, Vanessa Roberts. “A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions.” 2017. Web. 16 Jun 2019.

Vancouver:

Bryan VR. A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984178/.

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

Council of Science Editors:

Bryan VR. A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984178/

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

University of North Texas

4. George, Stephen J. Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India.

Degree: 2017, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1011816/

► The purpose of this study was to better understand student learning in asynchronous computer-conference discourse (ASD) for non-native speakers of English in India through the… (more)

▼ The purpose of this study was to better understand student learning in asynchronous computer-conference discourse (ASD) for non-native speakers of English in India through the Community of Inquiry (COI) framework. The study looked at ASD from an online course taught in the fall of 2015 to 25 students in a seminary in South India. All but one of the students were non-native speakers of English. The class consisted of 22 men and 3 women. Eight students spoke languages from the Dravidian family of languages (Malayalam, Tamil, Telegu and Kannada). Eight students were from the Northeastern states of Manipur, Nagaland and Tripura, where most languages are from the Sino-Tibetan family. Three students were native speakers of Indo-Aryan languages (Odiya and Assamese). Five students were from Myanmar representing several Sino-Tibetan languages. The COI is a framework used to understand learning in ASD, often used in online learning. To study the ASD of this group, critical discourse analysis (CDA) was used with the COI to capture the unique socio-cultural and linguistic conditions of this group. The study revealed that non-native speakers of English often reach the Exploration phase of learning but rarely show evidence of reaching the Resolution phase. This phenomenon was also observed in native English speakers as reported in the literature. Also, the structure of ASD showed that students took an examination approach to discussion shaped in part by their epistemology. This examination approach shaped how knowledge was constructed. CDA also showed that the discourse acquired an instructor-centered structure in which Resolution and Repair were initiated and finalized by the instructor. The study advances the COI framework by undergirding it with a theory of asynchronous discourse using critical discourse analysis and capturing cognitive, social and teaching presence phenomena for non-native speakers that were not observed through the traditional COI framework. These phenomena were driven by cultural, epistemological, and linguistic forces and require a rethinking of the COI for contexts outside of North America. The study also demonstrates that learning for non-native speakers in ASD is challenged by these very same forces. Therefore, design for online learning should account for these phenomena. Advisors/Committee Members: Bush, V. Barbara, Cutrigh, Marc, Cukor-Avila, Patricia.

Subjects/Keywords: community of inquiry; critical discourse analysis; asynchronous discourse; India; seminary; computer-conference; asynchronous learning network; non-native speaker; ESL

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APA (6^th Edition):

George, S. J. (2017). Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011816/

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

Chicago Manual of Style (16^th Edition):

George, Stephen J. “Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India.” 2017. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011816/.

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

MLA Handbook (7^th Edition):

George, Stephen J. “Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India.” 2017. Web. 16 Jun 2019.

Vancouver:

George SJ. Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011816/.

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

Council of Science Editors:

George SJ. Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011816/

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

University of North Texas

5. Carson, Dayanna Vontresea. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.

Degree: 2017, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1011826/

► The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due… (more)

Subjects/Keywords: African American Female Principals in High Poverty Urban Schools

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APA (6^th Edition):

Carson, D. V. (2017). What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011826/

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

Chicago Manual of Style (16^th Edition):

Carson, Dayanna Vontresea. “What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.” 2017. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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

MLA Handbook (7^th Edition):

Carson, Dayanna Vontresea. “What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.” 2017. Web. 16 Jun 2019.

Vancouver:

Carson DV. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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

Council of Science Editors:

Carson DV. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011826/

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

University of North Texas

6. Fernander, Keith A. Examining the Engagement of Transfer Students in Texas Universities.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115077/

► The success of transfer students plays a critical role in improving the baccalaureate attainment rates of undergraduates attending 4-year higher education institutions in Texas; however,… (more)

▼ The success of transfer students plays a critical role in improving the baccalaureate attainment rates of undergraduates attending 4-year higher education institutions in Texas; however, current indicators suggest transfer students have lower persistence and graduation rates relative to students who begin and complete their college education at one university (i.e., non-transfer students). Additionally, the research literature indicates a link between degree completion and engagement; however, transfer students are reported to be less engaged and less likely to persist than their counterparts. This quantitative study compared the engagement experiences of 2-year transfers, 4-year transfers, swirl transfer, and non-transfers by using National Survey of Student Engagement (NSSE) 2008 data to determine if there are any differences among these groups, and if these differences persist after controlling for individual and institutional covariates. the sample consisted of 2,000 seniors attending 4-year higher education institutions in Texas. the engagement scores of each group were compared using a multivariate analysis (MANOVA). This study found non-transfers were more engaged than each type of transfer student on Student-Faculty Interaction and Supportive Campus Environment factors; moreover, these differences generally persisted after controlling for residence, enrollment status, and institutional control (i.e., public vs. private).The data indicated no difference among the three transfer sub-groups for any of the engagement variables, which suggests their engagement experiences were similar. This research suggests that efforts to increase the participation and success rates of Texans, particularly those described as transfers, may be informed by how students perceive their engagement experiences; consequently, institutions may consider modifying and implementing policies that promote student participation in educationally purposeful activities leading to persistence and graduation. Advisors/Committee Members: Newsom, Ron, Bush , V. Barbara, Pasco, Gwenn.

Subjects/Keywords: Higher education; student success; transfer students

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APA (6^th Edition):

Fernander, K. A. (2012). Examining the Engagement of Transfer Students in Texas Universities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115077/

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

Chicago Manual of Style (16^th Edition):

Fernander, Keith A. “Examining the Engagement of Transfer Students in Texas Universities.” 2012. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc115077/.

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

MLA Handbook (7^th Edition):

Fernander, Keith A. “Examining the Engagement of Transfer Students in Texas Universities.” 2012. Web. 16 Jun 2019.

Vancouver:

Fernander KA. Examining the Engagement of Transfer Students in Texas Universities. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115077/.

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

Council of Science Editors:

Fernander KA. Examining the Engagement of Transfer Students in Texas Universities. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115077/

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

University of North Texas

7. Manyango, Wilfred M. Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115115/

► The Liberia Baptist Theological Seminary (LBTS), opened on March 4, 1976, exists to train men and women for Christian ministry. It offers four-year degree programs… (more)

▼ The Liberia Baptist Theological Seminary (LBTS), opened on March 4, 1976, exists to train men and women for Christian ministry. It offers four-year degree programs leading to bachelor of arts in theology, bachelor of arts in religious education, and bachelor of divinity. Three major periods characterized its growth and development. the first, from 1976 to 1989, was a period of growth and prosperity. the second, from 1990-2003, was a time of immense challenge for the seminary because of the Liberian Civil War. the final period, from 2003 to the present, shows the seminary attempting to re-position itself for the future as a premier Christian higher education institution in Liberia. One of the challenges remaining, however, is the lack of historical documentation on factors impacting the growth of the seminary. This historical case study research sought to provide a comprehensive overview of the LBTS within the context of theological higher education in Liberia and the Liberian Civil War. the four major purposes guiding this research were: 1. Historical—to document and evaluate the rise, survival, developments and achievements of LBTS; 2. Institutional—to gain insight into how the seminary operates; 3. to document the effects of the 13-year civil war on the seminary; and 4. to identify the perceived challenges and needs of the seminary. Study participants included administrators, faculty, staff, students, graduates, and trustees, both past and present. Data were gathered through semi-structured interviews and document analysis. with thorough analysis of all data, seven major themes surfaced: 1.The lack of funding and qualified national faculty; 2.The relationship between missionaries and nationals; 3. the need for partnership development nationally and internationally; 4. the strong impact of the civil war on the seminary; 5. Realignment of seminary mission; and 6. the need for Bible training center and seminary perseverance during the war. As the seminary positions itself for the future, it continues to experience need in the areas of financial and educational resources, Internet technology, and the acquisition of qualified national faculty. Advisors/Committee Members: Bush, V. Barbara, Cutright , Marc, Esqueda, Octavio.

Subjects/Keywords: Theological Christian higher education; higher education in Liberia; Liberian Baptist education; war and higher education

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APA (6^th Edition):

Manyango, W. M. (2012). Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115115/

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

Chicago Manual of Style (16^th Edition):

Manyango, Wilfred M. “Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary.” 2012. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc115115/.

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

MLA Handbook (7^th Edition):

Manyango, Wilfred M. “Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary.” 2012. Web. 16 Jun 2019.

Vancouver:

Manyango WM. Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115115/.

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

Council of Science Editors:

Manyango WM. Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115115/

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

University of North Texas

8. Holland, Marcia Annette. Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84219/

► This qualitative, inductive study analyzed online recruiting information posted at the websites of five major aerospace and defense corporations to recruit college juniors, seniors, and… (more)

▼ This qualitative, inductive study analyzed online recruiting information posted at the websites of five major aerospace and defense corporations to recruit college juniors, seniors, and recent graduates. Recruitment of this group is critical to staff the personnel for the scientific, technical, and management needs of aerospace and defense industries. The study sought: (1) to determine the use of multiple recruitment factors inferred from the literature and recommended for successful recruitment of college graduates, (2) to determine use of online social media (Facebook, Twitter, LinkedIn) to recruit this population, and (3) to explore commonalities among these corporations regarding online recruiting information to determine if a model for online recruitment now exists. A matrix of recruitment factors was developed from a review of the literature on the personnel needs of this industry and on effective recruiting factors for this group. Content analysis involved filtering information at each website with the matrix. Conclusions of this study include: (1) the matrix of recruitment factors and the rating scale developed for the purposes of this study provide a tool for researching, documenting, and comparing recruitment information on the internet; (2) that while these corporations represent the latest applications in technology in their manufacturing processes and products, they do not use social networking technology to the extent the popular and scholarly literature indicate is typical for the target group. Given that the current generation exhibits extensive use of social media, several of these corporations’ websites appear not to utilize this networking technology. Informally, these corporations argue that cyber-security prevents extensive use of social networking sites. Thus, these corporations must determine how to maintain cyber-security while at the same time adopting more accepted use of social networking platforms. Advisors/Committee Members: Newsom, Ronald, Whitson, Kathleen K., Bush, V. Barbara.

Subjects/Keywords: recruitment; STEM; online technology; career path, graduates; higher education

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APA (6^th Edition):

Holland, M. A. (2011). Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84219/

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

Chicago Manual of Style (16^th Edition):

Holland, Marcia Annette. “Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc84219/.

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

MLA Handbook (7^th Edition):

Holland, Marcia Annette. “Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark.” 2011. Web. 16 Jun 2019.

Vancouver:

Holland MA. Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84219/.

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

Council of Science Editors:

Holland MA. Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84219/

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

University of North Texas

9. Jackson, Zena McClellan. Organizational Perspectives of Faculty and Administrators in a Southwest Community College District.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84225/

► This quantitative study analyzed data from ModernThink’s Best Places to Work survey to describe if employees of different ethnic groups in a community college district… (more)

Subjects/Keywords: Community college; ModernThink; faculty and administrators; campus climates

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APA (6^th Edition):

Jackson, Z. M. (2011). Organizational Perspectives of Faculty and Administrators in a Southwest Community College District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84225/

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

Chicago Manual of Style (16^th Edition):

Jackson, Zena McClellan. “Organizational Perspectives of Faculty and Administrators in a Southwest Community College District.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc84225/.

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

MLA Handbook (7^th Edition):

Jackson, Zena McClellan. “Organizational Perspectives of Faculty and Administrators in a Southwest Community College District.” 2011. Web. 16 Jun 2019.

Vancouver:

Jackson ZM. Organizational Perspectives of Faculty and Administrators in a Southwest Community College District. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84225/.

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

Council of Science Editors:

Jackson ZM. Organizational Perspectives of Faculty and Administrators in a Southwest Community College District. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84225/

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

University of North Texas

10. McCray, Lonnie. An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84246/

► The purpose of this study was to provide a historical overview of the development of the General Studies (GS) program at LSU Shreveport from its… (more)

Subjects/Keywords: case study; higher education; general studies

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APA (6^th Edition):

McCray, L. (2011). An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84246/

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

Chicago Manual of Style (16^th Edition):

McCray, Lonnie. “An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc84246/.

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

MLA Handbook (7^th Edition):

McCray, Lonnie. “An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport.” 2011. Web. 16 Jun 2019.

Vancouver:

McCray L. An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84246/.

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

Council of Science Editors:

McCray L. An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84246/

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

University of North Texas

11. Lett-Stallworth, Tawana. Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84239/

► Programmatic change related to autism spectrum disorders (ASD) training in special education teacher education programs across the U.S. and institutional variables that influenced change were… (more)

Subjects/Keywords: Autism spectrum disorders; teacher education programs; personnel preparation

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APA (6^th Edition):

Lett-Stallworth, T. (2011). Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84239/

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

Chicago Manual of Style (16^th Edition):

Lett-Stallworth, Tawana. “Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc84239/.

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

MLA Handbook (7^th Edition):

Lett-Stallworth, Tawana. “Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs.” 2011. Web. 16 Jun 2019.

Vancouver:

Lett-Stallworth T. Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84239/.

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

Council of Science Editors:

Lett-Stallworth T. Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84239/

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

University of North Texas

12. Cervantez, Vera Ann. The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84186/

► The relationships between community college students’ sense of community, student self-directed learning readiness, and successful completion of online courses were investigated using a correlational research… (more)

Subjects/Keywords: distance learning; successful course completion; classroom community; self-directedness; Educational technology.; Higher education.; self-directed learning; directed learning

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APA (6^th Edition):

Cervantez, V. A. (2011). The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84186/

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

Chicago Manual of Style (16^th Edition):

Cervantez, Vera Ann. “The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc84186/.

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

MLA Handbook (7^th Edition):

Cervantez, Vera Ann. “The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses.” 2011. Web. 16 Jun 2019.

Vancouver:

Cervantez VA. The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84186/.

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

Council of Science Editors:

Cervantez VA. The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84186/

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

University of North Texas

13. Speed, Heather Faye. Early Predictors of Early Freshman Year Attrition in Female Hispanic Students.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc103396/

► The Texas Hispanic population is projected to grow to 18.8 million, almost tripling its number within the state, in only 30 years. This rapid growth… (more)

▼ The Texas Hispanic population is projected to grow to 18.8 million, almost tripling its number within the state, in only 30 years. This rapid growth is a concern for Texas higher education because this group has traditionally been under-represented in colleges and universities. Also, according to national, state, and local data, Hispanic students are retained at a lower rate than are other ethnic groups. Because of lower retention rates for Hispanic students and because the majority of Hispanic college students are female, an increasing number of Hispanic women are heads of households. Studying the attrition rates of Hispanic females could provide a better understanding of how the state can improve both the participation and retention rates of this population. This study utilized descriptive statistics and regression analysis to identify the correlations between and among the dependent variable of attrition and independent variables derived from (1) pre-college survey responses measuring college expectations and (2) early-first semester survey responses measuring actual college experience. Institutional data were used to confirm enrollment status at the beginning of the second semester. The sample of the study was all female, full-time, first-time-in college student survey respondents attending a public 4-year institution in Texas. This number included Hispanic females (n = 176), Caucasian females (n = 278), and African American females (n = 209). Although not a focus of the study, Caucasian and African American females were included to enhance the understanding of Hispanic females’ responses. The dependent variable of attrition in college attendance for Hispanic females correlated negatively with each two independent variables: (1) joining one or more campus organizations (r = -.252, p = 0.045) and (2) campus social life providing many opportunities for participation (r = -.272, p = 0.030). The dependent variable correlated positively with one independent variable, satisfaction with academic progress at the end of the freshman year (r = .301, p = 0.016). To have a positive impact on the attrition rates of Hispanic females, educators at Texas institutions of higher education must better understand Hispanic females’ college expectations. Advisors/Committee Members: Bush, V. Barbara, Whitson, Kathleen K., McGuinness, Maureen.

Subjects/Keywords: Female; attrition; Hispanic

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

APA (6^th Edition):

Speed, H. F. (2011). Early Predictors of Early Freshman Year Attrition in Female Hispanic Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103396/

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

Chicago Manual of Style (16^th Edition):

Speed, Heather Faye. “Early Predictors of Early Freshman Year Attrition in Female Hispanic Students.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc103396/.

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

MLA Handbook (7^th Edition):

Speed, Heather Faye. “Early Predictors of Early Freshman Year Attrition in Female Hispanic Students.” 2011. Web. 16 Jun 2019.

Vancouver:

Speed HF. Early Predictors of Early Freshman Year Attrition in Female Hispanic Students. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103396/.

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

Council of Science Editors:

Speed HF. Early Predictors of Early Freshman Year Attrition in Female Hispanic Students. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103396/

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

University of North Texas

14. Copeland, Matthew Blair. Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc862858/

► The purpose of the study was to investigate how the online, computer-based learner's personal learning profile (Preference), the content delivery method supplemented with visual content… (more)

▼ The purpose of the study was to investigate how the online, computer-based learner's personal learning profile (Preference), the content delivery method supplemented with visual content based on Neil Fleming's VARK (visual, aural, read/write, kinesthetic) model (Content), and the interaction of Preference and Content, influenced learner performance (Performance) and/or learner self-reported satisfaction (Satisfaction). Participants were drawn from a population of undergraduates enrolled in a large public southwestern research university during the fall 2015 semester. The 165 student participants (13.79% completion rate) were comprised of 52 (31.5%) females and 113 (68.5%) males age 18-58+ years with 126 (76.4%) age 18-24 years. For race/ethnicity, participants self-identified as 1 (0.66%) American Indian/Alaska Native, 21 (12.7%) Asian/Pacific Islander, 27 (16.4%) Black, non-Hispanic, 28 (17%) Hispanic, 78 (47.3%) White, non-Hispanic, 10 (6.1%) other. Reported socioeconomic status was 22 (13.3%) withheld, 53 (32.1%) did not know, 45 (27.3%) low, 13 (7.9%) moderately low, 16 (9.7%) middle, 8 (4.8%) upper middle, and 8 (4.8%) upper. This causal-comparative and quasi-experimental, mixed-method, longitudinal study used researcher-developed web-based modules to measure Performance and Satisfaction, and used the criterion p < .05 for statistical significance. A two-way, 4 x 3 repeated measures (Time) analysis of variance (RM-ANOVA) using Preference and Content was statistically significant on each Performance measure over Time, and at two measures on Satisfaction over Time. The RM-ANOVA was statistically significant on between-subjects main effect Performance for read/write modality Content compared to aural and kinesthetic Content. There were no statistically significant main effects observed for Satisfaction. A Pearson r correlation analysis showed that participants that were older, married, and of higher socioeconomic status performed better. The correlation analysis also showed that participants who performed better reported greater likelihood to take online courses in the future, higher motivation, sufficient time and support for studies, and sufficient funding for and access to the Internet. The study results suggested that regardless of Preference, using read/write modality Content based on the VARK model while maintaining the verbal language can yield better Performance outcomes. The study results also suggested that while maintaining the verbal language, Preference, and Content based on the VARK model do not distinguish learner Satisfaction outcomes. However, because Satisfaction has been shown to impact Performance, efficacy, and retention, it matters to educational institutions. Future research should consider more granular models and factorial research methods, because models that utilize a single representative construct score can mask effects when analyzing Performance and Satisfaction. Advisors/Committee Members: Bush, V. Barbara, Jones, Greg, Henson, Robin.

Subjects/Keywords: Learning Style; VARK; VAK; Distance Learning; Online; Performance; Satisfaction; Predicting; EFA; CFA; Item Analysis; Correlation; RM-ANOVA; Repeated Measures; Analysis of Variance

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APA (6^th Edition):

Copeland, M. B. (2016). Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862858/

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

Chicago Manual of Style (16^th Edition):

Copeland, Matthew Blair. “Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction.” 2016. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc862858/.

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

MLA Handbook (7^th Edition):

Copeland, Matthew Blair. “Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction.” 2016. Web. 16 Jun 2019.

Vancouver:

Copeland MB. Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862858/.

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

Council of Science Editors:

Copeland MB. Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862858/

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

University of North Texas

15. Mulberry, Stella L. Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc28457/

► This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities… (more)

▼ This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action programs; developing a life purpose; promoting racial understanding; and promoting cultural understanding. The statistically significant behavioral factors were the frequency with which students participated in activities such as attending religious services; smoking; feeling overwhelmed or depressed; playing a musical instrument; discussing politics; and being involved in political campaigns. Other statistically significant behavioral factors were the frequency with which students participated in critical thinking activities such as using logical arguments to support their opinions; seeking alternative solutions to problems; researching scientific articles; exploring topics of personal interest; and accepting mistakes. The statistically significant familial factors were the religious preferences of the students' fathers and mothers. The results can give insight into the political characteristics of the students with whom student affairs professionals work. They can be used to inform the planning and implementation of educational programs that aid in students' political identity development. Advisors/Committee Members: Bush, V. Barbara, Newsom, Ron, Pasco, Gwenn.

Subjects/Keywords: Political identity; CIRP; first-year; College freshmen – Texas – Attitudes.; Identity (Psychology); Political psychology.

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APA (6^th Edition):

Mulberry, S. L. (2010). Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28457/

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

Chicago Manual of Style (16^th Edition):

Mulberry, Stella L. “Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data.” 2010. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc28457/.

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

MLA Handbook (7^th Edition):

Mulberry, Stella L. “Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data.” 2010. Web. 16 Jun 2019.

Vancouver:

Mulberry SL. Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28457/.

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

Council of Science Editors:

Mulberry SL. Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28457/

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

University of North Texas

16. Riding In, Leslie D. On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc28466/

► This qualitative research, specifically a content analysis of 31 tribal colleges' mission statements and curricula, examined how the colleges' curricula aligned with the five educational… (more)

Subjects/Keywords: Tribal colleges; Native American higher education; indigenous education; Indian universities and colleges – Curricula – United States.; Indians of North America – Education (Higher); Mission statements.

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APA (6^th Edition):

Riding In, L. D. (2010). On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28466/

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

Chicago Manual of Style (16^th Edition):

Riding In, Leslie D. “On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts.” 2010. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc28466/.

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

MLA Handbook (7^th Edition):

Riding In, Leslie D. “On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts.” 2010. Web. 16 Jun 2019.

Vancouver:

Riding In LD. On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28466/.

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

Council of Science Editors:

Riding In LD. On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28466/

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

University of North Texas

17. Davis, Denise. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc33141/

► The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions… (more)

Subjects/Keywords: College readiness; Texas schools; college success; Prediction of scholastic success – Texas.; College students – Texas.; High school students – Texas.; Academic achievement – Texas.

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APA (6^th Edition):

Davis, D. (2010). College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33141/

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

Chicago Manual of Style (16^th Edition):

Davis, Denise. “College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.” 2010. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc33141/.

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

MLA Handbook (7^th Edition):

Davis, Denise. “College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.” 2010. Web. 16 Jun 2019.

Vancouver:

Davis D. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33141/.

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

Council of Science Editors:

Davis D. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33141/

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

University of North Texas

18. Adams, Joshua. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc67952/

► The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010… (more)

▼ The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010 semester and determine whether or not their personal learning styles influenced the way they designed and developed out-of-class study sessions. The total population of supplemental instruction leaders was 37, of which 24 were eligible to participate in the study. Of the 24 eligible supplemental instruction leaders, 20 completed the entire study. Participants in the study included nine male and 11 female supplemental instruction leaders with a median age of 22.25 years-old. Seventeen participants indicated their classification as senior, two as junior, and one as sophomore. Of the participants, 16 indicated white as a race or ethnicity, one indicated Asian, two indicated African American, and one indicated both American Indian/Alaska Native and white. Supplemental instruction leader learning style was assessed using the Kolb Learning Style Inventory. Leaders were then interviewed, and their study sessions were analyzed. Through triangulation of data from learning style, interviews and actual study session documents, four major themes emerged. The four themes were: 1) incorporation of personal experience into study session design, 2) the sense of impact on student learning, 3) a feeling of the need to incorporate varied activities into study session design, and 4) the concept that students must take ownership over their own learning. No consistent pattern emerged among the themes; however, the results attributed out-of-class study session design to both the incorporation of personal learning style preferences as identified through the Kolb Learning Style Inventory and training conducted by the institution. Implications for future research include the need for continued research addressing how and if supplemental instruction leader learning style influences out-of-class study session design. Also, as institutions of higher education seek to expand academic support services to all students, future research should explore supplemental instruction leader training and the impact such training has on students seeking support from the supplemental instruction program. Advisors/Committee Members: Bush, V. Barbara, McGuinness, Maureen M., Whitson, Kathleen K..

Subjects/Keywords: learning styles; learning assistance; supplemental instruction

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APA (6^th Edition):

Adams, J. (2011). The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67952/

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

Chicago Manual of Style (16^th Edition):

Adams, Joshua. “The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc67952/.

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

MLA Handbook (7^th Edition):

Adams, Joshua. “The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.” 2011. Web. 16 Jun 2019.

Vancouver:

Adams J. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67952/.

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

Council of Science Editors:

Adams J. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67952/

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

University of North Texas

19. Garrett-Spencer, Jacqueline. The Role of Social Integration in the Persistence of African American Men in College.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc67984/

► This qualitative study addressed the experiences of African American males attending a predominantly White university as undergirded by the social integration aspects of Tinto's model… (more)

Subjects/Keywords: Social integration; African American men; persistence

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APA (6^th Edition):

Garrett-Spencer, J. (2011). The Role of Social Integration in the Persistence of African American Men in College. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67984/

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

Chicago Manual of Style (16^th Edition):

Garrett-Spencer, Jacqueline. “The Role of Social Integration in the Persistence of African American Men in College.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc67984/.

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

MLA Handbook (7^th Edition):

Garrett-Spencer, Jacqueline. “The Role of Social Integration in the Persistence of African American Men in College.” 2011. Web. 16 Jun 2019.

Vancouver:

Garrett-Spencer J. The Role of Social Integration in the Persistence of African American Men in College. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67984/.

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

Council of Science Editors:

Garrett-Spencer J. The Role of Social Integration in the Persistence of African American Men in College. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67984/

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

University of North Texas

20. Shelton, Kiesha R. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc500023/

► There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that… (more)

Subjects/Keywords: Academic advising; profession; Counseling in higher education – Standards.; Faculty advisors.

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APA (6^th Edition):

Shelton, K. R. (2014). Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500023/

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

Chicago Manual of Style (16^th Edition):

Shelton, Kiesha R. “Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.” 2014. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc500023/.

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

MLA Handbook (7^th Edition):

Shelton, Kiesha R. “Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.” 2014. Web. 16 Jun 2019.

Vancouver:

Shelton KR. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500023/.

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

Council of Science Editors:

Shelton KR. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500023/

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

University of North Texas

21. Hamm, Amanda E. Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc799483/

► Contrary to the model minority myth that portrays Asian Americans as academic all-stars over-represented in elite four-year institutions, half of all Asian American college students… (more)

▼ Contrary to the model minority myth that portrays Asian Americans as academic all-stars over-represented in elite four-year institutions, half of all Asian American college students do in fact attend community colleges, and many experience myriad challenges. This exploratory study investigated the community college pathways of Asian American community college students, the role of family and culture in shaping expectations for higher education, and participants’ perceptions of the model minority myth and the degree to which this myth influenced their college experiences. Institutional practices and policies, or lack thereof, that support the success of this highly diverse population were also studied. Purposeful sampling was used to gather a sample of 28 students, who self-identified as Asian American and attended one of the three largest community college districts located in North Texas. The sample included 16 males and 12 females, whose ages ranged from 18 to 49 years old, with a mean age of 24. Data collection involved a demographic questionnaire and semi-structured individual interviews. The participants represented 13 different ethnicities, and nine were members of more than one ethnic or racial group. Ten participants were foreign-born citizens, and all of the participants had at least one foreign-born parent. Qualitative data provided description rich information that shed light on the expectations, experiences, and views of Asian American community college students, a virtually unstudied population. Consistent with current literature on Asian American college students, the findings suggest many Asian American community college students struggle with tremendous cultural and familial pressures for succeeding academically, and many described their experiences with racial microaggressions related to model minority stereotypes that they perceived their peers and instructors to have held. Recommendations for policy and practice designed to improve educational outcomes for Asian American community college students are addressed. Advisors/Committee Members: Fann, Amy, Bush, V. Barbara, Cutright, Marc, 1952-.

Subjects/Keywords: model minority; sterotypes; Asian American; community colleges; college experiences; Asian American college students – Texas.; Community college students – Texas.; Asian American college students – Social conditions.

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APA (6^th Edition):

Hamm, A. E. (2015). Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799483/

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

Chicago Manual of Style (16^th Edition):

Hamm, Amanda E. “Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth.” 2015. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc799483/.

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

MLA Handbook (7^th Edition):

Hamm, Amanda E. “Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth.” 2015. Web. 16 Jun 2019.

Vancouver:

Hamm AE. Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799483/.

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

Council of Science Editors:

Hamm AE. Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799483/

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

University of North Texas

22. McGuire, Melissa. Predicting Latino Male Student Retention: the Effect of Psychosocial Variables on Persistence for First-year College Students at a Southwest University.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc801960/

► The purpose of this study was to investigate and predict Latino male student retention using ACT’s Engage College survey at a research university in the… (more)

Subjects/Keywords: Latino male; retention; persistence; first-year students; College attendance – Southwestern States.; College dropouts – Southwestern States.; Persistence.; Hispanic American college students – Southwestern States.; Male college stuedents – Southwestern States.

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APA (6^th Edition):

McGuire, M. (2015). Predicting Latino Male Student Retention: the Effect of Psychosocial Variables on Persistence for First-year College Students at a Southwest University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801960/

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

Chicago Manual of Style (16^th Edition):

McGuire, Melissa. “Predicting Latino Male Student Retention: the Effect of Psychosocial Variables on Persistence for First-year College Students at a Southwest University.” 2015. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc801960/.

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

MLA Handbook (7^th Edition):

McGuire, Melissa. “Predicting Latino Male Student Retention: the Effect of Psychosocial Variables on Persistence for First-year College Students at a Southwest University.” 2015. Web. 16 Jun 2019.

Vancouver:

McGuire M. Predicting Latino Male Student Retention: the Effect of Psychosocial Variables on Persistence for First-year College Students at a Southwest University. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801960/.

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

Council of Science Editors:

McGuire M. Predicting Latino Male Student Retention: the Effect of Psychosocial Variables on Persistence for First-year College Students at a Southwest University. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801960/

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

University of North Texas

23. Davis Jones, Chrissy L. The Full Range Advising Experience: an Assessment of College Academic Advisors’ Self-perceived Leadership Styles.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc804934/

► The purpose of this quantitative, descriptive study was to identify the self-perceived leadership styles of college academic advisors and to explore the variance in the… (more)

▼ The purpose of this quantitative, descriptive study was to identify the self-perceived leadership styles of college academic advisors and to explore the variance in the perceived leadership styles based on demographic information such as academic advising approaches, institutional type, age, years of experience, and gender. Participants were 225 college advisors from among 5,066 members of the National Academic Advising Association (NACADA) during the 2013-2014 academic year who met study criteria and whose email invitation to complete an online survey was presumably delivered, rendering a 4.44% response rate. The Multifactor Leadership Questionnaire Version 5X (MLQ 5X) with five supplemental questions was used for data collection The composite score for leadership style served as the dependent variable, and advising approach, institutional type, age, years of experience, and gender served as the independent variables for the study. Descriptive statistics, frequency distribution, and a factorial analysis of variance (ANOVA) were used for data analysis. The descriptive statistics for this study revealed that college academic advisors represent all points along the entire spectrum of the Full Range Model of Leadership continuum employing different leadership behaviors based on the situation. The descriptive data were supported by the frequency distributions per case which identified transformational leadership as the perceived dominant leadership style for the college academic advisors in this study. A priori to conducting the factorial ANOVA, Leneve’s test for homogeneity of variance indicated a statistically significant coefficient, thus violating the assumption of data normality and rendering the ANOVA findings uninterpretable. An implication of this study is that transformational leadership is the most desired leadership style of the Full Range Model of Leadership for college academic advisors. If this is true, professional development activities for college academic advisors should focus on strengthening transformational leadership behaviors/techniques including with whom and when this leadership style should be employed compared to the other Full Range Model of Leadership styles Advisors/Committee Members: Bush, V. Barbara, Cutright, Marc, 1952-, Haynes, R. Michael.

Subjects/Keywords: academic advising; college advisors; leadership; MLQ; full range model of leadership; Faculty advisors.; Leadership.

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APA (6^th Edition):

Davis Jones, C. L. (2015). The Full Range Advising Experience: an Assessment of College Academic Advisors’ Self-perceived Leadership Styles. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804934/

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

Chicago Manual of Style (16^th Edition):

Davis Jones, Chrissy L. “The Full Range Advising Experience: an Assessment of College Academic Advisors’ Self-perceived Leadership Styles.” 2015. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc804934/.

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

MLA Handbook (7^th Edition):

Davis Jones, Chrissy L. “The Full Range Advising Experience: an Assessment of College Academic Advisors’ Self-perceived Leadership Styles.” 2015. Web. 16 Jun 2019.

Vancouver:

Davis Jones CL. The Full Range Advising Experience: an Assessment of College Academic Advisors’ Self-perceived Leadership Styles. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804934/.

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

Council of Science Editors:

Davis Jones CL. The Full Range Advising Experience: an Assessment of College Academic Advisors’ Self-perceived Leadership Styles. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804934/

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

University of North Texas

24. Robinson, Johnny A. The Generational Shift: an Exploration of Leadership Behaviors of Senior Student Affairs Officers Through a Generational Lens.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc804938/

► The purpose of this quantitative study was to identify and compare differences in leadership behaviors of senior student affairs officers (SSAOs) based on their generational… (more)

Subjects/Keywords: generational differences; leadership behavior; senior student affairs officers; Student affairs administrators.; Leadership.; Intergenerational relations.; Age groups.

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APA (6^th Edition):

Robinson, J. A. (2015). The Generational Shift: an Exploration of Leadership Behaviors of Senior Student Affairs Officers Through a Generational Lens. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804938/

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

Chicago Manual of Style (16^th Edition):

Robinson, Johnny A. “The Generational Shift: an Exploration of Leadership Behaviors of Senior Student Affairs Officers Through a Generational Lens.” 2015. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc804938/.

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

MLA Handbook (7^th Edition):

Robinson, Johnny A. “The Generational Shift: an Exploration of Leadership Behaviors of Senior Student Affairs Officers Through a Generational Lens.” 2015. Web. 16 Jun 2019.

Vancouver:

Robinson JA. The Generational Shift: an Exploration of Leadership Behaviors of Senior Student Affairs Officers Through a Generational Lens. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804938/.

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

Council of Science Editors:

Robinson JA. The Generational Shift: an Exploration of Leadership Behaviors of Senior Student Affairs Officers Through a Generational Lens. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804938/

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

University of North Texas

25. Garcia, Hope F. Exploring Student Learning on a Short-term, Faculty-led Study Abroad Course Through a Student Development Lens.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc822773/

► Embarking on a study abroad experience is thought to be a transformational experience for students, and previous researchers have tended to find that the potential… (more)

▼ Embarking on a study abroad experience is thought to be a transformational experience for students, and previous researchers have tended to find that the potential benefits of study abroad experiences, including greater conceptual and behavioral intercultural competence, are greater with longer periods abroad. The purpose of this study was to create an intentional learning experience for students who embarked on a short-term study abroad in rural areas of China and to apply faculty intervention of a student development approach to student learning to create a high-impact learning environment for students centered on a service-learning project. This qualitative study gathered primary data from students and instructors during the course through a collection of observation and field notes, student journals, pre- and post-construct tests, and final presentation. Follow-up interviews were conducted 10 months after course completion. Six students participated in this course and study who were from a variety of disciplines and classifications. Five students were female; one was male. Four students were undergraduates; two were graduate students. Student ethnicities included three Caucasians and African American, along with two international students from Mexico and Iran. Key outcomes of this study were that when short-term study abroad faculty members applied creative interventions, students were transformed with regard to their beliefs, perspectives, and behaviors and that when they guided students through a process of reflection and analysis, students exhibited exponential personal development. In addition, the ability to challenge or support students in reaching higher levels of personal development is a privilege that faculty must earn over time and through an authentic demonstration of care for students’ wellbeing. Short-term study abroad faculty members can use the results of this study to maximize the developmental impact of such programs on student participants. Advisors/Committee Members: Fann, Amy, Bush, V. Barbara, Nader, Richard.

Subjects/Keywords: study abroad; student learning; reflection; faculty intervention; Kolb; experiential learning; service-learning; Foreign study.; Service learning.; College students – Psychology.; Learning, Psychology of.

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APA (6^th Edition):

Garcia, H. F. (2015). Exploring Student Learning on a Short-term, Faculty-led Study Abroad Course Through a Student Development Lens. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822773/

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

Chicago Manual of Style (16^th Edition):

Garcia, Hope F. “Exploring Student Learning on a Short-term, Faculty-led Study Abroad Course Through a Student Development Lens.” 2015. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc822773/.

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

MLA Handbook (7^th Edition):

Garcia, Hope F. “Exploring Student Learning on a Short-term, Faculty-led Study Abroad Course Through a Student Development Lens.” 2015. Web. 16 Jun 2019.

Vancouver:

Garcia HF. Exploring Student Learning on a Short-term, Faculty-led Study Abroad Course Through a Student Development Lens. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822773/.

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

Council of Science Editors:

Garcia HF. Exploring Student Learning on a Short-term, Faculty-led Study Abroad Course Through a Student Development Lens. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822773/

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

University of North Texas

26. Grishkevich, Hanna H. Accelerated Degree Program Faculty: Motivation to Teach.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc849699/

► Adult educators are a growing part of American higher education. Because of their increasing prominence in adult education, it is essential to understand what roles… (more)

▼ Adult educators are a growing part of American higher education. Because of their increasing prominence in adult education, it is essential to understand what roles these educators play and what motivates them to remain in the profession despite poor work prospects and conditions. Research to date, however, focuses primarily on the adult learner and not the adult educator. The purpose of this qualitative, multiple-case study was to explore the role and motivation for teaching of adult educators employed as adjunct faculty in an accelerated degree program at a small, liberal arts college in the northwest United States. Purposeful sampling was used to select the five participants for the study. All participants taught in the program for more than five years and were considered to be successful in their positions by peers, students, and administrators. The study employed a preliminary demographic survey to solicit initial background data on the instructors. Other data collection included in-depth, open-ended, face-to-face interviews, document analysis, and classroom observation. The results showed that all five participants identified the following roles and assumed them in the classroom: (a) facilitator, (b) listener, (c) specialist, (d) guide, (e) adviser, and (f) co-learner or colleague. Further results showed that all five participants were motivated to teach in the program for reasons other than monetary compensation. Although participants shared different levels of personal commitment to the institution, they all expressed extensive commitment to teaching, their discipline, and students. Motivating factors for teaching were (a) opportunity to teach part time, (b) love for the subject, (c) opportunity to gain more expertise in the field, (d) opportunity to grow and learn, (e) opportunity to give back, and (f) student success and growth. A major practical implication of this study is that adjunct faculty in an adult education program are motivated to teach for different reasons, but the primary motivation can be seen as altruistic versus monetary and practical. If college administrators want to produce and retain successful adjunct faculty, they must recruit and hire those individuals whose motivation for teaching is altruistic with a desire to enrich the lives of students. Advisors/Committee Members: Bush, V. Barbara, Cutright, William Marcus, Fann, Amy.

Subjects/Keywords: adult education; adult educators; accelerated degrees; motivation; role in classroom; adjunct faculty; adult degree programs; Education, Higher; Education, Adult and Continuing; Education, Teacher Training; Adult education teachers – United States.; Motivation (Psychology); College teachers, Part-time – United States.

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

APA (6^th Edition):

Grishkevich, H. H. (2016). Accelerated Degree Program Faculty: Motivation to Teach. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849699/

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

Chicago Manual of Style (16^th Edition):

Grishkevich, Hanna H. “Accelerated Degree Program Faculty: Motivation to Teach.” 2016. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc849699/.

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

MLA Handbook (7^th Edition):

Grishkevich, Hanna H. “Accelerated Degree Program Faculty: Motivation to Teach.” 2016. Web. 16 Jun 2019.

Vancouver:

Grishkevich HH. Accelerated Degree Program Faculty: Motivation to Teach. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849699/.

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

Council of Science Editors:

Grishkevich HH. Accelerated Degree Program Faculty: Motivation to Teach. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849699/

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

University of North Texas

27. Hicks, Janice Marie. The Lived Experiences of African American Community College Achievers in Developmental Education.

Degree: 2017, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc984146/

► Developmental education courses are typically defined as courses offered at postsecondary institutions below college level instruction. More than 60% of community college students are deemed… (more)

▼ Developmental education courses are typically defined as courses offered at postsecondary institutions below college level instruction. More than 60% of community college students are deemed non-college ready and required to enroll in non-credit bearing developmental education courses. Research shows that developmental education can be either a bridge or barrier to degree attainment for racial/ethnic minority students, particularly African Americans, who require developmental education more than any other racial/ethnic groups. The purpose of this study was to explore the lived experiences of African American community college achievers who were required to enroll in two or more developmental education courses. Achievers were defined as students who passed all developmental education courses and were enrolled in their final college gateway course at the time of the interviews. Utilizing a phenomenological approach and anti-deficit framework, 15 semi-structured interviews were conducted to capture the essence of how African American achievers described, interpreted, and understood their journeys from developmental education to becoming college ready to completing college level courses. Twelve participants were female and three were male, ranging from 20 to 52 years old. Results revealed seven major themes. The first research question addressed how achievers described their developmental education experience from pre-collegiate years through inside the classroom, and four themes emerged: (a) Achievers experienced difficulty from childhood through college matriculation; (b) achievers experienced support from familial and institutional agents; (c) achievers experienced chilly instructional environments; and (d) achievers experienced positive interactions with peer tutors. The second research question addressed factors that contributed to the persistence of achievers, and three themes emerged: (a) Achievers persisted because of clearly defined goals; (b) achievers persisted because of help seeking behaviors; and (c) achievers persisted because of intrinsic motivation that stemmed from difficult life experiences. Although the majority of participants were discouraged by the requirement to enroll in two or more non-college level courses, all stated that developmental education courses served as a bridge to their success in college level courses. Because developmental education is positioned at the intersection of secondary and postsecondary education, recommendations for policy, practice, and future research are presented for both educational levels. Advisors/Committee Members: Chen, P. Daniel, Bush, V. Barbara, Taylor, Barrett, Lowry, Kimberly M.

Subjects/Keywords: developmental education; community college; African american; anti-deficit; Education, Community College; Education, Higher; Education, Administration

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

APA (6^th Edition):

Hicks, J. M. (2017). The Lived Experiences of African American Community College Achievers in Developmental Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984146/

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

Chicago Manual of Style (16^th Edition):

Hicks, Janice Marie. “The Lived Experiences of African American Community College Achievers in Developmental Education.” 2017. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc984146/.

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

MLA Handbook (7^th Edition):

Hicks, Janice Marie. “The Lived Experiences of African American Community College Achievers in Developmental Education.” 2017. Web. 16 Jun 2019.

Vancouver:

Hicks JM. The Lived Experiences of African American Community College Achievers in Developmental Education. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984146/.

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

Council of Science Editors:

Hicks JM. The Lived Experiences of African American Community College Achievers in Developmental Education. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984146/

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

University of North Texas

28. Willis II, Roderick C. Exploring Hidden Student Perceptions About College-going Culture At House Bill 400 Schools In The Dallas Fort Worth Metroplex.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc103410/

► In accordance with the Texas Higher Education Coordinating Boards’ Closing the Gaps by 2015, this research study analyzed self-reported perceptions about college-going culture from students… (more)

Subjects/Keywords: College-going culture; exploratory factor analysis; HB 400 schools

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APA (6^th Edition):

Willis II, R. C. (2011). Exploring Hidden Student Perceptions About College-going Culture At House Bill 400 Schools In The Dallas Fort Worth Metroplex. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103410/

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

Chicago Manual of Style (16^th Edition):

Willis II, Roderick C. “Exploring Hidden Student Perceptions About College-going Culture At House Bill 400 Schools In The Dallas Fort Worth Metroplex.” 2011. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc103410/.

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

MLA Handbook (7^th Edition):

Willis II, Roderick C. “Exploring Hidden Student Perceptions About College-going Culture At House Bill 400 Schools In The Dallas Fort Worth Metroplex.” 2011. Web. 16 Jun 2019.

Vancouver:

Willis II RC. Exploring Hidden Student Perceptions About College-going Culture At House Bill 400 Schools In The Dallas Fort Worth Metroplex. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103410/.

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

Council of Science Editors:

Willis II RC. Exploring Hidden Student Perceptions About College-going Culture At House Bill 400 Schools In The Dallas Fort Worth Metroplex. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103410/

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

University of North Texas

29. McNulty McCoy, Netreia Z. Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc699984/

► The purpose of this qualitative study was to explore the association between student involvement and self-authorship among African American undergraduate students enrolled at a medium-sized,… (more)

Subjects/Keywords: student involvement; African American; self-authorship; college student; STEM; African American college students – Texas.; Education, Higher – Social aspects – Texas.; Developmental psychology.

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

APA (6^th Edition):

McNulty McCoy, N. Z. (2014). Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699984/

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

Chicago Manual of Style (16^th Edition):

McNulty McCoy, Netreia Z. “Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University.” 2014. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc699984/.

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

MLA Handbook (7^th Edition):

McNulty McCoy, Netreia Z. “Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University.” 2014. Web. 16 Jun 2019.

Vancouver:

McNulty McCoy NZ. Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699984/.

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

Council of Science Editors:

McNulty McCoy NZ. Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699984/

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

University of North Texas

30. Harris, Sheryl. Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc699936/

► As community colleges have gained more recognition as a viable pathway for students to enter higher education, they have faced greater accountability that has prompted… (more)

Subjects/Keywords: sense; predictive; community college; Prediction of scholastic success.; College attendance.; Community college students.; Academic achievement.

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

APA (6^th Edition):

Harris, S. (2014). Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699936/

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

Chicago Manual of Style (16^th Edition):

Harris, Sheryl. “Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District.” 2014. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc699936/.

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

MLA Handbook (7^th Edition):

Harris, Sheryl. “Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District.” 2014. Web. 16 Jun 2019.

Vancouver:

Harris S. Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699936/.

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

Council of Science Editors:

Harris S. Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699936/

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

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