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You searched for +publisher:"University of North Texas" +contributor:("Chen, Pu-Shih Daniel"). Showing records 1 – 17 of 17 total matches.

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University of North Texas

1. Simpson, Patricia. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.

Degree: 2012, University of North Texas

 Despite all the national efforts to increase STEM enrollment in the United States, the gap between the U.S. and other developed countries in terms of… (more)

Subjects/Keywords: Personality; STEM education; major choice

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APA (6th Edition):

Simpson, P. (2012). Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115158/

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

Chicago Manual of Style (16th Edition):

Simpson, Patricia. “Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.” 2012. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc115158/.

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

MLA Handbook (7th Edition):

Simpson, Patricia. “Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.” 2012. Web. 19 Feb 2020.

Vancouver:

Simpson P. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115158/.

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

Council of Science Editors:

Simpson P. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115158/

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


University of North Texas

2. Mills, Michael Thomas. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.

Degree: 2011, University of North Texas

 This dissertation examined the relationship between the three year academic success of transfer students and the variables of race, gender, age, number of transfer credit… (more)

Subjects/Keywords: Transfer student; academic; success

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APA (6th Edition):

Mills, M. T. (2011). Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103360/

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

Chicago Manual of Style (16th Edition):

Mills, Michael Thomas. “Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.” 2011. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc103360/.

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

MLA Handbook (7th Edition):

Mills, Michael Thomas. “Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.” 2011. Web. 19 Feb 2020.

Vancouver:

Mills MT. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103360/.

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

Council of Science Editors:

Mills MT. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103360/

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


University of North Texas

3. Maben, Sarah Kathleen. A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses.

Degree: 2010, University of North Texas

 Student-run public relations firms are part of collegiate public relations pedagogy, and this study used a mixed-method approach to analyze such firms on U.S. campuses.… (more)

Subjects/Keywords: Public relations; agency; firm; student-run; Universities and colleges  – Public relations  – United States.; Public relations firms  – United States.; College publicity  – United States.

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APA (6th Edition):

Maben, S. K. (2010). A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30486/

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

Chicago Manual of Style (16th Edition):

Maben, Sarah Kathleen. “A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses.” 2010. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc30486/.

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

MLA Handbook (7th Edition):

Maben, Sarah Kathleen. “A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses.” 2010. Web. 19 Feb 2020.

Vancouver:

Maben SK. A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30486/.

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

Council of Science Editors:

Maben SK. A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30486/

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


University of North Texas

4. LaCoste, Linda. Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002.

Degree: 2014, University of North Texas

 Hispanics represent the greatest U.S. population growth, yet Hispanic women are the least educated of all U.S. ethnic female groups and reflect the lowest college… (more)

Subjects/Keywords: marianismo; community college; persistence; Hispanic American women college students.; Community college students  – United States.; Women, Hispanic American  – Social conditions.; Persistence.

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APA (6th Edition):

LaCoste, L. (2014). Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700087/

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

Chicago Manual of Style (16th Edition):

LaCoste, Linda. “Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002.” 2014. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc700087/.

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

MLA Handbook (7th Edition):

LaCoste, Linda. “Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002.” 2014. Web. 19 Feb 2020.

Vancouver:

LaCoste L. Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700087/.

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

Council of Science Editors:

LaCoste L. Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700087/

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


University of North Texas

5. Herrera, Christina M. Expanding the Notion of Campus Climate: the Effect of Religion and Spirituality on the Perception of Campus Climate.

Degree: 2015, University of North Texas

 Religion/spirituality is a salient facet of identity for many college students, yet addressing issues related to spirituality/religion is contentious in many higher education institutions. Prior… (more)

Subjects/Keywords: climate; spirituality; religion; college students; College environment  – United States.; College students  – Religious life  – United States.

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APA (6th Edition):

Herrera, C. M. (2015). Expanding the Notion of Campus Climate: the Effect of Religion and Spirituality on the Perception of Campus Climate. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804898/

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

Chicago Manual of Style (16th Edition):

Herrera, Christina M. “Expanding the Notion of Campus Climate: the Effect of Religion and Spirituality on the Perception of Campus Climate.” 2015. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc804898/.

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

MLA Handbook (7th Edition):

Herrera, Christina M. “Expanding the Notion of Campus Climate: the Effect of Religion and Spirituality on the Perception of Campus Climate.” 2015. Web. 19 Feb 2020.

Vancouver:

Herrera CM. Expanding the Notion of Campus Climate: the Effect of Religion and Spirituality on the Perception of Campus Climate. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804898/.

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

Council of Science Editors:

Herrera CM. Expanding the Notion of Campus Climate: the Effect of Religion and Spirituality on the Perception of Campus Climate. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804898/

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


University of North Texas

6. Reimer, Jay Paul. Motivating Factors for Philanthropy at a Ministry Preparation Graduate Institution.

Degree: 2013, University of North Texas

 A qualitative case study was conducted to determine whether major donors to an institution of higher education that existed to prepare ministers and missionaries were… (more)

Subjects/Keywords: Higher education; philanthropy; donor motivation; organizational effectiveness; financial efficiency

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APA (6th Edition):

Reimer, J. P. (2013). Motivating Factors for Philanthropy at a Ministry Preparation Graduate Institution. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271886/

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

Chicago Manual of Style (16th Edition):

Reimer, Jay Paul. “Motivating Factors for Philanthropy at a Ministry Preparation Graduate Institution.” 2013. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc271886/.

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

MLA Handbook (7th Edition):

Reimer, Jay Paul. “Motivating Factors for Philanthropy at a Ministry Preparation Graduate Institution.” 2013. Web. 19 Feb 2020.

Vancouver:

Reimer JP. Motivating Factors for Philanthropy at a Ministry Preparation Graduate Institution. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271886/.

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

Council of Science Editors:

Reimer JP. Motivating Factors for Philanthropy at a Ministry Preparation Graduate Institution. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271886/

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


University of North Texas

7. May, Paul B. Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.

Degree: 2013, University of North Texas

 This quantitative study used Astin's I-E-O theory to explore the relationship between a college freshman's high school background and academic self-efficacy. The Beginning College Survey… (more)

Subjects/Keywords: Self-efficacy; expectations; freshmen

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APA (6th Edition):

May, P. B. (2013). Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271863/

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

Chicago Manual of Style (16th Edition):

May, Paul B. “Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.” 2013. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc271863/.

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

MLA Handbook (7th Edition):

May, Paul B. “Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.” 2013. Web. 19 Feb 2020.

Vancouver:

May PB. Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271863/.

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

Council of Science Editors:

May PB. Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271863/

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


University of North Texas

8. Pacleb, Selverio V. Examining the Impact of the Community of Inquiry and Student Learning Process on Participants' Academic Achievement.

Degree: 2016, University of North Texas

 This dissertation presents an empirical investigation of learning from online courses. The current dissertation examined student participation, using Arbaugh et al.'s Community of Inquiry (CoI)… (more)

Subjects/Keywords: community of inquiry; student learning approaches; perceived learning; structural equation modeling; online learning

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APA (6th Edition):

Pacleb, S. V. (2016). Examining the Impact of the Community of Inquiry and Student Learning Process on Participants' Academic Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955126/

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

Chicago Manual of Style (16th Edition):

Pacleb, Selverio V. “Examining the Impact of the Community of Inquiry and Student Learning Process on Participants' Academic Achievement.” 2016. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc955126/.

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

MLA Handbook (7th Edition):

Pacleb, Selverio V. “Examining the Impact of the Community of Inquiry and Student Learning Process on Participants' Academic Achievement.” 2016. Web. 19 Feb 2020.

Vancouver:

Pacleb SV. Examining the Impact of the Community of Inquiry and Student Learning Process on Participants' Academic Achievement. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955126/.

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

Council of Science Editors:

Pacleb SV. Examining the Impact of the Community of Inquiry and Student Learning Process on Participants' Academic Achievement. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955126/

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


University of North Texas

9. Collins, Sarah R. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.

Degree: 2012, University of North Texas

 In response to the increasing cost of college, colleges and universities are leveraging financial aid and academic support services to implement access and success programs… (more)

Subjects/Keywords: Collegiate access and success; academic success; college access

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APA (6th Edition):

Collins, S. R. (2012). Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149575/

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

Chicago Manual of Style (16th Edition):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc149575/.

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

MLA Handbook (7th Edition):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Web. 19 Feb 2020.

Vancouver:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/.

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

Council of Science Editors:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/

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


University of North Texas

10. Gresham, Jennifer L. The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study.

Degree: 2014, University of North Texas

 This phenomenological study investigated the transition experiences of clinical respiratory therapists who pursued second careers as respiratory faculty. Situated Learning Theory and Workplace Learning Theory… (more)

Subjects/Keywords: Transition experience; new faculty experience; new healthcare faculty; respiratory; academia; phenomenological; Respiratory therapists.; Career changes.; College teachers.

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APA (6th Edition):

Gresham, J. L. (2014). The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500217/

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

Chicago Manual of Style (16th Edition):

Gresham, Jennifer L. “The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study.” 2014. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc500217/.

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

MLA Handbook (7th Edition):

Gresham, Jennifer L. “The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study.” 2014. Web. 19 Feb 2020.

Vancouver:

Gresham JL. The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500217/.

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

Council of Science Editors:

Gresham JL. The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500217/

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


University of North Texas

11. Kraus, Charles. The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges.

Degree: 2010, University of North Texas

 This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type,… (more)

Subjects/Keywords: Minority higher education; higher education; minority enrollment; Hispanic; African-American; Minority college students  – Texas.; Minority college teachers  – Texas.; African American college students  – Texas.; African American college teachers  – Texas.; Hispanic American college students  – Texas.; Hispanic American college teachers  – Texas.

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APA (6th Edition):

Kraus, C. (2010). The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33131/

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

Chicago Manual of Style (16th Edition):

Kraus, Charles. “The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges.” 2010. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc33131/.

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

MLA Handbook (7th Edition):

Kraus, Charles. “The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges.” 2010. Web. 19 Feb 2020.

Vancouver:

Kraus C. The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33131/.

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

Council of Science Editors:

Kraus C. The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33131/

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


University of North Texas

12. 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

 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 (6th 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 (16th 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 February 19, 2020. 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 (7th Edition):

McNulty McCoy, Netreia Z. “Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University.” 2014. Web. 19 Feb 2020.

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 2020 Feb 19]. 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

13. Bunyard, Magen Lynn. Evaluation Practices of Community College Faculty Development Programs.

Degree: 2014, University of North Texas

 The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation… (more)

Subjects/Keywords: faculty development; community colleges; Community college teachers  – United States.; Career development  – United States  – Evaluation.; Community colleges  – United States  – Faculty.

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

APA (6th Edition):

Bunyard, M. L. (2014). Evaluation Practices of Community College Faculty Development Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699864/

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

Chicago Manual of Style (16th Edition):

Bunyard, Magen Lynn. “Evaluation Practices of Community College Faculty Development Programs.” 2014. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc699864/.

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

MLA Handbook (7th Edition):

Bunyard, Magen Lynn. “Evaluation Practices of Community College Faculty Development Programs.” 2014. Web. 19 Feb 2020.

Vancouver:

Bunyard ML. Evaluation Practices of Community College Faculty Development Programs. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699864/.

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

Council of Science Editors:

Bunyard ML. Evaluation Practices of Community College Faculty Development Programs. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699864/

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


University of North Texas

14. Smethers, Misty L. Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers.

Degree: 2014, University of North Texas

 In higher education, the field of student affairs, as demonstrated in previous research, suffers from high turnover, and often, the choice to leave the student… (more)

Subjects/Keywords: Student affairs; workplace supportiveness; family obligations; males; Student affairs administrators.; Work and family.; Quality of work life.; Male employees.

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

APA (6th Edition):

Smethers, M. L. (2014). Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700082/

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

Chicago Manual of Style (16th Edition):

Smethers, Misty L. “Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers.” 2014. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc700082/.

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

MLA Handbook (7th Edition):

Smethers, Misty L. “Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers.” 2014. Web. 19 Feb 2020.

Vancouver:

Smethers ML. Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700082/.

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

Council of Science Editors:

Smethers ML. Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700082/

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


University of North Texas

15. Buggs, Michelle L. The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education.

Degree: 2015, University of North Texas

 The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and… (more)

Subjects/Keywords: higher education; peer leadership; peer tutors; peer mentors; academic outcomes; Academic achievement  – Texas.; Prediction of scholastic success  – Texas.; College students  – Employment  – Texas.; Texas Higher Education Coordinating Board.

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

APA (6th Edition):

Buggs, M. L. (2015). The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799467/

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

Chicago Manual of Style (16th Edition):

Buggs, Michelle L. “The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education.” 2015. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc799467/.

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

MLA Handbook (7th Edition):

Buggs, Michelle L. “The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education.” 2015. Web. 19 Feb 2020.

Vancouver:

Buggs ML. The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799467/.

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

Council of Science Editors:

Buggs ML. The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799467/

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


University of North Texas

16. Maloy, Debra A. An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students.

Degree: 2015, University of North Texas

 Traditionally, nurse anesthesia educators have utilized prior academic achievement to predict student success. However, research has indicated that prior academic achievement offers an inadequate assessment… (more)

Subjects/Keywords: self-management; nurse anesthesia; education; Nursing students  – Psychology.; Prediction of scholastic success.; Self-management (Psychology); Professional socialization.

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

APA (6th Edition):

Maloy, D. A. (2015). An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822767/

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

Chicago Manual of Style (16th Edition):

Maloy, Debra A. “An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students.” 2015. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc822767/.

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

MLA Handbook (7th Edition):

Maloy, Debra A. “An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students.” 2015. Web. 19 Feb 2020.

Vancouver:

Maloy DA. An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822767/.

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

Council of Science Editors:

Maloy DA. An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822767/

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


University of North Texas

17. Smith, Marian Ford. The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University.

Degree: 2014, University of North Texas

 This quantitative study utilized secondary data from one large four-year, state university in the southwestern US. The relationship between registration time and academic performance was… (more)

Subjects/Keywords: registration time; retention of students; college majors; academic performance; College freshmen.; Academic achievement.; College majors.; Student registration.; College attendance.

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

APA (6th Edition):

Smith, M. F. (2014). The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700089/

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

Chicago Manual of Style (16th Edition):

Smith, Marian Ford. “The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University.” 2014. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc700089/.

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

MLA Handbook (7th Edition):

Smith, Marian Ford. “The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University.” 2014. Web. 19 Feb 2020.

Vancouver:

Smith MF. The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700089/.

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

Council of Science Editors:

Smith MF. The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700089/

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

.