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You searched for +publisher:"University of Southern California" +contributor:("Dowd, Alicia C."). Showing records 1 – 24 of 24 total matches.

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University of Southern California

1. Santiago, Cecilia. Faculty as institutional agents for low-income Latino students in science, technology, engineering, and mathematics fields at a Hispanic-serving institution.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Despite the exponential growth of Latinos during the past decade and an increase in higher education participation, there continues to be a gap in degree… (more)

Subjects/Keywords: faculty; Hispanic-serving institutions; institutional agents; Latinos; social capital; STEM

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APA (6th Edition):

Santiago, C. (2012). Faculty as institutional agents for low-income Latino students in science, technology, engineering, and mathematics fields at a Hispanic-serving institution. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/113497/rec/2746

Chicago Manual of Style (16th Edition):

Santiago, Cecilia. “Faculty as institutional agents for low-income Latino students in science, technology, engineering, and mathematics fields at a Hispanic-serving institution.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/113497/rec/2746.

MLA Handbook (7th Edition):

Santiago, Cecilia. “Faculty as institutional agents for low-income Latino students in science, technology, engineering, and mathematics fields at a Hispanic-serving institution.” 2012. Web. 22 Jul 2019.

Vancouver:

Santiago C. Faculty as institutional agents for low-income Latino students in science, technology, engineering, and mathematics fields at a Hispanic-serving institution. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/113497/rec/2746.

Council of Science Editors:

Santiago C. Faculty as institutional agents for low-income Latino students in science, technology, engineering, and mathematics fields at a Hispanic-serving institution. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/113497/rec/2746


University of Southern California

2. Tschetter, Sheryl. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study examines the potential for developing the adaptive expertise of community college faculty members through participation in action inquiry. Prior research contends that for… (more)

Subjects/Keywords: adaptive expertise; community college faculty; action inquiry; assessment

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APA (6th Edition):

Tschetter, S. (2009). Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903

Chicago Manual of Style (16th Edition):

Tschetter, Sheryl. “Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903.

MLA Handbook (7th Edition):

Tschetter, Sheryl. “Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.” 2009. Web. 22 Jul 2019.

Vancouver:

Tschetter S. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903.

Council of Science Editors:

Tschetter S. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903


University of Southern California

3. Mmeje, Kenechukwu (K.C.). The Transfer Academy: providing community college students with the informational, structural, relational, and cultural resources to transfer successfully to a four-year college.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Access to the baccalaureate by way of the community college transfer function is diminishing. Students who are first generation, low-income, or from historically underrepresented backgrounds… (more)

Subjects/Keywords: transfer; community colleges; institutional agents; transfer agents; transfer programs

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APA (6th Edition):

Mmeje, K. (. C. ). (2012). The Transfer Academy: providing community college students with the informational, structural, relational, and cultural resources to transfer successfully to a four-year college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/47635/rec/7357

Chicago Manual of Style (16th Edition):

Mmeje, Kenechukwu (K C ). “The Transfer Academy: providing community college students with the informational, structural, relational, and cultural resources to transfer successfully to a four-year college.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/47635/rec/7357.

MLA Handbook (7th Edition):

Mmeje, Kenechukwu (K C ). “The Transfer Academy: providing community college students with the informational, structural, relational, and cultural resources to transfer successfully to a four-year college.” 2012. Web. 22 Jul 2019.

Vancouver:

Mmeje K(C). The Transfer Academy: providing community college students with the informational, structural, relational, and cultural resources to transfer successfully to a four-year college. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/47635/rec/7357.

Council of Science Editors:

Mmeje K(C). The Transfer Academy: providing community college students with the informational, structural, relational, and cultural resources to transfer successfully to a four-year college. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/47635/rec/7357


University of Southern California

4. Enciso, Martha. The influence of organizational learning on inquiry group participants in promoting equity at a community college.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study examines the experiences of three participants involved in an inquiry group project at an urban community college in Southern California. The participants explored… (more)

Subjects/Keywords: equity; organizational learning

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APA (6th Edition):

Enciso, M. (2009). The influence of organizational learning on inquiry group participants in promoting equity at a community college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/562996/rec/6883

Chicago Manual of Style (16th Edition):

Enciso, Martha. “The influence of organizational learning on inquiry group participants in promoting equity at a community college.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/562996/rec/6883.

MLA Handbook (7th Edition):

Enciso, Martha. “The influence of organizational learning on inquiry group participants in promoting equity at a community college.” 2009. Web. 22 Jul 2019.

Vancouver:

Enciso M. The influence of organizational learning on inquiry group participants in promoting equity at a community college. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/562996/rec/6883.

Council of Science Editors:

Enciso M. The influence of organizational learning on inquiry group participants in promoting equity at a community college. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/562996/rec/6883


University of Southern California

5. Levonisova, Svetlana V. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study examined the impact of the use of CUE’s action research processes and tools in a social design experiment undertaken at one field site… (more)

Subjects/Keywords: action research; action inquiry; CHAT; race; equity in educational outcomes

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APA (6th Edition):

Levonisova, S. V. (2012). Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2529

Chicago Manual of Style (16th Edition):

Levonisova, Svetlana V. “Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2529.

MLA Handbook (7th Edition):

Levonisova, Svetlana V. “Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.” 2012. Web. 22 Jul 2019.

Vancouver:

Levonisova SV. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2529.

Council of Science Editors:

Levonisova SV. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2529


University of Southern California

6. Subramaniam, Thamizhchelvi. A developmental evaluation of action research as a process for organizational change.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study investigates whether practitioners’ involvement in an action inquiry project promotes changes in their beliefs, assumptions, and values. The study involved the use of… (more)

Subjects/Keywords: equity; developmental evaluation

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APA (6th Edition):

Subramaniam, T. (2012). A developmental evaluation of action research as a process for organizational change. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66727/rec/172

Chicago Manual of Style (16th Edition):

Subramaniam, Thamizhchelvi. “A developmental evaluation of action research as a process for organizational change.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66727/rec/172.

MLA Handbook (7th Edition):

Subramaniam, Thamizhchelvi. “A developmental evaluation of action research as a process for organizational change.” 2012. Web. 22 Jul 2019.

Vancouver:

Subramaniam T. A developmental evaluation of action research as a process for organizational change. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66727/rec/172.

Council of Science Editors:

Subramaniam T. A developmental evaluation of action research as a process for organizational change. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66727/rec/172


University of Southern California

7. Patel, Dipte D. Impact of accreditation actions: a case study of two colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The United States is unique with it non-governmental peer-review based accreditation system for oversight of higher education for quality assurance and improvement. In a triad… (more)

Subjects/Keywords: accreditation; community college; accountability institutional effectiveness; ACCJC; sanction

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APA (6th Edition):

Patel, D. D. (2012). Impact of accreditation actions: a case study of two colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/91698/rec/3364

Chicago Manual of Style (16th Edition):

Patel, Dipte D. “Impact of accreditation actions: a case study of two colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/91698/rec/3364.

MLA Handbook (7th Edition):

Patel, Dipte D. “Impact of accreditation actions: a case study of two colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges.” 2012. Web. 22 Jul 2019.

Vancouver:

Patel DD. Impact of accreditation actions: a case study of two colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/91698/rec/3364.

Council of Science Editors:

Patel DD. Impact of accreditation actions: a case study of two colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/91698/rec/3364


University of Southern California

8. LoVetere, Crystal. Characteristics of a social venture in higher education.

Degree: EdD, Education, 2012, University of Southern California

 Universities and colleges show increasing interest in internationalization due to accelerated interrelationships caused by the processes of globalization. With the business sector at the forefront… (more)

Subjects/Keywords: social venture; globalization; internationalization; sustainability; SUSTAIN; partnerships

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APA (6th Edition):

LoVetere, C. (2012). Characteristics of a social venture in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/205679/rec/1289

Chicago Manual of Style (16th Edition):

LoVetere, Crystal. “Characteristics of a social venture in higher education.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/205679/rec/1289.

MLA Handbook (7th Edition):

LoVetere, Crystal. “Characteristics of a social venture in higher education.” 2012. Web. 22 Jul 2019.

Vancouver:

LoVetere C. Characteristics of a social venture in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/205679/rec/1289.

Council of Science Editors:

LoVetere C. Characteristics of a social venture in higher education. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/205679/rec/1289


University of Southern California

9. Javier, Mary Grace. Math faculty as institutional agents: role reflection through inquiry-based activities.

Degree: EdD, Education, 2009, University of Southern California

 This qualitative study examined the self-assessment process of faculty and administrative team members from an urban community college who participated in a one and a… (more)

Subjects/Keywords: inquiry-based; institutional agents; math faculty; reflection; reflective cycle

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APA (6th Edition):

Javier, M. G. (2009). Math faculty as institutional agents: role reflection through inquiry-based activities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/565428/rec/3973

Chicago Manual of Style (16th Edition):

Javier, Mary Grace. “Math faculty as institutional agents: role reflection through inquiry-based activities.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/565428/rec/3973.

MLA Handbook (7th Edition):

Javier, Mary Grace. “Math faculty as institutional agents: role reflection through inquiry-based activities.” 2009. Web. 22 Jul 2019.

Vancouver:

Javier MG. Math faculty as institutional agents: role reflection through inquiry-based activities. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/565428/rec/3973.

Council of Science Editors:

Javier MG. Math faculty as institutional agents: role reflection through inquiry-based activities. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/565428/rec/3973


University of Southern California

10. Gaur, Seema. An examination of collaboration amongst student affairs and academic affairs professionals in an action research project.

Degree: EdD, Education, 2009, University of Southern California

 Individuals within higher education institutions play a critical role in creating an environment that is conducive to promoting student success. Yet, these institutions struggle with… (more)

Subjects/Keywords: community college; collaboration; action research

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APA (6th Edition):

Gaur, S. (2009). An examination of collaboration amongst student affairs and academic affairs professionals in an action research project. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561687/rec/724

Chicago Manual of Style (16th Edition):

Gaur, Seema. “An examination of collaboration amongst student affairs and academic affairs professionals in an action research project.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561687/rec/724.

MLA Handbook (7th Edition):

Gaur, Seema. “An examination of collaboration amongst student affairs and academic affairs professionals in an action research project.” 2009. Web. 22 Jul 2019.

Vancouver:

Gaur S. An examination of collaboration amongst student affairs and academic affairs professionals in an action research project. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561687/rec/724.

Council of Science Editors:

Gaur S. An examination of collaboration amongst student affairs and academic affairs professionals in an action research project. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/561687/rec/724


University of Southern California

11. Vines, Erin. Re-mediating practitioners' practice for equity in higher education: evaluating the effectiveness of action research.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study examines the influence of action research on California community college practitioners’ attitudes, beliefs, and behavior using the Center for Urban Education’s (CUE) Equity… (more)

Subjects/Keywords: equity; action research; race; ethnicity; professional development; higher education; CUE

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APA (6th Edition):

Vines, E. (2012). Re-mediating practitioners' practice for equity in higher education: evaluating the effectiveness of action research. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/108140/rec/5408

Chicago Manual of Style (16th Edition):

Vines, Erin. “Re-mediating practitioners' practice for equity in higher education: evaluating the effectiveness of action research.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/108140/rec/5408.

MLA Handbook (7th Edition):

Vines, Erin. “Re-mediating practitioners' practice for equity in higher education: evaluating the effectiveness of action research.” 2012. Web. 22 Jul 2019.

Vancouver:

Vines E. Re-mediating practitioners' practice for equity in higher education: evaluating the effectiveness of action research. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/108140/rec/5408.

Council of Science Editors:

Vines E. Re-mediating practitioners' practice for equity in higher education: evaluating the effectiveness of action research. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/108140/rec/5408


University of Southern California

12. Woerner, Christiane Rhys. Designing equity-focused action research: benefits and challenges to sustained collaboration and organizational change.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study was a developmental evaluation that investigated whether practitioners’ involved in an action research project experienced changes in their attitudes, assumptions, knowledge, behaviors, and… (more)

Subjects/Keywords: equity; Center for Urban Education; professional development; organizational change; inquiry; untenured faculty

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APA (6th Edition):

Woerner, C. R. (2013). Designing equity-focused action research: benefits and challenges to sustained collaboration and organizational change. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/358662/rec/1881

Chicago Manual of Style (16th Edition):

Woerner, Christiane Rhys. “Designing equity-focused action research: benefits and challenges to sustained collaboration and organizational change.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/358662/rec/1881.

MLA Handbook (7th Edition):

Woerner, Christiane Rhys. “Designing equity-focused action research: benefits and challenges to sustained collaboration and organizational change.” 2013. Web. 22 Jul 2019.

Vancouver:

Woerner CR. Designing equity-focused action research: benefits and challenges to sustained collaboration and organizational change. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/358662/rec/1881.

Council of Science Editors:

Woerner CR. Designing equity-focused action research: benefits and challenges to sustained collaboration and organizational change. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/358662/rec/1881


University of Southern California

13. Gonzalez, Roberto. Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This manuscript details the learning which took place among 4 administrators involved in a collaborative Institutional Self-Assessment Project. Additionally, it was the intent of the… (more)

Subjects/Keywords: community colleges; inequitable educational outcomes

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APA (6th Edition):

Gonzalez, R. (2009). Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282603/rec/487

Chicago Manual of Style (16th Edition):

Gonzalez, Roberto. “Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282603/rec/487.

MLA Handbook (7th Edition):

Gonzalez, Roberto. “Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges.” 2009. Web. 22 Jul 2019.

Vancouver:

Gonzalez R. Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282603/rec/487.

Council of Science Editors:

Gonzalez R. Achieving equity in educational outcomes through organizational learning: enhancing the institutional effectiveness of community colleges. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282603/rec/487


University of Southern California

14. Lee, John. Institutional researchers as agents of organizational learning in hispanic-serving community colleges.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study examined three institutional researchers from three different Hispanic-serving community colleges in southern California to examine how they would use data to act as… (more)

Subjects/Keywords: institutional researchers; organizational learning; Hispanic-serving college; community colleges

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APA (6th Edition):

Lee, J. (2012). Institutional researchers as agents of organizational learning in hispanic-serving community colleges. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2405/rec/3517

Chicago Manual of Style (16th Edition):

Lee, John. “Institutional researchers as agents of organizational learning in hispanic-serving community colleges.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2405/rec/3517.

MLA Handbook (7th Edition):

Lee, John. “Institutional researchers as agents of organizational learning in hispanic-serving community colleges.” 2012. Web. 22 Jul 2019.

Vancouver:

Lee J. Institutional researchers as agents of organizational learning in hispanic-serving community colleges. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2405/rec/3517.

Council of Science Editors:

Lee J. Institutional researchers as agents of organizational learning in hispanic-serving community colleges. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2405/rec/3517


University of Southern California

15. Alcala, Celena. How community college basic skills coordinators lead organizational learning.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This qualitative study examines how basic skills coordinators at four California Community Colleges lead organizational learning at their campuses as part of the statewide Basic… (more)

Subjects/Keywords: basic skills initiative; basic skills coordinators; California Community Colleges; organizational learning; culture of evidence; sensemaking; culture of inquiry

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APA (6th Edition):

Alcala, C. (2012). How community college basic skills coordinators lead organizational learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/73036/rec/3229

Chicago Manual of Style (16th Edition):

Alcala, Celena. “How community college basic skills coordinators lead organizational learning.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/73036/rec/3229.

MLA Handbook (7th Edition):

Alcala, Celena. “How community college basic skills coordinators lead organizational learning.” 2012. Web. 22 Jul 2019.

Vancouver:

Alcala C. How community college basic skills coordinators lead organizational learning. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/73036/rec/3229.

Council of Science Editors:

Alcala C. How community college basic skills coordinators lead organizational learning. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/73036/rec/3229


University of Southern California

16. Brown, Rashitta Z. Equity for students of color through practitioner accountability.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The Center for Urban Education (CUE) at the University of Southern California develops equity oriented tools for the purposes of increasing equity for historically underrepresented… (more)

Subjects/Keywords: equity; leadership; racial and ethnic groups in higher education; accountability

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APA (6th Edition):

Brown, R. Z. (2012). Equity for students of color through practitioner accountability. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/98817/rec/2415

Chicago Manual of Style (16th Edition):

Brown, Rashitta Z. “Equity for students of color through practitioner accountability.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/98817/rec/2415.

MLA Handbook (7th Edition):

Brown, Rashitta Z. “Equity for students of color through practitioner accountability.” 2012. Web. 22 Jul 2019.

Vancouver:

Brown RZ. Equity for students of color through practitioner accountability. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/98817/rec/2415.

Council of Science Editors:

Brown RZ. Equity for students of color through practitioner accountability. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/98817/rec/2415


University of Southern California

17. Smith, Peggy J. Encouraging student success: turning attention to practitioners and institutions.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study is part of a larger design experiment that involves various community colleges and universities in California and across the nation. Tools and processes… (more)

Subjects/Keywords: equity; ethnicity; race; action research; developmental evaluation

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APA (6th Edition):

Smith, P. J. (2012). Encouraging student success: turning attention to practitioners and institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2340

Chicago Manual of Style (16th Edition):

Smith, Peggy J. “Encouraging student success: turning attention to practitioners and institutions.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2340.

MLA Handbook (7th Edition):

Smith, Peggy J. “Encouraging student success: turning attention to practitioners and institutions.” 2012. Web. 22 Jul 2019.

Vancouver:

Smith PJ. Encouraging student success: turning attention to practitioners and institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2340.

Council of Science Editors:

Smith PJ. Encouraging student success: turning attention to practitioners and institutions. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56676/rec/2340


University of Southern California

18. Aguirre, Tomás A. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study examines the experiences of a number of participants from urban community colleges with high percentages of students from underrepresented populations in Central California.… (more)

Subjects/Keywords: higher education; student success; action research; minorities; retention; graduation

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APA (6th Edition):

Aguirre, T. A. (2012). Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530

Chicago Manual of Style (16th Edition):

Aguirre, Tomás A. “Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530.

MLA Handbook (7th Edition):

Aguirre, Tomás A. “Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.” 2012. Web. 22 Jul 2019.

Vancouver:

Aguirre TA. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530.

Council of Science Editors:

Aguirre TA. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530


University of Southern California

19. Cornell, Lee Ann J. Action research as a strategy for improving equity and diversity: implementation constraints, outcomes.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The University of Southern California's Center for Urban Education (CUE) develops and creates data and inquiry tools for colleges and universities to help bring about… (more)

Subjects/Keywords: action research; minority students; collaborative inquiry; education; developmental evaluation; equity; student outcomes

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APA (6th Edition):

Cornell, L. A. J. (2012). Action research as a strategy for improving equity and diversity: implementation constraints, outcomes. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/69340/rec/494

Chicago Manual of Style (16th Edition):

Cornell, Lee Ann J. “Action research as a strategy for improving equity and diversity: implementation constraints, outcomes.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/69340/rec/494.

MLA Handbook (7th Edition):

Cornell, Lee Ann J. “Action research as a strategy for improving equity and diversity: implementation constraints, outcomes.” 2012. Web. 22 Jul 2019.

Vancouver:

Cornell LAJ. Action research as a strategy for improving equity and diversity: implementation constraints, outcomes. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/69340/rec/494.

Council of Science Editors:

Cornell LAJ. Action research as a strategy for improving equity and diversity: implementation constraints, outcomes. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/69340/rec/494


University of Southern California

20. Salazar-Romo, Cristina. Remediating artifacts: facilitating a culture of inquiry among community college faculty to address issues of student equity and access.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study explores the experiences of three faculty members from English as a Second Language, English, and Reading departments who were involved in an action… (more)

Subjects/Keywords: inquiry; cultural historical activity theory; equity; access; institutional agency; cultural responsive teaching

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APA (6th Edition):

Salazar-Romo, C. (2009). Remediating artifacts: facilitating a culture of inquiry among community college faculty to address issues of student equity and access. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406097/rec/5525

Chicago Manual of Style (16th Edition):

Salazar-Romo, Cristina. “Remediating artifacts: facilitating a culture of inquiry among community college faculty to address issues of student equity and access.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406097/rec/5525.

MLA Handbook (7th Edition):

Salazar-Romo, Cristina. “Remediating artifacts: facilitating a culture of inquiry among community college faculty to address issues of student equity and access.” 2009. Web. 22 Jul 2019.

Vancouver:

Salazar-Romo C. Remediating artifacts: facilitating a culture of inquiry among community college faculty to address issues of student equity and access. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406097/rec/5525.

Council of Science Editors:

Salazar-Romo C. Remediating artifacts: facilitating a culture of inquiry among community college faculty to address issues of student equity and access. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/406097/rec/5525


University of Southern California

21. Sawatzky, Misty Dawn. The assessment of Latino affective and behavioral responses to racial campus climate.

Degree: PhD, Education, 2015, University of Southern California

 This three paper dissertation reviews the emotional and behavioral responses of Latino students to racial campus climate experiences. The first paper reviews the emotional responses… (more)

Subjects/Keywords: racial campus climate; Latino; emotionality; intercultural effort

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APA (6th Edition):

Sawatzky, M. D. (2015). The assessment of Latino affective and behavioral responses to racial campus climate. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/472719/rec/6436

Chicago Manual of Style (16th Edition):

Sawatzky, Misty Dawn. “The assessment of Latino affective and behavioral responses to racial campus climate.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/472719/rec/6436.

MLA Handbook (7th Edition):

Sawatzky, Misty Dawn. “The assessment of Latino affective and behavioral responses to racial campus climate.” 2015. Web. 22 Jul 2019.

Vancouver:

Sawatzky MD. The assessment of Latino affective and behavioral responses to racial campus climate. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/472719/rec/6436.

Council of Science Editors:

Sawatzky MD. The assessment of Latino affective and behavioral responses to racial campus climate. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/472719/rec/6436


University of Southern California

22. Chase, Megan M. Culture, politics, and policy implementation: how practitioners interpret and implement the transfer policy in a technical college environment.

Degree: PhD, Education, 2015, University of Southern California

 This study contributes to the limited research on policy implementation through a lens of sensemaking in postsecondary education. Using case study research design and drawing… (more)

Subjects/Keywords: policy implementation; transfer policy; critical policy analysis; sensemaking

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APA (6th Edition):

Chase, M. M. (2015). Culture, politics, and policy implementation: how practitioners interpret and implement the transfer policy in a technical college environment. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/296592/rec/1737

Chicago Manual of Style (16th Edition):

Chase, Megan M. “Culture, politics, and policy implementation: how practitioners interpret and implement the transfer policy in a technical college environment.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/296592/rec/1737.

MLA Handbook (7th Edition):

Chase, Megan M. “Culture, politics, and policy implementation: how practitioners interpret and implement the transfer policy in a technical college environment.” 2015. Web. 22 Jul 2019.

Vancouver:

Chase MM. Culture, politics, and policy implementation: how practitioners interpret and implement the transfer policy in a technical college environment. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/296592/rec/1737.

Council of Science Editors:

Chase MM. Culture, politics, and policy implementation: how practitioners interpret and implement the transfer policy in a technical college environment. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/296592/rec/1737


University of Southern California

23. Witham, Keith Allen. Making equity & student success work: practice change in higher education.

Degree: PhD, Education, 2015, University of Southern California

 This dissertation examines ways in which change occurs in higher education institutions. Though building upon traditions of scholarship on organizational change both in higher education… (more)

Subjects/Keywords: higher education; organizational change; accountability policy; practice theory; equity in higher education; organizational learning; data use

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APA (6th Edition):

Witham, K. A. (2015). Making equity & student success work: practice change in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511756/rec/3911

Chicago Manual of Style (16th Edition):

Witham, Keith Allen. “Making equity & student success work: practice change in higher education.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511756/rec/3911.

MLA Handbook (7th Edition):

Witham, Keith Allen. “Making equity & student success work: practice change in higher education.” 2015. Web. 22 Jul 2019.

Vancouver:

Witham KA. Making equity & student success work: practice change in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511756/rec/3911.

Council of Science Editors:

Witham KA. Making equity & student success work: practice change in higher education. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511756/rec/3911


University of Southern California

24. Malcom, Lindsey Ellen. Accumulating (dis)advantage? Institutional and financial aid pathways of Latino STEM baccalaureates.

Degree: PhD, Education, 2008, University of Southern California

 This study contributes to our understanding of the institutional and financial aid pathways traversed by Latina/o bachelor's degree holders in fields related to science, technology,… (more)

Subjects/Keywords: Latinos; postsecondary education; STEM; financial aid

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APA (6th Edition):

Malcom, L. E. (2008). Accumulating (dis)advantage? Institutional and financial aid pathways of Latino STEM baccalaureates. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/102568/rec/479

Chicago Manual of Style (16th Edition):

Malcom, Lindsey Ellen. “Accumulating (dis)advantage? Institutional and financial aid pathways of Latino STEM baccalaureates.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/102568/rec/479.

MLA Handbook (7th Edition):

Malcom, Lindsey Ellen. “Accumulating (dis)advantage? Institutional and financial aid pathways of Latino STEM baccalaureates.” 2008. Web. 22 Jul 2019.

Vancouver:

Malcom LE. Accumulating (dis)advantage? Institutional and financial aid pathways of Latino STEM baccalaureates. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/102568/rec/479.

Council of Science Editors:

Malcom LE. Accumulating (dis)advantage? Institutional and financial aid pathways of Latino STEM baccalaureates. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/102568/rec/479

.