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You searched for subject:( PROFICIENCY AMONG FIRST YEAR STUDENTS). Showing records 1 – 30 of 28801 total matches.

[1] [2] [3] [4] [5] … [961]

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Addis Ababa University

1. TILAHUN, ASEFFA. INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY .

Degree: 2012, Addis Ababa University

 This study investigated the relationship between the introversion-extroversion tendencies of first year students at Addis Ababa University and their proficiency in English as a Foreign… (more)

Subjects/Keywords: INTROVERSION-EXTROVERSION; PROFICIENCY AMONG FIRST YEAR STUDENTS

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APA (6th Edition):

TILAHUN, A. (2012). INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2187

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):

TILAHUN, ASEFFA. “INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY .” 2012. Thesis, Addis Ababa University. Accessed August 20, 2019. http://etd.aau.edu.et/dspace/handle/123456789/2187.

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

MLA Handbook (7th Edition):

TILAHUN, ASEFFA. “INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY .” 2012. Web. 20 Aug 2019.

Vancouver:

TILAHUN A. INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Aug 20]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2187.

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

Council of Science Editors:

TILAHUN A. INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2187

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


California State University – Sacramento

2. Trimble, Bradley Alan. First-year student perception of campus recreation participation.

Degree: MA, Education (Higher Education Leadership, 2010, California State University – Sacramento

 Researchers agree that first-year university students are the campus population at greatest risk for institutional departure. Since institutional effectiveness is primarily tied to retaining and… (more)

Subjects/Keywords: Recreation; University; First-year students

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APA (6th Edition):

Trimble, B. A. (2010). First-year student perception of campus recreation participation. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/345

Chicago Manual of Style (16th Edition):

Trimble, Bradley Alan. “First-year student perception of campus recreation participation.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 20, 2019. http://hdl.handle.net/10211.9/345.

MLA Handbook (7th Edition):

Trimble, Bradley Alan. “First-year student perception of campus recreation participation.” 2010. Web. 20 Aug 2019.

Vancouver:

Trimble BA. First-year student perception of campus recreation participation. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10211.9/345.

Council of Science Editors:

Trimble BA. First-year student perception of campus recreation participation. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/345


California State University – Chico

3. Hammar, Damiana Carol. Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty .

Degree: 2010, California State University – Chico

 ABSTRACT PERCEPTIONS OF APPROPRIATE PARENTAL INVOLVEMENT: A STUDY COMPARING THE DIFFERING PERSPECTIVES OF FIRST YEAR COLLEGE STUDENTS, PARENTS/GUARDIANS OF FIRST YEAR COLLEGE STUDENTS, AND FACULTY… (more)

Subjects/Keywords: First Year College Students

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APA (6th Edition):

Hammar, D. C. (2010). Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/167

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):

Hammar, Damiana Carol. “Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty .” 2010. Thesis, California State University – Chico. Accessed August 20, 2019. http://hdl.handle.net/10211.4/167.

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

MLA Handbook (7th Edition):

Hammar, Damiana Carol. “Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty .” 2010. Web. 20 Aug 2019.

Vancouver:

Hammar DC. Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty . [Internet] [Thesis]. California State University – Chico; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10211.4/167.

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

Council of Science Editors:

Hammar DC. Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty . [Thesis]. California State University – Chico; 2010. Available from: http://hdl.handle.net/10211.4/167

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


Louisiana State University

4. Korduner, Melissa Megan. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.

Degree: PhD, Human Resources Management, 2013, Louisiana State University

 This study investigated the impact participating in S.T.R.I.P.E.S., an extended orientation program, had on student satisfaction and retention. Student satisfaction was determined through a calculated… (more)

Subjects/Keywords: first year students; students; retention; satisfaction; orientation

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APA (6th Edition):

Korduner, M. M. (2013). Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219

Chicago Manual of Style (16th Edition):

Korduner, Melissa Megan. “Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.” 2013. Doctoral Dissertation, Louisiana State University. Accessed August 20, 2019. etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219.

MLA Handbook (7th Edition):

Korduner, Melissa Megan. “Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.” 2013. Web. 20 Aug 2019.

Vancouver:

Korduner MM. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Aug 20]. Available from: etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219.

Council of Science Editors:

Korduner MM. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219

5. Higgins, Margaret. The first year experience.

Degree: MS, Counseling and Student Developement, 2010, Kansas State University

Students have many opportunities to familiarize themselves with their college after committing to a school. Institutions offer summer orientation and enrollment sessions, and many also… (more)

Subjects/Keywords: First-year students; First-year Programs; Orientation; Education, Higher (0745)

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APA (6th Edition):

Higgins, M. (2010). The first year experience. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/3861

Chicago Manual of Style (16th Edition):

Higgins, Margaret. “The first year experience.” 2010. Masters Thesis, Kansas State University. Accessed August 20, 2019. http://hdl.handle.net/2097/3861.

MLA Handbook (7th Edition):

Higgins, Margaret. “The first year experience.” 2010. Web. 20 Aug 2019.

Vancouver:

Higgins M. The first year experience. [Internet] [Masters thesis]. Kansas State University; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2097/3861.

Council of Science Editors:

Higgins M. The first year experience. [Masters Thesis]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/3861

6. Sperry, Rita A. Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode .

Degree: 2014, Texas A&M University – Corpus Christi

 The first year of college is a critical period of transition for incoming college students. Learning communities have been identified as an approach to link… (more)

Subjects/Keywords: First Year Students; Learning Communities; Retention

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APA (6th Edition):

Sperry, R. A. (2014). Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/567

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):

Sperry, Rita A. “Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed August 20, 2019. http://hdl.handle.net/1969.6/567.

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

MLA Handbook (7th Edition):

Sperry, Rita A. “Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode .” 2014. Web. 20 Aug 2019.

Vancouver:

Sperry RA. Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1969.6/567.

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

Council of Science Editors:

Sperry RA. Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/567

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


University of Johannesburg

7. Shandler, Maxine. How students perceive the contribution that alternate access programmes make to their academic success.

Degree: 2011, University of Johannesburg

M. Ed.

Many higher education institutions face the loss of subsidy due to the high attrition rate of students. Despite the many advantages of alternate… (more)

Subjects/Keywords: First year students; Academic achievement; Comprehensive examinations

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APA (6th Edition):

Shandler, M. (2011). How students perceive the contribution that alternate access programmes make to their academic success. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3690

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):

Shandler, Maxine. “How students perceive the contribution that alternate access programmes make to their academic success.” 2011. Thesis, University of Johannesburg. Accessed August 20, 2019. http://hdl.handle.net/10210/3690.

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

MLA Handbook (7th Edition):

Shandler, Maxine. “How students perceive the contribution that alternate access programmes make to their academic success.” 2011. Web. 20 Aug 2019.

Vancouver:

Shandler M. How students perceive the contribution that alternate access programmes make to their academic success. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10210/3690.

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

Council of Science Editors:

Shandler M. How students perceive the contribution that alternate access programmes make to their academic success. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3690

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


University of Johannesburg

8. Barlow-Jones, Glenda. The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg.

Degree: 2010, University of Johannesburg

M.Ed.

The aim of this study is to determine the role of pre-existing levels of digital literacy on the academic performance of students who are… (more)

Subjects/Keywords: Computer literacy; First year students; Academic performance

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APA (6th Edition):

Barlow-Jones, G. (2010). The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3253

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):

Barlow-Jones, Glenda. “The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg.” 2010. Thesis, University of Johannesburg. Accessed August 20, 2019. http://hdl.handle.net/10210/3253.

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

MLA Handbook (7th Edition):

Barlow-Jones, Glenda. “The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg.” 2010. Web. 20 Aug 2019.

Vancouver:

Barlow-Jones G. The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10210/3253.

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

Council of Science Editors:

Barlow-Jones G. The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3253

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


University of Rochester

9. Demirian, Steven (1971 - ). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.

Degree: PhD, 2010, University of Rochester

 The first-year seminar is designed to help new students maximize their potential to achieve academic success and to adjust responsibly to the individual and interpersonal… (more)

Subjects/Keywords: First-year seminar; College students; College experience

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APA (6th Edition):

Demirian, S. (. -. ). (2010). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/11165

Chicago Manual of Style (16th Edition):

Demirian, Steven (1971 - ). “Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.” 2010. Doctoral Dissertation, University of Rochester. Accessed August 20, 2019. http://hdl.handle.net/1802/11165.

MLA Handbook (7th Edition):

Demirian, Steven (1971 - ). “Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.” 2010. Web. 20 Aug 2019.

Vancouver:

Demirian S(-). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1802/11165.

Council of Science Editors:

Demirian S(-). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/11165


Bowling Green State University

10. Clark, Renita Renee. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.

Degree: PhD, Higher Education Administration, 2009, Bowling Green State University

  The purpose of this study was to examine college students’ lived experiences in an interactive skill-building course for first-year students. The research addressed four… (more)

Subjects/Keywords: Higher Education; First-Year College Students; First-Year Courses; Springboard; Conditionally Admitted Students

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APA (6th Edition):

Clark, R. R. (2009). A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404

Chicago Manual of Style (16th Edition):

Clark, Renita Renee. “A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404.

MLA Handbook (7th Edition):

Clark, Renita Renee. “A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.” 2009. Web. 20 Aug 2019.

Vancouver:

Clark RR. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404.

Council of Science Editors:

Clark RR. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404


University of Southern California

11. Roth-Francis, Chrissy. A semester late: a phenomenological study examining the experiences of spring admits in higher education.

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

 More than 25% of new college students begin their higher education careers outside of the traditional fall start date (National Student Clearinghouse, 2012). This study… (more)

Subjects/Keywords: spring admits; admission; first-year experience; first-year students; freshmen; transfer students; academic success; transition

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

APA (6th Edition):

Roth-Francis, C. (2013). A semester late: a phenomenological study examining the experiences of spring admits in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/338802/rec/356

Chicago Manual of Style (16th Edition):

Roth-Francis, Chrissy. “A semester late: a phenomenological study examining the experiences of spring admits in higher education.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/338802/rec/356.

MLA Handbook (7th Edition):

Roth-Francis, Chrissy. “A semester late: a phenomenological study examining the experiences of spring admits in higher education.” 2013. Web. 20 Aug 2019.

Vancouver:

Roth-Francis C. A semester late: a phenomenological study examining the experiences of spring admits in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/338802/rec/356.

Council of Science Editors:

Roth-Francis C. A semester late: a phenomenological study examining the experiences of spring admits in higher education. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/338802/rec/356


University of Louisville

12. Schlinsog, Jimmie A. Engagement in the first year as a predictor of academic achievement and persistence of first-year students.

Degree: PhD, Department of Educational and Counseling Psychology, 2010, University of Louisville

 This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study… (more)

Subjects/Keywords: First-year students; Engagement; First-generation students; NSSE

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APA (6th Edition):

Schlinsog, J. A. (2010). Engagement in the first year as a predictor of academic achievement and persistence of first-year students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1271 ; https://ir.library.louisville.edu/etd/1271

Chicago Manual of Style (16th Edition):

Schlinsog, Jimmie A. “Engagement in the first year as a predictor of academic achievement and persistence of first-year students.” 2010. Doctoral Dissertation, University of Louisville. Accessed August 20, 2019. 10.18297/etd/1271 ; https://ir.library.louisville.edu/etd/1271.

MLA Handbook (7th Edition):

Schlinsog, Jimmie A. “Engagement in the first year as a predictor of academic achievement and persistence of first-year students.” 2010. Web. 20 Aug 2019.

Vancouver:

Schlinsog JA. Engagement in the first year as a predictor of academic achievement and persistence of first-year students. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2019 Aug 20]. Available from: 10.18297/etd/1271 ; https://ir.library.louisville.edu/etd/1271.

Council of Science Editors:

Schlinsog JA. Engagement in the first year as a predictor of academic achievement and persistence of first-year students. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/1271 ; https://ir.library.louisville.edu/etd/1271


Boston College

13. Tenser, Lori Ilene. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.

Degree: PhD, Educational Leadership and Higher Education, 2015, Boston College

 Taking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to… (more)

Subjects/Keywords: adjustment to college; college students; first year students; gap year; self-authorship; sovereign engagement

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APA (6th Edition):

Tenser, L. I. (2015). Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104364

Chicago Manual of Style (16th Edition):

Tenser, Lori Ilene. “Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.” 2015. Doctoral Dissertation, Boston College. Accessed August 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104364.

MLA Handbook (7th Edition):

Tenser, Lori Ilene. “Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.” 2015. Web. 20 Aug 2019.

Vancouver:

Tenser LI. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Aug 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104364.

Council of Science Editors:

Tenser LI. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104364


California State University – Sacramento

14. Campos, Jazmin Nicol. The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders.

Degree: MA, Education (Higher Education Leadership, 2017, California State University – Sacramento

First-year students experience many challenges as it relates to transitioning from high school to college and establishing a strong sense of belonging. Sense of belonging,… (more)

Subjects/Keywords: Higher education; Sense of belonging; First-year students; Commuter students

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APA (6th Edition):

Campos, J. N. (2017). The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/198549

Chicago Manual of Style (16th Edition):

Campos, Jazmin Nicol. “The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders.” 2017. Masters Thesis, California State University – Sacramento. Accessed August 20, 2019. http://hdl.handle.net/10211.3/198549.

MLA Handbook (7th Edition):

Campos, Jazmin Nicol. “The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders.” 2017. Web. 20 Aug 2019.

Vancouver:

Campos JN. The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10211.3/198549.

Council of Science Editors:

Campos JN. The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/198549


Cape Peninsula University of Technology

15. Esambe, Emmanuel Ekale. Formartive feedback and essay-writing practices for at-risk students .

Degree: 2015, Cape Peninsula University of Technology

The core problematique of this study is to establish a collaborative intervention strategy as a model that could facilitate the design and dissemination of appropriate formative feedback during essay-writing practices with at risk ECP and first-year students.

Subjects/Keywords: Essay-writing practices; At-risk students; First-year students

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APA (6th Edition):

Esambe, E. E. (2015). Formartive feedback and essay-writing practices for at-risk students . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1962

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):

Esambe, Emmanuel Ekale. “Formartive feedback and essay-writing practices for at-risk students .” 2015. Thesis, Cape Peninsula University of Technology. Accessed August 20, 2019. http://etd.cput.ac.za/handle/20.500.11838/1962.

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

MLA Handbook (7th Edition):

Esambe, Emmanuel Ekale. “Formartive feedback and essay-writing practices for at-risk students .” 2015. Web. 20 Aug 2019.

Vancouver:

Esambe EE. Formartive feedback and essay-writing practices for at-risk students . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Aug 20]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1962.

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

Council of Science Editors:

Esambe EE. Formartive feedback and essay-writing practices for at-risk students . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/1962

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


Boston College

16. Wartman, Katherine Lynk. Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College.

Degree: PhD, Educational Administration and Higher Education, 2009, Boston College

 "Parental involvement," a term long part of the K-12 lexicon is now included in the higher education vocabulary. Many college administrators today associate "parental involvement"… (more)

Subjects/Keywords: college students; first-year students; parental involvement; parents; socioeconomic status

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APA (6th Edition):

Wartman, K. L. (2009). Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:102029

Chicago Manual of Style (16th Edition):

Wartman, Katherine Lynk. “Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College.” 2009. Doctoral Dissertation, Boston College. Accessed August 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:102029.

MLA Handbook (7th Edition):

Wartman, Katherine Lynk. “Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College.” 2009. Web. 20 Aug 2019.

Vancouver:

Wartman KL. Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Aug 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102029.

Council of Science Editors:

Wartman KL. Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102029


Temple University

17. Moore, Janice R. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.

Degree: 2015, Temple University

Educational Leadership

Ed.D.

Institutions continually try to balance the access/retention/success pendulum by accepting students on a contingent or probationary basis and enrolling them in student… (more)

Subjects/Keywords: Educational evaluation; Educational administration; Educational leadership;

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APA (6th Edition):

Moore, J. R. (2015). The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,322138

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):

Moore, Janice R. “The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.” 2015. Thesis, Temple University. Accessed August 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,322138.

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

MLA Handbook (7th Edition):

Moore, Janice R. “The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.” 2015. Web. 20 Aug 2019.

Vancouver:

Moore JR. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Aug 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,322138.

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

Council of Science Editors:

Moore JR. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,322138

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

18. Saunders, Daniel Brian. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.

Degree: Doctor of Education (EdD), Education (also CAGS), 2011, U of Massachusetts : PhD

  Scholars have documented the ways in which the influence of neoliberal ideology, and particularly the extension of free-market logic, has resulted in meaningful changes… (more)

Subjects/Keywords: College students; First-year college students; Free-market logic; Ideology; Neoliberalism; Students as customers; Education

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APA (6th Edition):

Saunders, D. B. (2011). Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/377

Chicago Manual of Style (16th Edition):

Saunders, Daniel Brian. “Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed August 20, 2019. https://scholarworks.umass.edu/open_access_dissertations/377.

MLA Handbook (7th Edition):

Saunders, Daniel Brian. “Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.” 2011. Web. 20 Aug 2019.

Vancouver:

Saunders DB. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Aug 20]. Available from: https://scholarworks.umass.edu/open_access_dissertations/377.

Council of Science Editors:

Saunders DB. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/377


Kennesaw State University

19. Harmer, Adrienne. Exploring the Googlesphere: Information Literacy and First-Year College Students.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2017, Kennesaw State University

First-year students often lack the information literacy skills necessary to thrive in the 21st century academic environment. The purpose of this pilot study was… (more)

Subjects/Keywords: information literacy; Google searching; first-year students; Higher Education

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APA (6th Edition):

Harmer, A. (2017). Exploring the Googlesphere: Information Literacy and First-Year College Students. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/2

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):

Harmer, Adrienne. “Exploring the Googlesphere: Information Literacy and First-Year College Students.” 2017. Thesis, Kennesaw State University. Accessed August 20, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/2.

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

MLA Handbook (7th Edition):

Harmer, Adrienne. “Exploring the Googlesphere: Information Literacy and First-Year College Students.” 2017. Web. 20 Aug 2019.

Vancouver:

Harmer A. Exploring the Googlesphere: Information Literacy and First-Year College Students. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Aug 20]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/2.

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

Council of Science Editors:

Harmer A. Exploring the Googlesphere: Information Literacy and First-Year College Students. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/2

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


Addis Ababa University

20. Eden, Amdebrhan. Practices and Challenges of Utilizing Emergency Contraceptive; The Case of First Year Female Undergraduate Regular Students of Addis Ababa University .

Degree: 2014, Addis Ababa University

 The purpose of this research was to investigate the practice and challenges of utilizing emergency contraceptive (EC) by first year regular female students OF Addis… (more)

Subjects/Keywords: emergency contraceptive (EC) & first year regular female students

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APA (6th Edition):

Eden, A. (2014). Practices and Challenges of Utilizing Emergency Contraceptive; The Case of First Year Female Undergraduate Regular Students of Addis Ababa University . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7050

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):

Eden, Amdebrhan. “Practices and Challenges of Utilizing Emergency Contraceptive; The Case of First Year Female Undergraduate Regular Students of Addis Ababa University .” 2014. Thesis, Addis Ababa University. Accessed August 20, 2019. http://etd.aau.edu.et/dspace/handle/123456789/7050.

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

MLA Handbook (7th Edition):

Eden, Amdebrhan. “Practices and Challenges of Utilizing Emergency Contraceptive; The Case of First Year Female Undergraduate Regular Students of Addis Ababa University .” 2014. Web. 20 Aug 2019.

Vancouver:

Eden A. Practices and Challenges of Utilizing Emergency Contraceptive; The Case of First Year Female Undergraduate Regular Students of Addis Ababa University . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2019 Aug 20]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7050.

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

Council of Science Editors:

Eden A. Practices and Challenges of Utilizing Emergency Contraceptive; The Case of First Year Female Undergraduate Regular Students of Addis Ababa University . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7050

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


University of Cincinnati

21. Pradhan, Praakrit. The Role of Arduino for Increasing Performance and Interest in Programming for First-Year Engineering Students.

Degree: MS, Engineering and Applied Science: Computer Science, 2017, University of Cincinnati

 Engineers rely on computers for their work. In engineering curricula, programming is typically required. Students tend to question the viability of programming in their prospective… (more)

Subjects/Keywords: Engineering; Arduino; Engineering Education; Programming; First-Year Engineering Students; MATLAB

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APA (6th Edition):

Pradhan, P. (2017). The Role of Arduino for Increasing Performance and Interest in Programming for First-Year Engineering Students. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin15118679493748

Chicago Manual of Style (16th Edition):

Pradhan, Praakrit. “The Role of Arduino for Increasing Performance and Interest in Programming for First-Year Engineering Students.” 2017. Masters Thesis, University of Cincinnati. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin15118679493748.

MLA Handbook (7th Edition):

Pradhan, Praakrit. “The Role of Arduino for Increasing Performance and Interest in Programming for First-Year Engineering Students.” 2017. Web. 20 Aug 2019.

Vancouver:

Pradhan P. The Role of Arduino for Increasing Performance and Interest in Programming for First-Year Engineering Students. [Internet] [Masters thesis]. University of Cincinnati; 2017. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin15118679493748.

Council of Science Editors:

Pradhan P. The Role of Arduino for Increasing Performance and Interest in Programming for First-Year Engineering Students. [Masters Thesis]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin15118679493748


Humboldt State University

22. Hall, Sheila Maria Enes. First-year college students' experiences in a developmental learning community.

Degree: MA, Education, 2008, Humboldt State University

 A variety of developmental studies programs exist on community college campuses nationwide designed to assist students who begin college lacking the skills necessary to be… (more)

Subjects/Keywords: First-year college students; Developmental learning community; College freshmen

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APA (6th Edition):

Hall, S. M. E. (2008). First-year college students' experiences in a developmental learning community. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/367

Chicago Manual of Style (16th Edition):

Hall, Sheila Maria Enes. “First-year college students' experiences in a developmental learning community.” 2008. Masters Thesis, Humboldt State University. Accessed August 20, 2019. http://hdl.handle.net/2148/367.

MLA Handbook (7th Edition):

Hall, Sheila Maria Enes. “First-year college students' experiences in a developmental learning community.” 2008. Web. 20 Aug 2019.

Vancouver:

Hall SME. First-year college students' experiences in a developmental learning community. [Internet] [Masters thesis]. Humboldt State University; 2008. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2148/367.

Council of Science Editors:

Hall SME. First-year college students' experiences in a developmental learning community. [Masters Thesis]. Humboldt State University; 2008. Available from: http://hdl.handle.net/2148/367


University of Louisville

23. Taylor, Angela Brown. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

 The persistence and attrition of second year college students is a growing concern of colleges and universities as second year college students face some of… (more)

Subjects/Keywords: Second year; College students; First generation; Private college; Experiences; Attrition

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APA (6th Edition):

Taylor, A. B. (2012). Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420

Chicago Manual of Style (16th Edition):

Taylor, Angela Brown. “Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.” 2012. Doctoral Dissertation, University of Louisville. Accessed August 20, 2019. 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420.

MLA Handbook (7th Edition):

Taylor, Angela Brown. “Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.” 2012. Web. 20 Aug 2019.

Vancouver:

Taylor AB. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Aug 20]. Available from: 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420.

Council of Science Editors:

Taylor AB. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420


Virginia Tech

24. Yates, Elizabeth Alice. Factors Leading to Withdrawal Prior to the Second Year of College.

Degree: MA, Educational Leadership and Policy Studies, 2005, Virginia Tech

 Persistence and withdrawal have been issues throughout the 368 years of higher education in the United States. As higher education shifted from a privilege of… (more)

Subjects/Keywords: first-year students; retention; withdrawal

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APA (6th Edition):

Yates, E. A. (2005). Factors Leading to Withdrawal Prior to the Second Year of College. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/31659

Chicago Manual of Style (16th Edition):

Yates, Elizabeth Alice. “Factors Leading to Withdrawal Prior to the Second Year of College.” 2005. Masters Thesis, Virginia Tech. Accessed August 20, 2019. http://hdl.handle.net/10919/31659.

MLA Handbook (7th Edition):

Yates, Elizabeth Alice. “Factors Leading to Withdrawal Prior to the Second Year of College.” 2005. Web. 20 Aug 2019.

Vancouver:

Yates EA. Factors Leading to Withdrawal Prior to the Second Year of College. [Internet] [Masters thesis]. Virginia Tech; 2005. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10919/31659.

Council of Science Editors:

Yates EA. Factors Leading to Withdrawal Prior to the Second Year of College. [Masters Thesis]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/31659

25. Tennant, Abigail. Intrusive advising and its implementation in residence halls.

Degree: MS, Department of Special Education, Counseling and Student Affairs, 2013, Kansas State University

 Abstract Intrusive advising is a concept that developed in the 1970s as a method of working with at-risk students by identifying challenges they faced and… (more)

Subjects/Keywords: First year students; Intrusive advising; Retention; Residence halls; Educational Administration (0514)

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Tennant, A. (2013). Intrusive advising and its implementation in residence halls. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/15291

Chicago Manual of Style (16th Edition):

Tennant, Abigail. “Intrusive advising and its implementation in residence halls.” 2013. Masters Thesis, Kansas State University. Accessed August 20, 2019. http://hdl.handle.net/2097/15291.

MLA Handbook (7th Edition):

Tennant, Abigail. “Intrusive advising and its implementation in residence halls.” 2013. Web. 20 Aug 2019.

Vancouver:

Tennant A. Intrusive advising and its implementation in residence halls. [Internet] [Masters thesis]. Kansas State University; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2097/15291.

Council of Science Editors:

Tennant A. Intrusive advising and its implementation in residence halls. [Masters Thesis]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15291

26. Kearns, Sara K. First-year college students’ perceptions of their experiences using information and communication technologies in higher education.

Degree: PhD, Department of Special Education, Counseling and Student Affairs, 2013, Kansas State University

 The increasingly integrated presence of Information and Communication Technologies (ICTs) on university campuses in recent decades has prompted calls for a better understanding of how… (more)

Subjects/Keywords: New literacies; Technology; First-year college students; Phenomenology; Higher Education (0745)

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Kearns, S. K. (2013). First-year college students’ perceptions of their experiences using information and communication technologies in higher education. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/15787

Chicago Manual of Style (16th Edition):

Kearns, Sara K. “First-year college students’ perceptions of their experiences using information and communication technologies in higher education.” 2013. Doctoral Dissertation, Kansas State University. Accessed August 20, 2019. http://hdl.handle.net/2097/15787.

MLA Handbook (7th Edition):

Kearns, Sara K. “First-year college students’ perceptions of their experiences using information and communication technologies in higher education.” 2013. Web. 20 Aug 2019.

Vancouver:

Kearns SK. First-year college students’ perceptions of their experiences using information and communication technologies in higher education. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2097/15787.

Council of Science Editors:

Kearns SK. First-year college students’ perceptions of their experiences using information and communication technologies in higher education. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15787


North-West University

27. Venter, Inge Maria. Strategies for the development of self-regulated learning skills of first year university students / Inge Maria Venter .

Degree: 2011, North-West University

 The high dropout rate of first year students is a major source of concern for the Department of Higher Education and Training and for Higher… (more)

Subjects/Keywords: Strategies; Self-Regulated Learning; Constructivism; Knowledge acquisition; First year students

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APA (6th Edition):

Venter, I. M. (2011). Strategies for the development of self-regulated learning skills of first year university students / Inge Maria Venter . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8249

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):

Venter, Inge Maria. “Strategies for the development of self-regulated learning skills of first year university students / Inge Maria Venter .” 2011. Thesis, North-West University. Accessed August 20, 2019. http://hdl.handle.net/10394/8249.

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

MLA Handbook (7th Edition):

Venter, Inge Maria. “Strategies for the development of self-regulated learning skills of first year university students / Inge Maria Venter .” 2011. Web. 20 Aug 2019.

Vancouver:

Venter IM. Strategies for the development of self-regulated learning skills of first year university students / Inge Maria Venter . [Internet] [Thesis]. North-West University; 2011. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10394/8249.

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

Council of Science Editors:

Venter IM. Strategies for the development of self-regulated learning skills of first year university students / Inge Maria Venter . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/8249

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


Oklahoma State University

28. McKenzie, Emily Ayers. Recreation Experience Preference Among First-Year College Students.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

 The purpose of this study was to investigate the link, if any, between recreation experience preference and demographics or type of event among first-year college… (more)

Subjects/Keywords: first-year college students; recreation experience preference scales; university recreation programs

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APA (6th Edition):

McKenzie, E. A. (2011). Recreation Experience Preference Among First-Year College Students. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9776

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):

McKenzie, Emily Ayers. “Recreation Experience Preference Among First-Year College Students.” 2011. Thesis, Oklahoma State University. Accessed August 20, 2019. http://hdl.handle.net/11244/9776.

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

MLA Handbook (7th Edition):

McKenzie, Emily Ayers. “Recreation Experience Preference Among First-Year College Students.” 2011. Web. 20 Aug 2019.

Vancouver:

McKenzie EA. Recreation Experience Preference Among First-Year College Students. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/11244/9776.

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

Council of Science Editors:

McKenzie EA. Recreation Experience Preference Among First-Year College Students. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/9776

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


University of Zambia

29. Mwanza, Mupeta Mercy. The relationship between general self-efficacy and adaptation among first-year undergraduate students at the University of Zambia in Lusaka .

Degree: 2017, University of Zambia

 The purpose of the study was to investigate what relationship existed between first-year undergraduate students’ perceived general self-efficacy and adaptation to the learning environment at… (more)

Subjects/Keywords: Self-efficacy – First year students – University of Zambia

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

APA (6th Edition):

Mwanza, M. M. (2017). The relationship between general self-efficacy and adaptation among first-year undergraduate students at the University of Zambia in Lusaka . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5603

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):

Mwanza, Mupeta Mercy. “The relationship between general self-efficacy and adaptation among first-year undergraduate students at the University of Zambia in Lusaka .” 2017. Thesis, University of Zambia. Accessed August 20, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/5603.

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

MLA Handbook (7th Edition):

Mwanza, Mupeta Mercy. “The relationship between general self-efficacy and adaptation among first-year undergraduate students at the University of Zambia in Lusaka .” 2017. Web. 20 Aug 2019.

Vancouver:

Mwanza MM. The relationship between general self-efficacy and adaptation among first-year undergraduate students at the University of Zambia in Lusaka . [Internet] [Thesis]. University of Zambia; 2017. [cited 2019 Aug 20]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5603.

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

Council of Science Editors:

Mwanza MM. The relationship between general self-efficacy and adaptation among first-year undergraduate students at the University of Zambia in Lusaka . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5603

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


Virginia Commonwealth University

30. Hutchison, Micol. First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  While quantitative research has determined that first-generation college students (FGS) are less likely to interact with faculty than are their non-FGS peers, this qualitative… (more)

Subjects/Keywords: habitus; cultural capital; engagement; first-year students; perceptions; Higher Education

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

APA (6th Edition):

Hutchison, M. (2015). First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4013

Chicago Manual of Style (16th Edition):

Hutchison, Micol. “First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 20, 2019. https://scholarscompass.vcu.edu/etd/4013.

MLA Handbook (7th Edition):

Hutchison, Micol. “First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction.” 2015. Web. 20 Aug 2019.

Vancouver:

Hutchison M. First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Aug 20]. Available from: https://scholarscompass.vcu.edu/etd/4013.

Council of Science Editors:

Hutchison M. First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/4013

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