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Dates: Last 2 Years

You searched for subject:( PROFICIENCY AMONG FIRST YEAR STUDENTS). Showing records 1 – 30 of 2317 total matches.

[1] [2] [3] [4] [5] … [78]

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California State University – Sacramento

1. 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 September 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 Sep 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 Sep 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


Kennesaw State University

2. Mangrum, Janelle. Metacognitive Learning and the First-Year Student.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2019, Kennesaw State University

Students who are making the transition from high school to college do so with many hopes, fears, and expectations. Some of these students come… (more)

Subjects/Keywords: Metacognition; first-year students; college; learning strategies; Educational Methods; Higher Education

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APA (6th Edition):

Mangrum, J. (2019). Metacognitive Learning and the First-Year Student. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/11

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):

Mangrum, Janelle. “Metacognitive Learning and the First-Year Student.” 2019. Thesis, Kennesaw State University. Accessed September 20, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/11.

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

MLA Handbook (7th Edition):

Mangrum, Janelle. “Metacognitive Learning and the First-Year Student.” 2019. Web. 20 Sep 2019.

Vancouver:

Mangrum J. Metacognitive Learning and the First-Year Student. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Sep 20]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/11.

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

Council of Science Editors:

Mangrum J. Metacognitive Learning and the First-Year Student. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/11

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


Liberty University

3. White, Joanna. A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention.

Degree: 2019, Liberty University

 The purpose of this phenomenological qualitative study was to understand the experiences of underrepresented student populations (first generation students, students receiving federal financial aid and… (more)

Subjects/Keywords: First Year Experience; Retention; Persistence; First Generation; Low Income; Students of Color; Education; Higher Education

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APA (6th Edition):

White, J. (2019). A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2087

Chicago Manual of Style (16th Edition):

White, Joanna. “A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention.” 2019. Doctoral Dissertation, Liberty University. Accessed September 20, 2019. https://digitalcommons.liberty.edu/doctoral/2087.

MLA Handbook (7th Edition):

White, Joanna. “A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention.” 2019. Web. 20 Sep 2019.

Vancouver:

White J. A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Sep 20]. Available from: https://digitalcommons.liberty.edu/doctoral/2087.

Council of Science Editors:

White J. A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2087


Central Connecticut State University

4. Donlon, Ryan Patrick, 1980-. Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools.

Degree: Department of Educational Leadership, 2018, Central Connecticut State University

The changing socioeconomic realities of schools, the well-documented achievement gap between socioeconomic classes, and the exodus of beginning teachers from high poverty urban schools demand… (more)

Subjects/Keywords: First year teachers.

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APA (6th Edition):

Donlon, Ryan Patrick, 1. (2018). Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2720

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):

Donlon, Ryan Patrick, 1980-. “Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools.” 2018. Thesis, Central Connecticut State University. Accessed September 20, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2720.

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

MLA Handbook (7th Edition):

Donlon, Ryan Patrick, 1980-. “Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools.” 2018. Web. 20 Sep 2019.

Vancouver:

Donlon, Ryan Patrick 1. Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Sep 20]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2720.

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

Council of Science Editors:

Donlon, Ryan Patrick 1. Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2720

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


Kennesaw State University

5. Bosscher, Emily. Identifying First-Year Seminar Curriculum Needs for Generation Z Students.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2018, Kennesaw State University

  Colleges and universities are constantly facing a changing student population. Just as soon as the faculty and staff at these institutions had figured out… (more)

Subjects/Keywords: higher education; first-year seminar; curriculum; generation z; college students; Curriculum and Instruction; Higher Education

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APA (6th Edition):

Bosscher, E. (2018). Identifying First-Year Seminar Curriculum Needs for Generation Z Students. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/4

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):

Bosscher, Emily. “Identifying First-Year Seminar Curriculum Needs for Generation Z Students.” 2018. Thesis, Kennesaw State University. Accessed September 20, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/4.

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

MLA Handbook (7th Edition):

Bosscher, Emily. “Identifying First-Year Seminar Curriculum Needs for Generation Z Students.” 2018. Web. 20 Sep 2019.

Vancouver:

Bosscher E. Identifying First-Year Seminar Curriculum Needs for Generation Z Students. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Sep 20]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/4.

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

Council of Science Editors:

Bosscher E. Identifying First-Year Seminar Curriculum Needs for Generation Z Students. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/4

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


Boise State University

6. Jensen, James David. Increasing Retention Among First-Year Master's in Counseling Students: Evaluation of a Social Integration Program.

Degree: 2017, Boise State University

 Comprised of three individual articles, this article-based dissertation represents different aspects of a study involving a program designed to increase retention among master’s level Counselor… (more)

Subjects/Keywords: retention; social integration; counselor education; graduate education; first year students; Counselor Education

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APA (6th Edition):

Jensen, J. D. (2017). Increasing Retention Among First-Year Master's in Counseling Students: Evaluation of a Social Integration Program. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1346

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):

Jensen, James David. “Increasing Retention Among First-Year Master's in Counseling Students: Evaluation of a Social Integration Program.” 2017. Thesis, Boise State University. Accessed September 20, 2019. https://scholarworks.boisestate.edu/td/1346.

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

MLA Handbook (7th Edition):

Jensen, James David. “Increasing Retention Among First-Year Master's in Counseling Students: Evaluation of a Social Integration Program.” 2017. Web. 20 Sep 2019.

Vancouver:

Jensen JD. Increasing Retention Among First-Year Master's in Counseling Students: Evaluation of a Social Integration Program. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Sep 20]. Available from: https://scholarworks.boisestate.edu/td/1346.

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

Council of Science Editors:

Jensen JD. Increasing Retention Among First-Year Master's in Counseling Students: Evaluation of a Social Integration Program. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1346

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


University of Illinois – Urbana-Champaign

7. Bays-Muchmore, Marigold. First year engineering students’ perceptions of engineering.

Degree: MS, Industrial Engineering, 2018, University of Illinois – Urbana-Champaign

 Engineering at the University of Illinois at Urbana Champaign has steadily drawn increasingly larger incoming classes of students. With a significant population and a diverse… (more)

Subjects/Keywords: Engineering Education; Engineering Identity; Student Perceptions; First Year Engineering Students; Engineering Experiences

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APA (6th Edition):

Bays-Muchmore, M. (2018). First year engineering students’ perceptions of engineering. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101053

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):

Bays-Muchmore, Marigold. “First year engineering students’ perceptions of engineering.” 2018. Thesis, University of Illinois – Urbana-Champaign. Accessed September 20, 2019. http://hdl.handle.net/2142/101053.

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

MLA Handbook (7th Edition):

Bays-Muchmore, Marigold. “First year engineering students’ perceptions of engineering.” 2018. Web. 20 Sep 2019.

Vancouver:

Bays-Muchmore M. First year engineering students’ perceptions of engineering. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2142/101053.

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

Council of Science Editors:

Bays-Muchmore M. First year engineering students’ perceptions of engineering. [Thesis]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101053

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


University of Oklahoma

8. Nahar, Gul. MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING.

Degree: PhD, 2019, University of Oklahoma

 The purpose of this qualitative case study was to gain an understanding of the perceptions of multilingual writing from monolingual and multilingual instructors teaching First-year(more)

Subjects/Keywords: Multilingual Writing; International Multilingual Students; FYC Instructors; First-year Composition; Translingualism; Negotiations

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APA (6th Edition):

Nahar, G. (2019). MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319754

Chicago Manual of Style (16th Edition):

Nahar, Gul. “MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed September 20, 2019. http://hdl.handle.net/11244/319754.

MLA Handbook (7th Edition):

Nahar, Gul. “MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING.” 2019. Web. 20 Sep 2019.

Vancouver:

Nahar G. MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/11244/319754.

Council of Science Editors:

Nahar G. MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319754


University of South Africa

9. Setshedi, Refilwe Wilhemina. The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students.

Degree: 2018, University of South Africa

 This study was designed to determine whether a relationship exists between self-reported mindfulness, self-consciousness, adjustment and academic performance in first-year university students. Additionally, the study… (more)

Subjects/Keywords: Mindfulness; Self-consciousness; Depression; Anxiety; Adjustment disorder symptoms; Academic performance; First-year university students; Transition; Emotional adjustment; First year experience; University transition

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APA (6th Edition):

Setshedi, R. W. (2018). The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24740

Chicago Manual of Style (16th Edition):

Setshedi, Refilwe Wilhemina. “The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students.” 2018. Doctoral Dissertation, University of South Africa. Accessed September 20, 2019. http://hdl.handle.net/10500/24740.

MLA Handbook (7th Edition):

Setshedi, Refilwe Wilhemina. “The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students.” 2018. Web. 20 Sep 2019.

Vancouver:

Setshedi RW. The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students. [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10500/24740.

Council of Science Editors:

Setshedi RW. The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students. [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24740


Northeastern University

10. O'Connell, Sean. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.

Degree: EdD, School of Education, 2018, Northeastern University

 While college enrollments in the United States increased significantly throughout most of the 20th century, graduation rates plateaued toward the end of the century and… (more)

Subjects/Keywords: Black male college students; college persistence; first-year college programs; low income college students; student-engagement theory; Education

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APA (6th Edition):

O'Connell, S. (2018). An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316429

Chicago Manual of Style (16th Edition):

O'Connell, Sean. “An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 20, 2019. http://hdl.handle.net/2047/D20316429.

MLA Handbook (7th Edition):

O'Connell, Sean. “An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.” 2018. Web. 20 Sep 2019.

Vancouver:

O'Connell S. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2047/D20316429.

Council of Science Editors:

O'Connell S. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316429


Virginia Tech

11. Virguez Barroso, Lilianny Josefina. A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses.

Degree: PhD, Engineering Education, 2018, Virginia Tech

 As a national initiative to support retention of engineering students, engineering programs have undergone a surge of revisions to their coursework in recent years, most… (more)

Subjects/Keywords: first-year; engineering; courses; motivation

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APA (6th Edition):

Virguez Barroso, L. J. (2018). A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/93206

Chicago Manual of Style (16th Edition):

Virguez Barroso, Lilianny Josefina. “A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses.” 2018. Doctoral Dissertation, Virginia Tech. Accessed September 20, 2019. http://hdl.handle.net/10919/93206.

MLA Handbook (7th Edition):

Virguez Barroso, Lilianny Josefina. “A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses.” 2018. Web. 20 Sep 2019.

Vancouver:

Virguez Barroso LJ. A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10919/93206.

Council of Science Editors:

Virguez Barroso LJ. A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/93206


Liberty University

12. Carpenter-Horning, Amanda. The Effects of Perceived Learning on Open Sourced Classrooms within the Community Colleges in the Southeastern Region of the United States.

Degree: 2018, Liberty University

 This study examined the perceived learning of students using open educational resources in face-to-face and distance education courses at nine community colleges in the southeastern… (more)

Subjects/Keywords: affective learning; community college; first-year students; open educational resources; perceived learning; traditional textbooks; Education; Educational Leadership

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APA (6th Edition):

Carpenter-Horning, A. (2018). The Effects of Perceived Learning on Open Sourced Classrooms within the Community Colleges in the Southeastern Region of the United States. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1678

Chicago Manual of Style (16th Edition):

Carpenter-Horning, Amanda. “The Effects of Perceived Learning on Open Sourced Classrooms within the Community Colleges in the Southeastern Region of the United States.” 2018. Doctoral Dissertation, Liberty University. Accessed September 20, 2019. http://digitalcommons.liberty.edu/doctoral/1678.

MLA Handbook (7th Edition):

Carpenter-Horning, Amanda. “The Effects of Perceived Learning on Open Sourced Classrooms within the Community Colleges in the Southeastern Region of the United States.” 2018. Web. 20 Sep 2019.

Vancouver:

Carpenter-Horning A. The Effects of Perceived Learning on Open Sourced Classrooms within the Community Colleges in the Southeastern Region of the United States. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Sep 20]. Available from: http://digitalcommons.liberty.edu/doctoral/1678.

Council of Science Editors:

Carpenter-Horning A. The Effects of Perceived Learning on Open Sourced Classrooms within the Community Colleges in the Southeastern Region of the United States. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1678


University of South Carolina

13. Lea, Jessica Burr. Impact of an Intervention to Improve Self-Regulation Skills among Students in the Introductory Biology Course at a Southern Technical College.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This paper describes a problem of practice centered on Introductory Biology students’ at a southern technical college’s struggle for course success due to an… (more)

Subjects/Keywords: Curriculum and Instruction; Education; action research; self-regulation; introductory biology; first-year college students; study skills; metacognition

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APA (6th Edition):

Lea, J. B. (2018). Impact of an Intervention to Improve Self-Regulation Skills among Students in the Introductory Biology Course at a Southern Technical College. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4915

Chicago Manual of Style (16th Edition):

Lea, Jessica Burr. “Impact of an Intervention to Improve Self-Regulation Skills among Students in the Introductory Biology Course at a Southern Technical College.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 20, 2019. https://scholarcommons.sc.edu/etd/4915.

MLA Handbook (7th Edition):

Lea, Jessica Burr. “Impact of an Intervention to Improve Self-Regulation Skills among Students in the Introductory Biology Course at a Southern Technical College.” 2018. Web. 20 Sep 2019.

Vancouver:

Lea JB. Impact of an Intervention to Improve Self-Regulation Skills among Students in the Introductory Biology Course at a Southern Technical College. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 20]. Available from: https://scholarcommons.sc.edu/etd/4915.

Council of Science Editors:

Lea JB. Impact of an Intervention to Improve Self-Regulation Skills among Students in the Introductory Biology Course at a Southern Technical College. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4915


Virginia Commonwealth University

14. Walsh, Marcie J. Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study.

Degree: PhD, Education, 2018, Virginia Commonwealth University

  Since the 1975 publication of Newsweek’s article asserting that “Johnny” can’t write, many have continued to support the claim that students graduating from American… (more)

Subjects/Keywords: writer identity; authorial identity; first-year students; writing in higher ed; Educational Psychology; Higher Education and Teaching; Rhetoric and Composition

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APA (6th Edition):

Walsh, M. J. (2018). Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5312

Chicago Manual of Style (16th Edition):

Walsh, Marcie J. “Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 20, 2019. https://scholarscompass.vcu.edu/etd/5312.

MLA Handbook (7th Edition):

Walsh, Marcie J. “Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study.” 2018. Web. 20 Sep 2019.

Vancouver:

Walsh MJ. Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Sep 20]. Available from: https://scholarscompass.vcu.edu/etd/5312.

Council of Science Editors:

Walsh MJ. Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5312


Georgia Southern University

15. McCollum, Gabriela. Collegiate Recreation Participation and Student Retention, Progression, and Graduation.

Degree: Doctor of Education in Educational Leadership (EdD), College of Education, 2018, Georgia Southern University

  The purpose of this study was to examine the relationship between collegiate recreation participation and students’ retention, progression, and graduation (RPG) rates. This study… (more)

Subjects/Keywords: Collegiate recreation; Retention; Progression; Graduation; Student involvement; First-year students; Health and Physical Education; Higher Education Administration; Sports Studies

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APA (6th Edition):

McCollum, G. (2018). Collegiate Recreation Participation and Student Retention, Progression, and Graduation. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1854

Chicago Manual of Style (16th Edition):

McCollum, Gabriela. “Collegiate Recreation Participation and Student Retention, Progression, and Graduation.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed September 20, 2019. https://digitalcommons.georgiasouthern.edu/etd/1854.

MLA Handbook (7th Edition):

McCollum, Gabriela. “Collegiate Recreation Participation and Student Retention, Progression, and Graduation.” 2018. Web. 20 Sep 2019.

Vancouver:

McCollum G. Collegiate Recreation Participation and Student Retention, Progression, and Graduation. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Sep 20]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1854.

Council of Science Editors:

McCollum G. Collegiate Recreation Participation and Student Retention, Progression, and Graduation. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1854


California State University – Channel Islands

16. Ochoa-Tafoya, Rachel. First-Year Students' Navigation of Belonging and Connectedness with their University Experience .

Degree: 2019, California State University – Channel Islands

 The first-year of college has been identified as the most critical year of a student???s higher education experience, in that it determines how students will… (more)

Subjects/Keywords: First-year residential students roommate experiences and the impact on sense of belonging with the university.; Education thesis

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APA (6th Edition):

Ochoa-Tafoya, R. (2019). First-Year Students' Navigation of Belonging and Connectedness with their University Experience . (Thesis). California State University – Channel Islands. Retrieved from http://hdl.handle.net/10211.3/210320

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):

Ochoa-Tafoya, Rachel. “First-Year Students' Navigation of Belonging and Connectedness with their University Experience .” 2019. Thesis, California State University – Channel Islands. Accessed September 20, 2019. http://hdl.handle.net/10211.3/210320.

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

MLA Handbook (7th Edition):

Ochoa-Tafoya, Rachel. “First-Year Students' Navigation of Belonging and Connectedness with their University Experience .” 2019. Web. 20 Sep 2019.

Vancouver:

Ochoa-Tafoya R. First-Year Students' Navigation of Belonging and Connectedness with their University Experience . [Internet] [Thesis]. California State University – Channel Islands; 2019. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10211.3/210320.

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

Council of Science Editors:

Ochoa-Tafoya R. First-Year Students' Navigation of Belonging and Connectedness with their University Experience . [Thesis]. California State University – Channel Islands; 2019. Available from: http://hdl.handle.net/10211.3/210320

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

17. Dimick Eastman, Rebekah. Gender equality in the rural secondary classroom : the experience of beginning teachers.

Degree: PhD, 2018, Ball State University

 The secondary classroom is a place where girls and boys have very different experiences (Sadker, 2002; Pinar, Reynolds, Slattery, & Taubman, 2008). This feminist, phenomenological… (more)

Subjects/Keywords: Gender mainstreaming.; Rural schools.; First year teachers.

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APA (6th Edition):

Dimick Eastman, R. (2018). Gender equality in the rural secondary classroom : the experience of beginning teachers. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201243

Chicago Manual of Style (16th Edition):

Dimick Eastman, Rebekah. “Gender equality in the rural secondary classroom : the experience of beginning teachers.” 2018. Doctoral Dissertation, Ball State University. Accessed September 20, 2019. http://cardinalscholar.bsu.edu/handle/123456789/201243.

MLA Handbook (7th Edition):

Dimick Eastman, Rebekah. “Gender equality in the rural secondary classroom : the experience of beginning teachers.” 2018. Web. 20 Sep 2019.

Vancouver:

Dimick Eastman R. Gender equality in the rural secondary classroom : the experience of beginning teachers. [Internet] [Doctoral dissertation]. Ball State University; 2018. [cited 2019 Sep 20]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201243.

Council of Science Editors:

Dimick Eastman R. Gender equality in the rural secondary classroom : the experience of beginning teachers. [Doctoral Dissertation]. Ball State University; 2018. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201243


Kennesaw State University

18. Williams, Lindsay A. Early History of the First-Year Seminar at KSU.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2018, Kennesaw State University

  This study reviews the early history of the first-year seminar at Kennesaw State University, focusing specifically on the administrative home of the seminar and… (more)

Subjects/Keywords: first-year student; history; KSU; Higher Education

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

APA (6th Edition):

Williams, L. A. (2018). Early History of the First-Year Seminar at KSU. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/8

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):

Williams, Lindsay A. “Early History of the First-Year Seminar at KSU.” 2018. Thesis, Kennesaw State University. Accessed September 20, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/8.

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

MLA Handbook (7th Edition):

Williams, Lindsay A. “Early History of the First-Year Seminar at KSU.” 2018. Web. 20 Sep 2019.

Vancouver:

Williams LA. Early History of the First-Year Seminar at KSU. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Sep 20]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/8.

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

Council of Science Editors:

Williams LA. Early History of the First-Year Seminar at KSU. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/8

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


Texas Tech University

19. -4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.

Degree: EdD, Higher Education, 2018, Texas Tech University

 The purpose of this qualitative secondary analysis is to examine the perceptions and experiences of a cohort of African American male students as relevant to… (more)

Subjects/Keywords: African American; College Success; First Year

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APA (6th Edition):

-4663-2444. (2018). Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82130

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Doctoral Dissertation, Texas Tech University. Accessed September 20, 2019. http://hdl.handle.net/2346/82130.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Web. 20 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2346/82130.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/82130

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Iowa

20. Dirks, Jazmine Paige. Phases of a 1st year teacher.

Degree: MA, Education, 2018, University of Iowa

  I am inspired by the serendipitous connections to people, places, and things in the world around me. I approach art, much like my life,… (more)

Subjects/Keywords: book; education; first; teach; teacher; year

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APA (6th Edition):

Dirks, J. P. (2018). Phases of a 1st year teacher. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6095

Chicago Manual of Style (16th Edition):

Dirks, Jazmine Paige. “Phases of a 1st year teacher.” 2018. Masters Thesis, University of Iowa. Accessed September 20, 2019. https://ir.uiowa.edu/etd/6095.

MLA Handbook (7th Edition):

Dirks, Jazmine Paige. “Phases of a 1st year teacher.” 2018. Web. 20 Sep 2019.

Vancouver:

Dirks JP. Phases of a 1st year teacher. [Internet] [Masters thesis]. University of Iowa; 2018. [cited 2019 Sep 20]. Available from: https://ir.uiowa.edu/etd/6095.

Council of Science Editors:

Dirks JP. Phases of a 1st year teacher. [Masters Thesis]. University of Iowa; 2018. Available from: https://ir.uiowa.edu/etd/6095


University of Arizona

21. Buck, Rachel Hall. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .

Degree: 2018, University of Arizona

 Reading is often thought of a decontextualized skill rather than as a complex practice that involves many different factors. In order to further understand how… (more)

Subjects/Keywords: college; first-year composition; genre; literacy; reading

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APA (6th Edition):

Buck, R. H. (2018). Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627730

Chicago Manual of Style (16th Edition):

Buck, Rachel Hall. “Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .” 2018. Doctoral Dissertation, University of Arizona. Accessed September 20, 2019. http://hdl.handle.net/10150/627730.

MLA Handbook (7th Edition):

Buck, Rachel Hall. “Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .” 2018. Web. 20 Sep 2019.

Vancouver:

Buck RH. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10150/627730.

Council of Science Editors:

Buck RH. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627730


Liberty University

22. Strang, Rachel. A Phenomenological Study of African American College Students' Experiences with College Readiness.

Degree: 2018, Liberty University

 The purpose of this transcendental phenomenology was to understand how African American college students at mid-Atlantic 4-year public universities experience college readiness their freshman year.… (more)

Subjects/Keywords: African American Students; College Readiness; First Year Experiences; Transition Theory; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Education Economics; Higher Education

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APA (6th Edition):

Strang, R. (2018). A Phenomenological Study of African American College Students' Experiences with College Readiness. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1714

Chicago Manual of Style (16th Edition):

Strang, Rachel. “A Phenomenological Study of African American College Students' Experiences with College Readiness.” 2018. Doctoral Dissertation, Liberty University. Accessed September 20, 2019. http://digitalcommons.liberty.edu/doctoral/1714.

MLA Handbook (7th Edition):

Strang, Rachel. “A Phenomenological Study of African American College Students' Experiences with College Readiness.” 2018. Web. 20 Sep 2019.

Vancouver:

Strang R. A Phenomenological Study of African American College Students' Experiences with College Readiness. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Sep 20]. Available from: http://digitalcommons.liberty.edu/doctoral/1714.

Council of Science Editors:

Strang R. A Phenomenological Study of African American College Students' Experiences with College Readiness. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1714


Texas State University – San Marcos

23. Sarker, Amber L. “Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College.

Degree: PhD, Developmental Education, 2019, Texas State University – San Marcos

 This instrumental case study is an attempt to better understand how students and faculty in a learning community perceived and experienced inclusive and representative curriculum… (more)

Subjects/Keywords: Developmental education; Developmental literacy; Culturally sustaining pedagogy; Community college; HSI; Hispanic; Texas; Validation; Postsecondary; First-year college students; Instrumental case study; Focus groups; Interviews; Qualitative research; College literacy; Postsecondary literacy

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APA (6th Edition):

Sarker, A. L. (2019). “Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8169

Chicago Manual of Style (16th Edition):

Sarker, Amber L. ““Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 20, 2019. https://digital.library.txstate.edu/handle/10877/8169.

MLA Handbook (7th Edition):

Sarker, Amber L. ““Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College.” 2019. Web. 20 Sep 2019.

Vancouver:

Sarker AL. “Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2019 Sep 20]. Available from: https://digital.library.txstate.edu/handle/10877/8169.

Council of Science Editors:

Sarker AL. “Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8169


Kennesaw State University

24. Strickland, David L, Jr. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2018, Kennesaw State University

  Massification, the trend toward college classes with hundreds and even thousands of students enrolled for a single course section has been well documented (Mangan,… (more)

Subjects/Keywords: class size; college; first-year st.udents; first-year seminar; FYS; first-year experience; FYE; high impact practice; massification; Higher Education; Scholarship of Teaching and Learning

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

APA (6th Edition):

Strickland, David L, J. (2018). Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/9

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):

Strickland, David L, Jr. “Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.” 2018. Thesis, Kennesaw State University. Accessed September 20, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/9.

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

MLA Handbook (7th Edition):

Strickland, David L, Jr. “Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.” 2018. Web. 20 Sep 2019.

Vancouver:

Strickland, David L J. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Sep 20]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/9.

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

Council of Science Editors:

Strickland, David L J. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/9

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


Indiana University of Pennsylvania

25. Mahon, Jennifer. Successful Pedagogical Practices for First-Generation College Students.

Degree: PhD, Sociology, 2019, Indiana University of Pennsylvania

  The purpose of this exploratory study is to assess the ways in which instructors teaching first-generation college students at a branch campus come to… (more)

Subjects/Keywords: first generation students; pedagogy

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APA (6th Edition):

Mahon, J. (2019). Successful Pedagogical Practices for First-Generation College Students. (Doctoral Dissertation). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1733

Chicago Manual of Style (16th Edition):

Mahon, Jennifer. “Successful Pedagogical Practices for First-Generation College Students.” 2019. Doctoral Dissertation, Indiana University of Pennsylvania. Accessed September 20, 2019. https://knowledge.library.iup.edu/etd/1733.

MLA Handbook (7th Edition):

Mahon, Jennifer. “Successful Pedagogical Practices for First-Generation College Students.” 2019. Web. 20 Sep 2019.

Vancouver:

Mahon J. Successful Pedagogical Practices for First-Generation College Students. [Internet] [Doctoral dissertation]. Indiana University of Pennsylvania; 2019. [cited 2019 Sep 20]. Available from: https://knowledge.library.iup.edu/etd/1733.

Council of Science Editors:

Mahon J. Successful Pedagogical Practices for First-Generation College Students. [Doctoral Dissertation]. Indiana University of Pennsylvania; 2019. Available from: https://knowledge.library.iup.edu/etd/1733


Northeastern University

26. Deagle, Sarah. Social Media And The First-year Student At A Private Liberal Arts College.

Degree: EdD, School of Education, 2018, Northeastern University

 As Generation Z (Gen Z) begins to replace the millennial student in higher education institutions will need to understand and plan for a generation unlike… (more)

Subjects/Keywords: first year experience; first-year student; Generation Z; liberal arts college; social media; student development; Higher education administration

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

APA (6th Edition):

Deagle, S. (2018). Social Media And The First-year Student At A Private Liberal Arts College. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315065

Chicago Manual of Style (16th Edition):

Deagle, Sarah. “Social Media And The First-year Student At A Private Liberal Arts College.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 20, 2019. http://hdl.handle.net/2047/D20315065.

MLA Handbook (7th Edition):

Deagle, Sarah. “Social Media And The First-year Student At A Private Liberal Arts College.” 2018. Web. 20 Sep 2019.

Vancouver:

Deagle S. Social Media And The First-year Student At A Private Liberal Arts College. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2047/D20315065.

Council of Science Editors:

Deagle S. Social Media And The First-year Student At A Private Liberal Arts College. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315065


University of Cincinnati

27. Blewett, Kelly. The Role of Feedback in Teacher/Student Relationships.

Degree: PhD, Arts and Sciences: English and Comparative Literature, 2018, University of Cincinnati

 The Role of Feedback in Student/Teacher Relationships is a qualitative study of student intake of teacher feedback in first-year writing. While research on feedback has… (more)

Subjects/Keywords: Rhetoric; first-year composition; pedagogy; feedback; affect; relational

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APA (6th Edition):

Blewett, K. (2018). The Role of Feedback in Teacher/Student Relationships. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018

Chicago Manual of Style (16th Edition):

Blewett, Kelly. “The Role of Feedback in Teacher/Student Relationships.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018.

MLA Handbook (7th Edition):

Blewett, Kelly. “The Role of Feedback in Teacher/Student Relationships.” 2018. Web. 20 Sep 2019.

Vancouver:

Blewett K. The Role of Feedback in Teacher/Student Relationships. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018.

Council of Science Editors:

Blewett K. The Role of Feedback in Teacher/Student Relationships. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018


Kennesaw State University

28. Antonia, Michelle. AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2018, Kennesaw State University

  The purpose of this study was to research the meaning behind first-year students’ self-authorship development and how that development correlates to their ability to… (more)

Subjects/Keywords: self-authorship; first-year; merit-based scholarship; HOPE Scholarship; Higher Education

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APA (6th Edition):

Antonia, M. (2018). AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/6

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):

Antonia, Michelle. “AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP.” 2018. Thesis, Kennesaw State University. Accessed September 20, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/6.

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

MLA Handbook (7th Edition):

Antonia, Michelle. “AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP.” 2018. Web. 20 Sep 2019.

Vancouver:

Antonia M. AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Sep 20]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/6.

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

Council of Science Editors:

Antonia M. AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/6

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


Kennesaw State University

29. grider, christel. THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2018, Kennesaw State University

  Non-traditional learners are the fastest growing educational demographic in colleges throughout the country (Carney-Crompton and Tan, 2002). As they transition into college, some of… (more)

Subjects/Keywords: non-traditional learner; first-year seminar; retention; Higher Education

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APA (6th Edition):

grider, c. (2018). THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/7

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):

grider, christel. “THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION.” 2018. Thesis, Kennesaw State University. Accessed September 20, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/7.

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

MLA Handbook (7th Edition):

grider, christel. “THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION.” 2018. Web. 20 Sep 2019.

Vancouver:

grider c. THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Sep 20]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/7.

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

Council of Science Editors:

grider c. THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/7

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


East Tennessee State University

30. Weaver, Patricia. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  The purpose of this comparative study was to determine the relationship of a First-Year Seminar course as well as student entry demographics to retention… (more)

Subjects/Keywords: Retention; Graduation Rates; Community College; First-Year Programs; Education

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

APA (6th Edition):

Weaver, P. (2018). A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3358

Chicago Manual of Style (16th Edition):

Weaver, Patricia. “A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed September 20, 2019. https://dc.etsu.edu/etd/3358.

MLA Handbook (7th Edition):

Weaver, Patricia. “A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.” 2018. Web. 20 Sep 2019.

Vancouver:

Weaver P. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Sep 20]. Available from: https://dc.etsu.edu/etd/3358.

Council of Science Editors:

Weaver P. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3358

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