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Dates: 2015 – 2019

You searched for subject:( PROFICIENCY AMONG FIRST YEAR STUDENTS). Showing records 1 – 30 of 8015 total matches.

[1] [2] [3] [4] [5] … [268]

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Boston College

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

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 September 19, 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. 19 Sep 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 Sep 19]. 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

2. 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 19, 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. 19 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 19]. 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

3. 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 September 19, 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. 19 Sep 2019.

Vancouver:

Esambe EE. Formartive feedback and essay-writing practices for at-risk students . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Sep 19]. 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


Temple University

4. 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 September 19, 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. 19 Sep 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 Sep 19]. 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


Kennesaw State University

5. 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 September 19, 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. 19 Sep 2019.

Vancouver:

Harmer A. Exploring the Googlesphere: Information Literacy and First-Year College Students. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Sep 19]. 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


University of Cincinnati

6. 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 September 19, 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. 19 Sep 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 Sep 19]. 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


University of Zambia

7. 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 (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 September 19, 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. 19 Sep 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 Sep 19]. 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

8. 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 (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 September 19, 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. 19 Sep 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 Sep 19]. 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


Kennesaw State University

9. 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 19, 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. 19 Sep 2019.

Vancouver:

Mangrum J. Metacognitive Learning and the First-Year Student. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Sep 19]. 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


Northeastern University

10. Bernard, Phillip M. An interpretative phenomenological study of effective individual interventions by live-in residence life professionals.

Degree: EdD, School of Education, 2017, Northeastern University

 Conducting informal individual interventions with students is a professional expectation for residence life professionals in higher education who live in campus residence halls. Despite this… (more)

Subjects/Keywords: first-year students; intervention; residence life professional; interpretative phenomenology

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APA (6th Edition):

Bernard, P. M. (2017). An interpretative phenomenological study of effective individual interventions by live-in residence life professionals. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20265000

Chicago Manual of Style (16th Edition):

Bernard, Phillip M. “An interpretative phenomenological study of effective individual interventions by live-in residence life professionals.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 19, 2019. http://hdl.handle.net/2047/D20265000.

MLA Handbook (7th Edition):

Bernard, Phillip M. “An interpretative phenomenological study of effective individual interventions by live-in residence life professionals.” 2017. Web. 19 Sep 2019.

Vancouver:

Bernard PM. An interpretative phenomenological study of effective individual interventions by live-in residence life professionals. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2047/D20265000.

Council of Science Editors:

Bernard PM. An interpretative phenomenological study of effective individual interventions by live-in residence life professionals. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20265000


Queens University

11. Luu, King. IMPLEMENTATION OF AN ONLINE QUIZ PROGRAM TO SUPPORT LEARNING FOR ALL STUDENTS IN A FIRST-YEAR COURSE .

Degree: Education, 2015, Queens University

 Information and communications technology (ICT) is increasingly being incorporated into undergraduate courses to use resources efficiently without compromising teaching and learning quality. While instructors have… (more)

Subjects/Keywords: Formative Assessment; Higher Education; Online Assessment; First-Year Students

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APA (6th Edition):

Luu, K. (2015). IMPLEMENTATION OF AN ONLINE QUIZ PROGRAM TO SUPPORT LEARNING FOR ALL STUDENTS IN A FIRST-YEAR COURSE . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13637

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):

Luu, King. “IMPLEMENTATION OF AN ONLINE QUIZ PROGRAM TO SUPPORT LEARNING FOR ALL STUDENTS IN A FIRST-YEAR COURSE .” 2015. Thesis, Queens University. Accessed September 19, 2019. http://hdl.handle.net/1974/13637.

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

MLA Handbook (7th Edition):

Luu, King. “IMPLEMENTATION OF AN ONLINE QUIZ PROGRAM TO SUPPORT LEARNING FOR ALL STUDENTS IN A FIRST-YEAR COURSE .” 2015. Web. 19 Sep 2019.

Vancouver:

Luu K. IMPLEMENTATION OF AN ONLINE QUIZ PROGRAM TO SUPPORT LEARNING FOR ALL STUDENTS IN A FIRST-YEAR COURSE . [Internet] [Thesis]. Queens University; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1974/13637.

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

Council of Science Editors:

Luu K. IMPLEMENTATION OF AN ONLINE QUIZ PROGRAM TO SUPPORT LEARNING FOR ALL STUDENTS IN A FIRST-YEAR COURSE . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13637

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


Texas State University – San Marcos

12. Sanchez, Roberto Jr. Thoughts and Experiences of First-year College Men Relating to Their Identities as Men.

Degree: MA, Sociology, 2015, Texas State University – San Marcos

 For men in college, caring enough about their education may not be a viable option. The current research will look at the way in which… (more)

Subjects/Keywords: College; Gender studies; Men's studies; Qualitative; First-year students

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APA (6th Edition):

Sanchez, R. J. (2015). Thoughts and Experiences of First-year College Men Relating to Their Identities as Men. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6545

Chicago Manual of Style (16th Edition):

Sanchez, Roberto Jr. “Thoughts and Experiences of First-year College Men Relating to Their Identities as Men.” 2015. Masters Thesis, Texas State University – San Marcos. Accessed September 19, 2019. https://digital.library.txstate.edu/handle/10877/6545.

MLA Handbook (7th Edition):

Sanchez, Roberto Jr. “Thoughts and Experiences of First-year College Men Relating to Their Identities as Men.” 2015. Web. 19 Sep 2019.

Vancouver:

Sanchez RJ. Thoughts and Experiences of First-year College Men Relating to Their Identities as Men. [Internet] [Masters thesis]. Texas State University – San Marcos; 2015. [cited 2019 Sep 19]. Available from: https://digital.library.txstate.edu/handle/10877/6545.

Council of Science Editors:

Sanchez RJ. Thoughts and Experiences of First-year College Men Relating to Their Identities as Men. [Masters Thesis]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/6545


Liberty University

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

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 19, 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. 19 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 19]. 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


Northeastern University

14. Swafford, Clark Elliott. A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program.

Degree: EdD, School of Education, 2017, Northeastern University

 This qualitative case study sought understanding of unique mentoring relationships of six faculty ambassadors and nine Hispanic first-generation students (HFGS) as part of a first-year(more)

Subjects/Keywords: first-year experience; Hispanic first-generation students; mentoring; persistence; retention; student integration

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APA (6th Edition):

Swafford, C. E. (2017). A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20241747

Chicago Manual of Style (16th Edition):

Swafford, Clark Elliott. “A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 19, 2019. http://hdl.handle.net/2047/D20241747.

MLA Handbook (7th Edition):

Swafford, Clark Elliott. “A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program.” 2017. Web. 19 Sep 2019.

Vancouver:

Swafford CE. A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2047/D20241747.

Council of Science Editors:

Swafford CE. A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20241747

15. Tast, Molly Ann. Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training.

Degree: College Counseling and Student Development: M.S., Community Psychology, Counseling and Family Therapy, 2017, St. Cloud State University

Students with disabilities face numerous environmental and societal barriers at college. This quasi-experimental research project sought to examine what effect a short targeted training… (more)

Subjects/Keywords: First-year College Students; Disability; Students with Disabilities; Accommodations; Barriers; Higher Education

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

APA (6th Edition):

Tast, M. A. (2017). Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/cpcf_etds/35

Chicago Manual of Style (16th Edition):

Tast, Molly Ann. “Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training.” 2017. Masters Thesis, St. Cloud State University. Accessed September 19, 2019. https://repository.stcloudstate.edu/cpcf_etds/35.

MLA Handbook (7th Edition):

Tast, Molly Ann. “Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training.” 2017. Web. 19 Sep 2019.

Vancouver:

Tast MA. Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Sep 19]. Available from: https://repository.stcloudstate.edu/cpcf_etds/35.

Council of Science Editors:

Tast MA. Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/cpcf_etds/35


University of Houston

16. -2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 The course most offered by Community Colleges to enhance first-year student success focuses on facilitating students in academic transition from high school to higher education.… (more)

Subjects/Keywords: First Year Experience

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

APA (6th Edition):

-2392-3425. (2017). LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1845

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

Chicago Manual of Style (16th Edition):

-2392-3425. “LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.” 2017. Thesis, University of Houston. Accessed September 19, 2019. http://hdl.handle.net/10657/1845.

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

MLA Handbook (7th Edition):

-2392-3425. “LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.” 2017. Web. 19 Sep 2019.

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

Vancouver:

-2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10657/1845.

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

Council of Science Editors:

-2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1845

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


Central Connecticut State University

17. 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 19, 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. 19 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 19]. 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


Iowa State University

18. Dorsett, James. Exploring international student adaptation through a first-year experience course at Iowa State University.

Degree: 2017, Iowa State University

 ABSTRACT Although considerable research has been conducted on the adjustment of international students to U.S universities and culture, as well as research on first-experience courses,… (more)

Subjects/Keywords: first-year experience course; international first-year experience; international student adaptation; international students; undergraduate international students; Education Policy; Higher Education Administration; Higher Education and Teaching

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APA (6th Edition):

Dorsett, J. (2017). Exploring international student adaptation through a first-year experience course at Iowa State University. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15296

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):

Dorsett, James. “Exploring international student adaptation through a first-year experience course at Iowa State University.” 2017. Thesis, Iowa State University. Accessed September 19, 2019. https://lib.dr.iastate.edu/etd/15296.

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

MLA Handbook (7th Edition):

Dorsett, James. “Exploring international student adaptation through a first-year experience course at Iowa State University.” 2017. Web. 19 Sep 2019.

Vancouver:

Dorsett J. Exploring international student adaptation through a first-year experience course at Iowa State University. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Sep 19]. Available from: https://lib.dr.iastate.edu/etd/15296.

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

Council of Science Editors:

Dorsett J. Exploring international student adaptation through a first-year experience course at Iowa State University. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15296

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


Kennesaw State University

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

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 19, 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. 19 Sep 2019.

Vancouver:

Bosscher E. Identifying First-Year Seminar Curriculum Needs for Generation Z Students. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Sep 19]. 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


Cape Peninsula University of Technology

20. Pather, Subethra. Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance .

Degree: 2015, Cape Peninsula University of Technology

 The research question that guided this doctoral study is: How do pre-entry academic and non-academic factors influence teacher education students’ first-year experience and academic performance?… (more)

Subjects/Keywords: Pre-entry academic factors; Non-academic factors; Teacher education students; First-year experience; Academic performance

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APA (6th Edition):

Pather, S. (2015). Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1992

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):

Pather, Subethra. “Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance .” 2015. Thesis, Cape Peninsula University of Technology. Accessed September 19, 2019. http://etd.cput.ac.za/handle/20.500.11838/1992.

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

MLA Handbook (7th Edition):

Pather, Subethra. “Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance .” 2015. Web. 19 Sep 2019.

Vancouver:

Pather S. Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Sep 19]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1992.

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

Council of Science Editors:

Pather S. Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/1992

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


University of Tennessee – Knoxville

21. Li, Wenshu. Pre-college Characteristics and Online Homework Learning: Factors Associated with First Year Engineering Students’ Academic Success.

Degree: 2016, University of Tennessee – Knoxville

 The purpose of the study was to develop a working model to predict at risk students in an Introduction to Engineering course. The model considers… (more)

Subjects/Keywords: Engineering Education; First Year Students; Decision Tree; Academic Success; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Li, W. (2016). Pre-college Characteristics and Online Homework Learning: Factors Associated with First Year Engineering Students’ Academic Success. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/3716

Chicago Manual of Style (16th Edition):

Li, Wenshu. “Pre-college Characteristics and Online Homework Learning: Factors Associated with First Year Engineering Students’ Academic Success.” 2016. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 19, 2019. https://trace.tennessee.edu/utk_graddiss/3716.

MLA Handbook (7th Edition):

Li, Wenshu. “Pre-college Characteristics and Online Homework Learning: Factors Associated with First Year Engineering Students’ Academic Success.” 2016. Web. 19 Sep 2019.

Vancouver:

Li W. Pre-college Characteristics and Online Homework Learning: Factors Associated with First Year Engineering Students’ Academic Success. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2016. [cited 2019 Sep 19]. Available from: https://trace.tennessee.edu/utk_graddiss/3716.

Council of Science Editors:

Li W. Pre-college Characteristics and Online Homework Learning: Factors Associated with First Year Engineering Students’ Academic Success. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2016. Available from: https://trace.tennessee.edu/utk_graddiss/3716


University of the Western Cape

22. Daniels, Verushka. The effects of family structure and autonomy-supportive parenting on the adjustment of first year university students .

Degree: 2017, University of the Western Cape

 The first year of university studies is usually accompanied by many new experiences, often stressful, and family members fulfil a significant role in helping to… (more)

Subjects/Keywords: University adjustment; Family structure; Parent–child relationship; First year university students; Autonomy-supportive parenting

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APA (6th Edition):

Daniels, V. (2017). The effects of family structure and autonomy-supportive parenting on the adjustment of first year university students . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5623

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):

Daniels, Verushka. “The effects of family structure and autonomy-supportive parenting on the adjustment of first year university students .” 2017. Thesis, University of the Western Cape. Accessed September 19, 2019. http://hdl.handle.net/11394/5623.

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

MLA Handbook (7th Edition):

Daniels, Verushka. “The effects of family structure and autonomy-supportive parenting on the adjustment of first year university students .” 2017. Web. 19 Sep 2019.

Vancouver:

Daniels V. The effects of family structure and autonomy-supportive parenting on the adjustment of first year university students . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/11394/5623.

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

Council of Science Editors:

Daniels V. The effects of family structure and autonomy-supportive parenting on the adjustment of first year university students . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/5623

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


The Ohio State University

23. Houston, Leona A. Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University.

Degree: PhD, Educational Policy and Leadership, 2017, The Ohio State University

 No standard measure for college and career readiness currently exists but a common goal for college readiness could potentially improve the rate of college completion.… (more)

Subjects/Keywords: Education; Education Policy; Intercultural Competence; College Readiness; First-Year College Students; Mixed Methods

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APA (6th Edition):

Houston, L. A. (2017). Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1492772116382426

Chicago Manual of Style (16th Edition):

Houston, Leona A. “Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University.” 2017. Doctoral Dissertation, The Ohio State University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492772116382426.

MLA Handbook (7th Edition):

Houston, Leona A. “Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University.” 2017. Web. 19 Sep 2019.

Vancouver:

Houston LA. Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492772116382426.

Council of Science Editors:

Houston LA. Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492772116382426

24. Tavalsky, Hali A. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.

Degree: MA, English, 2017, Northen Michigan University

First-year college students are often unprepared for college-level reading, writing, and discourse. It is important to understand how various instructional practices affect students’ reading… (more)

Subjects/Keywords: Developmental Reading; Reading-Writing Connection; First-Year College Students Disciplinary Literacy; Language and Literacy Education

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APA (6th Edition):

Tavalsky, H. A. (2017). Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/139

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):

Tavalsky, Hali A. “Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.” 2017. Thesis, Northen Michigan University. Accessed September 19, 2019. https://commons.nmu.edu/theses/139.

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

MLA Handbook (7th Edition):

Tavalsky, Hali A. “Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.” 2017. Web. 19 Sep 2019.

Vancouver:

Tavalsky HA. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. [Internet] [Thesis]. Northen Michigan University; 2017. [cited 2019 Sep 19]. Available from: https://commons.nmu.edu/theses/139.

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

Council of Science Editors:

Tavalsky HA. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. [Thesis]. Northen Michigan University; 2017. Available from: https://commons.nmu.edu/theses/139

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


Boise State University

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

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 19, 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. 19 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 19]. 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 KwaZulu-Natal

26. Luthuli, Silondile Pinkie. Exploring factors influencing career decision-making in first year students of the University of KwaZulu-Natal coming from rural communities in KwaZulu-Natal.

Degree: 2017, University of KwaZulu-Natal

 Career psychology in the South African context was predominantly practiced on White learners from urban areas during the Apartheid era. Subsequent to the Apartheid era,… (more)

Subjects/Keywords: Theses - Psychology.; Career decision-making.; Rural communities in KwaZulu-Natal.; First year students.; UKZN.

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APA (6th Edition):

Luthuli, S. P. (2017). Exploring factors influencing career decision-making in first year students of the University of KwaZulu-Natal coming from rural communities in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/16207

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):

Luthuli, Silondile Pinkie. “Exploring factors influencing career decision-making in first year students of the University of KwaZulu-Natal coming from rural communities in KwaZulu-Natal.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 19, 2019. http://hdl.handle.net/10413/16207.

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

MLA Handbook (7th Edition):

Luthuli, Silondile Pinkie. “Exploring factors influencing career decision-making in first year students of the University of KwaZulu-Natal coming from rural communities in KwaZulu-Natal.” 2017. Web. 19 Sep 2019.

Vancouver:

Luthuli SP. Exploring factors influencing career decision-making in first year students of the University of KwaZulu-Natal coming from rural communities in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10413/16207.

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

Council of Science Editors:

Luthuli SP. Exploring factors influencing career decision-making in first year students of the University of KwaZulu-Natal coming from rural communities in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/16207

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


University of South Africa

27. Esterhuizen, Martha Louisa. Die rol van die akademiese biblioteek rakende inligtinggeletterdheid van eesrtejaarstudente aan die Noordwes-Universiteit se Vaaldriehoekkampus.

Degree: 2015, University of South Africa

 Information literacy is a skill and forms the basis for life-long learning. The aim of this study is to investigate the information literacy skills of… (more)

Subjects/Keywords: Academic libraries; First-year students; Higher education institutions; Information literacy; Information literacy module

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APA (6th Edition):

Esterhuizen, M. L. (2015). Die rol van die akademiese biblioteek rakende inligtinggeletterdheid van eesrtejaarstudente aan die Noordwes-Universiteit se Vaaldriehoekkampus. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19696

Chicago Manual of Style (16th Edition):

Esterhuizen, Martha Louisa. “Die rol van die akademiese biblioteek rakende inligtinggeletterdheid van eesrtejaarstudente aan die Noordwes-Universiteit se Vaaldriehoekkampus.” 2015. Masters Thesis, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/19696.

MLA Handbook (7th Edition):

Esterhuizen, Martha Louisa. “Die rol van die akademiese biblioteek rakende inligtinggeletterdheid van eesrtejaarstudente aan die Noordwes-Universiteit se Vaaldriehoekkampus.” 2015. Web. 19 Sep 2019.

Vancouver:

Esterhuizen ML. Die rol van die akademiese biblioteek rakende inligtinggeletterdheid van eesrtejaarstudente aan die Noordwes-Universiteit se Vaaldriehoekkampus. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/19696.

Council of Science Editors:

Esterhuizen ML. Die rol van die akademiese biblioteek rakende inligtinggeletterdheid van eesrtejaarstudente aan die Noordwes-Universiteit se Vaaldriehoekkampus. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19696


University of South Africa

28. Ntombela, Olivia Zanokuhle Lindiwe. HIV/AIDS risk behavours of first year students at technical and vocational and education and training colleges.

Degree: 2016, University of South Africa

 Technical and Vocational Education and Training (TVET) colleges have become institutions of choice in the Department of Higher Education and Training (DHET) attracting youth between… (more)

Subjects/Keywords: TVET colleges; NCV programme; First year students; HIV and AIDS; Risk behaviours

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

APA (6th Edition):

Ntombela, O. Z. L. (2016). HIV/AIDS risk behavours of first year students at technical and vocational and education and training colleges. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22822

Chicago Manual of Style (16th Edition):

Ntombela, Olivia Zanokuhle Lindiwe. “HIV/AIDS risk behavours of first year students at technical and vocational and education and training colleges.” 2016. Masters Thesis, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/22822.

MLA Handbook (7th Edition):

Ntombela, Olivia Zanokuhle Lindiwe. “HIV/AIDS risk behavours of first year students at technical and vocational and education and training colleges.” 2016. Web. 19 Sep 2019.

Vancouver:

Ntombela OZL. HIV/AIDS risk behavours of first year students at technical and vocational and education and training colleges. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/22822.

Council of Science Editors:

Ntombela OZL. HIV/AIDS risk behavours of first year students at technical and vocational and education and training colleges. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22822


University of Illinois – Urbana-Champaign

29. 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 19, 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. 19 Sep 2019.

Vancouver:

Bays-Muchmore M. First year engineering students’ perceptions of engineering. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Sep 19]. 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

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

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 19, 2019. http://hdl.handle.net/11244/319754.

MLA Handbook (7th Edition):

Nahar, Gul. “MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING.” 2019. Web. 19 Sep 2019.

Vancouver:

Nahar G. MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Sep 19]. 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

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