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You searched for subject:(College student retention). Showing records 1 – 30 of 180 total matches.

[1] [2] [3] [4] [5] [6]

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University of Missouri – Columbia

1. Litchy, Michele. Reacculturation of college freshmen in a freshmen orientation course.

Degree: 2013, University of Missouri – Columbia

 According to Bruffee (1999), the current construct of university education does not prepare graduates to interact with other human beings on substantive issues because they… (more)

Subjects/Keywords: reacculturation; college student; college retention

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

APA (6th Edition):

Litchy, M. (2013). Reacculturation of college freshmen in a freshmen orientation course. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37792

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):

Litchy, Michele. “Reacculturation of college freshmen in a freshmen orientation course.” 2013. Thesis, University of Missouri – Columbia. Accessed December 14, 2019. https://doi.org/10.32469/10355/37792.

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

MLA Handbook (7th Edition):

Litchy, Michele. “Reacculturation of college freshmen in a freshmen orientation course.” 2013. Web. 14 Dec 2019.

Vancouver:

Litchy M. Reacculturation of college freshmen in a freshmen orientation course. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Dec 14]. Available from: https://doi.org/10.32469/10355/37792.

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

Council of Science Editors:

Litchy M. Reacculturation of college freshmen in a freshmen orientation course. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37792

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


Northeastern University

2. Abdullah, Syidah. Is timing everything? the impact of early, standard, and late orientation and registration on the retention of community college students.

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

 Born on the eve of the Civil War, community colleges were designed to provide access to higher education for the masses. Community colleges, also referred… (more)

Subjects/Keywords: community college; GPA; retention; student orientation

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APA (6th Edition):

Abdullah, S. (2017). Is timing everything? the impact of early, standard, and late orientation and registration on the retention of community college students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20264971

Chicago Manual of Style (16th Edition):

Abdullah, Syidah. “Is timing everything? the impact of early, standard, and late orientation and registration on the retention of community college students.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 14, 2019. http://hdl.handle.net/2047/D20264971.

MLA Handbook (7th Edition):

Abdullah, Syidah. “Is timing everything? the impact of early, standard, and late orientation and registration on the retention of community college students.” 2017. Web. 14 Dec 2019.

Vancouver:

Abdullah S. Is timing everything? the impact of early, standard, and late orientation and registration on the retention of community college students. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2047/D20264971.

Council of Science Editors:

Abdullah S. Is timing everything? the impact of early, standard, and late orientation and registration on the retention of community college students. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20264971


University of Toledo

3. Miller, Karen C. A National Study on Student Satisfaction with and Importance of College Environment Variables as Predictors of Spring-to-Spring Retention.

Degree: PhD, Higher Education, 2014, University of Toledo

 As accountability for America’s community colleges is at the forefront of conversation nationwide, it is now more important than ever that leaders in higher education… (more)

Subjects/Keywords: Community College Education; Education; Higher Education; community college retention; student satisfaction; retention; student engagement

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APA (6th Edition):

Miller, K. C. (2014). A National Study on Student Satisfaction with and Importance of College Environment Variables as Predictors of Spring-to-Spring Retention. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414749229

Chicago Manual of Style (16th Edition):

Miller, Karen C. “A National Study on Student Satisfaction with and Importance of College Environment Variables as Predictors of Spring-to-Spring Retention.” 2014. Doctoral Dissertation, University of Toledo. Accessed December 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414749229.

MLA Handbook (7th Edition):

Miller, Karen C. “A National Study on Student Satisfaction with and Importance of College Environment Variables as Predictors of Spring-to-Spring Retention.” 2014. Web. 14 Dec 2019.

Vancouver:

Miller KC. A National Study on Student Satisfaction with and Importance of College Environment Variables as Predictors of Spring-to-Spring Retention. [Internet] [Doctoral dissertation]. University of Toledo; 2014. [cited 2019 Dec 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414749229.

Council of Science Editors:

Miller KC. A National Study on Student Satisfaction with and Importance of College Environment Variables as Predictors of Spring-to-Spring Retention. [Doctoral Dissertation]. University of Toledo; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414749229


Baylor University

4. Neumann, Alexis (Alexis Leigh). Trends in college student retention : identification of latent student classes with relation to retention statistics.

Degree: Educational Psychology., 2011, Baylor University

College student retention has been studied in depth at both 4-year and 2-year institutions, but not at technical colleges. Institutions of higher education continue to… (more)

Subjects/Keywords: College student retention.; Latent class analysis.; College student inventory.

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APA (6th Edition):

Neumann, A. (. L. (2011). Trends in college student retention : identification of latent student classes with relation to retention statistics. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8091

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):

Neumann, Alexis (Alexis Leigh). “Trends in college student retention : identification of latent student classes with relation to retention statistics. ” 2011. Thesis, Baylor University. Accessed December 14, 2019. http://hdl.handle.net/2104/8091.

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

MLA Handbook (7th Edition):

Neumann, Alexis (Alexis Leigh). “Trends in college student retention : identification of latent student classes with relation to retention statistics. ” 2011. Web. 14 Dec 2019.

Vancouver:

Neumann A(L. Trends in college student retention : identification of latent student classes with relation to retention statistics. [Internet] [Thesis]. Baylor University; 2011. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2104/8091.

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

Council of Science Editors:

Neumann A(L. Trends in college student retention : identification of latent student classes with relation to retention statistics. [Thesis]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8091

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

5. Reed, Steven D. A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative.

Degree: 2017, Ferris State University

 This early college case study, a qualitative improvement initiative, sought to understand why students left their high schools to attend Midwest Early College (MEC), how… (more)

Subjects/Keywords: Early college; Middle college; College completion rates; Student retention.

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APA (6th Edition):

Reed, S. D. (2017). A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/6141

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):

Reed, Steven D. “A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative.” 2017. Thesis, Ferris State University. Accessed December 14, 2019. http://hdl.handle.net/2323/6141.

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

MLA Handbook (7th Edition):

Reed, Steven D. “A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative.” 2017. Web. 14 Dec 2019.

Vancouver:

Reed SD. A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative. [Internet] [Thesis]. Ferris State University; 2017. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2323/6141.

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

Council of Science Editors:

Reed SD. A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative. [Thesis]. Ferris State University; 2017. Available from: http://hdl.handle.net/2323/6141

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


University of Louisville

6. Scott, Ophelia Turner, 1953-. An exploratory study of first-semester student attrition in a community college.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2010, University of Louisville

 The purpose of this exploratory study was to determine if student background variables (age, gender, race, academic preparation); student status (part/full-time student), and student circumstances… (more)

Subjects/Keywords: Community college; Professional development; Student retention; Student attrition

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APA (6th Edition):

Scott, Ophelia Turner, 1. (2010). An exploratory study of first-semester student attrition in a community college. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1292 ; https://ir.library.louisville.edu/etd/1292

Chicago Manual of Style (16th Edition):

Scott, Ophelia Turner, 1953-. “An exploratory study of first-semester student attrition in a community college.” 2010. Doctoral Dissertation, University of Louisville. Accessed December 14, 2019. 10.18297/etd/1292 ; https://ir.library.louisville.edu/etd/1292.

MLA Handbook (7th Edition):

Scott, Ophelia Turner, 1953-. “An exploratory study of first-semester student attrition in a community college.” 2010. Web. 14 Dec 2019.

Vancouver:

Scott, Ophelia Turner 1. An exploratory study of first-semester student attrition in a community college. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2019 Dec 14]. Available from: 10.18297/etd/1292 ; https://ir.library.louisville.edu/etd/1292.

Council of Science Editors:

Scott, Ophelia Turner 1. An exploratory study of first-semester student attrition in a community college. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/1292 ; https://ir.library.louisville.edu/etd/1292


Seton Hall University

7. Brewer, Helen Castellanos. Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention.

Degree: PhD, Education Leadership, Management and Policy, 2019, Seton Hall University

  Students decide to remain enrolled in community college more so during their first-year of matriculation, than at any other point in their education. For… (more)

Subjects/Keywords: Latino students; community college; retention; student engagement; student sucess; Community College Leadership; Higher Education

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

APA (6th Edition):

Brewer, H. C. (2019). Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2625

Chicago Manual of Style (16th Edition):

Brewer, Helen Castellanos. “Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention.” 2019. Doctoral Dissertation, Seton Hall University. Accessed December 14, 2019. https://scholarship.shu.edu/dissertations/2625.

MLA Handbook (7th Edition):

Brewer, Helen Castellanos. “Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention.” 2019. Web. 14 Dec 2019.

Vancouver:

Brewer HC. Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Dec 14]. Available from: https://scholarship.shu.edu/dissertations/2625.

Council of Science Editors:

Brewer HC. Predicting Latino Community College Student Success: A Conceptual Model for First-Year Retention. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2625


University of Arkansas

8. Griffin, Alice Ruth. Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2017, University of Arkansas

  This study examined the differences between first-year students who persisted with first-year students who did not persist to the second year at a mid-size,… (more)

Subjects/Keywords: College student success; Persistence; Student Engagement; Student Retention; Higher Education; Higher Education Administration

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APA (6th Edition):

Griffin, A. R. (2017). Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1978

Chicago Manual of Style (16th Edition):

Griffin, Alice Ruth. “Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.” 2017. Doctoral Dissertation, University of Arkansas. Accessed December 14, 2019. https://scholarworks.uark.edu/etd/1978.

MLA Handbook (7th Edition):

Griffin, Alice Ruth. “Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.” 2017. Web. 14 Dec 2019.

Vancouver:

Griffin AR. Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Dec 14]. Available from: https://scholarworks.uark.edu/etd/1978.

Council of Science Editors:

Griffin AR. Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1978


University of Miami

9. Perez, Diego. Pre-college Characteristics Affecting Student’s College Graduation in Ecuador.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2015, University of Miami

 The topic of retention has been considered one of the most studied areas of research in higher education within and outside the United States. Similarly,… (more)

Subjects/Keywords: College student retention; Pre-college characteristics; College graduation; Area of study; Students’ demographics; Logistic regression

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APA (6th Edition):

Perez, D. (2015). Pre-college Characteristics Affecting Student’s College Graduation in Ecuador. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1485

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):

Perez, Diego. “Pre-college Characteristics Affecting Student’s College Graduation in Ecuador.” 2015. Thesis, University of Miami. Accessed December 14, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1485.

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

MLA Handbook (7th Edition):

Perez, Diego. “Pre-college Characteristics Affecting Student’s College Graduation in Ecuador.” 2015. Web. 14 Dec 2019.

Vancouver:

Perez D. Pre-college Characteristics Affecting Student’s College Graduation in Ecuador. [Internet] [Thesis]. University of Miami; 2015. [cited 2019 Dec 14]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1485.

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

Council of Science Editors:

Perez D. Pre-college Characteristics Affecting Student’s College Graduation in Ecuador. [Thesis]. University of Miami; 2015. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1485

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


Marshall University

10. Dempsey, Merle. Enrollment Management Administrators’ Perceptions of Community College Student Retention Practices.

Degree: 2009, Marshall University

 The purpose of this study was three-fold: (a) to determine the retention practices most frequently used by community colleges to retain full-time, associate degree-seeking students… (more)

Subjects/Keywords: student retention; community college; enrollment management; educational leadership; retention practices; Community College Education Administration; Community College Leadership; Education

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APA (6th Edition):

Dempsey, M. (2009). Enrollment Management Administrators’ Perceptions of Community College Student Retention Practices. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/61

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):

Dempsey, Merle. “Enrollment Management Administrators’ Perceptions of Community College Student Retention Practices.” 2009. Thesis, Marshall University. Accessed December 14, 2019. http://mds.marshall.edu/etd/61.

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

MLA Handbook (7th Edition):

Dempsey, Merle. “Enrollment Management Administrators’ Perceptions of Community College Student Retention Practices.” 2009. Web. 14 Dec 2019.

Vancouver:

Dempsey M. Enrollment Management Administrators’ Perceptions of Community College Student Retention Practices. [Internet] [Thesis]. Marshall University; 2009. [cited 2019 Dec 14]. Available from: http://mds.marshall.edu/etd/61.

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

Council of Science Editors:

Dempsey M. Enrollment Management Administrators’ Perceptions of Community College Student Retention Practices. [Thesis]. Marshall University; 2009. Available from: http://mds.marshall.edu/etd/61

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


University of North Texas

11. Martinez, Vesta Wheatley. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.

Degree: 2010, University of North Texas

 This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students… (more)

Subjects/Keywords: New student orientation; black student retention; minority student retention; Hispanic student retention; first-year experience; freshman seminar; community college student retention; College student orientation  – Texas  – Tarrant County.; Tarrant County College  – Students.; Community college students  – Texas  – Tarrant County.; Academic achievement  – Texas  – Tarrant County.; Minority college students  – Texas  – Tarrant County.; Nontraditional college students  – Texas  – Tarrant County.; College attendance  – Texas  – Tarrant County.

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APA (6th Edition):

Martinez, V. W. (2010). A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33184/

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):

Martinez, Vesta Wheatley. “A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.” 2010. Thesis, University of North Texas. Accessed December 14, 2019. https://digital.library.unt.edu/ark:/67531/metadc33184/.

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

MLA Handbook (7th Edition):

Martinez, Vesta Wheatley. “A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.” 2010. Web. 14 Dec 2019.

Vancouver:

Martinez VW. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Dec 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33184/.

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

Council of Science Editors:

Martinez VW. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33184/

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


Temple University

12. Guzman Del Vecchio, Nita Teresa. A Mixed Methods Approach to Understanding College Student Retention and Graduation.

Degree: PhD, 2016, Temple University

Educational Psychology

This study examined the retention and graduation patterns of a cohort of students at one baccalaureate, public, commuter campus. Quantitative and Qualitative data… (more)

Subjects/Keywords: Higher education; Educational psychology;

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APA (6th Edition):

Guzman Del Vecchio, N. T. (2016). A Mixed Methods Approach to Understanding College Student Retention and Graduation. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,410673

Chicago Manual of Style (16th Edition):

Guzman Del Vecchio, Nita Teresa. “A Mixed Methods Approach to Understanding College Student Retention and Graduation.” 2016. Doctoral Dissertation, Temple University. Accessed December 14, 2019. http://digital.library.temple.edu/u?/p245801coll10,410673.

MLA Handbook (7th Edition):

Guzman Del Vecchio, Nita Teresa. “A Mixed Methods Approach to Understanding College Student Retention and Graduation.” 2016. Web. 14 Dec 2019.

Vancouver:

Guzman Del Vecchio NT. A Mixed Methods Approach to Understanding College Student Retention and Graduation. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Dec 14]. Available from: http://digital.library.temple.edu/u?/p245801coll10,410673.

Council of Science Editors:

Guzman Del Vecchio NT. A Mixed Methods Approach to Understanding College Student Retention and Graduation. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,410673


Texas A&M University

13. Villa, Maria G. The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico.

Degree: 2010, Texas A&M University

 This qualitative study sought to describe and understand the experiences of female students attending engineering colleges in Mexico and the sources of support and strategies… (more)

Subjects/Keywords: Women engineering students; Mexico; College student retention; International engineering education

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APA (6th Edition):

Villa, M. G. (2010). The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-210

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):

Villa, Maria G. “The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico.” 2010. Thesis, Texas A&M University. Accessed December 14, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-210.

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

MLA Handbook (7th Edition):

Villa, Maria G. “The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico.” 2010. Web. 14 Dec 2019.

Vancouver:

Villa MG. The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-210.

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

Council of Science Editors:

Villa MG. The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-210

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

14. Flewelling, Kathyrn V. Creating Extended Access for First Generation Students at a Rural Community College: A Construct.

Degree: 2013, Ferris State University

 First-generation students at community colleges begin their higher education careers with significant disadvantages in comparison to their non-first-generation peers. Among these are higher tendencies to… (more)

Subjects/Keywords: Community colleges; First generation college students; Extended Access Construct; Student retention

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APA (6th Edition):

Flewelling, K. V. (2013). Creating Extended Access for First Generation Students at a Rural Community College: A Construct. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5263

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):

Flewelling, Kathyrn V. “Creating Extended Access for First Generation Students at a Rural Community College: A Construct.” 2013. Thesis, Ferris State University. Accessed December 14, 2019. http://hdl.handle.net/2323/5263.

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

MLA Handbook (7th Edition):

Flewelling, Kathyrn V. “Creating Extended Access for First Generation Students at a Rural Community College: A Construct.” 2013. Web. 14 Dec 2019.

Vancouver:

Flewelling KV. Creating Extended Access for First Generation Students at a Rural Community College: A Construct. [Internet] [Thesis]. Ferris State University; 2013. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2323/5263.

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

Council of Science Editors:

Flewelling KV. Creating Extended Access for First Generation Students at a Rural Community College: A Construct. [Thesis]. Ferris State University; 2013. Available from: http://hdl.handle.net/2323/5263

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


University of Southern California

15. Studdert, Thomas Patrick. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.

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

 Using an innovation adaptation of the gap analysis approach of Richard Clark and Fred Estes, the collegiate First-Year Experience (FYE) consisting of comprehensive and intentional… (more)

Subjects/Keywords: first-year experience; retention; transition; student; college; university

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

APA (6th Edition):

Studdert, T. P. (2013). The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548

Chicago Manual of Style (16th Edition):

Studdert, Thomas Patrick. “The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548.

MLA Handbook (7th Edition):

Studdert, Thomas Patrick. “The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.” 2013. Web. 14 Dec 2019.

Vancouver:

Studdert TP. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548.

Council of Science Editors:

Studdert TP. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548


University of Southern California

16. Nakajima, Mikiko Aoyagi. What factors influence student persistence in the community college setting?.

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

 The purpose of the current study was to extend the research on student persistence in community college by investigating factors likely to influence student's decision… (more)

Subjects/Keywords: student retention; persistence; community college

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

APA (6th Edition):

Nakajima, M. A. (2008). What factors influence student persistence in the community college setting?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/83634/rec/7887

Chicago Manual of Style (16th Edition):

Nakajima, Mikiko Aoyagi. “What factors influence student persistence in the community college setting?.” 2008. Doctoral Dissertation, University of Southern California. Accessed December 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/83634/rec/7887.

MLA Handbook (7th Edition):

Nakajima, Mikiko Aoyagi. “What factors influence student persistence in the community college setting?.” 2008. Web. 14 Dec 2019.

Vancouver:

Nakajima MA. What factors influence student persistence in the community college setting?. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Dec 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/83634/rec/7887.

Council of Science Editors:

Nakajima MA. What factors influence student persistence in the community college setting?. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/83634/rec/7887


University of Southern California

17. Melara, Claudia Alexia. Factors influencing the academic persistence of college students with ADHD.

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

 Students with Attention Deficit Hyperactivity Disorder (ADHD) are at greater risk for failing to complete their postsecondary educational degrees than their typical peers. The present… (more)

Subjects/Keywords: educational psychology; ADHD; college students; higher education; student retention; academic persistence

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

APA (6th Edition):

Melara, C. A. (2012). Factors influencing the academic persistence of college students with ADHD. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35492/rec/2732

Chicago Manual of Style (16th Edition):

Melara, Claudia Alexia. “Factors influencing the academic persistence of college students with ADHD.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35492/rec/2732.

MLA Handbook (7th Edition):

Melara, Claudia Alexia. “Factors influencing the academic persistence of college students with ADHD.” 2012. Web. 14 Dec 2019.

Vancouver:

Melara CA. Factors influencing the academic persistence of college students with ADHD. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35492/rec/2732.

Council of Science Editors:

Melara CA. Factors influencing the academic persistence of college students with ADHD. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35492/rec/2732


University of Tennessee – Knoxville

18. Stokes, Eric Michael. The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools.

Degree: 2017, University of Tennessee – Knoxville

 There is considerable evidence suggesting that low-income, first-generation students from low-performing high schools are not retained and do not graduate at the same rate as… (more)

Subjects/Keywords: Non-cognitive Factors; Low-performing High Schools; College student retention

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APA (6th Edition):

Stokes, E. M. (2017). The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4856

Chicago Manual of Style (16th Edition):

Stokes, Eric Michael. “The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed December 14, 2019. https://trace.tennessee.edu/utk_graddiss/4856.

MLA Handbook (7th Edition):

Stokes, Eric Michael. “The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools.” 2017. Web. 14 Dec 2019.

Vancouver:

Stokes EM. The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 Dec 14]. Available from: https://trace.tennessee.edu/utk_graddiss/4856.

Council of Science Editors:

Stokes EM. The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4856


Mississippi State University

19. Parker, Victor S. Community college student retention: Effectiveness of online intervention methods in retaining students on financial aid probation.

Degree: PhD, Educational Leadership, 2018, Mississippi State University

  The role of community colleges is to provide educational opportunities to all segments of a population regardless of academic proficiency or economic ability. This… (more)

Subjects/Keywords: student retention; satisfactory academic progress; financial aid; community college

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

APA (6th Edition):

Parker, V. S. (2018). Community college student retention: Effectiveness of online intervention methods in retaining students on financial aid probation. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202018-134319/ ;

Chicago Manual of Style (16th Edition):

Parker, Victor S. “Community college student retention: Effectiveness of online intervention methods in retaining students on financial aid probation.” 2018. Doctoral Dissertation, Mississippi State University. Accessed December 14, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202018-134319/ ;.

MLA Handbook (7th Edition):

Parker, Victor S. “Community college student retention: Effectiveness of online intervention methods in retaining students on financial aid probation.” 2018. Web. 14 Dec 2019.

Vancouver:

Parker VS. Community college student retention: Effectiveness of online intervention methods in retaining students on financial aid probation. [Internet] [Doctoral dissertation]. Mississippi State University; 2018. [cited 2019 Dec 14]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202018-134319/ ;.

Council of Science Editors:

Parker VS. Community college student retention: Effectiveness of online intervention methods in retaining students on financial aid probation. [Doctoral Dissertation]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202018-134319/ ;

20. Lyons, Margaret Ann. Predictive Characteristics of Postive Mentor- Mentee Relationships.

Degree: 2018, Ferris State University

 This quantitative study focused on predictive characteristics of positive mentor-mentee relationships at Ferris State University College of Pharmacy. Due to the number of withdrawals and… (more)

Subjects/Keywords: Mentor; Mentee; College of Pharmacy.; Student retention.; Predictive characteristics.

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

APA (6th Edition):

Lyons, M. A. (2018). Predictive Characteristics of Postive Mentor- Mentee Relationships. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/6270

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):

Lyons, Margaret Ann. “Predictive Characteristics of Postive Mentor- Mentee Relationships.” 2018. Thesis, Ferris State University. Accessed December 14, 2019. http://hdl.handle.net/2323/6270.

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

MLA Handbook (7th Edition):

Lyons, Margaret Ann. “Predictive Characteristics of Postive Mentor- Mentee Relationships.” 2018. Web. 14 Dec 2019.

Vancouver:

Lyons MA. Predictive Characteristics of Postive Mentor- Mentee Relationships. [Internet] [Thesis]. Ferris State University; 2018. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2323/6270.

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

Council of Science Editors:

Lyons MA. Predictive Characteristics of Postive Mentor- Mentee Relationships. [Thesis]. Ferris State University; 2018. Available from: http://hdl.handle.net/2323/6270

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


University of Louisville

21. Adamchik, Kathryn Gardner. "Why am I in school?": a mixed methods investigation into stopping out of college.

Degree: PhD, 2018, University of Louisville

  Higher education research often looks at student retention as a dichotomous outcome, either students stay enrolled or not; however, students’ enrollment pathways are more… (more)

Subjects/Keywords: stopout; retention; persistence; student success; college; returners; Higher Education

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

APA (6th Edition):

Adamchik, K. G. (2018). "Why am I in school?": a mixed methods investigation into stopping out of college. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3095 ; https://ir.library.louisville.edu/etd/3095

Chicago Manual of Style (16th Edition):

Adamchik, Kathryn Gardner. “"Why am I in school?": a mixed methods investigation into stopping out of college.” 2018. Doctoral Dissertation, University of Louisville. Accessed December 14, 2019. 10.18297/etd/3095 ; https://ir.library.louisville.edu/etd/3095.

MLA Handbook (7th Edition):

Adamchik, Kathryn Gardner. “"Why am I in school?": a mixed methods investigation into stopping out of college.” 2018. Web. 14 Dec 2019.

Vancouver:

Adamchik KG. "Why am I in school?": a mixed methods investigation into stopping out of college. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Dec 14]. Available from: 10.18297/etd/3095 ; https://ir.library.louisville.edu/etd/3095.

Council of Science Editors:

Adamchik KG. "Why am I in school?": a mixed methods investigation into stopping out of college. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/3095 ; https://ir.library.louisville.edu/etd/3095


Rochester Institute of Technology

22. Littlefield, Claire. Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?.

Degree: Department of Psychology (CLA), 2010, Rochester Institute of Technology

 This study explored the common issues that emerged during a peer coaching intervention program for students with Asperger's Syndrome (AS). Nineteen undergraduate college students with… (more)

Subjects/Keywords: Asperger's Syndrome; College student retention; Postsecondary education; Transition

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

APA (6th Edition):

Littlefield, C. (2010). Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/2508

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):

Littlefield, Claire. “Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?.” 2010. Thesis, Rochester Institute of Technology. Accessed December 14, 2019. https://scholarworks.rit.edu/theses/2508.

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

MLA Handbook (7th Edition):

Littlefield, Claire. “Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?.” 2010. Web. 14 Dec 2019.

Vancouver:

Littlefield C. Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?. [Internet] [Thesis]. Rochester Institute of Technology; 2010. [cited 2019 Dec 14]. Available from: https://scholarworks.rit.edu/theses/2508.

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

Council of Science Editors:

Littlefield C. Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?. [Thesis]. Rochester Institute of Technology; 2010. Available from: https://scholarworks.rit.edu/theses/2508

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


University of Southern California

23. Granger, Kimberlyann Tsai. African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This study examines a scholarship program at a community college that seeks to increase the number of African American students earning a Bachelor’s degree in… (more)

Subjects/Keywords: retention; community college; engineering; African-American; engineering; STEM; student success; transfer

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

APA (6th Edition):

Granger, K. T. (2011). African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442363/rec/571

Chicago Manual of Style (16th Edition):

Granger, Kimberlyann Tsai. “African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442363/rec/571.

MLA Handbook (7th Edition):

Granger, Kimberlyann Tsai. “African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs.” 2011. Web. 14 Dec 2019.

Vancouver:

Granger KT. African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Dec 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442363/rec/571.

Council of Science Editors:

Granger KT. African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442363/rec/571

24. Ellis-O'Quinn, Amanda. An Ex Post Facto Study of First-Year Student Orientation as an Indicator of Student Success at a Community College.

Degree: PhD, Educ Foundations & Leadership, 2011, Old Dominion University

  The purpose of this ex post facto study is to determine if a relationship exists between certain student success indicators and students completing an… (more)

Subjects/Keywords: Community college; First-year student; Persistence; Retention; Student orientation; Student success; Community College Leadership; Educational Leadership; Higher Education

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

APA (6th Edition):

Ellis-O'Quinn, A. (2011). An Ex Post Facto Study of First-Year Student Orientation as an Indicator of Student Success at a Community College. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781124720128 ; https://digitalcommons.odu.edu/efl_etds/109

Chicago Manual of Style (16th Edition):

Ellis-O'Quinn, Amanda. “An Ex Post Facto Study of First-Year Student Orientation as an Indicator of Student Success at a Community College.” 2011. Doctoral Dissertation, Old Dominion University. Accessed December 14, 2019. 9781124720128 ; https://digitalcommons.odu.edu/efl_etds/109.

MLA Handbook (7th Edition):

Ellis-O'Quinn, Amanda. “An Ex Post Facto Study of First-Year Student Orientation as an Indicator of Student Success at a Community College.” 2011. Web. 14 Dec 2019.

Vancouver:

Ellis-O'Quinn A. An Ex Post Facto Study of First-Year Student Orientation as an Indicator of Student Success at a Community College. [Internet] [Doctoral dissertation]. Old Dominion University; 2011. [cited 2019 Dec 14]. Available from: 9781124720128 ; https://digitalcommons.odu.edu/efl_etds/109.

Council of Science Editors:

Ellis-O'Quinn A. An Ex Post Facto Study of First-Year Student Orientation as an Indicator of Student Success at a Community College. [Doctoral Dissertation]. Old Dominion University; 2011. Available from: 9781124720128 ; https://digitalcommons.odu.edu/efl_etds/109


Clemson University

25. Umfress, Jason. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.

Degree: PhD, Educational Leadership, 2010, Clemson University

 The purpose of this study was to explore the relationship between expenditures for student affairs / services and college student retention rates. Data reported to… (more)

Subjects/Keywords: College Student Retention; Educational Leadership; Higher Education; Institutional Expenditures; Student Affairs Expenditures; Higher Education Administration

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

APA (6th Edition):

Umfress, J. (2010). AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/518

Chicago Manual of Style (16th Edition):

Umfress, Jason. “AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.” 2010. Doctoral Dissertation, Clemson University. Accessed December 14, 2019. https://tigerprints.clemson.edu/all_dissertations/518.

MLA Handbook (7th Edition):

Umfress, Jason. “AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.” 2010. Web. 14 Dec 2019.

Vancouver:

Umfress J. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Dec 14]. Available from: https://tigerprints.clemson.edu/all_dissertations/518.

Council of Science Editors:

Umfress J. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/518


Northeastern University

26. McCubbin, Erin Margaret. Informing student success in college: is it possible without the use of standardized test scores?.

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

 Since the 1920, colleges and universities have leveraged standardized testing as a way to determine worthiness of access to higher education. Nearly 100 years since… (more)

Subjects/Keywords: college admission; higher education; retention; standardized testing; student integration model; student success

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APA (6th Edition):

McCubbin, E. M. (2018). Informing student success in college: is it possible without the use of standardized test scores?. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20282257

Chicago Manual of Style (16th Edition):

McCubbin, Erin Margaret. “Informing student success in college: is it possible without the use of standardized test scores?.” 2018. Doctoral Dissertation, Northeastern University. Accessed December 14, 2019. http://hdl.handle.net/2047/D20282257.

MLA Handbook (7th Edition):

McCubbin, Erin Margaret. “Informing student success in college: is it possible without the use of standardized test scores?.” 2018. Web. 14 Dec 2019.

Vancouver:

McCubbin EM. Informing student success in college: is it possible without the use of standardized test scores?. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2047/D20282257.

Council of Science Editors:

McCubbin EM. Informing student success in college: is it possible without the use of standardized test scores?. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20282257


East Tennessee State University

27. Nester, Lynn. Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  A qualitative phenomenological study was conducted to understand the transition and integration experiences of first-year freshmen who participated in an outdoor orientation program at… (more)

Subjects/Keywords: freshmen college transition; first-year student integration; outdoor orientation; student retention; student persistence; student involvement; Educational Leadership

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APA (6th Edition):

Nester, L. (2016). Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3153

Chicago Manual of Style (16th Edition):

Nester, Lynn. “Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed December 14, 2019. https://dc.etsu.edu/etd/3153.

MLA Handbook (7th Edition):

Nester, Lynn. “Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs.” 2016. Web. 14 Dec 2019.

Vancouver:

Nester L. Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Dec 14]. Available from: https://dc.etsu.edu/etd/3153.

Council of Science Editors:

Nester L. Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3153


Baylor University

28. Matthews, Kenneth, 1958-. Causes and differences in retention of white, African American, and Hispanic students who progressed toward graduation after first year in college.

Degree: Educational Administration., 2010, Baylor University

 African American and Hispanic students' retention rates in college have revealed that minority students are much more likely than white students to drop out of… (more)

Subjects/Keywords: College student retention.; Causes and differences in retention.; Students who progressed toward graduation after first year of college.

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

APA (6th Edition):

Matthews, Kenneth, 1. (2010). Causes and differences in retention of white, African American, and Hispanic students who progressed toward graduation after first year in college. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8040

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):

Matthews, Kenneth, 1958-. “Causes and differences in retention of white, African American, and Hispanic students who progressed toward graduation after first year in college. ” 2010. Thesis, Baylor University. Accessed December 14, 2019. http://hdl.handle.net/2104/8040.

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

MLA Handbook (7th Edition):

Matthews, Kenneth, 1958-. “Causes and differences in retention of white, African American, and Hispanic students who progressed toward graduation after first year in college. ” 2010. Web. 14 Dec 2019.

Vancouver:

Matthews, Kenneth 1. Causes and differences in retention of white, African American, and Hispanic students who progressed toward graduation after first year in college. [Internet] [Thesis]. Baylor University; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2104/8040.

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

Council of Science Editors:

Matthews, Kenneth 1. Causes and differences in retention of white, African American, and Hispanic students who progressed toward graduation after first year in college. [Thesis]. Baylor University; 2010. Available from: http://hdl.handle.net/2104/8040

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


University of Louisville

29. Davis, Darlene M. Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students.

Degree: PhD, 2018, University of Louisville

College students face significant mental health and academic challenges their first academic year. The college transition period can be stressful. In addition, students are… (more)

Subjects/Keywords: psychological risk; college transition; worry; rumination; poverty; college student retention; Clinical Psychology

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

APA (6th Edition):

Davis, D. M. (2018). Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137

Chicago Manual of Style (16th Edition):

Davis, Darlene M. “Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students.” 2018. Doctoral Dissertation, University of Louisville. Accessed December 14, 2019. 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137.

MLA Handbook (7th Edition):

Davis, Darlene M. “Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students.” 2018. Web. 14 Dec 2019.

Vancouver:

Davis DM. Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Dec 14]. Available from: 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137.

Council of Science Editors:

Davis DM. Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137

30. Litchy, Michele. Reacculturation of college freshmen in a freshmen orientation course.

Degree: 2013, University of Missouri – Columbia

 According to Bruffee (1999), the current construct of university education does not prepare graduates to interact with other human beings on substantive issues because they… (more)

Subjects/Keywords: reacculturation; college student; college retention

…124 C. USC, University 101 Goals to Promote Student Retention .. 125 D. Van Gennep’s… …authors have written about college student attrition as related to institutional policy (… …insight into what a college education really is. 2. The range of student motivation for entering… …college is very wide, and student goals are not always compatible with college expectations. 3… …There is much that the entering student needs to know about the various phases of college… 

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

APA (6th Edition):

Litchy, M. (2013). Reacculturation of college freshmen in a freshmen orientation course. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/37792

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):

Litchy, Michele. “Reacculturation of college freshmen in a freshmen orientation course.” 2013. Thesis, University of Missouri – Columbia. Accessed December 14, 2019. http://hdl.handle.net/10355/37792.

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

MLA Handbook (7th Edition):

Litchy, Michele. “Reacculturation of college freshmen in a freshmen orientation course.” 2013. Web. 14 Dec 2019.

Vancouver:

Litchy M. Reacculturation of college freshmen in a freshmen orientation course. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10355/37792.

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

Council of Science Editors:

Litchy M. Reacculturation of college freshmen in a freshmen orientation course. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/37792

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

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