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You searched for subject:(College student success). Showing records 1 – 30 of 208 total matches.

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Texas A&M University

1. Edmunds, Kathryn Alexis. Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University.

Degree: MS, Agricultural Leadership, Education, and Communications, 2019, Texas A&M University

College students, both traditional and nontraditional, face pressures, stress factors, harsh life experiences, and adversity. They are expected to push through all of the challenges… (more)

Subjects/Keywords: university; thrive; student success; college; student; resilience

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APA (6th Edition):

Edmunds, K. A. (2019). Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/188727

Chicago Manual of Style (16th Edition):

Edmunds, Kathryn Alexis. “Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University.” 2019. Masters Thesis, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/188727.

MLA Handbook (7th Edition):

Edmunds, Kathryn Alexis. “Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University.” 2019. Web. 31 Oct 2020.

Vancouver:

Edmunds KA. Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University. [Internet] [Masters thesis]. Texas A&M University; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/188727.

Council of Science Editors:

Edmunds KA. Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University. [Masters Thesis]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/188727

2. Robinson, Jessica Ann, 1985-. Community college success coaching : a phenomenological exploration.

Degree: PhD, Baylor University. Dept. of Educational Leadership., 2019, Baylor University

 The purpose of this study was to develop an in-depth understanding of the essence of the emerging success coach profession and to understand how these… (more)

Subjects/Keywords: Success coaching. Student affairs. Community college. Student success. Phenomenology.

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APA (6th Edition):

Robinson, Jessica Ann, 1. (2019). Community college success coaching : a phenomenological exploration. (Doctoral Dissertation). Baylor University. Retrieved from http://hdl.handle.net/2104/10720

Chicago Manual of Style (16th Edition):

Robinson, Jessica Ann, 1985-. “Community college success coaching : a phenomenological exploration.” 2019. Doctoral Dissertation, Baylor University. Accessed October 31, 2020. http://hdl.handle.net/2104/10720.

MLA Handbook (7th Edition):

Robinson, Jessica Ann, 1985-. “Community college success coaching : a phenomenological exploration.” 2019. Web. 31 Oct 2020.

Vancouver:

Robinson, Jessica Ann 1. Community college success coaching : a phenomenological exploration. [Internet] [Doctoral dissertation]. Baylor University; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2104/10720.

Council of Science Editors:

Robinson, Jessica Ann 1. Community college success coaching : a phenomenological exploration. [Doctoral Dissertation]. Baylor University; 2019. Available from: http://hdl.handle.net/2104/10720


University of Minnesota

3. Phillips, Gareth Carlington. A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type.

Degree: PhD, 2013, University of Minnesota

 The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2158 seniors. These students were… (more)

Subjects/Keywords: College impact; College student success; Globalization; Internationalization; International students; Student engagement

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APA (6th Edition):

Phillips, G. C. (2013). A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/159138

Chicago Manual of Style (16th Edition):

Phillips, Gareth Carlington. “A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type.” 2013. Doctoral Dissertation, University of Minnesota. Accessed October 31, 2020. http://purl.umn.edu/159138.

MLA Handbook (7th Edition):

Phillips, Gareth Carlington. “A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type.” 2013. Web. 31 Oct 2020.

Vancouver:

Phillips GC. A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2020 Oct 31]. Available from: http://purl.umn.edu/159138.

Council of Science Editors:

Phillips GC. A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/159138


California State University – Sacramento

4. Cook, Booker. Assessing community college orientations.

Degree: 2020, California State University – Sacramento

 Low graduation rates persist at traditional two-year colleges regardless of research that indicates a well vetted orientation during the transfer process may make a difference.… (more)

Subjects/Keywords: Community college orientations; Student success; Non-traditional student; Traditional student

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APA (6th Edition):

Cook, B. (2020). Assessing community college orientations. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/216490

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):

Cook, Booker. “Assessing community college orientations.” 2020. Thesis, California State University – Sacramento. Accessed October 31, 2020. http://hdl.handle.net/10211.3/216490.

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

MLA Handbook (7th Edition):

Cook, Booker. “Assessing community college orientations.” 2020. Web. 31 Oct 2020.

Vancouver:

Cook B. Assessing community college orientations. [Internet] [Thesis]. California State University – Sacramento; 2020. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10211.3/216490.

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

Council of Science Editors:

Cook B. Assessing community college orientations. [Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/216490

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

5. Lawhorne, Angela. Student Success Coaching in Virginia Community Colleges.

Degree: PhD, Educ Foundations & Leadership, 2020, Old Dominion University

  Community college students face many barriers when they start college, especially if they are from first-generation families, are low-income, or identify as a minority.… (more)

Subjects/Keywords: Coach; College completion; College retention; Community college; Student success; Success coaching; Higher Education

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APA (6th Edition):

Lawhorne, A. (2020). Student Success Coaching in Virginia Community Colleges. (Doctoral Dissertation). Old Dominion University. Retrieved from https://digitalcommons.odu.edu/efl_etds/242

Chicago Manual of Style (16th Edition):

Lawhorne, Angela. “Student Success Coaching in Virginia Community Colleges.” 2020. Doctoral Dissertation, Old Dominion University. Accessed October 31, 2020. https://digitalcommons.odu.edu/efl_etds/242.

MLA Handbook (7th Edition):

Lawhorne, Angela. “Student Success Coaching in Virginia Community Colleges.” 2020. Web. 31 Oct 2020.

Vancouver:

Lawhorne A. Student Success Coaching in Virginia Community Colleges. [Internet] [Doctoral dissertation]. Old Dominion University; 2020. [cited 2020 Oct 31]. Available from: https://digitalcommons.odu.edu/efl_etds/242.

Council of Science Editors:

Lawhorne A. Student Success Coaching in Virginia Community Colleges. [Doctoral Dissertation]. Old Dominion University; 2020. Available from: https://digitalcommons.odu.edu/efl_etds/242

6. Sullivan, Julie. Ready to Write: Exploring the Student Perspective on the Transition to College.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  Written communication is a cornerstone of college and career success, yet many students arrive at college underprepared for the writing demands of the academic… (more)

Subjects/Keywords: College Success; College Writing; Composition; Preparation for College; student perspective; student voice; Education

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APA (6th Edition):

Sullivan, J. (2014). Ready to Write: Exploring the Student Perspective on the Transition to College. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/109

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):

Sullivan, Julie. “Ready to Write: Exploring the Student Perspective on the Transition to College.” 2014. Thesis, University of San Francisco. Accessed October 31, 2020. https://repository.usfca.edu/diss/109.

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

MLA Handbook (7th Edition):

Sullivan, Julie. “Ready to Write: Exploring the Student Perspective on the Transition to College.” 2014. Web. 31 Oct 2020.

Vancouver:

Sullivan J. Ready to Write: Exploring the Student Perspective on the Transition to College. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2020 Oct 31]. Available from: https://repository.usfca.edu/diss/109.

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

Council of Science Editors:

Sullivan J. Ready to Write: Exploring the Student Perspective on the Transition to College. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/109

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


Colorado State University

7. Bruick, Thomas J. Mastery motivation: moving towards a better understanding of college student success.

Degree: PhD, Education, 2019, Colorado State University

 This comparative and associational quantitative study applied a pragmatic theoretical perspective to the exploration of college student dispositions. First, the study evaluated the Dimensions of… (more)

Subjects/Keywords: developmental education; student dispositions; mastery motivation; college student success

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

APA (6th Edition):

Bruick, T. J. (2019). Mastery motivation: moving towards a better understanding of college student success. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195348

Chicago Manual of Style (16th Edition):

Bruick, Thomas J. “Mastery motivation: moving towards a better understanding of college student success.” 2019. Doctoral Dissertation, Colorado State University. Accessed October 31, 2020. http://hdl.handle.net/10217/195348.

MLA Handbook (7th Edition):

Bruick, Thomas J. “Mastery motivation: moving towards a better understanding of college student success.” 2019. Web. 31 Oct 2020.

Vancouver:

Bruick TJ. Mastery motivation: moving towards a better understanding of college student success. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10217/195348.

Council of Science Editors:

Bruick TJ. Mastery motivation: moving towards a better understanding of college student success. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195348


University of Georgia

8. Thompson, Daniel Isaiah. Improving student success for African American males.

Degree: 2016, University of Georgia

 In recent years, researchers have examined how to effectively improve student success outcomes for African American males and sustain this effort. The U.S. Department of… (more)

Subjects/Keywords: African American; Black male; student success; college access; college retention; student support services

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APA (6th Edition):

Thompson, D. I. (2016). Improving student success for African American males. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35773

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):

Thompson, Daniel Isaiah. “Improving student success for African American males.” 2016. Thesis, University of Georgia. Accessed October 31, 2020. http://hdl.handle.net/10724/35773.

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

MLA Handbook (7th Edition):

Thompson, Daniel Isaiah. “Improving student success for African American males.” 2016. Web. 31 Oct 2020.

Vancouver:

Thompson DI. Improving student success for African American males. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10724/35773.

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

Council of Science Editors:

Thompson DI. Improving student success for African American males. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35773

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


University of Arkansas

9. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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


Temple University

10. Mendrinos, Niki. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.

Degree: 2014, Temple University

Educational Administration

Ed.D.

Standardized tests such as the SAT and ACT claim to predict students' success in college. Colleges and universities place a considerable emphasis… (more)

Subjects/Keywords: Educational administration;

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APA (6th Edition):

Mendrinos, N. (2014). BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,305470

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):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Thesis, Temple University. Accessed October 31, 2020. http://digital.library.temple.edu/u?/p245801coll10,305470.

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

MLA Handbook (7th Edition):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Web. 31 Oct 2020.

Vancouver:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Internet] [Thesis]. Temple University; 2014. [cited 2020 Oct 31]. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470.

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

Council of Science Editors:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470

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


University of South Carolina

11. Scruggs, Beth Ann. College Success Class: A Targeted Soft Skills Inventory For Student Success.

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

College Success, Freshman Seminar, College 101, or University 101—all of these courses have the common theme of providing students with the knowledge and skills… (more)

Subjects/Keywords: Curriculum and Instruction; Education; College Success Class; Targeted; Soft Skills; Inventory; Student Success

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APA (6th Edition):

Scruggs, B. A. (2018). College Success Class: A Targeted Soft Skills Inventory For Student Success. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4728

Chicago Manual of Style (16th Edition):

Scruggs, Beth Ann. “College Success Class: A Targeted Soft Skills Inventory For Student Success.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 31, 2020. https://scholarcommons.sc.edu/etd/4728.

MLA Handbook (7th Edition):

Scruggs, Beth Ann. “College Success Class: A Targeted Soft Skills Inventory For Student Success.” 2018. Web. 31 Oct 2020.

Vancouver:

Scruggs BA. College Success Class: A Targeted Soft Skills Inventory For Student Success. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Oct 31]. Available from: https://scholarcommons.sc.edu/etd/4728.

Council of Science Editors:

Scruggs BA. College Success Class: A Targeted Soft Skills Inventory For Student Success. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4728


UCLA

12. Fox, Megan Elisa. Scrutinizing Sophomore Slump: An Exploration of Student Behaviors and Institutional Conditions.

Degree: Education, 2014, UCLA

 This research studied sophomore challenges and issues related to "slump," at a large four-year, urban public university in California. The study investigated sophomore slump in… (more)

Subjects/Keywords: Education; academic success; college student development; engagement; satisfaction; sophomore

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APA (6th Edition):

Fox, M. E. (2014). Scrutinizing Sophomore Slump: An Exploration of Student Behaviors and Institutional Conditions. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9114239z

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):

Fox, Megan Elisa. “Scrutinizing Sophomore Slump: An Exploration of Student Behaviors and Institutional Conditions.” 2014. Thesis, UCLA. Accessed October 31, 2020. http://www.escholarship.org/uc/item/9114239z.

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

MLA Handbook (7th Edition):

Fox, Megan Elisa. “Scrutinizing Sophomore Slump: An Exploration of Student Behaviors and Institutional Conditions.” 2014. Web. 31 Oct 2020.

Vancouver:

Fox ME. Scrutinizing Sophomore Slump: An Exploration of Student Behaviors and Institutional Conditions. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Oct 31]. Available from: http://www.escholarship.org/uc/item/9114239z.

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

Council of Science Editors:

Fox ME. Scrutinizing Sophomore Slump: An Exploration of Student Behaviors and Institutional Conditions. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/9114239z

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


University of Louisville

13. 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 (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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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


University of Georgia

14. Szabo-Durham, Virginia. Beyond IPEDS.

Degree: 2016, University of Georgia

 Persistence in higher education, particularly the college completion rates at colleges and universities, is the focus of a variety of national and state initiatives. Many… (more)

Subjects/Keywords: Georgia Southern University; college completion; persistence; IPEDS; student success; HOPE Scholarship

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APA (6th Edition):

Szabo-Durham, V. (2016). Beyond IPEDS. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/33920

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):

Szabo-Durham, Virginia. “Beyond IPEDS.” 2016. Thesis, University of Georgia. Accessed October 31, 2020. http://hdl.handle.net/10724/33920.

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

MLA Handbook (7th Edition):

Szabo-Durham, Virginia. “Beyond IPEDS.” 2016. Web. 31 Oct 2020.

Vancouver:

Szabo-Durham V. Beyond IPEDS. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10724/33920.

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

Council of Science Editors:

Szabo-Durham V. Beyond IPEDS. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/33920

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

15. Maxa, Vicky. Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion.

Degree: 2014, Ferris State University

College completion is at the pinnacle of issues of contemporary concern in post-secondary education, and impacts community colleges to a greater degree than universities since… (more)

Subjects/Keywords: College completion rates; Student success.; Community colleges; Job training programs.

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APA (6th Edition):

Maxa, V. (2014). Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5269

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):

Maxa, Vicky. “Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion.” 2014. Thesis, Ferris State University. Accessed October 31, 2020. http://hdl.handle.net/2323/5269.

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

MLA Handbook (7th Edition):

Maxa, Vicky. “Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion.” 2014. Web. 31 Oct 2020.

Vancouver:

Maxa V. Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion. [Internet] [Thesis]. Ferris State University; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2323/5269.

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

Council of Science Editors:

Maxa V. Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion. [Thesis]. Ferris State University; 2014. Available from: http://hdl.handle.net/2323/5269

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

16. Wagner, Kimberly. Exploring Relationships between Trait Emotional Intelligence, Academic College Readiness and First Year Student Success.

Degree: 2019, Ferris State University

College readiness for America’s high school students has captured the attention of community college leaders to stimulate enrollment and attend to the national college completion… (more)

Subjects/Keywords: Community colleges.; College readiness.; Student success.; Emotional intelligence.

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

APA (6th Edition):

Wagner, K. (2019). Exploring Relationships between Trait Emotional Intelligence, Academic College Readiness and First Year Student Success. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/6448

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):

Wagner, Kimberly. “Exploring Relationships between Trait Emotional Intelligence, Academic College Readiness and First Year Student Success.” 2019. Thesis, Ferris State University. Accessed October 31, 2020. http://hdl.handle.net/2323/6448.

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

MLA Handbook (7th Edition):

Wagner, Kimberly. “Exploring Relationships between Trait Emotional Intelligence, Academic College Readiness and First Year Student Success.” 2019. Web. 31 Oct 2020.

Vancouver:

Wagner K. Exploring Relationships between Trait Emotional Intelligence, Academic College Readiness and First Year Student Success. [Internet] [Thesis]. Ferris State University; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2323/6448.

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

Council of Science Editors:

Wagner K. Exploring Relationships between Trait Emotional Intelligence, Academic College Readiness and First Year Student Success. [Thesis]. Ferris State University; 2019. Available from: http://hdl.handle.net/2323/6448

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


Texas Tech University

17. Tawney, Andrea S. Noncognitive Predictors of Academic Success for First Generation College Students at a Public Research University in Texas.

Degree: Educational Psychology, 2011, Texas Tech University

 In 1995-1996, first generation college students accounted for 53% of the population in two-year colleges and 34% for four-year institutions (Choy, 2001). Although these numbers… (more)

Subjects/Keywords: First generation college student; Noncognitive predictors; Academic success

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APA (6th Edition):

Tawney, A. S. (2011). Noncognitive Predictors of Academic Success for First Generation College Students at a Public Research University in Texas. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/ETD-TTU-2011-08-1800

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):

Tawney, Andrea S. “Noncognitive Predictors of Academic Success for First Generation College Students at a Public Research University in Texas.” 2011. Thesis, Texas Tech University. Accessed October 31, 2020. http://hdl.handle.net/2346/ETD-TTU-2011-08-1800.

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

MLA Handbook (7th Edition):

Tawney, Andrea S. “Noncognitive Predictors of Academic Success for First Generation College Students at a Public Research University in Texas.” 2011. Web. 31 Oct 2020.

Vancouver:

Tawney AS. Noncognitive Predictors of Academic Success for First Generation College Students at a Public Research University in Texas. [Internet] [Thesis]. Texas Tech University; 2011. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-08-1800.

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

Council of Science Editors:

Tawney AS. Noncognitive Predictors of Academic Success for First Generation College Students at a Public Research University in Texas. [Thesis]. Texas Tech University; 2011. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-08-1800

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


University of Southern California

18. 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 (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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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


Virginia Tech

19. Faas, Caitlin Suzanne. Predicting Socioeconomic Success and Mental Health Outcomes for Young Adults who Dropped out of College.

Degree: PhD, Human Development, 2013, Virginia Tech

 This dissertation is comprised of two studies that both aimed to understand the population of young adults who dropped out of college. Life course theory… (more)

Subjects/Keywords: young adult; socioeconomic success; mental health; college student

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APA (6th Edition):

Faas, C. S. (2013). Predicting Socioeconomic Success and Mental Health Outcomes for Young Adults who Dropped out of College. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23934

Chicago Manual of Style (16th Edition):

Faas, Caitlin Suzanne. “Predicting Socioeconomic Success and Mental Health Outcomes for Young Adults who Dropped out of College.” 2013. Doctoral Dissertation, Virginia Tech. Accessed October 31, 2020. http://hdl.handle.net/10919/23934.

MLA Handbook (7th Edition):

Faas, Caitlin Suzanne. “Predicting Socioeconomic Success and Mental Health Outcomes for Young Adults who Dropped out of College.” 2013. Web. 31 Oct 2020.

Vancouver:

Faas CS. Predicting Socioeconomic Success and Mental Health Outcomes for Young Adults who Dropped out of College. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10919/23934.

Council of Science Editors:

Faas CS. Predicting Socioeconomic Success and Mental Health Outcomes for Young Adults who Dropped out of College. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23934


University of Louisville

20. Partin, Kathren Teresa. The role of community college-based transfer programming in transfer student success.

Degree: PhD, Department of Educational and Counseling Psychology, 2012, University of Louisville

 More students now begin their postsecondary education at the two-year college level with the intention of transferring to earn a bachelor's degree, making the transfer… (more)

Subjects/Keywords: Community college; Transfer students; Transfer program; Student success

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

APA (6th Edition):

Partin, K. T. (2012). The role of community college-based transfer programming in transfer student success. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1097 ; https://ir.library.louisville.edu/etd/1097

Chicago Manual of Style (16th Edition):

Partin, Kathren Teresa. “The role of community college-based transfer programming in transfer student success.” 2012. Doctoral Dissertation, University of Louisville. Accessed October 31, 2020. 10.18297/etd/1097 ; https://ir.library.louisville.edu/etd/1097.

MLA Handbook (7th Edition):

Partin, Kathren Teresa. “The role of community college-based transfer programming in transfer student success.” 2012. Web. 31 Oct 2020.

Vancouver:

Partin KT. The role of community college-based transfer programming in transfer student success. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2020 Oct 31]. Available from: 10.18297/etd/1097 ; https://ir.library.louisville.edu/etd/1097.

Council of Science Editors:

Partin KT. The role of community college-based transfer programming in transfer student success. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1097 ; https://ir.library.louisville.edu/etd/1097

21. Byrd, Tanika Lee. Successful African American Community College Student Athletes’ Perceptions of Factors of Academic Success.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, University of San Francisco

  California community colleges are facing serious obstacles in relation to students of color achieving academic success. African American men see the community college as… (more)

Subjects/Keywords: African American men; community college; factors of success; student athlete; Education

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APA (6th Edition):

Byrd, T. L. (2017). Successful African American Community College Student Athletes’ Perceptions of Factors of Academic Success. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/347

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):

Byrd, Tanika Lee. “Successful African American Community College Student Athletes’ Perceptions of Factors of Academic Success.” 2017. Thesis, University of San Francisco. Accessed October 31, 2020. https://repository.usfca.edu/diss/347.

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

MLA Handbook (7th Edition):

Byrd, Tanika Lee. “Successful African American Community College Student Athletes’ Perceptions of Factors of Academic Success.” 2017. Web. 31 Oct 2020.

Vancouver:

Byrd TL. Successful African American Community College Student Athletes’ Perceptions of Factors of Academic Success. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2020 Oct 31]. Available from: https://repository.usfca.edu/diss/347.

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

Council of Science Editors:

Byrd TL. Successful African American Community College Student Athletes’ Perceptions of Factors of Academic Success. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/347

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

22. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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


Northeastern University

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

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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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


University of Iowa

24. Keller, David Arthur. An integrated model of early community college student success: understanding success in developmental mathematics.

Degree: PhD, Educational Policy and Leadership Studies, 2011, University of Iowa

  The purpose of this study was to integrate traditional student success models with theories which focus on nontraditional students to create a model of… (more)

Subjects/Keywords: Community College; Developmental Mathematics; Noncognitive Variables; Student Persistence; Student Success; Educational Administration and Supervision

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

APA (6th Edition):

Keller, D. A. (2011). An integrated model of early community college student success: understanding success in developmental mathematics. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/996

Chicago Manual of Style (16th Edition):

Keller, David Arthur. “An integrated model of early community college student success: understanding success in developmental mathematics.” 2011. Doctoral Dissertation, University of Iowa. Accessed October 31, 2020. https://ir.uiowa.edu/etd/996.

MLA Handbook (7th Edition):

Keller, David Arthur. “An integrated model of early community college student success: understanding success in developmental mathematics.” 2011. Web. 31 Oct 2020.

Vancouver:

Keller DA. An integrated model of early community college student success: understanding success in developmental mathematics. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2020 Oct 31]. Available from: https://ir.uiowa.edu/etd/996.

Council of Science Editors:

Keller DA. An integrated model of early community college student success: understanding success in developmental mathematics. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/996

25. Reed, Ashley Casteel. The Relationship Between Student Employment in the College Union and Student Success.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2018, Encompass Digital Archive, Eastern Kentucky University

  The purpose of this quantitative study was to investigate the relationship between student employment in the college union and student success at public universities… (more)

Subjects/Keywords: college union; student employment; student success; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Reed, A. C. (2018). The Relationship Between Student Employment in the College Union and Student Success. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/581

Chicago Manual of Style (16th Edition):

Reed, Ashley Casteel. “The Relationship Between Student Employment in the College Union and Student Success.” 2018. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed October 31, 2020. https://encompass.eku.edu/etd/581.

MLA Handbook (7th Edition):

Reed, Ashley Casteel. “The Relationship Between Student Employment in the College Union and Student Success.” 2018. Web. 31 Oct 2020.

Vancouver:

Reed AC. The Relationship Between Student Employment in the College Union and Student Success. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2018. [cited 2020 Oct 31]. Available from: https://encompass.eku.edu/etd/581.

Council of Science Editors:

Reed AC. The Relationship Between Student Employment in the College Union and Student Success. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2018. Available from: https://encompass.eku.edu/etd/581


University of Toronto

26. Hinds, Christa Dawn Iacovino. Aboriginal Student Persistence and Success in Ontario Colleges.

Degree: PhD, 2014, University of Toronto

 This study relies on a mixed method research approach with a focus on qualitative research including open-ended, semi-structured interviews at Aboriginal Resource Centres in three… (more)

Subjects/Keywords: Aboriginal; Aboriginal student enrollment; Aboriginal student success; College; Indigenous education; native education; 0745

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APA (6th Edition):

Hinds, C. D. I. (2014). Aboriginal Student Persistence and Success in Ontario Colleges. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68590

Chicago Manual of Style (16th Edition):

Hinds, Christa Dawn Iacovino. “Aboriginal Student Persistence and Success in Ontario Colleges.” 2014. Doctoral Dissertation, University of Toronto. Accessed October 31, 2020. http://hdl.handle.net/1807/68590.

MLA Handbook (7th Edition):

Hinds, Christa Dawn Iacovino. “Aboriginal Student Persistence and Success in Ontario Colleges.” 2014. Web. 31 Oct 2020.

Vancouver:

Hinds CDI. Aboriginal Student Persistence and Success in Ontario Colleges. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1807/68590.

Council of Science Editors:

Hinds CDI. Aboriginal Student Persistence and Success in Ontario Colleges. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68590


University of Minnesota

27. Gray, Monita Mohammadian. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.

Degree: PhD, Organizational Leadership, Policy, and Development, 2014, University of Minnesota

 Representing a larger percentage of the undergraduate population on campus across the U.S, coupled with a predicted decline in the "typical" college-going population of 18-year-olds,… (more)

Subjects/Keywords: College student persistence; Completion agenda; Student success; Transfer students; Transition; Organizational leadership, policy, and development

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

APA (6th Edition):

Gray, M. M. (2014). Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/168203

Chicago Manual of Style (16th Edition):

Gray, Monita Mohammadian. “Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.” 2014. Doctoral Dissertation, University of Minnesota. Accessed October 31, 2020. http://hdl.handle.net/11299/168203.

MLA Handbook (7th Edition):

Gray, Monita Mohammadian. “Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.” 2014. Web. 31 Oct 2020.

Vancouver:

Gray MM. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/11299/168203.

Council of Science Editors:

Gray MM. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/168203


Louisiana State University

28. Avery, Jared Christian. Examining the Persistence of Students in Academic and Leadership Development Programs.

Degree: PhD, Education, 2014, Louisiana State University

 The study examined whether institution-driven programs improve persistence among Black male student participants. Using modified versions of Tinto’s Student Integration Model (SIM) as the theoretical… (more)

Subjects/Keywords: Black Males; Persistence; College Student Success; Student Engagment; Institution-Driven Programs; Degree Attainment

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APA (6th Edition):

Avery, J. C. (2014). Examining the Persistence of Students in Academic and Leadership Development Programs. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06112014-090853 ; https://digitalcommons.lsu.edu/gradschool_dissertations/724

Chicago Manual of Style (16th Edition):

Avery, Jared Christian. “Examining the Persistence of Students in Academic and Leadership Development Programs.” 2014. Doctoral Dissertation, Louisiana State University. Accessed October 31, 2020. etd-06112014-090853 ; https://digitalcommons.lsu.edu/gradschool_dissertations/724.

MLA Handbook (7th Edition):

Avery, Jared Christian. “Examining the Persistence of Students in Academic and Leadership Development Programs.” 2014. Web. 31 Oct 2020.

Vancouver:

Avery JC. Examining the Persistence of Students in Academic and Leadership Development Programs. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 Oct 31]. Available from: etd-06112014-090853 ; https://digitalcommons.lsu.edu/gradschool_dissertations/724.

Council of Science Editors:

Avery JC. Examining the Persistence of Students in Academic and Leadership Development Programs. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-06112014-090853 ; https://digitalcommons.lsu.edu/gradschool_dissertations/724


The Ohio State University

29. Newell, Emily Marie. The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support.

Degree: PhD, EDU Physical Activity and Educational Services, 2016, The Ohio State University

 International student-athletes (ISAs) are one of the fastest growing subpopulations in intercollegiate athletics, increasing at a rate that is far outpacing the overall student-athlete growth… (more)

Subjects/Keywords: Sports Management; Higher Education; student-athletes; international student-athletes; transition to college; intercollegiate athletics; student-athlete success; student-athlete academics

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APA (6th Edition):

Newell, E. M. (2016). The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855

Chicago Manual of Style (16th Edition):

Newell, Emily Marie. “The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support.” 2016. Doctoral Dissertation, The Ohio State University. Accessed October 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855.

MLA Handbook (7th Edition):

Newell, Emily Marie. “The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support.” 2016. Web. 31 Oct 2020.

Vancouver:

Newell EM. The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2020 Oct 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855.

Council of Science Editors:

Newell EM. The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855


Northeastern University

30. Prescott, Charles. "the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College.

Degree: EdD, School of Education, 2019, Northeastern University

 This study examined how working-class male students perceive their experiences during the first semester at a community college in order to identify strategies they employ… (more)

Subjects/Keywords: community college; masculinities; self-efficacy; student success; working-class; Community college education; Higher education

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APA (6th Edition):

Prescott, C. (2019). "the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316544

Chicago Manual of Style (16th Edition):

Prescott, Charles. “"the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College.” 2019. Doctoral Dissertation, Northeastern University. Accessed October 31, 2020. http://hdl.handle.net/2047/D20316544.

MLA Handbook (7th Edition):

Prescott, Charles. “"the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College.” 2019. Web. 31 Oct 2020.

Vancouver:

Prescott C. "the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2047/D20316544.

Council of Science Editors:

Prescott C. "the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316544

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