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You searched for subject:(Faculty Engagement). Showing records 1 – 30 of 51 total matches.

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Northeastern University

1. Williams-Munger, Natalie M. When those who can, teach: understanding the engagement of adjunct practitioners - a case study.

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

 Adjunct faculty members have become the dominant faculty demographic in American higher education, as the majority of all new faculty appointments are now part-time. Despite… (more)

Subjects/Keywords: adjunct faculty; employee engagement; faculty experience

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APA (6th Edition):

Williams-Munger, N. M. (2018). When those who can, teach: understanding the engagement of adjunct practitioners - a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281287

Chicago Manual of Style (16th Edition):

Williams-Munger, Natalie M. “When those who can, teach: understanding the engagement of adjunct practitioners - a case study.” 2018. Doctoral Dissertation, Northeastern University. Accessed March 20, 2019. http://hdl.handle.net/2047/D20281287.

MLA Handbook (7th Edition):

Williams-Munger, Natalie M. “When those who can, teach: understanding the engagement of adjunct practitioners - a case study.” 2018. Web. 20 Mar 2019.

Vancouver:

Williams-Munger NM. When those who can, teach: understanding the engagement of adjunct practitioners - a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2047/D20281287.

Council of Science Editors:

Williams-Munger NM. When those who can, teach: understanding the engagement of adjunct practitioners - a case study. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281287


Duquesne University

2. Talbert-Horsey, Michelle. An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2015, Duquesne University

 Despite progress in access to colleges and student support services, African American students maintain a low community college completion rate, relative to their enrollment. Using… (more)

Subjects/Keywords: Community college; African-American; Faculty-student engagement

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APA (6th Edition):

Talbert-Horsey, M. (2015). An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1266

Chicago Manual of Style (16th Edition):

Talbert-Horsey, Michelle. “An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College.” 2015. Doctoral Dissertation, Duquesne University. Accessed March 20, 2019. https://dsc.duq.edu/etd/1266.

MLA Handbook (7th Edition):

Talbert-Horsey, Michelle. “An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College.” 2015. Web. 20 Mar 2019.

Vancouver:

Talbert-Horsey M. An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Mar 20]. Available from: https://dsc.duq.edu/etd/1266.

Council of Science Editors:

Talbert-Horsey M. An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/1266


Virginia Tech

3. Stanton, Kenneth C. Engineering Faculty Motivation for and Engagement in Formative Assessment.

Degree: PhD, Engineering Education, 2011, Virginia Tech

 The purposes of this study were to conduct an exploratory study of the status quo of engineering faculty motivation for and engagement in formative assessment,… (more)

Subjects/Keywords: Formative Assessment; Engagement; Motivation; Faculty; Engineering

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APA (6th Edition):

Stanton, K. C. (2011). Engineering Faculty Motivation for and Engagement in Formative Assessment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26361

Chicago Manual of Style (16th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 20, 2019. http://hdl.handle.net/10919/26361.

MLA Handbook (7th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Web. 20 Mar 2019.

Vancouver:

Stanton KC. Engineering Faculty Motivation for and Engagement in Formative Assessment. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10919/26361.

Council of Science Editors:

Stanton KC. Engineering Faculty Motivation for and Engagement in Formative Assessment. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26361


East Tennessee State University

4. Abraham, Sneha E. Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this study was to investigate faculty and administrator perceptions of online learning compared to traditional face-to-face instruction by exploring the factors… (more)

Subjects/Keywords: Online education; student engagement; faculty engagement; Educational Leadership; Higher Education Administration

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APA (6th Edition):

Abraham, S. E. (2014). Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2340

Chicago Manual of Style (16th Edition):

Abraham, Sneha E. “Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/2340.

MLA Handbook (7th Edition):

Abraham, Sneha E. “Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education.” 2014. Web. 20 Mar 2019.

Vancouver:

Abraham SE. Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/2340.

Council of Science Editors:

Abraham SE. Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2340


Louisiana State University

5. Gibeson, Glenn M., IV. Leveraging the Social Network to Support Engagement in an Academic Environment.

Degree: PhD, Higher Education, 2017, Louisiana State University

  The primary purpose of this study was to determine the relationship between selected social network characteristics and engagement among faculty at a research university… (more)

Subjects/Keywords: Social network connections; Utrecht Work Engagement Scale; faculty engagement

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APA (6th Edition):

Gibeson, Glenn M., I. (2017). Leveraging the Social Network to Support Engagement in an Academic Environment. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4130

Chicago Manual of Style (16th Edition):

Gibeson, Glenn M., IV. “Leveraging the Social Network to Support Engagement in an Academic Environment.” 2017. Doctoral Dissertation, Louisiana State University. Accessed March 20, 2019. https://digitalcommons.lsu.edu/gradschool_dissertations/4130.

MLA Handbook (7th Edition):

Gibeson, Glenn M., IV. “Leveraging the Social Network to Support Engagement in an Academic Environment.” 2017. Web. 20 Mar 2019.

Vancouver:

Gibeson, Glenn M. I. Leveraging the Social Network to Support Engagement in an Academic Environment. [Internet] [Doctoral dissertation]. Louisiana State University; 2017. [cited 2019 Mar 20]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4130.

Council of Science Editors:

Gibeson, Glenn M. I. Leveraging the Social Network to Support Engagement in an Academic Environment. [Doctoral Dissertation]. Louisiana State University; 2017. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4130


Bowling Green State University

6. Williams-Chehmani, Angie. The Effect of Faculty-Student Interactions on Student Engagement at Community Colleges.

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

 This study examines the nature and extent of part-time instructor interactions with students in and outside of the classroom compared to full-time instructors at community… (more)

Subjects/Keywords: Higher Education; Faculty; Student; Interactions; Engagement; Communicy Colleges

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APA (6th Edition):

Williams-Chehmani, A. (2009). The Effect of Faculty-Student Interactions on Student Engagement at Community Colleges. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764333

Chicago Manual of Style (16th Edition):

Williams-Chehmani, Angie. “The Effect of Faculty-Student Interactions on Student Engagement at Community Colleges.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764333.

MLA Handbook (7th Edition):

Williams-Chehmani, Angie. “The Effect of Faculty-Student Interactions on Student Engagement at Community Colleges.” 2009. Web. 20 Mar 2019.

Vancouver:

Williams-Chehmani A. The Effect of Faculty-Student Interactions on Student Engagement at Community Colleges. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764333.

Council of Science Editors:

Williams-Chehmani A. The Effect of Faculty-Student Interactions on Student Engagement at Community Colleges. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764333


Penn State University

7. Domagal-Goldman, Jennifer M. TEACHING FOR CIVIC CAPACITY AND ENGAGEMENT: HOW FACULTY MEMBERS ALIGN TEACHING AND PURPOSE.

Degree: PhD, Higher Education, 2010, Penn State University

 The purpose of the study was to advance theoretical and practical understanding of the role of faculty participation in a campus-based professional development group on… (more)

Subjects/Keywords: civic engagement; higher education; teaching and learning; faculty learning

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APA (6th Edition):

Domagal-Goldman, J. M. (2010). TEACHING FOR CIVIC CAPACITY AND ENGAGEMENT: HOW FACULTY MEMBERS ALIGN TEACHING AND PURPOSE. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10935

Chicago Manual of Style (16th Edition):

Domagal-Goldman, Jennifer M. “TEACHING FOR CIVIC CAPACITY AND ENGAGEMENT: HOW FACULTY MEMBERS ALIGN TEACHING AND PURPOSE.” 2010. Doctoral Dissertation, Penn State University. Accessed March 20, 2019. https://etda.libraries.psu.edu/catalog/10935.

MLA Handbook (7th Edition):

Domagal-Goldman, Jennifer M. “TEACHING FOR CIVIC CAPACITY AND ENGAGEMENT: HOW FACULTY MEMBERS ALIGN TEACHING AND PURPOSE.” 2010. Web. 20 Mar 2019.

Vancouver:

Domagal-Goldman JM. TEACHING FOR CIVIC CAPACITY AND ENGAGEMENT: HOW FACULTY MEMBERS ALIGN TEACHING AND PURPOSE. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Mar 20]. Available from: https://etda.libraries.psu.edu/catalog/10935.

Council of Science Editors:

Domagal-Goldman JM. TEACHING FOR CIVIC CAPACITY AND ENGAGEMENT: HOW FACULTY MEMBERS ALIGN TEACHING AND PURPOSE. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/10935


University of Southern California

8. Bolen, Kevin John. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This study examines the impact that diversity courses (DC’s), created to increase social awareness on college campuses, have on 553 students’ interactions with faculty, critical… (more)

Subjects/Keywords: diversity courses; student-faculty interactions; social engagement; critical thinking

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APA (6th Edition):

Bolen, K. J. (2010). Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943

Chicago Manual of Style (16th Edition):

Bolen, Kevin John. “Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943.

MLA Handbook (7th Edition):

Bolen, Kevin John. “Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.” 2010. Web. 20 Mar 2019.

Vancouver:

Bolen KJ. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943.

Council of Science Editors:

Bolen KJ. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943


Montana State University

9. Welker, Susan Louise. Fulbright faculty's conceptualization of their international experience.

Degree: College of Education, Health & Human Development, 2014, Montana State University

 This embedded case study describes how four Fulbright recipients at a Carnegie I classified research institution in the western U.S. conceptualized their international experiences, and,… (more)

Subjects/Keywords: Universities and colleges Faculty.; Fulbright scholars.; Engagement (Philosophy).

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APA (6th Edition):

Welker, S. L. (2014). Fulbright faculty's conceptualization of their international experience. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8696

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):

Welker, Susan Louise. “Fulbright faculty's conceptualization of their international experience.” 2014. Thesis, Montana State University. Accessed March 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/8696.

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

MLA Handbook (7th Edition):

Welker, Susan Louise. “Fulbright faculty's conceptualization of their international experience.” 2014. Web. 20 Mar 2019.

Vancouver:

Welker SL. Fulbright faculty's conceptualization of their international experience. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Mar 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8696.

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

Council of Science Editors:

Welker SL. Fulbright faculty's conceptualization of their international experience. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8696

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


Iowa State University

10. Vance Aguiar, Alicia. Promotion of student engagement by online community college faculty.

Degree: 2017, Iowa State University

 Online higher education courses continue to attract students across the U.S. However, online student persistence, particularly in community colleges, continues to lag traditional delivery. It… (more)

Subjects/Keywords: engagement; faculty; online; presence; teaching; Higher Education Administration

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APA (6th Edition):

Vance Aguiar, A. (2017). Promotion of student engagement by online community college faculty. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16296

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):

Vance Aguiar, Alicia. “Promotion of student engagement by online community college faculty.” 2017. Thesis, Iowa State University. Accessed March 20, 2019. https://lib.dr.iastate.edu/etd/16296.

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

MLA Handbook (7th Edition):

Vance Aguiar, Alicia. “Promotion of student engagement by online community college faculty.” 2017. Web. 20 Mar 2019.

Vancouver:

Vance Aguiar A. Promotion of student engagement by online community college faculty. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Mar 20]. Available from: https://lib.dr.iastate.edu/etd/16296.

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

Council of Science Editors:

Vance Aguiar A. Promotion of student engagement by online community college faculty. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/16296

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


University of Minnesota

11. Nkhoma, Nelson. Community-Engaged Scholarship in African Higher Education: Exploring Faculty Motivations and Barriers to Community-Engaged Scholarship in Malawi.

Degree: PhD, Organizational Leadership, Policy, and Development, 2015, University of Minnesota

 This research study examines the factors influencing the motivations of faculty at three Malawian public universities across six campuses in conducting community-engaged scholarship. The study… (more)

Subjects/Keywords: African Higher Education; Community Engagement; Faculty/Professors; International development; Malawi; Motivation

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APA (6th Edition):

Nkhoma, N. (2015). Community-Engaged Scholarship in African Higher Education: Exploring Faculty Motivations and Barriers to Community-Engaged Scholarship in Malawi. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/177119

Chicago Manual of Style (16th Edition):

Nkhoma, Nelson. “Community-Engaged Scholarship in African Higher Education: Exploring Faculty Motivations and Barriers to Community-Engaged Scholarship in Malawi.” 2015. Doctoral Dissertation, University of Minnesota. Accessed March 20, 2019. http://hdl.handle.net/11299/177119.

MLA Handbook (7th Edition):

Nkhoma, Nelson. “Community-Engaged Scholarship in African Higher Education: Exploring Faculty Motivations and Barriers to Community-Engaged Scholarship in Malawi.” 2015. Web. 20 Mar 2019.

Vancouver:

Nkhoma N. Community-Engaged Scholarship in African Higher Education: Exploring Faculty Motivations and Barriers to Community-Engaged Scholarship in Malawi. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/11299/177119.

Council of Science Editors:

Nkhoma N. Community-Engaged Scholarship in African Higher Education: Exploring Faculty Motivations and Barriers to Community-Engaged Scholarship in Malawi. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/177119


North Carolina State University

12. Wirt, Lesley Grieco. Exploring Predictors of Faculty-Student Interaction for Community College Students.

Degree: EdD, Higher Education Administration, 2010, North Carolina State University

 One fundamental aspect of engagement in higher education is faculty-student interaction. Faculty-student interaction has been associated with student success and persistence in both four- and… (more)

Subjects/Keywords: community college; engagement; involvement; Astin; Pace; faculty-student interaction

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APA (6th Edition):

Wirt, L. G. (2010). Exploring Predictors of Faculty-Student Interaction for Community College Students. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6228

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):

Wirt, Lesley Grieco. “Exploring Predictors of Faculty-Student Interaction for Community College Students.” 2010. Thesis, North Carolina State University. Accessed March 20, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6228.

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

MLA Handbook (7th Edition):

Wirt, Lesley Grieco. “Exploring Predictors of Faculty-Student Interaction for Community College Students.” 2010. Web. 20 Mar 2019.

Vancouver:

Wirt LG. Exploring Predictors of Faculty-Student Interaction for Community College Students. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Mar 20]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6228.

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

Council of Science Editors:

Wirt LG. Exploring Predictors of Faculty-Student Interaction for Community College Students. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6228

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


Virginia Tech

13. Sanderlin, Nicole. Motivations for Faculty Engagement in Internationalization: Learning from Champions and Advocates.

Degree: PhD, Public Administration and Public Affairs, 2012, Virginia Tech

 The success of internationalization depends heavily on faculty support and engagement. Nonetheless, the motivations of faculty heavily engaged in international activities—described by scholars as champions… (more)

Subjects/Keywords: Virginia Tech; university; internationalization; higher education; faculty engagement; globalization

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APA (6th Edition):

Sanderlin, N. (2012). Motivations for Faculty Engagement in Internationalization: Learning from Champions and Advocates. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77064

Chicago Manual of Style (16th Edition):

Sanderlin, Nicole. “Motivations for Faculty Engagement in Internationalization: Learning from Champions and Advocates.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 20, 2019. http://hdl.handle.net/10919/77064.

MLA Handbook (7th Edition):

Sanderlin, Nicole. “Motivations for Faculty Engagement in Internationalization: Learning from Champions and Advocates.” 2012. Web. 20 Mar 2019.

Vancouver:

Sanderlin N. Motivations for Faculty Engagement in Internationalization: Learning from Champions and Advocates. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10919/77064.

Council of Science Editors:

Sanderlin N. Motivations for Faculty Engagement in Internationalization: Learning from Champions and Advocates. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77064


University of Vermont

14. Wagner, Joan. The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

  ABSTRACT College and university mission statements commonly declare contributions for the public good and the development of engaged and responsible citizens as central to… (more)

Subjects/Keywords: Carnegie community engagement classification; Catholic higher education; Catholic mission; community engagement; faculty rewards; promotion and tenure policy; Education; Higher Education

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APA (6th Edition):

Wagner, J. (2017). The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/749

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, Joan. “The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?.” 2017. Thesis, University of Vermont. Accessed March 20, 2019. https://scholarworks.uvm.edu/graddis/749.

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

MLA Handbook (7th Edition):

Wagner, Joan. “The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?.” 2017. Web. 20 Mar 2019.

Vancouver:

Wagner J. The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?. [Internet] [Thesis]. University of Vermont; 2017. [cited 2019 Mar 20]. Available from: https://scholarworks.uvm.edu/graddis/749.

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

Council of Science Editors:

Wagner J. The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/749

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


Northeastern University

15. Lyons, Scott. A study of exemplary co-curricular advising by college and university faculty.

Degree: EdD, School of Education, 2015, Northeastern University

 Significant value is placed on meaningful interaction between faculty and students outside the classroom as a quality indicator for higher education institutions, yet there is… (more)

Subjects/Keywords: co-curricular; faculty advising; hermeneutic phenomenology; student engagement; student involvement; student organizations; Faculty advisors; Student activities; College students; Teacher-student relationships; Engagement (Philosophy)

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APA (6th Edition):

Lyons, S. (2015). A study of exemplary co-curricular advising by college and university faculty. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204646

Chicago Manual of Style (16th Edition):

Lyons, Scott. “A study of exemplary co-curricular advising by college and university faculty.” 2015. Doctoral Dissertation, Northeastern University. Accessed March 20, 2019. http://hdl.handle.net/2047/D20204646.

MLA Handbook (7th Edition):

Lyons, Scott. “A study of exemplary co-curricular advising by college and university faculty.” 2015. Web. 20 Mar 2019.

Vancouver:

Lyons S. A study of exemplary co-curricular advising by college and university faculty. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2047/D20204646.

Council of Science Editors:

Lyons S. A study of exemplary co-curricular advising by college and university faculty. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20204646

16. Williams, Jennifer Lynn. Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado.

Degree: PhD, Higher Education, 2013, U of Denver

  The problem addressed in this study was the assumption that faculty at the postsecondary level in the U. S. are not sufficiently or effectively… (more)

Subjects/Keywords: Faculty Engagement; Institutional Effectiveness; Learning Outcomes Assessment; Scholarship of Assessment; Student Learning; Teaching and Learning

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APA (6th Edition):

Williams, J. L. (2013). Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/711

Chicago Manual of Style (16th Edition):

Williams, Jennifer Lynn. “Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado.” 2013. Doctoral Dissertation, U of Denver. Accessed March 20, 2019. https://digitalcommons.du.edu/etd/711.

MLA Handbook (7th Edition):

Williams, Jennifer Lynn. “Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado.” 2013. Web. 20 Mar 2019.

Vancouver:

Williams JL. Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2019 Mar 20]. Available from: https://digitalcommons.du.edu/etd/711.

Council of Science Editors:

Williams JL. Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/711


The Ohio State University

17. Wade, Amy M. Faculty and the engaged institution: Toward understanding motivators and deterrents for fostering engagement.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

 The purpose of this dissertation is to present a holistic approach to understanding the activities that constitute faculty engagement. After setting an historical context for… (more)

Subjects/Keywords: Education; faculty engagement; service learning; community-based research; public good; higher education

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APA (6th Edition):

Wade, A. M. (2008). Faculty and the engaged institution: Toward understanding motivators and deterrents for fostering engagement. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1227558125

Chicago Manual of Style (16th Edition):

Wade, Amy M. “Faculty and the engaged institution: Toward understanding motivators and deterrents for fostering engagement.” 2008. Doctoral Dissertation, The Ohio State University. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1227558125.

MLA Handbook (7th Edition):

Wade, Amy M. “Faculty and the engaged institution: Toward understanding motivators and deterrents for fostering engagement.” 2008. Web. 20 Mar 2019.

Vancouver:

Wade AM. Faculty and the engaged institution: Toward understanding motivators and deterrents for fostering engagement. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1227558125.

Council of Science Editors:

Wade AM. Faculty and the engaged institution: Toward understanding motivators and deterrents for fostering engagement. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1227558125


Arizona State University

18. Yanez, Lisa Carol. Active Engagement in Medical Education.

Degree: Leadership and Innovation, 2017, Arizona State University

 This study investigates the success of a method used to encourage active engagement strategies among community and research faculty in a College of Medicine, and… (more)

Subjects/Keywords: Education; Higher education; Action research; Active engagement; Active learning; Faculty development; Medical education; Pause procedure

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

APA (6th Edition):

Yanez, L. C. (2017). Active Engagement in Medical Education. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/42062

Chicago Manual of Style (16th Edition):

Yanez, Lisa Carol. “Active Engagement in Medical Education.” 2017. Doctoral Dissertation, Arizona State University. Accessed March 20, 2019. http://repository.asu.edu/items/42062.

MLA Handbook (7th Edition):

Yanez, Lisa Carol. “Active Engagement in Medical Education.” 2017. Web. 20 Mar 2019.

Vancouver:

Yanez LC. Active Engagement in Medical Education. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Mar 20]. Available from: http://repository.asu.edu/items/42062.

Council of Science Editors:

Yanez LC. Active Engagement in Medical Education. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/42062


University of Tennessee – Knoxville

19. Berry, Mary L. Predicting Turnover Intent: Examining the Effects of Employee Engagement, Compensation Fairness, Job Satisfaction, and Age.

Degree: 2010, University of Tennessee – Knoxville

 The current study assessed the moderating effects of Age and the mediating effects of Job Satisfaction on the relationship between antecedents Employee Engagement and Compensation… (more)

Subjects/Keywords: Turnover Intent; Job Satisfaction; Employee Engagement; Compensation Fairness; Faculty; Age; Human Resources Management

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APA (6th Edition):

Berry, M. L. (2010). Predicting Turnover Intent: Examining the Effects of Employee Engagement, Compensation Fairness, Job Satisfaction, and Age. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/678

Chicago Manual of Style (16th Edition):

Berry, Mary L. “Predicting Turnover Intent: Examining the Effects of Employee Engagement, Compensation Fairness, Job Satisfaction, and Age.” 2010. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed March 20, 2019. https://trace.tennessee.edu/utk_graddiss/678.

MLA Handbook (7th Edition):

Berry, Mary L. “Predicting Turnover Intent: Examining the Effects of Employee Engagement, Compensation Fairness, Job Satisfaction, and Age.” 2010. Web. 20 Mar 2019.

Vancouver:

Berry ML. Predicting Turnover Intent: Examining the Effects of Employee Engagement, Compensation Fairness, Job Satisfaction, and Age. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2010. [cited 2019 Mar 20]. Available from: https://trace.tennessee.edu/utk_graddiss/678.

Council of Science Editors:

Berry ML. Predicting Turnover Intent: Examining the Effects of Employee Engagement, Compensation Fairness, Job Satisfaction, and Age. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2010. Available from: https://trace.tennessee.edu/utk_graddiss/678


University of South Florida

20. Hakes, Cathy J. Off-campus work and its relationship to students' experiences with faculty using the college student experiences questionnaire.

Degree: 2010, University of South Florida

 Statistics on college students working have shown an increase as students cope with rising costs of education, decreasing financial aid, greater personal financial commitments, and… (more)

Subjects/Keywords: Engagement; Persistence; Student employment; Student-faculty interaction; Student success; American Studies; Arts and Humanities

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APA (6th Edition):

Hakes, C. J. (2010). Off-campus work and its relationship to students' experiences with faculty using the college student experiences questionnaire. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/1654

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):

Hakes, Cathy J. “Off-campus work and its relationship to students' experiences with faculty using the college student experiences questionnaire.” 2010. Thesis, University of South Florida. Accessed March 20, 2019. https://scholarcommons.usf.edu/etd/1654.

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

MLA Handbook (7th Edition):

Hakes, Cathy J. “Off-campus work and its relationship to students' experiences with faculty using the college student experiences questionnaire.” 2010. Web. 20 Mar 2019.

Vancouver:

Hakes CJ. Off-campus work and its relationship to students' experiences with faculty using the college student experiences questionnaire. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Mar 20]. Available from: https://scholarcommons.usf.edu/etd/1654.

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

Council of Science Editors:

Hakes CJ. Off-campus work and its relationship to students' experiences with faculty using the college student experiences questionnaire. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/1654

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


University of Arkansas

21. Caudle, Leann Sellers. Exploring Community College Faculty Involvement In Assessment of Student Learning.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2014, University of Arkansas

  This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in assessment of student learning beyond the… (more)

Subjects/Keywords: Community Colleges; Faculty Engagement; Faculty Involvement; Outcomes Assessment; Student Learning Outcomes; Two-year Institutions; Community College Education Administration; Educational Assessment, Evaluation, and Research; Higher Education; Higher Education Administration

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APA (6th Edition):

Caudle, L. S. (2014). Exploring Community College Faculty Involvement In Assessment of Student Learning. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2244

Chicago Manual of Style (16th Edition):

Caudle, Leann Sellers. “Exploring Community College Faculty Involvement In Assessment of Student Learning.” 2014. Doctoral Dissertation, University of Arkansas. Accessed March 20, 2019. http://scholarworks.uark.edu/etd/2244.

MLA Handbook (7th Edition):

Caudle, Leann Sellers. “Exploring Community College Faculty Involvement In Assessment of Student Learning.” 2014. Web. 20 Mar 2019.

Vancouver:

Caudle LS. Exploring Community College Faculty Involvement In Assessment of Student Learning. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Mar 20]. Available from: http://scholarworks.uark.edu/etd/2244.

Council of Science Editors:

Caudle LS. Exploring Community College Faculty Involvement In Assessment of Student Learning. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: http://scholarworks.uark.edu/etd/2244

22. Moreau, Paula J. Development and Psychometric Testing of the EFURMS Scale: An Instrument to Measure Faculty Engagement with Underrepresented Minority Nursing Students: A Dissertation.

Degree: 2015, U of Massachusetts : Nursing

  Background: The Institute of Medicine and numerous other healthcare organizations have identified the severe shortage of underrepresented minority healthcare professionals graduating into the workforce,… (more)

Subjects/Keywords: instrument development; nursing education; faculty engagement; underrepresented minority nursing students; Faculty; Nursing; Minority Groups; Psychometrics; Students; Nursing; Interpersonal Relations; Educational Administration and Supervision; Medical Education; Nursing

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

APA (6th Edition):

Moreau, P. J. (2015). Development and Psychometric Testing of the EFURMS Scale: An Instrument to Measure Faculty Engagement with Underrepresented Minority Nursing Students: A Dissertation. (Thesis). U of Massachusetts : Nursing. Retrieved from 10.13028/b5xc-1v04 ; https://escholarship.umassmed.edu/gsn_diss/39

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):

Moreau, Paula J. “Development and Psychometric Testing of the EFURMS Scale: An Instrument to Measure Faculty Engagement with Underrepresented Minority Nursing Students: A Dissertation.” 2015. Thesis, U of Massachusetts : Nursing. Accessed March 20, 2019. 10.13028/b5xc-1v04 ; https://escholarship.umassmed.edu/gsn_diss/39.

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

MLA Handbook (7th Edition):

Moreau, Paula J. “Development and Psychometric Testing of the EFURMS Scale: An Instrument to Measure Faculty Engagement with Underrepresented Minority Nursing Students: A Dissertation.” 2015. Web. 20 Mar 2019.

Vancouver:

Moreau PJ. Development and Psychometric Testing of the EFURMS Scale: An Instrument to Measure Faculty Engagement with Underrepresented Minority Nursing Students: A Dissertation. [Internet] [Thesis]. U of Massachusetts : Nursing; 2015. [cited 2019 Mar 20]. Available from: 10.13028/b5xc-1v04 ; https://escholarship.umassmed.edu/gsn_diss/39.

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

Council of Science Editors:

Moreau PJ. Development and Psychometric Testing of the EFURMS Scale: An Instrument to Measure Faculty Engagement with Underrepresented Minority Nursing Students: A Dissertation. [Thesis]. U of Massachusetts : Nursing; 2015. Available from: 10.13028/b5xc-1v04 ; https://escholarship.umassmed.edu/gsn_diss/39

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


Kent State University

23. Nyangau, Josiah Z. A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration, 2018, Kent State University

 The purpose of this exploratory qualitative study was to understand and describe the motivations of faculty involvement in internationalization. The findings suggest that key influences… (more)

Subjects/Keywords: Education Policy; Higher Education Administration; Higher Education; Educational Leadership; Higher Education; Faculty Engagement in Internationalization; Faculty Motivations; Curriculum Internationalization; Challenges to Internationalization

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

APA (6th Edition):

Nyangau, J. Z. (2018). A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954

Chicago Manual of Style (16th Edition):

Nyangau, Josiah Z. “A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION.” 2018. Doctoral Dissertation, Kent State University. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954.

MLA Handbook (7th Edition):

Nyangau, Josiah Z. “A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION.” 2018. Web. 20 Mar 2019.

Vancouver:

Nyangau JZ. A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954.

Council of Science Editors:

Nyangau JZ. A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954

24. Diede, Nancy Rae. Faculty Involvement in Successful Institutional Accreditation: Perspectives Through the Lens of Etzioni's Compliance Theory.

Degree: School of Teaching and Curriculum Leadership, 2009, Oklahoma State University

This is a qualitative study about faculty engagement with their college's and university's assessment programs viewed through Etzioni's Compliance theory.

Subjects/Keywords: accreditation; assessment; etzioni; faculty buy-in; faculty engagement

…higher education institutions have used to secure faculty engagement with assessment activities… …to garner faculty engagement? Are there motivational factors that facilitate faculty… …obtain faculty engagement with assessment, colleges and universities must use some form of… …have obtained faculty engagement to support their assessment activities. Research Questions… …how has faculty engagement been obtained? * In what ways do the strategies for faculty… 

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

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APA (6th Edition):

Diede, N. R. (2009). Faculty Involvement in Successful Institutional Accreditation: Perspectives Through the Lens of Etzioni's Compliance Theory. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7370

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):

Diede, Nancy Rae. “Faculty Involvement in Successful Institutional Accreditation: Perspectives Through the Lens of Etzioni's Compliance Theory.” 2009. Thesis, Oklahoma State University. Accessed March 20, 2019. http://hdl.handle.net/11244/7370.

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

MLA Handbook (7th Edition):

Diede, Nancy Rae. “Faculty Involvement in Successful Institutional Accreditation: Perspectives Through the Lens of Etzioni's Compliance Theory.” 2009. Web. 20 Mar 2019.

Vancouver:

Diede NR. Faculty Involvement in Successful Institutional Accreditation: Perspectives Through the Lens of Etzioni's Compliance Theory. [Internet] [Thesis]. Oklahoma State University; 2009. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/11244/7370.

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

Council of Science Editors:

Diede NR. Faculty Involvement in Successful Institutional Accreditation: Perspectives Through the Lens of Etzioni's Compliance Theory. [Thesis]. Oklahoma State University; 2009. Available from: http://hdl.handle.net/11244/7370

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


University of Georgia

25. Huggins, Elizabeth Whittaker. The Inquiry Experience:: engaging Seminars for first and second year students.

Degree: EdD, Student Affairs Leadership, 2017, University of Georgia

 Academic engagement plays an integral role in both student learning and student retention. Institutional initiatives, such as “High-Impact Practices” (HIPs), can foster student engagement, increase… (more)

Subjects/Keywords: Engagement; Faculty Interaction; First Year Experience; High Impact Practices (HIPs); Inquiry; NSSE; Peer Collaboration; Problem-Based Learning; Sophomores

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APA (6th Edition):

Huggins, E. W. (2017). The Inquiry Experience:: engaging Seminars for first and second year students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37793

Chicago Manual of Style (16th Edition):

Huggins, Elizabeth Whittaker. “The Inquiry Experience:: engaging Seminars for first and second year students.” 2017. Doctoral Dissertation, University of Georgia. Accessed March 20, 2019. http://hdl.handle.net/10724/37793.

MLA Handbook (7th Edition):

Huggins, Elizabeth Whittaker. “The Inquiry Experience:: engaging Seminars for first and second year students.” 2017. Web. 20 Mar 2019.

Vancouver:

Huggins EW. The Inquiry Experience:: engaging Seminars for first and second year students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10724/37793.

Council of Science Editors:

Huggins EW. The Inquiry Experience:: engaging Seminars for first and second year students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37793


Penn State University

26. Quaye, Stephen John. Pedagogy and Racialized Ways of Knowing: Students and Faculty Engage Racial Realities in Postsecondary Classrooms.

Degree: PhD, Higher Education, 2007, Penn State University

 Racism continues to be a factor that negatively impedes the experiences of racial/ethnic minority students within higher education, and White students resist efforts aimed at… (more)

Subjects/Keywords: classrooms; engagement; faculty; racism; race; pedagogy; higher education

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APA (6th Edition):

Quaye, S. J. (2007). Pedagogy and Racialized Ways of Knowing: Students and Faculty Engage Racial Realities in Postsecondary Classrooms. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8124

Chicago Manual of Style (16th Edition):

Quaye, Stephen John. “Pedagogy and Racialized Ways of Knowing: Students and Faculty Engage Racial Realities in Postsecondary Classrooms.” 2007. Doctoral Dissertation, Penn State University. Accessed March 20, 2019. https://etda.libraries.psu.edu/catalog/8124.

MLA Handbook (7th Edition):

Quaye, Stephen John. “Pedagogy and Racialized Ways of Knowing: Students and Faculty Engage Racial Realities in Postsecondary Classrooms.” 2007. Web. 20 Mar 2019.

Vancouver:

Quaye SJ. Pedagogy and Racialized Ways of Knowing: Students and Faculty Engage Racial Realities in Postsecondary Classrooms. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Mar 20]. Available from: https://etda.libraries.psu.edu/catalog/8124.

Council of Science Editors:

Quaye SJ. Pedagogy and Racialized Ways of Knowing: Students and Faculty Engage Racial Realities in Postsecondary Classrooms. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/8124


University of California – Riverside

27. Lopez Damian, Ariadna Isabel. Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California.

Degree: Education, 2017, University of California – Riverside

 In recent decades, due to both contextual (e.g., resource scarcity) and internal organizational conditions (e.g., increased enrollment), universities have increased the number of nontenure-track faculty(more)

Subjects/Keywords: Community college education; Educational administration; Higher education; Academic Work; Content Analysis; Part-time faculty; Public university; Qualitative research; Work engagement theory

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APA (6th Edition):

Lopez Damian, A. I. (2017). Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/2fc886pk

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):

Lopez Damian, Ariadna Isabel. “Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California.” 2017. Thesis, University of California – Riverside. Accessed March 20, 2019. http://www.escholarship.org/uc/item/2fc886pk.

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

MLA Handbook (7th Edition):

Lopez Damian, Ariadna Isabel. “Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California.” 2017. Web. 20 Mar 2019.

Vancouver:

Lopez Damian AI. Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California. [Internet] [Thesis]. University of California – Riverside; 2017. [cited 2019 Mar 20]. Available from: http://www.escholarship.org/uc/item/2fc886pk.

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

Council of Science Editors:

Lopez Damian AI. Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California. [Thesis]. University of California – Riverside; 2017. Available from: http://www.escholarship.org/uc/item/2fc886pk

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

28. SavishinskyMaxS, Max Andrew. Overcoming Barriers to Faculty Engagement in Study Abroad.

Degree: 2013, University of Washington

 This research explored the experiences and perspectives of college and university faculty members who developed, directed and instructed study abroad programs for undergraduate students from… (more)

Subjects/Keywords: education abroad; engagement; faculty; international education; internationalization; study abroad; Educational leadership; Education policy; Educational administration; Education - Seattle

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APA (6th Edition):

SavishinskyMaxS, M. A. (2013). Overcoming Barriers to Faculty Engagement in Study Abroad. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/21947

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):

SavishinskyMaxS, Max Andrew. “Overcoming Barriers to Faculty Engagement in Study Abroad.” 2013. Thesis, University of Washington. Accessed March 20, 2019. http://hdl.handle.net/1773/21947.

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

MLA Handbook (7th Edition):

SavishinskyMaxS, Max Andrew. “Overcoming Barriers to Faculty Engagement in Study Abroad.” 2013. Web. 20 Mar 2019.

Vancouver:

SavishinskyMaxS MA. Overcoming Barriers to Faculty Engagement in Study Abroad. [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1773/21947.

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

Council of Science Editors:

SavishinskyMaxS MA. Overcoming Barriers to Faculty Engagement in Study Abroad. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21947

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


University of Georgia

29. Barlow, Justin Robert. Exploring the role of social interaction in higher education employee engagement.

Degree: EdD, Student Affairs Leadership, 2018, University of Georgia

 Using Hobfoll’s (1989) Conservation of Resources Theory, this phenomenological study examined the lived experience and outcomes of employees spending time in other offices within a… (more)

Subjects/Keywords: employee engagement; conversational learning experience; career exploration; phenomenology; graphic elicitation; faculty and staff collaboration; organizational silos; cross-collaboration

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APA (6th Edition):

Barlow, J. R. (2018). Exploring the role of social interaction in higher education employee engagement. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38285

Chicago Manual of Style (16th Edition):

Barlow, Justin Robert. “Exploring the role of social interaction in higher education employee engagement.” 2018. Doctoral Dissertation, University of Georgia. Accessed March 20, 2019. http://hdl.handle.net/10724/38285.

MLA Handbook (7th Edition):

Barlow, Justin Robert. “Exploring the role of social interaction in higher education employee engagement.” 2018. Web. 20 Mar 2019.

Vancouver:

Barlow JR. Exploring the role of social interaction in higher education employee engagement. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10724/38285.

Council of Science Editors:

Barlow JR. Exploring the role of social interaction in higher education employee engagement. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38285


University of Central Florida

30. Dickson, Duncan. Faculty Perceptions Of Alignment Ofadministrative Practices With A University Missionutilizing A Hospitality Model.

Degree: 2007, University of Central Florida

 The purpose of this study was to explore the perceptions of a university's faculty as to how the strategies, staffing policies, and systems procedures were… (more)

Subjects/Keywords: Mission statement; alignment; faculty; perception; engagement; Education; Educational Leadership

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

APA (6th Edition):

Dickson, D. (2007). Faculty Perceptions Of Alignment Ofadministrative Practices With A University Missionutilizing A Hospitality Model. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/3144

Chicago Manual of Style (16th Edition):

Dickson, Duncan. “Faculty Perceptions Of Alignment Ofadministrative Practices With A University Missionutilizing A Hospitality Model.” 2007. Doctoral Dissertation, University of Central Florida. Accessed March 20, 2019. http://stars.library.ucf.edu/etd/3144.

MLA Handbook (7th Edition):

Dickson, Duncan. “Faculty Perceptions Of Alignment Ofadministrative Practices With A University Missionutilizing A Hospitality Model.” 2007. Web. 20 Mar 2019.

Vancouver:

Dickson D. Faculty Perceptions Of Alignment Ofadministrative Practices With A University Missionutilizing A Hospitality Model. [Internet] [Doctoral dissertation]. University of Central Florida; 2007. [cited 2019 Mar 20]. Available from: http://stars.library.ucf.edu/etd/3144.

Council of Science Editors:

Dickson D. Faculty Perceptions Of Alignment Ofadministrative Practices With A University Missionutilizing A Hospitality Model. [Doctoral Dissertation]. University of Central Florida; 2007. Available from: http://stars.library.ucf.edu/etd/3144

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