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You searched for subject:(Faculty student interaction). Showing records 1 – 22 of 22 total matches.

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Baylor University

1. [No author]. Understanding student-faculty interaction within faculty-in-residence programs.

Degree: 2015, Baylor University

Student-faculty interaction within faculty-in-residence programs is a unique phenomenon within colleges and universities. This study aimed to develop a model for explaining how student-faculty interaction(more)

Subjects/Keywords: Student-faculty interaction. Faculty-in-residence programs. Residential colleges.

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APA (6th Edition):

author], [. (2015). Understanding student-faculty interaction within faculty-in-residence programs. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/9309

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):

author], [No. “Understanding student-faculty interaction within faculty-in-residence programs. ” 2015. Thesis, Baylor University. Accessed December 08, 2019. http://hdl.handle.net/2104/9309.

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

MLA Handbook (7th Edition):

author], [No. “Understanding student-faculty interaction within faculty-in-residence programs. ” 2015. Web. 08 Dec 2019.

Vancouver:

author] [. Understanding student-faculty interaction within faculty-in-residence programs. [Internet] [Thesis]. Baylor University; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2104/9309.

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

Council of Science Editors:

author] [. Understanding student-faculty interaction within faculty-in-residence programs. [Thesis]. Baylor University; 2015. Available from: http://hdl.handle.net/2104/9309

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


Penn State University

2. Mcintosh, Kadian L. Creating contact: Examining the relationship between organizational context and students’ interactions with and perceptions of faculty members.

Degree: PhD, Higher Education, 2013, Penn State University

 Higher education institutions aim to promote many learning and developmental outcomes for their students, especially for first-year students. Having positive faculty-student contact is one known… (more)

Subjects/Keywords: faculty-student interaction; organizational context; faculty concern; frequency of interaction; students' relationships

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APA (6th Edition):

Mcintosh, K. L. (2013). Creating contact: Examining the relationship between organizational context and students’ interactions with and perceptions of faculty members. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19046

Chicago Manual of Style (16th Edition):

Mcintosh, Kadian L. “Creating contact: Examining the relationship between organizational context and students’ interactions with and perceptions of faculty members.” 2013. Doctoral Dissertation, Penn State University. Accessed December 08, 2019. https://etda.libraries.psu.edu/catalog/19046.

MLA Handbook (7th Edition):

Mcintosh, Kadian L. “Creating contact: Examining the relationship between organizational context and students’ interactions with and perceptions of faculty members.” 2013. Web. 08 Dec 2019.

Vancouver:

Mcintosh KL. Creating contact: Examining the relationship between organizational context and students’ interactions with and perceptions of faculty members. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Dec 08]. Available from: https://etda.libraries.psu.edu/catalog/19046.

Council of Science Editors:

Mcintosh KL. Creating contact: Examining the relationship between organizational context and students’ interactions with and perceptions of faculty members. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19046


University of South Florida

3. 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 December 08, 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. 08 Dec 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 Dec 08]. 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

4. Alderman, Rosalind Veronica. Faculty and student out-of-classroom interaction: student perceptions of quality of interaction.

Degree: 2008, Texas A&M University

 The purpose of this study was to identify ways in which students interact with faculty members outside of the classroom and learn what students believe… (more)

Subjects/Keywords: Faculty-student interaction

…Effects of Faculty-Student Interaction on Student Outcomes .. Frequency of Faculty-Student… …Interaction Encouraging Faculty-Student Interaction . Summary of Findings… …III 1 Faculty-student Interaction Research …... Problem Statement, Purpose and… …enriching educational experiences; supportive campus environment; and, faculty-student interaction… …Faculty-student interaction has been shown to have positive effects on student retention and… 

Page 1 Page 2 Page 3 Page 4 Page 5

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APA (6th Edition):

Alderman, R. V. (2008). Faculty and student out-of-classroom interaction: student perceptions of quality of interaction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85919

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):

Alderman, Rosalind Veronica. “Faculty and student out-of-classroom interaction: student perceptions of quality of interaction.” 2008. Thesis, Texas A&M University. Accessed December 08, 2019. http://hdl.handle.net/1969.1/85919.

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

MLA Handbook (7th Edition):

Alderman, Rosalind Veronica. “Faculty and student out-of-classroom interaction: student perceptions of quality of interaction.” 2008. Web. 08 Dec 2019.

Vancouver:

Alderman RV. Faculty and student out-of-classroom interaction: student perceptions of quality of interaction. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1969.1/85919.

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

Council of Science Editors:

Alderman RV. Faculty and student out-of-classroom interaction: student perceptions of quality of interaction. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85919

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


North Carolina State University

5. 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 December 08, 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. 08 Dec 2019.

Vancouver:

Wirt LG. Exploring Predictors of Faculty-Student Interaction for Community College Students. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Dec 08]. 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


University of Southern California

6. Mok, Doris Shui Ying. The impact of student-faculty interaction on undergraduate international students' academic outcome.

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

 International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent… (more)

Subjects/Keywords: academic outcome; diversity; international students; student-faculty interaction; undergraduate education; student success &; satisfaction

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APA (6th Edition):

Mok, D. S. Y. (2013). The impact of student-faculty interaction on undergraduate international students' academic outcome. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/349259/rec/6837

Chicago Manual of Style (16th Edition):

Mok, Doris Shui Ying. “The impact of student-faculty interaction on undergraduate international students' academic outcome.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/349259/rec/6837.

MLA Handbook (7th Edition):

Mok, Doris Shui Ying. “The impact of student-faculty interaction on undergraduate international students' academic outcome.” 2013. Web. 08 Dec 2019.

Vancouver:

Mok DSY. The impact of student-faculty interaction on undergraduate international students' academic outcome. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/349259/rec/6837.

Council of Science Editors:

Mok DSY. The impact of student-faculty interaction on undergraduate international students' academic outcome. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/349259/rec/6837


Iowa State University

7. Renfro, Bryan Dale. The effect of student characteristics on the frequency of faculty-student interaction in the community college.

Degree: 2017, Iowa State University

 The open-door policy of community colleges has presented a unique challenge to increasing graduation rates. Student entry characteristics such as family background, academic ability, as… (more)

Subjects/Keywords: Community Colleges; degree completion; Faculty student interaction; Community College Education Administration; Community College Leadership

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APA (6th Edition):

Renfro, B. D. (2017). The effect of student characteristics on the frequency of faculty-student interaction in the community college. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16292

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):

Renfro, Bryan Dale. “The effect of student characteristics on the frequency of faculty-student interaction in the community college.” 2017. Thesis, Iowa State University. Accessed December 08, 2019. https://lib.dr.iastate.edu/etd/16292.

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

MLA Handbook (7th Edition):

Renfro, Bryan Dale. “The effect of student characteristics on the frequency of faculty-student interaction in the community college.” 2017. Web. 08 Dec 2019.

Vancouver:

Renfro BD. The effect of student characteristics on the frequency of faculty-student interaction in the community college. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Dec 08]. Available from: https://lib.dr.iastate.edu/etd/16292.

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

Council of Science Editors:

Renfro BD. The effect of student characteristics on the frequency of faculty-student interaction in the community college. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/16292

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


George Mason University

8. Gnoleba, Michelle A. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .

Degree: 2015, George Mason University

 The present study focused on undergraduate college students (N = 214) with the aim to (a) investigate relationships among faculty-student interactions, academic self-efficacy, self-regulation and… (more)

Subjects/Keywords: faculty-student interaction; academic self-efficacy; self-regulation; self-efficacy; underrepresented minority students; undergraduate students

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APA (6th Edition):

Gnoleba, M. A. (2015). Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10253

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):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Thesis, George Mason University. Accessed December 08, 2019. http://hdl.handle.net/1920/10253.

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

MLA Handbook (7th Edition):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Web. 08 Dec 2019.

Vancouver:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Internet] [Thesis]. George Mason University; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1920/10253.

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

Council of Science Editors:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/10253

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


University of Southern California

9. Alford, Hannah S. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.

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

 Serving nearly 12 million students annually, American public community colleges provide access to higher education for a large and diverse population, including those who would… (more)

Subjects/Keywords: student-faculty interaction; racial identity; cultural mistrust; persistence; community college; African American/Black students

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APA (6th Edition):

Alford, H. S. (2012). The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989

Chicago Manual of Style (16th Edition):

Alford, Hannah S. “The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989.

MLA Handbook (7th Edition):

Alford, Hannah S. “The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.” 2012. Web. 08 Dec 2019.

Vancouver:

Alford HS. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989.

Council of Science Editors:

Alford HS. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989


Humboldt State University

10. Pierre, Sheila. The Achilles heel of higher education: minority student retention.

Degree: MA, Sociology, 2010, Humboldt State University

 In American institutions of higher learning all around the country, educators???teachers, counselors, and administrators have made significant progress in identifying and recruiting diverse populations. Despite… (more)

Subjects/Keywords: Higher education; Educational opportunities; Models; Students of color; Minority groups; Student attrition; Academic persistence; Withdrawal (Education); Racial composition; Demography; Diversity (Student); Student college relationship; Racial relations; College students; Financial aid; Student-faculty interaction; Curriculum & instruction; Student services; Academic services; Faculty, staff, & administration

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APA (6th Edition):

Pierre, S. (2010). The Achilles heel of higher education: minority student retention. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/629

Chicago Manual of Style (16th Edition):

Pierre, Sheila. “The Achilles heel of higher education: minority student retention.” 2010. Masters Thesis, Humboldt State University. Accessed December 08, 2019. http://hdl.handle.net/2148/629.

MLA Handbook (7th Edition):

Pierre, Sheila. “The Achilles heel of higher education: minority student retention.” 2010. Web. 08 Dec 2019.

Vancouver:

Pierre S. The Achilles heel of higher education: minority student retention. [Internet] [Masters thesis]. Humboldt State University; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2148/629.

Council of Science Editors:

Pierre S. The Achilles heel of higher education: minority student retention. [Masters Thesis]. Humboldt State University; 2010. Available from: http://hdl.handle.net/2148/629


University of Vermont

11. Rousseau, Jennifer J. Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2019, University of Vermont

  The ways in which faculty navigate the relationship between their personal identity and the identities of their military connected students, especially concerning their approaches… (more)

Subjects/Keywords: Cognitive Interviewing; Military-Connected Students; Norms; Questionnaire Design; Student-Faculty Interaction; Veteran Students; Communication; Educational Methods; Higher Education

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APA (6th Edition):

Rousseau, J. J. (2019). Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/1141

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):

Rousseau, Jennifer J. “Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities.” 2019. Thesis, University of Vermont. Accessed December 08, 2019. https://scholarworks.uvm.edu/graddis/1141.

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

MLA Handbook (7th Edition):

Rousseau, Jennifer J. “Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities.” 2019. Web. 08 Dec 2019.

Vancouver:

Rousseau JJ. Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities. [Internet] [Thesis]. University of Vermont; 2019. [cited 2019 Dec 08]. Available from: https://scholarworks.uvm.edu/graddis/1141.

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

Council of Science Editors:

Rousseau JJ. Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities. [Thesis]. University of Vermont; 2019. Available from: https://scholarworks.uvm.edu/graddis/1141

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


University of Arizona

12. Leonard, Diana Kay. Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students .

Degree: 2010, University of Arizona

 SHAPING FUZZY GOALS THROUGH TEACHER-STUDENT INTERACTION: A DETAILED LOOK AT THE COMMUNICATION BETWEEN COMMUNITY COLLEGE FACULTY AND TRANSFER STUDENTS by Diana K. Leonard Faculty-student interactions… (more)

Subjects/Keywords: community college faculty; community college transfer students; social and academic integration; symbolic interactionism; teacher messages; teacher-student interaction

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APA (6th Edition):

Leonard, D. K. (2010). Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193806

Chicago Manual of Style (16th Edition):

Leonard, Diana Kay. “Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students .” 2010. Doctoral Dissertation, University of Arizona. Accessed December 08, 2019. http://hdl.handle.net/10150/193806.

MLA Handbook (7th Edition):

Leonard, Diana Kay. “Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students .” 2010. Web. 08 Dec 2019.

Vancouver:

Leonard DK. Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10150/193806.

Council of Science Editors:

Leonard DK. Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193806


University of Southern California

13. Peña, Edlyn Vallejo. The responsive academic practitioner: using inquiry methods for self-change.

Degree: PhD, Education (Policy, Planning & Administration), 2007, University of Southern California

 This study details an investigation into the ways in which five faculty members who participated in a collaborative inquiry project at a small, liberal arts… (more)

Subjects/Keywords: faculty development; faculty student interaction; collaborative inquiry; action research; higher education; minority students

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APA (6th Edition):

Peña, E. V. (2007). The responsive academic practitioner: using inquiry methods for self-change. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/497337/rec/7174

Chicago Manual of Style (16th Edition):

Peña, Edlyn Vallejo. “The responsive academic practitioner: using inquiry methods for self-change.” 2007. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/497337/rec/7174.

MLA Handbook (7th Edition):

Peña, Edlyn Vallejo. “The responsive academic practitioner: using inquiry methods for self-change.” 2007. Web. 08 Dec 2019.

Vancouver:

Peña EV. The responsive academic practitioner: using inquiry methods for self-change. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/497337/rec/7174.

Council of Science Editors:

Peña EV. The responsive academic practitioner: using inquiry methods for self-change. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/497337/rec/7174


The Ohio State University

14. Mosser, Brent Steven. The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model.

Degree: PhD, EDU Policy and Leadership, 2010, The Ohio State University

  A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students’ Academic Engagement… (more)

Subjects/Keywords: Education; Educational Psychology; Experiments; Higher Education; Teaching; Classroom Interaction; Student Interaction; Online Interaction; Faculty Interaction; Engagement; Student Engagement; Academic Engagement; College Success; Pedagogy; Achievement; Academic Achievement; Blended Learning; Hybrid Instructional Model

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APA (6th Edition):

Mosser, B. S. (2010). The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037

Chicago Manual of Style (16th Edition):

Mosser, Brent Steven. “The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model.” 2010. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037.

MLA Handbook (7th Edition):

Mosser, Brent Steven. “The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model.” 2010. Web. 08 Dec 2019.

Vancouver:

Mosser BS. The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037.

Council of Science Editors:

Mosser BS. The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037

15. Hood, Amanda Marie. The role of interaction with faculty in retaining nontraditional community college students.

Degree: PhD, Educational Leadership, 2017, Mississippi State University

  The purpose of this qualitative study was to examine the role of student-faculty interaction in retaining nontraditional community college students. There are a large… (more)

Subjects/Keywords: student-faculty interaction; qualitative; community college students; nontraditional

Student-Faculty Interaction… …31 Types and Frequency of Student-Faculty Interaction ...................................32… …completion is student-faculty interaction. Even as diverse as the community college student… …that there are inconsistencies in the literature that cover student-faculty interaction… …retention and student-faculty interaction relies heavily on quantitative methods. A qualitative… 

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

APA (6th Edition):

Hood, A. M. (2017). The role of interaction with faculty in retaining nontraditional community college students. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03092017-114111/ ;

Chicago Manual of Style (16th Edition):

Hood, Amanda Marie. “The role of interaction with faculty in retaining nontraditional community college students.” 2017. Doctoral Dissertation, Mississippi State University. Accessed December 08, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03092017-114111/ ;.

MLA Handbook (7th Edition):

Hood, Amanda Marie. “The role of interaction with faculty in retaining nontraditional community college students.” 2017. Web. 08 Dec 2019.

Vancouver:

Hood AM. The role of interaction with faculty in retaining nontraditional community college students. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2019 Dec 08]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03092017-114111/ ;.

Council of Science Editors:

Hood AM. The role of interaction with faculty in retaining nontraditional community college students. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03092017-114111/ ;

16. Talbert, Kelly. Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students.

Degree: 2014, University of Oregon

 This study explored whether the effects of student-faculty interaction on various outcomes - degree aspiration, college GPA, satisfaction with faculty contact, and satisfaction with the… (more)

Subjects/Keywords: engagement; first-generation; persistence; retention; student-faculty interaction

…1 Research of Student Engagement, Student-Faculty Interaction and Retention in Colleges… …15 Ethnicity and Student-Faculty Interaction… …16 Gender and Student-Faculty Interaction… …17 First-Generation (FG) Students and Student-Faculty Interaction.......... 18… …37 Student-Faculty Interaction Items on SERU… 

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

APA (6th Edition):

Talbert, K. (2014). Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/17883

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):

Talbert, Kelly. “Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students.” 2014. Thesis, University of Oregon. Accessed December 08, 2019. http://hdl.handle.net/1794/17883.

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

MLA Handbook (7th Edition):

Talbert, Kelly. “Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students.” 2014. Web. 08 Dec 2019.

Vancouver:

Talbert K. Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students. [Internet] [Thesis]. University of Oregon; 2014. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1794/17883.

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

Council of Science Editors:

Talbert K. Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students. [Thesis]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/17883

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


Texas State University – San Marcos

17. Alston, Geleana Drew. Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study.

Degree: PhD, Adult, Professional, and Community Education, 2014, Texas State University – San Marcos

 The purpose of this feminist grounded theory study was to explore the nature of the cross-cultural mentoring relationship between Black female faculty mentors and their… (more)

Subjects/Keywords: Mentoring; Cross-cultural mentoring; Faculty-student interaction; Doctoral education; Feminist grounded theory; Feminist theory; Grounded theory; Mentoring in education; Intercultural communication; Cross-cultural counseling

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APA (6th Edition):

Alston, G. D. (2014). Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4953

Chicago Manual of Style (16th Edition):

Alston, Geleana Drew. “Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/4953.

MLA Handbook (7th Edition):

Alston, Geleana Drew. “Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study.” 2014. Web. 08 Dec 2019.

Vancouver:

Alston GD. Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/4953.

Council of Science Editors:

Alston GD. Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/4953


Marshall University

18. Patnaik, Sumeeta. A Descriptive Study of Multicultural Sensitivity at Two Rural Higher Education Institution Settings through a Survey of those Institutions' Faculty.

Degree: 2012, Marshall University

 The study examined the placement of faculty on the Continuum of Multicultural Sensitivity at two rural higher education institutions located in the Appalachian region, which… (more)

Subjects/Keywords: Multiculturalism; Multicultural Sensitivity; Multicultural Responsivity; Faculty-Student Interaction; Rural Colleges; Multicultural Affairs; Social Justice; <; p>; Multiculturalism.<; /p>; <; p>; Universities and colleges - Appalachian Region - Faculty - Attitudes.<; /p>;

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APA (6th Edition):

Patnaik, S. (2012). A Descriptive Study of Multicultural Sensitivity at Two Rural Higher Education Institution Settings through a Survey of those Institutions' Faculty. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/213

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):

Patnaik, Sumeeta. “A Descriptive Study of Multicultural Sensitivity at Two Rural Higher Education Institution Settings through a Survey of those Institutions' Faculty.” 2012. Thesis, Marshall University. Accessed December 08, 2019. http://mds.marshall.edu/etd/213.

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

MLA Handbook (7th Edition):

Patnaik, Sumeeta. “A Descriptive Study of Multicultural Sensitivity at Two Rural Higher Education Institution Settings through a Survey of those Institutions' Faculty.” 2012. Web. 08 Dec 2019.

Vancouver:

Patnaik S. A Descriptive Study of Multicultural Sensitivity at Two Rural Higher Education Institution Settings through a Survey of those Institutions' Faculty. [Internet] [Thesis]. Marshall University; 2012. [cited 2019 Dec 08]. Available from: http://mds.marshall.edu/etd/213.

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

Council of Science Editors:

Patnaik S. A Descriptive Study of Multicultural Sensitivity at Two Rural Higher Education Institution Settings through a Survey of those Institutions' Faculty. [Thesis]. Marshall University; 2012. Available from: http://mds.marshall.edu/etd/213

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


University of North Texas

19. Morgan, Peter R. (Peter Ronald). A Case Study of Faculty and Student Perceptions of a Campuswide Computer Network at a Small Liberal Arts College.

Degree: 1996, University of North Texas

 This study was an examination of faculty and student perceptions of a campus-wide computer network at Cedarville College in Cedarville, Ohio. The most important conclusion… (more)

Subjects/Keywords: Cedarville College (Cedarville, Ohio).; Universities and colleges  – Computer networks  – United States  – Case studies.; computer network; faculty interaction; student interaction

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

APA (6th Edition):

Morgan, P. R. (. R. (1996). A Case Study of Faculty and Student Perceptions of a Campuswide Computer Network at a Small Liberal Arts College. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278043/

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):

Morgan, Peter R (Peter Ronald). “A Case Study of Faculty and Student Perceptions of a Campuswide Computer Network at a Small Liberal Arts College.” 1996. Thesis, University of North Texas. Accessed December 08, 2019. https://digital.library.unt.edu/ark:/67531/metadc278043/.

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

MLA Handbook (7th Edition):

Morgan, Peter R (Peter Ronald). “A Case Study of Faculty and Student Perceptions of a Campuswide Computer Network at a Small Liberal Arts College.” 1996. Web. 08 Dec 2019.

Vancouver:

Morgan PR(R. A Case Study of Faculty and Student Perceptions of a Campuswide Computer Network at a Small Liberal Arts College. [Internet] [Thesis]. University of North Texas; 1996. [cited 2019 Dec 08]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278043/.

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

Council of Science Editors:

Morgan PR(R. A Case Study of Faculty and Student Perceptions of a Campuswide Computer Network at a Small Liberal Arts College. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc278043/

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

20. Lyken-Segosebe, Dawn Elise. Faculty Interaction with Higher Educationâs âOverlooked Majorityâ: Investigating the Impact of Non-Classroom Interaction on College Outcomes for Commuter Students.

Degree: PhD, Leadership and Policy Studies, 2015, Vanderbilt University

 Across US colleges and universities as a whole, commuter students account for the majority of undergraduate and graduate students. Despite their majority status, commuter students… (more)

Subjects/Keywords: Hierarchical Linear Modeling; Propensity Score Matching; Student-Faculty Interaction; Commuter Students

…class interaction between students and faculty members typifies both antecedents to student… …engagement. The interaction embodies both student effort and faculty commitment to student success… …that link non-classroom student-faculty interaction to both academic and non-academic… …potentially endogenous student-faculty interaction variable in empirical analysis. Endogeneity… …isolate the effect of student-faculty interaction from the effect of greater motivation on the… 

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

APA (6th Edition):

Lyken-Segosebe, D. E. (2015). Faculty Interaction with Higher Educationâs âOverlooked Majorityâ: Investigating the Impact of Non-Classroom Interaction on College Outcomes for Commuter Students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03232015-114251/ ;

Chicago Manual of Style (16th Edition):

Lyken-Segosebe, Dawn Elise. “Faculty Interaction with Higher Educationâs âOverlooked Majorityâ: Investigating the Impact of Non-Classroom Interaction on College Outcomes for Commuter Students.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed December 08, 2019. http://etd.library.vanderbilt.edu/available/etd-03232015-114251/ ;.

MLA Handbook (7th Edition):

Lyken-Segosebe, Dawn Elise. “Faculty Interaction with Higher Educationâs âOverlooked Majorityâ: Investigating the Impact of Non-Classroom Interaction on College Outcomes for Commuter Students.” 2015. Web. 08 Dec 2019.

Vancouver:

Lyken-Segosebe DE. Faculty Interaction with Higher Educationâs âOverlooked Majorityâ: Investigating the Impact of Non-Classroom Interaction on College Outcomes for Commuter Students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Dec 08]. Available from: http://etd.library.vanderbilt.edu/available/etd-03232015-114251/ ;.

Council of Science Editors:

Lyken-Segosebe DE. Faculty Interaction with Higher Educationâs âOverlooked Majorityâ: Investigating the Impact of Non-Classroom Interaction on College Outcomes for Commuter Students. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-03232015-114251/ ;

21. Gillette, Natasha Marilyn. Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students.

Degree: PhD, 2014, Brigham Young University

 Utilizing the College Student Experiences Questionnaire(CSEQ), a regression analysis was run to identify the ways in which 95 Native American college students attending an elite,religious,… (more)

Subjects/Keywords: Faculty-student interaction; first-generation students; continuing-generation students; Native American college students; Educational Leadership

…13 FACULTY-STUDENT INTERACTION AND EDUCATIONAL OUTCOMES 1 Chapter 1 Background Higher… …attainment of education itself perpetuate FACULTY-STUDENT INTERACTION AND EDUCATIONAL OUTCOMES 2… …x28;Kuh & Hu, 2001; Pascarella & Terenzini, 1991; Umbach & FACULTY-STUDENT INTERACTION AND… …faculty-student interaction in the same manner (Kuh & Hu, 2001; Lundberg & Schreiner, 2004… …minority group (Allen, 1992; Watson & Kuh, 1996). FACULTY-STUDENT INTERACTION AND… 

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

APA (6th Edition):

Gillette, N. M. (2014). Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6519&context=etd

Chicago Manual of Style (16th Edition):

Gillette, Natasha Marilyn. “Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students.” 2014. Doctoral Dissertation, Brigham Young University. Accessed December 08, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6519&context=etd.

MLA Handbook (7th Edition):

Gillette, Natasha Marilyn. “Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students.” 2014. Web. 08 Dec 2019.

Vancouver:

Gillette NM. Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students. [Internet] [Doctoral dissertation]. Brigham Young University; 2014. [cited 2019 Dec 08]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6519&context=etd.

Council of Science Editors:

Gillette NM. Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students. [Doctoral Dissertation]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6519&context=etd


University of North Texas

22. Kemp, Thomas. Student Interaction with Part-time and Full-time Faculty in Introductory Economics Courses.

Degree: 1994, University of North Texas

 This research sought to ascertain whether differences exist in the levels of student-faculty interactions between students taught by part-time and full-time faculty. Differences in the… (more)

Subjects/Keywords: student interaction; part-time faculty; full-time faculty; introductory economics classes; Economics  – Study and teaching (Higher); Community college teachers.; College teachers, Part-time.; Teacher-student relationships.; Community college students.

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APA (6th Edition):

Kemp, T. (1994). Student Interaction with Part-time and Full-time Faculty in Introductory Economics Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278923/

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):

Kemp, Thomas. “Student Interaction with Part-time and Full-time Faculty in Introductory Economics Courses.” 1994. Thesis, University of North Texas. Accessed December 08, 2019. https://digital.library.unt.edu/ark:/67531/metadc278923/.

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

MLA Handbook (7th Edition):

Kemp, Thomas. “Student Interaction with Part-time and Full-time Faculty in Introductory Economics Courses.” 1994. Web. 08 Dec 2019.

Vancouver:

Kemp T. Student Interaction with Part-time and Full-time Faculty in Introductory Economics Courses. [Internet] [Thesis]. University of North Texas; 1994. [cited 2019 Dec 08]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278923/.

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

Council of Science Editors:

Kemp T. Student Interaction with Part-time and Full-time Faculty in Introductory Economics Courses. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc278923/

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

.