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You searched for subject:(Faculty). Showing records 1 – 30 of 4324 total matches.

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University of Minnesota

1. Lindgren, Jeffrey. Can increasing faculty professionalism raise instructional quality at a Chinese University?.

Degree: PhD, Organizational Leadership, Policy, and Development, 2013, University of Minnesota

 The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese… (more)

Subjects/Keywords: China; Faculty; Faculty Development; Professionalism

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APA (6th Edition):

Lindgren, J. (2013). Can increasing faculty professionalism raise instructional quality at a Chinese University?. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162501

Chicago Manual of Style (16th Edition):

Lindgren, Jeffrey. “Can increasing faculty professionalism raise instructional quality at a Chinese University?.” 2013. Doctoral Dissertation, University of Minnesota. Accessed April 08, 2020. http://hdl.handle.net/11299/162501.

MLA Handbook (7th Edition):

Lindgren, Jeffrey. “Can increasing faculty professionalism raise instructional quality at a Chinese University?.” 2013. Web. 08 Apr 2020.

Vancouver:

Lindgren J. Can increasing faculty professionalism raise instructional quality at a Chinese University?. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/11299/162501.

Council of Science Editors:

Lindgren J. Can increasing faculty professionalism raise instructional quality at a Chinese University?. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/162501


University of Georgia

2. Holloway, Amy Lawler. The work role transition of new career faculty in the Technical College System of Georgia.

Degree: EdD, Higher Education, 2010, University of Georgia

 The purpose of this qualitative case study was to explore the first-year experiences of eleven new career faculty members in the Technical College System of… (more)

Subjects/Keywords: New Faculty

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APA (6th Edition):

Holloway, A. L. (2010). The work role transition of new career faculty in the Technical College System of Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/holloway_amy_l_201008_edd

Chicago Manual of Style (16th Edition):

Holloway, Amy Lawler. “The work role transition of new career faculty in the Technical College System of Georgia.” 2010. Doctoral Dissertation, University of Georgia. Accessed April 08, 2020. http://purl.galileo.usg.edu/uga_etd/holloway_amy_l_201008_edd.

MLA Handbook (7th Edition):

Holloway, Amy Lawler. “The work role transition of new career faculty in the Technical College System of Georgia.” 2010. Web. 08 Apr 2020.

Vancouver:

Holloway AL. The work role transition of new career faculty in the Technical College System of Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Apr 08]. Available from: http://purl.galileo.usg.edu/uga_etd/holloway_amy_l_201008_edd.

Council of Science Editors:

Holloway AL. The work role transition of new career faculty in the Technical College System of Georgia. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/holloway_amy_l_201008_edd


University of Georgia

3. Tucker, Barbara Graham. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.

Degree: EdD, Adult Education, 2015, University of Georgia

 In order to understand the self-directed learning of faculty for professional development in an access college in the U.S. and its relationship to the organization,… (more)

Subjects/Keywords: Faculty development

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APA (6th Edition):

Tucker, B. G. (2015). Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd

Chicago Manual of Style (16th Edition):

Tucker, Barbara Graham. “Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.” 2015. Doctoral Dissertation, University of Georgia. Accessed April 08, 2020. http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd.

MLA Handbook (7th Edition):

Tucker, Barbara Graham. “Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.” 2015. Web. 08 Apr 2020.

Vancouver:

Tucker BG. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Apr 08]. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd.

Council of Science Editors:

Tucker BG. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd


University of Georgia

4. Singleton, Ernise S. Why do they do it?: initial and sustaining motivators for teaching online in higher education.

Degree: PhD, Instructional Technology, 2006, University of Georgia

 The purpose of this study was to further our understanding of why faculty are initially inclined to and continue to participate in online teaching. Online… (more)

Subjects/Keywords: faculty

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APA (6th Edition):

Singleton, E. S. (2006). Why do they do it?: initial and sustaining motivators for teaching online in higher education. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/singleton_ernise_s_200608_phd

Chicago Manual of Style (16th Edition):

Singleton, Ernise S. “Why do they do it?: initial and sustaining motivators for teaching online in higher education.” 2006. Doctoral Dissertation, University of Georgia. Accessed April 08, 2020. http://purl.galileo.usg.edu/uga_etd/singleton_ernise_s_200608_phd.

MLA Handbook (7th Edition):

Singleton, Ernise S. “Why do they do it?: initial and sustaining motivators for teaching online in higher education.” 2006. Web. 08 Apr 2020.

Vancouver:

Singleton ES. Why do they do it?: initial and sustaining motivators for teaching online in higher education. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2020 Apr 08]. Available from: http://purl.galileo.usg.edu/uga_etd/singleton_ernise_s_200608_phd.

Council of Science Editors:

Singleton ES. Why do they do it?: initial and sustaining motivators for teaching online in higher education. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/singleton_ernise_s_200608_phd


Oregon State University

5. Barner, Matthew S. Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study.

Degree: MS, 2017, Oregon State University

 Traditional faculty development programs aimed at disseminating research-based pedagogy and innovations at potential adopters have helped increase awareness of these innovations; however, their adoption into… (more)

Subjects/Keywords: Faculty Development

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APA (6th Edition):

Barner, M. S. (2017). Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/61903

Chicago Manual of Style (16th Edition):

Barner, Matthew S. “Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study.” 2017. Masters Thesis, Oregon State University. Accessed April 08, 2020. http://hdl.handle.net/1957/61903.

MLA Handbook (7th Edition):

Barner, Matthew S. “Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study.” 2017. Web. 08 Apr 2020.

Vancouver:

Barner MS. Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study. [Internet] [Masters thesis]. Oregon State University; 2017. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/1957/61903.

Council of Science Editors:

Barner MS. Pull-Oriented Faculty Development: A Multiple, Descriptive-Explanatory Case Study. [Masters Thesis]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61903


University of Hawaii – Manoa

6. Evans, David Phillip. Faculty perspectives of satisfaction at a large, public, research university.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2013.

Higher education today is in the midst of massive transformation and the current landscape of change is unprecedented… (more)

Subjects/Keywords: faculty morale

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APA (6th Edition):

Evans, D. P. (2016). Faculty perspectives of satisfaction at a large, public, research university. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101905

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):

Evans, David Phillip. “Faculty perspectives of satisfaction at a large, public, research university.” 2016. Thesis, University of Hawaii – Manoa. Accessed April 08, 2020. http://hdl.handle.net/10125/101905.

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

MLA Handbook (7th Edition):

Evans, David Phillip. “Faculty perspectives of satisfaction at a large, public, research university.” 2016. Web. 08 Apr 2020.

Vancouver:

Evans DP. Faculty perspectives of satisfaction at a large, public, research university. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10125/101905.

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

Council of Science Editors:

Evans DP. Faculty perspectives of satisfaction at a large, public, research university. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101905

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


Boston College

7. Muncaster, Karen. Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All.

Degree: PhD, Educational Administration and Higher Education, 2011, Boston College

 As the number of part-time faculty in higher education rises, colleges and universities have begun to offer additional services and support to their part-time faculty(more)

Subjects/Keywords: adjunct; faculty

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APA (6th Edition):

Muncaster, K. (2011). Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101271

Chicago Manual of Style (16th Edition):

Muncaster, Karen. “Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All.” 2011. Doctoral Dissertation, Boston College. Accessed April 08, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101271.

MLA Handbook (7th Edition):

Muncaster, Karen. “Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All.” 2011. Web. 08 Apr 2020.

Vancouver:

Muncaster K. Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2020 Apr 08]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101271.

Council of Science Editors:

Muncaster K. Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101271


Delft University of Technology

8. Geurtsen, S. Design of a new Faculty of Architecture [AR]. Research of a glass Facade stabilized by internal strung cables [BT]:.

Degree: 2011, Delft University of Technology

Subjects/Keywords: faculty

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APA (6th Edition):

Geurtsen, S. (2011). Design of a new Faculty of Architecture [AR]. Research of a glass Facade stabilized by internal strung cables [BT]:. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:912c07dc-4c91-4389-8b4e-801ab3b85108

Chicago Manual of Style (16th Edition):

Geurtsen, S. “Design of a new Faculty of Architecture [AR]. Research of a glass Facade stabilized by internal strung cables [BT]:.” 2011. Masters Thesis, Delft University of Technology. Accessed April 08, 2020. http://resolver.tudelft.nl/uuid:912c07dc-4c91-4389-8b4e-801ab3b85108.

MLA Handbook (7th Edition):

Geurtsen, S. “Design of a new Faculty of Architecture [AR]. Research of a glass Facade stabilized by internal strung cables [BT]:.” 2011. Web. 08 Apr 2020.

Vancouver:

Geurtsen S. Design of a new Faculty of Architecture [AR]. Research of a glass Facade stabilized by internal strung cables [BT]:. [Internet] [Masters thesis]. Delft University of Technology; 2011. [cited 2020 Apr 08]. Available from: http://resolver.tudelft.nl/uuid:912c07dc-4c91-4389-8b4e-801ab3b85108.

Council of Science Editors:

Geurtsen S. Design of a new Faculty of Architecture [AR]. Research of a glass Facade stabilized by internal strung cables [BT]:. [Masters Thesis]. Delft University of Technology; 2011. Available from: http://resolver.tudelft.nl/uuid:912c07dc-4c91-4389-8b4e-801ab3b85108

9. Lawler, Margaret A. Diverse Faculty Recruitment, Selection and Hiring Gaps and Barriers to Diverse Full time Faculty at Community Colleges.

Degree: 2019, Ferris State University

 This qualitative research study addresses the issues connected to the lack of diverse faculty recruitment, selection, and hiring at community colleges. As t he number… (more)

Subjects/Keywords: Faculty diversity.

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APA (6th Edition):

Lawler, M. A. (2019). Diverse Faculty Recruitment, Selection and Hiring Gaps and Barriers to Diverse Full time Faculty at Community Colleges. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/6549

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):

Lawler, Margaret A. “Diverse Faculty Recruitment, Selection and Hiring Gaps and Barriers to Diverse Full time Faculty at Community Colleges.” 2019. Thesis, Ferris State University. Accessed April 08, 2020. http://hdl.handle.net/2323/6549.

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

MLA Handbook (7th Edition):

Lawler, Margaret A. “Diverse Faculty Recruitment, Selection and Hiring Gaps and Barriers to Diverse Full time Faculty at Community Colleges.” 2019. Web. 08 Apr 2020.

Vancouver:

Lawler MA. Diverse Faculty Recruitment, Selection and Hiring Gaps and Barriers to Diverse Full time Faculty at Community Colleges. [Internet] [Thesis]. Ferris State University; 2019. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/2323/6549.

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

Council of Science Editors:

Lawler MA. Diverse Faculty Recruitment, Selection and Hiring Gaps and Barriers to Diverse Full time Faculty at Community Colleges. [Thesis]. Ferris State University; 2019. Available from: http://hdl.handle.net/2323/6549

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


Texas A&M University

10. Zemanek, Kimberly Ann. Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities.

Degree: 2016, Texas A&M University

 This study examines bullying behaviors of higher education faculty in colleges of agricultural and life sciences at land grant universities within the United States. More… (more)

Subjects/Keywords: Bullying; Mobbing; Tenured faculty; Non-tenured faculty

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APA (6th Edition):

Zemanek, K. A. (2016). Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157778

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):

Zemanek, Kimberly Ann. “Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities.” 2016. Thesis, Texas A&M University. Accessed April 08, 2020. http://hdl.handle.net/1969.1/157778.

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

MLA Handbook (7th Edition):

Zemanek, Kimberly Ann. “Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities.” 2016. Web. 08 Apr 2020.

Vancouver:

Zemanek KA. Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/1969.1/157778.

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

Council of Science Editors:

Zemanek KA. Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157778

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


University of Helsinki

11. Sugiyama, Nami. Cooperation of MT1-MMP and receptor tyrosine kinase signalling in cancer cell invasion.

Degree: Institute of Biomedicine, Research Programs Unit, Genome-Scale Biology, 2013, University of Helsinki

 Cancer metastasis is a stepwise process of cancer cell dissemination from a primary tumour into adjacent and distant tissues and causes around 90 % of… (more)

Subjects/Keywords: faculty of Medicine; faculty of Medicine

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APA (6th Edition):

Sugiyama, N. (2013). Cooperation of MT1-MMP and receptor tyrosine kinase signalling in cancer cell invasion. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/40122

Chicago Manual of Style (16th Edition):

Sugiyama, Nami. “Cooperation of MT1-MMP and receptor tyrosine kinase signalling in cancer cell invasion.” 2013. Doctoral Dissertation, University of Helsinki. Accessed April 08, 2020. http://hdl.handle.net/10138/40122.

MLA Handbook (7th Edition):

Sugiyama, Nami. “Cooperation of MT1-MMP and receptor tyrosine kinase signalling in cancer cell invasion.” 2013. Web. 08 Apr 2020.

Vancouver:

Sugiyama N. Cooperation of MT1-MMP and receptor tyrosine kinase signalling in cancer cell invasion. [Internet] [Doctoral dissertation]. University of Helsinki; 2013. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10138/40122.

Council of Science Editors:

Sugiyama N. Cooperation of MT1-MMP and receptor tyrosine kinase signalling in cancer cell invasion. [Doctoral Dissertation]. University of Helsinki; 2013. Available from: http://hdl.handle.net/10138/40122


University of Helsinki

12. Kumar, Arun. Immunobiology of Emerging Human DNA Viruses.

Degree: Haartman Institute, Medical Faculty, Department of Virology, 2014, University of Helsinki

 Many unknown species of human DNA viruses have recently (2005-2013) been discovered by using modern molecular and bioinformatic tools. The clinical and pathogenic roles of… (more)

Subjects/Keywords: virology (Medical Faculty); virology (Medical Faculty)

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APA (6th Edition):

Kumar, A. (2014). Immunobiology of Emerging Human DNA Viruses. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/42537

Chicago Manual of Style (16th Edition):

Kumar, Arun. “Immunobiology of Emerging Human DNA Viruses.” 2014. Doctoral Dissertation, University of Helsinki. Accessed April 08, 2020. http://hdl.handle.net/10138/42537.

MLA Handbook (7th Edition):

Kumar, Arun. “Immunobiology of Emerging Human DNA Viruses.” 2014. Web. 08 Apr 2020.

Vancouver:

Kumar A. Immunobiology of Emerging Human DNA Viruses. [Internet] [Doctoral dissertation]. University of Helsinki; 2014. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10138/42537.

Council of Science Editors:

Kumar A. Immunobiology of Emerging Human DNA Viruses. [Doctoral Dissertation]. University of Helsinki; 2014. Available from: http://hdl.handle.net/10138/42537


University of Helsinki

13. Poduval, Praseet. Basement membrane and provisional matrix components (collagen type IV, laminins and von Willebrand factor) in rheumatoid arthritis and Sjögren s syndrome.

Degree: Institute of Clinical Medicine, Department of Medicine; ORTON Orthopaedic Hospital Invalid Foundation Helsinki, Finland, 2010, University of Helsinki

The aim of this study was twofold- Firstly, to determine the composition of the type IV collagen which are the major components of the basement… (more)

Subjects/Keywords: faculty of Medicine; faculty of Medicine

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APA (6th Edition):

Poduval, P. (2010). Basement membrane and provisional matrix components (collagen type IV, laminins and von Willebrand factor) in rheumatoid arthritis and Sjögren s syndrome. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/22910

Chicago Manual of Style (16th Edition):

Poduval, Praseet. “Basement membrane and provisional matrix components (collagen type IV, laminins and von Willebrand factor) in rheumatoid arthritis and Sjögren s syndrome.” 2010. Doctoral Dissertation, University of Helsinki. Accessed April 08, 2020. http://hdl.handle.net/10138/22910.

MLA Handbook (7th Edition):

Poduval, Praseet. “Basement membrane and provisional matrix components (collagen type IV, laminins and von Willebrand factor) in rheumatoid arthritis and Sjögren s syndrome.” 2010. Web. 08 Apr 2020.

Vancouver:

Poduval P. Basement membrane and provisional matrix components (collagen type IV, laminins and von Willebrand factor) in rheumatoid arthritis and Sjögren s syndrome. [Internet] [Doctoral dissertation]. University of Helsinki; 2010. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10138/22910.

Council of Science Editors:

Poduval P. Basement membrane and provisional matrix components (collagen type IV, laminins and von Willebrand factor) in rheumatoid arthritis and Sjögren s syndrome. [Doctoral Dissertation]. University of Helsinki; 2010. Available from: http://hdl.handle.net/10138/22910


Northeastern University

14. 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 April 08, 2020. 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. 08 Apr 2020.

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 2020 Apr 08]. 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


Florida International University

15. Arneson, Eric E. The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College.

Degree: Doctor of Education (EdD), Higher Education, 2011, Florida International University

  The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their… (more)

Subjects/Keywords: Faculty; Residential College; Faculty Satisfaction; College Students

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APA (6th Edition):

Arneson, E. E. (2011). The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/484 ; 10.25148/etd.FI11120501 ; FI11120501

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):

Arneson, Eric E. “The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College.” 2011. Thesis, Florida International University. Accessed April 08, 2020. https://digitalcommons.fiu.edu/etd/484 ; 10.25148/etd.FI11120501 ; FI11120501.

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

MLA Handbook (7th Edition):

Arneson, Eric E. “The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College.” 2011. Web. 08 Apr 2020.

Vancouver:

Arneson EE. The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College. [Internet] [Thesis]. Florida International University; 2011. [cited 2020 Apr 08]. Available from: https://digitalcommons.fiu.edu/etd/484 ; 10.25148/etd.FI11120501 ; FI11120501.

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

Council of Science Editors:

Arneson EE. The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College. [Thesis]. Florida International University; 2011. Available from: https://digitalcommons.fiu.edu/etd/484 ; 10.25148/etd.FI11120501 ; FI11120501

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


University of Georgia

16. Brooks, Paul Jackson. Influences of organizational culture and internal governance on the work and professional identity of public service faculty.

Degree: EdD, Higher Education, 2010, University of Georgia

 Public service work has not been afforded the same level of academic legitimacy as scholarship and teaching. To date, there has been limited evaluative research… (more)

Subjects/Keywords: Public service faculty

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

APA (6th Edition):

Brooks, P. J. (2010). Influences of organizational culture and internal governance on the work and professional identity of public service faculty. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brooks_paul_j_201005_edd

Chicago Manual of Style (16th Edition):

Brooks, Paul Jackson. “Influences of organizational culture and internal governance on the work and professional identity of public service faculty.” 2010. Doctoral Dissertation, University of Georgia. Accessed April 08, 2020. http://purl.galileo.usg.edu/uga_etd/brooks_paul_j_201005_edd.

MLA Handbook (7th Edition):

Brooks, Paul Jackson. “Influences of organizational culture and internal governance on the work and professional identity of public service faculty.” 2010. Web. 08 Apr 2020.

Vancouver:

Brooks PJ. Influences of organizational culture and internal governance on the work and professional identity of public service faculty. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Apr 08]. Available from: http://purl.galileo.usg.edu/uga_etd/brooks_paul_j_201005_edd.

Council of Science Editors:

Brooks PJ. Influences of organizational culture and internal governance on the work and professional identity of public service faculty. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/brooks_paul_j_201005_edd


North Carolina State University

17. Murphy, Maura J. Contingent Faculty: What Impacts their Organizational Commitment?.

Degree: EdD, Higher Education Administration, 2009, North Carolina State University

 Since the 1980s, the percentage of non-tenured faculty has increased on college campuses. However, while contingent faculty are often hired to address short-term staffing issues,… (more)

Subjects/Keywords: contingent faculty; commitment

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

APA (6th Edition):

Murphy, M. J. (2009). Contingent Faculty: What Impacts their Organizational Commitment?. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5897

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):

Murphy, Maura J. “Contingent Faculty: What Impacts their Organizational Commitment?.” 2009. Thesis, North Carolina State University. Accessed April 08, 2020. http://www.lib.ncsu.edu/resolver/1840.16/5897.

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

MLA Handbook (7th Edition):

Murphy, Maura J. “Contingent Faculty: What Impacts their Organizational Commitment?.” 2009. Web. 08 Apr 2020.

Vancouver:

Murphy MJ. Contingent Faculty: What Impacts their Organizational Commitment?. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2020 Apr 08]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5897.

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

Council of Science Editors:

Murphy MJ. Contingent Faculty: What Impacts their Organizational Commitment?. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5897

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


Oregon State University

18. Gray, Sylvia. Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics.

Degree: EdD, 2017, Oregon State University

 This dissertation was a qualitative case study focused on part-time faculty teaching developmental mathematics courses in one large Pacific Northwest community college. The college was… (more)

Subjects/Keywords: part-time faculty

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

APA (6th Edition):

Gray, S. (2017). Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/61736

Chicago Manual of Style (16th Edition):

Gray, Sylvia. “Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics.” 2017. Doctoral Dissertation, Oregon State University. Accessed April 08, 2020. http://hdl.handle.net/1957/61736.

MLA Handbook (7th Edition):

Gray, Sylvia. “Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics.” 2017. Web. 08 Apr 2020.

Vancouver:

Gray S. Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics. [Internet] [Doctoral dissertation]. Oregon State University; 2017. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/1957/61736.

Council of Science Editors:

Gray S. Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics. [Doctoral Dissertation]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61736


University of North Texas

19. Stafford, Mehary T. Faculty Research Productivity at Addis Ababa University.

Degree: 2011, University of North Texas

 This study explores the research productivity of Addis Ababa University (AAU) faculty. AAU was established in 1950 and is the oldest modern higher educational institution… (more)

Subjects/Keywords: faculty; productivity; research

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APA (6th Edition):

Stafford, M. T. (2011). Faculty Research Productivity at Addis Ababa University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67945/

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):

Stafford, Mehary T. “Faculty Research Productivity at Addis Ababa University.” 2011. Thesis, University of North Texas. Accessed April 08, 2020. https://digital.library.unt.edu/ark:/67531/metadc67945/.

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

MLA Handbook (7th Edition):

Stafford, Mehary T. “Faculty Research Productivity at Addis Ababa University.” 2011. Web. 08 Apr 2020.

Vancouver:

Stafford MT. Faculty Research Productivity at Addis Ababa University. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Apr 08]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67945/.

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

Council of Science Editors:

Stafford MT. Faculty Research Productivity at Addis Ababa University. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67945/

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


University of Minnesota

20. Reinert, Leah. Silent Strategy: Women Faculty and the Academic Profession.

Degree: PhD, Organizational Leadership, Policy, and Development, 2016, University of Minnesota

 Although the passage of Title IX improved access for women in higher education, women faculty remain underrepresented in many disciplines and prestigious institutions in the… (more)

Subjects/Keywords: Faculty; Gender; Women

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APA (6th Edition):

Reinert, L. (2016). Silent Strategy: Women Faculty and the Academic Profession. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188903

Chicago Manual of Style (16th Edition):

Reinert, Leah. “Silent Strategy: Women Faculty and the Academic Profession.” 2016. Doctoral Dissertation, University of Minnesota. Accessed April 08, 2020. http://hdl.handle.net/11299/188903.

MLA Handbook (7th Edition):

Reinert, Leah. “Silent Strategy: Women Faculty and the Academic Profession.” 2016. Web. 08 Apr 2020.

Vancouver:

Reinert L. Silent Strategy: Women Faculty and the Academic Profession. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/11299/188903.

Council of Science Editors:

Reinert L. Silent Strategy: Women Faculty and the Academic Profession. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/188903


University of New Orleans

21. Thornton, Annette Bordelon. Understanding the Socialization Experiences of New Technical Faculty: A Transition from Industry to the Technical College.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2010, University of New Orleans

 This phenomenological qualitative research study sought to gain insight into the socialization experiences of new vocational technical faculty. Ten Louisiana vocational technical faculty members were… (more)

Subjects/Keywords: Faculty socialization; vocation technical faculty; two-year faculty

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

APA (6th Edition):

Thornton, A. B. (2010). Understanding the Socialization Experiences of New Technical Faculty: A Transition from Industry to the Technical College. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1152

Chicago Manual of Style (16th Edition):

Thornton, Annette Bordelon. “Understanding the Socialization Experiences of New Technical Faculty: A Transition from Industry to the Technical College.” 2010. Doctoral Dissertation, University of New Orleans. Accessed April 08, 2020. https://scholarworks.uno.edu/td/1152.

MLA Handbook (7th Edition):

Thornton, Annette Bordelon. “Understanding the Socialization Experiences of New Technical Faculty: A Transition from Industry to the Technical College.” 2010. Web. 08 Apr 2020.

Vancouver:

Thornton AB. Understanding the Socialization Experiences of New Technical Faculty: A Transition from Industry to the Technical College. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2020 Apr 08]. Available from: https://scholarworks.uno.edu/td/1152.

Council of Science Editors:

Thornton AB. Understanding the Socialization Experiences of New Technical Faculty: A Transition from Industry to the Technical College. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/1152


University of Georgia

22. Moyers, Steven Lee. The impact of faculty status on ems student success.

Degree: EdD, Higher Education, 2017, University of Georgia

 The use of part-time faculty members is substantial in the delivery of higher education instruction with the largest use occurring in the public two-year or… (more)

Subjects/Keywords: Faculty; adjunct faculty; impact of full-time faculty; EMS; EMS students; EMS instructors; EMS program

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

APA (6th Edition):

Moyers, S. L. (2017). The impact of faculty status on ems student success. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37820

Chicago Manual of Style (16th Edition):

Moyers, Steven Lee. “The impact of faculty status on ems student success.” 2017. Doctoral Dissertation, University of Georgia. Accessed April 08, 2020. http://hdl.handle.net/10724/37820.

MLA Handbook (7th Edition):

Moyers, Steven Lee. “The impact of faculty status on ems student success.” 2017. Web. 08 Apr 2020.

Vancouver:

Moyers SL. The impact of faculty status on ems student success. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10724/37820.

Council of Science Editors:

Moyers SL. The impact of faculty status on ems student success. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37820


University of Georgia

23. Herazy, Jennifer Stitzel. Does salary matter?:: faculty satisfaction and departure in instructional-focused institutions of the University System of Georgia.

Degree: EdD, Higher Education, 2017, University of Georgia

 Following the Great Recession of 2008, the University System of Georgia (USG) suspended annual salary increases system-wide for a period of five years. Institutions in… (more)

Subjects/Keywords: Faculty retention; faculty departure; faculty satisfaction; instructional-focused institutions; public higher education systems

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

APA (6th Edition):

Herazy, J. S. (2017). Does salary matter?:: faculty satisfaction and departure in instructional-focused institutions of the University System of Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37811

Chicago Manual of Style (16th Edition):

Herazy, Jennifer Stitzel. “Does salary matter?:: faculty satisfaction and departure in instructional-focused institutions of the University System of Georgia.” 2017. Doctoral Dissertation, University of Georgia. Accessed April 08, 2020. http://hdl.handle.net/10724/37811.

MLA Handbook (7th Edition):

Herazy, Jennifer Stitzel. “Does salary matter?:: faculty satisfaction and departure in instructional-focused institutions of the University System of Georgia.” 2017. Web. 08 Apr 2020.

Vancouver:

Herazy JS. Does salary matter?:: faculty satisfaction and departure in instructional-focused institutions of the University System of Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10724/37811.

Council of Science Editors:

Herazy JS. Does salary matter?:: faculty satisfaction and departure in instructional-focused institutions of the University System of Georgia. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37811

24. Rideau, Ryan. A Critical Race Analysis of the Work Experiences of Non-Tenure-Track Faculty Members of Color.

Degree: PhD, Higher Education, 2018, Virginia Tech

 The rapid increase in the number of non-tenure-track faculty members (Curtis, 2014), has prompted research about this group (Allison, Lynn, and Hovermann, 2014; Coalition on… (more)

Subjects/Keywords: Non-Tenure-Track Faculty; Contingent Faculty; Faculty of Color; Critical Race Theory; Critical Race Feminism

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

APA (6th Edition):

Rideau, R. (2018). A Critical Race Analysis of the Work Experiences of Non-Tenure-Track Faculty Members of Color. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81993

Chicago Manual of Style (16th Edition):

Rideau, Ryan. “A Critical Race Analysis of the Work Experiences of Non-Tenure-Track Faculty Members of Color.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/81993.

MLA Handbook (7th Edition):

Rideau, Ryan. “A Critical Race Analysis of the Work Experiences of Non-Tenure-Track Faculty Members of Color.” 2018. Web. 08 Apr 2020.

Vancouver:

Rideau R. A Critical Race Analysis of the Work Experiences of Non-Tenure-Track Faculty Members of Color. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/81993.

Council of Science Editors:

Rideau R. A Critical Race Analysis of the Work Experiences of Non-Tenure-Track Faculty Members of Color. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/81993


University of Arkansas

25. Orf, Michael Aaron. Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2013, University of Arkansas

  The growth of community colleges over the last five decades has not been met with a commensurate expansion of knowledge about policy development. In… (more)

Subjects/Keywords: Education; Community college faculty; Faculty promotions; Faculty rank; Community College Education Administration; Community College Leadership

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

APA (6th Edition):

Orf, M. A. (2013). Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/965

Chicago Manual of Style (16th Edition):

Orf, Michael Aaron. “Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges.” 2013. Doctoral Dissertation, University of Arkansas. Accessed April 08, 2020. https://scholarworks.uark.edu/etd/965.

MLA Handbook (7th Edition):

Orf, Michael Aaron. “Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges.” 2013. Web. 08 Apr 2020.

Vancouver:

Orf MA. Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2020 Apr 08]. Available from: https://scholarworks.uark.edu/etd/965.

Council of Science Editors:

Orf MA. Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/965


University of Illinois – Chicago

26. Yudt, Angela L. The Changing Nature of Governance in the Public Research University: Untangling the Web of Faculty Roles.

Degree: 2013, University of Illinois – Chicago

 This dissertation focuses on the study of faculty roles and governance in public research universities. It considers the impact of both fiscal pressures and stress… (more)

Subjects/Keywords: Governance; Public Research Universities; Faculty Role; Tenure-System Faculty; Non-Tenure System Faculty

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APA (6th Edition):

Yudt, A. L. (2013). The Changing Nature of Governance in the Public Research University: Untangling the Web of Faculty Roles. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10056

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):

Yudt, Angela L. “The Changing Nature of Governance in the Public Research University: Untangling the Web of Faculty Roles.” 2013. Thesis, University of Illinois – Chicago. Accessed April 08, 2020. http://hdl.handle.net/10027/10056.

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

MLA Handbook (7th Edition):

Yudt, Angela L. “The Changing Nature of Governance in the Public Research University: Untangling the Web of Faculty Roles.” 2013. Web. 08 Apr 2020.

Vancouver:

Yudt AL. The Changing Nature of Governance in the Public Research University: Untangling the Web of Faculty Roles. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10027/10056.

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

Council of Science Editors:

Yudt AL. The Changing Nature of Governance in the Public Research University: Untangling the Web of Faculty Roles. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10056

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


Purdue University

27. Cawthorne, James Edwin. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.

Degree: PhD, Engineering Education, 2016, Purdue University

  “Although the need for lifelong learning of professionals is stressed through university education, the patent differences between learning as a student, within a controlled… (more)

Subjects/Keywords: Education; Continuing professional learning; Engineering faculty; Faculty development; Professional development; Tenure-track faculty; Higher Education

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

APA (6th Edition):

Cawthorne, J. E. (2016). Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/741

Chicago Manual of Style (16th Edition):

Cawthorne, James Edwin. “Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.” 2016. Doctoral Dissertation, Purdue University. Accessed April 08, 2020. https://docs.lib.purdue.edu/open_access_dissertations/741.

MLA Handbook (7th Edition):

Cawthorne, James Edwin. “Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.” 2016. Web. 08 Apr 2020.

Vancouver:

Cawthorne JE. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2020 Apr 08]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/741.

Council of Science Editors:

Cawthorne JE. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. [Doctoral Dissertation]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_dissertations/741


Texas A&M University

28. Wyatt, Leigh A. Attitudes and Experiences of Dental Hygiene Faculty Regarding Interactions with Current Undergraduate Dental Hygiene Students on Facebook.

Degree: 2014, Texas A&M University

 Facebook (FB) currently boasts over 1 billion active monthly users. Forty-eight percent of 18-43 year olds access FB when they wake up; furthermore, since the… (more)

Subjects/Keywords: social networking; faculty-student relationships

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APA (6th Edition):

Wyatt, L. A. (2014). Attitudes and Experiences of Dental Hygiene Faculty Regarding Interactions with Current Undergraduate Dental Hygiene Students on Facebook. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154067

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):

Wyatt, Leigh A. “Attitudes and Experiences of Dental Hygiene Faculty Regarding Interactions with Current Undergraduate Dental Hygiene Students on Facebook.” 2014. Thesis, Texas A&M University. Accessed April 08, 2020. http://hdl.handle.net/1969.1/154067.

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

MLA Handbook (7th Edition):

Wyatt, Leigh A. “Attitudes and Experiences of Dental Hygiene Faculty Regarding Interactions with Current Undergraduate Dental Hygiene Students on Facebook.” 2014. Web. 08 Apr 2020.

Vancouver:

Wyatt LA. Attitudes and Experiences of Dental Hygiene Faculty Regarding Interactions with Current Undergraduate Dental Hygiene Students on Facebook. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/1969.1/154067.

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

Council of Science Editors:

Wyatt LA. Attitudes and Experiences of Dental Hygiene Faculty Regarding Interactions with Current Undergraduate Dental Hygiene Students on Facebook. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154067

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


Oregon State University

29. St. Clair, Tyler L. Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy.

Degree: PhD, Science Education, 2016, Oregon State University

 This dissertation consists of a set of three manuscripts exploring features of effective professional development (PD) for science teacher educators. Literature about context-specific PD for… (more)

Subjects/Keywords: faculty professional development; Science teachers

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

APA (6th Edition):

St. Clair, T. L. (2016). Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/59555

Chicago Manual of Style (16th Edition):

St. Clair, Tyler L. “Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy.” 2016. Doctoral Dissertation, Oregon State University. Accessed April 08, 2020. http://hdl.handle.net/1957/59555.

MLA Handbook (7th Edition):

St. Clair, Tyler L. “Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy.” 2016. Web. 08 Apr 2020.

Vancouver:

St. Clair TL. Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/1957/59555.

Council of Science Editors:

St. Clair TL. Designing An Effective Approach to Science Teacher Educator Professional Development : Lessons from the Science Education Faculty Academy. [Doctoral Dissertation]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59555


University of Louisville

30. Thomas, Linda J., 1946-. Factors affecting nurse educators' decision to teach.

Degree: PhD, College of Education and Human Development, 2010, University of Louisville

 The field of nursing currently faces a shortage of both nurses and nursing faculty. Yet, little is known about why clinical nurses opt to become… (more)

Subjects/Keywords: Nursing; Faculty; Nursing education

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APA (6th Edition):

Thomas, Linda J., 1. (2010). Factors affecting nurse educators' decision to teach. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1429 ; https://ir.library.louisville.edu/etd/1429

Chicago Manual of Style (16th Edition):

Thomas, Linda J., 1946-. “Factors affecting nurse educators' decision to teach.” 2010. Doctoral Dissertation, University of Louisville. Accessed April 08, 2020. 10.18297/etd/1429 ; https://ir.library.louisville.edu/etd/1429.

MLA Handbook (7th Edition):

Thomas, Linda J., 1946-. “Factors affecting nurse educators' decision to teach.” 2010. Web. 08 Apr 2020.

Vancouver:

Thomas, Linda J. 1. Factors affecting nurse educators' decision to teach. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2020 Apr 08]. Available from: 10.18297/etd/1429 ; https://ir.library.louisville.edu/etd/1429.

Council of Science Editors:

Thomas, Linda J. 1. Factors affecting nurse educators' decision to teach. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/1429 ; https://ir.library.louisville.edu/etd/1429

[1] [2] [3] [4] [5] … [145]

.