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Dates: Last 2 Years University: Arizona State University  

You searched for subject:(Higher education extension programs). Showing records 1 – 30 of 137 total matches.

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Arizona State University

1. Fukumoto, Eriko. University Researchers' Perceptions and Experiences of the Burdens Entailed in Grant Proposal Preparation and Submission.

Degree: Science and Technology Policy, 2018, Arizona State University

 The amount of time and effort that university researchers spend writing grants and executing grant administration responsibilities is one of the biggest challenges for science… (more)

Subjects/Keywords: Higher education administration; Public administration

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APA (6th Edition):

Fukumoto, E. (2018). University Researchers' Perceptions and Experiences of the Burdens Entailed in Grant Proposal Preparation and Submission. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49218

Chicago Manual of Style (16th Edition):

Fukumoto, Eriko. “University Researchers' Perceptions and Experiences of the Burdens Entailed in Grant Proposal Preparation and Submission.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49218.

MLA Handbook (7th Edition):

Fukumoto, Eriko. “University Researchers' Perceptions and Experiences of the Burdens Entailed in Grant Proposal Preparation and Submission.” 2018. Web. 24 Sep 2019.

Vancouver:

Fukumoto E. University Researchers' Perceptions and Experiences of the Burdens Entailed in Grant Proposal Preparation and Submission. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49218.

Council of Science Editors:

Fukumoto E. University Researchers' Perceptions and Experiences of the Burdens Entailed in Grant Proposal Preparation and Submission. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49218


Arizona State University

2. Reeves-Blurton, Zachary Andrew. Our Many Hues: Supporting LGBTQ+ Students Through Mentorship, Identity Development and Community Engagement in College.

Degree: Leadership and Innovation, 2019, Arizona State University

 The college years are crucial to formation and integration of lifelong psychosocial, personal and cognitive identities, and the identity development needs of lesbian, gay, bisexual,… (more)

Subjects/Keywords: LGBTQ studies; Higher education

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APA (6th Edition):

Reeves-Blurton, Z. A. (2019). Our Many Hues: Supporting LGBTQ+ Students Through Mentorship, Identity Development and Community Engagement in College. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53629

Chicago Manual of Style (16th Edition):

Reeves-Blurton, Zachary Andrew. “Our Many Hues: Supporting LGBTQ+ Students Through Mentorship, Identity Development and Community Engagement in College.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53629.

MLA Handbook (7th Edition):

Reeves-Blurton, Zachary Andrew. “Our Many Hues: Supporting LGBTQ+ Students Through Mentorship, Identity Development and Community Engagement in College.” 2019. Web. 24 Sep 2019.

Vancouver:

Reeves-Blurton ZA. Our Many Hues: Supporting LGBTQ+ Students Through Mentorship, Identity Development and Community Engagement in College. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53629.

Council of Science Editors:

Reeves-Blurton ZA. Our Many Hues: Supporting LGBTQ+ Students Through Mentorship, Identity Development and Community Engagement in College. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53629


Arizona State University

3. Lish, Rebecca. Private Costs, Public Benefits: An Analysis of 25 Years of Coverage on Access to Higher Education in Influential U.S. Newspapers.

Degree: Educational Leadership and Policy Studies, 2019, Arizona State University

Higher education enrollment and degree attainment rates have increased in the U.S. Yet higher education has remained inaccessible to many. Low- and middle-income students and… (more)

Subjects/Keywords: Higher education; access; discourse analysis; higher education; media

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APA (6th Edition):

Lish, R. (2019). Private Costs, Public Benefits: An Analysis of 25 Years of Coverage on Access to Higher Education in Influential U.S. Newspapers. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53740

Chicago Manual of Style (16th Edition):

Lish, Rebecca. “Private Costs, Public Benefits: An Analysis of 25 Years of Coverage on Access to Higher Education in Influential U.S. Newspapers.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53740.

MLA Handbook (7th Edition):

Lish, Rebecca. “Private Costs, Public Benefits: An Analysis of 25 Years of Coverage on Access to Higher Education in Influential U.S. Newspapers.” 2019. Web. 24 Sep 2019.

Vancouver:

Lish R. Private Costs, Public Benefits: An Analysis of 25 Years of Coverage on Access to Higher Education in Influential U.S. Newspapers. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53740.

Council of Science Editors:

Lish R. Private Costs, Public Benefits: An Analysis of 25 Years of Coverage on Access to Higher Education in Influential U.S. Newspapers. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53740


Arizona State University

4. Aldawood, Danielle. Decolonizing Human Rights Education.

Degree: Justice Studies, 2018, Arizona State University

 Arguing for the importance of decolonial pedagogy in human rights education, this research is located at the intersection of human rights education, pedagogy, and justice… (more)

Subjects/Keywords: Education; Pedagogy; Higher education; decolonial theory; decolonization; higher education; human rights; human rights education; pedagogy

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APA (6th Edition):

Aldawood, D. (2018). Decolonizing Human Rights Education. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49240

Chicago Manual of Style (16th Edition):

Aldawood, Danielle. “Decolonizing Human Rights Education.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49240.

MLA Handbook (7th Edition):

Aldawood, Danielle. “Decolonizing Human Rights Education.” 2018. Web. 24 Sep 2019.

Vancouver:

Aldawood D. Decolonizing Human Rights Education. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49240.

Council of Science Editors:

Aldawood D. Decolonizing Human Rights Education. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49240


Arizona State University

5. Coronella, Tamara. Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students.

Degree: Educational Leadership and Policy Studies, 2018, Arizona State University

 To meet the increasing demands for more STEM graduates, United States (U.S.) higher education institutions need to support the retention of minoritized populations, such as… (more)

Subjects/Keywords: Higher education; Educational leadership; Academic Advising; First-generation; Higher Education; Latina; Persistence; STEM

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APA (6th Edition):

Coronella, T. (2018). Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49312

Chicago Manual of Style (16th Edition):

Coronella, Tamara. “Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49312.

MLA Handbook (7th Edition):

Coronella, Tamara. “Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students.” 2018. Web. 24 Sep 2019.

Vancouver:

Coronella T. Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49312.

Council of Science Editors:

Coronella T. Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49312


Arizona State University

6. Billbe, Sasha. Fostering Creative Compassion in Honors Students Through Culturally Sustaining Pedagogy and Mindfulness.

Degree: Leadership and Innovation, 2019, Arizona State University

 This quasi-experimental, concurrent, mixed method, action research study sought to evaluate how an elective 1-credit course informed by mindfulness and culturally sustaining pedagogy influenced honors… (more)

Subjects/Keywords: Education; Higher education; Gifted education; compassion; creativity; honors; mindfulness; pedagogy

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APA (6th Edition):

Billbe, S. (2019). Fostering Creative Compassion in Honors Students Through Culturally Sustaining Pedagogy and Mindfulness. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53700

Chicago Manual of Style (16th Edition):

Billbe, Sasha. “Fostering Creative Compassion in Honors Students Through Culturally Sustaining Pedagogy and Mindfulness.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53700.

MLA Handbook (7th Edition):

Billbe, Sasha. “Fostering Creative Compassion in Honors Students Through Culturally Sustaining Pedagogy and Mindfulness.” 2019. Web. 24 Sep 2019.

Vancouver:

Billbe S. Fostering Creative Compassion in Honors Students Through Culturally Sustaining Pedagogy and Mindfulness. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53700.

Council of Science Editors:

Billbe S. Fostering Creative Compassion in Honors Students Through Culturally Sustaining Pedagogy and Mindfulness. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53700


Arizona State University

7. Ross, Lydia. Examining Undergraduate Engineering Students' Knowledge, Beliefs, and Attitudes Regarding Affirmative Action Admissions Policies: A Hierarchical Regression Analysis.

Degree: Educational Policy and Evaluation, 2019, Arizona State University

 Affirmative action is an education policy adopted by higher education institutions in the 1960s, where an applicant’s race is taken into account to some degree… (more)

Subjects/Keywords: Higher education; Education policy; affirmative action; attitudes; engineering; knowledge; quantitative; survey

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APA (6th Edition):

Ross, L. (2019). Examining Undergraduate Engineering Students' Knowledge, Beliefs, and Attitudes Regarding Affirmative Action Admissions Policies: A Hierarchical Regression Analysis. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53459

Chicago Manual of Style (16th Edition):

Ross, Lydia. “Examining Undergraduate Engineering Students' Knowledge, Beliefs, and Attitudes Regarding Affirmative Action Admissions Policies: A Hierarchical Regression Analysis.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53459.

MLA Handbook (7th Edition):

Ross, Lydia. “Examining Undergraduate Engineering Students' Knowledge, Beliefs, and Attitudes Regarding Affirmative Action Admissions Policies: A Hierarchical Regression Analysis.” 2019. Web. 24 Sep 2019.

Vancouver:

Ross L. Examining Undergraduate Engineering Students' Knowledge, Beliefs, and Attitudes Regarding Affirmative Action Admissions Policies: A Hierarchical Regression Analysis. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53459.

Council of Science Editors:

Ross L. Examining Undergraduate Engineering Students' Knowledge, Beliefs, and Attitudes Regarding Affirmative Action Admissions Policies: A Hierarchical Regression Analysis. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53459


Arizona State University

8. Workmon Larsen, Megan. The Failure Project: Self-Efficacy, Mindset, Grit and Navigating Perceived Failures in Design and the Arts.

Degree: Educational Leadership and Policy Studies, 2018, Arizona State University

 Artists and designers are preparing for rapidly changing and competitive careers in creative fields that require a healthy dose of resiliency to persevere. However, little… (more)

Subjects/Keywords: Education; Educational administration; arts; college; design; higher education; intervention course; mindfulness

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APA (6th Edition):

Workmon Larsen, M. (2018). The Failure Project: Self-Efficacy, Mindset, Grit and Navigating Perceived Failures in Design and the Arts. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49095

Chicago Manual of Style (16th Edition):

Workmon Larsen, Megan. “The Failure Project: Self-Efficacy, Mindset, Grit and Navigating Perceived Failures in Design and the Arts.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49095.

MLA Handbook (7th Edition):

Workmon Larsen, Megan. “The Failure Project: Self-Efficacy, Mindset, Grit and Navigating Perceived Failures in Design and the Arts.” 2018. Web. 24 Sep 2019.

Vancouver:

Workmon Larsen M. The Failure Project: Self-Efficacy, Mindset, Grit and Navigating Perceived Failures in Design and the Arts. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49095.

Council of Science Editors:

Workmon Larsen M. The Failure Project: Self-Efficacy, Mindset, Grit and Navigating Perceived Failures in Design and the Arts. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49095


Arizona State University

9. Abuwandi, Sarah. Blended Higher Education Opportunities for Refugees: A Comparative Study.

Degree: Justice Studies, 2019, Arizona State University

 This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site… (more)

Subjects/Keywords: Education; connected learning; higher education; hybrid; online learning; refugee

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APA (6th Edition):

Abuwandi, S. (2019). Blended Higher Education Opportunities for Refugees: A Comparative Study. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/53945

Chicago Manual of Style (16th Edition):

Abuwandi, Sarah. “Blended Higher Education Opportunities for Refugees: A Comparative Study.” 2019. Masters Thesis, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53945.

MLA Handbook (7th Edition):

Abuwandi, Sarah. “Blended Higher Education Opportunities for Refugees: A Comparative Study.” 2019. Web. 24 Sep 2019.

Vancouver:

Abuwandi S. Blended Higher Education Opportunities for Refugees: A Comparative Study. [Internet] [Masters thesis]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53945.

Council of Science Editors:

Abuwandi S. Blended Higher Education Opportunities for Refugees: A Comparative Study. [Masters Thesis]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53945


Arizona State University

10. Keele, Teresa. The Dualistic Role of the Community College Ceramic Artist/Art Teacher.

Degree: Art, 2018, Arizona State University

 The role of an art educator is characteristically dualistic and paradoxical. Not only are most art educators trained as artists, but they also receive instruction… (more)

Subjects/Keywords: Art education; Fine arts; Higher education; Art; Community College; Education; Feminist; Identity; Teachers

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APA (6th Edition):

Keele, T. (2018). The Dualistic Role of the Community College Ceramic Artist/Art Teacher. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/49077

Chicago Manual of Style (16th Edition):

Keele, Teresa. “The Dualistic Role of the Community College Ceramic Artist/Art Teacher.” 2018. Masters Thesis, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49077.

MLA Handbook (7th Edition):

Keele, Teresa. “The Dualistic Role of the Community College Ceramic Artist/Art Teacher.” 2018. Web. 24 Sep 2019.

Vancouver:

Keele T. The Dualistic Role of the Community College Ceramic Artist/Art Teacher. [Internet] [Masters thesis]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49077.

Council of Science Editors:

Keele T. The Dualistic Role of the Community College Ceramic Artist/Art Teacher. [Masters Thesis]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49077


Arizona State University

11. Gatewood, Kira Kevanah. Honoring Transitions: An Examination of Junior and Senior Honors Student Engagement.

Degree: Educational Leadership and Policy Studies, 2019, Arizona State University

 This action research study took a mixed methods approach to examine junior and senior student engagement at the honors college in the downtown campus of… (more)

Subjects/Keywords: Higher education; Engagement; Honors; Involvement; Juniors; Programming; Seniors

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APA (6th Edition):

Gatewood, K. K. (2019). Honoring Transitions: An Examination of Junior and Senior Honors Student Engagement. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53682

Chicago Manual of Style (16th Edition):

Gatewood, Kira Kevanah. “Honoring Transitions: An Examination of Junior and Senior Honors Student Engagement.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53682.

MLA Handbook (7th Edition):

Gatewood, Kira Kevanah. “Honoring Transitions: An Examination of Junior and Senior Honors Student Engagement.” 2019. Web. 24 Sep 2019.

Vancouver:

Gatewood KK. Honoring Transitions: An Examination of Junior and Senior Honors Student Engagement. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53682.

Council of Science Editors:

Gatewood KK. Honoring Transitions: An Examination of Junior and Senior Honors Student Engagement. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53682


Arizona State University

12. Brice, Sarah Beth. Local Family Connection and Support through the First Semester of College.

Degree: Higher and Postsecondary Education, 2019, Arizona State University

 The transition process from high school to college can be filled with many rewards and challenges not only for students, but also for their families.… (more)

Subjects/Keywords: Higher education; College family involvement; College family support; College parent involvement

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APA (6th Edition):

Brice, S. B. (2019). Local Family Connection and Support through the First Semester of College. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53521

Chicago Manual of Style (16th Edition):

Brice, Sarah Beth. “Local Family Connection and Support through the First Semester of College.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53521.

MLA Handbook (7th Edition):

Brice, Sarah Beth. “Local Family Connection and Support through the First Semester of College.” 2019. Web. 24 Sep 2019.

Vancouver:

Brice SB. Local Family Connection and Support through the First Semester of College. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53521.

Council of Science Editors:

Brice SB. Local Family Connection and Support through the First Semester of College. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53521


Arizona State University

13. Martinez, Jo Ann Lopez. Activating Strengths during the Transition from Community College to University: A Phenomenological Study of Vulnerable Transfer Students.

Degree: Leadership and Innovation, 2019, Arizona State University

 The transition experience for students who are transferring from community college to university can be an overwhelming experience for any typical student, but can be… (more)

Subjects/Keywords: Higher education; Community college education; Community College; Strengths-based; Transfer student; Transition; University; Vulnerable population

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APA (6th Edition):

Martinez, J. A. L. (2019). Activating Strengths during the Transition from Community College to University: A Phenomenological Study of Vulnerable Transfer Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53548

Chicago Manual of Style (16th Edition):

Martinez, Jo Ann Lopez. “Activating Strengths during the Transition from Community College to University: A Phenomenological Study of Vulnerable Transfer Students.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53548.

MLA Handbook (7th Edition):

Martinez, Jo Ann Lopez. “Activating Strengths during the Transition from Community College to University: A Phenomenological Study of Vulnerable Transfer Students.” 2019. Web. 24 Sep 2019.

Vancouver:

Martinez JAL. Activating Strengths during the Transition from Community College to University: A Phenomenological Study of Vulnerable Transfer Students. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53548.

Council of Science Editors:

Martinez JAL. Activating Strengths during the Transition from Community College to University: A Phenomenological Study of Vulnerable Transfer Students. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53548


Arizona State University

14. Dalal, Medha. Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach.

Degree: Learning, Literacies and Technologies, 2019, Arizona State University

 There has been a growing emphasis on the education of future generations of engineers who will have to tackle complex, global issues that are sociotechnical… (more)

Subjects/Keywords: Education; Higher education; Engineering; Collaboration; Engineering education; Exploratory Factor Analysis; Interdisciplinary; Mixed methods; Ways of thinking

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APA (6th Edition):

Dalal, M. (2019). Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53570

Chicago Manual of Style (16th Edition):

Dalal, Medha. “Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53570.

MLA Handbook (7th Edition):

Dalal, Medha. “Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach.” 2019. Web. 24 Sep 2019.

Vancouver:

Dalal M. Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53570.

Council of Science Editors:

Dalal M. Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53570


Arizona State University

15. Rama, Rashmi. Collaborative Language Learning in Higher Education: Student Engagement and Language Self-Efficacy in a Communicative, Flipped Context.

Degree: Educational Leadership and Policy Studies, 2019, Arizona State University

 The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language… (more)

Subjects/Keywords: Foreign language education; Higher education; Education; collaborative learning; communicative approach; flipped classroom; self-efficacy; Spanish; student engagement

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APA (6th Edition):

Rama, R. (2019). Collaborative Language Learning in Higher Education: Student Engagement and Language Self-Efficacy in a Communicative, Flipped Context. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53491

Chicago Manual of Style (16th Edition):

Rama, Rashmi. “Collaborative Language Learning in Higher Education: Student Engagement and Language Self-Efficacy in a Communicative, Flipped Context.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53491.

MLA Handbook (7th Edition):

Rama, Rashmi. “Collaborative Language Learning in Higher Education: Student Engagement and Language Self-Efficacy in a Communicative, Flipped Context.” 2019. Web. 24 Sep 2019.

Vancouver:

Rama R. Collaborative Language Learning in Higher Education: Student Engagement and Language Self-Efficacy in a Communicative, Flipped Context. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53491.

Council of Science Editors:

Rama R. Collaborative Language Learning in Higher Education: Student Engagement and Language Self-Efficacy in a Communicative, Flipped Context. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53491


Arizona State University

16. Fong, Raquel. Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field.

Degree: Leadership and Innovation, 2018, Arizona State University

Subjects/Keywords: Higher education; Education; Higher education administration; academic advising; adaptability; ecology; higher education; social climate; transition

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APA (6th Edition):

Fong, R. (2018). Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49345

Chicago Manual of Style (16th Edition):

Fong, Raquel. “Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49345.

MLA Handbook (7th Edition):

Fong, Raquel. “Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field.” 2018. Web. 24 Sep 2019.

Vancouver:

Fong R. Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49345.

Council of Science Editors:

Fong R. Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49345


Arizona State University

17. Cruz, Joshua M. Previously Engaged: A Foucauldian Genealogy of Student Engagement in Composition Studies.

Degree: Learning, Literacies and Technologies, 2018, Arizona State University

 This study is a philosophical genealogy of the term “student engagement” as it has appeared in composition studies. It attempts to account for the fact… (more)

Subjects/Keywords: Higher education; Educational sociology; College Composition; Foucault; Genealogy; Social History; Student Engagement; Writing

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APA (6th Edition):

Cruz, J. M. (2018). Previously Engaged: A Foucauldian Genealogy of Student Engagement in Composition Studies. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/50574

Chicago Manual of Style (16th Edition):

Cruz, Joshua M. “Previously Engaged: A Foucauldian Genealogy of Student Engagement in Composition Studies.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/50574.

MLA Handbook (7th Edition):

Cruz, Joshua M. “Previously Engaged: A Foucauldian Genealogy of Student Engagement in Composition Studies.” 2018. Web. 24 Sep 2019.

Vancouver:

Cruz JM. Previously Engaged: A Foucauldian Genealogy of Student Engagement in Composition Studies. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/50574.

Council of Science Editors:

Cruz JM. Previously Engaged: A Foucauldian Genealogy of Student Engagement in Composition Studies. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/50574


Arizona State University

18. Brown, Erika. Assessing the Causes of Food Insecurity among College Students.

Degree: Nutrition, 2018, Arizona State University

 BACKGROUND: The purpose of this study was to gain a better understanding of what food insecurity among college students. Qualitative research regarding food insecurity on… (more)

Subjects/Keywords: Nutrition; Food science; Higher education; College Students; Food Access; Food Insecurity; Food Security; Post-secondary

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

APA (6th Edition):

Brown, E. (2018). Assessing the Causes of Food Insecurity among College Students. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/50477

Chicago Manual of Style (16th Edition):

Brown, Erika. “Assessing the Causes of Food Insecurity among College Students.” 2018. Masters Thesis, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/50477.

MLA Handbook (7th Edition):

Brown, Erika. “Assessing the Causes of Food Insecurity among College Students.” 2018. Web. 24 Sep 2019.

Vancouver:

Brown E. Assessing the Causes of Food Insecurity among College Students. [Internet] [Masters thesis]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/50477.

Council of Science Editors:

Brown E. Assessing the Causes of Food Insecurity among College Students. [Masters Thesis]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/50477


Arizona State University

19. Donner, William. Increasing Postsecondary Education and Employment Planning through a High School Advisory Program.

Degree: Leadership and Innovation, 2018, Arizona State University

Subjects/Keywords: Educational leadership; Educational administration; Education policy; Advisory Programs; High School; Individual Learning Plans; Postsecondary Education; Postsecondary Employment; Secondary Education

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APA (6th Edition):

Donner, W. (2018). Increasing Postsecondary Education and Employment Planning through a High School Advisory Program. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49220

Chicago Manual of Style (16th Edition):

Donner, William. “Increasing Postsecondary Education and Employment Planning through a High School Advisory Program.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49220.

MLA Handbook (7th Edition):

Donner, William. “Increasing Postsecondary Education and Employment Planning through a High School Advisory Program.” 2018. Web. 24 Sep 2019.

Vancouver:

Donner W. Increasing Postsecondary Education and Employment Planning through a High School Advisory Program. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49220.

Council of Science Editors:

Donner W. Increasing Postsecondary Education and Employment Planning through a High School Advisory Program. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49220


Arizona State University

20. Swentzell, Porter. Place-based Education and Sovereignty: Traditional Arts at the Institute of American Indian Arts.

Degree: Justice Studies, 2018, Arizona State University

 This dissertation focuses on traditional arts at the Institute of American Indian Arts (IAIA) as a form of place-based education by asking the question, what… (more)

Subjects/Keywords: Native American studies; Higher education; Geography; Critical Geography; Institute of American Indian Arts; Place-based Education; Sovereignty; Traditional Arts; Tribal Colleges &; Universities

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APA (6th Edition):

Swentzell, P. (2018). Place-based Education and Sovereignty: Traditional Arts at the Institute of American Indian Arts. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49082

Chicago Manual of Style (16th Edition):

Swentzell, Porter. “Place-based Education and Sovereignty: Traditional Arts at the Institute of American Indian Arts.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49082.

MLA Handbook (7th Edition):

Swentzell, Porter. “Place-based Education and Sovereignty: Traditional Arts at the Institute of American Indian Arts.” 2018. Web. 24 Sep 2019.

Vancouver:

Swentzell P. Place-based Education and Sovereignty: Traditional Arts at the Institute of American Indian Arts. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49082.

Council of Science Editors:

Swentzell P. Place-based Education and Sovereignty: Traditional Arts at the Institute of American Indian Arts. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49082


Arizona State University

21. Eardley, Trisha Lynn. Thesis Launch: Helping Students Begin the Undergraduate Honors Thesis Process.

Degree: Educational Leadership and Policy Studies, 2019, Arizona State University

Subjects/Keywords: Educational leadership; Higher education; Higher education administration; academic advising; action research; honors college; honors thesis; self-efficacy; undergraduate student

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APA (6th Edition):

Eardley, T. L. (2019). Thesis Launch: Helping Students Begin the Undergraduate Honors Thesis Process. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53540

Chicago Manual of Style (16th Edition):

Eardley, Trisha Lynn. “Thesis Launch: Helping Students Begin the Undergraduate Honors Thesis Process.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53540.

MLA Handbook (7th Edition):

Eardley, Trisha Lynn. “Thesis Launch: Helping Students Begin the Undergraduate Honors Thesis Process.” 2019. Web. 24 Sep 2019.

Vancouver:

Eardley TL. Thesis Launch: Helping Students Begin the Undergraduate Honors Thesis Process. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53540.

Council of Science Editors:

Eardley TL. Thesis Launch: Helping Students Begin the Undergraduate Honors Thesis Process. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53540


Arizona State University

22. Matos, Maria Regina. Increasing Affinity toward a University through Meaningful Student-Centric Activities.

Degree: Educational Leadership and Policy Studies, 2019, Arizona State University

Subjects/Keywords: Higher education; Educational leadership; Higher education administration; Affinity; Belonging; Loyalty; Mixed method; Retention; Transition

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APA (6th Edition):

Matos, M. R. (2019). Increasing Affinity toward a University through Meaningful Student-Centric Activities. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53865

Chicago Manual of Style (16th Edition):

Matos, Maria Regina. “Increasing Affinity toward a University through Meaningful Student-Centric Activities.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53865.

MLA Handbook (7th Edition):

Matos, Maria Regina. “Increasing Affinity toward a University through Meaningful Student-Centric Activities.” 2019. Web. 24 Sep 2019.

Vancouver:

Matos MR. Increasing Affinity toward a University through Meaningful Student-Centric Activities. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53865.

Council of Science Editors:

Matos MR. Increasing Affinity toward a University through Meaningful Student-Centric Activities. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53865


Arizona State University

23. Leyson, Timothy Paul. Fostering Student Engagement in a Residential College Setting.

Degree: Leadership and Innovation, 2019, Arizona State University

Subjects/Keywords: Higher education; Housing; Residential College; Residential Life; Student Affairs; Student Engagement

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APA (6th Edition):

Leyson, T. P. (2019). Fostering Student Engagement in a Residential College Setting. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53725

Chicago Manual of Style (16th Edition):

Leyson, Timothy Paul. “Fostering Student Engagement in a Residential College Setting.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53725.

MLA Handbook (7th Edition):

Leyson, Timothy Paul. “Fostering Student Engagement in a Residential College Setting.” 2019. Web. 24 Sep 2019.

Vancouver:

Leyson TP. Fostering Student Engagement in a Residential College Setting. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53725.

Council of Science Editors:

Leyson TP. Fostering Student Engagement in a Residential College Setting. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53725


Arizona State University

24. Anderson, Lynne. The Influence of Virtual Community Participation on Transactional Distance in an Online Computer Science Course.

Degree: Educational Leadership and Policy Studies, 2018, Arizona State University

Subjects/Keywords: Higher education; online learning; sociocultural theory; transactional distance theory; virtual community

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

APA (6th Edition):

Anderson, L. (2018). The Influence of Virtual Community Participation on Transactional Distance in an Online Computer Science Course. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/51631

Chicago Manual of Style (16th Edition):

Anderson, Lynne. “The Influence of Virtual Community Participation on Transactional Distance in an Online Computer Science Course.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/51631.

MLA Handbook (7th Edition):

Anderson, Lynne. “The Influence of Virtual Community Participation on Transactional Distance in an Online Computer Science Course.” 2018. Web. 24 Sep 2019.

Vancouver:

Anderson L. The Influence of Virtual Community Participation on Transactional Distance in an Online Computer Science Course. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/51631.

Council of Science Editors:

Anderson L. The Influence of Virtual Community Participation on Transactional Distance in an Online Computer Science Course. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/51631


Arizona State University

25. Williams, Nick. Norming at Scale: Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment.

Degree: Leadership and Innovation, 2018, Arizona State University

Subjects/Keywords: Higher education administration; Educational tests &; measurements; Educational evaluation; Assessment; Student learning outcomes

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APA (6th Edition):

Williams, N. (2018). Norming at Scale: Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49168

Chicago Manual of Style (16th Edition):

Williams, Nick. “Norming at Scale: Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49168.

MLA Handbook (7th Edition):

Williams, Nick. “Norming at Scale: Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment.” 2018. Web. 24 Sep 2019.

Vancouver:

Williams N. Norming at Scale: Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49168.

Council of Science Editors:

Williams N. Norming at Scale: Faculty Perceptions of Assessment Culture and Student Learning Outcomes Assessment. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49168


Arizona State University

26. Vitelli, Chris. Improving Levels of Employee Engagement Among Student Services Professionals.

Degree: Educational Leadership and Policy Studies, 2019, Arizona State University

Subjects/Keywords: Educational leadership; employee; engagement; higher education; leadership; management; student services

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APA (6th Edition):

Vitelli, C. (2019). Improving Levels of Employee Engagement Among Student Services Professionals. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53463

Chicago Manual of Style (16th Edition):

Vitelli, Chris. “Improving Levels of Employee Engagement Among Student Services Professionals.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/53463.

MLA Handbook (7th Edition):

Vitelli, Chris. “Improving Levels of Employee Engagement Among Student Services Professionals.” 2019. Web. 24 Sep 2019.

Vancouver:

Vitelli C. Improving Levels of Employee Engagement Among Student Services Professionals. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/53463.

Council of Science Editors:

Vitelli C. Improving Levels of Employee Engagement Among Student Services Professionals. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53463


Arizona State University

27. Tchida, Celina Vashti. Toward an Analytical Framework for Assessing Power Dynamics in University-Community Partnerships.

Degree: Community Resources and Development, 2018, Arizona State University

Subjects/Keywords: Higher education; Social psychology; Ethics; Assessment and Evaluation; Community Development and Engagement; Higher Education; Power Dynamics; Qualitative Content Analysis; University-Community Partnerships

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APA (6th Edition):

Tchida, C. V. (2018). Toward an Analytical Framework for Assessing Power Dynamics in University-Community Partnerships. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/51665

Chicago Manual of Style (16th Edition):

Tchida, Celina Vashti. “Toward an Analytical Framework for Assessing Power Dynamics in University-Community Partnerships.” 2018. Masters Thesis, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/51665.

MLA Handbook (7th Edition):

Tchida, Celina Vashti. “Toward an Analytical Framework for Assessing Power Dynamics in University-Community Partnerships.” 2018. Web. 24 Sep 2019.

Vancouver:

Tchida CV. Toward an Analytical Framework for Assessing Power Dynamics in University-Community Partnerships. [Internet] [Masters thesis]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/51665.

Council of Science Editors:

Tchida CV. Toward an Analytical Framework for Assessing Power Dynamics in University-Community Partnerships. [Masters Thesis]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/51665


Arizona State University

28. Tran, Nancy Lan. Drosophila CORL Phenotypes Connect Mating, Longevity, and Insulin Signaling.

Degree: Biology, 2018, Arizona State University

 Drosophila CORL (dCORL) is a central nervous system (CNS)-specific gene that is hypothesized to function in Transforming Growth Factor β signaling. It is part of… (more)

Subjects/Keywords: Genetics; dILP2; Drifter; Fussel; insulin; lifespan extension; pars intercerebralis

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APA (6th Edition):

Tran, N. L. (2018). Drosophila CORL Phenotypes Connect Mating, Longevity, and Insulin Signaling. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/49054

Chicago Manual of Style (16th Edition):

Tran, Nancy Lan. “Drosophila CORL Phenotypes Connect Mating, Longevity, and Insulin Signaling.” 2018. Masters Thesis, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49054.

MLA Handbook (7th Edition):

Tran, Nancy Lan. “Drosophila CORL Phenotypes Connect Mating, Longevity, and Insulin Signaling.” 2018. Web. 24 Sep 2019.

Vancouver:

Tran NL. Drosophila CORL Phenotypes Connect Mating, Longevity, and Insulin Signaling. [Internet] [Masters thesis]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49054.

Council of Science Editors:

Tran NL. Drosophila CORL Phenotypes Connect Mating, Longevity, and Insulin Signaling. [Masters Thesis]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49054


Arizona State University

29. Vawter, Katherine. The Power of Instructor-Student and Peer Rapport in Post-Secondary Student Achievement.

Degree: Leadership and Innovation, 2018, Arizona State University

Subjects/Keywords: Higher education; Education; Educational evaluation; achievement; autonomy-support; rapport; self-determination theory; student; university

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APA (6th Edition):

Vawter, K. (2018). The Power of Instructor-Student and Peer Rapport in Post-Secondary Student Achievement. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49097

Chicago Manual of Style (16th Edition):

Vawter, Katherine. “The Power of Instructor-Student and Peer Rapport in Post-Secondary Student Achievement.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/49097.

MLA Handbook (7th Edition):

Vawter, Katherine. “The Power of Instructor-Student and Peer Rapport in Post-Secondary Student Achievement.” 2018. Web. 24 Sep 2019.

Vancouver:

Vawter K. The Power of Instructor-Student and Peer Rapport in Post-Secondary Student Achievement. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/49097.

Council of Science Editors:

Vawter K. The Power of Instructor-Student and Peer Rapport in Post-Secondary Student Achievement. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49097


Arizona State University

30. Hayman, Jenni Louise. Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators.

Degree: Educational Leadership and Policy Studies, 2018, Arizona State University

Subjects/Keywords: Higher education; Instructional design; Educational leadership; Action Research; MOOC; OEP; OER; Open Education; Professional Development

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APA (6th Edition):

Hayman, J. L. (2018). Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/51638

Chicago Manual of Style (16th Edition):

Hayman, Jenni Louise. “Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators.” 2018. Doctoral Dissertation, Arizona State University. Accessed September 24, 2019. http://repository.asu.edu/items/51638.

MLA Handbook (7th Edition):

Hayman, Jenni Louise. “Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators.” 2018. Web. 24 Sep 2019.

Vancouver:

Hayman JL. Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Sep 24]. Available from: http://repository.asu.edu/items/51638.

Council of Science Editors:

Hayman JL. Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/51638

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