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You searched for subject:(Higher education teaching practices). Showing records 31 – 60 of 190205 total matches.

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Liberty University

31. Sites, Elizabeth Canby. Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning.

Degree: 2008, Liberty University

 This phenomenology investigated integration of faith and learning among eight Liberty University faculty members. Criterion sampling was used by asking 150 randomly selected graduate students… (more)

Subjects/Keywords: phenomenology, worldview, faculty, teaching practices; Education, Religious

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APA (6th Edition):

Sites, E. C. (2008). Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/100 ; http://digitalcommons.liberty.edu/context/doctoral/article/1119/type/native/viewcontent

Chicago Manual of Style (16th Edition):

Sites, Elizabeth Canby. “Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning.” 2008. Doctoral Dissertation, Liberty University. Accessed November 17, 2019. http://digitalcommons.liberty.edu/doctoral/100 ; http://digitalcommons.liberty.edu/context/doctoral/article/1119/type/native/viewcontent.

MLA Handbook (7th Edition):

Sites, Elizabeth Canby. “Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning.” 2008. Web. 17 Nov 2019.

Vancouver:

Sites EC. Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2019 Nov 17]. Available from: http://digitalcommons.liberty.edu/doctoral/100 ; http://digitalcommons.liberty.edu/context/doctoral/article/1119/type/native/viewcontent.

Council of Science Editors:

Sites EC. Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/100 ; http://digitalcommons.liberty.edu/context/doctoral/article/1119/type/native/viewcontent


Marshall University

32. Farrish, Melissa Martin. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.

Degree: 2018, Marshall University

 The purpose of this mixed methods study was to examine the differences, if any, in the perceived importance and the level of integration of high-impact… (more)

Subjects/Keywords: High-Impact Practices; Online Learning; Teaching Strategies; <; p>; Internet in higher education.<; /p>; <; p>; Education, Higher  – Computer-assisted instruction.<; /p>; <; p>; Effective teaching.<; /p>;

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APA (6th Edition):

Farrish, M. M. (2018). Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1177

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):

Farrish, Melissa Martin. “Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.” 2018. Thesis, Marshall University. Accessed November 17, 2019. https://mds.marshall.edu/etd/1177.

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

MLA Handbook (7th Edition):

Farrish, Melissa Martin. “Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.” 2018. Web. 17 Nov 2019.

Vancouver:

Farrish MM. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. [Internet] [Thesis]. Marshall University; 2018. [cited 2019 Nov 17]. Available from: https://mds.marshall.edu/etd/1177.

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

Council of Science Editors:

Farrish MM. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. [Thesis]. Marshall University; 2018. Available from: https://mds.marshall.edu/etd/1177

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


Ohio University

33. Pigman, Ryan. Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework.

Degree: PhD, Curriculum and Instruction (Education), 2019, Ohio University

 Scholars have recommended a new practice-based vision of special education teacher preparation where high-leverage practices serve as the foundation to help bridge the existing research-to-practice… (more)

Subjects/Keywords: Education; Higher Education; Special Education; Teacher Education; Teaching; Teacher Education; High-Leverage Practices; Teacher Preparation; Special Education; Special Education Teacher Preparation; Clinical Model; Practice-Based Teacher Preparation; Undergraduate Teacher Education; Teaching and Learning

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APA (6th Edition):

Pigman, R. (2019). Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288

Chicago Manual of Style (16th Edition):

Pigman, Ryan. “Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework.” 2019. Doctoral Dissertation, Ohio University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288.

MLA Handbook (7th Edition):

Pigman, Ryan. “Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework.” 2019. Web. 17 Nov 2019.

Vancouver:

Pigman R. Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework. [Internet] [Doctoral dissertation]. Ohio University; 2019. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288.

Council of Science Editors:

Pigman R. Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework. [Doctoral Dissertation]. Ohio University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288


Seton Hall University

34. Panwar, Reema. Engagement of STEM and Non-STEM Students: A Comparison between International and American Undergraduate Students.

Degree: PhD, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this study is to understand the relationship between the status and engagement of international students and whether this relationship varies by… (more)

Subjects/Keywords: International Students; Student Engagement; American and International Student Engagement; Stem vs. Non-STEM; Collaborative Learning; Effective Teaching Practices; Higher Education; International and Comparative Education

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APA (6th Edition):

Panwar, R. (2018). Engagement of STEM and Non-STEM Students: A Comparison between International and American Undergraduate Students. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2605

Chicago Manual of Style (16th Edition):

Panwar, Reema. “Engagement of STEM and Non-STEM Students: A Comparison between International and American Undergraduate Students.” 2018. Doctoral Dissertation, Seton Hall University. Accessed November 17, 2019. https://scholarship.shu.edu/dissertations/2605.

MLA Handbook (7th Edition):

Panwar, Reema. “Engagement of STEM and Non-STEM Students: A Comparison between International and American Undergraduate Students.” 2018. Web. 17 Nov 2019.

Vancouver:

Panwar R. Engagement of STEM and Non-STEM Students: A Comparison between International and American Undergraduate Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Nov 17]. Available from: https://scholarship.shu.edu/dissertations/2605.

Council of Science Editors:

Panwar R. Engagement of STEM and Non-STEM Students: A Comparison between International and American Undergraduate Students. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2605


University of South Carolina

35. Kurzban, Laura May. Interactive Whiteboard Impact on Algebra Teachers’ Implementation of Selected Mathematics Teaching Practices.

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

  This study investigated the use of the interactive white board (IWB) and the impact the technology had on mathematics teaching practices for algebra teachers.… (more)

Subjects/Keywords: Education; Higher Education; Scholarship of Teaching and Learning; algebra; interactive white board; impact of technology; algebra teachers; Technological Pedagogical Content Knowledge (TPACK); Mathematics Classroom Observation Protocol for Practices (MCOP2)

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

APA (6th Edition):

Kurzban, L. M. (2018). Interactive Whiteboard Impact on Algebra Teachers’ Implementation of Selected Mathematics Teaching Practices. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5108

Chicago Manual of Style (16th Edition):

Kurzban, Laura May. “Interactive Whiteboard Impact on Algebra Teachers’ Implementation of Selected Mathematics Teaching Practices.” 2018. Doctoral Dissertation, University of South Carolina. Accessed November 17, 2019. https://scholarcommons.sc.edu/etd/5108.

MLA Handbook (7th Edition):

Kurzban, Laura May. “Interactive Whiteboard Impact on Algebra Teachers’ Implementation of Selected Mathematics Teaching Practices.” 2018. Web. 17 Nov 2019.

Vancouver:

Kurzban LM. Interactive Whiteboard Impact on Algebra Teachers’ Implementation of Selected Mathematics Teaching Practices. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Nov 17]. Available from: https://scholarcommons.sc.edu/etd/5108.

Council of Science Editors:

Kurzban LM. Interactive Whiteboard Impact on Algebra Teachers’ Implementation of Selected Mathematics Teaching Practices. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5108


Georgia Southern University

36. Egan, John D. Exploring Alumni Valuation of an Undergraduate Leadership Program.

Degree: Doctor of Education (EdD), Department of Leadership, Technology, and Human Development, 2019, Georgia Southern University

  This study explored alumni’ valuation of an undergraduate leadership program by gaining an understanding of what leadership learning and leadership behaviors transferred into their… (more)

Subjects/Keywords: Undergraduate leadership development; Transfer of leadership learning; Alumni perspective; Experiential learning theory; Five practices of exemplary leadership; Leadership program; Educational Leadership; Higher Education Administration; Higher Education and Teaching; Scholarship of Teaching and Learning; Training and Development; Vocational Education

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APA (6th Edition):

Egan, J. D. (2019). Exploring Alumni Valuation of an Undergraduate Leadership Program. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1946

Chicago Manual of Style (16th Edition):

Egan, John D. “Exploring Alumni Valuation of an Undergraduate Leadership Program.” 2019. Doctoral Dissertation, Georgia Southern University. Accessed November 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1946.

MLA Handbook (7th Edition):

Egan, John D. “Exploring Alumni Valuation of an Undergraduate Leadership Program.” 2019. Web. 17 Nov 2019.

Vancouver:

Egan JD. Exploring Alumni Valuation of an Undergraduate Leadership Program. [Internet] [Doctoral dissertation]. Georgia Southern University; 2019. [cited 2019 Nov 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1946.

Council of Science Editors:

Egan JD. Exploring Alumni Valuation of an Undergraduate Leadership Program. [Doctoral Dissertation]. Georgia Southern University; 2019. Available from: https://digitalcommons.georgiasouthern.edu/etd/1946

37. Pessia, Wayne J. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.

Degree: EdD, College of Education, 2014, Ashland University

 A growing amount of research and literature supports a relationship between student success at the college level and the implementation of student-centered learning. Millennial students… (more)

Subjects/Keywords: Education; Higher Education; Religious Education; Technology; Millennial generation; learning style; Christian higher education; mission compromise; online or distance learning; information technology; teaching practices; faculty training; student success; enrollment; education philosophy; spiritual formation

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APA (6th Edition):

Pessia, W. J. (2014). Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628

Chicago Manual of Style (16th Edition):

Pessia, Wayne J. “Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.” 2014. Doctoral Dissertation, Ashland University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.

MLA Handbook (7th Edition):

Pessia, Wayne J. “Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.” 2014. Web. 17 Nov 2019.

Vancouver:

Pessia WJ. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.

Council of Science Editors:

Pessia WJ. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628


University of Nevada – Las Vegas

38. Cox-Davenport, Rebecca A. A Grounded theory approach to faculty’s perspective and patterns of online social presence.

Degree: PhD, Nursing, 2010, University of Nevada – Las Vegas

 The purpose of this research study was to generate a grounded theory regarding the patterns and perceptions of nursing faculty in the formation of social… (more)

Subjects/Keywords: Education; Higher Education and Teaching; Nursing

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APA (6th Edition):

Cox-Davenport, R. A. (2010). A Grounded theory approach to faculty’s perspective and patterns of online social presence. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/312

Chicago Manual of Style (16th Edition):

Cox-Davenport, Rebecca A. “A Grounded theory approach to faculty’s perspective and patterns of online social presence.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed November 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/312.

MLA Handbook (7th Edition):

Cox-Davenport, Rebecca A. “A Grounded theory approach to faculty’s perspective and patterns of online social presence.” 2010. Web. 17 Nov 2019.

Vancouver:

Cox-Davenport RA. A Grounded theory approach to faculty’s perspective and patterns of online social presence. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2019 Nov 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/312.

Council of Science Editors:

Cox-Davenport RA. A Grounded theory approach to faculty’s perspective and patterns of online social presence. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/312


Penn State University

39. Taylor, Ann. Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State.

Degree: 2017, Penn State University

 The purpose of this study was to examine the relationship between the attraction of a given type of adjunct faculty to teach online via Penn… (more)

Subjects/Keywords: higher education; adjunct faculty; distance learning; online; faculty motivation; online faculty; part time faculty; online teaching; incentives; online instruction; faculty retention; hiring practices

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APA (6th Edition):

Taylor, A. (2017). Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13781atb3

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):

Taylor, Ann. “Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State.” 2017. Thesis, Penn State University. Accessed November 17, 2019. https://etda.libraries.psu.edu/catalog/13781atb3.

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

MLA Handbook (7th Edition):

Taylor, Ann. “Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State.” 2017. Web. 17 Nov 2019.

Vancouver:

Taylor A. Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Nov 17]. Available from: https://etda.libraries.psu.edu/catalog/13781atb3.

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

Council of Science Editors:

Taylor A. Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13781atb3

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


Columbia University

40. Ostrow Michel, Jessica. An Assessment of Teaching and Learning about Sustainability Across the Higher Education Curriculum.

Degree: 2020, Columbia University

 Although the majority of scientists agree that we are facing unprecedented climate crises, higher education’s engagement with environmental and sustainability problems is lacking. While the… (more)

Subjects/Keywords: Education, Higher; Environmental education; Sustainability; Environmental education – Study and teaching (Higher)

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APA (6th Edition):

Ostrow Michel, J. (2020). An Assessment of Teaching and Learning about Sustainability Across the Higher Education Curriculum. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-pxgb-4928

Chicago Manual of Style (16th Edition):

Ostrow Michel, Jessica. “An Assessment of Teaching and Learning about Sustainability Across the Higher Education Curriculum.” 2020. Doctoral Dissertation, Columbia University. Accessed November 17, 2019. https://doi.org/10.7916/d8-pxgb-4928.

MLA Handbook (7th Edition):

Ostrow Michel, Jessica. “An Assessment of Teaching and Learning about Sustainability Across the Higher Education Curriculum.” 2020. Web. 17 Nov 2019.

Vancouver:

Ostrow Michel J. An Assessment of Teaching and Learning about Sustainability Across the Higher Education Curriculum. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2019 Nov 17]. Available from: https://doi.org/10.7916/d8-pxgb-4928.

Council of Science Editors:

Ostrow Michel J. An Assessment of Teaching and Learning about Sustainability Across the Higher Education Curriculum. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-pxgb-4928


University of Johannesburg

41. Kaldine, Hosian. An evaluation of teaching and assessment strategies in a Dâr 'al 'Ulûm.

Degree: 2009, University of Johannesburg

M.A.

Teaching in institutions have come under the spotlight, as a result of inadequate teaching, learning and assessment strategies. Some of the most critical remarks… (more)

Subjects/Keywords: Higher education; Effective teaching; Muslims' higher education; Islamic religious education

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APA (6th Edition):

Kaldine, H. (2009). An evaluation of teaching and assessment strategies in a Dâr 'al 'Ulûm. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2394

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):

Kaldine, Hosian. “An evaluation of teaching and assessment strategies in a Dâr 'al 'Ulûm.” 2009. Thesis, University of Johannesburg. Accessed November 17, 2019. http://hdl.handle.net/10210/2394.

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

MLA Handbook (7th Edition):

Kaldine, Hosian. “An evaluation of teaching and assessment strategies in a Dâr 'al 'Ulûm.” 2009. Web. 17 Nov 2019.

Vancouver:

Kaldine H. An evaluation of teaching and assessment strategies in a Dâr 'al 'Ulûm. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10210/2394.

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

Council of Science Editors:

Kaldine H. An evaluation of teaching and assessment strategies in a Dâr 'al 'Ulûm. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2394

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

42. Lorenz, Jessica. Diversity in the College Composition Classroom: A Phenomenological Study of Faculty Experiences.

Degree: Education, EdD, Education, 2019, University of Portland

  While faculty members in higher education contribute to curricular diversity through active learning techniques and course content, over the last decade there has not… (more)

Subjects/Keywords: Curriculum and Social Inquiry; Education; Higher Education; Higher Education and Teaching

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APA (6th Edition):

Lorenz, J. (2019). Diversity in the College Composition Classroom: A Phenomenological Study of Faculty Experiences. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/62

Chicago Manual of Style (16th Edition):

Lorenz, Jessica. “Diversity in the College Composition Classroom: A Phenomenological Study of Faculty Experiences.” 2019. Doctoral Dissertation, University of Portland. Accessed November 17, 2019. https://pilotscholars.up.edu/etd/62.

MLA Handbook (7th Edition):

Lorenz, Jessica. “Diversity in the College Composition Classroom: A Phenomenological Study of Faculty Experiences.” 2019. Web. 17 Nov 2019.

Vancouver:

Lorenz J. Diversity in the College Composition Classroom: A Phenomenological Study of Faculty Experiences. [Internet] [Doctoral dissertation]. University of Portland; 2019. [cited 2019 Nov 17]. Available from: https://pilotscholars.up.edu/etd/62.

Council of Science Editors:

Lorenz J. Diversity in the College Composition Classroom: A Phenomenological Study of Faculty Experiences. [Doctoral Dissertation]. University of Portland; 2019. Available from: https://pilotscholars.up.edu/etd/62


Liberty University

43. Wagner, Rebecca. A Comparative Study of Undergraduate Upperclassmen Students' Perceptions of Student and Faculty Incivility in Three Academic Disciplines: Nursing, Education, and Business.

Degree: 2014, Liberty University

 Incivility, defined as rude, discourteous, and disrespectful behavior, in higher education and in nursing education, is a growing problem and concern as it affects the… (more)

Subjects/Keywords: bullying; higher education; horizontal violence; incivility; nursing; nursing education; Education; Educational Leadership; Higher Education; Higher Education Administration; Higher Education and Teaching

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

APA (6th Edition):

Wagner, R. (2014). A Comparative Study of Undergraduate Upperclassmen Students' Perceptions of Student and Faculty Incivility in Three Academic Disciplines: Nursing, Education, and Business. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/931

Chicago Manual of Style (16th Edition):

Wagner, Rebecca. “A Comparative Study of Undergraduate Upperclassmen Students' Perceptions of Student and Faculty Incivility in Three Academic Disciplines: Nursing, Education, and Business.” 2014. Doctoral Dissertation, Liberty University. Accessed November 17, 2019. http://digitalcommons.liberty.edu/doctoral/931.

MLA Handbook (7th Edition):

Wagner, Rebecca. “A Comparative Study of Undergraduate Upperclassmen Students' Perceptions of Student and Faculty Incivility in Three Academic Disciplines: Nursing, Education, and Business.” 2014. Web. 17 Nov 2019.

Vancouver:

Wagner R. A Comparative Study of Undergraduate Upperclassmen Students' Perceptions of Student and Faculty Incivility in Three Academic Disciplines: Nursing, Education, and Business. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Nov 17]. Available from: http://digitalcommons.liberty.edu/doctoral/931.

Council of Science Editors:

Wagner R. A Comparative Study of Undergraduate Upperclassmen Students' Perceptions of Student and Faculty Incivility in Three Academic Disciplines: Nursing, Education, and Business. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/931


University of Colorado

44. Ruiz-Mesa, Kristina. Discourses of Difference: Communicating Diversity in U.S. Higher Education.

Degree: PhD, Communication, 2016, University of Colorado

 This research focused on institutional framings of diversity in mission statements and communicative practices of chief diversity officers (CDOs) in U.S. institutions of higher education.… (more)

Subjects/Keywords: applied communication; chief diversity officers; communicative practices; diversity; higher education; inclusion; Communication; Higher Education; Higher Education Administration

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APA (6th Edition):

Ruiz-Mesa, K. (2016). Discourses of Difference: Communicating Diversity in U.S. Higher Education. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/comm_gradetds/68

Chicago Manual of Style (16th Edition):

Ruiz-Mesa, Kristina. “Discourses of Difference: Communicating Diversity in U.S. Higher Education.” 2016. Doctoral Dissertation, University of Colorado. Accessed November 17, 2019. http://scholar.colorado.edu/comm_gradetds/68.

MLA Handbook (7th Edition):

Ruiz-Mesa, Kristina. “Discourses of Difference: Communicating Diversity in U.S. Higher Education.” 2016. Web. 17 Nov 2019.

Vancouver:

Ruiz-Mesa K. Discourses of Difference: Communicating Diversity in U.S. Higher Education. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Nov 17]. Available from: http://scholar.colorado.edu/comm_gradetds/68.

Council of Science Editors:

Ruiz-Mesa K. Discourses of Difference: Communicating Diversity in U.S. Higher Education. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/comm_gradetds/68


Cape Peninsula University of Technology

45. Jaffer, Faeeqa. Student and Staff Perceptions of ‘Being a Student’ in the Nature Conservation Foundation Programme .

Degree: 2014, Cape Peninsula University of Technology

 ‘Underpreparedness’ of students entering higher education is an issue that many academic institutions in South Africa are currently addressing. These students, who are referred to… (more)

Subjects/Keywords: Education, Higher  – Students; Education, Higher  – Study and teaching (Higher)  – South Africa; Environmental education  – Study and teaching; Nature conservation  – Study and teaching

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

APA (6th Edition):

Jaffer, F. (2014). Student and Staff Perceptions of ‘Being a Student’ in the Nature Conservation Foundation Programme . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1865

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):

Jaffer, Faeeqa. “Student and Staff Perceptions of ‘Being a Student’ in the Nature Conservation Foundation Programme .” 2014. Thesis, Cape Peninsula University of Technology. Accessed November 17, 2019. http://etd.cput.ac.za/handle/20.500.11838/1865.

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

MLA Handbook (7th Edition):

Jaffer, Faeeqa. “Student and Staff Perceptions of ‘Being a Student’ in the Nature Conservation Foundation Programme .” 2014. Web. 17 Nov 2019.

Vancouver:

Jaffer F. Student and Staff Perceptions of ‘Being a Student’ in the Nature Conservation Foundation Programme . [Internet] [Thesis]. Cape Peninsula University of Technology; 2014. [cited 2019 Nov 17]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1865.

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

Council of Science Editors:

Jaffer F. Student and Staff Perceptions of ‘Being a Student’ in the Nature Conservation Foundation Programme . [Thesis]. Cape Peninsula University of Technology; 2014. Available from: http://etd.cput.ac.za/handle/20.500.11838/1865

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

46. Cronin, Catherine. Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education.

Degree: 2018, NUI Galway

 Open education seeks to improve educational access, effectiveness, and equality. The term ‘open educational practices’ (OEP) describes practices that include the creation, use and reuse… (more)

Subjects/Keywords: Open education; Open educational practices; Open educational resources; Higher education; Higher education policy; Grounded theory; Constructivist grounded theory; Critical approach; Centre of Excellence in Learning and Teaching; Arts, Social Sciences and Celtic Studies

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APA (6th Edition):

Cronin, C. (2018). Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education. (Thesis). NUI Galway. Retrieved from http://hdl.handle.net/10379/7276

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):

Cronin, Catherine. “Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education.” 2018. Thesis, NUI Galway. Accessed November 17, 2019. http://hdl.handle.net/10379/7276.

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

MLA Handbook (7th Edition):

Cronin, Catherine. “Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education.” 2018. Web. 17 Nov 2019.

Vancouver:

Cronin C. Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education. [Internet] [Thesis]. NUI Galway; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10379/7276.

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

Council of Science Editors:

Cronin C. Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education. [Thesis]. NUI Galway; 2018. Available from: http://hdl.handle.net/10379/7276

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


Iowa State University

47. Turk, Jonathan M. Explaining critical thinking skills, leadership skills, and openness to diversity in fraternity members: A quantitative analysis.

Degree: 2012, Iowa State University

 Each year thousands of college students make the choice to join a men's collegiate social fraternity. This study sought to understand how a student's demographic… (more)

Subjects/Keywords: Fraternity; Higher Education; Student Development; Higher Education Administration; Higher Education and Teaching; Quantitative Psychology

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

APA (6th Edition):

Turk, J. M. (2012). Explaining critical thinking skills, leadership skills, and openness to diversity in fraternity members: A quantitative analysis. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12490

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):

Turk, Jonathan M. “Explaining critical thinking skills, leadership skills, and openness to diversity in fraternity members: A quantitative analysis.” 2012. Thesis, Iowa State University. Accessed November 17, 2019. https://lib.dr.iastate.edu/etd/12490.

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

MLA Handbook (7th Edition):

Turk, Jonathan M. “Explaining critical thinking skills, leadership skills, and openness to diversity in fraternity members: A quantitative analysis.” 2012. Web. 17 Nov 2019.

Vancouver:

Turk JM. Explaining critical thinking skills, leadership skills, and openness to diversity in fraternity members: A quantitative analysis. [Internet] [Thesis]. Iowa State University; 2012. [cited 2019 Nov 17]. Available from: https://lib.dr.iastate.edu/etd/12490.

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

Council of Science Editors:

Turk JM. Explaining critical thinking skills, leadership skills, and openness to diversity in fraternity members: A quantitative analysis. [Thesis]. Iowa State University; 2012. Available from: https://lib.dr.iastate.edu/etd/12490

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


University of Pennsylvania

48. Davis, Kendrick Barnett. Re-Engineering Risk: A Portraiture Of Black Undergraduate Engineering Persistence In Higher Education.

Degree: 2018, University of Pennsylvania

 Prior research has examined underrepresented students in engineering from a deficit-oriented perspective. Black students are the most vulnerable subgroup in engineering due to low undergraduate… (more)

Subjects/Keywords: Black; engineering; higher education; STEM; Higher Education Administration; Higher Education and Teaching

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

APA (6th Edition):

Davis, K. B. (2018). Re-Engineering Risk: A Portraiture Of Black Undergraduate Engineering Persistence In Higher Education. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2846

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):

Davis, Kendrick Barnett. “Re-Engineering Risk: A Portraiture Of Black Undergraduate Engineering Persistence In Higher Education.” 2018. Thesis, University of Pennsylvania. Accessed November 17, 2019. https://repository.upenn.edu/edissertations/2846.

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

MLA Handbook (7th Edition):

Davis, Kendrick Barnett. “Re-Engineering Risk: A Portraiture Of Black Undergraduate Engineering Persistence In Higher Education.” 2018. Web. 17 Nov 2019.

Vancouver:

Davis KB. Re-Engineering Risk: A Portraiture Of Black Undergraduate Engineering Persistence In Higher Education. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2019 Nov 17]. Available from: https://repository.upenn.edu/edissertations/2846.

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

Council of Science Editors:

Davis KB. Re-Engineering Risk: A Portraiture Of Black Undergraduate Engineering Persistence In Higher Education. [Thesis]. University of Pennsylvania; 2018. Available from: https://repository.upenn.edu/edissertations/2846

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


SUNY College at Brockport

49. Mooney, Danielle Marie. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.

Degree: MSEd, Education and Human Development, 2011, SUNY College at Brockport

  Given current societal emphasis on technology mixed with the community pressures to succeed in an increasingly technological world, teachers and school districts find themselves… (more)

Subjects/Keywords: technology; SMART boards; writing; teaching practices; elementary education; Education; Elementary Education and Teaching

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

APA (6th Edition):

Mooney, D. M. (2011). Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/397

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):

Mooney, Danielle Marie. “Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.” 2011. Thesis, SUNY College at Brockport. Accessed November 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/397.

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

MLA Handbook (7th Edition):

Mooney, Danielle Marie. “Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.” 2011. Web. 17 Nov 2019.

Vancouver:

Mooney DM. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. [Internet] [Thesis]. SUNY College at Brockport; 2011. [cited 2019 Nov 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/397.

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

Council of Science Editors:

Mooney DM. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. [Thesis]. SUNY College at Brockport; 2011. Available from: https://digitalcommons.brockport.edu/ehd_theses/397

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


Iowa State University

50. Alam, Md Imtiajul. A sustainable campus for the higher education institutions in the U.S.

Degree: 2018, Iowa State University

 The green and sustainable campus concept is not something new to US universities, but well-organized and coherent activities to effectively “green” campuses are not that… (more)

Subjects/Keywords: Architecture; Higher Education Administration; Higher Education and Teaching; Sustainability

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APA (6th Edition):

Alam, M. I. (2018). A sustainable campus for the higher education institutions in the U.S. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16540

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):

Alam, Md Imtiajul. “A sustainable campus for the higher education institutions in the U.S.” 2018. Thesis, Iowa State University. Accessed November 17, 2019. https://lib.dr.iastate.edu/etd/16540.

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

MLA Handbook (7th Edition):

Alam, Md Imtiajul. “A sustainable campus for the higher education institutions in the U.S.” 2018. Web. 17 Nov 2019.

Vancouver:

Alam MI. A sustainable campus for the higher education institutions in the U.S. [Internet] [Thesis]. Iowa State University; 2018. [cited 2019 Nov 17]. Available from: https://lib.dr.iastate.edu/etd/16540.

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

Council of Science Editors:

Alam MI. A sustainable campus for the higher education institutions in the U.S. [Thesis]. Iowa State University; 2018. Available from: https://lib.dr.iastate.edu/etd/16540

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


Iowa State University

51. Kreischer, Amber Lee. Parents enrolled in graduate programs and their experiences with faculty.

Degree: 2017, Iowa State University

 Parenthood and graduate school require significant investments of time and energy. Those who engage in both roles simultaneously are at risk for increased stress, feelings… (more)

Subjects/Keywords: Graduate student parents; Higher Education Administration; Higher Education and Teaching

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APA (6th Edition):

Kreischer, A. L. (2017). Parents enrolled in graduate programs and their experiences with faculty. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15341

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):

Kreischer, Amber Lee. “Parents enrolled in graduate programs and their experiences with faculty.” 2017. Thesis, Iowa State University. Accessed November 17, 2019. https://lib.dr.iastate.edu/etd/15341.

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

MLA Handbook (7th Edition):

Kreischer, Amber Lee. “Parents enrolled in graduate programs and their experiences with faculty.” 2017. Web. 17 Nov 2019.

Vancouver:

Kreischer AL. Parents enrolled in graduate programs and their experiences with faculty. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Nov 17]. Available from: https://lib.dr.iastate.edu/etd/15341.

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

Council of Science Editors:

Kreischer AL. Parents enrolled in graduate programs and their experiences with faculty. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15341

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


University of Pennsylvania

52. McGuire, Keon Monte. The Stories We Tell: Narratives of Spiritual Development of Black Undergraduates.

Degree: 2014, University of Pennsylvania

 THE STORIES WE TELL: NARRATIVES OF SPIRITUAL DEVELOPMENT AMONG BLACK UNDERGRADUATES Keon M. McGuire Shaun R. Harper John L. Jackson, Jr. Discourse surrounding religion in… (more)

Subjects/Keywords: African American Studies; Higher Education Administration; Higher Education and Teaching

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APA (6th Edition):

McGuire, K. M. (2014). The Stories We Tell: Narratives of Spiritual Development of Black Undergraduates. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1364

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):

McGuire, Keon Monte. “The Stories We Tell: Narratives of Spiritual Development of Black Undergraduates.” 2014. Thesis, University of Pennsylvania. Accessed November 17, 2019. https://repository.upenn.edu/edissertations/1364.

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

MLA Handbook (7th Edition):

McGuire, Keon Monte. “The Stories We Tell: Narratives of Spiritual Development of Black Undergraduates.” 2014. Web. 17 Nov 2019.

Vancouver:

McGuire KM. The Stories We Tell: Narratives of Spiritual Development of Black Undergraduates. [Internet] [Thesis]. University of Pennsylvania; 2014. [cited 2019 Nov 17]. Available from: https://repository.upenn.edu/edissertations/1364.

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

Council of Science Editors:

McGuire KM. The Stories We Tell: Narratives of Spiritual Development of Black Undergraduates. [Thesis]. University of Pennsylvania; 2014. Available from: https://repository.upenn.edu/edissertations/1364

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


University of Pennsylvania

53. Soo, David. Envisioning A Regional Role: Comprehensive Universities and Conceptions of Their Regional Contributions.

Degree: 2011, University of Pennsylvania

 This study examines the ways in which comprehensive universities seek to contribute to and engage with their cities and regions. By studying three regional comprehensive… (more)

Subjects/Keywords: Community engagement; Comprehensive universities; Higher Education Administration; Higher Education and Teaching

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APA (6th Edition):

Soo, D. (2011). Envisioning A Regional Role: Comprehensive Universities and Conceptions of Their Regional Contributions. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/583

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):

Soo, David. “Envisioning A Regional Role: Comprehensive Universities and Conceptions of Their Regional Contributions.” 2011. Thesis, University of Pennsylvania. Accessed November 17, 2019. https://repository.upenn.edu/edissertations/583.

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

MLA Handbook (7th Edition):

Soo, David. “Envisioning A Regional Role: Comprehensive Universities and Conceptions of Their Regional Contributions.” 2011. Web. 17 Nov 2019.

Vancouver:

Soo D. Envisioning A Regional Role: Comprehensive Universities and Conceptions of Their Regional Contributions. [Internet] [Thesis]. University of Pennsylvania; 2011. [cited 2019 Nov 17]. Available from: https://repository.upenn.edu/edissertations/583.

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

Council of Science Editors:

Soo D. Envisioning A Regional Role: Comprehensive Universities and Conceptions of Their Regional Contributions. [Thesis]. University of Pennsylvania; 2011. Available from: https://repository.upenn.edu/edissertations/583

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


University of North Texas

54. Tung, Yao-Tsu. A Case Study of Undergraduate Course Syllabi in Taiwan.

Degree: 2010, University of North Texas

Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in… (more)

Subjects/Keywords: Syllabi; higher education; undergraduate; College teaching  – Taiwan.; Education, Higher  – Taiwan.

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

APA (6th Edition):

Tung, Y. (2010). A Case Study of Undergraduate Course Syllabi in Taiwan. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28487/

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):

Tung, Yao-Tsu. “A Case Study of Undergraduate Course Syllabi in Taiwan.” 2010. Thesis, University of North Texas. Accessed November 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc28487/.

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

MLA Handbook (7th Edition):

Tung, Yao-Tsu. “A Case Study of Undergraduate Course Syllabi in Taiwan.” 2010. Web. 17 Nov 2019.

Vancouver:

Tung Y. A Case Study of Undergraduate Course Syllabi in Taiwan. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28487/.

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

Council of Science Editors:

Tung Y. A Case Study of Undergraduate Course Syllabi in Taiwan. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28487/

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


Arizona State University

55. Sanchez, Shillana R. Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature.

Degree: PhD, English, 2013, Arizona State University

 A simple passion for reading compels many to enter the university literature classroom. What happens once they arrive may fuel that passion, or possibly destroy… (more)

Subjects/Keywords: Literature; Pedagogy; Higher education; Higher Education; Literature; Pedagogy; Teaching

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

APA (6th Edition):

Sanchez, S. R. (2013). Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/20870

Chicago Manual of Style (16th Edition):

Sanchez, Shillana R. “Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature.” 2013. Doctoral Dissertation, Arizona State University. Accessed November 17, 2019. http://repository.asu.edu/items/20870.

MLA Handbook (7th Edition):

Sanchez, Shillana R. “Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature.” 2013. Web. 17 Nov 2019.

Vancouver:

Sanchez SR. Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Nov 17]. Available from: http://repository.asu.edu/items/20870.

Council of Science Editors:

Sanchez SR. Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/20870


University of Pennsylvania

56. Washington Lockett, Amanda. Applying A Fit Perspective: A Portraiture Study Of Short-Tenure Presidents At Historically Black Colleges And Universities.

Degree: 2019, University of Pennsylvania

 Recent years have seen an increase in college and university presidential turnover. Alarmingly, across all 4-year post secondary education institution types, Historically Black Colleges and… (more)

Subjects/Keywords: Educational Administration and Supervision; Higher Education Administration; Higher Education and Teaching

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APA (6th Edition):

Washington Lockett, A. (2019). Applying A Fit Perspective: A Portraiture Study Of Short-Tenure Presidents At Historically Black Colleges And Universities. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/3309

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):

Washington Lockett, Amanda. “Applying A Fit Perspective: A Portraiture Study Of Short-Tenure Presidents At Historically Black Colleges And Universities.” 2019. Thesis, University of Pennsylvania. Accessed November 17, 2019. https://repository.upenn.edu/edissertations/3309.

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

MLA Handbook (7th Edition):

Washington Lockett, Amanda. “Applying A Fit Perspective: A Portraiture Study Of Short-Tenure Presidents At Historically Black Colleges And Universities.” 2019. Web. 17 Nov 2019.

Vancouver:

Washington Lockett A. Applying A Fit Perspective: A Portraiture Study Of Short-Tenure Presidents At Historically Black Colleges And Universities. [Internet] [Thesis]. University of Pennsylvania; 2019. [cited 2019 Nov 17]. Available from: https://repository.upenn.edu/edissertations/3309.

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

Council of Science Editors:

Washington Lockett A. Applying A Fit Perspective: A Portraiture Study Of Short-Tenure Presidents At Historically Black Colleges And Universities. [Thesis]. University of Pennsylvania; 2019. Available from: https://repository.upenn.edu/edissertations/3309

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


Drexel University

57. Gurski, Jennifer Sue. Examining the Personal Nature of the K-14 Engineering Pipeline for Young Women.

Degree: 2016, Drexel University

This mixed-methods study examined young women's perceptions of their K-14 STEM pipeline experiences and their resulting choice to enter and persist in an engineering major.… (more)

Subjects/Keywords: Education; Education, Higher – Aims and objectives; Engineering – Study and teaching (Higher)

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

APA (6th Edition):

Gurski, J. S. (2016). Examining the Personal Nature of the K-14 Engineering Pipeline for Young Women. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6877

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):

Gurski, Jennifer Sue. “Examining the Personal Nature of the K-14 Engineering Pipeline for Young Women.” 2016. Thesis, Drexel University. Accessed November 17, 2019. http://hdl.handle.net/1860/idea:6877.

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

MLA Handbook (7th Edition):

Gurski, Jennifer Sue. “Examining the Personal Nature of the K-14 Engineering Pipeline for Young Women.” 2016. Web. 17 Nov 2019.

Vancouver:

Gurski JS. Examining the Personal Nature of the K-14 Engineering Pipeline for Young Women. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1860/idea:6877.

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

Council of Science Editors:

Gurski JS. Examining the Personal Nature of the K-14 Engineering Pipeline for Young Women. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6877

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


Texas A&M University

58. Rozeboom, David John. Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States.

Degree: 2009, Texas A&M University

 The purpose of this study was to determine the perceived leadership practices of chief student affairs officers in the United States in order to establish… (more)

Subjects/Keywords: Leadership; Practices; Chief Student Affairs Officers; Higher Education

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APA (6th Edition):

Rozeboom, D. J. (2009). Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2936

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):

Rozeboom, David John. “Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States.” 2009. Thesis, Texas A&M University. Accessed November 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2936.

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

MLA Handbook (7th Edition):

Rozeboom, David John. “Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States.” 2009. Web. 17 Nov 2019.

Vancouver:

Rozeboom DJ. Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2936.

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

Council of Science Editors:

Rozeboom DJ. Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2936

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


Bowling Green State University

59. Maitra, Aparajita. AN ANALYSIS OF LEADERSHIP STYLES AND PRACTICES OF UNIVERSITY WOMEN IN ADMINISTRATIVE VICE PRESIDENCIES.

Degree: PhD, Higher Education Administration, 2007, Bowling Green State University

 Effective leadership in institutions of higher education depends largely on the ability of the leader to balance the human and the economic sides of her… (more)

Subjects/Keywords: Education, Higher; women; vice presidents; leadership; styles and practices

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

APA (6th Edition):

Maitra, A. (2007). AN ANALYSIS OF LEADERSHIP STYLES AND PRACTICES OF UNIVERSITY WOMEN IN ADMINISTRATIVE VICE PRESIDENCIES. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1178711590

Chicago Manual of Style (16th Edition):

Maitra, Aparajita. “AN ANALYSIS OF LEADERSHIP STYLES AND PRACTICES OF UNIVERSITY WOMEN IN ADMINISTRATIVE VICE PRESIDENCIES.” 2007. Doctoral Dissertation, Bowling Green State University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1178711590.

MLA Handbook (7th Edition):

Maitra, Aparajita. “AN ANALYSIS OF LEADERSHIP STYLES AND PRACTICES OF UNIVERSITY WOMEN IN ADMINISTRATIVE VICE PRESIDENCIES.” 2007. Web. 17 Nov 2019.

Vancouver:

Maitra A. AN ANALYSIS OF LEADERSHIP STYLES AND PRACTICES OF UNIVERSITY WOMEN IN ADMINISTRATIVE VICE PRESIDENCIES. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1178711590.

Council of Science Editors:

Maitra A. AN ANALYSIS OF LEADERSHIP STYLES AND PRACTICES OF UNIVERSITY WOMEN IN ADMINISTRATIVE VICE PRESIDENCIES. [Doctoral Dissertation]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1178711590


University of South Africa

60. Dlamini, Winnie. Determining procurement best practices in South African comprehensive universities.

Degree: 2016, University of South Africa

 The procurement function accounts for the largest total amount of organisational expenditure. This fact notwithstanding, the function is still referred to as non-strategic and is… (more)

Subjects/Keywords: Procurement; Best practices; Comprehensive universities; South African higher education; Public procurement

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

APA (6th Edition):

Dlamini, W. (2016). Determining procurement best practices in South African comprehensive universities. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20029

Chicago Manual of Style (16th Edition):

Dlamini, Winnie. “Determining procurement best practices in South African comprehensive universities.” 2016. Masters Thesis, University of South Africa. Accessed November 17, 2019. http://hdl.handle.net/10500/20029.

MLA Handbook (7th Edition):

Dlamini, Winnie. “Determining procurement best practices in South African comprehensive universities.” 2016. Web. 17 Nov 2019.

Vancouver:

Dlamini W. Determining procurement best practices in South African comprehensive universities. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10500/20029.

Council of Science Editors:

Dlamini W. Determining procurement best practices in South African comprehensive universities. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/20029

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