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You searched for subject:(Scholarship of Teaching AND Learning). Showing records 1 – 30 of 6320 total matches.

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University of Central Florida

1. Mazzarotto, Marci. Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom.

Degree: 2017, University of Central Florida

 This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The… (more)

Subjects/Keywords: Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Mazzarotto, M. (2017). Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5473

Chicago Manual of Style (16th Edition):

Mazzarotto, Marci. “Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom.” 2017. Doctoral Dissertation, University of Central Florida. Accessed October 21, 2020. https://stars.library.ucf.edu/etd/5473.

MLA Handbook (7th Edition):

Mazzarotto, Marci. “Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom.” 2017. Web. 21 Oct 2020.

Vancouver:

Mazzarotto M. Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2020 Oct 21]. Available from: https://stars.library.ucf.edu/etd/5473.

Council of Science Editors:

Mazzarotto M. Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: https://stars.library.ucf.edu/etd/5473


East Tennessee State University

2. Lowdermilk, Margaret A. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant… (more)

Subjects/Keywords: Learning Styles; Physical Therapy; Learning Preferences; Scholarship of Teaching and Learning

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APA (6th Edition):

Lowdermilk, M. A. (2016). Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3081

Chicago Manual of Style (16th Edition):

Lowdermilk, Margaret A. “Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed October 21, 2020. https://dc.etsu.edu/etd/3081.

MLA Handbook (7th Edition):

Lowdermilk, Margaret A. “Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.” 2016. Web. 21 Oct 2020.

Vancouver:

Lowdermilk MA. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2020 Oct 21]. Available from: https://dc.etsu.edu/etd/3081.

Council of Science Editors:

Lowdermilk MA. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3081


Utah State University

3. Thurston, Travis N. Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement.

Degree: PhD, Education, 2020, Utah State University

  This multiple paper dissertation addresses the importance of improving student success in online higher education programs by providing support for instructors. The autonomy-supportive structures… (more)

Subjects/Keywords: autonomy-support; architecture of engagement; scholarship of teaching and learning; Education

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APA (6th Edition):

Thurston, T. N. (2020). Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7800

Chicago Manual of Style (16th Edition):

Thurston, Travis N. “Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement.” 2020. Doctoral Dissertation, Utah State University. Accessed October 21, 2020. https://digitalcommons.usu.edu/etd/7800.

MLA Handbook (7th Edition):

Thurston, Travis N. “Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement.” 2020. Web. 21 Oct 2020.

Vancouver:

Thurston TN. Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement. [Internet] [Doctoral dissertation]. Utah State University; 2020. [cited 2020 Oct 21]. Available from: https://digitalcommons.usu.edu/etd/7800.

Council of Science Editors:

Thurston TN. Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement. [Doctoral Dissertation]. Utah State University; 2020. Available from: https://digitalcommons.usu.edu/etd/7800


California State University – San Bernardino

4. Christman, Carl. Instructor Humor as a Tool to Increase Student Engagement.

Degree: Doctor of Education in Educational Leadership, Education, 2018, California State University – San Bernardino

  As various stakeholders examine the value and quality of higher education, a greater emphasis is being put on educational outcomes. There is constant focus… (more)

Subjects/Keywords: student engagement; humor; Scholarship of Teaching and Learning

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APA (6th Edition):

Christman, C. (2018). Instructor Humor as a Tool to Increase Student Engagement. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/747

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):

Christman, Carl. “Instructor Humor as a Tool to Increase Student Engagement.” 2018. Thesis, California State University – San Bernardino. Accessed October 21, 2020. https://scholarworks.lib.csusb.edu/etd/747.

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

MLA Handbook (7th Edition):

Christman, Carl. “Instructor Humor as a Tool to Increase Student Engagement.” 2018. Web. 21 Oct 2020.

Vancouver:

Christman C. Instructor Humor as a Tool to Increase Student Engagement. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2020 Oct 21]. Available from: https://scholarworks.lib.csusb.edu/etd/747.

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

Council of Science Editors:

Christman C. Instructor Humor as a Tool to Increase Student Engagement. [Thesis]. California State University – San Bernardino; 2018. Available from: https://scholarworks.lib.csusb.edu/etd/747

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


Queens University

5. Decarie, Christina Louise. Possible Selves, Informational Interviews, and Younger Adult Learners .

Degree: Education, 2011, Queens University

 This is an exploratory study, using quantitative and qualitative tools, studying younger adult students (aged 18 to 25) at a college in Ontario and proposes… (more)

Subjects/Keywords: Informational Interviews ; Possible Selves ; Adult Learners ; Scholarship of Teaching and Learning

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APA (6th Edition):

Decarie, C. L. (2011). Possible Selves, Informational Interviews, and Younger Adult Learners . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6354

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):

Decarie, Christina Louise. “Possible Selves, Informational Interviews, and Younger Adult Learners .” 2011. Thesis, Queens University. Accessed October 21, 2020. http://hdl.handle.net/1974/6354.

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

MLA Handbook (7th Edition):

Decarie, Christina Louise. “Possible Selves, Informational Interviews, and Younger Adult Learners .” 2011. Web. 21 Oct 2020.

Vancouver:

Decarie CL. Possible Selves, Informational Interviews, and Younger Adult Learners . [Internet] [Thesis]. Queens University; 2011. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/1974/6354.

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

Council of Science Editors:

Decarie CL. Possible Selves, Informational Interviews, and Younger Adult Learners . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6354

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


University of Central Florida

6. Krsmanovic, Masa. The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States.

Degree: 2019, University of Central Florida

 The purpose of this phenomenological inquiry was to explore how international undergraduate students enrolled in a first-year seminar (FYS) course perceived and described their academic… (more)

Subjects/Keywords: Education; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Krsmanovic, M. (2019). The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6519

Chicago Manual of Style (16th Edition):

Krsmanovic, Masa. “The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States.” 2019. Doctoral Dissertation, University of Central Florida. Accessed October 21, 2020. https://stars.library.ucf.edu/etd/6519.

MLA Handbook (7th Edition):

Krsmanovic, Masa. “The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States.” 2019. Web. 21 Oct 2020.

Vancouver:

Krsmanovic M. The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2020 Oct 21]. Available from: https://stars.library.ucf.edu/etd/6519.

Council of Science Editors:

Krsmanovic M. The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6519


University of Montana

7. Peters, Greg. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.

Degree: MA, 2017, University of Montana

  Textbooks are ubiquitous tools in college classes, particularly in the sciences. Regular use of textbooks to complement science coursework can foster academic achievement and… (more)

Subjects/Keywords: science; education; student-written; textbook; college; Scholarship of Teaching and Learning

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APA (6th Edition):

Peters, G. (2017). Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. (Masters Thesis). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/11089

Chicago Manual of Style (16th Edition):

Peters, Greg. “Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.” 2017. Masters Thesis, University of Montana. Accessed October 21, 2020. https://scholarworks.umt.edu/etd/11089.

MLA Handbook (7th Edition):

Peters, Greg. “Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.” 2017. Web. 21 Oct 2020.

Vancouver:

Peters G. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. [Internet] [Masters thesis]. University of Montana; 2017. [cited 2020 Oct 21]. Available from: https://scholarworks.umt.edu/etd/11089.

Council of Science Editors:

Peters G. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. [Masters Thesis]. University of Montana; 2017. Available from: https://scholarworks.umt.edu/etd/11089

8. Pharn, Tseng-Fouw Gloria. Southeast Asian Higher Educational Attainment in the United States – A Narrative Study.

Degree: MAin Organization and Leadership (O&L), 2018, University of San Francisco

  Southeast Asian Americans have among the lowest higher educational attainment rates among the Asians. However, aggregated data and the model minority myth often conceal… (more)

Subjects/Keywords: Educational Leadership; Educational Methods; Scholarship of Teaching and Learning

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APA (6th Edition):

Pharn, T. G. (2018). Southeast Asian Higher Educational Attainment in the United States – A Narrative Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/1062

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):

Pharn, Tseng-Fouw Gloria. “Southeast Asian Higher Educational Attainment in the United States – A Narrative Study.” 2018. Thesis, University of San Francisco. Accessed October 21, 2020. https://repository.usfca.edu/thes/1062.

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

MLA Handbook (7th Edition):

Pharn, Tseng-Fouw Gloria. “Southeast Asian Higher Educational Attainment in the United States – A Narrative Study.” 2018. Web. 21 Oct 2020.

Vancouver:

Pharn TG. Southeast Asian Higher Educational Attainment in the United States – A Narrative Study. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2020 Oct 21]. Available from: https://repository.usfca.edu/thes/1062.

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

Council of Science Editors:

Pharn TG. Southeast Asian Higher Educational Attainment in the United States – A Narrative Study. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/thes/1062

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


Penn State University

9. Rice, Laura Lea. A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS .

Degree: 2011, Penn State University

 As our economy calls for improved employment skills, educational institutions must provide quality teaching to prepare students for success. A series of studies has confirmed… (more)

Subjects/Keywords: scholarship of teaching and learning; effective teaching characteristics; teaching philosophy statement; award winning professors

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APA (6th Edition):

Rice, L. L. (2011). A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12296

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):

Rice, Laura Lea. “A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS .” 2011. Thesis, Penn State University. Accessed October 21, 2020. https://submit-etda.libraries.psu.edu/catalog/12296.

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

MLA Handbook (7th Edition):

Rice, Laura Lea. “A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS .” 2011. Web. 21 Oct 2020.

Vancouver:

Rice LL. A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Oct 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/12296.

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

Council of Science Editors:

Rice LL. A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12296

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


University of South Carolina

10. Hartman III, James Dry. Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.

Degree: PhD, 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: Scholarship of Teaching and Learning; Interactive Whiteboard; Algebra Teachers; Selected Mathematics; Teaching Practices

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APA (6th Edition):

Hartman III, J. D. (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/4987

Chicago Manual of Style (16th Edition):

Hartman III, James Dry. “Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 21, 2020. https://scholarcommons.sc.edu/etd/4987.

MLA Handbook (7th Edition):

Hartman III, James Dry. “Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.” 2018. Web. 21 Oct 2020.

Vancouver:

Hartman III JD. Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Oct 21]. Available from: https://scholarcommons.sc.edu/etd/4987.

Council of Science Editors:

Hartman III JD. 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/4987

11. Kessler, Andrea. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  Interprofessional education (IPE) is a global initiative to prepare pre-licensure health professional students for health care team collaboration (WHO, 2010). However, many barriers limit… (more)

Subjects/Keywords: Educational Leadership; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning

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APA (6th Edition):

Kessler, A. (2017). The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/118

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):

Kessler, Andrea. “The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.” 2017. Thesis, University of New England. Accessed October 21, 2020. https://dune.une.edu/theses/118.

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

MLA Handbook (7th Edition):

Kessler, Andrea. “The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.” 2017. Web. 21 Oct 2020.

Vancouver:

Kessler A. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. [Internet] [Thesis]. University of New England; 2017. [cited 2020 Oct 21]. Available from: https://dune.une.edu/theses/118.

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

Council of Science Editors:

Kessler A. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/118

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


University of South Carolina

12. Browder, Jamison Keith. A Narrative Inquiry Into the Lived Experiences of Early Childhood Teachers Who Implemented Garden-Based Learning.

Degree: PhD, Educational Studies, 2020, University of South Carolina

  The purpose of this narrative study was to investigate the lived experiences of early childhood teachers working in preschool settings who have implemented gardenbased… (more)

Subjects/Keywords: Scholarship of Teaching and Learning; early childhood teachers; garden-based learning; preschool teachers

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APA (6th Edition):

Browder, J. K. (2020). A Narrative Inquiry Into the Lived Experiences of Early Childhood Teachers Who Implemented Garden-Based Learning. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5915

Chicago Manual of Style (16th Edition):

Browder, Jamison Keith. “A Narrative Inquiry Into the Lived Experiences of Early Childhood Teachers Who Implemented Garden-Based Learning.” 2020. Doctoral Dissertation, University of South Carolina. Accessed October 21, 2020. https://scholarcommons.sc.edu/etd/5915.

MLA Handbook (7th Edition):

Browder, Jamison Keith. “A Narrative Inquiry Into the Lived Experiences of Early Childhood Teachers Who Implemented Garden-Based Learning.” 2020. Web. 21 Oct 2020.

Vancouver:

Browder JK. A Narrative Inquiry Into the Lived Experiences of Early Childhood Teachers Who Implemented Garden-Based Learning. [Internet] [Doctoral dissertation]. University of South Carolina; 2020. [cited 2020 Oct 21]. Available from: https://scholarcommons.sc.edu/etd/5915.

Council of Science Editors:

Browder JK. A Narrative Inquiry Into the Lived Experiences of Early Childhood Teachers Who Implemented Garden-Based Learning. [Doctoral Dissertation]. University of South Carolina; 2020. Available from: https://scholarcommons.sc.edu/etd/5915


University of Tennessee – Knoxville

13. Smith, John Thomas. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.

Degree: 2016, University of Tennessee – Knoxville

 All too often education research focuses on academic disparities with under-served student populations. Frequently, both remedial and introductory college-level mathematics courses are cited as gatekeepers… (more)

Subjects/Keywords: community college; mathematics education; hermeneutic phenomenology; transformative learning; Scholarship of Teaching and Learning

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APA (6th Edition):

Smith, J. T. (2016). Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4168

Chicago Manual of Style (16th Edition):

Smith, John Thomas. “Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.” 2016. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 21, 2020. https://trace.tennessee.edu/utk_graddiss/4168.

MLA Handbook (7th Edition):

Smith, John Thomas. “Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.” 2016. Web. 21 Oct 2020.

Vancouver:

Smith JT. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2016. [cited 2020 Oct 21]. Available from: https://trace.tennessee.edu/utk_graddiss/4168.

Council of Science Editors:

Smith JT. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2016. Available from: https://trace.tennessee.edu/utk_graddiss/4168

14. Lebrecht, Amy. On the road for change: An in-depth analysis and future recommendations.

Degree: 2018, James Madison University

 In the 2016-2017 school year, James Madison University's Dux Leadership Center in collaboration with the Madison Collaborative: Ethical Reasoning In Action program created the On… (more)

Subjects/Keywords: ethics; leadership; ethical leadership; experiential learning; program assessment; higher education; Scholarship of Teaching and Learning

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APA (6th Edition):

Lebrecht, A. (2018). On the road for change: An in-depth analysis and future recommendations. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/honors201019/562

Chicago Manual of Style (16th Edition):

Lebrecht, Amy. “On the road for change: An in-depth analysis and future recommendations.” 2018. Masters Thesis, James Madison University. Accessed October 21, 2020. https://commons.lib.jmu.edu/honors201019/562.

MLA Handbook (7th Edition):

Lebrecht, Amy. “On the road for change: An in-depth analysis and future recommendations.” 2018. Web. 21 Oct 2020.

Vancouver:

Lebrecht A. On the road for change: An in-depth analysis and future recommendations. [Internet] [Masters thesis]. James Madison University; 2018. [cited 2020 Oct 21]. Available from: https://commons.lib.jmu.edu/honors201019/562.

Council of Science Editors:

Lebrecht A. On the road for change: An in-depth analysis and future recommendations. [Masters Thesis]. James Madison University; 2018. Available from: https://commons.lib.jmu.edu/honors201019/562


Virginia Commonwealth University

15. Newmark, Ananda. Student Engagement in Undergraduate Social Work Education Among “at-risk” Students.

Degree: PhD, Social Work, 2016, Virginia Commonwealth University

  College student engagement is an important factor that contributes to student success. This study is one of the first to explore student engagement in… (more)

Subjects/Keywords: social work; student engagement; at-risk; Scholarship of Teaching and Learning; Social Work

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APA (6th Edition):

Newmark, A. (2016). Student Engagement in Undergraduate Social Work Education Among “at-risk” Students. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/4NQA-HW75 ; https://scholarscompass.vcu.edu/etd/4450

Chicago Manual of Style (16th Edition):

Newmark, Ananda. “Student Engagement in Undergraduate Social Work Education Among “at-risk” Students.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 21, 2020. https://doi.org/10.25772/4NQA-HW75 ; https://scholarscompass.vcu.edu/etd/4450.

MLA Handbook (7th Edition):

Newmark, Ananda. “Student Engagement in Undergraduate Social Work Education Among “at-risk” Students.” 2016. Web. 21 Oct 2020.

Vancouver:

Newmark A. Student Engagement in Undergraduate Social Work Education Among “at-risk” Students. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2020 Oct 21]. Available from: https://doi.org/10.25772/4NQA-HW75 ; https://scholarscompass.vcu.edu/etd/4450.

Council of Science Editors:

Newmark A. Student Engagement in Undergraduate Social Work Education Among “at-risk” Students. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://doi.org/10.25772/4NQA-HW75 ; https://scholarscompass.vcu.edu/etd/4450


Seton Hall University

16. Miller, Robert L. The Impact of Resource Allocation on Graduation Rates.

Degree: PhD, Education Leadership, Management and Policy, 2014, Seton Hall University

  Higher Education is currently facing challenges from a variety of forces; a stagnant economy, shifting student demographics, increased accountability and need for the demonstration… (more)

Subjects/Keywords: Graduation Rate; Resource Allocation; Selectivity; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Miller, R. L. (2014). The Impact of Resource Allocation on Graduation Rates. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2128

Chicago Manual of Style (16th Edition):

Miller, Robert L. “The Impact of Resource Allocation on Graduation Rates.” 2014. Doctoral Dissertation, Seton Hall University. Accessed October 21, 2020. https://scholarship.shu.edu/dissertations/2128.

MLA Handbook (7th Edition):

Miller, Robert L. “The Impact of Resource Allocation on Graduation Rates.” 2014. Web. 21 Oct 2020.

Vancouver:

Miller RL. The Impact of Resource Allocation on Graduation Rates. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 Oct 21]. Available from: https://scholarship.shu.edu/dissertations/2128.

Council of Science Editors:

Miller RL. The Impact of Resource Allocation on Graduation Rates. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: https://scholarship.shu.edu/dissertations/2128

17. Watkins, Lerita. The Importance Of Leadership Activities In Addressing The Shortage Of African American Men Completing Doctoral Degrees.

Degree: EdD Doctor of Education, Educational Leadership, 2020, National-Louis University

  Abstract The focus in this qualitative phenomenological study was to examine the experiences of African American men who obtained a doctoral degree and the… (more)

Subjects/Keywords: Adult and Continuing Education; Educational Leadership; Education Economics; Other Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Watkins, L. (2020). The Importance Of Leadership Activities In Addressing The Shortage Of African American Men Completing Doctoral Degrees. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/439

Chicago Manual of Style (16th Edition):

Watkins, Lerita. “The Importance Of Leadership Activities In Addressing The Shortage Of African American Men Completing Doctoral Degrees.” 2020. Doctoral Dissertation, National-Louis University. Accessed October 21, 2020. https://digitalcommons.nl.edu/diss/439.

MLA Handbook (7th Edition):

Watkins, Lerita. “The Importance Of Leadership Activities In Addressing The Shortage Of African American Men Completing Doctoral Degrees.” 2020. Web. 21 Oct 2020.

Vancouver:

Watkins L. The Importance Of Leadership Activities In Addressing The Shortage Of African American Men Completing Doctoral Degrees. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2020 Oct 21]. Available from: https://digitalcommons.nl.edu/diss/439.

Council of Science Editors:

Watkins L. The Importance Of Leadership Activities In Addressing The Shortage Of African American Men Completing Doctoral Degrees. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/439


University of Arkansas

18. Nichols, Malachi. Mindset, Mentor, and Money: How Each Influences College Success.

Degree: PhD, 2018, University of Arkansas

  Across society, the consistent influx of students enrolling in higher education institutions without a comparable increase in degree attainment has produced a heightened awareness… (more)

Subjects/Keywords: Higher Education; Non-cognitive Skills; Peer-mentors; Education Policy; Scholarship of Teaching and Learning

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APA (6th Edition):

Nichols, M. (2018). Mindset, Mentor, and Money: How Each Influences College Success. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3028

Chicago Manual of Style (16th Edition):

Nichols, Malachi. “Mindset, Mentor, and Money: How Each Influences College Success.” 2018. Doctoral Dissertation, University of Arkansas. Accessed October 21, 2020. https://scholarworks.uark.edu/etd/3028.

MLA Handbook (7th Edition):

Nichols, Malachi. “Mindset, Mentor, and Money: How Each Influences College Success.” 2018. Web. 21 Oct 2020.

Vancouver:

Nichols M. Mindset, Mentor, and Money: How Each Influences College Success. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Oct 21]. Available from: https://scholarworks.uark.edu/etd/3028.

Council of Science Editors:

Nichols M. Mindset, Mentor, and Money: How Each Influences College Success. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3028


Lehigh University

19. Vallera, Farah Lynn. Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula.

Degree: PhD, Teaching, Learning, and Technology, 2016, Lehigh University

 Agriculture can serve as a unifying topic that connects science, technology, engineering, and mathematics (STEM) subjects through similar knowledge, skills, and attitudes/beliefs (KSABs) exhibited in… (more)

Subjects/Keywords: Agricultural Literacy; Educational Technology; Integrated Curriculum; STEM; Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Vallera, F. L. (2016). Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2854

Chicago Manual of Style (16th Edition):

Vallera, Farah Lynn. “Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula.” 2016. Doctoral Dissertation, Lehigh University. Accessed October 21, 2020. https://preserve.lehigh.edu/etd/2854.

MLA Handbook (7th Edition):

Vallera, Farah Lynn. “Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula.” 2016. Web. 21 Oct 2020.

Vancouver:

Vallera FL. Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula. [Internet] [Doctoral dissertation]. Lehigh University; 2016. [cited 2020 Oct 21]. Available from: https://preserve.lehigh.edu/etd/2854.

Council of Science Editors:

Vallera FL. Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula. [Doctoral Dissertation]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2854


East Tennessee State University

20. Bentley, Ashley B. Inversed Learning in an Intermediate Accounting Course.

Degree: EdD (Doctor of Education), Educational Leadership, 2019, East Tennessee State University

  Students enrolled in accounting courses often struggle because of the complexity of the topic. Accounting instructors have searched for effective means of fostering student… (more)

Subjects/Keywords: Accounting Education; Blended Learning; Flipped Classroom; Accounting; Higher Education and Teaching; Scholarship of Teaching and Learning

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APA (6th Edition):

Bentley, A. B. (2019). Inversed Learning in an Intermediate Accounting Course. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3533

Chicago Manual of Style (16th Edition):

Bentley, Ashley B. “Inversed Learning in an Intermediate Accounting Course.” 2019. Doctoral Dissertation, East Tennessee State University. Accessed October 21, 2020. https://dc.etsu.edu/etd/3533.

MLA Handbook (7th Edition):

Bentley, Ashley B. “Inversed Learning in an Intermediate Accounting Course.” 2019. Web. 21 Oct 2020.

Vancouver:

Bentley AB. Inversed Learning in an Intermediate Accounting Course. [Internet] [Doctoral dissertation]. East Tennessee State University; 2019. [cited 2020 Oct 21]. Available from: https://dc.etsu.edu/etd/3533.

Council of Science Editors:

Bentley AB. Inversed Learning in an Intermediate Accounting Course. [Doctoral Dissertation]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3533


University of Arkansas

21. Smith, Kerri Anna. Perceptions of Skill Development in a Living-Learning First-Year Experience Program.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2012, University of Arkansas

  The purpose of this study was to explore the perceptions of students and faculty involved in a living-learning first-year experience program at a small,… (more)

Subjects/Keywords: Education; First-year experience; Living-learning program; Skill development; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning

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APA (6th Edition):

Smith, K. A. (2012). Perceptions of Skill Development in a Living-Learning First-Year Experience Program. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/464

Chicago Manual of Style (16th Edition):

Smith, Kerri Anna. “Perceptions of Skill Development in a Living-Learning First-Year Experience Program.” 2012. Doctoral Dissertation, University of Arkansas. Accessed October 21, 2020. https://scholarworks.uark.edu/etd/464.

MLA Handbook (7th Edition):

Smith, Kerri Anna. “Perceptions of Skill Development in a Living-Learning First-Year Experience Program.” 2012. Web. 21 Oct 2020.

Vancouver:

Smith KA. Perceptions of Skill Development in a Living-Learning First-Year Experience Program. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2020 Oct 21]. Available from: https://scholarworks.uark.edu/etd/464.

Council of Science Editors:

Smith KA. Perceptions of Skill Development in a Living-Learning First-Year Experience Program. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/464


University of South Carolina

22. Garvin, Brittany A. An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.

Degree: PhD, Educational Studies, 2015, University of South Carolina

  The demographics of today’s schools are becoming more and more ethnically and linguistically diverse, as culturally diverse students comprise approximately one third of school… (more)

Subjects/Keywords: Education; Higher Education; Scholarship of Teaching and Learning; school diversity; students of Color; science; STEM; low academic achievement; learning

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APA (6th Edition):

Garvin, B. A. (2015). An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3191

Chicago Manual of Style (16th Edition):

Garvin, Brittany A. “An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.” 2015. Doctoral Dissertation, University of South Carolina. Accessed October 21, 2020. https://scholarcommons.sc.edu/etd/3191.

MLA Handbook (7th Edition):

Garvin, Brittany A. “An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.” 2015. Web. 21 Oct 2020.

Vancouver:

Garvin BA. An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth. [Internet] [Doctoral dissertation]. University of South Carolina; 2015. [cited 2020 Oct 21]. Available from: https://scholarcommons.sc.edu/etd/3191.

Council of Science Editors:

Garvin BA. An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth. [Doctoral Dissertation]. University of South Carolina; 2015. Available from: https://scholarcommons.sc.edu/etd/3191


East Tennessee State University

23. Dula, Mark. Learning Support Effectiveness in Mathematics at a Tennessee University.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  Every year thousands of students graduate from high school and move on to higher education, but many of them are not yet prepared for… (more)

Subjects/Keywords: Developmental Studies; Learning Support; Underprepared; Mathematics; Educational Leadership; Scholarship of Teaching and Learning; Science and Mathematics Education

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APA (6th Edition):

Dula, M. (2015). Learning Support Effectiveness in Mathematics at a Tennessee University. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2576

Chicago Manual of Style (16th Edition):

Dula, Mark. “Learning Support Effectiveness in Mathematics at a Tennessee University.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed October 21, 2020. https://dc.etsu.edu/etd/2576.

MLA Handbook (7th Edition):

Dula, Mark. “Learning Support Effectiveness in Mathematics at a Tennessee University.” 2015. Web. 21 Oct 2020.

Vancouver:

Dula M. Learning Support Effectiveness in Mathematics at a Tennessee University. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2020 Oct 21]. Available from: https://dc.etsu.edu/etd/2576.

Council of Science Editors:

Dula M. Learning Support Effectiveness in Mathematics at a Tennessee University. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2576


Boise State University

24. Rice, Mari. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.

Degree: 2019, Boise State University

 Service-learning (SL) is a high-impact pedagogical strategy that has been shown to have both cognitive and affective benefits for students and has the potential to… (more)

Subjects/Keywords: service-learning; STEM; agency; high-impact-practices; Curriculum and Instruction; Scholarship of Teaching and Learning; Science and Mathematics Education

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APA (6th Edition):

Rice, M. (2019). Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1550

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):

Rice, Mari. “Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.” 2019. Thesis, Boise State University. Accessed October 21, 2020. https://scholarworks.boisestate.edu/td/1550.

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

MLA Handbook (7th Edition):

Rice, Mari. “Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.” 2019. Web. 21 Oct 2020.

Vancouver:

Rice M. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. [Internet] [Thesis]. Boise State University; 2019. [cited 2020 Oct 21]. Available from: https://scholarworks.boisestate.edu/td/1550.

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

Council of Science Editors:

Rice M. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. [Thesis]. Boise State University; 2019. Available from: https://scholarworks.boisestate.edu/td/1550

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

25. Stanlick, Sarah Eliza. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.

Degree: PhD, Teaching, Learning, and Technology, 2015, Lehigh University

 Transformative learning can be characterized as a learning process that, through critical self-reflection and discourse, results in learners shifting their identity, beliefs, and/or actions (Dirkx,… (more)

Subjects/Keywords: Critical Reflection; Global Citizenship; High Impact Practices; Identity; Mixed Methods; Transformative Learning; Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Stanlick, S. E. (2015). Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2824

Chicago Manual of Style (16th Edition):

Stanlick, Sarah Eliza. “Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.” 2015. Doctoral Dissertation, Lehigh University. Accessed October 21, 2020. https://preserve.lehigh.edu/etd/2824.

MLA Handbook (7th Edition):

Stanlick, Sarah Eliza. “Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.” 2015. Web. 21 Oct 2020.

Vancouver:

Stanlick SE. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. [Internet] [Doctoral dissertation]. Lehigh University; 2015. [cited 2020 Oct 21]. Available from: https://preserve.lehigh.edu/etd/2824.

Council of Science Editors:

Stanlick SE. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. [Doctoral Dissertation]. Lehigh University; 2015. Available from: https://preserve.lehigh.edu/etd/2824


University of Guelph

26. Worthington, Paisley. Using existing assessments to track longitudinal development of students’ critical and creative thinking skills.

Degree: MS, Department of Molecular and Cellular Biology, 2019, University of Guelph

Learning outcomes assessment (LOA) data are most commonly collected via national surveys, alumni surveys / focus groups, and locally developed surveys. While these methods collect… (more)

Subjects/Keywords: learning outcomes assessment; educational research; scholarship of teaching and learning; curriculum development; critical and creative thinking; problem solving

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APA (6th Edition):

Worthington, P. (2019). Using existing assessments to track longitudinal development of students’ critical and creative thinking skills. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17433

Chicago Manual of Style (16th Edition):

Worthington, Paisley. “Using existing assessments to track longitudinal development of students’ critical and creative thinking skills.” 2019. Masters Thesis, University of Guelph. Accessed October 21, 2020. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17433.

MLA Handbook (7th Edition):

Worthington, Paisley. “Using existing assessments to track longitudinal development of students’ critical and creative thinking skills.” 2019. Web. 21 Oct 2020.

Vancouver:

Worthington P. Using existing assessments to track longitudinal development of students’ critical and creative thinking skills. [Internet] [Masters thesis]. University of Guelph; 2019. [cited 2020 Oct 21]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17433.

Council of Science Editors:

Worthington P. Using existing assessments to track longitudinal development of students’ critical and creative thinking skills. [Masters Thesis]. University of Guelph; 2019. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/17433


Penn State University

27. Zimmerman, Nancy S. Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language .

Degree: 2011, Penn State University

 Abstract Having orally proficient Spanish speaking heritage learners in a class alongside monolingual English speakers who are learning Spanish as a second language is quite… (more)

Subjects/Keywords: teaching Spanish as a heritage language; Spanish speaking heritage learners; university faculty development; adult education; scholarship of teaching and learning; culturally responsive teaching; experiential learning theory

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APA (6th Edition):

Zimmerman, N. S. (2011). Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11977

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):

Zimmerman, Nancy S. “Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language .” 2011. Thesis, Penn State University. Accessed October 21, 2020. https://submit-etda.libraries.psu.edu/catalog/11977.

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

MLA Handbook (7th Edition):

Zimmerman, Nancy S. “Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language .” 2011. Web. 21 Oct 2020.

Vancouver:

Zimmerman NS. Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Oct 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/11977.

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

Council of Science Editors:

Zimmerman NS. Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11977

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


Liberty University

28. Penland, Nathan. Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis.

Degree: 2017, Liberty University

 Research has shown benefits to the student experience for college students when they participate in intramural sports on university campuses. These benefits include improved physical… (more)

Subjects/Keywords: Community; Higher Education; Intramurals; Involvement; Education; Educational Assessment, Evaluation, and Research; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Penland, N. (2017). Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1494

Chicago Manual of Style (16th Edition):

Penland, Nathan. “Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis.” 2017. Doctoral Dissertation, Liberty University. Accessed October 21, 2020. http://digitalcommons.liberty.edu/doctoral/1494.

MLA Handbook (7th Edition):

Penland, Nathan. “Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis.” 2017. Web. 21 Oct 2020.

Vancouver:

Penland N. Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2020 Oct 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1494.

Council of Science Editors:

Penland N. Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1494


University of Louisville

29. Liebschutz-Roettger, Elizabeth Karen. Education abroad participation: predicting participation through high school academic record and intent to be involved in college as reported in the freshman survey (TFS) and in the college senior survey (CSS).

Degree: PhD, 2019, University of Louisville

  Globalization is a topic of great interest in higher education yet fewer than 10% of college graduates participate in a formal study abroad program.… (more)

Subjects/Keywords: education abroad; study abroad; student involvement; predictor models; HERI; international education; Scholarship of Teaching and Learning

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APA (6th Edition):

Liebschutz-Roettger, E. K. (2019). Education abroad participation: predicting participation through high school academic record and intent to be involved in college as reported in the freshman survey (TFS) and in the college senior survey (CSS). (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3309 ; https://ir.library.louisville.edu/etd/3309

Chicago Manual of Style (16th Edition):

Liebschutz-Roettger, Elizabeth Karen. “Education abroad participation: predicting participation through high school academic record and intent to be involved in college as reported in the freshman survey (TFS) and in the college senior survey (CSS).” 2019. Doctoral Dissertation, University of Louisville. Accessed October 21, 2020. 10.18297/etd/3309 ; https://ir.library.louisville.edu/etd/3309.

MLA Handbook (7th Edition):

Liebschutz-Roettger, Elizabeth Karen. “Education abroad participation: predicting participation through high school academic record and intent to be involved in college as reported in the freshman survey (TFS) and in the college senior survey (CSS).” 2019. Web. 21 Oct 2020.

Vancouver:

Liebschutz-Roettger EK. Education abroad participation: predicting participation through high school academic record and intent to be involved in college as reported in the freshman survey (TFS) and in the college senior survey (CSS). [Internet] [Doctoral dissertation]. University of Louisville; 2019. [cited 2020 Oct 21]. Available from: 10.18297/etd/3309 ; https://ir.library.louisville.edu/etd/3309.

Council of Science Editors:

Liebschutz-Roettger EK. Education abroad participation: predicting participation through high school academic record and intent to be involved in college as reported in the freshman survey (TFS) and in the college senior survey (CSS). [Doctoral Dissertation]. University of Louisville; 2019. Available from: 10.18297/etd/3309 ; https://ir.library.louisville.edu/etd/3309


University of Louisville

30. Mettille, J. L. Student engagement in post-soviet higher education: coping with academic quality problems.

Degree: PhD, 2018, University of Louisville

  This dissertation investigates the experiences of administrators, instructional faculty, and students within a post-Soviet higher education institution in the Kyrgyz Republic using qualitative field… (more)

Subjects/Keywords: student engagement; higher education; academic quality; practical reform; post-Soviet; Kyrgyz Republic; Scholarship of Teaching and Learning

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APA (6th Edition):

Mettille, J. L. (2018). Student engagement in post-soviet higher education: coping with academic quality problems. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3116 ; https://ir.library.louisville.edu/etd/3116

Chicago Manual of Style (16th Edition):

Mettille, J L. “Student engagement in post-soviet higher education: coping with academic quality problems.” 2018. Doctoral Dissertation, University of Louisville. Accessed October 21, 2020. 10.18297/etd/3116 ; https://ir.library.louisville.edu/etd/3116.

MLA Handbook (7th Edition):

Mettille, J L. “Student engagement in post-soviet higher education: coping with academic quality problems.” 2018. Web. 21 Oct 2020.

Vancouver:

Mettille JL. Student engagement in post-soviet higher education: coping with academic quality problems. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2020 Oct 21]. Available from: 10.18297/etd/3116 ; https://ir.library.louisville.edu/etd/3116.

Council of Science Editors:

Mettille JL. Student engagement in post-soviet higher education: coping with academic quality problems. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/3116 ; https://ir.library.louisville.edu/etd/3116

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