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You searched for subject:(Student success in higher education). Showing records 1 – 30 of 246829 total matches.

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Northeastern University

1. Butler, Odo N. Can partnerships with community-based organizations improve students' success at mid-size urban community colleges?.

Degree: D.L.P., Law and Policy Program, 2017, Northeastern University

 The focus of this research is to provide a framework for community colleges and community-based organizations to partner in a manner that improves student outcomes… (more)

Subjects/Keywords: community organizations; leadership in higher education; student affairs; student success

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

APA (6th Edition):

Butler, O. N. (2017). Can partnerships with community-based organizations improve students' success at mid-size urban community colleges?. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281288

Chicago Manual of Style (16th Edition):

Butler, Odo N. “Can partnerships with community-based organizations improve students' success at mid-size urban community colleges?.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 10, 2019. http://hdl.handle.net/2047/D20281288.

MLA Handbook (7th Edition):

Butler, Odo N. “Can partnerships with community-based organizations improve students' success at mid-size urban community colleges?.” 2017. Web. 10 Dec 2019.

Vancouver:

Butler ON. Can partnerships with community-based organizations improve students' success at mid-size urban community colleges?. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2047/D20281288.

Council of Science Editors:

Butler ON. Can partnerships with community-based organizations improve students' success at mid-size urban community colleges?. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20281288


California State University – Sacramento

2. Perez, Gloria Gaeta. Assessing student services as a learning organization to promote student success at California community colleges.

Degree: MA, Education (Higher Education Leadership, 2015, California State University – Sacramento

 Professionals in student services play a significant role in the community college setting. Student services professionals hold a major responsibility for developing ways of providing… (more)

Subjects/Keywords: Organizational change in higher education; Student services in community colleges; Learning organization; Organization culture for change; Student success in higher education

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APA (6th Edition):

Perez, G. G. (2015). Assessing student services as a learning organization to promote student success at California community colleges. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/158481

Chicago Manual of Style (16th Edition):

Perez, Gloria Gaeta. “Assessing student services as a learning organization to promote student success at California community colleges.” 2015. Masters Thesis, California State University – Sacramento. Accessed December 10, 2019. http://hdl.handle.net/10211.3/158481.

MLA Handbook (7th Edition):

Perez, Gloria Gaeta. “Assessing student services as a learning organization to promote student success at California community colleges.” 2015. Web. 10 Dec 2019.

Vancouver:

Perez GG. Assessing student services as a learning organization to promote student success at California community colleges. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10211.3/158481.

Council of Science Editors:

Perez GG. Assessing student services as a learning organization to promote student success at California community colleges. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/158481


University of Wolverhampton

3. Luan, Yun. Understanding first year undergraduate achievement in a post-1992 university science department.

Degree: PhD, 2010, University of Wolverhampton

 The purpose of this study was to address the under-researched theme of achievement among students in a post 1992 university in the UK. The findings… (more)

Subjects/Keywords: First year undergraduate achievement; Student success in higher education; Student involvement in higher education; Experiencing higher education; Reflexive awareness; Student identity; Grounded theory; Phenomenography; Interpretive case study; Student voices

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APA (6th Edition):

Luan, Y. (2010). Understanding first year undergraduate achievement in a post-1992 university science department. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/118248

Chicago Manual of Style (16th Edition):

Luan, Yun. “Understanding first year undergraduate achievement in a post-1992 university science department.” 2010. Doctoral Dissertation, University of Wolverhampton. Accessed December 10, 2019. http://hdl.handle.net/2436/118248.

MLA Handbook (7th Edition):

Luan, Yun. “Understanding first year undergraduate achievement in a post-1992 university science department.” 2010. Web. 10 Dec 2019.

Vancouver:

Luan Y. Understanding first year undergraduate achievement in a post-1992 university science department. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2010. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2436/118248.

Council of Science Editors:

Luan Y. Understanding first year undergraduate achievement in a post-1992 university science department. [Doctoral Dissertation]. University of Wolverhampton; 2010. Available from: http://hdl.handle.net/2436/118248


Baylor University

4. [No author]. Student success in higher education : an analysis of the effects of support and community.

Degree: 2017, Baylor University

Student success is the goal of every higher learning institutions in America. How these institutions choose to measure success looks different from university to university.… (more)

Subjects/Keywords: Higher education. Student success. Support. Community. Minorities.

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APA (6th Edition):

author], [. (2017). Student success in higher education : an analysis of the effects of support and community. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/10086

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

Chicago Manual of Style (16th Edition):

author], [No. “Student success in higher education : an analysis of the effects of support and community. ” 2017. Thesis, Baylor University. Accessed December 10, 2019. http://hdl.handle.net/2104/10086.

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

MLA Handbook (7th Edition):

author], [No. “Student success in higher education : an analysis of the effects of support and community. ” 2017. Web. 10 Dec 2019.

Vancouver:

author] [. Student success in higher education : an analysis of the effects of support and community. [Internet] [Thesis]. Baylor University; 2017. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2104/10086.

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

Council of Science Editors:

author] [. Student success in higher education : an analysis of the effects of support and community. [Thesis]. Baylor University; 2017. Available from: http://hdl.handle.net/2104/10086

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


University of North Texas

5. Fernander, Keith A. Examining the Engagement of Transfer Students in Texas Universities.

Degree: 2012, University of North Texas

 The success of transfer students plays a critical role in improving the baccalaureate attainment rates of undergraduates attending 4-year higher education institutions in Texas; however,… (more)

Subjects/Keywords: Higher education; student success; transfer students

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APA (6th Edition):

Fernander, K. A. (2012). Examining the Engagement of Transfer Students in Texas Universities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115077/

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):

Fernander, Keith A. “Examining the Engagement of Transfer Students in Texas Universities.” 2012. Thesis, University of North Texas. Accessed December 10, 2019. https://digital.library.unt.edu/ark:/67531/metadc115077/.

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

MLA Handbook (7th Edition):

Fernander, Keith A. “Examining the Engagement of Transfer Students in Texas Universities.” 2012. Web. 10 Dec 2019.

Vancouver:

Fernander KA. Examining the Engagement of Transfer Students in Texas Universities. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Dec 10]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115077/.

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

Council of Science Editors:

Fernander KA. Examining the Engagement of Transfer Students in Texas Universities. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115077/

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


University of North Texas

6. Cleveland, Rachel. Understanding Employability Development Skills through Co-Curricular Activities.

Degree: 2018, University of North Texas

 Employability skill development is being increasingly investigated among higher education scholars, corporate hiring managers, and governments around the world. Understanding employability skill development is important… (more)

Subjects/Keywords: employability; student success; co-curricular; Education, Higher

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APA (6th Edition):

Cleveland, R. (2018). Understanding Employability Development Skills through Co-Curricular Activities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404619/

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):

Cleveland, Rachel. “Understanding Employability Development Skills through Co-Curricular Activities.” 2018. Thesis, University of North Texas. Accessed December 10, 2019. https://digital.library.unt.edu/ark:/67531/metadc1404619/.

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

MLA Handbook (7th Edition):

Cleveland, Rachel. “Understanding Employability Development Skills through Co-Curricular Activities.” 2018. Web. 10 Dec 2019.

Vancouver:

Cleveland R. Understanding Employability Development Skills through Co-Curricular Activities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Dec 10]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404619/.

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

Council of Science Editors:

Cleveland R. Understanding Employability Development Skills through Co-Curricular Activities. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404619/

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

7. Lee, John C. The Effect of Mentoring on the Academic Success of College Sophomores.

Degree: PhD, Educ Foundations & Leadership, 2014, Old Dominion University

  A review of the higher education literature indicates that the majority of retention research has focused on first-year students and that additional research is… (more)

Subjects/Keywords: Graduation; Mentoring; Retention; Student success; Higher Education

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APA (6th Edition):

Lee, J. C. (2014). The Effect of Mentoring on the Academic Success of College Sophomores. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321564532 ; https://digitalcommons.odu.edu/efl_etds/146

Chicago Manual of Style (16th Edition):

Lee, John C. “The Effect of Mentoring on the Academic Success of College Sophomores.” 2014. Doctoral Dissertation, Old Dominion University. Accessed December 10, 2019. 9781321564532 ; https://digitalcommons.odu.edu/efl_etds/146.

MLA Handbook (7th Edition):

Lee, John C. “The Effect of Mentoring on the Academic Success of College Sophomores.” 2014. Web. 10 Dec 2019.

Vancouver:

Lee JC. The Effect of Mentoring on the Academic Success of College Sophomores. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2019 Dec 10]. Available from: 9781321564532 ; https://digitalcommons.odu.edu/efl_etds/146.

Council of Science Editors:

Lee JC. The Effect of Mentoring on the Academic Success of College Sophomores. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321564532 ; https://digitalcommons.odu.edu/efl_etds/146


University of Limerick

8. Whelan-Ryan, Fiona. The dynamics of student success in higher education first year and beyond.

Degree: 2019, University of Limerick

peer-reviewed

Student success is a contested concept; difficult to define and important to explore. This thesis draws from literature which shows that student success is… (more)

Subjects/Keywords: student success; higher education (HE); personal experiences

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APA (6th Edition):

Whelan-Ryan, F. (2019). The dynamics of student success in higher education first year and beyond. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/8144

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):

Whelan-Ryan, Fiona. “The dynamics of student success in higher education first year and beyond.” 2019. Thesis, University of Limerick. Accessed December 10, 2019. http://hdl.handle.net/10344/8144.

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

MLA Handbook (7th Edition):

Whelan-Ryan, Fiona. “The dynamics of student success in higher education first year and beyond.” 2019. Web. 10 Dec 2019.

Vancouver:

Whelan-Ryan F. The dynamics of student success in higher education first year and beyond. [Internet] [Thesis]. University of Limerick; 2019. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10344/8144.

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

Council of Science Editors:

Whelan-Ryan F. The dynamics of student success in higher education first year and beyond. [Thesis]. University of Limerick; 2019. Available from: http://hdl.handle.net/10344/8144

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


University of Arkansas

9. Griffin, Alice Ruth. Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2017, University of Arkansas

  This study examined the differences between first-year students who persisted with first-year students who did not persist to the second year at a mid-size,… (more)

Subjects/Keywords: College student success; Persistence; Student Engagement; Student Retention; Higher Education; Higher Education Administration

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APA (6th Edition):

Griffin, A. R. (2017). Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1978

Chicago Manual of Style (16th Edition):

Griffin, Alice Ruth. “Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.” 2017. Doctoral Dissertation, University of Arkansas. Accessed December 10, 2019. https://scholarworks.uark.edu/etd/1978.

MLA Handbook (7th Edition):

Griffin, Alice Ruth. “Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist.” 2017. Web. 10 Dec 2019.

Vancouver:

Griffin AR. Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Dec 10]. Available from: https://scholarworks.uark.edu/etd/1978.

Council of Science Editors:

Griffin AR. Utilizing the NSSE to Examine Behavior and Characteristic Differences between First-Year Students Who Persisted with First-Year Students Who Did Not Persist. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1978


Louisiana State University

10. Hebert, Amy Ponvelle. Identifying at-risk students : a study of freshmen and the beginning college survey of student engagement.

Degree: PhD, Human Resources Management, 2014, Louisiana State University

 This study explored the usefulness of variable measures gained from the Beginning College Survey of Student Engagement (BCSSE) as a way to predict student academic… (more)

Subjects/Keywords: higher education; retention; student engagement; predictors of student success

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APA (6th Edition):

Hebert, A. P. (2014). Identifying at-risk students : a study of freshmen and the beginning college survey of student engagement. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04102014-200010 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2173

Chicago Manual of Style (16th Edition):

Hebert, Amy Ponvelle. “Identifying at-risk students : a study of freshmen and the beginning college survey of student engagement.” 2014. Doctoral Dissertation, Louisiana State University. Accessed December 10, 2019. etd-04102014-200010 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2173.

MLA Handbook (7th Edition):

Hebert, Amy Ponvelle. “Identifying at-risk students : a study of freshmen and the beginning college survey of student engagement.” 2014. Web. 10 Dec 2019.

Vancouver:

Hebert AP. Identifying at-risk students : a study of freshmen and the beginning college survey of student engagement. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Dec 10]. Available from: etd-04102014-200010 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2173.

Council of Science Editors:

Hebert AP. Identifying at-risk students : a study of freshmen and the beginning college survey of student engagement. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-04102014-200010 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2173

11. Schmitt, Mary Ann. Exploring the Impact of Classified Staff Interactions on the Student Experience: A Multiple Case Study Approach.

Degree: PhD, Educ Foundations & Leadership, 2011, Old Dominion University

  This qualitative multiple case study explored front-line classified staff interactions with students as a possible strategy for increasing student success. The study was based… (more)

Subjects/Keywords: Classified staff; Persistence; Staff-student interactions; Student success; Higher Education

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APA (6th Edition):

Schmitt, M. A. (2011). Exploring the Impact of Classified Staff Interactions on the Student Experience: A Multiple Case Study Approach. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781267109767 ; https://digitalcommons.odu.edu/efl_etds/171

Chicago Manual of Style (16th Edition):

Schmitt, Mary Ann. “Exploring the Impact of Classified Staff Interactions on the Student Experience: A Multiple Case Study Approach.” 2011. Doctoral Dissertation, Old Dominion University. Accessed December 10, 2019. 9781267109767 ; https://digitalcommons.odu.edu/efl_etds/171.

MLA Handbook (7th Edition):

Schmitt, Mary Ann. “Exploring the Impact of Classified Staff Interactions on the Student Experience: A Multiple Case Study Approach.” 2011. Web. 10 Dec 2019.

Vancouver:

Schmitt MA. Exploring the Impact of Classified Staff Interactions on the Student Experience: A Multiple Case Study Approach. [Internet] [Doctoral dissertation]. Old Dominion University; 2011. [cited 2019 Dec 10]. Available from: 9781267109767 ; https://digitalcommons.odu.edu/efl_etds/171.

Council of Science Editors:

Schmitt MA. Exploring the Impact of Classified Staff Interactions on the Student Experience: A Multiple Case Study Approach. [Doctoral Dissertation]. Old Dominion University; 2011. Available from: 9781267109767 ; https://digitalcommons.odu.edu/efl_etds/171


Eastern Illinois University

12. Davis, Carolyn A. Provisional Admission Impact on College Self-Efficacy: A Qualitative Approach.

Degree: MS, Counseling and Student Development, 2018, Eastern Illinois University

  This qualitative study examined how a provisional admission program (Gateway) at a mid-sized institution in the rural Midwest impacts students' college self-efficacy. Participants were… (more)

Subjects/Keywords: student success; Higher Education; Student Counseling and Personnel Services

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APA (6th Edition):

Davis, C. A. (2018). Provisional Admission Impact on College Self-Efficacy: A Qualitative Approach. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/3597

Chicago Manual of Style (16th Edition):

Davis, Carolyn A. “Provisional Admission Impact on College Self-Efficacy: A Qualitative Approach.” 2018. Masters Thesis, Eastern Illinois University. Accessed December 10, 2019. https://thekeep.eiu.edu/theses/3597.

MLA Handbook (7th Edition):

Davis, Carolyn A. “Provisional Admission Impact on College Self-Efficacy: A Qualitative Approach.” 2018. Web. 10 Dec 2019.

Vancouver:

Davis CA. Provisional Admission Impact on College Self-Efficacy: A Qualitative Approach. [Internet] [Masters thesis]. Eastern Illinois University; 2018. [cited 2019 Dec 10]. Available from: https://thekeep.eiu.edu/theses/3597.

Council of Science Editors:

Davis CA. Provisional Admission Impact on College Self-Efficacy: A Qualitative Approach. [Masters Thesis]. Eastern Illinois University; 2018. Available from: https://thekeep.eiu.edu/theses/3597


Northeastern University

13. Bass, Joshua William. Student support in a virtual space: a phenomenological approach to understanding student success.

Degree: EdD, School of Education, 2018, Northeastern University

 International students represent a large portion of student populations at some higher education institutions in the United States. In response to the complexity of the… (more)

Subjects/Keywords: international higher education; online higher education; phenomenology; student success; student support services; writing center

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APA (6th Edition):

Bass, J. W. (2018). Student support in a virtual space: a phenomenological approach to understanding student success. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281368

Chicago Manual of Style (16th Edition):

Bass, Joshua William. “Student support in a virtual space: a phenomenological approach to understanding student success.” 2018. Doctoral Dissertation, Northeastern University. Accessed December 10, 2019. http://hdl.handle.net/2047/D20281368.

MLA Handbook (7th Edition):

Bass, Joshua William. “Student support in a virtual space: a phenomenological approach to understanding student success.” 2018. Web. 10 Dec 2019.

Vancouver:

Bass JW. Student support in a virtual space: a phenomenological approach to understanding student success. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2047/D20281368.

Council of Science Editors:

Bass JW. Student support in a virtual space: a phenomenological approach to understanding student success. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281368

14. Smith, Amanda Lynne. Captivating College Classrooms: Applications of Aesthetic Themes for Higher Education.

Degree: PhD, Curriculum and Instruction, 2016, U of Denver

  This study investigates the intentions and practices of aesthetically-minded college educators and their use of aesthetic themes (CRISPA) in the classroom. These topics were… (more)

Subjects/Keywords: Aesthetic; Aesthetic Themes; College Students; Integrative Higher Education; Student Success; Teacher Education; Education; Higher Education

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APA (6th Edition):

Smith, A. L. (2016). Captivating College Classrooms: Applications of Aesthetic Themes for Higher Education. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1090

Chicago Manual of Style (16th Edition):

Smith, Amanda Lynne. “Captivating College Classrooms: Applications of Aesthetic Themes for Higher Education.” 2016. Doctoral Dissertation, U of Denver. Accessed December 10, 2019. https://digitalcommons.du.edu/etd/1090.

MLA Handbook (7th Edition):

Smith, Amanda Lynne. “Captivating College Classrooms: Applications of Aesthetic Themes for Higher Education.” 2016. Web. 10 Dec 2019.

Vancouver:

Smith AL. Captivating College Classrooms: Applications of Aesthetic Themes for Higher Education. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2019 Dec 10]. Available from: https://digitalcommons.du.edu/etd/1090.

Council of Science Editors:

Smith AL. Captivating College Classrooms: Applications of Aesthetic Themes for Higher Education. [Doctoral Dissertation]. U of Denver; 2016. Available from: https://digitalcommons.du.edu/etd/1090

15. Mogashana, Disaapele Gleopadra. The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering.

Degree: Image, Chemical Engineering, 2015, University of Cape Town

 The interplay between structure and agency: How Academic Development Programme students 'make their way' through their undergraduate studies in engineering. This study explores and seeks… (more)

Subjects/Keywords: Engineering Education; Higher education; Academic development; Student success; Graduation rates

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APA (6th Edition):

Mogashana, D. G. (2015). The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/16601

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):

Mogashana, Disaapele Gleopadra. “The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering.” 2015. Thesis, University of Cape Town. Accessed December 10, 2019. http://hdl.handle.net/11427/16601.

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

MLA Handbook (7th Edition):

Mogashana, Disaapele Gleopadra. “The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering.” 2015. Web. 10 Dec 2019.

Vancouver:

Mogashana DG. The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/11427/16601.

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

Council of Science Editors:

Mogashana DG. The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/16601

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


Northeastern University

16. Danielson, BriAnne. The transition from developmental education: exploring the student experience.

Degree: EdD, School of Education, 2018, Northeastern University

 In the current higher education environment, understanding how students succeed despite life challenges is imperative for higher education leaders. This research study explores the experience… (more)

Subjects/Keywords: developmental education; grit; higher education; IPA; remediation; student success

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APA (6th Edition):

Danielson, B. (2018). The transition from developmental education: exploring the student experience. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20280764

Chicago Manual of Style (16th Edition):

Danielson, BriAnne. “The transition from developmental education: exploring the student experience.” 2018. Doctoral Dissertation, Northeastern University. Accessed December 10, 2019. http://hdl.handle.net/2047/D20280764.

MLA Handbook (7th Edition):

Danielson, BriAnne. “The transition from developmental education: exploring the student experience.” 2018. Web. 10 Dec 2019.

Vancouver:

Danielson B. The transition from developmental education: exploring the student experience. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2047/D20280764.

Council of Science Editors:

Danielson B. The transition from developmental education: exploring the student experience. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20280764


Drexel University

17. Gaines, Linda L. Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program.

Degree: 2016, Drexel University

Higher education learning management systems (LMS) incorporate web technologies into online courses to support student engagement with course content, the instructor, and peers. However, these… (more)

Subjects/Keywords: Education; Education, Higher; Student participation in administration

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APA (6th Edition):

Gaines, L. L. (2016). Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7081

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):

Gaines, Linda L. “Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program.” 2016. Thesis, Drexel University. Accessed December 10, 2019. http://hdl.handle.net/1860/idea:7081.

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

MLA Handbook (7th Edition):

Gaines, Linda L. “Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program.” 2016. Web. 10 Dec 2019.

Vancouver:

Gaines LL. Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/1860/idea:7081.

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

Council of Science Editors:

Gaines LL. Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7081

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


Edith Cowan University

18. Andrew, Lesley Jane. A public health perspective of the higher education experiences of women studying nursing: A hermeneutic inquiry into commencement and progression.

Degree: 2019, Edith Cowan University

 While student retention is a central goal across higher education, the projected shortage in the Australian health workforce has intensified its importance to undergraduate nursing.… (more)

Subjects/Keywords: women students; student success; rtention; persistence; higher education; commencement; gender; equity; intimate relationships; life partner; firs-in-family; university experience; Family, Life Course, and Society; Higher Education; Nursing

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APA (6th Edition):

Andrew, L. J. (2019). A public health perspective of the higher education experiences of women studying nursing: A hermeneutic inquiry into commencement and progression. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2182

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):

Andrew, Lesley Jane. “A public health perspective of the higher education experiences of women studying nursing: A hermeneutic inquiry into commencement and progression.” 2019. Thesis, Edith Cowan University. Accessed December 10, 2019. https://ro.ecu.edu.au/theses/2182.

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

MLA Handbook (7th Edition):

Andrew, Lesley Jane. “A public health perspective of the higher education experiences of women studying nursing: A hermeneutic inquiry into commencement and progression.” 2019. Web. 10 Dec 2019.

Vancouver:

Andrew LJ. A public health perspective of the higher education experiences of women studying nursing: A hermeneutic inquiry into commencement and progression. [Internet] [Thesis]. Edith Cowan University; 2019. [cited 2019 Dec 10]. Available from: https://ro.ecu.edu.au/theses/2182.

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

Council of Science Editors:

Andrew LJ. A public health perspective of the higher education experiences of women studying nursing: A hermeneutic inquiry into commencement and progression. [Thesis]. Edith Cowan University; 2019. Available from: https://ro.ecu.edu.au/theses/2182

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


Texas A&M University

19. Cole, Brenda S. Human resource development of Hispanic students in a large Hispanic-majority community college in south Texas: student entry characteristics as predictors of successful course completion and retention in face-to-face and distance education.

Degree: 2009, Texas A&M University

 Hispanic student success within community colleges is critical to our future national economy and as such, was pertinent to this Human Resource Development (HRD) research.… (more)

Subjects/Keywords: human resource development; Hispanic; distance education; student entry characteristics; completion; retention; higher education; student success

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APA (6th Edition):

Cole, B. S. (2009). Human resource development of Hispanic students in a large Hispanic-majority community college in south Texas: student entry characteristics as predictors of successful course completion and retention in face-to-face and distance education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1920

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):

Cole, Brenda S. “Human resource development of Hispanic students in a large Hispanic-majority community college in south Texas: student entry characteristics as predictors of successful course completion and retention in face-to-face and distance education.” 2009. Thesis, Texas A&M University. Accessed December 10, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1920.

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

MLA Handbook (7th Edition):

Cole, Brenda S. “Human resource development of Hispanic students in a large Hispanic-majority community college in south Texas: student entry characteristics as predictors of successful course completion and retention in face-to-face and distance education.” 2009. Web. 10 Dec 2019.

Vancouver:

Cole BS. Human resource development of Hispanic students in a large Hispanic-majority community college in south Texas: student entry characteristics as predictors of successful course completion and retention in face-to-face and distance education. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1920.

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

Council of Science Editors:

Cole BS. Human resource development of Hispanic students in a large Hispanic-majority community college in south Texas: student entry characteristics as predictors of successful course completion and retention in face-to-face and distance education. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1920

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

20. Mitchell, Kathy Jessee. Transition From High School to Associate Degree Nursing Education: A Qualitative Study.

Degree: PhD, Educ Foundations & Leadership, 2012, Old Dominion University

  Nursing is facing a critical shortage and retention of nursing students is of paramount importance. Much research has been completed related to retention in… (more)

Subjects/Keywords: Associate degree nursing students; Student retention; Student success; Higher Education; Medical Education; Nursing

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APA (6th Edition):

Mitchell, K. J. (2012). Transition From High School to Associate Degree Nursing Education: A Qualitative Study. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781267837110 ; https://digitalcommons.odu.edu/efl_etds/148

Chicago Manual of Style (16th Edition):

Mitchell, Kathy Jessee. “Transition From High School to Associate Degree Nursing Education: A Qualitative Study.” 2012. Doctoral Dissertation, Old Dominion University. Accessed December 10, 2019. 9781267837110 ; https://digitalcommons.odu.edu/efl_etds/148.

MLA Handbook (7th Edition):

Mitchell, Kathy Jessee. “Transition From High School to Associate Degree Nursing Education: A Qualitative Study.” 2012. Web. 10 Dec 2019.

Vancouver:

Mitchell KJ. Transition From High School to Associate Degree Nursing Education: A Qualitative Study. [Internet] [Doctoral dissertation]. Old Dominion University; 2012. [cited 2019 Dec 10]. Available from: 9781267837110 ; https://digitalcommons.odu.edu/efl_etds/148.

Council of Science Editors:

Mitchell KJ. Transition From High School to Associate Degree Nursing Education: A Qualitative Study. [Doctoral Dissertation]. Old Dominion University; 2012. Available from: 9781267837110 ; https://digitalcommons.odu.edu/efl_etds/148

21. Ahmadi, Ghulam Yahya. International Students Adjustment to College: The Relationships between Adjustment, Background Characteristics and Student Success.

Degree: Higher Education Administration: M.S., Educational Administration and Higher Education, 2016, St. Cloud State University

  Abstract This quantitative study examined the relationships between international students’ background characteristics, adjustment to college and academic success in the United States. An online… (more)

Subjects/Keywords: International students; Background characteristics; Adjustment to college; Student success; SACQ; Higher Education; Higher Education Administration

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

APA (6th Edition):

Ahmadi, G. Y. (2016). International Students Adjustment to College: The Relationships between Adjustment, Background Characteristics and Student Success. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/8

Chicago Manual of Style (16th Edition):

Ahmadi, Ghulam Yahya. “International Students Adjustment to College: The Relationships between Adjustment, Background Characteristics and Student Success.” 2016. Masters Thesis, St. Cloud State University. Accessed December 10, 2019. https://repository.stcloudstate.edu/hied_etds/8.

MLA Handbook (7th Edition):

Ahmadi, Ghulam Yahya. “International Students Adjustment to College: The Relationships between Adjustment, Background Characteristics and Student Success.” 2016. Web. 10 Dec 2019.

Vancouver:

Ahmadi GY. International Students Adjustment to College: The Relationships between Adjustment, Background Characteristics and Student Success. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2019 Dec 10]. Available from: https://repository.stcloudstate.edu/hied_etds/8.

Council of Science Editors:

Ahmadi GY. International Students Adjustment to College: The Relationships between Adjustment, Background Characteristics and Student Success. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/hied_etds/8

22. Beck, Leesa M. The Role of Social Media Networking Communities in Transfer Student Success.

Degree: 2016, University of California – eScholarship, University of California

 For decades researchers have observed the relationship between college students’ social integration, and college persistence and other student success outcomes (Cabrera, Castaneda, Nora, & Hengstler,… (more)

Subjects/Keywords: Higher education; Communication; Information technology; higher education; social media; student success; transfer students

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

APA (6th Edition):

Beck, L. M. (2016). The Role of Social Media Networking Communities in Transfer Student Success. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/6c22j7ks

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):

Beck, Leesa M. “The Role of Social Media Networking Communities in Transfer Student Success.” 2016. Thesis, University of California – eScholarship, University of California. Accessed December 10, 2019. http://www.escholarship.org/uc/item/6c22j7ks.

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

MLA Handbook (7th Edition):

Beck, Leesa M. “The Role of Social Media Networking Communities in Transfer Student Success.” 2016. Web. 10 Dec 2019.

Vancouver:

Beck LM. The Role of Social Media Networking Communities in Transfer Student Success. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2019 Dec 10]. Available from: http://www.escholarship.org/uc/item/6c22j7ks.

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

Council of Science Editors:

Beck LM. The Role of Social Media Networking Communities in Transfer Student Success. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/6c22j7ks

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


Montana Tech

23. Johnson, Mike H. An Analysis of Retention Factors In Undergraduate Degree Programs in Science, Technology, Engineering, and Mathematics.

Degree: Doctor of Education (EdD), 2012, Montana Tech

  This mixed-methodological study explored the factors that predict a student's likelihood to complete an undergraduate program in a STEM discipline at one campus reliant… (more)

Subjects/Keywords: Drop out; Higher Education; Retention; STEM; Student departure; Success Factors

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APA (6th Edition):

Johnson, M. H. (2012). An Analysis of Retention Factors In Undergraduate Degree Programs in Science, Technology, Engineering, and Mathematics. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1368

Chicago Manual of Style (16th Edition):

Johnson, Mike H. “An Analysis of Retention Factors In Undergraduate Degree Programs in Science, Technology, Engineering, and Mathematics.” 2012. Doctoral Dissertation, Montana Tech. Accessed December 10, 2019. https://scholarworks.umt.edu/etd/1368.

MLA Handbook (7th Edition):

Johnson, Mike H. “An Analysis of Retention Factors In Undergraduate Degree Programs in Science, Technology, Engineering, and Mathematics.” 2012. Web. 10 Dec 2019.

Vancouver:

Johnson MH. An Analysis of Retention Factors In Undergraduate Degree Programs in Science, Technology, Engineering, and Mathematics. [Internet] [Doctoral dissertation]. Montana Tech; 2012. [cited 2019 Dec 10]. Available from: https://scholarworks.umt.edu/etd/1368.

Council of Science Editors:

Johnson MH. An Analysis of Retention Factors In Undergraduate Degree Programs in Science, Technology, Engineering, and Mathematics. [Doctoral Dissertation]. Montana Tech; 2012. Available from: https://scholarworks.umt.edu/etd/1368


Florida International University

24. Garcia, Rolando. The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis.

Degree: Doctor of Education (EdD), Higher Education Administration, 2014, Florida International University

  In an effort to improve instruction and better accommodate the needs of students, community colleges are offering courses delivered in a variety of delivery… (more)

Subjects/Keywords: Higher Education; Socioeconomic Status; Course Delivery Methods; Student Success

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APA (6th Edition):

Garcia, R. (2014). The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1460 ; 10.25148/etd.FI14071136 ; FI14071136

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):

Garcia, Rolando. “The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis.” 2014. Thesis, Florida International University. Accessed December 10, 2019. http://digitalcommons.fiu.edu/etd/1460 ; 10.25148/etd.FI14071136 ; FI14071136.

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

MLA Handbook (7th Edition):

Garcia, Rolando. “The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis.” 2014. Web. 10 Dec 2019.

Vancouver:

Garcia R. The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis. [Internet] [Thesis]. Florida International University; 2014. [cited 2019 Dec 10]. Available from: http://digitalcommons.fiu.edu/etd/1460 ; 10.25148/etd.FI14071136 ; FI14071136.

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

Council of Science Editors:

Garcia R. The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis. [Thesis]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1460 ; 10.25148/etd.FI14071136 ; FI14071136

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


University of Louisville

25. Adamchik, Kathryn Gardner. "Why am I in school?": a mixed methods investigation into stopping out of college.

Degree: PhD, 2018, University of Louisville

Higher education research often looks at student retention as a dichotomous outcome, either students stay enrolled or not; however, students’ enrollment pathways are more… (more)

Subjects/Keywords: stopout; retention; persistence; student success; college; returners; Higher Education

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APA (6th Edition):

Adamchik, K. G. (2018). "Why am I in school?": a mixed methods investigation into stopping out of college. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3095 ; https://ir.library.louisville.edu/etd/3095

Chicago Manual of Style (16th Edition):

Adamchik, Kathryn Gardner. “"Why am I in school?": a mixed methods investigation into stopping out of college.” 2018. Doctoral Dissertation, University of Louisville. Accessed December 10, 2019. 10.18297/etd/3095 ; https://ir.library.louisville.edu/etd/3095.

MLA Handbook (7th Edition):

Adamchik, Kathryn Gardner. “"Why am I in school?": a mixed methods investigation into stopping out of college.” 2018. Web. 10 Dec 2019.

Vancouver:

Adamchik KG. "Why am I in school?": a mixed methods investigation into stopping out of college. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Dec 10]. Available from: 10.18297/etd/3095 ; https://ir.library.louisville.edu/etd/3095.

Council of Science Editors:

Adamchik KG. "Why am I in school?": a mixed methods investigation into stopping out of college. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/3095 ; https://ir.library.louisville.edu/etd/3095

26. Taylor, Janelle. MEASURING THE SUCCESS OF METROPOLITAN AND NONMETROPOLITAN STUDENTS AT A NONMETROPOLITAN UNIVERSITY.

Degree: MA, Education, Leadership and Public Service, 2018, Northen Michigan University

  Nonmetropolitan students in higher education are an understudied population. This thesis uses data from the freshman class of 2011 at a mid-sized nonmetropolitan university… (more)

Subjects/Keywords: rural; retention; nonmetro; student success; belonging; persistance; Higher Education

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APA (6th Edition):

Taylor, J. (2018). MEASURING THE SUCCESS OF METROPOLITAN AND NONMETROPOLITAN STUDENTS AT A NONMETROPOLITAN UNIVERSITY. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/564

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, Janelle. “MEASURING THE SUCCESS OF METROPOLITAN AND NONMETROPOLITAN STUDENTS AT A NONMETROPOLITAN UNIVERSITY.” 2018. Thesis, Northen Michigan University. Accessed December 10, 2019. https://commons.nmu.edu/theses/564.

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

MLA Handbook (7th Edition):

Taylor, Janelle. “MEASURING THE SUCCESS OF METROPOLITAN AND NONMETROPOLITAN STUDENTS AT A NONMETROPOLITAN UNIVERSITY.” 2018. Web. 10 Dec 2019.

Vancouver:

Taylor J. MEASURING THE SUCCESS OF METROPOLITAN AND NONMETROPOLITAN STUDENTS AT A NONMETROPOLITAN UNIVERSITY. [Internet] [Thesis]. Northen Michigan University; 2018. [cited 2019 Dec 10]. Available from: https://commons.nmu.edu/theses/564.

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

Council of Science Editors:

Taylor J. MEASURING THE SUCCESS OF METROPOLITAN AND NONMETROPOLITAN STUDENTS AT A NONMETROPOLITAN UNIVERSITY. [Thesis]. Northen Michigan University; 2018. Available from: https://commons.nmu.edu/theses/564

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

27. Guarcello, Maureen Augusta. Blended Learning and Bottlenecks in the California State University System: An Empirical Look at the Importance of Demographic and Performance Analytics.

Degree: PhD, Leadership Studies, 2015, University of San Diego

  In Fall 2014 over 460,000 students enrolled in the 23-campus California State University system; unfortunately, more than 20,000 qualified applicants were denied admission due… (more)

Subjects/Keywords: blended learning; learning analytics; student success; higher education

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APA (6th Edition):

Guarcello, M. A. (2015). Blended Learning and Bottlenecks in the California State University System: An Empirical Look at the Importance of Demographic and Performance Analytics. (Doctoral Dissertation). University of San Diego. Retrieved from https://digital.sandiego.edu/dissertations/1

Chicago Manual of Style (16th Edition):

Guarcello, Maureen Augusta. “Blended Learning and Bottlenecks in the California State University System: An Empirical Look at the Importance of Demographic and Performance Analytics.” 2015. Doctoral Dissertation, University of San Diego. Accessed December 10, 2019. https://digital.sandiego.edu/dissertations/1.

MLA Handbook (7th Edition):

Guarcello, Maureen Augusta. “Blended Learning and Bottlenecks in the California State University System: An Empirical Look at the Importance of Demographic and Performance Analytics.” 2015. Web. 10 Dec 2019.

Vancouver:

Guarcello MA. Blended Learning and Bottlenecks in the California State University System: An Empirical Look at the Importance of Demographic and Performance Analytics. [Internet] [Doctoral dissertation]. University of San Diego; 2015. [cited 2019 Dec 10]. Available from: https://digital.sandiego.edu/dissertations/1.

Council of Science Editors:

Guarcello MA. Blended Learning and Bottlenecks in the California State University System: An Empirical Look at the Importance of Demographic and Performance Analytics. [Doctoral Dissertation]. University of San Diego; 2015. Available from: https://digital.sandiego.edu/dissertations/1


University of Minnesota

28. White, Daniel R. Success is what we make it: using multinomial logit modelling to explore expanded definitions of student success for undergraduate and graduate students.

Degree: PhD, Organizational Leadership, Policy, and Development, 2014, University of Minnesota

 The research in this dissertation examines the factors associated with student success in college. While the three studies explore students enrolled at both the undergraduate… (more)

Subjects/Keywords: Higher education; Multinomial logit; Student success; Organizational leadership, policy, and development

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APA (6th Edition):

White, D. R. (2014). Success is what we make it: using multinomial logit modelling to explore expanded definitions of student success for undergraduate and graduate students. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/170220

Chicago Manual of Style (16th Edition):

White, Daniel R. “Success is what we make it: using multinomial logit modelling to explore expanded definitions of student success for undergraduate and graduate students.” 2014. Doctoral Dissertation, University of Minnesota. Accessed December 10, 2019. http://hdl.handle.net/11299/170220.

MLA Handbook (7th Edition):

White, Daniel R. “Success is what we make it: using multinomial logit modelling to explore expanded definitions of student success for undergraduate and graduate students.” 2014. Web. 10 Dec 2019.

Vancouver:

White DR. Success is what we make it: using multinomial logit modelling to explore expanded definitions of student success for undergraduate and graduate students. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/11299/170220.

Council of Science Editors:

White DR. Success is what we make it: using multinomial logit modelling to explore expanded definitions of student success for undergraduate and graduate students. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/170220


University of Southern California

29. Aguirre, Tomás A. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.

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

 This study examines the experiences of a number of participants from urban community colleges with high percentages of students from underrepresented populations in Central California.… (more)

Subjects/Keywords: higher education; student success; action research; minorities; retention; graduation

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

APA (6th Edition):

Aguirre, T. A. (2012). Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530

Chicago Manual of Style (16th Edition):

Aguirre, Tomás A. “Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 10, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530.

MLA Handbook (7th Edition):

Aguirre, Tomás A. “Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.” 2012. Web. 10 Dec 2019.

Vancouver:

Aguirre TA. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530.

Council of Science Editors:

Aguirre TA. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530


University of Louisville

30. Mitchell, Heather Davis. Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors.

Degree: PhD, 2016, University of Louisville

  Nursing programs are experiencing a decline in National Council Licensure Examination for Registered Nurses (NCLEX-RN) pass rates among graduates. While researchers have attempted to… (more)

Subjects/Keywords: NCLEX-RN; student success; BSN program; Higher Education; Other Nursing

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

APA (6th Edition):

Mitchell, H. D. (2016). Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413

Chicago Manual of Style (16th Edition):

Mitchell, Heather Davis. “Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors.” 2016. Doctoral Dissertation, University of Louisville. Accessed December 10, 2019. 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413.

MLA Handbook (7th Edition):

Mitchell, Heather Davis. “Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors.” 2016. Web. 10 Dec 2019.

Vancouver:

Mitchell HD. Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Dec 10]. Available from: 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413.

Council of Science Editors:

Mitchell HD. Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413

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