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Dates: 2015 – 2019

You searched for subject:(co curricular). Showing records 1 – 29 of 29 total matches.

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University of Miami

1. Astorini, Gina F. The Relationship Between Co-Curricular College Experiences and Students' Moral Development.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2016, University of Miami

 This study addresses a growing concern of academic dishonesty in higher education based on the theory that an increase in moral development may lead to… (more)

Subjects/Keywords: Co-Curricular Experiences; Moral Development

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APA (6th Edition):

Astorini, G. F. (2016). The Relationship Between Co-Curricular College Experiences and Students' Moral Development. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1706

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):

Astorini, Gina F. “The Relationship Between Co-Curricular College Experiences and Students' Moral Development.” 2016. Thesis, University of Miami. Accessed October 13, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1706.

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

MLA Handbook (7th Edition):

Astorini, Gina F. “The Relationship Between Co-Curricular College Experiences and Students' Moral Development.” 2016. Web. 13 Oct 2019.

Vancouver:

Astorini GF. The Relationship Between Co-Curricular College Experiences and Students' Moral Development. [Internet] [Thesis]. University of Miami; 2016. [cited 2019 Oct 13]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1706.

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

Council of Science Editors:

Astorini GF. The Relationship Between Co-Curricular College Experiences and Students' Moral Development. [Thesis]. University of Miami; 2016. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1706

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

2. Mainz, Elizabeth Anne. "Language is what you do": Multi-contextul Discourses and Language Conceptualizations of Co-curricular Teachers.

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

 This telling case study (Mitchell, 1984) situated within a sociolinguistic frame (Hymes, 1967; Fishman, 1997) explored what counts as language in education for a particular… (more)

Subjects/Keywords: Education; co-curricular; conceptualization; language

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APA (6th Edition):

Mainz, E. A. (2016). "Language is what you do": Multi-contextul Discourses and Language Conceptualizations of Co-curricular Teachers. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/39p2f5dh

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):

Mainz, Elizabeth Anne. “"Language is what you do": Multi-contextul Discourses and Language Conceptualizations of Co-curricular Teachers.” 2016. Thesis, University of California – eScholarship, University of California. Accessed October 13, 2019. http://www.escholarship.org/uc/item/39p2f5dh.

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

MLA Handbook (7th Edition):

Mainz, Elizabeth Anne. “"Language is what you do": Multi-contextul Discourses and Language Conceptualizations of Co-curricular Teachers.” 2016. Web. 13 Oct 2019.

Vancouver:

Mainz EA. "Language is what you do": Multi-contextul Discourses and Language Conceptualizations of Co-curricular Teachers. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2019 Oct 13]. Available from: http://www.escholarship.org/uc/item/39p2f5dh.

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

Council of Science Editors:

Mainz EA. "Language is what you do": Multi-contextul Discourses and Language Conceptualizations of Co-curricular Teachers. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/39p2f5dh

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


University of Nairobi

3. Kisango, Benard. Factors Influencing Students’ Participation in Co-curricular Activities in Public Secondary Schools in Lamu County Kenya .

Degree: 2016, University of Nairobi

 Schools offer after school activities for the benefit of the children. The purpose of the study was to establish the factors influencing students‟ participation in… (more)

Subjects/Keywords: Students’ Participation in Co-curricular Activities

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APA (6th Edition):

Kisango, B. (2016). Factors Influencing Students’ Participation in Co-curricular Activities in Public Secondary Schools in Lamu County Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/99137

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):

Kisango, Benard. “Factors Influencing Students’ Participation in Co-curricular Activities in Public Secondary Schools in Lamu County Kenya .” 2016. Thesis, University of Nairobi. Accessed October 13, 2019. http://hdl.handle.net/11295/99137.

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

MLA Handbook (7th Edition):

Kisango, Benard. “Factors Influencing Students’ Participation in Co-curricular Activities in Public Secondary Schools in Lamu County Kenya .” 2016. Web. 13 Oct 2019.

Vancouver:

Kisango B. Factors Influencing Students’ Participation in Co-curricular Activities in Public Secondary Schools in Lamu County Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/11295/99137.

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

Council of Science Editors:

Kisango B. Factors Influencing Students’ Participation in Co-curricular Activities in Public Secondary Schools in Lamu County Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/99137

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


University of North Texas

4. 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 October 13, 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. 13 Oct 2019.

Vancouver:

Cleveland R. Understanding Employability Development Skills through Co-Curricular Activities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Oct 13]. 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


Ohio University

5. Mathuews, Katy B. The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement.

Degree: PhD, Higher Education (Education), 2018, Ohio University

 With over 80% of undergraduate students working while enrolled in college (Bennett, McCarty & Carter, 2015; Darolia, 2014), it is important to understand how employment… (more)

Subjects/Keywords: Higher Education; time poverty; working students; involvement; curricular involvement; co-curricular involvement

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APA (6th Edition):

Mathuews, K. B. (2018). The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031

Chicago Manual of Style (16th Edition):

Mathuews, Katy B. “The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement.” 2018. Doctoral Dissertation, Ohio University. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031.

MLA Handbook (7th Edition):

Mathuews, Katy B. “The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement.” 2018. Web. 13 Oct 2019.

Vancouver:

Mathuews KB. The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031.

Council of Science Editors:

Mathuews KB. The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031


UCLA

6. Valenzuela, Marco Antonio. Finding Comunidad: Latino Gay/Queer Students' Co-Curricular Experiences of Empowerment and Marginality at a Public University.

Degree: Education, 2018, UCLA

 This qualitative study focused on finding the strategies that Latino gay/queer students used to help them navigate the intersection of their marginalized identities during college.… (more)

Subjects/Keywords: Educational leadership; Co-Curricular Activities; Counterstories; Disidentification; Intersectionality; Latinx; Queer

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APA (6th Edition):

Valenzuela, M. A. (2018). Finding Comunidad: Latino Gay/Queer Students' Co-Curricular Experiences of Empowerment and Marginality at a Public University. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7hm1m77h

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):

Valenzuela, Marco Antonio. “Finding Comunidad: Latino Gay/Queer Students' Co-Curricular Experiences of Empowerment and Marginality at a Public University.” 2018. Thesis, UCLA. Accessed October 13, 2019. http://www.escholarship.org/uc/item/7hm1m77h.

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

MLA Handbook (7th Edition):

Valenzuela, Marco Antonio. “Finding Comunidad: Latino Gay/Queer Students' Co-Curricular Experiences of Empowerment and Marginality at a Public University.” 2018. Web. 13 Oct 2019.

Vancouver:

Valenzuela MA. Finding Comunidad: Latino Gay/Queer Students' Co-Curricular Experiences of Empowerment and Marginality at a Public University. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Oct 13]. Available from: http://www.escholarship.org/uc/item/7hm1m77h.

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

Council of Science Editors:

Valenzuela MA. Finding Comunidad: Latino Gay/Queer Students' Co-Curricular Experiences of Empowerment and Marginality at a Public University. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/7hm1m77h

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


Northeastern University

7. Dias, Paula Ribeiro. The experience of low-income college students at a selective university: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2017, Northeastern University

 Low-income students at selective institutions report feeling a sense of isolation, alienation, and marginalization. However, it is essential that the voices of low-income students that… (more)

Subjects/Keywords: co-curricular; college student; low-income; mentoring; support system; university

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APA (6th Edition):

Dias, P. R. (2017). The experience of low-income college students at a selective university: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247113

Chicago Manual of Style (16th Edition):

Dias, Paula Ribeiro. “The experience of low-income college students at a selective university: an interpretative phenomenological analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 13, 2019. http://hdl.handle.net/2047/D20247113.

MLA Handbook (7th Edition):

Dias, Paula Ribeiro. “The experience of low-income college students at a selective university: an interpretative phenomenological analysis.” 2017. Web. 13 Oct 2019.

Vancouver:

Dias PR. The experience of low-income college students at a selective university: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2047/D20247113.

Council of Science Editors:

Dias PR. The experience of low-income college students at a selective university: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247113


Northeastern University

8. Schreyer, Lisa Michelle Sherov. The impact of co-curricular activities on time to degree for doctoral students.

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

 The length of time it takes for a Ph.D. candidate to earn a degree and the associated factors have been a topic of study for… (more)

Subjects/Keywords: co-curricular activities; doctoral students; graduate education; time to degree

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APA (6th Edition):

Schreyer, L. M. S. (2018). The impact of co-curricular activities on time to degree for doctoral students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281296

Chicago Manual of Style (16th Edition):

Schreyer, Lisa Michelle Sherov. “The impact of co-curricular activities on time to degree for doctoral students.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 13, 2019. http://hdl.handle.net/2047/D20281296.

MLA Handbook (7th Edition):

Schreyer, Lisa Michelle Sherov. “The impact of co-curricular activities on time to degree for doctoral students.” 2018. Web. 13 Oct 2019.

Vancouver:

Schreyer LMS. The impact of co-curricular activities on time to degree for doctoral students. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2047/D20281296.

Council of Science Editors:

Schreyer LMS. The impact of co-curricular activities on time to degree for doctoral students. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281296


University of Guelph

9. Trottier-Scully, Taylor. Transforming an Exisiting Volunteer Program into a Co-Curricular Experiential Learning Opportunity for Undergraduate Health Science Students .

Degree: 2018, University of Guelph

 Work-integrated learning (WIL) experiences in the curriculum have been shown to improve undergraduate student development. However, there are limited opportunities in typical forms of WIL… (more)

Subjects/Keywords: Experiential Learning; Co-Curricular; Higher Education; Work Intergrated Learning

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APA (6th Edition):

Trottier-Scully, T. (2018). Transforming an Exisiting Volunteer Program into a Co-Curricular Experiential Learning Opportunity for Undergraduate Health Science Students . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14264

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):

Trottier-Scully, Taylor. “Transforming an Exisiting Volunteer Program into a Co-Curricular Experiential Learning Opportunity for Undergraduate Health Science Students .” 2018. Thesis, University of Guelph. Accessed October 13, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14264.

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

MLA Handbook (7th Edition):

Trottier-Scully, Taylor. “Transforming an Exisiting Volunteer Program into a Co-Curricular Experiential Learning Opportunity for Undergraduate Health Science Students .” 2018. Web. 13 Oct 2019.

Vancouver:

Trottier-Scully T. Transforming an Exisiting Volunteer Program into a Co-Curricular Experiential Learning Opportunity for Undergraduate Health Science Students . [Internet] [Thesis]. University of Guelph; 2018. [cited 2019 Oct 13]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14264.

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

Council of Science Editors:

Trottier-Scully T. Transforming an Exisiting Volunteer Program into a Co-Curricular Experiential Learning Opportunity for Undergraduate Health Science Students . [Thesis]. University of Guelph; 2018. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14264

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

10. Bylczynski, Amanda. Assessing Student Affairs: Design and Implementation of Best Practices for Assessment of Supportive Services and Co-curricular Education.

Degree: 2019, Ferris State University

 Assessment is an important component of research for any college or university. The data collected provides important information for internal improvements needed to enhance the… (more)

Subjects/Keywords: Assessment.; Co-curricular activities.; Student Affairs.; Support services.

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APA (6th Edition):

Bylczynski, A. (2019). Assessing Student Affairs: Design and Implementation of Best Practices for Assessment of Supportive Services and Co-curricular Education. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/6439

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):

Bylczynski, Amanda. “Assessing Student Affairs: Design and Implementation of Best Practices for Assessment of Supportive Services and Co-curricular Education.” 2019. Thesis, Ferris State University. Accessed October 13, 2019. http://hdl.handle.net/2323/6439.

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

MLA Handbook (7th Edition):

Bylczynski, Amanda. “Assessing Student Affairs: Design and Implementation of Best Practices for Assessment of Supportive Services and Co-curricular Education.” 2019. Web. 13 Oct 2019.

Vancouver:

Bylczynski A. Assessing Student Affairs: Design and Implementation of Best Practices for Assessment of Supportive Services and Co-curricular Education. [Internet] [Thesis]. Ferris State University; 2019. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2323/6439.

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

Council of Science Editors:

Bylczynski A. Assessing Student Affairs: Design and Implementation of Best Practices for Assessment of Supportive Services and Co-curricular Education. [Thesis]. Ferris State University; 2019. Available from: http://hdl.handle.net/2323/6439

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


University of Arizona

11. Alhomsi, Riyad. Co-Curricular Technology Engagement and its Effects on Arabic Language Learner Motivation, Autonomy, and Language Proficiency .

Degree: 2018, University of Arizona

 Numerous research studies have been conducted in the area of technology integration in second language learning and its effects on learner motivation and learner autonomy,… (more)

Subjects/Keywords: Arabic; Autonomy; Co-Curricular Activities; Language Proficiency; Motivation; Technology

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APA (6th Edition):

Alhomsi, R. (2018). Co-Curricular Technology Engagement and its Effects on Arabic Language Learner Motivation, Autonomy, and Language Proficiency . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/628476

Chicago Manual of Style (16th Edition):

Alhomsi, Riyad. “Co-Curricular Technology Engagement and its Effects on Arabic Language Learner Motivation, Autonomy, and Language Proficiency .” 2018. Doctoral Dissertation, University of Arizona. Accessed October 13, 2019. http://hdl.handle.net/10150/628476.

MLA Handbook (7th Edition):

Alhomsi, Riyad. “Co-Curricular Technology Engagement and its Effects on Arabic Language Learner Motivation, Autonomy, and Language Proficiency .” 2018. Web. 13 Oct 2019.

Vancouver:

Alhomsi R. Co-Curricular Technology Engagement and its Effects on Arabic Language Learner Motivation, Autonomy, and Language Proficiency . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10150/628476.

Council of Science Editors:

Alhomsi R. Co-Curricular Technology Engagement and its Effects on Arabic Language Learner Motivation, Autonomy, and Language Proficiency . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628476


Kennesaw State University

12. Ohochukwu, Judith. An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2018, Kennesaw State University

  First-year students are encouraged to get involved in co-curricular activities, as research has indicated there are many benefits (Astin, 1984; Pascarella & Terenzini, 2005).… (more)

Subjects/Keywords: co-curricular involvement; first-year student; sense of belonging; retention; involvement; Higher Education

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APA (6th Edition):

Ohochukwu, J. (2018). An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/3

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):

Ohochukwu, Judith. “An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students.” 2018. Thesis, Kennesaw State University. Accessed October 13, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/3.

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

MLA Handbook (7th Edition):

Ohochukwu, Judith. “An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students.” 2018. Web. 13 Oct 2019.

Vancouver:

Ohochukwu J. An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Oct 13]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/3.

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

Council of Science Editors:

Ohochukwu J. An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/3

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


Georgia State University

13. Whitaker-Lea, Laura. Student Affairs Educators' Efforts to Teach Undergraduates to Be Engaged Civically: Conceptualization, Practices, and Influences at Six Independent Colleges.

Degree: PhD, Educational Policy Studies, 2015, Georgia State University

  Higher education has responded to increased scrutiny and criticism with efforts to reinvigorate its civic mission to prepare students for lives of engagement and… (more)

Subjects/Keywords: Civic engagement; Co-curricular experiences; Engaged citizens; Higher education; Service; Student affairs

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APA (6th Edition):

Whitaker-Lea, L. (2015). Student Affairs Educators' Efforts to Teach Undergraduates to Be Engaged Civically: Conceptualization, Practices, and Influences at Six Independent Colleges. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/127

Chicago Manual of Style (16th Edition):

Whitaker-Lea, Laura. “Student Affairs Educators' Efforts to Teach Undergraduates to Be Engaged Civically: Conceptualization, Practices, and Influences at Six Independent Colleges.” 2015. Doctoral Dissertation, Georgia State University. Accessed October 13, 2019. https://scholarworks.gsu.edu/eps_diss/127.

MLA Handbook (7th Edition):

Whitaker-Lea, Laura. “Student Affairs Educators' Efforts to Teach Undergraduates to Be Engaged Civically: Conceptualization, Practices, and Influences at Six Independent Colleges.” 2015. Web. 13 Oct 2019.

Vancouver:

Whitaker-Lea L. Student Affairs Educators' Efforts to Teach Undergraduates to Be Engaged Civically: Conceptualization, Practices, and Influences at Six Independent Colleges. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Oct 13]. Available from: https://scholarworks.gsu.edu/eps_diss/127.

Council of Science Editors:

Whitaker-Lea L. Student Affairs Educators' Efforts to Teach Undergraduates to Be Engaged Civically: Conceptualization, Practices, and Influences at Six Independent Colleges. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/127

14. Lee Jr, Walter Curtis. Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers.

Degree: PhD, Engineering Education, 2015, Virginia Tech

 In response to the student retention and diversity issues that have been persistent in undergraduate engineering education, many colleges have developed Engineering Student Support Centers… (more)

Subjects/Keywords: diversity; retention; co-curricular support

…practices such as co-curricular support. Co-curricular support refers to university-provided… …services. ! Figure 1 – Institutional Positioning of Co-curricular Support While the practice of… …providing students with co-curricular support has been evaluated, theories (and scholarship… …x29; of co-curricular support have not been as thoroughly investigated. Cocurricular support… …Single, & Carlsen, 2005; Vesilind, 2001). By advancing the scholarship of co-curricular… 

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APA (6th Edition):

Lee Jr, W. C. (2015). Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51680

Chicago Manual of Style (16th Edition):

Lee Jr, Walter Curtis. “Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers.” 2015. Doctoral Dissertation, Virginia Tech. Accessed October 13, 2019. http://hdl.handle.net/10919/51680.

MLA Handbook (7th Edition):

Lee Jr, Walter Curtis. “Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers.” 2015. Web. 13 Oct 2019.

Vancouver:

Lee Jr WC. Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10919/51680.

Council of Science Editors:

Lee Jr WC. Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51680


Northeastern University

15. Sage, Meagan. An Examination Of The Experiences That Aid In The Development Of College Women's Self-authorship.

Degree: EdD, School of Education, 2019, Northeastern University

 This study examined how female college students made sense of the lived experiences they encountered throughout their college careers that aided in the development of… (more)

Subjects/Keywords: Co-curricular; College Women; Development; Identity; Self-authorship; Higher education; Higher education administration; Women's studies

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APA (6th Edition):

Sage, M. (2019). An Examination Of The Experiences That Aid In The Development Of College Women's Self-authorship. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316496

Chicago Manual of Style (16th Edition):

Sage, Meagan. “An Examination Of The Experiences That Aid In The Development Of College Women's Self-authorship.” 2019. Doctoral Dissertation, Northeastern University. Accessed October 13, 2019. http://hdl.handle.net/2047/D20316496.

MLA Handbook (7th Edition):

Sage, Meagan. “An Examination Of The Experiences That Aid In The Development Of College Women's Self-authorship.” 2019. Web. 13 Oct 2019.

Vancouver:

Sage M. An Examination Of The Experiences That Aid In The Development Of College Women's Self-authorship. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2047/D20316496.

Council of Science Editors:

Sage M. An Examination Of The Experiences That Aid In The Development Of College Women's Self-authorship. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316496


Northeastern University

16. Clay, Vaughn H. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.

Degree: EdD, School of Education, 2016, Northeastern University

 Student affairs researchers have spent considerable energy studying the affect students' active participation in co-curricular activities has on student success, retention, and completion. Students becoming… (more)

Subjects/Keywords: co-curricular engagement; commuter students; extra-curricular activities; student attrition; student involvement; student retention; Commuting college students; Services for; Student activities; Academic achievement; College attendance; Motivation in education

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APA (6th Edition):

Clay, V. H. (2016). Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213654

Chicago Manual of Style (16th Edition):

Clay, Vaughn H. “Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 13, 2019. http://hdl.handle.net/2047/D20213654.

MLA Handbook (7th Edition):

Clay, Vaughn H. “Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.” 2016. Web. 13 Oct 2019.

Vancouver:

Clay VH. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2047/D20213654.

Council of Science Editors:

Clay VH. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213654


Ohio University

17. Gill, Patrick W. A Phenomenological Study Examining the Perceived Value of Co-Curricular Education within the Community College Completion Agenda.

Degree: PhD, Higher Education (Education), 2016, Ohio University

 The purpose of this study was to examine what impact the community college Completion Agenda has had on co-curricular education, which was defined as any… (more)

Subjects/Keywords: Education; Higher Education; Higher Education Administration; Completion Agenda; community college; co-curricular education; efficiency model; student development; student affairs; neoliberalism

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APA (6th Edition):

Gill, P. W. (2016). A Phenomenological Study Examining the Perceived Value of Co-Curricular Education within the Community College Completion Agenda. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478191982553926

Chicago Manual of Style (16th Edition):

Gill, Patrick W. “A Phenomenological Study Examining the Perceived Value of Co-Curricular Education within the Community College Completion Agenda.” 2016. Doctoral Dissertation, Ohio University. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478191982553926.

MLA Handbook (7th Edition):

Gill, Patrick W. “A Phenomenological Study Examining the Perceived Value of Co-Curricular Education within the Community College Completion Agenda.” 2016. Web. 13 Oct 2019.

Vancouver:

Gill PW. A Phenomenological Study Examining the Perceived Value of Co-Curricular Education within the Community College Completion Agenda. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478191982553926.

Council of Science Editors:

Gill PW. A Phenomenological Study Examining the Perceived Value of Co-Curricular Education within the Community College Completion Agenda. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478191982553926


University of Nairobi

18. Mutungi, R. W. Influence Of Quality Assurance And Standards Officers On Implementation Of Co-Curricular Activities In Public Secondary Schools In Kenya: Case Of Migwani Sub County .

Degree: 2016, University of Nairobi

 The purpose of this study was to investigate the influence of the supervisory role of Quality Assurance and Standards Officers (QASOs) in implementing co-curricular activities… (more)

Subjects/Keywords: Influence Of Quality Assurance And Standards Officers On Implementation Of Co-Curricular Activities In Public Secondary Schools In Kenya

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APA (6th Edition):

Mutungi, R. W. (2016). Influence Of Quality Assurance And Standards Officers On Implementation Of Co-Curricular Activities In Public Secondary Schools In Kenya: Case Of Migwani Sub County . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/99826

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):

Mutungi, R W. “Influence Of Quality Assurance And Standards Officers On Implementation Of Co-Curricular Activities In Public Secondary Schools In Kenya: Case Of Migwani Sub County .” 2016. Thesis, University of Nairobi. Accessed October 13, 2019. http://hdl.handle.net/11295/99826.

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

MLA Handbook (7th Edition):

Mutungi, R W. “Influence Of Quality Assurance And Standards Officers On Implementation Of Co-Curricular Activities In Public Secondary Schools In Kenya: Case Of Migwani Sub County .” 2016. Web. 13 Oct 2019.

Vancouver:

Mutungi RW. Influence Of Quality Assurance And Standards Officers On Implementation Of Co-Curricular Activities In Public Secondary Schools In Kenya: Case Of Migwani Sub County . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/11295/99826.

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

Council of Science Editors:

Mutungi RW. Influence Of Quality Assurance And Standards Officers On Implementation Of Co-Curricular Activities In Public Secondary Schools In Kenya: Case Of Migwani Sub County . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/99826

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


Virginia Tech

19. Simmons, Jamie Munn. Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

 Experiential opportunities at the secondary level give students the 'intimate and necessary relation between the processes of actual experience and education' (Dewey, 1938, p. 19-20).… (more)

Subjects/Keywords: Career and Technical Education (CTE); Science; Technology; Engineering; and Math (STEM) Education; Co-curricular; Experiential Learning

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APA (6th Edition):

Simmons, J. M. (2017). Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77527

Chicago Manual of Style (16th Edition):

Simmons, Jamie Munn. “Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 13, 2019. http://hdl.handle.net/10919/77527.

MLA Handbook (7th Edition):

Simmons, Jamie Munn. “Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities.” 2017. Web. 13 Oct 2019.

Vancouver:

Simmons JM. Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10919/77527.

Council of Science Editors:

Simmons JM. Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77527


University of South Florida

20. Dees, Ashley Baltuch. The Relationship between First Year Student Expectations and Persistence into the Second Year of College.

Degree: 2018, University of South Florida

 Incoming first year students have varying expectations for their college experience. As Florida public education budgets are more closely aligned with student persistence and graduation… (more)

Subjects/Keywords: Co-curricular; Institution commitment; Retention; Socializing; Student departure; Educational Administration and Supervision; Higher Education and Teaching

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APA (6th Edition):

Dees, A. B. (2018). The Relationship between First Year Student Expectations and Persistence into the Second Year of College. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7495

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):

Dees, Ashley Baltuch. “The Relationship between First Year Student Expectations and Persistence into the Second Year of College.” 2018. Thesis, University of South Florida. Accessed October 13, 2019. https://scholarcommons.usf.edu/etd/7495.

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

MLA Handbook (7th Edition):

Dees, Ashley Baltuch. “The Relationship between First Year Student Expectations and Persistence into the Second Year of College.” 2018. Web. 13 Oct 2019.

Vancouver:

Dees AB. The Relationship between First Year Student Expectations and Persistence into the Second Year of College. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Oct 13]. Available from: https://scholarcommons.usf.edu/etd/7495.

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

Council of Science Editors:

Dees AB. The Relationship between First Year Student Expectations and Persistence into the Second Year of College. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7495

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


University of Arkansas

21. Battjes, Jeremy Martin. More Than a Job? The Perceived Outcomes of Campus Recreation Employees and Relevance to Professional Employment.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2016, University of Arkansas

  As grant programs dwindle and students are needing to become less reliant on parents to help finance their education, employment while enrolled is shifting… (more)

Subjects/Keywords: Social sciences; Education; Co-curricular; Employment; Higher education; Recreation; Higher Education; Higher Education Administration; Recreation, Parks and Tourism Administration

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APA (6th Edition):

Battjes, J. M. (2016). More Than a Job? The Perceived Outcomes of Campus Recreation Employees and Relevance to Professional Employment. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1485

Chicago Manual of Style (16th Edition):

Battjes, Jeremy Martin. “More Than a Job? The Perceived Outcomes of Campus Recreation Employees and Relevance to Professional Employment.” 2016. Doctoral Dissertation, University of Arkansas. Accessed October 13, 2019. https://scholarworks.uark.edu/etd/1485.

MLA Handbook (7th Edition):

Battjes, Jeremy Martin. “More Than a Job? The Perceived Outcomes of Campus Recreation Employees and Relevance to Professional Employment.” 2016. Web. 13 Oct 2019.

Vancouver:

Battjes JM. More Than a Job? The Perceived Outcomes of Campus Recreation Employees and Relevance to Professional Employment. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Oct 13]. Available from: https://scholarworks.uark.edu/etd/1485.

Council of Science Editors:

Battjes JM. More Than a Job? The Perceived Outcomes of Campus Recreation Employees and Relevance to Professional Employment. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1485


University of South Florida

22. Cutchens, Amanda. Understanding the Relationship between Informal Interactional Diversity and Males’ Engagement in the Undergraduate Experience.

Degree: 2017, University of South Florida

 The diversity of the undergraduate student population encourages understanding of others and provides opportunities for students to challenge their assumptions of cultures, political and religious… (more)

Subjects/Keywords: Social Integration; Informal Interactional Diversity; Student Engagement; Undergraduate Males; Co-Curricular Dialogue; Multicultural Competence; Educational Administration and Supervision

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APA (6th Edition):

Cutchens, A. (2017). Understanding the Relationship between Informal Interactional Diversity and Males’ Engagement in the Undergraduate Experience. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7010

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):

Cutchens, Amanda. “Understanding the Relationship between Informal Interactional Diversity and Males’ Engagement in the Undergraduate Experience.” 2017. Thesis, University of South Florida. Accessed October 13, 2019. https://scholarcommons.usf.edu/etd/7010.

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

MLA Handbook (7th Edition):

Cutchens, Amanda. “Understanding the Relationship between Informal Interactional Diversity and Males’ Engagement in the Undergraduate Experience.” 2017. Web. 13 Oct 2019.

Vancouver:

Cutchens A. Understanding the Relationship between Informal Interactional Diversity and Males’ Engagement in the Undergraduate Experience. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Oct 13]. Available from: https://scholarcommons.usf.edu/etd/7010.

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

Council of Science Editors:

Cutchens A. Understanding the Relationship between Informal Interactional Diversity and Males’ Engagement in the Undergraduate Experience. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/7010

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


University of Wisconsin – Milwaukee

23. Burress, Peter. Fourth Wave Student Development: Constructing Student Affairs-Driven Spaces That Deliver Knowledge and Tools for Effecting Social Change.

Degree: MS, Urban Studies, 2018, University of Wisconsin – Milwaukee

  The following thesis explores how historical patterns of discrimination continue to pervade colleges and universities in ways that reinforce social inequity, lifting up work… (more)

Subjects/Keywords: Co-Curricular Programming; Higher Education; Social Justice; Student Affairs; Urban Institution; Urban Studies; Higher Education and Teaching

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APA (6th Edition):

Burress, P. (2018). Fourth Wave Student Development: Constructing Student Affairs-Driven Spaces That Deliver Knowledge and Tools for Effecting Social Change. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1762

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):

Burress, Peter. “Fourth Wave Student Development: Constructing Student Affairs-Driven Spaces That Deliver Knowledge and Tools for Effecting Social Change.” 2018. Thesis, University of Wisconsin – Milwaukee. Accessed October 13, 2019. https://dc.uwm.edu/etd/1762.

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

MLA Handbook (7th Edition):

Burress, Peter. “Fourth Wave Student Development: Constructing Student Affairs-Driven Spaces That Deliver Knowledge and Tools for Effecting Social Change.” 2018. Web. 13 Oct 2019.

Vancouver:

Burress P. Fourth Wave Student Development: Constructing Student Affairs-Driven Spaces That Deliver Knowledge and Tools for Effecting Social Change. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2018. [cited 2019 Oct 13]. Available from: https://dc.uwm.edu/etd/1762.

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

Council of Science Editors:

Burress P. Fourth Wave Student Development: Constructing Student Affairs-Driven Spaces That Deliver Knowledge and Tools for Effecting Social Change. [Thesis]. University of Wisconsin – Milwaukee; 2018. Available from: https://dc.uwm.edu/etd/1762

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


Northeastern University

24. Christian, Emily. Developing college student civic engagement.

Degree: EdD, School of Education, 2016, Northeastern University

 Higher education was founded on principles of civic engagement (Dorn, 2011; Thelin, 2011) and has seen a recent refocus on that central mission (Blackhurst &… (more)

Subjects/Keywords: civic engagement; co-curricular; hermeneutic; higher education; liberal arts; phenomenology; Service learning; College students; Student activities; Community and college; Self-efficacy

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APA (6th Edition):

Christian, E. (2016). Developing college student civic engagement. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237009

Chicago Manual of Style (16th Edition):

Christian, Emily. “Developing college student civic engagement.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 13, 2019. http://hdl.handle.net/2047/D20237009.

MLA Handbook (7th Edition):

Christian, Emily. “Developing college student civic engagement.” 2016. Web. 13 Oct 2019.

Vancouver:

Christian E. Developing college student civic engagement. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2047/D20237009.

Council of Science Editors:

Christian E. Developing college student civic engagement. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237009


Seton Hall University

25. Ritchie, Gail M. The Impact of Academic Co-Curricular Activity Participation on Academic Achievement: A Study of Catholic High School Students.

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

  The purpose of this study was to examine the impact of Catholic secondary school students’ involvement in academic co-curricular activities on their academic performance.… (more)

Subjects/Keywords: academic co-curricular activities; student engagement; intensity of involvement; student learning; Catholic high schools; academic achievement; Curriculum and Social Inquiry; Elementary and Middle and Secondary Education Administration

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

APA (6th Edition):

Ritchie, G. M. (2018). The Impact of Academic Co-Curricular Activity Participation on Academic Achievement: A Study of Catholic High School Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2494

Chicago Manual of Style (16th Edition):

Ritchie, Gail M. “The Impact of Academic Co-Curricular Activity Participation on Academic Achievement: A Study of Catholic High School Students.” 2018. Doctoral Dissertation, Seton Hall University. Accessed October 13, 2019. http://scholarship.shu.edu/dissertations/2494.

MLA Handbook (7th Edition):

Ritchie, Gail M. “The Impact of Academic Co-Curricular Activity Participation on Academic Achievement: A Study of Catholic High School Students.” 2018. Web. 13 Oct 2019.

Vancouver:

Ritchie GM. The Impact of Academic Co-Curricular Activity Participation on Academic Achievement: A Study of Catholic High School Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Oct 13]. Available from: http://scholarship.shu.edu/dissertations/2494.

Council of Science Editors:

Ritchie GM. The Impact of Academic Co-Curricular Activity Participation on Academic Achievement: A Study of Catholic High School Students. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2494


Northeastern University

26. Lyons, Scott. A study of exemplary co-curricular advising by college and university faculty.

Degree: EdD, School of Education, 2015, Northeastern University

 Significant value is placed on meaningful interaction between faculty and students outside the classroom as a quality indicator for higher education institutions, yet there is… (more)

Subjects/Keywords: co-curricular; faculty advising; hermeneutic phenomenology; student engagement; student involvement; student organizations; Faculty advisors; Student activities; College students; Teacher-student relationships; Engagement (Philosophy)

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APA (6th Edition):

Lyons, S. (2015). A study of exemplary co-curricular advising by college and university faculty. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204646

Chicago Manual of Style (16th Edition):

Lyons, Scott. “A study of exemplary co-curricular advising by college and university faculty.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 13, 2019. http://hdl.handle.net/2047/D20204646.

MLA Handbook (7th Edition):

Lyons, Scott. “A study of exemplary co-curricular advising by college and university faculty.” 2015. Web. 13 Oct 2019.

Vancouver:

Lyons S. A study of exemplary co-curricular advising by college and university faculty. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2047/D20204646.

Council of Science Editors:

Lyons S. A study of exemplary co-curricular advising by college and university faculty. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20204646

27. Krieger, Carl Thomas. USING MOORE'S TRANSACTIONAL DISTANCE THEORY TO EXAMINE SELECTED ONLINE CO-CURRICULAR EDUCATIONAL OPPORTUNITIES IN STUDENT AFFAIRS.

Degree: PhD, Higher Education, 2017, Virginia Tech

 The ubiquitous nature of digital and social media has had a tremendous impact on higher education. In essence, these new pedagogical media has required faculty… (more)

Subjects/Keywords: Distance Education; Transactional Distance Theory; Student Affairs; Orientation; Co-Curricular Educational Opportunity

…digital and social technology is significant” (p. 51). Co-Curricular Practice and… …placing co-curricular educational opportunities online (Brindley, 2014; Britto, Ford & Wise… …their co-curricular educational opportunities online (Brindley, 1995; Brindley, 2014… …describe the extent to which the artifacts of online co-curricular educational opportunities… …ways Moore’s transactional distance tenets were presented in online co-curricular educational… 

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APA (6th Edition):

Krieger, C. T. (2017). USING MOORE'S TRANSACTIONAL DISTANCE THEORY TO EXAMINE SELECTED ONLINE CO-CURRICULAR EDUCATIONAL OPPORTUNITIES IN STUDENT AFFAIRS. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/80474

Chicago Manual of Style (16th Edition):

Krieger, Carl Thomas. “USING MOORE'S TRANSACTIONAL DISTANCE THEORY TO EXAMINE SELECTED ONLINE CO-CURRICULAR EDUCATIONAL OPPORTUNITIES IN STUDENT AFFAIRS.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 13, 2019. http://hdl.handle.net/10919/80474.

MLA Handbook (7th Edition):

Krieger, Carl Thomas. “USING MOORE'S TRANSACTIONAL DISTANCE THEORY TO EXAMINE SELECTED ONLINE CO-CURRICULAR EDUCATIONAL OPPORTUNITIES IN STUDENT AFFAIRS.” 2017. Web. 13 Oct 2019.

Vancouver:

Krieger CT. USING MOORE'S TRANSACTIONAL DISTANCE THEORY TO EXAMINE SELECTED ONLINE CO-CURRICULAR EDUCATIONAL OPPORTUNITIES IN STUDENT AFFAIRS. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10919/80474.

Council of Science Editors:

Krieger CT. USING MOORE'S TRANSACTIONAL DISTANCE THEORY TO EXAMINE SELECTED ONLINE CO-CURRICULAR EDUCATIONAL OPPORTUNITIES IN STUDENT AFFAIRS. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/80474

28. Masterson, Colette M. A Qualitative Study of College Student Participation in Volunteer Fundraisingthrough Dance Marathon.

Degree: PhD, Higher Education (Education), 2016, Ohio University

 The purpose of this study was to describe the motivation, experience and outcomes of undergraduate students participating in a dance marathon. This research specifically focused… (more)

Subjects/Keywords: Higher Education; higher education; student affairs; philanthropy; co-curricular philanthropy; dance marathon

…the method of engaging college students in philanthropy, through curricular or cocurricular… …education, philanthropy can be taught through curricular and cocurricular experiences. The purpose… …having opportunities for philanthropic learning in curricular venues but cocurricular as well… …could be applied to curricular and cocurricular philanthropic learning. This follows the… …outcomes. However, students exposed to philanthropy in an educational setting through curricular… 

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

APA (6th Edition):

Masterson, C. M. (2016). A Qualitative Study of College Student Participation in Volunteer Fundraisingthrough Dance Marathon. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1461840574

Chicago Manual of Style (16th Edition):

Masterson, Colette M. “A Qualitative Study of College Student Participation in Volunteer Fundraisingthrough Dance Marathon.” 2016. Doctoral Dissertation, Ohio University. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1461840574.

MLA Handbook (7th Edition):

Masterson, Colette M. “A Qualitative Study of College Student Participation in Volunteer Fundraisingthrough Dance Marathon.” 2016. Web. 13 Oct 2019.

Vancouver:

Masterson CM. A Qualitative Study of College Student Participation in Volunteer Fundraisingthrough Dance Marathon. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1461840574.

Council of Science Editors:

Masterson CM. A Qualitative Study of College Student Participation in Volunteer Fundraisingthrough Dance Marathon. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1461840574

29. Patel, Narendra H. Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, Clark University Atlanta

  As a best practice, many postsecondary institutions in the United States use internships to provide students the option of maximizing their classroom learning with… (more)

Subjects/Keywords: Placement; Integrated Experiential Learning; Co-Curricular; Curriculum and Instruction; Higher Education Administration

…158 Figure 12. Co-Curricular Divisional Approach… …159 Figure 13. Decentralized Academic and Co-Curricular Approach… …160 Figure 14. Patel Model of Integrated Curricular and Co-Curricular Internship Program… …x28;Kuh, 2000; Storey, 2010). Linking curricular (classroom) and co… …expected to create and maintain a structure that expose and assess curricular and co-curricular… 

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

APA (6th Edition):

Patel, N. H. (2015). Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/16

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):

Patel, Narendra H. “Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program.” 2015. Thesis, Clark University Atlanta. Accessed October 13, 2019. http://digitalcommons.auctr.edu/cauetds/16.

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

MLA Handbook (7th Edition):

Patel, Narendra H. “Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program.” 2015. Web. 13 Oct 2019.

Vancouver:

Patel NH. Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program. [Internet] [Thesis]. Clark University Atlanta; 2015. [cited 2019 Oct 13]. Available from: http://digitalcommons.auctr.edu/cauetds/16.

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

Council of Science Editors:

Patel NH. Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program. [Thesis]. Clark University Atlanta; 2015. Available from: http://digitalcommons.auctr.edu/cauetds/16

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

.