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You searched for subject:(faculty training). Showing records 1 – 30 of 91 total matches.

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Boston College

1. Pesce, Jessica Rose. Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes.

Degree: PhD, Educational Leadership and Higher Education, 2015, Boston College

Faculty members in higher education typically have been trained in their subject matter but not in pedagogy (Austin, 1992; Healey, 2000). With increased concerns over… (more)

Subjects/Keywords: Faculty; Faculty Development; Professional Development; Research Universities; Teaching Centers; Teaching Training

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APA (6th Edition):

Pesce, J. R. (2015). Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104134

Chicago Manual of Style (16th Edition):

Pesce, Jessica Rose. “Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes.” 2015. Doctoral Dissertation, Boston College. Accessed April 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104134.

MLA Handbook (7th Edition):

Pesce, Jessica Rose. “Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes.” 2015. Web. 21 Apr 2019.

Vancouver:

Pesce JR. Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Apr 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104134.

Council of Science Editors:

Pesce JR. Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104134


University of Hong Kong

2. Ros, Vutha. Progress and constraints on professional development of university academic staff in Cambodia : a case of a university.

Degree: MEd, 2014, University of Hong Kong

Professional development is pivotal for academic staff (Akiba, & LeTendre, 2009; Brew, 1995; Day & Sachs, 2004; Kahn & Walsh, 2006; Richards & Farrell, 2005).… (more)

Subjects/Keywords: Universities and colleges - Faculty - Training of - Cambodia

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APA (6th Edition):

Ros, V. (2014). Progress and constraints on professional development of university academic staff in Cambodia : a case of a university. (Masters Thesis). University of Hong Kong. Retrieved from Ros, V.. (2014). Progress and constraints on professional development of university academic staff in Cambodia : a case of a university. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396539 ; http://dx.doi.org/10.5353/th_b5396539 ; http://hdl.handle.net/10722/209649

Chicago Manual of Style (16th Edition):

Ros, Vutha. “Progress and constraints on professional development of university academic staff in Cambodia : a case of a university.” 2014. Masters Thesis, University of Hong Kong. Accessed April 21, 2019. Ros, V.. (2014). Progress and constraints on professional development of university academic staff in Cambodia : a case of a university. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396539 ; http://dx.doi.org/10.5353/th_b5396539 ; http://hdl.handle.net/10722/209649.

MLA Handbook (7th Edition):

Ros, Vutha. “Progress and constraints on professional development of university academic staff in Cambodia : a case of a university.” 2014. Web. 21 Apr 2019.

Vancouver:

Ros V. Progress and constraints on professional development of university academic staff in Cambodia : a case of a university. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2019 Apr 21]. Available from: Ros, V.. (2014). Progress and constraints on professional development of university academic staff in Cambodia : a case of a university. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396539 ; http://dx.doi.org/10.5353/th_b5396539 ; http://hdl.handle.net/10722/209649.

Council of Science Editors:

Ros V. Progress and constraints on professional development of university academic staff in Cambodia : a case of a university. [Masters Thesis]. University of Hong Kong; 2014. Available from: Ros, V.. (2014). Progress and constraints on professional development of university academic staff in Cambodia : a case of a university. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396539 ; http://dx.doi.org/10.5353/th_b5396539 ; http://hdl.handle.net/10722/209649


University of Houston

3. -0511-5443. Relationship between Faculty Assessment of Resident Medical Knowledge and Resident Performance on the CREOG In-Service Examination.

Degree: Curriculum and Instruction, Department of, 2015, University of Houston

 In 2012, 13% of Obstetrics and Gynecology (Ob/Gyn) physicians failed the American Board in Obstetrics and Gynecology (ABOG) written exam, the first step to becoming… (more)

Subjects/Keywords: resident in-training exam; faculty evaluations

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APA (6th Edition):

-0511-5443. (2015). Relationship between Faculty Assessment of Resident Medical Knowledge and Resident Performance on the CREOG In-Service Examination. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1998

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

Chicago Manual of Style (16th Edition):

-0511-5443. “Relationship between Faculty Assessment of Resident Medical Knowledge and Resident Performance on the CREOG In-Service Examination.” 2015. Thesis, University of Houston. Accessed April 21, 2019. http://hdl.handle.net/10657/1998.

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

MLA Handbook (7th Edition):

-0511-5443. “Relationship between Faculty Assessment of Resident Medical Knowledge and Resident Performance on the CREOG In-Service Examination.” 2015. Web. 21 Apr 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0511-5443. Relationship between Faculty Assessment of Resident Medical Knowledge and Resident Performance on the CREOG In-Service Examination. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10657/1998.

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

Council of Science Editors:

-0511-5443. Relationship between Faculty Assessment of Resident Medical Knowledge and Resident Performance on the CREOG In-Service Examination. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1998

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

4. Shattuck, Julie. Training higher education adjunct faculty to teach online: A design-based research study.

Degree: 2013, Athabasca University

This thesis researched what characteristics of a training course influenced participants’ professional practice. The training this study evaluated was MarylandOnline’s Certificate for Online Adjunct Teaching… (more)

Subjects/Keywords: Online Teaching; Adjunct Faculty; Design-Based Research; Faculty Training; Online Teaching Professional Development

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APA (6th Edition):

Shattuck, J. (2013). Training higher education adjunct faculty to teach online: A design-based research study. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/27

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):

Shattuck, Julie. “Training higher education adjunct faculty to teach online: A design-based research study.” 2013. Thesis, Athabasca University. Accessed April 21, 2019. http://hdl.handle.net/10791/27.

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

MLA Handbook (7th Edition):

Shattuck, Julie. “Training higher education adjunct faculty to teach online: A design-based research study.” 2013. Web. 21 Apr 2019.

Vancouver:

Shattuck J. Training higher education adjunct faculty to teach online: A design-based research study. [Internet] [Thesis]. Athabasca University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10791/27.

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

Council of Science Editors:

Shattuck J. Training higher education adjunct faculty to teach online: A design-based research study. [Thesis]. Athabasca University; 2013. Available from: http://hdl.handle.net/10791/27

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


University of Alabama

5. Davis, Robert Edward. Faculty training for online teachers in three rural Alabama community colleges: a multiple case study.

Degree: 2009, University of Alabama

 Online education is providing community colleges opportunities to reach students through the use of technological advances. These technological advances have allowed faculty to develop new… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education, Teacher Training; Faculty Training For Online Teachers

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APA (6th Edition):

Davis, R. E. (2009). Faculty training for online teachers in three rural Alabama community colleges: a multiple case study. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/50

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

Chicago Manual of Style (16th Edition):

Davis, Robert Edward. “Faculty training for online teachers in three rural Alabama community colleges: a multiple case study.” 2009. Thesis, University of Alabama. Accessed April 21, 2019. http://purl.lib.ua.edu/50.

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

MLA Handbook (7th Edition):

Davis, Robert Edward. “Faculty training for online teachers in three rural Alabama community colleges: a multiple case study.” 2009. Web. 21 Apr 2019.

Vancouver:

Davis RE. Faculty training for online teachers in three rural Alabama community colleges: a multiple case study. [Internet] [Thesis]. University of Alabama; 2009. [cited 2019 Apr 21]. Available from: http://purl.lib.ua.edu/50.

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

Council of Science Editors:

Davis RE. Faculty training for online teachers in three rural Alabama community colleges: a multiple case study. [Thesis]. University of Alabama; 2009. Available from: http://purl.lib.ua.edu/50

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


Utah State University

6. Mathews, Mark A. A Descriptive Analysis of the Effectiveness of Faculty Inservice in Latter-day Saint (LDS) Seminaries.

Degree: PhD, School of Teacher Education and Leadership, 2012, Utah State University

  The purpose of this study was to examine the effectiveness of professional development in the Seminaries and Institutes of Religion (S&I) of The Church… (more)

Subjects/Keywords: study of faculty training; seminary; professional development; teaching; Education

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APA (6th Edition):

Mathews, M. A. (2012). A Descriptive Analysis of the Effectiveness of Faculty Inservice in Latter-day Saint (LDS) Seminaries. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1363

Chicago Manual of Style (16th Edition):

Mathews, Mark A. “A Descriptive Analysis of the Effectiveness of Faculty Inservice in Latter-day Saint (LDS) Seminaries.” 2012. Doctoral Dissertation, Utah State University. Accessed April 21, 2019. https://digitalcommons.usu.edu/etd/1363.

MLA Handbook (7th Edition):

Mathews, Mark A. “A Descriptive Analysis of the Effectiveness of Faculty Inservice in Latter-day Saint (LDS) Seminaries.” 2012. Web. 21 Apr 2019.

Vancouver:

Mathews MA. A Descriptive Analysis of the Effectiveness of Faculty Inservice in Latter-day Saint (LDS) Seminaries. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 Apr 21]. Available from: https://digitalcommons.usu.edu/etd/1363.

Council of Science Editors:

Mathews MA. A Descriptive Analysis of the Effectiveness of Faculty Inservice in Latter-day Saint (LDS) Seminaries. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1363


University of Rochester

7. Douglass, Barbara Jean A. (1964 - ). Embracing LGBTQ diversity within college curriculum : institutional supports for training school of education faculty on LGBTQ issues.

Degree: PhD, 2014, University of Rochester

 The purpose of the study was to examine the institutional supports that exist for faculty in U.S. schools of education to receive training on LGBTQ… (more)

Subjects/Keywords: LGBTQ curriculum; Schools of education; Faculty; Training; Diversity; Higher education

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APA (6th Edition):

Douglass, B. J. A. (. -. ). (2014). Embracing LGBTQ diversity within college curriculum : institutional supports for training school of education faculty on LGBTQ issues. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28932

Chicago Manual of Style (16th Edition):

Douglass, Barbara Jean A (1964 - ). “Embracing LGBTQ diversity within college curriculum : institutional supports for training school of education faculty on LGBTQ issues.” 2014. Doctoral Dissertation, University of Rochester. Accessed April 21, 2019. http://hdl.handle.net/1802/28932.

MLA Handbook (7th Edition):

Douglass, Barbara Jean A (1964 - ). “Embracing LGBTQ diversity within college curriculum : institutional supports for training school of education faculty on LGBTQ issues.” 2014. Web. 21 Apr 2019.

Vancouver:

Douglass BJA(-). Embracing LGBTQ diversity within college curriculum : institutional supports for training school of education faculty on LGBTQ issues. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1802/28932.

Council of Science Editors:

Douglass BJA(-). Embracing LGBTQ diversity within college curriculum : institutional supports for training school of education faculty on LGBTQ issues. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28932


Northeastern University

8. Levine-Sauberman, Monica Heather. A case study of faculty development in a community college's teaching and learning center.

Degree: EdD, College of Professional Studies. School of Education, 2014, Northeastern University

 Many professors come to the college environment with a strong understanding of their discipline but lack teaching skills. To address the issue of faculty development,… (more)

Subjects/Keywords: development; faculty; learning; scholarship; teaching; Education; Community college teachers; Training of; Community college teachers; Services for; Community colleges; Faculty; Training of; College teaching; Employee training facilities

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APA (6th Edition):

Levine-Sauberman, M. H. (2014). A case study of faculty development in a community college's teaching and learning center. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128395

Chicago Manual of Style (16th Edition):

Levine-Sauberman, Monica Heather. “A case study of faculty development in a community college's teaching and learning center.” 2014. Doctoral Dissertation, Northeastern University. Accessed April 21, 2019. http://hdl.handle.net/2047/d20128395.

MLA Handbook (7th Edition):

Levine-Sauberman, Monica Heather. “A case study of faculty development in a community college's teaching and learning center.” 2014. Web. 21 Apr 2019.

Vancouver:

Levine-Sauberman MH. A case study of faculty development in a community college's teaching and learning center. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2047/d20128395.

Council of Science Editors:

Levine-Sauberman MH. A case study of faculty development in a community college's teaching and learning center. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128395


University of North Texas

9. Allen, Julia Elizabeth. Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction.

Degree: 2017, University of North Texas

 This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning… (more)

Subjects/Keywords: online instruction; faculty perceptions; transformative learning theory; online best practices; faculty development; instrument validation; Education, Higher; Education, Teacher Training

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APA (6th Edition):

Allen, J. E. (2017). Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011768/

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):

Allen, Julia Elizabeth. “Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction.” 2017. Thesis, University of North Texas. Accessed April 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011768/.

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

MLA Handbook (7th Edition):

Allen, Julia Elizabeth. “Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction.” 2017. Web. 21 Apr 2019.

Vancouver:

Allen JE. Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Apr 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011768/.

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

Council of Science Editors:

Allen JE. Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011768/

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


University of Florida

10. Marshall, Deborah J. Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 Registered Nurses are expected to behave professionally and ethically by the society who trusts that they are competent to provide care. Nursing education programs must… (more)

Subjects/Keywords: Adjunct faculty; Cheating; Classrooms; Honesty; Learning; Nurses; Nursing; Nursing education; Nursing students; Student behavior; adjunct  – dishonesty  – ethics  – faculty  – nursing  – training

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APA (6th Edition):

Marshall, D. J. (2013). Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045686

Chicago Manual of Style (16th Edition):

Marshall, Deborah J. “Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas.” 2013. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0045686.

MLA Handbook (7th Edition):

Marshall, Deborah J. “Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas.” 2013. Web. 21 Apr 2019.

Vancouver:

Marshall DJ. Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0045686.

Council of Science Editors:

Marshall DJ. Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045686


University of North Texas

11. Philpot, Denise R. Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?.

Degree: 2014, University of North Texas

 Diversity impacts organizations, both internally and externally. Responses to changes in demographics come from legal and moral imperatives. As a reflection of the changes in… (more)

Subjects/Keywords: diversity; faculty; training; Universities and colleges  – Faculty  – Selection and appointment  – United States.; College teachers  – Selection and appointment  – United States.; Faculty integration  – United States.; Diversity in the workplace  – United States.

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APA (6th Edition):

Philpot, D. R. (2014). Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699983/

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):

Philpot, Denise R. “Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?.” 2014. Thesis, University of North Texas. Accessed April 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc699983/.

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

MLA Handbook (7th Edition):

Philpot, Denise R. “Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?.” 2014. Web. 21 Apr 2019.

Vancouver:

Philpot DR. Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Apr 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699983/.

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

Council of Science Editors:

Philpot DR. Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699983/

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


University of Central Florida

12. Schellhase, Kristen. Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co.

Degree: 2009, University of Central Florida

 The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the… (more)

Subjects/Keywords: evaluation of instruction; perception of instruction; Approaches to Teaching Inventory; Students' Evaluation of Educational Quality; faculty qualifications; athletic training education; athletic training faculty; Curriculum and Instruction; Education

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APA (6th Edition):

Schellhase, K. (2009). Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/3889

Chicago Manual of Style (16th Edition):

Schellhase, Kristen. “Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co.” 2009. Doctoral Dissertation, University of Central Florida. Accessed April 21, 2019. http://stars.library.ucf.edu/etd/3889.

MLA Handbook (7th Edition):

Schellhase, Kristen. “Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co.” 2009. Web. 21 Apr 2019.

Vancouver:

Schellhase K. Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co. [Internet] [Doctoral dissertation]. University of Central Florida; 2009. [cited 2019 Apr 21]. Available from: http://stars.library.ucf.edu/etd/3889.

Council of Science Editors:

Schellhase K. Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co. [Doctoral Dissertation]. University of Central Florida; 2009. Available from: http://stars.library.ucf.edu/etd/3889


University of Kentucky

13. Sims, Meredith Erin. HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?.

Degree: 2010, University of Kentucky

 Dance faculty in higher education have various backgrounds and training ranging from professional dance careers to doctoral degrees in dance. This study sought to examine… (more)

Subjects/Keywords: Dance Education; Dance Pedagogy; Dance Faculty; Pedagogical Content Knowledge; Dance Training; Kinesiology

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APA (6th Edition):

Sims, M. E. (2010). HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/gradschool_theses/2

Chicago Manual of Style (16th Edition):

Sims, Meredith Erin. “HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?.” 2010. Masters Thesis, University of Kentucky. Accessed April 21, 2019. http://uknowledge.uky.edu/gradschool_theses/2.

MLA Handbook (7th Edition):

Sims, Meredith Erin. “HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?.” 2010. Web. 21 Apr 2019.

Vancouver:

Sims ME. HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?. [Internet] [Masters thesis]. University of Kentucky; 2010. [cited 2019 Apr 21]. Available from: http://uknowledge.uky.edu/gradschool_theses/2.

Council of Science Editors:

Sims ME. HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?. [Masters Thesis]. University of Kentucky; 2010. Available from: http://uknowledge.uky.edu/gradschool_theses/2


University of New Orleans

14. Dupuis, Phyllis A. Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2009, University of New Orleans

 Popular thought supports the notion that faculty expectations of technical college administrators appear to be linked to the success or failure of an institution at… (more)

Subjects/Keywords: Educational Administration; Faculty Expectations; Administrator Roles; High Performing Institutions; Technical Training; Community College

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APA (6th Edition):

Dupuis, P. A. (2009). Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1099

Chicago Manual of Style (16th Edition):

Dupuis, Phyllis A. “Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments.” 2009. Doctoral Dissertation, University of New Orleans. Accessed April 21, 2019. https://scholarworks.uno.edu/td/1099.

MLA Handbook (7th Edition):

Dupuis, Phyllis A. “Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments.” 2009. Web. 21 Apr 2019.

Vancouver:

Dupuis PA. Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments. [Internet] [Doctoral dissertation]. University of New Orleans; 2009. [cited 2019 Apr 21]. Available from: https://scholarworks.uno.edu/td/1099.

Council of Science Editors:

Dupuis PA. Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments. [Doctoral Dissertation]. University of New Orleans; 2009. Available from: https://scholarworks.uno.edu/td/1099

15. Clabaugh, Dionne Janice. Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  There is concern in California community colleges about student success because persistence rates have decreased and graduation rates have declined. Basic skills students are… (more)

Subjects/Keywords: Autonomy Supportive Instruction; Basic Skills; Community College; Faculty Training; Informational Feedback; Intrinsic Motivation; Education

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

APA (6th Edition):

Clabaugh, D. J. (2013). Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/69

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):

Clabaugh, Dionne Janice. “Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement.” 2013. Thesis, University of San Francisco. Accessed April 21, 2019. https://repository.usfca.edu/diss/69.

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

MLA Handbook (7th Edition):

Clabaugh, Dionne Janice. “Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement.” 2013. Web. 21 Apr 2019.

Vancouver:

Clabaugh DJ. Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Apr 21]. Available from: https://repository.usfca.edu/diss/69.

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

Council of Science Editors:

Clabaugh DJ. Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/69

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

16. Kushner, Jodi. Increasing Faculty Knowledge and Empathy Related to Nursing Students with Learning Disabilities.

Degree: DNP, Nursing, 2017, University of San Francisco

  The purpose of this paper is to provide a project overview for the implementation of a disability training module and simulation experience offered to… (more)

Subjects/Keywords: Learning Disabilites; Universal Design Strategies; Nursing Students; Disability Training; Faculty; Empathy; Nursing

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

APA (6th Edition):

Kushner, J. (2017). Increasing Faculty Knowledge and Empathy Related to Nursing Students with Learning Disabilities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/dnp/109

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):

Kushner, Jodi. “Increasing Faculty Knowledge and Empathy Related to Nursing Students with Learning Disabilities.” 2017. Thesis, University of San Francisco. Accessed April 21, 2019. https://repository.usfca.edu/dnp/109.

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

MLA Handbook (7th Edition):

Kushner, Jodi. “Increasing Faculty Knowledge and Empathy Related to Nursing Students with Learning Disabilities.” 2017. Web. 21 Apr 2019.

Vancouver:

Kushner J. Increasing Faculty Knowledge and Empathy Related to Nursing Students with Learning Disabilities. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Apr 21]. Available from: https://repository.usfca.edu/dnp/109.

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

Council of Science Editors:

Kushner J. Increasing Faculty Knowledge and Empathy Related to Nursing Students with Learning Disabilities. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/dnp/109

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


University of Kansas

17. Herlihy, Kesa Jo. Faculty Descriptions of the Student Preparation Phase in Undergraduate Nursing Simulation: A Qualitative Descriptive Study.

Degree: PhD, Nursing, 2017, University of Kansas

 Simulation is being used for clinical experiences in many undergraduate nursing programs across the United States. With the widespread use of simulation, best-practices for design… (more)

Subjects/Keywords: Health education; Nursing; Teacher education; Faculty; Pre-brief; Preparation; Simulation; Student; Training

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

APA (6th Edition):

Herlihy, K. J. (2017). Faculty Descriptions of the Student Preparation Phase in Undergraduate Nursing Simulation: A Qualitative Descriptive Study. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26946

Chicago Manual of Style (16th Edition):

Herlihy, Kesa Jo. “Faculty Descriptions of the Student Preparation Phase in Undergraduate Nursing Simulation: A Qualitative Descriptive Study.” 2017. Doctoral Dissertation, University of Kansas. Accessed April 21, 2019. http://hdl.handle.net/1808/26946.

MLA Handbook (7th Edition):

Herlihy, Kesa Jo. “Faculty Descriptions of the Student Preparation Phase in Undergraduate Nursing Simulation: A Qualitative Descriptive Study.” 2017. Web. 21 Apr 2019.

Vancouver:

Herlihy KJ. Faculty Descriptions of the Student Preparation Phase in Undergraduate Nursing Simulation: A Qualitative Descriptive Study. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1808/26946.

Council of Science Editors:

Herlihy KJ. Faculty Descriptions of the Student Preparation Phase in Undergraduate Nursing Simulation: A Qualitative Descriptive Study. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26946


University of Florida

18. Hunter, Bradley. Development and Evaluation of Safety Training for Hurricane Reconstruction.

Degree: M.S.B.C., Building Construction, 2009, University of Florida

 The purpose of this thesis was to create an effective training course (or curricula) for workers performing post-hurricane reconstruction activities. Hurricanes are associated with strong… (more)

Subjects/Keywords: Adult education; Curricula; Disasters; Diseases; Educational evaluation; Faculty evaluation; Hispanics; Hurricanes; Safety training; Teachers

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APA (6th Edition):

Hunter, B. (2009). Development and Evaluation of Safety Training for Hurricane Reconstruction. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022749

Chicago Manual of Style (16th Edition):

Hunter, Bradley. “Development and Evaluation of Safety Training for Hurricane Reconstruction.” 2009. Masters Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0022749.

MLA Handbook (7th Edition):

Hunter, Bradley. “Development and Evaluation of Safety Training for Hurricane Reconstruction.” 2009. Web. 21 Apr 2019.

Vancouver:

Hunter B. Development and Evaluation of Safety Training for Hurricane Reconstruction. [Internet] [Masters thesis]. University of Florida; 2009. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0022749.

Council of Science Editors:

Hunter B. Development and Evaluation of Safety Training for Hurricane Reconstruction. [Masters Thesis]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0022749


Columbia University

19. Alyaseen, Haneen Juma. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.

Degree: 2017, Columbia University

 New innovative methods of teaching and learning adopted from mainstream research and development in educational theory and practice are being adapted to serve the unique… (more)

Subjects/Keywords: Teachers – Training of; Dentistry; Dentistry – Study and teaching; Universities and colleges – Faculty

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

APA (6th Edition):

Alyaseen, H. J. (2017). A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8708CQ6

Chicago Manual of Style (16th Edition):

Alyaseen, Haneen Juma. “A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.” 2017. Doctoral Dissertation, Columbia University. Accessed April 21, 2019. https://doi.org/10.7916/D8708CQ6.

MLA Handbook (7th Edition):

Alyaseen, Haneen Juma. “A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation.” 2017. Web. 21 Apr 2019.

Vancouver:

Alyaseen HJ. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Apr 21]. Available from: https://doi.org/10.7916/D8708CQ6.

Council of Science Editors:

Alyaseen HJ. A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8708CQ6


University of Arkansas

20. Mascher, Elizabeth Ann. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.

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

  The purpose of this study was to examine factors influencing participation in professional development designed to safeguard online course excellence and the impact on… (more)

Subjects/Keywords: Education; Confidence; Faculty; Online; Training; Educational Assessment, Evaluation, and Research; Educational Leadership

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

APA (6th Edition):

Mascher, E. A. (2016). Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1626

Chicago Manual of Style (16th Edition):

Mascher, Elizabeth Ann. “Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.” 2016. Doctoral Dissertation, University of Arkansas. Accessed April 21, 2019. https://scholarworks.uark.edu/etd/1626.

MLA Handbook (7th Edition):

Mascher, Elizabeth Ann. “Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.” 2016. Web. 21 Apr 2019.

Vancouver:

Mascher EA. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Apr 21]. Available from: https://scholarworks.uark.edu/etd/1626.

Council of Science Editors:

Mascher EA. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1626


Northeastern University

21. Vicente, Erin D. An exploration of contingent faculty experiences at a private, liberal arts college.

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

 Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and… (more)

Subjects/Keywords: adjunct faculty; belongingness; contingent faculty; experiences; institutional support systems; invisible faculty; Universities and colleges; Faculty; Employment; College teachers, Part-time; Job satisfaction; College teachers, Part-time; Professional relationships; College teachers, Part-time; In-service training; College teaching

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

APA (6th Edition):

Vicente, E. D. (2016). An exploration of contingent faculty experiences at a private, liberal arts college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209567

Chicago Manual of Style (16th Edition):

Vicente, Erin D. “An exploration of contingent faculty experiences at a private, liberal arts college.” 2016. Doctoral Dissertation, Northeastern University. Accessed April 21, 2019. http://hdl.handle.net/2047/D20209567.

MLA Handbook (7th Edition):

Vicente, Erin D. “An exploration of contingent faculty experiences at a private, liberal arts college.” 2016. Web. 21 Apr 2019.

Vancouver:

Vicente ED. An exploration of contingent faculty experiences at a private, liberal arts college. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2047/D20209567.

Council of Science Editors:

Vicente ED. An exploration of contingent faculty experiences at a private, liberal arts college. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209567

22. McQueen, Ruth Marie Rush. The Impact of Staff Development Programs on Public Community College Teachers in Texas.

Degree: 1980, North Texas State University

 The purpose of this study is to describe the perceptions of faculty development programs by two groups of full-time community college faculty members—arts and sciences… (more)

Subjects/Keywords: faculty development programs; community college faculty; Community college teachers  – In-service training  – Texas.

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

APA (6th Edition):

McQueen, R. M. R. (1980). The Impact of Staff Development Programs on Public Community College Teachers in Texas. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332338/

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):

McQueen, Ruth Marie Rush. “The Impact of Staff Development Programs on Public Community College Teachers in Texas.” 1980. Thesis, North Texas State University. Accessed April 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc332338/.

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

MLA Handbook (7th Edition):

McQueen, Ruth Marie Rush. “The Impact of Staff Development Programs on Public Community College Teachers in Texas.” 1980. Web. 21 Apr 2019.

Vancouver:

McQueen RMR. The Impact of Staff Development Programs on Public Community College Teachers in Texas. [Internet] [Thesis]. North Texas State University; 1980. [cited 2019 Apr 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332338/.

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

Council of Science Editors:

McQueen RMR. The Impact of Staff Development Programs on Public Community College Teachers in Texas. [Thesis]. North Texas State University; 1980. Available from: https://digital.library.unt.edu/ark:/67531/metadc332338/

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

23. Tye, Jessica. Predictors of Faculty Intentions to Refer Students with Mental Health Concerns to Mental Health Professionals.

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

  Abstract College students’ mental health has become a crucial issue in recent years after the violent acts at Columbine High School, Virginia Tech University,… (more)

Subjects/Keywords: College student mental health; Gatekeeper training; Faculty role with student with mental health concerns; Faculty referral intentions; Theory of Planned Behavior; Higher Education; Higher Education Administration

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

APA (6th Edition):

Tye, J. (2016). Predictors of Faculty Intentions to Refer Students with Mental Health Concerns to Mental Health Professionals. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/9

Chicago Manual of Style (16th Edition):

Tye, Jessica. “Predictors of Faculty Intentions to Refer Students with Mental Health Concerns to Mental Health Professionals.” 2016. Doctoral Dissertation, St. Cloud State University. Accessed April 21, 2019. https://repository.stcloudstate.edu/hied_etds/9.

MLA Handbook (7th Edition):

Tye, Jessica. “Predictors of Faculty Intentions to Refer Students with Mental Health Concerns to Mental Health Professionals.” 2016. Web. 21 Apr 2019.

Vancouver:

Tye J. Predictors of Faculty Intentions to Refer Students with Mental Health Concerns to Mental Health Professionals. [Internet] [Doctoral dissertation]. St. Cloud State University; 2016. [cited 2019 Apr 21]. Available from: https://repository.stcloudstate.edu/hied_etds/9.

Council of Science Editors:

Tye J. Predictors of Faculty Intentions to Refer Students with Mental Health Concerns to Mental Health Professionals. [Doctoral Dissertation]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/hied_etds/9


University of Kansas

24. Rock, Kim Zuschek. From Faculty Development to the Classroom: A Qualitative Study of How Nurse Educators Turn Faculty Development into Action.

Degree: PhD, Educational Leadership and Policy Studies, 2012, University of Kansas

 The purpose of this qualitative study was to better understand the transfer of learning by uncovering how various factors supported the integration of knowledge and… (more)

Subjects/Keywords: Higher education; Nursing; Information technology; Faculty development; Nursing education; Professional development; Transfer of learning; Transfer of training

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

APA (6th Edition):

Rock, K. Z. (2012). From Faculty Development to the Classroom: A Qualitative Study of How Nurse Educators Turn Faculty Development into Action. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10020

Chicago Manual of Style (16th Edition):

Rock, Kim Zuschek. “From Faculty Development to the Classroom: A Qualitative Study of How Nurse Educators Turn Faculty Development into Action.” 2012. Doctoral Dissertation, University of Kansas. Accessed April 21, 2019. http://hdl.handle.net/1808/10020.

MLA Handbook (7th Edition):

Rock, Kim Zuschek. “From Faculty Development to the Classroom: A Qualitative Study of How Nurse Educators Turn Faculty Development into Action.” 2012. Web. 21 Apr 2019.

Vancouver:

Rock KZ. From Faculty Development to the Classroom: A Qualitative Study of How Nurse Educators Turn Faculty Development into Action. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1808/10020.

Council of Science Editors:

Rock KZ. From Faculty Development to the Classroom: A Qualitative Study of How Nurse Educators Turn Faculty Development into Action. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10020


Liberty University

25. Dunbar, Scott. Exploring the Relationship of Burnout, Retention, and Tenure between Full-Time Professors Teaching in a Traditional Brick-and-Mortar Environment and Full-Time Professors Teaching in a Fully Online Environment.

Degree: 2018, Liberty University

 The purpose of this study was to examine the effects of educational delivery as it related to burnout in full-time college professors in a Southern… (more)

Subjects/Keywords: Burnout; Faculty; Higher Education; Retention; Tenure; Business; Human Resources Management; Labor Relations; Nonprofit Administration and Management; Performance Management; Training and Development

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

APA (6th Edition):

Dunbar, S. (2018). Exploring the Relationship of Burnout, Retention, and Tenure between Full-Time Professors Teaching in a Traditional Brick-and-Mortar Environment and Full-Time Professors Teaching in a Fully Online Environment. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1647

Chicago Manual of Style (16th Edition):

Dunbar, Scott. “Exploring the Relationship of Burnout, Retention, and Tenure between Full-Time Professors Teaching in a Traditional Brick-and-Mortar Environment and Full-Time Professors Teaching in a Fully Online Environment.” 2018. Doctoral Dissertation, Liberty University. Accessed April 21, 2019. http://digitalcommons.liberty.edu/doctoral/1647.

MLA Handbook (7th Edition):

Dunbar, Scott. “Exploring the Relationship of Burnout, Retention, and Tenure between Full-Time Professors Teaching in a Traditional Brick-and-Mortar Environment and Full-Time Professors Teaching in a Fully Online Environment.” 2018. Web. 21 Apr 2019.

Vancouver:

Dunbar S. Exploring the Relationship of Burnout, Retention, and Tenure between Full-Time Professors Teaching in a Traditional Brick-and-Mortar Environment and Full-Time Professors Teaching in a Fully Online Environment. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Apr 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1647.

Council of Science Editors:

Dunbar S. Exploring the Relationship of Burnout, Retention, and Tenure between Full-Time Professors Teaching in a Traditional Brick-and-Mortar Environment and Full-Time Professors Teaching in a Fully Online Environment. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1647


Tokyo Institute of Technology / 東京工業大学

26. BHATTACHARYA, MADHUMITA. To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education : To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education.

Degree: 2015, Tokyo Institute of Technology / 東京工業大学

 This research was conducted at the Indian Institute of Technology Delhi under the sponsorship of USAID for Modular Programme for Staff Development and also supported… (more)

Subjects/Keywords: Science Education; Faculty Development; ICT in training; Engineering Education

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APA (6th Edition):

BHATTACHARYA, M. (2015). To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education : To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education. (Thesis). Tokyo Institute of Technology / 東京工業大学. Retrieved from http://t2r2.star.titech.ac.jp/cgi-bin/publicationinfo.cgi?q_publication_content_number=CTT100696340

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):

BHATTACHARYA, MADHUMITA. “To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education : To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education.” 2015. Thesis, Tokyo Institute of Technology / 東京工業大学. Accessed April 21, 2019. http://t2r2.star.titech.ac.jp/cgi-bin/publicationinfo.cgi?q_publication_content_number=CTT100696340.

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

MLA Handbook (7th Edition):

BHATTACHARYA, MADHUMITA. “To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education : To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education.” 2015. Web. 21 Apr 2019.

Vancouver:

BHATTACHARYA M. To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education : To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education. [Internet] [Thesis]. Tokyo Institute of Technology / 東京工業大学; 2015. [cited 2019 Apr 21]. Available from: http://t2r2.star.titech.ac.jp/cgi-bin/publicationinfo.cgi?q_publication_content_number=CTT100696340.

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

Council of Science Editors:

BHATTACHARYA M. To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education : To Study the Effectiveness of Faculty Development Programme in Science & Engineering Education. [Thesis]. Tokyo Institute of Technology / 東京工業大学; 2015. Available from: http://t2r2.star.titech.ac.jp/cgi-bin/publicationinfo.cgi?q_publication_content_number=CTT100696340

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


UCLA

27. Swarts, Susan Swarts. Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux.

Degree: Education, 2016, UCLA

 Future faculty members are shaped through the socialization processes of doctoral education. Training the best and the brightest minds for faculty positions is a key… (more)

Subjects/Keywords: Higher education; Gender studies; Education policy; Doctoral Education; Doctoral Socialization; Doctoral Training; Faculty Preparation; Mothering; Student Mothers

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APA (6th Edition):

Swarts, S. S. (2016). Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9sz3x0fd

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):

Swarts, Susan Swarts. “Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux.” 2016. Thesis, UCLA. Accessed April 21, 2019. http://www.escholarship.org/uc/item/9sz3x0fd.

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

MLA Handbook (7th Edition):

Swarts, Susan Swarts. “Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux.” 2016. Web. 21 Apr 2019.

Vancouver:

Swarts SS. Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Apr 21]. Available from: http://www.escholarship.org/uc/item/9sz3x0fd.

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

Council of Science Editors:

Swarts SS. Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/9sz3x0fd

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


University of Western Ontario

28. Domonchuk, Nicole M. Evaluation of the Effect of a Behavioural Coaching Intervention on Faculty Adoption of Technology-Enhanced Teaching Practices.

Degree: 2016, University of Western Ontario

 College faculty members face increased pressure to incorporate technology into their teaching approach. However, without the support of comprehensive professional development, it is unlikely that… (more)

Subjects/Keywords: Behavioural coaching; technology-enhanced teaching; behavioural skills training; goal setting; performance feedback; faculty professional development; Applied Behavior Analysis

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APA (6th Edition):

Domonchuk, N. M. (2016). Evaluation of the Effect of a Behavioural Coaching Intervention on Faculty Adoption of Technology-Enhanced Teaching Practices. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3768

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):

Domonchuk, Nicole M. “Evaluation of the Effect of a Behavioural Coaching Intervention on Faculty Adoption of Technology-Enhanced Teaching Practices.” 2016. Thesis, University of Western Ontario. Accessed April 21, 2019. https://ir.lib.uwo.ca/etd/3768.

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

MLA Handbook (7th Edition):

Domonchuk, Nicole M. “Evaluation of the Effect of a Behavioural Coaching Intervention on Faculty Adoption of Technology-Enhanced Teaching Practices.” 2016. Web. 21 Apr 2019.

Vancouver:

Domonchuk NM. Evaluation of the Effect of a Behavioural Coaching Intervention on Faculty Adoption of Technology-Enhanced Teaching Practices. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Apr 21]. Available from: https://ir.lib.uwo.ca/etd/3768.

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

Council of Science Editors:

Domonchuk NM. Evaluation of the Effect of a Behavioural Coaching Intervention on Faculty Adoption of Technology-Enhanced Teaching Practices. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3768

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


University of Florida

29. Brown, Douglas M. Training Online Faculty Best Practices versus Reality, a Mixed Method Case Study.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The purpose of this study was to evaluate a faculty training program that prepares instructors to teach online for a post-secondary school. The program at… (more)

Subjects/Keywords: Adult education; Canvas; College instruction; Colleges; Distance education; Education; Learning; Online learning; Teachers; Web based instruction; development  – faculty  – online  – practices  – training

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

APA (6th Edition):

Brown, D. M. (2016). Training Online Faculty Best Practices versus Reality, a Mixed Method Case Study. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049873

Chicago Manual of Style (16th Edition):

Brown, Douglas M. “Training Online Faculty Best Practices versus Reality, a Mixed Method Case Study.” 2016. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0049873.

MLA Handbook (7th Edition):

Brown, Douglas M. “Training Online Faculty Best Practices versus Reality, a Mixed Method Case Study.” 2016. Web. 21 Apr 2019.

Vancouver:

Brown DM. Training Online Faculty Best Practices versus Reality, a Mixed Method Case Study. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0049873.

Council of Science Editors:

Brown DM. Training Online Faculty Best Practices versus Reality, a Mixed Method Case Study. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0049873


Kansas State University

30. Shaw, Leland Kent. Preferred patterns for the preparation of instructors of post-secondary agriculture programs in Kansas.

Degree: 1975, Kansas State University

Subjects/Keywords: Agricultural education Kansas – Teacher training; Junior colleges Kansas – Faculty

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

APA (6th Edition):

Shaw, L. K. (1975). Preferred patterns for the preparation of instructors of post-secondary agriculture programs in Kansas. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/8884

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):

Shaw, Leland Kent. “Preferred patterns for the preparation of instructors of post-secondary agriculture programs in Kansas.” 1975. Thesis, Kansas State University. Accessed April 21, 2019. http://hdl.handle.net/2097/8884.

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

MLA Handbook (7th Edition):

Shaw, Leland Kent. “Preferred patterns for the preparation of instructors of post-secondary agriculture programs in Kansas.” 1975. Web. 21 Apr 2019.

Vancouver:

Shaw LK. Preferred patterns for the preparation of instructors of post-secondary agriculture programs in Kansas. [Internet] [Thesis]. Kansas State University; 1975. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2097/8884.

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

Council of Science Editors:

Shaw LK. Preferred patterns for the preparation of instructors of post-secondary agriculture programs in Kansas. [Thesis]. Kansas State University; 1975. Available from: http://hdl.handle.net/2097/8884

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

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