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You searched for subject:(first year college students). Showing records 1 – 30 of 50292 total matches.

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California State University – Chico

1. Hammar, Damiana Carol. Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty .

Degree: 2010, California State University – Chico

 ABSTRACT PERCEPTIONS OF APPROPRIATE PARENTAL INVOLVEMENT: A STUDY COMPARING THE DIFFERING PERSPECTIVES OF FIRST YEAR COLLEGE STUDENTS, PARENTS/GUARDIANS OF FIRST YEAR COLLEGE STUDENTS, AND FACULTY… (more)

Subjects/Keywords: First Year College Students

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APA (6th Edition):

Hammar, D. C. (2010). Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/167

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):

Hammar, Damiana Carol. “Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty .” 2010. Thesis, California State University – Chico. Accessed October 19, 2019. http://hdl.handle.net/10211.4/167.

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

MLA Handbook (7th Edition):

Hammar, Damiana Carol. “Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty .” 2010. Web. 19 Oct 2019.

Vancouver:

Hammar DC. Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty . [Internet] [Thesis]. California State University – Chico; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10211.4/167.

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

Council of Science Editors:

Hammar DC. Perceptions of Appropriate Parental Involvement: A Study Comparing the Differing Perspectives of First Year College Students, Parents/Guardians of First Year College Students, and Faculty . [Thesis]. California State University – Chico; 2010. Available from: http://hdl.handle.net/10211.4/167

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


University of Rochester

2. Demirian, Steven (1971 - ). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.

Degree: PhD, 2010, University of Rochester

 The first-year seminar is designed to help new students maximize their potential to achieve academic success and to adjust responsibly to the individual and interpersonal… (more)

Subjects/Keywords: First-year seminar; College students; College experience

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APA (6th Edition):

Demirian, S. (. -. ). (2010). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/11165

Chicago Manual of Style (16th Edition):

Demirian, Steven (1971 - ). “Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.” 2010. Doctoral Dissertation, University of Rochester. Accessed October 19, 2019. http://hdl.handle.net/1802/11165.

MLA Handbook (7th Edition):

Demirian, Steven (1971 - ). “Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.” 2010. Web. 19 Oct 2019.

Vancouver:

Demirian S(-). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1802/11165.

Council of Science Editors:

Demirian S(-). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/11165


Bowling Green State University

3. Clark, Renita Renee. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.

Degree: PhD, Higher Education Administration, 2009, Bowling Green State University

  The purpose of this study was to examine college students’ lived experiences in an interactive skill-building course for first-year students. The research addressed four… (more)

Subjects/Keywords: Higher Education; First-Year College Students; First-Year Courses; Springboard; Conditionally Admitted Students

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APA (6th Edition):

Clark, R. R. (2009). A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404

Chicago Manual of Style (16th Edition):

Clark, Renita Renee. “A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed October 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404.

MLA Handbook (7th Edition):

Clark, Renita Renee. “A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.” 2009. Web. 19 Oct 2019.

Vancouver:

Clark RR. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Oct 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404.

Council of Science Editors:

Clark RR. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404


Boston College

4. Tenser, Lori Ilene. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.

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

 Taking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to… (more)

Subjects/Keywords: adjustment to college; college students; first year students; gap year; self-authorship; sovereign engagement

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APA (6th Edition):

Tenser, L. I. (2015). Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104364

Chicago Manual of Style (16th Edition):

Tenser, Lori Ilene. “Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.” 2015. Doctoral Dissertation, Boston College. Accessed October 19, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104364.

MLA Handbook (7th Edition):

Tenser, Lori Ilene. “Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.” 2015. Web. 19 Oct 2019.

Vancouver:

Tenser LI. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Oct 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104364.

Council of Science Editors:

Tenser LI. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104364


Boston College

5. Wartman, Katherine Lynk. Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College.

Degree: PhD, Educational Administration and Higher Education, 2009, Boston College

 "Parental involvement," a term long part of the K-12 lexicon is now included in the higher education vocabulary. Many college administrators today associate "parental involvement"… (more)

Subjects/Keywords: college students; first-year students; parental involvement; parents; socioeconomic status

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APA (6th Edition):

Wartman, K. L. (2009). Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:102029

Chicago Manual of Style (16th Edition):

Wartman, Katherine Lynk. “Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College.” 2009. Doctoral Dissertation, Boston College. Accessed October 19, 2019. http://dlib.bc.edu/islandora/object/bc-ir:102029.

MLA Handbook (7th Edition):

Wartman, Katherine Lynk. “Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College.” 2009. Web. 19 Oct 2019.

Vancouver:

Wartman KL. Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Oct 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102029.

Council of Science Editors:

Wartman KL. Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102029


Humboldt State University

6. Hall, Sheila Maria Enes. First-year college students' experiences in a developmental learning community.

Degree: MA, Education, 2008, Humboldt State University

 A variety of developmental studies programs exist on community college campuses nationwide designed to assist students who begin college lacking the skills necessary to be… (more)

Subjects/Keywords: First-year college students; Developmental learning community; College freshmen

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APA (6th Edition):

Hall, S. M. E. (2008). First-year college students' experiences in a developmental learning community. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/367

Chicago Manual of Style (16th Edition):

Hall, Sheila Maria Enes. “First-year college students' experiences in a developmental learning community.” 2008. Masters Thesis, Humboldt State University. Accessed October 19, 2019. http://hdl.handle.net/2148/367.

MLA Handbook (7th Edition):

Hall, Sheila Maria Enes. “First-year college students' experiences in a developmental learning community.” 2008. Web. 19 Oct 2019.

Vancouver:

Hall SME. First-year college students' experiences in a developmental learning community. [Internet] [Masters thesis]. Humboldt State University; 2008. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2148/367.

Council of Science Editors:

Hall SME. First-year college students' experiences in a developmental learning community. [Masters Thesis]. Humboldt State University; 2008. Available from: http://hdl.handle.net/2148/367


University of Louisville

7. Taylor, Angela Brown. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

 The persistence and attrition of second year college students is a growing concern of colleges and universities as second year college students face some of… (more)

Subjects/Keywords: Second year; College students; First generation; Private college; Experiences; Attrition

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APA (6th Edition):

Taylor, A. B. (2012). Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420

Chicago Manual of Style (16th Edition):

Taylor, Angela Brown. “Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.” 2012. Doctoral Dissertation, University of Louisville. Accessed October 19, 2019. 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420.

MLA Handbook (7th Edition):

Taylor, Angela Brown. “Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.” 2012. Web. 19 Oct 2019.

Vancouver:

Taylor AB. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Oct 19]. Available from: 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420.

Council of Science Editors:

Taylor AB. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420

8. Saunders, Daniel Brian. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.

Degree: Doctor of Education (EdD), Education (also CAGS), 2011, U of Massachusetts : PhD

  Scholars have documented the ways in which the influence of neoliberal ideology, and particularly the extension of free-market logic, has resulted in meaningful changes… (more)

Subjects/Keywords: College students; First-year college students; Free-market logic; Ideology; Neoliberalism; Students as customers; Education

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APA (6th Edition):

Saunders, D. B. (2011). Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/377

Chicago Manual of Style (16th Edition):

Saunders, Daniel Brian. “Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed October 19, 2019. https://scholarworks.umass.edu/open_access_dissertations/377.

MLA Handbook (7th Edition):

Saunders, Daniel Brian. “Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.” 2011. Web. 19 Oct 2019.

Vancouver:

Saunders DB. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Oct 19]. Available from: https://scholarworks.umass.edu/open_access_dissertations/377.

Council of Science Editors:

Saunders DB. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/377

9. Kearns, Sara K. First-year college students’ perceptions of their experiences using information and communication technologies in higher education.

Degree: PhD, Department of Special Education, Counseling and Student Affairs, 2013, Kansas State University

 The increasingly integrated presence of Information and Communication Technologies (ICTs) on university campuses in recent decades has prompted calls for a better understanding of how… (more)

Subjects/Keywords: New literacies; Technology; First-year college students; Phenomenology; Higher Education (0745)

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Kearns, S. K. (2013). First-year college students’ perceptions of their experiences using information and communication technologies in higher education. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/15787

Chicago Manual of Style (16th Edition):

Kearns, Sara K. “First-year college students’ perceptions of their experiences using information and communication technologies in higher education.” 2013. Doctoral Dissertation, Kansas State University. Accessed October 19, 2019. http://hdl.handle.net/2097/15787.

MLA Handbook (7th Edition):

Kearns, Sara K. “First-year college students’ perceptions of their experiences using information and communication technologies in higher education.” 2013. Web. 19 Oct 2019.

Vancouver:

Kearns SK. First-year college students’ perceptions of their experiences using information and communication technologies in higher education. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2097/15787.

Council of Science Editors:

Kearns SK. First-year college students’ perceptions of their experiences using information and communication technologies in higher education. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15787


Oklahoma State University

10. McKenzie, Emily Ayers. Recreation Experience Preference Among First-Year College Students.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

 The purpose of this study was to investigate the link, if any, between recreation experience preference and demographics or type of event among first-year college(more)

Subjects/Keywords: first-year college students; recreation experience preference scales; university recreation programs

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APA (6th Edition):

McKenzie, E. A. (2011). Recreation Experience Preference Among First-Year College Students. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9776

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):

McKenzie, Emily Ayers. “Recreation Experience Preference Among First-Year College Students.” 2011. Thesis, Oklahoma State University. Accessed October 19, 2019. http://hdl.handle.net/11244/9776.

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

MLA Handbook (7th Edition):

McKenzie, Emily Ayers. “Recreation Experience Preference Among First-Year College Students.” 2011. Web. 19 Oct 2019.

Vancouver:

McKenzie EA. Recreation Experience Preference Among First-Year College Students. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11244/9776.

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

Council of Science Editors:

McKenzie EA. Recreation Experience Preference Among First-Year College Students. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/9776

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


Kennesaw State University

11. Mangrum, Janelle. Metacognitive Learning and the First-Year Student.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2019, Kennesaw State University

Students who are making the transition from high school to college do so with many hopes, fears, and expectations. Some of these students come… (more)

Subjects/Keywords: Metacognition; first-year students; college; learning strategies; Educational Methods; Higher Education

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APA (6th Edition):

Mangrum, J. (2019). Metacognitive Learning and the First-Year Student. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/11

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):

Mangrum, Janelle. “Metacognitive Learning and the First-Year Student.” 2019. Thesis, Kennesaw State University. Accessed October 19, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/11.

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

MLA Handbook (7th Edition):

Mangrum, Janelle. “Metacognitive Learning and the First-Year Student.” 2019. Web. 19 Oct 2019.

Vancouver:

Mangrum J. Metacognitive Learning and the First-Year Student. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Oct 19]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/11.

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

Council of Science Editors:

Mangrum J. Metacognitive Learning and the First-Year Student. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/11

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


Texas State University – San Marcos

12. Sanchez, Roberto Jr. Thoughts and Experiences of First-year College Men Relating to Their Identities as Men.

Degree: MA, Sociology, 2015, Texas State University – San Marcos

 For men in college, caring enough about their education may not be a viable option. The current research will look at the way in which… (more)

Subjects/Keywords: College; Gender studies; Men's studies; Qualitative; First-year students

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APA (6th Edition):

Sanchez, R. J. (2015). Thoughts and Experiences of First-year College Men Relating to Their Identities as Men. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6545

Chicago Manual of Style (16th Edition):

Sanchez, Roberto Jr. “Thoughts and Experiences of First-year College Men Relating to Their Identities as Men.” 2015. Masters Thesis, Texas State University – San Marcos. Accessed October 19, 2019. https://digital.library.txstate.edu/handle/10877/6545.

MLA Handbook (7th Edition):

Sanchez, Roberto Jr. “Thoughts and Experiences of First-year College Men Relating to Their Identities as Men.” 2015. Web. 19 Oct 2019.

Vancouver:

Sanchez RJ. Thoughts and Experiences of First-year College Men Relating to Their Identities as Men. [Internet] [Masters thesis]. Texas State University – San Marcos; 2015. [cited 2019 Oct 19]. Available from: https://digital.library.txstate.edu/handle/10877/6545.

Council of Science Editors:

Sanchez RJ. Thoughts and Experiences of First-year College Men Relating to Their Identities as Men. [Masters Thesis]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/6545

13. Tast, Molly Ann. Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training.

Degree: College Counseling and Student Development: M.S., Community Psychology, Counseling and Family Therapy, 2017, St. Cloud State University

Students with disabilities face numerous environmental and societal barriers at college. This quasi-experimental research project sought to examine what effect a short targeted training… (more)

Subjects/Keywords: First-year College Students; Disability; Students with Disabilities; Accommodations; Barriers; Higher Education

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APA (6th Edition):

Tast, M. A. (2017). Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/cpcf_etds/35

Chicago Manual of Style (16th Edition):

Tast, Molly Ann. “Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training.” 2017. Masters Thesis, St. Cloud State University. Accessed October 19, 2019. https://repository.stcloudstate.edu/cpcf_etds/35.

MLA Handbook (7th Edition):

Tast, Molly Ann. “Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training.” 2017. Web. 19 Oct 2019.

Vancouver:

Tast MA. Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Oct 19]. Available from: https://repository.stcloudstate.edu/cpcf_etds/35.

Council of Science Editors:

Tast MA. Exploring First-Year College Students’ Attitudes Toward Disability: Impacts of Disability Inclusion Training. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/cpcf_etds/35


California State University – Sacramento

14. Trimble, Bradley Alan. First-year student perception of campus recreation participation.

Degree: MA, Education (Higher Education Leadership, 2010, California State University – Sacramento

 Researchers agree that first-year university students are the campus population at greatest risk for institutional departure. Since institutional effectiveness is primarily tied to retaining and… (more)

Subjects/Keywords: Recreation; University; First-year students

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APA (6th Edition):

Trimble, B. A. (2010). First-year student perception of campus recreation participation. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/345

Chicago Manual of Style (16th Edition):

Trimble, Bradley Alan. “First-year student perception of campus recreation participation.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 19, 2019. http://hdl.handle.net/10211.9/345.

MLA Handbook (7th Edition):

Trimble, Bradley Alan. “First-year student perception of campus recreation participation.” 2010. Web. 19 Oct 2019.

Vancouver:

Trimble BA. First-year student perception of campus recreation participation. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10211.9/345.

Council of Science Editors:

Trimble BA. First-year student perception of campus recreation participation. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/345


The Ohio State University

15. Houston, Leona A. Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University.

Degree: PhD, Educational Policy and Leadership, 2017, The Ohio State University

 No standard measure for college and career readiness currently exists but a common goal for college readiness could potentially improve the rate of college completion.… (more)

Subjects/Keywords: Education; Education Policy; Intercultural Competence; College Readiness; First-Year College Students; Mixed Methods

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APA (6th Edition):

Houston, L. A. (2017). Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1492772116382426

Chicago Manual of Style (16th Edition):

Houston, Leona A. “Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University.” 2017. Doctoral Dissertation, The Ohio State University. Accessed October 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492772116382426.

MLA Handbook (7th Edition):

Houston, Leona A. “Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University.” 2017. Web. 19 Oct 2019.

Vancouver:

Houston LA. Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Oct 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492772116382426.

Council of Science Editors:

Houston LA. Intercultural Competence and College Readiness: A Mixed Methods Study of First-Year Students at a Community College and a Traditional 4-Year University. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492772116382426


Northeastern University

16. O'Connell, Sean. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.

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

 While college enrollments in the United States increased significantly throughout most of the 20th century, graduation rates plateaued toward the end of the century and… (more)

Subjects/Keywords: Black male college students; college persistence; first-year college programs; low income college students; student-engagement theory; Education

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APA (6th Edition):

O'Connell, S. (2018). An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316429

Chicago Manual of Style (16th Edition):

O'Connell, Sean. “An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20316429.

MLA Handbook (7th Edition):

O'Connell, Sean. “An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.” 2018. Web. 19 Oct 2019.

Vancouver:

O'Connell S. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20316429.

Council of Science Editors:

O'Connell S. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316429


Liberty University

17. Preston, Sean Michael. The Completion of Advanced Placement Courses as an Indicator of Academic Success in First-Year College Students.

Degree: 2009, Liberty University

 The purpose of this study was to determine if Advanced Placement (AP) courses were an indicator of academic success in first-year college freshmen. A quantitative… (more)

Subjects/Keywords: Advanced Placement; College Success; First-Year students; Freshmen retention; Education, General; Education, Secondary

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APA (6th Edition):

Preston, S. M. (2009). The Completion of Advanced Placement Courses as an Indicator of Academic Success in First-Year College Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/136

Chicago Manual of Style (16th Edition):

Preston, Sean Michael. “The Completion of Advanced Placement Courses as an Indicator of Academic Success in First-Year College Students.” 2009. Doctoral Dissertation, Liberty University. Accessed October 19, 2019. http://digitalcommons.liberty.edu/doctoral/136.

MLA Handbook (7th Edition):

Preston, Sean Michael. “The Completion of Advanced Placement Courses as an Indicator of Academic Success in First-Year College Students.” 2009. Web. 19 Oct 2019.

Vancouver:

Preston SM. The Completion of Advanced Placement Courses as an Indicator of Academic Success in First-Year College Students. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Oct 19]. Available from: http://digitalcommons.liberty.edu/doctoral/136.

Council of Science Editors:

Preston SM. The Completion of Advanced Placement Courses as an Indicator of Academic Success in First-Year College Students. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/136


Kennesaw State University

18. Martinez, Caitlin. Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing.

Degree: MAPW, English, 2013, Kennesaw State University

  This capstone project addresses the issue of "voicelessness" in student writing, and attempts to determine whether or not the implementation of weblogs in first(more)

Subjects/Keywords: college students; weblogs; first year composition; writing style; educational study; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Martinez, C. (2013). Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/559

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):

Martinez, Caitlin. “Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing.” 2013. Thesis, Kennesaw State University. Accessed October 19, 2019. https://digitalcommons.kennesaw.edu/etd/559.

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

MLA Handbook (7th Edition):

Martinez, Caitlin. “Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing.” 2013. Web. 19 Oct 2019.

Vancouver:

Martinez C. Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Oct 19]. Available from: https://digitalcommons.kennesaw.edu/etd/559.

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

Council of Science Editors:

Martinez C. Voices in Cyberspace: Testing the Effectiveness of Blogs as a Tool for Improving Voice in Student Writing. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/559

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


Kennesaw State University

19. Singleton, Scott A. Remix and Rebalance: Copyright and Fair Use Issues in the Digital Age and English Studies.

Degree: MAPW, English, 2013, Kennesaw State University

This thesis examines the current state of intellectual property in the digital age and provides specific suggestions on increasing conversations on copyright, fair use, and intellectual property in the first-year composition classroom. Advisors/Committee Members: Dr. Laura McGrath, Dr. Letizia Guglielmo.

Subjects/Keywords: first year composition; copyright; intellectual property; fair use; college students; Curriculum and Instruction

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APA (6th Edition):

Singleton, S. A. (2013). Remix and Rebalance: Copyright and Fair Use Issues in the Digital Age and English Studies. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/558

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):

Singleton, Scott A. “Remix and Rebalance: Copyright and Fair Use Issues in the Digital Age and English Studies.” 2013. Thesis, Kennesaw State University. Accessed October 19, 2019. https://digitalcommons.kennesaw.edu/etd/558.

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

MLA Handbook (7th Edition):

Singleton, Scott A. “Remix and Rebalance: Copyright and Fair Use Issues in the Digital Age and English Studies.” 2013. Web. 19 Oct 2019.

Vancouver:

Singleton SA. Remix and Rebalance: Copyright and Fair Use Issues in the Digital Age and English Studies. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Oct 19]. Available from: https://digitalcommons.kennesaw.edu/etd/558.

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

Council of Science Editors:

Singleton SA. Remix and Rebalance: Copyright and Fair Use Issues in the Digital Age and English Studies. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/558

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


Kennesaw State University

20. Bosscher, Emily. Identifying First-Year Seminar Curriculum Needs for Generation Z Students.

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

  Colleges and universities are constantly facing a changing student population. Just as soon as the faculty and staff at these institutions had figured out… (more)

Subjects/Keywords: higher education; first-year seminar; curriculum; generation z; college students; Curriculum and Instruction; Higher Education

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APA (6th Edition):

Bosscher, E. (2018). Identifying First-Year Seminar Curriculum Needs for Generation Z Students. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/4

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):

Bosscher, Emily. “Identifying First-Year Seminar Curriculum Needs for Generation Z Students.” 2018. Thesis, Kennesaw State University. Accessed October 19, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/4.

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

MLA Handbook (7th Edition):

Bosscher, Emily. “Identifying First-Year Seminar Curriculum Needs for Generation Z Students.” 2018. Web. 19 Oct 2019.

Vancouver:

Bosscher E. Identifying First-Year Seminar Curriculum Needs for Generation Z Students. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Oct 19]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/4.

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

Council of Science Editors:

Bosscher E. Identifying First-Year Seminar Curriculum Needs for Generation Z Students. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/4

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


University of Kansas

21. Clounch, Teresa Lynn. An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree.

Degree: EdD, Educational Leadership and Policy Studies, 2010, University of Kansas

 The study examined the relationship of the level and type of involvement of freshman students in the Hawk Link Retention Program, a first-year program at… (more)

Subjects/Keywords: Higher education administration; College student; First year experience; Freshmen; Involvement; Retention program; Students of color

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APA (6th Edition):

Clounch, T. L. (2010). An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6735

Chicago Manual of Style (16th Edition):

Clounch, Teresa Lynn. “An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree.” 2010. Doctoral Dissertation, University of Kansas. Accessed October 19, 2019. http://hdl.handle.net/1808/6735.

MLA Handbook (7th Edition):

Clounch, Teresa Lynn. “An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree.” 2010. Web. 19 Oct 2019.

Vancouver:

Clounch TL. An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1808/6735.

Council of Science Editors:

Clounch TL. An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6735


University of Cincinnati

22. SACKS, DAVID F. THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE.

Degree: PhD, Education : Educational Studies, 2007, University of Cincinnati

 Many institutions of higher education have implemented programs to encourage self-regulated learning involving the assessment of study skills, using instruments such as the LASSI and… (more)

Subjects/Keywords: Education, Educational Psychology; study strategies; First Year Experience; under prepared college students; LASSI

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APA (6th Edition):

SACKS, D. F. (2007). THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715

Chicago Manual of Style (16th Edition):

SACKS, DAVID F. “THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed October 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715.

MLA Handbook (7th Edition):

SACKS, DAVID F. “THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE.” 2007. Web. 19 Oct 2019.

Vancouver:

SACKS DF. THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Oct 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715.

Council of Science Editors:

SACKS DF. THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715


Miami University

23. Rosing, Lauren Marie. To Supersize or Not to Supersize: A Transtheoretical Model Exploration of Multiple Health Behavior Change.

Degree: MSin Exercise and Health Studies, Physical Education, Health, and Sport Studies, 2010, Miami University

 Some researchers suggest that multiple health behavior change (MHBC) interventions may be more beneficial than single health behavior change interventions in reducing the mortality rates… (more)

Subjects/Keywords: Health Education; Multiple Health Behavior Change; Exercise; Diet; Stress Management; First-Year College Students

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APA (6th Edition):

Rosing, L. M. (2010). To Supersize or Not to Supersize: A Transtheoretical Model Exploration of Multiple Health Behavior Change. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1274318001

Chicago Manual of Style (16th Edition):

Rosing, Lauren Marie. “To Supersize or Not to Supersize: A Transtheoretical Model Exploration of Multiple Health Behavior Change.” 2010. Masters Thesis, Miami University. Accessed October 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1274318001.

MLA Handbook (7th Edition):

Rosing, Lauren Marie. “To Supersize or Not to Supersize: A Transtheoretical Model Exploration of Multiple Health Behavior Change.” 2010. Web. 19 Oct 2019.

Vancouver:

Rosing LM. To Supersize or Not to Supersize: A Transtheoretical Model Exploration of Multiple Health Behavior Change. [Internet] [Masters thesis]. Miami University; 2010. [cited 2019 Oct 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1274318001.

Council of Science Editors:

Rosing LM. To Supersize or Not to Supersize: A Transtheoretical Model Exploration of Multiple Health Behavior Change. [Masters Thesis]. Miami University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1274318001

24. Herrero, Diane M. The relationship among achievement motivation, hope, and resilience and their effects on academic achievement among first-year college students enrolled in a Hispanic-serving institution .

Degree: 2014, Texas A&M University – Corpus Christi

 The first year of college marks a major life transition for students. First-year students are met with complex challenges that include personal and academic stressors.… (more)

Subjects/Keywords: achievement motivation; achievement motivation training; first-year college students; hope; regression; resilience

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APA (6th Edition):

Herrero, D. M. (2014). The relationship among achievement motivation, hope, and resilience and their effects on academic achievement among first-year college students enrolled in a Hispanic-serving institution . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/601

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):

Herrero, Diane M. “The relationship among achievement motivation, hope, and resilience and their effects on academic achievement among first-year college students enrolled in a Hispanic-serving institution .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed October 19, 2019. http://hdl.handle.net/1969.6/601.

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

MLA Handbook (7th Edition):

Herrero, Diane M. “The relationship among achievement motivation, hope, and resilience and their effects on academic achievement among first-year college students enrolled in a Hispanic-serving institution .” 2014. Web. 19 Oct 2019.

Vancouver:

Herrero DM. The relationship among achievement motivation, hope, and resilience and their effects on academic achievement among first-year college students enrolled in a Hispanic-serving institution . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1969.6/601.

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

Council of Science Editors:

Herrero DM. The relationship among achievement motivation, hope, and resilience and their effects on academic achievement among first-year college students enrolled in a Hispanic-serving institution . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/601

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

25. Tavalsky, Hali A. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.

Degree: MA, English, 2017, Northen Michigan University

First-year college students are often unprepared for college-level reading, writing, and discourse. It is important to understand how various instructional practices affect students’ reading… (more)

Subjects/Keywords: Developmental Reading; Reading-Writing Connection; First-Year College Students Disciplinary Literacy; Language and Literacy Education

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APA (6th Edition):

Tavalsky, H. A. (2017). Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/139

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):

Tavalsky, Hali A. “Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.” 2017. Thesis, Northen Michigan University. Accessed October 19, 2019. https://commons.nmu.edu/theses/139.

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

MLA Handbook (7th Edition):

Tavalsky, Hali A. “Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts.” 2017. Web. 19 Oct 2019.

Vancouver:

Tavalsky HA. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. [Internet] [Thesis]. Northen Michigan University; 2017. [cited 2019 Oct 19]. Available from: https://commons.nmu.edu/theses/139.

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

Council of Science Editors:

Tavalsky HA. Examining How Novices, Apprenticing Experts, and Disciplinary Experts Approach Reading Academic Texts. [Thesis]. Northen Michigan University; 2017. Available from: https://commons.nmu.edu/theses/139

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


University of Southern California

26. Garcia Montaño, Guadalupe. Enrollment and financial aid decisions of first-year students at a private institution.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 With the goal of determining how institutional financial aid practices affect student enrollment beyond the first year, this study examined the decisions first-year college students(more)

Subjects/Keywords: financial aid; institutional aid; higher education; college; first-year students; freshmen; student loans; enrollment management

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APA (6th Edition):

Garcia Montaño, G. (2010). Enrollment and financial aid decisions of first-year students at a private institution. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/348564/rec/2384

Chicago Manual of Style (16th Edition):

Garcia Montaño, Guadalupe. “Enrollment and financial aid decisions of first-year students at a private institution.” 2010. Doctoral Dissertation, University of Southern California. Accessed October 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/348564/rec/2384.

MLA Handbook (7th Edition):

Garcia Montaño, Guadalupe. “Enrollment and financial aid decisions of first-year students at a private institution.” 2010. Web. 19 Oct 2019.

Vancouver:

Garcia Montaño G. Enrollment and financial aid decisions of first-year students at a private institution. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Oct 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/348564/rec/2384.

Council of Science Editors:

Garcia Montaño G. Enrollment and financial aid decisions of first-year students at a private institution. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/348564/rec/2384


Arizona State University

27. Golden, Amy Edith. First Generation Latina Persistence: Group Mentoring and Sophomore Success.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 The purpose of this study was to help increase success for first-generation Latina students at Arizona State University by providing a group mentoring support experience… (more)

Subjects/Keywords: Higher education; First Generation College Students; group mentoring; Latina; Persistence; retention; sophomore year experience

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APA (6th Edition):

Golden, A. E. (2011). First Generation Latina Persistence: Group Mentoring and Sophomore Success. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14265

Chicago Manual of Style (16th Edition):

Golden, Amy Edith. “First Generation Latina Persistence: Group Mentoring and Sophomore Success.” 2011. Doctoral Dissertation, Arizona State University. Accessed October 19, 2019. http://repository.asu.edu/items/14265.

MLA Handbook (7th Edition):

Golden, Amy Edith. “First Generation Latina Persistence: Group Mentoring and Sophomore Success.” 2011. Web. 19 Oct 2019.

Vancouver:

Golden AE. First Generation Latina Persistence: Group Mentoring and Sophomore Success. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Oct 19]. Available from: http://repository.asu.edu/items/14265.

Council of Science Editors:

Golden AE. First Generation Latina Persistence: Group Mentoring and Sophomore Success. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/14265


Arizona State University

28. Miranda, Vivian Carmela. Effectiveness of Peer Mentoring and College Success Courses on Developing the Self-Efficacy of First-Year Community College Students.

Degree: EdD, Higher and Postsecondary Education, 2011, Arizona State University

 President Obama's (italic)Completion Agenda (/italic) is a plan that emphasizes improved student retention and persistence. The agenda also emphasizes the important role community colleges play… (more)

Subjects/Keywords: Higher education; community college; first year students; peer mentoring; self-efficacy; student success courses

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APA (6th Edition):

Miranda, V. C. (2011). Effectiveness of Peer Mentoring and College Success Courses on Developing the Self-Efficacy of First-Year Community College Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14482

Chicago Manual of Style (16th Edition):

Miranda, Vivian Carmela. “Effectiveness of Peer Mentoring and College Success Courses on Developing the Self-Efficacy of First-Year Community College Students.” 2011. Doctoral Dissertation, Arizona State University. Accessed October 19, 2019. http://repository.asu.edu/items/14482.

MLA Handbook (7th Edition):

Miranda, Vivian Carmela. “Effectiveness of Peer Mentoring and College Success Courses on Developing the Self-Efficacy of First-Year Community College Students.” 2011. Web. 19 Oct 2019.

Vancouver:

Miranda VC. Effectiveness of Peer Mentoring and College Success Courses on Developing the Self-Efficacy of First-Year Community College Students. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Oct 19]. Available from: http://repository.asu.edu/items/14482.

Council of Science Editors:

Miranda VC. Effectiveness of Peer Mentoring and College Success Courses on Developing the Self-Efficacy of First-Year Community College Students. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/14482


Louisiana State University

29. Korduner, Melissa Megan. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.

Degree: PhD, Human Resources Management, 2013, Louisiana State University

 This study investigated the impact participating in S.T.R.I.P.E.S., an extended orientation program, had on student satisfaction and retention. Student satisfaction was determined through a calculated… (more)

Subjects/Keywords: first year students; students; retention; satisfaction; orientation

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APA (6th Edition):

Korduner, M. M. (2013). Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219

Chicago Manual of Style (16th Edition):

Korduner, Melissa Megan. “Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.” 2013. Doctoral Dissertation, Louisiana State University. Accessed October 19, 2019. etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219.

MLA Handbook (7th Edition):

Korduner, Melissa Megan. “Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.” 2013. Web. 19 Oct 2019.

Vancouver:

Korduner MM. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Oct 19]. Available from: etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219.

Council of Science Editors:

Korduner MM. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219


University of Florida

30. Ehlers, Karen Janine. First-Year Seminars The Impact on Academic Engagement, Social Engagement, Grade Point Average, and Discipline Persistence.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2014, University of Florida

 While students fail to persist at all points within a college career, researchers agree that the first year in college is the most critical to… (more)

Subjects/Keywords: Academic achievement; Academic learning; College freshmen; College students; Colleges; First year seminars; Grade point average; Higher education; Social engagement; Student retention; attrition  – engagement  – first-year  – freshmen  – fye  – persistence  – retention  – seminar

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

APA (6th Edition):

Ehlers, K. J. (2014). First-Year Seminars The Impact on Academic Engagement, Social Engagement, Grade Point Average, and Discipline Persistence. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046654

Chicago Manual of Style (16th Edition):

Ehlers, Karen Janine. “First-Year Seminars The Impact on Academic Engagement, Social Engagement, Grade Point Average, and Discipline Persistence.” 2014. Doctoral Dissertation, University of Florida. Accessed October 19, 2019. http://ufdc.ufl.edu/UFE0046654.

MLA Handbook (7th Edition):

Ehlers, Karen Janine. “First-Year Seminars The Impact on Academic Engagement, Social Engagement, Grade Point Average, and Discipline Persistence.” 2014. Web. 19 Oct 2019.

Vancouver:

Ehlers KJ. First-Year Seminars The Impact on Academic Engagement, Social Engagement, Grade Point Average, and Discipline Persistence. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Oct 19]. Available from: http://ufdc.ufl.edu/UFE0046654.

Council of Science Editors:

Ehlers KJ. First-Year Seminars The Impact on Academic Engagement, Social Engagement, Grade Point Average, and Discipline Persistence. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046654

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