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You searched for subject:(first year college). Showing records 1 – 30 of 153 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 June 16, 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. 16 Jun 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 Jun 16]. 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 June 16, 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. 16 Jun 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 Jun 16]. 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


Temple University

3. D'Angelo, Kathryn Peach. ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES.

Degree: 2012, Temple University

Educational Administration

Ed.D.

Through an examination of first year college students at a large, urban, public university, this study explored one university's use of alcohol… (more)

Subjects/Keywords: Educational administration; alcohol; first year college; retention

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APA (6th Edition):

D'Angelo, K. P. (2012). ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,164912

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):

D'Angelo, Kathryn Peach. “ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES.” 2012. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,164912.

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

MLA Handbook (7th Edition):

D'Angelo, Kathryn Peach. “ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES.” 2012. Web. 16 Jun 2019.

Vancouver:

D'Angelo KP. ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,164912.

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

Council of Science Editors:

D'Angelo KP. ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,164912

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


University of Arizona

4. Buck, Rachel Hall. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .

Degree: 2018, University of Arizona

 Reading is often thought of a decontextualized skill rather than as a complex practice that involves many different factors. In order to further understand how… (more)

Subjects/Keywords: college; first-year composition; genre; literacy; reading

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APA (6th Edition):

Buck, R. H. (2018). Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627730

Chicago Manual of Style (16th Edition):

Buck, Rachel Hall. “Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .” 2018. Doctoral Dissertation, University of Arizona. Accessed June 16, 2019. http://hdl.handle.net/10150/627730.

MLA Handbook (7th Edition):

Buck, Rachel Hall. “Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .” 2018. Web. 16 Jun 2019.

Vancouver:

Buck RH. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10150/627730.

Council of Science Editors:

Buck RH. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627730


Texas Tech University

5. -4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.

Degree: EdD, Higher Education, 2018, Texas Tech University

 The purpose of this qualitative secondary analysis is to examine the perceptions and experiences of a cohort of African American male students as relevant to… (more)

Subjects/Keywords: African American; College Success; First Year

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APA (6th Edition):

-4663-2444. (2018). Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82130

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

Chicago Manual of Style (16th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Doctoral Dissertation, Texas Tech University. Accessed June 16, 2019. http://hdl.handle.net/2346/82130.

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

MLA Handbook (7th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Web. 16 Jun 2019.

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

Vancouver:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2346/82130.

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

Council of Science Editors:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/82130

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


Bowling Green State University

6. 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 June 16, 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. 16 Jun 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 Jun 16]. 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

7. 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 June 16, 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. 16 Jun 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 Jun 16]. 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


Humboldt State University

8. 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 June 16, 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. 16 Jun 2019.

Vancouver:

Hall SME. First-year college students' experiences in a developmental learning community. [Internet] [Masters thesis]. Humboldt State University; 2008. [cited 2019 Jun 16]. 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

9. 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 June 16, 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. 16 Jun 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 Jun 16]. 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


Texas Tech University

10. Ashorn, Laura J. The impact of extracurricular participation on the first year college experience of freshmen in a college of agriculture.

Degree: MS, Agricultural Education and Communications, 2009, Texas Tech University

 The purpose of this study was twofold. First was to investigate the characteristics of the participants of a competitive team at the collegiate level. Secondly… (more)

Subjects/Keywords: Extracurricular participation; College freshmen; First year college experience

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APA (6th Edition):

Ashorn, L. J. (2009). The impact of extracurricular participation on the first year college experience of freshmen in a college of agriculture. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/17416

Chicago Manual of Style (16th Edition):

Ashorn, Laura J. “The impact of extracurricular participation on the first year college experience of freshmen in a college of agriculture.” 2009. Masters Thesis, Texas Tech University. Accessed June 16, 2019. http://hdl.handle.net/2346/17416.

MLA Handbook (7th Edition):

Ashorn, Laura J. “The impact of extracurricular participation on the first year college experience of freshmen in a college of agriculture.” 2009. Web. 16 Jun 2019.

Vancouver:

Ashorn LJ. The impact of extracurricular participation on the first year college experience of freshmen in a college of agriculture. [Internet] [Masters thesis]. Texas Tech University; 2009. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2346/17416.

Council of Science Editors:

Ashorn LJ. The impact of extracurricular participation on the first year college experience of freshmen in a college of agriculture. [Masters Thesis]. Texas Tech University; 2009. Available from: http://hdl.handle.net/2346/17416


Texas State University – San Marcos

11. 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 June 16, 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. 16 Jun 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 Jun 16]. 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


University of Maine

12. Violette, Grace A. Investigating the Relationship Among Sleep, Stress, and Body Mass Index in At-risk First-year College Students.

Degree: MS, Food Science and Human Nutrition, 2016, University of Maine

  The study objective was to investigate relationships among body mass index (BMI), sleep quality/duration, and perceived stress in 1,176 first semester college students who… (more)

Subjects/Keywords: sleep; stress; bmi; fruved; college; first-year; Nutrition

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APA (6th Edition):

Violette, G. A. (2016). Investigating the Relationship Among Sleep, Stress, and Body Mass Index in At-risk First-year College Students. (Masters Thesis). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/2536

Chicago Manual of Style (16th Edition):

Violette, Grace A. “Investigating the Relationship Among Sleep, Stress, and Body Mass Index in At-risk First-year College Students.” 2016. Masters Thesis, University of Maine. Accessed June 16, 2019. https://digitalcommons.library.umaine.edu/etd/2536.

MLA Handbook (7th Edition):

Violette, Grace A. “Investigating the Relationship Among Sleep, Stress, and Body Mass Index in At-risk First-year College Students.” 2016. Web. 16 Jun 2019.

Vancouver:

Violette GA. Investigating the Relationship Among Sleep, Stress, and Body Mass Index in At-risk First-year College Students. [Internet] [Masters thesis]. University of Maine; 2016. [cited 2019 Jun 16]. Available from: https://digitalcommons.library.umaine.edu/etd/2536.

Council of Science Editors:

Violette GA. Investigating the Relationship Among Sleep, Stress, and Body Mass Index in At-risk First-year College Students. [Masters Thesis]. University of Maine; 2016. Available from: https://digitalcommons.library.umaine.edu/etd/2536


UCLA

13. Kanny, Mary. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.

Degree: Education, 2014, UCLA

 At no other time in the history of American higher education have so many students aspired to earn a college degree. Lamentably, attrition rates have… (more)

Subjects/Keywords: Education; conditional effects; dual enrollment; first-year college outcomes; student engagement

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APA (6th Edition):

Kanny, M. (2014). Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/43q1t1bp

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):

Kanny, Mary. “Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.” 2014. Thesis, UCLA. Accessed June 16, 2019. http://www.escholarship.org/uc/item/43q1t1bp.

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

MLA Handbook (7th Edition):

Kanny, Mary. “Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.” 2014. Web. 16 Jun 2019.

Vancouver:

Kanny M. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jun 16]. Available from: http://www.escholarship.org/uc/item/43q1t1bp.

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

Council of Science Editors:

Kanny M. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/43q1t1bp

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


University of Southern California

14. Studdert, Thomas Patrick. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 Using an innovation adaptation of the gap analysis approach of Richard Clark and Fred Estes, the collegiate First-Year Experience (FYE) consisting of comprehensive and intentional… (more)

Subjects/Keywords: first-year experience; retention; transition; student; college; university

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APA (6th Edition):

Studdert, T. P. (2013). The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548

Chicago Manual of Style (16th Edition):

Studdert, Thomas Patrick. “The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.” 2013. Doctoral Dissertation, University of Southern California. Accessed June 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548.

MLA Handbook (7th Edition):

Studdert, Thomas Patrick. “The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model.” 2013. Web. 16 Jun 2019.

Vancouver:

Studdert TP. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jun 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548.

Council of Science Editors:

Studdert TP. The development of a comprehensive first-year experience program for the University of Southern California: Using an innovation GAP analysis model. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/230400/rec/6548


East Tennessee State University

15. Weaver, Patricia. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  The purpose of this comparative study was to determine the relationship of a First-Year Seminar course as well as student entry demographics to retention… (more)

Subjects/Keywords: Retention; Graduation Rates; Community College; First-Year Programs; Education

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APA (6th Edition):

Weaver, P. (2018). A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3358

Chicago Manual of Style (16th Edition):

Weaver, Patricia. “A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed June 16, 2019. https://dc.etsu.edu/etd/3358.

MLA Handbook (7th Edition):

Weaver, Patricia. “A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.” 2018. Web. 16 Jun 2019.

Vancouver:

Weaver P. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Jun 16]. Available from: https://dc.etsu.edu/etd/3358.

Council of Science Editors:

Weaver P. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3358


University of Tennessee – Knoxville

16. Rodriguez, Adrian Alexander. Native American Young Adults in their Transition to College, and Persistence Through the First Year.

Degree: 2016, University of Tennessee – Knoxville

 This dissertation study focused on a mixed-methods exploration of Native American students’ perceptions of risks and protective factors as they transitioned to college at a… (more)

Subjects/Keywords: Native American; Transition; College; First Year; Attachment; Resilience; Counseling Psychology

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APA (6th Edition):

Rodriguez, A. A. (2016). Native American Young Adults in their Transition to College, and Persistence Through the First Year. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/3958

Chicago Manual of Style (16th Edition):

Rodriguez, Adrian Alexander. “Native American Young Adults in their Transition to College, and Persistence Through the First Year.” 2016. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed June 16, 2019. https://trace.tennessee.edu/utk_graddiss/3958.

MLA Handbook (7th Edition):

Rodriguez, Adrian Alexander. “Native American Young Adults in their Transition to College, and Persistence Through the First Year.” 2016. Web. 16 Jun 2019.

Vancouver:

Rodriguez AA. Native American Young Adults in their Transition to College, and Persistence Through the First Year. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2016. [cited 2019 Jun 16]. Available from: https://trace.tennessee.edu/utk_graddiss/3958.

Council of Science Editors:

Rodriguez AA. Native American Young Adults in their Transition to College, and Persistence Through the First Year. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2016. Available from: https://trace.tennessee.edu/utk_graddiss/3958


Monash University

17. Irvine, Susan. Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective.

Degree: phd, Nursing and Midwifery, 2018, Monash University

 Teaching is accepted as a role of nurses in Australia. Some nursing faculties provide opportunities for students to gain teaching experiences, such as through near-peer… (more)

Subjects/Keywords: 1110 Nursing; 1303 Specialist Studies in Education; First Year College

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APA (6th Edition):

Irvine, S. (2018). Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective. (Doctoral Dissertation). Monash University. Retrieved from http://vuir.vu.edu.au/38196/

Chicago Manual of Style (16th Edition):

Irvine, Susan. “Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective.” 2018. Doctoral Dissertation, Monash University. Accessed June 16, 2019. http://vuir.vu.edu.au/38196/.

MLA Handbook (7th Edition):

Irvine, Susan. “Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective.” 2018. Web. 16 Jun 2019.

Vancouver:

Irvine S. Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective. [Internet] [Doctoral dissertation]. Monash University; 2018. [cited 2019 Jun 16]. Available from: http://vuir.vu.edu.au/38196/.

Council of Science Editors:

Irvine S. Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective. [Doctoral Dissertation]. Monash University; 2018. Available from: http://vuir.vu.edu.au/38196/

18. 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 June 16, 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. 16 Jun 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 Jun 16]. 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

19. Morgan, Kristy. The college transition experience of students with ADHD.

Degree: PhD, Department of Special Education, Counseling, & Student Affairs, 2012, Kansas State University

 This qualitative study explored the college transition experience of eight first-year students with Attention Deficit Hyperactivity Disorder at a midwestern research university. Using a three-interview-series… (more)

Subjects/Keywords: ADHD; College student; Transition; Qualitative; First year; University; Educational Administration (0514)

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APA (6th Edition):

Morgan, K. (2012). The college transition experience of students with ADHD. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/13741

Chicago Manual of Style (16th Edition):

Morgan, Kristy. “The college transition experience of students with ADHD.” 2012. Doctoral Dissertation, Kansas State University. Accessed June 16, 2019. http://hdl.handle.net/2097/13741.

MLA Handbook (7th Edition):

Morgan, Kristy. “The college transition experience of students with ADHD.” 2012. Web. 16 Jun 2019.

Vancouver:

Morgan K. The college transition experience of students with ADHD. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2097/13741.

Council of Science Editors:

Morgan K. The college transition experience of students with ADHD. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/13741


Loyola University Chicago

20. Koslow Martin, Jodi Ellen. First-Year College Students and Faculty: A Comparison of Expectations for Success.

Degree: PhD, School of Education, 2010, Loyola University Chicago

  The purpose of this qualitative study is to identify and explore academic, social, and career-related expectations that first-year college students believe lead to their… (more)

Subjects/Keywords: college; expectations; faculty; first-year; transition; Higher Education Administration

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APA (6th Edition):

Koslow Martin, J. E. (2010). First-Year College Students and Faculty: A Comparison of Expectations for Success. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/118

Chicago Manual of Style (16th Edition):

Koslow Martin, Jodi Ellen. “First-Year College Students and Faculty: A Comparison of Expectations for Success.” 2010. Doctoral Dissertation, Loyola University Chicago. Accessed June 16, 2019. https://ecommons.luc.edu/luc_diss/118.

MLA Handbook (7th Edition):

Koslow Martin, Jodi Ellen. “First-Year College Students and Faculty: A Comparison of Expectations for Success.” 2010. Web. 16 Jun 2019.

Vancouver:

Koslow Martin JE. First-Year College Students and Faculty: A Comparison of Expectations for Success. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2010. [cited 2019 Jun 16]. Available from: https://ecommons.luc.edu/luc_diss/118.

Council of Science Editors:

Koslow Martin JE. First-Year College Students and Faculty: A Comparison of Expectations for Success. [Doctoral Dissertation]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/118


Oklahoma State University

21. 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 June 16, 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. 16 Jun 2019.

Vancouver:

McKenzie EA. Recreation Experience Preference Among First-Year College Students. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Jun 16]. 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


Boston College

22. 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 June 16, 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. 16 Jun 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 Jun 16]. 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


University of Iowa

23. Figlock, Dana. Impaired decision making as a risk factor for college student drinking.

Degree: PhD, Psychology, 2010, University of Iowa

  The primary aim of the present study was to determine whether impairment on neuropsychological measures of decision making predicts increased alcohol use among college(more)

Subjects/Keywords: binge drinking; decision making; first year college; longitudinal; neuropsychology; Psychology

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APA (6th Edition):

Figlock, D. (2010). Impaired decision making as a risk factor for college student drinking. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/801

Chicago Manual of Style (16th Edition):

Figlock, Dana. “Impaired decision making as a risk factor for college student drinking.” 2010. Doctoral Dissertation, University of Iowa. Accessed June 16, 2019. https://ir.uiowa.edu/etd/801.

MLA Handbook (7th Edition):

Figlock, Dana. “Impaired decision making as a risk factor for college student drinking.” 2010. Web. 16 Jun 2019.

Vancouver:

Figlock D. Impaired decision making as a risk factor for college student drinking. [Internet] [Doctoral dissertation]. University of Iowa; 2010. [cited 2019 Jun 16]. Available from: https://ir.uiowa.edu/etd/801.

Council of Science Editors:

Figlock D. Impaired decision making as a risk factor for college student drinking. [Doctoral Dissertation]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/801


Kennesaw State University

24. 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 June 16, 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. 16 Jun 2019.

Vancouver:

Mangrum J. Metacognitive Learning and the First-Year Student. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Jun 16]. 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


University of Arizona

25. Corella, Arezu Kazemi. Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring .

Degree: 2010, University of Arizona

 Student Success continues to be a topic of great interest in the Higher Education Literature. Fifty percent of those students who enter a four-year institution… (more)

Subjects/Keywords: College Student Success; First Year Experience; First-Year Success Courses; Peer Mentoring; Student Persistence; Student Retention

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APA (6th Edition):

Corella, A. K. (2010). Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195550

Chicago Manual of Style (16th Edition):

Corella, Arezu Kazemi. “Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring .” 2010. Doctoral Dissertation, University of Arizona. Accessed June 16, 2019. http://hdl.handle.net/10150/195550.

MLA Handbook (7th Edition):

Corella, Arezu Kazemi. “Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring .” 2010. Web. 16 Jun 2019.

Vancouver:

Corella AK. Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10150/195550.

Council of Science Editors:

Corella AK. Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195550


Kennesaw State University

26. Strickland, David L, Jr. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.

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

  Massification, the trend toward college classes with hundreds and even thousands of students enrolled for a single course section has been well documented (Mangan,… (more)

Subjects/Keywords: class size; college; first-year st.udents; first-year seminar; FYS; first-year experience; FYE; high impact practice; massification; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Strickland, David L, J. (2018). Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/9

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):

Strickland, David L, Jr. “Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.” 2018. Thesis, Kennesaw State University. Accessed June 16, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/9.

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

MLA Handbook (7th Edition):

Strickland, David L, Jr. “Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.” 2018. Web. 16 Jun 2019.

Vancouver:

Strickland, David L J. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Jun 16]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/9.

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

Council of Science Editors:

Strickland, David L J. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/9

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


The Ohio State University

27. 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 June 16, 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. 16 Jun 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 Jun 16]. 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

28. 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 June 16, 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. 16 Jun 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 Jun 16]. 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


University of Alabama

29. Coats, Rebecca Ball. The relationship of retention and first-year experience programs in southeastern public community colleges.

Degree: 2014, University of Alabama

 Abstract Retention is a significant problem for community colleges (Barefoot, 2004) and one solution for counteracting that problem, according to the literature, is to implement… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Higher education; Community college education; Community College; Commuter College; First-Year Experience; First-Year Seminar; Orientation; Retention

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APA (6th Edition):

Coats, R. B. (2014). The relationship of retention and first-year experience programs in southeastern public community colleges. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/120370

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):

Coats, Rebecca Ball. “The relationship of retention and first-year experience programs in southeastern public community colleges.” 2014. Thesis, University of Alabama. Accessed June 16, 2019. http://purl.lib.ua.edu/120370.

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

MLA Handbook (7th Edition):

Coats, Rebecca Ball. “The relationship of retention and first-year experience programs in southeastern public community colleges.” 2014. Web. 16 Jun 2019.

Vancouver:

Coats RB. The relationship of retention and first-year experience programs in southeastern public community colleges. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Jun 16]. Available from: http://purl.lib.ua.edu/120370.

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

Council of Science Editors:

Coats RB. The relationship of retention and first-year experience programs in southeastern public community colleges. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/120370

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


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 June 16, 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. 16 Jun 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 Jun 16]. 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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