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You searched for subject:(high impact practices). Showing records 1 – 13 of 13 total matches.

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Texas A&M University

1. Shehane, Melissa Renee'. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.

Degree: 2014, Texas A&M University

 This study describes the experiences of college-age students (18?24 years) engaged in multiple high-impact practices simultaneously in an internship experience in Washington, DC, and in… (more)

Subjects/Keywords: internships; service-learning; critical reflection; experiential learning; high-impact practices

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APA (6th Edition):

Shehane, M. R. (2014). A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152695

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):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Thesis, Texas A&M University. Accessed September 16, 2019. http://hdl.handle.net/1969.1/152695.

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

MLA Handbook (7th Edition):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Web. 16 Sep 2019.

Vancouver:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1969.1/152695.

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

Council of Science Editors:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152695

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


East Tennessee State University

2. Waters, Matthew H. High-Impact Practices and Community College Completion Rates.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to examine the associations between the 3-year completion rates of first-time, full-time, transfer degree-seeking community college students, participation… (more)

Subjects/Keywords: high-impact practices; service learning; study abroad; student athletics; Educational Leadership

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APA (6th Edition):

Waters, M. H. (2016). High-Impact Practices and Community College Completion Rates. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3152

Chicago Manual of Style (16th Edition):

Waters, Matthew H. “High-Impact Practices and Community College Completion Rates.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed September 16, 2019. https://dc.etsu.edu/etd/3152.

MLA Handbook (7th Edition):

Waters, Matthew H. “High-Impact Practices and Community College Completion Rates.” 2016. Web. 16 Sep 2019.

Vancouver:

Waters MH. High-Impact Practices and Community College Completion Rates. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Sep 16]. Available from: https://dc.etsu.edu/etd/3152.

Council of Science Editors:

Waters MH. High-Impact Practices and Community College Completion Rates. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3152


Colorado State University

3. Savoca, Marianna. Campus employment as a high-impact practice : relationship to academic success and persistence of first-generation college students.

Degree: PhD, Education, 2016, Colorado State University

 The double burden of spiraling costs and limited financial aid has prompted more college students to work more hours than ever. Yet, working more hours… (more)

Subjects/Keywords: experiential education; high-impact practices; first-generation college students; campus employment

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APA (6th Edition):

Savoca, M. (2016). Campus employment as a high-impact practice : relationship to academic success and persistence of first-generation college students. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/173353

Chicago Manual of Style (16th Edition):

Savoca, Marianna. “Campus employment as a high-impact practice : relationship to academic success and persistence of first-generation college students.” 2016. Doctoral Dissertation, Colorado State University. Accessed September 16, 2019. http://hdl.handle.net/10217/173353.

MLA Handbook (7th Edition):

Savoca, Marianna. “Campus employment as a high-impact practice : relationship to academic success and persistence of first-generation college students.” 2016. Web. 16 Sep 2019.

Vancouver:

Savoca M. Campus employment as a high-impact practice : relationship to academic success and persistence of first-generation college students. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10217/173353.

Council of Science Editors:

Savoca M. Campus employment as a high-impact practice : relationship to academic success and persistence of first-generation college students. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/173353


University of Iowa

4. Kilgo, Cindy Ann. An epistemological revolution: using quantitative data to critically interrogate high-impact educational practices.

Degree: PhD, Educational Policy and Leadership Studies, 2016, University of Iowa

  This three-manuscript formatted dissertation interrogated the effectiveness of high-impact educational practices for marginalized students through the use of critical quantitative inquiry. The first empirical… (more)

Subjects/Keywords: college impact; critical quantitative inquiry; higher education; high-impact practices; marginalized student populations; Educational Administration and Supervision

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APA (6th Edition):

Kilgo, C. A. (2016). An epistemological revolution: using quantitative data to critically interrogate high-impact educational practices. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/2098

Chicago Manual of Style (16th Edition):

Kilgo, Cindy Ann. “An epistemological revolution: using quantitative data to critically interrogate high-impact educational practices.” 2016. Doctoral Dissertation, University of Iowa. Accessed September 16, 2019. https://ir.uiowa.edu/etd/2098.

MLA Handbook (7th Edition):

Kilgo, Cindy Ann. “An epistemological revolution: using quantitative data to critically interrogate high-impact educational practices.” 2016. Web. 16 Sep 2019.

Vancouver:

Kilgo CA. An epistemological revolution: using quantitative data to critically interrogate high-impact educational practices. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2019 Sep 16]. Available from: https://ir.uiowa.edu/etd/2098.

Council of Science Editors:

Kilgo CA. An epistemological revolution: using quantitative data to critically interrogate high-impact educational practices. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/2098


University of Georgia

5. Huggins, Elizabeth Whittaker. The Inquiry Experience:: engaging Seminars for first and second year students.

Degree: EdD, Student Affairs Leadership, 2017, University of Georgia

 Academic engagement plays an integral role in both student learning and student retention. Institutional initiatives, such as “High-Impact Practices” (HIPs), can foster student engagement, increase… (more)

Subjects/Keywords: Engagement; Faculty Interaction; First Year Experience; High Impact Practices (HIPs); Inquiry; NSSE; Peer Collaboration; Problem-Based Learning; Sophomores

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APA (6th Edition):

Huggins, E. W. (2017). The Inquiry Experience:: engaging Seminars for first and second year students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37793

Chicago Manual of Style (16th Edition):

Huggins, Elizabeth Whittaker. “The Inquiry Experience:: engaging Seminars for first and second year students.” 2017. Doctoral Dissertation, University of Georgia. Accessed September 16, 2019. http://hdl.handle.net/10724/37793.

MLA Handbook (7th Edition):

Huggins, Elizabeth Whittaker. “The Inquiry Experience:: engaging Seminars for first and second year students.” 2017. Web. 16 Sep 2019.

Vancouver:

Huggins EW. The Inquiry Experience:: engaging Seminars for first and second year students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10724/37793.

Council of Science Editors:

Huggins EW. The Inquiry Experience:: engaging Seminars for first and second year students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37793

6. Stanlick, Sarah Eliza. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.

Degree: PhD, Teaching, Learning, and Technology, 2015, Lehigh University

 Transformative learning can be characterized as a learning process that, through critical self-reflection and discourse, results in learners shifting their identity, beliefs, and/or actions (Dirkx,… (more)

Subjects/Keywords: Critical Reflection; Global Citizenship; High Impact Practices; Identity; Mixed Methods; Transformative Learning; Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Stanlick, S. E. (2015). Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2824

Chicago Manual of Style (16th Edition):

Stanlick, Sarah Eliza. “Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.” 2015. Doctoral Dissertation, Lehigh University. Accessed September 16, 2019. https://preserve.lehigh.edu/etd/2824.

MLA Handbook (7th Edition):

Stanlick, Sarah Eliza. “Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.” 2015. Web. 16 Sep 2019.

Vancouver:

Stanlick SE. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. [Internet] [Doctoral dissertation]. Lehigh University; 2015. [cited 2019 Sep 16]. Available from: https://preserve.lehigh.edu/etd/2824.

Council of Science Editors:

Stanlick SE. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. [Doctoral Dissertation]. Lehigh University; 2015. Available from: https://preserve.lehigh.edu/etd/2824


Boise State University

7. Rice, Mari. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.

Degree: 2019, Boise State University

 Service-learning (SL) is a high-impact pedagogical strategy that has been shown to have both cognitive and affective benefits for students and has the potential to… (more)

Subjects/Keywords: service-learning; STEM; agency; high-impact-practices; Curriculum and Instruction; Scholarship of Teaching and Learning; Science and Mathematics Education

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APA (6th Edition):

Rice, M. (2019). Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1550

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):

Rice, Mari. “Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.” 2019. Thesis, Boise State University. Accessed September 16, 2019. https://scholarworks.boisestate.edu/td/1550.

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

MLA Handbook (7th Edition):

Rice, Mari. “Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.” 2019. Web. 16 Sep 2019.

Vancouver:

Rice M. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. [Internet] [Thesis]. Boise State University; 2019. [cited 2019 Sep 16]. Available from: https://scholarworks.boisestate.edu/td/1550.

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

Council of Science Editors:

Rice M. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. [Thesis]. Boise State University; 2019. Available from: https://scholarworks.boisestate.edu/td/1550

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


Florida International University

8. Adadi, Elizabeth. Supervisory Practices in a Virtual Internship Program: A Multi-Case Study.

Degree: PhD, Curriculum and Instruction, 2018, Florida International University

  This study explored certain leadership methods that eSupervisors were utilizing with eInterns through the theoretical lenses of House’s (1971) path-goal theory of leadership and… (more)

Subjects/Keywords: Experiential learning; high-impact practices; internship; leadership; non-traditional students; virtual internship; supervisor; Curriculum and Instruction

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APA (6th Edition):

Adadi, E. (2018). Supervisory Practices in a Virtual Internship Program: A Multi-Case Study. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3748 ; 10.25148/etd.FIDC006888 ; FIDC006888

Chicago Manual of Style (16th Edition):

Adadi, Elizabeth. “Supervisory Practices in a Virtual Internship Program: A Multi-Case Study.” 2018. Doctoral Dissertation, Florida International University. Accessed September 16, 2019. https://digitalcommons.fiu.edu/etd/3748 ; 10.25148/etd.FIDC006888 ; FIDC006888.

MLA Handbook (7th Edition):

Adadi, Elizabeth. “Supervisory Practices in a Virtual Internship Program: A Multi-Case Study.” 2018. Web. 16 Sep 2019.

Vancouver:

Adadi E. Supervisory Practices in a Virtual Internship Program: A Multi-Case Study. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Sep 16]. Available from: https://digitalcommons.fiu.edu/etd/3748 ; 10.25148/etd.FIDC006888 ; FIDC006888.

Council of Science Editors:

Adadi E. Supervisory Practices in a Virtual Internship Program: A Multi-Case Study. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3748 ; 10.25148/etd.FIDC006888 ; FIDC006888


Louisiana State University

9. Burdette, Rebecca Acosta. The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH).

Degree: PhD, Educational Assessment, Evaluation, and Research, 2018, Louisiana State University

  With a critical public lens on quality student learning inclusive of 21st century communication skills, and organizational effectiveness à la retention and graduation rates,… (more)

Subjects/Keywords: high-impact practices; institutional effectiveness; communication-intensive courses; writing-intensive courses; graduation rate; undergraduate degree completion

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APA (6th Edition):

Burdette, R. A. (2018). The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH). (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4721

Chicago Manual of Style (16th Edition):

Burdette, Rebecca Acosta. “The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH).” 2018. Doctoral Dissertation, Louisiana State University. Accessed September 16, 2019. https://digitalcommons.lsu.edu/gradschool_dissertations/4721.

MLA Handbook (7th Edition):

Burdette, Rebecca Acosta. “The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH).” 2018. Web. 16 Sep 2019.

Vancouver:

Burdette RA. The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH). [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2019 Sep 16]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4721.

Council of Science Editors:

Burdette RA. The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH). [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4721


California State University – San Bernardino

10. Neimeyer-Romero, Jesse Raymond. “I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2018, California State University – San Bernardino

  University branch campuses play a vital role in today’s higher education field. Branch campuses help facilitate the delivery of knowledge, development, and learning opportunities… (more)

Subjects/Keywords: High Impact Practices; persistence; branch campus; student experience; student motivation; higher education policy; Curriculum and Social Inquiry; Educational Leadership; Higher Education Administration; Scholarship of Teaching and Learning

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APA (6th Edition):

Neimeyer-Romero, J. R. (2018). “I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/755

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):

Neimeyer-Romero, Jesse Raymond. ““I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE.” 2018. Thesis, California State University – San Bernardino. Accessed September 16, 2019. https://scholarworks.lib.csusb.edu/etd/755.

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

MLA Handbook (7th Edition):

Neimeyer-Romero, Jesse Raymond. ““I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE.” 2018. Web. 16 Sep 2019.

Vancouver:

Neimeyer-Romero JR. “I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Sep 16]. Available from: https://scholarworks.lib.csusb.edu/etd/755.

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

Council of Science Editors:

Neimeyer-Romero JR. “I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE. [Thesis]. California State University – San Bernardino; 2018. Available from: https://scholarworks.lib.csusb.edu/etd/755

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

11. Hatch, Deryl Keith. Student engagement and the design of high-impact practices at community colleges.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

 This study investigates the relationship of student engagement with the design of structured group learning experiences (SGLEs) implemented by increasing numbers of community colleges. Using… (more)

Subjects/Keywords: Community colleges; High-impact practices; Program structure; Student engagement

…1 High-Impact Practices: The Structure of Education Reform… …1 Statement of the Problem: Identifying High-Impact Practices… …Coherent Identification of High-Impact Practices ...................... 10 Purpose of the Study… …152 xvi CHAPTER ONE: INTRODUCTION High-Impact Practices: The Structure of Education… …Statement of the Problem: Identifying High-Impact Practices In light of current higher education… 

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APA (6th Edition):

Hatch, D. K. (2013). Student engagement and the design of high-impact practices at community colleges. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21775

Chicago Manual of Style (16th Edition):

Hatch, Deryl Keith. “Student engagement and the design of high-impact practices at community colleges.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/21775.

MLA Handbook (7th Edition):

Hatch, Deryl Keith. “Student engagement and the design of high-impact practices at community colleges.” 2013. Web. 16 Sep 2019.

Vancouver:

Hatch DK. Student engagement and the design of high-impact practices at community colleges. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/21775.

Council of Science Editors:

Hatch DK. Student engagement and the design of high-impact practices at community colleges. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21775

12. Piazza, Lisa M. Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research.

Degree: 2017, University of South Florida

 In western societies, the persona of the artist has largely been associated with prevailing myths of the creative individual including the artist as genius and… (more)

Subjects/Keywords: artistic self; high impact practices; creativity; social identities; educational practices; Higher Education and Teaching

…investigate how undergraduate art majors, particularly those engaged in high-impact practices (… …in high-impact practices (Kuh, 2008) such as undergraduate research, construct… …staff who evaluate the work product. ▪ High-Impact Practices: Widely tested teaching and… …in the context of undergraduate research, a high-impact practice that helps students… …251 The Impact of Undergraduate Research and Artistic Identity/Identities… 

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APA (6th Edition):

Piazza, L. M. (2017). Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6928

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):

Piazza, Lisa M. “Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research.” 2017. Thesis, University of South Florida. Accessed September 16, 2019. https://scholarcommons.usf.edu/etd/6928.

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

MLA Handbook (7th Edition):

Piazza, Lisa M. “Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research.” 2017. Web. 16 Sep 2019.

Vancouver:

Piazza LM. Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Sep 16]. Available from: https://scholarcommons.usf.edu/etd/6928.

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

Council of Science Editors:

Piazza LM. Exploring the Artistic Identity/Identities of Art Majors Engaged in Artistic Undergraduate Research. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6928

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


Marshall University

13. Farrish, Melissa Martin. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.

Degree: 2018, Marshall University

 The purpose of this mixed methods study was to examine the differences, if any, in the perceived importance and the level of integration of high-impact(more)

Subjects/Keywords: High-Impact Practices; Online Learning; Teaching Strategies; <; p>; Internet in higher education.<; /p>; <; p>; Education, Higher  – Computer-assisted instruction.<; /p>; <; p>; Effective teaching.<; /p>;

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APA (6th Edition):

Farrish, M. M. (2018). Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1177

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):

Farrish, Melissa Martin. “Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.” 2018. Thesis, Marshall University. Accessed September 16, 2019. https://mds.marshall.edu/etd/1177.

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

MLA Handbook (7th Edition):

Farrish, Melissa Martin. “Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.” 2018. Web. 16 Sep 2019.

Vancouver:

Farrish MM. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. [Internet] [Thesis]. Marshall University; 2018. [cited 2019 Sep 16]. Available from: https://mds.marshall.edu/etd/1177.

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

Council of Science Editors:

Farrish MM. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. [Thesis]. Marshall University; 2018. Available from: https://mds.marshall.edu/etd/1177

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

.