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The Longitudinal Connections Between Undergraduate High Impact Curriculum Practices and Civic Engagement in Adulthood

Research in higher education, 2019-02, Vol.60 (1), p.83-110

2019

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Cultural Congruity and Academic Confidence of American Indian Graduate Students in STEM: Peer Interactions, Mentor Cultural Support, and University Environment Fit

Journal of diversity in higher education, 2023-08, Vol.16 (4), p.425-436

2023

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The use of learner-centered assessment practices in the United States: the influence of individual and institutional contexts

Studies in higher education (Dorchester-on-Thames), 2015-11, Vol.40 (10), p.1904-1918

2015

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Support from Institutional Agents and Perceptions of Cultural and Institutional Fit Among STEM International Graduate Students in the U.S

Journal of international students, 2023-11, Vol.13 (4), p.68-87

2023

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American Indian/Alaska Native Graduate Students: Fostering Indigenous Perspectives in STEM

Journal of American Indian education, 2017-10, Vol.56 (3), p.34-58

2017

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The Impact of Expenditures and Financial Aid on Racial Gaps in Institutional Graduation Rates in the U.S

Journal of underrepresented and minority progress (Print), 2020-09, Vol.4 (2), p.143-164

2020

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Family Structure and School-Based Parental Involvement: A Family Resource Perspective

Journal of family and economic issues, 2015-03, Vol.36 (1), p.114-131

2015

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Union Status and Faculty Job Satisfaction: Contemporary Evidence from the 2004 National Study of Postsecondary Faculty

Review of higher education, 2011-06, Vol.34 (4), p.657-684

Myers, Carrie B

2011

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Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions

Educational technology & society, 2004-01, Vol.7 (1), p.78-86

2004

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FORMAL COURSE DESIGN AND THE STUDENT LEARNING EXPERIENCE

Online learning (Newburyport, Mass.), 2019-03, Vol.7 (3)

2019

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The confluence of family and academic lives: Implications for assessment practices of college student learning in higher education institutions in the United States

The Social science journal (Fort Collins), 2015-12, Vol.52 (4), p.527-535

2015

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Are Discussions about College between Parents and Their High School Children a College-Planning Activity? Making the Case and Testing the Predictors

American journal of education, 2012-05, Vol.118 (3), p.281-308

2012

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Underrepresented Students in STEM: The Transition From Undergraduate to Graduate Programs

Journal of diversity in higher education, 2011-06, Vol.4 (2), p.90-105

2011

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Institutional policies on assessment of pedagogy and faculty classroom practices: Evidence from a 4-year colleges and universities in the United States

Higher education policy, 2015-09, Vol.28 (3), p.315-332

2015

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Assessing Assessment: The Effects of Two Exam Formats on Course Achievement and Evaluation

Innovative higher education, 2007-01, Vol.31 (4), p.227-236

2007

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Increasing Access to Higher Education Among Low-Income Students: The Washington State Achievers Program

Journal of education for students placed at risk, 2010-12, Vol.15 (4), p.299-321

2010

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Divergence in Learning Goal Priorities Between College Students and Their Faculty: Implications for Teaching and Learning

College teaching, 2008-01, Vol.56 (1), p.53-58

Myers, Carrie B.

2008

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The Dynamics of Parental Involvement in U.S. Schools from 1996 to 2007

Journal of School Public Relations, 2013, Vol.34 (1), p.74-105

2013

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ADDRESSING THE GENDER GAP: A TEACHING AND LEARNING STRATEGY IN UNDERGRADUATE SCIENCE COURSES

Journal of women and minorities in science and engineering, 2008, Vol.14 (4), p.361-376

2008

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Dual Enrollment and Undergraduate Graduation Rates in the United States: An Institutional and Cohort Approach Using the 2006-2014 IPEDS

Research & practice in assessment, 2017-01, Vol.12

2017

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Dual Enrollment Policies and Undergraduate Rates in the United States: An Institutional and Cohert Approach Using the 2006-2014 IPEDS

Research & practice in assessment, 2017, Vol.12, p.5

2017

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Occupational Stress for Athletic Training Program Directors

The Internet journal of allied health sciences and practice, 2015

2015

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American Indian/Alaska Native Graduate Students: Fostering Indigenous Perspectives in STEM

Journal of American Indian education, 2017, Vol.56 (3), p.34

2017

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College Faculty and The Scholarship of Teaching: Gender Differences Across Four Key Activities

The journal of scholarship of teaching and learning, 2008-05, Vol.8 (2), p.38-51

Myers, Carrie

2008

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Statistical and machine learning methods evaluated for incorporating soil and weather into corn nitrogen recommendations

Computers and electronics in agriculture, 2019-09, Vol.164, p.104872, Article 104872

2019

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The Longitudinal Connections Between Undergraduate High Impact Curriculum Practices and Civic Engagement in Adulthood

Cultural Congruity and Academic Confidence of American Indian Graduate Students in STEM: Peer Interactions, Mentor Cultural Support, and University Environment Fit

The use of learner-centered assessment practices in the United States: the influence of individual and institutional contexts

Support from Institutional Agents and Perceptions of Cultural and Institutional Fit Among STEM International Graduate Students in the U.S

American Indian/Alaska Native Graduate Students: Fostering Indigenous Perspectives in STEM

The Impact of Expenditures and Financial Aid on Racial Gaps in Institutional Graduation Rates in the U.S

Family Structure and School-Based Parental Involvement: A Family Resource Perspective

Union Status and Faculty Job Satisfaction: Contemporary Evidence from the 2004 National Study of Postsecondary Faculty

Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions

FORMAL COURSE DESIGN AND THE STUDENT LEARNING EXPERIENCE

The confluence of family and academic lives: Implications for assessment practices of college student learning in higher education institutions in the United States

Are Discussions about College between Parents and Their High School Children a College-Planning Activity? Making the Case and Testing the Predictors

Underrepresented Students in STEM: The Transition From Undergraduate to Graduate Programs

Institutional policies on assessment of pedagogy and faculty classroom practices: Evidence from a 4-year colleges and universities in the United States

Assessing Assessment: The Effects of Two Exam Formats on Course Achievement and Evaluation

Increasing Access to Higher Education Among Low-Income Students: The Washington State Achievers Program

Divergence in Learning Goal Priorities Between College Students and Their Faculty: Implications for Teaching and Learning

The Dynamics of Parental Involvement in U.S. Schools from 1996 to 2007

ADDRESSING THE GENDER GAP: A TEACHING AND LEARNING STRATEGY IN UNDERGRADUATE SCIENCE COURSES

Dual Enrollment and Undergraduate Graduation Rates in the United States: An Institutional and Cohort Approach Using the 2006-2014 IPEDS

Dual Enrollment Policies and Undergraduate Rates in the United States: An Institutional and Cohert Approach Using the 2006-2014 IPEDS

Occupational Stress for Athletic Training Program Directors

American Indian/Alaska Native Graduate Students: Fostering Indigenous Perspectives in STEM

College Faculty and The Scholarship of Teaching: Gender Differences Across Four Key Activities

Statistical and machine learning methods evaluated for incorporating soil and weather into corn nitrogen recommendations

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