Collected here are "open-access" versions of theses and dissertations from the University of Nebraska-Lincoln College of Education and Human Sciences.
All materials are copyright by their original authors/creators.
You are welcome and encouraged to deposit your dissertation here, but be aware that
1) it is optional, not required (the ProQuest deposit is
2) it will be available to everyone on the Internet; there is no embargo for dissertations
in the UNL DigitalCommons.
Deposit of your thesis is
required. If an embargo is necessary, you may deposit the thesis at http://digitalcommons.unl.edu/embargotheses/
with the prior approval of your department and the Graduate Office (contact Terri Eastin).
We try to observe a 24-hour "cooling off" period to give you opportunity to correct those "oops" issues that seem to emerge just after deposit.
Upon deposit, you will immediately receive an email that your submission has been received (and this is what you need to show the Graduate Office).
However, you can still log back in and select Revise and upload a new version with your advisor's name spelled right, or your mother thanked in the Acknowledgments, or whatever you're stressing about.
After about a day, your submission will be "published" or "posted", making it available to the Internet; you will get another email to that effect, and your submission can no longer be changed--by you.
If further changes are needed, these can be made by sending a revised file to the administrator < firstname.lastname@example.org > requesting replacement of the current online version.
DO NOT RESUBMIT
YOUR THESIS / DISSERTATION. That creates duplicate records, confusion, wasted effort, frustration, sadness, tears, and causes kittens to get sick.
Congratulations; you are almost there. Click the "Submit your paper or article" link at the bottom of the gray box at left. Follow the instructions.
You should be able to copy (Ctrl-C) and paste (Ctrl-V) most fields.
You are the sole author; your advisor is not considered a co-author.
Your institution is "University of Nebraska-Lincoln" (not "at Lincoln" or ", Lincoln").
Do not leave it blank; then the administrator has to fill it in, and he is tempted to make it something silly.
You do not need to repeat your name and title in the Abstract field; just the body of the abstract.
When you reach the question "Was this submission previously published in a journal?", just skip that part.
Be sure to click the "Submit" button at the bottom. Files upload at the rate of about 5 Mb per minute, so if you have an ungodly large file, it may take a bit of time.
If your file exceeds 40 Mb, think about reducing its size--there are many ways; Google "reduce pdf file size" to find some.
Okay, get started. That thesis is not going to submit itself.
Differential Tuition by Undergraduate Major: Its Use, Amount, and Impact at Public Research Universities, Glen R. Nelson
Stress, Adult Attachment, and Academic Success among Community College Students, Linda L. Petroff
The Labyrinth to Leadership: A Multicase Study, Melody Schopp
Determining the accuracy of item parameter standard error of estimates in BILOG-MG 3, Michael Toland
From Paper Dolls to the Presidency: A Collective Case Study of the Childhood Years and Life Experiences of Five Female College and University Presidents, Regina M. Toman
Mixed-Ability Secondary Science in One Urban School District: A Multiple Case Study, Francis A. Tworek
THE LIFE OF PATRICIA MORIN – A NURSING DEAN, Linda Kay Walline
A Typology and Discourse Analysis of the Status and Appointments of Librarians at Land Grant Universities, Mary K. Bolin
Seasons of Presidential Leadership: A Mixed-Methods Study Contributing to a Theory on Insitutional Cycles in Higher Education, Roger G. Christensen
Reading comprehension by people with chronic aphasia: A comparison of three levels of visuographic contextual support, Aimee R. Dietz
PARENTS’ AND TEACHERS’ BELIEFS ABOUT PARENTAL INVOLVEMENT IN SCHOOLING, Mary Kelly Haack
Treatment Decision-Making in Older Adults with Cancer, Maribeth Hercinger
THE KUGERIA WOMEN WATER PROJECT: A MIXED-METHODS EVALUTATION OF A WOMEN’S MICRO-INITIATIVE PROJECT, MaLinda Nanetté Hill-Schmidtke
Developing Cultural Awareness: A Grounded Theory Study of Pre-Service Teachers’ Field Experiences in Taiwan, Scott E. Hovater
Examining the Role of Reciprocity within the Formative Assessment Process Alongside Prospective Teachers, Juliann M. Kaftan
The Identification of Factors Influencing the Diffusion of an Assessment Innovation on a University Campus, Ann Louise McCann
Developmental/Remedial Sciences at Community Colleges in Five States in the Central Part of the United States, Tricia L. Paramore
Specialized Accreditation in Collegiate Aviation: An Analysis of the Perceived Value of Specialized Accreditation by the Aviation Accreditation Board International, Charles Daniel Prather
MANDATORY COUNSELING: A MIXED METHODS STUDY OF FACTORS THAT CONTRIBUTE TO THE DEVELOPMENT OF THE WORKING ALLIANCE, Tanya I. Razzhavaikina
New Pathways to Teaching in New Jersey: A Case Study of the Alternate Route Teacher Education Program, Cheryl Reagan
TRANSFORMATION IN TEACHING PRACTICE OF CHINESE TEACHERS
BLENDING WESTERN AND CHINESE EDUCATIONAL APPROACHES FOR
ORPHAN CHILDREN IN CHINA: A MIXED METHODS STUDY, Wen Zhao
Career Paths of Women Clinical Laboratory Scientists Who Have Become Higher Education Administrators, Suzanne Campbell
A Historical Study of Nurse Anesthesia Education in Nebraska, Sharon Loseke Hadenfeldt
A CONSTRUCTION OF TWELVE LIFELONG LEARNERS’ PERSPECTIVES: AN IN-DEPTH, NATURALISTIC STUDY OF SELF-INTEGRATION OF LEARNING, Marvin L. Hunt
Supervision and Evaluation of Probationary Teachers: Policies and Practices in Class II and Class III Nebraska School Districts, Robert W. Michl
AUTHENTIC COMMUNICATION FOR JAPANESE LANGUAGE LEARNING: A SINGLE CASE STUDY OF MIDWESTERN UNIVERSITY STUDENTS, Yuki Ozawa
USING PERSONALITY VARIABLES TO PREDICT ACADEMIC SUCCESS IN PERSONALIZED SYSTEM OF INSTRUCTION, Kelly S. Petska
PARENT EXPECTATIONS OF COLLEGIATE TEACHING AND CARING, W. Wayne Young Jr.
DEFINING, IDENTIFYING, AND ADDRESSING ANTISOCIAL BEHAVIOR IN CHILDREN AGES 4-7: THE PERSPECTIVES OF SELECTED ELEMENTARY PRINCIPALS IN A MIDWESTERN CITY SCHOOL DISTRICT, Audre Lynn Zaroban
A REGRESSION ANALYSIS OF PREDICTORS ON THE PRODUCTIVITY INDICES OF MAJOR LEAGUE BASEBALL: 1985 – 2003, Jeremy Daniel Stick
Department Chair Faculty Development Activities and Leadership Practices: University Libraries Faculty Perceptions, Dana Wayne Rippy Boden
THE HISTORY OF PHYSICAL EDUCATION FOR WOMEN AT THE UNIVERSITY OF NEBRASKA FROM THE EARLY BEGINNINGS TO 1952, Phyllis Kay Wilke