PhD candidates: You are welcome and encouraged to deposit your dissertation here, but be aware that
1) it is optional, not required (the ProQuest deposit is required); and
2) it will be available to everyone on the Internet; there is no embargo for dissertations in the UNL DigitalCommons.

Master's candidates: Deposit of your thesis or project is required. (If an embargo, [restricted access] is necessary, you may deposit the thesis at http://digitalcommons.unl.edu/embargotheses/ — but only after getting the prior approval of your department and the Graduate Office; contact Terri Eastin).

All depositors: 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 < proyster@unl.edu > 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.

Finally: 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.

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2010

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PRESIDENTIAL LEADERSHIP DURING STRATEGIC TRANSITION: A CASE STUDY OF TWO CHRISTIAN INSTITUTIONS OF HIGHER EDUCATION, Douglas N. Searcy

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A Quality Scorecard for the Administration of Online Education Programs: A Delphi Study, Kaye Shelton

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Getting Families Involved in Students’ Education through Home Visits at Midwestern Charter Schools, Hakan Solak

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7th-12th Grade English/language Arts Teachers and Their Classroom Grading Practices: Investigating the Use of Standards-based Grading in Nebraska’s Rural Classrooms, Summer E. Stephens

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Nebraska School Psychologists' Perceptions Regarding the Sufficiency of Response to Intervention (RtI), Jami Jo L. Thompson

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Global Competence: Determination of its Importance for Engineers Working in a Global Environment, Gregg M. Warnick

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THE IMPACT OF WHOLE-FACULTY STUDY GROUPS ON STUDENT ACHIEVEMENT AND TEACHER PRACTICIES IN GRADES K-3 OF A NEBRASKA SCHOOL DISTRICT: A MIXED METHOD CASE STUDY, Cynthia Wendell

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Interactions of Senior-Level Student Affairs Administrators with Parents of Traditional-Age Undergraduate Students: A Qualitative Study, Tanya A. Winegard

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A Ray of Light: A Mixed-Methods Approach to Understanding Why Parents Choose Montessori Education, Emily M. Zarybnisky

2009

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A STUDY OF THE PERCEPTIONS OF CAREER AMERICAN MISSIONARIES IN THE COUNTRIES OF KENYA AND TANZANIA RELATING TO THEIR OVERSEAS FIELD-BASED ORIENTATION EXPERIENCES, John S. Basham

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College Students and Service: A Mixed Methods Exploration of Motivations, Choices, and Learning Outcomes, Ronald Chesbrough

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Attracting College Men to Sexual Violence Prevention: A Multiple Case Study of Male Peer Educators, Janice M. Deeds

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The Influence of Departmental Affiliation and Pedagogical Training on Faculty Adoption of Innovative Pedagogical Methods in Georgia Technical Colleges, Linda G. Grisham

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Experiences of Community College Students with ADHD: A Qualitative Study in the Tradition of Phenomenology, Charla N. Lawrence

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Developmental Asset Building in At-Risk Youth: A Mixed Methods Study, Kraig James Lofquist

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Voice and Volume of Leader Self-Awareness, Michael J. McDonald

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The Journey from Bedside to Classroom: Making the Transition from Nurse to Nurse Educator, Anne M. Schoening

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Parental Perceptions of Body Mass Index Referrals and Overweight School-Age Children, Misty Schwartz

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Women Leaders in Student Affairs: A Case Study Exploring Career Choices, Julie C. Taylor-Costello

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Nebraska School Facilities: Educational Adequacy of Class III School District Structures, John M. Weidner, Sr.

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Professional Development of Early Childhood Administrators Within A Professional Development School (PDS) Learning Community, Ginger L. Zierdt

2008

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PERCEPTIONS OF POWER IN A PREDOMINANTLY FEMALE ENVIRONMENT: A CASE STUDY APPROACH, Virginia Russell Curley

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Differential Tuition by Undergraduate Major: Its Use, Amount, and Impact at Public Research Universities, Glen R. Nelson

2007

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Developmental/Remedial Sciences at Community Colleges in Five States in the Central Part of the United States, Tricia L. Paramore

2006

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Career Paths of Women Clinical Laboratory Scientists Who Have Become Higher Education Administrators, Suzanne Campbell

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Supervision and Evaluation of Probationary Teachers: Policies and Practices in Class II and Class III Nebraska School Districts, Robert W. Michl

2005

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THE ROLE OF THE COLLEGE CAMPUS ENVIRONMENT AND THE RACIAL IDENTITY DEVELOPMENT OF BIRACIAL COLLEGE STUDENTS, Natasha H. Chapman

2002

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A GROUNDED THEORY STUDY OF THE VALUES AND BELIEFS THAT SHAPE THE TEACHING STRATEGIES OF MIDDLE LEVEL MUSIC EDUCATORS, Jeannette R. Young