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

TO DEPOSIT YOUR THESIS OR OTHER STUDENT RESEARCH

1. Create or log in to your Digital Commons account
To create an account: click on My Account at http://digitalcommons.unl.edu then Sign up.
Fill in your names, email address, create a password, and click on Create Account.
Reply to the confirming email from the system, if you get one (check your spam folder).
Your email address will not be published or shared.

2. Find the right series to deposit in
Go to the correct series in the UNL Digital Commons [series links are in the file linked here].
On the correct series page, click the Submit your paper or article link at the bottom of the gray box at left.

3. Instructions for deposit
You should be able to copy (Ctrl-C) and paste (Ctrl-V) most fields.
TITLE: Fill it in using title case (that is, capitals for the first letter of all words except articles and prepositions).
AUTHOR: In each respective box, enter your names (and/or initials) as they appear on the title page of your dissertation or thesis. You are the sole author; your advisor is not considered a co-author. Institution is University of Nebraska-Lincoln (not "at Lincoln" or ", Lincoln"). Do not leave this field blank.
FIRST ADVISOR: Enter your advisor’s name. Add a second and third, if needed (advisors only, not committee members).
DATE OF THIS VERSION: Month and Year only.
CITATION: Copy and paste the rest of whatever appears on the title page of your work. It usually starts with something like “A THESIS Presented to the Faculty …” and ends with “Lincoln, Nebraska [month] [year].”
ABSTRACT: Just include the body of the abstract, not the title or your name, but DO add your advisor’s name at the end of the abstract after the word Advisor and a colon, like this: Advisor: ….
Skip the ORCID IDs, Keywords, Disciplines, and Comments fields, and DO NOT check a bubble for the Publication Status field.
Click UPLOAD FILE FROM YOUR COMPUTER. Select the file of your work from your device (should be in Portable Document Format, PDF).
Click the SUBMIT button at the bottom.

YOU DID IT; your work is submitted!

CONGRATULATIONS on reaching this amazing milestone in your academic career!

4. After your initial deposit
Upon deposit, you will receive an email that your submission has been received; you need to show the Graduate Office this message.

Before we complete your upload, we usually wait a day or two to give you an opportunity to correct those oops issues that seem to emerge just after deposit. Before it’s been posted, you can still log back in and select Revise and upload a new version so you can upload a version with your advisor's name spelled right or whatever else needs to be fixed.

It is important that you DO NOT resubmit another file after it’s been posted online. This causes lots of problems.

But have no fear: If further changes are needed after it’s been posted, you can send a revised file to the series administrator (Sue Gardner) requesting to replace it.

Follow


2014

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Creating and Using Interactive Presentations in Distance Education Courses: A View from the Instructor's Chair, Karen K. Hein

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Digital Print Concepts: Conceptualizing a modern framework for measuring emerging knowledge, Kristin H. Javorsky

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Perceptions of Professional Supports and Early Career Teacher Attrition, Thomas J. Kolbe

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Supporting Representation-Rich Problem-Solving in High School Physics, Lyrica L. Lucas

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A NEW APPROACH TO MIDDLE SCHOOL READING INTERVENTION BALANCING SELF-DETERMINATION AND ACHIEVEMENT, Amanda Mancini-Marshall

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LEARNING TO WALK IN TWO WORLDS: AN EXAMINATION OF SOUL IN MY PEDAGOGY, Colette M. Polite

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What Did You Learn In School Today?: The Recursive Relationship Between Media Coverage Of Public Education And The Crafting Of Education Policy, Elisabeth Reinkordt

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Instructor Perceptions of a Collaborative Learning Classroom at a Midwest University, Bradley S. Severa

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Racking Up Cultural Capital and Eliminating Labels: The Culture of Teaching and Learning in the Juvenile Justice System, Sarah Clarke Staples-Farmer

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Laptops and Language Learning: A Mixed Methods Study of Technology Integration and Student Engagement, Ginger R. Starks-Yoble Ph.D.

2013

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The Relationship of Preservice Teachers to English Language Learners in Mainstream Classrooms, Susan F. Alford

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Process Drama: A Medium for Creating a Hospitable Space for Learning through Reverent Listening, Kim Anne Anthony

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A Collective Case Study of the Nature of Form-Focused Instruction Among Secondary English as a Second Language Teachers, Sevda Budak

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LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning, Oxana D. Clarke

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Visual Literacy (Grade 9-12): Art Today -- Course Description and Outline, Kelli P. Dornbos

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Between Worlds: Students' Lived Experiences and Perspectives on Math, Science, and Technology Education Between Mexico and the United States, Estefania Larsen

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Secondary Mathematics Teachers’ Literacy Professional Learning: An Amalgamation of Adolescent Literacy, Mathematics Teaching, and Adult Learning, Janet L. Larson

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THE CASE OF THREE KAREN FAMILIES: LITERACY PRACTICES IN A FAMILY LITERACY CLASSROM, Sabrina DM Quadros

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Students’ Perspectives From A Learner-centered CALL Class: A Report of the Research of the Technology-based Chinese Class in O’Neill High School, Nan Wang

2012

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ARTIST/TEACHER: TOWARD A MORE CREATIVE CURRICULUM, Matthew L. Auch Moedy

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CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS, Patti Ensel Bailie

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IMMERSED IN THE LANGUAGE AND CULTURE OF THE WORLD’S BACKYARD: A STUDY ON LANGUAGE MAINTENANCE AND LOSS, Lucilei A. Brigido

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Variables Associated with Sense of Community in Online and On-Ground Clinical Doctorate Education, Tracy Chapman

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Guided Reading and Motivation, Allyson L. Hauptman

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Effective Coaching Strategies for Increased Use of Research-Based Instructional Strategies for Linguistically Diverse Classrooms, Cindy S. West

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INVESTIGATING COMPUTER-BASED FORMATIVE ASSESSMENTS IN A MEDICAL TERMINOLOGY COURSE, Jammie T. Wilbanks

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CHALLENGES NATIVE CHINESE TEACHERS FACE IN TEACHING CHINESE AS A FOREIGN LANGUAGE TO NON-NATIVE CHINESE STUDENTS IN U.S. CLASSROOMS, Hui Xu

2011

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THE NEED TO CREATE CULTURALLY RESPONSIVE TEACHERS: IMPLICATIONS FOR TEACHER EDUCATION PROGRAMS, Cass Griffin

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Personality Temperament's Influence on Instructional Strategy Type Selection by Nebraska and Iowa High School Band Directors in a Concert Band Setting, Matthew Herrick

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Changing Perceptions of Science in Undergraduate Students: A Mixed Methods Case Study, Cindy S. Larson-Miller

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The Relationship between Professional Development and Teacher Change in the Implementation of Instructional Strategies that Support Elementary Students' Science Textbook Reading, Virginia J. Laughridge

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EXAMINING THE ROLE OF THE INTRODUCTORY VIDEO IN THE DEVELOPMENT OF TEACHING PRESENCE IN ONLINE INSTRUCTION, Bojan Lazarevic

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Transnationalism and the Dominican Republic: The Effect on Student Identity and Achievement, April J. Phillips

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Exemplary High School Teacher's Utilization of Web-Facilitated Instruction: A Multiple-Case Study, Tracy A. Platt

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Extensiveness and Perceptions of Lecture Demonstrations in the High School Chemistry Classroom, Daniel S. Price

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Children's Voices: Students' Attitudes about Routine and Nonroutine Mathematics, Deborah E. Seacrest

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Delayed Beginnings, Jump Start? The Combined Effects on Early Literacy of Age at Entry into Kindergarten with Experiences Prior to Entry, Kathryn A. Wilson

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USE OF COGNITIVE ARTIFACTS IN CHEMISTRY LEARNING, Ilker Yengin

2010

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Motivation for Vocabulary Learning of College Students, Qizhen Deng

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Motivation for Vocabulary Learning of College Students, Qizhen Deng

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USING AN AUDIENCE RESPONSE SYSTEM (ARS) A.K.A. “CLICKER” TO DO ATTENTION RESEARCH, Roger A. Kendrick

2009

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Diverging Perspectives: A School District's Response to and Instructional Support Application, Sarah Crose

2007

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Evaluation of An Adult Education Technology Program, Iwasan D. Kejawa Ed.D

2006

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AUTHENTIC COMMUNICATION FOR JAPANESE LANGUAGE LEARNING: A SINGLE CASE STUDY OF MIDWESTERN UNIVERSITY STUDENTS, Yuki Ozawa

2005

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The Evaluation of the Use of Technology/Electronic Media in Teaching or Delivering Instructions/Lectures at a Florida University: History, Philosophy and Practices, Iwasan D. Kejawa

2004

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THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE CURRICULUM FOR ADULT LEARNERS AT THE ADULT EDUCATION CENTER OF THE PALM BEACH COUNTY SCHOOL DISTRICT, Iwasan D. Kejawa Ed.D and Carmon Weaver

2003

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COMPARISON OF GRADE POINT AVERAGE OF HONOR SENIOR STUDENTS AND COLLEGE OF LIBERAL ARTS SENIOR STUDENTS AT A FLORIDA UNIVERSITY, Iwasan D. Kejawa Ed.D