Male student-athlete perceptions of university academic staff expectations: a qualitative analysis of perceptions, value and academic motivation 

Water security, national security and MCIWest: a grounded theory for operationalizing risk management 

The role of teachers in academic discussion 

Preparing English language learners to be college and career ready for the 21st century: the leadership role of secondary school principals in the support of English language learners 

Estimating populations at risk in data-poor environments: a geographically disaggregated analysis of Boko Haram terrorism 2009-2014 

The risks and rewards of city management: how city managers evaluate the nature of the job and compensation 

A robust model for disaster risk and decision analysis 

Associations between longitudinal loneliness, epigenetic age, and dementia risk 

Cumulative risk as a moderator of multisystemic therapy effects for juvenile offenders 

College academic readiness and English placement 

USC chronicle, (1981-04) 

The nature of a literacy-based tutoring program for at-risk youth: mentorship, professional development, and implementation 

Factors influencing the academic persistence of college students with ADHD 

First-generation, low-income Latina students and cultural capital: a case study for academic advisors 

Do the perceptions of the usefulness of academic support services influence ethnically diverse students' help-seeking attitudes and behaviors? 

Individual differences, science communication, and critical thinking for emergent risks 

Three essays on real estate risk and return 

The implications of using online classes with at-risk students in an alternative education setting 

Examining perspectives of academic autonomy in community college students: a quantitative study 

Outstanding academic papers by students, 2010 

USC chronicle, (1980-10) 

USC chronicle, (1980-11) 

Caring for students in crisis: the training and preparation of academic advisors 

USC chronicle, (1981-02) 

Academic coaching practices for students with learning disabilities and differences