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Articles 1 - 14 of 14
Full-Text Articles in Education
The High Impact Of Education Abroad: College Students' Engagement In International Experiences And The Development Of Intercultural Competencies, Michael J. Stebleton, Krista M. Soria, Blythe Cherney
The High Impact Of Education Abroad: College Students' Engagement In International Experiences And The Development Of Intercultural Competencies, Michael J. Stebleton, Krista M. Soria, Blythe Cherney
Michael J. Stebleton
This multi-institutional study attempts to discover whether different international activities in which students participate yield different outcomes for the development of students’ global and intercultural competencies. The five international travel and study abroad measures analyzed include students’ participation in a university study abroad program; study abroad program affiliated with another college or university; travel abroad for cross-cultural experiences or informal education; travel abroad for a service learning, volunteer, or work experience; and travel abroad for recreation. The research question that guides this inquiry is as follows: controlling for other factors, is participation in these five types of international travel activities …
Breaking Down Barriers: Academic Obstacles Of First-Generation Students At Research Universities, Michael J. Stebleton, Krista Soria
Breaking Down Barriers: Academic Obstacles Of First-Generation Students At Research Universities, Michael J. Stebleton, Krista Soria
Michael J. Stebleton
The purpose of this study was to examine the perceived academic obstacles of first-generation (FG) students in comparison to non-FG students. Using the Student Experience in the Research University (SERU) completed by 58,000 students from six research universities, the researchers used nonparametric bootstrapping to analyze differences between first-generation and non-first-generation students’ obstacles to academic success. The results suggest that first-generation students more frequently encounter obstacles that compromise their academic success as compared to non-first-generation students, such as job responsibilities, family responsibilities, perceived weak English and math skills, inadequate study skills, and feeling depressed. Implications for learning assistance professionals are outlined.
Student-Faculty And Peer Interactions Among Immigrant College Students Attending 4-Year Research Universities In The United States, Michael J. Stebleton, Krista M. Soria, Marina B. Aleixo, Ron L. Huesman
Student-Faculty And Peer Interactions Among Immigrant College Students Attending 4-Year Research Universities In The United States, Michael J. Stebleton, Krista M. Soria, Marina B. Aleixo, Ron L. Huesman
Michael J. Stebleton
The purpose of this study was to examine student-faculty and peer interactions among immigrant college students attending 4-year research universities in the United States. Using the Student Experience in the Research University (SERU) completed by 58,000 students from six research universities, the researchers used analysis of variance and multiple linear regression analysis to explore differences between immigrant populations. The results suggest that there are significant differences between immigrant and non-immigrant college students in terms of sense of belonging, faculty interactions, and peer interactions. There are also differences within immigrant waves and generational status. Implications and recommendations for educators in multicultural …
Reaching Out, Connecting Within: Community Service And Sense Of Belonging Among College Students, Krista M. Soria, Jordan N. Troisi, Michael J. Stebleton
Reaching Out, Connecting Within: Community Service And Sense Of Belonging Among College Students, Krista M. Soria, Jordan N. Troisi, Michael J. Stebleton
Michael J. Stebleton
This study examined the relationship between students’ participation in community service and their sense of belonging on campus. Furthermore, the study explored whether the ways in which students become involved in community service yield different associations with their sense of belonging. Using the Student Experience in the Research University survey administered to students at 12 large, public research universities in 2010, it was discovered that general participation in service and becoming involved in service through student organizations, fraternities or sororities, and university departments are positively associated with students’ sense of belonging; finding service opportunities on one’s own is negatively associated …
Understanding Immigrant College Students: Applying A Developmental Ecology Framework Tot He Practice Of Academic Advising, Michael J. Stebleton
Understanding Immigrant College Students: Applying A Developmental Ecology Framework Tot He Practice Of Academic Advising, Michael J. Stebleton
Michael J. Stebleton
Immigrant college student populations continue to grow, but the complexity of their unique needs and issues remain relatively unknown. To gain a better understanding of the multiple contextual factors impacting immigrant students from a systems-based approach, I applied Bronfenbrenner’s (1977) human ecology framework to the study. Students interact with the environment, including exchanges with academic advisors, that influence student development, success, and retention. In this theory-based essay, I contend that the philosophy of a developmental ecology approach parallels the foundational tenets of developmental academic advising, mainly through an emphasis on context and working with the whole student. I offer strategies …
Reflecting On The Past; Shaping The Future Of Student Affairs, Michael J. Stebleton, Marina B. Aleixo
Reflecting On The Past; Shaping The Future Of Student Affairs, Michael J. Stebleton, Marina B. Aleixo
Michael J. Stebleton
The purpose of this essay is to offer several reflections on the content of the Envisioning Student Affairs document co-published by ACPA and NASPA. The metaphor of a public art exhibit with five reflective questions is used to inspire educators to think critically about serving students. As the demographics of students pursuing higher education changes, we urge a recommitment to historically underserved student populations. This call to service invokes a social justice philosophy when we serve historically marginalized student groups, including immigrants, students of color, and first-generation learners. Doing so will engage students and reenergize our commitment to the profession.
Writing And The World Of Work: An Integrative Learning Community Model At A Two-Year Institution, Michael J. Stebleton, Nicholas Nownes
Writing And The World Of Work: An Integrative Learning Community Model At A Two-Year Institution, Michael J. Stebleton, Nicholas Nownes
Michael J. Stebleton
Learning community (LC) programs continue to proliferate across college campuses as a strategy to engage and retain students. Although evidence exists to suggest increased levels of social engagement among LC participants, there is an ongoing debate about the impact on student academic engagement and intellectual development. This article describes a learning community effort at a community college between an English composition faculty member and a faculty counselor who teaches a life-career planning course. A primary objective of this collaboration was to promote deeper student integrative learning. Students in the LC engaged in the process through writing, reflection, and self-assessment based …
Facebook Me: Applying The Social Network Film To Student Development Theory And Practice, Michael J. Stebleton, Krista Soria
Facebook Me: Applying The Social Network Film To Student Development Theory And Practice, Michael J. Stebleton, Krista Soria
Michael J. Stebleton
The Social Network film can serve as a helpful tool for student affairs educators to facilitate learning around issues related to student development theory and practice. In this media feature, we provide a brief synopsis and review of the film; outline student development theories and how they can be integrated into the main themes of the film; and describe how student affairs practitioners might apply key concepts and issues to several campus contexts.
Reflective Writing And Life-Career Planning: Extending The Learning In A Learning Community Model, Nicholas Nownes, Michael J. Stebleton
Reflective Writing And Life-Career Planning: Extending The Learning In A Learning Community Model, Nicholas Nownes, Michael J. Stebleton
Michael J. Stebleton
This essay recounts the authors’ experiences as community college faculty members in a learning community linking first-year composition with a class in life-career planning and development.
Enhancing Student Engagement In A Multidisciplinary, First-Year Experience Course, Michael J. Stebleton, Murray Jensen, Gary Peter
Enhancing Student Engagement In A Multidisciplinary, First-Year Experience Course, Michael J. Stebleton, Murray Jensen, Gary Peter
Michael J. Stebleton
Three faculty members from three different professional disciplines outline strategies to engage first-year students in a team-taught, multidisciplinary first-year experience course. The theme of the discussed section is titled "food for thought…and action." Assignments are grounded in theories of cooperative and experiential learning. Tentative outcomes and students’ reactions are shared. Practical suggestions are included for educators who wish to implement comparable initiatives at their respective institutions.
Building Bridges: Community College Practitioners As Retention Leaders, Michael J. Stebleton, Leanne Schmidt
Building Bridges: Community College Practitioners As Retention Leaders, Michael J. Stebleton, Leanne Schmidt
Michael J. Stebleton
Community colleges face struggles in helping students meet their academic, career, and personal goals. Student affairs practitioners can be innovators by creating initiatives to engage students. Practitioners can act as a bridge between student and academic affairs. This article explores how a group of counselors redefined their roles by designing a first-year experience effort. A program implemented at Inver Hills Community College focused on student success is highlighted. Features, outcomes, and lessons learned are outlined.
Engagement For All: The First-Year Experiences Program At The University Of Minnesota's College Of Education And Human Development, Michael J. Stebleton, Rashne Jehangir
Engagement For All: The First-Year Experiences Program At The University Of Minnesota's College Of Education And Human Development, Michael J. Stebleton, Rashne Jehangir
Michael J. Stebleton
This article details the FYE program in the College of Education and Human Development, located at the University of Minnesota-TC. The focus is on student engagement strategies and learning objectives for first-year students.
Do I Belong Here? Exploring Immigrant College Student Responses On The Seru Survey Sense Of Belonging/Satisfaction Factor, Michael J. Stebleton, Ron Huesman, A. Kuzhabekova
Do I Belong Here? Exploring Immigrant College Student Responses On The Seru Survey Sense Of Belonging/Satisfaction Factor, Michael J. Stebleton, Ron Huesman, A. Kuzhabekova
Michael J. Stebleton
The immigrant college student population will likely continue to increase. This exploratory study addresses the questions: To what extent does sense of belonging/satisfaction of recent immigrant college students differ from non-immigrant college students? Do perceived self-ratings of belonging vary by immigrant generations? This research draws on a new extensive data source, the Student Experience in the Research University (SERU) survey. Survey data from the 2009 SERU is based on the responses from 55,433 undergraduate students from six-large research institutions from across the United States. Findings suggest that immigrant students’ perception of their sense of belonging and satisfaction is significantly lower …
Promoting Student Engagement In A Large First-Year Inquiry Program: Keys To Success, Michael J. Stebleton, Gary Peter, Murray Jensen
Promoting Student Engagement In A Large First-Year Inquiry Program: Keys To Success, Michael J. Stebleton, Gary Peter, Murray Jensen
Michael J. Stebleton
This articles describes a first-year experience program at the University of Minnesota-TC that focuses on exploring "food issues" from interdisciplinary perspectives. Strategies for student engagement and tools for pedagogy are provided.