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Browsing by Author "Stebleton, Michael J."

Now showing 1 - 3 of 3
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    Do I Belong Here? Exploring Immigrant College Students' Satisfaction Levels at Large, Research Universities
    (2010-11) Stebleton, Michael J.; Huesman, Ronald L. Jr.
    Immigration issues inevitable impact student affairs professionals. With greater numbers of immigrant students accessing higher education, it is important to explore relevant issues, needs, and strategies. Using the Student Experience in the Research University (SERU) survey, this workshop will highlight immigrant students' sense of belonging and satisfaction responses. Specific learning outcomes for student affairs professionals and educators will be included.
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    Major Decisions: Implications for Engagement, Satisfaction, and Belonging
    (2012-03-08) Soria, Krista M.; Stebleton, Michael J.
    Held at the annual Tate Conference for Academic Advising, this presentation used Student Experience in the Research University (SERU) data and investigated the relationship between students' reasons for choosing their academic majors and their academic engagement and sense of belonging. Students who tended to choose majors for intrinsic or internal extrinsic reasons tended to have higher engagement and sense of belonging, whereas students who choose majors for external extrinsic reasons tended to have less engagement and sense of belonging.
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    Mapping the Academic and Social Engagement of First-Year Students @ UMNTC
    (2011-02-16) Soria, Krista M.; Stebleton, Michael J.; Huesman, Ronald L. Jr.
    Nationally, student attrition is more likely to occur in a student's first-year of college (Pascarella & Terenzini, 2005). Retention literature often points to the importance of academic and social engagement of students in their persistence and completion (Kuh, 2009); therefore, this study examines the academic and social engagement of first-year students at the University of Minnesota-Twin Cities. Academic engagement factors, such as preparedness for class, time spent reading and studying for class, and contributions to classes will be explored. Additionally, social engagement factors, such as participation in clubs or organizations, time spent socializing with friends or partying, and sense of social belonging will also be examined. The data is drawn from the 2010 Student Experience in the Research University survey, which was completed by approximately 2,000 first-year students in spring 2010. In addition to developing a picture around first-year students academic and social engagement, this study further explores the relationship between academic and social engagement and students' cumulative grade point averages; for example, preliminary findings indicate that academic disengagement behaviors, such as turning in assignments late and skipping class, have a negative relationship with grade point average, while positive engagement behaviors, such as revising papers before submission and contributing to class discussions, have a positive relationship with grade point average. This presentation will provide participants with an enhanced understanding of the academic and social engagement of first-year students at the University of Minnesota.