Conference Presentations

Green SERU logo with images of member universities
2020
  • Parker, E., & Black, W. (2020). Immigrant Status and Perceptions of the Campus Diversity Climate for First Generation College Students. AERA 2020.
2019
  • Anson, M., Richter, S., Jones-White, D., & Chirikov, I. (2019). Engaging Stakeholders with Data from the gradSERU Survey. AIR Forum, Denver, CO.
2018
  • Greathouse, M., BrckaLorenz, A., Huesman, Jr. R., Rankin, S., & Stolzenberg, E. (2018). Capturing demographic data on queer-spectrum and trans-spectrum students. The Annual Association of Institutional Research Forum, Orlando, FL.
  • Huesman, Jr. R. (2018). SERU: An Introduction. he First International Forum on Institutional Research, Peking University., Beijing, China.
  • Huesman, R. (2018). Data Context on SERU LGBTQ Student Experience. The 2nd meeting of the Diversity Data Deep Dive, Minneapolis, MN.
  • Soria, K. M., & Werner, L. (2018a). Academic leadership courses: Catalysts for students’ retention and graduation.NASPA Student Affairs Administrators in Higher Education, Philadelphia, PA.
  • Soria, K. M., & Werner, L. (2018b). Leadership and thriving. NASPA Student Affairs Administrators in Higher Education, Philadelphia, PA.
  • Soria, K. M., Werner, L., & VeLure Roholt, C. (2018). Cultivating perspective-taking through leadership experiences.American College Personnel Association (ACPA), Houston, TX.
  • Yenney, K., & Soria, K. M. (2018). Examining the impact of leadership experiences on sense of belonging for first-generation and non-first-generation students. Association for the Study of Higher Education (ASHE), Tampa, FL.
2017
  • Porterfield, V., & Brescia, S. (2017a). Impact of Lottery Incentives and Survey Responses: An Institutional Research Perspective. New Jersey Association of Institutional Research 23rd Annual Conference., Lakewood, NJ.
  • Porterfield, V., & Brescia, S. (2017b). National Surveys and Assessment in the Research University: An Institutional Research Perspective. Brown Bag Seminar: PhD in Higher Education., New Brunswick, NJ.
  • Porterfield, V., & Brescia, S. (2017c). The Effect of Incentives on Student Surveys: An Institutional Research Perspective.The 2017 Northeast Association of Institutional Research Annual Conference., Jersey City, NJ.
2016
  • Hawks, S., & Huesman, R. (2016). The Quality Imitative: Connecting the Dots of Undergraduate Student Learning Assessment. The 6th Annual Association of Assessment of Student Learning in Higher Education, Milwaukee, WI.
  • McMaster, R., Blake Yancey, K., Utke, R., & Huesman, R. (2016). Accreditation, retention, engagement: Contributions from Writing Enriched Curriculum (WEC) data. WEC Symposium III., Minneapolis, MN.
2015
  • Goldfine, L., Soria, K. M., & Jang, S. T. (2015). Frankendata: Stitching Together Results from Disparate Sources. Association for Institutional Research, Denver, CO.
  • Jacobson, W., Anson, M., Huesman, R., Myers, L., & Stuart, G. (2015). Engaging Our Campuses in Using Data: Successes and Lessons Learned. Annual Forum of the Association for Institutional Research, Denver, CO.
  • Jacobson, W., Anson, M., & Van Horne, S. (2015). Faculty as Leaders in Engaging Students in Diversity and Perspective-Taking. Annual POD Conference, San Francisco, CA.
  • Jacobson, W., Schnelle, T., & Anson, M. (2015). Assessing Undergraduate Engagement with Diversity and Perspective-Taking. Annual Conference of the Higher Learning Commission, Chicago, IL.
  • Soria, K. M., Hurst, A. L., & Warnock, D. (2015). Research, practice, and reform to reduce social class-based inequality in higher education. Association for the Study of Higher Education, Denver, CO.
  • Soria, K. M., & Johnson, M. (2015a). Pedagogical practices to encourage perspective-taking and social action: Equitable opportunities for growth and development? Association for the Study of Higher Education, Denver, CO.
  • Soria, K. M., & Johnson, M. (2015b). The role of high-impact educational practices in the development of college students’ pluralistic outcomes. American Educational Research Association, Chicago, IL.
2014
  • Soria, K. M. (2014, November). First-generation college students’ leadership: Voices from the margin. International Leadership Association, San Diego, CA.
  • Soria, K. M., & Efanova, D. (2014). Internationalization at home activities and college students’ development of pluralistic outcomes. Association for Institutional Research Upper Midwest, Bloomington, MN.
  • Soria, K. M., & Reinhard, A. P. (2014). High-impact practices and college students’ development of pluralistic outcomes. International Leadership Association, San Diego, CA.
  • Soria, K. M., Reinhard, A. P., & Taylor, L. D. Jr. (2014). Using strengths in leadership development among undergraduate students. International Leadership Association, San Diego, CA.
  • Porterfield, V. (2014). Enterprise-wide Survey Software Management Systems and Response Rates Analysis and Strategies: Results from membership survey. The Student Experience at the Research University (SERU) Business Meeting and Colloquium, Minneapolis, MN.
  • Van Horne, S., Jacobson, W., & Anson, M. (2014). International Students and Engagement in the Research University.Annual POD Conference, Dallas, TX.
2013
  • Soria, K. M. (2013). High-impact practices: Implications for transfer students’ intellectual and interpersonal development. National Institute for the Study of Transfer Students, Dallas, TX.
  • Soria, K. M., Gorny, L., Frost, S., & Granquist, A. (2013). Student learning outcomes: Interpretations, development, and validity. Association for Institutional Research Upper Midwest, Bloomington, MN.
  • Soria, M., & Lepkowski, C. (2013). STEMming the tide? Examining the outcomes of research participation for undergraduate women in STEM. Association for the Study of Higher Education, St. Louis, MO.
  • Soria, K. M., & Weiner, B. (2013). Examining financial decisions and behaviors among undergraduate students from different social class backgrounds. American Educational Research Association, San Francisco, CA.
  • Soria, K. M., Stubblefield, R., Anderson, G., Melin, L., Lingren Clark, B., & Newberg, S. (2013). Creating a strengths-based experience: Development to assessment. NASPA Student Affairs Administrators in Higher Education, Orlando, FL.
  • Soria, K. M., & Jonhson, M. (2013). Preparing future citizens and leaders by developing college students’ multicultural competence. Association for the Study of Higher Education, St. Louis, MO.
2012
  • Soria, K. M. (2012a). Advising Satisfaction: Implications for First-Year Students’ Sense of Belonging and Retention. 31st Annual Conference on the First-Year Experience, San Antonio, TX.
  • Soria, K. M. (2012b). Developing an Integrative, Inclusive Framework for Undergraduate Assessment: Supporting Data Managers and Decision-Makers at a Decentralized University. American Evaluation Association, Minneapolis, MN.
  • Soria, K. M. (2012c). Working-Class College Students: Engagement, Belonging, and Social Capital. American College Personnel Association (ACPA), Louisville, KY.
  • Soria, K. M., & Barratt, W. (2012). Examining class in the classroom: Social class data in institutional/academic research. Association for Institutional Research, New Orleans, LA.
  • Soria, K. M., & Bultmann, M. (2012). Advising scholars with blue collars: Supporting working-class students’ integration in higher education. National Academic Advising Association, Nashville, TN.
  • Soria, K. M., & Huesman, R. L. (2012). A holistic assessment of a campus-wide initiative to build strengths: From building a conceptual framework to reporting results [Conference presentation]. Association for Institutional Research, New Orleans, LA.
  • Soria, K. M., & Svoboda, V. (2012). Class(ism) in the co-curriculars? Investigating low-income and working-class students’ participation in co-curricular activities. Minnesota College Personnel Association, White Bear Lake, MN.
  • Soria, K. M., & Troisi, J. N. (2012). Alternatives to study abroad: Implications for students’ intercultural, global, and international competencies. Association for the Study of Higher Education, Las Vegas, NV.
  • Soria, K. M., & Gbolo, S. (2012). High impact practices and graduate school aspirations among underrepresented minority STEM students. American College Personnel Association (ACPA), Louisville, KY.
  • Soria, K. M., & Gorny, L. (2012). Defining first-generation students by degrees: Implications for research, policy, and practice. Association for Institutional Research, New Orleans, LA.
  • Soria, K. M., & Lepkowski, C. (2012). Undergraduate student leadership and social change. Association for the Study of Higher Education, Las Vegas, NV.
  • Soria, K. M., Lingren-Clark, B., & Coffin-Koch, L. (2012). Extended orientations: Enhancing the sense of belonging of first-year students. 31st Annual Conference on the First-Year Experience, San Antonio, TX.
  • Soria, K. M., Newberg, S., & Hall, B. (2012). Career development courses and social capital. American College Personnel Association (ACPA), Louisville, KY.
  • Soria, K. M., & Nobbe, J. (2012). Assessing the benefits of undergraduate leadership at research-intensive universities. Evidence from the SERU survey. Leadership Educators Institute (NASPA/ACPA), Columbus, OH.
2011
  • Soria, K. M., & Weiner, B. (2011). A virtual fieldtrip: Service learning in distance education courses. Association for the Study of Higher Education, Charlotte, NC.
  • Soria, K. M., & Huesman, R. L. (2011). The academic and social engagement of first-generation students in large, public research universities. Association for Institutional Research, Toronto, Ontario, Canada.
  • Soria, K. M., Nobbe, J., & Huesman, R. L. (2011). Community service for leadership and social change. Association for Institutional Research Upper Midwest, Minneapolis, MN.
N/D
  • Byington, T., Lanyon, S., & Jones-White, D. (n.d.). Improving Graduate Program Improvement with Data from gradSERU Survey. AAUDE Annual Meeting, Eugene, OR.
  • Huesman, Jr. R., Chirikov, I., & Lydell, L. (n.d.). SERU @ 10: Findings from the first ten years of the SERU Survey. AIR Forum, Denver, CO.