Dr. Krista M. Soria

Job title: 
Institutional Research, Assessment, and Policy Analysis and Office for Student Affairs
Bio/CV: 

Dr. Krista M. Soria (she/her) works as the Director for Student Affairs Assessment at the University of Minnesota, Twin Cities and is the Assistant Director for Research for the Student Experience in the Research University (SERU) Consortium (North America Division) at the University of California, Berkeley. Dr. Soria’s research includes the impact of the COVID-19 pandemic on undergraduate, graduate, and professional students; high-impact practices that promote undergraduates’ development and success; campus climate for marginalized and underrepresented students; and programmatic efforts to enhance college students’ leadership development, civic responsibility, and engagement in social change. Dr. Soria has published over 70 peer-reviewed journal articles and over 15 policy briefs, edited five books, and authored a volume on social class in higher education. She has edited a volume about campus climate at research universities, written policy briefs about the experiences of students during the COVID-19 pandemic, and published several articles about students' mental health. She has been a Principal Investigator on several grants, including a federal FIPSE grant to investigate the impact of community service on underrepresented students’ outcomes; an AccessLEX and Association for Institutional Research (AIR) grant to explore the effects of financial support on graduate and professional students’ time to degree, mental health, and career interests; and an ACUHO-I/NACURH grant to investigate the impact of leadership in residence halls for socioeconomically disadvantaged students. Dr. Soria also teaches graduate and undergraduate courses at the University of Wisconsin La Crosse, St. Cloud State University, St. Mary's University, Augsburg University, and the University of Minnesota.

Publications

Research interests: 

I focus on conducting assessments of academic and student affairs programs, with a critical lens of diversity, equity, and inclusion. I examine how campuses can create a more supportive campus climate for students from diverse backgrounds, whether programs are equitably accessible to all students, and whether underrepresented and marginalized students in higher education feel valued and included on their campuses. I also investigate learning and development outcomes associated with students’ engagement in a variety of curricular and co-curricular programs, including leadership development, perspective-taking, social generativity, civic and community engagement, and engagement in social change and social justice. I focus on institutional outcomes, such as retention and graduation rates, and the conditions that help students to thrive.

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