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Krista Soria

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Dr. Soria teaches research courses for the Educational Leadership program.

Started at Bethel

2016

Education

  • University of Minnesota - Doctorate in Higher Education Policy, 2013

Biography

Dr. Krista M. Soria works as an analyst with the Office of Institutional Research at the University of Minnesota, Twin Cities. Dr. Soria is interested in researching high-impact practices that promote undergraduates' development and success, the experiences of first-generation and working-class students in higher education, and programmatic efforts to enhance college students' leadership development, civic responsibility, and engagement in social change. Dr. Soria has worked for more than a decade in higher education, serving as an admission advisor, TRIO education advisor, academic advisor, and adjunct faculty for the University of Minnesota, Bethel University, Hamline University, St. Mary's University of Minnesota, St. Cloud State University, and the University of Alaska Anchorage. Dr. Soria has published over 50 peer-reviewed journal articles on a wide variety of topics in higher education, edited four books on college students' community engagement and perceptions of campus limate, and recently authored a volume on social class in higher education: "Welcoming Blue-Collar Scholars into the Ivory Tower: Developing Class-Conscious Strategies for Student Success." 

Courses Taught

Assistant Professor (8 courses)                                                       Spring 2015 to Summer 2018

Leadership, St. Mary's University of Minnesota

EDD 811: Theories of Adult Learning*

ED 818: Knowledge Development: Theory, Formats, and Applications*

 

Adjunct Faculty (4 courses)                                                                        Fall 2014 to Fall 2018

Higher Education Administration, St. Cloud State University

HIED 808: Quantitative Research Methods

HIED 664: Critical Issues in Higher Education

 

Adjunct Faculty (2 courses)                                                        Summer 2017 to Summer 2018

Educational Leadership, Bethel University

EDUC 850: Doctoral Research Methods I

 

Adjunct Faculty (9 courses)                                                                   Fall 2014 to Spring 2017

English Department, Hamline University                               

ENGL 1800: Introduction to Professional Writing and Rhetoric

 

Adjunct Faculty (15 courses)                                                             Fall 2014 to Summer 2018

Higher Education, Southern New Hampshire University

HEA 560: Higher Education Policy Making* (I also created the course for SNHU)

HEA 530: Data-Driven Decisions in Higher Education*

HEA 510: History and Philosophy of Higher Education*

 

Adjunct Faculty and Teaching Assistant (2 courses)                        Fall 2014 and Spring 2017

Organizational Leadership, Policy, and Development, University of Minnesota

OLPD 5704: College Students Today (Teaching Assistant)

OLPD 8702: Administration and Leadership in Higher Education

 

Adjunct Faculty (28 courses)                                                                 Fall 2012 to Spring 2018

Leadership Minor, University of Minnesota                      

LEAD 3302: Leadership, You, and Your Community

LEAD 1301: Personal Leadership in the University

LEAD 4972: Directed Research in the Leadership Minor

 

Graduate Teaching Assistant (2 courses)                                              Fall 2009 to Spring 2010

College of Liberal Arts, University of Minnesota

CLA 1005: Introduction to Liberal Arts Learning

CLA 2005: Introduction to Liberal Education and Responsible Citizenship

 

Adjunct Faculty (58 courses)                                                           Summer 2006 to Spring 2014

College of Liberal Arts and Community & Technical College, University of Alaska Anchorage

ENGL 212: Technical Writing: Summer 2006 to Spring 2014*

HNRS 209: Participatory Action Research: Spring 2009

CTE 490/690: Advising for Career Pathways: Spring 2009 to Summer 2009*

CIOS 260: Business Communications: Fall 2008 to Spring 2009*

ENGL 111: Methods of Written Communication: Fall 2008 and Spring 2009

ENGL 213: Writing in the Natural and Social Sciences: Fall 2008*

GUID 150: Survival Skills for College Students: Fall 2006

*taught via distance education

 

Publications

ARTICLES IN REFEREED JOURNALS                                              

High-Impact Higher Education Programs and Practices

Soria, K. M., & Johnson, M. (2017). High-impact educational practices and the development of college students' pluralistic outcomes. College Student Affairs Journal, 35(2), 100-116.

Soria, K. M., Peterson, K., Fransen, J., & Nackerud, S. (2017). The impact of academic library resources on first-year students' learning outcomes. Research Library Issues, 290, 5-20.

Soria, K. M., Fransen, J., & Nackerud, S. (2017). The impact of academic library resources on undergraduates' degree completion. College & Research Libraries, 78(6), 812-823.

Soria, K. M., Fransen, J., & Nackerud, S. (2017). Beyond books: The extended academic benefits of library use for first-year college students. College & Research Libraries, 78(1), 8-22.

Soria, K. M., & Mitchell, T. D. (2015). Learning communities: Foundations for first-year students' development of pluralistic outcomes. Learning Communities Research and Practice, 3(2), 1-21.

Soria, K. M., Nackerud, S., & Peterson, K. (2015). Socioeconomic indicators associated with first-year college students' use of academic libraries. The Journal of Academic Librarianship, 41(5), 636-643.

Soria, K. M. (2015). Reading, learning, and growing: An examination of the benefits of common book reading programs for college students' development. Journal of the First-Year Experience and Students in Transition, 27(1), 29-47.

Bryant, K., & Soria, K. M. (2015). College students' sexual orientation, gender identity, and participation in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 25, 91-106.

Soria, K. M., Fransen, J., & Nackerud, S. (2014). Stacks, serials, search engines, and students' success: First-year undergraduate students' library use, academic achievement, and retention. The Journal of Academic Librarianship, 40(1), 84-91.

Soria, K. M., & Troisi, J. N. (2014). Internationalization at home alternatives to study abroad: Implications for students' development of global, international, and intercultural competencies. Journal of Studies in International Education, 18(3), 260-279.

Soria, K. M. (2013). Factors predicting the importance of libraries and research activities for undergraduates. The Journal of Academic Librarianship, 39(6), 464-470.

Soria, K. M., Fransen, J., & Nackerud, S. (2013). Library use and undergraduate student outcomes: New evidence for students' retention and academic success. portal: Libraries and the Academy, 13(2), 147-164.

Stebleton, M. J., Soria, K. M., & Cherney, B. (2013). The high impact of education abroad: College students' engagement in international experiences and the development of intercultural competencies. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 1-24.

Soria, K. M., Lingren Clark, B., & Coffin Koch, L. (2013). Investigating the academic and social benefits of extended new student orientations for first-year students. The Journal of College Orientation and Transition, 20(2), 33-45.

Leadership Development, Social Change, and Community Engagement

Soria, K. M., Werner, L., Chandiramani, N., Day, M., & Asmundson, A. (in press). Co-curricular engagement as catalysts toward students' leadership development and multicultural competence. Journal of Student Affairs Research and Practice.

Soria, K. M., Werner, L., & Nath, C. (in press). Leadership experiences and perspective taking among college students. Journal of Student Affairs Research and Practice.

Soria, K. M., & VeLure Roholt, C. (in press). Leadership experiences: Educating for diverse citizenship. Journal of College and Character.

Soria, K. M., & Werner, L. (2018). Academic leadership courses: Catalysts for students' retention and graduation. Journal of Leadership Education, 17(3), 26-41.

Johnson, M., Dugan, J. P., & Soria, K. M. (2017). Try to see it my way: What influences social perspective taking among college students? Journal of College Student Development, 58(7), 1035-1054.

Soria, K. M., Snyder, S., & Reinhard, A. (2015). Strengthening college students' capacity for integrative leadership by building a foundation for civic engagement and multicultural competence. Journal of Leadership Education, 14(1), 55-71.

Soria, K. M., & Thomas-Card, T. (2014). Relationships between motivations for community service participation and desire to continue service following college. Michigan Journal of Community Service Learning, 20(2), 53-64.

Soria, K. M., Hussein, D., & Vue, C. (2014). Leadership for whom? Socioeconomic factors predicting undergraduate students' positional leadership participation. Journal of Leadership Education, 13(1), 14-30.

Soria, K. M., Fink, A., Lepkowski, C. C., & Snyder, L. (2013). Undergraduate student leadership and social change. Journal of College and Character, 14(3), 241-252.

Soria, K. M., Nobbe, J., & Fink, A. (2013). Examining the intersections between undergraduates' engagement in community service and development of socially responsible leadership. Journal of Leadership Education, 12(1), 117-140.

Soria, K. M., & Weiner, B. (2013). A "virtual fieldtrip": Service learning in distance education technical writing courses. Journal of Technical Writing and Communication, 43(2), 179-198.

Soria, K. M., Troisi, J. N., & Stebleton, M. J. (2012). Reaching out, connecting within: Community service and sense of belonging among college students. Higher Education in Review, 9, 65-85.

Underrepresented and Marginalized College Students

Soria, K. M., Morrow, D. J., & Jackson, R. (2017). Parental divorce and college students' persistence and degree attainment. Journal of Divorce and Remarriage. Published online first: http://dx.doi.org/10.1080/10502556.2017.1364599

Soria, K. M., & Alkire, D. B. (2015). Elevating Native American college students' sense of belonging in higher education. Developments Journal, 13(3). Retrieved online.  

Soria, K. M., & Bultmann, M. (2014). Advising scholars from blue collar backgrounds: Supporting working-class students' success in higher education. NACADA Journal, 34(2), 51-62.

Soria, K. M., Weiner, B., & Lu, E. C. (2014). Examining financial decisions among undergraduate students from different social class backgrounds. Journal of Student Financial Aid, 44(1), 2-23.

Stebleton, M. J., Soria, K. M., & Huesman, R. L. (2014). First-generation students' sense of belonging, mental health, and use of counseling services at public research universities. Journal of College Counseling, 17(1), 6-20.

Soria, K. M., & Linder, S. (2014). Parental divorce and first-year college students' persistence and academic achievement. Journal of Divorce and Remarriage, 55(2), 103-116.

Stebleton, M. J., Soria, K. M., & Huesman, R. L. (2014). Recent immigrant students at research universities: The relationship between campus climate and sense of belonging. Journal of College Student Development, 55(2), 196-202.

Soria, K. M., Stebleton, M. J., & Huesman, R. L. (2013-2014). Class counts: Exploring differences in academic and social integration between working-class and middle/upper-class students at large, public research universities. Journal of College Student Retention: Research, Theory, and Practice, 15(2), 215-242.

Soria, K. M., & Stebleton, M. J. (2013). Social capital, academic engagement, and sense of belonging among working-class college students. College Student Affairs Journal, 31(2), 139-153.

Soria, K. M., & Stebleton, M. J. (2013). Immigrant college students' academic obstacles. The Learning Assistance Review, 18(1), 7-24.  

Soria, K. M. (2013). Social class reconsidered: Examining the role of class and privilege in fraternities and sororities. Association of Fraternity and Sorority Advisors Essentials, 1-4.

Soria, K. M. (2012). Creating a successful transition for working-class first-year students. The Journal of College Orientation and Transition, 20(1), 44-55.

Soria, K. M., & Stebleton, M. J. (2012). First-generation students' academic engagement and retention. Teaching in Higher Education, 17(6), 1-13.

Stebleton, M. J., & Soria, K. M. (2012). Breaking down barriers: Academic obstacles of first-generation students at research universities. The Learning Assistance Review, 17(2), 7-19.

Stebleton, M. J., Soria, K. M., Aleixo, M. B., & Huesman, R. L. (2012). Student-faculty and peer interactions among immigrant students. Multicultural Learning and Teaching, 7(2), 1-21.

Strengths-based Practices in Higher Education

Soria, K. M., Werner, L., VeLure Roholt, C., & Capeder, A. (in press). Strengths-based approaches in co-curricular and curricular leadership: Opportunities to magnify students' thriving. Journal of Leadership Education

Soria, K. M., Morrow, D. J., Laumer, N. L., & Marttinen, G. (2017). Strengths-based advising approaches: Benefits for first-year undergraduates. NACADA Journal, 37(2), 55-65.

Soria, K. M., & Taylor, Jr., L. (2016). Strengths-based approaches in college and university student housing: Implications for first-year students' retention and engagement. Journal of College and University Student Housing, 42(2), 60-75.

Soria, K. M., Hinz, K., Arnold, B., & Williams, J. (2016). Strengths as a career compass: Helping undergraduate students navigate career development through strengths awareness and development. Developments, 13(4). Retrieved online

Soria, K. M., Roberts, J., & Reinhard, A. (2015). Undergraduate students' strengths awareness and leadership development. Journal of Student Affairs Research and Practice, 52(1), 89-103.

Soria, K. M., & Stubblefield, R. (2015). Building a strengths-based campus to support student retention. Journal of College Student Development, 56(6), 626-631.

Soria, K. M., & Stubblefield, R. (2015). Knowing me, knowing you: Building strengths awareness and belonging in higher education. Journal of College Student Retention: Research, Theory, and Practice, 17(3), 351-372.

Soria, K. M., & Stubblefield, R. (2015). Building first-year students' strengths and hope in transition. College Student Affairs Journal, 33(1), 1-10.

Soria, K. M., & Stubblefield, R. (2014). First-year college students' strengths awareness: Building a foundation for student engagement and academic excellence. Journal of the First-Year Experience and Students in Transition, 26(2), 69-88.

Stebleton, M. J., Soria, K. M., & Albecker, A. (2012). Integrating strengths-based education into a first-year experience curriculum. Journal of College and Character, 13(2), 1-8.

Miscellaneous Articles

Soria, K. M., & Stebleton, M. J. (2013). Major decisions: Implications for satisfaction and sense of belonging. NACADA Journal, 33(2), 1-15.

Jones-White, D., Radcliffe, P., Lorenz, L., & Soria, K. M. (2013). Priced out? The influence of financial aid on the educational trajectories of first-year students starting college at a large research university. Research in Higher Education, 55, 329-350.

Soria, K. M., & Mumpower, L. (2012). Critical building blocks: The impact of mandatory prerequisite registration systems on students' success. NACADA Journal, 32(1), 30-42.

Stebleton, M. J., Soria, K. M., & Mixon, J. (2011). Facebook me: Applying The Social Network film to student development theory and practice. Journal of Student Affairs Research and Practice, 48(4), 505-521.

Soria, K. M. (2012). Advising satisfaction: Implications for first-year students' sense of belonging and retention. The Mentor: An Academic Advising Journal. Retrieved from http://dus.psu.edu/mentor/2012/10/advising-satisfaction/

BOOKS                                                                   

Soria, K. M. (Ed.). (in press). Evaluating campus climate at U.S. research universities: Opportunities for diversity and inclusion. London: Palgrave Macmillan.

Mitchell, T. D., & Soria, K. M. (Eds.). (2017). Educating for citizenship and social justice. London: Palgrave Macmillan.

Soria, K. M., & Mitchell, T. D. (Eds.) (2016). Civic engagement and community service at research universities: Engaging undergraduates for social justice, social change, and responsible citizenship. London: Palgrave Macmillan.

Soria, K. M. (2015). Welcoming blue collar scholars into the ivory tower: Developing class-conscious strategies for students' success. Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition.   

Mitchell, Jr., D. J., Soria, K. M., Daniele, E., & Gipson, J. (Eds.) (2015). Student involvement and academic outcomes: Implications for diverse student populations. New York, NY: Peter Lang Publishing.

BOOK CHAPTERS                                                                      

Mitchell, T. D., & Soria, K. M. (2017). Introduction: Educating for citizenship and social justice-Practices for community engagement at research universities. In T. D. Mitchell & K. M. Soria (Eds.). Educating for citizenship and social justice (pp. 1-10). London: Palgrave Macmillan.

Soria, K. M., Mitchell, T. D., Lauer, M., & Scali, A. (2017). Undergraduates' development of citizenship at public research universities: A data-driven imperative for social justice. In T. D. Mitchell & K. M. Soria. (Eds.). Educating for citizenship and social justice (pp. 11-32). London: Palgrave Macmillan.

Soria, K. M., & Mitchell, T. D. (2017). Community service and social justice at research universities. In T. D. Mitchell & K. M. Soria (Eds.). Educating for citizenship and social justice (pp. 239-250). London: Palgrave Macmillan.

Tillapaugh, D., Mitchell, Jr., D., & Soria, K. M. (2017). Considering gender and student leadership through the lens of intersectionality. In D. Tillapaugh & P. Haber-Curran (Eds.), Critical perspectives on gender and leadership (pp. 23-32). New Directions for Student Leadership, 154.

Soria, K. M., Johnson, M., & Mitchell, T. D. (2016). Pluralistic outcomes associated with college students' citizenship development. In K. M. Soria & T. D. Mitchell (Eds.), Civic engagement and community service at research universities: Engaging undergraduates for social justice, social change, and responsible citizenship (pp. 165-180). London: Palgrave Macmillan.

Mitchell, T. D., & Soria, K. M. (2016). Seeking social justice: Undergraduates' engagement in social change and social justice at American research universities. In K. M. Soria & T. D. Mitchell (Eds.), Civic engagement and community service at research universities: Engaging undergraduates for social justice, social change, and responsible citizenship (pp. 241-255). London: Palgrave Macmillan.

Ponjuan, L., Alcantar, C. M., & Soria, K. M. (2016). Redefining civic engagement: A developmental model of students' civic-related capabilities. In K. M. Soria & T. D. Mitchell (Eds.), Civic engagement and community service at research universities: Engaging undergraduates for social justice, social change, and responsible citizenship (pp. 99-122). London: Palgrave Macmillan.                                                                  

Williams, J. L., Soria, K. M., & Erickson, C. (2016). Community service and service-learning at large, public research universities. In K. M. Soria & T. D. Mitchell (Eds.), Civic engagement and community service at research universities: Engaging undergraduates for social justice, social change, and responsible citizenship (pp. 83-97). London: Palgrave Macmillan.

Soria, K. M., & Mitchell, T. D. (2016). Developing undergraduates' civic capabilities: The unique contributions of American public research institutions. In K. M. Soria & T. D. Mitchell (Eds.), Civic engagement and community service at research universities: Engaging undergraduates for social justice, social change, and responsible citizenship (pp. 1-13). London: Palgrave Macmillan.

Soria, K. M. (2016). Working-class, teaching class, and working class in the academy. In A. L. Hurst & S. Nenga (Eds.), Bringing class in: Recognizing the power of social class in our academic work (pp. 127-139). Lanham, MD: Rowman & Littlefield.

Nobbe, J., & Soria, K. M. (2016). Leadership assessment from an institutional approach. In D. Roberts & K. Bailey (Eds.), Assessment of student leadership (pp. 93-105). New Directions for Student Leadership, 151.

Soria, K. M., & Lueck, S. M. (2016). High-impact educational practices to promote international students' engagement and development: Evidence from large, public research universities. In K. Bista (Ed.), International student mobility, services, and policy in higher education (pp. 292-309). Hershey, PA: IGI Global.

Soria, K. M., Lueck, S. M., Morrow, D. J., & Hanson, R. E. (2016). Service-learning abroad and undergraduates' development of pluralistic outcomes. In D. Velliaris (Ed.), Handbook of research on study abroad programs and outbound mobility (pp. 278-299). Hershey, PA: IGI Global.

Soria, K. M. (2015). Elevating the academic success of low-income and working-class college students through high-impact educational practices. In D. J. Mitchell, Jr., K. M. Soria, E. Daniele, & J. Gipson (Eds.), Student involvement and academic outcomes: Implications for diverse student populations (pp. 41-56). New York, NY: Peter Lang Publishing.

Soria, K. M. (2015). First-generation students' leadership and academic outcomes. In D. J. Mitchell, Jr., K. M. Soria, E. Daniele, & J. Gipson (Eds.), Student involvement and academic outcomes: Implications for diverse student populations (pp. 107-120). New York, NY: Peter Lang Publishing.

Soria, K. M. (2015). Institutional and instructional techniques to promote undergraduates' intercultural development: Evidence from a multi-institutional student survey. In R. D. Williams & A. Lee (Eds.), Internationalizing undergraduate education: Critical collaborations across the curriculum (pp. 47-62). Rotterdam: Sense Publishers.

BOOK REVIEWS                                                             

Soria, K.M. (2012). [Review of the book; Jehangir, R. R. (2010). Higher education and first-generation students: Cultivating community, voice, and place for the new majority. New York, NY: Palgrave Macmillan.] Urban Education.

Soria, K. M. (2012). [Review of the book; Stuber, J. M. (2011). Inside the college gates: How class and culture matter in higher education. Lanham, MD: Lexington Books.] NACADA Journal, 32(1).

Soria, K. M. (2012). [Review of the book; Barratt, W. (2011). Social class on campus: Theories and manifestations. Sterling, VA: Stylus Publishing, Inc.] College Student Affairs Journal, 30(2).

POLICY PUBLICATIONS                                                                      

Fergus, M., FitzGibbon, M., & Soria, K. M. (2011). Increasing student awareness of the FAFSA. St. Paul, MN: Minnesota Office of Higher Education.

Dodds, G., Fergus, M., & Soria, K. M. (2011). Evaluation of the summer transition grant program: Report to the 2011 legislature. St. Paul, MN: Minnesota Office of Higher Education.

Kremers, K  L., Soria, K. M., & Akey, L. D. (2009). Minnesota tuning project: Biology and graphic design survey results. St. Paul, MN: Minnesota Office of Higher Education.

 

Presentations

CONFERENCE PRESENTATIONS                                                                  

Soria, K. M., Werner, L., & VeLure Roholt, C. (2018, March). Educating for diverse citizenship. American College Personnel Association (ACPA), Houston, TX.

Soria, K. M., Werner, L., & VeLure Roholt, C. (2018, March). Cultivating perspective-taking through leadership experiences. American College Personnel Association (ACPA), Houston, TX.

Soria, K. M. (2018, March). Strengths, leadership, and thriving. American College Personnel Association (ACPA), Houston, TX.

Soria, K. M., & Werner, L. (2018, March). Academic leadership courses: Catalysts for students' retention and graduation. NASPA Student Affairs Administrators in Higher Education, Philadelphia, PA.

Soria, K. M., & Werner, L. (2018, March). Leadership and thriving. NASPA Student Affairs Administrators in Higher Education, Philadelphia, PA.

Soria, K. M., & Johnson, M. (2017, November). Co-curriculars as cultural and social capital: Empowering students' engagement in social change and perspective taking. Association for the Study of Higher Education, Houston, TX.

Soria, K. M., & Brazleton, G. B. (2017, November). The impact of academic library resources on underrepresented and economically-challenged students' success. Association for the Study of Higher Education, Houston, TX.

Mitchell, T. D., schneider, f. j., & Soria, K. M. (2017, November). Queer and trans* in community engagement: Understanding LGBTQ participation in service. Association for the Study of Higher Education, Houston, TX.

Soria, K. M., & Lydell, L. (2017, May). Factors associated with first-year students' outcomes. Association for Institutional Research, Washington, DC.

Soria, K. M., Brazelton, B., & Penny, C. (2017, April). Pedagogical practices to promote undergraduates' development of pluralistic outcomes. American Educational Research Association, San Antonio, TX.

Soria, K. M. (2016, November). Financial decisions among undergraduate students from low-income and working-class backgrounds. Federal Reserve Board, Washington, DC.

Soria, K. M., Werner, L., & Hellstrom, D. (2016, November). Developing inclusive leaders: The impact of a leadership minor program. International Leadership Association, Atlanta, GA.

Soria, K. M., Werner, L., & Hellstrom, D. (2016, November). Academic leadership courses: Catalysts for students' retention and graduation success. International Leadership Association, Atlanta, GA.

Soria, K. M. (2016, November). Inclusive leadership: Evidence from curricular courses. International Leadership Association, Atlanta, GA.

 Furco, A., Maruyama, G., Soria, K. M., Song, W., & Lopez, I.  (2016). Using propensity score matching to draw causal inferences in observational studies of service- learning. International Association for Research on Service- Learning and Community Engagement, New Orleans, LA.

Lopez, I., Song, W., Furco A., Maruyama G., Soria, K., & Hirt., L. (2016). Engaging communities to improve college student retention and completion: Community Engagement Scholars Program. Fulbright Education Seminar, Washington, DC.

Soria, K. M., & Mitchell, T. D. (2016, November). Internationalization at home activities and students' developmental outcomes. Association for the Study of Higher Education, Columbus, OH.

Johnstone, C., Soria, K. M., Bittencourt, T., & Adjei, M. (2016, November). Intercultural, experiential, and examining "international" as a variable of student development outcomes. Association for the Study of Higher Education, Columbus, OH.

Johnson, M. R., Dugan, J. R., & Soria, K. M. (2015, March).  Try to see it my way: What predicts social perspective-taking among college students? Paper presented at the annual meeting of American College Personnel Administrators (ACPA), Tampa, FL.

Soria, K. M., & Johnson, M. (2015, November). 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. (2015, November). "Like a rainbow in the dark:" The experiences of metallectuals in higher education. Association for the Study of Higher Education, Denver, CO.

Soria, K. M., Hurst, A. L., & Warnock, D. (2015, November). Research, practice, and reform to reduce social class-based inequality in higher education. Association for the Study of Higher Education, Denver, CO.

Goldfine, L., Soria, K. M., & Jang, S. T. (2015, May). Frankendata: Stitching together results from disparate sources. Association for Institutional Research, Denver, CO.

Soria, K. M., & Johnson, M. (2015, April). The role of high-impact educational practices in the development of college students' pluralistic outcomes. American Educational Research Association, Chicago, IL.

Soria, K. M. (2014, November). First-generation college students' leadership: Voices from the margin. International Leadership Association, San Diego, CA.

Soria, K. M., & Reinhard, A. P. (2014, November). Developing college students' leadership through strengths awareness. International Leadership Association, San Diego, CA.

Soria, K. M., Reinhard, A. P., & Taylor, L. D., Jr. (2014, November). Using strengths in leadership development among undergraduate students. International Leadership Association, San Diego, CA.

Soria, K. M., & Reinhard, A. P. (2014, November). High-impact practices and college students' development of pluralistic outcomes. International Leadership Association, San Diego, CA.

Soria, K. M., & Yefanova, D. (2014, November). Internationalization at home activities and college students' development of pluralistic outcomes. Association for Institutional Research Upper Midwest, Bloomington, MN.

Soria, K. M., & Fransen, J. (2014, November). Factors associated with first-years' use of academic libraries. Association for Institutional Research Upper Midwest, Bloomington, MN.

Soria, K. M., & Johnson, M. (2013, November). Preparing future citizens and leaders by developing college students' multicultural competence. Association for the Study of Higher Education, St. Louis, MO.

K. M., & Lepkowski, C. (2013, November). 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., & Gorny, L., Frost, S., & Granquist, A. (2013, November). Student learning outcomes: Interpretations, development, and validity. Association for Institutional Research Upper Midwest, Bloomington, MN.

Soria, K. M., & Linder, S. (2013, November). Parental divorce and college students' success. Association for Institutional Research Upper Midwest, Bloomington, MN.

Soria, K. M., & Nackerud, S. (2013, May). Libraries data and student success. Association for Institutional Research, Long Beach, CA.

Soria, K. M., & Weiner, B. (2013, April). Examining financial decisions and behaviors among undergraduate students from different social class backgrounds. American Educational Research Association, San Francisco, CA.

Soria, K. M., & Martin, G. L. (2013, March). Exploring "invisible" social class in fraternities and sororities. NASPA Student Affairs Administrators in Higher Education, Orlando, FL.

Soria, K. M., Stubblefield, R.., Anderson, G., Melin, L., Lingren Clark, B., & Newberg, S. (2013, March). Creating a strengths-based experience: Development to assessment. NASPA Student Affairs Administrators in Higher Education, Orlando, FL.

Soria, K. M. (2013, February). High-impact practices: Implications for transfer students' intellectual and interpersonal development. National Institute for the Study of Transfer Students, Dallas, TX.

Soria, K. M., & Nobbe, J. (2012, December). Assessing the benefits of undergraduate leadership at research-intensive universities. Evidence from the SERU survey. Leadership Educators Institute (NASPA/ACPA), Columbus, OH.

Soria, K. M., & Troisi, J. N. (2012, November). 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., & Lepkowski, C. C. (2012, November). Undergraduate student leadership and social change. Association for the Study of Higher Education, Las Vegas, NV.

Soria, K. M., & Nackerud, S. (2012, November). Using what you collect: Library data and student success. Association for Institutional Research Upper Midwest, Minneapolis, MN.

K. M. (2012, November). 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., & Hinz, K. (2012, October). Strengths at the U: Creating a Strengths-based undergraduate experience. Minnesota College Personnel Association, White Bear Lake, MN.

Soria, K. M., & Svoboda, V.  (2012, October). 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., & Bultmann, M. (2012, October). Advising scholars with blue collars: Supporting working-class students' integration in higher education. National Academic Advising Association, Nashville, TN.  

Soria, K. M., & Gorny, L. (2012, June). Defining first-generation students by degrees: Implications for research, policy, and practice. Association for Institutional Research, New Orleans, LA.

Soria, K. M., & Barratt, W. (2012, June). Examining class in the classroom: Social class data in institutional/academic research. Association for Institutional Research, New Orleans, LA.

Soria, K. M., & Huesman, R. L. (2012, June). A holistic assessment of a campus-wide initiative to build strengths: From building a conceptual framework to reporting results. Association for Institutional Research, New Orleans, LA.

Soria, K. M. (2012, March). Working-class college students: Engagement, belonging, and social capital. American College Personnel Association (ACPA), Louisville, KY.

Soria, K.M., Newberg, S., & Hall, B. (2012, March). Career development courses and social capital. American College Personnel Association (ACPA), Louisville, KY.

Soria, K. M., & Gbolo, S. (2012, March). High impact practices and graduate school aspirations among underrepresented minority STEM students. American College Personnel Association (ACPA), Louisville, KY.

Soria, K. M. (2012, February). 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., Lingren-Clark, B., & Coffin-Koch, L. (2012, February). Extended orientations: Enhancing the sense of belonging of first-year students. 31st Annual Conference on the First-Year Experience, San Antonio, TX.

K. M., & Weiner, B. (2011, November). A virtual fieldtrip: Service learning in distance education courses. Association for the Study of Higher Education, Charlotte, NC.

Soria, K. M., Nobbe, J., & Huesman, R. L. (2011, October). Community service for leadership and social change. Association for Institutional Research Upper Midwest, Minneapolis, MN.

Soria, K. M., & Huesman, R. L. (2011, May). The academic and social engagement of first-generation students in large, public research universities. Association for Institutional Research, Toronto, Ontario, Canada.

Rasmussen, C., Lepkowski, C., & Soria, K. M. (2010, November). Difficult dialogues, rewarding solutions: Results of an initiative to engage stakeholder groups in solving the U.S. human capital challenge. Association for the Study of Higher Education, Indianapolis, IN.

 

Professional Organizations, Committees, and Boards

Association for the Study of Higher Education (ASHE)

American College Personnel Association (ACPA)

Association for Institutional Research (AIR)

Student Affairs Administrators in Higher Education (NASPA)

American Educational Research Association (AERA)

International Leadership Association (ILA)