Papers by Michael Stebleton
Frontiers: The interdisciplinary journal of study abroad, Jan 15, 2013
Study abroad opportunities continue to be a popular choice for U.S. college students looking to e... more Study abroad opportunities continue to be a popular choice for U.S. college students looking to expand their undergraduate education. According to the recent figures released by the Open Doors Report on International Educational Exchange, approximately 273,996 U.S. students studied abroad for credit during the 2010-2011 academic year (Institute of International Education, 2012). Many of these students also opted to participate in work and/ or internship experiences. The Institute of International Education reported an increase of 7% in the number of students participating in practical work experiences included in their study abroad experience. Over 20,000 students received academic credit at U.S. colleges and universities for internships or work abroad. Despite a modest decline in the number of students studying abroad in recent years, campuses indicate that the number of students participating in study abroad is beginning to rebound, perhaps due to renewed student interest in global current events and the emphasis placed on gaining global and intercultural communication skills. Students may also be encouraged to study abroad because both employers and institutions increasingly expect students to possess strong global competencies (Hunter, White, & Godbey, 2006; Tarrant, 2010). Many academic institutions include "global citizenship" as a specific learning outcome or student development competency for undergraduate students. Colleges and universities around the United States have made global
Journal of College Student Retention: Research, Theory and Practice, Aug 1, 2013
This multi-institutional study examines differences between working-class and middle/upper-class ... more This multi-institutional study examines differences between working-class and middle/upper-class students at large, public research universities. Significant differences in factors related to working-class students' social integration (including satisfaction, campus climate, and sense of belonging) and academic integration (including collaborative work with peers, academic involvement and initiative, and time spent employed or in academic activities), in addition to students' perceived obstacles to academic success, were found through non-parametric bootstrapping. Using Tinto's (1993) theory of student departure as a framework, it is hypothesized that these differences may negatively impact working-class students' persistence and retention. LITERATURE REVIEW Social class and higher education are firmly intertwined; as a perceived path toward upward social mobility, higher education provides access to the mythic American Dream. For working-class college students, this often means aspirations toward the middle and upper classes, even amidst the reality that one's family 215
Journal of college counseling, Apr 1, 2014
This study explored 1st-generation students' sense of belonging, mental health status, and use of... more This study explored 1st-generation students' sense of belonging, mental health status, and use of mental health services in comparison to non-1st-generation students. Using the Student Experience in the Research University multi-institutional survey, the authors found that 1st-generation students tended to report lower ratings of belonging, greater levels of depression/stress, and lower use of services compared to non-1stgeneration students. Implications for college counselors and suggestions for future inquiry are provided.
Center for Studies in Higher Education, Sep 1, 2010
The immigrant college student population will likely continue to increase. This exploratory study... more 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 than their non-immigrant peers' perceptions. Immigrant college students-whether they were a recent immigrant that arrived in the country as a child, or arrived later as a teenager or young adult, or are the children of parents born outside the U.S. (2 nd generation)-consistently reported lower levels of belonging/satisfaction as compared to their 3 rd or 4 th generation (i.e., nonimmigrant) peers. Responses within the immigrant generation groups were similar. The following implications were highlighted: effective practice and application strategies for student affairs practitioners and faculty members who work directly with immigrant college students; policy development suggestions for both academic and student affairs administrators; future research inquiries for scholars who are interested in this fast growing population of college students. Immigration issues, both nationally and internationally, continue to garner ongoing attention and debate from multiple stakeholders. From a historical perspective, the number of both legal and illegal immigrants has increased in the United States in recent years (Camarota, 2007; Conway, 2009; Malone, Baluja, Costanzo, & Davis, 2003). Presently, there are over 38 million foreign-born individuals residing in the United States and minorities and immigrants are expected to constitute a larger share of the United States population by 2018 (Occupational Outlook Handbook, 2010-2011). As noted by McClennan and Larimore (2009), "by the time members of the class of 2010 celebrate their fortieth college reunion in 2050, non-Hispanics will make up less than half the population of the United States" (p. 225). Early previews of the 2010 US Census indicate that during the past decade the United States surpassed the 300 million mark in population; approximately 83% of that growth came from nonwhites. In fact, nearly one out of four Americans under 18 has at least one immigrant parent (American Community Survey, 2010). These numbers will likely increase pending future immigration policy decisions. Based on immigration trends, predictions indicate that there will be significant growth of immigrant college students (ICS) on college campuses (2-year and 4-year institutions) in the near future (Erisman & Looney, 2007). Despite the economic recession that started in the United States in late 2007, the Bureau of Labor Statistics, as noted by Rothkopf (2009), predicted that 63 percent of the 18.9 million new jobs that will be created by 2014 will require some * The Student Experience in the Research University (SERU) Consortium is a collaborative project of faculty and institutional researchers devoted to creating new data sources and policy-relevant analyses to help broaden our understanding of the undergraduate experience within major research universities and to promote a culture of institutional self-improvement. Each SERU Consortium member administers a version of the SERU Survey as a census survey to their students. Currently the Consortium includes sixteen major US public research universities, including all nine undergraduate campuses of the
Journal of College and Character, Apr 2, 2020
This article explores the complex future of work and how projected changes in the workplace will ... more This article explores the complex future of work and how projected changes in the workplace will inevitably influence college students. We examine workforce trends and predictions with a focus on the rise of automation and artificial intelligence, including how an increasing reliance on machines will replace and reshape millions of jobs. In response, we argue that higher education professionals need to initiate conversations with students about how to deal with "the end of work." In particular, if students possess a strong self-understanding of the meaning and values they assign to work, they will be in a better position to prevail against the constant unpredictability of the future workplace. We discuss recommendations for students and workers in an attempt to reframe the necessary skills to thrive in the future workplace and provide several suggestions for higher education professionals to facilitate the learning and relearning of these skills. We conclude with student self-reflections from an undergraduate course focused on technology, ethics, and the future of work. Student narratives emphasize the importance of meaning as it relates to work and career planning. Writer Drum (2017) wrote that robots will take everyone's jobs within the next 40 years. According to Drum, "the two most important problems facing the human race right now are the need for widespread deployment of renewable energy and figuring out how to deal with the end of work" (Drum). In other words, mass unemployment awaits society. Although some may consider robots best suited for manufacturing and physical labor, Drum argued that advances in machine learning paved the way for artificially intelligent (AI) robots to fulfill traditional white-collar jobs requiring critical thinking, training, and expertise. Job loss will affect professionals in law, publishing, business, and medicine (Ford, 2015). For example, AI image technology frequently outperforms radiologists (Merkow et al., 2017). Drum a
Journal of Employment Counseling, Mar 1, 2020
This study explored a career planning course at the University of Minnesota-Twin Cities' College ... more This study explored a career planning course at the University of Minnesota-Twin Cities' College of Liberal Arts. The course aimed to improve students' career readiness through reflections about their liberal arts education. Individual interviews explored how the course affected students' ability to articulate the value of their education to potential employers. The authors found that students learned how to articulate career competencies and developed an understanding of what a liberal arts education entails and how it aligns with career readiness. Implications for career development practice are highlighted.
Journal of College and Character
Journal of Employment Counseling, 2020
This study explored a career planning course at the University of Minnesota–Twin Cities’ College ... more This study explored a career planning course at the University of Minnesota–Twin Cities’ College of Liberal Arts. The course aimed to improve students’ career readiness through reflections about their liberal arts education. Individual interviews explored how the course affected students’ ability to articulate the value of their education to potential employers. The authors found that students learned how to articulate career competencies and developed an understanding of what a liberal arts education entails and how it aligns with career readiness. Implications for career development practice are highlighted.
Journal of College and Character, 2019
College students receive countless messages about "following passion" and "doing what you love" (... more College students receive countless messages about "following passion" and "doing what you love" (DWYL). What happens when these repeated messages ultimately do a disservice to some students? Although pursuing one's interests is strongly encouraged, the author explores the limitations of the DWYL advice at all costs, including the privilege that is often tied to Westernoriented career development concepts. Rather than focus solely on passion, career-related discussions with students should include authentic conversations about purpose, meaning, and the shifting future of work-and how students might best prepare for these changes. Several examples of institutional programs are highlighted. Suggestions and implications are provided for higher education professionals and student affairs practitioners.
Journal of Career Development, Mar 8, 2022
Challenges persist in creating a diverse pipeline of STEM professionals. This study aims to under... more Challenges persist in creating a diverse pipeline of STEM professionals. This study aims to understand the multifaceted experiences and needs of Underrepresented Minority (URM) college students as they navigate STEM environments and career choices. Utilizing social cognitive career theory (SCCT), this qualitative, multi-institutional study explored the varied experiences and barriers that 44 URM STEM students negotiated at two Predominantly White Institutions (PWIs). Implications for practice, research, and policy focus on interventions aimed at increasing persistence and fostering STEM career decision-making.
Journal of Career Development, 2019
The purpose of this article is to introduce the special issue on supporting first-generation (FG)... more The purpose of this article is to introduce the special issue on supporting first-generation (FG) and immigrant college students. Just as Parsons and other progressive leaders of the 20th century supported marginalized populations, we echo the call for career development educators to assume the mantle of advocating for equity and social justice causes. All articles in this special issue address these principles focused on supporting FG and/or immigrant college students. An overview and summary of the main articles in the issue are highlighted.
Journal of College and Character, 2016
Abstract The authors contend that many undergraduate students lack the ability to deftly articula... more Abstract The authors contend that many undergraduate students lack the ability to deftly articulate the value of their college degree, including the competencies they acquire through classroom learning and extracurricular activities. Despite the positive impact of experiential education opportunities such as service learning and internships, there is a significant gap between what students have learned and how well they are able to articulate the meaning of these experiences. Advocating for a collaborative campus effort to address the problem, the authors offer their own perspectives based on their experiences as faculty members and student affairs practitioners.
Teaching English in the Two-Year College, Dec 1, 2010
Journal of College Reading and Learning, Mar 1, 2011
Learning community (LC) programs continue to proliferate across college campuses as a strategy to... more 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 selfassessment based on issues related to work in a pluralistic society. Theoretical concepts and practical implications are analyzed and shared.
Journal of College and Character, Apr 3, 2018
First-year students enter college with significant concerns about career and major decision-makin... more First-year students enter college with significant concerns about career and major decision-making, including questions about purpose, vocation, and meaning. Some students have opportunities to actively explore and engage in the reflection process-yet many do not. Higher education professionals will need to identify and expand resources to provide these career development initiatives for new students. The authors advocate that career development, exploration, and vocational reflection during the first year should be viewed as a potential high-impact practice. To meet this goal, the authors outline three strategies to extend opportunities to more students, including historically marginalized student populations. The strategies include (a) expanding options for career planning opportunities, including for-credit and non-credit courses, (b) continuing to re-imagine the role of career services for a wider range of student populations, and (c) embedding career exploration initiatives into the first-year experience. Finally, the authors contend that the work of educating firstyear students around career development and exploration is a collective one, and efforts should involve multiple stakeholders.
Presented at the Internationalizing the Curriculum and Campus Conference (ICCC), Twin Cities, MN,... more Presented at the Internationalizing the Curriculum and Campus Conference (ICCC), Twin Cities, MN, March 23, 2012.
Career Planning and Adult Development Journal, Apr 1, 2007
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Papers by Michael Stebleton