Published Research

Linking Theory to practice

I served as an editor with my colleague, Dr. Frances Stage, on two editions of the book: Linking Theory and Practice: Case Studies for Working with College Students. For this project, I authored chapters on analyzing cases and learning theory. I also reviewed cases written by higher education administrators.

Hubbard, S.M., & Stage, F.K. (2017). Linking theory to practice: Case studies for working with college students (4th Ed.). New York: Routledge

Stem Education

Using multiple regression and a data set from the National Science foundation, I conducted a study to identify public institutions that developed high numbers of minority scientists in the STEM disciplines. The study was a multi-year project and produced several article concerning women and minority students in the math and sciences.

Hubbard, S.M. (2012). Theory and practice in student affairs. In F.K. Stage & S.M. Hubbard (Eds.), Linking theory to practice: Case studies for working with college students (3rd Ed.). New York: Routledge.

Faculty Attitudes & Perceptions

This quantitative study analyzed the attitudes, perceptions, and preferences of faculty at Hispanic Serving Institutions. I used a the National Study of Postsecondary Faculty to complete the study.

Hubbard, S.M., & Stage, F.K. (2010). Identifying comprehensive public institutions that develop minority scientists. In S. R. Harper & C. B. Newman (Eds.), New Directions in Institutional Research, 148, 53-62.

Structural Equation Modeling

Serving as a methodologist, I used structural equation modeling that validated a planned behavior theory to predict student cheating.

Mayhew, M.J., Hubbard, S.M., Finelli, C.J., Harding, T.S., & Carpenter, D.D. (2009). Using structural equation modeling to validate the theory of planned behavior as a model for predicting student cheating. Research in Higher Education, 32 (4), 441-468.

Other Selected Publications
& Conference Presentations

Hubbard, S. M. (Winter, 2018). Workshop, “Introduction to Data Visualization.” Strategic Management and Design Winter Intensive, Parsons School of Design, New York.
Kalet, A., Buckvar-Keltz, L., Harnik, V., Monson, V., Hubbard, S., Crowe, R., Hyuksoon, S. S., Yingling, S. (2017). Measuring professional identity formation early in medical school. Medical Teacher, 39(3), 255-261.
Kalet, A., Buckvar-Keltz, L., Harnik, V., Monson, V., Hubbard, S., Crowe, R., Song. H.S., & Yingling, S. (2016). Measuring professional identity formation early in medical school, Medical Teacher, DOI: 10.1080/0142159X.2017.1270437
Hubbard, S. M. (Spring, 2013). Keynote, “Transitioning from high school to college: Expectations, assumptions, and outcomes.” Westchester Putnam Rockland Counseling Association’s Annual Meeting in Elmsford, New York .
Hubbard, S.M. (2012). Theory and practice in student affairs. In F.K. Stage & S.M. Hubbard (Eds.), Linking theory to practice: Case studies for working with college students (3rd Ed.). New York: Routledge.
Stage, F. K. & Hubbard, S. M. (2009). Undergraduate institutions that foster women and minority scientists. Journal of Women and Minorities in Science and Engineering, 15, 77-91.
Grossman, A. H., D’Augelli, A. R., Howell, T.J., & Hubbard, S. M. (2005). Parents reactions to transgender youths’ gender nonconforming expression and identity. Journal of Gay and Lesbian Social Services: Issues in Practice, Policy & Research, 18 (1), 3-16.
Grossman, A. H., D’Augelli, A. R., Salter, N. P., & Hubbard, S. M. (2005). Comparing gender expression, gender nonconformity, and parents’ responses of female-to-male and male-to-female transgender youth: Implications for counseling. Journal of LGBT Issues in Counseling, 1 (1).
Sanchez, N., Rabatin, J.S., Sanchez, J.P., Hubbard, S., & Kalet, A.L. (2005). Are medical students prepared to care for lesbian, gay, bisexual, and transgendered patients?: A curriculum needs assessment, Family Medicine.