2025 Virtual Conference Schedule

Belle Liang, Ph.D., Professor of Counseling, Developmental, and Educational Psychology

Lynch School of Education and Human Development, Boston College

We are seeing unprecedented levels of stress and pressure in today’s environment. Based on the insights of Belle Liang and Timothy Klein’s How to Navigate Life, Belle Liang will share actionable strategies and explore the concept of purpose, attendees will learn how to guide students in discovering their "true north" and aligning their professional and personal lives with what genuinely motivates and fulfills them. This session will provide professionals with practical tools to foster more intentional, purpose-driven journeys for both themselves AND their students ensuring their well-being and success throughout their higher education experience and beyond.

Institutions of higher education across the globe faced challenging decisions around their preparation and response to demonstrations and campus disruption during the 2023-2024 academic year. Many schools saw graduation ceremonies interrupted or canceled. Join us for an interactive session in which presenters will discuss the changing environment of free expression on college campuses and what the University of Texas at Austin, a large, public university, did to ensure safe graduation ceremonies. 

Learning Outcomes 

1. Explain the legal context for public universities regarding free speech and disruption 

2. List examples of foundational decision criteria for balancing speech and safety 

3. Describe the strategies that UT Austin implemented to manage 31 commencement ceremonies to ensure a safe and smooth graduation process

Aaron Voyles, Executive Director of Student Involvement

The University of Texas at Austin

Kelly Soucy, Executive Director of Student Support

The University of Texas at Austin

Expert panelists will share insights from temporary roles in a variety of student affairs positions in the U.S. and overseas, highlighting how interim positions offer flexibility, diverse experiences, and work-life balance. Learn how interim leaders address pressing needs; manage leadership transitions; and contribute to higher education's landscape. Discover the benefits for both professionals and institutions and explore how these positions enhance career satisfaction, institutional stability, and sustainable student affairs practice.

 Learning Outcomes 

1. Identify major trends driving the increased use of interim leadership roles in higher education, such as the length of hiring processes and the need for immediate expertise. 

2. Describe two specific ways interim leaders have addressed critical needs and contributed to organizational stability during transitional periods, using case studies or examples provided. 

3. Articulate ways interim roles offer flexibility, diverse professional experiences, and opportunities for skill development.

Kevin Stensberg, Senior Student Affairs Officer & Dean of Students

Bemidji State University

Jen Meyers Pickard, Ph.D., Senior Partner & Student Affairs Practice Leader

WittKieffer

Leanna Fenneberg, Ph.D., Senior Vice President for Student Life

Duquesne University

Beth Moriarty,

Beth Hellwig,

Edmund Cabellon,

Bias incidents towards people of color, the LGBTQIA+ community, and/or religious beliefs have been an issue of concern for colleges and universities throughout the years and are on the rise. College administrators have come to a crossroad when having to decide how to respond without violating the First Amendment. The presenter will provide attendees with tools to recognize and respond to bias incidents, promote a culture that values diversity and inclusion while respecting constitutional rights. 

Learning Outcomes 

1. Indicate an understanding of the criteria utilized to identify and analyze instances of bias acts 

2. Describe the First Amendment and recognize the balance between protected speech and potential harm 

3. Discuss First Amendment and bias incidents, fostering a respectful and inclusive environment

Alesia Smith, Assistant Vice President/Title IX Coordinator

Clemson University

Many student affairs professionals who work in public higher education institutions have questions about legal guidelines regarding their own speech and expression both at work and as private citizens. The presenter will provide an overview of such legal freedoms and constraints and faciliatate a discussion around implications of those guidelines. 

Learning Outcomes 

1. Identify the legal guidelines for speech and expression for those who are employed at public colleges and universities 

2. Recall the case law that elucidates such guidelines 

3. Describe how to appropriately express beliefs and values as employees at public colleges and universities

Christy Moran Craft, Professor and Graduate Coordinator

Kansas State University

The presenter will share insights about utilizing the Universal Design for Learning (UDL) strategies in the workplace. Discover the benefits and learn practical strategies of UDL that empower organizations to adapt to diverse learning styles. Participants will practice implementing UDL guidelines using real scenarios. Learn how UDL cultivates proactive inclusivity and accessibility to create thriving professional environments. 

Learning Outcomes 

1. Identify Universal Design for Learning strategies and guidelines 

2. Discuss the appropriate use of UDL strategies in the workplace

Aleecea Denton, Residence Hall Director

Stony Brook University

This presentation addresses critical safety issues in school sports, emphasizing that abuse and misconduct persist despite Title IX protections. Title IX, a federal civil rights law, prohibits sex-based discrimination in any federally funded educational program. The session begins with an overview of Title IX, detailing its requirements and protections for education institutions. It acknowledges that misconduct in athletics can extend beyond the sexual discrimination and harassment covered by Title IX, highlighting the need for safety measures.

 Learning Outcomes 

1. Understanding the foundational elements of Title IX and its application in the school sports context

2. Identifying types of misconduct that fall outside the purview of Title IX, including grooming behaviors and other forms of physical and emotional abuse

3. Developing strategies to create a safe and supportive environment for students and staff, emphasizing preventive measures and responsive protocols

Bobby Click, Executive Director

Sport Safety -- EM

Online sports betting has led to an increase in problem gambling behaviors on campus. Students engaging in these behaviors often have co-occurring mental health and substance use concerns. With easy access to gambling, it's critical that campuses understand the potential risks and are prepared to support students in need of help. The presenters will explore the current gambling landscape, discuss the relationship between problem gambling and mental health, and identify strategies to integrate problem gambling work into existing campus efforts. 

Learning Outcomes 

1. Recite the current gambling landscape, including federal, state, and campus policies that have led to an increase in problematic gambling behaviors among college students 

2. Identify current trends in gambling behaviors among college students and the intersections between gambling, mental health, suicidality, and substance use 

3. Articulate how student affairs leaders can support strategies that integrate problem gambling work into existing efforts on campus.

Cindy Clouner, MPH, Managing Director

The Ohio State University-Main Campus

M. Dolores Cimini, PhD, Director, Center for Behavioral Health Promotion and Applied Research

University at Albany

James Lange, PhD, Executive Director

Higher Education Center for Alcohol and Drug Misuse Prevention and Recovery

Fraternity and Sorority Life and the Office of Student Conduct should work as allies. However, a lack of cooperation and distance often replace the respect and shared responsibility that should be the cornerstone of their collaboration. In this session, the presenters will explore the barriers to effective collaboration and discuss how aligning a vision for accountability can transform how these offices work together to educate and support students. They will share practical processes, experiences, and solutions, offering a road map for implementing change on campus.

 Learning Outcomes 

1. Examine where there are potential conflicts in relationships between Fraternity & Sorority Life and Conduct Offices and identify potential opportunities for successes and future collaborations 

2. Identify a road map and shared language to begin conversations with their Fraternity & Sorority Life and/or Conduct office to enhance collaboration and encourage alignment in response and outcomes 

3. Construct a shared Memorandum of Understanding (MOU) to govern conduct incidents from examples provided in the session

Kaela Lindquist,

University of North Carolina at Charlotte

Michelle Guobadia, Director for Fraternity and Sorority Life

University of North Carolina at Charlotte

The landscape of higher education is increasingly shaped by crises. Encampments, sexual misconduct, campus violence, and natural disasters have been among the most recent crises facing colleges and universities. It is often up to executive leaders in higher education to navigate crises and make crucial decisions that impact constituents across the institution and community. The presenters will share results from their dissertation which responds to this question: How do leaders in higher education make decisions during a crisis? 

Learning Outcomes 

1. Identify factors that executive leaders consider when making decisions in a campus crisis 

2. Compare ways to address crises currently facing their institutions 

3. Evaluate personal practice through the lens of decision-making during a crisis

Jorhie Beadle,

Michigan State University

Matea Caluk, Chief of Staff

Michigan State University

Mike Hastings, Instructional Technology Specialist

Grand Rapids Public Schools

The presenters will explore the career paths of professionals who have worked at HBCUs, PWIs, and other institutional types. Addressing common misconceptions, panelists will share their experiences and strategies for leveraging their HBCU background to advance their careers across various higher education environments. Attendees will gain insights into the unique campus cultures of HBCUs and the rigorous work conducted by their professionals, while also learning how to foster a culture of bold change and adaptability within the student affairs profession. 

Learning Outcomes 

1. Analyze the career trajectories of those who have transitioned between HBCUs, PWIs, and other institutional types, identifying key strategies used to overcome challenges and leverage their HBCU experience for advancement 

2. Compare and contrast the campus cultures and work environments of HBCUs and PWIs, understanding the unique challenges and opportunities each setting offers for career development in student affairs 

3. Apply career capital concepts to their own experiences, creating strategies to leverage their roles for future career goals across different institutions

Jerisha Farrer,

Forsyth Technical Community College

Kevin Reese, Director of Multicultural Affairs

Georgia Southern University

Prince Robertson, Ed.D., Dean of Students for Community Standards and Advocacy

Illinois Wesleyan University

Saranette Williams, Director of Career Services

Norfolk State University

Yasmine Farley, Director of the Career Center

California State University-San Marcos

The presenter will guide attendees in developing an Anti-Racist Supervisory Toolkit through an engaging blend of lecture, collaborative artwork, and think-pair-share activities. Participants will explore strategies for fostering equity and inclusion in their supervisory roles, reflect on personal biases, and create visual representations of their commitment to anti-racism. The presenter offers actionable insights and creative exercises to empower supervisors to transform their leadership practices and build supportive, inclusive workplaces. 

Learning Outcomes 

1. Recognize and apply effective anti-racist strategies in their supervisory practices, integrating insights from current research and theories on equity and inclusion. 

2. Create personalized action plans for implementing anti-racist practices in their roles, using collaborative artwork and discussion to reflect on their commitments and specific goals. 

3. Exemplify cultural competency by engaging in discussions and exercises that challenge their biases, broaden their understanding of systemic racism, and improve their ability to support a diverse team.

Summie Bledsoe,

American University

When we imagine a day in the life of a thriving student affairs professional, images of fiscal management may not be the first spring to mind. However, for todays AVP, a keen understanding of all things budget is critical for a professional to be an effective divisional leader and colleague. This panel brings together a variety of institutional types and issues and aims to assist attendees in considering how they can improve their practice as experts in division financial planning and advocacy and be effective role models for their campus. 

Learning Outcomes 

1. Craft a basic outline framework of responsibilities unique to the AVP role for division fiscal management 

2. Identify and explore challenges and obstacles for developing confidence and competency in financial planning, budget models and building partnerships with campus colleagues related to fiscal matters. 

3. Determine aspects of departmental culture that can be improved by practices that encourage fiscal competency development throughout the organization

Alicia Erwin, Assistant Vice President for Student Life, Strategic Operations

Mount Holyoke College

Alicia Martinez Newell, Assistant Vice President of Student Affairs

Wichita State University

Carrie Lovelace Petr, PhD, PCC, BCC, CEO, Carrie Lovelace Petr Coaching & Consulting, LLC

Carrie Lovelace Petr Coaching & Consulting

Neil Jamerson, Assistant Dean for Community Standards & Student Support

Vanderbilt University

Ever had assessment results that made you question everything? You are not alone. This session features a panel of experts with extensive campus experience who will share real-world examples of surprising data that required thoughtful interpretation and strategic communication, although we all change a few specifics to protect the innocent. Attendees will learn practical skills so the next time you encounter unexpected results, you'll be prepared to act without the usual panic. 

Learning Outcomes 

1. Describe the challenges presented by unanticipated data results 

2. Summarize six strategies for managing unexpected data results 

3. Evaluate ways to practically apply these strategies in various settings and contexts

Tiffany Conde, Senior Manager, Customer Experience

eRezLife Software

Matthew Venaas, Manager of Analytics & Research

Benchworks by Elentra

Decision-making in student affairs can be particularly challenging due to the personal ties that often accompany the work. The Decision-Making Framework (DMF) offers a structured approach with four phases to navigate complex decisions. The presenters explore updates to the DMF, focusing on using data to guide emotionally charged decisions. The presenters show how data helps reduce emotional biases for more effective decision-making by providing practical examples, including a case study from the University of Georgia’s Basic Needs initiative. 

Learning Outcomes 

1. Apply the four phases of the Decision-Making Framework (DMF) with particular attention to quality data 

2. Implement data-based strategies to recognize and reduce the impact of emotional and personal biases in decision-making

Annie Carlson Welch, Assistant to the Vice President for Student Affairs

University of Georgia

Amber Atkinson, Senior Business Intelligence Analyst

University of Georgia

Sarah Strickland, Professional Affiliate

University of Georgia

The presenters will explore how community cultural wealth can be leveraged to uplift and celebrate professionals of color in student affairs. Attendees will learn to apply Yasso's framework across various career stages, from entry-level to senior administrators. The session will also offer practical strategies for recognizing team contributions and innovative initiatives to enhance retention. Join us to gain actionable insights on fostering an inclusive and supportive workplace. 

Learning Outcomes 

1. Review the Community Cultural Wealth model 

2. Describe the application of the Community Cultural Wealth framework across different career levels 

3. Apply evidence-based strategies that empower and recognize professionals of color

Daksha Khatri, Professional Affiliate

George Washington University

Sean Watley, Professional Affiliate

George Washington University

As the landscape of higher ed evolves, so too must our approach to recruiting, onboarding, and developing staff. This session delves into recruiting nontraditional candidates and navigating their successful integration into student affairs roles. Drawing inspiration from the Synergistic Supervision Model and understanding the current state of higher ed candidate pools, we invite professionals to explore outside their echo chambers and embrace new perspectives for building and supporting team members with different paths to the profession. 

Learning Outcomes 

1. Identify successful strategies for and value of recruiting non-traditional candidates 

2. Develop an effective onboarding process 

3. Possess the knowledge, skills, attitudes, and strategies to empower non-traditional candidates in student affairs roles

Alexa Erb, Associate Director, Student Engagement

Tufts University

Matthew Galewski, Senior Associate Director, Training & Development

Brandeis University

Nick Poling, Senior Coordinator of Fraternity and Sorority Life

Boise State University

The presenters will review recent research related to the needs and experiences of neurodiverse students in higher education. Using their years of experience in psychotherapy, psychiatry, translational science, and program/intervention development for college settings, the presenters will offer practical suggestions for a diverse audience of both clinical and non-clinical student affairs professionals to support neurodiverse students in succeeding in college. 

Learning Outcomes 

1. Define neurodiversity while providing practical suggestions for a diverse audience of student affairs professionals 

2. Identify ways in which campus practices and policies can be modified to better support neurodiverse student success and inclusion 

3. Describe qualities of neurodiversity that strengthen and enrich campus communities

Carla Chugani, Vice President of Clinical Programs

Mantra Health

Larry Ozowara, Vice President of Care Delivery

Mantra Health

There are decades of research highlighting the impact of mentors on the development and success of students and early career professionals.  In many cases, student affairs educators and leaders have served in these important roles; however, we perhaps spend less time thinking about the role mentorship can and should play in our own lives and careers.  This keynote will highlight key learnings from research on academic mentorship and how their application can enhance the ways student affairs educators build relationships and engage in mentorship across the profession

KImberly Griffin, Ph.D., Dean

The University of Delaware's Spectrum Scholars Initiative empowers autistic individuals and our community on campus and in the workplace. The program is designed to support neurodiverse individuals, with a particular emphasis on assisting autistic students. Services offered include executive functioning coaching, career support, and sensory-sensitive social engagement events. The presenters will provide valuable insights and recommendations to other campus programs and initiatives aimed at effectively supporting neurodiverse students. 

Learning Outcomes 

1. Identify appropriate ways to ensure that the spaces and ways in which they support neurodiverse students are sensory appropriate

2. Construct engagement activities for autistic students in an inclusive, accessible environment

Adrienne Cornish Lucas, Assistant Director

Eryn Cahoon, Academic Program Coordinator

Higher education is at a critical crossroads, with change permeating every level of our institutions. Student affairs practitioners are often at the forefront, driving both large-scale shifts and smaller programmatic adjustments. Leaders who effectively leverage data are uniquely positioned to navigate these transitions. The presenters delve into the essential skills required to harness data throughout the change process. Participants will explore how data and assessment can be strategically employed to guide and sustain meaningful change. 

Learning Outcomes 

1. Explain how data-informed decision-making supports various levels of change in higher education organizations 

2. Prepare actionable strategies for using data at different stages of a change process 

3. Assess how effectively they use data to guide decision-making and support change

Kimberly Yousey-Elsener, Research Associate Professor, Higher Education and Student Affairs

Laura Bayless, Vice President for Student Affairs

In light of increased expectations for severe weather events, housing professionals must be prepared for and ready to respond to campus emergencies resulting from natural disasters. The presenters will share the FEMA framework for emergency management and explore how the University of North Carolina Wilmington prepared for and responded to Hurricane Florence, contextualized within the emergency management framework. 

Learning Outcomes 

1. Describe the Five Phases of Emergency Management as part of the Preparedness Cycle 

2. Understand how UNCW was impacted by and responded to Hurricane Florence 

3. Identify successes, struggles, and lessons UNCW learned from Hurricane Florence

Donovan Smith, Director of Residential Education and Housing

Kevin Wickliffe, Director

We've all heard the charge that we need to integrate equity-centered assessment into overall student affairs assessment. But has anyone given you specific strategies for training student affairs professionals in these essential assessment principles? In this session, presenters will review key items to include when developing or enhancing assessment training to be more inclusive. 

Learning Outcomes 

1. Distinguish the principles of Equity-Centered Assessment 

2. Recognize best practices on how to train student affairs professionals in Equity-Centered Assessment practices 

3. Prepare an action plan to begin developing an Equity-Centered Assessment training program

Paul Holliday-Millard, Senior Research Associate, Assessment & Qualitative Research

Sophie Tullier, Director, Assessment, Data Analytics, & Research

In this session, presenters will share essential fundraising skills to empower student affairs professionals regardless of their prior experience. Drawing on simple, relatable principles learned in kindergarten, such as clear communication, relationship building, and expressing gratitude, participants will learn practical strategies to engage donors and secure resources for their programs. Whether you're new to fundraising or looking to refresh your approach, this toolkit is your guide to success to confidently support your program's financial goals. 

Learning Outcomes 

1. Recognize the need for fundraising within student affairs and understand how to strengthen the relationship between university advancement and student affairs 

2. Identify and apply fundamental principles of the fundraising process using simple, relatable concepts that are easy to understand and implement 

3. Employ the use of a toolkit of actionable strategies, formalizing the role of fundraising within student affairs and making fundraising a more approachable and less intimidating task

Christy Rogers, Professional Affiliate

Robin Zimmern, Executive Director of Alumni and Development

The presenter will share details of rebuilding the student government association at Appalachian State University, including clarification of both the range of problems leading to change, and the steps taken to rebuild over the past two years. Through reframing student government, a new version of student representation has emerged, creating a more inclusive and collaborative environment which welcomes students, faculty and staff to engage together. 

Learning Outcomes 

1. Identify various challenges and barriers that have become increasingly common within campus SGA organizations. 

2. Recognize that major change can be considered, even for student-led student organizations that are often perceived by some to be rich in history. 

3. Recall actionable steps that can be replicated on other campuses in collaboration with students.

Jeff Cathey, Assistant Vice Chancellor for Student Affairs

Gretchen Cross,

Hazing prevention efforts have various goals, and Fraternity and Sorority Life professionals must assess their programs and policies to ensure they are appropriate for their students and institutions. In this session, Piazza Center researchers will share What Works Study survey findings from 2000 students about how different hazing prevention efforts impact collegiate members. They will also offer recommendations and guidance for developing and implementing hazing prevention policies and programs. 

Learning Outcomes 

1. Articulate student awareness of chapter and campus hazing prevention programs and policies. 

2. Identify how different types of hazing prevention programs and policies impact students’ attitudes and behaviors toward hazing. 

3. Explore ideas for improving existing programs and policies or developing new prevention strategies for their campus or organization.

Kimberly Davis, Data Analyst

Dan Welter, Director of Fraternity and Sorority Life

Home@Mizzou significantly improves student retention and success by providing secure housing and tailored support services for student housing needs. Attendees will learn about the program's structure, funding model, outcomes, and the importance of on- and off-campus collaboration. The presenters will also share insights and strategies for replicating the program's success at other institutions. 

Learning Outcomes 

1. Identify the unique challenges faced by housing-insecure students in higher education

2. Analyze the effectiveness of collaborative approaches to student support services

3. Develop actionable strategies for implementing similar housing support programs on other campuses

Lori Fox, Assistant Dean of Students

Ashli Grabau, Director of Strategic Initiatives and Assessment

Morgan Myers, Assistant Director of Residential Life- Student Care & Community Standards

Tyler Page, Residential Life

Haley Hamblin-Dold, Basic Needs Coordinator

Are you consistently assessing and evaluating your programs, or just guessing what programs work for your students? Need confirmation that your programs are evidence-based/evidence-informed? If you're not sure where to start, or need a refresher, come learn about program assessment and evaluation, writing meaningful learning outcomes, and implementing creative methods for collecting assessment and evaluation data. The presenter will also share tips for creating and strengthening a culture of assessment and evaluation on your campus. 

Learning Outcomes 

1. Describe the difference between program assessment and evaluation

2. Practice writing 1-2 measurable learning outcomes

3. Articulate one or more ways to implement assessment and evaluation methods

Eva Esakoff, Assistant Director of Statewide Coalition Evaluation and Data Projects

This session will explore what unconscious bias is and how it directly impacts student success. This training includes a comprehensive plan to identify, address, and mitigate unconscious bias within schools and colleges. Unconscious bias can negatively impact decision-making, student access, student morale, and overall admission and retention performance. With this training, we aim to create a more inclusive environment and improve student satisfaction, student retention, and overall student success. 

Learning Outcomes 

1. Practice identifying and mitigating unconscious biases and implement strategies to address them

2. Apply a culture where diversity is valued and all students feel included

3. Employ a more inclusive and equitable student experience and enhance decision-making processes

Nahomi Carlisle, Associate VP and Chief Equity and Compliance Officer

During this session, the presenters will explore how mid-level leaders are crucial and integral parts in navigating and sustaining success during organizational change. Being tasked with balancing strategic vision with operational expertise, these leaders are critically important in bridging the gap between executive directives and frontline execution, ensuring stability and continuity during times of change. The presenters will create space for dialogue and highlight the often-underestimated power of mid-level leadership in driving long-term organizational resilience. Learning Outcomes 1. Participants will understand how mid-level leaders act as pivotal agents in bridging organizational strategy and operational execution during transitions. 2. Participants will acquire practical tools and strategies for leading teams through organizational transitions. 3. Participants can apply foundational leadership and change management theories to real-world case studies, demonstrating how these concepts can address challenges faced during organizational transitions.

Anthony Webster, Ph.D., Director, TRIO Student Support Services

Julia Heck, Associate Vice President for Student Life and Support Programs & Dean of Students

LaMarcus D. Howard, Ph.D., Assistant Vice Chancellor, Student Health and Wellness

The current attitudes and behaviors of an educational community’s students, faculty, and staff are more important than ever, with federal and state mandates around sexual misconduct climate surveys and the increasing obligations campuses face under Title VI. Campus climate surveys–both for sexual misconduct and your general community–are invaluable tools for this work. This session will provide a foundational understanding of both types of climate surveys that capture data on engagement, success, and belonging for campuses to strengthen their communities and meet the shifting landscape of compliance demands.

Learning Outcomes:

• Understand the basics behind campus climate surveys and the difference between what is measured in a general community campus climate survey and one specific to sexual misconduct 
• Articulate what makes a strong climate survey for your specific community and how to evaluate instruments and what modules should be included in your own surveys
• Describe how to take the findings of your assessment and create meaningful action for specific communities and the campus as a whole

Meredith M. Smith, JD, MS Ed, Senior Vice President

Mentorship is crucial for young professionals in higher education, fostering skill development and career growth. For professionals of color, culturally responsive mentorship addresses unique challenges. The 2020 "great exit" underscored the need for guidance beyond traditional roles. Drawing on Sylvia Ann Hewlett's work, the presenters will highlight the vital role of sponsorship in advancing careers and overcoming systemic barriers. Attendees will gain strategies for securing sponsorship and navigating workplace challenges through a dynamic discussion. 

Learning Outcomes 

1. Describe the principles of culturally responsive mentorship 

2. Apply culturally responsive mentorship and sponsorship to support new professionals of color 

3. Recognize the importance of sponsorship and its impact on career success

Frank Dorsey, Dean of Student Involvement & Leadership

Takeem Dean, Assistant Vice President for Student Affairs

Career readiness is often viewed as a luxury for students with time and space outside the classroom. To address this disparity, the University of Northern Colorado's Center for Career Readiness partnered with staff and faculty across campus to launch the Career Readiness Faculty Fellows program. The presenters will share outcomes from the first year of implementation, challenges, lessons learned, and tips on embedding NACE career readiness competencies into coursework at your institution. 

Learning Outcomes 

1. Identify at least one lesson learned they can use for their own career-to-curriculum implementation plan 

2. Interpret the benefit of cross-campus collaboration for embedding careers into the curriculum at their institution 

3. Describe at least one reason to embed career readiness competencies into coursework at their institution

Colleen Sonnentag, PhD, Dean of Student Development

Timothy Nellett, Director of Career and Experiential Learning

The COVID-19 pandemic accelerated the adoption of distributed and remote work in higher education. This presentation explores challenges and opportunities of supervising teams across varied time zones and work modalities. Attendees will learn effective leadership strategies, communication techniques, and tools for building cohesive distributed and remote teams. Practical case studies will equip supervisors with knowledge and skills to navigate this nuanced and evolving work environment. 

Learning Outcomes 

1. Understand the complexities of supervising distributed and remote teams and team members in higher education

2. Apply effective strategies for building trust, fostering collaboration, and managing performance in virtual/remote environments

3. Leverage technology to enhance communication, productivity, sense of belonging, and team culture

Jeremy Moore, Dean of Students

Washington University in St. Louis' Office for International Student Engagement (OISE) has implemented innovative orientation programs to support international students' transition, belonging, and success. This session will explore how OISE's multifaceted orientation initiatives address students' evolving needs and the internal culture shifts necessary to sustain these efforts. Attendees will gain insights into leveraging technology, fostering a changing culture, and ensuring a return on investment in student support services. 

Learning Outcomes 

1. Identify OISE's multi-pronged orientation approach, virtual seminars, community-building events, and tailored in-person programming that address the unique needs of international students

2. Apply OISE technology to provide timely support and information, making the orientation process more accessible and engaging for students before they even arrive on campus

3. Understand how OISE's leadership fosters a culture of innovation and adaptation among staff, ensuring that orientation programs evolve alongside the changing higher education landscape

James Barton, Program Coordinator of the Office for International Student Engagement

Evelyn Real, Director of the Office for International Student Engagement

Certain states are creating policies to diminish "DEI" engagement, recruitment, and retention resources; leadership trainers need tools to motivate and inspire people across different social identities. Trainers who value "DEI" must find innovative ways to include it in trainings. This session develops professionals, who train diverse people, using identity-based storytelling and experiential learning activities. Participants in this session will create strategies that build trust and increase social identity awareness. Participants will be exposed to intergroup dialogue activities to discuss best practices and collaborate. 

Learning Outcomes 

1. Summarize strategies that build trusting relationships by developing impact statements

2. Develop inspirational stories to increase vulnerability and trust during training

Dar Mayweather, Full-Time Lecturer

This presentation will explore how generative AI can be harnessed by supervisors to create dynamic career development plans, inspire strategic work projects, and enhance performance appraisals. We'll explore how AI can transform career progression within and beyond higher education, fostering a culture of continuous learning and professional growth. 

Learning Outcomes 

1. Develop career development plans for employees based on job descriptions of progressive roles within and outside a specific higher education organization 

2. Generate strategic work project ideas that bolster employees' desired professional skills, drawing on relevant sources of inspiration 

3. Apply generative AI tools and techniques to enhance the performance appraisal process within the organization

Amarette Renieri, Associate Director of Career Services

Taylor Henderson, Director of Reliant Student Experience Office

The presenters will explore the growing issue of burnout in higher education, examining its root causes and its impact on career advancement. Drawing on research and their own experiences, the presenters will offer practical strategies to make leadership roles more appealing to middle managers. The session will highlight how overwork and stress are deterring talented professionals from advancing and what leaders can do to create sustainable pathways for growth. Participants will actively engage in discussions to share challenges and solutions from their campuses and will leave the session with a toolkit of practical resources for implementing change. 

Learning Outcomes 

1. Articulate the key factors contributing to burnout among middle managers in higher education, such as excessive workloads, lack of autonomy, and poor work-life balance

2. Compare leadership theories, such as transformational leadership and servant leadership, to develop a leadership approach that prioritizes staff well-being, autonomy, and professional growth

3. Participants will actively engage in discussions to share challenges and solutions from their campuses and will leave the session with a toolkit of practical resources for implementing change

Kevin Reese, Director of Multicultural Affairs

Yasmine Farley, Director of the Career Center

Conflict is an sure part of life. The best relationships undergo conflict. What happens when we, or students, have harmed those in close proximity to us? Our peers have a major impact on our daily lives. Conflict can impact almost every aspect of a team. However, we can use Restorative Justice to work through conflict in a peaceful/productive manner. Participants will engage in small group and paired discussions exploring their view of conflict and repairing harm. This session would be most useful those who supervise student/professional staff. 

Learning Outcomes 

1. Identify at least one salient emotion they experience when engaged in conflict 

2. Examine how they respond to direct or indirect conflict 

3. Articulate how to find the needs and interests of those in conflict

Jasmith Joseph, Assistant Dean of Students

This session explores the innovative housing partnership between The College of New Jersey (TCNJ) and Mercer County Community College (MCCC), allowing MCCC students to live on TCNJ's campus while completing their associate degrees. The collaboration enhances engagement and success by providing access to TCNJ's residential life and college services. Attendees will learn how this initiative fosters community, supports academic growth, and creates seamless transfer pathways, modeling partnerships between two- and four-year institutions. 

Learning Outcomes 

1. Identify effective strategies for developing and implementing cross-institutional housing partnerships between two-year and four-year colleges

2. Explore approaches to advocating for collaborative initiatives that enhance student engagement, retention, and success

3. Analyze the benefits of providing two-year college students with access to four-year institution resources and how it can foster academic growth and community integration

Kelley Hennessy, Associate Vice President for Student Affairs

Yannick Ladson, Director, Counseling and Wellness Center

Sean Stallings, Vice President of Student Affairs

Christina Tormey, Director of Residential Education & Housing

Artificial intelligence does not have to be intimidating or overhyped. This session explores how AI can elevate assessment, strategic planning, and goal setting in student affairs—all while keeping authentic human engagement front and center. The presentation cuts through the AI hype by delving into key concepts, highlighting practical examples of AI-powered tools in action, and offering ethically responsive strategies that deliver real-world results.

By the end of the session, participants will walk away with take-home ideas for weaving AI into day-to-day processes—from generating data-driven insights to saving time on routine tasks—without compromising the human touch. The session will also address how to avoid common pitfalls, such as over-automation, ensuring that AI supplements rather than replaces professional judgment. Discover how AI can enhance student support, measure outcomes more effectively, and drive meaningful change on your campus.

Learning Outcomes

Identify Core AI Concepts and Platforms By the end of this session, participants will be able to explain fundamental AI principles, terminology, and platforms, laying the groundwork for confident, informed discussions about AI’s role in student affairs.

Integrate AI Into Strategic Planning By the end of this session, participants will be able to identify how AI-driven insights can inform strategic planning processes—helping to pinpoint priorities, allocate resources, and measure progress against institutional goals.

Strengthen Assessment Frameworks By the end of this session, participants will learn methods for weaving AI tools into assessment practices to gather, interpret, and communicate data that supports evidence-based decisions and continuous improvement.

Enhance Goal Development and Monitoring By the end of this session; participants will explore how AI can streamline goal setting and tracking, ensuring that objectives remain actionable, time-bound, and closely aligned with student success indicators and departmental benchmarks.

Create an Actionable AI Roadmap
By the end of this session, participants will be equipped with a practical plan for incorporating AI into day-to-day operations, tying data-driven insights to tangible outcomes and long-term student affairs strategy.

Michael Butcher, Ph.D., Assistant Vice President for Student Affairs and Dean of Students

The ability to effectively respond after an emergency relies on many components, including relationships we build on and off campus. College campuses face a wide array of challenges, threats, and potential hazards. The presenter(s) will engage participants in understanding emergency preparedness and resiliency through a multi-faceted broad lens. Real-life experiences and successes will be shared to illustrate how our profession needs to continue building capacity to navigate for the future. 

Learning Outcomes 

1. Recall emergency planning and preparedness strategies, including nationally recognized best practices 

2. Demonstrate strategies and tools for training staff 

3. Identify the long-term effects of disaster stress

Amy Orders, Assistant Vice Chancellor, Division of Environmental Health and Public Safety

Justine Hollingshead, Assistant Vice Chancellor, Division of Academic and Student Affairs

Artificial Intelligence (AI) represents a transformative force in education, promising to enhance teaching, learning, and administrative processes across institutions. Community colleges, as crucial pillars of higher education accessibility and workforce development, stand to benefit significantly from integrating AI technologies. The panelists will outline the rationale, benefits, and strategies for integrating AI at community colleges, emphasizing improved educational outcomes and operational efficiencies. 

Learning Outcomes 

1. Articulate how artificial intelligence can be integrated into community college systems to enhance administrative efficiency, support faculty, and improve student outcomes

2. Evaluate the ethical implications of using AI in educational settings, including data privacy, bias in AI algorithms, and ensuring equitable access to AI-driven resources

3. Develop strategic plans for implementing AI technologies, including assessing readiness, selecting appropriate AI tools, and measuring the impact on educational outcomes

Claire Brady, President

Edward Martinez, Ed.D., Associate Dean of Student Affairs

Mordecai I. Brownlee, Ed.D, President

Scott Peska, Assistant Provost of Student Services

**SESSION NOT RECORDED**

For the first time in history, up to five generations have actively participated in the professional workforce. With Gen Z entering the workforce, it is crucial for supervisors and leaders to maximize individual perspectives, skills, and talents to achieve stronger outcomes to fully leverage their teams. The presenters will actively engage attendees through activities, case studies, and conversations highlighting generational characteristics in the workplace, and provide resources and strategies to thrive in managing a multi-gen team. 

Learning Outcomes 

1. Identify the differences and characteristics of at minimum three generations in the current workforce

2. Articulate no less than 1-2 strategies to enhance their work experience with colleagues from different generations

3. Explore approaches to manage a multigenerational team through conversation and participation-based activities

Amy Snyder, Director of Staff Experience, University Life

Meeghan Milette, Associate Director, University Life Professional Development

As uncertainty surrounds the use of AI in higher education, institutions grapple with how or if AI should be integrated into educational practices. This session will delve into the journey of one online state institution that boldly launched an AI platform to enhance efficiency and enable Success Coaches to focus more on learners. The presenters will share both the successes and challenges encountered, offering insights and practical strategies for navigating the complexities of AI implementation in a higher education setting.

 Learning Outcomes 

1. Identify challenges and successes in AI implementation for student support, apply practical strategies for integration, and critically assess AI's impact on enhancing learner engagement in their own institutions

2. Explore how AI can streamline administrative tasks, allowing staff to focus on personalized student engagement.

Tamara Dorsey, Director, Office of Student Success

Susan Hawkins- Wilding, Vice President of Office of Student Success

Robert Grady, Student Resolution Specialist

Interested in improving health equity for your Queer and Trans students? In this session, the speakers will share resources for creating Queer and Trans affirming programs and services. The strategies discussed will include self-education, trans-centered frameworks, and tools for evaluating services. Leave this session feeling empowered to better serve your Queer and Trans students! 

Learning Outcomes 

1. Articulate the importance of Queer inclusive and affirming programs and services 

2. Articulate strategies for self-education as it relates to being Queer inclusive 

3. Describe at least 3 strategies for developing Queer inclusive and affirming programs and services at their institution

Marlaina Widmann, Assistant Director of Wellness Services

Gia Born, Program Manager South Spencer Residential College

For campus wellbeing leaders, building a data-driven culture is essential for enhancing campus wellbeing. However, it can be a difficult, frustrating, and lengthy process. This presentation will discuss strategies used and lessons learned while building a data driven culture to inform campus well-being and student success strategies. 

Learning Outcomes 

1. Recite steps to building data literacy skills of campus wellbeing staff and faculty

2. Describe at least two foundational strategies to leverage data to inform student wellbeing and student success priorities

3. Articulate steps to building a data-driven culture in their organization

Todd Misener, Assistant Vice President, Student Affairs and Chief Wellness Officer

Stephanie Gordon, Ed.D., Vice President of Professional Development

NASPA

Monica Nixon, Ed.D., Vice President, Justice, Equity, Diversity, and Inclusion

NASPA

Join Stephanie Gordon and Monica Nixon in a conversation about fostering well-being, activating agency, and sustaining our purpose in student affairs. This session will explore themes like managing grief, leveraging our collective wisdom, and empowering agency at personal and community levels. Discover actionable strategies to support your colleagues, nurture community well-being, and address societal challenges while finding joy and meaning in your work

Despite efforts to increase diversity and inclusion on college and university campuses, viewpoint diversity is rarely discussed in training sessions and in professional development initiatives within student affairs. The presenter will highlight the importance of viewpoint diversity and inclusion as it relates to the work of student affairs professionals and provide recommendations for addressing and overcoming ideological marginalization. 

Learning Outcomes 

1. Articulate the existing empirical and anecdotal data about viewpoint diversity and ideological marginalization in higher education

2. Interpret underlying religious and/or political ideologies that lead to diverse viewpoints about a multitude of topics of interest in student affairs 

3. Recognize how to separate viewpoint/belief from behavior and will gain an increased understanding of how to appropriately regulate the latter

Christy Moran Craft, Professor and Graduate Coordinator

Kansas State University

This session is a presentation on the Division of Student Affairs (DoSA) Undergraduate Fellowship Program at Stony Brook University. This program is a unique credit-bearing paid internship experience for students interested in graduate study and careers in student affairs/higher education who identify as members of underrepresented and marginalized groups. Participants interested in establishing similar internship experiences at their institutions will learn about the program planning and implementation process and create action plans. 

Learning Outcomes 

1. Distinguish the components of an effective experiential learning program in student affairs 

2. Describe how to plan an experiential learning experience in student affairs as a DEIB initiative 

3. Establish a community of support with other student affairs professionals interested in experiential education

Cheryl Chambers, Associate Dean of Student Affairs

Stony Brook University

Education is a long-term investment. It can take years before a graduate truly understands and appreciates how their postsecondary experiences prepared them for life after college. In Student Affairs, this presents challenges in measuring the impact of their work on student success. This session uses data from the National Alumni Career Mobility survey to highlight alumni perceptions of their undergraduate experience and student affairs' role in closing equity gaps to impact student success after graduation. 

Learning Outcomes 

1. Articulate the connection between their work in student affairs and the long-term success of students beyond graduation, using alumni data to support their understanding 

2. Examine how to apply data from alumni surveys to enhance student affairs programs, focusing on increasing the value of higher education and addressing equity gaps in student and alumni success 

3. Identify actionable steps to improve equity and value in higher education outcomes

Kimberly Yousey-Elsener, Research Associate Professor, Higher Education and Student Affairs

Binghamton University

Our field is experiencing significant challenges impacting our workforce and talent pipeline. This includes recruiting, upskilling, and sustaining staff with the knowledge and competencies necessary to be successful in today's rapidly changing higher education environments. In this session, a diverse group of panelists will speak to gaps in the workforce and strategies for addressing them. Emphasis will be given to how Student Affairs Educator Certification is being used to address these gaps and support SApros and the institutions they serve. 

Learning Outcomes 

1. Summarize current challenges impacting the student affairs workforce and talent pipeline 

2. Recognize how certification is a resource to support staff recruitment, professional development, and morale

Joseph DeSanto Jones, Executive Director

Higher Education Consortium for Student Affairs Certification

Dr. Priscilla Arungwa, CSAEd, Director of Student Services

Utah State University Blanding

Sasha Masoomi, Assistant Director of Residence Life

Miami University

**SESSION NOT RECORDED**


The presenter will share practical strategies and insights from developing a Spanish Orientation Program at Wichita State University. They will guide attendees through the essential steps of identifying needs, selecting appropriate resources, and implementing culturally relevant practices. Participants will learn how to craft inclusive and effective programs that support non-English speaking families as they navigate higher education.

 Learning Outcomes 

1. Identify and describe the essential steps in creating an orientation program for non-English-speaking families, including needs analysis, stakeholder engagement, securing funding, and marketing 

2. Analyze the linguistic and cultural needs of families through various methods such as surveys and focus groups 

3. Exemplify strategies to engage and collaborate with key stakeholders, including family representatives, community organizations, and institutional partners, to ensure the program meets diverse needs

Eiran Saucedo-Rodarte, Professional Affiliate

Wichita State University

The presenter will explore the connections between college athletics and masculinity. The presenter will ground this exploration with established scholarship on masculinity, including the theories of Hegemonic Masculinity, The Triad of Men's Violence, and Guyland. Additionally, the presenter will discuss several healthy masculinity prevention and intervention strategies, including student conduct, that have been used at different institutions of higher education, for both student-athlete and general student populations.

 Learning Outcomes 

1. Articulate at least two ways that hegemonic masculinity can harm women and men

2. Identify at least two efforts that institutions of higher education have used to promote more inclusive spaces for students (one for student-athletes, one for general students)

3. Recall at least one proactive and at least one reactive way that student affairs professionals can facilitate student learning on the topic of healthy masculinity

Carl Mehta, Interim Assistant Dean of Students

University of Wyoming

Wellness? Well-being? What is this work, who is responsible, and why is it so important? This session will give context to these terms and the work they encompass, discuss how every unit on campus can contribute to holistic well-being, and give an overview of what the profession is doing well to support students and where there are areas of opportunity. We will end with guidance on how student affairs professionals can find colleagues to partner with in well-being and how to continually motivate the work on campus via assessment. 

Learning Outcomes 

1. Articulate terms like wellness and well-being

2. Demonstrate how to build a coalition for well-being work on campus

3. Apply assessment as guidance and motivation for impactful well-being initiatives.

Bridget Yuhas, Director | Student Affairs Assessment & Strategy Executive Director | Institute for Well-being

Butler University

As free expression and other expressive activities continue to evolve on college campuses, student affairs professionals are frequently on the front lines of managing and encouraging constructive engagement. The presenters will share their response to recent campus protests and offer lessons learned, strategies for expanding campus support, and innovative training approaches to prepare staff to manage future expressive events. 

Learning Outcomes 

1. Recall approaches to train and expand resources in dealing with expressive activities on campus 

2. Develop skills and knowledge in creating and implementing training programs for staff to prepare them for future engagements with expressive activities and protests 

3. Understand the importance of building and maintaining collaborative relationships with various campus stakeholders, including students, faculty, and staff

Edgar Dormitorio, Assistant Vice Chancellor & Chief of Staff

University of California-Irvine

Ellen Whitehead, Associate Dean of Students

University of California-Irvine

Floyd Lai, Associate Dean of Students

University of California-Irvine

Rameen Talesh, Associate Vice Chancellor Student Life & Leadership/Dean of Students

University of California-Irvine

Sherwynn Umali, Deputy Chief of Staff

University of California-Irvine

The presenter will reflect on innovative, collaborative methodologies and lessons learned in a year of qualitative research on staff climate at the University of Michigan Student Life. The presenter will engage qualitative researchers as well as student affairs leadership who are interested in ways they might learn more about their own staff. Topics include creating a cohesive but adaptable study framework when working with a large and diverse employee population, using collaborative, person-centered (non-survey!) methodologies, and other lessons learned along the way. 

Learning Outcomes 

1. Examine innovative, collaborative qualitative methodologies that center staff voice, such as demographic-based conversations and job shadowing 

2. Express how to mix theory and logistics to build a thoughtful and engaging study of student affairs staff 

3. Recall the connection between research and leadership and understand how participant-centered qualitative research can co-create the future of student affairs by highlighting staff voice

Wendy Lawrence, Assistant Director of Student Life Research

University of Michigan

"It Takes a Village to Raise a Child," an African proverb, emphasizes the role of community in nurturing individuals. For new student affairs professionals, especially those of color, the first three years post-graduation are critical for professional identity development. Navigating racial challenges makes supportive mentors essential. These mentors offer guidance, insight, and affirmation, helping New Professionals grow and thrive in their careers by embodying their desired professional persona. 

Learning Outcomes 

1. Recognize the cultural and historical significance of the proverb "It Takes a Village to Raise a Child" and its relevance to their roles in student affairs

2. Identify the crucial role of mentorship in their early careers and understand how it shapes their personal and professional development

3. Integrate their understanding of mentorship dynamics and community-building into personalized plans for professional growth

Dashan Axson-Lawrence, Assistant Director of Multicultural Student Services

University of Virginia-Main Campus

Artificial intelligence is quickly being adopted by many industries to address long-standing problems, and the field of mental health is no exception. In this session, the presenter will discuss the ways in which AI is already being used in mental health settings and the potential benefits and risks. Data from recent pilots of an AI mental health chatbot will be shared. 

Learning Outcomes 

1. Identify the various ways AI is currently being used in the field of mental health 

2. Examine the utility, risks, and benefits of mental health-related generative AI technology

Peter Forkner, Psychologist

Colleges face increasing demand for mental health support amid financial constraints. During this session, we will share a strategic approach to collaboration between student affairs and advancement teams to secure funding for mental health initiatives. We will explore effective fundraising methods, including partnerships with parents, alumni, and external stakeholders. We will cover best practices for cultivating relationships, articulating the value of mental health programs, and ensuring sustainable funding without adding financial burdens. 

Learning Outcomes 

1. Develop strategies to effectively promote mental health initiatives tailored to the specific needs and preferences of diverse student groups

2. Identify areas for expansion and enhancement within their counseling services to better support the needs of students

3. Apply effective storytelling techniques to convey the impact of mental health and wellness initiatives, fostering emotional connections with donors and inspiring them to invest in the cause

Laurel Donley, Vice Provost of Student Affairs

University of North Carolina School of the Arts

Active Bystanderism is a primary strategy to prevent sexual violence and promote sexual respect, particularly with student-athletes, even as research support is limited and programs are rarely designed to be population-specific or scaffolded over time. In this interactive session, we'll discuss - and practice - incorporating key behavioral health theories into active bystander programs and specifically designing your workshops with student-athletes in mind, utilizing strategies that engage this population while minimizing potential resistance. 

Learning Outcomes 

1. Identify opportunities to create buy-in and decrease resistance from student-athletes as a population/key audience 

2. Apply key behavioral health theories of the health belief model and motivational interviewing to the design, facilitation, and assessment of active bystander training 

3. Simulate participation of student-athletes in a workshop through role play in scenario-based work and observe theory-based debrief strategies

Jennifer Jacobsen, Executive Director of Health & Well-Being

Macalester College

Paige Olowu, DOJ OVW Grant Project Director

Macalester College

Taya Britten, Assistant Director for the Advising Success Network

NASPA

**SESSION NOT RECORDED**


Join this session to actively apply the Advising Success Network’s (ASN) Institutional Self-Assessment, which helps institutions evaluate their support for priority student populations—Black, Latinx/a/o, Indigenous, Asian, Pacific Islander, and poverty-affected students. This tool, informed by five years of research and practitioner feedback, assesses 54 emerging practices in holistic advising across 15 key categories. Attendees will complete parts of the assessment to establish a baseline for their institution, fostering reflection and driving continuous improvement.

Learning Outcomes

1. Understand the structure, purpose, and key components of the ASN Institutional Self-Assessment, including its focus on supporting priority student populations

2. Identify and reflect on their institution's current practices in holistic advising, particularly in relation to the 15 key categories assessed by the ASN tool

3. Explore successful strategies and common challenges related to implementing holistic advising practices

4. Develop a clear action plan, identifying specific steps they can take to apply the insights gained from the self-assessment at their own institutions

The presenters will share findings from a national qualitative study exploring the use of student organization accountability models and frameworks by student conduct administrators. Findings will be shared about how incidents are investigated, methods of accountability, and the functionality of addressing collective members/organizational behavior. Implications for practice will be included by comparing findings to existing conduct from professional associations including AFA, NASPA, and ASCA. 

Learning Outcomes 

1. Identify current student organization accountability models in comparison to study findings 

2. Distinguish areas of opportunity to improve their model student organization code of conduct 

3. Differentiate between individual and organizational concepts within an institutional code of conduct

Pietro Sasso, Ph.D., Associate Professor

Delaware State University

How can we expand our capacity to serve students, save lives, and build a safer campus culture? Naloxone distribution! Naloxone distribution does more than reverse opioid overdoses. Professionals from several states will describe the partnerships they have developed to distribute naloxone on campus, reduce overdose risks, increase bystander intervention, and educate our highest-risk students. Presenters will discuss policy considerations, marketing strategies, innovative group and individual interventions, and evaluation efforts. 

Learning Outcomes 

1. Describe strategies for partnerships to increase access to naloxone on campus 

2. Explain our philosophies, approaches, and perceived benefits of naloxone distribution 

3. Identify strategies for overdose education and naloxone distribution at each level of the social-ecological framework

Aimee Hourigan, Director of Substance Abuse Prevention & Education

University of South Carolina

Allison Smith, Ph.D., Assistant Commissioner for Student Health and Wellness

Louisiana Board of Regents

James Lange, PhD, Executive Director

Higher Education Center for Alcohol and Drug Misuse Prevention and Recovery

This workshop explores the return on investment (ROI) of targeted support strategies for first-generation college students. Attendees will gain insights into how investing in tailored academic, financial, and social support systems can enhance student success and institutional outcomes. Participants will learn practical approaches for implementing effective support programs, measuring their impact, and aligning these initiatives with institutional goals to optimize resources for first-generation students. 

Learning Outcomes 

1. Express what ROI is and why it matters 

2. Recognize and apply relevant metrics to assess the effectiveness and impact of their initiatives 

3. Practice ROI calculations and analyses for individual programs

Martina A. Martin, Ed.D., Assistant Vice President, Network Success

First Gen Forward

Ashlee Kocina Young, Associate Director, Expert Guidance

First Gen Forward

Wendy Beesley, Expert Guidance Coach

First Gen Forward

Entrenched in predominantly white institutions (PWIs) is a culture of whiteness that benefits white student affairs leaders through racist policies and norms. Concurrently, the experiences of student affairs practitioners of color (SAPOCs) at PWIs reveal a stark contrast, highlighting the disturbing prevalence of racial battle fatigue. In this session, presenters will share the discomforting realities of this oppressive system perpetuated by white leaders that harms SAPOCs, and will offer practical suggestions based on two in-depth qualitative studies.

 Learning Outcomes 

1. Understand the impact of racial battle fatigue on staff of color at predominately white workspaces in higher education. 

2. Identify the hidden aspects of whiteness embedded within higher education.

Jennifer Reid, Director

Bridgewater State University

Kristina Hall-Michel, PhD, Associate Director of Residential Life

University of Massachusetts-Boston

An essential factor in providing excellence in education is the ability to create an atmosphere that is conducive to learning and to be prepared for crises that have the potential to disrupt the learning environment. This desired condition doesn’t always happen without planning and practice. On the contrary, given the increased frequency of large-scale incidents such as shootings, weather-related incidents and reactions to domestic and international events, campuses must create systems, structures, and practices to be prepared for crises seen and unforeseen. 

Learning Outcomes

1) Understand the situation and build situational awareness,

2) Articulate the essential elements of a response structure, 

2) Identify Typical roles that people play during a crisis, 

3) Understand Involvement of state and local officials impact on response structure,

Dr. Kevin Bailey, Vice Chancellor for Student Affairs

University of North Carolina Charlotte

Jerusha Kasch, Director of Institutional Crisis Management

Rice University