NASPA Online Learning Community

Description

From the cancellation of federal funding to escalating threats to safety, bodily autonomy, and health, safety, and well-being protections, the past year has demanded relentless survival. Burnout is no longer a risk; it is inevitable for many. Professionals across higher education, community non-profits, and healthcare settings who dedicate their lives to support survivors and prevent sexual violence amid exhaustion are being asked to do more with less, to innovate, and to keep moving humanity forward even as our collective capacity dwindles. In this keynote, we will reflect on what it means to sustain prosocial work in a climate of scarcity and fear. Together, we will explore structured, research-informed strategies to rebuild resilience, strengthen collective capacity, and foster communities of care that ensure the movement to end sexual violence not only persists but continues to thrive. 

Learning Outcomes

• Identify and analyze the conditions necessary for achieving collective impact in sexual violence prevention and survivor support efforts. 
• Apply evidence-informed frameworks for sustainable self-leadership. 
• Integrate strategies to balance passion and purpose with permission to rest. 

Description

Higher education is in the midst of a transformative era—particularly in how federal and state policies address civil rights. But beyond compliance, what truly drives institutional action, and what improves student outcomes? This session makes the case that violence prevention is not only a moral and public health obligation—it’s a strategic investment in student recruitment, retention, and completion. We will share compelling data illustrating the financial and academic costs of attrition, the disproportionate impacts on marginalized student groups, and the clear link between campus safety and student success. Building on these findings, we will introduce a new evidence-informed model connecting enrollment, prevention, and completion. This framework replaces outdated, one-size-fits-all approaches with tailored, data-driven strategies proven to prevent harm, support survivors, and strengthen institutional sustainability.

Learning Outcomes 

• Analyze new data demonstrating how student experiences of violence and harassment directly affect recruitment, retention, and completion rates.
• Assess the financial, reputational, and equity-related consequences of attrition driven by unaddressed violence on campus.
• Evaluate a new framework that connects enrollment, prevention, and completion through targeted, evidence-based interventions.
• Identify practical steps institutional leaders can take to integrate tailored and effective violence prevention into institutional strategic plans, compliance efforts, and student success initiatives.

Description

This session will focus on students who have been accused of sexual violence, domestic violence, or stalking. The presenter will share observations from the past five years of working with accused students and how these insights have shaped her approach to response. She will discuss evidence-based strategies shown to reduce harmful behaviors in treatment and intervention settings and explore how these approaches can be adapted to campus response contexts. Participants will engage with short case examples to practice applying these strategies and reflect on how to adapt and strengthen their own skills in supporting students who have, or may have, caused harm. 

Learning Outcomes

• Recognize how sexual violence, domestic violence, and stalking show up distinctly and why those differences matter for campus response.
• Identify evidence-based strategies from treatment and intervention settings that can be adapted for responding to students who have caused harm.
• Practice applying these strategies through case examples to strengthen their own skills in supporting students who have or may have caused harm.

Kyla Martin, M.S., Confidential Resource Advisor, Office of Prevention and Education

Dr. Gemma Skuraton, DrPH, MPH, CHES, CDE, CDP, SHRM-CP, LAT, ATC, CWP, USAW, CPT, FMS, RYT-200, Director of Public Health Strategies

Description

Crisis pregnancy centers, also referred to as CPCs or "fake clinics," pose a significant public health threat. These centers are highly organized and disproportionately impact survivors of sexual violence by disseminating disinformation on contraception, reproductive health, and abortion healthcare. This training will conceptualize the public health implications and special considerations for sexual violence preventionists and response advocates, as well as discuss societal and cultural factors that perpetuate reproductive coercion.    

Learning Outcomes

• Conceptualize why CPCs are legal but unethical.
• Discuss the public health impact of reproductive health disinformation on survivors of sexual violence.
• Examine strategies for advocates and preventionists to combat reproductive coercion. 

Description

Mainstream sexual violence prevention efforts often overlook students from multicultural and global backgrounds, as these initiatives typically stem from a single cultural viewpoint. While these students encounter distinct challenges within complex campus systems, they also offer invaluable insights, cultural strengths, and robust community connections crucial for fostering a campus-wide culture of safety. However, traditional, prominent leadership roles can unfortunately lead to tokenism, burnout, or unwanted attention for them. This session aims to rethink our approach to student leadership in violence prevention. Moving beyond conventional models, we will explore how student affairs professionals can identify, cultivate, and empower "invisible" leaders. We will discuss strategies to support students as powerful advocates, proactive bystanders, and peer mentors, all while prioritizing their safety and honoring their lived experiences. This session will provide practical frameworks for establishing protective structures that enable these student leaders to leverage their unique strengths and drive meaningful change, proving their impact is not just visible, but truly invincible.

Learning Outcomes

• Identify at least three unique strengths and challenges that multicultural and global students bring to sexual violence prevention work.
• Describe alternative leadership models (e.g., collective care, informal networks, protected advocacy) that empower students without exposing them to undue risk or tokenization.
• Develop actionable strategies for student affairs professionals to actively recruit, mentor, and protect student leaders from diverse multicultural and global backgrounds on their own campuses.

Sarah Egbo, Doctoral Student

Participants will examine the unique challenges faced by asexual individuals, particularly regarding sexual and interpersonal violence. Information will be highlighted about how asexuality is often erased or even ostracized within queer communities, leading to misconceptions and a lack of visibility that can leave survivors without adequate support. By addressing these intersections, we aim to foster a more inclusive conversation around consent, trauma, and identity, ultimately advocating for a more supportive environment for all members of the LGBTQ+ community.

• Learning Outcomes: 
  • Define asexuality and identify common misconceptions
  • Analyze the impact of asexual erasure on discussions of sexual violence and interpersonal relationships
  • Implement inclusive and affirming strategies 

Stephanie (Steph) Foran, MA, CA, Director of Programs