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

Amber Atkinson, Senior Business Intelligence Analyst

Sarah Strickland, Professional Affiliate

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

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

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

Matthew Venaas, Manager of Analytics & Research

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

Ashlee Kocina Young, Associate Director, Expert Guidance

Wendy Beesley, Expert Guidance Coach

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

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

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

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

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

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