
Catalog Advanced Search
-
Contains 1 Component(s) Includes a Live Web Event on 05/02/2023 at 3:00 PM (EDT)
Join us for our May Continuing Education Session where we will discuss how to communicate the value of peer education.
As advisors we collect lots of information about our peer education programs. We often only use this data during our annual reporting process to advocate for the importance of peer education at our institutions. However, we can use this data to inform a variety of stakeholders- administrators, the peer educators, and the campus. This session will discuss why and how to share the information collected in creative ways that are intentional, accessible and informative.
-
You must log in to register
- Non-member - $39
- Member - Free!
- More Information
-
You must log in to register
-
Contains 20 Component(s) Includes Multiple Live Events. The next is on 04/21/2023 at 9:00 AM (EDT)
This new conference will provide information and strategies to build healthier and safer educational environments in Rhode Island.
The Rhode Island Department of Health is sponsoring the inaugural Cultivating Communities of Care Conference. This new conference will provide information and strategies to build healthier and safer educational environments in Rhode Island. The conference will take place online on Friday, April 21 from 9 AM - 1 PM Eastern. Conference sessions will follow three tracks: Students (HS & College), K-12 Faculty/Admin, Higher Education Faculty/Admin.
Learning Outcomes:
- Understand policies and best practices related to prevention and protective environments in K-12 and higher education settings
- Familiarity and understanding of value of peer education programs
- Understanding of public health concepts and frameworks related to suicide prevention, violence prevention, substance use prevention, and mental health and how these health issues are interconnected
- Awareness of how public health issues are impacting Rhode Island youth, individually and as members of our community
Schedule:
- Keynote Speaker - 9:00am-9:30am
- Data Stories – 9:35am-9:50am
- Session 1 – 10:00am-10:50am
- Session 2 – 11:00am-11:50am
- Youth Panel – 12:00pm-1:00pm
-
You must log in to register
- Non-member - Free!
- Member - Free!
- More Information
-
Contains 2 Product(s)
NASPA Peer Education Advisors Continuing Education - Spring 2023 Package provides access to all four of the sessions held this semester. Each session will provide the opportunity for peer education advisors to engage with their fellow peer education advisors, while simultaneously learning new strategies, skills, and tactics to enhance their peer education program.
In collaboration with the Peer Education Advisor Faculty, NASPA's Peer Education Initiatives will be hosting four Continuing Education Sessions. This package includes registration for the following four sessions:
1. February 16, 2023 @ 1PM EST: NASPA Peer Education Advisors Continuing Education: Mentoring
2. March 16, 2023 @ 2PM EST: NASPA Peer Education Advisors Continuing Education: Addiction & Recovery: Supporting individuals on the College Campus
3. April 11, 2023 @ 2:30PM EST: Office Hours with Peer Education Faculty
4. May 2, 2023 @ 3:00PM EST: NASPA Peer Education Advisors Continuing Education: Value of Peer Education
-
You must log in to register
- Non-member - $100
- Member - Free!
- More Information
-
You must log in to register
-
Contains 1 Component(s) Includes a Live Web Event on 04/11/2023 at 2:30 PM (EDT)
Join us for our April Continuing Education Session where you can utilize faculty members as a sounding board to those questions or ideas you may have.
Bring your brainstorm ideas or questions, written objectives, and program outlines for consultation. The faculty will be hosting small groups and one-on-one time to review your materials and provide feedback. This is an opportunity to utilize faculty members as a sounding board to those questions or ideas you may have
-
You must log in to register
- Non-member - Free!
- Member - Free!
- More Information
-
You must log in to register
-
Contains 2 Component(s)
Presenters from the Center for First-generation Student Success will identify key data sources and metrics that institutions should consider as they leverage data to inform decision-making and advance first-generation student success.
In this session, presenters from the Center for First-generation Student Success will guide participants through best practices in enhancing data support to advance first-generation student success. These best practices include interrogating institutional definitions of “first-generation student;” ensuring data are collected frequently and accurately; identifying readily available institutional data sources; and analyzing national data for benchmarking and trend analysis.
Learning Outcomes:
Participants will:
- understand common definitions of “first-generation student;”
- examine the nuances inherent in first-generation student data;
- identify institutional data that can inform first-generation student success efforts; and
- understand the national first-generation student success data landscape.
Stephanie J. Bannister, Ph.D.
Assistant Vice President, Center for First-generation Student Success
NASPA
Stephanie Bannister serves as the assistant vice president with the Center for First-generation Student Success, an initiative of NASPA - Student Affairs Administrators in Higher Education and The Suder Foundation. Prior to joining NASPA, Stephanie served Kansas State University (K-State) in a variety of roles–most recently as the assistant vice provost for student success. Stephanie joined the K-State division of student life with housing and dining services in 2001. Previously, she served as associate director for student living in housing, directed two residence halls at the University of Kansas, and traveled nationwide as a consultant for Alpha Gamma Delta International Fraternity. Stephanie has a B.A. from Fort Hays State University, an M.S. from the University of Kansas, and a Ph.D. in education from K-State. With a career spanning two decades, she has served as a consultant for higher education and non-profit agencies on a range of topics from strategic planning to community building and leadership development. Stephanie is a graduate teaching faculty member in the College of Education at K-State and is active in the greater Manhattan community.
A first-generation advocate and ally, Stephanie resides in the great state of Kansas with her husband, the Honorable Grant D. Bannister, chief judge for Kansas' 21st Judicial District, and is the proud mother of Sydney, William, and Grace.
Mary Fugate
Director of Research and Data Analytics, Center for First-generation Student Success
NASPA
Mary Fugate (she/her/hers) serves as director of research and data analytics with the Center for First-generation Student Success. Mary joined the Center for First-generation Student Success in 2020 from NASPA Advisory Services where she served as assistant director. Prior to joining NASPA, Mary served as the assistant director of Institutional Research at Xavier University in Cincinnati, Ohio. A data and research enthusiast, Mary is passionate about empowering others to proficiently interpret and utilize data and research for continuous improvement and promotion of student success.
Mary earned a B.A. in sociology from Hofstra University and an M.S. in sociology from Utah State University. Mary is currently working toward her Ph.D. in higher education from the University of Toledo.
Ashley Kulland
Research and Data Associate, Center for First-generation Student Success
NASPA
Ashley Kulland (she/her/hers) serves as a research and data associate with the Center for First-generation Student Success. Ashley joined the Center for First-generation Student Success in 2021. Prior to joining NASPA, Ashley served as the senior institutional research coordinator at Mayville State University and the coordinator of assessment and education programs at Concordia College in Moorhead. As an efficiency and research enthusiast, Ashley strives to promote ethical and purposeful data decision-making for immediate and long-term campus improvements.
Ashley earned a B.S. in psychology from the University of North Dakota and an M.S. in experimental psychology from the University of Wisconsin-Milwaukee. Ashley is currently working toward her Ph.D. in education with an emphasis in institutional effectiveness from North Dakota State University.
Martina A. Martin, Ed.D.
Director of Expert Guidance, Center for First-generation Student Success
NASPA
Martina Martin serves as director of expert guidance with the Center for First-generation Student Success, an initiative of NASPA and The Suder Foundation. Prior to joining NASPA, Martina served as associate director for the University of Kentucky’s student community resources and services and as the program director for first-generation student services and off-campus student services. For over a decade, Martina assisted in developing university-wide first-generation initiatives focused on recruitment, retention, and career and professional development.
Martina is a proud first-generation college graduate of Eastern Kentucky University, where she earned a B.S. in physical education, an M.S. in physical education-sports administration, an M.A. in human services-student personnel services in higher education, and an Ed.D. in educational leadership and policy studies. Martina resides in Georgetown, Kentucky with her husband, Ricky Stone, Jr.-
You must log in to register
- Non-member - $79
- Member - $179
- More Information
-
Contains 3 Component(s)
This session will offer participants an opportunity to engage in a discussion on the development and implementation of first-generation student programming. Discussing key themes identified in the book, Developing and Implementing Promising Practices and Programs for First-Generation College Students (Troy et al., 2022), presenters will provide insight into key strategies to develop and implement programs and practices for first-generation students.
This session will offer participants an opportunity to engage in a discussion on the development and implementation of first-generation student programming. Discussing key themes identified in the book, Developing and Implementing Promising Practices and Programs for First-Generation College Students (Troy et al., 2022), presenters will provide insight into key strategies to develop and implement programs and practices for first-generation students.
With a focus on chapter five, “Developing First-year Programming for First-generation Students without a Budget: No Money, No Problem”, the conversation will focus on program creation without a budget, intersectionality, and strengths-based programming. Attendees will have the opportunity to reflect on how they can use these strategies to develop programming at their home institutions to contribute to the success, growth, and leadership experiences of first-generation students.
Learning Outcomes:
Participants will:
- identify strategies to maximize human and financial resources to provide support for first-generation college students;
- understand the role of intersectionality in developing first-gen programming; and
- identify ways to capitalize on the strengths of first-gen students when developing programming.
-
You must log in to register
- Non-member - $179
- Member - $99
- More Information
-
Contains 7 Component(s)
Students who seek mental health services on campus show improvement in personal, professional, and social functioning. While most first-generation college students (FGCS) experience increased stress, they are less likely to seek services. This live briefing will highlight current practices, needs, and recommendations for clinicians and professionals working with FGCS.
Students who seek mental health services on campus have been found to improve personal, professional, and social functioning. However, first-generation college students (FGCS) are likely to experience greater emotional and psychological stress but are less likely to access college counseling center (CCC) services. This live briefing will highlight three themes from a qualitative study that examined the experiences of clinicians in working with FGCS. They emphasized the importance of FGCS resilience and the utilization of humility and empowerment to promote FGCS growth.
The presenter will provide insights on how to support FGCS with a multisystemic approach using the SHARE framework. Understanding the clinicians’ experiences enabled us to recognize FGCS resilience and the gaps in supportive services and CCC training. FGCS who courageously seek services with resilience and hope deserve clinicians who honor their narratives and assets and are knowledgeable in treating and supporting them.
Learning Outcomes:
Participants will:
- identify barriers FGCS experience in mental health seeking;
- understand the experiences of mental health providers in working with FGCS; and
- become familiar with the SHARE framework for working with FGCS and its utility for student services professionals (including clinicians).
-
You must log in to register
- Non-member - $99
- Member - $29
- More Information
-
Contains 1 Component(s)
In this NASPA live briefing, the presenter shares new thinking around the Leadership for Liberation framework—notably, embedding theories of madness and ideas around speculative practices. The presenter also extends the Leadership for Liberation framework for higher education/student affairs professionals in an effort to better prepare them for collective action toward liberation and all the meanings and feelings that come with it.
-
You must log in to register
- Non-member - $99
- Member - Free!
- More Information
-
You must log in to register
-
Contains 5 Component(s)
Over the past few decades, research on first-generation college students has increased, but what have these studies contributed to our understanding of the backgrounds, needs, and desires of those who are the first in their families to graduate from college? This live briefing will highlight findings from the recently published An Annotated Bibliography on First-generation College Students: Research from 2008-2019 and include a discussion of where the field of study should go next if we want to improve the support of first-generation college students.
Over the past few decades, research on first-generation college students has increased, but what have these studies contributed to our understanding of the backgrounds, needs, and desires of those who are first in their families to graduate from college? This live briefing will highlight findings from the recently published An Annotated Bibliography on First-generation College Students: Research from 2008-2019 and include a discussion of where the field of study should go next if we want to improve the support of first-generation college students. The annotated bibliography examines hundreds of entries, placing each into chapters centering on eleven different topics including career readiness; intersections of identity; mass media and popular culture; memoirs and fiction; parents and families; and social and cultural capital (among others).
Among the topics for discussion will be what themes the co-authors found most problematic and most promising; the impact that deficit framing of research has had on understanding first-generation college students; and potential future directions for research on first-generation students that are more equitable, inclusive, and strengths-based. Participants will also learn how mass media and popular culture have portrayed first-generation college students during the last decade as well as how they can use the annotated bibliography to further support students on their campuses.
Learning Outcomes:
Participants will:
- identify recent trends in scholarship on first-generation college students;
- discuss opportunities for additional areas of research; and
- determine strategies for using the annotated bibliography to further their understanding and support of first-generation college students.
-
You must log in to register
- Non-member - $99
- Member - $29
- More Information
-
Contains 1 Component(s)
This webinar provides an opportunity for student affairs professionals at different career stages to explore historical trauma’s prevalence on the participation of Indigenous student communities in higher education.
-
You must log in to register
- Non-member - Free!
- Member - Free!
- More Information
-
You must log in to register