Dates: June 16 - July 21, 2025

Description

Designed by members of the NASPA Health, Safety, and Well-being Initiatives team, this short course is designed to guide student affairs professionals through a comprehensive understanding of holistic well-being. Focusing on fostering a shared commitment to well-being in educational environments, particularly through the integration of research-based strategies that support mental, emotional, physical, and social health, the course includes interactive discussions, reflection activities, and actionable insights aimed at enhancing campus and community engagement. Through this course, participants are encouraged to cultivate an inclusive culture that prioritizes the health and well-being of the entire campus community.

Learning Outcomes

1. Define the concept of well-being within the context of higher education.
2. Analyze and apply the principles outlined in the Okanagan Charter to guide health promotion efforts in academic settings.
3. Evaluate and integrate various health promotion models and theories to inform the design and implementation of comprehensive well-being programs.
4. Recognize the roles and responsibilities of key team members, including administrators, faculty, staff, and student leaders, in promoting well-being on campus.
5. Understand and apply the Collective Impact framework as a collaborative approach to addressing complex social issues within the college context.
6. Assess and evaluate the effectiveness of well-being programs.

Course Outline

Section 1 - Understanding Well-being in Higher Education

Section 2 - Roles, Collaboration, and Collective Impact on Promoting Well-being

Section 3 - Developing a Comprehensive Well-being Strategy on Campus

Section 4 - Cultivating a Well-being Culture

Section 5 - Assessing and Evaluating Well-being Programs for Sustainability and Long-Term Planning

Course Live Session Dates

Monday, July 21, 2025 at 3:00 PM ET (Not recorded, mandatory attendance for CSAEd credit)

Course Commitment and Expectations

The course will require 1-2 hours per week with assignments, engagement, and live sessions. All participants are expected to contribute to discussions and be present during live sessions. The course requires participants to have access to a computer, wifi, and webcam. All live sessions will be via Zoom, providing presentation slides and closed captioning. 

Guidelines for earning CE credit: 

4 CSAEd Core CEs are awarded for completing this course. Completion includes viewing all recordings and completing the Feedback Survey. 

No partial credit will be awarded; full completion is required. 

Participants must also complete the feedback survey in the Online Learning Community.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.

NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

Culture of Respect's webinar The Role of Kink and BDSM in Healing from Sexual Trauma explores what is and isn't kink, with specific focus on the role of developmental, neurological, chemical, and dissociative factors in consenting to and engaging in kink / BDSM practices. Participants will address the role that kink and BDSM activities play in sexual identities and behaviors of some people who have experienced sexual trauma, and ways that these practices may be healing or harming depending on the established understanding of the factors covered. Finally, participants will understand some of the key practices that individuals and systems cam employ to engage in kink and BDSM activities to encourage ongoing and informed consent, particularly for individuals with a history of sexual trauma. 

In this webinar, the presenters will delve into the methodically crafted evidence-based program design process deeply rooted in mentoring research, anti-deficit inquiry, and the recognition of cultural wealth. Our journey will explore the preparation and launch of four student peer programs led by Counseling and Wellness, Mobilizing Opportunities for Student Advocacy, Inclusion and Culture (MOSAIC) Center, and Career Center and go into a deep dive into two peer programs as case studies that expand over two years. 

Integrated into the programs, Cougs Reaching Cougs, Peer Health Promotion, EmPOWERment Fellows, and Peer Career Coaches, the respective student supervisors serve as mentors to guide students individually, and as a team, and provide ongoing training along with opportunities to apply learned techniques and tools that reinforce skill development through immediate and continual practice. The mentoring relationship allows for authentic listening and sharing that provides insight that supervisors can incorporate through activities and dialogues on topics such as identity, advocacy, mental, emotional, and physical wellness, navigating college, and career exploration. 

Shared training and professional development opportunities are included for all student employees in these offices, while tailored components can be added to the experiential learning that is outlined as part of the program design. These three offices work together to create an intersectional approach to student development by focusing on personal growth, identity exploration, professional development, and holistic well-being. Using the pedagogical approach of “meeting students where they are”, we maintain a judgment-free environment where aspirations for the program needs are met, along with the personal, professional, and academic goals of the student employees. As we launched three new peer education programs at the same time, we provide and receive systemic support and advice to continuously improve and grow our programs, preventing burnout as student affairs professionals. 

Community Cultural Wealth (Yosso, 2005) 
Stereotype Threat (Steele, 1995)  
NASPA’s Certified Peer Educator Training, The Cultural Context Model (Dr. Rhea Almeida)
Eight Dimensions of Wellness (SAMSHA)
MENTOR/National Mentoring Partnership (2005) 
The Case for a Conceptual Base for Minority Mentoring Programs (Haring, M. J.,1999)

Learning Outcomes

1. Understand the process for crafting an intentional program design that includes (1) development through a social justice lens, (2) an anti-deficit framework, and (3) a research-based mentoring approach

2. Gain awareness of the considerations for launching and managing peer-based programs that includes best practices for capturing data and analysis for program evaluation and improvement. 

NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

Participants who complete the course will be eligible for Continuing Education (CE) credits in the Core Student Affairs Educator Certification (CSAEd).

Guidelines for earning CE credit: 1 CE is awarded for attending this live session OR on-demand for ONE category of Continuing Education. You can not receive more than 1 credit hour total.

No partial credit will be rewarded.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules for you to download at your convenience.

Looking for new programming ideas or solutions to common challenges? Connect live with peer education advisors from across the country for an open, interactive discussion. This virtual roundtable is a chance to share programs that worked well, lessons learned from challenges, and creative approaches for the upcoming year. Whether you are a seasoned advisor or new to the role, your experiences and insights are valuable to the conversation. No formal presentations, just real conversations designed to spark collaboration and innovation. Come ready to share, ask questions, and walk away with actionable ideas and renewed energy for your peer education work!

Learning Outcomes:

1. Discuss successful peer education programs implemented on other campuses
2. Analyze common challenges faced in peer education programming
3. Develop at least two new programming ideas or enhancements to bring back to your campus

As a concept, strategic planning promises opportunities for an organization to become more successful by assessing the future, setting goals, and devising ways to bring about those goals (Dooris, Kelley, & Trainer, 2004). This intentionality is critical in all types of functional areas and at all levels of organizations. However, in practice, strategic planning is often confusing given the number of models, methods, ideas, tools, and procedures. Confusion can also set in when professionals try to adapt a strategic planning process from a business centered field to student affairs. These challenges and countless external pressures make it difficult to successfully develop and implement a strategic plan in a unit, and/or for a division. 

Given these challenges, this presentation's intent is to initiate a conversation about a strategic planning model that works for student affairs. Specifically, the primary goal of this session is to develop, through discussion and application, the skills needed to successfully begin a strategic plan in an individual unit and/or for a student affairs division. The program has three additional goals; (1) develop an understanding of how to use assessment findings in a strategic plan; (2) evaluate frameworks and determine which framework is most applicable to their organization; and (3) the consideration of psychology and behavior that supports the successful development of a strategic plan. Covering each of these goals is critical given the growing need for strategic thinking and planning for all professionals.

Dooris, M. J., Kelley, J. M. and Trainer, J. F. (2004). Strategic planning in higher education. New Directions for Institutional Research, 2004, 5-11. https://doi.org/10.1002/ir.115

Learning Outcomes

1. Participants will understand strategic planning in the student affairs assessment context.

2. Participants will learn about different strategic planning frameworks.

3. Participants will practice applying strategic planning frameworks in their own workplace.

NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

Participants who complete the course will be eligible for Continuing Education (CE) credits in the Core Student Affairs Educator Certification (CSAEd).

Guidelines for earning CE credit: 1 CE is awarded for attending this live session OR on-demand for ONE category of Continuing Education. You can not receive more than 1 credit hour total.

No partial credit will be rewarded.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules for you to download at your convenience.

June 11- June 27, 2025

In 2014, the White House Task Force to Protect Students from Sexual Assault first advised American higher education institutions to conduct regular student sexual misconduct climate surveys. The Department of Justice called these climate surveys an important tool to gather knowledge about the scope and nature of sexual harassment and violence in their communities. In the following years, climate surveys have moved from a best practice to a mandate. Not only have around a dozen states passed legislation requiring the administration of regular climate surveys, but the 2021 reauthorization of the Violence Against Women Act added a requirement for all colleges and universities to conduct a survey as well. In addition, multiple Canadian provinces and European countries have either mandated or strongly encouraged sexual misconduct climate surveys for their own institutions: this mandate to make assessment a core part of the work is taking hold across the globe.

But in recent months, there has been a rising need for general climate surveys assessing the needs of campus communities with regards to issues intersecting with Title VI compliance. Now more than ever, it is imperative to gain a stronger understanding of the current attitudes and behaviors of your institution’s faculty, staff, and/or student populations, as well as the institutional policies and procedures that influence the level of respect for individual needs, abilities, and potential. 

 However, surveys not based on science and best practices may not accurately measure a campus community’s climate nor sexual misconduct. Universities may have both the capacity and the will to conduct meaningful climate surveys, but they might not be sure of where to start, how to conduct the survey, and what questions to ask. 

 In partnership with Rankin Climate, NASPA is providing a comprehensive course to meet that need: this course guides participants through the entire survey process step by step. This training will provide a blueprint for institutions that choose to administer a survey using only “in-house” resources or minimal external assistance, culminating in participants building their own climate assessment plan. This training builds a foundation for further data collection and assessment strategies, including general climate surveys and analysis of internal sexual misconduct case data and the programmatic assessment to measure the impact of the efforts you and your colleagues are conducting to move the needle on the indications from your overarching community survey work.

Learning Outcomes

• Understand how to balance legal mandates with institutional needs in conducting sexual misconduct climate surveys (SMCS).
• Learn the best practices related to the assessment of SMCS from the research literature, specifically to (1) evaluate and select survey instrument(s), evaluate data collection and analysis strategies, and (3) reconcile data from different instruments historically used by the institution.
• Organize information from across literature and institutions to determine the key to a successful SMCS administration at your home institution.
• Evaluate different approaches to action planning and be able to apply the theory to data
• Identify themes within and across survey results to develop clear action steps for immediate implementation.

Live Sessions

• June 11 from 1:00-3:00 (ET) 
• June 18 from 1:00-3:00 (ET) 
• June 25 from 1:00-3:00 (ET) 

This course will be synchronous and asynchronous, with weekly live sessions. Depending on the content and speakers of each live session, the session may be recorded for viewing at a later date. Attendance and participation in the live session are highly encouraged, as they offer an opportunity to engage in activities and knowledge sharing that will add to the learning experience.

Week One: Introduction to Climate Surveys and Planning Your Process

• History of Campus Climate Surveys and Sexual Misconduct Climate Surveys
• Current Legal Landscape: Who has to do it, and what do we do?
• What We Know From Current Research About Sexual Misconduct in Higher Education
• What to Consider When Deciding to Conduct a Survey
• Articulating Survey Goals
• Working Within Your Budget
• Looking Ahead to Future Administrative Decisions

Week Two: The Science Behind Surveys

• Laying Out A Survey Approach: Do It Internally or Externally?
• How to Choose a Survey Instrument
• Switching Surveys and Reconciling Different Data

Week Three: Administration Nuts & Bolts

• Forming a Climate Survey Working Group
• Customizing a Survey Without Breaking the Measurements
• Sample Approach or Census Approach
• Whether or Not (and How) to Submit to IRB
• Creating a Communications/Marketing Strategy and Toolkit
• Incentives: What Works and Maximizing Your Budget
• Conducting Data Analysis
• Creating Data Dashboards

Week Four: Action and Community Engagement

• Shifting from a Climate Survey Working Group to an Action Group
• Overview of Public Health Strategies of Prevention and the Socio-Ecological Model
• Synthesizing Other Institutional Data for Comparison and Context
• Evaluating Different Approaches to Design Action Plans
• How to Identify Your Key Findings
• Creating Solution-Oriented Action Items to Address Key Findings
• Sharing the Results with Your Community: How to Report Out
• Solidify Assessment Plan for Future

Dates: May 5 - June 9, 2025

Description

This essential short course explores the crucial intersection of campus design and mental health in higher education. As we navigate an academic landscape marked by increasing mental health challenges, it’s clear that depression and other mental health concerns, compounded by academic stress, lead to negative outcomes, including higher dropout rates. This course highlights the vital role of administrators and student affairs staff in fostering a culture of wellness and understanding on their college or university campuses. Through comprehensive insights from experts, we'll explore various mental health models, assess campus-specific needs, and develop actionable, sustainable strategies to enhance campus-wide mental health. Join us on this transformative journey to better support your students and colleagues, and to create a thriving, supportive academic environment.

Learning Outcomes

1. Demonstrate a comprehensive understanding of the multifaceted nature of mental health and well-being on college campuses, including relevant challenges, terminology, and models. 
2. Develop the ability to assess campus-specific mental health needs through data analysis, self-study, and policy review.
3. Understand the roles and responsibilities of various campus and community stakeholders in promoting mental health and well-being, fostering collaboration for a holistic approach.
4. Synthesize the course content to create a campus plan that addresses mental health needs, exhibits appropriate intervention selection and adaptation, and ensures long-term sustainability for the benefit of the entire campus community.

Course Outline

Section 1 - Introduction: Mental Health and Well-being on the College Campus

Section 2 - Campus Assessment and Building a Community of Care

Section 3 - Developing and Implementing a Campus-Wide Strategy: Policies, Procedures, and Programs

Section 4 - Strategy Evaluation and Program Sustainability

Course Live Session Dates

Monday, June 9, 2025        3:00 p.m. (ET)

Course Commitment and Expectations

The course will require 1-2 hours per week with assignments, engagement, and live sessions. All participants are expected to contribute to discussions and be present during live sessions. The course requires participants to have access to a computer, wifi, and webcam. All live sessions will be via Zoom, providing presentation slides and closed captioning. 

Guidelines for earning CE credit: 

5 CSAEd Core CEs are awarded for completing this course. Completion includes viewing all recordings, attending all live sessions, and completing the Feedback Survey. 

No partial credit will be awarded; full completion is required. 

Participants must also complete the feedback survey in the Online Learning Community.

Credit is only available for attending the live session.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.

NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

Higher education is plagued by the financial and emotional aftermath of Covid-19, an attack on academic freedom from diversity, guns, and climate science. And, this is in the shadow of a looming enrollment cliff; vast inequity in our communities; and much uncertainty around how our democracy will overcome the stark divisiveness of our current political culture. Panelists will share strategies with theoretical and empirical support to create a culture of care, despite these obstacles. Join us as we instill hope with new ideas and fresh perspective.

Student engagement is an age-old question that continues to stump higher education professionals. With changes in student trends as noted by Seemiller and Grace (2015) and more minority students attending higher education, finding culturally relevant engagement strategies that leverage the expertise of all higher education constituents is key. This webinar pays homage to the communal cultural roots of many first-generation college students as a means of creating an asset-based environment that validates students’ experiences and embraces new engagement strategies that uplift students’ collegiate experiences.

This webinar will look at the Shared Governance and Faculty Engagement Model to propose collaborative efforts that can increase student engagement to support first-generation students’ year-to-year persistence and retention. Noting research by Nunn, L. M. (2021) and Romero, Gonzalez, Clark, Ibanez & D’Anna, Hernandez (2020) this webinar will provide a look at existing data that shows the importance of implementing frameworks for collaboration. 

Learning Outcomes:

Participants will:

• analyze the assets of faculty & staff through the lens of the Shared Governance and Faculty Engagement Models;
• gain a deeper understanding of how intentional engagement strategies can create inclusive, empowering environments that honor and uplift the cultural experiences of first-generation students; and
• understand current data and research that promotes the importance of collaboration among faculty and staff for student engagement.

This session offers a practical introduction to grant writing for higher education professionals with limited experience. Participants will learn the basics of what grants are, how they work, and the types available, along with tips for assessing readiness, building partnerships, and crafting strong proposals. A brief activity using simple grant prompts will support skill-building and application. Attendees will leave with a clearer understanding of how grants can support and expand health promotion efforts on their campuses.

Learning Outcomes:

1. Identify how grants can be used to supplement or expand health promotion activities.

2. Describe the grant writing process.

3. Explain how grants could be used at their institution.

Guidelines for earning CSAEd credit: 

1 CSAEd Core CE will be awarded for completing this course. Completion includes attending the session and completing the Feedback Survey. 

No partial credit will be awarded; full completion is required. 

Participants must also complete the feedback survey in the Online Learning Community.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.

NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

Guidelines for earning CHES/MCHES credit:

NASPA is a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES). There are up to 1 total Category 1 continuing education contact hour eligible for CHES and 1 total Category 1 continuing education contact hour eligible for MCHES.

To receive credit, please complete the Feedback Survey in the online event offering the credits. Once the survey is completed, your certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is for your records only. All CHES/MCHES credits earned from NASPA events are reported to NCHEC on a quarterly basis, after which those credits will be viewable in your NCHEC continuing education dashboard.