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  • Mitigating Online Harassment in Curricular and Co-Curricular Spaces

    Contains 1 Component(s) Includes a Live Web Event on 08/10/2021 at 2:00 PM (EDT)

    Most undergraduates experience online harassment as both the victim and the bystander (i.e., witnessing their peer being harassed online). Few, however, turn to student affairs professionals or faculty when they need help. In this interactive live briefing, the presenters will address how to position yourself as a trusted helper. Topics will include: The climate fueling a culture of online harassment Why these victims and bystanders do not reach out Policies and practices to prevent and respond to online harassment

    Most undergraduates experience online harassment as both the victim and the bystander (i.e., witnessing their peer being harassed online). Few, however, turn to student affairs professionals or faculty when they need help. In this interactive live briefing, the presenters will address how to position yourself as a trusted helper. Topics will include:

    • The climate of fueling a culture of online harassment
    • Why these victims and bystanders don't reach out
    • Policies and practices to prevent and respond to online harassment
  • Discussing At the Intersection - Understanding and Supporting First-Generation Students

    Contains 3 Component(s)

    This panel presentation explores the concept of Intersectionality from multiple lenses, and how race, class, gender, ethnicity and sexual orientation identities intersect and affect First-Generation College Student identities.

    This panel presentation explores the concept of Intersectionality from multiple lenses, and how race, class, gender, ethnicity and sexual orientation identities intersect and affect First-Generation College Student identities. The panelists contributed chapters to the edited volume, “At the Intersection: Understanding and Supporting First-Generation College Students” and will offer strategies that faculty and staff can better use to support this population will also be discussed.

  • Peer Education Advisors Academy

    Contains 11 Component(s)

    This self-paced course is designed to be an introduction to the various roles and competencies of an effective peer education advisor. The content for this course was developed by campus peer education advisors who serve as volunteer faculty with NASPA.

    Welcome to the Peer Education Advisors Academy!

    This self-paced course is designed to be an introduction to the various roles and competencies of an effective peer education advisor. The content for this course was developed by campus peer education advisors just like you who serve as volunteer faculty with NASPA. 

    In the Handouts section of this course, you will find a PDF workbook designed as an accompaniment to this training. Please use this workbook to take notes, engage in reflection, and think of ways you can apply the course content to your work with students. 

    If you have any questions, please email bacchusadmin@naspa.org and a member of our team will be happy to assist you! 

    Acknowledgements

    The Peer Education Advisors Academy would not exist without the hard work and dedication of our volunteer faculty. Special thanks go to the below individuals who have worked on various iterations of this program. 

    • Alicia Czachowski, Tulane University
    • Karen Flanagan, Sacred Heart University
    • Leslie Haxby McNeill, Miami University
    • La’ Tesha Hinton, Tulane University
    • Aaron Maracle, University at Buffalo SUNY
    • Michael McNeil, Columbia University
    • Joleen Nevers, University of Connecticut
    • Mandy Parente, University of Alabama at Birmingham
    • Ryan Travia, Babson College

  • Technology Starter Pack

    Contains 5 Product(s)

    Technology skills in student affairs are no longer an optional area of professional development. Our resources aim to assist in advancing your expertise regardless of your starting point. This bundled starter pack gives you a great selection of presentations centering on bringing technology into student affairs practice.

    Included Presentations:

    • #CatPulse: Texts and Mini Surveys Keep the Pulse of Student Life at The University of Arizona
    • Implementing Customized Online Orientation
    • When No One Knows Who You Are: Anonymity, Apps, and Accountability
    • Making Your Media Accessible
    • Make Your Users Happy: How to Improve the User Experience of Your Website
  • Getting Ready (and Excited!) for the Drug Free Schools & Communities Act Biennial Review (2018 Ed.)

    Contains 1 Component(s)

    Many campuses complete the Drug Free Schools and Communities Act (DFSCA) Biennial Review at the beginning of even-numbered years. If your campus does, or if your campus hasn’t done a Biennial Review, this program will update you on federal requirements, discuss best practices in review, and help take your campus to compliance and beyond! While few requirements for DFSCA compliance have changed, NASPA invites you to this discussion of the Biennial Review in the scope of novel substance adoption, the national opioid crisis, changing state marijuana laws, and other pertinent issues on the horizon.

    Many campuses complete the Drug Free Schools and Communities Act (DFSCA) Biennial Review at the beginning of even-numbered years. If your campus does, or if your campus hasn’t done a Biennial Review, this program will update you on federal requirements, discuss best practices in review, and help take your campus to compliance and beyond! While few requirements for DFSCA compliance have changed, NASPA invites you to this discussion of the Biennial Review in the scope of novel substance adoption, the national opioid crisis, changing state marijuana laws, and other pertinent issues on the horizon. Compliance is the start, but the discussion will also build on compliance as an avenue for better strategic prevention, impacting student attrition, building better residential communities, and directing prevention resources toward the most effective returns.

    This program is appropriate for practitioners, mid-level managers, and senior student affairs administrators.

  • Rapid Response Webinar: Understanding the Final Title IX Rule and Its Impact

    Contains 1 Component(s)

    This program focuses on the Department of Education's Final Title IX Rule released in May 2020.

    This program focuses on the Department of Education's Final Title IX Rule released in May 2020.

  • The Unseen Challenge to Student Success at Community Colleges

    Contains 2 Component(s)

    Are we overlooking the biggest challenges to community colleges? This program works to identify these challenges, as well as resources to tackle them!

    Are we overlooking the biggest challenges to community colleges? This program works to identify these challenges, as well as resources to tackle them!

  • Why Nice Girls Don’t Get the Corner Office

    Contains 2 Component(s)

    Learning outcomes of this program include understanding the path women have taken over the past 50 years to gain leadership positions, identifying common gender issues as they pertain to leadership, identifying top strengths via an assessment, recognizing the pitfalls of women's advancement, and creating a personal vision statement and timeline for one's own advancement.

    Learning outcomes of this program include understanding the path women have taken over the past 50 years to gain leadership positions, identifying common gender issues as they pertain to leadership, identifying top strengths via an assessment, recognizing the pitfalls of women's advancement, and creating a personal vision statement and timeline for one's own advancement.

  • Women & Decision-Making: Information or Intuition?

    Contains 2 Component(s)

    This program explores the topic of women and decision-making with an examination of your values and campus mission in decision-making. The Informed Decision Framework is introduced.

    This program explores the topic of women and decision-making with an examination of your values and campus mission in decision-making. The Informed Decision Framework is introduced.

  • Culturally Bound: Developing Interculturally Competent Leaders

    Contains 1 Component(s)

    This program describes a new professional’s journey in utilizing an intercultural competency assessment tool called the Intercultural Development Inventory with over 100 student leaders and how she navigated the learning curve in working with students who have minimal exposure to culture.

    Developing interculturally competent leaders can be a challenge. This program describes a new professional’s journey in utilizing an intercultural competency assessment tool called the Intercultural Development Inventory with over 100 student leaders and how she navigated the learning curve in working with students who have minimal exposure to culture.

    Culture is central to our everyday lives, but we may not notice it if we’re not engaging with it and intentionally reflecting on cultural differences and similarities between ourselves and others. This program provides participants an overview about the Intercultural Development Inventory (IDI) assessment tool and its use in helping student leaders develop more intercultural competency. The IDI assessment is a nationally used assessment that breaks down a student's level of intercultural competency into five main stages on a continuum and provides students with a personal plan for increasing their intercultural competency. This assessment has been an instrumental framework for which to spark diversity and cultural conversations with over 100 student leaders.

    Furthermore, this program provides tips on how professionals can maximize their professional development in a particular area to better serve the needs of their student leaders, while enhancing collaborations with campus partners. The IDI is just one effective tool for increasing intercultural competency in our students.

    Learning Outcomes

    By attending this program, participants will be able to:

    • identify strategies for helping student leaders build their intercultural competency;
    • learn about the Intercultural Development Inventory assessment tool and its benefits;
    • gain insight as to how to develop better campus partner relations; and
    • be intentional in their own professional development and apply their skill sets to their student leader development.