NASPA Online Learning Community

Log In

Catalog Advanced Search

Search by Category
Search by Format
Search by Type
Sort By
Search by Favorites
Search by Keyword
Search by Category
Search by Format
Search by Type
Search by Speakers
Credits Offered
Search in Packages
Search by Date Range
Products are filtered by different dates, depending on the combination of live and on-demand components that they contain, and on whether any live components are over or not.
Start
End
Search by Favorites
Search by Keyword
Sort By

  • Building a Shared Commitment to Well-being (Summer 2025)
    Contains 17 Component(s), Includes Credits Includes a Live Web Event on 07/21/2025 at 3:00 PM (EDT)

    This short course is designed to guide student affairs professionals through a comprehensive understanding of holistic well-being.

    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

    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. 

    image

    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.

    image

  • Empowering Students through Paid Peer-Based Programs: Ideation to Year Two
    Contains 1 Component(s) Includes a Live Web Event on 06/17/2025 at 12:00 PM (EDT)

    At WSU Tri-Cities, approximately half of the student body identifies as BIPOC, are first-generation students, and pay no out-of-pocket tuition. Motivated to provide a diverse community with transformational experiences that address access, inclusion, and equity, the presenters will share how Counseling & Wellness, Multicultural Center, and Career Center utilized on-campus employment as a vehicle for delivering evidence-based, high-impact programs, and the intersectional approach applied to promote personal growth, identity exploration, professional development, and holistic wellbeing. In addition, we will discuss the second year of managing the peer education programs, a year after their inaugural campus launch.

    Sylvia Rangel-van Bred Vriesman, M.A. LMFT

    Assistant Director of Student Services / Student Counselor

    Washington State University Tri-Cities

    Sylvia Rangel van Breda Vriesman, M.A. LMFT, is a licensed Marriage, Couple, and Family therapist, who specializes in the treatment of co-occurring disorders, who serves as the Assistant Director of Student Services / Student Counselor at Washington State University Tri-Cities since July 2020. She is passionate about social justice, advocating for student mental health, peer education, mindfulness, and using the Cultural Context Model in her clinical work. When not at work, she loves spending time at her house, gardening, cooking, and enjoying spa/movie nights with her family. Her goal is to continue working with the collegiate population and pursue a doctorate in Psychology.

    Laura Sanchez

    Director of Student Services / Deputy Title IX Coordinator

    Washington State University Tri-Cities

    Laura Sanchez has dedicated over 20 years to the higher education and non-profit sectors in central and eastern Washington State. As a proud first-gen Chicana, Laura maintains a steadfast commitment to equity, inclusion, and social justice within her work that includes roles within admissions, career services, alumni relations and diversity and inclusion at both state public and private liberal arts institutions. Currently, Laura serves as the Director of Student Services at Washington State University Tri-Cities, where she oversees multiple departments critical to student success.  

    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. 

  • Strategic Planning in Action: An Introduction for Student Affairs Practitioners
    Contains 1 Component(s) Includes a Live Web Event on 06/12/2025 at 1:00 PM (EDT)

    The presentation covers strategic planning frameworks, research, and best practices. Participants will have an opportunity to get involved through a strategic planning exercise followed by a discussion of how to apply the frameworks at their institution.

    Ania Peczalska

    Director of Student Affairs Assessment, Research, and Planning

    University of North Carolina Wilmington

    Ania Peczalska has been involved in student affairs strategic planning for over three years with expertise in developing, tracking, and/or revising strategic plans and priorities at the university, divisional, and/or unit level. She worked for over ten years at Indiana University Bloomington in a variety of student-facing and administrative positions where she obtained an in-depth understanding of student affairs assessment and postsecondary student experience. Ania obtained her undergraduate degree at Saint Olaf College followed by a Master of Library Science, a Master of Arts in Folklore and Ethnomusicology, and a Ph.D. in Higher Education from Indiana University.

    Ania also has a strong background in both quantitative and qualitative research with research centered around student success, assessment, and institutional support for students. Her publications include articles within the peer-reviewed journal Innovative Higher Education and the NASPA Leadership Exchange magazine. Ania additionally teaches a graduate assessment course at University of North Carolina Wilmington, holds a leadership position in the NASPA Assessment, Evaluation, and Research Knowledge Community, and regularly presents her research and assessment best practices at national conferences.

    Kimberly Kruchen-Spaulding

    Associate Director of Operational Excellence

    University of Colorado Boulder

    Kimberly Kruchen-Spaulding is an accomplished leader in supporting strategic initiatives, currently serving as the associate director in the office of the executive vice chancellor at the University of Colorado Boulder. In this pivotal role, Kim provides high-level strategic support to ensure the successful implementation of campus-wide initiatives. She excels in managing complex projects by formulating and executing long-term goals, optimizing organizational capabilities, and driving sustained success across these initiatives. Kim’s expertise spans change management, data-informed decision-making, and organizational effectiveness. Kim began her career at CU Boulder as a student activities coordinator, where she adapted programs that impact student success. At the University of Virginia, she earned her master's degree, conducted research, and contributed as an intern for the Council for the Advancement of Standards (CAS). Most recently, Kim led the Division of Student Affairs' efforts in assessment, research, and data analytics as its director, leveraging data-driven insights to enhance the student experience and organizational performance. With research interests in student development, mattering, and organizational psychology, Kim is an active volunteer in the field and currently serves as co-chair of the NASPA Assessment, Evaluation, and Research Knowledge Community.

    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.

  • Designing Campuses for Mental Health and Well-being (Spring 2025)
    Contains 15 Component(s), Includes Credits Includes a Live Web Event on 06/09/2025 at 3:00 PM (EDT)

    This short course explores the crucial intersection of campus design and mental health in higher education.

    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. 

    image

    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.

    image

  • Creating a Culture of Care in a Time of Uncertainty, Staffing Shortages, and Low Staff Morale
    Contains 1 Component(s) Includes a Live Web Event on 06/09/2025 at 2:00 PM (EDT)

    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.

    Luoluo Hong, PhD, MPH

    Vice President for Student Engagement & Well-Being

    Georgia Institute of Technology

    The eldest daughter of Taiwanese immigrants, Luoluo (pronounced “lō-lō”) Hong was appointed August 2021 as the inaugural Vice President for Student Engagement & Well-Being at the Georgia Institute of Technology, where she also holds a faculty affiliation as Adjunct Professor of the Practice, School of Psychology.. Luoluo has over 30 years of experience in higher education spanning seven campuses and one system. She came to the Institute from the California State University System where she served first as Vice President for Student Affairs & Enrollment Management and Title IX Coordinator at San Francisco State University (2014-2019) and then as Associate Vice Chancellor for Student Affairs & Enrollment Management in the System Office (2019-2021).

    Prior, she was Vice Chancellor for Student Affairs at the University of Hawaiˈi at Hilo from 2008-2014, where she concurrently took on the role of acting Athletic Director for one and a half years. Luoluo began her career at Louisiana State University in Baton Rouge as a health promotion professional (1992-2000). Other senior administrative roles have included Assistant Vice President & Dean of Students at Shepherd College (2000-2002); Dean of Students at University of Wisconsin-Madison (2002-2005); and Dean of Student Affairs at Arizona State University’s West campus (2005-2007). 

    Luoluo holds a BA in Psychology from Amherst College, a Master’s in Public Health from Yale University, and a PhD in Educational Leadership & Research from LSU-Baton Rouge. Formerly a consulting editor for the Journal of American College Health (2000-2008) and recognized as a Fellow by the American College Health Association in 2006, Luoluo is faculty coordinator for the American College Personnel Association’s Aspiring SSAO Institute and a member of the Women’s Network Executive Council for the American Council on Education. She completed a term as chair for the Pacific West Athletic Conference from 2011-2013. For more info: https://students.gatech.edu/content/about-vice-president-hong.

    Rebecca Kennedy, Ph.D.

    Assistant VP for Student Health & Wellbeing

    University of Alabama at Birmingham

    Sislena Grocer Ledbetter, Ph.D.

    Associate Vice President of Counseling, Health and Wellness

    Western Washington University

    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.

  • Moving from Organizational Silos to Cross-Functional Collaborations: Building Relationships Across Campus to Foster Student Success and Engagement
    Contains 1 Component(s) Includes a Live Web Event on 05/20/2025 at 3:00 PM (EDT)

    In today's complex higher education landscape, fostering student success and engagement requires a collaborative and interconnected approach across campus. The presenters will provide practical strategies for student affairs professionals to break down silos and cultivate cross functional collaborations with various campus stakeholders.

    Rayshawn Eastman

    Associate Vice President for Student Affairs

    Wilmington College

    Rayshawn L. Eastman, Ph.D. currently serves as Associate Vice President for Student Affairs at Wilmington College. He is an unyielding educator committed to the holistic development of students. In addition, he serves students as a scholar-practitioner dedicated to applying student development and learning theories to practice. Dr. Eastman consistently creates safe and inclusive environments where students are challenged to take ownership of their educational experience while ensuring they have the proper support systems to learn and develop. During his career, Dr. Eastman has created and implemented an array of collaborative student success programs and initiatives. Of note, Lions 1st Scholars Community (first-generation student program), Quaker Up! Experience (student life co-curricular engagement framework), and the Mosaic Inclusion Center (Mount St. Jospeh’s first ever multicultural center). Dr. Eastman’s research focuses on co-curricular learning, retention, holistic student experiences, sense of belonging, organizational development, organizational resource allocation practices, and higher education finance and budgeting. 

    Jarrod Benjamin, Ph.D.

    CEO

    L.E.A.D. Firm

    Dr. Benjamin is the Chief Executive Officer and Principal Strategist of the L.E.A.D. Firm. He is responsible for curriculum development, focused-group facilitation, leadership training, and keynote events and serves as an organization consultant for over 120 colleges and universities nationwide. Oversight training includes Higher Education Enrollment Management Consultation, First-Generation College Student Retention Strategy, Student Leadership, Greek Life, and Student Affairs Professional Team Building.

    Cesquinn M. Curtis, MPA

    Associate Vice President for Student Affairs

    Kent State University

    Cesquinn M. Curtis, MPA serves as Associate Vice President for Student Life at Kent State University. Cesquinn is a highly motivated professional skilled in the following areas: retention and persistence initiatives, student co-curricular engagement, student learning and development, staff development, finance and budgeting, capital planning, auxiliary services, program development and implementation, strategic planning, assessment & accreditation, university advancement, and project management with more than 15 years of experience.

    The current higher education landscape demands an integrated and collaborative approach to support student success and engagement. Unfortunately, student affairs professionals often face challenges due to working in isolated departments. By breaking down these barriers, professionals can create a unified and student-centric campus environment. The presenters will address organizational silos and offer strategies for student affairs professionals to foster cross-functional collaborations.

    The presenters will explore practical strategies to build relationships across campus and foster collaboration among different departments. Using these strategies, student affairs professionals can enhance student support services and programs, improving student success and engagement. Throughout the session, we will highlight the importance of effective communication in fostering cross-functional collaborations. Active listening and empathetic dialogue are essential for building relationships and promoting cooperation among diverse campus stakeholders. "Lack of effective communication can perpetuate organizational silos, hindering collaboration and impeding student success" (Johnson & Smith, 2018, p. 42).

    We will also emphasize the significance of leveraging existing networks and platforms within the campus community. Engaging in committees, task forces, and online communities can facilitate connections and create opportunities for collaboration across departments. "Utilizing existing networks and platforms fosters connections and cooperation among diverse campus departments, breaking down silos" (Brown & Wilson, 2019, p. 75). The presenters will discuss the importance of effective leadership as a crucial role in driving collaboration and breaking down silos. We will discuss leadership strategies for promoting a shared vision, advocating for cross-functional teamwork, and cultivating a culture of collaboration. "Leadership that promotes a shared vision, and a culture of collaboration can break down silos and foster cross-functional teamwork" (Miller & Davis, 2020, p. 102).

    Real-life examples of successful cross-functional collaborations in student affairs will be shared, showcasing innovative programs and partnerships that have positively impacted student success and engagement. These examples will inspire and give attendees practical insights to implement in their institutions. The presenters will provide opportunities for participant involvement, including discussion and effective practice sharing. Participants will have the chance to share their own experiences and ideas, facilitating a collaborative learning environment. This presentation will equip student affairs professionals with practical strategies to break down organizational silos and build cross-functional collaborations. By fostering relationships across campus, professionals can create an integrated, student-centered environment that enhances student success and engagement.

    Learning Outcomes

    1. Participants will understand the concept of organizational silos and their impact on student affairs professionals and student success.

    2. Participants will recognize the benefits of cross-functional collaborations in student affairs for fostering student success and engagement.

    3. Participants will recognize the importance of leadership in promoting a shared vision and cultivating a culture of collaboration.

    4. Participants will identify and leverage existing networks and platforms within the campus community to foster collaboration and break down silos.

  • Care in Crisis: Responding to the Impact of Natural Disasters on the Student Experience
    Contains 1 Component(s) Includes a Live Web Event on 05/08/2025 at 2:00 PM (EDT)

    The presenters will explore the essential role of student affairs professionals in mitigating the impact of natural disasters on student well-being. Drawing from real-world experience, they will focus on immediate response strategies and long-term support systems. Participants will walk away with actionable insights to prepare for and respond to environmental crises affecting students.

    Wiliama Sanchez

    Director of Student Conduct & Concern

    University of Hawai'i at Mānoa

    Wiliama R. Sanchez (he/him) is the Director of Student Conduct & Concern at the University of Hawaiʻi at Mānoa, where he leads efforts to support students navigating complex challenges, including natural disasters. A proud Kanaka Maoli, Wiliama’s work is deeply rooted in his commitment to equity, inclusion, and the well-being of the Lāhui. With extensive experience in crisis management, he has successfully implemented trauma-informed practices and support systems to address the immediate and long-term impacts of natural disasters on students. Wiliama works closely with diverse stakeholders—students, faculty, and emergency response teams—to create holistic solutions that align with Justice, Equity, Diversity, Inclusion, and Belonging (JEDIB) principles. His hands-on approach to crisis response has been informed by years of experience supporting students during times of upheaval, ensuring that care and community remain central to institutional responses. Wiliama’s dedication to fostering resilience in chaotic times has positioned him as a leader in the field and a trusted advocate for students in the Pacific region and beyond. Through his work, Wiliama seeks to empower fellow student affairs professionals with strategies to address the unique challenges natural disasters pose to the student experience.

    Theresa Crichfield

    Dean of Students

    Embry‑Riddle Aeronautical University, Daytona Beach Campus

    Natural disasters have a profound and often lasting impact on university campuses, affecting not just infrastructure but also students' emotional and psychological well-being. This program delves into the critical role of student affairs professionals in providing care during times of crisis brought about by natural disasters such as hurricanes, wildfires, and earthquakes. Drawing from the real-world experience of the 2023 wildfires on Maui, the presenters will outline strategies for immediate response, long-term support, and enhancing resilience among the student population. Emphasis will be on navigating crises while upholding JEDI principles. Attendees will leave the session equipped with actionable insights and a framework to prepare for and respond to the unique challenges of natural disasters in the student experience.

    This webinar aims to arm student affairs professionals with practical tools and strategies to tackle the daunting challenges of natural disasters. The webinar will blend research-based insights with real-world examples to formulate a comprehensive response framework.

  • Title IX Certificate Program: Informal Resolution
    Contains 8 Component(s) Includes a Live Web Event on 04/29/2025 at 1:00 PM (EDT)

    Since the implementation of the 2020 Title IX regulations, the push was on for student affairs administrators from across campus to come together to determine how their institutions will meet the requirements of the new rule. A key piece of compliance comes in the form of training - for anyone who the institution designates as being responsible for conducting any informal resolution process. NASPA has partnered with Peter Lake and other experts in higher education to develop a comprehensive training tailored to any professional who has been charged with implementing informal resolutions processes. This training program is a one-of-a-kind, hybrid online and synchronous learning experience designed to assist administrators in getting up to speed on informal resolution procedures, especially within the confines of the 2020 Title IX rules.

    April 21 - May 2, 2025

    Title IX regulations require training for Title IX coordinators, investigators, and decision-makers. Campuses are already implementing a wide variety of informal processes and it is vital that institutions provide proper training to use informal systems in Title IX matters.

    This 8-hour training includes three asynchronous video modules and one 4-hour live synchronous session where participants will participate in informal resolution practice sessions with realistic scenarios to develop core informal resolution skills. Attendance during the live session is mandatory for completion. 

    Some questions that this training considers include:

    • How should campuses ensure fair processes for both parties when utilizing informal resolution in Title IX cases? 
    • Who should be responsible for conducting informal resolution options, and what skills do these personnel need? 
    • What options do institutions have to deliver informal resolution? 
    • What are the potential benefits and challenges of different forms of informal resolution? 
    • What are the promising practices and practices to avoid? 

    Join Peter Lake and Kristine Goodwin to explore these and other issues related to conducting informal resolution in Title IX cases. Peter Lake is a higher education law and policy expert and past professor of alternative dispute resolution. Kristine Goodwin is a former higher education administrator and trained mediator to explore these and other issues. This eight-hour training includes three asynchronous video modules and one four-hour live required synchronous session. Participants will participate in informal resolution practice sessions with realistic scenarios to develop core informal resolution skills. 

    Live Session

    The live session for the course is mandatory for completion. Since this session is interactive with case studies and live sessions, the session will NOT be recorded. 

    Aprl 29, 2025: 1:00 p.m.- 5:00 p.m.

    Questions? 

    Technical Issues: virtuallearning@naspa.org

    This course includes one live virtual session on 04/29/25 from 1:00-5:00 p.m. (EDT).

    Accessing Live Sessions: Please go to the Contents tab within the course on the date and time of the live session. Navigate to the section for the live virtual session. The link will be available approximately five minutes before the start of the live session. Registrants must attend the full live session to be eligible to receive the course certificate of completion. This Live Session will NOT be recorded due to interaction and content sharing. 

    Handouts: Any live session handouts are available in this section to download. Handouts correspond directly to live sessions.

  • Cultures of Integration and Balance: The Role of Supervisors in Creating Sustainable Work-life Environments
    Contains 1 Component(s) Includes a Live Web Event on 04/23/2025 at 3:00 PM (EDT)

    A common expectation among higher education staff is to work in professional environments that foster student growth without reinforcing negative work-life sacrifices. Recent workplace technological advances on campuses and a growing awareness of employee wellness programs can be effective institution-level techniques to support employees. While selfcare initiatives are useful short-term approaches, for true culture change to occur, supervisors can more meaningfully impact their employees by applying a set of guiding principles for promoting the healthy blend of work and complex employee lives. By better understanding the true meaning of work-life integration, supervisors can provide programs, policies and education to ensure employees can bring their best selves to work while supportive employee identifies and professional health, resulting in a content and fulfilled team member. This session will provide context for supervisors to create a set of guiding principles which marry their departmental priorities, institutional objectives and individual values.

    Supervisors play a critical role in shaping workplace culture, ensuring that employees can thrive professionally while maintaining a healthy work-life balance. As higher education environments become increasingly demanding and interconnected, supervisors must move beyond outdated expectations of overwork and instead develop intentional strategies that prioritize employee well-being, productivity, and retention. This session explores the key principles of work-life integration, emphasizing the importance of individual supervision, team support, and institutional advocacy in creating a sustainable, inclusive, and high-performing workplace.

    Participants will gain insights into the evolving needs of today’s workforce, including the impact of health concerns, family obligations, restorative time, generational expectations, and role modeling by senior leaders. Through a combination of research-based strategies and interactive discussion, attendees will leave with a set of guiding principles to implement within their departments, ensuring that work-life integration is embedded in their supervisory practices, team management, and institutional culture.

    Learning Outcomes:

    1. Examine the key structures and principles of effective crisis response teams in higher education.
    2. Develop a framework for creating or improving a crisis response team, including defining roles, responsibilities, and reporting structures.
    3. Implement best practices for training and evaluating crisis response teams to ensure preparedness and effectiveness.
    4. Apply emergency management principles to real-world crisis scenarios, enhancing institutional readiness and response strategies.

    Carrie Lovelace Petr, Ph.D.

    CEO & Founder

    Carrie Lovelace Petr Coaching & Consulting

    A seasoned executive administrator, Carrie Lovelace Petr holds a Ph.D. in Educational Leadership from the University of Nebraska-Lincoln. She trained as a certified professional and executive coach at the ICF-accredited College of Executive Coaching and is recognized as both an Associate Certified Coach from the International Coaching Federation a Board-Certified Coach by the Center for Credentialing Education. 

     Carrie has lived her professional career in service to higher education staff, students and faculty. Prior to founding her full-time coaching practice, Carrie served as senior student affairs officer at two institutions; throughout her career in higher education she has supervised all traditional areas in the field of student affairs.  Outside of the student affairs arena, Carrie has enjoyed work as a faculty member, academic adviser and academic administrator.  Of note for clients interested in their own professional growth, Carrie was the founding director of the Zenon CR Hansen Minor in Leadership Studies at Doane University and has practiced leadership development and higher education administration for more than 25 years. Partnering with long-time professionals and aspiring leaders to help them thrive and nurture their talents is her passion.  

     Beyond her professional life, Carrie is an avid reader and enjoys biking, craft cocktails, and storytelling.  She and her husband of 25 years share a college-age daughter and Felix, the most adorable King Charles Cavalier Spaniel in the universe. 

    Marcella Runell, Ed.D.

    Vice President for Student Life, Dean of Students

    Mount Holyoke College

    Dr. Marcella Runell, Vice President for Student Life Dean of Students, and Lecturer in Religion at Mount Holyoke College, is a social justice educator and author recognized nationally for her work in higher education, student wellbeing and community building. A 2024 Pillar of the Profession honoree by the National Association of Student Personnel Administrators (NASPA), Marcella has published or been featured in media such as NPR, the Boston Globe and the Chronicle of Higher Education on topics such as work life integration, intergroup dialogue, friendship and identity. Her most recent book is UnCommon Bonds: Women Reflect on Race & Friendship. 

    Now in her 11th year at Mount Holyoke, Marcella leads the Division of Student Life, overseeing Student Engagement (Residential Life, Student Involvement, Orientation, Community Standards, and the Be Well initiative), Community & Belonging, Health Services, Counseling, Public Safety, and Physical Education and Athletics. She has played a key role in developing programs like MoZone, Be Well, and the Living Learning Communities. 

    Marcella also serves on advisory boards for Embrace Race and the Hip-Hop Education Center, is affiliated with UMass Amherst’s Center of Racial Justice and Youth Engaged Research and is a current member of NASPA’s Scott Academy board and the Holyoke Children’s Museum board. Before joining Mount Holyoke, she was the founding co-director for NYU’s Global Center for Spiritual Life, where she created the first Multifaith & Spiritual Leadership minor in the Silver School of Social Work. She has two very active school-age daughters, Aaliyah, 14, and Ava, 10

  • Cultivating Institutional Change for Religious, Secular, and Spiritual Inclusion
    Contains 1 Component(s) Includes a Live Web Event on 04/23/2025 at 1:00 PM (EDT)

    How welcoming is your campus for students of differing religious, secular, and spiritual backgrounds? What are inclusive institutional practices? Learn how to use assessment to nudge practice and create inclusion for worldview diversity.

    Matthew J. Mayhew, Ph.D.

    William Ray and Marie Adamson Flesher Professor of Educational Administration

    The Ohio State University

    Dr. Mayhew is the William Ray and Marie Adamson Flesher Professor of Educational Administration and founder of the College Impact Lab. His research has focused on how collegiate conditions, educational practices and student experiences influence learning and democratic outcomes, including moral reasoning, pluralism, productive exchange across worldview differences, and innovation. To support the study of college and its impact on student development and learning, he has been awarded more than $20 million in funding from sources, including but not limited to, the U.S. Department of Education, the Ewing Marion Kauffman Foundation, the Merrifield Family Trust, and the National Science Foundation. He has published more than 60 peer-reviewed articles in journals as well as How College Affects Students: Volume 3. He received his doctorate from the University of Michigan.

    Renee L. Bowling, Ph.D.

    Worldview Research Director

    The Ohio State University

    Dr. Bowling is Worldview Research Director of the College Impact Lab’s interfaith projects and has over 20 years shaping the student experience in U.S. and international P-20 educational administration. She co-chairs the NASPA Spirituality and Religion in Higher Education Knowledge Community, serves on the Editorial Board of the Journal of Student Affairs Research and Practice, and mentors international Ed.D. students through an HBCU. Her research interests include comparative international education, internationalization, educational leadership, global learning, and worldview diversity, all topics related to her dissertation which received the Best Practices in Research and Scholarship Award from the International Education Knowledge Community. Renee earned her Ph.D. from OSU’s Higher Education Student Affairs program, a postgraduate certificate in Religious Studies and Education from Harvard, a M.A. in Counseling and Human Development from Walsh University, and a B.A. in Sociology from the University of Akron.

    Anisha Gill-Morris, M.S.

    Graduate Research Associate

    The Ohio State University

    Anisha Gill-Morris is the lead Graduate Research Associate on the INSPIRES Index project and a student in OSU's Higher Education and Student Affairs Ph.D. Program. She earned her B.A. in Primary Education from the University of Reading and her M.S. in Educational Leadership from North Dakota State University. Anisha worked as an Athletic Academic Advisor at North Dakota State University, which inspired a research interest in the collegiate experiences of female student-athletes of color. Her additional research interests center on the topics of college alcohol consumption, and the experiences of international students in the US.

    The goal of this webinar is to enhance participants' capacity to address religious, secular, and spiritual (RSS) inclusion on campus. Participants will learn about relevant dimensions of the campus and engage with a tool to assess how welcoming a campus climate is for diverse worldviews. Participants will learn how to help their colleges and universities identify areas for continued improvement.

    The notion of “welcoming” is both perceptual and affective. In the context of RSS diversity, it is a measure of how receptive students feel the campus is to people of different faith and non-faith-based traditions (e.g., atheists, Buddhists, evangelical Christians, Hindus, Jews, Latter-day Saints, and Muslims). The INSPIRES Index was created using data gathered through the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) and provides research-based benchmarking and recommendations to institutions. In this session, we'll explore the background research, introduce the assessment tool, and provide tips from partner campuses on how to use "assessment as intervention" to align your institution with best practices.

    Learning Outcomes

    1. Participants will be exposed to leading research related to campus religious diversity and the student experience.

    2. Participants will evaluate some of their own campus' practices by taking a portion of the Index.

    3. Participants will identify the next steps for using assessment to drive institutional change.