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Contains 9 Component(s) Includes a Live Web Event on 06/24/2026 at 1:00 PM (EDT)
This course introduces Student Affairs professionals to Screening, Brief Intervention, and Referral to Treatment (SBIRT) as an evidence-based, student-centered approach to addressing substance use. Participants will build foundational knowledge of college student substance use trends and learn to administer and interpret validated screening tools for alcohol and cannabis. The course emphasizes motivational interviewing strategies that support readiness for change, student autonomy, and harm reduction. Participants will also practice creating brief, realistic action plans and making appropriate referrals to campus and community resources.
Dates: June 1- June 24, 2026
Description
This course equips Student Affairs professionals with the knowledge and practical skills needed to implement Screening, Brief Intervention, and Referral to Treatment (SBIRT) with college students. Participants will explore current research on substance use patterns among college students, including alcohol, cannabis, prescription medications, and other substances, with attention to developmental pathways and risk trajectories. The course introduces validated screening tools such as the AUDIT and CUDIT-R, with hands-on guidance for scoring, interpretation, and determining appropriate next steps.
Grounded in the Transtheoretical Model of Change and Motivational Interviewing, the training emphasizes understanding readiness, navigating ambivalence, and responding to resistance in nonjudgmental, student-centered ways. Participants will practice core motivational interviewing skills, including open-ended questioning, reflective listening, affirmations, and eliciting change talk. The course also focuses on using the elicit–provide–elicit framework to discuss screening results and engage students in meaningful conversations about behavior change. Participants will learn how to collaborate with students to identify motivators, brainstorm solutions, and develop realistic, individualized plans of action. Finally, the course highlights the role of referrals within SBIRT, emphasizing cross-campus collaboration, appropriate boundaries, and effective connection to on- and off-campus resources.
Learning Outcomes
- Define Screening and Brief Intervention (SBI)
- Describe screening tools for alcohol and cannabis
- Demonstrate proficiency in scoring the Alcohol Use Disorder Inventory Tool (AUDIT) and the Cannabis Use Disorder Inventory Tool (CUDIT-R)
- Describe at least 2 components of Motivational Interviewing
- Explain the role of referrals in SBI
- Provide an example of Elicit, Provide, Elicit
- Provide the steps in creating a working plan with a student
Course Prices
Member: $495
Non-member: $595
Live Session
Live sessions are 60 minutes long and mandatory for successful course completion.
Wednesday, June 24, 2026, at 1:00 p.m.
Whitney O'Regan, EdD
Senior Director, Safety and Prevention Initiatives
NASPA
Whitney Platzer O’Regan, Ed.D., serves as the senior director of prevention and safety initiatives, under the Health, Safety & Well-being team at NASPA – Student Affairs Administrators in Higher Education. Dr. O’Regan received her doctorate in educational leadership and policy from Peabody College at Vanderbilt University where her doctoral research focused on student sense of belonging and engagement through a public health lens. Dr. O’Regan has over twelve years of experience working to reduce high risk substance misuse on college campuses with functional area expertise in student affairs, policy, student conduct, crisis response, peer education, and health promotion.
Module Overview
Week 1: Understanding Substance Use with College Students
Understanding Substance Use with College Students provides an evidence-based overview of alcohol, cannabis, and other substance use among college students, emphasizing developmental patterns, motivations for use and non-use, risk trajectories, and implications for Student Affairs practice.
Week 2: Understanding Change and Influencing Motivation at the Individual Level
Understanding Change and Influencing Motivation at the Individual Level introduces how behavior change occurs over time and equips Student Affairs professionals with motivational interviewing strategies to assess readiness, navigate ambivalence and resistance, and support student-driven change in a respectful, nonjudgmental way.
Week 3: Screening, Brief Intervention, and Referral to Treatment
Screening, Brief Intervention, and Referral to Treatment focuses on the practical application of SBIRT in Student Affairs, guiding participants through the use of validated screening tools, student-centered brief interventions, and appropriate referral practices to support early identification, behavior change, and connection to campus and community resources.
Live Session: Wednesday 6/24 @ 1:00 p.m. EST
** Each module is one week.
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 either the Core Student Affairs Educator Certification (CSAEd™)
Guidelines for earning CE credit:
4 CE credits are 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 awarded.
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.
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The 2026 NASPA Sexual Violence Prevention & Response Summit will provide campus and organizational leaders with the knowledge, tools, and strategies needed to drive meaningful, campus-wide change in sexual violence prevention and response. Featuring expert-led sessions and evidence-based practices, the summit will equip participants to advance holistic approaches that center prevention, elevate survivor support, strengthen equitable services for respondents, and embed equity, safety, and well-being into the fabric of campus life.
Description
The 2026 NASPA Sexual Violence Prevention & Response Summit will provide campus and organizational leaders with the knowledge, tools, and strategies needed to drive meaningful, campus-wide change in sexual violence prevention and response. Featuring expert-led sessions and evidence-based practices, the summit will equip participants to advance holistic approaches that center prevention, elevate survivor support, strengthen equitable services for respondents, and embed equity, safety, and well-being into the fabric of campus life.
Registration Rates
Early Registration
01/01/2026 to 04/06/2026- NASPA Member: $199
- Non-Member: $299
- Student Member: $79
Regular Registration
04/07/2026 to 05/19/2026- NASPA Member: $299
- Non-Member: $399
- Student Member: $149
Post-Event On-Demand Registration
05/20/2026 to 05/19/2027- NASPA Member: $349
- Non-Member: $449
- Student Member: $179
Coming Soon
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Contains 2 Component(s) Includes a Live Web Event on 05/08/2026 at 1:00 PM (EDT)
Join us for a timely and strategic webinar exploring how Student Affairs leaders can navigate governance and compliance challenges while preserving mission integrity. Together, we will examine ethical decision-making in complex policy environments, design high-impact partnerships that elevate Student Affairs as institutional leaders, and develop responsive strategies that meet the evolving needs of today’s students. Participants will also explore how to align Student Affairs initiatives with broader institutional goals—without losing the core values and expertise that define the profession. Learning Outcomes for the Focus Area:
Learning Outcome One: Navigate governance and compliance while preserving mission integrity
[Mid-Level & Senior-Level]
Key Questions:
- How do we maintain program integrity amid conflicting federal, state, and institutional policies?
- What ethical frameworks guide decisions when compliance and mission collide?
- How do we advocate when policies threaten student access or belonging?
Learning Outcome Two: Design strategic partnerships better positioning student affairs as institutional leaders
[All Levels]
Key Questions:
- Where are high-impact collaboration opportunities with academic affairs, institutional research, enrollment, advancement?
- How do we translate SA outcomes into language resonating with institutional priorities?
- What barriers prevent collaboration, and how do we dismantle them?
Learning Outcome Three: Develop responsive strategies meeting evolving needs of emergent student populations
[All Levels]
Key Questions:
- How do institutions identify and respond to shifting demographics?
- What evidence-based approaches serve First-gen+, post-traditional, undocumented, limited income?
- How do we scale innovations without losing culturally responsive support?
Learning Outcome Four: Align SA strategies with institutional goals while maintaining SA expertise
[Senior-Level]
Key Questions:
- How do we demonstrate SA's contribution to institutional strategic plans?
- What does it mean to align without assimilating — strategic partners without losing identity?
- How do we communicate value to boards, legislatures, donors, and campus partners?
Creston Lynch
Assistant Vice President for University Life
George Mason University
Creston Lynch, Ph.D. serves as Assistant Vice President for University Life at George Mason University, Virginia's largest and most diverse public university, where he leads division-wide initiatives, oversees student retention and success programs, and supports implementation of the university's strategic plan. He has held senior leadership roles at Southern Methodist University, the University of Alabama at Birmingham, Western Kentucky University, and Clemson University, building coalitions, strengthening campus climate, and advancing the student experience across institutional contexts. He has been active in NASPA for more than a decade, presenting at the Annual Conference and AVP Symposium and engaging with regional and national planning efforts. He holds a Ph.D. in Higher Education Administration from the University of North Texas.
Garrett Naiman
Associate Vice Chancellor for Student Development and Engagement and Dean of Students
UC Santa Cruz
Garrett Naiman leads campuswide strategy and operations that advance student success, engagement, and well-being at the University of California, Santa Cruz. He brings more than 25 years of experience in higher education, grounded in the belief that every student deserves the opportunity to thrive. He has been an active NASPA contributor and most recently served on the 2025 Extended Learning Sessions conference subcommittee. He holds degrees from UC Santa Barbara, the University of Vermont, and the University of San Francisco.
Quincy Spencer
Assistant Vice Chancellor for Student Engagement
University of Arkansas
Quincy D. Spencer provides strategic leadership for student engagement, belonging, and success at the University of Arkansas, overseeing a portfolio that includes transition programs, college access, student media, leadership and involvement, family programs, community engagement, and multicultural initiatives. His scholarship focuses on family engagement, first-generation student success, and second-year retention, and he draws on experience across large public universities, mid-sized institutions, and medical colleges. A past president of NODA, he is active in NASPA and AHEPPP and works as an independent higher education consultant. He holds a doctorate in Higher Education from the University of Arkansas.
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Contains 9 Product(s)
As colleges and universities work to support student learning and engagement amid an evolving landscape around free speech, academic freedom, and political expression, the need for thoughtful, principled approaches to civic discourse has never been greater. The 2026 Civic Discourse on Campus Virtual Summit brings together higher education leaders, student affairs professionals, and dialogue practitioners to explore the evolving landscape and share evidence-informed strategies for cultivating healthy campus climates.
As colleges and universities work to support student learning and engagement amid an evolving landscape around free speech, academic freedom, and political expression, the need for thoughtful, principled approaches to civic discourse has never been greater. The 2026 Civic Discourse on Campus Virtual Summit brings together higher education leaders, student affairs professionals, and dialogue practitioners to explore the evolving landscape and share evidence-informed strategies for cultivating healthy campus climates.
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- Non-member - $399
- Member - $299
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Contains 1 Component(s) Includes a Live Web Event on 04/30/2026 at 2:00 PM (EDT)
Being able to base your objectives and programs in data is more important than ever in 2026 due to budgetary restrictions and competing priorities. In this session we will outline the importance of clean data hygiene, while outlining how Ready Education can help to collect and present engagement data in a useful and concise manner to a variety of stakeholders and partners– all while maintaining the detail and depth you need for conscientious decision making and planning.
Rollie Carencia
Executive Director, Student Life
Columbia University School of Professional Studies
Rollie Carencia is originally from Los Angeles. He earned his Bachelor of Arts in Political Science and Media & Cultural Studies from University of California, Riverside, and his Master of Arts in Higher Education and Student Affairs from New York University.
Rollie currently serves as the Executive Director of Student Life at the School of Professional Studies at Columbia University, where he leads initiatives that enhance the student experience and foster vibrant, inclusive campus communities. With a strong foundation in student affairs, Rollie has contributed to several institutions, including the University of California, Riverside, Pratt Institute, New York University, and Columbia University, supporting student engagement.
Outside of his professional work, Rollie enjoys staying active through marathon running and cycling, and he is always on the lookout for his next culinary adventure.
Nora Kearney
Manager of Client Success
Ready Education
Nora Kearney is originally from Buffalo, NY. She earned her Master of Arts in Student Affairs and Catholic University Leadership from Boston College, and holds a BA in Art History and Writing from Loyola University Maryland.
Nora currently serves as the Manager for Client Success at Ready Education. In this role, she helps lead initiatives that help institutions get the most from there use of CampusGroups. Most recently that focus has been on how clients can transition from simple data collection to true data operationalization, ensuring that student life is viewed as essential campus infrastructure.
With nearly a decade of experience in the EdTech space, Nora has contributed to the success of hundreds of institutions across four distinct platforms, including her work with Columbia School of Professional Studies. She is passionate about creating "work smarter" business processes that turn everyday student routines into actionable data to drive retention.
Outside of her professional work, Nora is regularly found at trivia nights, and is always interested in talking about why this is the year the Buffalo Bills will win the Super Bowl.
Being able to base your objectives and programs in data is more important than ever in 2026 due to budgetary restrictions and competing priorities. In this session we will outline the importance of clean data hygiene, while outlining how Ready Education can help to collect and present engagement data in a useful and concise manner to a variety of stakeholders and partners– all while maintaining the detail and depth you need for conscientious decision making and planning.
Learning Outcomes:
• Participants will understand the importance of translating qualitative "student stories" into a quantitative "data-driven narrative" that speaks the language of university leadership and securing institutional buy-in.
• Attendees will identify value in working to consolidate fragmented tools into a "one-stop-shop" to reduce administrative drift and protect institutional memory.
• Participants will learn how to use real-time engagement data—such as newsletter heat maps and orientation checklists—to identify and implement changes in strategy to ensure student success.
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Contains 18 Component(s), Includes Credits Includes a Live Web Event on 04/29/2026 at 1:00 PM (EDT)
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
Dates: April 6 - May 1, 2026
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
- Define the concept of well-being within the context of higher education.
- Analyze and apply the principles outlined in the Okanagan Charter to guide health promotion efforts in academic settings.
- Evaluate and integrate various health promotion models and theories to inform the design and implementation of comprehensive well-being programs.
- Recognize the roles and responsibilities of key team members, including administrators, faculty, staff, and student leaders, in promoting well-being on campus.
- Understand and apply the Collective Impact framework as a collaborative approach to addressing complex social issues within the college context.
- 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
Wednesday, April 29, 2026, at 1:00 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.
Emma Spalding
Director of Well-being Initiatives and Statewide Coalition Projects
espalding@naspa.org
Credit information coming soon.
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- Non-member - $595
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Contains 1 Component(s) Includes a Live Web Event on 04/24/2026 at 1:00 PM (EDT)
Join us for an interactive open webinar exploring the CLC 2027 Conference Focus Area, focusing on digital transformation. This session will give some insight into how the focus area came to fruition and how this area is critical in advancing the profession. Hosted by the 2027 CLC.
Learning Outcome One: Implement digital tools that enhance human connection while centering equity
[All Levels]
Key Questions:
- How can digital tools enhance connection without reinforcing inequity?
- How do we ensure AI aligns with institutional values and equity goals?
- How has AI freed staff for high-touch, relationship-focused work?
Learning Outcome Two: Design data-informed systems and partnerships that promote transparency and inclusion
[Mid-Level & Senior-Level]
Key Questions:
- How can assessment, budgeting, and resource allocation become more transparent?
- What partnerships ensure all populations benefit from digital transformation?
- How do we identify and close technology/digital literacy gaps?
Learning Outcome Three: Develop competencies for ethical, tech-fluent, human-centered leadership
[New Professional & Mid-Level]
Key Questions:
- What competencies define ethical, tech-fluent leadership?
- How can digital storytelling advocate for marginalized experiences?
- How do we stay ahead of technology trends to prepare students for future work?
Learning Outcome Four: Cultivate practices aligning people, purpose, and technology in hybrid environments
[All Levels]
Key Questions:
- How do teams thrive in hybrid environments while maintaining equity?
- How can AI/analytics illuminate (not obscure) disparities?
- How can digital practices support connection instead of overload?
Mayra Olivares-Urueta, Ph.D.
Senior Director Post Secondary Student Success
Economic Mobility Systems
Mayra Olivares-Urueta, Ph.D. leads cross-sector regional strategies across North Texas to increase postsecondary enrollment and completion at the Economic Mobility Center. She brings more than 20 years of experience in community college leadership, student affairs, and enrollment management, including senior executive roles at Tarrant County College and Dallas College. Her work centers on equity-minded practice, student basic needs, and supporting Latinx and parenting students through systems-level change. She has been an active NASPA contributor as a presenter, proposal reviewer, and participant across multiple annual conferences and Community Colleges Institutes.
Darrien Davenport
Associate Vice President and Dean of Students
Temple University
Darrien Davenport serves as Associate Vice President and Dean of Students at Temple University, where he provides executive leadership for student advocacy, crisis response, conduct, disability resources, basic needs, and behavioral intervention systems. He brings more than 25 years of professional experience, including senior roles at Gettysburg College and York College of Pennsylvania, as well as executive search consulting with WittKieffer. His leadership focuses on access, persistence, and holistic development for first-generation students, students from lower socioeconomic backgrounds, and LGBTQIA+ students. He holds an Ed.D. in Higher Education Administration from Northeastern University.Brenda Ice
Assistant Vice President for Residential & Community Living
Brown University
Brenda Ice leads Residential and Community Living at Brown University, overseeing residential education, housing operations, orientation, Greek Life, graduate housing, and capital planning. She brings more than 25 years of student affairs experience, with prior roles at Scripps College, UC Riverside, and several other institutions. She currently serves on the ACUHO-I Executive Board and co-chairs the Mentoring Committee for the NASPA Black Diaspora Knowledge Community. She earned her M.Ed. from Salisbury University and is completing her Ed.D. at the University of Wisconsin-La Crosse.
Chris “Topher” Ndiritu
Interim Director of Residential Life
University of New Orleans
Chris "Topher" Ndiritu provides strategic leadership for residence education, student conduct, and holistic student development at the University of New Orleans. He began his career in student affairs at the University of Tennessee and has held roles at Davidson College and Old Dominion University, where he also served two terms as Student Body President. He is a NASPA NUFP alumnus, a 2022 NASPA Region III Outstanding New Professional Award recipient, and has been selected as the 2026 Director of the Dungy Leadership Institute. He currently serves as Vice President for Marketing for SACSA.
There are no credits offered for this event.
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Contains 8 Product(s)
In celebration of Community College Month, NASPA presents Driving Higher Education’s Future: A NASPA Community College Month Virtual Summit—a dynamic, one-day virtual experience designed to spotlight the transformative power of community colleges and the professionals who lead, support, and innovate within them.
In celebration of Community College Month, NASPA presents Driving Higher Education’s Future: A NASPA Community College Month Virtual Summit—a dynamic, one-day virtual experience designed to spotlight the transformative power of community colleges and the professionals who lead, support, and innovate within them.
This summit brings together student affairs professionals, senior leaders, faculty partners, policymakers, and emerging professionals to explore how community colleges are not only responding to change, but actively shaping the future of higher education. Join us for an engaging keynote address, interactive panel discussion, and practitioner-led sessions.
Learning Outcomes
- Strengthen understanding of national trends shaping community colleges
- Apply evidence‑based practices that advance student success
- Build cross‑sector partnerships that expand workforce and economic mobility opportunities
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- Non-member - $299
- Member - $399
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Contains 8 Product(s)
State and federal legislative and policy changes can significantly impact the work of student affairs professionals. This Public Policy hub is designed to serve as a tool for NASPA members to better understand policy and regulatory changes, and potential implications of proposed legislation that impact the student affairs profession and broader higher education field. This resource is only available to current NASPA individual members. If you have questions about your membership status or would like to join or renew, please contact membership@naspa.org
The Public Policy resource hub consists of a compilation of policy research, coalition work, and resources from NASPA, other associations, non-profit organizations, and think tanks with expertise in various areas of higher education. Based on input from staff, organizational partners, and members, NASPA has curated this centralized resource to include policy trackers, articles, fact sheets, legislative summaries, and informational videos that outline state and federal legislative and policy changes for student affairs professionals.
This resource is only available to current NASPA individual members. If you have questions about your membership status or would like to join or renew, please contact membership@naspa.org
NASPA staff wants to hear from members about the policy areas that would be helpful for us to follow and report on. We are also interested in hearing from members if there are additional resources that would be helpful in their work.
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Contains 2 Component(s)
Join us for an engaging webinar exploring how Student Affairs leaders can redesign models, lead meaningful change, and leverage data to advance sustainable, student-centered goals. Together, we will examine how to reimagine structures that no longer serve today’s students, apply practical change management strategies to guide teams through transition, and use data intelligence to inform strategic decision-making and resource advocacy. This session is designed for professionals at all levels who are committed to building stronger, more responsive organizations for the future of the profession.
Learning Outcome One: Assess and redesign Student Affairs models for sustainable, student-centered goals
[Mid-Level & Senior-Level]
Key Questions:
● Which current models no longer serve today's students or professionals?
● How do we redesign structures collaboratively with internal campus constituencies and external partners?
● How must we rethink Student Affairs graduate preparation programs?Learning Outcome Two: Apply change management principles to lead organizational transformation
[All Levels]
Key Questions:
● How do we build team capacity for both the emotional and operational sides of change?
● How can leaders model steadiness and clarity during transition?
● What makes change readiness a teachable leadership skill?
● How do we effectively lead through conflict during periods of transformation?Learning Outcome Three: Leverage data intelligence and operational insights for strategic decisions
[All Levels]
Key Questions:
● How can collected data drive operational, staffing, and structural decisions?
● What stories does our data tell about impact, gaps, or efficiency opportunities?
● How does data strengthen institutional credibility and resource advocacy?Danielle Miller-Schuster, Ph.D.
Associate Vice President for the Division of Student Affairs
Illinois State University
Dr. Danielle Miller-Schuster serves as Associate Vice President for the Division of Student Affairs at Illinois State University, where she provides leadership for division-wide strategic planning and oversees a broad portfolio of programs, services, and facilities that advance the success and well-being of the Redbird community. Her areas of responsibility include Campus Recreation, Career Services, Event Management, Dining, and Hospitality, Health Promotion and Wellness, Student Counseling Services, Student Health Services, and Student Affairs Assessment and Data Analytics, Advancement and Constituent Relations, and Professional Development and Staff Recognition.
A proud three-time Redbird, Danielle earned her bachelor’s degree in Political Science, her master’s degree in College Student Personnel Administration, and her Ph.D. in Educational Administration and Foundations from Illinois State. With more than two decades of experience, she is dedicated to cultivating purposeful programs and services that foster growth, retention, belonging, and institutional excellence. Her leadership philosophy centers on nurturing growth through coaching, building connections through collaboration, and cultivating positive environments that empower staff, inspire innovation, and spark curiosity.
Danielle is actively engaged with the National Association of Student Personnel Administrators (NASPA), where she recently completed a four-year term on the AVP Steering Committee, co-chaired the 2023 AVP Symposium, and served on the faculty for the 2024 and 2025 New AVP Institute. She is currently contributing to volunteer and engagement efforts for the 2026 Annual Conference in Kansas City and is excited to be a member of the 2027 Conference Leadership Committee.
Danielle lives in Bloomington, Illinois, with her husband, Andy, and their rescue dog, Starlight Louise.
Don Stansberry, Ph.D.
Vice Provost for Student Affairs
University of Missouri- Kansas City
Dr. Don Stansberry is a nationally engaged student affairs leader and higher education executive currently serving as Vice Provost for Student Affairs at the University of Missouri–Kansas City. With more than two decades of progressive leadership experience across multiple institutions, he has built a career centered on student success, belonging, and social mobility.
Throughout his tenure at institutions including Clayton State University, Old Dominion University, Western Illinois University, Towson University, and Defiance College, Dr. Stansberry has led transformative initiatives that strengthen retention, progression, and graduation outcomes. His leadership emphasizes aligning strategy with care—ensuring that budgets, staffing models, assessment practices, and campus partnerships work cohesively to remove barriers and elevate student achievement.
A first-generation college graduate, Dr. Stansberry is deeply committed to expanding access and opportunity for underserved and historically marginalized students. His leadership philosophy centers on asking bold questions, challenging assumptions, and helping teams envision what “could be” rather than settling for what has always been.
Known for his energy, creativity, and brand-forward leadership style, Dr. Stansberry brings both strategic vision and authentic connection to his work—championing environments where students, staff, and institutions can thrive.
Dr. Don Stansberry earned his Ph.D. in Higher Education Administration and Education Specialist Degree from Old Dominion University. He completed his Bachelor of Arts and Masters of Education in College Student Personnel at Ohio University
Jeff Brown
Assistant Vice President of Student Affairs and Dean of Students
American University
Jeff Brown currently serves as the Assistant Vice President of Student Affairs and Dean of Students at American University in Washington D.C. In this role he provides leadership for key departments that support the care and well-being of the student body including the Office of the Dean of Students, Student Accountability and Restorative Practices, the Student Health Center, the Center for Well-Being and Psychological Services and International Student and Scholar Services. He also serves in critical roles with crisis management, threat assessment, student activism support and neighborhood/off campus relations on the AU campus.
Prior to this role, Jeff served for four years as the Dean of Students. In that role he has responsibility for undergraduate and graduate student care, support, and advocacy. He also served as the chief student conduct officer for the University. Jeff had responsibility on the AU campus for inclusion support, neighborhood relations, crisis management and multiple retention initiatives.
Prior to his move to American University seven years ago, he worked at Clemson University for 19 years serving in a variety of capacities, most recently as the Associate Dean of Students where he over saw all orientation and transition programs, parent/family programs and support, the Student Veteran Resource Center, retention programs for underrepresented students and extended orientation programs. He also has extensive experience working in residence life and fraternity and sorority life.
Originally from the Chicago area, Jeff holds a Bachelor of Science in Public Relations & Communications from Bradley University and a Master of Education in Student Affairs Administration from Clemson University. Jeff has held multiple leadership roles with NASPA, ACPA, and NODA. Currently Jeff is serving as the Past-President for NODA after serving as a General Board Member and the Lead Faculty for the Orientation Professionals Institute (OPI) for six years.
Steve Mobley Jr., Ph.D.
Associate Professor and Program Director of the Higher Education and Student Affairs Program
Morgan State University
Dr. Steve D. Mobley, Jr.’s scholarship focuses on the contemporary placement of Historically Black Colleges and Universities (HBCUs). Particularly, his research underscores the understudied facets of HBCU communities including issues surrounding race, social class, and student sexuality. He earned his B.A. in Communication & Culture from Howard University. Upon graduating from Howard, he completed his Master’s in Higher Education Management from the University of Pennsylvania and earned his Ph.D. in Higher Education from the University of Maryland.
Dr. Mobley, Jr. also has had extensive experience in the fields of Higher Education and Student Affairs. Prior to him beginning his career as an academic, he served as Associate Director of the undergraduate program at Georgetown University’s McDonough School of Business. He also held appointments in academic affairs at the University of Maryland and taught courses in The College of Education, Undergraduate Studies, and the Academic Achievement Programs (A TRiO Initiative).
His scholarly work has also garnered national attention. Dr. Mobley, Jr. was named a 2022 Diverse: Issues In Higher Education Emerging Scholar, and a 2021 College Student Educators International (ACPA) Emerging Scholar-Designee Awardee. He is also the recipient of the 2018 Article of the Year Award from the American Educational Research Association’s (AERA) Queer Studies Special Interest Group (SIG), 2019 College Student Educators International (ACPA) Coalition on Men & Masculinities Tracy Davis Emerging Research Award, and the 2019 American College Personnel Association’s (ACPA) Coalition of Sexuality and Gender Identities (CSGI) Research Recognition Award.
Dr. Mobley, Jr.’s scholarship has also been published in Teachers College Record, The Journal of Higher Education, The Journal of Homosexuality, The Urban Review, the Journal of College Student Retention: Research, Theory & Practice, and the International Journal of Qualitative Studies in Education.
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