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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.
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  • Contains 1 Component(s) Includes a Live Web Event on 06/13/2024 at 1:00 PM (EDT)

    Research suggests that transfer students are an often overlooked population of students on our campuses. Utilizing Bronfrenbrenner’s Socio-ecological Model, this presentation seeks to provide student affairs professionals a framework with which they can more holistically connect with transfer students within their individual context.

    Joshua Braaten

    Senior Success Coach

    George Mason University

    Joshua Braaten attended West Virginia University and earned a Bachelor of Science in Sports Management – envisioning a career in the business sector of scholastic or collegiate sport. After graduating from WVU, Joshua began a profession in academia – but as an Academic Advisor at American Public University System where he developed a great passion for student services/coaching within higher education. He has now spent a decade working in a student services role at the collegiate level. Most recently, Joshua has been promoted to Senior Success Coach within the Success Coaching Unit at George Mason University.

    Rebecca Mattern

    Success Coach

    George Mason University

    Rebecca Mattern is a 2x Patriot, earning both her Bachelor’s degree in Integrative Studies and her Master’s degree in Counseling and Development from George Mason University. During her graduate program, she worked as a Graduate Assistant and Academic Coach with Learning Services and as the Graduate Career Counseling Intern with Career Services. Rebecca joined the Student Success Coaching team at George Mason in Summer 2022.

    Sam Hediger

    Success Coach

    George Mason University

    Sam Hediger is a PhD student at the George Mason Carter School for Peace and Conflict Resolution, working to better understand conflict systems and peacebuilding’s power to address them. While attaining his master’s degree in Conflict Resolution at Portland State University, he worked for three years as a Graduate Peer Mentor, supporting both students and faculty in their renowned University Studies undergraduate program. Sam is also a Student Success Coach at George Mason University.

    Flannery Wickham

    Success Coach

    George Mason University

    Flannery Wickham has been an ADVANCE student Success Coach working with matriculated students from Northern Virginia community college since the Summer of 2022. Before joining George Mason University, Flannery worked as a College Life Coach at her alma mater, Florida State University. Flannery moved to the NOVA region to attend graduate school at George Mason and just recently graduated with her Masters in Higher Education and Student Development.

    Transfer students are an integral part of campus communities across a wide variety of institutions in the US. The number of degree-seeking undergraduate students who were enrolled in postsecondary institutions as transfer students in 2020 was 1,243,471. Despite these large numbers, research suggest that transfer students are an often overlooked population of students on our campuses. Utilizing Bronfrenbrenner’s Socio-ecological Model, this presentation seeks to provide student affairs professionals a framework with which they can more holistically connect with transfer students within their individual context. By understanding each student’s micro-, meso-, and macrosystem outlined by Bronfrenbrenner, it is our hope that student affairs professionals will be better able to provide inclusive and holistic supports that can help transfer students not only remain in and graduate from college, but leave school a more fully developed person than when they arrived.

    Learning Outcomes:

    1. Identify the unique needs of transfer students
    2. Learn about the systems identified in Bronfenbrenner’s ecological model
    3. Use Bronfenbrenner’s ecological model to better understand the systemic factors that affect transfer students
    4. Reflect on their own role in the educational success of transfer students
    5. Recognize the importance of collaboration among student affairs professionals

  • Contains 1 Component(s) Includes a Live Web Event on 06/03/2024 at 1:00 PM (EDT)

    Where do you begin to develop a structure of assessment within a division that has operated without one? This webinar will focus on taking attendees through the foundational year of building structure and staff capacity for assessment at a community college's division of student affairs. Included are steps to teach learning outcome development in the co-curricula. There will be visuals on assessment plans, tools used to teach assessment and data literacy through an equity lens.

    Dr. Chrissy L. Davis Jones

    Vice President, Student Success and Chief Enrollment Officer

    HACC Central Pennsylvania's Community College

    Dr. Chrissy Davis Jones currently serves as the vice president for Student Success and chief enrollment officer at Harrisburg Area Community College (HACC) in Central Pennsylvania with nearly 25 years of experience at various post-secondary institutions, and with 18 of those years focused on developing, restructuring, and implementing student success-related programs. 

    Since Chrissy arrived at HACC, she has quickly made an impact by securing a 2.3-million-dollar Title 3 SIP Grant to transform the first-year experience for greater student success. She also oversaw the selection of HACC becoming one of seven colleges selected to become an Achieving the Dream institution in 2022 - focusing on whole college transformation for student success and data literacy. Lastly, Dr. Davis Jones established and co-leads the College's strategic enrollment planning committee. Her focus on the implementation of a collegewide strategic enrollment plan with student access and success at the center led to an increase in HACC's fall-to-fall and fall-to-spring retention for the first time in 10 years. 

    Dr. Davis Jones is considered a systems thinker; this coupled with her research and data-informed approach, has led to Chrissy being asked to serve as a consultant to higher education institutions in need of support to facilitate change.

    Angela M. Campbell

    Assistant Vice President, Assessment, Planning and Strategy

    HACC Central Pennsylvania's Community College

    Angela M. Campbell, Ph.D., LPC serves as the Assistant Vice President of Assessment, Planning and Strategy. She is responsible for planning, managing strategic initiatives, process improvements and quality assurance projects that improve Student Success and Enrollment Management (OSSEM) program performance. Angela works closely with OSSEM executives and collaborates across the college to establish objectives, develop and implement short-and-long term strategies, oversees Assessment for the Division, and supports a model for institutional capacity building in data literacy. She serves as the co-chair of strategic enrollment management and collaborates with other college leaders for Institutional Effectiveness.

    Angela has worked at HACC Central Pennsylvania’s Community College for 20 years serving in various roles and most recently in her current position for the past three years. As Co-Chair of SEM, she assisted in the development and implementation of a plan that lead to an increase in our F2F and F2S retention at the college for the first time in 10 years. Angela was recently nominated for the Building a Culture of Assessment Award by SAAL - Student Affairs Assessment Leaders organization.

    Angela earned her Ph.D. from Western Michigan University in Psychology, Applied Behavior Systems Analysis with an emphasis in Educational Systems.

    Shelly Blanchette

    Director, Student Success Operations and Strategy

    HACC Central Pennsylvania's Community College

    Shelly Blanchette, M.S., LPC serves as the Director of Student Success Operations and Strategy at HACC, Central Pennsylvania’s Community College. She is responsible for monitoring enrollment metrics and honing leading indicators to better predict and track progression toward enrollment targets. Shelly leverages data-informed insights and collaborative partnerships for process improvements, to pilot programs, and identify strategic interventions leading to student success and sustainable enrollment health. 

    Shelly earned her B.S. in Human Development and Family Studies from the University of Connecticut and M.S. in Counseling from Shippensburg University. She has worked in higher education across various institution types for over 20 years both within student services and as an adjunct faculty member. Shelly credits her experience in overseeing the launching of student services at an expansion campus with readying her for the work she currently does.

    The webinar begins to answer three important questions about the process of developing assessment within student affairs, 1) Where are you? In other words, where is the institution with regard to what is currently in place. What is the current process, policy and procedure that exists? This means a situational analysis of what currently exists is at the foundation of the start. 2) Where do you need to be? It is important to begin with an end in mind. What would you or your supervisor like to see after building the process for conducting assessment has been developed? 3) What are the steps you need to take to get there? There will undoubtedly be differences based on institutional culture however, beginning the process by answering these three questions will be an excellent starting point for any assessment leader who is beginning to build a structure of assessment.

    Learning Outcomes:

    1. Outline tasks associated with building structure and staff capacity for assessment within student affairs
    2. Explain how to teach outcome development in the co-curricular with an emphasis on learning outcomes
    3. Name a “hidden” component required for staff to effectively conduct assessment
    4. Recognize one strategy to keep equity work infused in your work and at the forefront
  • Contains 179 Component(s) Includes Multiple Live Events. The next is on 06/01/2024 at 8:00 PM (EDT)

    Certified Peer Education is now offered virtually in a Cohort format! Over three weeks, students will go through the CPE Curriculum online and at their own pace, engaging with their peers throughout the training.

    Over three weeks, students will go through the CPE training. CPE Modules consist of videos, reflection questions, discussion posts, and quizzes; these are all asynchronous and can be completed on a student's individual schedule. The quizzes are for practice purposes and are not graded. Discussion posts require you to post and reply to at least three other students' posts; you do not need to reply to move to the next activity, but you will need to complete the discussion to complete the CPE course and access the CPE Exam.

    • Week 1: Intro, Modules 1 & 2
    • Week 2: Modules 3, 4, 5, & 6
    • Week 3: Modules 7, 8, & Conclusion

     If you need any assistance, please utilize our CPE Help Desk for the fastest response. 


    NOTE: The June Cohort will begin at 8 AM ET on June 1 and conclude at 11 PM ET on June 30. All content must be finished by then to earn the CPE Certificate. 

  • Contains 1 Component(s) Includes a Live Web Event on 05/22/2024 at 3:00 PM (EDT)

    This webinar will provide a blueprint for creating engaging online panels highlighting students with disabilities to promote equity and foster an inclusive campus. This will include how to recruit, support, and market an equal access panel on your campus to promote student support and a culture of disability engagement.

    Michael Eynon

    Testing Coordinator

    Sonoma State University

    Michael Eynon joined Disability Services for Students during the summer of 2018 and has been involved at Sonoma State University (SSU) in some capacity since the fall of 2005. He is an SSU alumni, graduating with a B.A. in Psychology and Theatre Arts in 2010. Michael received his Master’s degree in December 2014 in Counseling Psychology with an emphasis in Drama Therapy from the California Institute of Integral Studies in San Francisco. While at SSU, Michael has worked as a summer mentor, student assistant, and outreach advisor for the pre-college TRIO program Academic Talent Search from 2007-2016. Michael served the TRIO Student Support Services program United for Success for the 2017-2018 academic year as a College Support Coach assisting first-generation, income eligible, and students with disabilities with time management, stress management, and other academic needs.

    Michael is also a Licensed Marriage & Family Therapist (LMFT) since June of 2018 though he does not provide therapy in his current role. Michael completed all of his practice hours working primarily with middle and high school students and their families in the Novato area of Marin County, CA. He enjoys advocating for educational access for students with disabilities and first generation and/or low-income students

    The number of students with disabilities on college campuses is growing. They are often the largest minority on campus yet also the most overlooked and invisible. This program will explore the start to finish process of how to build a student panel so students with disabilities can effectively communicate their message to the entirety of campus. It will review the recruiting process and how to support students with disabilities in disclosing very personal material. The structure of the panel will be discussed and universal design will be accentuated to display how students have equal access to providing their responses. Participants in the program will have the opportunity to ask questions and discuss how this style of program could be implemented and leave the presentation with a handout of potential questions to ask a panel. How to market the panel discussion will also be discussed.

    Learning Outcomes:

    1. Learn to utilize case study video of disability student panel discussions to recreate program at participant’s own campus. 
    2. Gain confidence in recruiting and preparing students with disabilities to speak on personal material.
    3. Comprehend the difficulties that students with disabilities face at college campuses.

    4.Engage students with disabilities on campus for this exciting opportunity

    5. Understand methods of marketing panel to campus at large.

  • Contains 179 Component(s) Includes Multiple Live Events. The next is on 05/10/2024 at 8:00 AM (EDT)

    Certified Peer Education is now offered virtually in a Cohort format! Over three weeks, students will go through the CPE Curriculum online and at their own pace, engaging with their peers throughout the training.

    Over three weeks, students will go through the CPE training. CPE Modules consist of videos, reflection questions, discussion posts, and quizzes; these are all asynchronous and can be completed on a student's individual schedule. The quizzes are for practice purposes and are not graded. Discussion posts require you to post and reply to at least three other students' posts; you do not need to reply to move to the next activity, but you will need to complete the discussion to complete the CPE course and access the CPE Exam.

    • Week 1: Intro, Modules 1 & 2
    • Week 2: Modules 3, 4, 5, & 6
    • Week 3: Modules 7, 8, & Conclusion

     If you need any assistance, please utilize our CPE Help Desk for the fastest response. 

    NOTE: The May Cohort will begin at 8 AM ET on May 1 and conclude at 11 PM ET on May 31. All content must be finished by then to earn the CPE Certificate.

  • Contains 1 Component(s) Includes a Live Web Event on 05/08/2024 at 12:00 PM (EDT)

    Learn how we matured two Cornell University staff leadership groups – the University Students Services Leaders (USSL) and Professional Academic Advising Leaders (PAAL) – through the pandemic to create the conditions for stronger partnerships between colleagues in colleges/schools and university student affairs offices.

    Miranda Swanson

    Associate Dean for Student Services, College of Engineering

    Cornell University

    Miranda Swanson joined Cornell Engineering in 2017 as Associate Dean for Student Services. Her portfolio includes Engineering Admissions, Engineering Advising, Engineering Career Center, Engineering Learning Initiatives, and the Engineering Registrar, as well as support for Diversity Programs in Engineering. She works with college leadership to prioritize Cornell Engineering’s undergraduate goals, represents the college on university initiatives, and collaborates with partners across Cornell to support student success. Prior to Cornell, Miranda spent 16 years in graduate student affairs at the University of Chicago, most recently serving five years as Dean of Students in the Physical Sciences Division. At UChicago, she also served as a Dean-on-Call, Sexual Assault Dean-on-Call, and Bias Response Team member. Miranda holds a BFA from the University of Nebraska at Omaha and a MA in Humanities from the University of Chicago. From January 2018 to June 2022 she chaired Cornell's University Student Services Leaders (USSL) group.

    Liane Fitzgerald

    Director of Advising, College of Engineering

    Cornell University

    Liane Fitzgerald joined Cornell University in 2016 as Director of Engineering Advising. She earned her B.S. in Professional and Technical Communication from Rochester Institute of Technology (RIT) and her M.S. in Academic Advising from Kansas State University. Preceding Cornell Engineering, Liane spent five years as the Manager of Student Services, and seven years prior as a Senior Academic Advisor, both for the Computer Science Department at RIT. From July 2020 to June 2023 she chaired the Professional Academic Advising Leaders (PAAL) group at Cornell. In 2022 her PAAL colleagues nominated her for Cornell University President's Awards for Employee Excellence "Thoughtful Leader Award."

    The goals of this webinar are to share two case studies from Cornell University in which existing staff leadership groups were evolved to become more effective platforms for cross-campus collaboration, and challenge participants to consider ways in which they might leverage existing structures or experiment with new ones in order to grow partnerships between academic and student affairs colleagues.

    Each of the presenters served as chair of a key staff leadership group during the pandemic and helped expand membership to include student affairs partners from university offices. These standing groups have become a space for important cross-unit conversations, as well as the jumping off point for new collaborations and partnerships. The impact has been an improvement in overall internal communications, better alignment of policies and processes across the institution, mitigation of perceived tensions between academic and student affairs, and a stronger overall sense of community.

    Learning Outcomes:

    1. Participants will understand the impact of a standing committee/group structure as a platform for partnership and collaboration.

    2. Participants will reflect on the case studies to consider ways in which existing structures on their campuses might be leveraged to deepen collaborations and partnerships.

    3. Participants will reflect on the case studies to consider ways in which experimenting with new structures on their campuses might fill gaps in communication and/or collaboration between student and academic affairs units.

  • Contains 1 Component(s) Includes a Live Web Event on 04/25/2024 at 1:00 PM (EDT)

    A deep dive into the historical and currently lived experiences of black women victims of sexual assault.

    Tameika McCoy

    Survivor Support Program Coordinator

    Virginia Commonwealth University

    Tameika McCoy is currently the Survivor Support Program Manager at Virginia Commonwealth University (VCU). She earned her Master’s in Human Services/Marriage and Family Counseling from Liberty University in 2013.  Prior to her current position she has also worked as an In-Home Counselor, Case Manager, Crisis Intervention Specialist, CPS Special Investigator and Domestic Violence Victim Advocate for the Department of Defense during her 26-year career. She is also an accredited Victim Advocate (Domestic Violence Specialist) and conference presenter with the National Office of Victim’s Assistance (NOVA). She is also a certified Safebars trainer for the Richmond, VA chapter. Tameika is the CEO and founder of the Healthy Love Project, where she serves as an educator, trainer and motivational speaker.


    An in depth look into the historical and current victimization and trauma of black women both culturally and socially. 

    Learning Outcomes:

    • Learn how stereotypes contribute to societal and familial expectations and perceptions of black women. 
    • Discuss what contributes to the “silencing” of black women who have been victimized. 
    • Learners will be challenged to evaluate their own biases and explore how to develop and/or improve trauma informed advocacy services for black women.
  • Contains 1 Component(s) Includes a Live Web Event on 04/24/2024 at 2:00 PM (EDT)

    In this webinar, you will learn how to blend alcohol education, pedagogy, and marketing strategies to create engaging, hands-on, harm-reduction programs that fit into your institution’s existing alcohol education framework!

    Lydia Coulson

    Communications Specialist

    University of Nebraska - Lincoln

    Lydia completed her B.S. in Bilingual Elementary Education at Illinois State University and her M.Ed at Marquette University in Student Affairs and Higher Education before going on to serve as Assistant Director for Community Standards and Wellbeing at Creighton University and then Alcohol and Drug Prevention Project Manager at University of Nebraska – Lincoln.

    As Alcohol and Drug Prevention Project Manager, Lydia combined her understanding of student behaviors around alcohol with her background in education to develop highly engaging programs tailored to Gen Z students that they want to engage in. While continuing her education in Strategic Marketing, Lydia tied the programmatic offerings to alcohol safety campaigns on UNL’s campus to develop a cohesive, engaging, easy-to-recall alcohol education experience for students.

    Lydia lives in Lincoln, NE with her husband and dog, Mocha. In her free time, Lydia enjoys cooking, working out, and hosting unnecessarily over-the-top events for friends. Friends ask her what her next race is, colleagues ask her if she’s ever going to stop being a student (the answer is the Spring Forward 5k and probably not)

    Let the Good Times Roll aims to create a fun, comfortable, and engaging environment for students to learn lessons about alcohol that will stay with them long-term. This is a harm-reduction program, meaning that students learn realistic and applicable information about how to be safer around alcohol. Lydia’s unique interdisciplinary background spanning education, student discipline, and marketing and communications positions her to develop highly engaging educational programs that students are excited to participate in and will walk away from with practical lessons they can implement. Let the Good Times Roll is intended to complement existing alcohol education strategies and is built on the primary strategy of “skills building” within the College AIM.

    Learning Outcomes:

    1. Understand how hands-on, skill-building activities fit with a larger alcohol prevention curriculum
    2. Learn how to develop engaging, hands-on activities and modify them to students' educational needs
    3. Understand how to leverage student trends and interests to create highly engaging programs

  • Contains 1 Component(s) Includes a Live Web Event on 04/18/2024 at 1:00 PM (EDT)

    Join Dr. Kimberly Lowry and Dr. Monique Perry-Graves, two nationally recognized experts in community college leadership, for an insightful webinar designed for practitioners seeking senior-level positions. Gain valuable insights, practical strategies, and actionable tips to accelerate your career growth and navigate the complexities of leadership in higher education.

    Dr. Kimberly M. Lowry

    Director of Leadership and Impact

    Aspen Institute

    Dr. Kimberly Lowry is a distinguished leader in community college administration, with over two decades of experience at the forefront of higher education leadership. Having served in various executive roles, including tenure at the esteemed Aspen Institute, Dr. Lowry brings a wealth of expertise in strategic planning, organizational development, and stakeholder engagement. As a nationally recognized expert in community college leadership, she is deeply committed to advancing equity, inclusion, and student success in higher education.

    Dr. Lowry's dynamic leadership style, coupled with her passion for empowering aspiring leaders, has made her a sought-after speaker and facilitator. Through her engaging workshops and presentations, she shares practical strategies, innovative solutions, and actionable insights tailored to the unique challenges facing community colleges today. With a focus on fostering collaboration, driving innovation, and promoting student-centered approaches, Dr. Lowry inspires and equips participants to lead with confidence and effectiveness in their respective roles.

    Dr. Monique Perry-Graves

    Executive Director of Teach for America North Carolina

    Teach for America

    Dr. Monique Perry-Graves, a seasoned visionary leader, boasts a versatile two-decade career spanning business, education, and the non-profit sector. As the Executive Director of Teach for America North Carolina, she passionately advocates for equitable education access. Her accolades include the A. Wade Martin Innovator of the Year award, recognition as a Power 100 Leader, and distinctions as one of the 50 Most Influential Women in Mecklenburg County. In her prior role at York Technical College, Dr. Perry-Graves served as Chief Enrollment + Campus Operating Officer, achieving transformative milestones such as expanding enrollment, fostering staff development, and managing over 80% of the college's budget. She is a board director for several non-profit organizations and founded her leadership consulting firm in 2016. Dr. Perry-Graves is recognized for her transformative leadership, making her a sought-after figure in the realms of education, business, and non-profit sectors.

    In this engaging webinar, Dr. Kimberly Lowry and Dr. Monique Perry-Graves draw upon their extensive experience and expertise in community college leadership to provide practitioners with a roadmap to success in senior-level positions. With over two decades of experience at the forefront of higher education administration, including tenure at the Aspen Institute and Teach for America, Dr. Lowry and Dr. Perry-Graves offer invaluable insights into the evolving landscape of community colleges.

    Participants will explore key topics such as strategic leadership, organizational dynamics, stakeholder engagement, and personal branding. Through real-world examples, case studies, and interactive discussions, attendees will better understand the essential skills and competencies required to excel in senior leadership roles. Whether you're a Director, dean, or AVP aspiring to advance your career, this webinar will equip you with the tools and strategies to navigate the path to senior leadership confidently and competently.

  • Contains 4 Component(s), Includes Credits Includes a Live Web Event on 04/16/2024 at 2:00 PM (EDT)

    Through this interactive workshop, we will put on our “UndocuLens,” a conceptual framework that will provide action steps, grounded in evidence-based best practices of educational institutions across the country, that members can implement to bolster support for undocumented students. Additionally, we will demonstrate how different forms of advocacy can collectively help bring institutional and state-level change for undocumented students.

    Arabi Hassan

    Co-Founder

    First Gen Empower

    Arabi Hassan (she/her) is a first-generation Bangladeshi immigrant and the Co-Founder of First Gen Empower (FGE). She holds a bachelor’s degree in Sociology from UC Berkeley and a JD from Harvard Law School. She has 8+ years of experience advocating for immigrant communities through policy advocacy, direct legal representation, college and career advising, and mentorship. She also advises organizations such as Presidents’ Alliance on Higher Education and Immigration and Immigrants Rising. As a formerly undocumented immigrant, Arabi’s passion for advocating for undocumented students is shaped by her own experiences navigating the American education system while undocumented. 

    Sarah Kim

    Director of Community Engagement and Partnerships

    First Gen Empower

    Sarah Kim (she/her) is the Director of Community Engagement and Partnerships at First Gen Empower. She is also the Founder and Chief Executive Officer of Edu Light, Inc., a career consulting firm for first-generation and immigrant students. With 6+ years of experience in Student Affairs and Career Services, she leads efforts to prepare first-generation and undocumented students for success beyond high school through tailored workshops and training educators. Sarah holds a Master’s in Higher Education, with a concentration in student affairs, from Boston College and a B.A. in Sociology from UCLA.


    Due to lack of federal immigration reform, hundreds of thousands of undocumented students face severely restricted college and career options. The majority of undocumented students in high school and college in the U.S. today do not have work authorization and are effectively locked out of the workforce. In higher education institutions, educators, student affairs professionals, and administrators struggle to support the unique needs of their undocumented students and to guide students towards income-generating opportunities that do not require work authorization. The situation is even more dire in states like Texas and Florida, where state legislatures are actively reversing decades of progress through passing hostile immigration policies. As a result of institutional and political challenges far beyond their control, hundreds of thousands of talented, qualified, and accomplished students are unable to pursue their dreams, seek employment, and build wealth.

    In this webinar, we will explore best practices, grounded in evidence-based best practices of educational institutions across the country, that members can implement to bolster support for undocumented students on their campuses. In particular, we will provide strategies for: 

    1. Providing effective academic and career advising that are inclusive of undocumented students’ needs
    2. Designing paid professional development opportunities for students with or without work authorization 
    3. Creating inclusive campus climates that ensure undocumented students can fully participate in campus life