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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 12/06/2022 at 12:00 PM (EST)

    As peer education advisors, program planning and implementation is a core function of peer education programs. As an advisor you will typically assist your peer educators in program brainstorming, planning, implementation and evaluation. This workshop will focus on how to create engaging, effective and evidence-based programs, events and workshops.

    The 2022 NASPA Peer Education Advisor Institute is presenting continuing education sessions designed to continue and build upon conversations and lessons. This session will explore Program Planning & Implementation. 

  • Contains 1 Product(s)

    The NASPA Peer Education Fall Continuing Education Sessions are designed to continue the conversation from the Peer Education Advisor Institute and Advisor Academy to allow for a deeper understanding of group dynamics, recruitment and retention, assessment and evaluation and program planning and implementation. Fall Continuing Education Sessions provide the opportunity to engage with their fellow peer education advisors, while simultaneously learning new strategies, skills, and tactics to enhance their peer education program.

    In collaboration with the Peer Education Advisor Faculty, we will be hosting four Continuing Education Sessions. This package includes registration for the following four sessions: 

    1. Group Dynamics- Tuesday, Sept,  27th at 3pm EST

    2. Recruitment & Retention- Thursday, Oct 20th at 2pm EST

    3. Assessment & Evaluation- Wednesday, Nov 2nd at 3pm EST

    4. Program Planning & Implementation- Tuesday, December 6 at 12pm EST

  • Contains 7 Component(s)

    Students who seek mental health services on campus show improvement in personal, professional, and social functioning. While most first-generation college students (FGCS) experience increased stress, they are less likely to seek services. This live briefing will highlight current practices, needs, and recommendations for clinicians and professionals working with FGCS.

    Students who seek mental health services on campus have been found to improve personal, professional, and social functioning. However, first-generation college students (FGCS) are likely to experience greater emotional and psychological stress but are less likely to access college counseling center (CCC) services. This live briefing will highlight three themes from a qualitative study that examined the experiences of clinicians in working with FGCS. They emphasized the importance of FGCS resilience and the utilization of humility and empowerment to promote FGCS growth.

    The presenter will provide insights on how to support FGCS with a multisystemic approach using the SHARE framework. Understanding the clinicians’ experiences enabled us to recognize FGCS resilience and the gaps in supportive services and CCC training. FGCS who courageously seek services with resilience and hope deserve clinicians who honor their narratives and assets and are knowledgeable in treating and supporting them.

    Learning Outcomes:

    Participants will:

    • identify barriers FGCS experience in mental health seeking;
    • understand the experiences of mental health providers in working with FGCS; and
    • become familiar with the SHARE framework for working with FGCS and its utility for student services professionals (including clinicians).
  • Contains 1 Component(s)

    In this NASPA live briefing, the presenter shares new thinking around the Leadership for Liberation framework—notably, embedding theories of madness and ideas around speculative practices. The presenter also extends the Leadership for Liberation framework for higher education/student affairs professionals in an effort to better prepare them for collective action toward liberation and all the meanings and feelings that come with it.

  • Contains 5 Component(s)

    Over the past few decades, research on first-generation college students has increased, but what have these studies contributed to our understanding of the backgrounds, needs, and desires of those who are the first in their families to graduate from college? This live briefing will highlight findings from the recently published An Annotated Bibliography on First-generation College Students: Research from 2008-2019 and include a discussion of where the field of study should go next if we want to improve the support of first-generation college students.

    Over the past few decades, research on first-generation college students has increased, but what have these studies contributed to our understanding of the backgrounds, needs, and desires of those who are first in their families to graduate from college? This live briefing will highlight findings from the recently published An Annotated Bibliography on First-generation College Students: Research from 2008-2019  and include a discussion of where the field of study should go next if we want to improve the support of first-generation college students. The annotated bibliography examines hundreds of entries, placing each into chapters centering on eleven different topics including career readiness; intersections of identity; mass media and popular culture; memoirs and fiction; parents and families; and social and cultural capital (among others). 

    Among the topics for discussion will be what themes the co-authors found most problematic and most promising; the impact that deficit framing of research has had on understanding first-generation college students; and potential future directions for research on first-generation students that are more equitable, inclusive, and strengths-based. Participants will also learn how mass media and popular culture have portrayed first-generation college students during the last decade as well as how they can use the annotated bibliography to further support students on their campuses.

    Learning Outcomes:

    Participants will:

    • identify recent trends in scholarship on first-generation college students;
    • discuss opportunities for additional areas of research; and
    • determine strategies for using the annotated bibliography to further their understanding and support of first-generation college students.
  • Contains 1 Component(s)

    This webinar provides an opportunity for student affairs professionals at different career stages to explore historical trauma’s prevalence on the participation of Indigenous student communities in higher education.

  • Contains 2 Product(s)

    NASPA's Certified Peer Educator (CPE) Training Program is new and updated as of July 2019! If you're interested in becoming a facilitator for this nationally-recognized training program which has certified over 350,000 students to-date, the CPE Train-the-Trainer course is for you! This Course registration includes the Certified Peer Educator (CPE) Train-the-Trainer Course and access to the CPE Trainers Resource Hub.

    NASPA's Certified Peer Educator (CPE) Training Program is new and updated as of July 2019! If you're interested in becoming a facilitator for this nationally-recognized training program which has certified over 350,000 students to-date, the CPE Train-the-Trainer course is for you! This Course registration includes the Certified Peer Educator (CPE) Train-the-Trainer Course and access to the CPE Trainers Resource Hub. 

  • Contains 3 Product(s)

    Peer Education Advisors Academy & CPE Train-the-Trainer Bundle

    Advisors Academy: This short course is split up into five modules designed to give new peer education advisors a foundational understanding of the skills required to be successful in their role. With content developed by our expert volunteer faculty, Advisors Academy is the first step toward excellence in peer education advising. 

    CPE Train-the-Trainer: The CPE Train-the-Trainer course prepares Professional Staff to facilitate NASPA's Certified Peer Educator (CPE) Training Program on their campus with their students. This course certifies you to teach the CPE curriculum and certify your students as Certified Peer Educators. 

  • Contains 4 Component(s)

    This moderated session will provide a contemporary portrait of how tribal colleges and universities (TCUs) are building campus ecologies and initiatives to support first-generation indigenous students. Panelists will discuss how their TCUs are sustaining and achieving student success and highlighting practices and considerations that non-tribal institutions should consider in supporting their first-generation indigenous students.

    Many indigenous college students are the first in their family to attend college. This webinar centers the practices of tribal colleges and universities (TCU’s) in developing student success initiatives. Of critical importance in supporting first-generation students is recognizing their intersecting identities and how this influences their college experience. The unique nature of TCU’s provides a strong example of the importance of linking cultural context to the development of student success initiatives. The work of practitioners at the College of the Muscogee Nation, Northwest Indian College, and Salish Kootenai College will share their stories of success and challenges to inspire campuses, regardless of institutional type, to strengthen cultural approaches to supporting first-generation indigenous student success. The Bringing Balance Back to the Higher Education Landscape: Power & Place Webinar Series and Virtual Symposium is focused on the breadth of balance provided by an indigenous worldview in providing understanding and pathways to restore, engage, and extend natural energies in building campus ecologies that support bring a balanced to our institutional communities and practices. 

    Learning Outcomes:

    Participants will:

    • acquire a better understanding of the journey first-generation Indigenous students take as they transition to a college environment;
    • gain an overview of current considerations TCU professionals balance in developing ecologies that support student success; and 
    • consider the implications for designing programs that support the self-determination and autonomy of first-generation Indigenous students.
  • Contains 2 Component(s)

    In this live briefing, scholars will highlight recent research exploring how institutional mission statements can inform institutional practices dedicated to first-generation student success. Then, practitioners from First-gen Forward Institutions will share how their institutions have adopted mission-driven approaches to support first-gen initiatives.

    As institutions of higher education continue to seek ways to engage first-generation students, mission statements can inform campus-wide approaches to first-generation student success. In this session, we will review recent research that examines how the mission statements of First-gen Forward Institutions may signal or promote a success-oriented culture. Then, practitioners from the First-gen Forward recognition program will share how they have taken a mission-centric approach to first-generation student initiatives on their campuses. The presenters will offer practical strategies for leveraging mission to advance an institutional commitment to first-generation student success.

    Learning Outcomes:

    Participants will:

    • consider how components of mission statements can be leveraged for first-generation student success;
    • understand how First-gen Forward Institutions have designed and implemented mission-driven initiatives to foster first-generation student success; and
    • reflect on the alignment between their own institution’s mission and goals for supporting first-generation students