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  • 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. 

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    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.

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  • 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. 

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    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.

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  • 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.

  • Using Research Participant Pools to Support Student Affairs Assessment
    Contains 1 Component(s) Includes a Live Web Event on 05/13/2025 at 1:00 PM (EDT)

    Research participant pools have the ability to transform your quantitative and qualitative research and assessment work. Join us to learn about examples of successful student affairs assessment research participant pools and how to build one at your own institution.

    Research participant pools are an innovative tool that student affairs assessment professionals can use to develop relationships with students. The presenters will share details about the utility of a research participant pool and share examples of research subject pools at two different universities. These two case studies will explore how to tailor a research subject pool to meet their university’s needs and encourage participants to consider how a similar program could be replicated at their university. 

    Learning Outcomes:

    1. Identify the utility of a student affairs research participant pool.

    2. Evaluate the efficacy of two different research participant pools in their institutional context.

    3. Create connections between the concept of a student affairs research participant pool and the current needs of their own institution.

    Chrisse Edmunds, PhD

    Associate Director of the Center for the Study of Student Life

    The Ohio State University

    Chrisse Edmunds, PhD is an Associate Director of the Center for the Study of Student Life. Chrisse has a PhD in Sociology from The Ohio State University. She supervises research projects related to Belonging and Inclusion, Health and Well-being, and Student Engagement and Support in the Office of Student Life. Additionally, she coordinates the Buckeye Insight program–an innovative research and assessment recruitment tool that supports both quantitative and qualitative projects.

    Lisa Rizzo, MS

    Assessment & Research Coordinator for Student Affairs Assessment and Research

    Cal Poly

    Lisa Rizzo, M.S., is Cal Poly's Student Affairs Assessment and Research coordinator. She has Master of Science is in Higher Education Counseling and Student Affairs and a Bachelor of Science degree in Journalism. Lisa is an author of a maternal/infant development book and has over 20 years of transdisciplinary experience in business, journalism, research, and television production. At Cal Poly Lisa leads the HEARD qualitative market research program and coordinates the WITH US Center for Bystander Intervention.

  • 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.

  • Measuring Post-Graduation Effects of High-Impact Practices Through Alumni Data
    Contains 1 Component(s) Includes a Live Web Event on 05/07/2025 at 1:00 PM (EDT)

    This webinar will share results from a survey of university alumni who participated in a second year experience program as an undergraduate student. The presentation will explore why this data is meaningful for institutional interest in the program and what the data shows about the long-term importance of High Impact Practices.

    The Second-year Transformational Experience Program (STEP) was developed in 2013 at a large, public institution to address the unique needs of second-year students. The program focuses on mentorship, professional development, and participation in a high impact practice like Education Abroad, Undergraduate Research, or Internships. This presentation will share results from a survey of alumni who participated in STEP as an undergraduate student and why this data is meaningful for institutional interest in the importance of High Impact Practices. 

    Learning Outcomes:

    1. Identify the key features of STEP, including its purpose, student participation in High Impact Practices (HIP), and positive outcomes on student success. 
    2. Evaluate the effectiveness of the STEP program based on alumni satisfaction and learning outcomes data. 
    3. Examine how alumni data on STEP and participation and High Impact Practices are connected to broader institutional outcomes. 
    4. Identify opportunities for alumni data collection efforts and programs that promote HIP partnership at their own institutions.

    Julie Schultz

    Program Director for STEP and Strategic Student Initiatives

    The Ohio State University

    Julie Schultz, EdD, is the Program Director of the Second-Year Transformational Experience Program (STEP) and Strategic Student Initiatives at The Ohio State University. Her professional portfolio includes providing leadership for STEP, the Scarlet and Gray Advantage Learning Community focused on reducing college student debt, and the Student Life Learning Goals and Outcomes. She has presented at more than 25 national conferences and has over 20 years of experience in Higher Education focused on student success, retention and persistence, mentorship, and student learning. 

    Leah Halper

    Associate Director

    The Ohio State University

    Leah has a Ph.D. in Industrial-Organizational Psychology and serves as an Associate Director in the Center for the Study of Student Life at The Ohio State University, where she oversees and directs research key initiatives such as the Graduation Survey, First Destination data, LENA (a leadership needs assessment), research on the Student Employment Experience (SEE), and research about the Second-year Transformational Experience Program (STEP). Her focal assessment and research areas include career outcomes, administrative excellence and operational data, student/staff employment and the student residential experience. Additionally, she offers consultation to various units seeking to improve their workplace processes and dynamics. Through these efforts, she seeks to bridge the gap between research and practice, driving meaningful change both in student outcomes and broader workplace environments.

  • Spring 2025 Certification Exam Prep Course
    Contains 51 Component(s) Includes Multiple Live Events. The next is on 05/06/2025 at 1:00 PM (EDT)

    Prepare to become a Certified Student Affairs Educator with the NASPA Certification Exam Prep Course! This five-week exam prep program for the Certified Student Affairs Educator Core Exam includes four live, moderated study sessions plus a library of on-demand and self-paced exam prep resources. Through this enhanced exam prep program, you will have the opportunity to connect with other prospective certificants, learn from colleagues who have taken and passed the exam, and brush up on your student affairs knowledge and skills through a series of self-paced study modules.

    Introduction 

    Prepare to become a Certified Student Affairs Educator with the NASPA Certification Exam Prep Course! This five-week exam prep program for the Certified Student Affairs Educator Core Exam includes four live, moderated study sessions plus a library of on-demand and self-paced exam prep resources. Through this enhanced exam prep program, you will have the opportunity to connect with other prospective certificants, learn from colleagues who have taken and passed the exam, and brush up on your student affairs knowledge and skills through a series of self-paced study modules.

    The Certification Exam Prep Course is available at a member rate of $75 for members of ACUHO-I, ACUI, AFA, ASCA, NACA, NASPA, and NIRSA, and a general non-member rate of $175. Participants will need to create a free NASPA account and complete a short registration in order to access the course, which is hosted in the NASPA Online Learning Community.

    About

    The course combines a variety of synchronous and asynchronous learning and study opportunities designed to prepare prospective Certified Student Affairs Educators for all aspects of the exam. Live sessions in weeks 2-5 include a kickoff session, two learning labs, and a wrap-up session. In between these live sessions, there are eight self-paced study modules based on the Student Affairs Educator Certification Domains, which form the basis of the exam. Each module includes an on-demand recording and accompanying slide deck, a list of additional resources, and an ungraded quiz of example questions to test your knowledge. All self-paced elements of the course are optional and can be done at any time and in any order, allowing you to choose whatever is most helpful for your own individual exam preparation. We recommend completing the self-study elements each week in order to keep your exam prep on schedule.

    Course Syllabus

    Week 1: April 28-May 2

    Self-paced Pre-work Module: Get Ready to Get Certified!

    This optional pre-work module includes on-demand recordings of general information sessions about Student Affairs Educator Certification and the test-taking experience, and a self assessment to help you plan your exam prep efforts.


    Week 2: May 5-9

    Live Session: Certification Exam Prep Course Kickoff | Tuesday, May 6, 1:00-2:00pm Eastern

    Self-paced Study Module: Foundations of the Profession Domain

    Self-paced Study Module: Student Learning, Development, and Success Domain


    Week 3: May 12-16 

    Live Session: Learning Lab | Tuesday, May 13, 1:00-2:00pm Eastern

    Self-paced Study Module: Assessment and Evaluation Domain

    Self-paced Study Module: Social Justice and Inclusion Domain


    Week 4: May 19-23

    Live Session: Learning Lab | Tuesday, May 20, 1:00-2:00pm Eastern

    Self-paced Study Module: Leadership Domain

    Self-paced Study Module: Talent Management Domain


    Week 5: May 26-30

    Live Session: Certification Exam Prep Course Wrap-up | Tuesday, May 27, 1:00-2:00pm Eastern

    Self-paced Study Module: Crisis and Risk Management Domain

    Self-paced Study Module: Financial and Facility Management Domain

    Spring Exam Cycle

    Getting your exam date on the calendar is a great way to stay motivated. Apply to take the exam as part of your exam prep efforts! 

    Applications open: April 1 - May 16
    Exam period: May 19 - June 30

    Course Details

    Access to self-paced elements will open on April 28, 2025. The first live session will be held on May 6 at 1:00pm Eastern Time. All live session times are listed in Eastern Time. Live sessions will be discussion-based and will not be recorded.

    Following the conclusion of the live sessions, the self-paced elements of the course will remain available to you for one year. For the duration of the year, you may also choose to roll your registration forward into the next course (winter, spring, summer, fall) to participate in additional live sessions. 

    Questions? For technical assistance, please reach out to us at virtuallearning@naspa.org. For content-based questions, please email tgillmor@naspa.org.