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. 

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.

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.

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.

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.

April 21 - May 2, 2025

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

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

Some questions that this training considers include:

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

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

Live Session

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

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

Questions? 

Technical Issues: virtuallearning@naspa.org

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

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

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

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

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

Learning Outcomes

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

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

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

Note: This session will only be available live and will not be recorded.

Researchers find that essentially all reports of sexual assault are credible, but the vast majority of Title IX complaints end in inaction. In this workshop, Dr. Nicole Bedera will reflect on her yearlong ethnographic study of one university’s Title IX process and explore the reasons that Title IX administrators hesitated to intervene in clear-cut cases. Specifically, this workshop will focus on the role of gender bias throughout the Title IX process, including staff interactions with complainants and respondents, expectations guiding informal resolution, assessment of evidence in investigations, sanctioning decisions, and provision of supportive measures.

Learning Outcomes:

1. Define key concepts relating to gender bias in organizational settings, including “himpathy,” “credibility deficit,” “credibility surplus,” and “orchestrated complexity”
2. Develop a framework for distinguishing between relevant and irrelevant evidence
3. Assess gender bias in hypothetical Title IX scenarios

Continuing Education Credits

Participants who complete the course will be eligible for Continuing Education (CE) credits in the Core Student Affairs Educator Certification (CSAEd™) continuing education. This session will only be available live and will not be recorded, so credit will not be available for on-demand viewing of this event.

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.

Guidelines for earning CE credit

1 CE is awarded for attending this live session for ONE category of Continuing Education. You cannot receive more than 1 credit hour total. 

No partial credit will be rewarded. 

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. The Credit Certificate, which will show the event, date and credit earnings, is available for download and/or print from the event or your Dashboard on the Online Learning Community.

MENASA Women Wednesdays are monthly one-hour member engagement sessions (in English or Arabic) highlighting the voices of women in student affairs from around the world. Through this online series of discussions, MENASA members will have the opportunity to gain various perspectives of the student affairs profession through the varying lenses of women in the field. Session presenters will share their story of how they have come to hold their current position in higher education, lessons learned along the way, insights they have gained, and a time for participants to ask questions. 

By engaging in assessment and evaluation practices, campus practitioners can use data to confirm their programs are evidence-based/evidence-informed (or not), ensure the program is facilitating learning, verify the programs work for their student population, and support a commitment to continuous innovation and improvement. As the session's learning outcomes outline, this foundational presentation will focus on defining program assessment and evaluation for student affairs, writing meaningful and measurable learning outcomes, and implementing creative methods for collecting assessment and evaluation data. The presentation will include tips on creating a culture of assessment and evaluation on their campus. The presenter will also demonstrate tying the presentation to the learning outcomes and collecting assessment and evaluation data while presenting on it.

Learning Outcomes:

1. Describe the difference between program assessment and evaluation.
2. Practice writing 1-2 measurable learning outcomes.
3. Articulate one or more ways to implement assessment and evaluation methods.

Guidelines for earning CSAEd credit: 

1 CSAEd Core CE will be awarded for completing this course. Completion includes attending the session 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.

Guidelines for earning CHES/MCHES credit:

NASPA is a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES). There are up to 1 total Category 1 continuing education contact hour eligible for CHES and 1 total Category 1 continuing education contact hour eligible for MCHES.

To receive credit, please complete the Feedback Survey in the online event offering the credits. 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 for your records only. All CHES/MCHES credits earned from NASPA events are reported to NCHEC on a quarterly basis, after which those credits will be viewable in your NCHEC continuing education dashboard.