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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.
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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, equitable assessment, and institutional support for students from underrepresented backgrounds including international 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.
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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.
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Contains 1 Component(s) Includes a Live Web Event on 05/01/2025 at 3:00 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.
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Contains 1 Component(s) Includes a Live Web Event on 04/23/2025 at 1:00 PM (EDT)
How welcoming is your campus for students of differing religious, secular, and spiritual backgrounds? What are inclusive institutional practices? Learn how to use assessment to nudge practice and create inclusion for worldview diversity.
Matthew J. Mayhew, Ph.D.
William Ray and Marie Adamson Flesher Professor of Educational Administration
The Ohio State University
Dr. Mayhew is the William Ray and Marie Adamson Flesher Professor of Educational Administration and founder of the College Impact Lab. His research has focused on how collegiate conditions, educational practices and student experiences influence learning and democratic outcomes, including moral reasoning, pluralism, productive exchange across worldview differences, and innovation. To support the study of college and its impact on student development and learning, he has been awarded more than $20 million in funding from sources, including but not limited to, the U.S. Department of Education, the Ewing Marion Kauffman Foundation, the Merrifield Family Trust, and the National Science Foundation. He has published more than 60 peer-reviewed articles in journals as well as How College Affects Students: Volume 3. He received his doctorate from the University of Michigan.
Renee L. Bowling, Ph.D.
Worldview Research Director
The Ohio State University
Dr. Bowling is Worldview Research Director of the College Impact Lab’s interfaith projects and has over 20 years shaping the student experience in U.S. and international P-20 educational administration. She co-chairs the NASPA Spirituality and Religion in Higher Education Knowledge Community, serves on the Editorial Board of the Journal of Student Affairs Research and Practice, and mentors international Ed.D. students through an HBCU. Her research interests include comparative international education, internationalization, educational leadership, global learning, and worldview diversity, all topics related to her dissertation which received the Best Practices in Research and Scholarship Award from the International Education Knowledge Community. Renee earned her Ph.D. from OSU’s Higher Education Student Affairs program, a postgraduate certificate in Religious Studies and Education from Harvard, a M.A. in Counseling and Human Development from Walsh University, and a B.A. in Sociology from the University of Akron.
Anisha Gill-Morris, M.S.
Graduate Research Associate
The Ohio State University
Anisha Gill-Morris is the lead Graduate Research Associate on the INSPIRES Index project and a student in OSU's Higher Education and Student Affairs Ph.D. Program. She earned her B.A. in Primary Education from the University of Reading and her M.S. in Educational Leadership from North Dakota State University. Anisha worked as an Athletic Academic Advisor at North Dakota State University, which inspired a research interest in the collegiate experiences of female student-athletes of color. Her additional research interests center on the topics of college alcohol consumption, and the experiences of international students in the US.
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.
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 04/11/2025 at 3:00 PM (EDT)
Examine how gender bias influences every stage of the Title IX process, from interactions with parties to decisions on investigations, sanctions, and supportive measures. This highlights the need for structural changes to ensure equitable responses to sexual assault cases.
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:
- Define key concepts relating to gender bias in organizational settings, including “himpathy,” “credibility deficit,” “credibility surplus,” and “orchestrated complexity”
- Develop a framework for distinguishing between relevant and irrelevant evidence
- Assess gender bias in hypothetical Title IX scenarios
Nicole Bedera
Researcher and Consultant
Nicole Bedera, Ph.D. is a sociologist and author of the book On the Wrong Side: How Universities Protect Perpetrators and Betray Survivors of Sexual Violence. Her research focuses on how our social structures contribute to survivors’ trauma and make sexual violence more likely to occur in the future. Her scholarship has been featured in many popular outlets, including The New York Times, NPR, The Chronicle of Higher Education, and Teen Vogue. Nicole puts her work into practice as an Affiliated Educator at the Center for Institutional Courage and as a co-founder of Beyond Compliance Consulting.
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.
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Contains 1 Component(s) Includes a Live Web Event on 04/01/2025 at 1:00 PM (EDT)
Discover how AI can transform your work! Join Colin Stewart, PhD (he/him), and Brandon Common (he/him) for an engaging exploration of tools, strategies, and ethical considerations to harness the power of AI while enhancing your expertise. This webinar is perfect for professionals looking to innovate and reimagine their workflows.
Colin Stewart
Special Assistant to the Vice President for Student Affairs
University of Portland
Colin Stewart is a transformative leader in the field of higher education, renowned for his commitment to fostering creativity and innovation. Colin serves as the Associate Vice President for Student Affairs at Augusta University. As an author and administrator, Stewart has played a pivotal role in leading discussions on disruptive transformation within higher education, aiming to equip professionals with the tools necessary for cultivating a culture of innovation and change. His work spanning across the country and in international settings, emphasizes the importance of creative and innovative leadership in addressing the complex challenges faced by educational institutions today. Stewart's contributions are characterized by a deep understanding of the dynamics of higher education, a passion for enhancing student affairs, and a vision for a more inventive and inclusive future in academia. Colin also co-edited Disruptive Transformation and has a deep passion for how improv, technology, and sustainability can transform higher education.
Brandon Common
Vice President for Student Affairs
Louisiana State University
Dr. Brandon Common serves as Vice President for Student Affairs at Louisiana State University (LSU). In this role, he provides vision, executive leadership, oversight, and direction for departments whose mission critical work centers on creating the conditions that matter for student success. During his almost 20 working on college campuses Brandon has worked in multiple functional areas within Student Affairs including Greek Life, Residential Life, and Conduct. Brandon holds degrees from the University of Missouri-Columbia, Ohio University, and the University of Illinois at Urbana-Champaign.
Artificial Intelligence is reshaping the way we work in Student Affairs, offering new opportunities to enhance productivity, creativity, strategic planning, and decision-making. In this dynamic webinar, Colin Stewart, PhD (he/him), and Brandon Common (he/him) will guide you through the transformative potential of AI. From understanding foundational tools like ChatGPT, Claude, and Google Gemini to exploring advanced applications like prompt engineering and data management, this session will empower you to rethink your approach to work.
You’ll learn practical methods, such as the RICE prompt engineering framework, how to develop personas and paradigms that will help you master AI’s role, instructions, context, and examples. We’ll also dive into ethical considerations around AI, ensuring that your integration of this technology remains aligned with values of equity, transparency, and control. Whether you're new to AI or already experimenting with tools, this webinar is your chance to learn how to ethically and effectively use AI to reimagine your work.
Learning Outcomes
1. Understand AI Tools and Applications: Participants will gain familiarity with a variety of AI tools, including ChatGPT, MS Co-Pilot, and Google Gemini (and others), and learn how these technologies can be applied to improve workflows and decision-making.
2. Learn Prompt Engineering Techniques: Explore the RICE frameworks, paradigms, and personas to develop effective prompts and maximize the capabilities of AI in diverse professional scenarios.
3. Navigate Ethical and Practical Considerations: Understand the risks and ethical implications of using AI, such as data security, control, and unknown factors, while learning strategies to ensure responsible and effective use.
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 03/12/2025 at 12:00 PM (EDT)
This webinar will explore the unique challenges faced by asexual individuals regarding sexual and interpersonal violence, addressing the erasure and ostracism they often encounter within queer communities. Through a focus on visibility, inclusive practices, and advocacy, participants will gain tools to support asexual individuals in LGBTQ+ spaces and foster a more inclusive environment for all.
We will examine the unique challenges faced by asexual individuals, particularly regarding sexual and interpersonal violence. We will highlight how asexuality is often erased, or even ostracized within queer communities, leading to misconceptions and a lack of visibility that can leave survivors without adequate support. By addressing these intersections, we aim to foster a more inclusive conversation around consent, trauma, and identity, ultimately advocating for a more supportive environment for all members of the LGBTQ+ community.
Learning Outcomes
- Define asexuality, recognize prevalent misconceptions, and assess current representation in media and culture to deepen understanding of its visibility within the LGBTQ+ community.
- Understand the impact of erasure on conversations around sexual violence and interpersonal dynamics in the Ace community, exploring the unique vulnerabilities asexual individuals face.
- Identify actionable strategies to support asexual individuals in queer spaces, including inclusive language and practices, while amplifying asexual voices in advocacy to foster inclusive, supportive communities.
Stephanie Foran
Assistant Director of CARE
Kansas State University
Stephanie (Steph) Foran is theAssistant Director of CARE at Kansas State University. She is a nationally credentialed Victim Advocatethrough the National Organization for Victim Assistance (NOVA) and has over 8.5years of field experience. She received her BA in Political Science from RiderUniversity in Lawrenceville, New Jersey, and her Global MA in InternationalRelations from Webster University. Steph's areas of expertise include digitalinterpersonal violence and media literacy, and she is passionate about framinggender-based violence as a critical human rights issue.
Continuing Education Credits
Participants who complete the course will be eligible for Continuing Education (CE) credits in the Core Student Affairs Educator Certification (CSAEd™) and Social Justice and inclusion (CSAEd SJI) continuing education.
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 OR watching it on-demand 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.
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- Non-member - $179
- Member - $79
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 02/20/2025 at 3:00 PM (EST)
Explore the complexities of navigating conflicting pressures in the sexual violence field, including the impact of the "perfect victim" myth and the expectations around trauma performance. Led by Alisa Zipursky, author of Healing Honestly, this webinar offers tools for reimagining authenticity, fostering community, and finding sustainable, individualized paths to show up effectively in this vital work.
Note: This session will only be available live and will not be recorded.
When it comes to working in the sexual violence field, we are inundated with conflicting messages about how we should act in order to make political change, build community, and support survivors. These conflicting pressures contribute feelings of burnout and generally make doing this work so damn hard. During this workshop, we will explore how the myth of the perfect victim makes us feel like there is a “right way” to show up in this work, how we navigate pressures to perform our trauma in order to build survivor community, and how we can support one another finding our own paths forward. Alisa will draw upon her own experiences being a public survivor and writing Healing Honestly to illustrate how to celebrate each of us finding our own way to show up in this field. Together, we will reframe what authenticity can mean to each of us as we find ways to do our work as sustainably and effectively as possible.
Learning Outcomes
- Identify and contextualize the pressures we experience around professionalism and trauma
- Analyze how the myth of the perfect victim impacts people working in the sexual trauma field
- Gain a creative and expansive understanding of what authenticity in our work can mean to each of us
- Cultivate community and shared wisdom amongst fellow professionals who are navigating how to show up in an effective and sustainable way.
Alisa Zipursky
Author and Speaker
Alisa Zipursky (she/her) is a writer, speaker, and childhood sexual abuse survivor advocate. She is the author of the groundbreaking Healing Honestly: The Messy and Magnificent Path to Overcoming Self-Blame and Self-Shame from Berrett-Koehler Publishers, a survivor-to-survivor book to support people healing from childhood sexual abuse. Healing Honestly has been praised for it's candid, funny, and compassionate approach to healing from sexual violence.Alisa is the founder of HealingHonestly.com where she writes about her experiences as a millennial woman trying to live a full life while healing from her abuse with a community of over 500,000 others survivors from around the world. Along with offering coaching programs, Alisa travels the country speaking at college campuses and conferences to support survivors and the people who love them.
Alisa has given keynotes at universities such as Johns Hopkins University, The University of Michigan, The University of Pittsburgh, George Washington University, and many more. Her writing has appeared in Teen Vogue, Allure, and Hey Alma. Some of her previous workshops include the National Sexual Assault Conference (NSAC, 2023) and the National Conference on Health and Domestic Violence (NCHDV, 2021). Alisa was the opening keynote speaker at the 2024 Ohio Alliance to End Sexual Violence and will be a keynote speaker at the 2024Nevada Coalition to End Sexual Violence
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
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 only 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.
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- Non-member - $179
- Member - $79
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Contains 1 Component(s) Includes a Live Web Event on 02/18/2025 at 2:00 PM (EST)
This webinar provides a pathway to culturally responsive approaches for understanding and addressing the impact of the First Amendment on college campuses that both guide administrators and empower students. The presenters will provide a primer on free speech issues and explore how one minority-serving institution embraced its’ movimiento roots on campus to develop resources, protocols, and support systems protecting the rights of all on campus.
Eric Scott
Vice President for Student Affairs
The University of New Mexico
Dr. Eric Scott serves as Vice President for Student Affairs at the University of New Mexico. Prior to his current role, Dr. Scott held leadership positions at Boise State University and the University of Alaska Southeast. He has spent his career in service to students prioritizing the infusion of equity-minded and research-informed practices to support student success, with emphasis on practices that improve both outcomes and lived experiences for students with historically minoritized identities. Dr. Scott holds a doctorate in education from Oregon State University with research focused on how intersections between race, gender, and rurality with a focus on Alaska Native students, manifest in postsecondary outcomes for students from remote-rural Alaska. Dr. Scott also holds a bachelor of arts and a master of education from the University of South Carolina. As a proud first-generation college graduate and strong believer in the community mission of public postsecondary education, he believes that together we can build a stronger and more just society.
Nasha Torrez
Dean of Students
The University of New Mexico
Nasha has been the Dean of Students at the University of New Mexico since 2016, with deep roots in northern New Mexico. As a two-time alum of UNM, she has a personal connection to the programs she now oversees, and credits these very programs for contributing to her success as an undergraduate. After earning her Bachelor’s in Business Administration, she advocated for students with disabilities in Southern California, ensuring full inclusion and access to mental health services, particularly for Spanish-speaking, Native American, and rural communities. Nasha then returned to New Mexico, where she earned her Juris Doctorate from UNM School of Law, specializing in education law and civil rights. With over ten years of legal practice, before becoming the Dean, her expertise covers critical areas like student grievances, academic appeals, due process, freedom of expression, Title IX, and disability rights. In addition to her deep legal knowledge, Nasha is a leader in conflict resolution, mediation, and crisis intervention, skills that make her an invaluable asset to students and staff alike.
This webinar will offer a primer on how the First Amendment comes into play in the public square on a public university’s campus. Following the establishment of a legal and policy foundation, presenters will offer a framework to explore the creation, implementation, and outcomes of an effective First Amendment and Student Activism Task Force. The overarching goal of the presentation is to position attendees to lead and participate in meaningful institutional evolutions that can address the many competing demands related to free speech on public campuses. Learned skills will include consideration of the equitable implementation of the protocol, development of user-friendly educational resources, communications strategies, legal implications, safety, finances, planning, logistics, and community relations.
Learning Outcomes
1. Participants will understand how federal law narrows to policy and practice within public postsecondary education. Session attendees will receive resources for consideration in educating their campus population on freedom of expression rights law.
2. Participants will examine a model for institutional and community engagement that can lead to enhanced collaboration, understanding, and alignment amongst parties impacted by public square speech in postsecondary education.
3. Participants will complete a worksheet to help them think about which stakeholders to engage on their campus and what areas they should examine to determine if their practices and policies align with law and their campus values.
4. Participants will engage in dialogue to identify culturally responsive practices that can help guide institutional strategy when addressing the complexities of freedom of expression on campus in postsecondary education.
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- Non-member - $179
- Member - $79
- More Information
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You must log in to register
