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  • Contains 1 Component(s) Includes a Live Web Event on 09/20/2024 at 1:00 PM (EDT)

    APA Style is the standard for student affairs writing, which makes it an important area of proficiency for new and experienced professionals. However, APA Style can be difficult to understand and apply. This webinar will provide an overview of APA Style along with suggestions and tips for applying it in practice.

    Knowledge of the APA Style guide will support the goals of any student affairs practitioner due to its application across a variety of written communication formats. If you are looking to publish your research or communicate findings more effectively, being able to apply the APA Style is necessary.

    The webinar will be presented by leaders in the NASPA Assessment, Evaluation, and Research Knowledge Community. During this session, the presenters will review the elements of APA Style, including the mechanics of style, grammar and usage, bias-free language guidelines, in-text citations, and more. The webinar will also provide an opportunity to practice and apply these skills. Attend this webinar to develop and advance your APA-style skills! 

    Learning Outcomes: 
    • Describe the scope and elements of APA Style.
    • Effectively recognize opportunities to rely upon APA style within their writing.  
    • Apply solutions to common challenges when using APA Style in student affairs.
    • Summarize the formatting and rules for setting up a research paper.

    Kim Kruchen

    University of Colorado Boulder

    Kim Kruchen-Spaulding has worked in higher education for the past 10 years in a variety of roles, including academic affairs, student activities, assessment, and strategic resources. She holds an M.Ed. from the University of Virginia where she interned for the Council for Advancement of Standards and conducted research. Kim served as the Director of the Office of Assessment & Planning in the Division of Student Affairs at CU Boulder from 2017-2022. In April 2022, she began a new role at CU Boulder as the Associate Director for Strategic Initiatives. Her current work focuses on change management, researching effective strategies that impact students, and developing reporting practices for the division.

    Shaun Boren

    University of Florida

    Shaun came to UF in 2017 to direct the new Office of Assessment and Research in its mission to champion a culture of evidence-based decision making for Student Life. Prior to this role Shaun served the University of West Florida for 12 years in a progression of experience including creating the Outdoor Adventures program, supervising Recreational Sports programming, instructing undergraduate and graduate courses, and managing assessment initiatives for Student Affairs. His leadership style and strategies for building assessment capacity draw from his bachelors in animal behavior, masters in experiential education, and doctorate in physical education and health.

    Erica Eckert

    Kent State University

    Erica Eckert, Ph.D. is an Assistant Professor of Higher Education Administration in the College of Education, Health, and Human Services at Kent State University. Before becoming a faculty member, she served for 15 years in a variety of administrative roles managing assessment, accreditation, program review, technology and data systems, survey development and data analysis, and academic and admissions operations.  She teaches courses on technology, business and finance, and assessment and accreditation in higher education and co-authored Business Practices in Higher Education: A Guide for Today’s Administrators (2nd ed.)  Dr. Eckert’s research explores how higher education organizations navigate systems and structures, including assessment and accreditation.

    Darby Roberts

    Director, Student Affairs Planning, Assessment & Research

    Texas A&M University

    Darby Roberts, Ph.D. is director of Student Affairs Planning, Assessment & Research in the Division of Student Affairs at Texas A&M University. She has been working in student affairs assessment since 1998. As a faculty member in the Student Affairs Administration in Higher Education master’s program at Texas A&M, Darby has students submit professionally written documents in her student affairs assessment class. She has been actively involved in the NASPA Assessment, Evaluation, and Research Knowledge Community (twice as co-chair), as well as the Student Affairs Assessment Leaders organization. In 2023, she co-authored Student Affairs Assessment: Theory to Practice (2nd ed.) and co-edited Assessing Student Leadership, a monograph in the New Directions for Student Leadership series. She also co-edited Learning is Not a Sprint: Assessing and documenting student leader learning in cocurricular involvement. In the past several years, Darby has also contributed chapters to several books on student affairs assessment and student learning. She frequently presents at conferences and consults with campuses on their assessment needs. 

    Shannon Dean-Scott

    Associate Professor

    Texas State University

    Shannon Dean-Scott, Ph.D. is an associate professor in the student affairs in higher education program at Texas State University. She has taught research and assessment courses for 10 years and was a practitioner leading various assessment projects prior to her faculty role. She is involved in the NASPA Assessment, Evaluation, and Research Knowledge Community and co-edited the book, Using the CAS professional standards: Diverse examples of practice which was endorsed by NASPA, ACPA, and CAS. Her current research focuses on multicultural consciousness of undergraduate students, assessment practices, and teaching pedagogies.

  • Contains 15 Component(s), Includes Credits Includes a Live Web Event on 09/04/2024 at 2:00 PM (EDT)

    This short course explores the crucial intersection of campus design and mental health in higher education.

    Dates: July 22 - September 4, 2024
    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

    Wednesday, September 4, 2024        2:00 p.m. (EDT)

    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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    David Arnold

    Consultant

    100 Cups Advisors

    Born to a small farming family in Silver Creek Township in southwest Michigan, David was raised with two fundamental principles: that care and attentiveness can grown something great from something small, and that communities worked together when any individual needed their help. Though no longer a farmer, that foundation has never wavered in the professional servant leadership that David continues to bring to every day of his work.

    From student leader to campus professional, David's work was grounded in campus health, safety, well-being, and prevention. As a peer educator, David was regionally and nationally recognized for his contributions, including being honored with the Lewis Barbato Award for Outstanding Student Service by the American College Health Association. After graduating from the University of North Texas, David's career began as a licensed social worker working with the Parkland Health and Hospital System, then his alma mater's Student Health and Wellness Center, and the University of Texas - Arlington Health Services. During his campus tenure, David lead the creation and improvement of health promotion and substance misuse prevention programs. 

    In 2012, David made the transition from campus to the association and coalition world, joining the BACCHUS Network as the project administrator for the Coalition of Colorado Campus Alcohol and Drug Educators (CADE). His role was elevated after the BACCHUS Network merger to become an initiative as part of the student affairs association, NASPA - Student Affairs Administrators in Higher Education where he served as the assistant vice president of health, safety, and well-being initiatives. In addition to the CADE, David also took on leadership of the Healthy Campuses Montana (HCM) coalition, as well as served as chair of the national Coalition of Higher Education Associations for Substance Abuse Prevention (CoHEASAP). Along with colleagues from NASPA, ACHA, and NIRSA, David was fundamental in establishing an interassociation workgroup to define and implement strategies towards well-being. 

    Jennifer E. Henkle

    Director, Sexual Violence Prevention and Response

    NASPA - Student Affairs Administrators in Higher Education

    Jennifer E. Henkle, MSW, LMSW (she/her/hers) is the director for sexual violence prevention and response. Jennifer oversees the Culture of Respect initiative and guides NASPA's work as a collaborative partner towards resolving systems of gender- and power-based violence. She is a Licensed Master's Social Worker (LMSW) in the state of Virginia and has formerly worked in residence life, survivor advocacy and respondent services, campus sexual violence prevention and education, and higher education case management.

    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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  • New
    Contains 1 Component(s) Includes a Live Web Event on 08/01/2024 at 1:00 PM (EDT)

    this course guides participants through the entire survey process step by step. This training will provide a blueprint for institutions that choose to administer a survey using only “in-house” resources or minimal external assistance. This training builds a foundation for further data collection and assessment strategies, including general climate surveys and analysis of internal sexual misconduct case data.

  • Contains 180 Component(s) Includes Multiple Live Events. The next is on 08/01/2024 at 8:00 AM (EDT)

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

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

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

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


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

  • Contains 1 Component(s) Includes a Live Web Event on 07/24/2024 at 1:00 PM (EDT)

    Join Active Minds as they share information regarding their newly launched A.S.K. initiative that seeks to engage communities with this new “stop, drop, and roll” of emotional support initiative which was created in close collaboration with their Youth Leadership Council.

    Join Active Minds as they share information regarding their newly launched A.S.K. initiative that seeks to engage communities with this new “stop, drop, and roll” of emotional support initiative which was created in close collaboration with their Youth Leadership Council.

    Full details coming soon

  • Contains 4 Component(s), Includes Credits Includes a Live Web Event on 07/17/2024 at 1:00 PM (EDT)

    Interested in learning how a Health Promotion and Prevention Team leveraged resources to build a peer health education program within an athletic community in efforts to reduce substance misuse? Led by peer educators from this high risk population, this evidence-based program and it's content has been tailored to meet the unique needs of this target group and has led to the creation of peer to peer connections that drive overall student well-being and group affinity.

    Interested in learning how a Health Promotion and Prevention Team leveraged resources to build a peer health education program within an athletic community in efforts to reduce substance misuse? Led by peer educators from this high risk population, this evidence-based program and it's content has been tailored to meet the unique needs of this target group and has led to the creation of peer to peer connections that drive overall student well-being and group affinity.

    Guidelines for earning CSAEd credit: 

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

    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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    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 a reporting form, available at https://bit.ly/2024SummerPE-CE.... In addition, you must complete an online evaluation of the webinar by completing the feedback survey found within the content tabs of the module.  A certificate of completion will be sent via email after the form has been processed and approved and individual hours will be reported to NCHEC in late July 2024. Please allow about two weeks to receive your certificate.

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  • New
    Contains 1 Component(s) Includes a Live Web Event on 07/10/2024 at 3:00 PM (EDT)

    This short course will provide valuable insights into the intersection of public policy and higher education related to the work of Student Affairs Practitioners. The 5-week cohort model course will provide valuable insights, reflections, best practices, and conversations around timely public policy topics currently impacting colleges and universities.

    July 8-August 9

    This short course will provide valuable insights into the intersection of public policy and higher education related to the work of Student Affairs Practitioners.  The 5-week cohort model course will provide valuable insights, reflections, best practices, and conversations around timely public policy topics impacting colleges and universities.

    Learning Outcomes
    • Understand vocabulary and concepts related to higher education public policy and how these concepts appear in their campus context. 
    • Articulate how federal and state public policy impacts the work of student affairs professionals as a whole. 
    • Share comprehensive federal and state policy with other campus partners and stakeholders.
    Course Prices 

    Member:             $349

    Non-member:     $549

    Live Session

    The five 60-minute live sessions will be held every Tuesday from 1:00 p.m. ET. 

    They are scheduled for the following dates:

    Week 1: July 9

    Week 2: July 15

    Week 3: July 23

    Week 4: July 30

    Week 5: August 6

    This course is synchronous and asynchronous, with one weekly live session. Depending on the content and speakers of each live session, the session may be recorded for viewing at a later date. Attendance and participation in the live session offer an opportunity to engage in activities and knowledge sharing that will add to the learning experience; participation in the live sessions are highly encouraged.

    Course Outline

    Week 1: Public Policy 101

    Week 2: State Legislation: Policy and Implications 

    Week 3: Free Speech and Dialogue on College Campuses

    Week 4: Policy Intersections: A Panel Discussion on the Convergence of Higher Education Policy and Student Affairs

    Week 5: Preparing Your Campus for the 2024 Election

    Course Commitment and Expectations

    The course will require 4-7 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, Wi-Fi, and webcam. All live sessions will be via Zoom, which will provide presentation slides and closed captioning. 


    This program is sponsored by the Public Policy Division (PPD). 
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    Dr. James Tyger

    Interim Assistant Vice President, Student Life

    University of Florida

    Dr. James Tyger currently serves as the interim assistant vice president for Student Life, working with the Student Engagement portfolio at the University of Florida. James is a proud double Gator, earning his J.D. and Ph.D. from the University of Florida. He received his M.Ed. in Higher Education Administration from Vanderbilt University and his B.S. in Management from Virginia Tech. His professional interests include the First Amendment in Higher Education, how we build and foster community for students and staff, compassion fatigue within Student Affairs, and of course, public policy! 

    James currently serves as the Region III representative to the Public Policy Division. He has presented at the NASPA Annual Conference on the First Amendment, Public Policy, and navigating crises. 

    Dr. Scott Sheehan

    Director, Advising and Career Communities

    University of Rochester

    Dr. Scott Sheehan currently serves as the director of Advising and Career Communities at the Greene Center for Career Education and Connection at the University of Rochester. He is a proud alumnus of SUNY Plattsburgh, where he received a BA in History and Political Science and an MS in Student Affairs and Higher Education. Scott received his Ed.D. from the University of Rochester in Higher Education Administration. His professional interests include student well-being, the intersection of public policy and student success, and career and workforce development.  

    Scott is passionate about higher education public policy and educating others about the implications of federal and state policy development and implementation.  He is the current Director of the Public Policy Division (PPD) at NASPA and is the youngest member of the NASPA Board of Directors in the history of the organization.  Through the PPD Scott has helped create and facilitate educational opportunities for NASPA members.  These educational opportunities include panel discussions among leading thought experts in campus free speech and expression, consideration of race in the admissions process, and Title IX regulations.  During the 2024 NASPA Annual Conference, Scott led the team that created the first Public Policy Division Case Study Competition.           

    NASPA's Public Policy Division was established to support the association's strategic goals and objectives and provide leadership in higher education through policy development and advocacy for students on important national issues. Major responsibilities include formulating a policy agenda for the association, developing responses to policy proposals, and helping to provide members with information concerning relevant legal, legislative, and other public policy topics. Members can get involved by marking "Public Policy Division" in their engagement preferences in their NASPA profile, and learn more through the website: https://www.naspa.org/division...

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    Continuing Education Credits

    Participants who complete the course will be eligible for Continuing Education (CE) credit in the Core Student Affairs Educator Certification (CSAEd™)

    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: 

    5 CSAEd credit is awarded for completing this course. You can receive no more than 5 credit hours in total. 

    No partial credit will be rewarded. 

    Completing the course requires attendance at all live sessions. Depending on the content and format (breakout rooms/discussion), not all live sessions will be recorded. However, all live sessions are required for completion and to receive your certificate. 

    To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. You will not be able to access the Feedback Survey until you have completed the course. 

    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.

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  • Contains 4 Component(s), Includes Credits Includes a Live Web Event on 07/10/2024 at 1:00 PM (EDT)

    Learn how the NACE (National Association of Colleges and Employers) career readiness competencies can serve as a powerful tool to assess and enhance the skills, knowledge, and abilities of peer educators, ultimately leading to more effective and impactful educational programs.

    Higher education is increasingly focused on outcomes like retention, graduation, and employment rates (Franklin, 2013; Stewart et al., 2016). Students, families, and employers want assurance that college imparts essential workplace skills (NACE, 2022). Thus, institutions are under pressure to demonstrate their value in preparing students for post-graduation careers.

    Co-curricular activities significantly contribute to student development and retention (Astin, 1984; Kuh, 1995; Mayhew et al, 2016). Administrators recognize peers' critical role in student growth (Lemon & Wawrzynski, 2022). As a result, many colleges recruit and train peer educators. These programs help students support their peers, engage in college life, find purpose, and develop job-related skills (Kuh, 1995; Lemon & Wawrzynski, 2022; Mayhew et al, 2016).

    This presentation will discuss providing constructive feedback to student peer educators. Examples of formative and reflective tools will be shared. A sample evaluation tool incorporating NACE career readiness competencies will be reviewed, demonstrating how comprehensive feedback enhances individual student experiences and overall program effectiveness.

    Learning Outcomes:

    • Understand the NACE career readiness competencies and their relevance in the context of a peer education program.
    • Explore how to frame the NACE career readiness competencies in assessing peer educator performance, growth, and overall effectiveness.
    • Gain insights into the potential impact of integrating the NACE career readiness competencies into peer educator programs, including how it can lead to more effective and impactful outcomes.

    Yvonne Lin Giovanis

    Associate Director, Wellness Education & Health

    Texas Christian University

    Yvonne Giovanis is the Assistant Director for Wellness Education & Health Promotion in the Campus Recreation & Wellness Promotion department at Texas Christian University. She has a Master's in Counseling, with a specialization in student affairs, and is currently a doctoral candidate in TCU’s Higher Education Leadership program. Yvonne created, developed, and sustains the current peer education program at TCU. Prior to her current role, she served for 10 years in the TCU Alcohol and Drug Education Center. She previously worked at two other institutions in the areas of housing and residence life, student conduct, leadership development, and diversity education.

    Guidelines for earning CSAEd credit: 

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

    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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    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 hours eligible for CHES.

    To receive credit, please complete a reporting form, available at https://bit.ly/2024SummerPE-CE.... In addition, you must complete an online evaluation of the webinar by completing the feedback survey found within the content tabs of the module.  A certificate of completion will be sent via email after the form has been processed and approved and individual hours will be reported to NCHEC in late July 2024. Please allow about two weeks to receive your certificate.

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  • New
    Contains 4 Component(s) Includes Multiple Live Events. The next is on 07/09/2024 at 2:00 PM (EDT)

    Clery Act Fundamentals demystify the aspects of the law that apply to student affairs roles like student conduct, housing, or prevention professionals, no matter your level of experience or responsibility. We will explain each component of the law’s requirements and tie them directly to the day-to-day responsibilities of student affairs positions.

    July 8- August 2, 2024

    Presented by NASPA and Clery Center

    Clery Act Essentials for Student Affairs Professionals demystifies the aspects of the law that apply to student affairs roles like student conduct, housing, or prevention professionals, no matter your level of experience or responsibility. We will explain each component of the law’s requirements and tie them directly to the day-to-day responsibilities of student affairs practitioners. Course attendees will understand the actions they can take, policies they can write, and practices they can employ that support the implementation of the Clery Act campus-wide. Overall, Clery Act Essentials for Student Affairs Professionals provides a foundational overview of the basic requirements of the Clery Act, drawing from the statute, regulations, and current Department of Education guidance. This training provides an in-depth introduction to the Clery Act and is an ideal primer for our more advanced trainings, such as Virtual, In-Person, or Online Clery Act Training Seminars (CATS).

    Learning Outcomes

    • Internalize the building blocks of Clery crime statistics: 
      • Identify campus security authorities (CSAs) 
      • Name Clery Act geography categories 
      • Define and count Clery Act Crimes 
    • Distinguish between timely warnings and emergency notifications 
    • Understand the prevention, response, and disciplinary procedures requirements for dating violence, domestic violence, sexual assault, and stalking (DVSAS), including their intersections with Title IX. 
    • Apply knowledge of DVSAS policies and procedures requirements to the policy statement information compiled for the annual security report, recognizing its relationship to student conduct, housing, and prevention work.

    Course Pricing

    Member:           $649 (member price for NASPA and Clery Center members)

    Non-Member.    $849   


     Course Outline

    Week 1: Crime Statistics and Reporting

    • Campus Security Authorities
    • Overview of the Clery Act crime statistics
    • Clery Act geography
    • Reporting and your role

    Week 2: Timely Warnings and You

    • Applications, distinctions, and uses of Timely Warnings and Emergency Notifications
    • Timely warnings and the intersection with student conduct, housing, and prevention

    Week 3: Dating Violence, Domestic Violence, Sexual Assault and Stalking (DVSAS)

    • Prevention programs for DVSAS
    • Disciplinary and response procedures for DVSAS

    Week 4: The Annual Security Report (ASR)

    • Relationship between practice and policy statements
    • Annual Security Report workshop
    • Review the DVSAS components of the ASR and Timely Warnings

    Live Sessions

    Week 1: July 9th, 2-4 pm 

    Week 2: July 16th, 2-4 pm ET

    Week 3: July 23rd: 2-5 pm ET

    Week 4: July 31st: 1:30-4pm ET

    This course will be synchronous and asynchronous, with weekly live sessions. Depending on the content and speakers of each live session, the session may be recorded for viewing at a later date. Attendance and participation in the live session are highly encouraged, as they offer an opportunity to engage in activities and knowledge sharing that will add to the learning experience.

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    Laura Egan

    Senior Director of Programs

    Clery Center

    Laura Egan oversees the development and implementation of programmatic offerings, including Clery Center membership benefits and consultation services, ensuring alignment with the organization’s mission and values. Laura provides strategic direction for program evaluation and the planning and growth of products, training, and services. She presents nationally and provides individualized support on compliance with and implementing Clery Act requirements, campus safety, compliance, and gender based violence and discrimination. Prior to joining Clery Center, Laura worked at Saint Joseph’s University in Philadelphia, PA, for five years, serving in both residence life and student conduct roles after working as a school counselor for three years within the School District of Philadelphia. Laura’s program development work at Clery Center has led to meaningful collaboration and partnerships with organizations like the Anti-Defamation League, International Association of Campus Law Enforcement Administrators (IACLEA), National Organization for Victim Assistance, the State University of New York’s Student Conduct Institute (SUNY SCI) and Victim Rights Law Center. Laura has contributed to Campus Safety Magazine, The Baltimore Sun, The Pittsburgh Post-Gazette, and Christian Science Monitor. Laura earned a B.A. in Psychology from Villanova University and a M.A. in Education and Human Development from The George Washington University.

    Abigail Boyer

    Associate Executive Director

    Clery Center

    Abigail Boyer has been with Clery Center since 2012, becoming Associate Executive Director in 2015. She leads the Clery Center team in providing educational resources, training curriculum, and technical assistance tools to help improve campus safety nationwide. She manages the organization’s Office on Violence Against Women technical assistance grants designed to support institutions in enhancing their dating violence, domestic violence, sexual assault, and stalking prevention and response efforts. She also presents nationally on topics related to the Clery Act and campus safety. Prior to joining Clery Center, Abigail served as the Community Outreach Coordinator for The Crime Victims’ Center of Chester County, Inc., where she was instrumental in the development and implementation of programs targeted toward law enforcement, colleges and universities, and other students, parents, and community members. Abigail earned a B.A. in Political Science at West Chester University and an M.S. in Organization Development and Leadership with a concentration in Adult Learning and Training at Saint Joseph’s University. She has been a contributor to Campus Safety Magazine, The New York Times, The Washington Post, the LA Times, and the Huffington Post.

    Paul Hinkle

    Assistant Director of Programs

    Clery Center

    Paul leads the development and provision of Clery Center’s live and virtual interactive Clery Act Training Seminars to help institutions in their role of providing safe, educational environments and complying with the Clery Act. In addition, he creates and implements the annual National Campus Safety Awareness Month (NCSAM) programming each September. Prior to joining Clery Center, Paul spent seven years in student conduct and Title IX, working to enhance education, training, and compliance. He champions increasing transparency and understanding of the complexities of campus safety legislation and related university processes. Paul earned his M.Ed. in College Student Affairs Administration from the University of West Florida and a B.A. in English Literature and Secondary Education from Carthage College in Kenosha, Wisconsin.

    Cecilia Dockery

    Assistant Director of Programs

    Clery Center

    Cecilia develops and implements programs and training related to campus safety, with a focus on the areas of hazing, sexual assault, and fire safety, and also provides technical assistance to Clery Center members. Prior to joining Clery Center, Cecilia spent ten years in higher education, serving in student conduct roles for most of that time, as well as in Title IX and Housing. Cecilia earned a Bachelor of Science in Aquaculture from Florida Tech and a Master of Education in College Student Personnel Administration from the University of West Florida.

    Continuing Education Credits

    Participants who complete the course will be eligible for 9.5 Continuing Education (CE) credits in one of the following categories:  Core Student Affairs Educator Certification (CSAEd™), Student Affairs Educator-Student Conduct Administration (CSAEd-SC™), or Student Affairs Educator-Campus Housing and Residential Life (CSAEd-HRL™) .

    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: 

    9.5 CSAEd credits are awarded for completing this course. Completion includes attending all live sessions and completing the Feedback Survey. You can only received 9 credit hours in ONE of the categories, not multiple.  

    No partial credit will be rewarded; full completion is required. 

    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.

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  • Contains 180 Component(s) Includes Multiple Live Events. The next is on 07/01/2024 at 8:00 AM (EDT)

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

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

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

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


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