When situations arise that threaten Student Affairs' ability to foster belonging, enrich learning, or ensure campus safety, your ability to communicate clearly and efficiently becomes crucial to protecting both people and the university's integrity. In this session, attendees will receive expert guidance on crafting a comprehensive communications strategy before a crisis occurs.

Proactive crisis communications planning is an essential part of a broader strategy for managing incidents within Student Affairs. Research on crisis communication plans from institutions like Purdue University, the University of California Office of the President, the University of Washington, and Youngstown State University shows the value of advanced preparation. These universities' plans allow them to act proactively, not reactively, during a crisis. Teaching mid- to senior-level Student Affairs professionals to adopt these frameworks—and integrate their own experiences—can greatly enhance their ability to coordinate effectively across departments during a crisis or other critical incident.

Learning Outcomes

This session will equip individuals with the information they need to create the framework for a crisis communications strategy that will: 

• Provide real-time notification to decision makers
• Keep the campus community safe
• Ensure that communications with employees, stakeholders, and news media are effective
• Minimize reputational risk to the institution

Creating and training crisis teams is a complex but essential part of campus preparedness. Colleges and universities rely on teams such as the Incident Management Team, Crisis Communications Team, Critical Incident Response Team, Behavioral Threat Assessment Team, and CARE Team (mental health) to respond effectively when crises arise. Whether you serve on one of these teams or are tasked with developing a crisis response structure, understanding their roles and functions is critical.

Join us for an in-depth session where we will explore best practices for forming and training crisis teams, responding appropriately when crises occur, and fostering institutional resilience. Our approach emphasizes compassion and coordinated action, recognizing that crises impact not only those directly affected but also the entire campus community—including the responders themselves.

Learning Outcomes:

Create Emergency management principles and structures to proper execute a crisis management plan on your campus. 

Identify common crisis response teams in higher education, their purposes, and  

membership.

Create and structure a crisis response team, including:

• Determining the team's purpose

• Defining roles and qualifications for team members

• Establishing reporting structures

Articulate key components of crisis team training, including:

• Setting training objectives

• Choosing effective training methods

• Evaluating team effectiveness and preparedness

In this webinar, we will explore the launch and comprehensive support services available to transfer and transition students at Georgia State University (GSU). This session will provide an in-depth examination of the efforts required to establish the Transfer and Transition Center (TTC), the key individuals involved in its development, and the pivotal role of current staff in guiding students through academic, financial aid, housing, and campus life resources.

Participants will reflect on the barriers impacting transfer student success on their own campuses while learning about the strategic development of GSU’s TTC. The session will feature insights from senior administrators who played an integral role in the Center's creation, along with evidence-based recommendations for supporting transfer student performance and outcomes.

Additionally, the webinar will highlight the meticulous processes of credit evaluation, degree audit adjustments, and major selection assistance, as well as strategic partnerships with various campus departments and external organizations, including the University Advisement Center, the Office of Academic Assistance, First Year and Transition Programs, Career Services, Study Abroad, Military Outreach, and Athletics. These collaborations ensure seamless credit transfers and successful student transitions.

The discussion will also showcase the use of technology-driven interventions such as Chatbot nudges, SmartPanda, EAB automation, and student communication tools to improve efficiency and provide transfer students with timely, relevant information. The final portion of the session will explore data-driven insights from the TTC, demonstrating how GSU identifies and mitigates institutional barriers to degree completion.

Participants will leave with actionable strategies and a reflection tool to facilitate campus conversations on supporting transfer students, ensuring they can bring back valuable insights to their respective institutions.

Learning Outcomes

1. Examine the development process of GSU’s Transfer and Transition Center, including key stakeholders and implementation strategies.
2. Identify common barriers to transfer student success and explore ways to mitigate these challenges on their own campuses.
3. Learn about strategic partnerships within GSU and how they contribute to seamless credit transfers and student transitions.
4. Explore the use of technology and automation (e.g., Chatbots, SmartPanda, EAB) to enhance communication and support for transfer students.
5. Analyze preliminary data and outcomes from the Transfer and Transition Center to understand institutionally created barriers and strategies to overcome them.
6. Develop actionable strategies and utilize a reflection tool to engage campus stakeholders in improving transfer student success.

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

Learning Outcomes:

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

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.

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.

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

Learning Outcomes:

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

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

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