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.

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.

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

Guidelines for earning CE credit: 1 CE is awarded for attending this live session OR on-demand for ONE category of Continuing Education. You can not 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 for you to download at your convenience.

The NASPA Advisory Services PRACTICES Professional Development Series offers nine 60-minute webinars focused on topics spanning across our signature framework, PRACTICES. The framework focuses on student affairs and services’ policies, resources, alignment and partnerships with academic affairs, compliance, technology, inclusion, community, evidence-based practices, and student success efforts. This webinar series is a flexible, effective way to provide a comprehensive professional development series to your staff.

PRICE

Members:  $349

Non-members $599

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

Learning Outcomes:

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

Guidelines for earning CSAEd credit: 

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

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

Participants must also complete the feedback survey in the Online Learning Community.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.

NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

Guidelines for earning CHES/MCHES credit:

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

To receive credit, please complete the Feedback Survey in the online event offering the credits. Once the survey is completed, your certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is for your records only. All CHES/MCHES credits earned from NASPA events are reported to NCHEC on a quarterly basis, after which those credits will be viewable in your NCHEC continuing education dashboard.

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

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

Learning Outcomes:

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

Continuing Education Credits

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

NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

Guidelines for earning CE credit

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

No partial credit will be rewarded. 

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules. The Credit Certificate, which will show the event, date and credit earnings, is available for download and/or print from the event or your Dashboard on the Online Learning Community.

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.

Supervisors play a critical role in shaping workplace culture, ensuring that employees can thrive professionally while maintaining a healthy work-life balance. As higher education environments become increasingly demanding and interconnected, supervisors must move beyond outdated expectations of overwork and instead develop intentional strategies that prioritize employee well-being, productivity, and retention. This session explores the key principles of work-life integration, emphasizing the importance of individual supervision, team support, and institutional advocacy in creating a sustainable, inclusive, and high-performing workplace.

Participants will gain insights into the evolving needs of today’s workforce, including the impact of health concerns, family obligations, restorative time, generational expectations, and role modeling by senior leaders. Through a combination of research-based strategies and interactive discussion, attendees will leave with a set of guiding principles to implement within their departments, ensuring that work-life integration is embedded in their supervisory practices, team management, and institutional culture.

Learning Outcomes:

1. Identify and apply at least three guiding principles for promoting a sustainable work-life integration culture within their teams, ensuring alignment with departmental priorities, institutional objectives, and employee well-being.

2. Explore how to implement effective supervision strategies that balance productivity with employee wellness, including mentoring approaches, flexible policies, and team-based support structures.

3. Develop a customized roadmap for fostering a culture of work-life integration in their department, incorporating key factors such as generational expectations, restorative time, and supervisor role modeling.

Student staff members volunteer their time and energy to advance the needs of their higher education institutions. This means that in the ever evolving dynamics present on a college campus, student staff supervisors must be capable of providing authentic and emergent supervision for each unique team member. Our presentation offers a supervision model for creating a supervisory ecosystem for each staff member to thrive in that goes beyond relationship building and empowers the supervisor to address barriers to student staff success. 

By utilizing frameworks such as the 4 Is of oppression (Internalized, Interpersonal, Institutional, and Ideological) and Dr. Tamura Lomax’s idea of Radical Black Love we invite participants to reflect on the innate dignity and worth of the students they have the privilege of working with. Through engaging in group conversations and polling, we hope participants challenge existing narratives they hold about what a supervisor is and is not. The goal of this webinar is to help participants begin the self-work necessary for moving supervision beyond being identity conscious and towards becoming actively engaged in dismantling oppression within supervision and work experiences for student staff. 

Learning Outcomes:

1. Name and describe the 4 I's of Oppression and discuss how they broadly manifest in the student supervisee experience at PWIs. 
2. Describe the differences between Identity Conscious Supervision and Radical Supervision and will be able to identify specific practices they can take to align their supervision with the principles of Radical Supervision. 
3. Describe the supervisory ecosystem they dream to build for their student staff members and teams.

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.