NASPA Online Learning Community

Live Webinars and Member Briefings


Live webinars allow student affairs and higher education professionals to access professional development from all over the world. Based on NASPA’s competencies, these webinars showcase scholarly research and best practices and provide resources from diverse presenters and content experts. Webinars can not be downloaded but can be viewed in your office or in a conference room with a larger group. 

  • Webinars are 60 minutes in length unless otherwise indicated. 
  • All on-demand recordings will be available in your Online Learning Community 365 days after the live event. 
  • All webinars are recorded and will be available on-demand within 48 hours from the live event. 
  • Closed captioning will be available for all webinars. Additional accommodations can be requested when registering.


Upcoming Live Webinars and Member Briefings

  • New

    The Crisis Management & Assessment package equips student affairs professionals with the tools, strategies, and frameworks needed to prepare for—and learn from—critical campus moments. From designing proactive crisis communications plans to building sustainable assessment practices, this eight-session bundle is your all-in-one resource to strengthen both your immediate response and long-term planning capabilities.

    Designed for mid-level and senior student affairs professionals, this curated package blends actionable crisis response strategies with foundational and advanced assessment skills to help you support your campus through high-pressure moments while building a culture of continuous improvement.

    Package includes access to 8 recorded sessions for 365 days, ideal for on-demand learning and team training.

    Webinars Included: Are You Ready for a Crisis? Crisis Communications Planning for Mid- to Senior-Level Student Affairs Professionals, Creating and Training Crisis Teams, A Campus Mobile Crisis Team: The Right Resources at the Right Time, Creating an Assessment Calendar, Foundational Steps to Building Assessment and Capacity in Student Affairs,Using Research Participant Pools to Support Student Affairs Assessment, When the Data Hits the Fan: Handling Unexpected Assessment Results, and Campus Climate Assessment 101: Best Practices for Surveying Your Community

    Webinar Package Pricing

    • Members: Now $149 $249 ($600 value)
    • Non-Member: Now $299 $349 ($800 value)
  • Includes a Live Web Event on 05/19/2025 at 3:00 PM (EDT)

    The current attitudes and behaviors of an educational community’s student, faculty, and staff is more important than ever, especially with the increasing parallels between Title VI and Title IX. A campus climate survey and larger assessment strategy is an invaluable tool for this work. Sue Rankin, PhD, will provide an overview of understanding campus climate surveys that capture data on engagement, success, and belonging for campuses to strengthen their communities.

    Susan Rankin, Ph.D.

    President

    Rankin Climate

    Dr. Susan (Sue) Rankin retired from Pennsylvania State University in 2013, where she most recently served as an Associate Professor of Education and Associate in the Center for the Study of Higher Education. Dr. Rankin has presented and published widely on the intersections of identities and the impact of sexism, genderism, racism, and heterosexism in the academy and intercollegiate athletics. Dr. Rankin has collaborated with over 200 higher education institutions to implement campus climate assessments and develop strategic plans for social justice issues. In her advocacy work, Dr. Rankin is a founding member of the Consortium of Higher Education LGBT Resource Professionals, a network of professionals doing advocacy work for LGBT people on college campuses, and the Statewide Pennsylvania Rights Coalition, a network of individuals and organizations across the Commonwealth committed to securing and defending full civil rights for LGBT individuals. 

    Meredith M. Smith, JD, MS Ed

    Senior Vice President

    Rankin Climate

    Meredith Smith spent a decade working in Title IX and nearly two decades in higher education administration overall, serving as the Title IX Coordinator for the University of Virginia and the Assistant Provost for Title IX and Clery Compliance and the Sexual Misconduct Response/Title IX Coordinator at Tulane University. Meredith is a founding member of the Administrator Researcher Campus Climate Collaborative (ARC3) and works for the Victim Rights Law Center as a Department of Justice Violence Against Women grant consultant. She has participated in the Office on Violence Against Women roundtable on sexual violence adjudication and the American Bar Association’s recommendations on college sexual assault investigation and adjudication. She contributed a chapter to Addressing Violence Against Women on College Campuses (Temple University Press, 2017). She was also a guest editor of The Society for Public Health Education’s journal Health Education & Behavior‘s 2020 journal supplement on college sexual assault policy and prevention. She is currently serving on a National Science Foundation grant on sexual misconduct climate surveys. For her work on the Tulane Sexual Misconduct Climate Survey and subsequent culture change initiatives, she was honored with a 2019 Visionary Voice Award from the National Sexual Violence Resource Center. Meredith has a BA (magna cum laude) in English-Creative Writing from Miami University, a JD  from The Ohio State University, and a MS Ed in Administration and Policy from Northwestern University.

    In the current socio-political climate, there is a concerning clash between government hostility towards “diversity, equity, and inclusion” (DEI) work and the increasing use of Title VI to address racial climate concerns similar to Title IX with sexual misconduct. How can schools continue the work around belonging and inclusion and stay on the right side of the ever-evolving legal and administrative lines? Campus climate assessment–quantitative surveys and qualitative assessment methods like focus groups and interviews–are an institution’s most valuable method to understand its community as well as meet compliance concerns raised by Title VI. 

    Campus climate refers to the prevailing atmosphere and social environment on a college or university campus. In this webinar, participants will reflect on 25 years of campus climate assessment and research, looking at how it was and continues to be influenced by scholarship, social contexts, and legislation. People will examine what was learned, where campuses are at now, and how campus climate assessments can play a role developing actions that support students, staff, and faculty in achieving academic, personal, and professional success. In understanding its population and its needs, institutions can reframe the DEI discussion by using this well-researched paradigm of increasing engagement, belonging, and retention. This assessment is only as effective as how the data is used, so this webinar will ensure that participants understand how to create action on the insights from assessment to make meaningful change for its community in terms of students, faculty, and staff well-being and persistence. 

    Learning Outcomes:

    • Understanding of the longstanding research around campus climate assessment, what it measures, and the different means of climate assessment
    • Articulate the different factors that make up the atmosphere and social environment in an educational community and what can and should be included in a meaningful assessment of campus climate
    • Identify a roadmap of how to take assessment and then target its insights towards creating meaningful action for specific communities and the larger campus.
  • Includes Credits 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.

    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.

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  • Gain access to all of the webinars in the 2025 PRACTICES Professional Development Series at a discounted rate and earn up to 9 CE credits! Click on the package title to view all of the webinars included.

    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

  • New
    Includes Credits Includes a Live Web Event on 05/21/2025 at 1:00 PM (EDT)

    Curious about grant writing but unsure where to begin? Join a seasoned university health promotion director as they share lessons learned from securing grants at five institutions of higher education. Leave with practical strategies, real-world insights, and the confidence to take your first steps into the world of grants.

    This session offers a practical introduction to grant writing for higher education professionals with limited experience. Participants will learn the basics of what grants are, how they work, and the types available, along with tips for assessing readiness, building partnerships, and crafting strong proposals. A brief activity using simple grant prompts will support skill-building and application. Attendees will leave with a clearer understanding of how grants can support and expand health promotion efforts on their campuses.

    Learning Outcomes:

    1. Identify how grants can be used to supplement or expand health promotion activities.

    2. Describe the grant writing process.

    3. Explain how grants could be used at their institution.

    Jordan Perry

    Director, Wellness and Prevention Services

    Appalachian State University

    Jordan has a master's degree in public health, 15 years of experience in higher education, and is working to complete their doctorate in Educational Leadership while leading Wellness and Prevention Services at Appalachian State University in Boone, NC. Jordan is a Master Certified Health Education Specialist, serves as chair of the American College Health Association's Healthy Campus Leadership Team, and loves demystifying the somewhat intimidating grants process.

    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.

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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 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.

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  • Includes a Live Web Event on 05/22/2025 at 2:00 PM (EDT)

    Rooted in the communal learning traditions central to the cultural history of first-generation students, this webinar explores the critical role of faculty and staff engagement in student retention and persistence. By grounding research and data on faculty and staff engagement within a culturally relevant framework, this session will highlight practical applications for faculty and staff collaboration to enhance first-generation student’s academic, social, and professional development.

    Student engagement is an age-old question that continues to stump higher education professionals. With changes in student trends as noted by Seemiller and Grace (2015) and more minority students attending higher education, finding culturally relevant engagement strategies that leverage the expertise of all higher education constituents is key. This webinar pays homage to the communal cultural roots of many first-generation college students as a means of creating an asset-based environment that validates students’ experiences and embraces new engagement strategies that uplift students’ collegiate experiences.

    This webinar will look at the Shared Governance and Faculty Engagement Model to propose collaborative efforts that can increase student engagement to support first-generation students’ year-to-year persistence and retention. Noting research by Nunn, L. M. (2021) and Romero, Gonzalez, Clark, Ibanez & D’Anna, Hernandez (2020) this webinar will provide a look at existing data that shows the importance of implementing frameworks for collaboration. 

    Learning Outcomes:

    Participants will:

    • analyze the assets of faculty & staff through the lens of the Shared Governance and Faculty Engagement Models;
    • gain a deeper understanding of how intentional engagement strategies can create inclusive, empowering environments that honor and uplift the cultural experiences of first-generation students; and
    • understand current data and research that promotes the importance of collaboration among faculty and staff for student engagement.

    Nancy Gonzalez Reyes

    EOP STEM Counselor and Academic Success Coach

    UC Santa Cruz

    Nancy Gonzalez Reyes is an EOP STEM Counselor and Academic Success Coach at UC Santa Cruz, where she supports students from diverse cultural and ethnic backgrounds in navigating their academic journeys. With seven years of experience in both K–12 and higher education, Nancy is passionate about equity, access, and student empowerment. As a first-generation college graduate and daughter of immigrant parents, she is deeply committed to breaking down systemic barriers and fostering inclusive educational environments.

    Nancy earned her B.A. in History and Education from UC Santa Cruz and recently completed her M.Ed. in Higher Education with a focus on Student Engagement at Pennsylvania State University. She strives to be a trusted resource and advocate for students, offering guidance and creating supportive spaces where they can thrive.

  • Includes a Live Web Event on 06/09/2025 at 2:00 PM (EDT)

    Higher education is plagued by the financial and emotional aftermath of Covid-19, an attack on academic freedom from diversity, guns, and climate science. And, this is in the shadow of a looming enrollment cliff; vast inequity in our communities; and much uncertainty around how our democracy will overcome the stark divisiveness of our current political culture. Panelists will share strategies with theoretical and empirical support to create a culture of care, despite these obstacles. Join us as we instill hope with new ideas and fresh perspective.

    Luoluo Hong, PhD, MPH

    Vice President for Student Engagement & Well-Being

    Georgia Institute of Technology

    The eldest daughter of Taiwanese immigrants, Luoluo (pronounced “lō-lō”) Hong was appointed August 2021 as the inaugural Vice President for Student Engagement & Well-Being at the Georgia Institute of Technology, where she also holds a faculty affiliation as Adjunct Professor of the Practice, School of Psychology.. Luoluo has over 30 years of experience in higher education spanning seven campuses and one system. She came to the Institute from the California State University System where she served first as Vice President for Student Affairs & Enrollment Management and Title IX Coordinator at San Francisco State University (2014-2019) and then as Associate Vice Chancellor for Student Affairs & Enrollment Management in the System Office (2019-2021).

    Prior, she was Vice Chancellor for Student Affairs at the University of Hawaiˈi at Hilo from 2008-2014, where she concurrently took on the role of acting Athletic Director for one and a half years. Luoluo began her career at Louisiana State University in Baton Rouge as a health promotion professional (1992-2000). Other senior administrative roles have included Assistant Vice President & Dean of Students at Shepherd College (2000-2002); Dean of Students at University of Wisconsin-Madison (2002-2005); and Dean of Student Affairs at Arizona State University’s West campus (2005-2007). 

    Luoluo holds a BA in Psychology from Amherst College, a Master’s in Public Health from Yale University, and a PhD in Educational Leadership & Research from LSU-Baton Rouge. Formerly a consulting editor for the Journal of American College Health (2000-2008) and recognized as a Fellow by the American College Health Association in 2006, Luoluo is faculty coordinator for the American College Personnel Association’s Aspiring SSAO Institute and a member of the Women’s Network Executive Council for the American Council on Education. She completed a term as chair for the Pacific West Athletic Conference from 2011-2013. For more info: https://students.gatech.edu/content/about-vice-president-hong.

    Rebecca Kennedy, Ph.D.

    Assistant VP for Student Health & Wellbeing

    University of Alabama at Birmingham

    Sislena Grocer Ledbetter, Ph.D.

    Associate Vice President of Counseling, Health and Wellness

    Western Washington University

    Higher education is plagued by the financial and emotional aftermath of Covid-19, an attack on academic freedom from diversity, guns, and climate science. And, this is in the shadow of a looming enrollment cliff; vast inequity in our communities; and much uncertainty around how our democracy will overcome the stark divisiveness of our current political culture. Panelists will share strategies with theoretical and empirical support to create a culture of care, despite these obstacles. Join us as we instill hope with new ideas and fresh perspective.

  • Includes a Live Web Event on 06/12/2025 at 1:00 PM (EDT)

    Join Peer Education Initiatives and fellow advisors for a lively, virtual roundtable to swap success stories, tackle challenges, and ignite fresh ideas for your peer education programming. Connect, collaborate, and leave inspired with new strategies for the year ahead.

    Looking for new programming ideas or solutions to common challenges? Connect live with peer education advisors from across the country for an open, interactive discussion. This virtual roundtable is a chance to share programs that worked well, lessons learned from challenges, and creative approaches for the upcoming year. Whether you are a seasoned advisor or new to the role, your experiences and insights are valuable to the conversation. No formal presentations, just real conversations designed to spark collaboration and innovation. Come ready to share, ask questions, and walk away with actionable ideas and renewed energy for your peer education work!

    Learning Outcomes:

    1. Discuss successful peer education programs implemented on other campuses
    2. Analyze common challenges faced in peer education programming
    3. Develop at least two new programming ideas or enhancements to bring back to your campus


    Janel Molnar

    Director, Recreation & Wellness

    Ashland University

    Janel Molnar serves as the Director of Recreation & Wellness at Ashland University, where she has been in that position since 2009.  In 2020, her department began to oversee wellness for both students as well as faculty/staff.  Molnar serves as the advisor for the "Student Wellness Team", which is a peer education group housed within wellness.  The Student Wellness Team is composed of 19 students who share wellness information with campus, promote a healthy lifestyle and serve as wellness resources on campus.  Under Molnar's leadership the Wellness Team President (Sarah Watson) received the "Outstanding Peer Educator of the Year" award at the 2025 NASPA Strategies conference, the Student Wellness Team won "Outstanding Student Organization of the Year" and Molnar won "Outstanding Staff Member" at the 2025 Ashland University Leadership Awards.