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

  • NASPA Global Division presents the "Global Hour", an event inviting colleagues from around the globe to meet and attend an interactive presentation about global changes and shifts in Higher Education and Student Affairs. Attendees will have the chance to explore professional development resources and engagement opportunities with NASPA's global members and receive information about the professional development opportunities.

    NASPA Global Division presents the "Global Hour", an event inviting colleagues from around the globe to meet and attend an interactive presentation about global changes and shifts in Higher Education and Student Affairs. Attendees will have the chance to explore professional development resources and engagement opportunities with NASPA's global members and receive information about the professional development opportunities.


     

    Kerrie Montgomery Orozco (Moderator)

    Dr. Kerrie Montgomery Orozco boasts a 25-year career in higher education, specializing in international education, student programming, strategic planning, leadership, and teaching. She's held progressively responsible roles in academic advising, study abroad, and campus life at various institutions. Kerrie is also an accomplished writer, with publications in the peer-reviewed Journal of International Students. 

    Kerrie has been an active member of NASPA for more than 20 years. She has held a number of volunteer leadership roles and currently serves as Professional Development Chair for the Global Division, Membership & Engagement Chair for the Mid-Level Administrators Steering Committee, and NASPA-FL Conference Chair. She is a past Chair for the International Symposium, and remains active on the planning committee for the 2024 International Symposium.

    Kerrie holds a BA in Classical Studies, dual Masters degrees from the University of Florida in Art History and Higher Education, and a PhD in Higher Education from the University of Denver.

    Wadad El Housseini (Moderator)

    Consultant to VP Of Student Affairs

    Qatar University – Qatar

    Ms. Wadad Youssef El-Husseiny started her career as in higher education as Instructor of Social Sciences at Balamand University in Lebanon where she taught for a decade. In 2001, she joined the American University of Beirut as Director of Student Activities. In 2009, she joined Qatar University as Consultant to VP of student affairs where she resumed the responsibility of Acting Director of Student Activities till May 2012. Her role entitled her to get involved in various strategic initiatives to ensure the success of Qatar University students. She is the chair of the Student Affairs Professional Development committee at Qatar University.

    Founding member and former vice president for the IASAS (International Association of Student Affairs and Services). Member of the MENASA-NASPA board for 2020-2023. Recipient of the Wisdom Award of the Commission of Women’s Identities – ACPA in 2021. Interested in Leadership of Higher Education and Student Affairs, assessment and women role in higher education.

    Well known for having her finger on the pulse of the region, Wadad continues to be an engaged advocate of professional development, and student affairs leadership in the Middle East.

    Paul Rossi

    Head of Student Advice and Safeguarding Support

    University of the Arts London

    Paul was a first generation student who became a student affairs professional as a result of participation in events and student government. After working in various educational settings after graduation he started his higher education staff experience working with international students, and has subsequently held a number of management roles. He became Head of Student Advice and Safeguarding support at the University of the Arts, London in 2016. He became an Executive Committee member of AMOSSHE, The Student Services Organisation in July 2023.

  • In this webinar we bring together presenters who have helped build campus recovery communities, published research on collegiate recovery programs, and have examined how students in recovery thrive and flourish. Join us as we learn from these colleagues and consider how to best serve students on our campuses.

    Emily A. Hennessy, Ph.D.

    Associate Director of Biostatistics, Assistant Professor

    Harvard Medical School

    Lynsey K. Romo, Ph.D.

    Associate Professor

    North Carolina State University

    Allison Smith, Ph.D.

    Assistant Commissioner for Student Health and Wellness

    Louisiana Board of Regents

    In this webinar we bring together presenters who have helped build campus recovery communities, published research on collegiate recovery programs, and have examined how students in recovery thrive and flourish. Join us as we learn from these colleagues and consider how to best serve students on our campuses

  • Includes Credits

    Learn how we matured two Cornell University staff leadership groups – the University Students Services Leaders (USSL) and Professional Academic Advising Leaders (PAAL) – through the pandemic to create the conditions for stronger partnerships between colleagues in colleges/schools and university student affairs offices.

    Miranda Swanson

    Associate Dean for Student Services, College of Engineering

    Cornell University

    Miranda Swanson joined Cornell Engineering in 2017 as Associate Dean for Student Services. Her portfolio includes Engineering Admissions, Engineering Advising, Engineering Career Center, Engineering Learning Initiatives, and the Engineering Registrar, as well as support for Diversity Programs in Engineering. She works with college leadership to prioritize Cornell Engineering’s undergraduate goals, represents the college on university initiatives, and collaborates with partners across Cornell to support student success. Prior to Cornell, Miranda spent 16 years in graduate student affairs at the University of Chicago, most recently serving five years as Dean of Students in the Physical Sciences Division. At UChicago, she also served as a Dean-on-Call, Sexual Assault Dean-on-Call, and Bias Response Team member. Miranda holds a BFA from the University of Nebraska at Omaha and a MA in Humanities from the University of Chicago. From January 2018 to June 2022 she chaired Cornell's University Student Services Leaders (USSL) group.

    Liane Fitzgerald

    Director of Advising, College of Engineering

    Cornell University

    Liane Fitzgerald joined Cornell University in 2016 as Director of Engineering Advising. She earned her B.S. in Professional and Technical Communication from Rochester Institute of Technology (RIT) and her M.S. in Academic Advising from Kansas State University. Preceding Cornell Engineering, Liane spent five years as the Manager of Student Services, and seven years prior as a Senior Academic Advisor, both for the Computer Science Department at RIT. From July 2020 to June 2023 she chaired the Professional Academic Advising Leaders (PAAL) group at Cornell. In 2022 her PAAL colleagues nominated her for Cornell University President's Awards for Employee Excellence "Thoughtful Leader Award."

    The goals of this webinar are to share two case studies from Cornell University in which existing staff leadership groups were evolved to become more effective platforms for cross-campus collaboration, and challenge participants to consider ways in which they might leverage existing structures or experiment with new ones in order to grow partnerships between academic and student affairs colleagues.

    Each of the presenters served as chair of a key staff leadership group during the pandemic and helped expand membership to include student affairs partners from university offices. These standing groups have become a space for important cross-unit conversations, as well as the jumping off point for new collaborations and partnerships. The impact has been an improvement in overall internal communications, better alignment of policies and processes across the institution, mitigation of perceived tensions between academic and student affairs, and a stronger overall sense of community.

    Learning Outcomes:

    1. Participants will understand the impact of a standing committee/group structure as a platform for partnership and collaboration.

    2. Participants will reflect on the case studies to consider ways in which existing structures on their campuses might be leveraged to deepen collaborations and partnerships.

    3. Participants will reflect on the case studies to consider ways in which experimenting with new structures on their campuses might fill gaps in communication and/or collaboration between student and academic affairs units.

    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. 

    No partial credit will be rewarded. 

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

    Credit is available for attending the live session and viewing the on-demand recording. 

    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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  • (Postponed) How do we make our program(s) welcoming and provide a sense of belonging to all students? On May 21 at 3pm EST we will explore strategies for inclusive programming. This will include how to inclusively recruit, retain, and train a peer education group, and ideas on how to incorporate inclusive practices into workshops, office hours, and other outreach opportunities. This session will be a great opportunity to fine tune and incorporate inclusive ideas and actions for the fall.

    How do we make our program(s) welcoming and provide a sense of belonging to all students? On June 18th at 3pm EST we will explore strategies for inclusive programming. This will include how to inclusively recruit, retain, and train a peer education group, and ideas on how to incorporate inclusive practices into workshops, office hours, and other outreach opportunities. This session will be a great opportunity to fine tune and incorporate inclusive ideas and actions for the fall. 

    The Peer Education Faculty will host a PowerPoint presentation and then participants will break into smaller groups to share thoughts and ideas. Below are the processing questions we have for the day.

    1. Name up to three things that you learned in today’s session 
    2. Name up to two things that you plan to apply from today’s session 
    3. What is one question that you still have or something that you are still curious about from today’s session * 

    *will be shared in the large group via chat

    Facilitated By NASPA Peer Education Faculty Members

    • Alic Czachowski, EdD, MPH, Sr. Executive Director of Alice! Health Promotion, Columbia University
    • Joleen Nevers, MAEd, CHES, CSE, CSES, Program Director For Regional Campus Wellness, Uconn
    • La' Tesha Hinton, MSPH, CHES, Director of Strategic Initiatives Tulane University

    Alic Czachowski, EdD, MPH

    Sr. Executive Director of Alice! Health Promotion

    Columbia University

    Alicia K. Czachowski is the Senior Executive Director of Alice! Health Promotion and Columbia University. Previous work includes roles at Tulane University, Northern Illinois University, and Hunter College.  Alicia holds a EdD in Adult and Higher Education, with a concentration in Student Affairs from Northern Illinois University and a Master's in Public Health from Temple University. Their areas of concentration have included substance use and recovery, assessment and evaluation, stress management and how to help a friend in distress, and restorative practices. They have been working with peer educators as an advisor for more than 15 years. In their free time they enjoy spending their free time with family and friends, their dog, traveling, indulging in anything Star Wars or Doctor Who related, and going to Broadway shows.

    Joleen M. Nevers, MAEd, CHES, CSE, CSES

    Program Director for Regional Campus Wellness Services

    University of Connecticut

    Joleen M. Nevers has been working in college health for over 20 years at the University of Connecticut. In addition to working in various roles at UConn, Joleen has served both the New England College Health Association and ACHA in many capacities throughout her career. At NECHA, she has served on the Board of Directors as a member-at-large, vice president, president, and past president, and on the Program Planning Committee. For ACHA, Joleen has served as program planner for the Health Promotion Section (twice), as the chair of the Ethics Committee, the secretary for Sexual Health Coalition, Region V representative to the Board of Directors, member-at-large for the Health Promotion Section, member of the Racial Marginalization and Health Inequities Task Force, and on several committees for the Health Promotion Section. She has worked on revising and editing documents for the association, including for the Health Promotion Section’s standards of practice and hiring guidelines and ACHA’s General Statement of Ethical Principles and Guidelines. Joleen has consistently presented at both ACHA and NECHA for over a decade. She has been committed to justice, equity, diversity, and inclusion in her career and has been working with colleagues to offer presentations, reflections spaces, and white accountability groups for the association.

    La' Tesha Hinton, MSPH, CHES

    Director of Strategic Initiatives, Campus Health

    Tulane University

    La' Tesha is the Director of Strategic Initiatives for Campus Health and a Certified Health Education Specialist. On a daily basis, she interacts and connects one-on-one with students (and their families) to discuss various health topics to support their academic success and enhance their ability to optimally thrive at Tulane. La' Tesha completed her undergraduate degree in Chemistry with a minor in Biology at Xavier University of Louisiana. She received her Master of Science in Public Health degree in Tropical Medicine concentrating in Parasitology from Tulane University's School of Public Health and Tropical Medicine. She had the opportunity to work as a graduate assistant at The Well when she attended Tulane and that's when she fell in love with college health promotion.

  • Includes Credits

    This webinar will provide a blueprint for creating engaging online panels highlighting students with disabilities to promote equity and foster an inclusive campus. This will include how to recruit, support, and market an equal access panel on your campus to promote student support and a culture of disability engagement.

    Michael Eynon

    Testing Coordinator

    Sonoma State University

    Michael Eynon joined Disability Services for Students during the summer of 2018 and has been involved at Sonoma State University (SSU) in some capacity since the fall of 2005. He is an SSU alumni, graduating with a B.A. in Psychology and Theatre Arts in 2010. Michael received his Master’s degree in December 2014 in Counseling Psychology with an emphasis in Drama Therapy from the California Institute of Integral Studies in San Francisco. While at SSU, Michael has worked as a summer mentor, student assistant, and outreach advisor for the pre-college TRIO program Academic Talent Search from 2007-2016. Michael served the TRIO Student Support Services program United for Success for the 2017-2018 academic year as a College Support Coach assisting first-generation, income eligible, and students with disabilities with time management, stress management, and other academic needs.

    Michael is also a Licensed Marriage & Family Therapist (LMFT) since June of 2018 though he does not provide therapy in his current role. Michael completed all of his practice hours working primarily with middle and high school students and their families in the Novato area of Marin County, CA. He enjoys advocating for educational access for students with disabilities and first generation and/or low-income students

    The number of students with disabilities on college campuses is growing. They are often the largest minority on campus yet also the most overlooked and invisible. This program will explore the start to finish process of how to build a student panel so students with disabilities can effectively communicate their message to the entirety of campus. It will review the recruiting process and how to support students with disabilities in disclosing very personal material. The structure of the panel will be discussed and universal design will be accentuated to display how students have equal access to providing their responses. Participants in the program will have the opportunity to ask questions and discuss how this style of program could be implemented and leave the presentation with a handout of potential questions to ask a panel. How to market the panel discussion will also be discussed.

    Learning Outcomes:

    1. Learn to utilize case study video of disability student panel discussions to recreate program at participant’s own campus. 
    2. Gain confidence in recruiting and preparing students with disabilities to speak on personal material.
    3. Comprehend the difficulties that students with disabilities face at college campuses.

    4.Engage students with disabilities on campus for this exciting opportunity

    5. Understand methods of marketing panel to campus at large.

    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. 

    No partial credit will be rewarded. 

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

    Credit is available for attending the live session and viewing the on-demand recording. 

    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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  • Get access to all of the webinars in the 2024 PRACTICES Professional Development Series and earn up to 9 CE credits! Click on 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

  • Includes Credits

    Research suggests that transfer students are an often overlooked population of students on our campuses. Utilizing Bronfrenbrenner’s Socio-ecological Model, this presentation seeks to provide student affairs professionals a framework with which they can more holistically connect with transfer students within their individual context.

    Joshua Braaten

    Senior Success Coach

    George Mason University

    Joshua Braaten attended West Virginia University and earned a Bachelor of Science in Sports Management – envisioning a career in the business sector of scholastic or collegiate sport – and began pursuit toward a Master of Science over the spring/2024 semester. After graduating from WVU, Joshua began a profession in academia – but as an Academic Advisor at American Public University System where he developed a great passion for student services/coaching within higher education. He has now spent a decade+ working in a student services role at the
    collegiate level. Joshua currently serves as a Senior Success Coach within the Success Coaching Unit at George Mason University.

    Rebecca Mattern

    Success Coach

    George Mason University

    Rebecca Mattern is a 2x Patriot, earning both her bachelor's and master's degrees from George Mason University. During her graduate program, she worked as an academic coach and a career counselor, which ultimately led her to pursue a career in higher education. Rebecca then continued her journey at George Mason University by joining the Student Success Coaching team. She continues to work as a Success Coach and as a University Studies instructor, where she teaches a course for students exploring majors and careers. Most recently, Rebecca was awarded Success Coach of the Year by NASPA’s Success Coaching Knowledge Community.

    Sam Hediger

    Success Coach

    George Mason University

    Sam Hediger is a PhD student at the George Mason Carter School for Peace and Conflict Resolution, working to better understand conflict systems and peacebuilding’s power to address them. While attaining his master’s degree in Conflict Resolution at Portland State University, he worked for three years as a Graduate Peer Mentor, supporting both students and faculty in their renowned University Studies undergraduate program. Sam is also a Success Coach at George Mason University and a co-chair for NASPA’s Men & Masculinities Knowledge Community.

    Transfer students are an integral part of campus communities across a wide variety of institutions in the US. The number of degree-seeking undergraduate students who were enrolled in postsecondary institutions as transfer students in 2022 was 1,206,316. Despite these large numbers, research suggests that transfer students are an often overlooked population of students on our campuses. Utilizing Bronfenbrenner’s Socio-Ecological Model, this presentation seeks to provide student affairs professionals with a framework by which they can more holistically connect with transfer students within their context. By understanding each student’s micro-, meso-, and macrosystem outlined by Bronfenbrenner, we hope that student affairs professionals will be better able to provide inclusive and holistic support that can help transfer students not only remain in and graduate from college but leave school a more fully developed person than when they arrived.


    Learning Outcomes:
    1. Identify the unique needs of transfer students 

    2. Learn about the systems identified in Bronfenbrenner’s socio-ecological model 

    3. Use Bronfenbrenner’s model to better understand the systemic factors that affect transfer students 

    4. Reflect on one's role in the educational success of transfer students 

    5. Recognize the importance of collaboration among student affairs professionals

    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. 

    No partial credit will be rewarded. 

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

    Credit is available for attending the live session and viewing the on-demand recording. 

    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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  • Includes a Live Web Event on 06/25/2024 at 3:00 PM (EDT)

    Ever wondered how we, as New Professionals, can nurture our own self-care in a profession that demands so much of our time and energy?Join NASPA NPGS for our next session in the Competencies and You series! Our next Competency is Personal & Ethical Foundations, come engage with us conversation regarding integrating self care and holistic development while having a robust career in Student Affairs. We will be joined by Dr. Allison Jerome and (Chaminade University of Honolulu) and Dr. Stacy Rothberg-Montgomery (The Sync Report-Xavatar) moderated by Moderated by Maddie Cuckow (University of New Hampshire).

    This session will address the emotional labor often faced by folks of marginalized identities when they serve in student support roles. The additional lift of not only having to educate others, but also provide yourself care and empathy in spaces where it is often systemically denied.

    Learning Outcomes:

    1. Participants will be able to identify ways to improve their own self-care in a high impact practice.

    2. Participants will discuss their experiences surrounding how they practice self care in their current role.

    Dr. Allison Jerome

    Vice President of Student Affairs and Dean of Students

    Chaminade University of Honolulu

    Dr. Allison Jerome is passionate about supporting, learning, and unlearning with students and colleagues in higher education. Dr. Jerome has served in the field of higher education for 25+ years, and recently achieved her Educational Doctorate Degree. Dr. Jerome is passionate about helping others thrive, find their purpose, and discover that well-being & self care are necessities, not luxuries.

    Dr. Stacy Rothberg-Montgomery

    Director of College Programming

    The Sync Report- Xavatar

    Dr. Stacy Rothberg-Montgomery is an experienced Student Affairs leader with a demonstrated care and career in higher education. Dr. Rothberg-Montgomery is skilled in Student Development, Student Care, Mentoring Student Leaders, Creating Programs, Internships, Public Speaking, Emergency Preparation, Training, Consulting, and International Education. She is a strong education professional with a Doctor of Education (Ed.D.) focused in Organizational Leadership from Pepperdine University and Work-Life Integration endeavors.