The webinar begins to answer three important questions about the process of developing assessment within student affairs, 1) Where are you? In other words, where is the institution with regard to what is currently in place. What is the current process, policy and procedure that exists? This means a situational analysis of what currently exists is at the foundation of the start. 2) Where do you need to be? It is important to begin with an end in mind. What would you or your supervisor like to see after building the process for conducting assessment has been developed? 3) What are the steps you need to take to get there? There will undoubtedly be differences based on institutional culture however, beginning the process by answering these three questions will be an excellent starting point for any assessment leader who is beginning to build a structure of assessment.

Learning Outcomes:

1. Outline tasks associated with building structure and staff capacity for assessment within student affairs
2. Explain how to teach outcome development in the co-curricular with an emphasis on learning outcomes
3. Name a “hidden” component required for staff to effectively conduct assessment
4. Recognize one strategy to keep equity work infused in your work and at the forefront

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.

Let the Good Times Roll aims to create a fun, comfortable, and engaging environment for students to learn lessons about alcohol that will stay with them long-term. This is a harm-reduction program, meaning that students learn realistic and applicable information about how to be safer around alcohol. Lydia’s unique interdisciplinary background spanning education, student discipline, and marketing and communications positions her to develop highly engaging educational programs that students are excited to participate in and will walk away from with practical lessons they can implement. Let the Good Times Roll is intended to complement existing alcohol education strategies and is built on the primary strategy of “skills building” within the College AIM.

Learning Outcomes:

1. Understand how hands-on, skill-building activities fit with a larger alcohol prevention curriculum
2. Learn how to develop engaging, hands-on activities and modify them to students' educational needs
3. Understand how to leverage student trends and interests to create highly engaging programs

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.

Students are coming to our campuses with core issues that impact their learning including lack of basic needs. This webinar will discuss potential opportunities for meeting the basic needs of our students in a centralized system through a food pantry + model and the positive impact on student success. Four Arkansas colleges, supported by Arkansas Community Colleges and the ECMC Foundation, piloted a more comprehensive usage of the food pantry as a centralized location for accessing and learning about additional resources and services. There are several takeaways from the project that will be discussed in the webinar.

• Students accessing the new food pantry model are 6 to 8 percentage points more likely than students not accessing the pantry to be enrolled one semester and one year later, and to earn a credential.

• Low-income students, adult students, and students of color are more likely to access campus food pantries, driven by colleges’ targeted outreach efforts to key student groups.

• The notable academic benefits of the new food pantry model are present for Pell recipients, for adults, and for students of color – with especially high proportional increases in credential attainment for students of color who access campus pantries.

Learning Outcomes:

1. Participants will learn more about the comprehensive food pantry + model utilizing current resources including SNAP, TANF, and other available resources.
2. Participants will learn about the pilot implementation of comprehensive food pantries at 4 Arkansas institutions and the positive academic results.
3. Participants will become more familiar with the ASPEN led 2GEN approach to meeting the needs of whole families for academic success.

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.

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 2020 was 1,243,471. Despite these large numbers, research suggest 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. By understanding each student’s micro-, meso-, and macrosystem outlined by Bronfrenbrenner, it is our hope that student affairs professionals will be better able to provide inclusive and holistic supports 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 ecological model
3. Use Bronfenbrenner’s ecological model to better understand the systemic factors that affect transfer students
4. Reflect on their own 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.

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.

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.

This presentation combines two research agendas that the lead presenter has been working on for several years: the role of a student affairs administrator in advancing diversity of opinion on campus (or least permitting space for the sharing of multiple ideas) and student affairs response in situations that involve protest or bias incidents. This presentation is focused on how student affairs administrators can maintain professionalism in their work with students while also holding strong personal opinions/beliefs on controversial topics. Although the presentation title asks the question, “can we find a balance,” the reality is that there is no way to find a balance between freedom of expression, viewpoint diversity, and microaggressions that will make 100% of people happy in all situations. There will be bias incidents that involve constitutionally protected expression; in these situations, student affairs administrators cannot expel a student and this results in a subpopulation of the institution left feeling slighted and unprotected. So, while there is no perfect way to balance our current Generation Z’s need for protection, strict enforcement of First Amendment protections, and perceptions that freedom of expression is another way to condone microaggressions, student affairs administrators can and should act professionally and ethically.

This presentation will directly address the realities of partisan politics on campus among student groups and, in particular, the political views of student affairs administrators themselves (two recent studies have demonstrated that student affairs administrators are more liberal in their leanings than even our faculty). Heading into 2024, there is no practical way that student affairs administrators will not be challenged, not only in responding to students and student incidents on campus, but also in maintaining professionalism while holding strong personal views as well. Underlying the examination of an administrator’s professional behavior, differences based on campus environment as well as generational bias will be addressed because these factors are highly influential. The presenters, although close in age, represent diversity in political ideologies, gender, ethnicity, and career paths which permit them to discuss how these issues play out at the public, private, and HBCU level. The presentation uses a case study approach to address politically sensitive topics in a non-confrontational and non-judgmental environment. As referenced below, audience members with high interest in this subject matter will also be exposed to a lengthy list of references and recommended readings on these topics for this own personal research.

Learning Outcomes:

1. Attendees will be exposed to literature, both through the presentation and list of recommended readings, which will contribute to their understanding of these topics.

2. Attendees will participate in a case study exercise that will encourage self-reflection.

3. Attendees will engage in a case study exercise that will expose them to different opinions and reactions than their own.

4. Attendees will learn list of steps that student affairs administrators can take to find a balance that may influence professional behavior.

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.

Student data has long been integrated into a university data ecosystem from admissions (e.g., demographics) and curricular experiences (e.g., course registration, G.P.A.); however, co-curricular and extracurricular experiences have generally been dispersed in different department third-party systems, spreadsheets, or paper and pen sign-in sheets. Often, the time it takes to clean, match, analyze, and visualize this dispersed data is time intensive and does not match the skills of most student affairs practitioners. This means that by the time data is visualized, it is largely done to describe the student involvement and utilization of services for yesterday’s student - not today’s student.

Building a student affairs data lake supports an integrated data and analytics ecosystem that allows student affairs to create real-time data visualizations that are trusted and timely. This supports student affairs’ ability to inquire, improve, and share impact stories about current students. The increasing demand for fast, high-quality data has inspired the presenters to evolve their way of thinking, doing, and transforming the work of student affairs assessment by building a student affairs data lake that is a cornerstone of their practice. Come learn how your department or division can approach building a data lake to create real-time data visualizations that support inquiry, improvement, and impact.

Learning Outcomes: 

1. Articulate the benefit to building an integrated data system, including the types of data visualizations that can be created.
2. Identify the key advocates and partners to build an integrated data system at any institution.
3. Articulate the process for building a standard data collection protocol for a department and division.

Questions? Contact NASPA Advisory Services at practices@naspa.org.

Registered for the live webinar but unable to attend? A recording of the webinar will be available for registrants 365 days after the live webinar.

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.

Based on the book “Creating Sustainable Careers in Student Affairs: What Ideal Worker Norms Get Wrong & How to Make it Right” by Sallee, et al. (2020), this webinar will describe how leaders in one Division of Student Affairs worked with the book’s authors to intentionally develop and deliver a 2-year long series of in-person and virtual facilitated dialogues and workshops where staff were given the opportunity to engage with the book, its authors, and each other. These dialogues and workshops allowed participants to discuss the ways in which they internalized ideal worker norms throughout their professional lives, and how this shaped their behaviors as professionals, perceived expectations by their supervisors, consequent expectations of themselves, and the real-life costs of these behaviors and expectations. Honest and unfiltered conversations involving division staff and leaders about the impact of ideal workers norms on staff, their colleagues, and the students they serve revealed that these norms led to stress, burnout, fatigue, lack of work-life balance, disengagement, poor morale, and high turnover.

While they allowed for division leaders and staff to speak openly about how they had been feeling over the last two years and throughout much of their careers in Student Affairs, these dialogues were also cathartic as they provided a rare space for members of the division to engage in small and large group dialogue about how they were experiencing their work prior to, during, and in the aftermath of the COVID-19 pandemic. In fact, many participants expressed their appreciation to division leaders for being provided the space to discuss their experiences critically and for being given the opportunity to speak candidly about how they were feeling. However, others remained skeptical that these conversations would lead to actionable steps and tangible change that would impact their experience as workers in their respective division, on their respective campus, and/or in the field of student affairs or higher education.

Participants in this session will have the opportunity to hear from the SSAO who worked with Dr. Sallee and her colleagues to initiate and deliver the book read and related dialogues and workshops. Those in attendance will also have the opportunity to share approaches to supporting the long-term sustainability of student affairs professionals utilized on their own campuses prior to, during, and in the aftermath of the pandemic and the degree to which these efforts impacted the culture of their divisions and their work on behalf of students. The presenter will also facilitate an interactive discussion of the challenges experienced by professionals and students in the room on their own respective campuses and how they might apply the approaches described in the session.

Learning Outcomes: 

1. Learn about the concept of ideal worker norms and how real & perceived manager expectations can exacerbate the fatigue, stress, and burnout often experienced by student affairs professionals responsible for supporting diverse students with complex and ever-changing needs;
2. Learn how leaders in one Division of Student Affairs worked intentionally to change their division culture by offering opportunities for staff to engage in critical dialogue to dismantle ideal worker norms;
3. Learn how honest dialogue involving Student Affairs leaders and staff at all levels can result in improved staff morale, greater trust and tangible change;
4. Learn practical strategies for implementing actionable steps and tangible changes that can be made in any Division of Student Affairs to dismantle ideal worker norms and create more sustainable careers for student affairs professionals.

Questions about the webinar? Email practices@naspa.org.

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.