2024 Virtual Conference
- Registration Closed
TBD
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Contains 4 Component(s), Includes Credits
In seeking to create a culture of care, concern, and belonging for an increasingly diverse constituency, many institutions of higher learning have sought ways to embed inclusive excellence across their infrastructure. However, given the sociopolitical context of institutionalized identity-based exclusion, as well as increasingly nuanced understandings of social identity development and expression in the United States, many colleges and universities struggle to offer seemingly “authentic” modes of support for the populations they seek to serve. This discussion focuses on ways to define and identify structural determinism in practice and pedagogy in an effort to cultivate pluralistic learning environments that are holistically beneficial to campus communities.
In seeking to create a culture of care, concern, and belonging for an increasingly diverse constituency, many institutions of higher learning have sought ways to embed inclusive excellence across their infrastructure. However, given the sociopolitical context of institutionalized identity-based exclusion, as well as increasingly nuanced understandings of social identity development and expression in the United States, many colleges and universities struggle to offer seemingly “authentic” modes of support for the populations they seek to serve. This discussion focuses on ways to define and identify structural determinism in practice and pedagogy in an effort to cultivate pluralistic learning environments that are holistically beneficial to campus communities.
Learning Outcomes
- Gain a working definition of structural determinism and interest convergence.
- Explore how structural determinism emerges in higher education.
- Consider recommendations for promising practice in creating welcoming learning environments.
Shawna Patterson-Stephens, Ph.D.
Vice President for Inclusive Excellence and Belonging
Central Michigan University
Dr. Shawna Patterson-Stephens (she, her, hers) is an award-winning scholar-practitioner with 20 years’ experience in higher education. Dr. Patterson-Stephens serves as the Vice President for Inclusive Excellence and Belonging in the Office for Institutional Diversity, Equity, and Inclusion at her alma mater, Central Michigan University (CMU). Providing vision and oversight throughout her division, Shawna is instrumental in collaborating across divisions, alumni, external organizations, and broader communities throughout the region to encourage transformative social change through advanced education. The Office for Institutional Diversity, Equity, and Inclusion at CMU notably provides strategy and direction toward achieving institutionalized inclusive excellence.
In addition to her commitments at CMU, Dr. Patterson-Stephens teaches for New England College. Shawna’s research interests include Black and Latinx issues in higher education, media influences in the postsecondary sector, and critical theory in higher educational contexts. She also experiments with various modes of knowledge dissemination to ensure scholarship remains accessible, evidenced through projects like the podcast, "Scholar Tea". Dr. Patterson-Stephens serves as the PI for the Central Michigan University NSF Aspire Alliance for Inclusion and Diverse STEM Faculty Grant. Shawna is currently a co-PI in a national project examining the experiences of Black doctoral women in higher education (Black Women Doctoral Students). Additionally, she is co-editor of "Advancing Inclusive Excellence in Higher Education" (Information Age Publishing).
Dr. Patterson-Stephens enjoys participating in community outreach. In addition to her responsibilities as a board member for the Dr. Melvin C. Terrell Educational Foundation, Shawna contributes to the research writing bootcamp committee for the Sisters of the Academy. Furthermore, she is a board member of CMU’s Black alumni chapter, the CMU Research Corporation, and recently concluded 4 years of service on the American College Personnel Association (ACPA) governing board. Dr. Patterson-Stephens is a proud member of NCNW, the NAACP, Alpha Kappa Alpha Sorority, Incorporated, The Links, Incorporated, and Jack and Jill of America, Incorporated.
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Contains 1 Component(s)
Join retiring NASPA President Kevin Kruger and incoming NASPA President Amelia Parnell in a conversation about the future of student affairs, higher education challenges in these politically turbulent times, and leading the Association into the next decade. Kruger and Parnell will discuss the transition as Parnell prepares to take the helm as NASPA President on July 1.
Join retiring NASPA President Kevin Kruger and incoming NASPA President Amelia Parnell in a conversation about the future of student affairs, higher education challenges in these politically turbulent times, and leading the Association into the next decade. Kruger and Parnell will discuss the transition as Parnell prepares to take the helm as NASPA President on July 1.
This session will be available on-demand to all NASPA members on April 5, 2024.
Dr. Kevin Kruger
President
NASPA
Dr. Kevin Kruger draws on more than 40 years of experience in higher education. Since 2012, he has served as president and CEO for NASPA – Student Affairs Administrators in Higher Education. Prior to his role as president, Dr. Kruger worked for 18 years as the associate executive director and served as the chief operating officer (COO) and chief financial officer (CFO) for NASPA. He has held a range of student affairs positions at Southern Methodist University and the University of Maryland. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience. Dr. Kruger has published and presented nationally and globally on trends in higher education, student success, degree-completion strategies for low-income/first-generation students, and change management and leadership in higher education. Dr. Kruger received his M.A. and Ph.D. in Counseling and Personnel Services from the University of Maryland. He is the proud father of two children, one a recent college graduate and the other a college senior.
Amelia Parnell, Ph.D.
President
NASPA
Dr. Amelia Parnell, who has recently assumed the presidency of NASPA–Student Affairs Administrators in Higher Education, is an accomplished higher education executive and an internationally recognized thought leader regarding current issues and emerging trends in the field. She is a passionate advocate for higher education as a tool for personal advancement and impact, and she seeks opportunities to partner with organizations and individuals who share her sincere commitment to centering students' needs.
As the vice president for research and policy for NASPA, Dr. Parnell leads many of the association's scholarly and advocacy-focused activities. During her eight-year tenure in this role, she has fostered genuine partnerships with college administrators, researchers, grantmakers, and other higher education professionals. Dr. Parnell’s previous policy and practitioner experiences include roles in association management, legislative policy analysis, internal audit, and TRIO programs. Her research portfolio includes studies of leadership in higher education, with a focus on college presidents and vice presidents.
As a frequent keynote speaker at national and regional conferences, Dr. Parnell presents on topics related to student affairs, college affordability, student learning outcomes, and institutions' use of data and analytics. She has been quoted in The Wall Street Journal, the Chronicle of Higher Education, Inside Higher Ed, and PBS Newshour.
Dr. Parnell recently completed four years of service on the Board of Directors for EDUCAUSE, where she was chair of the Finance & Investment Committee and the Audit Committee. She is also the chair of the Higher Education Equity Network (HEEN), a collective impact network representing more than 25 organizations at the forefront of addressing racial equity in higher education.
Dr. Parnell enjoys her work as an adjunct instructor and campus lecturer because it helps her ground her work through enriching engagements with students and peers. She is energized by making complex concepts easy to understand, so she hosts her podcast, Speaking of College, a source of reliable answers to college-related questions. She is also the author of the book, You Are A Data Person, which she wrote to encourage all higher education professionals to discover and embrace their unique data identity.Amelia holds a Ph.D. in higher education from Florida State University and master’s and bachelor’s degrees in business administration from Florida A & M University.
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Contains 4 Component(s)
Whether you built or bought it, student affairs leaders have significantly invested in digital prevention programs. With limited budgets, decisions must be made with full consideration of the technology’s capabilities to drive mission and business outcomes. This session will provide cutting-edge insights and a rigorous framework used by leading institutions to make their technology pay for itself by strengthening enrollment, engagement and satisfaction, academic success, persistence, career readiness, and actual prevention outcomes.
Sponsored Session: Vector Solutions
Whether you built or bought it, student affairs leaders have significantly invested in digital prevention programs. With limited budgets, decisions must be made with full consideration of the technology’s capabilities to drive mission and business outcomes. This session will provide cutting-edge insights and a rigorous framework used by leading institutions to make their technology pay for itself by strengthening enrollment, engagement and satisfaction, academic success, persistence, career readiness, and actual prevention outcomes.
Learning Outcomes:
1. Define the safety challenges and industry headwinds threatening the future of higher education institutions and the communities we serve.
2. Apply the nine research-based Campus Prevention Network Seal of Prevention criteria to shape digital training strategies and drive transformational results.
3. Leverage the strategic outcomes of prevention programming to increase investment in student affairs as a transformation-driving force in higher education.
About Vector Solutions
Vector Solutions offers high-impact training for college students. Make a positive impact on learners and campus communities with effective training that supports compliance with federal and state training requirements.
Prepare students to be safe and successful in college. Educate and empower learners with courses that combine academic and industry research, expert insights, best practices in online learning, and feedback from our partners.
Rob Buelow, ScM
VP and General Manager
Vector Solutions
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Contains 4 Component(s)
Effective mentorship programs employ diverse strategies to offer guidance and assistance. With intentional connections, mentors draw from their journeys of perseverance and direct mentees to tailored resources for specific challenges. Presenters will share how an intentionally designed mentorship program enhances first-generation students' sense of belonging and steers them toward the experiences and resources that help them thrive in and beyond college.
Sponsored Session: Mentor Collective
Billions are invested annually in student services, but many students never access them. As the value of higher education is increasingly scrutinized, institutions can not afford to have underused services. To address this, institutions are harnessing the power of mentorship to dismantle barriers hindering first-generation students from accessing student support services.
Effective mentorship programs employ diverse strategies to offer guidance and assistance. With intentional connections, mentors draw from their journeys of perseverance and direct mentees to tailored resources for specific challenges. Presenters will share how an intentionally designed mentorship program enhances first-generation students' sense of belonging and steers them toward the experiences and resources that help them thrive in and beyond college.
Learning Outcomes
1. Explore the relationship between students’ sense of belonging, peer connections, and students’ use of campus resources as essential components to embedding an institutional culture of care.
2. Consider tools for measuring students’ sense of belonging and learn how a deeper understanding of students’ socio-emotional state can be harnessed in practice to drive first-generation student success outcomes and demonstrate the value of higher education to current and future students.
3. Examine how the University of Wisconsin, Green Bay, Georgia Tech, and Duke University have leveraged the high-impact practice of mentorship to institutionalize a culture of care without added administrative burden.
About Mentor Collective
Mentor Collective, an education technology provider, drives student belonging and retention through research-backed, scalable peer mentorship solutions. Supported by the Lumina Foundation, Mentor Collective's proprietary approach to student success brings student insights to the forefront of strategic planning. The company partners with 180+ institutions to unlock the transformative power of peer relationships and catalyze student success practices with actionable peer insights.
Kathryn Marten
Student & Community Engagement Coordinator for the Cofrin School of Business
UW-Green Bay
Annemieke Rice
Vice President of Partner Success
Mentor Collective
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
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:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 4 Component(s)
We have learned students are not one-dimensional. There is no longer a singular definition of a "typical" student, with the enrollment of diverse student populations steadily increasing. Student identities have evolved beyond the previously perceived "traditional" norms. The guidebook titled "Knowing Our Students: Understanding & Designing for Success" offers valuable resources for colleges to identify and comprehend the unique characteristics of their student body.
We have learned students are not one-dimensional. There is no longer a singular definition of a "typical" student, with the enrollment of diverse student populations steadily increasing. Student identities have evolved beyond the previously perceived "traditional" norms. The guidebook titled "Knowing Our Students: Understanding & Designing for Success" offers valuable resources for colleges to identify and comprehend the unique characteristics of their student body. Originally published in 2021, the updated edition of the guidebook, released in 2023 by Achieving the Dream and Advising Success Network, serves as an essential tool for institutional leaders and student success teams. It encourages a fresh dialogue about the student population and provides practical strategies derived from national experts and peer institutions. The guidebook imparts the latest knowledge, real-world examples, and effective tools on:
Gaining a profound understanding of students
Identifying relevant and useful data points
Employing data effectively to enhance student success
Anticipating and addressing potential challenges
Implementing strategies to overcome these challenges
Learning Outcomes:
- Understand the Knowing Our Student Guide Concepts
- Articulate the Importance of the Student Journey
- Understand the importance of the Student Voice.
- Outline the Student Experience
Paula Pitcher
Director, Holistic Student Supports
Achieving the Dream
Paula Tailey
Executive Director, Program Development
Achieving the Dream
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
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:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continued Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference. -
Contains 4 Component(s)
The Advising Success Network has created a tool to complement existing self-assessments and highlight emerging and evidence-based practices from HBCUs, HSIs, TCUs, Community Colleges and other institutions that serve the ASN’s priority student populations: Black, Latinx/a/o, Indigenous, Asian, Pacific Islander students and poverty-affected students. Come learn about and use this self-assessment to baseline your institutional practices against the full field.
The Advising Success Network has created a tool to complement existing self-assessments and highlight emerging and evidence-based practices from HBCUs, HSIs, TCUs, Community Colleges, and other institutions that serve the ASN’s priority student populations: Black, Latinx/a/o, Indigenous, Asian, Pacific Islander, and poverty-affected students.
Learn about and use this self-assessment to baseline your institutional practices against the full field.
Learning Outcomes:
- Reflect on emerging practices for supporting Black, Latinx/a/o, Indigenous, Asian, Pacific Islander, and poverty-affected students with holistic advising and student support.
- Assess current institutional practices and learn about connection to the field.
- Learn about materials and services provided by the Advising Success Network.
Elise Newkirk-Kotfila
Assistant Vice President for Strategy and Partnerships
NASPA
Julie Johnson, Ed.D.
Founder and Principal
StrategyForward Advisors
Continuing Education Credits
Session Credit Eligibility: 1.0 CSAEd-CORE credit or 1.0 CSAEd-SJI credit
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:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 3 Component(s)
President Emeritus, Timothy A Alvarez, Ph.D. will offer strategies for having crucial conversations with staff. With over 34 years of experience in Student Affairs and Presidential leadership roles in community colleges, Dr. Alvarez will share insight on having crucial and sometimes challenging conversations in the workplace, while demonstrating compassion and grace.
Since COVID forced us to work virtually and remotely, it magnified the feeling of disconnection, which created a more significant sense of loneliness. Further, it exposed weaknesses in our systems and strain on interpersonal relationships. Interpersonal conflict is inevitable in the workplace, and now that we are returning to more face-to-face interactions, conflict can also be the most challenging part of a leader’s responsibilities and can translate into poor performance and, worse, employee turnover.
Learn how avoiding difficult conversations can create a divisive work environment and pit staff against each other. If we shift our mindset toward honest, deliberated, and compassionate interactions, there is hope to develop a more civil and caring work environment. Dr. Alvarez will offer practical approaches derived from such authors as Marcus Buckingham, Taya Cohen, Brene Brown, Daniel Pink, Malcolm Gladwell, and Claude Steele.
Dr. Timothy Alvarez
President Emeritus
Otero College
Dr. Timothy Alvarez recently retired as President Emeritus from Otero College, where he served as only the 5th president. He was relentlessly focused on student engagement, minimizing systematic barriers, equity and inclusion, undergraduate research, career readiness, and mentoring. Professionally, Dr. Alvarez provided leadership to the National Association of Student Affairs Professionals (NASPA), the Association of Land Grant Universities (APLU), and the broader community. Within NASPA, he has been a regional director, NUFP regional coordinator, state membership coordinator, regional membership coordinator, conference program co-chair, case study judge, program reviewer, and board member for the James Scott Academy.
Dr. Alvarez also enjoys community involvement, as evidenced by his recent participation in the El Pomar Foundation, the Koshare Museum Board of Directors, the La Junta School District Advisory Council, and the La Junta Main Street Board.
Dr. Alvarez has been married to Lori for thirty-eight years. They have three grown children, Joshua, Jason, and Tiffany, and 5 grandsons under the age of 4.
Continuing Education Credits
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 view this session will be eligible for Continuing Education (CE) credits in the Core Student Affairs Educator Certification (CSAEd™) continuing education.
Guidelines for earning CE credit:
1.5 CE is awarded for attending this live session OR watching it on-demand for ONE category of Continuing Education. You can not receive more than 1.5 credit hours total.
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
Reach out to virtuallearning@naspa.org for the continuing education certificate for Social Justice and Inclusion.
To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate of Completion 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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Contains 4 Component(s)
Advising Technology refers to the source systems, advising tools, and add-on student support features that provide information from and about students to institutions. The application of one or more of these technologies introduces efficiencies by automating common transactional elements of planning and advising services, enabling more opportunities to create and foster meaningful relationships between students and their advisor(s) and promoting intentional and holistic advising by design.
Advising Technology refers to the source systems, advising tools, and add-on student support features that provide information from and about students to institutions. The application of one or more of these technologies introduces efficiencies by automating common transactional elements of planning and advising services, enabling more opportunities to create and foster meaningful relationships between students and their advisor(s) and promoting intentional and holistic advising by design.
The information collected and analyzed using advising technology can also assist institutions in learning more about how strategic, personalized attention and support can be offered to meet the specific needs of students and further their success. Through the use and application of advising technology, institutions can advance more equitable, high-quality, and effective programs and policies that center the experiences of Black, Latinx, Indigenous, Asian, Pacific Islander, and low-income students and ultimately improve student learning outcomes.
Learning Objectives
- Define advising technology and identify how technology can support student success.
- Summarize the state of the field.
- Articulate how advising tech can be used as a tool to support racial and socioeconomic equity goals on campus (and where it can hurt).
- Identify institutions and the holistic advising redesign on each campus supported by technology.
Elise Newkirk-Kotfila
Assistant Vice President for Strategy and Partnerships
NASPA
Kathe Pelletier
Director, Teaching and Learning Program
EDUCAUSE
Shmona Simpson
Founder and CEO
Paritii
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
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:
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 or viewing the on-demand recording.
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Contains 3 Component(s)
The higher education landscape has shifted considerably in recent years. Enrollment challenges, pandemic pressures, and more have led some institutions to undergo considerable changes in organizational structure, ranging from mass layoffs to mergers and even closure. In this panel, seasoned SA Professionals from various institution types and circumstances will share lessons learned and best practices in leading their teams and institutions through some of their careers' biggest challenges and most courageous moments.
The higher education landscape has shifted considerably in recent years. Enrollment challenges, pandemic pressures, and more have led some institutions to undergo considerable changes in organizational structure, ranging from mass layoffs to mergers and even closure. In this panel, seasoned SA Professionals from various institution types and circumstances will share lessons learned and best practices in leading their teams and institutions through some of their careers' biggest challenges and most courageous moments.
Learning Outcomes:
- Understand the influences and decisions of senior leaders during times of significant organizational change and to
- Recognize what it means to be grounded in humility, care, and integrity when things are upheaval, and people look to leadership for guidance.
Heather French
Associate Vice Chancellor and Dean of Students
University of California, Merced
Laura Lyndon, Ed.D.
Dean of Students
Saint Mary's College of California
Roxana Aguirre, M.Ed
Associate Director of Student Identity & Engagement
Texas Christian University
Jen Miller, Ph.D
Dean of Student Affairs
Paradise Valley Community College
Marcella Runell, Ed.D.
Vice President for Student Life, Dean of Students
Mount Holyoke College
Danielle McDonald, Ph.D.
Associate Vice President/Dean of Students
University of South Florida
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
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:
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 or viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference. -
Contains 3 Component(s)
Sexual violence remains an ongoing public health problem on campuses. Institutional leaders must set the standards for how the institution responds to and prevents violence. Developing objectives to address this requires a comprehensive, evidence-based approach to create system-level cultural changes. NASPA’s Culture of Respect Collective guides institutions through this process. This session will examine objectives created by 60+ graduated Collective institutions to identify themes, strengths, and barriers to advancing strategic initiatives.
Sexual violence remains an ongoing public health problem on campuses. Institutional leaders must set the standards for how the institution responds to and prevents violence. Developing objectives to address this requires a comprehensive, evidence-based approach to create system-level cultural changes. NASPA’s Culture of Respect Collective guides institutions through this process. This session will examine objectives created by 60+ graduated Collective institutions to identify themes, strengths, and barriers to advancing strategic initiatives.
Learning Outcomes:
- Learn information about NASPA’s Culture of Respect Collective.
- Recognize the power institutional leaders have in influencing sexual violence prevention and response initiatives.
- Understand the benefits of utilizing external experts in the creation of sexual violence prevention and response initiatives.
Jessica Henault
Program Coordinator, Culture of Respect
NASPA
Jessica Henault, MS (she/her) serves as NASPA’s program coordinator for the Culture of Respect Collective. Prior to joining NASPA, Jessica served as Kansas State University’s first violence prevention specialist, where she worked to develop and employ a university-wide violence prevention plan. Jessica is passionate about improving college campuses’ safety and well-being, earning her master’s degree in Counseling and Student Development with an emphasis in Administration. She is a current doctoral student in the Applied Family Science program at Kansas State, centering her research on prevention sciences.
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions.
All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
