2025 Virtual Conference
TBD
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Contains 1 Component(s) Includes a Live Web Event on 04/09/2025 at 4:30 PM (EDT)
Decision-making in student affairs can be particularly challenging due to the personal ties that often accompany the work. The Decision-Making Framework (DMF) offers a structured approach with four phases to navigate complex decisions. The presenters explore updates to the DMF, focusing on using data to guide emotionally-charged decisions. The presenters show how data helps reduce emotional biases for more effective decision-making by providing practical examples, including a case study from the University of Georgiaâs Basic Needs initiative.
Decision-making in student affairs can be particularly challenging due to the personal ties that often accompany the work. The Decision-Making Framework (DMF) offers a structured approach with four phases to navigate complex decisions. The presenters explore updates to the DMF, focusing on using data to guide emotionally charged decisions. The presenters show how data helps reduce emotional biases for more effective decision-making by providing practical examples, including a case study from the University of Georgiaâs Basic Needs initiative.
Learning Outcomes
1. Apply the four phases of the Decision-Making Framework (DMF) with particular attention to quality data
2. Implement data-based strategies to recognize and reduce the impact of emotional and personal biases in decision-making
Annie Carlson Welch
Assistant to the Vice President for Student Affairs
University of Georgia
Annie Carlson Welch serves as the Assistant to the Vice President for Student Affairs at the University of Georgia. Over the past four years, Annie has overseen the Student Affairs data initiative, an effort to strengthen student engagement data across the division. As an evolution of this work, Annie and her team are now identifying opportunities to tie data together to better understand the student experience at UGA. In addition to this work, Annie oversees the division’s strategic plan, the development of academic partnerships, efforts for assessment and continuous improvement, and accreditation standards. Prior to her work at UGA, Annie served in a variety of roles across academic and student affairs, such as undergraduate research, academic advising, student engagement, and fraternity/sorority life. She’s had the opportunity to live and work across the country at institutions including the University of Oregon, Wake Forest University, and NC State University. Annie earned a B.S from the University of Illinois, an M.S. from Florida State University, and is a current doctoral student in the McBee Institute for Higher Education at UGA.
Amber Atkinson
Senior Business Intelligence Analyst
University of Georgia
Amber Atkinson serves as a Senior Business Intelligence Analyst in the Office of Institutional Research at the University of Georgia. In her role, Amber organizes, analyzes, and communicates institutional data to advance University operations and strategic goals. Her position is uniquely partnered with the Division of Student Affairs, allowing her to collaborate with DSA leadership to build a culture of data-informed decision making and develop customized dashboards for DSA departments. Amber has worked in several higher education roles prior to institutional research, including academic advising, academic program coordination, and assessment. Amber earned a M.A.T. in English Education and a B.A. in English from the University of Georgia.
Sarah Strickland
Professional Affiliate
University of Georgia
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.
1 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.
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Contains 1 Component(s) Includes a Live Web Event on 04/09/2025 at 1:30 PM (EDT)
Many student affairs professionals who work in public higher education institutions have questions about legal guidelines regarding their own speech and expression both at work and as private citizens. The presenter will provide an overview of such legal freedoms and constraints and faciliatate a discussion around implications of those guidelines.
Many student affairs professionals who work in public higher education institutions have questions about legal guidelines regarding their own speech and expression both at work and as private citizens. The presenter will provide an overview of such legal freedoms and constraints and faciliatate a discussion around implications of those guidelines.
Learning Outcomes
1. Identify the legal guidelines for speech and expression for those who are employed at public colleges and universities
2. Recall the case law that elucidates such guidelines
3. Describe how to appropriately express beliefs and values as employees at public colleges and universities
Christy Moran Craft
Professor and Graduate Coordinator
Kansas State University
Christy Moran Craft is a professor in, and the coordinator of, the student affairs graduate programs at Kansas State University. She also serves as the graduate coordinator for the College of Education at her institution. For over 20 years, she has studied issues related to religious diversity in higher education. She is also a scholar of higher education law and is particularly interested in free speech issues. She has presented numerous sessions at student affairs conferences and has published a number of journal articles based on her research.
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.
1 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.
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 1 Component(s) Includes a Live Web Event on 04/11/2025 at 11:00 AM (EDT)
This session is a presentation on the Division of Student Affairs (DoSA) Undergraduate Fellowship Program at Stony Brook University. This program is a unique credit-bearing paid internship experience for students interested in graduate study and careers in student affairs/higher education who identify as members of underrepresented and marginalized groups. Participants interested in establishing similar internship experiences at their institutions will learn about the program planning and implementation process and create action plans.
This session is a presentation on the Division of Student Affairs (DoSA) Undergraduate Fellowship Program at Stony Brook University. This program is a unique credit-bearing paid internship experience for students interested in graduate study and careers in student affairs/higher education who identify as members of underrepresented and marginalized groups. Participants interested in establishing similar internship experiences at their institutions will learn about the program planning and implementation process and create action plans.
Learning Outcomes
1. Distinguish the components of an effective experiential learning program in student affairs
2. Describe how to plan an experiential learning experience in student affairs as a DEIB initiative
3. Establish a community of support with other student affairs professionals interested in experiential education
Cheryl Chambers
Associate Dean of Student Affairs
Stony Brook University
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.
1 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.
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Contains 1 Component(s) Includes a Live Web Event on 04/11/2025 at 1:30 PM (EDT)
The presenter will share an innovative model that empowers student experience coordinators to create self-sustaining, inclusive, and equitable activities across five key pillars: Arts and Culture, Athletics, Student Groups, Esports, and Social Impact. Serving over 60,000 students in a multicampus university, this model has tripled the student affairs budget, significantly boosting engagement and improving retention rates. Attendees will learn how to apply this adaptable and data-driven approach to maximize impact in their own institutions.
The presenter will share an innovative model that empowers student experience coordinators to create self-sustaining, inclusive, and equitable activities across five key pillars: Arts and Culture, Athletics, Student Groups, Esports, and Social Impact. Serving over 60,000 students in a multicampus university, this model has tripled the student affairs budget, significantly boosting engagement and improving retention rates. Attendees will learn how to apply this adaptable and data-driven approach to maximize impact in their own institutions.
Learning Outcomes
1. Apply a data-driven decision-making tool to optimize student affairs budgets, ensuring equitable and sustainable program delivery across diverse campuses
2. Observe a live demonstration of the decision-making tool and receive a customizable template, equipping them to implement and adapt the model within their own university settings
3. Synthesize strategies from the five-pillar model to create inclusive and engaging student activities, increasing retention and student satisfaction
Fernando Lopez Gonzalez
Student Affairs Director
Universidad Tecmilenio
Fernando López is an accomplished leader with a robust academic background from Tecnológico de Monterrey and Fudan University, specializing in International Business. He further honed his expertise with two Master's degrees in Marketing and Positive Leadership from Universidad Tecmilenio. With over a decade of experience in enhancing brand value through strategic communication and positive psychology, Fernando has significantly impacted various roles, from coordinating business linkages at the Canadian Chamber of Commerce in Shanghai to pioneering innovative advertising solutions that catered to over 300 diverse clients. Currently, as the National Director of Student Experience at Universidad Tecmilenio, Fernando oversees the development and execution of extracurricular activities for 60,000 students, ensuring that these initiatives are inclusive, engaging, and supportive of student well-being. His prior involvement with major projects like the 2011 Pan American Games in Guadalajara, where he was responsible for the Scotiabank Aquatic Center, showcases his capability to manage large-scale and impactful projects. Beyond his professional pursuits, Fernando is passionate about lifelong learning, marathon running, and photography—a testament to his dynamic personality and his commitment to personal and professional growth.
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.
1 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.
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Contains 1 Component(s) Includes a Live Web Event on 04/10/2025 at 4:30 PM (EDT)
The ability to effectively respond after an emergency relies on many components, including relationships we build on and off campus. College campuses face a wide array of challenges, threats, and potential hazards. The presenter(s) will engage participants in understanding emergency preparedness and resiliency through a multi-faceted broad lens. Real-life experiences and successes will be shared to illustrate how our profession needs to continue building capacity to navigate for the future.
The ability to effectively respond after an emergency relies on many components, including relationships we build on and off campus. College campuses face a wide array of challenges, threats, and potential hazards. The presenter(s) will engage participants in understanding emergency preparedness and resiliency through a multi-faceted broad lens. Real-life experiences and successes will be shared to illustrate how our profession needs to continue building capacity to navigate for the future.
Learning Outcomes
1. Recall emergency planning and preparedness strategies, including nationally recognized best practices
2. Demonstrate strategies and tools for training staff
3. Identify the long-term effects of disaster stress
Amy Orders
Assistant Vice Chancellor, Division of Environmental Health and Public Safety
North Carolina State University
Justine Hollingshead
Assistant Vice Chancellor, Division of Academic and Student Affairs
North Carolina State University
Justine Hollingshead has over 30 years of success working as an administrator in higher education on various college campuses across the country, in addition to the business sector as well. She offers particular expertise in emergency preparedness and crisis response, event planning, training, leadership, and administration. Justine has been involved with non-profit organizations and is committed to community service. She is a certified Small Unmanned Aircraft System (drone) pilot with the Federal Aviation Administration. Ms. Hollingshead is also a certified Emergency Medical Technician in the state of North Carolina, has done medical service work nationally and internationally, and is a FEMA facilitator for Community Emergency Response Training (CERT) and Until Help Arrives. Justine is a part of a team of instructors who created and teach an emergency preparedness and crisis response graduate class at NC State.
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.
1 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.
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Contains 1 Component(s) Includes a Live Web Event on 04/10/2025 at 11:00 AM (EDT)
Higher education is at a critical crossroads, with change permeating every level of our institutions. Student affairs practitioners are often at the forefront, driving both large-scale shifts and smaller programmatic adjustments. Leaders who effectively leverage data are uniquely positioned to navigate these transitions. The presenters delve into the essential skills required to harness data throughout the change process. Participants will explore how data and assessment can be strategically employed to guide and sustain meaningful change.
Higher education is at a critical crossroads, with change permeating every level of our institutions. Student affairs practitioners are often at the forefront, driving both large-scale shifts and smaller programmatic adjustments. Leaders who effectively leverage data are uniquely positioned to navigate these transitions. The presenters delve into the essential skills required to harness data throughout the change process. Participants will explore how data and assessment can be strategically employed to guide and sustain meaningful change.
Learning Outcomes
1. Explain how data-informed decision-making supports various levels of change in higher education organizations
2. Prepare actionable strategies for using data at different stages of a change process
3. Assess how effectively they use data to guide decision-making and support change
Kimberly Yousey-Elsener
Research Associate Professor, Higher Education and Student Affairs
Binghamton University
Kim Yousey-Elsener brings over two decades of experience in higher education, having professional roles in coordinating student affairs and academic affairs assessment, undergraduate and graduate level teaching, residence life, academic advising and support, community-engaged learning, student retention, and student activities. Kim currently serves as a Research Associate Professor of Higher Education and Student Affairs at Binghamton University and leads research for the National Alumni Career Mobility Survey (NACM) as the Alumni Survey Research Fellow with Lightcast. Her research interests include career outcomes, alumni surveys, high-impact practices, career mobility, and assessment in higher education and student affairs. Her published works include “Coordinating Divisional and Departmental Student Affairs Assessment” from Routledge Publishing as well as “Successful Assessment for Student Affairs: A How-to Guide” and “Advanced Assessment for Student Affairs: Making Reliable Data-Based Decisions” from Pap
Laura Bayless
Vice President for Student Affairs
Fitchburg State University
Laura A. Bayless, PhD serves as the vice president for student affairs at Fitchburg State University. She is passionate about the growth and development of both students and employees, fostering environments in which all contribute to the community we create, and making a difference in the world, as well as using the results of assessment to improve practice, tell our story, and enhance decision-making. Laura earned her PhD in Educational Leadership and Policy Studies from Virginia Tech; MS in college student personnel services at Miami University of Ohio; and BA in speech communications/mass media from Denison University.
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.
1 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.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 1 Component(s) Includes a Live Web Event on 04/11/2025 at 11:00 AM (EDT)
Education is a long-term investment. It can take years before a graduate truly understands and appreciates how their postsecondary experiences prepared them for life after college. In Student Affairs, this presents challenges in measuring the impact of their work on student success. This session uses data from the National Alumni Career Mobility survey to highlight alumni perceptions of their undergraduate experience and student affairs' role in closing equity gaps to impact student success after graduation.
Education is a long-term investment. It can take years before a graduate truly understands and appreciates how their postsecondary experiences prepared them for life after college. In Student Affairs, this presents challenges in measuring the impact of their work on student success. This session uses data from the National Alumni Career Mobility survey to highlight alumni perceptions of their undergraduate experience and student affairs' role in closing equity gaps to impact student success after graduation.
Learning Outcomes
1. Articulate the connection between their work in student affairs and the long-term success of students beyond graduation, using alumni data to support their understanding
2. Examine how to apply data from alumni surveys to enhance student affairs programs, focusing on increasing the value of higher education and addressing equity gaps in student and alumni success
3. Identify actionable steps to improve equity and value in higher education outcomes
Kimberly Yousey-Elsener
Research Associate Professor, Higher Education and Student Affairs
Binghamton University
Kim Yousey-Elsener brings over two decades of experience in higher education, having professional roles in coordinating student affairs and academic affairs assessment, undergraduate and graduate level teaching, residence life, academic advising and support, community-engaged learning, student retention, and student activities. Kim currently serves as a Research Associate Professor of Higher Education and Student Affairs at Binghamton University and leads research for the National Alumni Career Mobility Survey (NACM) as the Alumni Survey Research Fellow with Lightcast. Her research interests include career outcomes, alumni surveys, high-impact practices, career mobility, and assessment in higher education and student affairs. Her published works include “Coordinating Divisional and Departmental Student Affairs Assessment” from Routledge Publishing as well as “Successful Assessment for Student Affairs: A How-to Guide” and “Advanced Assessment for Student Affairs: Making Reliable Data-Based Decisions” from Pap
Continuing Education Credits
CSAED
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.
1 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.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 1 Component(s) Includes a Live Web Event on 04/09/2025 at 4:30 PM (EDT)
Ever had assessment results that made you question everything? You are not alone. This session features a panel of experts with extensive campus experience who will share real-world examples of surprising data that required thoughtful interpretation and strategic communication, although we all change a few specifics to protect the innocent. Attendees will learn practical skills so the next time you encounter unexpected results, you'll be prepared to act without the usual panic.
Ever had assessment results that made you question everything? You are not alone. This session features a panel of experts with extensive campus experience who will share real-world examples of surprising data that required thoughtful interpretation and strategic communication, although we all change a few specifics to protect the innocent. Attendees will learn practical skills so the next time you encounter unexpected results, you'll be prepared to act without the usual panic.
Learning Outcomes
1. Describe the challenges presented by unanticipated data results
2. Summarize six strategies for managing unexpected data results
3. Evaluate ways to practically apply these strategies in various settings and contexts
Tiffany Conde
Senior Manager, Customer Experience
eRezLife Software
Tiffany Conde (she/her) currently serves as the Senior Manager for Customer Experience at eRezLife Software. She has previously held roles in residence life at University of Central Florida, Saint Joseph’s University, Shippensburg University, the University of Pennsylvania, the University of Virginia, and most recently at the University of South Carolina. Tiffany has served as faculty for ACPA’s Institute on the Curricular Approach and the Institute on Peer Educators hosted by the National Resource Center for the First-Year Experience and Students in Transition. She is a 2021 participant in the ACUHO-I Leadership Academy this year and was the 2021 recipient of the SEAHO Outstanding Mid-Level Professional award. Tiffany earned a Bachelor of Arts degree in Political Science from Saint Joseph’s University in Philadelphia and a Master of Science in Counseling: College Student Personnel from Shippensburg University of Pennsylvania.
Matthew Venaas
Manager of Analytics & Research
Benchworks by Elentra
Matt Venaas (he/him) is a Manager of Analytics & Research at Benchworks by Elentra. In this role, he is responsible for survey design and development for over 50 national benchmarking assessments. He is also responsible for data analysis and content development (including research articles, educational webinars, and presentations) on insights from the data from these surveys, as well as best practices in assessment. Since 2015, he has presented over 75 educational sessions at national higher education conferences on a range of topics related to student affairs assessment, including assessment storytelling, benchmarking, survey design, and data visualization. He previously served as a member of the Directorate Board for ACPA’s Commission for Assessment and Evaluation and on faculty for the Student Affairs Assessment Institute. He holds a M.S.Ed. in Adult and Higher Education and a B.A. in Political Science from Northern Illinois University.
Continuing Education Credits
CSAED
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.
1 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.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 1 Component(s) Includes a Live Web Event on 04/11/2025 at 3:30 PM (EDT)
This workshop explores the return on investment (ROI) of targeted support strategies for first-generation college students. Attendees will gain insights into how investing in tailored academic, financial, and social support systems can enhance student success and institutional outcomes. Participants will learn practical approaches for implementing effective support programs, measuring their impact, and aligning these initiatives with institutional goals to optimize resources for first-generation students.
This workshop explores the return on investment (ROI) of targeted support strategies for first-generation college students. Attendees will gain insights into how investing in tailored academic, financial, and social support systems can enhance student success and institutional outcomes. Participants will learn practical approaches for implementing effective support programs, measuring their impact, and aligning these initiatives with institutional goals to optimize resources for first-generation students.
Learning Outcomes
1. Express what ROI is and why it matters
2. Recognize and apply relevant metrics to assess the effectiveness and impact of their initiatives
3. Practice ROI calculations and analyses for individual programs
Martina A. Martin, Ed.D.
Assistant Vice President, Network Success
First Gen Forward
Martina Martin serves as director of expert guidance with the Center for First-generation Student Success, an initiative of NASPA and The Suder Foundation. Prior to joining NASPA, Martina served as associate director for the University of Kentucky’s student community resources and services and as the program director for first-generation student services and off-campus student services. For over a decade, Martina assisted in developing university-wide first-generation initiatives focused on recruitment, retention, and career and professional development.
Martina is a proud first-generation college graduate of Eastern Kentucky University, where she earned a B.S. in physical education, an M.S. in physical education-sports administration, an M.A. in human services-student personnel services in higher education, and an Ed.D. in educational leadership and policy studies. Martina resides in Georgetown, Kentucky with her husband, Ricky Stone, Jr.
Ashlee Kocina Young
Associate Director, Expert Guidance
First Gen Forward
Ashlee Kocina Young serves as associate director for Expert Guidance with FirstGen Forward. Prior to joining FGF, Ashlee held a dual-appointment at the University of Nebraska-Lincoln. As the Assistant Director of the William H. Thompson Scholars Learning Community, a large, comprehensive college transition program for recipients of the Susan Thompson Buffett Foundation Scholarship, Ashlee was responsible for community engagement programming and assessment. In her role as the Coordinator for First Generation Nebraska, Ashlee co-managed university-wide first-generation initiatives and served as the primary contact with Nebraska’s involvement as an inaugural First-gen Forward Institution, and in an advisory capacity. A first-generation college graduate, Ashlee holds an M.Ed. in higher education administration from the University of Missouri-St. Louis, and a B.A. in psychology from the University of Nebraska-Lincoln. She is currently working on completing a Ph.D. in leadership studies, with a focus on multicultural leadership perspectives and baccalaureate first-generation leadership development at the University of Nebraska-Lincoln.
Wendy Beesley
Expert Guidance Coach
First Gen Forward
Wendy Beesley serves as the director for Expert Guidance with FirstGen Forward. Prior to joining FGF, Wendy was the assistant dean for student success at SUNY Ulster County Community College. She was also a member of the coaching leadership team and served as lead coach for the State University of New York’s Guided Pathways project, where she worked with SUNY colleges engaging in the work of institutional transformation. In addition, Wendy worked with the New York Student Success Center (NYSSSC) to develop and deliver training opportunities through the NYSSSC Coaching Academy. Wendy holds an M.P.A and a B.A in political science from Marist College. She is currently completing a Ph.D. at the University at Albany–The State University of New York in educational policy and leadership with a focus on the progression of institutional change theory.
Continuing Education Credits
CSAED
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.
1 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.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 1 Component(s) Includes a Live Web Event on 04/10/2025 at 11:00 AM (EDT)
We've all heard the charge that we need to integrate equity-centered assessment into overall student affairs assessment. But has anyone given you specific strategies for training student affairs professionals in these essential assessment principles? In this session, presenters will review key items to include when developing or enhancing assessment training to be more inclusive.
We've all heard the charge that we need to integrate equity-centered assessment into overall student affairs assessment. But has anyone given you specific strategies for training student affairs professionals in these essential assessment principles? In this session, presenters will review key items to include when developing or enhancing assessment training to be more inclusive.
Learning Outcomes
1. Distinguish the principles of Equity-Centered Assessment
2. Recognize best practices on how to train student affairs professionals in Equity-Centered Assessment practices
3. Prepare an action plan to begin developing an Equity-Centered Assessment training program
Paul Holliday-Millard
Senior Research Associate, Assessment & Qualitative Research
University of North Carolina at Charlotte
Paul Holliday-Millard, once an assessment skeptic, now champions its power for lasting change. As a Senior Research Associate at UNC Charlotte, he leads assessment training, emphasizing equity and student-centered practices.
Sophie Tullier
Director, Assessment, Data Analytics, & Research
University of Delaware
Sophie (she, her, hers) is the Director of Assessment, Data Analytics, and Research at the University of Delaware where she is working to advance equity-centered assessment practices and build a divisional data strategy. She has always worked in student affairs, coming to this field having never served as an RA (gasp!) but was deeply involved in community service programs while in college. This engagement highlighted the importance of thinking about and addressing root causes, the importance of working alongside communities, and the importance of striving for equity, lessons that continue to inform how she approaches student affairs assessment work.
Continuing Education Credits
CSAED
This session counts for 1.0 CSAEd-CORE credit or Social Justice and Inclusion (SJI) continuing education.
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.
1 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.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
