2025 Virtual Conference
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- Non-member - $449
- Member - $249
The 2025 Virtual Conference brings together the vibrant student affairs community for an unparalleled professional development experience. Featuring over 70 concurrent sessions, three inspiring keynote speakers, and four in-depth extended sessions, this conference delivers timely insights, innovative strategies, and practical tools to advance student success and institutional excellence.
Now available on-demand, participants can access the full range of content at their convenience—exploring critical topics such as leadership, social justice, crisis management, wellness, and more. Whether you’re an emerging professional or a seasoned leader, the NASPA 2025 Virtual Conference offers valuable learning and networking opportunities designed to empower and support those committed to transforming higher education through student affairs.
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Contains 3 Component(s)
Artificial intelligence is quickly being adopted by many industries to address long standing problems and the field of mental health is no exception. In this session, the presenter will discuss the ways in which AI is already being used in mental health settings and the potential benefits and risks. Data from recent pilots of an AI mental health chatbot will be shared.
Artificial intelligence is quickly being adopted by many industries to address long-standing problems, and the field of mental health is no exception. In this session, the presenter will discuss the ways in which AI is already being used in mental health settings and the potential benefits and risks. Data from recent pilots of an AI mental health chatbot will be shared.
Learning Outcomes
1. Identify the various ways AI is currently being used in the field of mental health
2. Examine the utility, risks, and benefits of mental health-related generative AI technology
Peter Forkner
Psychologist
Peter Forkner is a psychologist and former college counseling center director with over 20 years of experience in higher education. He specializes in the intersection of AI and mental health, developing innovative programs to enhance performance and well-being. His work blends psychology and workforce engagement, providing unique insights into the challenges and opportunities of today’s evolving workplace.
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 2 Component(s)
The current attitudes and behaviors of an educational community’s student, faculty, and staff is more important than ever, with federal and state mandates around sexual misconduct climate surveys and the increasing obligations campuses face under Title VI. Campus climate surveys–both for sexual misconduct and your general community–are invaluable tools for this work. This session will provide an foundational understanding of both types of climate surveys that capture data on engagement, success, and belonging for campuses to strengthen their communities and meet the shifting landscape of compliance demands.
The current attitudes and behaviors of an educational community’s students, faculty, and staff are more important than ever, with federal and state mandates around sexual misconduct climate surveys and the increasing obligations campuses face under Title VI. Campus climate surveys–both for sexual misconduct and your general community–are invaluable tools for this work. This session will provide a foundational understanding of both types of climate surveys that capture data on engagement, success, and belonging for campuses to strengthen their communities and meet the shifting landscape of compliance demands.
Learning Outcomes:
- Understand the basics behind campus climate surveys and the difference between what is measured in a general community campus climate survey and one specific to sexual misconduct
- Articulate what makes a strong climate survey for your specific community and how to evaluate instruments and what modules should be included in your own surveys
- Describe how to take the findings of your assessment and create meaningful action for specific communities and the campus as a whole
Meredith M. Smith, JD, MS Ed
Senior Vice President
Rankin Climate
Meredith Smith spent a decade working in Title IX and nearly two decades in higher education administration overall, serving as the Title IX Coordinator for the University of Virginia and the Assistant Provost for Title IX and Clery Compliance and the Sexual Misconduct Response/Title IX Coordinator at Tulane University. Meredith is a founding member of the Administrator Researcher Campus Climate Collaborative (ARC3) and works for the Victim Rights Law Center as a Department of Justice Violence Against Women grant consultant. She has participated in the Office on Violence Against Women roundtable on sexual violence adjudication and the American Bar Association’s recommendations on college sexual assault investigation and adjudication. She contributed a chapter to Addressing Violence Against Women on College Campuses (Temple University Press, 2017). She was also a guest editor of The Society for Public Health Education’s journal Health Education & Behavior‘s 2020 journal supplement on college sexual assault policy and prevention. She is currently serving on a National Science Foundation grant on sexual misconduct climate surveys. For her work on the Tulane Sexual Misconduct Climate Survey and subsequent culture change initiatives, she was honored with a 2019 Visionary Voice Award from the National Sexual Violence Resource Center. Meredith has a BA (magna cum laude) in English-Creative Writing from Miami University, a JD from The Ohio State University, and a MS Ed in Administration and Policy from Northwestern University.
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Contains 2 Component(s)
An essential factor in providing excellence in education is the ability to create an atmosphere that is conducive to learning and to be prepared for crises that have the potential to disrupt the learning environment. This desired condition doesn’t always happen without planning and practice. On the contrary, given the increased frequency of large-scale incidents such as shootings, weather-related incidents and reactions to domestic and international events, campuses must create systems, structures, and practices to be prepared for crises seen and unforeseen.
An essential factor in providing excellence in education is the ability to create an atmosphere that is conducive to learning and to be prepared for crises that have the potential to disrupt the learning environment. This desired condition doesn’t always happen without planning and practice. On the contrary, given the increased frequency of large-scale incidents such as shootings, weather-related incidents and reactions to domestic and international events, campuses must create systems, structures, and practices to be prepared for crises seen and unforeseen.
Learning Outcomes
1) Understand the situation and build situational awareness,
2) Articulate the essential elements of a response structure,
2) Identify Typical roles that people play during a crisis,
3) Understand Involvement of state and local officials impact on response structure,
Dr. Kevin Bailey
Vice Chancellor for Student Affairs
University of North Carolina Charlotte
“Bailey,” as he prefers to be called, has been a leader through several campus crises including COVID-19, a campus shooting that led to 2 fatalities and 4 wounded, nooses on campus, and Hurricane Katrina. He co-authored a chapter in Campus crisis management: A comprehensive guide to planning, prevention, response, and recovery. He was the subject of a two-part video series produced by IUP-TV entitled “The Tulane University Experience withL Katrina: Crisis Management and eadership.” An article in Student Affairs Today featured lessons learned by Bailey from leading during difficult times.
Jerusha Kasch
Director of Institutional Crisis Management
Rice University
Jerusha Kasch has served as Director of Institutional Crisis Management at Rice University since 2017. In addition to 15 years of experience as an emergency manager, Jerusha worked 17 years in multiple response systems including, EMS, law enforcement, hospitals, and clinical care.
She is a Certified Emergency Manager (International Association of Emergency Managers) and a certified FEMA NIMS instructor and Incident Management Team member. She has filled nearly all ICS command and general staff roles in incident response.
