Assessment and Evaluation 2024 Virtual Conference Bundle
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You must log in to register
- Non-member - $299
- Member - $99
The Assessment and Evaluation Webinar 2024 Virtual Conference Bundle offers a comprehensive series of sessions focused on enhancing assessment practices and evaluation strategies in higher education. Led by experts, these webinars provide actionable insights and tools to measure impact, improve programs, and drive data-informed decision-making. Perfect for professionals seeking to elevate their institution’s effectiveness and student success initiatives.
Session Bundle Pricing:
Members: $99 ($639 value)
Non-Members: $299 ($1253 value)
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Contains 2 Component(s)
Co-curricular activities play a crucial role in students' overall development and success, providing opportunities to enhance their skills, knowledge, and experiences outside of the traditional academic curriculum. The presenters will discuss the importance of student engagement in co-curricular programming and its role in supporting student success. Presenters will delve into proven strategies and practices for designing and implementing a successful co-curricular program based on existing programs created by the presenters.
Co-curricular activities are crucial to students' overall development and success, providing opportunities to enhance their skills, knowledge, and experiences outside of the traditional academic curriculum. The presenters will discuss the importance of student engagement in co-curricular programming and its role in supporting student success. Presenters will delve into proven strategies and practices for designing and implementing a successful co-curricular program based on existing programs created by the presenters.
Learning Outcomes:
- Understand key theoretical foundations such as Astin's developmental theory of student involvement and Kuh et al.'s factors contributing to student success in college.
- Understand key elements to design and implement a successful institution-wide co-curricular model.
Rayshawn Eastman
Associate Vice President for Student Affairs
Wilmington College
Rayshawn L. Eastman, Ph.D. currently serves as Associate Vice President for Student Affairs at Wilmington College. He is an unyielding educator committed to the holistic development of students. In addition, he serves students as a scholar-practitioner dedicated to applying student development and learning theories to practice. Dr. Eastman consistently creates safe and inclusive environments where students are challenged to take ownership of their educational experience while ensuring they have the proper support systems to learn and develop. During his career, Dr. Eastman has created and implemented an array of collaborative student success programs and initiatives. Of note, Lions 1st Scholars Community (first-generation student program), Quaker Up! Experience (student life co-curricular engagement framework), and the Mosaic Inclusion Center (Mount St. Jospeh’s first ever multicultural center). Dr. Eastman’s research focuses on co-curricular learning, retention, holistic student experiences, sense of belonging, organizational development, organizational resource allocation practices, and higher education finance and budgeting.
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 in the session offering the certification. Once the survey is completed, your Certificate will be available on the Virtual Conference Continuing Education website. 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 3 Component(s)
Across professional settings, emotional-social skills are four times more important than the Intelligence quotient (IQ). The presenter will invite audience members to learn about the concept of emotional intelligence (EQ) and why it matters, how to build and foster high-functioning, collaborative teams by empowering individuals to practice advanced EQ and communication strategies, and will provide structured opportunities for participants to explore and upskill their own EQ through active participation in teambuilder activities.
Across professional settings, emotional-social skills are four times more important than the Intelligence quotient (IQ). The presenter will invite audience members to learn about the concept of emotional intelligence (EQ) and why it matters, how to build and foster high-functioning, collaborative teams by empowering individuals to practice advanced EQ and communication strategies, and will provide structured opportunities for participants to explore and upskill their own EQ through active participation in teambuilder activities.
Learning Outcomes:
- Learn why emotional intelligence is important for professionals
- Understand that emotional intelligence team builders look and feel like
- Explain how to effectively practice improving emotional intelligence skills
Jason Joyce
Associate Director, Changemaker Center
NYU
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.
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Contains 4 Component(s)
The presenters will share examples of inclusive student survey design and considerations of the survey team from the National Assessment of Collegiate Campus Climates from the Race and Equity Center at the University of Southern California which has been developed based on more than a decade of research and numerous case studies on race and equity issues in U.S. higher Education. Attendees will also learn useful functions and tips on Qualtrics which foster an efficiency of surveys and increase a response rate of surveys.
The presenters will share examples of inclusive student survey design and considerations of the survey team from the National Assessment of Collegiate Campus Climates from the Race and Equity Center at the University of Southern California, which has been developed based on more than a decade of research and numerous case studies on race and equity issues in U.S. higher Education. Attendees will also learn useful functions and tips on Qualtrics, which fosters the efficiency of surveys and increases the response rate.
Learning Outcomes:
- Articulate the importance and the role of diversity, equity, and inclusion in survey design.
- Create inclusive demographic questions for student experience, awareness, or satisfaction surveys.
- Recommend useful functions and tools in Qualtrics that allow student affairs professionals and leaders to create and revise an effective student survey.
Jihye Kwon
Associate Director for Survey Research, Adjunct Assistant Professor
University of Southern California
Rodolfo Núñez
Senior Research Analyst
University of Southern California Race and Equity Center
Continuing Education Credits
This session offers: 1.0 CSAEd-CORE credit or 1.0 CSAEd-SJI 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.
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Contains 5 Component(s)
Mentoring has long been viewed as an important avenue for supporting new professionals in student affairs. As higher education institutions experience significant challenges with recruitment and retention in student-facing positions, support for professional development is even more pressing. Appreciative Mentoring (AM) is a staff mentoring model, built on the Appreciative Inquiry framework. Presenters will provide tools for impementing AM with early career student affairs professionals.
Mentoring has long been viewed as an important avenue for supporting new professionals in student affairs. As higher education institutions experience significant challenges with recruitment and retention in student-facing positions, support for professional development is even more pressing. Appreciative Mentoring (AM) is a staff mentoring model built on the Appreciative Inquiry framework. Presenters will provide tools for implementing AM with early-career student affairs professionals.
Learning Outcomes:
- Understand and recall basic principles of appreciative inquiry
- Apply principles of appreciative inquiry to mentoring new professionals
Peter Mather
Professor
Ohio University
Lyn Redington
Vice President for Student Affairs
Ohio University
Erin Morgenstern
Assistant to the Vice President for Priority Projects in Student Affairs
Ohio 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.
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 in the session offering the certification. Once the survey is completed, your Certificate will be available on the Virtual Conference Continuing Education website. 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)
The presenter will share groundbreaking approaches to using Artificial Intelligence (AI) for enhancing accessibility and support for students with disabilities. Attendees will explore AI-driven tools to help with personalized learning, engagement, and communication. Ethical considerations, along with strategies for implementation, will also be discussed. The session will emphasize the need for a participatory approach, involving students with disabilities in the co-design of AI-enabled educational tools to ensure inclusivity and effectiveness.
The presenter will share groundbreaking approaches to using Artificial Intelligence (AI) to enhance accessibility and support for students with disabilities. Attendees will explore AI-driven tools to help with personalized learning, engagement, and communication. Ethical considerations, along with implementation strategies, will also be discussed. The session will emphasize the need for a participatory approach involving students with disabilities in the co-design of AI-enabled educational tools to ensure inclusivity and effectiveness.
Learning Outcomes:
- Identify at least three AI-driven tools that can enhance accessibility and learning for students with disabilities, along with their potential ethical implications.
- Implement a participatory approach in their educational settings, enabling them to involve students with disabilities in the co-design of AI-enabled educational tools for improved inclusivity and effectiveness.
Michael Butcher
Assistant Vice President for Student Affairs/Dean of Students and Title IX Coordinator
College of Coastal Georgia
Continuing Education Credits
Session Credit Eligibility: 1.0 CSAEd-CORE credit or 1.0 CSAEd-SJI 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.
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Contains 4 Component(s), Includes Credits
Where do you begin to develop a structure of assessment within a division that has operated without one? This webinar will focus on taking attendees through the foundational year of building structure and staff capacity for assessment at a community college's division of student affairs. Included are steps to teach learning outcome development in the co-curricula. There will be visuals on assessment plans, tools used to teach assessment and data literacy through an equity lens.
Dr. Chrissy L. Davis Jones
Vice President, Student Success and Chief Enrollment Officer
HACC Central Pennsylvania's Community College
Dr. Chrissy Davis Jones currently serves as the vice president for Student Success and chief enrollment officer at Harrisburg Area Community College (HACC) in Central Pennsylvania with nearly 25 years of experience at various post-secondary institutions, and with 18 of those years focused on developing, restructuring, and implementing student success-related programs.
Since Chrissy arrived at HACC, she has quickly made an impact by securing a 2.3-million-dollar Title 3 SIP Grant to transform the first-year experience for greater student success. She also oversaw the selection of HACC becoming one of seven colleges selected to become an Achieving the Dream institution in 2022 - focusing on whole college transformation for student success and data literacy. Lastly, Dr. Davis Jones established and co-leads the College's strategic enrollment planning committee. Her focus on the implementation of a collegewide strategic enrollment plan with student access and success at the center led to an increase in HACC's fall-to-fall and fall-to-spring retention for the first time in 10 years.
Dr. Davis Jones is considered a systems thinker; this coupled with her research and data-informed approach, has led to Chrissy being asked to serve as a consultant to higher education institutions in need of support to facilitate change.
Angela M. Campbell
Assistant Vice President, Assessment, Planning and Strategy
HACC Central Pennsylvania's Community College
Angela M. Campbell, Ph.D., LPC serves as the Assistant Vice President of Assessment, Planning and Strategy. She is responsible for planning, managing strategic initiatives, process improvements and quality assurance projects that improve Student Success and Enrollment Management (OSSEM) program performance. Angela works closely with OSSEM executives and collaborates across the college to establish objectives, develop and implement short-and-long term strategies, oversees Assessment for the Division, and supports a model for institutional capacity building in data literacy. She serves as the co-chair of strategic enrollment management and collaborates with other college leaders for Institutional Effectiveness.
Angela has worked at HACC Central Pennsylvania’s Community College for 20 years serving in various roles and most recently in her current position for the past three years. As Co-Chair of SEM, she assisted in the development and implementation of a plan that lead to an increase in our F2F and F2S retention at the college for the first time in 10 years. Angela was recently nominated for the Building a Culture of Assessment Award by SAAL - Student Affairs Assessment Leaders organization.
Angela earned her Ph.D. from Western Michigan University in Psychology, Applied Behavior Systems Analysis with an emphasis in Educational Systems.
Shelly Blanchette
Director, Student Success Operations and Strategy
HACC Central Pennsylvania's Community College
Shelly Blanchette, M.S., LPC serves as the Director of Student Success Operations and Strategy at HACC, Central Pennsylvania’s Community College. She is responsible for monitoring enrollment metrics and honing leading indicators to better predict and track progression toward enrollment targets. Shelly leverages data-informed insights and collaborative partnerships for process improvements, to pilot programs, and identify strategic interventions leading to student success and sustainable enrollment health.
Shelly earned her B.S. in Human Development and Family Studies from the University of Connecticut and M.S. in Counseling from Shippensburg University. She has worked in higher education across various institution types for over 20 years both within student services and as an adjunct faculty member. Shelly credits her experience in overseeing the launching of student services at an expansion campus with readying her for the work she currently does.
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:
- Outline tasks associated with building structure and staff capacity for assessment within student affairs
- Explain how to teach outcome development in the co-curricular with an emphasis on learning outcomes
- Name a “hidden” component required for staff to effectively conduct assessment
- 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.
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Contains 4 Component(s)
You decided what to assess, you collected the data, and you analyzed the data. Now, you are sitting at your desk with a mountain of pivot tables, bar charts, and sentiment analyses, trying to figure out how to turn numbers into actions. Sound familiar? This session will share lessons learned from interviews with ten directors who took their assessment and used it to make changes within their organization. Together, we will learn from their successes and discuss strategies to apply their ideas on our campuses.
This session was NOT recorded. Slides and facilitation guides for the live session are still available.
You decided what to assess, you collected the data, and you analyzed the data. Now, you are sitting at your desk with a mountain of pivot tables, bar charts, and sentiment analyses, trying to figure out how to turn numbers into actions. Sound familiar? This session will share lessons learned from interviews with ten directors who took their assessment and used it to make changes within their organization. Together, we will learn from their successes and discuss strategies to apply their ideas on our campuses.
Learning outcomes:
- Describe at least one strategy they can use to use their assessment data
- Share at least one challenge that prevents them from using their assessment data
Rebecca Goldstein
Director of Assessment and Research
Florida Atlantic University
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.