Assessment and Evaluation 2025 Virtual Conference Package
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You must log in to register
- Non-member - $299
- Member - $149
The Assessment and Evaluation Webinar 2024 Virtual Conference Bundle offers comprehensive 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
Non-Members: $299
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Contains 2 Component(s)
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 3 Component(s)
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 3 Component(s)
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 2 Component(s)
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 4 Component(s)
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 3 Component(s)
The presenter will reflect on innovative, collaborative methodologies and lessons learned in a year of qualitative research on staff climate at the University of Michigan Student Life. The presenter will engage qualitative researchers as well as student affairs leadership interested in ways they might learn more about their own staff. Topics include creating a cohesive but adaptable study framework when working with a large and diverse employee population, using collaborative, person-centered (non-survey!) methodologies, and other lessons learned along the way.
The presenter will reflect on innovative, collaborative methodologies and lessons learned in a year of qualitative research on staff climate at the University of Michigan Student Life. The presenter will engage qualitative researchers as well as student affairs leadership who are interested in ways they might learn more about their own staff. Topics include creating a cohesive but adaptable study framework when working with a large and diverse employee population, using collaborative, person-centered (non-survey!) methodologies, and other lessons learned along the way.
Learning Outcomes
1. Examine innovative, collaborative qualitative methodologies that center staff voice, such as demographic-based conversations and job shadowing
2. Express how to mix theory and logistics to build a thoughtful and engaging study of student affairs staff
3. Recall the connection between research and leadership and understand how participant-centered qualitative research can co-create the future of student affairs by highlighting staff voice
Wendy Lawrence
Assistant Director of Student Life Research
University of Michigan
Dr. Wendy Lawrence is a researcher and educator currently serving as the Assistant Director of Student Life Research at the University of Michigan, where she leads innovative and collaborative qualitative studies on staff, students, and programming. Lawrence also lectures at the University of Michigan Marsal School of Education as well as Eastern Michigan University’s Department of Leadership and Counseling, designing and teaching courses on educational reform and leadership. Active in academic circles, Lawrence contributes as a journal peer reviewer, conference presenter, and workshop leader. With a Ph.D. in Educational Leadership from Eastern Michigan University and past experience as a K12 teacher, curriculum designer, and Middle School Head, Lawrence’s work has consistently focused on creative qualitative research, critical discourse, interdisciplinary connection, and leadership and social justice in education.
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 3 Component(s)
Washington University in St. Louis' Office for International Student Engagement (OISE) has implemented innovative orientation programs to support international students' transition, belonging, and success. This session will explore how OISE's multifaceted orientation initiatives address students' evolving needs and the internal culture shifts necessary to sustain these efforts. Attendees will gain insights into leveraging technology, fostering a changing culture, and ensuring a return on investment in student support services.
Washington University in St. Louis' Office for International Student Engagement (OISE) has implemented innovative orientation programs to support international students' transition, belonging, and success. This session will explore how OISE's multifaceted orientation initiatives address students' evolving needs and the internal culture shifts necessary to sustain these efforts. Attendees will gain insights into leveraging technology, fostering a changing culture, and ensuring a return on investment in student support services.
Learning Outcomes
1. Identify OISE's multi-pronged orientation approach, virtual seminars, community-building events, and tailored in-person programming that address the unique needs of international students
2. Apply OISE technology to provide timely support and information, making the orientation process more accessible and engaging for students before they even arrive on campus
3. Understand how OISE's leadership fosters a culture of innovation and adaptation among staff, ensuring that orientation programs evolve alongside the changing higher education landscape
James Barton
Program Coordinator of the Office for International Student Engagement
Washington University in St Louis
Justin Barton leverages his 20+ years of experience in higher education to champion international student success at Washington University as the Coordinator for the Office for International Student Engagement. Prior to this role, Justin’s diverse background encompassed leadership positions in first-year experience programs, career services, and athletics. This breadth of experience allows him to connect with students from a variety of backgrounds and create a holistic approach to international student engagement. Justin holds a Master of Science Administration in Marketing from Lindenwood University and a Bachelor of Arts in Mass Communications with an emphasis in Public Relations from Southeast Missouri State University.
Evelyn Real
Director of the Office for International Student Engagement
Washington University in St Louis
Evelyn Real serves as the inaugural Director of the Office for International Student Engagement. Prior to joining OISE, she was part of the Office for International Students and Scholars team and has seven years of experience in the immigration field. Evelyn holds a Bachelor’s in Sociology from California State University, San Bernardino and a Master’s in Higher Education from the University of Redlands located in California.
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 3 Component(s)
Career readiness is often viewed as a luxury for students with time and space outside the classroom. To address this disparity, the University of Northern Colorado's Center for Career Readiness partnered with staff and faculty across campus to launchâ¯the Career Readiness Faculty Fellows program. The presenters will share outcomes from the first year of implementation, challenges, lessons learned, and tips on embedding NACE career readiness competencies into coursework at your institution.
Career readiness is often viewed as a luxury for students with time and space outside the classroom. To address this disparity, the University of Northern Colorado's Center for Career Readiness partnered with staff and faculty across campus to launch the Career Readiness Faculty Fellows program. The presenters will share outcomes from the first year of implementation, challenges, lessons learned, and tips on embedding NACE career readiness competencies into coursework at your institution.
Learning Outcomes
1. Identify at least one lesson learned they can use for their own career-to-curriculum implementation plan
2. Interpret the benefit of cross-campus collaboration for embedding careers into the curriculum at their institution
3. Describe at least one reason to embed career readiness competencies into coursework at their institution
Colleen Sonnentag, PhD
Dean of Student Development
University of Northern Colorado
Timothy Nellett
Director of Career and Experiential Learning
University of Northern Colorado
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 2 Component(s)
Are you consistently assessing and evaluating your programs, or just guessing what programs work for your students? Need confirmation that your programs are evidence-based/evidence-informed? If you're not sure where to start, or need a refresher, come learn about program assessment and evaluation, writing meaningful learning outcomes, and implementing creative methods for collecting assessment and evaluation data. The presenter will also share tips for creating and strengthening a culture of assessment and evaluation on your campus.
Are you consistently assessing and evaluating your programs, or just guessing what programs work for your students? Need confirmation that your programs are evidence-based/evidence-informed? If you're not sure where to start, or need a refresher, come learn about program assessment and evaluation, writing meaningful learning outcomes, and implementing creative methods for collecting assessment and evaluation data. The presenter will also share tips for creating and strengthening a culture of assessment and evaluation on your campus.
Learning Outcomes
1. Describe the difference between program assessment and evaluation
2. Practice writing 1-2 measurable learning outcomes
3. Articulate one or more ways to implement assessment and evaluation methods
Eva Esakoff
Assistant Director of Statewide Coalition Evaluation and Data Projects
Eva Esakoff (she/her) serves as the Assistant Director for Statewide Coalition Evaluation and Data Projects on NASPA's Health, Safety, and Well-being team. Eva's work focuses on prioritizing assessment, evaluation, and data collection for the Healthy Colleges Montana (HCM) coalition and the Coalition of Colorado Campus Alcohol and Drug Educators (CADE), both initiatives overseen by NASPA. Eva has worked with NASPA for almost three years, and has been in the higher education/prevention field for 7 years total including campus-based work with sexual health education, peer education, and alcohol and other drug prevention and education. Eva received her MA in Higher Education Administration from the University of Denver and her Certified Prevention Specialist (CPS) certification in 2024.
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Contains 3 Component(s)
For campus wellbeing leaders, building a data-driven culture is essential for enhancing campus wellbeing. However, it can be a difficult, frustrating, and lengthy process. This presentation will discuss strategies used and lessons learned while building a data driven culture to inform campus well-being and student success strategies.
For campus wellbeing leaders, building a data-driven culture is essential for enhancing campus wellbeing. However, it can be a difficult, frustrating, and lengthy process. This presentation will discuss strategies used and lessons learned while building a data driven culture to inform campus well-being and student success strategies.
Learning Outcomes
1. Recite steps to building data literacy skills of campus wellbeing staff and faculty
2. Describe at least two foundational strategies to leverage data to inform student wellbeing and student success priorities
3. Articulate steps to building a data-driven culture in their organization
Todd Misener
Assistant Vice President, Student Affairs and Chief Wellness Officer
Oklahoma State University
I have been working in higher education for over 27 years, in the areas that support campus health and well-being efforts. I am very driven and am passionate about innovation and evidence-based practices that promote, enable, and assess progress toward campus goals. I am committed to researching and articulating the value of the co-curricular across higher education. I began my work in higher education at the University of Florida, then Western Kentucky University where I worked for over 18 years, and now at Oklahoma State University for the last 9 years. I am currently the Assistant Vice President of Student Affairs and Chief Wellness Officer. In my current role I lead the campus recreation, student health promotion, employee health promotion, student accessibility services, university counseling services, grant funded community health programs, grant funded accessibility programs, student affairs marketing, and research and assessment for the Division of Student Affairs.
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