Assessment and Evaluation Bundle
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- Non-member - $299
- Member - $99
Based on the Assessment and Evaluation Student Affairs Educator Certification domain, this package includes 11 webinars that appraise the quality and effectiveness of higher education work with an understanding and appreciation for different contexts, cultures, and backgrounds.
Webinars Include: Institutional Research and Student Affairs: Powerful Partners in Student Satisfaction, Leverage: Using Data & Legal Analysis to Change Policies Regarding Gender Identity & Trans Students, Markers and Making Change: Using Design Thinking to Impact Campus Culture and Community, Assessment, Communication, and Fundraising: Storytelling, Collaboration, and Success, Assessment Tool Box: Four Practical Tools to Help you Assess Student Leadership, ChatGPT is Coming for Us All! (Or not.): The Ethics and Effective Use of Artificial Intelligence in Education, Assessment versus Research. What is the Difference? Why Does It Matter?, Knowing Our Students
Webinar Package Pricing:
Members: $99
Non-members $299
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Contains 1 Component(s)
This program describes how professionals in student affairs and institutional research can utilize the Ruffalo Noel Levitz Student Satisfaction Inventory (SSI) for data-driven decision making. Using a 5-point systematic assessment model, the presenters provide an example of a retention strategy that resulted in improved practice and increased student satisfaction at Emmanuel College in Boston.
This program describes how professionals in student affairs and institutional research can utilize the Ruffalo Noel Levitz Student Satisfaction Inventory (SSI) for data-driven decision making. Using a 5-point systematic assessment model, the presenters provide an example of a retention strategy that resulted in improved practice and increased student satisfaction at Emmanuel College in Boston.
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Contains 1 Component(s)
This program provides definition, data and policy information, and research on gender identity and trans students.
This program provides definition, data and policy information, and research on gender identity and trans students.
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Contains 2 Component(s)
This session demonstrates how human-centered design and design thinking can be used as a tool for creating institutional culture change. Participants will learn how to assess the needs of a user including students, faculty, or staff, and apply a creative and iterative design process to find solutions that lead to change. Presenters outline how the Swarthmore College Center for Innovation and Leadership has used design thinking and how the audience can also make large scale change.
This session demonstrates how human-centered design and design thinking can be used as a tool for creating institutional culture change. Participants will learn how to assess the needs of a user including students, faculty, or staff, and apply a creative and iterative design process to find solutions that lead to change. Presenters outline how the Swarthmore College Center for Innovation and Leadership has used design thinking and how the audience can also make large scale change.
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Contains 1 Component(s)
Assessment, communications, and fundraising have unique purposes, processes, and outcomes. Each one is vital to Divisions of Student Affairs. In addition, there is often opportunity for the three functional areas to overlap and create synergy to meet a variety of goals and communicate the value of investing in student affairs. In this session, learn how assessment merges these areas to weave a story that is not only data driven, but that is relevant to institutional and external stakeholders.
In recent years, student affairs divisions have been more formally charged with assessing programs and services for effectiveness and student learning. In addition, divisions have focused on “telling our story” to a variety of internal and external audiences. Institutions and divisions have also faced budget challenges, putting more emphasis on external funding sources. Now more than ever, staff need to be skilled in telling evidence-based stories that motivate donors to support the important work of student affairs. Through collaborative efforts, staff can be more strategic in telling a compelling story that highlights student success.
Darby M. Roberts
Director, Student Affairs Planning, Assessment & Research
Texas A&M University
Darby Roberts, Ph.D. is director of Student Affairs Planning, Assessment & Research in the Division of Student Affairs at Texas A&M University. She has been working in student affairs assessment since 1998 and teaches in the Student Affairs Administration in Higher Education master’s program at Texas A&M. She has been actively involved in the NASPA Assessment, Evaluation, and Research Knowledge Community (twice as co-chair), as well as the Student Affairs Assessment Leaders organization. In 2016, she co-authored Student Affairs Assessment: Theory to Practice and co-edited Assessing Student Leadership, a monograph in the New Directions for Student Leadership series. She also co-edited Learning is Not a Sprint: Assessing and Documenting Student Leader Learning in Cocurricular Involvement. In the past several years, Darby has also contributed chapters to several books on student affairs assessment and student learning. She frequently presents at conferences and consults with campuses on their assessment needs. Related to communications and fundraising, Darby created a workshop for the Division of Student Affairs to illustrate the power of connecting assessment, communication, and development.
Alma E. M. Garcia
Assistant Director of Development
The University of Texas at Austin, Vice President for Student Affairs office
Alma Garcia is the assistant director of development for the Vice President for Student Affairs at UT Austin. She has been in this role for the past five years. In her current role she manages endowments, stewardship, annual giving initiatives and events while also supporting strategic planning and work on the University’s capital campaign, “What Starts Here.” Alma has been involved in development, fundraising and event planning for over nine years, mostly within K-12 and higher education. Currently, Alma serves as the Chair for the Student Affairs Fundraising and Communications Knowledge Community with NASPA. She has been on the leadership team of this KC since 2019. She received her Bachelor of Arts in Anthropology from Texas A&M University and Masters in Public Administration with a focus on nonprofits and government institutions from Texas State University.
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Contains 5 Component(s), Includes Credits
Assess, assess, assess! There are many competing priorities and projects that require teams to articulate what needs to be assessed, how they are assessing and why they are assessing. An assessment calendar captures these different factors to ensure your team is on track and focused on aligning assessment projects to the departmental and divisional needs. Learn the key ingredients to construct a successful assessment calendar and practice creating an assessment calendar in this session!
Assess, assess, assess! There are many competing priorities and projects that require teams to articulate what needs to be assessed, how they are assessing and why they are assessing. An assessment calendar captures these different factors to ensure your team is on track and focused on aligning assessment projects to the departmental and divisional needs. Learn the key ingredients to construct a successful assessment calendar and practice creating an assessment calendar in this session!
Janae’ Collier
Associate Director
University of Michigan
Dr. J' currently serves as the Associate Director of the Michigan Research & Discovery Scholars program at the University of Michigan. Dr. J's earned her Ph.D. from the University of Cincinnati in Health Education, specializing in counseling and wellness in higher education and is a and is a Certified Dave Ramsey Financial Master Coach. Dr. J' lead at Syracuse University as the Coordinator of Academic Initiatives & Assessment from 2019-2021. Beyond her contribution to higher education, Dr. J' manages her financial coaching business where she coaches individuals on defining and creating their financial peace & health in their personal life. Dr .J's life mantra is "Accept Help. Give Hope. Welcome Happiness" .
Continuing Education Credits
Participants who complete the course will be eligible for Continuing Education (CE) credits in either the Core Student Affairs Educator Certification (CSAEd™)
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 2 Component(s)
Looking for ways to improve your division’s assessment work? In this program, student affairs leaders in residential education join analytics and research staff from Skyfactor to explore tangible ideas and resources to employ within your organization.
Looking for ways to improve your division’s assessment work? In this program, student affairs leaders in residential education join analytics and research staff from Skyfactor to explore tangible ideas and resources to employ within your organization.
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Contains 1 Component(s)
With the rapid evolution of artificial intelligence (AI) writing programs, such as ChatGPT, educators, students, and administrators face both opportunities and challenges. While these tools offer enhanced writing capabilities and learning experiences, they also pose potential risks when misused. This presentation will offer a comprehensive look into the capabilities of AI writing tools, their projected trajectory in education, and recommendations for drafting rules and policies to regulate their use effectively.
- Introduction to ChatGPT and Similar Tools: A walkthrough of the prominent features and capabilities of ChatGPT and its counterparts. This will give attendees a firsthand understanding of what the technology can and cannot do.
- Ethical Implications: Discussion on potential misuse, such as plagiarizing, paper generation, and other academic integrity violations. An exploration of the blurred lines between AI-assisted learning and AI-dependent learning will be highlighted.
- Discussion with attendees: Outlining strategies that can be employed by educators and institutions to: Educate students about ethical AI usage; implement policy changes that account for the use and misuse of AI writing aids; modify assessment methods to ensure genuine student understanding and reduce over-reliance on AI.
Learning Outcomes:
1. Educators and administrators will gain an in-depth understanding of AI tools, learning their capabilities and limitations in the context of modern education.
2. The presentation will highlight the ethical challenges and potential academic integrity issues posed by AI in education, emphasizing the importance of responsible usage.
3. Attendees will leave with practical strategies and policies to effectively integrate AI into educational settings, ensuring it enhances learning without compromising academic integrity.
Christian Moriarty
Professor of Ethics and Law; Executive Board Member and Treasurer
St. Petersburg College; International Center for Academic Integrity
Christian Moriarty is a Professor of Ethics and Law with the Applied Ethics Institute at St. Petersburg College, a public community college in St. Petersburg, Florida. Professor Moriarty received his Bachelor’s degree in Psychology and Interdisciplinary Sciences at the University of South Florida, his Master’s degree in Bioethics from USF, his Juris Doctor from Stetson University College of Law, and is a licensed attorney with the Florida Bar. He teaches Applied Ethics, Medical Ethics, Business Ethics, Legal Ethics, Business Law, and Art Law. He researches and presents on such subjects as academic integrity, emerging technology ethics, using humor and empathy in the classroom, and higher education law and ethics. Professor Moriarty serves on the Executive Board and is Treasurer of the International Center for Academic Integrity.
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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 2 Component(s)
Open this assessment toolbox and learn to identify different strategies to assess student leadership as well as articulate their value at your institution.
Open this assessment toolbox and learn to identify different strategies to assess student leadership as well as articulate their value at your institution.
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Contains 4 Component(s)
We have learned students are not one-dimensional. There is no longer a singular definition of a "typical" student, with the enrollment of diverse student populations steadily increasing. Student identities have evolved beyond the previously perceived "traditional" norms. The guidebook titled "Knowing Our Students: Understanding & Designing for Success" offers valuable resources for colleges to identify and comprehend the unique characteristics of their student body.
We have learned students are not one-dimensional. There is no longer a singular definition of a "typical" student, with the enrollment of diverse student populations steadily increasing. Student identities have evolved beyond the previously perceived "traditional" norms. The guidebook titled "Knowing Our Students: Understanding & Designing for Success" offers valuable resources for colleges to identify and comprehend the unique characteristics of their student body. Originally published in 2021, the updated edition of the guidebook, released in 2023 by Achieving the Dream and Advising Success Network, serves as an essential tool for institutional leaders and student success teams. It encourages a fresh dialogue about the student population and provides practical strategies derived from national experts and peer institutions. The guidebook imparts the latest knowledge, real-world examples, and effective tools on:
Gaining a profound understanding of students
Identifying relevant and useful data points
Employing data effectively to enhance student success
Anticipating and addressing potential challenges
Implementing strategies to overcome these challenges
Learning Outcomes:
- Understand the Knowing Our Student Guide Concepts
- Articulate the Importance of the Student Journey
- Understand the importance of the Student Voice.
- Outline the Student Experience
Paula Pitcher
Director, Holistic Student Supports
Achieving the Dream
Paula Tailey
Executive Director, Program Development
Achieving the Dream
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continued Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
