Leadership Domain 2025 Virtual Conference On-demand Package
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- Non-member - $299
- Member - $149
The Leadership in Student Affairs 2024 Virtual Conference Session Package offers a dynamic series of sessions focused on developing leadership skills and strategies within the student affairs profession. Led by experienced leaders and scholars, these webinars provide actionable insights on leading teams, navigating organizational change, fostering inclusive environments, and advancing student success. Perfect for professionals seeking to enhance their leadership capacity and make a meaningful impact in higher education.
Package Pricing
Member: $99
Non-member: $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 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 2 Component(s)
The landscape of higher education is increasingly shaped by crises. Encampments, sexual misconduct, campus violence, and natural disasters have been among the most recent crises facing colleges and universities. It is often up to executive leaders in higher education to navigate crises and make crucial decisions that impact constituents across the institution and community. The presenters will share results from their dissertation which responds to this question: How do leaders in higher education make decisions during a crisis?
The landscape of higher education is increasingly shaped by crises. Encampments, sexual misconduct, campus violence, and natural disasters have been among the most recent crises facing colleges and universities. It is often up to executive leaders in higher education to navigate crises and make crucial decisions that impact constituents across the institution and community. The presenters will share results from their dissertation which responds to this question: How do leaders in higher education make decisions during a crisis?
Learning Outcomes
1. Identify factors that executive leaders consider when making decisions in a campus crisis
2. Compare ways to address crises currently facing their institutions
3. Evaluate personal practice through the lens of decision-making during a crisis
Jorhie Beadle
Michigan State University
Jorhie (she/ her) currently serves as the Assistant Director of the Residential Initiative on the Study of the Environment (RISE), an interdisciplinary first year living learning program for students broadly interested in environmental sustainability. In this role, she enjoys advising, teaching, maintaining the Bailey bees, and connecting students with their food at Bailey Greenhouse and Urban Farm. Her path to this point in my career has been meandering in all the right ways. She earned a BS in Horticulture from MSU, which allowed her to work on farms nationally and internationally for short stint before accepting a teaching position as a CTE Agriscience instructor. In this role, she also served as a coordinator for the Institute for Agricultural Technology (IAT) at two community colleges. During this time, she earned her MS in Agricultural Education from Iowa State University. Each of these experiences has allowed her to focus on first year student success with an emphasis on supporting students passionate about the environmental sustainability.
Matea Caluk
Chief of Staff
Michigan State University
Matea Čaluk (she/her) brings fifteen years of experience within higher education particularly focused on creating inclusive and equitable policies and practices within workplace, processes, and programs. She currently serves as the Chief of Staff for Residence Education and Housing Services at MSU. Matea is an advocate for civic engagement, coalition building and community transformation. She serves on the Holt Public Schools Board of Education, is an inaugural member of the Lansing Regional Chamber of Commerce (LRCC) DEI committee, a Board Member of Communities in Schools – Michigan, an appointed member of the Ingham County Racial Equity Task Force, and the current Chair of the NASPA Center for Women. She is a 2022 recipient of the 10 over the next Ten award from the LRCC, highlighting community change agents who are projected to contribute profoundly to the region over the next ten years. Matea earned her Bachelor of Arts degree in Public Relations and Advertising and a Master of Education degree in College Student Affairs Leadership from Grand Valley State University and is currently a Doctoral student in the College of Education at Michigan State University.
Mike Hastings
Instructional Technology Specialist
Grand Rapids Public Schools
Mike Hastings is an Instructional Technology Specialist in Grand Rapids Public Schools, a diverse urban district serving over 13,500 students. He also teaches instructional technology courses as an adjunct professor at Grand Valley State University, where he prepares future educators to integrate technology through high-leverage instructional practices grounded in the ISTE standards. With a background in K-12 leadership and a passion for equity, Mike supports teachers in designing inclusive, engaging learning environments that empower all students. His work spans district-wide technology integration, LMS optimization, digital literacy, and innovative tools such as 3D printing and artificial intelligence. Mike is currently pursuing his Ed.D. at Michigan State University, where his dissertation research explores the decision-making processes of executive leaders in higher education during crisis events. He is committed to supporting both educators and leaders in using technology to foster belonging, increase student agency, and close opportunity gaps. He is a husband, proud father of two adult children, and in his free time enjoys any chance to spend time with his family, explore the Michigan outdoors, play and listen to music, watch baseball, and cheer on all Michigan professional sports teams.
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)
As free expression and other expressive activities continue to evolve on college campuses, student affairs professionals are frequently on the front lines of managing and encouraging constructive engagement. The presenters will share their response to recent campus protests and offer lessons learned, strategies for expanding campus support, and innovative training approaches to prepare staff to manage future expressive events.
As free expression and other expressive activities continue to evolve on college campuses, student affairs professionals are frequently on the front lines of managing and encouraging constructive engagement. The presenters will share their response to recent campus protests and offer lessons learned, strategies for expanding campus support, and innovative training approaches to prepare staff to manage future expressive events.
Learning Outcomes
1. Recall approaches to train and expand resources in dealing with expressive activities on campus
2. Develop skills and knowledge in creating and implementing training programs for staff to prepare them for future engagements with expressive activities and protests
3. Understand the importance of building and maintaining collaborative relationships with various campus stakeholders, including students, faculty, and staff
Edgar Dormitorio
Assistant Vice Chancellor & Chief of Staff
University of California-Irvine
Ellen Whitehead
Associate Dean of Students
University of California-Irvine
Floyd Lai
Associate Dean of Students
University of California-Irvine
Rameen Talesh
Associate Vice Chancellor Student Life & Leadership/Dean of Students
University of California-Irvine
Sherwynn Umali
Deputy Chief of Staff
University of California-Irvine
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)
During this session, the presenters will explore how mid-level leaders are crucial and integral parts in navigating and sustaining success during organizational change. Being tasked with balancing strategic vision with operational expertise, these leaders are critically important in bridging the gap between executive directives and frontline execution, ensuring stability and continuity during times of change. The presenters will create space for dialogue and highlight the often-underestimated power of mid-level leadership in driving long-term organizational resilience.
During this session, the presenters will explore how mid-level leaders are crucial and integral parts in navigating and sustaining success during organizational change. Being tasked with balancing strategic vision with operational expertise, these leaders are critically important in bridging the gap between executive directives and frontline execution, ensuring stability and continuity during times of change. The presenters will create space for dialogue and highlight the often-underestimated power of mid-level leadership in driving long-term organizational resilience. Learning Outcomes 1. Participants will understand how mid-level leaders act as pivotal agents in bridging organizational strategy and operational execution during transitions. 2. Participants will acquire practical tools and strategies for leading teams through organizational transitions. 3. Participants can apply foundational leadership and change management theories to real-world case studies, demonstrating how these concepts can address challenges faced during organizational transitions.
Anthony Webster, Ph.D.
Director, TRIO Student Support Services
Eastern Michigan University
Anthony has dedicated nearly 15 years of his career in higher education to breaking down barriers to student and staff success, serving his community, and making a positive impact in his corner of the world to advance the well-being of others. Currently serving as the Director of TRIO Student Support Services, Anthony takes pride in working alongside an exceptional team, providing leadership and oversight to enhance TRIO students' retention, completion, and holistic success. Additionally, he actively contributes to various institutional strategic planning committees focused on enhancing advocacy and engagement for college students. A native of Greenville, Mississippi, Anthony's journey into higher education and student success began during his undergraduate years at Jackson State University, where he discovered his passion while working as a work-study student in the Dean of Students Office. As a TRIO McNair Scholar, he recognized the importance of accessing resources, building community, and involvement in college life. Throughout his professional tenure, Anthony has remained devoted to empowering students from historically marginalized backgrounds, facilitating their access to post-secondary opportunities, and supporting their transition into adulthood at both two-year and four-year colleges. Anthony's commitment to supporting first-generation, low-income, and students with disabilities stems from his personal experience as a proud first-generation college graduate. He intimately understands the challenges students encounter while pursuing higher education to improve their lives and those of their families. This firsthand experience fuels his determination to dismantle barriers by advocating for system improvements and policies affecting all students. Before joining Eastern Michigan University in 2021, Anthony served as a student success advocate at Washtenaw Community College, primarily assisting students in Career and Technical Education programs. He also gained valuable experience in enrollment management during his nearly five-year tenure at the University of Michigan. These diverse professional experiences have shaped his career trajectory significantly. In recognition of his dedication, Anthony was honored with the NASPA Region IV-East Mid-Level Professional of the Year Award for Michigan in 2023, highlighting his commitment to the student affairs profession. Having resided in Michigan for over a decade, Anthony is a proud graduate of Eastern Michigan University's Higher Education Student Affairs program. He earned his Ph.D. in Educational Leadership and Policy Studies at Wayne State University. Beyond his professional endeavors, Anthony finds joy in connecting with friends and family and aspires to travel more in the future. As a member of Alpha Phi Alpha Fraternity, Incorporated, he is passionate about nurturing leaders and engaging with community members to foster impactful conversations. A quote attributed to Bro. Rev. Dr. Martin Luther King Jr.'s "Everybody Can Be Great Because Everybody Can Serve" deeply resonates with Anthony, embodying his commitment to guiding students toward success, promoting equity and inclusivity, and leaving a lasting impact on those he serves. With dedication and determination, he envisions a future of equal opportunities where everyone can thrive and excel on their path to happiness.
Julia Heck
Associate Vice President for Student Life and Support Programs & Dean of Students
California State University-Channel Islands
Julia R. Heck is a seasoned higher education and student affairs professional with over a decade of experience, and is a catalyst for positive individual and organizational growth. Through her current role as AVP for Student Life & Support Programs and Dean of Students at California State University Channel Islands, her work focuses on building intentional student support services, enhancing student experience, and integrating student success into policy development. Heck is a Certified Student Affairs Educator (CSAEd) with a specialization in Student Conduct Administration (CSAEd-SC), and currently completing her Ph.D. in Educational Leadership at EMU. She received her Master's degree in Educational Leadership - Higher Education & Student Affairs from EMU and dual Bachelor's degrees in Psychology and Human Development & Family Studies from the University of Wisconsin-Stout. She also possesses numerous specified training certificates including but not limited to Strategic Higher Education Finance & Planning, Diversity & Inclusion, and Student Affairs Law & Policy. Heck’s expertise spans policy design, programmatic enhancement, professional mentorship, program evaluation, student retention and success, and leadership development.
LaMarcus D. Howard, Ph.D.
Assistant Vice Chancellor, Student Health and Wellness
North Carolina Central University
LaMarcus D. Howard, Ph.D., serves as the Assistant Vice Chancellor for Student Affairs, overseeing Student Health and Wellness at North Carolina Central University (NCCU) in Durham, North Carolina. In this capacity, Dr. Howard provides strategic leadership and administrative oversight for critical student-focused areas, including the Student Health Center, Student Counseling Center, Student Accessibility Services, and the Student Recreation and Wellness Center. Dr. Howard holds a Ph.D. in Educational Leadership with a concentration in Higher Education Administration from Eastern Michigan University (EMU). He also earned both a Bachelor of Social Work and a Master’s in Educational Leadership with a focus on Higher Education Administration from Central Michigan University. His educational background and leadership expertise underscore his commitment to fostering holistic student success and well-being.
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)
In light of increased expectations for severe weather events, housing professionals must be prepared for and ready to respond to campus emergencies resulting from natural disasters. The presenters will share the FEMA framework for emergency management and explore how the University of North Carolina Wilmington prepared for and responded to Hurricane Florence, contextualized within the emergency management framework.
In light of increased expectations for severe weather events, housing professionals must be prepared for and ready to respond to campus emergencies resulting from natural disasters. The presenters will share the FEMA framework for emergency management and explore how the University of North Carolina Wilmington prepared for and responded to Hurricane Florence, contextualized within the emergency management framework.
Learning Outcomes
1. Describe the Five Phases of Emergency Management as part of the Preparedness Cycle
2. Understand how UNCW was impacted by and responded to Hurricane Florence
3. Identify successes, struggles, and lessons UNCW learned from Hurricane Florence
Donovan Smith
Director of Residential Education and Housing
Guilford College
Kevin Wickliffe
Director
Baylor University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
1 Credit is available for attending the live session or viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions. Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 2 Component(s)
Expert panelists will share insights from temporary roles in a variety of student affairs positions in the U.S. and overseas, highlighting how interim positions offer flexibility, diverse experiences, and work-life balance. Learn how interim leaders address pressing needs; manage leadership transitions; and contribute to higher education's landscape. Discover the benefits for both professionals and institutions and explore how these positions enhance career satisfaction, institutional stability, and sustainable student affairs practice.
Expert panelists will share insights from temporary roles in a variety of student affairs positions in the U.S. and overseas, highlighting how interim positions offer flexibility, diverse experiences, and work-life balance. Learn how interim leaders address pressing needs; manage leadership transitions; and contribute to higher education's landscape. Discover the benefits for both professionals and institutions and explore how these positions enhance career satisfaction, institutional stability, and sustainable student affairs practice.
Learning Outcomes
1. Identify major trends driving the increased use of interim leadership roles in higher education, such as the length of hiring processes and the need for immediate expertise.
2. Describe two specific ways interim leaders have addressed critical needs and contributed to organizational stability during transitional periods, using case studies or examples provided.
3. Articulate ways interim roles offer flexibility, diverse professional experiences, and opportunities for skill development.
Kevin Stensberg
Senior Student Affairs Officer & Dean of Students
Bemidji State University
Kevin J. Stensberg, Ed.D., brings multiple perspectives in interim and short-term roles spanning the US, and Europe,and also through Semester at Sea. Currently serving in an interim role as Senior Student Affairs Officer & Dean ofStudents at both Bemidji State University and Northwest Technical College, Dr. Stensberg has previously heldtemporary roles such as Assistant Vice President of Student Living and Title IX Investigator at Syracuse University,Study Abroad Site Director for Northeastern University in Greece and Great Britain, and Assistant Executive Deanwith the Institute for Shipboard Education. His work has optimized student experiences, increased retention, andbolstered inclusive environments. Dr. Stensberg holds a Doctor of Education in Organizational Leadership Studiesfrom Northeastern University.
Jen Meyers Pickard, Ph.D.
Senior Partner & Student Affairs Practice Leader
WittKieffer
Dr. Jen Meyers Pickard is a senior partner and student affairs practice leader with the executive search firm, WittKieffer. Based in Tucson, Arizona, Jen brought her skills to WittKieffer in 2018 after nearly two decades in academic and student affairs roles, first at Northwestern University and the University of Maryland and later at the University of Arizona. Jen has a broad insightinto the inner workings of higher education institutions and is driven by a passion to find theright leaders for specific client needs. Her search expertise includes presidents, provosts, deans and leaders in a wide variety of administrative units including student affairs, student success, research and innovation, and finance and administration. Jen joined WittKieffer after 19 years in higher education, most recently serving as the AssistantVice President for Divisional Initiatives and Planning within Student Affairs and EnrollmentManagement, Academic Initiatives and Student Success at the University of Arizona. In this role, Jen functioned in a chief of staff capacity, extending the vision and capacity of senior institutional leadership through work on change management initiatives, executive level talent acquisition, oversight of institution-wide assessment efforts and leadership of faculty-student engagement and success programs. Jen is very proud of her leadership and administrative roots within the field of education. As such, she is deeply committed to the cultivation of emerging higher education professionals, continuing to develop and facilitate leadership institutes and conference sessions, and being active in NASPA – Student Affairs Administrators in Higher Education along with other higher education organizations. Additionally, Jen joined the board of the International School of Tucson in January 2020 and was named Board Chair in June 2021.
Leanna Fenneberg, Ph.D.
Senior Vice President for Student Life
Duquesne University
Dr. Leanna Fenneberg serves as Senior Vice President for Student Life at Duquesne University in Pittsburgh, Pennsylvania. Her 25-year service to higher education and student affairs has been in the 4-year, private school setting, including mission-centered, Catholic institutions, underscoring a commitment to transformational, holistic student learning and success that shapes leaders who will go out and serve the world. Her individual service has spanned local communities and professional volunteer service to NASPA and JASPA in numerous capacities. Her expertise is evidenced through peer-reviewed articles, countless national presentations, and instruction in master’s and doctoral programs in higher education administration. A first-generation college graduate, Dr. Fenneberg holds a Ph.D. in Higher Education Administration (Saint Louis University), an M.Ed. in Student Personnel Services (University of South Carolina), and a B.A. in Communication (Marquette University).
Beth Moriarty
Beth Hellwig
Edmund Cabellon
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
1 Credit is available for attending the live session or viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions. Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 2 Component(s)
For the first time in history there are up to five generations actively participating in the professional workforce. With Gen Z entering the workforce, it is crucial for supervisors and leaders to maximize individual perspectives, skills, and talents to achieve stronger outcomes to fully leverage their teams. The presenters will actively engage attendees through activities, case studies, and conversations highlighting generational characteristics in the workplace, and provide resources and strategies to thrive in managing a multi-gen team.
**SESSION NOT RECORDED**
For the first time in history, up to five generations have actively participated in the professional workforce. With Gen Z entering the workforce, it is crucial for supervisors and leaders to maximize individual perspectives, skills, and talents to achieve stronger outcomes to fully leverage their teams. The presenters will actively engage attendees through activities, case studies, and conversations highlighting generational characteristics in the workplace, and provide resources and strategies to thrive in managing a multi-gen team.
Learning Outcomes
1. Identify the differences and characteristics of at minimum three generations in the current workforce
2. Articulate no less than 1-2 strategies to enhance their work experience with colleagues from different generations
3. Explore approaches to manage a multigenerational team through conversation and participation-based activities
Amy Snyder
Director of Staff Experience, University Life
George Mason University
Amy Snyder is a 25+ year Student Affairs professional and currently serves as Director of Staff Experience in University Life at George Mason University in Fairfax, Virginia. Amy’s portfolio includes UL HR Services, UL Professional Development, UL Central Administration, and divisional initiatives focused on the staff experience, learning and development, and workplace well-being. Amy has also served as Associate Dean of University Life, Director of Special Projects for the VPSA, Assistant Dean/Director of Student Activities, Director of Orientation and Family Programs and Services, and Interim Director of Diversity, Inclusion and Multicultural Education. Amy’s leadership work has focused on collaboratively developing more effective student transition and initiation experiences, increasing student engagement and academic success, and creating parent and family engagement and services at George Mason University 20 years ago.
Amy is a first generation college student whose mother was an immigrant educated outside of the U.S system. Amy understands the challenges students and families face in the transition to college and has made her life’s work to have a positive impact on the student experience in higher education. Amy Snyder now dedicates her work at Mason to the staff experience and professional development and preparation of graduate students to the field of student affairs and higher education. She has presented widely on topics including supervision skills and strategies, the multigenerational workforce, creating a professional development cohort program, and the Mason graduate assistant academy. Through learning and development, personal and professional enrichment and well-being and organizational health, Amy continues to contribute to the success of students and staff after 25 years in the field of student affairs.
Meeghan Milette
Associate Director of Professional Development
George Mason University
Meeghan Milette serves as the Associate Director of Professional Development in University Life at George Mason University in Fairfax, Virginia. She provides leadership to divisional professional development initiatives and signature professional development programs coordinated by the Professional Development team. Ms. Milette has a background in professional development, staff training, building and facilitation of professional learning experiences, collaborative programming, along with supervision and staff management. Milette is committed to enhancing professional staff experiences through her work. Professionally, Milette worked in Housing & Residence Life for over 15 years in various professional roles gaining skills and professional competency in staff management, crisis response, leadership, and training development.
Milette currently serves as the Co-Chair of the NASPA Mid-Level Administrator Steering Committee and served on the 2025 Mid-Level Administrator Conference (MLAC) planning team.
Milette earned a Bachelor of Arts degree in Political Science with a focus in International Relations from the University of Rhode Island. She earned a Master of Arts in Student Affairs Administration from Michigan State University. She has presented multiple times nationally and regionally on topics that include Supervision Skills and Strategies, Professional Development Design, the Multigenerational Workforce, Professional Staff Experiences, Graduate Assistant Experience, Second-Year Experience, Inclusive Housing Practices, Leveraging Technology in Collaborative Work Environments, amongst others.
Continuing Education Credits
CSAED
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
1 Credit is available for attending the live session or viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions. Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 2 Component(s)
The presenters will explore the growing issue of burnout in higher education, examining its root causes and its impact on career advancement. Drawing on research and their own experiences, the presenters will offer practical strategies to make leadership roles more appealing to middle managers. The session will highlight how overwork and stress are deterring talented professionals from advancing and what leaders can do to create sustainable pathways for growth. Participants will actively engage in discussions to share challenges and solutions from their campuses and will leave the session with a toolkit of practical resources for implementing change.
The presenters will explore the growing issue of burnout in higher education, examining its root causes and its impact on career advancement. Drawing on research and their own experiences, the presenters will offer practical strategies to make leadership roles more appealing to middle managers. The session will highlight how overwork and stress are deterring talented professionals from advancing and what leaders can do to create sustainable pathways for growth. Participants will actively engage in discussions to share challenges and solutions from their campuses and will leave the session with a toolkit of practical resources for implementing change.
Learning Outcomes
1. Articulate the key factors contributing to burnout among middle managers in higher education, such as excessive workloads, lack of autonomy, and poor work-life balance
2. Compare leadership theories, such as transformational leadership and servant leadership, to develop a leadership approach that prioritizes staff well-being, autonomy, and professional growth
3. Participants will actively engage in discussions to share challenges and solutions from their campuses and will leave the session with a toolkit of practical resources for implementing change
Kevin Reese
Director of Multicultural Affairs
Georgia Southern University
Dr. Kevin Reese is a native of Dayton, Ohio, who began his professional journey in 2007 as a proud graduate of Kentucky State University (Frankfort, KY) with a Bachelor of Arts in Public Administration. His passion for higher education led him to North Park University (Chicago, IL), where he earned a Master of Science in Higher Education Administration in 2013. His academic pursuits culminated in a recent graduation from the University of Southern Mississippi (Hattiesburg, MS) with a Doctorate of Higher Education Administration. As a black man, Dr. Reese brings a valuable and diverse perspective to his work. He currently serves as the Director of the Office of Multicultural Affairs at Georgia Southern University, where he oversees the programming and leadership development of students from minoritized backgrounds. With 16 years of experience managing both student and professional staff, Dr. Reese has developed a robust skill set that enables him to effectively lead and mentor within the higher education land
Yasmine Farley
Director of the Career Center
California State University-San Marcos
Dr. Yasmine Farley brings 16 years of experience in higher education, specializing in career services, and currentlyserves as the Director of the Career Center at California State University San Marcos, a Hispanic Serving Institution.Her career in career services began 12 years ago during her Ph.D. program, where she developed a passion forhelping students achieve their career development goals. Before joining CSUSM, Dr. Farley was the Senior Associate Director of Career Development at UC San Diego, whereshe led the pre-grad/graduate team within the central career center. She has also served as the Director of CareerServices at Fayetteville State University and has held leadership and faculty roles at various institutions, includingsmall private religiously affiliated universities, historically Black colleges and universities (HBCUs), and mid-sizeduniversities. This diverse background has provided her with a deep understanding of the unique needs of differentstudent populations. Dr. Farley excels in staff man
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