NASPA Online Learning Community

NASPA Peer Education Advisors Continuing Education - Summer 2024 Package

NASPA Peer Education Advisors Continuing Education - Summer 2024 Package provides access to all seven of the webinar sessions held this summer and access to the recorded sessions for 365 days. Hosted by Peer Education Initiatives, each session will provide peer education advisors and campus administrators with research based strategies, skills, and tactics to enhance their approach to peer education, prevention, and student support. Plus earn CSAEd CE Credit. 

Session Topics Include: Shaping Conversations around Self-Care for Student Leaders, The Impact of Positive Psychology Interventions on Students' Flourishing and Well-being, Peer Education Initiative Focused Health Promotion and Well-being Initiatives, Transforming Masculinities for Improved Holistic Wellbeing, evaluating student leadership while leveraging NACE Competencies, Substance Misuse Prevention within a High-Risk Population. 

Webinar Package Pricing

  • Members: Now $149 $249 ($600 value)
  • Non-Member: Now $229 $349 ($800 value)
  • Contains 3 Component(s), Includes Credits

    Even student leaders need to be reminded to charge their self-care battery. That often means reshaping how we view and practice self-care. Presenters will share a framework for supporting student leaders’ well-being through a summit led by students and for students, while highlighting summit activities, lessons learned, and practical application. Plus earn CSAEd CE Credit.

    As Student Affairs professionals, we recognize that by supporting students’ well-being and ability to manage stress, we build their capacity for success in and out of the classroom. We also know that while peer education is a proven and effective tool, all too often our student leaders immerse themselves in the promotion of health and wellness for others while sacrificing their own.

    This session will introduce a framework by which the largest four-year public university system in the nation came together to address these challenges through a self-care summit led by students and for students. Since its inception the summit has gathered nearly 1,000 students representing up to 14 of our 23 campuses within the California State University (CSU) system. Each summit introduces student leaders to various wellness techniques, campus resources, an opportunity to network and build social support throughout the CSU system, and concludes with a conversation around the importance of using the skills presented to ensure their own success and ability to better serve their peers.

    Presenters will review the history and evolution of the CSU Peer Leadership Summit and provide a framework for engaging student leaders in the planning and facilitation of the summit. Themes including self-care by the senses and recharging your self-care battery will also be shared, along with data highlights, lessons learned, and ways to adapt the summit on your own campus.

    Learning Outcomes:

    • Participants will have the opportunity to discover a framework by which Student Affairs professionals can support student leaders’ well-being.
    • Participants will have the opportunity to learn about a formula for engaging students in the facilitation and planning of a peer-led summit.
    • Participants will have the opportunity to reframe conversations around self-care and well-being in a way that resonates with student leaders.

    Plus earn CSAEd CE Credit.

    Melissa Norris

    Health Educator

    California State University, Fresno

    Melissa Norris is a Health Educator at California State University, Fresno, where she has spent the last 12 years putting her strength as a developer of persons and programs in action and supporting student success by engaging students in experiences beyond the classroom. Melissa completed her Bachelors degree in Psychology, Minor in Deaf Studies, Certificate in Nonprofit Management and Leadership, and shortly after earned her Masters degree in Counseling and Student Services with an emphasis in Higher Education. 

    Taylor Whittington, Ed.D.

    Health Educator

    California State University, Stanislaus

    Taylor Whittington, Ed.D. has been a Health Educator in the Student Health Center at California State University, Stanislaus since 2016. She possesses a certificate in Health Literacy from the Institute for Healthcare Advancement and is a California Certified Prevention Specialist (CCPS) through the California Consortium of Addiction Programs and Professionals. Her research interests include: health literacy, health equity, college health initiatives, and tobacco control.

    Sarah Sasaki

    Coordinator for the Learning-Aligned Employment Program

    California State University, Long Beach

    Sarah Sasaki is a third-year graduate student at California State University, Long Beach (CSULB). She will be graduating from the Student Development in Higher Education (SDHE) program in May 2024. At the CSULB Career Development Center, she has been working as the Coordinator for the Learning-Aligned Employment Program (LAEP). Prior to this, she was a Career Peer Advisor for four years. She has helped plan and emcee the CSU Peer Leadership Summit to encourage self-care, build community, and raise awareness about resources across the CSU campuses. During her time as a CSULB undergraduate, she was involved with various programs that support student wellness, such as Beach Buddy and the University Honors Peer Mentoring Program.

    Stephanie McGuire

    Health Educator

    California State University, Fullerton

    Stephanie McGuire is a Health Educator at California State University, Fullerton. She has been in the health education field on CSU campuses since 2015. Stephanie educates and spreads awareness on sexual health and general wellness outreach topics to the student body. She earned her B.A. in Sociology from the University of California, Merced, and shortly after her Master’s in Public Health from the University of California, Davis. Stephanie is a Certified Family Planning Health Worker, NASPA BACHUS CPE Trainer, and a Step up! Bystander Facilitator.

    Candice Chick

    Interim Director of Beach XP

    California State University, Long Beach

    Candice Chick, MS, has been supporting in different roles in higher education for over 20 years at California State Long Beach (CSULB) always with a focused on holistic approaches (mind, body & spirit) for students' success. Including a decade, as the Student Affairs Coordinator with student athletes, following with supporting the campuses Health and Wellness Initiatives. Currently she is the Interim Director of Beach XP (short for Beach Experience) a partnership between Student Affairs and Academic Affairs to help establish a learning community for incoming first-time, first year students. She strives to always relate to the students' changing needs by lecturing in a master's program in sports management while also volunteering with student' organizations. In addition, Candice loves being active in her free time with her daughter.

    Guidelines for earning CSAEd credit: 

    1 CSAEd Core CE will be awarded for completing this course. Completion includes watching the recording and completing the Feedback Survey. 

    No partial credit will be awarded; full completion is required. 

    Participants must also complete the feedback survey in the Online Learning Community.

    Credit is only available for attending the live session.

    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.

    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.

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  • Contains 3 Component(s), Includes Credits

    Mental health and well-being continue to be concerns on college campuses and it is imperative to explore upstream, strengths-based approaches. This session will cover the results of a study conducted at the University of Chicago that substantiated the positive impact on students' well-being of a four-week program, using validated positive psychology interventions, that was delivered to all incoming first year undergraduate students. The session will also share how these principles are being applied at Cornell University.

    The presenter created the four-week program, Living Intentionally to Flourish Everyday (LIFE), based on Seligman’s (2020) PERMA model, as a way for all first-year undergraduate students to participate in the program as a shared experience when entering the University of Chicago. If positive outcomes were achieved similar to other populations highlighted in the literature, this program would be implemented consistently every year to ensure that within four years, all undergraduate students would have participated in LIFE and have learned skills needed to flourish, not only within the university setting, but once they graduate.

    Several items were measured among participants: psychological, emotional, and social well-being as well as flourishing. Keyes (2009)’s Mental Health Continuum Short Form was given as a pre- and post-survey to all participants to determine whether changes were sustained over time. Results of the study substantiated the positive impact on students' well-being.

    The presentation session will cover in detail the creation of the program, ways it was implemented, and what were the results of the study, including limitations. The presenter will also share how PERMA and positive psychology interventions can be adapted to new environments as the presenter transitioned to Cornell University where she is experimenting with different ways of applying PERMA, from a one-credit course, to 60-minute workshops, to embedding it into the curriculum.

    Learning Outcomes:

    • Explain how the LIFE program was developed, what positive psychology interventions were used, and how the program was implemented.
    • Analyze ways the LIFE program positively impacted students' well-being and flourishing.
    • Illustrate ways the key components of the LIFE program can be adapted to new environments.

    Julie Edwards, Ed.D.

    Director, Skorton Center for Health Initiatives

    Julie Edwards is the Director of the Skorton Center for Health Initiatives where she and her team advance campus well-being through institutional leadership, education, research, and public engagement. Julie leads Cornell’s Health Promoting Campus efforts, which includes managing the multidisciplinary Community of Practice structure, engaging students in providing input, and measuring the progress of these population-level approaches to support campus well-being. Julie currently serves in roles within several national organizations, including the U.S. Health Promoting Campuses Network and the American College Health Association.

    Julie’s research focuses on strengths-based approaches that align with the PERMA model and positive psychology principles. She has personal and professional experience with mental health and well-being and strives to help others recognize the inherent strengths they have within themselves to pursue the life they want to live.

    Guidelines for earning CSAEd credit: 

    1 CSAEd Core CE will be awarded for completing this course. Completion includes watching the recording and completing the Feedback Survey. 

    No partial credit will be awarded; full completion is required. 

    Participants must also complete the feedback survey in the Online Learning Community.

    Credit is only available for attending the live session.

    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.

    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.

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  • Contains 3 Component(s), Includes Credits

    This presentation will cover how UMass Lowell's Office of Student Life & Well-being quickly launched a comprehensive peer education initiative that spans 5 academic colleges, lessons from our first year of implementation, and areas we see as opportunities for growth. The presenter will share a guide for implementing a similar program on your campus. Plus earn CSAEd CE Credit.

    UMass Lowell’s Office of Student Life & Well-being is a new office launched in November of 2021. Our office was created to further our Division of Academic and Student Affairs holistic concept for student success by infusing health promoting actions and collaborations into campus culture.

    One of the first programs created to infuse health promotion into campus culture was our college-based well-being leader program. We were able to secure funding to hire 2 well-being leaders for each of our 5 academic colleges. These students are trained in peer support, campus resources, and the 8 dimensions of wellness. They each work 4 hours per week holding office hours for peer support in each of their respective colleges. In addition to that, they help to promote well-being on campus by writing of our well-being blog and hosting one program per semester in their academic college.

    This presentation will walk participants through the entire process of implementing this program from our initial proposal to securing funding, developing training, hiring, managing, and evaluating the program throughout our entire first year. In addition, we will break down the strengths and challenges of our program implementation and provide participants with a guide for implementing a similar program on their own campus.

    This program was developed based on the evidence-based notion that students in distress often turn to their peers for support (Morse & Schulze, 2013), along with understanding our unique population of students’ needs and how they span across the 8 dimensions of wellness.

    Learning Outcomes:

    • Understand the process of implementing a college-based peer education initiative focused on health promotion and well-being.
    • Evaluate the strengths and challenges of implementing a brand new peer education initiative.
    • Leave with tangible resources to implement a similar program on your campus. 

    Plus earn CSAEd CE Credit.

    Hannah Monbleau

    Assistant Director of Student Life & Well-being

    University of Massachusetts Lowell

    Hannah Monbleau, M.Ed. is the Assistant Director of Student Life & Well-being at the University of Massachusetts Lowell. In this role, Hannah uses her knowledge as an RYT-200 Certified Yoga Instructor and Barre Above Instructor, as well as her experience in Student Affairs to support students in improving their holistic well-being. Hannah obtained her Bachelor of Science in Psychology from Endicott College in 2019 and her Master’s of Education in Higher Education Administration from the University of Massachusetts Lowell in 2021. She formerly served the students of UMass Lowell as a Graduate Fellow in Student Conduct, where she learned first-hand the struggles students have related to their well-being.

    Guidelines for earning CSAEd credit: 

    1 CSAEd Core CE will be awarded for completing this course. Completion includes watching the recording and completing the Feedback Survey. 

    No partial credit will be awarded; full completion is required. 

    Participants must also complete the feedback survey in the Online Learning Community.

    Credit is only available for attending the live session.

    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.

    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.

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  • Contains 3 Component(s), Includes Credits

    This session showcases the transformative potential of a peer education model centered on exploring gender socialization, fostering empathy, vulnerability, and self-reflection. It considers the impact of this model and its relevance in addressing structural violence broadly. Community- and evidence-informed and inspired by bell hooks’ insights, the model challenges societal norms, emphasizing the role of practicing at an individual level what we want to see on a societal level. Plus earn CSAEd CE Credit.

    This webinar will demonstrate the impact of a transforming masculinities peer education model and how it leads to further exploration, including the concept of “transform yourself to transform the world” and how increasing the ability to empathize, be vulnerable and engage with your unearned privileges can have a lasting impact on how you operate in the world, positively shifting the underpinnings of structural violence.

    Participants will be introduced to an innovative and nuanced masculinities peer education model, which centers connection, vulnerability, and empathy. Founded in 2016 to provide spaces for students who hold considerable societal privilege to thoughtfully examine what healthier norms of masculinity could look like. The model being discussed has 8 years of evolved application with evidence illustrating its attainment of learning objectives. In the 2022-2023 academic year, 92% of participants indicated that after the program they were able to reflect on how gender norms and constructs affected their daily life and 89% were able to interrogate ways in which harmful practices and ideas around masculinity have existed in their groups. This presentation highlights lessons learned, the program's impact, the potential for adoption of practices at other institutions, and explores the possibilities of long-term impact on structural violence.

    Learning Outcomes:

    • Understand the impact of unpacking male privilege on pro-health behaviors in and beyond college
    • Identify strategies for increasing empathy and vulnerability in order to impact individuals and group culture
    • Synthesize outcomes from this transformative masculinities peer education model with feminist change theory and consider the potential for growth and future applications in other settings

    Plus earn CSAEd CE Credit.

    Tanya Purdy, MPH MCHES

    Director, BWell Health Promotion

    Brown University

    Tanya has developed, implemented and assessed a range of health promotion interventions focusing on bystander intervention, transforming masculinities, hazing prevention, and wellbeing equity. She is invested in bringing restorative practices, feminist theory and research on the social determinants of health into all of her health promotion work. She is also a dedicated reproductive justice advocate and a trained full spectrum doula. Tanya received a BA in Political Science and Women’s Studies from Montclair State University and a Masters in Public Health from Rutgers University. When not at work, you can find Tanya playing drums, embroidering or volunteering for a local animal rescue.

    Allison Seeley, MPH

    Relationship Empowerment Coordinator

    Brown University

    Allison is a public health professional with experience working in clinical, non-profit, and higher education settings. She began her public health career working as a Medical Assistant at Planned Parenthood of Maryland while volunteering at a local Sexual Assault and Domestic Violence Center. Through that work she became dedicated to pursuing a career promoting healthcare accessibility, health equity, individual autonomy, and interpersonal violence prevention. Allison moved to Rhode Island after spending several years at Towson University designing, implementing, and evaluating trauma-informed programming to build a campus culture of consent. Allison holds a BS in Neuroscience from Christopher Newport University and a Masters in Public Health from University of Michigan, Ann Arbor. In her spare time, you can find Allison playing volleyball, kayaking, or consuming every book in sight.

    Guidelines for earning CSAEd credit: 

    1 CSAEd Core CE will be awarded for completing this course. Completion includes watching the recording and completing the Feedback Survey. 

    No partial credit will be awarded; full completion is required. 

    Participants must also complete the feedback survey in the Online Learning Community.

    Credit is only available for attending the live session.

    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.

    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.

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  • Contains 3 Component(s), Includes Credits

    Learn how the NACE (National Association of Colleges and Employers) career readiness competencies can serve as a powerful tool to assess and enhance the skills, knowledge, and abilities of peer educators, ultimately leading to more effective and impactful educational programs. Plus earn CSAEd CE Credit.

    Higher education is increasingly focused on outcomes like retention, graduation, and employment rates (Franklin, 2013; Stewart et al., 2016). Students, families, and employers want assurance that college imparts essential workplace skills (NACE, 2022). Thus, institutions are under pressure to demonstrate their value in preparing students for post-graduation careers.

    Co-curricular activities significantly contribute to student development and retention (Astin, 1984; Kuh, 1995; Mayhew et al, 2016). Administrators recognize peers' critical role in student growth (Lemon & Wawrzynski, 2022). As a result, many colleges recruit and train peer educators. These programs help students support their peers, engage in college life, find purpose, and develop job-related skills (Kuh, 1995; Lemon & Wawrzynski, 2022; Mayhew et al, 2016).

    This presentation will discuss providing constructive feedback to student peer educators. Examples of formative and reflective tools will be shared. A sample evaluation tool incorporating NACE career readiness competencies will be reviewed, demonstrating how comprehensive feedback enhances individual student experiences and overall program effectiveness.

    Learning Outcomes:

    • Understand the NACE career readiness competencies and their relevance in the context of a peer education program.
    • Explore how to frame the NACE career readiness competencies in assessing peer educator performance, growth, and overall effectiveness.
    • Gain insights into the potential impact of integrating the NACE career readiness competencies into peer educator programs, including how it can lead to more effective and impactful outcomes.

    Plus earn CSAEd CE Credit.

    Yvonne Lin Giovanis

    Associate Director, Wellness Education & Health

    Texas Christian University

    Yvonne Giovanis is the Assistant Director for Wellness Education & Health Promotion in the Campus Recreation & Wellness Promotion department at Texas Christian University. She has a Master's in Counseling, with a specialization in student affairs, and is currently a doctoral candidate in TCU’s Higher Education Leadership program. Yvonne created, developed, and sustains the current peer education program at TCU. Prior to her current role, she served for 10 years in the TCU Alcohol and Drug Education Center. She previously worked at two other institutions in the areas of housing and residence life, student conduct, leadership development, and diversity education.

    Guidelines for earning CSAEd credit: 

    1 CSAEd Core CE will be awarded for completing this course. Completion includes watching the recording and completing the Feedback Survey. 

    No partial credit will be awarded; full completion is required. 

    Participants must also complete the feedback survey in the Online Learning Community.

    Credit is only available for attending the live session.

    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.

    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.

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  • Contains 1 Component(s)

    The C3 program is designed to enhance communication, compassion, and connection to reduce emotional distress and substance misuse among students. C3 trains faculty, staff and student leaders to use motivational interviewing techniques in conversations with students, recognize signs of substance misuse and emotional distress, and connect students to resources.

    Data from the National College Health Assessment provides evidence that students who are not thriving academically are struggling in large part due to substance abuse and/or significant emotional distress. Students from traditionally marginalized subpopulations are more likely to experience emotional distress, substance misuse, and academic performance challenges (Moses & Smith, 2021). To address these struggles across our large and diverse student population, we recognized we would need to reinvent the way we involve faculty, staff, and student leaders who interact with students regularly. Upon review of the literature we developed the C3 program, which emphasizes Compassion, Communication, and Connection (C3) through the use of motivational interviewing techniques. C3 provides training and support of faculty, staff and student leaders in non-clinical positions to develop skills in the use of motivational interviewing (MI) as a way to strengthen a student’s motivation for and commitment to change. An aim of C3 is for motivational interviewing to be incorporated into the workflow and practices across all student facing areas of the university. We believe that by training faculty, staff and student-leaders to use effective behavior change conversation, students will make decisions that improve their emotional wellbeing and reduce problematic substance misuse.

    Moses, K.S. & Smith, A. (2021, January 12-15). Using data to identify and address health inequities among diverse students [Conference session]. NASPA Wellbeing and Health Promotion Leadership Strategies Conference. https://learning.naspa.org/products/2021-naspa-strategies-conferences.

    Learning Outcomes:

    1. Explain how principles of motivational interviewing can be implemented in non-clinical settings to facilitate positive behavior change among students experiencing substance use disorders or emotional distress.
    2. Describe the key factors contributing to successful program outcomes.
    3. Examine the role of evaluation in improving program processes and outcomes.

    Michelle Quispe

    Health Educator Sr.

    Arizona State University

    Michelle Quispe, an alumnus of Northern Arizona University, received her Master of Arts in Health Psychology and is currently a Health Educator Sr. who supports health promotion and prevention at Arizona State University. She has 7+ years of experience in higher education using health promotion, prevention, and recovery initiatives to support student well-being and student success. As a Health Educator Sr., she utilizes peer educator strategies to drive student support models across the university to address high-level health education issues.

  • Contains 1 Component(s)

    Join Active Minds for a webinar on leveraging their new tool: A.S.K. Learn to empower students in peer support and prepare peer health educators for mental health conversations. Gain insights from Active Minds' newest research on mental health among different student populations that informed the creation of A.S.K.

    In 2023, Active Minds, the nation’s leading nonprofit for young adult mental health, established an advisory council composed of BIPOC and LGBTQ+ college students. This board was created to help research, develop, and advise on the creation of mental health resources tailored to their communities and to be distributed nationally. The students transformed Active Minds' V-A-R training into a new tool called A.S.K., which stands for Acknowledge, Support, Touch. This presentation will explore the unique mental health needs of students from BIPOC and LGBTQ+ communities, share practical insights from these young adults, and showcase A.S.K. along with the new digital experience designed to make students proficient in these three steps. This new tool can be used to help train peer health educators in inclusive, peer to peer support conversations and be used by peer educators to change the campus climate and culture around student mental health.

    Learning Outcomes:

    • Understand the mental health disparities that exist for LGBTQ+ and BIPOC college students and their mental health needs.
    • Articulate the three steps of A.S.K. and the components comprising each step.
    • Create ways to use A.S.K. in your peer health education program at your college specific to the needs of your own campus.

    Markie Pasternak

    Senior Manager of Higher Education

    Active Minds Inc.

    Markie oversees Active Minds’ work in higher education, focusing on mental health support for college and university students, staff, and faculty. She focuses on making Active Minds' programs inclusive of different institution types and student populations. Markie received her bachelor’s in psychology from Marquette University and her Master’s of Science in Higher Education and Student Affairs from Indiana University-Bloomington. Before joining the Active Minds Staff, Markie worked at Auburn University focusing on mental health programming and peer health education for their Division of Student Affairs, and was the co-advisor for the campus’s Active Minds chapter.