Talent Management 2024 Virtual Conference Bundle
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You must log in to register
- Non-member - $299
- Member - $99
NASPA's Talent Management session bundle equips student affairs professionals with the tools to address the evolving challenges of hiring, developing, and retaining top talent in higher education. This collection offers insights from experienced leaders on creating robust recruitment strategies, fostering professional development, and building organizational culture that supports equity and excellence. Participants will explore data-driven approaches to talent management, strategies to engage diverse professionals, and techniques to enhance team performance in dynamic campus settings. Whether you're leading a department or developing your career, this series provides actionable guidance to support institutional and personal success.
Session Bundle Pricing:
Members: $99 ($553 value)
Non-members: $299 ($1253 value)
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Contains 4 Component(s)
Assistant/associate vice presidents and deans of students have a unique lens to positively influence student success, persistence, and belonging on their respective campuses. With one foot in strategic spaces and another working directly with students and staff, AVPs and deans can best leverage their roles to transform student experiences. They can only do so when they work in tandem with their senior student affairs officer. The presenters will share how aspiring AVPs/deans must understand this dynamic if they are to succeed in their roles.
Assistant/associate vice presidents and deans of students have a unique lens to positively influence student success, persistence, and belonging on their respective campuses. With one foot in strategic spaces and another working directly with students and staff, AVPs and deans can best leverage their roles to transform student experiences. They can only do so when they work in tandem with their senior student affairs officer. The presenters will share how aspiring AVPs/deans must understand this dynamic if they are to succeed in their roles.
Learning Outcomes:
- Identify at least 3 competencies of assistant/associate vice presidents for student affairs.
- Describe the relationship needed between assistant/associate vice presidents, deans, and numbers 2s and their senior student affairs officers if both are to be successful in their roles.
- Identify at least 1 strategy to cultivate and/or steward a positive working relationship with their senior student affairs officer.
Brett Bruner
Assistant Vice President for Student Success & Persistence
Wichita State University
Melissa Mace
Vice President for Enrollment Management
Central Methodist University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
o receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions.
All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 4 Component(s)
Institutions have long embraced living-learning community programs for their positive outcomes such as the value-added social and psychological benefits that sudents receive from participating in them. As institutional fiscal and human resources are stretched now more than ever before, leaders must connect these experiences to institutional student success and persistence priorities. Presenters will share how they have employed leadership styles that incorporated change management to connect their living-learning communities to student success.
Institutions have long embraced living-learning community programs for their positive outcomes, such as the value-added social and psychological benefits that students receive from participating in them. As institutional fiscal and human resources are stretched now more than ever before, leaders must connect these experiences to institutional student success and persistence priorities. Presenters will share how they have employed leadership styles that incorporated change management to connect their living-learning communities to student success.
Learning Outcomes:
- Identify at least 2 student success and/or persistence benefits for students participating in them.
- Describe at least 2 steps of Kotter's (2012) 8-step change model.
- Describe at least 2 strategies for how they can employ Kotter's (2012) 8-step change model in leading change to connect living-learning communities to institutional student success priorities.
Brett Bruner
Assistant Vice President for Student Success & Persistence
Wichita State University
John Vanderpool
Director of Housing & Residence Life
Missouri Western State University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions.
All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 3 Component(s)
The first year seminar is a high-impact practice that can be used to deepen academic engagement, student connections, collaborative learning, and critical reflection and self-discovery. Student affairs, academic support, and student success professionals bring signficant strengths that can be used to create community within these courses in meaningful ways. Panelists in this session will explore how they have leveraged their strengths to intentionally build community as seminar instructors.
The first-year seminar is a high-impact practice that can be used to deepen academic engagement, student connections, collaborative learning, and critical reflection and self-discovery. Student affairs, academic support, and student success professionals bring significant strengths that can be used to create a community within these courses in meaningful ways. In this session, panelists will explore how they have intentionally leveraged their strengths to build community actors as seminar inst.
Learning Outcomes:
- Describe how the first-year seminar impacts student success and persistence.
- Identify at least 1 strength of their role in student affairs and academic support that can assist in intentionally building community in a first-year seminar course.
- Articulate their role in building community with other first-year seminar instructors on their campuses with an intentional focus on building community in FYS courses.
Brett Bruner
Assistant Vice President for Student Success & Persistence
Wichita State University
Karen McCullough
Director of Career Services
Fort Hays State University
Megan Wyett Lennon
Associate Chief Student Affairs Officer
Amherst College
Dana Tribble
Assistant Professor of Student Affairs Administration
Arkansas Tech University
Jennifer Granger Sullivan
Director of Experiential Learning/Co-Director of First Year Seminar
Elms College
Ben Moran
Tutoring Coordinator
Missouri Western State University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey 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)
Retention models share common elements such as student characteristics, institutional experiences, and academic and social integration. However, few specifically - basic needs (e.g., food, housing, transportation) and - belonging as essential components of student success. Presenters will provide an overview and discuss the impact of basic needs and belonging to persistence, share a theoretical framework for including them within persistence models, and provide recommendations for addressing these issues in student affairs practice.
Retention models share common elements such as student characteristics, institutional experiences, and academic and social integration. However, few specifically - basic needs (e.g., food, housing, transportation) and - belonging are essential components of student success. Presenters will provide an overview and discuss the impact of basic needs and belonging to persistence, share a theoretical framework for including them within persistence models, and provide recommendations for addressing these issues in student affairs practice.
Learning Outcomes:
- Describe the impact that basic needs and belonging have on college student persistence
- Identify strategies to address basic needs and belonging in student affairs practice
Gavin Henning
Professor of Higher Education
New England College
Anne Lundquist
Executive Director at the Hope Center at
Temple University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions.
All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual
Conference.
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Contains 3 Component(s)
Join us for a brief lecture where we will share how we established a working relationship, the ups and downs of finding an editor, what happened when the story took on a life of its own, and the joy of connecting and collaborating with co-authors across the country. We'll have time for your questions and a share out opportunity for the audience to brainstorm their ideas for future work that will add to the knowledge base of student affairs and inform our practice.
Join us for a brief lecture where we will share how we established a working relationship, the ups, and downs of finding an editor, what happened when the story took on a life of its own, and the joy of connecting and collaborating with co-authors across the country. We’ll have time for your questions and a shared opportunity for the audience to brainstorm their ideas for future work that will add to the knowledge base of student affairs and inform our practice.
Learning Outcomes:
- Understand of one route to publishing.
- Understand the rudimentary elements of a co-edited, multi-co-author text.
- Utilize specific resources necessary for the support.
Jeannette Smith
Vice President of Student Affairs
Massachusetts College of Liberal Arts
Jeannette Smith is the vice president of student affairs at the
Massachusetts College of Liberal Arts in North Adams, Massachusetts.
She has worked at large, public institutions, small private colleges,
and public liberal arts colleges. Smith is a scholar–practitioner with
19 years of experience spanning student unions, residence life, academic
advising, financial aid, and shared governance. Her research
areas of interest include policy, equity, student development, professional
work environments, and financial aid.
Dr. Jackie Clark
Associate Professor, Associate Dean
St. Martin's University
Jackie Clark is an associate professor at Saint Martin’s University.
She has designed and implemented, and currently leads, two new
programs at her institution: an MEd in higher education and student
affairs and a PhD in leadership studies. Her research interests include
small college environments, equity and assessment, academic program
development, and college leadership.
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions. Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 4 Component(s)
Student affairs cannot afford to operate as an island. To fully support student success, leaders within the division of student affairs must develop solid partnerships with academic affairs. The presenters will highlight student success efforts resulting from strategic collaborations by the vice provost for undergraduate studies and the vice chancellor for student affairs and their respective teams at the University of Missouri. They will discuss a collection of helpful strategies to build effective collaborations gathered from other campuses.
Student affairs cannot afford to operate as an island. To fully support student success, leaders within the division of student affairs must develop solid partnerships with academic affairs. The presenters will highlight student success efforts resulting from strategic collaborations by the vice provost for undergraduate studies and the vice chancellor for student affairs and their respective teams at the University of Missouri. They will discuss a collection of helpful strategies to build effective collaborations gathered from other campuses.
Learning Outcomes:
- Describe high-impact cross-division strategies for student success and early detection strategies to support retention, sense of belonging, inclusion, and equity.
- Explain the value of effective student and academic affairs collaborations for student learning and success.
- Describe cultural and structural strategies for collaborative efforts and opportunities between student affairs and academic affairs.
Dr. Bill Stackman
Dean of Students
Harvard University
Dr. Jim Spain
Vice Provost for Undergraduate Studies
University of Missouri
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey 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.