Talent Management 2025 Virtual Conference Package
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- Non-member - $299
- Member - $99
The Talent Management Webinar 2025 Virtual Conference Package offers a comprehensive series of sessions designed to strengthen talent recruitment, development, and retention strategies in higher education. Led by industry experts, these webinars provide practical insights and tools to build high-performing teams, foster inclusive workplaces, and support employee growth and engagement. Perfect for professionals seeking to enhance their institution’s workforce effectiveness and leadership pipeline.
Package Pricing
Member: $99
Non-member: $299
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Contains 3 Component(s)
The presenter will reflect on innovative, collaborative methodologies and lessons learned in a year of qualitative research on staff climate at the University of Michigan Student Life. The presenter will engage qualitative researchers as well as student affairs leadership interested in ways they might learn more about their own staff. Topics include creating a cohesive but adaptable study framework when working with a large and diverse employee population, using collaborative, person-centered (non-survey!) methodologies, and other lessons learned along the way.
The presenter will reflect on innovative, collaborative methodologies and lessons learned in a year of qualitative research on staff climate at the University of Michigan Student Life. The presenter will engage qualitative researchers as well as student affairs leadership who are interested in ways they might learn more about their own staff. Topics include creating a cohesive but adaptable study framework when working with a large and diverse employee population, using collaborative, person-centered (non-survey!) methodologies, and other lessons learned along the way.
Learning Outcomes
1. Examine innovative, collaborative qualitative methodologies that center staff voice, such as demographic-based conversations and job shadowing
2. Express how to mix theory and logistics to build a thoughtful and engaging study of student affairs staff
3. Recall the connection between research and leadership and understand how participant-centered qualitative research can co-create the future of student affairs by highlighting staff voice
Wendy Lawrence
Assistant Director of Student Life Research
University of Michigan
Dr. Wendy Lawrence is a researcher and educator currently serving as the Assistant Director of Student Life Research at the University of Michigan, where she leads innovative and collaborative qualitative studies on staff, students, and programming. Lawrence also lectures at the University of Michigan Marsal School of Education as well as Eastern Michigan University’s Department of Leadership and Counseling, designing and teaching courses on educational reform and leadership. Active in academic circles, Lawrence contributes as a journal peer reviewer, conference presenter, and workshop leader. With a Ph.D. in Educational Leadership from Eastern Michigan University and past experience as a K12 teacher, curriculum designer, and Middle School Head, Lawrence’s work has consistently focused on creative qualitative research, critical discourse, interdisciplinary connection, and leadership and social justice in education.
Continuing Education Credits
CSAED
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
1 Credit is available for attending the live session or viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions. Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 2 Component(s)
Our field is experiencing significant challenges impacting our workforce and talent pipeline. This includes recruiting, upskilling, and sustaining staff with the knowledge and competencies necessary to be successful in today's rapidly changing higher education environments. In this session, a diverse group of panelists will speak to gaps in the workforce and strategies for addressing them. Emphasis will be given to how Student Affairs Educator Certification is being used to address these gaps and support SApros and the institutions they serve.
Our field is experiencing significant challenges impacting our workforce and talent pipeline. This includes recruiting, upskilling, and sustaining staff with the knowledge and competencies necessary to be successful in today's rapidly changing higher education environments. In this session, a diverse group of panelists will speak to gaps in the workforce and strategies for addressing them. Emphasis will be given to how Student Affairs Educator Certification is being used to address these gaps and support SApros and the institutions they serve.
Learning Outcomes
1. Summarize current challenges impacting the student affairs workforce and talent pipeline
2. Recognize how certification is a resource to support staff recruitment, professional development, and morale
Joseph DeSanto Jones, M.Ed.
Executive Director
Higher Education Consortium for Student Affairs Certification
Joey (he/him/his) serves as the inaugural executive director of the Consortium and leads its efforts to promote and advance the field through Student Affairs Educator Certification. This new certification program recognizes student affairs educators who demonstrate competency in established domains, commit to ongoing learning and professional development, and comply with the code of ethics.
Joey has also held numerous professional roles with NASPA including founding director of NASPA Advisory Services, assistant vice president for organization development, directing professional development programs, and managing volunteer engagement efforts. Over the course of his 20-year career, he has led or participated in approximately 50 external reviews of student affairs divisions, programs, and services at public and private colleges and universities of various sizes in the United States and Canada.
He holds an M.Ed. in College Student Personnel and a B.A. in Communication Studies from the University of Maryland, College Park.
Dr. Priscilla Arungwa, CSAEd
Director of Student Services
Utah State University Blanding
Priscilla Arungwa, or "Pri" for short, is a proud wife, mother, and daughter. She and her husband, Sam, (professor) have been happily married for over a decade and were sealed in the Bountiful, UT temple. They are blessed with five amazing children: Hannah, Sammy, Max, Michael, and Ruth! A first-generation college student, Pri achieved her Ph.D. at the impressive age of 28. She's also the daughter of an immigrant who became a U.S. citizen and dedicated himself to his community, helping build homes and businesses. Pri's mother, a strong figure, retired after serving with the Texas Department of Criminal Justice. Pri is a driven leader. She serves as the Director of Student Services on the executive team at USU Blanding. Her motto is "live each day to the fullest," and she leads by example through servant leadership. Her passion lies in empowering others. She thrives on helping team members "strengthen their wings" and providing them with the space and freedom to be creative. Beyond her professional life, Pri is also the proud owner of a local micro-bakery, Best Dough Bread, LLC. When she's not busy, Pri enjoys long walks, online shopping, and cozy movie nights with her family.
Sasha Masoomi
Assistant Director of Residence Life
Miami University
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Contains 2 Component(s)
This presentation will explore how generative AI can be harnessed by supervisors to create dynamic career development plans, inspire strategic work projects, and enhance performance appraisals. We'll explore how AI can transform career progression within and beyond higher education, fostering a culture of continuous learning and professional growth.
This presentation will explore how generative AI can be harnessed by supervisors to create dynamic career development plans, inspire strategic work projects, and enhance performance appraisals. We'll explore how AI can transform career progression within and beyond higher education, fostering a culture of continuous learning and professional growth.
Learning Outcomes
1. Develop career development plans for employees based on job descriptions of progressive roles within and outside a specific higher education organization
2. Generate strategic work project ideas that bolster employees' desired professional skills, drawing on relevant sources of inspiration
3. Apply generative AI tools and techniques to enhance the performance appraisal process within the organization
Amarette Renieri
Associate Director of Career Services
Texas A & M University-College Station
Amarette Renieri serves as an Associate Director for Mays Business School within the Texas A&M Career Center. As part of her role, she supervises 2 full time staff members and 3 student workers and oversees the strategic direction for the Mays Undergraduate Career Services. Amarette joined the Texas A&M Career Center in 2019 and has served in a variety of roles . She earned a B.A. in Communication from St. Edward's University in Austin, TX in 2012 and a M.S. in Student Affairs Administration in Higher Education from Texas A&M University in 2019. Prior to joining the Career Center team, Amarette’s past experiences include working at The Association of Former Students with the Campus Programs and Aggie Ring Office, Sul Ross State University Residential Living as an Assistant Director and a Fulbright English Teaching Assistant in Germany.
Taylor Henderson
Director of Reliant Student Experience Office
Texas A&M University Mays Business School
Taylor joined the Student Experience Office at Texas A&M University’s Mays Business School as Director in August 2023. In this role, she currently supervises 8 full-time staff members. Previously, she served as Associate Director for Career Services at Mays Business School overseeing undergraduate career development programming and advised Progressively Reaching Excellence in Professionalism (PREP), Texas A&M University’s business-focused freshman leadership organization, from 2019-2022. Prior to joining the Career Center staff, Taylor served as Director of Scholarships & Financial Literacy at Lamar University in Beaumont, Texas where she participated in strategic enrollment management initiatives specific to the Reaud Honors College and the Texas Academy of Leadership in the Humanities. Before this, she served as Director of Recruitment & Admissions at Monsignor Kelly Catholic High School for four years, also in Beaumont, Texas. She earned her B.A. in Communication from Texas A&M University in 2011 and her MBA from Lamar University’s College of Business in 2014. She is currently pursuing her PhD at Texas A&M University in Educational Human Resource Development.
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 how community cultural wealth can be leveraged to uplift and celebrate professionals of color in student affairs. Attendees will learn to apply Yasso's framework across various career stages, from entry-level to senior administrators. The session will also offer practical strategies for recognizing team contributions and innovative initiatives to enhance retention. Join us to gain actionable insights on fostering an inclusive and supportive workplace.
The presenters will explore how community cultural wealth can be leveraged to uplift and celebrate professionals of color in student affairs. Attendees will learn to apply Yasso's framework across various career stages, from entry-level to senior administrators. The session will also offer practical strategies for recognizing team contributions and innovative initiatives to enhance retention. Join us to gain actionable insights on fostering an inclusive and supportive workplace.
Learning Outcomes
1. Review the Community Cultural Wealth model
2. Describe the application of the Community Cultural Wealth framework across different career levels
3. Apply evidence-based strategies that empower and recognize professionals of color
Daksha Khatri
Professional Affiliate
George Washington University
Sean Watley
Professional Affiliate
George Washington University
Continuing Education Credits
CSAED
This session counts for 1.0 CSAEd-CORE credit or Social Justice and Inclusion (SJI) continuing education.
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
1 Credit is available for attending the live session or viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions. Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
NBCC
This session counts for 1 NBCC credit
NASPA has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider for live events.
Participants can receive a maximum of 13 clock hours for attending live sessions at this event. All eligible sessions are identified in the “Credit Information” tab at the top of the individual sessions. To receive credit, please complete the “Feedback Survey” found within each individual session under the “Continuing Education” section. Once the feedback surveys for all attended sessions are complete, complete this request form; a certificate documenting the number of hours of live sessions you attended will be emailed to you within two weeks of you submitting the form.
The deadline to request NBCC continuing education certificates for this event is May 12, 2025. For questions regarding continuing education, please email continuingeducation@naspa.org
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Contains 3 Component(s)
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)
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)
Entrenched in predominantly white institutions (PWIs) is a culture of whiteness that benefits white student affairs leaders through racist policies and norms. Concurrently, the experiences of student affairs practitioners of color (SAPOCs) at PWIs reveal a stark contrast, highlighting the disturbing prevalence of racial battle fatigue. In this session, presenters will share the discomforting realities of this oppressive system perpetuated by white leaders that harms SAPOCs, and will offer practical suggestions based on two in-depth qualitative studies.
Entrenched in predominantly white institutions (PWIs) is a culture of whiteness that benefits white student affairs leaders through racist policies and norms. Concurrently, the experiences of student affairs practitioners of color (SAPOCs) at PWIs reveal a stark contrast, highlighting the disturbing prevalence of racial battle fatigue. In this session, presenters will share the discomforting realities of this oppressive system perpetuated by white leaders that harms SAPOCs, and will offer practical suggestions based on two in-depth qualitative studies.
Learning Outcomes
1. Understand the impact of racial battle fatigue on staff of color at predominately white workspaces in higher education.
2. Identify the hidden aspects of whiteness embedded within higher education.
Jennifer Reid
Director
Bridgewater State University
Kristina Hall-Michel, PhD
Associate Director of Residential Life
University of Massachusetts-Boston
Continuing Education Credits
CSAED
This session counts for 1.0 CSAEd-CORE credit or Social Justice and Inclusion (SJI) continuing education.
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)
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
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Contains 3 Component(s)
As the landscape of higher ed evolves, so too must our approach to recruiting, onboarding, and developing staff. This session delves into recruiting nontraditional candidates and navigating their successful integration into student affairs roles. Drawing inspiration from the Synergistic Supervision Model and understanding the current state of higher ed candidate pools, we invite professionals to explore outside their echo chambers and embrace new perspectives for building and supporting team members with different paths to the profession.
As the landscape of higher ed evolves, so too must our approach to recruiting, onboarding, and developing staff. This session delves into recruiting nontraditional candidates and navigating their successful integration into student affairs roles. Drawing inspiration from the Synergistic Supervision Model and understanding the current state of higher ed candidate pools, we invite professionals to explore outside their echo chambers and embrace new perspectives for building and supporting team members with different paths to the profession.
Learning Outcomes
1. Identify successful strategies for and value of recruiting non-traditional candidates
2. Develop an effective onboarding process
3. Possess the knowledge, skills, attitudes, and strategies to empower non-traditional candidates in student affairs roles
Alexa Erb
Associate Director, Student Engagement
Tufts University
Alexa Erb (she series) currently serves as the Associate Director of Student Engagement at Tufts University. In her role, Alexa oversees student organization engagement and success, large-scale programming, co-advisement of the Student Government, and the graduate intern experience in the Office for Campus Life. Over her professional career, Alexa has hired, onboarded, supervised, and supported both graduate & professional staff with a range of work and educational backgrounds. Whether creating a graduate assistantship experience that hones transferable skills applicable to a range of other fields or co-building a toolkit of student development frameworks and student affairs best practices with professional staff from non-traditional backgrounds, Alexa aims to create a supervisory style and work environment that allows for meaning-making, growth, and cultivating a student-centered approach. Alexa earned her bachelor’s degree in communication from Wake Forest University, her master’s degree in higher education & student affairs administration from the University of Vermont, and a wealth of practical wisdom from roles at Bentley University, Boston College, and Tufts University.
Matthew Galewski
Senior Associate Director, Training & Development
Brandeis University
Matt Galewski serves as the Senior Associate Director for Training and Development in the Center for Student Involvement. His responsibilities include supporting student organizations, including student organization training, development, and policies. Matt’s familiarity with this topic comes from 10 years of hiring, onboarding, and supervising graduate level, entry level, and mid-level staff. Most recently, Matt led the restructuring and merging of two student affairs units into one; of the 8 team members within Matt’s reporting structure, 7 were either hires or promotions he made, and 5 of those staff members came to their roles from outside of higher education. Matt has a depth of experience recruiting, onboarding, and supervising staff from nontraditional backgrounds. Additionally, he’s successfully led the strategic planning, team norming, and program implementation for this staff, bringing together professionals with unique work experiences toward common goals. Matt earned a bachelor’s degree in political science and a master degree in college student affairs administration.
Nick Poling
Senior Coordinator of Fraternity and Sorority Life
Boise State University
Nick Poling is the Fraternity and Sorority Life Program Director at Boise State University in Idaho. Through this role, Nick supports the growing fraternity and sorority community at Boise State through advising, event management and oversight, risk management and risk response, and educational program delivery, among other initiatives. When he was a new member of the staff at Boise State, Nick helped shape the restructuring of the Student Involvement and Leadership Center, and the Fraternity and Sorority Life staff. This included the reorganization of fraternity and sorority life under the Dean of Students office, and the addition of a new Coordinator role, as well as a new Assistant Dean role related to fraternity and sorority life. Through this restructure Nick onboarded his new supervisor, a professional with a nontraditional background, into the higher education sphere. Nick earned a bachelor’s degree in political science from Allegheny College, and a master’s degree in higher education and Student Affairs from Boston College. He is currently pursuing his educational doctorate in higher education administration at Idaho State University.