We all have a role to play in addressing sexual violence on campus. We built Foundations to help student affairs professionals understand their role and contribute to their institution's strategy for addressing sexual violence. The six-module course is taught by NASPA staff with expertise in social work, student affairs, public health, peer education, assessment, and violence prevention. Thanks for joining us - we're so glad you're here!

The course is self-paced, takes about 4 hours, and all modules must be completed in order. Within each session, you'll find the session slides and learning objectives, presenter bios, and recorded presentations. After the final session, you be asked to take a learning assessment. Once you've passed the assessment, you'll receive a certificate of completion.

Dates: May 5 - June 9, 2025

Description

This essential short course explores the crucial intersection of campus design and mental health in higher education. As we navigate an academic landscape marked by increasing mental health challenges, it’s clear that depression and other mental health concerns, compounded by academic stress, lead to negative outcomes, including higher dropout rates. This course highlights the vital role of administrators and student affairs staff in fostering a culture of wellness and understanding on their college or university campuses. Through comprehensive insights from experts, we'll explore various mental health models, assess campus-specific needs, and develop actionable, sustainable strategies to enhance campus-wide mental health. Join us on this transformative journey to better support your students and colleagues, and to create a thriving, supportive academic environment.

Learning Outcomes

1. Demonstrate a comprehensive understanding of the multifaceted nature of mental health and well-being on college campuses, including relevant challenges, terminology, and models. 
2. Develop the ability to assess campus-specific mental health needs through data analysis, self-study, and policy review.
3. Understand the roles and responsibilities of various campus and community stakeholders in promoting mental health and well-being, fostering collaboration for a holistic approach.
4. Synthesize the course content to create a campus plan that addresses mental health needs, exhibits appropriate intervention selection and adaptation, and ensures long-term sustainability for the benefit of the entire campus community.

Course Outline

Section 1 - Introduction: Mental Health and Well-being on the College Campus

Section 2 - Campus Assessment and Building a Community of Care

Section 3 - Developing and Implementing a Campus-Wide Strategy: Policies, Procedures, and Programs

Section 4 - Strategy Evaluation and Program Sustainability

Course Live Session Dates

Monday, June 9, 2025        3:00 p.m. (ET)

Course Commitment and Expectations

The course will require 1-2 hours per week with assignments, engagement, and live sessions. All participants are expected to contribute to discussions and be present during live sessions. The course requires participants to have access to a computer, wifi, and webcam. All live sessions will be via Zoom, providing presentation slides and closed captioning. 

Guidelines for earning CE credit: 

5 CSAEd Core CEs are awarded for completing this course. Completion includes viewing all recordings, attending all live sessions, 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.

June 9- June 27, 2025

In 2014, the White House Task Force to Protect Students from Sexual Assault first advised American higher education institutions to conduct regular student sexual misconduct climate surveys. The Department of Justice called these climate surveys an important tool to gather knowledge about the scope and nature of sexual harassment and violence in their communities. In the following years, climate surveys have moved from a best practice to a mandate. Not only have around a dozen states passed legislation requiring the administration of regular climate surveys, but the 2021 reauthorization of the Violence Against Women Act added a requirement for all colleges and universities to conduct a survey as well. In addition, multiple Canadian provinces and European countries have either mandated or strongly encouraged sexual misconduct climate surveys for their own institutions: this mandate to make assessment a core part of the work is taking hold across the globe.

But in recent months, there has been a rising need for general climate surveys assessing the needs of campus communities with regards to issues intersecting with Title VI compliance. Now more than ever, it is imperative to gain a stronger understanding of the current attitudes and behaviors of your institution’s faculty, staff, and/or student populations, as well as the institutional policies and procedures that influence the level of respect for individual needs, abilities, and potential. 

 However, surveys not based on science and best practices may not accurately measure a campus community’s climate nor sexual misconduct. Universities may have both the capacity and the will to conduct meaningful climate surveys, but they might not be sure of where to start, how to conduct the survey, and what questions to ask. 

 In partnership with Rankin Climate, NASPA is providing a comprehensive course to meet that need: this course guides participants through the entire survey process step by step. This training will provide a blueprint for institutions that choose to administer a survey using only “in-house” resources or minimal external assistance, culminating in participants building their own climate assessment plan. This training builds a foundation for further data collection and assessment strategies, including general climate surveys and analysis of internal sexual misconduct case data and the programmatic assessment to measure the impact of the efforts you and your colleagues are conducting to move the needle on the indications from your overarching community survey work.

Learning Outcomes

• Understand how to balance legal mandates with institutional needs in conducting sexual misconduct climate surveys (SMCS).
• Learn the best practices related to the assessment of SMCS from the research literature, specifically to (1) evaluate and select survey instrument(s), evaluate data collection and analysis strategies, and (3) reconcile data from different instruments historically used by the institution.
• Organize information from across literature and institutions to determine the key to a successful SMCS administration at your home institution.
• Evaluate different approaches to action planning and be able to apply the theory to data
• Identify themes within and across survey results to develop clear action steps for immediate implementation.

Live Sessions

• June 11 from 1:00-3:00 (ET) 
• June 18 from 1:00-3:00 (ET) 
• June 25 from 1:00-3:00 (ET) 

This course will be synchronous and asynchronous, with weekly live sessions. Depending on the content and speakers of each live session, the session may be recorded for viewing at a later date. Attendance and participation in the live session are highly encouraged, as they offer an opportunity to engage in activities and knowledge sharing that will add to the learning experience.

Week One: Introduction to Climate Surveys and Planning Your Process

• History of Campus Climate Surveys and Sexual Misconduct Climate Surveys
• Current Legal Landscape: Who has to do it, and what do we do?
• What We Know From Current Research About Sexual Misconduct in Higher Education
• What to Consider When Deciding to Conduct a Survey
• Articulating Survey Goals
• Working Within Your Budget
• Looking Ahead to Future Administrative Decisions

Week Two: The Science Behind Surveys

• Laying Out A Survey Approach: Do It Internally or Externally?
• How to Choose a Survey Instrument
• Switching Surveys and Reconciling Different Data

Week Three: Administration Nuts & Bolts

• Forming a Climate Survey Working Group
• Customizing a Survey Without Breaking the Measurements
• Sample Approach or Census Approach
• Whether or Not (and How) to Submit to IRB
• Creating a Communications/Marketing Strategy and Toolkit
• Incentives: What Works and Maximizing Your Budget
• Conducting Data Analysis
• Creating Data Dashboards

Week Four: Action and Community Engagement

• Shifting from a Climate Survey Working Group to an Action Group
• Overview of Public Health Strategies of Prevention and the Socio-Ecological Model
• Synthesizing Other Institutional Data for Comparison and Context
• Evaluating Different Approaches to Design Action Plans
• How to Identify Your Key Findings
• Creating Solution-Oriented Action Items to Address Key Findings
• Sharing the Results with Your Community: How to Report Out
• Solidify Assessment Plan for Future

June 14-August 15, 2025

Artificial intelligence is rapidly transforming higher education, and student affairs professionals are at the forefront of this evolution. This 5-week online course introduces foundational AI concepts and provides a strategic framework for thoughtfully integrating AI into student affairs practice. Using Ethan Mollick’s Co-Intelligence as a guiding text, participants will explore ethical considerations, identify AI applications that enhance student support services, and gain hands-on experience with practical tools such as generative AI platforms, chatbots, and data-driven communication tools.

The course is designed to balance strategy with practice, giving participants opportunities to engage in real-world exercises, discussions, and case studies that highlight both the promise and pitfalls of AI. Special attention will be given to topics such as bias, privacy, and institutional policy, helping professionals anticipate challenges and confidently navigate them. By the end of the course, attendees will have built a working knowledge of AI’s potential, along with a tailored action plan for applying AI tools and strategies to better serve their students and meet evolving institutional goals.

Learning Outcomes

• Describe key AI concepts and explain their relevance to student affairs practice.
• Recognize ethical considerations, including bias and privacy, and understand institutional policies that guide AI use.
• Assess and experiment with AI tools that support student engagement, communication, and administrative efficiency.
• Develop a practical action plan for integrating AI tools and strategies into your own student affairs work.

Course Prices 

Member:             $449 

Non-member:     $649

Live Session

The five 60-minute live sessions will be held every Thursday from 1:00- 2:00 p.m. ET. 

They are scheduled for the following dates:

July 17, 2025 

July 24, 2025 

July 31, 2025

August 7, 2025 

August 14, 2025 

Week 1: Introduction to AI and Its Impact on Higher Education

• Overview of AI concepts and trends; guided reading of Mollick’s foundational chapters.
• Reflection: Where is AI already showing up on your campus, and what questions does it raise?

Week 2: Ethics, Bias, and Policy in AI Use

• Deep dive into ethical considerations, bias, privacy concerns, and institutional responsibilities.
• Case study: Real-world scenarios of AI successes and challenges in student affairs.

Week 3: Exploring AI Tools for Student Affairs

• Hands-on demos of key tools: Copilot, ChatGPT, chatbots, early alert systems, scheduling assistants.
• Workshop: Crafting and testing AI prompt engineering for practical tasks.

Week 4: AI for Communication, Engagement, and Support

• Strategies for using AI to personalize outreach, support services, and enhance engagement.
• Assignment: Develop a draft communication or engagement plan using AI tools.

Week 5: Building Your AI Action Plan

• Synthesis of course learnings: strategy, tools, ethical considerations, and next steps.
• Present and peer-review a tailored AI integration plan for your department or institution.

Dates: June 16 - July 21, 2025

Description

Designed by members of the NASPA Health, Safety, and Well-being Initiatives team, this short course is designed to guide student affairs professionals through a comprehensive understanding of holistic well-being. Focusing on fostering a shared commitment to well-being in educational environments, particularly through the integration of research-based strategies that support mental, emotional, physical, and social health, the course includes interactive discussions, reflection activities, and actionable insights aimed at enhancing campus and community engagement. Through this course, participants are encouraged to cultivate an inclusive culture that prioritizes the health and well-being of the entire campus community.

Learning Outcomes

1. Define the concept of well-being within the context of higher education.
2. Analyze and apply the principles outlined in the Okanagan Charter to guide health promotion efforts in academic settings.
3. Evaluate and integrate various health promotion models and theories to inform the design and implementation of comprehensive well-being programs.
4. Recognize the roles and responsibilities of key team members, including administrators, faculty, staff, and student leaders, in promoting well-being on campus.
5. Understand and apply the Collective Impact framework as a collaborative approach to addressing complex social issues within the college context.
6. Assess and evaluate the effectiveness of well-being programs.

Course Outline

Section 1 - Understanding Well-being in Higher Education

Section 2 - Roles, Collaboration, and Collective Impact on Promoting Well-being

Section 3 - Developing a Comprehensive Well-being Strategy on Campus

Section 4 - Cultivating a Well-being Culture

Section 5 - Assessing and Evaluating Well-being Programs for Sustainability and Long-Term Planning

Course Live Session Dates

Monday, July 21, 2025 at 3:00 PM ET (Not recorded, mandatory attendance for CSAEd credit)

Course Commitment and Expectations

The course will require 1-2 hours per week with assignments, engagement, and live sessions. All participants are expected to contribute to discussions and be present during live sessions. The course requires participants to have access to a computer, wifi, and webcam. All live sessions will be via Zoom, providing presentation slides and closed captioning. 

Guidelines for earning CE credit: 

4 CSAEd Core CEs are awarded for completing this course. Completion includes viewing all recordings 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.

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.