Education is a long-term investment. It can take years before a graduate truly understands and appreciates how their postsecondary experiences prepared them for life after college. In Student Affairs, this presents challenges in measuring the impact of their work on student success. This session uses data from the National Alumni Career Mobility survey to highlight alumni perceptions of their undergraduate experience and student affairs' role in closing equity gaps to impact student success after graduation. 

Learning Outcomes 

1. Articulate the connection between their work in student affairs and the long-term success of students beyond graduation, using alumni data to support their understanding 

2. Examine how to apply data from alumni surveys to enhance student affairs programs, focusing on increasing the value of higher education and addressing equity gaps in student and alumni success 

3. Identify actionable steps to improve equity and value in higher education outcomes

Kimberly Yousey-Elsener, Research Associate Professor, Higher Education and Student Affairs

We've all heard the charge that we need to integrate equity-centered assessment into overall student affairs assessment. But has anyone given you specific strategies for training student affairs professionals in these essential assessment principles? In this session, presenters will review key items to include when developing or enhancing assessment training to be more inclusive. 

Learning Outcomes 

1. Distinguish the principles of Equity-Centered Assessment 

2. Recognize best practices on how to train student affairs professionals in Equity-Centered Assessment practices 

3. Prepare an action plan to begin developing an Equity-Centered Assessment training program

Paul Holliday-Millard, Senior Research Associate, Assessment & Qualitative Research

Sophie Tullier, Director, Assessment, Data Analytics, & Research

The presenter will share insights about utilizing the Universal Design for Learning (UDL) strategies in the workplace. Discover the benefits and learn practical strategies of UDL that empower organizations to adapt to diverse learning styles. Participants will practice implementing UDL guidelines using real scenarios. Learn how UDL cultivates proactive inclusivity and accessibility to create thriving professional environments. 

Learning Outcomes 

1. Identify Universal Design for Learning strategies and guidelines 

2. Discuss the appropriate use of UDL strategies in the workplace

Aleecea Denton, Residence Hall Director

Bias incidents towards people of color, the LGBTQIA+ community, and/or religious beliefs have been an issue of concern for colleges and universities throughout the years and are on the rise. College administrators have come to a crossroad when having to decide how to respond without violating the First Amendment. The presenter will provide attendees with tools to recognize and respond to bias incidents, promote a culture that values diversity and inclusion while respecting constitutional rights. 

Learning Outcomes 

1. Indicate an understanding of the criteria utilized to identify and analyze instances of bias acts 

2. Describe the First Amendment and recognize the balance between protected speech and potential harm 

3. Discuss First Amendment and bias incidents, fostering a respectful and inclusive environment

Alesia Smith, Assistant Vice President/Title IX Coordinator

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

Sean Watley, Professional Affiliate

How does one create & maintain a welcoming environment on campus while also protecting freedom of expression & allowing diverse opinions & thoughts? A university must be a place where differing ideas and thoughts are welcomed while people are valued and nurtured. How and why do we accomplish this difficult goal? This presentation will provide a description of how the courts and institutions have addressed issues of freedom of speech, harassment, protest, and civil disobedience, all creating the framework within which such issues are addressed.

 Learning Outcomes 

1. Recognize that a potential conflict occurs when seeking to balance freedom of expression and diversity, equity, and inclusion 

2. Describe the Issues related to Freedom of Expression and Diversity Advocacy on American Campuses 

3. Articulate the case law on the First Amendment that impacts these issues

Dennis Gregory, Associate Professor of Higher Education

Kim Bullington, Assistant Professor of Higher Education

Mentorship is crucial for young professionals in higher education, fostering skill development and career growth. For professionals of color, culturally responsive mentorship addresses unique challenges. The 2020 "great exit" underscored the need for guidance beyond traditional roles. Drawing on Sylvia Ann Hewlett's work, the presenters will highlight the vital role of sponsorship in advancing careers and overcoming systemic barriers. Attendees will gain strategies for securing sponsorship and navigating workplace challenges through a dynamic discussion. 

Learning Outcomes 

1. Describe the principles of culturally responsive mentorship 

2. Apply culturally responsive mentorship and sponsorship to support new professionals of color 

3. Recognize the importance of sponsorship and its impact on career success

Frank Dorsey, Dean of Student Involvement & Leadership

Takeem Dean, Assistant Vice President for Student Affairs

**SESSION NOT RECORDED**


The presenter will share practical strategies and insights from developing a Spanish Orientation Program at Wichita State University. They will guide attendees through the essential steps of identifying needs, selecting appropriate resources, and implementing culturally relevant practices. Participants will learn how to craft inclusive and effective programs that support non-English speaking families as they navigate higher education.

 Learning Outcomes 

1. Identify and describe the essential steps in creating an orientation program for non-English-speaking families, including needs analysis, stakeholder engagement, securing funding, and marketing 

2. Analyze the linguistic and cultural needs of families through various methods such as surveys and focus groups 

3. Exemplify strategies to engage and collaborate with key stakeholders, including family representatives, community organizations, and institutional partners, to ensure the program meets diverse needs

Eiran Saucedo-Rodarte, Professional Affiliate

Fat professionals face barriers within their work in higher education. Generational changes have opened some doors and closed others. The presenters will share personal experiences of being a Fat professional in student affairs, including barriers faced on a daily basis, as well as intersections of Fat Phobia with other historically marginalized identities, such as race/ethnicity and gender/sexuality. There will be opportunities for participants to share their own stories and discuss best practices for making space for EVERYBODY. This presentation is open to all, especially our Fat colleagues. 

Learning Outcomes 

1. Identify struggles Fat professionals face within their work in HigherEd 

2. Recognize the unique intersections of fatphobia within the African American, Latin American, LGB and Transgender Communities and the barriers individuals have faced 

3. Compare personal experiences with those of peers at other institutions

Gabriela Ruelas,

J'Lissabeth Faughn,

Amanda Mynatt, Resident Director

Zachary Davis,

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

Kristina Hall-Michel, PhD, Associate Director of Residential Life

The presenter will guide attendees in developing an Anti-Racist Supervisory Toolkit through an engaging blend of lecture, collaborative artwork, and think-pair-share activities. Participants will explore strategies for fostering equity and inclusion in their supervisory roles, reflect on personal biases, and create visual representations of their commitment to anti-racism. The presenter offers actionable insights and creative exercises to empower supervisors to transform their leadership practices and build supportive, inclusive workplaces. 

Learning Outcomes 

1. Recognize and apply effective anti-racist strategies in their supervisory practices, integrating insights from current research and theories on equity and inclusion. 

2. Create personalized action plans for implementing anti-racist practices in their roles, using collaborative artwork and discussion to reflect on their commitments and specific goals. 

3. Exemplify cultural competency by engaging in discussions and exercises that challenge their biases, broaden their understanding of systemic racism, and improve their ability to support a diverse team.

Summie Bledsoe,

The University of Delaware's Spectrum Scholars Initiative empowers autistic individuals and our community on campus and in the workplace. The program is designed to support neurodiverse individuals, with a particular emphasis on assisting autistic students. Services offered include executive functioning coaching, career support, and sensory-sensitive social engagement events. The presenters will provide valuable insights and recommendations to other campus programs and initiatives aimed at effectively supporting neurodiverse students. 

Learning Outcomes 

1. Identify appropriate ways to ensure that the spaces and ways in which they support neurodiverse students are sensory appropriate

2. Construct engagement activities for autistic students in an inclusive, accessible environment

Adrienne Cornish Lucas, Assistant Director

Eryn Cahoon, Academic Program Coordinator

This presentation addresses critical safety issues in school sports, emphasizing that abuse and misconduct persist despite Title IX protections. Title IX, a federal civil rights law, prohibits sex-based discrimination in any federally funded educational program. The session begins with an overview of Title IX, detailing its requirements and protections for education institutions. It acknowledges that misconduct in athletics can extend beyond the sexual discrimination and harassment covered by Title IX, highlighting the need for safety measures.

 Learning Outcomes 

1. Understanding the foundational elements of Title IX and its application in the school sports context

2. Identifying types of misconduct that fall outside the purview of Title IX, including grooming behaviors and other forms of physical and emotional abuse

3. Developing strategies to create a safe and supportive environment for students and staff, emphasizing preventive measures and responsive protocols

Bobby Click, Executive Director

The presenters will review recent research related to the needs and experiences of neurodiverse students in higher education. Using their years of experience in psychotherapy, psychiatry, translational science, and program/intervention development for college settings, the presenters will offer practical suggestions for a diverse audience of both clinical and non-clinical student affairs professionals to support neurodiverse students in succeeding in college. 

Learning Outcomes 

1. Define neurodiversity while providing practical suggestions for a diverse audience of student affairs professionals 

2. Identify ways in which campus practices and policies can be modified to better support neurodiverse student success and inclusion 

3. Describe qualities of neurodiversity that strengthen and enrich campus communities

Carla Chugani, Vice President of Clinical Programs

Larry Ozowara, Vice President of Care Delivery

Despite efforts to increase diversity and inclusion on college and university campuses, viewpoint diversity is rarely discussed in training sessions and in professional development initiatives within student affairs. The presenter will highlight the importance of viewpoint diversity and inclusion as it relates to the work of student affairs professionals and provide recommendations for addressing and overcoming ideological marginalization. 

Learning Outcomes 

1. Articulate the existing empirical and anecdotal data about viewpoint diversity and ideological marginalization in higher education

2. Interpret underlying religious and/or political ideologies that lead to diverse viewpoints about a multitude of topics of interest in student affairs 

3. Recognize how to separate viewpoint/belief from behavior and will gain an increased understanding of how to appropriately regulate the latter

Christy Moran Craft, Professor and Graduate Coordinator

The presenter will explore the connections between college athletics and masculinity. The presenter will ground this exploration with established scholarship on masculinity, including the theories of Hegemonic Masculinity, The Triad of Men's Violence, and Guyland. Additionally, the presenter will discuss several healthy masculinity prevention and intervention strategies, including student conduct, that have been used at different institutions of higher education, for both student-athlete and general student populations.

 Learning Outcomes 

1. Articulate at least two ways that hegemonic masculinity can harm women and men

2. Identify at least two efforts that institutions of higher education have used to promote more inclusive spaces for students (one for student-athletes, one for general students)

3. Recall at least one proactive and at least one reactive way that student affairs professionals can facilitate student learning on the topic of healthy masculinity

Carl Mehta, Interim Assistant Dean of Students

"It Takes a Village to Raise a Child," an African proverb, emphasizes the role of community in nurturing individuals. For new student affairs professionals, especially those of color, the first three years post-graduation are critical for professional identity development. Navigating racial challenges makes supportive mentors essential. These mentors offer guidance, insight, and affirmation, helping New Professionals grow and thrive in their careers by embodying their desired professional persona. 

Learning Outcomes 

1. Recognize the cultural and historical significance of the proverb "It Takes a Village to Raise a Child" and its relevance to their roles in student affairs

2. Identify the crucial role of mentorship in their early careers and understand how it shapes their personal and professional development

3. Integrate their understanding of mentorship dynamics and community-building into personalized plans for professional growth

Dashan Axson-Lawrence, Assistant Director of Multicultural Student Services

Certain states are creating policies to diminish "DEI" engagement, recruitment, and retention resources; leadership trainers need tools to motivate and inspire people across different social identities. Trainers who value "DEI" must find innovative ways to include it in trainings. This session develops professionals, who train diverse people, using identity-based storytelling and experiential learning activities. Participants in this session will create strategies that build trust and increase social identity awareness. Participants will be exposed to intergroup dialogue activities to discuss best practices and collaborate. 

Learning Outcomes 

1. Summarize strategies that build trusting relationships by developing impact statements

2. Develop inspirational stories to increase vulnerability and trust during training

Dar Mayweather, Full-Time Lecturer

This session will explore what unconscious bias is and how it directly impacts student success. This training includes a comprehensive plan to identify, address, and mitigate unconscious bias within schools and colleges. Unconscious bias can negatively impact decision-making, student access, student morale, and overall admission and retention performance. With this training, we aim to create a more inclusive environment and improve student satisfaction, student retention, and overall student success. 

Learning Outcomes 

1. Practice identifying and mitigating unconscious biases and implement strategies to address them

2. Apply a culture where diversity is valued and all students feel included

3. Employ a more inclusive and equitable student experience and enhance decision-making processes

Nahomi Carlisle, Associate VP and Chief Equity and Compliance Officer

Active Bystanderism is a primary strategy to prevent sexual violence and promote sexual respect, particularly with student-athletes, even as research support is limited and programs are rarely designed to be population-specific or scaffolded over time. In this interactive session, we'll discuss - and practice - incorporating key behavioral health theories into active bystander programs and specifically designing your workshops with student-athletes in mind, utilizing strategies that engage this population while minimizing potential resistance. 

Learning Outcomes 

1. Identify opportunities to create buy-in and decrease resistance from student-athletes as a population/key audience 

2. Apply key behavioral health theories of the health belief model and motivational interviewing to the design, facilitation, and assessment of active bystander training 

3. Simulate participation of student-athletes in a workshop through role play in scenario-based work and observe theory-based debrief strategies

Jennifer Jacobsen, Executive Director of Health & Well-Being

Paige Olowu, DOJ OVW Grant Project Director

Interested in improving health equity for your Queer and Trans students? In this session, the speakers will share resources for creating Queer and Trans affirming programs and services. The strategies discussed will include self-education, trans-centered frameworks, and tools for evaluating services. Leave this session feeling empowered to better serve your Queer and Trans students! 

Learning Outcomes 

1. Articulate the importance of Queer inclusive and affirming programs and services 

2. Articulate strategies for self-education as it relates to being Queer inclusive 

3. Describe at least 3 strategies for developing Queer inclusive and affirming programs and services at their institution

Marlaina Widmann, Assistant Director of Wellness Services

Gia Born, Program Manager South Spencer Residential College