This session was NOT recorded. Slides and facilitation guides for the live session are still available. 

You decided what to assess, you collected the data, and you analyzed the data.  Now, you are sitting at your desk with a mountain of pivot tables, bar charts, and sentiment analyses, trying to figure out how to turn numbers into actions. Sound familiar? This session will share lessons learned from interviews with ten directors who took their assessment and used it to make changes within their organization. Together, we will learn from their successes and discuss strategies to apply their ideas on our campuses.

Learning outcomes:

• Describe at least one strategy they can use to use their assessment data
• Share at least one challenge that prevents them from using their assessment data

Rebecca Goldstein, Director of Assessment and Research

It's time to start thinking outside the box when it comes to career success in today's world. To help students design their careers, the presenter will introduce a new model, featured on the  - Inspiring Internships Podcast, and highlight four stages: Inquire, Acquire, Aspire, and Inspire, with engaging activities, discussions, and success stories. The Inspire Model has led the College of Humanities at the University of Utah to improve career success outcomes significantly and has more than doubled internship participation over the past year.

Learning Outcomes:

1. Gain a comprehensive understanding of the evolving landscape of career success in the current job market.
2. Explore the innovative four-stage model (Inquire, Acquire, Aspire, and Inspire) for achieving career goals.
3. Participate in engaging activities designed to facilitate critical thinking and practical application of career development strategies.

Cameron Vakilian, Director of Experiential Learning

Sponsored Session: Mentor Collective

Billions are invested annually in student services, but many students never access them. As the value of higher education is increasingly scrutinized, institutions can not afford to have underused services. To address this, institutions are harnessing the power of mentorship to dismantle barriers hindering first-generation students from accessing student support services.

Effective mentorship programs employ diverse strategies to offer guidance and assistance. With intentional connections, mentors draw from their journeys of perseverance and direct mentees to tailored resources for specific challenges. Presenters will share how an intentionally designed mentorship program enhances first-generation students' sense of belonging and steers them toward the experiences and resources that help them thrive in and beyond college.

Learning Outcomes

1. Explore the relationship between students’ sense of belonging, peer connections, and students’ use of campus resources as essential components to embedding an institutional culture of care.

2. Consider tools for measuring students’ sense of belonging and learn how a deeper understanding of students’ socio-emotional state can be harnessed in practice to drive first-generation student success outcomes and demonstrate the value of higher education to current and future students.

3. Examine how the University of Wisconsin, Green Bay, Georgia Tech, and Duke University have leveraged the high-impact practice of mentorship to institutionalize a culture of care without added administrative burden.

About Mentor Collective

Mentor Collective, an education technology provider, drives student belonging and retention through research-backed, scalable peer mentorship solutions. Supported by the Lumina Foundation, Mentor Collective's proprietary approach to student success brings student insights to the forefront of strategic planning. The company partners with 180+ institutions to unlock the transformative power of peer relationships and catalyze student success practices with actionable peer insights.

Kathryn Marten, Student & Community Engagement Coordinator for the Cofrin School of Business

Annemieke Rice, Vice President of Partner Success

We know that to be successful and empower communities to be leaders in prevention, we must address implicit bias and create intersectional programs. This includes having nuanced conversations about identity, alcohol, and sex. Furthermore, in social settings, safety is not only a concern for people drinking but for everyone. During this workshop, we will discuss social norms around alcohol, identify ways to build community through intentional dialogue and provide tips for including intersectional practices in sexual violence prevention.

Learning Outcomes:

1. Explain how implicit bias impacts prevention facilitation and strategies.
2. Describe how primary prevention includes changes in community norms and culture to support people in preventing sexual violence.
3. Strategize how to build relationships in their community to engage underserved populations in violence prevention work.

Haleigh Harrold, Executive Director

Tonjie Reese, Founder and Executive Director

In an attempt to foster an environment that cultivates inclusion and maintains free speech, institutions of higher learning have encountered formidable challenges. These challenges often result in tense moments and conflicts in and out of the classroom. Many believe that fostering a culture of inclusion and belonging on college campuses has the potential to curtail freedom of expression. In the long run, this lack of understanding can erode the public trust in higher education. While there is no single solution, having strategies available that universities can choose from can help to harmonize the principles of inclusion and free speech. In response to these challenges, PEN America has created the CASE framework, a structured approach for responding to campus tensions involving free speech and inclusion. It outlines challenges, reflection questions, and strategies that enable campus leaders to have a holistic response to campus incidents where free speech and inclusion might be at odds.

Learning Outcomes:

• Understand and articulate the components of the CASE framework and its application on campus free speech and inclusion. 
• Identify a systematic and organized approach to responding to campus tensions. 
• Employ guidance and direction for designing educational programs and professional development opportunities focused on responding to campus tensions.

Kristen Shahverdian, Senior Manager, Free Expression & Education

According to a 2023 NACE poll, more than 40% of career services professionals reported using artificial intelligence for work tasks over the last year, but fewer than half reported using it with students. The presenters will educate how advising professionals can implement AI into their discussions with students. In the wake of this new technology, There is now an opportunity to responsibly leverage its benefits in order to educate ourselves on its possibilities and to advise students in a more impactful and profound way. 

Learning Outcomes: 

1. Understand the impact of AI in higher education and its larger implications through moderated discussion. 
2. Discuss the ethics of AI and appropriate usage, and be able to facilitate these discussions with their students. 
3. Understand and add to the opportunities for innovation that AI can provide in student career education through interactive discussion and pair-and-share activities.

Alexandra Karlesses, Assistant Director of Career Development

This session was NOT recorded. Slides and facilitation guides for the live session are still available. 

The presenters will share how Bowling Green State University has transitioned from a passive early alert process to an intrusive system that leverages structural relationships between students and staff members, many of whom are NOT academic advisors. Staff members serving as Outreach Coordinators connect with students via texts, phone calls, and in-person chats to learn root causes of alerts and connect students with campus resources. Since its launch in 2021, BGSU’s early alert system has improved student retention in the target group by 5%.

Learning Outcomes:

1. Learn how BGSU reached across divisions and offices to promote a systems-wide response to early alerts.
2. Understand the whole early alert cycle at BGSU and each of our constituents' roles in making the process successful and efficient.
3. Evaluate the strengths and challenges of implementing a similar program at their college/university.

Kimberlyn Brooks, Director, Student Success Analytics and Technologies

Sarah Jurden, Director of Student Success Strategies and Initiatives

Glenn Davis, Vice President for Student Engagement and Success

Advising Technology refers to the source systems, advising tools, and add-on student support features that provide information from and about students to institutions. The application of one or more of these technologies introduces efficiencies by automating common transactional elements of planning and advising services, enabling more opportunities to create and foster meaningful relationships between students and their advisor(s) and promoting intentional and holistic advising by design.

The information collected and analyzed using advising technology can also assist institutions in learning more about how strategic, personalized attention and support can be offered to meet the specific needs of students and further their success. Through the use and application of advising technology, institutions can advance more equitable, high-quality, and effective programs and policies that center the experiences of Black, Latinx, Indigenous, Asian, Pacific Islander, and low-income students and ultimately improve student learning outcomes.

Learning Objectives

1. Define advising technology and identify how technology can support student success. 
2. Summarize the state of the field.   
3. Articulate how advising tech can be used as a tool to support racial and socioeconomic equity goals on campus (and where it can hurt).
4. Identify institutions and the holistic advising redesign on each campus supported by technology. 

Elise Newkirk-Kotfila, Assistant Vice President for Strategy and Partnerships

Kathe Pelletier, Director, Teaching and Learning Program

Shmona Simpson, Founder and CEO

We have learned students are not one-dimensional. There is no longer a singular definition of a "typical" student, with the enrollment of diverse student populations steadily increasing. Student identities have evolved beyond the previously perceived "traditional" norms. The guidebook titled "Knowing Our Students: Understanding & Designing for Success" offers valuable resources for colleges to identify and comprehend the unique characteristics of their student body. Originally published in 2021, the updated edition of the guidebook, released in 2023 by Achieving the Dream and Advising Success Network, serves as an essential tool for institutional leaders and student success teams. It encourages a fresh dialogue about the student population and provides practical strategies derived from national experts and peer institutions. The guidebook imparts the latest knowledge, real-world examples, and effective tools on:

Gaining a profound understanding of students

Identifying relevant and useful data points

Employing data effectively to enhance student success

Anticipating and addressing potential challenges

Implementing strategies to overcome these challenges

Learning Outcomes:

• Understand the Knowing Our Student Guide Concepts
• Articulate the Importance of the Student Journey
• Understand the importance of the Student Voice. 
• Outline the Student Experience

Paula Pitcher, Director, Holistic Student Supports

Paula Tailey, Executive Director, Program Development

Diana Ali, Director of Policy Research and Advocacy

Jill Dunlap, Senior Director of Research, Policy, and Civic Engagement

Many of the issues occupying the minds of public policymakers around the United States are directly related to the day-to-day work of student affairs professionals. The presenters will provide a broad overview of the federal and state policy landscape, focusing on issues that align with the NASPA Public Policy Agenda. Information will be provided on financial aid, costs, and student debt; sexual assault prevention and response; mental health; political attacks on diversity, equity, and inclusion, including policies related to restricting diversity, equity, and inclusion efforts on campus and efforts to limit gender-affirming care; and campus free speech.

Learning Outcomes:

1. Explain current public policy conversations at the federal and state levels pertaining to student affairs.
2. Identify the specific ways that Student Affairs professionals can collaborate to respond to state and federal legislation.
3. Locate resources for additional information to stay updated with salient issues.

Achieving health equity at a college campus requires a collective effort, and students' voices should be heard during this movement. This presentation will discuss the formation of a student organization, "Student Advocates for Well-being". In this session, presenters will explore how this group of students raised awareness, held focus groups, and are writing a White Paper to address these student concerns. Students have unique perspectives, energy, and potential to create meaningful campus change. Therefore, their voices should be heard. 

Learning Outcomes: 

1. Recognize students' role in advocating for campus health equity.
2. Discuss the ethics of AI and appropriate usage and will be able to facilitate these discussions with their students.
3. Understand and add to the opportunities for innovation that AI can provide in student career education through interactive discussion and pair-and-share activities.

Alexis Washington, Assistant Director, Health Promotion

The presenters will share examples of inclusive student survey design and considerations of the survey team from the National Assessment of Collegiate Campus Climates from the Race and Equity Center at the University of Southern California, which has been developed based on more than a decade of research and numerous case studies on race and equity issues in U.S. higher Education. Attendees will also learn useful functions and tips on Qualtrics, which fosters the efficiency of surveys and increases the response rate.

Learning Outcomes:

1. Articulate the importance and the role of diversity, equity, and inclusion in survey design.
2. Create inclusive demographic questions for student experience, awareness, or satisfaction surveys.
3. Recommend useful functions and tools in Qualtrics that allow student affairs professionals and leaders to create and revise an effective student survey.

Jihye Kwon, Associate Director for Survey Research, Adjunct Assistant Professor

Rodolfo Núñez, Senior Research Analyst

Student affairs cannot afford to operate as an island. To fully support student success, leaders within the division of student affairs must develop solid partnerships with academic affairs. The presenters will highlight student success efforts resulting from strategic collaborations by the vice provost for undergraduate studies and the vice chancellor for student affairs and their respective teams at the University of Missouri. They will discuss a collection of helpful strategies to build effective collaborations gathered from other campuses.

Learning Outcomes:

1. Describe high-impact cross-division strategies for student success and early detection strategies to support retention, sense of belonging, inclusion, and equity.
2. Explain the value of effective student and academic affairs collaborations for student learning and success.
3. Describe cultural and structural strategies for collaborative efforts and opportunities between student affairs and academic affairs.

Dr. Bill Stackman, Dean of Students

Dr. Jim Spain, Vice Provost for Undergraduate Studies

Join us for a brief lecture where we will share how we established a working relationship, the ups, and downs of finding an editor, what happened when the story took on a life of its own, and the joy of connecting and collaborating with co-authors across the country. We’ll have time for your questions and a shared opportunity for the audience to brainstorm their ideas for future work that will add to the knowledge base of student affairs and inform our practice.

Learning Outcomes:

1. Understand of one route to publishing. 
2. Understand the rudimentary elements of a co-edited, multi-co-author text. 
3. Utilize specific resources necessary for the support.

Jeannette Smith, Vice President of Student Affairs

Dr. Jackie Clark, Associate Professor, Associate Dean

The Advising Success Network has created a tool to complement existing self-assessments and highlight emerging and evidence-based practices from HBCUs, HSIs, TCUs, Community Colleges, and other institutions that serve the ASN’s priority student populations: Black, Latinx/a/o, Indigenous, Asian, Pacific Islander, and poverty-affected students. 

Learn about and use this self-assessment to baseline your institutional practices against the full field. 

Learning Outcomes:

• Reflect on emerging practices for supporting Black, Latinx/a/o, Indigenous, Asian, Pacific Islander, and poverty-affected students with holistic advising and student support.
• Assess current institutional practices and learn about connection to the field. 
• Learn about materials and services provided by the Advising Success Network.

Elise Newkirk-Kotfila, Assistant Vice President for Strategy and Partnerships

Julie Johnson, Ed.D., Founder and Principal

During moments of crisis caused by racism, many leaders - who oftentimes hold privileged and oppressor identities - face competing pressures to condemn racism and reiterate institutional values to create an inclusive community while continuing to please their donors who may disagree with addressing racism. Participants will learn strategies and tactics to move institutions away from racism and toward anti-racism, including a shift in racist policies, practices, pedagogies, and people.

Jordan Shelby West, Associate Vice Provost for Diversity, Equity and Community Engagement

Technology and social media change at dizzying speed, from TikTok to ChatGPT and beyond. The challenge isn't merely to keep pace—it's to remain purpose-driven and human-centered amidst the digital whirlwind. The rapid advancement of digital innovations offers unprecedented opportunities for connection, yet it also poses the risk of distancing us from the very essence of our humanity. It's tempting to respond with skepticism or to create barriers against the unknown, yet doing so risks overlooking the potential for meaningful engagement that technology affords.

This keynote explores how student affairs can embrace digital communication technologies not as mere tools for adoption but as pathways to deepen our connections and enrich our communities. Focusing on humanizing digital engagement, we will unveil practical, impactful strategies that foster a sense of belonging and community online and on campus. From understanding the evolving digital landscape to implementing practices that put student success at the forefront, this session will guide you in crafting digital strategies where students, families, alumni, and employees feel seen online and on campus.

Learning Outcomes: 

1. Understand the evolving digital landscape to take back to campus partners. 

2. Create a sense of belonging for students through digital communication. 

Josie Ahlquist, Digital Engagement Consultant, Coach and Speaker

High-impact practices (HIPs) bring higher levels of learning success but require an intentional, developmentally based, and equity-focused structure. Presenters will use a fireside chat format to encourage audience interaction and facilitate conversation about how campus staff, faculty, and administrators collaborate on innovative, effective, high-impact practices to enhance student experiences and help students build skills for an ever-changing world.

Learning Outcomes:

1. Articulate how collaboration, using partnerships, faculty, career services, interdisciplinary courses, and activity design, can assist in expanding HIPs beyond the institution.
2. Determine ways in which learning experiences can translate into student success and workforce readiness.
3. Frame critical data points for student experiences and high-impact practices for university continuous assessment and improvement.

Joy Fuqua, Executive Director of Interactive Instruction and Innovative Delivery

Delayna Breckon,

While extroverts are known as being outgoing, assertive, and often considered likable and good leaders, introverts are often known as quiet or anti-social. However, introverts are also active listeners, creative, and adept at relating to others. The presenter will share a deeper understanding of introversion using Jung’s personality theory, describe the types of introverts, explore misconceptions and strengths, and discuss strategies to support and empower introverted students and colleagues.

Learning Outcomes:

1. Understand introversion more deeply, including recognizing common misconceptions and strengths.
2. Identify strategies to support, collaborate with, and empower introverted students and colleagues.

Rayna Tagalicod, Director of National Student Exchange & Assistant Faculty Specialist

The presenters will share findings from a national qualitative study exploring the use of student organization accountability models and frameworks by student conduct administrators. They will discuss how incidents are investigated, methods of accountability, and the functionality of addressing collective members/organizational behavior. By comparing the findings to existing conduct from professional associations, including AFA, NASPA, and ASCA, they will include implications for practice.

Learning Outcomes:

1. Identify current student organization accountability models in comparison to study findings
2. Distinguish areas of opportunity to improve their model student organization code of conduct
3. Differentiate between individual and organizational concepts within an institutional code of conduct

Pietro Sasso, Ph.D., Associate Professor

Dawn Maynen, PhD, Project Coordinator

Health Promotion and Health Behavior theories and models can be accessible, concrete, and sometimes fun (Seriously!) This session will invite participants to learn some of the “greatest hits” of Health Promotion and Health Behavior theories to help fill the existing evidence-based practice gaps in student well-being work on their campus. Participants will have the opportunity to generate ideas for how to connect these theories to existing practice, identify potential harms and hazards, and consider how to center students who have traditionally been decentered in this work. Participants will be invited to co-create learning with each theory shared; this session seeks to enhance participants’ curiosity about one or more models to learn more. References will be shared with participants so they can take a deeper dive at the level at which they choose.

Learning Outcomes: 

• Identify up to three accessible health promotion/health behavior theories that can be applied to improve the efficacy of student well-being work on campus.
• Examine their current campus efforts for potential unintended harmful side effects such as reactance, message rejection, furthering racism, victim-blaming, and/or erasure.
• Apply *one* theory to *one* existing or future part of student well-being work on their home campus.

Jennifer Jacobsen, Executive Director of Health & Wellness

Assistant/associate vice presidents and deans of students have a unique lens to positively influence student success, persistence, and belonging on their respective campuses. With one foot in strategic spaces and another working directly with students and staff, AVPs and deans can best leverage their roles to transform student experiences. They can only do so when they work in tandem with their senior student affairs officer. The presenters will share how aspiring AVPs/deans must understand this dynamic if they are to succeed in their roles.

Learning Outcomes:

1. Identify at least 3 competencies of assistant/associate vice presidents for student affairs.
2. Describe the relationship needed between assistant/associate vice presidents, deans, and numbers 2s and their senior student affairs officers if both are to be successful in their roles.
3. Identify at least 1 strategy to cultivate and/or steward a positive working relationship with their senior student affairs officer.

Brett Bruner, Assistant Vice President for Student Success & Persistence

Melissa Mace, Vice President for Enrollment Management

Institutions have long embraced living-learning community programs for their positive outcomes, such as the value-added social and psychological benefits that students receive from participating in them. As institutional fiscal and human resources are stretched now more than ever before, leaders must connect these experiences to institutional student success and persistence priorities. Presenters will share how they have employed leadership styles that incorporated change management to connect their living-learning communities to student success.

Learning Outcomes:

1. Identify at least 2 student success and/or persistence benefits for students participating in them.
2. Describe at least 2 steps of Kotter's (2012) 8-step change model.
3. Describe at least 2 strategies for how they can employ Kotter's (2012) 8-step change model in leading change to connect living-learning communities to institutional student success priorities.

Brett Bruner, Assistant Vice President for Student Success & Persistence

John Vanderpool, Director of Housing & Residence Life

This session was NOT recorded. Slides and facilitation guides for the live session are still available. 

Mentoring has been noted as one strategy to assist Black women with coping with struggles within higher education, as well as a strategy to assist with navigating higher education institutions. This presentation aims to provide an overview of how Black women can best use mentors to develop as professionals and scale their careers. Additionally, for those who mentor Black women, research-based advice is offered to help mentors be intentional about the success of Black women.

Learning Outcomes:

1. Articulate concerns of Black women in academia
2. Learn how to apply concepts and models that support Black women in higher education

Evette Allen, Assistant Dean, Diversity, Equity, Inclusion

Sponsored Session: Vector Solutions

Whether you built or bought it, student affairs leaders have significantly invested in digital prevention programs. With limited budgets, decisions must be made with full consideration of the technology’s capabilities to drive mission and business outcomes. This session will provide cutting-edge insights and a rigorous framework used by leading institutions to make their technology pay for itself by strengthening enrollment, engagement and satisfaction, academic success, persistence, career readiness, and actual prevention outcomes. 

Learning Outcomes:

1. Define the safety challenges and industry headwinds threatening the future of higher education institutions and the communities we serve. 

2. Apply the nine research-based Campus Prevention Network Seal of Prevention criteria to shape digital training strategies and drive transformational results. 

3. Leverage the strategic outcomes of prevention programming to increase investment in student affairs as a transformation-driving force in higher education. 

About Vector Solutions

Vector Solutions offers high-impact training for college students. Make a positive impact on learners and campus communities with effective training that supports compliance with federal and state training requirements.

Prepare students to be safe and successful in college. Educate and empower learners with courses that combine academic and industry research, expert insights, best practices in online learning, and feedback from our partners.

Rob Buelow, ScM, VP and General Manager

Presenters will share their experiences using AI to deepen engagement with students and elevate their voices. Through the use of AI, the student voice can be incorporated into decision-making and drive proactive attentiveness. The presenters will provide highlights from Vaughn College, where students have 24/7/365 support and administrators have real-time data about the students they serve. This interactive presentation is designed to share a combined "high tech" and "high touch" approach to student success.

Learning Outcomes:

1. Use student feedback and non-academic metrics as retention strategies.
2. Translate theoretical persistence models into tangible actions.
3. Explore the potential of technology in orchestrating timely individualized outreach.

Elaine T. White, Assistant Vice President/Dean of Students

The co-chairs of NASPA's Assessment, Evaluation & Research Knowledge Community will share trends in student affairs assessment and discuss strategies to better inform improvements as well as evidence of the impact of student affairs on higher education.

Learning Outcomes: 

• Accurately describe the current landscape of storytelling in student affairs. 
• Identify techniques that effectively communicate the value of student affairs. 
• Evaluate the connection between assessment trends and the storytelling process. 
• Describe strategies that analyze techniques being used in student affairs to tell stories. 

Shaun Boren, Ed.D., Director, Student Life Assessment & Research

Kim Kruchen, Associate Director for Strategic Initiatives

AARP estimates that 38 million, or 11.5% of the US population, are unpaid family caregivers, and in 2020, they estimated that 5 million students in higher education are caring for adults. Caregiving affects their educational and professional trajectories, and many report burning out. The presenters, current and former caregivers, will identify areas to better understand this population and offer ideas for institutions to enhance their campus culture to be both caregiving-aware and take care of their students, staff, and faculty caregivers.

Learning Outcomes:

1.  Identify the characteristics of student caregivers and the different scopes and types of caregiving responsibilities they may have
2. Recognize how caregiving's internal and external pressures impact students’ higher education experiences and outcomes.
3. Evaluate the pros and cons of different emerging best practices from other campuses. 
4. Develop and appraise ideas with fellow participants to bring back to their own campuses to support student caregivers.

Elaine Jessica Tamargo, Ph.D. Candidate

Felisha L Norrington, MSW, LMSW, Director, Office of Academic Assistance

Student affairs practitioners must have clear guidance to meet the needs of trans and nonbinary students and provide them with support in today’s hostile political climate. Participants in this session will learn about the updated and expanded Consortium of Higher Education LGBT Resource Professionals’ - Promising Policies and Practices for Supporting Trans and Nonbinary Students. Attendees will be provided concrete actions ranging from day-to-day practices to departmental and institutional policies to enact campus-wide change.

Learning Outcomes:

1. Learn about the development of promising policies and practices for supporting trans and nonbinary students
2. Gain an understanding of the types of organizational policies and practices (i.e., specific to a multitude of campus areas) that can expand inclusion, equity, and belonging
3. Receive guidance about concrete actions participants can take to implement these new policies and practices on their campuses

Debbie Bazarksy, Director of the LGBTQIA+ Center for Faculty & Staff

Dr. Chicora Martin, Vice President of Student Affairs and Dean of Students | NASPA Board Chair

D.A. Dirks, Contract Faculty

Chris Hinesley, Assistant Director for Campus Life

Roman Christiaens, Doctoral Candidate

Sarah Simi Cohen (They/Them pronouns), Practice and Research Coordinator

Mentoring has long been viewed as an important avenue for supporting new professionals in student affairs. As higher education institutions experience significant challenges with recruitment and retention in student-facing positions, support for professional development is even more pressing. Appreciative Mentoring (AM) is a staff mentoring model built on the Appreciative Inquiry framework. Presenters will provide tools for implementing AM with early-career student affairs professionals.

Learning Outcomes:

1. Understand and recall basic principles of appreciative inquiry
2. Apply principles of appreciative inquiry to mentoring new professionals

Peter Mather, Professor

Lyn Redington, Vice President for Student Affairs

Erin Morgenstern, Assistant to the Vice President for Priority Projects in Student Affairs

The presenters will share findings from a national qualitative study that explored the experiences of college students following the recreational marijuana legalization. Findings suggested a general lack of knowledge regarding cannabis consumption and legalization. However, there is a desire to practice safe consumption and receive a more meaningful education on the topic. Recommendations for practice will be provided for higher education institutions to increase efforts to educate on safe practices and challenge stigma and misperceptions.

Learning Outcomes:

1. Articulate student perceptions about the legal use of marijuana use
2. Identify the campus legal contexts for legal use of marijuana
3. Distinguish marijuana legalization and use between off-campus and on-campus contexts

Pietro Sasso, PhD, Associate Professor

The pandemic changed the way universities navigate student engagement. As a new generation of students starts their college experience, learn from a university that shifted traditional resources to create an inaugural position dedicated to virtual engagement and how it changed the landscape of student involvement with staff and support services. This strategy, grounded in diversity, equity, and inclusion, elevated reciprocal campus partnerships that made data-informed decisions for student success.

Learning Outcomes:

1. Learn virtual engagement strategies focused on student services and experience while using a DEI framework. 
2. Explore best practices for creating student-focused content. Identify ways to measure student success.

Lauren Cox, Virtual Engagement Project Coordinator

Co-curricular activities are crucial to students' overall development and success, providing opportunities to enhance their skills, knowledge, and experiences outside of the traditional academic curriculum. The presenters will discuss the importance of student engagement in co-curricular programming and its role in supporting student success. Presenters will delve into proven strategies and practices for designing and implementing a successful co-curricular program based on existing programs created by the presenters.

Learning Outcomes:

1. Understand key theoretical foundations such as Astin's developmental theory of student involvement and Kuh et al.'s factors contributing to student success in college.
2. Understand key elements to design and implement a successful institution-wide co-curricular model.

Rayshawn Eastman, Associate Vice President for Student Engagement

From onboarding new employees to upskilling an experienced team for internal mobility, learner-centered training and development are key to performance management and organizational success. Corporate talent development strategies can be used to engage student affairs educators in a process that opens space to meet, adapt, and sustain professional development needs at all organizational levels. Learn about six tools, concepts, and software to create and deliver powerful face-to-face and on-demand professional development stories.

Learning Outcomes:

1. Identify knowledge, skills, and dispositions related to talent development focused on Student Affairs (SA) Professional Competency areas.
2. Recognize components of 6 talent development concepts and tools for learner-centered training and development.
3. Connect features of talent development concepts and tools most relevant to their campus professional development context.

Helen Mulhern Halasz, Student Affairs Assessment, Research, and Planning

Brian Regan, Associate Director of Residential Education

Predictive analytics models can be used to assist colleges and universities in meeting their strategic goals. Often, the focus of such models is on student academic and demographic data, but some of the most impactful experiences are co-curricular. The presenters will focus on models that include the co-curricular aspects of the learning environment in predictive models and report on institutional changes enacted because of such models.

Learning Outcomes:

1. Identify a variety of cocurricular practices that have a positive impact on student success metrics.
2. Evaluate the strengths and weaknesses of using cocurricular data in predictive models.
3. Discuss models that could be explored on their own campuses.

Jessica Oyler, Vice President for Student Access and Success

Dr. Heather J. Chapman, Senior Director for Data & Analytics

In the fast-paced world of student affairs, professionals often find themselves grappling with the challenges of maintaining personal health and wellness. Join us for an insightful presentation that not only addresses strategies for individual well-being but also underscores the crucial role of leadership in fostering a healthy organizational culture. Through engaging discussions and actionable insights, this session aims to empower individuals to fill their cups with sustainable practices, while creating environments that promote the flourishing of the teams they are on or lead.

Learning Objectives

1. Recognize and Mitigate Burnout and Stress:
   1. Understand common signs of burnout and stress specific to student affairs professionals, gaining insights into early warning signs. 
   2. Learn proactive strategies to address personal well-being, fostering resilience and mitigating the impact of stressors.
2. Integrate Self-Care for Individuals and Leaders:
   1. Explore practical self-care techniques tailored to the demands of student affairs work. 
   2. Learn to seamlessly integrate these strategies into daily routines, fostering sustainability and resilience for both individuals and leaders within the profession.
3. Cultivate Supportive Environments Through Inclusive Leadership:
   1. Recognize the pivotal role of leadership in shaping the well-being of student affairs professionals. 
   2. Learn how leaders can integrate self-care principles into their practices, foster inclusive and supportive leadership, and create environments that encourage open dialogue, collaboration, and a sense of belonging within the professional community.
4. Develop Personalized Wellness Plans:
   1. Engage in the process of developing personalized wellness plans that align with individual needs and goals. 
   2. Understand how to set realistic expectations, establish boundaries, and prioritize self-care practices that contribute to sustained personal well-being throughout a career in student affairs.

Shawnté Elbert, Ed, D., Contributing Faculty, PhD Health Education & Promotion | Chief Health Equity Officer

Sherrá M. Watkins, Ph.D., Associate Vice President for Student Health & Wellness

Joi Alexander, MCHES, Professional Title: Director, Wellness Empowerment Center

Alicia Battle, Ph.D., Director Teaching Health Center

In the realm of doctoral education, the saying, "It takes a village to raise a child," carries profound significance. This program delves into the concept of a "village" in the context of doctoral studies, highlighting the pivotal role of relationships, support networks, and collaborative endeavors in fostering the growth and triumph of doctoral candidates. The presenters will guide a panel presentation by doctoral candidates pursuing the High Point University Doctor of Education in Educational Leadership (Ed.D.) program.

Learning Outcomes:

1. Grasp the significance of an academic "village" in the context of doctoral programs and recognize how relationships within this village are crucial for academic and personal development.
2. Identify and appreciate the roles of various stakeholders within a doctoral program, including advisors, mentors, peers, and support staff, and understand how their collective contributions shape a candidate's experience.
3. Understand how positive relationships with peers and faculty members foster a sense of belonging within the academic community, enhancing motivation and engagement throughout the doctoral journey.

Melissa J Watson, Doctoral Graduate student

Campus counseling resources are incredibly important, yet some college and university officials see therapy as the only route to addressing students’ mental health. In reality, there are other research-based approaches student affairs professionals can take to complement the work of their counseling colleagues. The presenters will share details of a successful Wintersession initiative that has positively contributed to students’ mental health, with lessons learned for student affairs professionals to apply at their respective institutions.

Learning Outcomes:

1. Learn about a successful conference/festival model that has been shown to contribute positively to students’ mental health
2. Learn best practices to apply learnings on their own campuses

Judy Jarvis, Executive Director, Office of Campus Engagement

Hillary Toledo-Madriz, Program Coordinator

The higher education landscape has shifted considerably in recent years. Enrollment challenges, pandemic pressures, and more have led some institutions to undergo considerable changes in organizational structure, ranging from mass layoffs to mergers and even closure. In this panel, seasoned SA Professionals from various institution types and circumstances will share lessons learned and best practices in leading their teams and institutions through some of their careers' biggest challenges and most courageous moments.

Learning Outcomes:

• Understand the influences and decisions of senior leaders during times of significant organizational change and to 
• Recognize what it means to be grounded in humility, care, and integrity when things are upheaval, and people look to leadership for guidance. 

Heather French, Associate Vice Chancellor and Dean of Students

Laura Lyndon, Ed.D., Dean of Students

Roxana Aguirre, M.Ed, Associate Director of Student Identity & Engagement

Jen Miller, Ph.D, Dean of Student Affairs

Marcella Runell, Ed.D., Vice President for Student Life, Dean of Students

Danielle McDonald, Ph.D., Associate Vice President/Dean of Students

Sexual violence remains an ongoing public health problem on campuses. Institutional leaders must set the standards for how the institution responds to and prevents violence. Developing objectives to address this requires a comprehensive, evidence-based approach to create system-level cultural changes. NASPA’s Culture of Respect Collective guides institutions through this process. This session will examine objectives created by 60+ graduated Collective institutions to identify themes, strengths, and barriers to advancing strategic initiatives.

Learning Outcomes:

1. Learn information about NASPA’s Culture of Respect Collective.
2. Recognize the power institutional leaders have in influencing sexual violence prevention and response initiatives.
3. Understand the benefits of utilizing external experts in the creation of sexual violence prevention and response initiatives.

Jessica Henault, Program Coordinator, Culture of Respect

The presenter will share groundbreaking approaches to using Artificial Intelligence (AI) to enhance accessibility and support for students with disabilities. Attendees will explore AI-driven tools to help with personalized learning, engagement, and communication. Ethical considerations, along with implementation strategies, will also be discussed. The session will emphasize the need for a participatory approach involving students with disabilities in the co-design of AI-enabled educational tools to ensure inclusivity and effectiveness.

Learning Outcomes:

1. Identify at least three AI-driven tools that can enhance accessibility and learning for students with disabilities, along with their potential ethical implications.
2. Implement a participatory approach in their educational settings, enabling them to involve students with disabilities in the co-design of AI-enabled educational tools for improved inclusivity and effectiveness.

Michael Butcher, Assistant Vice President for Student Affairs/Dean of Students and Title IX Coordinator

Today, institutions are faced with a complex challenge: revitalizing student engagement in a landscape marked by growing financial concerns, shifts in campus culture and traditions, and a need to reassess what motivates student involvement. Together, we'll delve into new student engagement trends, balancing access and motivation, fostering racial justice, and prioritizing student mental health, which is central to our exploration of how campus professionals can reengage students in a post-pandemic environment.

Learning outcomes:

• Learn more about the challenges and triumphs that Black, Indigenous, and People of Color (BIPOC) female-identifying students in the sciences face inside and outside of the classroom.
• Engage with colleagues at other colleges and university and share their own best-practices for supporting this student population.
• Leave the session with a tangible resource guide that will be generated during the session, possessing scholarly works and information from the presenters and their fellow participants.

Candace Sumner-Robinson, Director, Undergraduate Academic Advising - CCAS

Christopher Holiman, Esq., Assistant Dean, Intercultural Advising and Engagement

Retention models share common elements such as student characteristics, institutional experiences, and academic and social integration. However, few specifically - basic needs (e.g., food, housing, transportation) and - belonging are essential components of student success. Presenters will provide an overview and discuss the impact of basic needs and belonging to persistence, share a theoretical framework for including them within persistence models, and provide recommendations for addressing these issues in student affairs practice.

Learning Outcomes:

1. Describe the impact that basic needs and belonging have on college student persistence
2. Identify strategies to address basic needs and belonging in student affairs practice

Gavin Henning, Professor of Higher Education

Anne Lundquist, Executive Director at the Hope Center at

Across professional settings, emotional-social skills are four times more important than the Intelligence quotient (IQ). The presenter will invite audience members to learn about the concept of emotional intelligence (EQ) and why it matters, how to build and foster high-functioning, collaborative teams by empowering individuals to practice advanced EQ and communication strategies, and will provide structured opportunities for participants to explore and upskill their own EQ through active participation in teambuilder activities.

Learning Outcomes:

1. Learn why emotional intelligence is important for professionals
2. Understand that emotional intelligence team builders look and feel like
3. Explain how to effectively practice improving emotional intelligence skills

Jason Joyce, Associate Director, Changemaker Center

Competency development is essential for students as they prepare for a successful transition from college to career. As students experience college, they are able to hone competencies that have real-life implications. Recent NACE data point to employers hiring decisions emphasizing competency proficiency, more so than GPA when considering who to hire. Now, more than ever before, colleges and universities are integrating competencies into the fabric of their student experiences by infusing intentional competency-based student learning into the curriculum and co-curriculum—all with the goal of fostering student success and career readiness. 

Join us as association leaders discuss the impact competency implementation has on institutional effectiveness and student preparedness, the importance of competency implementation across the higher education community, opportunities for collaboration between academic and student affairs, and strategies and leading practices with institutions to establish new and enhance existing competency initiatives.

Learning Outcomes: 

• Understand the impact of competency implementation on institutional effectiveness and student preparedness.
• Socialize the importance of competency implementation across the higher education community.
• Share strategies and leading practices with institutions to establish new and enhance existing implementation initiatives.

Stephanie Gordon, Ed.D., Vice President of Professional Development

Matthew Brink, Chief Programs & Content Officer

Ashely Finley, Vice President of Research and Senior Advisor to the President

Amy Geist, Director of Strategic Initiatives

Given the growing, diverse student population at institutions across the country, many institutions have developed diversity-related initiatives. Even though the work may begin at the senior leadership level, how can university career centers contribute to the institution’s DEI goal? In this session, the presenter will 1) discuss how career development professionals can incorporate DEI within programs, coaching, and resources and 2) share best sustainable practices used at UNC-Chapel Hill, Kenan-Flagler Business School’s Career Center.

Learning Outcomes:

1. Develop a better understanding of the role that career professionals can play in meeting the needs of a diverse student population.
2. Develop career development programming and resources to increase student engagement with career centers.
3. Identify key partners on campus to support their programs, coaching and resources to best support their students.

Catherine Okafor, Assistant Director, Career Development & Employer Relations

Student employment is a key part of the college experience. Students have long relied on campus positions for basic needs assistance and work experience. However, the ongoing global pandemic has made student employment much more complicated. The presenter will discuss how the School of Interdisciplinary Arts & Sciences at UW Bothell successfully developed an impactful student position amidst uncertainty. Through reflection and group discussion, the attendees will be invited to explore innovative approaches to student positions for a new world.

Learning Outcomes:

1. Develop an understanding of the relationship between college student employment and student success
2. Become familiar with current employment trends and projections nationwide
3. Leave with a framework for developing student positions that are responsive to the current environment

Monique Taylor, Assistant Director, Outreach & Communications

This session was NOT recorded. Slides and facilitation guides for the live session are still available. 

The presenter will share research findings from a study examining student veterans’ sense of belonging within higher education institutions, the factors influencing their feelings of belonging, and strategies higher education institutions can utilize to enhance student veterans’ sense of belonging on campus. The presenter will share specific approaches for increasing student veterans’ sense of belonging, including institutional acknowledgment and inclusion techniques, veteran peer support, and faculty engagement strategies.

Learning Outcomes

1. Describe student veterans’ sense of belonging in colleges and universities.
2. Describe the factors that influence student veterans’ feelings of belonging.
3. Describe specific tools and strategies colleges and universities can use to enhance student veterans’ sense of belonging on campus.

Tara Hornor, Professor and Coordinator of Higher Education Leadership Programs

The question is not if but when. College campuses are facing crises at an alarming rate. Student affairs professionals are integral parts of the campus crisis response team. This course will give a broad overview of how student affairs professionals can establish relationships, both internal to the institution and external, to best support their students and campus during crisis situations.

Learning Outcomes: 

• Identify individual positions and departments (internal and external) critical to a holistic all-campus approach to emergency preparedness at their institution. 
• Identify key terms used in higher education emergency management. 
• Contribute to a comprehensive emergency management plan to implement on their campus or program. 

Bryant Jackson, Chief of Police

Cindi Albrightson, M. Ed., Title IX & Compliance Coordinator, Campus Safety Advisor

Success coaching is grounded in a robust research foundation, affirming its efficacy as an academic intervention that enhances student persistence and advancement and bolsters confidence. Its individualized nature means it can adapt to many academic environments while maintaining a core coaching framework. The presenters will show what makes coaching distinct from other related interventions, how and what makes it effective, and show two separate coaching models that serve distinct student communities.

Learning Outcomes:

1. Identify the factors that characterize academic coaching in contrast to other student services
2. Identify how coaching programs can be structured to meet the needs of different student and institutional types
3. Understand coaching programs through a case study focused on a single student and an institutional-level scenario

Daniel Easton, Program Director Academic Coaching and Success Initiatives

Karl Uzcategui, Associate Director, Student Diversity & Multicultural Affairs

This session was not recorded

This presentation delves into USC’s Office for Equity, Equal Opportunity, and Title IX’s innovative approach. Dedicated 'Care Managers' focus solely on supportive measures, ensuring student well-being. Through quantitative data and real-life examples, attendees gain profound insights into Care Managers' effective and empathetic support. Practical recommendations for implementing best practices are provided, ensuring comprehensive student support.

Learning Outcomes:

1. Understand how the unique approach to USC’s Title IX supportive measures has helped to most effectively support their students and increase students’ receptiveness to care through complex Title IX situations.
2. Recognize patterns, barriers, roadblocks, and successes in supporting students and apply strategies and recommendations to their processes for supporting their student population.
3. Comprehend the complexities of facilitating Title IX supportive measures and leave with tangible resources for identifying unique and tailored supportive measures that are supportive, reasonably available, and comply with current Title IX regulations.

Jacob Boarnet, Intake, Outreach, and Care Manager

Tsasia Mercado, Intake, Outreach, and Care Manager

Eilish Kelderman, Intake, Outreach, and Care Manager

James Washington, Intake, Outreach, and Care Manager

Patti Aguirre, Deputy Coordinator - Intake, Outreach, and Support

The presenters will share findings from a national study about how campus advisors include and support Jewish sorority and fraternity members. Situated in research on Jewish identity development and sense of belonging, the study examined advisors' understandings’ of inclusion and support and students’ own voices on their needs—particularly in this time of heightened antisemitism in the US. The presenters will share implications for practice about the need for a more nuanced understanding of Jewish students’ identities and campus inclusion.

Learning Outcomes:

1. Gain a working knowledge of Jewish fraternity and sorority members’ expressed needs for inclusion and belonging on campus.
2. Learn how fraternity and sorority life professionals currently see their roles in supporting Jewish chapter members and how these practices can be improved.
3. Gain a deeper understanding of how antisemitism and anti-Jewish bias impact students and the professionals who support them.

Pietro Sasso, Ph.D., Associate Professor

Jenny Small, PhD, Associate Director

This session was NOT recorded. Slides and facilitation guides for the live session are still available.

Participants will learn about innovative strategies for linking assessment and strategic planning that engage the campus community in leveraging data during uncertain times and fostering additional opportunities for student success. The presenter will demonstrate how this process can be scaled up or down to fit specific unit or program-level initiatives.

Learning Outcomes:

1. Describe a cyclical model of integrated strategic planning and assessment that can be leveraged to strengthen student affairs in times of uncertainty.
2. Describe specific strategic planning tools and strategies student affairs leaders can use to engage campus stakeholders.

Tara Hornor, Professor and Coordinator of Higher Education Leadership Programs

The first-year seminar is a high-impact practice that can be used to deepen academic engagement, student connections, collaborative learning, and critical reflection and self-discovery. Student affairs, academic support, and student success professionals bring significant strengths that can be used to create a community within these courses in meaningful ways. In this session, panelists will explore how they have intentionally leveraged their strengths to build community actors as seminar inst.

Learning Outcomes: 

1. Describe how the first-year seminar impacts student success and persistence.
2. Identify at least 1 strength of their role in student affairs and academic support that can assist in intentionally building community in a first-year seminar course.
3. Articulate their role in building community with other first-year seminar instructors on their campuses with an intentional focus on building community in FYS courses.

Brett Bruner, Assistant Vice President for Student Success & Persistence

Karen McCullough, Director of Career Services

Megan Wyett Lennon, Associate Chief Student Affairs Officer

Dana Tribble, Assistant Professor of Student Affairs Administration

Jennifer Granger Sullivan, Director of Experiential Learning/Co-Director of First Year Seminar

Ben Moran, Tutoring Coordinator

An interactive panel of hazardous drinking and hazing research experts will share their insights about the relationships between hazing and heavy episodic drinking among undergraduates in student organizations. Particular focus will be given to sororities and fraternities and broader campus undergraduate participation in binge drinking and hazing activities, as these behaviors have rapidly shifted within the last biennium. The expert panel will elucidate current trends, intervention strategies, and promising research.

Learning Outcomes:

1. Identify trends in contemporary hazing and adjacent prevention research in the secondary education and college contexts.
2. Draw connections between hazing and hazing adjacent research and prevention practices.
3. Make connections between hazing and heavy episodic drinking as well as interconnected prevention efforts.

Pietro Sasso, Ph.D., Associate Professor

Kimberly Davis, PhD, Data Analyst

Stevan Veldkamp, Ed D, Executive Director

Rasheed Ali Cromwell, Esq., President

Emily Perlow, PhD, Dean of Students

Advising student government and student organizations involves many skills beyond group development. These include managing finances, risks, human resources, relations with the University, facilities management, and shared services. Join us as we delve into the financial and facility skills of effective advising.

Learning Outcomes:

Understand fiscal management for student government.

Explore contractual relationships that can exist between a student government and a University.

Articulate how to navigate shared services and effectively include student organizations.

Bill Harcleroad, Director of Campus Activities & Leadership

Since COVID forced us to work virtually and remotely, it magnified the feeling of disconnection, which created a more significant sense of loneliness. Further, it exposed weaknesses in our systems and strain on interpersonal relationships. Interpersonal conflict is inevitable in the workplace, and now that we are returning to more face-to-face interactions, conflict can also be the most challenging part of a leader’s responsibilities and can translate into poor performance and, worse, employee turnover. 

Learn how avoiding difficult conversations can create a divisive work environment and pit staff against each other. If we shift our mindset toward honest, deliberated, and compassionate interactions, there is hope to develop a more civil and caring work environment. Dr. Alvarez will offer practical approaches derived from such authors as Marcus Buckingham, Taya Cohen, Brene Brown, Daniel Pink, Malcolm Gladwell, and Claude Steele. 

Dr. Timothy Alvarez, President Emeritus