NASPA Online Learning Community

NASPA On-demand Recordings

NASPA offers on-demand recordings for all the webinars offered throughout the year. These recordings are available for purchase and can be viewed at your leisure. Topics for the webinar range across the NASPA competencies and provide professional development from student affairs professionals. On-demand recording can be viewed by yourself or with a large group during a lunch and learn or another professional development opportunity within your department or division. 

  • Presentations are 60 minutes long, including the Q&A. 
  • Closed caption and transcript viewing are available for all webinars. 
  • The cost of a webinar is $79 for members; $179 for non-members.
  • Institutions that want to register for 25 individuals or more will receive a 15% off coupon. Rates are based on membership. 
  • On-demand recordings are available for 365 days after your purchase. 

Browse our available on-demand recording topics below. Click on the topic for more information, including the overview and speakers. Your on-demand purchase includes any additional resources and the presentation in PDF format. 



Video-on-Demand Catalog

  • Get access to all 9 webinars in the 2024 PRACTICES Professional Development Series! Click on on the package title to view all of the webinars included.

    The NASPA Advisory Services PRACTICES Professional Development Series offers nine 60-minute webinars focused on topics spanning across our signature framework, PRACTICES. The framework focuses on student affairs and services’ policies, resources, alignment and partnerships with academic affairs, compliance, technology, inclusion, community, evidence-based practices, and student success efforts. This webinar series is a flexible, effective way to provide a comprehensive professional development series to your staff.

    PRICE

    Members:  $349

    Non-members $599

  • Includes Credits

    Learn what considerations and campus partnerships UT Austin explored to implement a robust and successful Title IX Advisors program to meet the needs of complainants and respondents engaging in the grievance process.

    Dr. Robert F. Leary

    Deputy Title IX Coordinator and Director of Support and Resources

    University of Texas at Austin, Title IX Office


    Robert Leary currently serves as the Deputy Title IX Coordinator for Support and Resources in the Title IX Office at The University of Texas at Austin, where he manages support and accommodations. Robert's prior professional experience includes working in student conduct at UT Austin and residence life at The University of Pennsylvania in Philadelphia, Pennsylvania and New York University Abu Dhabi. Robert has received extensive training regarding federal and state policies related to higher education, including Title IX compliance and Clery Security Reporting. Robert received his Ph.D. in Educational Leadership and Policy from The University of Texas at Austin, M.S.Ed. in Higher Education from The University of Pennsylvania and B.A. in Classics from Ohio University.

    Whitney Campbell

    Assistant Director of Support and Resources

    University of Texas at Austin, Title IX Office


    Whitney Campbell is the Assistant Director of Support and Resources in the Title IX Office at the University of Texas at Austin. She oversees support and resources case managers in providing resources and accommodations for complainants and respondents involved in the grievance process (including facilitating Title IX Advisor accommodations). Prior to working in Title IX, she worked as one of the advisors in the program. Additional professional experience includes working in student conduct at UT Austin and as a legal department operations manager in a private law firm. Whitney received her B.A. in Sociology from Westmont College.

    As an institution that has facilitated more than 165 formal investigations and 50 live hearings since the 2020 Title IX regulations went into effect, The University of Texas at Austin (UT Austin) developed a robust Title IX Advisors program to meet the needs of parties going through the formal grievance process, including the non-hearing eligible cases and providing advisors for the investigation stage of the process. The Title IX Advisors program is housed within the support and resources program of UT Austin’s Title IX Office.  

     To meet this need, UT Austin created partnerships leading to three separate pools of advisors: faculty advisors, general advisors, and a pro bono program through a partnership with the school of law. Representatives from other institutions have connected with UT Austin’s Title IX Office to learn more about the establishment of this program.  

     The presenters will discuss the development of the Title IX Advisors program, challenges faced, lessons learned, and plans for the future. In particular, the presenters will discuss how they worked through the considerations of establishing these partnerships with the Provost’s Office, school of law, and other offices and divisions across campus. Some key considerations will include how the advisors were selected, the training that was required of them in preparation, the compensation and/or experience that advisors receive for their role, and how the program is managed on a daily basis within the Title IX Office. 

    Learning Outcomes: 

    • Participants will learn how to devise and implement a Title IX Advisors program at their home institution. 
    • Participants will be able to identify the key considerations for establishing a Title IX Advisors program at their home institution. 

  • Based on the Student Affairs Educator Certification Domains Talent Management and Leadership, this ten-product bundle gives you high-quality professional development with the convenience of on-demand. The bundle, holding over a $750 value for members, is available to you at one low cost for 365 days.

    Based on the Student Affairs Educator Certification Domains Talent Management and Leadership, this ten-product bundle gives you high-quality professional development with the convenience of on-demand. The bundle, holding over a $750 value for members, is available to you at one low cost for 365 days. Click on the title for on-demand webinars included and overview. 

    Price: 

    Member: $349

    Non-member: $599

  • Includes Credits

    Traditionally, student affairs has data dispersed across the division, which limits the use of data to inquiry about programs and services, inform improvement efforts and decision-making, and share impact stories. Come learn how your department or division can approach building a data lake to create real-time data visualizations that support inquiry, improvement, and impact.

    Heather J. Strine-Patterson, Ph.D.

    Director of Student Affairs Assessment

    Appalachian State University

    Dr. Heather Strine-Patterson is the Director of Student Affairs Assessment at Appalachian State University. She also serves as the current Editor for the Journal of Student Affairs Inquiry, Improvement, and Impact and an Ex Officio Board Member with Student Affairs Assessment Leaders (SAAL). Dr. Strine-Patterson has done numerous presentations at regional and national conferences and recently published "Assessment is a leadership process: The Multilevel assessment process" with New Directions for Student Services.

    Nearly 20 years ago, Dr. Strine-Patterson began her career as a student affairs practitioner. Five years ago, she began her full-time professional journey with student affairs assessment at Appalachian State. There, among other things, she is currently leading efforts to build a student affairs data lake that informs the division’s inquiry, improvement, and impact efforts. Dr. Strine-Patterson earned a Ph.D. in Strategic Leadership with a concentration in Postsecondary Analysis & Leadership from James Madison University. She also earned a Masters of Science in Higher Education Administration from Syracuse University, and a Bachelor of Arts in Psychology from Ohio State University.

    Ellissa Brooks Nelson, Ph.D.

    Divisional Director, Student Affairs Research and Assessment

    University of North Carolina at Charlotte

    Dr. Ellissa Brooks Nelson currently serves as the Divisional Director for Student Affairs Research and Assessment at the University of North Carolina at Charlotte. She has over 15 years of experience in program evaluation, assessment, strategic planning, data management, and educational research. She has held leadership positions within local government, higher and secondary education, and non-profit sectors. Dr. Brooks Nelson is currently leading efforts within the Division of Student Affairs in building an integrated system of Student Affairs data to inform the impact of Student Affairs on student success. She is passionate about helping student affairs program staff tell their story of program impact and to identify opportunities to better serve students.

    Dr. Brooks Nelson has achieved numerous peer-reviewed publications and has presented at state, regional, and national conferences. She is actively involved in numerous professional organizations and is currently serving as the VP of Profession Advancement on the 2023 Student Affairs Assessment Leaders Board. She received her bachelor’s degree from Appalachian State University and her master’s and Ph.D. degrees from UNC Charlotte.

    Student data has long been integrated into a university data ecosystem from admissions (e.g., demographics) and curricular experiences (e.g., course registration, G.P.A.); however, co-curricular and extracurricular experiences have generally been dispersed in different department third-party systems, spreadsheets, or paper and pen sign-in sheets. Often, the time it takes to clean, match, analyze, and visualize this dispersed data is time intensive and does not match the skills of most student affairs practitioners. This means that by the time data is visualized, it is largely done to describe the student involvement and utilization of services for yesterday’s student - not today’s student.

    Building a student affairs data lake supports an integrated data and analytics ecosystem that allows student affairs to create real-time data visualizations that are trusted and timely. This supports student affairs’ ability to inquire, improve, and share impact stories about current students. The increasing demand for fast, high-quality data has inspired the presenters to evolve their way of thinking, doing, and transforming the work of student affairs assessment by building a student affairs data lake that is a cornerstone of their practice. Come learn how your department or division can approach building a data lake to create real-time data visualizations that support inquiry, improvement, and impact.

    Learning Outcomes: 

    1. Articulate the benefit to building an integrated data system, including the types of data visualizations that can be created.
    2. Identify the key advocates and partners to build an integrated data system at any institution.
    3. Articulate the process for building a standard data collection protocol for a department and division.

    Questions? Contact NASPA Advisory Services at practices@naspa.org.

    Registered for the live webinar but unable to attend? A recording of the webinar will be available for registrants 365 days after the live webinar.

    NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

    Guidelines for earning CE credit: 

    1 CE is awarded for attending this live session. 

    No partial credit will be rewarded. 

    Participants must also complete the feedback survey in the Online Learning Community.

    Credit is available for attending the live session and viewing the on-demand recording. 

    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.

  • Includes Credits

    Assess, assess, assess! There are many competing priorities and projects that require teams to articulate what needs to be assessed, how they are assessing and why they are assessing. An assessment calendar captures these different factors to ensure your team is on track and focused on aligning assessment projects to the departmental and divisional needs. Learn the key ingredients to construct a successful assessment calendar and practice creating an assessment calendar in this session!

    Janae’ Collier

    Associate Director

    University of Michigan


    Dr. J' currently serves as the Associate Director of the Michigan Research & Discovery Scholars program at the University of Michigan. Dr. J's earned her Ph.D. from the University of Cincinnati in Health Education, specializing in counseling and wellness in higher education and is a  and is a Certified Dave Ramsey Financial Master Coach. Dr. J' lead at Syracuse University as the Coordinator of Academic Initiatives & Assessment from 2019-2021. Beyond her contribution to higher education, Dr. J' manages her financial coaching business where she coaches individuals on defining and creating their financial peace & health in their personal life.  Dr .J's life mantra is "Accept Help. Give Hope. Welcome Happiness" .

    Assess, assess, assess! There are many competing priorities and projects that require teams to articulate what needs to be assessed, how they are assessing and why they are assessing. An assessment calendar captures these different factors to ensure your team is on track and focused on aligning assessment projects to the departmental and divisional needs. Learn the key ingredients to construct a successful assessment calendar and practice creating an assessment calendar in this session!

    Continuing Education Credits

    Participants who complete the course will be eligible for Continuing Education (CE) credits in either the Core Student Affairs Educator Certification (CSAEd™) 

    NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

    Guidelines for earning CE credit: 

    1 CE is awarded for attending this live session. 

    No partial credit will be rewarded. 

    Participants must also complete the feedback survey in the Online Learning Community.

    Credit is available for attending the live session and viewing the on-demand recording. 

    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.

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  • Includes Credits

    In the post-pandemic era, leaders in student affairs and across higher education have been challenged to recruit and retain professional staff while maintaining our efforts to support student success. This webinar will offer participants the opportunity to hear about how division leadership worked intentionally to change the culture in their division by offering opportunities for staff to engage in critical dialogue that is resulting in improved staff morale, greater trust and tangible change.

    Paz Maya Olivérez, Ph.D.

    Vice President, Student Affairs

    California State University, San Bernardino

    An accomplished administrator and educator, Dr. Olivérez brings a wealth of higher education and California State University (CSU) experience to her role as Vice President for Student Affairs at California State University, San Bernardino (CSUB). Prior to serving as the associate vice president and dean of students, she served as the interim vice president for student affairs at Stanislaus State. Before that, she spent eight years at California State University, Dominguez Hills, where she held several administrative positions including associate vice president for student success. 

    Dr. Olivérez’s leadership experience in higher education includes oversight of programs that support student development, student engagement, and student success. During her 20 years as an educator, Dr. Olivérez has served diverse student populations throughout California and received national recognition for her innovative efforts to help students build a strong foundation for long-term educational and professional success.

    Based on the book “Creating Sustainable Careers in Student Affairs: What Ideal Worker Norms Get Wrong & How to Make it Right” by Sallee, et al. (2020), this webinar will describe how leaders in one Division of Student Affairs worked with the book’s authors to intentionally develop and deliver a 2-year long series of in-person and virtual facilitated dialogues and workshops where staff were given the opportunity to engage with the book, its authors, and each other. These dialogues and workshops allowed participants to discuss the ways in which they internalized ideal worker norms throughout their professional lives, and how this shaped their behaviors as professionals, perceived expectations by their supervisors, consequent expectations of themselves, and the real-life costs of these behaviors and expectations. Honest and unfiltered conversations involving division staff and leaders about the impact of ideal workers norms on staff, their colleagues, and the students they serve revealed that these norms led to stress, burnout, fatigue, lack of work-life balance, disengagement, poor morale, and high turnover.

    While they allowed for division leaders and staff to speak openly about how they had been feeling over the last two years and throughout much of their careers in Student Affairs, these dialogues were also cathartic as they provided a rare space for members of the division to engage in small and large group dialogue about how they were experiencing their work prior to, during, and in the aftermath of the COVID-19 pandemic. In fact, many participants expressed their appreciation to division leaders for being provided the space to discuss their experiences critically and for being given the opportunity to speak candidly about how they were feeling. However, others remained skeptical that these conversations would lead to actionable steps and tangible change that would impact their experience as workers in their respective division, on their respective campus, and/or in the field of student affairs or higher education.

    Participants in this session will have the opportunity to hear from the SSAO who worked with Dr. Sallee and her colleagues to initiate and deliver the book read and related dialogues and workshops. Those in attendance will also have the opportunity to share approaches to supporting the long-term sustainability of student affairs professionals utilized on their own campuses prior to, during, and in the aftermath of the pandemic and the degree to which these efforts impacted the culture of their divisions and their work on behalf of students. The presenter will also facilitate an interactive discussion of the challenges experienced by professionals and students in the room on their own respective campuses and how they might apply the approaches described in the session.

    Learning Outcomes: 

    1. Learn about the concept of ideal worker norms and how real & perceived manager expectations can exacerbate the fatigue, stress, and burnout often experienced by student affairs professionals responsible for supporting diverse students with complex and ever-changing needs;
    2. Learn how leaders in one Division of Student Affairs worked intentionally to change their division culture by offering opportunities for staff to engage in critical dialogue to dismantle ideal worker norms;
    3. Learn how honest dialogue involving Student Affairs leaders and staff at all levels can result in improved staff morale, greater trust and tangible change;
    4. Learn practical strategies for implementing actionable steps and tangible changes that can be made in any Division of Student Affairs to dismantle ideal worker norms and create more sustainable careers for student affairs professionals.

    Questions about the webinar? Email practices@naspa.org.

    NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.


    Guidelines for earning CE credit: 

    1 CE is awarded for attending this live session. 

    No partial credit will be rewarded. 

    Participants must also complete the feedback survey in the Online Learning Community.

    Credit is available for attending the live session and viewing the on-demand recording. 

    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.

  • The CollegeAIM tool aids in dissemination of evidence-based alcohol prevention, but there is limited information on how it is used and perceived by professionals. Join Dr. Ashley Helle, Ph.D. from the University of Missouri who will review recently collected data (surveys, interviews, strategic plans) from a statewide prevention coalition regarding their perceptions and use of the CollegeAIM tool and applications of CollegeAIM in strategic planning. Recommendations for selection and implementation of evidence-based practices based on prevention professionals experiences will be provided.

    Ashley Helle, Ph.D.

    Assistant Research Professor, Clinical Psychologist

    University of Missouri-Columbia

    The CollegeAIM tool aids in dissemination of evidence-based alcohol prevention, but there is limited information on how it is used and perceived by professionals. Join Dr. Ashley Helle, Ph.D. from the University of Missouri who will review recently collected data (surveys, interviews, strategic plans) from a statewide prevention coalition regarding their perceptions and use of the CollegeAIM tool and applications of CollegeAIM in strategic planning. Recommendations for selection and implementation of evidence-based practices based on prevention professionals experiences will be provided.

  • Join us as leading researchers who have published findings related to alcohol use, mental health, & coping of “Generation Z” students on campuses, including findings related to the COVID-19 pandemic. This free webinar will identify actionable strategies for higher education professionals to support prevention with Gen-Z.

    Jason R. Kilmer, Ph.D.

    University of Washington

    Sara K. Kaylor, Ed.D, RN, CNE

    The University of Alabama

    Rebecca Deason, Ph.D.

    Texas State University

    Join us as leading researchers who have published findings related to alcohol use, mental health, & coping of “Generation Z” students on campuses, including findings related to the COVID-19 pandemic. This free webinar will identify actionable strategies for higher education professionals to support prevention with Gen-Z.

  • Join NASPA and the Community College Division (CCD) in four high-content, scholarly webinars highlighting the work and support of community college students, faculty, and staff. Webinars can be purchased individually or as a package. All webinars will be recorded and available on-demand for 365 days after the live event.

    Join the NASPA Community College Division (CCD) for four high-content, scholarly webinars highlighting the work and support of community college students, faculty, and staff. The Webinar Series allows you and your teams to engage in high-quality, convenient professional development focused specifically on community college hot topics. This series can be purchased as a package or individually with the option to attend live or on-demand. The package option must be purchased in one transaction; single webinar transactions will not be refunded to purchase the package. All webinars are 60 minutes long, allowing Q&A. On-demand access will be available for 365 days. 

    Purchase the webinars for your professional development or host a learning opportunity for your department or team. Purchased webinars will be embedded in your Dashboard on the NASPA Online Learning Community. Prices for the webinar options are as follows: 

     Webinar Package

    $149 (member; a $316 value)

    $249 (non-member; a $716 value)

    questions, reach out to virtuallearning@naspa.org

  • President Emeritus, Timothy A Alvarez, Ph.D. will offer strategies for having crucial conversations with staff. With over 34 years of experience in Student Affairs and Presidential leadership roles in community colleges, Dr. Alvarez will share insight on having crucial and sometimes challenging conversations in the workplace, while demonstrating compassion and grace.

    Dr. Timothy Alvarez

    President Emeritus

    Otero College

    He recently retired as President Emeritus from Otero College, where he served as only the 5th president. He was relentlessly focused on student engagement, minimizing systematic barriers, equity and inclusion, undergraduate research, career readiness, and mentoring.

    Professionally, he provided leadership to the National Association of Student Affairs professionals (NASPA), the Association of Land Grant Universities (APLU), and the broader community. Within NASPA, he has been a regional director, NUFP regional coordinator, state membership coordinator, regional membership coordinator, conference program co-chair, case study judge, program reviewer, and board member for the James Scott Academy.

    Tim also enjoys involvement in the community, as evident by his recent participation on the El Pomar Foundation, Koshare Museum Board of Directors, the La Junta School District Advisory Council, and the La Junta Main Street Board.

    Dr. Alvarez has been married for thirty-eight years to Lori. They have three grown children: Joshua, Jason, and Tiffany; and 5 grandsons under the age of 4.

    President Emeritus, Timothy A Alvarez, Ph.D. will offer strategies for having crucial conversations with staff. With over 34 years of experience in Student Affairs and Presidential leadership roles in community colleges, Dr. Alvarez will share insight on having crucial and sometimes challenging conversations in the workplace, while demonstrating compassion and grace.

  • More data is not always the answer to improving student success. We will be exploring how existing data can be utilized to improve success, many times without the student asking for help.

    Mordecai I. Brownlee, Ed.D

    President

    Community College of Aurora


    Dr. Brownlee is an inclusive educator who proudly served as the sixth president of the Community College of Aurora. Within the first two years of his presidency, President Brownlee has already brought about significant change and improved the student success agenda at the Community College of Aurora. These successes include CCA embarking upon its first capital project in 24 years, record-breaking capital and scholarship fundraising, the hiring of CCA’s largest and most diverse faculty ranks in the college’s history, improved student completions by more than 20%.

     

    Dr. Mordecai publishes frequently, including serving as a columnist for EdSurge. He also teaches for Lamar University and the University of Charleston. Dr. Mordecai has been featured on several local, state, and national platforms including the American Association of Community Colleges Community College Journal, NASPA Leadership Exchange, EdUp Experience, EdTech Magazine, and Colorado Sentinel. In 2023, Dr. Mordecai was named 40 Under 40 by the prestigious Denver Business Journal and the Community Leader of the Year by the Aurora Chamber of Commerce. In 2022, he was featured by Diverse: Issues in Higher Education Magazine as a “New School” leader representing the next generation of college presidents.

    William J Dixon, Ed.D

    Director of Institutional Research

    Monroe Community College


    Dr. Dixon has spent twenty three years working in Institutional Research.   He holds a Doctorate of Education: Curriculum and Instruction and a Masters of Science in Clinical Psychology.  Dr. Dixon currently serves as the Director of Institutional Research at Monroe Community College in Rochester, NY where he oversees mandated reporting along with predictive analytics and the ethical use of data.  He has experience with the Virginia, Tennessee, and New York education systems and has worked closely with the Gates Foundation, Lumina Foundation, and the Aspen Institute.

    During his tenure, Dr. Dixon has overseen several initiatives including data warehousing, college accreditation, state and federal reporting, college financial audits, Banner implementation, Grants, and a number of other projects.  Dr. Dixon’s experience in multiple areas allows him to understand the vast amount of  data available and how this data can be used in different ways.  He is a champion of data training and access and believes strongly that people make the best decision possible based on the data they have, they just may not have the right dataset.

    More data is not always the answer to improving student success.  We will be exploring how existing data can be utilized to improve success, many times without the student asking for help.

  • NASPA Global Division presents the "Global Hour", an event inviting colleagues from around the globe to meet and attend an interactive presentation about global changes and shifts in Higher Education and Student Affairs. Attendees will have the chance to explore professional development resources and engagement opportunities with NASPA's global members and receive information about the professional development opportunities.

    NASPA Global Division presents the "Global Hour", an event inviting colleagues from around the globe to meet and attend an interactive presentation about global changes and shifts in Higher Education and Student Affairs. Attendees will have the chance to explore professional development resources and engagement opportunities with NASPA's global members and receive information about the professional development opportunities.

    Join us each month for a panel discussion of the NASPA/ACPA Professional Competency Areas for Student Affairs Educators. We will welcome panelists from different institutions and regions around the world to talk about the need for a common vocabulary and to discuss applying the competencies in context.

    November - Advising and Supporting 

    Omneya Badr (Moderator)

    Senior Academic Advisor

    Qatar University

    Since 2014, Omneya Badr holds the position of Senior Academic Advisor at Qatar University and was previously a faculty advisor at NYIT Bahrain. Badr holds an MBA from the University of Bath – UK, a Certificate of Business Operation from the Academy of Arts, California - USA & a BA in Business Administration from the American University in Cairo - Egypt.  In addition, she recently acquired a Diversity, Equity and Inclusion in the Workplace Certificate from the University of South Florida - USA. She gained a culturally diverse experience working for over 20 years in USA, UK, Egypt, Bahrain and Qatar. Badr is a MENASA NASPA advisory board and part of MENASA professional development committee. In 2021, she was leading of the annual conference ‘programing” committee and in 2022, she was the conference co-chair. She held teaching and academic advising positions at NYIT Bahrain, BIBF Bahrain, and Qatar University. She has consultancy and training experience with several Institutions in Bahrain and Qatar. Her research interests include cultural based academic advising, branding higher education, cross-cultural communication, and education as a soft power.

    Vinnie Mather

    Dean of Students

    Shiv Nadar Institution of Eminence

    An educationist by profession, Mrs. Vinnie Mathur is an Author, Craft Trainer, Workshop Consultant and environmentalist. Vinnie specializes in conducting best out of waste workshops, in other words converting waste into wealth in her free time. Vinnie has written various articles in leading newspaper and magazines and books. In her early career, she has been associated with St. Mary’s School & Delhi Public School, New Delhi and also worked with the Galgotias Group of Educational Institutions as Dean-Student Affairs & Clubs. Presently she heads external relations at the Office of the Vice-Chancellor, Shiv Nadar Institution of Eminence. Ms. Mathur has done her M.B.A., B.Ed. and diploma courses in Child Development & Psychology and Nursery and Primary Teachers Training. She has also written numerous books for children. Her very own popular series of Do It Yourself Craft is a big hit. She has a credit of more than 25 books.

    At Shiv Nadar University, she looks after Student Development Programmes initially which included a series of workshops, seminars etc for students on various topics. She headed student clubs of the University . She has to her credit the able organization and execution of Orienation programme, Farewells, Freshers Party, Business Fest, Club activities, Blood Donation Camps etc. Under her able guidance students have represented the University in various Inter- College Fests and competitions across the country and have brought laurels to the University. The student clubs , more than 50 under her are in various categories- Social, Cultural, Technical, Management and Sports. Theatre, Music, Dance, Technical and management clubs are a few to name.

     

     

     

    Maria del Pilar Murguia (Moderator)

    Director of Student Services

    John Cabot University

    Maria del Pilar Murguia was born in Bolivia and raised across Italy and Colombia! Her multicultural life experience allowed her to learn firsthand the challenges that living in different countries entails!  With a business background, Pilar started working in International Higher education since June 2003 at John Cabot University, Rome, Italy. The focus of her work at JCU was and is to establish and maintain an environment that supports learning, encourages a strong sense of community, and promotes student development through active engagement in university life. 

    Pilar currently directly supervises the areas of Athletics, Outdoor Education Programs, Performing Arts, Student Activities and Trips, and Student Leadership Programs (OL, OSA, Student Clubs). She is part of the board of the Crisis Management Team of her University, as well as the University strategic planning committee.

    Pilar is a certified Student Leadership Challenge practitioner, and her continued interest in intercultural leadership makes her curious about all new trends in the field. She is an active member AACUPI, NASPA, EUCA among other associations.

    Laura Smith

    Head of Student Life and Support

    Constructor University

    Over the last 22 years, Laura has worked extensively with young people from all corners of the globe as a youth worker, international programme manager and student affairs professional.  She has a deep passion for supporting young people to develop and realise their talents, especially in a global context.  Her work as an international youth work programme manager took her to Ghana, Pakistan and South Africa where she lived and worked developing reciprocal exchange programmes in partnership with youth development organisations.  Using experiential learning methodologies and through reciprocal exchange, these youth programmes enabled young people to grow, establish their identity and develop soft skills.  After a period of youth work programme management in the UK, Laura relocated to Germany with her family, where her career took a new path into Higher Education and Student Affairs.  Working as a Resident Mentor in a residence hall in Constructor University Bremen, an international private university in northern Germany, she was responsible for the development of a learning community for 260 students.  Her work included mentoring and coaching students, providing welfare crisis management support and developing programmes to help student integrate into the diverse community on campus.  In January 2023, Laura moved into a new role as the Head of Student Life and Support where she is currently responsible for the management of residential life, counselling and intercultural services and student engagement and activities.

  • We frequently hear “retention is everyone’s job,” but often, we have a small office or group of professionals championing these efforts. Presenters will explore the successes and challenges of instituting retention-based practices between academic and student affairs. Participants are encouraged to attend this presentation and learn about the efforts at Kennesaw State University while engaging in conversation about the retention climate at their institution.

    Norma Nuñez-Pacheco

    Director of Academic Advising & Retention

    Kennesaw State University

    Norma Nuñez-Pacheco(she/her) serves as the Director of Academic Advising & Retention for Owl Advising at Kennesaw State University. She is also a Doctoral candidate in College Student Affairs Administration at the University of Georgia. Her research interests include Latinx students, access, and retention strategies. Her dissertation explores the experiences of higher education professionals that support undocumented Latinx students in Georgia. 

    Madison Tigert

    Academic Advisor for College of Science and Math

    Kennesaw State University

    Madison Tigert (she/her) is an Academic Advisor in the College of Science & Mathematics at Kennesaw State University. She primarily serves Biology students, and she is passionate about mental health, student development theory, and the overall well-being of the student population. Madison holds a Bachelor of Science degree in Public Health and is currently enrolled in the Master of Educational Leadership.

    Cheree Copeland

    Career and Internship Advisor & Part-Time Instructor of Business Professionalism

    Kennesaw State University

    Cheree Copeland, a Black, first-generation, first-year doctoral student, is currently enrolled in the College Student Affairs Administration (CSAA-D) Doctoral Program at the University of Georgia. Holding a Master of Science in Education in Higher Education and Student Affairs from Indiana University Bloomington and a Bachelor of Science in Psychology from Valdosta State University, Cheree brings a wealth of academic background to her current pursuit. Cheree's professional journey has been diverse, encompassing roles in various student-focused areas across multiple states—Indiana, Maryland, Tennessee, and Georgia. Her experience spans Housing and Residence Life, New Student Orientation, Leadership Development, and Student Success, culminating in her current position as a Career and Internship Advisor for the Department of Career Planning and Development at Kennesaw State University. In this role, Cheree specifically focuses on developing Coles College of Business students. Driven by a deep passion for ensuring students undergo a transformative college experience Cheree eagerly embraces her role in fostering career development. Stepping into her position with enthusiasm, she looks forward to forging collaborative partnerships with students and contributing significantly to their personal and professional growth.


    We frequently hear “retention is everyone’s job,” but often, we have a small office or group of professionals championing these efforts. Presenters will explore the successes and challenges of instituting retention-based practices between academic and student affairs. Participants are encouraged to attend this presentation and learn about the efforts at Kennesaw State University while engaging in conversation about the retention climate at their institution.

  • The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a two-year Predominantly White Institution (PWI). The pressing issue is that PWI colleges erroneously assume that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible.

    Patrick TURNER

    Associate Vice President-Student Academic Success

    New Mexico State University

    Dr. Patrick TURNER has over 25 years of working in higher education, specializing in academic affairs, student support services, faculty development, curricula analytics, and student engagement.  Patrick serves as the Associate Vice President of Student Academic Success and Coordinator of the Men of Color Initiative at New Mexico State University. He holds a bachelor's degree in Public Administration, a master’s degree in Human Resource Development, and a doctorate in Educational Leadership-Curriculum and Instruction. The VP collaborates with the Provost, Deans, Department Heads, Student Affairs, diversity programs, two-year colleges, and local high schools to address social justice issues and educational access.  With a research focus on the first-year experience, student retention, persistence, and academic success, his work investigates institutional factors that support or act as a barrier to students' academic and social integration, particularly those from underrepresented, marginalized, and minoritized populations. Three years ago, Dr. Turner established the Men of Color Initiative at New Mexico State University, which takes an asset-based approach to developing and engaging the intersecting identities of our male students. Additionally, he leads NMSU efforts on Curricular Analytics and serves as a professional mentor for Complete College American (CCA) leadership academy for Predominantly Black and Historically Black Community Colleges (PBI/HBCU).

    The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a two-year Predominantly White Institution (PWI). The pressing issue is that PWI colleges erroneously assume that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to retaining and graduating students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration, and (c) the importance of Diversity, Equity, and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports that 25% of men of color graduate from a community college within 150 % or three years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a need for more validation, engagement, and a high attrition rate for men of color attending these institutions ( Harris & Wood, 2013 ). This can be problematic, considering that most men of color began their academic journey by attending  two-year colleges. Community and two-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, & Jenkins, 2015).

  • The Master Course is a one-year online degree course, promoted in collaboration with EucA (European University College Association) and NASPA (Student Affairs Administrators in Higher Education), that is designed to develop the necessary skills for university professional staff that support all extra-academic issues concerning university students and the development of their holistic skills on campus and in the residence halls.

    MENASA Multaqas are one-hour member engagement sessions that create a space for student affairs professionals in the Middle East, North Africa and Southeast Asia area to engage and connect, and to build a culture of support, collaboration, innovation, research, and professional development.

    The Master Course, promoted in collaboration with EucA (European University College Association) and NASPA (Student Affairs Administrators in Higher Education), intends to develop the necessary skills for university professional staff that support all extra-academic issues concerning university students and the development of their holistic skills on campus and in the residence halls. The Master Course will provide a model of interdisciplinary and multidisciplinary best practices that are useful for professional training in the field of student affairs and campus life.

    Mariagrazia Melfi

    Manager

    EucA - European university college Association

    Dr. Mariagrazia Melfi has been involved in training and developing soft skills among college students for over 20 years. Communicating, problem solving and working with others are some of her areas of expertise. She is in the Management of the Italian Colleges of Merit and responsible for managing and coordinating the educational project and cultural activities, and is responsible for the selection processes for the admission and retention of students, assisting new graduate and undergraduate students as a mentor and tutor, and is in charge of delivering and returning soft skills assessments. Since May 2019, she has become project officer of Euca (European University College Association). Since March 2022, she has been co-director of the Training of Experts in student affairs and Campus life, initiated by EucA in collaboration with LUMSA University of Rome. She is the Project Officer of international training activities for student affairs professionals and university students. 

    Georges Chedid (Moderator)

    Director of the Counseling Center

    American University of Kuwait

    Dr. Georges Chedid holds a PhD in neuropsychology and cognitive science from the University of Montreal. He is the Director of the Counseling Center at the American University of Kuwait. Dr. Chedid has a wealth of experience leading teams of counselors and art therapists, and training professional therapists. He showed an impact on the mental health, wellbeing, and academic success of students with disabilities and mental health disorders by providing an array of high-quality services at AUK. He plays a key role in Student Affairs by contributing effectively to the organization of events and workshops at the Art Room. Dr. Chedid is a mindful leader who encourages inclusion and diversity and continually strives to enhance the quality of life for students with disabilities and mental health issues. He effectively manages and supervises the counseling center staff, clinical operations, art and music therapy rooms, budgets, and daily operations.

  • Join us for an engaging webinar during NASPA's Careers in Student Affairs Month, where we will delve into the unique world of interviewing and transitioning to a student affairs role at community colleges. Discover how to effectively communicate your transferrable skills and articulate why your gifts would be an excellent fit for the community college environment. Our panelists will explore the parallels between student affairs professionals' roles at four-year and two-year institutions so attendees can learn how to showcase their experience and skills effectively. One crucial aspect of community colleges is funding, and our webinar will provide insights into the financial landscape of these institutions and valuable perspectives on governance, shedding light on the decision-making processes and structures that shape these jobs.

    Dr. Michelle Cantu-Wilson

    Trustee & Owner

    San Jacinto College & Vida Linda Consulting

    Dr. Michelle Cantu-Wilson is a trustee at San Jacinto College. She is also the owner of Vida Linda Consulting, a higher education leadership consulting firm that provides leader-focused professional development, program review services, and strategic-planning support. Dr. Cantú-Wilson currently serves on the board of Pasadena Health Center, a growing medical care provider in Southeast Houston. She also serves on the College of Education Curriculum & Instruction (EDCI) with STEM Emphasis Doctoral Program Advisory Board at the University of Houston-Clear Lake. Dr. Cantú-Wilson is a guest host of the EdUp Experience podcast, a global higher education podcast. Locally, she is a member of the Pasadena Chamber of Commerce and serves on the workforce committee. She is also a member of the Pearland Chamber of Commerce. Previously, Dr. Cantú-Wilson served as the Director of Teaching and Learning Initiatives and Special Projects at San Jacinto College. She was also a developmental education faculty member. She is the past president of the Gulf Coast Region Chapter for the Texas Association of Chicanos in Higher Education and served as the membership chair for the Houston Chapter of the Hispanic Women’s Network of Texas. Dr. Cantu-Wilson’s prior career as a K-12 campus administrator and teacher have served her well. She was a junior high assistant principal for six years and a junior high English teacher for 5 years in Pasadena ISD. Michelle holds a Doctor of Education degree in Higher Education Leadership from the University of Houston-Clear Lake, a Master’s in Administration and Supervision from the University of Houston, a Bachelor’s of Arts in English from the University of Houston, and an Associate of Arts from Ranger College in north Texas. She was born and raised in Brownsville, Texas and was the first in her family to attend college. She is married and has three amazing children.

    Richard L. Monroe, M.S.

    Student Engagement Manager

    Metropolitan Community College

    Richard Lee Monroe (he, him, his) assumed the role of Student Engagement Manager in January 2019, having previously served as the Coordinator for Campus Life & Leadership at Metropolitan Community College (MCC) from March 2017 to January 2019.  Before joining MCC, Monroe served as the Coordinator for Student Organizations at the University of Missouri - Kansas City and the Technical Operations and Marketing Manager for Missouri State University in Springfield, Missouri.  Richard has also served as an adjunct faculty member at MCC.

    A native of Carl Junction, Missouri, Monroe holds a bachelor of science in accounting with a minor in computer information systems from Missouri State University, and a master of science in student affairs in higher education (administration) from Missouri State University.  Monroe is working on his dissertation for the Ph.D. in Education, instructional design, and Technology degree from Liberty University.

    Monroe is a lifelong learner dedicated to improving higher education by providing holistic support services that give students the best opportunity to grow in their life path.  Monroe has the drive to improve and seek efficiency, which has directed him to research how higher education can better utilize and mine the available data to enhance the support systems at higher education institutions.

    Monroe is very involved and continues to serve in many capacities.  Currently, Monroe serves as a deacon and as a lead producer for the production team at his local church and is a founding father of the Theta Lambda chapter of the Pi Kappa Phi fraternity of Missouri State University.  Monroe is also a member of NASPA, Student Affairs Administrators in Higher Education, and Chi Sigma Alpha, student affairs honor society international, of Missouri State University, among other organizations.  


    Andrea Garcia Gonzalez

    Program Specialist

    Mt. San Antonio College

    Andrea Garcia Gonzalez (she/her/ella) serves as Program Specialist at Mt. San Antonio College (Walnut, CA) in the NextUp/REACH Program where she has the privilege of working with current and former foster youth in their transition into, while attending, and as they graduate from college. Additionally, Andrea oversees grant funding and programming for Life Skills, a unique component of NextUp/REACH which aims at strengthening students’ independent living skills for a more successful transition into adulthood. 

     

    A proud first-generation college graduate, Andrea has dedicated her life’s work to supporting students from all backgrounds as they strive to grow through education. Andrea has experience working in the K-12, university, and more recently, community college system, having worked for multiple campuses in the southern California region. As a new student affairs professional herself, Andrea cares about growing the pipeline of equity-minded community college professionals, which is why she sits on the board of NASPA’s Community Colleges Division as the New Professionals representative. She also supports the work of the CCD Latinx/a/o Task Force. 

     

    Andrea earned a Bachelor’s of Science in Child Studies from Santa Clara University and a Master’s of Education in Educational Counseling from the University of Southern California. She proudly claims the agriculturally rich town of Dinuba, CA as her hometown and currently lives in Ontario, CA with her husband and fur baby, Fanta.

    Tania Velazquez

    Assistant Dean of Student Affairs/College Director

    Suffolk County Community College

    A dedicated student affairs professional who has worked in both a large public university and community college. She is currently the Assistant Dean of Student Affairs/ College Director for Career Services at Suffolk County Community College. As a licensed Social Worker, Tania has functioned in various capacities in higher education ranging from working with at-risk student populations, Veterans, mental health, and career development.  Tania is a published author and experienced presenter, having presented at several local, regional and national conferences. Her research interest is on Latinx/a/o and women leadership empowerment and within the community college sector. Tania earned her AA in Liberal Arts at Suffolk County Community College, BS at SUNY at Geneseo, and an MSW with a specialization in Student Community Development at Stony Brook University.

    Derek Vergara

    Dean of Students

    Orange Coast College

    Join us for an engaging webinar during NASPA's Careers in Student Affairs Month, where we will delve into the unique world of interviewing and transitioning to a student affairs role at community colleges. Discover how to effectively communicate your transferrable skills and articulate why your gifts would be an excellent fit for the community college environment. Our panelists will explore the parallels between student affairs professionals' roles at four-year and two-year institutions so attendees can learn how to showcase their experience and skills effectively. One crucial aspect of community colleges is funding, and our webinar will provide insights into the financial landscape of these institutions and valuable perspectives on governance, shedding light on the decision-making processes and structures that shape these jobs.

  • Do you want to learn about what it is to starting your career in higher education? Look no further than to speak with members of the Graduate Associate Program (GAP). GAPs will be available to share their experiences about finding their programs, why they love higher education, and other great insights for those who are just looking to start out.

    Do you want to learn about what it is to starting your career in higher education? Look no further than to speak with members of the Graduate Associate Program (GAP). GAPs will be available to share their experiences about finding their programs, why they love higher education, and other great insights for those who are just looking to start out.

  • An introduction for new professionals and grad students into some lesser known fields of student affairs. Most people go to grad school understanding the "popular"/larger subsections of student affairs, but what about the niche spaces within our field?

    Dr. John S. Hollemon III

    Director of DEI and HBCU Initiatives

    National Association for College Admission Counseling

    Dr. Hollemon has worked in the field of Higher Education for over a decade. As a passionate educator, he has purposefully diversified his experience by working with students at each level from K-12 through college. He completed his undergraduate degree in Communication Studies, with Minors in Black Studies and Asian Studies from Randolph-Macon College. He also holds a Master’s in Executive Leadership from Liberty University and a doctorate in Healthcare Administration (Health Equity Concentration) from the Virginia University of Lynchburg. 

    Dr. Hollemon previously served as the Chief Diversity Officer & Dean of Inclusive Excellence at Hampden-Sydney College. Dr. Hollemon currently serves as the Director of DEI and HBCU Initiatives for the National Association for College Admission Counseling, where he is tasked with identifying, addressing, and accessing DEI priorities throughout the association. NACAC is an organization of more than 27,000 professionals worldwide dedicated to serving students as they pursue postsecondary education. In this role, Dr. Hollemon is unapologetically committed to engaging in community work to increase access and success in higher education for students, especially those from minoritized backgrounds. 

    Kristeena LaRoue, M.S.

    Deputy ADA Coordinator for Digital Accessibility

    University of Central Florida

    Kristeena currently serves as the Deputy ADA Coordinator for Digital Accessibility and Universal Design at the University of Central Florida. In this role, Kristeena is responsible for developing and implementing institution-wide policies, processes, and initiatives related to disability and accessibility. Kristeena previously served as the Associate Director of the Disability Resource Center and Access Technology Center at Missouri State University. Additionally, Kristeena serves as a consultant to various organizations on disability and accessibility concerns, including digital accessibility, disability culture, and accommodations. Kristeena holds leadership roles in many higher education organizations, including NASPA, AHEAD, and Florida AHEAD. Kristeena earned her M.S. in Student Affairs in Higher Education, as well as a B.S. in Psychology and a B.S. in Interpersonal Communications from Missouri State University, and is certified through the ADA Coordinator Training Certification Program. 

    Samantha Gonzalez

    Program Coordinator

    Nepantla Program

    Samantha González is a Las Vegas native, who went on to pursue a Bachelor’s Degree in Spanish and Linguistics from the University of California, Los Angeles, and a Master’s Degree in Secondary Education from Johns Hopkins University. 

    As a first generation college student, she often felt lost and conflicted by the sudden lack of cultural connections, financial barriers, and a poor sense of belonging. Reflecting back on her time as a student, she has noticed that her greatest motivators were the faculty and staff of color at her institutions that taught her that community and aspiration are the greatest resources to have when navigating the unfamiliar. Samantha hopes to provide this same guidance to the first-generation college students at Nevada State University.

    In 2021, she joined the Nepantla Program as its Program Coordinator where she recruits high school students to join Nepantla every year for its annual six-week summer bridge program. Aside from working with prospective high school students, she mentors and guides the students in the Nepantla Program by listening to their often quieted voices, celebrating their cultural wealth, and teaching them to take charge of their aspirational capital by “dreaming big and aiming high”. In her free time, Samantha finds joy in caring for her dogs, playing video games, and reading.

    Alex Koehler, M.S.

    Assistant Director of Wellness Resource Center

    Temple University

    Alex serves as the Assistant Director at Temple University's Wellness Resource Center. Her work focuses on harm reduction and education around substance use and cultivating a recovery-friendly campus, as well as supporting office operations and resources. Alex holds a bachelor's degree in Public Health from Temple University and a master's degree in Higher Education Policy & Student Affairs from West Chester University. Alex has a passion for accessible education and student wellness. She also co-chairs the NASPA New Professionals and Graduate Student Steering Committee and is a NUFP Alumna. 

    An introduction for new professionals and grad students into some lesser known fields of student affairs. Most people go to grad school understanding the "popular"/larger subsections of student affairs, but what about the niche spaces within our field?

  • First-generation college students represent a growing segment of the U.S. higher education population and a group consistently underrepresented in study abroad programming. Presenters will share successful strategies for engaging with first-generation students and promising practices for increasing their participation in study abroad.

    First-generation college students represent a growing segment of the U.S. higher education population and a group consistently underrepresented in study abroad programming (Cataldi et al., 2018; Rausch, 2017). According to the Consortium for Analysis of Student Success through International Education (CASSIE), only eight percent of first-generation students study abroad, yet those who do are more likely to graduate within six years and have higher GPAs at graduation (Bell et al., 2020).

    As U.S. higher education institutions return to offering study abroad programming, there is an opportunity for education abroad leaders to focus on educational equity by examining pathways for underrepresented students to access study abroad. Dr. Leah Mason, research lead at IIE, and Ms. Kelly Holland, vice president of institutional partnerships at AIFS Abroad, will share findings from the AIFS/IIE Global Education research report, Supporting Pathways for First-Generation Students to Study Abroad, including promising practices for all phases of a first-generation students’ study abroad experience, highlighting unique program models being implemented at U.S. higher education institutions. 

    Learning Outcomes:

    Participants will:

    • understand the benefits of study abroad for first-generation students;
    • identify funding sources that support first-generation students to study abroad; and
    • implement strategies for demystifying the study abroad application process for first-generation students.

    Leah Mason, Ed.D.

    Research Lead

    Institute of International Education

    Leah Mason, Ed.D. is research lead on IIE’s Research, Evaluation, and Learning Team. Dr. Mason leads a portfolio of multiyear research initiatives, including IIE’s Project Atlas, Global Workforce Pathways, and the Global Education Research Report series. She has more than 20 years of experience as a researcher and program administrator in international education and higher education. Dr. Mason works closely with IIE program and external clients, including the Carnegie Corporation of New York, the AIFS Foundation, U.S. Department of Education, and U.S. Agency for International Development.

    Dr. Mason has a keen interest in U.S. study abroad–elevating the experiences and voices of niche groups within study abroad, such as graduate student researchers, first-generation college students, and language learners. She is an accomplished author, including: Supporting Pathways for First-Generation Students to Study Abroad; Who’s Counting? Understanding the Landscape of Graduate Learning Overseas; and The Boren Awards: A Report of Oral Language Proficiency Gains During Academic Study Abroad: A Cumulative Report Over 15 Years and 53 Languages

    Adriana Smith

    Regional Director, University Relations

    AIFS Abroad

    Adriana Smith began her career in international education in 2016 as the assistant director of international programs at Presbyterian College in South Carolina. She studied and lived abroad in Spain (twice!) and has also volunteered abroad with UBECI (United to Benefit Ecuadorian Children International) Foundation, in Quito, Ecuador. In 2019, she published Studying Abroad for Black Women—a guide that discusses what it means to be a Black female college student studying abroad.

  • Based on the Student Affairs Educator Certification Domain, Student Learning, Development, and Success Bundle, this ten-webinar package provides professional development that encompasses the application of student learning and development theories while centering and advocating for holistic student learning, development, and success. It includes the design of programs and services that retain, develop, and move students toward completion and graduation. Click on the package title to learn more about the webinars included. Price Members: $349 Non-members: $499

    Based on the Student Affairs Educator Certification Domain, Student Learning, Development, and Success Bundle, this ten-webinar package provides professional development that encompasses the application of student learning and development theories while centering and advocating for holistic student learning, development, and success. It includes the design of programs and services that retain, develop, and move students toward completion and graduation.

    Click on the package title to learn more about the webinars included. 

    Price

    Members:  $349

    Non-members:  $599

  • This professional development session is designed to give practitioners the opportunity to discuss a model for approaching job searching as a intentional professional development vs. a one-time, sporadic task. Attendees will discuss strategies for building a professional portfolio to tell establish a brand a story, marketing yourself, and managing a job search.

    D’Najah Pendergrass Thomas (She/Her)

    Director of Placement Exchange

    NASPA

    D’Najah Pendergrass Thomas (She/Her) is a practitioner whose work is centered around organizational behavior with a focus on recruitment, professional development, and career advancement. Committed to helping organizations and communities bring about transformational change in these areas, she currently serves as director of The Placement Exchange (TPE) - a partnership of ACUHO-I and NASPA, in collaboration with NACA, NODA, ASCA, and AFA. 

    This professional development session is designed to allow practitioners to discuss a model for approaching job searching as an intentional professional development vs. a one-time, sporadic task. Attendees will discuss strategies for building a professional portfolio to establish a brand story, marketing themselves, and managing a job search. 

  • Ever wonder what to expect at each professional level of your career? Are you considering applying for a new position soon and wondering what you should consider or what ways you can better prepare yourself for a promotion? Join some NASPA volunteer leaders as they discuss their journeys and advice for navigating the field of student affairs across your career lifespan and ways you can prepare to level up!

    Benjamin Williams

    Assistant Dean of Students

    Miami University


    Benjamin M. Williams is the Assistant Dean of Students at Miami University, where he oversees restorative practices in conduct and Title IX cases, outreach for the Office of the Dean of Students, manages Campus Climate Concerns and supports students in crisis. Prior to this role, he worked in higher education for ten years and most recently served as a Development Officer and the Director of Student Orientation & Family Engagement at Georgia State University. He completed his Bachelor of Arts in Sociology from Georgia State University, his Master of Science in Student Affairs in Higher Education at Miami University, and is completing his Ph.D. in Education Policy Studies at Georgia State University, studying sense of belonging and campus ecology.

    Outside of his professional work, he volunteers with a variety of organizations, including NASPA as a member foundation the Board of Directors and the Co-Chair of the Mid-Level Administrator Steering Committee, Board of Directors for Equality Ohio, and on the Board of Visitors for the College of Arts & Sciences at Georgia State University.

    Leonard Brown

    Vice President for Students Affairs

    Norfolk State University

    Dr. Leonard Brown Jr. serves as the Vice President for Students Affairs at Norfolk State University and has been in the position since July 2020. His responsibilities broadly include the out-of-class experience for all graduate and undergraduate students. The Division of Student Affairs portfolio includes Housing and Residential Life, Student Activities and Leadership, Campus Life and Diversity, The Dean of Students Office, Military Services, Student Support Services, Accessibility Services and International Student Services, Career Services, Student Advocacy, and Wellness (Counseling and Health Services).  

    Dr. Brown’s entire professional career has been in Student Affairs in higher education. Prior to NSU, he served as the Vice President for Student Affairs and Dean of Students at St. Mary’s College in Maryland. Prior to that Dr. Brown served as the Dean of Students at Dickinson College in Pennsylvania which is his alma mater. Dr. Brown holds a Bachelor’s degree in Psychology, a Master’s degree in Higher Education Administration, a Master’s degree in Theology, and a Doctorate in Management.

    Dr. Brown is originally from Pittsburgh, Pennsylvania where he grew up and was educated through high school. He resides in Virginia Beach, Virginia and has three wonderful daughters who mean the world to him. 

    Annie Henning

    Academic Advisor

    Southeast Missouri State University

    Annie Henning (she/her) currently serves as an Academic Advisor at Southeast Missouri State University - Sikeston Regional Campus. She has experience in campus programming, co-curricular honors programming, and orientation/transition experiences. She currently serves as a Co-Chair of NASPA's New Professional and Graduate Student Steering Committee (NPGS SC), which she has been a member of since 2020. She received certificate in University Teaching Skills from Saint Louis University; her master's degree is in Student Affairs in Higher Education from Missouri State University. She received her undergraduate degree in Corporate Communication with a minor in Business Administration from Southeast Missouri State University. You can connect with her on LinkedIn and at the upcoming 2024 NASPA Annual Conference in Seattle!

    Miguel Pacheco B.A.

    Assistant Residential Experience Coordinator

    Florida International University

    Miguel Pacheco is a Puerto Rican-Mexican-American from El Paso Texas and is currently a second year graduate student at Florida International University studying Higher Education Administration. Pacheco currently serves as an Assistant Residential Experience Coordinator where he co-oversees one of eight residence halls on campus. Additionally, Pacheco serves on the Higher Education Student Association executive board as the Director of Programming planning and coordinating events for his fellow cohort and is a member of the Student Conduct Committee. Pacheco is a NASPA GAP member and NODA member where he completed a NODA internship with the New Student and Transition Program at California Polytechnic State University in San Luis Obispo. Pacheco completed his undergraduate studies at Texas State University earning a Bachelor of Arts in English with a minor in Secondary Education. During his time at Texas State, Pacheco was actively involved as a Resident Assistant and Orientation Leader for four years through the Housing and Residential Life and New Student Orientation departments. Pacheco has interests in Social Justice, Equity and Access, Housing and Residential Life, as well as New Student Orientation Programs. Post graduation, Pacheco hopes to work in one of these functional areas and become a Residential Director on the west coast.

    Joseph DeSanto Jones

    Executive Director

    Higher Education Consortium for Student Affairs Certification

    Joey (he/him/his) serves as the inaugural executive director of the Consortium and leads its efforts to promote and advance the field through Student Affairs Educator Certification. This new certification program recognizes student affairs educators who demonstrate competency in established domains, commit to ongoing learning and professional development, and comply with the code of ethics.

    Joey has also held numerous professional roles with NASPA including founding director of NASPA Advisory Services, assistant vice president for organization development, directing professional development programs, and managing volunteer engagement efforts. Over the course of his 20-year career, he has led or participated in approximately 50 external reviews of student affairs divisions, programs, and services at public and private colleges and universities of various sizes in the United States and Canada.

    He holds an M.Ed. in College Student Personnel and a B.A. in Communication Studies from the University of Maryland, College Park.

    Ever wonder what to expect at each professional level of your career? Are you considering applying for a new position soon and wondering what you should consider or what ways you can better prepare yourself for a promotion? Join some NASPA volunteer leaders as they discuss their journeys and advice for navigating the field of student affairs across your career lifespan and ways you can prepare to level up!

  • Take a break with us and connect with NASPA Vice Presidents and learn about the different functional areas, resources, and program offerings provided by NASPA. Learn more about working for an association and our role as the leading voice for the field of student affairs.

    Monica Nixon, Ed.D.

    Assistant Vice President for Equity, Inclusion, and Social Justice

    NASPA


    Monica Nixon serves as Vice President for Justice, Equity, Diversity, and Inclusion. Previously, she held diversity, equity, and inclusion and student affairs roles at Saint Joseph’s University, Seattle University, Colgate University, the University of Puget Sound, and the University of Virginia, for which she currently serves on the Inclusion, Diversity, Equity, and Access (IDEA) Fund alumni board.

    Monica received her Master of Arts in Counselor Education and her B.A. in English in 1995 from the University of Virginia. She earned a Doctorate of Education in Educational Leadership and Policy Studies from the University of Washington, where her dissertation focused on the positionality and agency of women of color chief diversity officers in higher education institutions. Monica co-authored a chapter in the 2012 NASPA-published book Asian Americans and Pacific Islanders in Higher Education and has served actively with NASPA – Student Affairs Administrators in Higher Education, ACPA – College Student Educators International, and the National Association of Diversity Officers in Higher Education.

    Amy Shopkorn

    Vice President for Operations

    NASPA


    Amy Shopkorn serves as the vice president for operations at NASPA - Student Affairs Administrators in Higher Education. She joined the Association in 2012 and manages NASPA’s core business functions, including finance, human resources, information technology, marketing and communications, membership, member and volunteer engagement, NASPA’s justice, equity, diversity, and inclusion initiatives, and work with the NASPA Foundation.

    Prior to joining NASPA, Amy served as chief operating officer for The National Society of Collegiate Scholars (NSCS), where she built much of the organization’s operational infrastructure. She also worked on-campus in student affairs at The George Washington University, focusing on the first-year experience and alcohol and other drug education programs.

    Amy is a member of the U.S. Women’s Rugby Foundation Board of Directors, serves on industry-related advisory boards, and holds volunteer positions with several local community and alumni organizations.

    Amy has a Master of Arts in higher education administration from George Washington University and a bachelor’s degree from Bowdoin College.

    Stephanie Gordon, Ed.D.

    Vice President of Professional Development

    NASPA


    Stephanie Gordon serves as the vice president for professional development at NASPA - Student Affairs Administrators in Higher Education. She joined the Association in 2003 as the director of educational programs. Since then, the Association has doubled in size to more than 15,500 members. She supervises a professional development team at the largest, most comprehensive student affairs association in the United States.

    Prior to joining NASPA, Stephanie served as director of residence life and coordinator of first-year programs at Chatham University, assistant director of residence life, staff development, and training at Colgate University, and assistant director of undergraduate admissions at Simmons College. Her research interests focus on student retention, persistence, and readiness to learn. Stephanie also assists student affairs educators in their daily work on campus. She has co-authored a chapter in Student Services: A Handbook for the Profession and authored a chapter in the current edition of The Handbook of Student Affairs Administration. Stephanie received her B.A. in English literature and political science from Simmons College and earned her Ed.M. in higher education administration at Harvard University Graduate School of Education. She recently completed her Doctorate of higher education management at the University of Pennsylvania Graduate School of Education.

    Amelia Parnell, Ph.D.

    Vice President for Policy, Research, and Advocacy

    NASPA


    Amelia Parnell serves as the vice president for research and policy at NASPA – Student Affairs Administrators in Higher Education, where she leads many of the Association’s scholarly and advocacy-focused activities. Amelia’s policy and practitioner experiences include prior roles in association management, legislative policy analysis, internal audit, and TRIO programs. 

    Amelia writes and speaks frequently about topics related to student affairs, college affordability, student learning outcomes, leadership in higher education, and institutions’ use of data and analytics. She is the author of the new book, You Are a Data Person: Strategies for Using Analytics on Campus and host of the new podcast, Speaking of College. 

    Amelia currently serves on the board of directors for EDUCAUSE and is an advisor to several other higher education organizations. She holds a Doctor of Philosophy (Ph.D)in higher education from Florida State University and Master of Business of Administration (MBA)and Bachelor’s in business from Florida A & M University.

    Stephanie J. Bannister, Ph.D.

    Assistant Vice President, Center for First-generation Student Success

    NASPA

    Stephanie Bannister serves as the assistant vice president with the Center for First-generation Student Success, an initiative of NASPA - Student Affairs Administrators in Higher Education and The Suder Foundation. Prior to joining NASPA, Stephanie served Kansas State University (K-State) in a variety of roles–most recently as the assistant vice provost for student success. Stephanie joined the K-State division of student life with housing and dining services in 2001. Previously, she served as associate director for student living in housing, directed two residence halls at the University of Kansas, and traveled nationwide as a consultant for Alpha Gamma Delta International Fraternity. Stephanie has a B.A. from Fort Hays State University, an M.S. from the University of Kansas, and a Ph.D. in education from K-State. With a career spanning two decades, she has served as a consultant for higher education and non-profit agencies on a range of topics from strategic planning to community building and leadership development. Stephanie is a graduate teaching faculty member in the College of Education at K-State and is active in the greater Manhattan community.

    A first-generation advocate and ally, Stephanie resides in the great state of Kansas with her husband, the Honorable Grant D. Bannister, chief judge for Kansas' 21st Judicial District, and is the proud mother of Sydney, William, and Grace.

    Leiana Boldon

    Academic Support Services Graduate Assistant

    Illinois State University

    Leiana Boldon is a second-year master’s student in Illinois State University’s College Student Personnel Administration (CSPA) program. She serves as a NASPA Graduate Associate and currently holds several positions in the Bloomington-Normal area. She works as an academic support services graduate assistant at ISU, serves as the live-in house director for Alpha Omicron Pi – Beta Nu Chapter, and works as a practicum student in the Office of Diversity and Inclusion at Illinois Wesleyan University. Off the clock, she loves to sing, explore new restaurants, and host game nights.

    Leiana received her Bachelor of Science in Music Business in 2021 from ISU. She was exposed to the field of student affairs during her senior year working as an admissions tour guide and applied to the CSPA program soon after. Leiana will be graduating in May of 2024, and her areas of interest include academic advising, academic success, admissions, assessment, and first year experience curriculum development. Originally from St. Louis, Missouri, she’s excited and eager to explore outside of the Midwest as she begins her student affairs career.

    Take a break with us and connect with NASPA Vice Presidents and learn about the different functional areas, resources, and program offerings provided by NASPA. Learn more about working for an association and our role as the leading voice for the field of student affairs. 

  • This panel consists of professionals who serve in various capacities within student success coaching in higher education. Panelists will share their expertise on building, designing, and implementing success coaching programs and best practices in the field. The panelists represent different institution types, from small to large and private to public. The panel will be moderated throughout the program, with a question and answer period at the end of the program.

    Kevin Correa, Ed.D.

    Executive Director of Student Success

    Texas A&M University

    Dr. Kevin Correa is the Executive Director of Student Success at Texas A&M University. He oversees advising, analytics, first-year experience, the Routh First-Generation Center, and the Transfer Student Program in this role. Nearly his entire career has been devoted to the engagement, retention, and success of diverse student populations at large public universities, and much of his work has been in leadership capacities. Before his recent transition to Texas A&M, Dr. Correa served as Director of the Arizona State University (ASU) Student Success Center, providing individualized and holistic peer coaching services to thousands of students on four campuses each year. Dr. Correa has also had a faculty role teaching higher education graduate students for the past six years. Moreover, he co-authored a chapter in the book Cultivating Student Success: A Multifaceted Approach to Working with Emerging Adults in Higher Education, published in 2022. Dr. Correa earned a doctorate of education in Leadership and Innovation, and a master's degree in Higher and Postsecondary Education from ASU, and he earned a bachelor of arts in Sociology degree from the University of Michigan. Dr. Correa has also earned a certificate in personal development coaching from the Coaching and Positive Psychology Institute and is a member of the International Coaching Federation.

    Adrienne White, Ed.D.

    Director, Student Success Coaching

    George Mason

    Dr. Adrienne White is currently the Director of Student Success Coaching at George Mason University. Dr. White leads a team of 35 staff members, including paraprofessionals, graduate students, and professional staff members.  She led the efforts to implement student success coaching across the institution for its 7,000+ incoming first-year students. Dr. White has worked in higher education for 13 years, ranging in experiences from residence life, co-curricular programming, living-learning communities, off-campus student services, student success initiatives, transfer programs, student success technology implementation, retention initiatives, advising, and success coaching. Her research interests include transfer students, sense of belonging, student success, retention, and college student development. Dr. White holds a Doctorate in Education, specializing in Higher Education from George Mason University, a Master's degree in Higher Education and Student Affairs from Indiana University Bloomington, and a Bachelor's degree in Audiology from the University of Tennessee. Dr. White also serves as an Affiliate Faculty member for the Higher Education Program at George Mason University and a reviewer for the Journal of College Student Development's Research in Brief section.

    Daniel Easton, Ed.D.

    Program Director for Academic Coaching and Success Initiatives

    University of Colorado, Boulder

    Dr. Daniel Easton started his career as resident director at Western Washington University, where he learned that community development and student support were found not in just giving students experiences but in helping students make meaning of their experiences, their identities, and their connections to others. He then moved to the University of Colorado Boulder, where he was a Conduct Coordinator, Assistant Director, Associate Director, and Interim Director in Student Conduct and Conflict Resolution, where he developed and implemented a more educational and restorative approach to accountability. He was also an associate registrar at the University of Colorado Denver, prioritizing developing processes and procedures that fit around the student’s experience, not fitting the student’s experience around processes and procedures. Daniel has been Program Director for Academic Coaching and Success Initiatives since Fall 2021 at CU Boulder, where he oversees the Academic Coaching program in the College of Arts and Sciences as well as, more broadly any academic success programs with the advising and coaching unit. Daniel holds a B.A. in philosophy and religious studies from the University of Denver, an M.S. in higher education administration from the University of Kansas, and an Ed.D in leadership for educational equity from the University of Colorado Denver. Outside of work, he enjoys running, reading horror novels, or playing Dungeons and Dragons. His two dogs, Ahsoka and Adama, wish he would take them on more walks.

    Harmony Morel, Ph.D.

    Dean of Student Success

    Oberline College and Conservatory

    As the Dean of Student Success at Oberlin College, Dr. Harmony Morel is responsible for supporting the college’s strategic goals by cultivating, strengthening, and providing oversight and leadership to the Center for Student Success and the implementation of a comprehensive student retention and persistence strategy. She is an innovative and forward-thinking leader who is passionate about student success and excels in creating department structures and designing sustainable practices that promote efficiency. Harmony is passionate about removing inequitable barriers for marginalized populations, cultivating a sense of belonging and safe space, increasing students’ social and cultural capital, and providing relevant opportunities for students to be fully engaged in the collegiate experience.

    Katie Collins

    Program Manager

    Arizona State University

    Katie Collins is originally from Boston, Massachusetts, and holds a Bachelor of Science in Biology from Massachusetts College of Liberal Arts. She learned through her involvement in the Student Government Association, Peer Advising program, Student Activities Council and more that she enjoyed working with students in college instead of being in a lab and made the career move to go into student affairs. Katie earned her Master’s degree in Higher Education Administration (Student Affairs) from the University at Buffalo, where she worked within Campus Living doing marketing and assessment, organization advising, and working with the leadership team on major projects. She was able to work across the campus in new student programs and closely with student activities to help make experiences for the students that would continue to shape their college experience. Katie is a program manager in the Student Success Center at Arizona State University (ASU).  Her focus is on digital inclusion and integration practices for the Center and finding and promoting ways for students to utilize their services digitally to help overcome their barriers to success at ASU or move from good to great in their lives holistically. Katie holds a Bachelor of Science in Biology from Massachusetts College of Liberal Arts and a Masters in Education in Student Affairs Administration from the University at Buffalo.

    This panel consists of professionals who serve in various capacities within student success coaching in higher education. Panelists will share their expertise on building, designing, and implementing success coaching programs and best practices in the field. The panelists represent different institution types, from small to large and private to public. The panel will be moderated throughout the program, with a question and answer period at the end of the program.

    Learning Outcome #1:

    Participants will learn best practices for building, creating, and implementing success coaching programs.

    Learning Outcome #2:

    Participants will learn best practices for training and professional development.

    Learning Outcome #3:

    Participants will learn how to overcome challenges when implementing new programs.

    Panelists Include: 

    • Dr. Daniel Easton, Program Director for Academic Coaching and Success Initiatives, University of Colorado Boulder
    • Dr. Harmony Morel, Dean of Student Success, Oberlin College and Conservatory
    • Katie Collins, Program Manager, Arizona State University 
    • Dr. Adrienne White, Director, Student Success Coaching, George Mason University
    • Panel Moderator: Dr. Kevin Correa, Executive Director of Student Success, Texas A&M University
  • At R1 institutions, career outcomes have focused on the first destination, with corporate hiring and graduate school enrollment. Today, student success is larger than a first destination. “Career Readiness” is now an accepted student success outcome. Yet, how do research-intensive institutions frame this explicitly as tied to institutional learning outcomes and a shared responsibility of academic and student affairs? Three institutions, Stony Brook University - SUNY, College of Liberal Arts at the University of Minnesota, and University of Texas at Austin- will share their models and approaches.

    Judy Anderson

    Director of Career Readiness

    University of Minnesota

    Judy Anderson is the Director of Career Readiness in the College of Liberal Arts at the University of Minnesota. She has spent her career working with young adults both on the college campus and in businesses. Her expertise is in the area of young adult development and emerging adulthood. She has been a consultant and speaker in her own company Emerging Advantage as well as in roles in higher education. Currently, she is directing an important effort in the College of Liberal Arts at the University of Minnesota to provide 13,000 students with an understanding of how their liberal arts education prepares them for future success. Her background includes an MA in College Student Development from the University of Iowa, as well as experience in entry-level talent development which uniquely positions her to shape a critical conversation about how graduates with a liberal arts background are essential to meeting the current workforce needs in the state of Minnesota and in the nation.

    Urszula Zalewski

    Director of Experiential Education

    Stony Brook University


    As the Director of Experiential Education, Urszula Zalewski oversees experiential education initiatives including successful implementation of experiential learning opportunities including internships, student employment initiatives and community outreach programs. Urszula brings her expertise in career readiness, employer relations, assessment and has raised more than $1Million in grants to support capacity building in experiential education & community engagement.

    She is a recipient of the SUNY Chancellor’s Award for Excellence in Professional Service, the Sister Margaret Ann Landry Lifetime Achievement Advising Award, Excellence in Service to Students Award, Peter Baigent Leadership Award and serves on the Board of Directors for SEE and Response Crisis Center. Just recently, Urszula was recognized with the 2023 Forage Experiential Educator Award. She received her Bachelor of Science Degree in Economics, and MBA from the University of Economics in Krakow, Poland and Master of Science in Management and Policy from Stony Brook University. 


    At R1 institutions, career outcomes have focused on the first destination, with corporate hiring and graduate school enrollment. Today, student success is larger than a first destination. “Career Readiness” is now an accepted student success outcome. Yet, how do research-intensive institutions frame this explicitly as tied to institutional learning outcomes and a shared responsibility of academic and student affairs? Three institutions, Stony Brook University - SUNY, College of Liberal Arts at the University of Minnesota, and University of Texas at Austin- will share their models and approaches.