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

Student engagement is an age-old question that continues to stump higher education professionals. With changes in student trends as noted by Seemiller and Grace (2015) and more minority students attending higher education, finding culturally relevant engagement strategies that leverage the expertise of all higher education constituents is key. This webinar pays homage to the communal cultural roots of many first-generation college students as a means of creating an asset-based environment that validates students’ experiences and embraces new engagement strategies that uplift students’ collegiate experiences.

This webinar will look at the Shared Governance and Faculty Engagement Model to propose collaborative efforts that can increase student engagement to support first-generation students’ year-to-year persistence and retention. Noting research by Nunn, L. M. (2021) and Romero, Gonzalez, Clark, Ibanez & D’Anna, Hernandez (2020) this webinar will provide a look at existing data that shows the importance of implementing frameworks for collaboration. 

Learning Outcomes:

Participants will:

• analyze the assets of faculty & staff through the lens of the Shared Governance and Faculty Engagement Models;
• gain a deeper understanding of how intentional engagement strategies can create inclusive, empowering environments that honor and uplift the cultural experiences of first-generation students; and
• understand current data and research that promotes the importance of collaboration among faculty and staff for student engagement.

This session offers a practical introduction to grant writing for higher education professionals with limited experience. Participants will learn the basics of what grants are, how they work, and the types available, along with tips for assessing readiness, building partnerships, and crafting strong proposals. A brief activity using simple grant prompts will support skill-building and application. Attendees will leave with a clearer understanding of how grants can support and expand health promotion efforts on their campuses.

Learning Outcomes:

1. Identify how grants can be used to supplement or expand health promotion activities.

2. Describe the grant writing process.

3. Explain how grants could be used at their institution.

Guidelines for earning CSAEd credit: 

1 CSAEd Core CE will be awarded for completing this course. Completion includes attending the session and completing the Feedback Survey. 

No partial credit will be awarded; full completion is required. 

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

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.

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

Guidelines for earning CHES/MCHES credit:

NASPA is a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES). There are up to 1 total Category 1 continuing education contact hour eligible for CHES and 1 total Category 1 continuing education contact hour eligible for MCHES.

To receive credit, please complete the Feedback Survey in the online event offering the credits. 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 for your records only. All CHES/MCHES credits earned from NASPA events are reported to NCHEC on a quarterly basis, after which those credits will be viewable in your NCHEC continuing education dashboard.

Designed for mid-level and senior student affairs professionals, this curated package blends actionable crisis response strategies with foundational and advanced assessment skills to help you support your campus through high-pressure moments while building a culture of continuous improvement.

Package includes access to 8 recorded sessions for 365 days, ideal for on-demand learning and team training.

Webinars Included: Are You Ready for a Crisis? Crisis Communications Planning for Mid- to Senior-Level Student Affairs Professionals, Creating and Training Crisis Teams, A Campus Mobile Crisis Team: The Right Resources at the Right Time, Creating an Assessment Calendar, Foundational Steps to Building Assessment and Capacity in Student Affairs,Using Research Participant Pools to Support Student Affairs Assessment, When the Data Hits the Fan: Handling Unexpected Assessment Results, and Campus Climate Assessment 101: Best Practices for Surveying Your Community

Webinar Package Pricing

• Members: Now $99 $249 ($600 value)
• Non-Member: Now $299 $349 ($800 value)

Research participant pools are an innovative tool that student affairs assessment professionals can use to develop relationships with students. The presenters will share details about the utility of a research participant pool and share examples of research subject pools at two different universities. These two case studies will explore how to tailor a research subject pool to meet their university’s needs and encourage participants to consider how a similar program could be replicated at their university. 

Learning Outcomes:

1. Identify the utility of a student affairs research participant pool.

2. Evaluate the efficacy of two different research participant pools in their institutional context.

3. Create connections between the concept of a student affairs research participant pool and the current needs of their own institution.

The current higher education landscape demands an integrated and collaborative approach to support student success and engagement. Unfortunately, student affairs professionals often face challenges due to working in isolated departments. By breaking down these barriers, professionals can create a unified and student-centric campus environment. The presenters will address organizational silos and offer strategies for student affairs professionals to foster cross-functional collaborations.

The presenters will explore practical strategies to build relationships across campus and foster collaboration among different departments. Using these strategies, student affairs professionals can enhance student support services and programs, improving student success and engagement. Throughout the session, we will highlight the importance of effective communication in fostering cross-functional collaborations. Active listening and empathetic dialogue are essential for building relationships and promoting cooperation among diverse campus stakeholders. "Lack of effective communication can perpetuate organizational silos, hindering collaboration and impeding student success" (Johnson & Smith, 2018, p. 42).

We will also emphasize the significance of leveraging existing networks and platforms within the campus community. Engaging in committees, task forces, and online communities can facilitate connections and create opportunities for collaboration across departments. "Utilizing existing networks and platforms fosters connections and cooperation among diverse campus departments, breaking down silos" (Brown & Wilson, 2019, p. 75). The presenters will discuss the importance of effective leadership as a crucial role in driving collaboration and breaking down silos. We will discuss leadership strategies for promoting a shared vision, advocating for cross-functional teamwork, and cultivating a culture of collaboration. "Leadership that promotes a shared vision, and a culture of collaboration can break down silos and foster cross-functional teamwork" (Miller & Davis, 2020, p. 102).

Real-life examples of successful cross-functional collaborations in student affairs will be shared, showcasing innovative programs and partnerships that have positively impacted student success and engagement. These examples will inspire and give attendees practical insights to implement in their institutions. The presenters will provide opportunities for participant involvement, including discussion and effective practice sharing. Participants will have the chance to share their own experiences and ideas, facilitating a collaborative learning environment. This presentation will equip student affairs professionals with practical strategies to break down organizational silos and build cross-functional collaborations. By fostering relationships across campus, professionals can create an integrated, student-centered environment that enhances student success and engagement.

Learning Outcomes

1. Participants will understand the concept of organizational silos and their impact on student affairs professionals and student success.

2. Participants will recognize the benefits of cross-functional collaborations in student affairs for fostering student success and engagement.

3. Participants will recognize the importance of leadership in promoting a shared vision and cultivating a culture of collaboration.

4. Participants will identify and leverage existing networks and platforms within the campus community to foster collaboration and break down silos.

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.

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

Guidelines for earning CE credit: 1 CE is awarded for attending this live session OR on-demand for ONE category of Continuing Education. You can not receive more than 1 credit hour total.

No partial credit will be rewarded.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules for you to download at your convenience.

Empower your leadership journey with this curated collection of webinars designed to elevate your supervision practice and team management skills. Whether you're hiring, coaching, or supporting staff through complex campus dynamics, this bundle delivers real-world strategies from experienced leaders in the field.

With sessions ranging from radical supervision models to best practices in hiring, team development, and work-life integration, this package is ideal for new and seasoned supervisors alike. Explore how to foster inclusive, high-functioning teams that thrive under strong, empathetic leadership. From foundational skills to advanced tactics, you'll gain insights to manage people more effectively—and with purpose.

Package includes access to 8 recorded sessions for 365 days, ideal for on-demand learning and team training.

Webinars Include: Leading Well: The Importance of Supervisor Training and Preparation, How to Hire: An Exploration of Hiring Best Practice, What They Don’t Teach You in Graduate School: Supervising Professional Staff, Synergistic Supervision of Entry-Level SA Professionals: A Cross-Cultural Examination, Supervision Skills and Strategies: Developing Essential Skills for Successful Leaders in Student Affairs Today and in the Future, Meeting Their Needs: Identifying Your Role in Supporting and Supervising Your Unique Team, Changing the Standard: Radically Supervising Student Staff at Michigan State University, and Cultures of Integration and Balance: The Role of Supervisors in Creating Sustainable Work-life Environments

Webinar Package Pricing

• Members: Now $99 $249 ($600 value)
• Non-Member: Now $299 $349 ($1,400 value)

Student staff members volunteer their time and energy to advance the needs of their higher education institutions. This means that in the ever evolving dynamics present on a college campus, student staff supervisors must be capable of providing authentic and emergent supervision for each unique team member. Our presentation offers a supervision model for creating a supervisory ecosystem for each staff member to thrive in that goes beyond relationship building and empowers the supervisor to address barriers to student staff success. 

By utilizing frameworks such as the 4 Is of oppression (Internalized, Interpersonal, Institutional, and Ideological) and Dr. Tamura Lomax’s idea of Radical Black Love we invite participants to reflect on the innate dignity and worth of the students they have the privilege of working with. Through engaging in group conversations and polling, we hope participants challenge existing narratives they hold about what a supervisor is and is not. The goal of this webinar is to help participants begin the self-work necessary for moving supervision beyond being identity conscious and towards becoming actively engaged in dismantling oppression within supervision and work experiences for student staff. 

Learning Outcomes:

1. Name and describe the 4 I's of Oppression and discuss how they broadly manifest in the student supervisee experience at PWIs. 
2. Describe the differences between Identity Conscious Supervision and Radical Supervision and will be able to identify specific practices they can take to align their supervision with the principles of Radical Supervision. 
3. Describe the supervisory ecosystem they dream to build for their student staff members and teams.

Supervisors play a critical role in shaping workplace culture, ensuring that employees can thrive professionally while maintaining a healthy work-life balance. As higher education environments become increasingly demanding and interconnected, supervisors must move beyond outdated expectations of overwork and instead develop intentional strategies that prioritize employee well-being, productivity, and retention. This session explores the key principles of work-life integration, emphasizing the importance of individual supervision, team support, and institutional advocacy in creating a sustainable, inclusive, and high-performing workplace.

Participants will gain insights into the evolving needs of today’s workforce, including the impact of health concerns, family obligations, restorative time, generational expectations, and role modeling by senior leaders. Through a combination of research-based strategies and interactive discussion, attendees will leave with a set of guiding principles to implement within their departments, ensuring that work-life integration is embedded in their supervisory practices, team management, and institutional culture.

Learning Outcomes:

1. Identify and apply at least three guiding principles for promoting a sustainable work-life integration culture within their teams, ensuring alignment with departmental priorities, institutional objectives, and employee well-being.

2. Explore how to implement effective supervision strategies that balance productivity with employee wellness, including mentoring approaches, flexible policies, and team-based support structures.

3. Develop a customized roadmap for fostering a culture of work-life integration in their department, incorporating key factors such as generational expectations, restorative time, and supervisor role modeling.

This on-demand webinar package offers a comprehensive collection of sessions focused on promoting health, safety, and well-being in higher education. Covering key topics such as student mental health, holistic well-being, sexual violence prevention, and more, these expert-led webinars provide actionable strategies to support student success and foster safer, more inclusive campus environments. Ideal for professionals dedicated to enhancing campus care systems, addressing critical student needs, and creating a culture of well-being across institutions. 

Webinars included: Addressing Gender-Based Violence: Fundamentals, Proactively Supporting First-gen Mental Health: CSUDH Case Study, Using Artificial Intelligence to Address the College Mental Health Crisis, Heroes and Villains: Moving Beyond the Bystander Intervention Framework, Social Media as a Tool for Campus  Student Wellness Assessment, Talking BITS: Addressing the Common Challenges of Today's Behavioral Intervention Teams, Reimagining Student Well-being: Leading Innovation Through Digital Interventions, A Campus Mobile Crisis Team: The Right Resources at the Right Time, Students are Hungry: Addressing Food Insecurity on Arkansas 2-Year College Campuses, Framing Mental Health Support to Increase Flourishing: An Inclusive Strategy That Can Open Doors, Increase Engagement, and Boost Student Success.

Webinar Package Pricing

• Members: Now $149 $249 ($790 value)
• Non-Member: Now $229 $349 ($1790 value)

By engaging in assessment and evaluation practices, campus practitioners can use data to confirm their programs are evidence-based/evidence-informed (or not), ensure the program is facilitating learning, verify the programs work for their student population, and support a commitment to continuous innovation and improvement. As the session's learning outcomes outline, this foundational presentation will focus on defining program assessment and evaluation for student affairs, writing meaningful and measurable learning outcomes, and implementing creative methods for collecting assessment and evaluation data. The presentation will include tips on creating a culture of assessment and evaluation on their campus. The presenter will also demonstrate tying the presentation to the learning outcomes and collecting assessment and evaluation data while presenting on it.

Learning Outcomes:

1. Describe the difference between program assessment and evaluation.
2. Practice writing 1-2 measurable learning outcomes.
3. Articulate one or more ways to implement assessment and evaluation methods.

Guidelines for earning CSAEd credit: 

1 CSAEd Core CE will be awarded for completing this course. Completion includes attending the session and completing the Feedback Survey. 

No partial credit will be awarded; full completion is required. 

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

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.

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

Guidelines for earning CHES/MCHES credit:

NASPA is a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES). There are up to 1 total Category 1 continuing education contact hour eligible for CHES and 1 total Category 1 continuing education contact hour eligible for MCHES.

To receive credit, please complete the Feedback Survey in the online event offering the credits. 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 for your records only. All CHES/MCHES credits earned from NASPA events are reported to NCHEC on a quarterly basis, after which those credits will be viewable in your NCHEC continuing education dashboard.

Artificial Intelligence is reshaping the way we work in Student Affairs, offering new opportunities to enhance productivity, creativity, strategic planning, and decision-making. In this dynamic webinar, Colin Stewart, PhD (he/him), and Brandon Common (he/him) will guide you through the transformative potential of AI. From understanding foundational tools like ChatGPT, Claude, and Google Gemini to exploring advanced applications like prompt engineering and data management, this session will empower you to rethink your approach to work.

You’ll learn practical methods, such as the RICE prompt engineering framework, how to develop personas and paradigms that will help you master AI’s role, instructions, context, and examples. We’ll also dive into ethical considerations around AI, ensuring that your integration of this technology remains aligned with values of equity, transparency, and control. Whether you're new to AI or already experimenting with tools, this webinar is your chance to learn how to ethically and effectively use AI to reimagine your work.

Learning Outcomes

1. Understand AI Tools and Applications: Participants will gain familiarity with a variety of AI tools, including ChatGPT, MS Co-Pilot, and Google Gemini (and others), and learn how these technologies can be applied to improve workflows and decision-making.

2. Learn Prompt Engineering Techniques: Explore the RICE frameworks, paradigms, and personas to develop effective prompts and maximize the capabilities of AI in diverse professional scenarios.

3. Navigate Ethical and Practical Considerations: Understand the risks and ethical implications of using AI, such as data security, control, and unknown factors, while learning strategies to ensure responsible and effective use.

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.

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

Guidelines for earning CE credit: 1 CE is awarded for attending this live session OR on-demand for ONE category of Continuing Education. You can not receive more than 1 credit hour total.

No partial credit will be rewarded.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules for you to download at your convenience.

We will examine the unique challenges faced by asexual individuals, particularly regarding sexual and interpersonal violence. We will highlight how asexuality is often erased, or even ostracized within queer communities, leading to misconceptions and a lack of visibility that can leave survivors without adequate support. By addressing these intersections, we aim to foster a more inclusive conversation around consent, trauma, and identity, ultimately advocating for a more supportive environment for all members of the LGBTQ+ community.

Learning Outcomes

• Define asexuality, recognize prevalent misconceptions, and assess current representation in media and culture to deepen understanding of its visibility within the LGBTQ+ community. 
• Understand the impact of erasure on conversations around sexual violence and interpersonal dynamics in the Ace community, exploring the unique vulnerabilities asexual individuals face.
• Identify actionable strategies to support asexual individuals in queer spaces, including inclusive language and practices, while amplifying asexual voices in advocacy to foster inclusive, supportive communities.

Continuing Education Credits

Participants who complete the course will be eligible for Continuing Education (CE) credits in the Core Student Affairs Educator Certification (CSAEd™) and Social Justice and inclusion (CSAEd SJI) continuing education. 

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

Guidelines for earning CE credit

1 CE is awarded for attending this live session OR watching it on-demand for ONE category of Continuing Education. You cannot receive more than 1 credit hour total. 

No partial credit will be rewarded. 

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules. The Credit Certificate, which will show the event, date and credit earnings, is available for download and/or print from the event or your Dashboard on the Online Learning Community.

In this webinar, we will explore the launch and comprehensive support services available to transfer and transition students at Georgia State University (GSU). This session will provide an in-depth examination of the efforts required to establish the Transfer and Transition Center (TTC), the key individuals involved in its development, and the pivotal role of current staff in guiding students through academic, financial aid, housing, and campus life resources.

Participants will reflect on the barriers impacting transfer student success on their own campuses while learning about the strategic development of GSU’s TTC. The session will feature insights from senior administrators who played an integral role in the Center's creation, along with evidence-based recommendations for supporting transfer student performance and outcomes.

Additionally, the webinar will highlight the meticulous processes of credit evaluation, degree audit adjustments, and major selection assistance, as well as strategic partnerships with various campus departments and external organizations, including the University Advisement Center, the Office of Academic Assistance, First Year and Transition Programs, Career Services, Study Abroad, Military Outreach, and Athletics. These collaborations ensure seamless credit transfers and successful student transitions.

The discussion will also showcase the use of technology-driven interventions such as Chatbot nudges, SmartPanda, EAB automation, and student communication tools to improve efficiency and provide transfer students with timely, relevant information. The final portion of the session will explore data-driven insights from the TTC, demonstrating how GSU identifies and mitigates institutional barriers to degree completion.

Participants will leave with actionable strategies and a reflection tool to facilitate campus conversations on supporting transfer students, ensuring they can bring back valuable insights to their respective institutions.

Learning Outcomes

1. Examine the development process of GSU’s Transfer and Transition Center, including key stakeholders and implementation strategies.
2. Identify common barriers to transfer student success and explore ways to mitigate these challenges on their own campuses.
3. Learn about strategic partnerships within GSU and how they contribute to seamless credit transfers and student transitions.
4. Explore the use of technology and automation (e.g., Chatbots, SmartPanda, EAB) to enhance communication and support for transfer students.
5. Analyze preliminary data and outcomes from the Transfer and Transition Center to understand institutionally created barriers and strategies to overcome them.
6. Develop actionable strategies and utilize a reflection tool to engage campus stakeholders in improving transfer student success.

As the American College Health Association (https://www.acha.org/ncha/data-results/survey-results/academic-year-2023-2024/), the Healthy Minds Network (https://healthymindsnetwork.org/wp-content/uploads/2024/09/HMS_national_report_090924.pdf), and the Association for University and College Counseling Center Directors (https://www.aucccd.org/public) report, college students are experiencing mental illness and other psychological challenges in ever-increasing numbers (ACHA, 2024; HMN, 2024; AUCCCD, 2023).  Reactions to these reports often place the onus of responsibility on counseling center staff to fix the problem, while other campus personnel view the situation as outside their scope of expertise.  The work of Keyes (2006; 2002) and others (Iasiello et al., 2020; Antaramian, 2015; Ross, 2015; Eklund et al., 2011; Suldo & Shaffer, 2008), however, has demonstrated that complete mental health exists along two intersecting continua, a dual continua model of mental health.  Individuals fall along one continuum between the presence or absence of mental illness and simultaneously fall along a second continuum between low or high levels of mental health.  While behavioral health providers are uniquely positioned to provide clinical treatment of mental illness symptoms, a much larger pool of supporters could be trained to offer interventions to boost flourishing mental health (Seligman, 2011).   

This webinar will share how focusing on flourishing can excite students, faculty, staff, and administrators as they see places they could fit in a larger, full-scale promotion of mental health and support more students.  It will also discuss case studies and a pilot program offered at the presenter's institution to help attendees brainstorm for their own campus contexts, build a better advocacy pitch for stakeholders, and generate more buy-in to help build an institutional culture of care.

Learning Outcomes:

1. Contrast the traditional single continuum model of mental health with the newer, more comprehensive dual continua model of mental health
2. Describe the prevalence of flourishing mental health among college student populations.
3. Examine case studies of school-based flourishing interventions and pilot programs and their impacts on student success.
4. Discuss how framing mental health efforts around flourishing promotion can increase engagement in campus-wide intervention strategies and thus serve more students.

Supervision is an essential skill, requiring ongoing learning and development, for all members of the student affairs (and higher education) organizations. The importance of inclusive, effective supervision can be seen in satisfaction, engagement, and retention rates of employees, who are directly impacted by the quality of supervision they receive. Supervision must be viewed as an investment in the employee experience in supporting today's workplace and sustaining the future of an organization. Student affairs practitioners typically lack academic or formal training in the competency of supervision. It is not often included in graduate preparatory programs and instead supervisory skills are learned on the job anecdotally through trial and error.

The division of University Life (student affairs) at George Mason University has a strong commitment to the staff experience.  This commitment comes from the division's strategic commitment to organizational excellence, as evidenced by its strategic outcome of Organizational Excellence and the goal of “cultivating positive staff experiences and develop professional and technological competencies to better support evolving student growth, development, and success need.” (University Life Strategic Plan, 2020-2024, http://ulife.gmu.edu/wp-conten... ) The first strategic action under this goal is to increase employee supervision satisfaction.  The overall strategy goal addresses improving the staff experience of student service practitioners through strategic actions focusing on professional development, competency development, performance evaluation, awards and recognition, as well as HR processes.  With this commitment, the organization is primed to develop programs and initiatives to advance supervision competency of all staff. At a time when student affairs and higher education professionals are experiencing high levels of reported dissatisfaction, creating opportunities to improve supervision satisfaction provides a valuable return on the employee experience.

In this program, presenters will engage participants in dialogue focusing on the existing challenges of supervision in student affairs today and engage in activities to consider strategies in which to advance competency development of leaders today. Presenters will share work emerging at their home institution and share some of what was learned from a recent strategic planning exercise. With the participants, presenters will discuss the existing gaps in supervision practices including lack of assessment of supervisee developmental needs, lack of supervisor training, need for ongoing development for supervision competency development, lack of in-house professional development for both supervisor and supervisee, etc. Participants, with the presenters, will explore strategies, resources, programs, and initiatives that can be employed short- and long-term at institutions to invest in the supervisory and employee experience. 

Learning Outcomes:

• Implement at least one new strategy to enhance supervision practices within their department or institution.
• Develop a plan to integrate at least one professional development initiative focused on supervision into their institution’s learning and development program.
• Evaluate available resources on supervision and team management to determine their applicability in strengthening supervisory competencies within student affairs.

This webinar will offer a primer on how the First Amendment comes into play in the public square on a public university’s campus. Following the establishment of a legal and policy foundation, presenters will offer a framework to explore the creation, implementation, and outcomes of an effective First Amendment and Student Activism Task Force. The overarching goal of the presentation is to position attendees to lead and participate in meaningful institutional evolutions that can address the many competing demands related to free speech on public campuses. Learned skills will include consideration of the equitable implementation of the protocol, development of user-friendly educational resources, communications strategies, legal implications, safety, finances, planning, logistics, and community relations.

Learning Outcomes

1. Participants will understand how federal law narrows to policy and practice within public postsecondary education. Session attendees will receive resources for consideration in educating their campus population on freedom of expression rights law.

2. Participants will examine a model for institutional and community engagement that can lead to enhanced collaboration, understanding, and alignment amongst parties impacted by public square speech in postsecondary education.

3. Participants will complete a worksheet to help them think about which stakeholders to engage on their campus and what areas they should examine to determine if their practices and policies align with law and their campus values.

4. Participants will engage in dialogue to identify culturally responsive practices that can help guide institutional strategy when addressing the complexities of freedom of expression on campus in postsecondary education.

NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program. Participants who complete the course will be eligible for Continuing Education (CE) credits in the Core Student Affairs Educator Certification (CSAEd).

Guidelines for earning CE credit: 1 CE is awarded for attending this live session OR on-demand for ONE category of Continuing Education. You can not receive more than 1 credit hour total. No partial credit will be rewarded.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules for you to download at your convenience.

The Okanagan Charter calls on colleges and universities to “Embed health into all aspects of campus culture, across the administration, operations and academic mandates…” and “Lead health promotion action and collaboration locally and globally.” Meeting these actions requires a community health orientation and, as such, depends on members of the community - students - being actively involved in the implementation of the Charter. Peer Health Educators can and should be central to the process and strategy of adopting the Charter, as “health is created and lived by people within the settings of their everyday life: where they learn, work, play and love.” Engaging the student voice in health promotion efforts is essential to making health and well-being central to the educational, transformational mission of higher education. Peer Health Educators are well positioned to be leaders towards becoming a health promoting campus.

Learning Outcomes:

1. Understand the two calls to action of the Okanagan Charter
2. Learn three best practices in peer health education
3. Explore 3 examples of integration between the Charter and a peer health education program

Guidelines for earning CSAEd credit: 

1 CSAEd Core CE will be awarded for completing this course. Completion includes attending the session and completing the Feedback Survey. 

No partial credit will be awarded; full completion is required. 

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

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.

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

Guidelines for earning CHES/MCHES credit:

NASPA is a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES). There are up to 1 total Category 1 continuing education contact hour eligible for CHES and 1 total Category 1 continuing education contact hour eligible for MCHES.

To receive credit, please complete the Feedback Survey in the online event offering the credits. 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 for your records only. All CHES/MCHES credits earned from NASPA events are reported to NCHEC on a quarterly basis, after which those credits will be viewable in your NCHEC continuing education dashboard. The deadline for receiving CHES/MCHES credit is April 14, 2025.

National data consistently shows that graduate and professional students face higher rates of sexual harassment and have lower awareness of on-campus resources. This webinar will present key findings from a 2021 sexual assault climate survey conducted at a large public research institution in the Midwest, focusing specifically on graduate and professional students, who comprised 19.6% of the total sample. Findings reveal that 39% of graduate and professional students reported experiencing at least one incident of sexual harassment by a university employee since enrolling, with 45% identifying a faculty member as the perpetrator. Examining data on graduate and professional student survivors’ experiences and challenges within the campus environment offers critical insights for student affairs professionals to enhance prevention, advocacy, and response efforts.

Learning Outcomes:

1. Understand the prevalence and impact of sexual harassment among graduate and professional students, including specific risks posed by university employees.
2. Identify key barriers faced by graduate and professional student survivors in accessing on-campus resources and support.
3. Develop evidence-based strategies to improve prevention, advocacy, and response efforts for graduate and professional student survivors within campus environments.

Continuing Education Credits

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

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

Guidelines for earning CE credit

1 CE is awarded for attending this live session OR watching it on-demand for ONE category of Continuing Education. You cannot receive more than 1 credit hour total. 

No partial credit will be rewarded. 

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules. The Credit Certificate, which will show the event, date and credit earnings, is available for download and/or print from the event or your Dashboard on the Online Learning Community.

Predictive analytics continue to have an increased focus on the tools we purchase and the initiatives we support. More and more frequently, stakeholders at many levels of the organization want to know the return on investment in initiatives, which students are at risk of stopping out or otherwise failing to finish, and whether outcomes are equivalent across different demographics of students. The focus of many of these models is on academic data about student performance or student demographic characteristics. While these elements are important, research suggests that co-curricular activities outside the classroom may have a more lasting effect on students. Along with improving retention and academic success, co-curricular activities have been shown to enhance career readiness and development. Adding these data to predictive models thus provides a more well-balanced view of the student experience and can provide insight into which activities are most impactful.

This lecture will walk attendees through the process of developing a useful predictive model and provide a summary of the results of a machine learning model that includes academic, demographic, and co-curricular elements about students. Presenters will provide the pros and cons of using such data, a case study review of how results were used to impact campus initiatives, the impacts of these initiatives on student success metrics, and suggestions for future adjustments to the model.

Learning Outcomes 

1. Participants will identify a variety of co-curricular practices that have a positive impact on student success metrics.

2. Participants will evaluate the strengths and weaknesses of using co-curricular data in predictive models.

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.

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

Guidelines for earning CE credit:
1 CE is awarded for attending this live session OR on-demand for ONE category of Continuing Education. You can not receive more than 1 credit hour total.

No partial credit will be rewarded.

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules for you to download at your convenience.

Artificial intelligence (AI) is rapidly impacting every area of higher education and beyond. This webinar, "Cut Through the Noise: A Practical AI Workshop for Immediate Impact," simplifies the complexity of AI to provide participants with actionable insights and skills. Tailored for professionals across various roles, this session will focus on practical AI applications to streamline workflows, enhance communication, foster engagement, and improve assessment practices.

Participants will learn how user-friendly AI tools can immediately improve their efficiency at work while making a direct positive impact on students. For example, this webinar will demonstrate how to generate well-crafted emails for specific audiences, create visually engaging content, and explore more advanced uses such as prompt engineering and data analysis. Whether you are new to AI or looking to deepen your understanding, this session will equip you with the knowledge and confidence to harness AI's potential in meaningful ways.

  Learning Outcomes:

• Identify and Apply AI Tools – participants will be able to identify user-friendly AI tools and describe their practical applications for enhancing efficiency, communication, engagement, and assessment in professional settings.
• Craft Effective AI Prompts – participants will learn the basics of prompt engineering, enabling them to craft effective prompts for tasks such as email drafting, content creation, and data summarization.
• Evaluate and Implement AI Strategies – participants will be equipped to evaluate AI tools for their specific needs and develop strategies to integrate these tools into their workflows, improving both their productivity and the student experience.

Although research has focused on first-generation undergraduate college students, the graduate journey of first-generation students now in graduate school (FGGS) is still nascent. This webinar will bridge this gap by drawing on new research on the experience of FGGS with specific implications for practice. Drawing on data from “Decoding the Academy: A Roadmap for First-generation College Students Through Graduate Education”, (https://firstgen.naspa.org/files/dmfile/2024-FGF-Decoding-the-Academy.pdf) an e-book publication with FirstGen Forward as a companion pedagogical tool, we begin by contextualizing the unique challenges and triumphs faced by FGGS navigating graduate school. 

Pairing research with practice, we will also share examples of institutional efforts at the Boston University Newbury Center (https://www.bu.edu/newbury-center/) and the University of Minnesota’s First Gen Institute (https://firstgen.umn.edu/about/first-gen-institute) to demonstrate how to scaffold specific supports for first-gen students in practical ways. We offer key questions around definitions, data collection so that participants can frame the experience of FGGS at their respective institutions. Using qualitative data and examples from the field, we contextualize the lived experiences of these students and provide templates and recommendations for practice. 

Participants will leave with tools to identify and examine their own practices to support FGGS at institutional, programmatic and pedagogical levels.

Learning Outcomes:

Participants will:

• understand the experience of first-gen plus graduate students;
• identify hidden curriculum and systemic barriers for first-gen graduate students; and
• be given templates for institutional efforts to support first-gen graduate students.

Welcome to this informative webinar, proudly sponsored by the NASPA Public Policy Division in partnership with the National Association of Student Financial Aid Administrators (NASFAA). This session is designed to engage Student Affairs professionals with the knowledge and tools needed to navigate and support students and families through the complex and ever-evolving landscape of financial aid.

In this webinar, we will delve into the impact of the 2023-2024 FAFSA cycle rollout, exploring both the challenges and successes of the process. We will also discuss the key improvements implemented during the 2024-2025 cycle and what these changes mean for the future of student financial aid. By examining these developments, we aim to equip Student Affairs professionals with actionable insights and strategies to ensure that students and their families are well-supported through this process.

Join HBCU leaders for this discussion about the launch of NASPA’s Leadership Exchange magazine winter issue, focused on the successes, complexities, and significance of HBCUs and the role these institutions play in today’s postsecondary environment. Panelists will reflect on the student success and sense of belonging that HBCUs have long been recognized for building through high-touch student support services, faculty and peer mentoring, and other culturally-affirming initiatives and programs. 

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.

Participants who complete the course will be eligible for Continuing Education (CE) credits in either the Core Student Affairs Educator Certification (CSAEd™) or Social Justice and Inclusion (SJI) continuing education. 

Guidelines for earning CE credit:

1 CE is awarded for attending this live session OR on-demand for ONE category of Continuing Education. You can not receive more than one credit hour total.

No partial credit will be rewarded.

To receive CSAEd credit, attendees must complete the Feedback Survey in the virtual event offering the credit. Once the survey is completed, your certificate will be available ines for the event module to download at your convenience. You can find your event in your Online Learning Community Dashboard. 

Note: This session will only be available live and will not be recorded.

Researchers find that essentially all reports of sexual assault are credible, but the vast majority of Title IX complaints end in inaction. In this workshop, Dr. Nicole Bedera will reflect on her yearlong ethnographic study of one university’s Title IX process and explore the reasons that Title IX administrators hesitated to intervene in clear-cut cases. Specifically, this workshop will focus on the role of gender bias throughout the Title IX process, including staff interactions with complainants and respondents, expectations guiding informal resolution, assessment of evidence in investigations, sanctioning decisions, and provision of supportive measures.

Learning Outcomes:

1. Define key concepts relating to gender bias in organizational settings, including “himpathy,” “credibility deficit,” “credibility surplus,” and “orchestrated complexity”
2. Develop a framework for distinguishing between relevant and irrelevant evidence
3. Assess gender bias in hypothetical Title IX scenarios

Continuing Education Credits

Participants who complete the course will be eligible for Continuing Education (CE) credits in the Core Student Affairs Educator Certification (CSAEd™) continuing education. This session will only be available live and will not be recorded, so credit will not be available for on-demand viewing of this event.

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 for ONE category of Continuing Education. You cannot receive more than 1 credit hour total. 

No partial credit will be rewarded. 

To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the credit. Once the survey is completed, your Certificate will be available in the event modules. The Credit Certificate, which will show the event, date and credit earnings, is available for download and/or print from the event or your Dashboard on the Online Learning Community.