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

  • The College of Education & Human Development at Texas A&M University established the Marilyn Kent Byrne Student Success Center in 2007 to support the academic, personal, and professional growth of students. In this session you will learn about the myriad resources, student programs and how the Byrne Center team collaborates with stakeholders both on and off campus to support students during their undergraduate journey.

    The goal of this presentation is to support professionals as they develop Student Success Centers and the policies and programming that are implemented within these centers to support students at their respective institutions. 

    To address the current challenges in higher education, it is imperative that colleges and universities undertake a cultural and structural shift devoted to becoming “student ready.” (White, 2016) These challenges include declines in enrollment across all sectors of higher education (National Student Clearing House Research Center, 2019); an increase in first year students required to take remedial education (Jimenez et al., 2016); and students needing greater levels of socio-emotional support to increase student achievement (jones & Khan, 2017). Research indicates that collaboration between academic affairs and student affairs supports student learning and success (Frost et al., 2010; Kezar, 2001; Kuh, 1996; Love & Love, 1995; Nesheim et al., 2007). Effective collaborations can manifest in a variety of ways, such as residential learning communities (Brower & Inkelas, 2010), assessment (Banta & Kuh, 1998), and new student orientation (Kezar, 2001). These collective ideas can be a part of Student Success Centers that support the retention, and persistence of students within an individual college at a university or as a student success center that supports all students at an institution. The presenters will share their current work and best practices along with barriers.

    The Marilyn Kent Byrne Student Success Center’s personnel, resources & programming available, technology, and key partnerships on and off campus will also be discussed.

    Finally, we will have a discussion on the growing field of “Student Success” within higher education and how this term closely aligns with Student Success Centers.  

    Learning Outcomes:

    • Learn key programming and resources that can be a part of a student success center.   
    • Learn about partnerships between student affairs, academic affairs and community stakeholders to support student success on their campus.
    • Learn budget opportunities to start a student success center.

    Kelley O’Neal

    Executive Director, Marilyn Kent Byrne Student Success Center

    Texas A&M University

    As the Executive Director of the Marilyn Kent Byrne Student Success Center for the College of Education & Human Development at Texas A&M University, Kelley leads all retention and persistence efforts for the close to 5,000 undergraduate students enrolled in CEHD. This includes leading the programming for students on academic probation, first-generation student programming, and programming to support the leadership development of students within the college. With experience working with first-gen students and minoritized populations at a two-time ASPEN Award finalist HSI community college, a small private HSI institution, and now at a large Tier I Research Institution he has been involved in creating and implementing multiple programs to support students holistically. Kelley is a current doctoral student, the past Chair of the Advocacy Group for FirstGen Forward (NASPA - Center For First-Generation Student Success), the Co-creator of the Black First-gen Collective, and the Co-Chair for Professional Development for the NASPA Knowledge Community Student Affairs Partnering with Academic Affairs. 

    Dr. Joseph Sanchez

    Program Manager

    Texas A&M University

    Dr. Joseph Sanchez was born and raised in San Antonio, Texas. He earned his Bachelor’s degree from Texas A&M-San Antonio, followed by a Master’s degree in Adult Education from Texas A&M-College Station, and an Ed.D. in Developmental Education Administration from Sam Houston State University. A third-generation educator, Dr. Sanchez has dedicated the past 14 years to higher education, contributing to enrollment management, recruitment, advising, and student success. Currently, he serves as the Program Manager for the Byrne Student Success Center, overseeing learning communities and academic coaching initiatives within the College of Education & Human Development. Dr. Sanchez is also a proud father of three daughters: Cecilia, Juliana, and Liliana.

    Victor Castillo

    Assistant Director Student Services

    Texas A&M University

    Victor Alfonso Castillo joined CEHD as the Assistant Director for the Byrne Student Success Center in September 2024. Born and raised in Bryan/College Station, TX, Victor earned his Bachelor of Arts in Communication from Texas A&M University (TAMU). After completing his undergraduate degree, he spent about ten years advising and managing programs for first-generation and low-income students in multiple roles at TAMU. During this time, he also earned a Master of Science in Educational Administration in Higher Education from TAMU. Victor is passionate about working with first-generation and low-income students because he identifies with their experiences. He draws on his own background to guide his students, helping them navigate their educational journey in ways he himself had to. My primary role is to support and promote student success both inside and outside of the classroom.

    Therese Wales

    Administrative Coordinator & Student Success Advocate

    Texas A&M University

    Therese Wales earned her Bachelor of Science in Agricultural Communication and Journalism from Texas A&M University in 2022. As an undergraduate student, she worked in Development as an Administrative Intern and Program Aide. She has planned and coordinated many large events for the College of Liberal Arts and the School of Veterinary Medicine and Biomedical Sciences at Texas A&M. She now acts as the Administrative Coordinator and Student Success Advocate for the Byrne Student Success Center.

    Destiny Andrews

    Graduate Assistant - Byrne Student Success Center

    Texas A&M University

    Destiny Andrews transferred from a community college, Temple College before earning a BS degree in Psychology from Texas A&M University. She received her Master’s in Adult and Higher Education from University of Houston-Victoria. She has worked in higher education for approximately 7 years with professional experience in scholarships and financial aid, recruitment & onboarding, advising & academic coaching, and worked as a Development Coordinator in the Foundation at the College of the Mainland. Her journey has now brought her back to Texas A&M University as she is currently working towards her PhD in Higher Education Administration and holds a graduate assistantship in the Byrne Student Success Center. “I have served in many different roles carrying one common goal, being of service to students."

    Joycelyn Anderson

    Professional Counselor IV

    Texas A&M University

    Joycelyn Anderson, LPC-S, NCC, serves as the Embedded Professional Counselor IV in the Byrne Student Success Center. Joycelyn approaches therapeutic individual and group counseling from a multifaceted viewpoint, being both gentle and passionate when working with emerging adults at Texas A&M University. Her clinical interests include interpersonal awareness, holistic personal growth/identity development, self-worth/self-esteem, and performance issues. Understanding the competitive nature of credentialing examinations and the pressure applicants face, Joycelyn employs a behavioral blend of solution-focused brief, cognitive behavioral therapeutic approaches. She is dedicated to creating a positive, safe environment for all Aggies.

    Her research focuses on examining active help-seeking behavior in first-generation college students, the experiences and outcomes of first-generation students, networking institutional resources for strengthened mental health support of college students, and organizational leadership within embedded mental health university counseling settings.

    A proud first-generation college graduate, Joycelyn is pursuing a Doctor of Education in Organizational Leadership at South College and has earned an M.A. in Professional Counseling, an M.A. in  School Counseling from Amberton University, and a B.M.E. from Alcorn State University. She has completed clinical training in Counselor Supervision and has served as a doctoral internship administrative group supervisor.

  • We have entered a turbulent time of free speech, expression, association and advocacy on campus. From the Black Lives Matter movement in the summer of 2020 to the protests since October 7, 2023, campuses have become ground zero for major free expression controversies. We have entered a turbulent time of free speech, expression, association and advocacy on campus. From the BLM movement in the summer of 2020 to the protests since October 7, 2023, campuses have become ground zero for major free expression controversies. Have modern colleges adopted or been forced into the role of “referee” in the marketplace of ideas? Many ideas will also have dedicated advocacy efforts associated with them; there is no reason to believe the market of ideas will be free from conflict. How will modern colleges manage the dynamics of free expression and advocacy in today's political climate? Where does academic freedom fit into the calculus of managing expression on the contemporary campus? What important lessons about free speech and advocacy do we need to teach this generation of learners? A major takeaway of this webinar will be how to focus on places and spaces as much as speakers and ideas. Join Professor Lake for this 90-minute webinaras he discusses the frontiers of free expression on American college campuses.

    We have entered a turbulent time of free speech, expression, association, and advocacy on campus. From the Black Live Matter movement in the summer of 2020 to the protests since October 7, 2023, campuses have become ground zero for major free expression controversies. Have modern colleges adopted or been forced into the role of “referee” in the marketplace of ideas?  Many ideas will also have dedicated advocacy efforts associated with them; there is no reason to believe the market of ideas will be free from conflict. How will modern colleges manage the dynamics of free expression and advocacy in today's political climate?  Where does academic freedom fit into the calculus of managing expression on the contemporary campus?  What important lessons about free speech and advocacy do we need to teach this generation of learners? A major takeaway of this webinar will be how to focus on places and spaces as much as speakers and ideas.  Join Professor Lake for this 90-minute webinar as he discusses the frontiers of free expression on American college campuses.

    Learning Outcomes
    • Understanding the political climate around free speech and academic freedom
    • Articulate the laws around free speech and expression for departments and partners on campus and in your current role. 

     

     

    Peter Lake

    Professor of Law; Director of the Center for Excellence in Higher Education Law and Policy

    Stetson University

    Peter Lake is a professor of law, Charles A. Dana Chair, and the Director of the Center for Excellence in Higher Education Law and Policy at Stetson University College of Law. He has spent 30 years in the classroom teaching law students and served as Stetson’s interim director of Title IX compliance in 2015. He is an internationally-recognized expert on higher education law and policy. He has been quoted or referred to in hundreds of newspapers and court opinions throughout the United States, including the Supreme Courts of California and Massachusetts in 2018. Professor Lake, an award-winning academic, has authored numerous law review articles, books, and other publications. Professor Lake is a highly sought-after speaker, and he has served as a presenter or keynote speaker at several hundred international, national, regional, and local meetings. He has trained thousands of campus personnel on student safety and other issues, including student mental health, alcohol and drug abuse, Title IX and sex discrimination, and First Amendment issues. Professor Lake is a graduate of Harvard College and Harvard Law School and serves as a Senior Higher Education Consulting Attorney at the law firm of Steptoe & Johnson PLLC.

  • Includes Credits

    The Drugs-Free Schools and Communities Act (DFSCA) originally written to enforce drug laws, offers a contribution to and an opportunity for investment in substance misuse prevention efforts. Through the biennial report, institutions are required to review and report on all prevention and response efforts conducted on their campus. Representatives from different types of institutions will report on their processes, successes and challenges. Plus, earn CASEd Continuing Education Credit.

    The Drugs-Free Schools and Communities Act (DFSCA) originally written to enforce drug laws, offers a contribution to and an opportunity for investment in substance misuse prevention efforts. Through the biennial report, institutions are required to review and report on all prevention and response efforts conducted on their campus. Representatives from different types of institutions will report on their processes, successes and challenges. 

     Learning Outcomes

    1. Describe the DFSCA and the requirements of the Biennial Review
    2. Identify and apply tools or steps to the development of their DFSCA biennial report.
    3. Understand the value and leverage the DFSCA biennial report has towards prevention efforts of alcohol and other drugs misuse.

     Plus, earn CASEd Continuing Education Credit. 

    Eric Davidson

    Executive Director, Health and Counseling Services

    Eastern Illinois University

    Haley Mangette

    Assistant Director of Student Success for Wellness

    Kalamazoo College

    Elizabeth Peeler

    Associate Director of the Center for Student Wellbeing

    Emory University

  • Includes Credits

    There is growing recognition that drivers involved in fatal crashes are often engaged in multiple risky behaviors – not wearing a seat belt, speeding, distraction, and driving impaired. This webinar highlights a research project sponsored by the Traffic Safety Culture Pooled Fund to understand factors associated with multiple risky driving behaviors and develop and test a brief intervention to reduce these multiple risky driving behaviors and improve overall driving safety.

    There is growing recognition that drivers involved in fatal crashes are often engaged in multiple risky behaviors – not wearing a seat belt, speeding, distraction, and driving impaired. This webinar highlights a research project sponsored by the Traffic Safety Culture Pooled Fund to understand factors associated with multiple risky driving behaviors and develop and test a brief intervention to reduce these multiple risky driving behaviors and improve overall driving safety.

    Learning Outcomes

    1. Learn about the factors associated with multiple risky driving behaviors like impulsivity and risk perceptions
    2. Analyze results from a randomized control trial to reduce multiple risky driving behaviors in young adults
    3. Understand the skills young adults can grow and strategies they can use to reduce the harms related to engaging in multiple risky driving behaviors  

     Plus, earn CASEd Continuing Education Credit. 

    Kari Finley

    Director and Research Scholar, Center for Health and Safety Culture

    Montana State University

    Dr. Kari Finley is a Research Scholar and the Director of the Center for Health and Safety Culture. Dr. Finley holds a Ph.D. in Human Services from Walden University and a master’s degree in Social Work (M.S.W.) from Colorado State University. At the Center, Dr. Finley’s key roles include research, scientific writing, and tool development, and she is a principal investigator for multiple projects.

    As a Licensed Clinical Social Worker, Dr. Finley’s previous clinical experience in the mental health and addiction fields brings expertise in behavior change to research projects that seek to make a difference at the national, state, and community level on issues including substance misuse, child maltreatment, and traffic safety. She is a contributing author in the book: Traffic Safety Culture: Theory, Foundation, and Application, and is a published author in multiple academic journals. Dr. Finley has been a keynote speaker and has presented at national and international conferences.

    Guidelines for earning CE credit: 

    1 CSAEd Core CEs are awarded for completing this course. Completion includes attending the live session or watching the on-demand recording and completing the Feedback Survey. 

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

    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.

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  • This webinar will explore how peer leadership models in sport and physical activity settings can effectively support student mental wellness and resilience. By examining the value, program impact data, and research outcomes of the student-led mental wellness programs, Fitness Buddies and Mountain Lion Strong, participants will learn how empowering students as mental wellness advocates enhances campus culture. We will highlight the importance of cross-campus partnerships for fostering a holistic approach to student well-being. Attendees will leave with actionable, research-backed recommendations for implementing peer leadership programs that prioritize mental wellness and resilience across diverse student populations and student groups.

    This webinar will explore how peer leadership models in sport and physical activity settings can effectively support student mental wellness and resilience. By examining the value, program impact data, and research outcomes of the student-led mental wellness programs, Fitness Buddies and Mountain Lion Strong, participants will learn how empowering students as mental wellness advocates enhances campus culture. We will highlight the importance of cross-campus partnerships for fostering a holistic approach to student well-being. Attendees will leave with actionable, research-backed recommendations for implementing peer leadership programs that prioritize mental wellness and resilience across diverse student populations and student groups.

    Learning Outcomes

    • Understand key factors in designing and implementing peer leadership programs that promote mental wellness and resilience among students in physical activity and sport settings on campus.
    • Gain insights into the research outcomes and lessons learned from the peer led mental-wellness initiatives, Fitness Buddies and Mountain Lion Strong, at the University of Colorado, Colorado Springs.
    • Understand how collaborative efforts across departments and units on campus, including athletics, student affairs, campus recreation, and counseling/health services, can strengthen mental wellness initiatives.
    • Learn tips to implementing similar strategies on other campuses

    Jess Kirby, PhD

    Assistant Professor of Health Promotion and Sport Psychology

    University of Colorado, Colorado Springs

    Dr. Jess Kirby is an assistant professor of Health Promotion and Sport Psychology at University of Colorado, Colorado Springs (UCCS), and Director of the Center for Critical Sport Studies. She completed her PhD in Sport and Exercise Science with an emphasis in Social Psychology of Sport and Physical Activity from the University of Northern Colorado. Dr. Kirby is the program director of the Mountain Lion Strong program on campus, aimed at supporting the well-being, resilience, and mental health of all UCCS student-athletes through comprehensive peer wellness education and a community of support. Dr. Kirby's research focuses on exploring the sport and physical activity experiences of diverse individuals across the lifespan, as well as the impact of social connection and quality peer relationships on the psychological well-being of young adults. She is a certified QPR Suicide Prevention Gatekeeper trainer and a GRIT Resilience Coach. She has 15 years of experiences in teaching, research, leadership, and program development supporting mental health and wellness in college students. Dr. Kirby specializes in professional speaking and consulting to educate athletes, coaches, leaders, and parents on how to enhance the mental wellness and resilience of student athletes to improve enjoyment, longevity, and achievement potential, while also reducing the mental health crises experienced by young people. 

  • Being a supervisor (and a supervisee) is HARD! Through self-reflection and resource sharing, this session will focus on how leaders can both support and develop their unique individuals while also building and sustaining a strong team.

    We’ve all heard the phrase “people don’t leave bad jobs…they leave bad bosses.” Being a supervisor (and a supervisee) is HARD! And supervisory dynamics can impede us from reaching our goals. By meeting our teams’ needs, providing individualized feedback through direct communication, delegating, and empowering others, supervisors can move the organization closer to its vision. This session will discuss how intentional resources (e.g., automated coaching, institute-specific programs), assessments (e.g., Gallup Q12 (https://www.gallup.com/q12/), Cloverleaf (https://cloverleaf.me/), and honest self-reflection can enhance your supervisory skills and relationships.

    Learning Outcomes:

    1. Identify past experiences working with successful teams/unsuccessful teams. What were the unique characteristics that contributed to those teams' successes? Failures? 

    2. Reflect on "growth edges" in which we as supervisors recognize we can continue to engage in development; identify next steps to addressing or working towards leaning into those growth edges. 

    3. Discuss specific resources to meeting the unique needs of one's team through supervision, feedback, and conflict resolution that you can take back to your respective campus/teams and put into action right away

    Dana Pursley

    Director, Alford Community Leadership & Involvement Center

    Denison University

    Dana Carnes Pursley (she/her/hers) is a leadership educator committed to developing students who will create change by leading their organizations, communities, and the future. In her 15+ year career, Dana has experience in residence life, leadership development, campus organizations, student government, fraternity and sorority life, civic engagement and service, union management, large-scale programming, and campus traditions. Currently, Dana serves as the Director of the Alford Community Leadership and Involvement Center at Denison University. Prior to Denison, Dana served as the Associate Director of the Center for Leadership at Elon University. Dana's professional interests include organizational development, voter education/registration, hazing prevention, first-gen student support, LGBTQIA+ student support, and assessment. Dana's professional involvement includes ACPA, NACA, NASPA, and NCLP.

  • This session explores the power of job design theory in peer health education programs. Using the job characteristics model, we reimagine roles, responsibilities, and tasks to boost motivation, job satisfaction, and overall effectiveness. Join us as we delve into how strategic job design empowers universities to elevate their peer health educators' performance and impact.

    This session explores the power of job design theory in peer health education programs. Using the job characteristics model, we reimagine roles, responsibilities, and tasks to boost motivation, job satisfaction, and overall effectiveness. Join us as we delve into how strategic job design empowers universities to elevate their peer health educators' performance and impact.

    Learning Outcomes:

    1. Gain an understanding of the key principles of the job characteristics model and its relevance in optimizing peer health education programs.
    2. Explore strategies for redefining peer health educator roles, responsibilities, and tasks to enhance their performance and job satisfaction.
    3. Discover how your university can leverage strategic job design to maximize the overall effectiveness and impact of their peer health education programs.

    McKenzie Sorrells-Western

    Director of Wellness Services

    Boise State University

    McKenzie Sorrells-Western is the Director of Wellness Services at Boise State University, where she leads the development and management of integrated wellness programs for the campus community. She holds a Master’s in Health Education from the University of Utah and is currently pursuing an MBA from Boise State University. As a Certified Health Education Specialist, Exercise Physiologist, and National Board Health and Wellness Coach, McKenzie brings a wealth of expertise in aligning university strategies, resources, and initiatives to enhance student health and well-being at a population level. She is adept at creating effective systems and roles that ensure wellness initiatives are impactful and sustainable. In her free time, she enjoys hiking, golfing, and paddleboarding.

  • Includes Credits

    This presentation will cover how UMass Lowell's Office of Student Life & Well-being quickly launched a comprehensive peer education initiative that spans 5 academic colleges, lessons from our first year of implementation, and areas we see as opportunities for growth. The presenter will share a guide for implementing a similar program on your campus. Plus earn CSAEd CE Credit.

    UMass Lowell’s Office of Student Life & Well-being is a new office launched in November of 2021. Our office was created to further our Division of Academic and Student Affairs holistic concept for student success by infusing health promoting actions and collaborations into campus culture.

    One of the first programs created to infuse health promotion into campus culture was our college-based well-being leader program. We were able to secure funding to hire 2 well-being leaders for each of our 5 academic colleges. These students are trained in peer support, campus resources, and the 8 dimensions of wellness. They each work 4 hours per week holding office hours for peer support in each of their respective colleges. In addition to that, they help to promote well-being on campus by writing of our well-being blog and hosting one program per semester in their academic college.

    This presentation will walk participants through the entire process of implementing this program from our initial proposal to securing funding, developing training, hiring, managing, and evaluating the program throughout our entire first year. In addition, we will break down the strengths and challenges of our program implementation and provide participants with a guide for implementing a similar program on their own campus.

    This program was developed based on the evidence-based notion that students in distress often turn to their peers for support (Morse & Schulze, 2013), along with understanding our unique population of students’ needs and how they span across the 8 dimensions of wellness.

    Learning Outcomes:

    • Understand the process of implementing a college-based peer education initiative focused on health promotion and well-being.
    • Evaluate the strengths and challenges of implementing a brand new peer education initiative.
    • Leave with tangible resources to implement a similar program on your campus. 

    Plus earn CSAEd CE Credit.

    Hannah Monbleau

    Assistant Director of Student Life & Well-being

    University of Massachusetts Lowell

    Hannah Monbleau, M.Ed. is the Assistant Director of Student Life & Well-being at the University of Massachusetts Lowell. In this role, Hannah uses her knowledge as an RYT-200 Certified Yoga Instructor and Barre Above Instructor, as well as her experience in Student Affairs to support students in improving their holistic well-being. Hannah obtained her Bachelor of Science in Psychology from Endicott College in 2019 and her Master’s of Education in Higher Education Administration from the University of Massachusetts Lowell in 2021. She formerly served the students of UMass Lowell as a Graduate Fellow in Student Conduct, where she learned first-hand the struggles students have related to their well-being.

    Guidelines for earning CSAEd credit: 

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

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

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

    Credit is only available for attending the live session.

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

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

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  • NASPA Peer Education Advisors Continuing Education - Summer 2024 Package provides access to all seven of the webinar sessions held this summer and access to the recorded sessions for 365 days. Hosted by Peer Education Initiatives, each session will provide peer education advisors and campus administrators with research based strategies, skills, and tactics to enhance their approach to peer education, prevention, and student support. Plus earn CSAEd CE Credit.

    NASPA Peer Education Advisors Continuing Education - Summer 2024 Package provides access to all seven of the webinar sessions held this summer and access to the recorded sessions for 365 days. Hosted by Peer Education Initiatives, each session will provide peer education advisors and campus administrators with research based strategies, skills, and tactics to enhance their approach to peer education, prevention, and student support. Plus earn CSAEd CE Credit. 

    Session Topics Include: Shaping Conversations around Self-Care for Student Leaders, The Impact of Positive Psychology Interventions on Students' Flourishing and Well-being, Peer Education Initiative Focused Health Promotion and Well-being Initiatives, Transforming Masculinities for Improved Holistic Wellbeing, evaluating student leadership while leveraging NACE Competencies, Substance Misuse Prevention within a High-Risk Population. 

    Webinar Package Pricing

    • Members: Now $149 $249 ($600 value)
    • Non-Member: Now $229 $349 ($800 value)
  • As Hispanic Serving Institutions (HSIs) continue to grow in number across the United States, their impact on higher education is becoming increasingly significant. HSIs play a critical role in providing equitable access to higher education for Hispanic and Latinx students, promoting diversity, and driving institutional innovation. This presentation explores the unique opportunities HSIs offer to enhance university success, focusing on strategies to improve academic achievement, student support services, and community engagement. Key areas of discussion will include data-driven initiatives for improving retention and graduation rates among Hispanic students, fostering a campus culture that embraces multiculturalism, and building partnerships with local communities. We will also examine how universities can secure funding and resources available to HSIs to strengthen institutional infrastructure, enhance faculty development, and promote research initiatives that serve the needs of diverse student populations. By leveraging the unique strengths of HSIs, universities can not only meet the needs of Hispanic students but also foster an environment of inclusion and excellence that benefits the entire campus community. This presentation will provide actionable insights for university leaders, administrators, and educators seeking to enhance their institutions through the values and opportunities offered by HSI designation.

    As Hispanic Serving Institutions (HSIs) continue to grow in number across the United States, their impact on higher education is becoming increasingly significant. HSIs play a critical role in providing equitable access to higher education for Hispanic and Latinx students, promoting diversity, and driving institutional innovation. This presentation explores the unique opportunities HSIs offer to enhance university success, focusing on strategies to improve academic achievement, student support services, and community engagement.

    Key areas of discussion will include data-driven initiatives for improving retention and graduation rates among Hispanic students, fostering a campus culture that embraces multiculturalism, and building partnerships with local communities. We will also examine how universities can secure funding and resources available to HSIs to strengthen institutional infrastructure, enhance faculty development, and promote research initiatives that serve the needs of diverse student populations.

    By leveraging the unique strengths of HSIs, universities can not only meet the needs of Hispanic students but also foster an environment of inclusion and excellence that benefits the entire campus community. This presentation will provide actionable insights for university leaders, administrators, and educators seeking to enhance their institutions through the values and opportunities offered by HSI designation.

    Dr. Robert Anthony Valdez

    Director for Conferences, Catering and Event Services

    The University of Texas at Austin

    Dr. Robert Anthony Valdez serves as the Director for Conference and Event Services and Interim Director for Catering for University Housing and Dining here at The University of Texas at Austin. He oversees the planning, coordination, and execution of a wide range of events, from events and large-scale university functions to intimate gatherings and high-profile catering services.

    With over 19 years of experience in higher education and hospitality, Dr. Valdez brings a wealth of expertise to their role. He is known for his meticulous attention to detail, strategic thinking, and ability to manage complex logistics with ease. Under his leadership, the Conferences, Events and Catering team has consistently delivered outstanding experiences that meet the unique needs of each client, ensuring every event is executed flawlessly. Dr. Valdez has unique experience in his roles at UT Austin that has equipped him with a deep understanding of the industry, as well as a strong network of vendors and partners that he can leverage to deliver exceptional service.

    Dr. Valdez is passionate about creating memorable experiences and takes pride in his ability to bring students’ and University visions to life. Whether it’s a small or large event or an intimate catered affair, Dr. Valdez approaches each project with the same level of dedication and enthusiasm. He truly believes in UT Austin’s motto What Starts Here Changes the World. Dr. Valdez wanted to change the world and has by sitting on the Presidential HIS Steering Committee for The University of Texas at Austin. He brought to life an annual traditional event called Longhorn Fiesta and has thousands in attendance each year. 

    In addition to his professional achievements, he received his bachelor’s degree in social work from the University of Texas at Austin, a Master of Business Administration with a focus on accounting and finance from Our Lady of the Lake University and a doctorate in higher education leadership and administration from Colorado State University. Dr. Valdez also sits on numerous boards for higher education associations across the United States. This allows him to know and understand trends within higher education. 

    When not planning the next big event, Dr. Valdez enjoys spending time with his family, which are here today in this crowd. He loves going for walks with his 15-year-old Pomeranian named Ozzy, and really loves to relax by any body of water. This helps him stay creative and inspired in his work. When does he sleep… it’s the mystery we will never know

  • Deliberative dialogue is a High Impact Practice (HIP) that engages students from diverse backgrounds to dialogue, not debate, about different kinds of wicked problems, many of which involve controversial viewpoints. Attendees will learn the research behind deliberation as a HIP, best practices for embedding deliberation on campus, and experience a mini-deliberation.

    Deliberative dialogue is a High Impact Practice (HIP) that engages students from diverse backgrounds to dialogue, not debate, about different kinds of wicked problems, many of which involve controversial viewpoints. When deliberation is intentionally and purposefully embedded into campus life, student engage and reflect on personal and opposing perspectives while fostering an environment for reaching common ground to act. Not based on “just conversation,” this HIP involves setting the stage with ground rules, discussing each student's personal stake and connection to the issue, and deliberating on what we could do against the potential tradeoffs of acting.  Anecdotally and empirically, deliberation results in impactful experiences focused on building 21st century skills and mindsets necessary for a healthy campus free speech climate and a healthy democracy. In this session, attendees will get a taste of a National Issues Forums Institute deliberative forum and learn how deliberation can be an antidote for free speech challenges on campus. 

    National Issues Forums Institute (NIFI): http://www.nifi.org 

    Learning Outcomes:

    1. Understand the impact of campus-wide deliberation is how it relates to positive free speech and freedom of expression efforts on college campuses.

    2. Learn basic strategies for hosting a deliberative forum on campus, including campus partners, space requirements, marketing, and materials. 

    3. Experience a mini-deliberative forum using the NIFI model

    Kara Dillard

    Executive Director, Madison Center for Civic Engagement; Assistant Professor, School of Communication Studies

    James Madison University (VA)

    Dr. Kara Dillard is the interim Executive Director of the James Madison Center for Civic Engagement and Assistant Professor in the School of Communication. She has over 15 years of  experience researching, teaching and professional practice in the deliberative democracy and public engagement fields. Her research has been featured in Journal of Applied Communication Research, Journal of Political Science Education, National Civic Review, and the International Journal of Communication. 

    Patty Robinson

    Faculty Director, Civic and Community Engagement Initiatives Center for Civic Engagement

    College of the Canyons (CA)

    Dr. Patty Robinson has worked at College of the Canyons since 1999 and has served in various roles, including Sociology Professor, Sociology Department Chair, and Dean of the Social Sciences and Business Division. She holds a Ph.D. in sociology from the University of California, Davis, where she pursued her interests in women's history and medical sociology and eventually focused on the rise of 19th and 20th Century women's organizations. Inspired by A Crucible Moment (2012) and longing to return to her "sociological roots," she currently spearheads the College's campus-wide emphasis on civic, community, and political engagement as Faculty Director, Civic and Community Engagement Initiatives.

  • Despite efforts to create safer campuses, rates of sexual violence remain consistent. First-generation college students are 1.3 times more likely to experience such incidents and are less likely to report them due to unique challenges. Join NASPA’s Culture of Respect Collective to learn trauma-informed best practices and enhance support and prevention initiatives for first-generation student survivors.

    Despite higher education institutions' efforts to create safer campuses, rates of sexual violence remain consistent. First-generation college students are 1.3 times more likely to experience sexual violence compared to their peers and are less likely to report their assaults to on-campus resources. This is due to a lack of knowledge about available support, the absence of a knowledgeable support system to navigate the complex Title IX process, and other unique challenges. The increased risk for victimization, underreporting, and additional support barriers can significantly negatively impact first-generation students’ academic performance and overall well-being. This ongoing research highlights the critical need for all student affairs professionals to be equipped with the knowledge and resources necessary to properly respond to disclosures of sexual violence.

    NASPA’s Culture of Respect collaborates with educational institutions nationwide to end sexual violence through ongoing, expansive organizational change. During this webinar, Culture of Respect staff will engage participants in conversations to lead to a better understanding of the realities of sexual violence and its pervasive impact on survivors. Using case scenarios, a game-based learning platform, and discussion prompts, participants will recognize various trauma-informed best practices for interacting with students and identify ways to increase their involvement in on-campus sexual violence prevention initiatives. Together, we can strengthen our support services for first-generation student survivors and make our campuses safer, more accessible, and equitable for all.

    Learning Outcomes:

    Participants will:

    • Understand the short and long term consequences of sexual violence
    • Recognize the different trauma-informed best practice principles
    • Identify three ways to become more involved in sexual violence prevention and response on their college or university campus

    Jessica Henault

    Program Coordinator for NASPA's Culture of Respect Collective

    NASPA - Student Affairs Administrators in Higher Education

    Jessica Henault, MS (she/her) is NASPA’s program coordinator for the Culture of Respect Collective. Before joining NASPA, Jessica was Kansas State University’s first violence prevention specialist, where she developed and implemented a university-wide violence prevention plan. She is passionate about improving the safety and well-being of college campuses and holds a master’s degree in Counseling and Student Development. Currently, Jessica is a doctoral student at Kansas State University studying Prevention Sciences, focusing her research on the intersection of sexuality, sexual agency, and political resistance within erotic fanfiction.

    Jennifer E. Henkle

    Director, Sexual Violence Prevention and Response

    NASPA - Student Affairs Administrators in Higher Education

    Jennifer E. Henkle, MSW, LMSW (she/her/hers) is the director for sexual violence prevention and response. Jennifer oversees the Culture of Respect initiative and guides NASPA's work as a collaborative partner towards resolving systems of gender- and power-based violence. She is a Licensed Master's Social Worker (LMSW) in the state of Virginia and has formerly worked in residence life, survivor advocacy and respondent services, campus sexual violence prevention and education, and higher education case management.

  • Join NASPA, the Justice, Equity, Diversity, and Inclusion Division, and the Public Policy Division for this briefing about the evolving landscape and impact of state efforts to dismantle and divert institutional diversity, equity, and inclusion programs. Participants will learn about the policy landscape, review a new resource guide and hub, and engage in facilitated dialogue spaces.

    Join NASPA, the Justice, Equity, Diversity, and Inclusion Division, and the Public Policy Division for this briefing about the evolving landscape and impact of state efforts to dismantle and divert institutional diversity, equity, and inclusion programs. Participants will learn about the policy landscape, review a new resource guide and hub, and engage in facilitated dialogue spaces. 

    Diana Ali

    Director of Policy Research and Advocacy

    NASPA

    Diana Ali is currently the director of policy research and advocacy at NASPA. Diana analyzes emerging policy issues at state and federal levels, creates tools for student affairs professionals to understand and respond to these issues, and organizes and supports NASPA advocacy and civic engagement efforts. Since moving to the area, Diana has been a non-profit advocate and is currently a mental health group facilitator in the Chicagoland community. She served as an AmeriCorps volunteer for two years and graduated with a Masters in Social Work and a Masters in Public Policy from the University of Chicago.

    Ke'Ana Bradley

    Assistant Vice President, Justice, Equity, Diversity, and Inclusion

    NASPA

    Dr. Ke’Ana Bradley is the Director of Justice, Equity Diversity and Inclusion, and Early Career Initiatives for NASPA-Student Affairs Administrators in Higher Education. Ke’Ana’s role with NASPA involves contributing to ongoing association efforts related to equity and social justice through programming and research as well as coordination of programming for early career students and professionals such as Careers in Student Affairs Month, the NASPA Undergraduate Fellows and Graduate Associate Programs, and the New Professionals and Graduate Student Steering Committee. Ke'Ana brings 17 years of varied experience in higher education. Prior to joining the NASPA staff, Ke'Ana's roles included Director of Student Life at Mountain View College, International Student Advisor at Lynn University, Assistant Director of Multicultural Student Services and Programs at the University of Notre Dame, and Coordinator of Student Activities and Multicultural Student Affairs at both Southern Methodist University and Texas Woman's University. Ke'Ana holds a doctorate in educational leadership from the University of Texas at Arlington, a master’s degree in Counseling from Southern Methodist University, a master's degree in Communications from The University of the Incarnate Word, and a bachelor’s degree in Communication from The University of Texas at San Antonio. Ke'Ana is also a Licensed Professional Counselor (TX). Ke'Ana lives in the Dallas area with her husband and their two kiddos. 

    Salvador Mena

    Senior Vice Chancellor for Student Affairs

    Rutgers University

    Born in Harlem, New York and raised by a single parent in the South Bronx, Dr. Salvador Mena is a graduate of the New York City public school system, and was the first in his family to attend college. Leaving New York City to attend the University of Maine proved to be a transformative experience that inspired him to pursue a career in higher education and reaffirmed his commitment to issues of inclusion and social justice.

    After joining Rutgers in August of 2014 as the Associate Vice Chancellor for Student Affairs, Dr. Mena was elevated to the role of Senior Associate Vice Chancellor in 2017, and Vice Chancellor for Student Affairs in 2018. As Senior Associate Vice Chancellor, he managed the day-to-day operations of the Division of Student Affairs and helped provide leadership for the 25 offices and departments that make up the division. Specifically, he supervised the Assistant Vice Chancellor for Student Affairs and Dean of Students, Assistant Vice Chancellor for Student Engagement, and departments of Dining Services, Residence Life, Student Centers and Activities, and Cultural Centers.

    With a robust professional history of serving students in various administrative roles at both public and private colleges and universities, Dr. Mena has held positions at the College of Staten Island of the City University of New York, University of North Carolina at Chapel Hill, University of Maryland–College Park, Goucher College, Brown University, Illinois State University, and the University of Maine.

    Professionally, Dr. Mena has also been involved with a number of higher education professional organizations, including NASPA-Student Affairs Administrators in Higher Education. He served a two-year appointment on the ACPA/NASPA Joint Task Force on the Future of Student Affairs and served as the inaugural co-chair of NASPA’s Latinx/a/o Knowledge Community. He also served as a faculty member and organizer of NASPA’s inaugural New Professionals Institute and served on the 2017 NASPA Annual Conference Planning Committee. He currently serves an editorial reviewer for the NASPA Journal of Student Affairs Research and Practice (JSARP) and was recently recognized as a Pillar of the Profession by NASPA. Dr. Mena is a regular presenter at national conferences and has published in the Journal of Student Affairs Research and Practice and contributed a book chapter in Cultural Centers in Higher Education: Perspectives on Identity, Theory, and Practice, Sterling, VA: Stylus Publishing. He’s also served as a consultant to institutions on organizational change and diversity, equity, and inclusion issues.

    Earning a Bachelor’s degree in Political Science and Master’s of Education in Student Development and Higher Education Administration from the University of Maine, he received his Doctor of Philosophy degree in Higher Education, Student Affairs, and International Education Policy from the University of Maryland, College Park. Dr. Mena’s dissertation study titled – The New South: A Case Analysis of Latino Students Attending a Historically Black University in North Carolina – focused on understanding the growing phenomena of Latinos enrolling at HBCUs in the South.

    Lauren Parish

    Licensed Professional Counselor and Founder

    ADELLA Counseling and Wellness, PLLC

    Lauren Parish is a Licensed Professional Counselor and founder of ADELLA Counseling & Wellness, PLLC located in Houston, Texas. Lauren believes that everyone deserves a cathartic space where they feel safe, valued, and seen. She is passionate about mental health advocacy, recognizing that mental health services are a privilege that should be experienced by all who are in need.

    Inspired by the inclusive, warm, and selfless environment provided by her grandmother and mother, Lauren decided to pursue a career in social services and education. Her experiences include protective services casework, education equity and access, college and career counseling, and mental health therapy. Her extensive background in education combined with her dedication to mental health advocacy, uniquely positions her to address the challenges and provide valuable insights into supporting DEI initiatives in the face of political adversity.

    Lauren received her bachelor degree from the University of New Orleans and her master’s and doctorate degrees from Prairie View A&M University.

    Amelia Parnell, Ph.D.

    President

    NASPA

    Dr. Amelia Parnell, who has recently assumed the presidency of NASPA–Student Affairs Administrators in Higher Education, is an accomplished higher education executive and an internationally recognized thought leader regarding current issues and emerging trends in the field. She is a passionate advocate for higher education as a tool for personal advancement and impact, and she seeks opportunities to partner with organizations and individuals who share her sincere commitment to centering students' needs.

    As the vice president for research and policy for NASPA, Dr. Parnell leads many of the association's scholarly and advocacy-focused activities. During her eight-year tenure in this role, she has fostered genuine partnerships with college administrators, researchers, grantmakers, and other higher education professionals. Dr. Parnell’s previous policy and practitioner experiences include roles in association management, legislative policy analysis, internal audit, and TRIO programs. Her research portfolio includes studies of leadership in higher education, with a focus on college presidents and vice presidents.

    As a frequent keynote speaker at national and regional conferences, Dr. Parnell presents on topics related to student affairs, college affordability, student learning outcomes, and institutions' use of data and analytics. She has been quoted in The Wall Street Journal, the Chronicle of Higher Education, Inside Higher Ed, and PBS Newshour.

    Dr. Parnell recently completed four years of service on the Board of Directors for EDUCAUSE, where she was chair of the Finance & Investment Committee and the Audit Committee. She is also the chair of the Higher Education Equity Network (HEEN), a collective impact network representing more than 25 organizations at the forefront of addressing racial equity in higher education.

    Dr. Parnell enjoys her work as an adjunct instructor and campus lecturer because it helps her ground her work through enriching engagements with students and peers. She is energized by making complex concepts easy to understand, so she hosts her podcast, Speaking of College, a source of reliable answers to college-related questions. She is also the author of the book, You Are A Data Person, which she wrote to encourage all higher education professionals to discover and embrace their unique data identity.Amelia holds a Ph.D. in higher education from Florida State University and master’s and bachelor’s degrees in business administration from Florida A & M University.

    Dr. Scott Sheehan

    Director, Advising and Career Communities

    University of Rochester

    Dr. Scott Sheehan currently serves as the director of Advising and Career Communities at the Greene Center for Career Education and Connection at the University of Rochester. He is a proud alumnus of SUNY Plattsburgh, where he received a BA in History and Political Science and an MS in Student Affairs and Higher Education. Scott received his Ed.D. from the University of Rochester in Higher Education Administration. His professional interests include student well-being, the intersection of public policy and student success, and career and workforce development.  

    Scott is passionate about higher education public policy and educating others about the implications of federal and state policy development and implementation.  He is the current Director of the Public Policy Division (PPD) at NASPA and is the youngest member of the NASPA Board of Directors in the history of the organization.  Through the PPD Scott has helped create and facilitate educational opportunities for NASPA members.  These educational opportunities include panel discussions among leading thought experts in campus free speech and expression, consideration of race in the admissions process, and Title IX regulations.  During the 2024 NASPA Annual Conference, Scott led the team that created the first Public Policy Division Case Study Competition.           

    D’Najah Pendergrass Thomas (She/Her)

    Director of The 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. 

    Monica Nixon, Ed.D. (Moderator)

    Vice President, Justice, Equity, Diversity, and Inclusion

    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.

  • Join Active Minds for a webinar on leveraging their new tool: A.S.K. Learn to empower students in peer support and prepare peer health educators for mental health conversations. Gain insights from Active Minds' newest research on mental health among different student populations that informed the creation of A.S.K.

    In 2023, Active Minds, the nation’s leading nonprofit for young adult mental health, established an advisory council composed of BIPOC and LGBTQ+ college students. This board was created to help research, develop, and advise on the creation of mental health resources tailored to their communities and to be distributed nationally. The students transformed Active Minds' V-A-R training into a new tool called A.S.K., which stands for Acknowledge, Support, Touch. This presentation will explore the unique mental health needs of students from BIPOC and LGBTQ+ communities, share practical insights from these young adults, and showcase A.S.K. along with the new digital experience designed to make students proficient in these three steps. This new tool can be used to help train peer health educators in inclusive, peer to peer support conversations and be used by peer educators to change the campus climate and culture around student mental health.

    Learning Outcomes:

    • Understand the mental health disparities that exist for LGBTQ+ and BIPOC college students and their mental health needs.
    • Articulate the three steps of A.S.K. and the components comprising each step.
    • Create ways to use A.S.K. in your peer health education program at your college specific to the needs of your own campus.

    Markie Pasternak

    Senior Manager of Higher Education

    Active Minds Inc.

    Markie oversees Active Minds’ work in higher education, focusing on mental health support for college and university students, staff, and faculty. She focuses on making Active Minds' programs inclusive of different institution types and student populations. Markie received her bachelor’s in psychology from Marquette University and her Master’s of Science in Higher Education and Student Affairs from Indiana University-Bloomington. Before joining the Active Minds Staff, Markie worked at Auburn University focusing on mental health programming and peer health education for their Division of Student Affairs, and was the co-advisor for the campus’s Active Minds chapter. 

  • Colleges continue to shift how they place students into entry-level courses. Based on findings from a national study of 15 broad-access institutions, this webinar will share new innovations in placement practices as well as strategies to use placement reform to spur larger, equity-forward institutional transformation.

    For over a decade, colleges and universities have shifted how they place students into gateway courses in order to address inequitable placement, progression, and completion rates. While alternative methods like Multiple Measures Assessment have improved early academic momentum for many students, they have not yet fully removed systematic barriers to equitable access to first-level college courses nor have they closed equity gaps in early student outcomes such as course completion and progression (Hu et al., 2019; Barnett et al., 2020).

    One possible reason for the muted impacts of these widely-used placement approaches is that, in many instances, they are stand-alone technical changes rather than broader interrogations of inequitable and racialized structures and practices. However, a new generation of placement reforms moves beyond tweaking existing systems toward using placement reform as a means for shifting advising, teaching, and student support towards more equitable practices and structures. This webinar will share findings from a national study, funded by the Ascendium Education Group, that explores evolutions and innovations in placement practices and how institutions are engaged in placement-as-transformation—using those innovations as a lever for broader, student-focused change. 

    Learning Outcomes:

    Participants will:

    • gain an enhanced understanding of new placement approaches and their potential to encourage placement-as-transformation; 
    • learn about strategies to engage in placement-as-transformation in order to shift campus structures, practices, and cultures towards more equitable support for racially-minoritized, first-generation, and low-income learners; and
    • be empowered to initiate discussions and implement innovative placement-as-transformation practices on their own campuses, fostering more inclusive and equitable educational environments.

    Suzanne Lyons, Ph.D.

    Senior Consultant

    Phase Two Advisory

    Suzanne is a social justice and systems-focused social worker and educator with twenty years of experience spanning K-12, public and private colleges, and nonprofits. Through her work, she aims to build bridges between researchers, policymakers, and practitioners to enhance student success.

    A first-generation, low-income college graduate, Suzanne has dedicated her career to advancing programs, policies, and multi-sector partnerships across the K-20 pipeline to promote college access and attainment. She has worked with nationally recognized programs including The Posse Foundation, TRIO, and Promise scholarships and has led private and federal grants geared toward systems-level changes in high schools and at Hispanic-serving community colleges.

    Suzanne holds a bachelor's degree in psychology and Spanish from the University of Notre Dame, a master's degree in social work from the University of Pennsylvania, and a Ph.D. in higher and postsecondary education from New York University, where she was a doctoral fellow and program associate at the Steinhardt Institute for Higher Education Policy. Her doctoral research focused on how performance in dual enrollment coursework could be leveraged as a predictor of college readiness for policy purposes.

    Suzanne supports Phase Two Advisory's national research on transformative, equity-forward developmental placement approaches as well as our Holistic Student Support Implementation Network in California.

    Melinda Mechur Karp, Ph.D.

    Founder & Principal

    Phase Two Advisory

    Dr. Melinda Mechur Karp is a nationally recognized expert on improving students’ transitions to college and supporting them once there. She founded Phase Two Advisory after nearly twenty years conducting research and working with colleges on education reform as Assistant Director at the Community College Research Center, Teachers College, Columbia University. The proud granddaughter of refugees, Melinda works with national and institutional leaders, campus-based faculty and staff, and philanthropists to ensure that all individuals have the opportunity to realize the intergenerational mobility higher education provides. She frequently writes, speaks, and comments on education reform at professional meetings, in the media, and in academic forums.

    Melinda holds a BS in human development and family studies from Cornell University; and both an MA and a PhD in sociology and education from Columbia University. She chairs the Effective Advising Practice Guide Panel for the Institute on Education Science’s What Works Clearinghouse, and she is a member of the inaugural editorial team for the Journal of Postsecondary Student Success.

    Bobby Pace, Ph.D.

    Vice President of Academic Success

    Community College of Aurora

    Dr. Pace serves as the vice president of academic success at the Community College of Aurora (CCA), where he has served in a variety of capacities since 2008. Dr. Pace served as adjunct, faculty, chair, and dean before being named VP in 2021. During his tenure, he led his college’s first comprehensive academic program review with the faculty and chairs—selecting 30 programs for sunsetting and reinvestment of those resources into program revitalization and new program development. Under his leadership, CCA has launched four new engineering degrees and secured $2.5 million dollars from the state to begin a school of nursing as well as launch new pathways in behavioral health.

  • The C3 program is designed to enhance communication, compassion, and connection to reduce emotional distress and substance misuse among students. C3 trains faculty, staff and student leaders to use motivational interviewing techniques in conversations with students, recognize signs of substance misuse and emotional distress, and connect students to resources.

    Data from the National College Health Assessment provides evidence that students who are not thriving academically are struggling in large part due to substance abuse and/or significant emotional distress. Students from traditionally marginalized subpopulations are more likely to experience emotional distress, substance misuse, and academic performance challenges (Moses & Smith, 2021). To address these struggles across our large and diverse student population, we recognized we would need to reinvent the way we involve faculty, staff, and student leaders who interact with students regularly. Upon review of the literature we developed the C3 program, which emphasizes Compassion, Communication, and Connection (C3) through the use of motivational interviewing techniques. C3 provides training and support of faculty, staff and student leaders in non-clinical positions to develop skills in the use of motivational interviewing (MI) as a way to strengthen a student’s motivation for and commitment to change. An aim of C3 is for motivational interviewing to be incorporated into the workflow and practices across all student facing areas of the university. We believe that by training faculty, staff and student-leaders to use effective behavior change conversation, students will make decisions that improve their emotional wellbeing and reduce problematic substance misuse.

    Moses, K.S. & Smith, A. (2021, January 12-15). Using data to identify and address health inequities among diverse students [Conference session]. NASPA Wellbeing and Health Promotion Leadership Strategies Conference. https://learning.naspa.org/products/2021-naspa-strategies-conferences.

    Learning Outcomes:

    1. Explain how principles of motivational interviewing can be implemented in non-clinical settings to facilitate positive behavior change among students experiencing substance use disorders or emotional distress.
    2. Describe the key factors contributing to successful program outcomes.
    3. Examine the role of evaluation in improving program processes and outcomes.

    Michelle Quispe

    Health Educator Sr.

    Arizona State University

    Michelle Quispe, an alumnus of Northern Arizona University, received her Master of Arts in Health Psychology and is currently a Health Educator Sr. who supports health promotion and prevention at Arizona State University. She has 7+ years of experience in higher education using health promotion, prevention, and recovery initiatives to support student well-being and student success. As a Health Educator Sr., she utilizes peer educator strategies to drive student support models across the university to address high-level health education issues.

  • Includes Credits

    Learn how the NACE (National Association of Colleges and Employers) career readiness competencies can serve as a powerful tool to assess and enhance the skills, knowledge, and abilities of peer educators, ultimately leading to more effective and impactful educational programs. Plus earn CSAEd CE Credit.

    Higher education is increasingly focused on outcomes like retention, graduation, and employment rates (Franklin, 2013; Stewart et al., 2016). Students, families, and employers want assurance that college imparts essential workplace skills (NACE, 2022). Thus, institutions are under pressure to demonstrate their value in preparing students for post-graduation careers.

    Co-curricular activities significantly contribute to student development and retention (Astin, 1984; Kuh, 1995; Mayhew et al, 2016). Administrators recognize peers' critical role in student growth (Lemon & Wawrzynski, 2022). As a result, many colleges recruit and train peer educators. These programs help students support their peers, engage in college life, find purpose, and develop job-related skills (Kuh, 1995; Lemon & Wawrzynski, 2022; Mayhew et al, 2016).

    This presentation will discuss providing constructive feedback to student peer educators. Examples of formative and reflective tools will be shared. A sample evaluation tool incorporating NACE career readiness competencies will be reviewed, demonstrating how comprehensive feedback enhances individual student experiences and overall program effectiveness.

    Learning Outcomes:

    • Understand the NACE career readiness competencies and their relevance in the context of a peer education program.
    • Explore how to frame the NACE career readiness competencies in assessing peer educator performance, growth, and overall effectiveness.
    • Gain insights into the potential impact of integrating the NACE career readiness competencies into peer educator programs, including how it can lead to more effective and impactful outcomes.

    Plus earn CSAEd CE Credit.

    Yvonne Lin Giovanis

    Associate Director, Wellness Education & Health

    Texas Christian University

    Yvonne Giovanis is the Assistant Director for Wellness Education & Health Promotion in the Campus Recreation & Wellness Promotion department at Texas Christian University. She has a Master's in Counseling, with a specialization in student affairs, and is currently a doctoral candidate in TCU’s Higher Education Leadership program. Yvonne created, developed, and sustains the current peer education program at TCU. Prior to her current role, she served for 10 years in the TCU Alcohol and Drug Education Center. She previously worked at two other institutions in the areas of housing and residence life, student conduct, leadership development, and diversity education.

    Guidelines for earning CSAEd credit: 

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

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

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

    Credit is only available for attending the live session.

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

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

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  • Includes Credits

    This session showcases the transformative potential of a peer education model centered on exploring gender socialization, fostering empathy, vulnerability, and self-reflection. It considers the impact of this model and its relevance in addressing structural violence broadly. Community- and evidence-informed and inspired by bell hooks’ insights, the model challenges societal norms, emphasizing the role of practicing at an individual level what we want to see on a societal level. Plus earn CSAEd CE Credit.

    This webinar will demonstrate the impact of a transforming masculinities peer education model and how it leads to further exploration, including the concept of “transform yourself to transform the world” and how increasing the ability to empathize, be vulnerable and engage with your unearned privileges can have a lasting impact on how you operate in the world, positively shifting the underpinnings of structural violence.

    Participants will be introduced to an innovative and nuanced masculinities peer education model, which centers connection, vulnerability, and empathy. Founded in 2016 to provide spaces for students who hold considerable societal privilege to thoughtfully examine what healthier norms of masculinity could look like. The model being discussed has 8 years of evolved application with evidence illustrating its attainment of learning objectives. In the 2022-2023 academic year, 92% of participants indicated that after the program they were able to reflect on how gender norms and constructs affected their daily life and 89% were able to interrogate ways in which harmful practices and ideas around masculinity have existed in their groups. This presentation highlights lessons learned, the program's impact, the potential for adoption of practices at other institutions, and explores the possibilities of long-term impact on structural violence.

    Learning Outcomes:

    • Understand the impact of unpacking male privilege on pro-health behaviors in and beyond college
    • Identify strategies for increasing empathy and vulnerability in order to impact individuals and group culture
    • Synthesize outcomes from this transformative masculinities peer education model with feminist change theory and consider the potential for growth and future applications in other settings

    Plus earn CSAEd CE Credit.

    Tanya Purdy, MPH MCHES

    Director, BWell Health Promotion

    Brown University

    Tanya has developed, implemented and assessed a range of health promotion interventions focusing on bystander intervention, transforming masculinities, hazing prevention, and wellbeing equity. She is invested in bringing restorative practices, feminist theory and research on the social determinants of health into all of her health promotion work. She is also a dedicated reproductive justice advocate and a trained full spectrum doula. Tanya received a BA in Political Science and Women’s Studies from Montclair State University and a Masters in Public Health from Rutgers University. When not at work, you can find Tanya playing drums, embroidering or volunteering for a local animal rescue.

    Allison Seeley, MPH

    Relationship Empowerment Coordinator

    Brown University

    Allison is a public health professional with experience working in clinical, non-profit, and higher education settings. She began her public health career working as a Medical Assistant at Planned Parenthood of Maryland while volunteering at a local Sexual Assault and Domestic Violence Center. Through that work she became dedicated to pursuing a career promoting healthcare accessibility, health equity, individual autonomy, and interpersonal violence prevention. Allison moved to Rhode Island after spending several years at Towson University designing, implementing, and evaluating trauma-informed programming to build a campus culture of consent. Allison holds a BS in Neuroscience from Christopher Newport University and a Masters in Public Health from University of Michigan, Ann Arbor. In her spare time, you can find Allison playing volleyball, kayaking, or consuming every book in sight.

    Guidelines for earning CSAEd credit: 

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

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

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

    Credit is only available for attending the live session.

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

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

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  • Get access to all of the webinars in the 2024 PRACTICES Professional Development Series and earn up to 9 CE credits! 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

  • This session will help participants recognize how higher education jargon and acronyms can create barriers for first-generation college students and families and provide strategies for recalibrating communication.

    College knowledge consists of the information and resources students need to navigate the higher education system. One distinct aspect of college knowledge is the language and acronyms that institutions use to create their own jargon (e.g., Ardoin, 2018; Ardoin, 2021—see Critical Conversation Six; Jarvis, 2019). Utilizing research data and case studies, the presenter will explore the ways jargon influences college access and success for first-generation college students and families. She will discuss how jargon shows up in and shapes student matriculation and transition; creates barriers and challenges during campus experiences; and influences persistence and completion. The presenter will offer suggestions for managing jargon use and continuing to learn about these topics.

    Learning Outcomes:

    Participants will:

    • discover how college knowledge and institutional jargon can be an access and success challenge, particularly for first-generation college students;
    • examine jargon examples through research, data, and case studies; and
    • determine steps to reduce jargon and broaden language and communication to be more inclusive of all students and campus community members.

    Sonja Ardoin, Ph.D.

    Associate Professor of Higher Education and Student Affairs

    Clemson University

    Sonja Ardoin, Ph.D. is a learner, educator, facilitator, and author. Proud of her rural hometown of Vidrine, Louisiana; her working-class, Cajun roots; and her first-generation college student to Ph.D. journey, Sonja holds degrees from Louisiana State University, Florida State University, and North Carolina State University. She considers herself a scholar-practitioner of higher education; she served as an administrator for 10 years before shifting to the faculty in 2015. She currently serves as an associate professor of higher education and student affairs at Clemson University. Sonja studies social class identity, college access and success for rural and first-generation college students, student and women’s leadership, and career preparation and pathways in higher education and student affairs. Sonja has published six books, one monograph, and numerous book chapters and journal articles. She stays engaged in the broader field through ACPA, AFLV, ASHE, the Center for First-generation Student Success, NASPA, SACSA, and several journal editorial boards. She enjoys books, traveling, music, sports, laughing, and spending time with her husband, daughter, and pup. Learn more about Sonja's work here.

  • We have developed an interactive virtual session that supports community college leaders in assessing their institution's readiness for equity-oriented change. Amid increased resistance and pushback to DEI efforts, we share insight from our research and practice on specific strategies to advancing racial equity efforts across community colleges. Specifically, we offer a model focused on two dimensions: (1) the level of organizational support and (2) shared responsibility to enact racial equity. From these dimensions, we describe four quadrants (Convergence, Performative, Collective, and Burdened) with distinct organizational conditions that shape how community college leaders design, build, and sustain equity efforts. The ability to identify organizational conditions that either cultivate or abate equity efforts is critical to disrupt, innovate, and transform our institutions. Our model is one way for equity advocates to decipher their own organizational archetype and leverage that information to mobilize their racial equity efforts.


    We have developed an interactive virtual session that supports community college leaders in assessing their institution's readiness for equity-oriented change. Amid increased resistance and pushback to DEI efforts, we share insight from our research and practice on specific strategies to advancing racial equity efforts across community colleges. 

    Specifically, we offer a model focused on two dimensions:

    (1) The level of organizational support and (2) Shared responsibility to enact racial equity. From these dimensions, we describe four quadrants (Convergence, Performative, Collective, and Burdened) with distinct organizational conditions that shape how community college leaders design, build, and sustain equity efforts. The ability to identify organizational conditions that either cultivate or abate equity efforts is critical to disrupt, innovate, and transform our institutions. Our model is one way for equity advocates to decipher their own organizational archetype and leverage that information to mobilize their racial equity efforts.

    Eric R. Felix

    Associate Professor

    San Diego State University

    Eric R. Felix is the proud son of Mexican and Guatemalan immigrants. Born and raised in Anaheim, he is the product and beneficiary of public education from kindergarten to graduate school. A first-generation college student, he now gets to be a faculty member at San Diego State University teaching in Student Affairs and Community College Leadership programs. Using Critical Policy Analysis, he explores the ways policymakers craft higher education reform and how institutional leaders implement them. Particularly, Dr. Felix focuses on understanding how the implementation of lauded student success reforms may benefit, harm, or render invisible Latinx students and other racially minoritized groups in the community college context.

    Dr. Tammeil Gilkerson

    Chancellor

    Peralta Community College District

     Dr. Tammeil Y. Gilkerson is the Chancellor of the Peralta Community College District. Dr. Gilkerson is a leader in a number of statewide efforts to find solutions that address students’ basic needs, support undocumented and mixed-status students, and improve the quality and delivery of distance education in community college. She is passionate about building learner-centered institutions that reflect students' lived experiences, provide hope, and practice love. Core to this vision, she recognizes the need to nurture leadership and community-building at all institutional levels and has tried to create spaces where individuals can be supported and affirmed as they engage in the vulnerable act of learning and leading with authenticity, courage, and humility. Dr. Gilkerson sees herself simultaneously as a teacher and a student, consistently asking, what could be possible if we believe we can achieve liberation and social justice in our communities? And what will I risk to achieve it?

    Dr. Ángel Gonzalez

    Assistant Professor

    Fresno State University

    As a first-generation queer, Latinx, joto, they engage their scholarship through post-structuralist and transformative paradigms rooted in Xicana/Latina feminists epistemologies. Dr. González’s research agenda focuses on three strands; 1) examining the conditions, experiences, and outcomes for queer and/or trans communities; 2) Latinx Leadership and organizational change; and 3) racial equity policy implementation all within the community college context. Dr. González's foundational research has been published in many leading community college and higher education journals such as the Community College Journal of Research and Practice (CCJRP), the Journal of Research for Community Colleges (JARCC), the Journal for Student Affairs Research and Practice (JSARP), New Directions for Community Colleges (NDCC), and the International Journal of Qualitative Studies in Education (IJQSE).

    Prior to Dr. González's appointment at Fresno State, they were a postdoctoral scholar in the Pullias Center for Higher Education at the University of Southern California (USC) Rossier School of Education. Dr. González informed the creation and development of the Change Leadership Toolkit (CLT) funded by the Bill & Melinda Gates Foundation. Dr. González has over 10 years of Higher Education and Student Affairs experience having worked across institution types (private, state, R1, community colleges, HSIs, MSIs, PWIs) and functional areas (residence life, student development, student government, student life, student conduct, academic advising, retention based programs).

  • Includes Credits

    Mental health and well-being continue to be concerns on college campuses and it is imperative to explore upstream, strengths-based approaches. This session will cover the results of a study conducted at the University of Chicago that substantiated the positive impact on students' well-being of a four-week program, using validated positive psychology interventions, that was delivered to all incoming first year undergraduate students. The session will also share how these principles are being applied at Cornell University.

    The presenter created the four-week program, Living Intentionally to Flourish Everyday (LIFE), based on Seligman’s (2020) PERMA model, as a way for all first-year undergraduate students to participate in the program as a shared experience when entering the University of Chicago. If positive outcomes were achieved similar to other populations highlighted in the literature, this program would be implemented consistently every year to ensure that within four years, all undergraduate students would have participated in LIFE and have learned skills needed to flourish, not only within the university setting, but once they graduate.

    Several items were measured among participants: psychological, emotional, and social well-being as well as flourishing. Keyes (2009)’s Mental Health Continuum Short Form was given as a pre- and post-survey to all participants to determine whether changes were sustained over time. Results of the study substantiated the positive impact on students' well-being.

    The presentation session will cover in detail the creation of the program, ways it was implemented, and what were the results of the study, including limitations. The presenter will also share how PERMA and positive psychology interventions can be adapted to new environments as the presenter transitioned to Cornell University where she is experimenting with different ways of applying PERMA, from a one-credit course, to 60-minute workshops, to embedding it into the curriculum.

    Learning Outcomes:

    • Explain how the LIFE program was developed, what positive psychology interventions were used, and how the program was implemented.
    • Analyze ways the LIFE program positively impacted students' well-being and flourishing.
    • Illustrate ways the key components of the LIFE program can be adapted to new environments.

    Julie Edwards, Ed.D.

    Director, Skorton Center for Health Initiatives

    Julie Edwards is the Director of the Skorton Center for Health Initiatives where she and her team advance campus well-being through institutional leadership, education, research, and public engagement. Julie leads Cornell’s Health Promoting Campus efforts, which includes managing the multidisciplinary Community of Practice structure, engaging students in providing input, and measuring the progress of these population-level approaches to support campus well-being. Julie currently serves in roles within several national organizations, including the U.S. Health Promoting Campuses Network and the American College Health Association.

    Julie’s research focuses on strengths-based approaches that align with the PERMA model and positive psychology principles. She has personal and professional experience with mental health and well-being and strives to help others recognize the inherent strengths they have within themselves to pursue the life they want to live.

    Guidelines for earning CSAEd credit: 

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

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

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

    Credit is only available for attending the live session.

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

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

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  • Includes Credits

    Where do you begin to develop a structure of assessment within a division that has operated without one? This webinar will focus on taking attendees through the foundational year of building structure and staff capacity for assessment at a community college's division of student affairs. Included are steps to teach learning outcome development in the co-curricula. There will be visuals on assessment plans, tools used to teach assessment and data literacy through an equity lens.

    Dr. Chrissy L. Davis Jones

    Vice President, Student Success and Chief Enrollment Officer

    HACC Central Pennsylvania's Community College

    Dr. Chrissy Davis Jones currently serves as the vice president for Student Success and chief enrollment officer at Harrisburg Area Community College (HACC) in Central Pennsylvania with nearly 25 years of experience at various post-secondary institutions, and with 18 of those years focused on developing, restructuring, and implementing student success-related programs. 

    Since Chrissy arrived at HACC, she has quickly made an impact by securing a 2.3-million-dollar Title 3 SIP Grant to transform the first-year experience for greater student success. She also oversaw the selection of HACC becoming one of seven colleges selected to become an Achieving the Dream institution in 2022 - focusing on whole college transformation for student success and data literacy. Lastly, Dr. Davis Jones established and co-leads the College's strategic enrollment planning committee. Her focus on the implementation of a collegewide strategic enrollment plan with student access and success at the center led to an increase in HACC's fall-to-fall and fall-to-spring retention for the first time in 10 years. 

    Dr. Davis Jones is considered a systems thinker; this coupled with her research and data-informed approach, has led to Chrissy being asked to serve as a consultant to higher education institutions in need of support to facilitate change.

    Angela M. Campbell

    Assistant Vice President, Assessment, Planning and Strategy

    HACC Central Pennsylvania's Community College

    Angela M. Campbell, Ph.D., LPC serves as the Assistant Vice President of Assessment, Planning and Strategy. She is responsible for planning, managing strategic initiatives, process improvements and quality assurance projects that improve Student Success and Enrollment Management (OSSEM) program performance. Angela works closely with OSSEM executives and collaborates across the college to establish objectives, develop and implement short-and-long term strategies, oversees Assessment for the Division, and supports a model for institutional capacity building in data literacy. She serves as the co-chair of strategic enrollment management and collaborates with other college leaders for Institutional Effectiveness.

    Angela has worked at HACC Central Pennsylvania’s Community College for 20 years serving in various roles and most recently in her current position for the past three years. As Co-Chair of SEM, she assisted in the development and implementation of a plan that lead to an increase in our F2F and F2S retention at the college for the first time in 10 years. Angela was recently nominated for the Building a Culture of Assessment Award by SAAL - Student Affairs Assessment Leaders organization.

    Angela earned her Ph.D. from Western Michigan University in Psychology, Applied Behavior Systems Analysis with an emphasis in Educational Systems.

    Shelly Blanchette

    Director, Student Success Operations and Strategy

    HACC Central Pennsylvania's Community College

    Shelly Blanchette, M.S., LPC serves as the Director of Student Success Operations and Strategy at HACC, Central Pennsylvania’s Community College. She is responsible for monitoring enrollment metrics and honing leading indicators to better predict and track progression toward enrollment targets. Shelly leverages data-informed insights and collaborative partnerships for process improvements, to pilot programs, and identify strategic interventions leading to student success and sustainable enrollment health. 

    Shelly earned her B.S. in Human Development and Family Studies from the University of Connecticut and M.S. in Counseling from Shippensburg University. She has worked in higher education across various institution types for over 20 years both within student services and as an adjunct faculty member. Shelly credits her experience in overseeing the launching of student services at an expansion campus with readying her for the work she currently does.

    The webinar begins to answer three important questions about the process of developing assessment within student affairs, 1) Where are you? In other words, where is the institution with regard to what is currently in place. What is the current process, policy and procedure that exists? This means a situational analysis of what currently exists is at the foundation of the start. 2) Where do you need to be? It is important to begin with an end in mind. What would you or your supervisor like to see after building the process for conducting assessment has been developed? 3) What are the steps you need to take to get there? There will undoubtedly be differences based on institutional culture however, beginning the process by answering these three questions will be an excellent starting point for any assessment leader who is beginning to build a structure of assessment.

    Learning Outcomes:

    1. Outline tasks associated with building structure and staff capacity for assessment within student affairs
    2. Explain how to teach outcome development in the co-curricular with an emphasis on learning outcomes
    3. Name a “hidden” component required for staff to effectively conduct assessment
    4. Recognize one strategy to keep equity work infused in your work and at the forefront

    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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  • This session examines critical issues pertinent to today’s work of serving college students and the professionals who support them. Join Jackie Clark and Jeannette Smith, editors of NASPA's new book Student Affairs Professional Preparation, as they review how the book can be used both in practice and in the classroom. There will also be presentations on three key chapters: Dena Kniess and Kristin Walker-Donnelly will discuss approaches to assessment, research, and evaluation; Karen Francis-Begay and Mary Jo Tippeconnic Fox will discuss tribal colleges as an institution type; and Pamela Peter and Dawn Johnson will explore student activism and protest.

    This session examines critical issues pertinent to today’s work of serving college students and the professionals who support them. Join Jackie Clark and Jeannette Smith, editors of NASPA's new book Student Affairs Professional Preparation, as they review how the book can be used both in practice and in the classroom. There will also be presentations on three key chapters: Dena Kniess and Kristin Walker-Donnelly will discuss approaches to assessment, research, and evaluation; Karen Francis-Begay and Mary Jo Tippeconnic Fox will discuss tribal colleges as an institution type; and Pamela Peter and Dawn Johnson will explore student activism and protest.

    Dr. Jackie Clark

    Associate Professor, Associate Dean

    St. Martin's University

    Jackie Clark is an associate professor at Saint Martin’s University.

    She has designed and implemented, and currently leads, two new

    programs at her institution: an MEd in higher education and student

    affairs and a PhD in leadership studies. Her research interests include

    small college environments, equity and assessment, academic program

    development, and college leadership.

    Jeannette Smith

    Vice President of Student Affairs

    Massachusetts College of Liberal Arts

    Jeannette Smith is the vice president of student affairs at the

    Massachusetts College of Liberal Arts in North Adams, Massachusetts.

    She has worked at large, public institutions, small private colleges,

    and public liberal arts colleges. Smith is a scholar–practitioner with

    19 years of experience spanning student unions, residence life, academic

    advising, financial aid, and shared governance. Her research

    areas of interest include policy, equity, student development, professional

    work environments, and financial aid.

  • Includes Credits

    Even student leaders need to be reminded to charge their self-care battery. That often means reshaping how we view and practice self-care. Presenters will share a framework for supporting student leaders’ well-being through a summit led by students and for students, while highlighting summit activities, lessons learned, and practical application. Plus earn CSAEd CE Credit.

    As Student Affairs professionals, we recognize that by supporting students’ well-being and ability to manage stress, we build their capacity for success in and out of the classroom. We also know that while peer education is a proven and effective tool, all too often our student leaders immerse themselves in the promotion of health and wellness for others while sacrificing their own.

    This session will introduce a framework by which the largest four-year public university system in the nation came together to address these challenges through a self-care summit led by students and for students. Since its inception the summit has gathered nearly 1,000 students representing up to 14 of our 23 campuses within the California State University (CSU) system. Each summit introduces student leaders to various wellness techniques, campus resources, an opportunity to network and build social support throughout the CSU system, and concludes with a conversation around the importance of using the skills presented to ensure their own success and ability to better serve their peers.

    Presenters will review the history and evolution of the CSU Peer Leadership Summit and provide a framework for engaging student leaders in the planning and facilitation of the summit. Themes including self-care by the senses and recharging your self-care battery will also be shared, along with data highlights, lessons learned, and ways to adapt the summit on your own campus.

    Learning Outcomes:

    • Participants will have the opportunity to discover a framework by which Student Affairs professionals can support student leaders’ well-being.
    • Participants will have the opportunity to learn about a formula for engaging students in the facilitation and planning of a peer-led summit.
    • Participants will have the opportunity to reframe conversations around self-care and well-being in a way that resonates with student leaders.

    Plus earn CSAEd CE Credit.

    Melissa Norris

    Health Educator

    California State University, Fresno

    Melissa Norris is a Health Educator at California State University, Fresno, where she has spent the last 12 years putting her strength as a developer of persons and programs in action and supporting student success by engaging students in experiences beyond the classroom. Melissa completed her Bachelors degree in Psychology, Minor in Deaf Studies, Certificate in Nonprofit Management and Leadership, and shortly after earned her Masters degree in Counseling and Student Services with an emphasis in Higher Education. 

    Taylor Whittington, Ed.D.

    Health Educator

    California State University, Stanislaus

    Taylor Whittington, Ed.D. has been a Health Educator in the Student Health Center at California State University, Stanislaus since 2016. She possesses a certificate in Health Literacy from the Institute for Healthcare Advancement and is a California Certified Prevention Specialist (CCPS) through the California Consortium of Addiction Programs and Professionals. Her research interests include: health literacy, health equity, college health initiatives, and tobacco control.

    Sarah Sasaki

    Coordinator for the Learning-Aligned Employment Program

    California State University, Long Beach

    Sarah Sasaki is a third-year graduate student at California State University, Long Beach (CSULB). She will be graduating from the Student Development in Higher Education (SDHE) program in May 2024. At the CSULB Career Development Center, she has been working as the Coordinator for the Learning-Aligned Employment Program (LAEP). Prior to this, she was a Career Peer Advisor for four years. She has helped plan and emcee the CSU Peer Leadership Summit to encourage self-care, build community, and raise awareness about resources across the CSU campuses. During her time as a CSULB undergraduate, she was involved with various programs that support student wellness, such as Beach Buddy and the University Honors Peer Mentoring Program.

    Stephanie McGuire

    Health Educator

    California State University, Fullerton

    Stephanie McGuire is a Health Educator at California State University, Fullerton. She has been in the health education field on CSU campuses since 2015. Stephanie educates and spreads awareness on sexual health and general wellness outreach topics to the student body. She earned her B.A. in Sociology from the University of California, Merced, and shortly after her Master’s in Public Health from the University of California, Davis. Stephanie is a Certified Family Planning Health Worker, NASPA BACHUS CPE Trainer, and a Step up! Bystander Facilitator.

    Candice Chick

    Interim Director of Beach XP

    California State University, Long Beach

    Candice Chick, MS, has been supporting in different roles in higher education for over 20 years at California State Long Beach (CSULB) always with a focused on holistic approaches (mind, body & spirit) for students' success. Including a decade, as the Student Affairs Coordinator with student athletes, following with supporting the campuses Health and Wellness Initiatives. Currently she is the Interim Director of Beach XP (short for Beach Experience) a partnership between Student Affairs and Academic Affairs to help establish a learning community for incoming first-time, first year students. She strives to always relate to the students' changing needs by lecturing in a master's program in sports management while also volunteering with student' organizations. In addition, Candice loves being active in her free time with her daughter.

    Guidelines for earning CSAEd credit: 

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

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

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

    Credit is only available for attending the live session.

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

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

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