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, you can earn CHES & CSAEd CE Credits.

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: $249 ($600 value)
• Non-Member: $349 ($800 value)

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.

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

Guidelines for earning CSAEd credit: 

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

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

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

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.

Guidelines for earning CHES/MCHES credit:

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

To receive credit, please complete a reporting form, available at https://bit.ly/2024SummerPE-CE.... In addition, you must complete an online evaluation of the webinar by completing the feedback survey found within the content tabs of the module.  A certificate of completion will be sent via email after the form has been processed and approved and individual hours will be reported to NCHEC in late July 2024. Please allow about two weeks to receive your certificate.

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

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.

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. 

Guidelines for earning CSAEd credit: 

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

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

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

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.

Guidelines for earning CHES/MCHES credit:

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

To receive credit, please complete a reporting form, available at https://bit.ly/2024SummerPE-CE.... In addition, you must complete an online evaluation of the webinar by completing the feedback survey found within the content tabs of the module.  A certificate of completion will be sent via email after the form has been processed and approved and individual hours will be reported to NCHEC in late July 2024. Please allow about two weeks to receive your certificate.

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.

Guidelines for earning CSAEd credit: 

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

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

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

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.

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.

Join the NASPA Community College Division (CCD) for SEVEN high-content, scholarly webinars highlighting the work and support of community college students, faculty, and staff. The Webinar Series allows you and your teams to engage in high-quality, convenient professional development explicitly focused on community college hot topics. 

Webinars Include: Revisiting “Charting the Future of Student Affairs”: A Panel Discussion, Student Affairs’ Role in Guided Pathways: Reimagining Student Onboarding with the Ask Connect Inspire Plan (ACIP) Framework, How to Use Current Data Systems and Predictive Analytics to Improve Student Success, Preparing for Tough Conversations and How to Get the Best Out of Your Team, Shifting Institutional Conditions to Advance Racial Equity in Community College, ChatGPT is Coming for Us All! (Or not.): The Ethics and Effective Use of Artificial Intelligence in Education, Interviewing for a Community College: What You Need to Know.

Webinar Package Pricing:

Member: $49 ($316 value)

Non-Member: $149 ($716 value)

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.

Based on the Assessment and Evaluation Student Affairs Educator Certification domain, this package includes 11 webinars that appraise the quality and effectiveness of higher education work with an understanding and appreciation for different contexts, cultures, and backgrounds. 

Webinars Include: Institutional Research and Student Affairs: Powerful Partners in Student Satisfaction, Leverage: Using Data & Legal Analysis to Change Policies Regarding Gender Identity & Trans Students, Markers and Making Change: Using Design Thinking to Impact Campus Culture and Community, Assessment, Communication, and Fundraising: Storytelling, Collaboration, and Success, Assessment Tool Box: Four Practical Tools to Help you Assess Student Leadership, ChatGPT is Coming for Us All! (Or not.): The Ethics and Effective Use of Artificial Intelligence in Education, Assessment versus Research. What is the Difference? Why Does It Matter?, Knowing Our Students

Webinar Package Pricing: 

Members:  $99

Non-members $299

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.

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.

Guidelines for earning CSAEd credit: 

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

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

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

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.

Guidelines for earning CHES/MCHES credit:

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

To receive credit, please complete a reporting form, available at https://bit.ly/2024SummerPE-CE.... In addition, you must complete an online evaluation of the webinar by completing the feedback survey found within the content tabs of the module.  A certificate of completion will be sent via email after the form has been processed and approved and individual hours will be reported to NCHEC in late July 2024. Please allow about two weeks to receive your certificate.

Building a sense of community and belonging is incredibly important for first-generation college students. A key factor to this foundation of support is engaging parents and families of first-generation students; institutions can harness this support by viewing parents and families of first-generation students as partners in their students’ success.  

Drawing from their experiences at mid-size and large, public, four-year institutions, the presenters will first discuss the challenges of engaging the parents of first-generation students. They will then offer a suggested timeline to consider when developing content for communication and engagement. Finally, the presenters will provide examples of partnering opportunities and events, strengthening connections to the institution and levels of support.

Learning Outcomes

By attending this sessions, participants will:

• identify strategies to engage parents and families throughout the academic career of their first-generation students;
• understand possible barriers and challenges prohibiting engagement; and
• learn effective communication strategies for parents and families that complement first-generation student outcomes and milestones.

The long-awaited revised Title IX regulations have been released by the Department of Education. The new rule includes many elements that will directly impact the work of student affairs administrators in a wide variety of roles. This webinar will provide a high-level overview of the changes in the current rule and how this will impact the policies and practices at your campus. The webinar will conclude with considerations for additional training that may be required for those whose roles directly involve Title IX processes at your institution. 

Learning Outcomes:

• Take an in depth look into the historical and current victimization and trauma of black women both culturally and socially. 
• Explore how stereotypes contribute to societal and familial expectations and perceptions of Black women. 
• Discuss what contributes to the “silencing” of black women who have been victimized. 
• To be challenged to evaluate their own biases and explore how to develop and/or improve trauma informed advocacy services for Black women.

Continuing Education Credits

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

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

Guidelines for earning CE credit: 

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

No partial credit will be rewarded. 

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

Reach out to virtuallearning@naspa.org for the continuing education certificate for Social Justice and Inclusion. 

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.

How can you creatively connect students to the issue of sexual violence and motivate them to take action? How can you influence their behaviors? By exploring cutting-edge behavioral science frameworks, we'll provide tools for effective communication, skill-building, and positively shifting students' everyday actions. In addition, we'll share innovative and inclusive materials, from tabling toolkits to fun workshop games, that you can implement in your diverse campus communities. If you are struggling with student engagement around sexual violence, this workshop is for you!

Learning Outcomes: 

• Name three key, evidence-based strategies to drive behavior change in their communities.
• Identify how they can use the E.A.S.T model of behavioral science to enhance the effectiveness of their prevention programming.
• Acquire five strategic communication techniques that they can implement in their prevention work.

Continuing Education Credits

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

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

Guidelines for earning CE credit: 

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

No partial credit will be rewarded. 

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

Reach out to virtuallearning@naspa.org for the continuing education certificate for Social Justice and Inclusion. 

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.

We group all drugs in the phrase “AOD”, but we give most of our attention to alcohol and cannabis. We are right to: alcohol and cannabis are widely used. Yet now is an important moment to focus on “Other Drugs”, including cocaine, psychedelics, and ketamine. These drugs are on our campuses and finding an increasingly accepted place in our culture. From the dark web to decriminalization, join us on this webinar to get an update on "Other Drugs" and discuss how we may better address this topic with students.

Featuring

• Tom Fontana, University of Vermont

Learning Outcomes 

• Learn about trends and culture around “other drugs”, including: psychedelics, ketamine, cocaine, rx simulants, MDMA, benzos 
• Consider ways to engage, support and educate students about these substances, including harm reduction strategies and overdose prevention 
• Discuss ways to adapt this work to each campus, given varying campus cultures, student populations, and administrative support

Let the Good Times Roll aims to create a fun, comfortable, and engaging environment for students to learn lessons about alcohol that will stay with them long-term. This is a harm-reduction program, meaning that students learn realistic and applicable information about how to be safer around alcohol. Lydia’s unique interdisciplinary background spanning education, student discipline, and marketing and communications positions her to develop highly engaging educational programs that students are excited to participate in and will walk away from with practical lessons they can implement. Let the Good Times Roll is intended to complement existing alcohol education strategies and is built on the primary strategy of “skills building” within the College AIM.

Learning Outcomes:

1. Understand how hands-on, skill-building activities fit with a larger alcohol prevention curriculum
2. Learn how to develop engaging, hands-on activities and modify them to students' educational needs
3. Understand how to leverage student trends and interests to create highly engaging programs

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

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.

Due to lack of federal immigration reform, hundreds of thousands of undocumented students face severely restricted college and career options. The majority of undocumented students in high school and college in the U.S. today do not have work authorization and are effectively locked out of the workforce. In higher education institutions, educators, student affairs professionals, and administrators struggle to support the unique needs of their undocumented students and to guide students towards income-generating opportunities that do not require work authorization. The situation is even more dire in states like Texas and Florida, where state legislatures are actively reversing decades of progress through passing hostile immigration policies. As a result of institutional and political challenges far beyond their control, hundreds of thousands of talented, qualified, and accomplished students are unable to pursue their dreams, seek employment, and build wealth.

In this webinar, we will explore best practices, grounded in evidence-based best practices of educational institutions across the country, that members can implement to bolster support for undocumented students on their campuses. In particular, we will provide strategies for: 

1. Providing effective academic and career advising that are inclusive of undocumented students’ needs
2. Designing paid professional development opportunities for students with or without work authorization 
3. Creating inclusive campus climates that ensure undocumented students can fully participate in campus life

Join Dr. Jason Kilmer as he facilitates a conversation with Megan Moreno, MD, MSEd, MPH, Megan Strowger, Ph.D., & Rose Marie Ward, Ph.D who have studied alcohol-related social media content and associations with college student alcohol use. You’ll walk away understanding social media’s impact on college student alcohol consumption that will inform on-campus prevention interventions.

Ensuring access and a sense of belonging for students with disabilities in higher education can be a complex process. Each student with a disability has their own unique learning, physical, or mental health requirements, and every institution has its own unique organizational structure, culture, faculty, staff, and students. In this free webinar, the authors of NASPA's new book Crucial Collaborations: A Practical Framework to Ensure Access, Equity, and Inclusion for Students with Disabilities will present a cross-functional framework that administrators, faculty, access services providers, parents/guardians, and students themselves can use to review the roles and responsibilities of each stakeholder who contributes to positive postsecondary experiences for students with disabilities. The groundbreaking framework has many applications, including facilitating student inclusion and socialization, empowering stakeholders through shared knowledge, and assessing the efficiency and effectiveness of institutional programs for students with disabilities. 

This presentation will highlight the strategic campus partnerships and external funding sources integral to creating and successfully implementing the LAUNCH Network, a student success program founded in August 2021. The LAUNCH Network is an integrated, four-year, cohort-based program aimed to support first-generation and Pell Grant-eligible students at Goucher College in Baltimore, MD. Given a charge by Goucher’s President to create a comprehensive program, key stakeholders across campus from different divisions (e.g., Enrollment Management, Academic Affairs, Student Affairs, Development, etc.) formed a steering committee to make the LAUNCH Network a reality.  

The presenters will share their experience with the overall process of creating this program and provide context regarding previous Goucher initiatives that existed before the LAUNCH Network. Presenters will highlight how collaboration and an engaged community were foundational throughout the development of this program by reviewing campus stakeholders and offices involved in the planning process (including the rationale for their inclusion), obstacles/constraints encountered during the planning process, and how decisions and consensus were reached. The presenters will then briefly discuss the successes and challenges encountered in the first year and a half of the LAUNCH Network and highlight new partnerships (including with external partners) that have positively shaped the LAUNCH student experience and continued growth of the LAUNCH Network. Presenters will share exciting changes and collaboration plans for the LAUNCH Network following the arrival of our inaugural Vice President for Equity and Inclusive Excellence and shift into the new Equity and Inclusive Excellence division.

Learning Outcomes:

1. Recognize the strategies used to embed collaboration throughout the development of Goucher’s LAUNCH Network program.
2. Discuss effective collaboration strategies to create and sustain new partnerships.
3. Brainstorm new partnership opportunities to pursue

• Introduction to ChatGPT and Similar Tools: A walkthrough of the prominent features and capabilities of ChatGPT and its counterparts. This will give attendees a firsthand understanding of what the technology can and cannot do. 
• Ethical Implications: Discussion on potential misuse, such as plagiarizing, paper generation, and other academic integrity violations. An exploration of the blurred lines between AI-assisted learning and AI-dependent learning will be highlighted. 
• Discussion with attendees: Outlining strategies that can be employed by educators and institutions to: Educate students about ethical AI usage; implement policy changes that account for the use and misuse of AI writing aids; modify assessment methods to ensure genuine student understanding and reduce over-reliance on AI.

Learning Outcomes:

1. Educators and administrators will gain an in-depth understanding of AI tools, learning their capabilities and limitations in the context of modern education.

2. The presentation will highlight the ethical challenges and potential academic integrity issues posed by AI in education, emphasizing the importance of responsible usage.

3. Attendees will leave with practical strategies and policies to effectively integrate AI into educational settings, ensuring it enhances learning without compromising academic integrity.