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

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

Learning Outcomes:

Participants will:

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

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

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

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

Webinar Package Pricing

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

In the current socio-political climate, there is a concerning clash between government hostility towards “diversity, equity, and inclusion” (DEI) work and the increasing use of Title VI to address racial climate concerns similar to Title IX with sexual misconduct. How can schools continue the work around belonging and inclusion and stay on the right side of the ever-evolving legal and administrative lines? Campus climate assessment–quantitative surveys and qualitative assessment methods like focus groups and interviews–are an institution’s most valuable method to understand its community as well as meet compliance concerns raised by Title VI. 

Campus climate refers to the prevailing atmosphere and social environment on a college or university campus. In this webinar, participants will reflect on 25 years of campus climate assessment and research, looking at how it was and continues to be influenced by scholarship, social contexts, and legislation. People will examine what was learned, where campuses are at now, and how campus climate assessments can play a role developing actions that support students, staff, and faculty in achieving academic, personal, and professional success. In understanding its population and its needs, institutions can reframe the DEI discussion by using this well-researched paradigm of increasing engagement, belonging, and retention. This assessment is only as effective as how the data is used, so this webinar will ensure that participants understand how to create action on the insights from assessment to make meaningful change for its community in terms of students, faculty, and staff well-being and persistence. 

Learning Outcomes:

• Understanding of the longstanding research around campus climate assessment, what it measures, and the different means of climate assessment
• Articulate the different factors that make up the atmosphere and social environment in an educational community and what can and should be included in a meaningful assessment of campus climate
• Identify a roadmap of how to take assessment and then target its insights towards creating meaningful action for specific communities and the larger campus.

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

Learning Outcomes:

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

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

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

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

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

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

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

Webinar Package Pricing

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

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

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

Learning Outcomes:

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

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

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

Learning Outcomes:

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

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

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

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

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

Webinar Package Pricing

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

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

Learning Outcomes

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

Continuing Education Credits

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

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

Guidelines for earning CE credit

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

No partial credit will be rewarded. 

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

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

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

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

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

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

Learning Outcomes

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

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

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

Learning Outcomes:

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

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

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

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

Learning Outcomes:

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

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

Learning Outcomes:

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

Continuing Education Credits

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

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

Guidelines for earning CE credit

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

No partial credit will be rewarded. 

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

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

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

  Learning Outcomes:

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

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

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

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

Learning Outcomes:

Participants will:

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

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

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

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

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

Learning Outcomes:

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

Continuing Education Credits

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

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

Guidelines for earning CE credit

1 CE is awarded for attending this live session for ONE category of Continuing Education. You cannot receive more than 1 credit hour total. 

No partial credit will be rewarded. 

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

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.

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. 

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. 

The Spectrum of Hazing was developed by StopHazing researchers as both a visual and a hazing prevention tool to depict the inverse relationship between recognition and frequency of hazing behaviors. Hazing behaviors are provisionally categorized as “intimidation,” “harassment,” and “violent” hazing and these are associated with frequency and recognition of the behavior. The presenters will share about the research basis and development of the Spectrum, predictive data about students experiencing hazing, how the Spectrum is used as a framework for ongoing research projects, and ways to use the Spectrum as a hazing prevention tool to help students and other stakeholders understand and identify normalized, frequently occurring forms of hazing. 

Learning Outcomes:

1. Gain familiarity with the topic of hazing and its prevention.
2. Become familiar with the Spectrum of Hazing and its research basis. 
3. Learn how to use the Spectrum of Hazing in campus hazing prevention initiatives. 

Guidelines for earning CE credit: 

1 CSAEd Core, 1 CSAEd-FSL, or 1 CSAEd-SC CEs are awarded for completing this course. Completion includes 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.

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. 

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.

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

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.

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.