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September 14, 2020

Call for Programs Deadline- EXTENDED

September 30, 2020

Early Registration Deadline

October 16, 2020

Regular Registration Deadline

NASPA Virtual General Assembly

Virtual Conferences and Institutes Health, Safety, and Well-being Alcohol and Other Drug Campus Safety and Violence Prevention Wellness and Health Promotion Graduate Undergraduate

The 2020 NASPA General Assembly is going virtual! The conference will take place via remote platform from November 4-7, 2020.

Students and advisors from across the nation will gather online to be inspired, share ideas, and build exceptional peer education programs promoting strategies in health, safety, and student leadership.

Presented By

 Health, Safety, and Well-being Initiatives

About

If you registered for General Assembly you should have recieved an email with information on how to access the event. Please check your spam if you have not recieved this. 

 

The General Assembly affords peer educators and advisors a tremendous selection of learning opportunities including more than 80 educational sessions and keynote speakers. General Assembly also provides pre-conference learning opportunities to enhance the conference experience, including our Certified Peer Educator (CPE) Train the Trainer.

There are many offerings for professionals and students throughout the conference, including school exhibits and networking opportunities. Throughout the conference, presentations will highlight efforts regarding high-risk drinking prevention, sexual responsibility, mental health, violence prevention, tobacco prevention, and more. Over 100 institutions of higher education will attend General Assembly, to learn from other institutions and to share successes. General Assembly is the culminating annual event of peer education efforts. It’s impossible to leave without new ideas, new ways of thinking, new information, and new friends. This conference is perfect to energize students, motivate advisors, and re-commit to making peer education and student health a campus priority.

Awards

There will be awards granted during the virtual conference. The Health, Safety and Well-being Initiatives of NASPA are honored to present awards in four categories: Outstanding Peer Educator, Outstanding Peer Education Advisor, Outstanding Peer Education Program, and Outstanding Peer Education Group. The deadline to submit an award nomination has passed.

Scholarships

The Health, Safety and Well-being Initiatives of NASPA offer several scholarships to mitigate the cost of attending General Assembly each year. This year, scholarships will cover the full cost of conference registration. The deadline to apply for a scholarship has passed.

Additional Training Opportunities

Add any of the following virtual self-pace trainings to your registration at a discounted rate.

Advisors Academy

The role of a collegiate peer health education advisor is complex, ever changing, and sometimes poorly defined. There is no handbook, guide, training, or manual when it comes to working with peer health education groups. This self-paced two hour course is geared towards new peer education advisors or those looking to brush up on their skills. You can learn more about Advisors Academy here.

Certified Peer Educator Train-the-Trainer

The CPE Train-the-Trainer Course is a self-paced four hour course geared toward Peer Education group advisors. Through this training, advisors have the opportunity to become an official facilitator of the CPE Course for their campus and students. The learn more about CPE and Train the Trainer, check out the website.

Virtual Certified Peer Educator Training 

The virtual CPE training is a self-paced eight hour course for students, who are currently peer educators or training to become one. This course gives students the opportunity to become certified through NASPA's flagship Certified Peer Educator program. Students will receive a certificate upon completing the training and passing the exam. To learn more about this training, check out the Virtual CPE Website.

Schedule

Virtual General Assembly will include a mix of recorded and live programming. In addition, each day will have an opportunity to connect with peers. 

The schedule below is listed in Eastern Standard Time 

Schedule
Wednesday
November 4
Thursday
November 5
Friday
November 6
Saturday
November 7
1:00 PM - 2:15 PM

Dr. Jason Kilmer- An Ounce of Prevention Has Never Weighed More: The Power of Peers

2:30 PM

Recorded Sessions Released

Details
  1. Recording 1.1- Scalably Addressing the Issue of Loneliness on Campus: A Research-Backed Approach:YOU at College
  2. Recording 1.2- Let’s Get Comfortable: Integrating Hygge into Virtual and Physical Peer Education    Spaces: University of Cincinnati
  3. Recording 1.3- The Why Behind the HOW: Implementing Evidence- Based Strategies and Using the Public    Health Approach: University of Missouri  
  4. Recording 1.4- Light up the Night: Assumption University
  5. Recording 1.5- WHAT’s UP: A Wellness Podcast: Portland State University
2:30 PM - 3:30 PM

Live Breakout Session 1

Details
  1. Breakout 1.1- WAP: Why Assess Programs- University of Miami
  2. Breakout 1.2- Mental Health Outreach in Graduate/Professional School Setting: Virginia Commonwealth University
  3. Breakout 1.3- Advisor Track- Advisor Roundtable:Late Night Programming during COVID-19: Miami University/ Peer Education Advisory Board
3:45 PM - 4:45 PM

Live Breakout Session 2

Details
  1. Breakout 2.1- Virtual Health Education: Social Media Branding and Audience Engagement: University of Miami
  2. Breakout 2.2- TECHnically in a Relationship: Baruch College
  3. Breakout 2.3- Advisor Track- Trends in Health and Wellness Peer Educator Training: Five Years of Data: Michigan State University
5:00 PM - 6:00 PM

Networking Hour

1:00 PM - 2:15 PM

Jane Fischer- Play Forward: Staying Connected, Creative, and Committed

2:30 PM

Recorded Sessions Released

Details
  1. Recording 1.1- A beginner’s Guide to Applying Theory to Practice for Peer Educators: Northern Illinois University
  2. Recording 1.2- Filling the Cannabis Misuse Knowledge Gap for College Campus Health Teams: University of Central Missouri
  3. Recording 1.3- Advisor Track- Effectively Supporting Students Impacted by our Peer Education Topics: George Mason University
  4. Recording 1.4- Love Your Body Week: A Campus-Wide Effort to Educate on Body Kindness: The Ohio State University
  5. Recording 1.5- Safer Sex Express: Wake Forest University  
2:30 PM - 3:30 PM

Live Breakout Session 1

Details
  1. Breakout 1.1- Applying Peer Educator Knowledge and Skills Towards Your Future: Michigan State University
  2. Breakout 1.2- Well- Being Calls: Connecting Students to Peers in the Time of Social Distancing: SUNY University at Albany
  3. Breakout 1.3- Advisor Track- Better Together: Blending Academic Competencies and Student Support Frameworks in Peer Mentor Training: New York University
3:45 PM - 4:45 PM

Live Breakout Session 2

Details
  1. Breakout 2.1- Keeping Students Engaged on a Shoestring Budget: University of Virginia
  2. Breakout 2.2- Leadership Unscripted: Being Flexible, Creative, and Having Fun!SUNY University at Fredonia
  3. Breakout 2.3- Advisor Track– Assessing Peer Education and Health Promotion Activities: Appalachian State University
  4. Breakout 2.4The Future is Theirs: How Youth/Young Adults are Rising Up to Respond to the Vaping Crisis- TRUTH Initiative
5:00 PM - 6:00 PM

Networking Hour

1:00 PM - 2:15 PM

Dr. Allison Smith- You Can Sit Here: Using Your Seat to Bring Others to the Table

2:30 PM

Recorded Sessions Released

Details
  1. Recording 1.1- Understanding and Including Students with Autism: NASPA, Student Affairs Professionals in Higher Education
  2. Recording 1.2 -The Burnout Blues: Springfield College
  3. Recording 1.3- Sleep is for the Week: Carroll College
  4. Recording 1.4- Advisor Track- Trauma Informed Approach to Peer Education: University of Buffalo
  5. Recording 1.5- HEART Lessons: Individualized Support Sessions: Berea College
2:30 PM - 3:30 PM

Live Breakout Session 1

Details
  1. Breakout 1.1- More Netflix, Less Chill: Sexual Agency in the Age of COVID-19: Miami University
  2. Breakout 1.2- Taking Peer Education to the Next Level: Translating Peer Education into a Career: University of Missouri
  3. Breakout 1.3- Advisor Track- Supporting Students of Color: University of Connecticut
3:45 PM - 4:45 PM

Live Breakout Session 2

Details
  1. Breakout 2.1- Do it on the ‘Gram: Leveraging Social Media for Peer Education: University of Miami
  2. Breakout 2.2- If You don’t Snooze, You Lose- California Polytechnic State University, San Luis Obispo and Springfield College
  3. Breakout 2.3- Advisor Track- Take Back the Net: Tried and True Tips and Tricks for a Trauma- Informed (VS Trauma performed) Virtual Take Back the Night: College of William and Mary
5:00 PM - 6:00 PM

Networking Hour

1:00 PM - 2:15 PM

David Arnold- Keynote

2:30 PM

Recorded Sessions Released

Details
  1. Recording 1.1- Bringing Mindfulness to College Students Efficacy of a Novel Peer Education Presentation: Bowling Green State University  
  2. Recording 1.2- It’s Time to Check-In: A Campus-Wide Approach to Destigmatizing Mental Health: West Chester University
  3. Recording 1.3- Everyone Poops! Leveraging virtual methods to address student barriers to fiber intake- California State University-Fullerton
  4.  Recording 1.4- I Need a Vapecation: Carroll College
  5.  Recording 1.5- The Uses of E-Mentoring Hours: Weber State University
  6.  Recording 1.6- Advisor Track- The Making of Health Educators using NASPA’s CPE Training: University of the District of Columbia
2:30 PM - 3:30 PM

Live Breakout Session 1

  1. Breakout 1.1- From Peer to Career: Building Strong Applications for Graduate School and Jobs: SUNY University at Albany
  2. Breakout 1.2- Zoom Fatigue Is real.. GET APPY!: Rutgers University- Newark
3:45 PM - 4:45 PM

Live Breakout Session 2

Details
  1. Breakout 2.1- Sex on the Big Screen: An Interactive Program Designed to Achieve Higher Audience Engagement: University of North Carolina- Wilmington
  2. Breakout 2.2- That’s a Good Question: Answering Difficult Questions and Establishing Boundaries: University of Connecticut
5:00 PM - 6:00 PM

Virtual Awards Ceremony

Cheer on your peers and advisors as we celebrate eachother. Raffle winners will also be announced! 

Registration

Self- Service registration has closed. You can still register for the conference by emailing bacchusadmin@naspa.org 

 

There is a new pricing structure for Virtual General Assembly this year! For the NASPA institutional member campus rate, you will be able to send as many students and staff as you like to the virtual conference. During the registration process, please estimate how many individuals will come from your campus. 

In addition to campus registration, you can still register at an indivdual rate if no one else from your campus will be attending. 

Registration is based on NASPA institutional membership status. If your peer education group is part of a college or university that is an institutional member, you can register at the member rate.  If your institution is not a NASPA member, visit the Membership section of the NASPA website to learn more about membership.

Registration Fees

Early Registration

before 9/30/20

Regular Registration

after 9/30/20

NASPA Institutional Member- Campus Rate
$250 $250
Non-member- Campus Rate
$450 $450
NASPA Insitutional Member- Individual Rate
$99 $119
Non- Member- Individual Rate
$149 $169

 

 

Additional Training Opportunties 

Advisors Academy

CPE Train the Trainer

Virtual CPE for students

NASPA Institutional Member
$89 $149 $29
Non-member
$149 $239 $49

 

 

Registration & Payment Policies

Registration Cancellation Policy:

Cancellation/refund deadline less a $50.00administrative fee is November 14, 2019. This program may be cancelled or postponed due to unforeseen circumstances. In this case, fees will be refunded; however, NASPA will not be responsible for additional costs, charges, or expenses, including cancellation/change charges assessed by airlines, hotels, and/or travel agencies. NASPA is not responsible for weather or travel related problems and will not reimburse registration fees for these issues. Please click here to submit a refund request. Refunds will not be processed after November 14, 2019 for any reason.

Please allow 7-10 business days for processing. To inquire about the status of a refund after 10 business days, please send an email to refund@naspa.org.

Payment Policy:

Click here to view NASPA’s complete Payment Policies and Procedures.

The registration rate displayed is based on your current membership status. If your membership expires or changes before the event, your registration rate will change, and you will be expected to pay the rate that coincides with your new level of NASPA membership.

Questions?

Rachael Novick
Coordinator, Peer Education Initiatives and Training Programs 
Email: rnovick@naspa.org 
Phone: (202) 265-7500

Speakers

Check back soon for the full list of speakers! 

Sponsors

If you would like to exhibit or sponsor at the 2020 NASPA General Assembly click here for the application. If you have any questions, please contact Kristie Jerde by phone at 218-280-7578 or via email at kjerde@naspa.orgThe deadline for sponsorships and exhibiting opportunities is October 19, 2020. 

Gold Sponsor

Silver Sponsor

Continuing Education

Continuing Education

National Commission for Health Education Credentialing, Inc. (NCHEC)

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) and/or Master Certified Health Education Specialists (MCHES) to receive up to 5 continuing education contact hours. Sessions that are eligible for CHES/MCHES credit are noted in the PDF below as well as in the online conference platform.

To request CHES or MCHES credit for this event, please fill out a CHES Contact Monitoring and Evaluation Form for each live session you attend. A packet is also provided to make it easier for you to manage and send your reporting forms. NASPA will provide a PDF certificate of attendance, and will report your hours to NCHEC.

General Certificates of Attendance

NASPA is also able to provide a general certificate of attendance from this event to document hours for other licenses or credentials, and/or to document hours that are not eligible for CHES/MCHES credit. To request a general certificate of attendance, please fill out and follow the instructions on the General Certificate of Attendance form. NASPA will provide a PDF certificate to document your hours.

The general certificate of attendance can also be used for Category II CHES credits by submitting the Category II claim form to NCHEC within 90 days of the event. Additional information, including the form, is available at https://www.nchec.org/continuing-education. Please contact NCHEC with any questions about this specific process.

Click here for more information on Continuing Education and frequently asked questions. If you have questions about Continuing Education, please contact Maureen Dechico.

CHES/MCHES Sessions
CHES Contact Monitoring and Evaluation Form
CHES Contact Monitoring and Evaluation Packet
General Certificate of Attendance Form

Virtual Raffle and Donations

The Health, Safety and Well-being Initiatives of NASPA is currently raising funds for student scholarships. These student scholarships will be used to mitigate the costs of attending General Assembly.

To donate, please go to the NASPA Donation Page and select "BACCHUS Fund - Gen Assembly Scholarships" as the Gift Designation. 

A virtual raffle will be available during the virtual conference. If you would like to donate to the virtual raffle, please reach out to Maureen Dechico

 

Call for Programs

The Call for Program is now closed! 

Please contact Rachael Novick if you have any questions or concerns.

Conference Themes and Suggested Topics

Individual skill building and leadership development

Presentations submitted under this category should be designed to enhance individual peer educator or advisor skills or develop perspectives in leadership that will enhance an individual peer educator or advisor’s capacity.

Learning outcomes for presentations submitted to this category might include:

  • After attending this session, peer educators will understand how to use active listening techniques during program presentation to address audience responses.
  • Participants attending this session will be able to identify three common leadership methodologies for managing peer education groups as a team leader.
  • Peer education advisors will review examples of group budgets and be able to adapt a budget model for use on their own campus.
  • Try answering one or more of the following prompting questions in your submission:
  • What specific skills would a participant to this session hope to leave with?
  • How will the skills developed through attending this session benefit a peer educator or an advisor in the work done back on campus?
  • How can participants attending this session continue to develop and master this skill after the session is completed?
  • Which peer education role does the proposed skill this session will teach benefit the most?
  • Is the skill developed by this session valuable for peer educators with a specific topical focus (e.g. sexual health, active lifestyles, alcohol prevention, etc.)?
Program description and adaptation

Presentations submitted under this category should be designed to detail an implemented program, policy, or practice on campus, discuss the successes and challenges, and offer perspectives on peer educator and advisor replication or adaptation of the program on their own campuses.

Learning outcomes for programs presentations to this category might include:

  • “Participants attending this session will discuss the design of Sample University’s “Be You” program and be able to identify the barriers to success a similar program might face at another institution of higher education.”
  • “After attending this session, participants will be able create a plan to implement a program addressing nutrition specifically to commuter students.”
  • “Participants attending this session will be able to replicate a passive table program with at least two of the six examples discussed in this session.”

Try answering one or more of the following prompting questions in your submission:

  • What was the process of designing the program that will be discussed in the presentation?
  • What were the challenges faced in the design, implementation, or evaluation of the program?
  • What were the successes – both anticipated and unanticipated – of the program?
  • How could a very similar college or university peer education group successfully replicate this program?
  • How could a very different college of university peer education group adapt this program to be successfully implemented on their campus?

Note: Program Description and Adaptation may include some modeling of what your presentation looked like when it was delivered on campus, but the purpose of presentations submitted under this category is not to simply do your program in its entirety for other peer educators.

Peer education group development

Presentations submitted under this category should be

designed to build skills and capacities of peer education groups or address peer education group issues. For example, programs might focus on the successful retention of peer educators, how to facilitate group meetings, or training peer education groups on specific core competencies or topical areas.

Learning outcomes for presentations submitted to this category might include:

  • “Participants attending this session will be able to describe three methods of recruiting peer educators with diverse backgrounds and skillsets.”
  • “After attending this session, participants will be able to use a competency assessment to identify the strengths and gaps of their peer education group.”
  • “Participants attending this session will be able to use an appropriate intervention to address identified group burnout.”

Try answering one or more of the following prompting questions in your submission:

  • What are the issues that peer education groups are facing?
  • What specific skills or capacities would a participant to this session be prepared to use to help their peer education group succeed?
  • Which strategies are best aligned to address which specific peer education group issues?
  • How can peer educators and peer education advisors identify peer education group issues?
  • What tools or strategies help bring peer education groups from good to great?
Cultural trends and campus issues

Presentations submitted under this category should be designed to raise awareness and prepare peer educators and advisors for new and emerging trends and issues which may impact or change the delivery of peer education on campus.

Learning outcomes for presentations submitted to this category might include:

  • “After attending this session, participants will be able to plan for changes in administrative funding while maintaining quality peer education efforts.”
  • “Participants attending this session will be able to define new state laws surrounding personal cannabis use for individuals over age 21.”
  • “Participants attending this session will discuss the role of personal identity in peer education work, and be able to deliver peer education curricula surrounding racial identity.”

Try answering one or more of the following prompting questions in your submission:

  • What is a specific new or emerging trend or issue that peer educators and advisors need to have more knowledge or awareness of?
  • Will campuses be making changes because of the new trend or issue?
  • How will participants attending this session continue to develop understanding on the topic after this session is completed?
  • How will the new or emerging trend or issue impact the delivery of peer education?