NASPA Online Learning Community

NASPA On-demand Recordings

NASPA offers on-demand recordings for all the webinars offered throughout the year. These recordings are available for purchase and can be viewed at your leisure. Topics for the webinar range across the NASPA competencies and provide professional development from student affairs professionals. On-demand recording can be viewed by yourself or with a large group during a lunch and learn or another professional development opportunity within your department or division. 

  • Presentations are 60 minutes long, including the Q&A. 
  • Closed caption and transcript viewing are available for all webinars. 
  • The cost of a webinar is $79 for members; $179 for non-members.
  • Institutions that want to register for 25 individuals or more will receive a 15% off coupon. Rates are based on membership. 
  • On-demand recordings are available for 365 days after your purchase. 

Browse our available on-demand recording topics below. Click on the topic for more information, including the overview and speakers. Your on-demand purchase includes any additional resources and the presentation in PDF format. 



Video-on-Demand Catalog

  • 1 new product(s) added recently

    Get access to all 9 webinars in the 2024 PRACTICES Professional Development Series! Click on on the package title to view all of the webinars included.

    The NASPA Advisory Services PRACTICES Professional Development Series offers nine 60-minute webinars focused on topics spanning across our signature framework, PRACTICES. The framework focuses on student affairs and services’ policies, resources, alignment and partnerships with academic affairs, compliance, technology, inclusion, community, evidence-based practices, and student success efforts. This webinar series is a flexible, effective way to provide a comprehensive professional development series to your staff.

    PRICE

    Members:  $349

    Non-members $599

  • MENASA Multaqas are one-hour member engagement sessions that create a space for student affairs professionals in the Middle East, North Africa and Southeast Asia area to engage and connect, and to build a culture of support, collaboration, innovation, research, and professional development.

    MENASA Multaqas are one-hour member engagement sessions that create a space for student affairs professionals in the Middle East, North Africa and Southeast Asia area to engage and connect, and to build a culture of support, collaboration, innovation, research, and professional development.

    This segment of our "Student Affairs Officer 2.0" presentation departs from traditional paradigms, exploring how artificial intelligence (AI) transcends the physical desk and redefines support services, offering a paradigm shift in student engagement and holistic success.

    Move beyond reactive solutions. We delve into prescient analytics that proactively identify students at risk, be it academic hurdles, social isolation, or mental health concerns. AI-powered chatbots become tireless companions, offering empathetic support, personalized resource recommendations, and a constant, non-judgmental presence.

    Career services undergo a transformative metamorphosis. Witness AI-driven platforms that curate optimal career paths, refine resumes with algorithmic precision, and provide immersive interview simulations. Generic advice fades into oblivion, replaced by individualized roadmaps to professional fulfillment.

    For inclusivity, we break down barriers with immersive virtual reality (VR) experiences, shattering language limitations and fostering vibrant learning environments. Language labs morph into global playgrounds, and cultural immersion transcends physical borders.

    This section challenges presumptions and redefines possibilities. We advocate for embracing AI as not a replacement, but as a potent synergistic partner in shaping the future of student success. Prepare to be inspired, equipped, and perhaps even surprised by the boundless potential that lies ahead.

    Are you ready to evolve beyond the traditional Student Affairs Officer? Join us and unlock the transformative power of AI for holistic student success.

    Zainab Rasheed

    Zennova Technology – Al Madad Group

    Dr. Zainab R. brings a unique blend of expertise to this exploration of AI in Student Affairs. With a Doctorate in Higher Education and 20 years of experience navigating the administrative landscape of UAE institutions, she possesses a deep understanding of both the challenges and opportunities faced by student support services.

    Dr. Zainab’s passion for technology is evident in her track record of successfully implementing automation projects aimed at streamlining student affairs processes. Her current research and implementation efforts in AI and AR/VR further solidify her position at the forefront of innovation in educational technology.

    This combination of academic rigor, practical experience, and technological proficiency allows Dr. Zainab to offer informed insights and actionable strategies for leveraging AI to empower Student Affairs professionals and fuel holistic student success in the dynamic landscape of higher education.

    Georges Chedid (Moderator)

    Director of the Counseling Center

    American University of Kuwait

    Dr. Georges Chedid holds a PhD in neuropsychology and cognitive science from the University of Montreal. He is the Director of the Counseling Center at the American University of Kuwait. Dr. Chedid has a wealth of experience leading teams of counselors and art therapists, and training professional therapists. He showed an impact on the mental health, wellbeing, and academic success of students with disabilities and mental health disorders by providing an array of high-quality services at AUK. He plays a key role in Student Affairs by contributing effectively to the organization of events and workshops at the Art Room. Dr. Chedid is a mindful leader who encourages inclusion and diversity and continually strives to enhance the quality of life for students with disabilities and mental health issues. He effectively manages and supervises the counseling center staff, clinical operations, art and music therapy rooms, budgets, and daily operations.

  • Includes Credits

    This session will take participants through the way one institution responded to the need to center Black undergraduates’ identities and the steps the institution took to build a weekend-long experience for the women to embrace and celebrate their Blackness. The presenters will provide data to support the creation, implementation, and effectiveness of the retreat experience.

    Katie Dalton, PhD

    Director of the Boston College Women’s Center

    Boston College

    Katie Dalton is the Director of the Boston College Women’s Center. Katie received her undergraduate degree in psychology, her master’s degree in higher education administration, and her PhD in higher education administration from Boston College. Katie’s doctoral research investigated the role that mentors in woman-to-woman mentoring of undergraduate students play in addressing undergraduate women’s declining self-esteem. Katie explored mentors’ motivation for serving as mentors, their level of critical consciousness of undergraduate women’s experiences, and whether they believed they had the power to enact structural change. 

    Christie Louis

    President of HA, South Africa Arrupe Leader and SAP panelist

    Boston College

    Christie Louis is originally from Port-Au-Prince, Haiti but currently resides in Wrentham MA. She is a senior currently studying Biology and minoring in Public Health in hopes of pursuing a career as a provider in women's Health (specifically focused on Black maternal health). On campus, Christie splits her time working in the Women's Center and Academic Advising Center. She currently serves as the President of HA, South Africa Arrupe Leader, and SAP panelist. Off campus, Christie works as an intern for Harvard's Ariadne Labs Delivery Decisions Initiative focusing on improving a birthing person's labor experience and postpartum care through the implementation of a patient-centered model of care. She was the 2022 and 2023 student director of the Boston College Black Women Matter Retreat. 


    A student served as the catalyst for the Black Women Matter Retreat by proactively sharing her need for a space where she could hold and attend to the intersection of two of her identities - that of a Black person and a woman – with the Boston College Women’s Center (WC) staff. Up to this point, she felt that she needed to attend to these aspects of her identity separately by accessing discussions and programs related to her blackness at the Boston College Thea Bowman AHANA Intercultural Center and attending the Women’s Center to discuss her identity as a woman. In response, the WC conducted focus groups with Black women in staff and faculty positions who were in touch with students in order to begin to understand their perceptions of Black women's undergraduate needs. 

     The WC then invited Black undergraduate women to participate in interviews to share their experiences as Black women at Boston College. Eight Black undergraduate women, ranging in year from freshmen to seniors, participated in the interviews. 

    After coding the interview data, the staff identified a number of themes, which fell into the following categories: Emotional Labor, Absence of Identity Recognition, Desire for a Sense of Belonging, and Institutional Support. 

    Learning Outcomes: 

    • Understand information and data on the unique needs of undergraduate Black women at predominantly white institutions.
    • Interpret the intervention (retreat) the presenter developed to address those needs.
    • Articulate assessment tools and processes to verify the effectiveness of the intervention. 
    • Interpret and identify the unique needs of undergraduate Black women at predominately white institutions. 
    • Address intervention for the unique needs of undergraduate Black women at their institution
    • Create assessment tools and processes to verify the effectiveness of the interventions developed to support the student success of Black women at predominantly white institutions.

    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 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.

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  • Includes Credits

    Students are coming to our campuses with core issues that impact their learning including lack of basic needs. This webinar will discuss potential opportunities for meeting the basic needs of our students in a centralized system through a food pantry + model and the positive impact on student success.

    Dr. Ricky Tompkins

    Director of the Center for Student Success

    Arkansas Community Colleges

    Dr. Ricky Tompkins, Director of the Center for Student Success for Arkansas Community Colleges, works to improve access and opportunities for students working with the twenty-two Arkansas two-year colleges and national organizations. Before joining Arkansas Community Colleges in 2022, he served for over 10 years as Vice President for Learning and Chief Academic Officer at NorthWest Arkansas Community College, where he helped students achieve their dreams in building better lives for themselves and their families.

     
    Dr. Tompkins has taught on the university level, published in academic and professional journals, and presented at higher education meetings and conferences across the United States. He was a 2007 and 2009 Bellwether Award Finalist for Community College innovation, graduate of the Executive Leadership Institute sponsored by the League for Innovation in the Community College, and completed Arkansas Leader, a Command School sponsored by the Federal Bureau of Investigation and the Criminal Justice Institute of the University of Arkansas System.

     
    He holds a Doctor of Education in Higher Education from the University of Arkansas at Little Rock, a Master of Liberal Arts from Henderson State University, and a Bachelor of Arts from East Texas Baptist University.

    Students are coming to our campuses with core issues that impact their learning including lack of basic needs. This webinar will discuss potential opportunities for meeting the basic needs of our students in a centralized system through a food pantry + model and the positive impact on student success. Four Arkansas colleges, supported by Arkansas Community Colleges and the ECMC Foundation, piloted a more comprehensive usage of the food pantry as a centralized location for accessing and learning about additional resources and services. There are several takeaways from the project that will be discussed in the webinar.

    • Students accessing the new food pantry model are 6 to 8 percentage points more likely than students not accessing the pantry to be enrolled one semester and one year later, and to earn a credential.
    • Low-income students, adult students, and students of color are more likely to access campus food pantries, driven by colleges’ targeted outreach efforts to key student groups.
    • The notable academic benefits of the new food pantry model are present for Pell recipients, for adults, and for students of color – with especially high proportional increases in credential attainment for students of color who access campus pantries.

    Learning Outcomes:

    1. Participants will learn more about the comprehensive food pantry + model utilizing current resources including SNAP, TANF, and other available resources.
    2. Participants will learn about the pilot implementation of comprehensive food pantries at 4 Arkansas institutions and the positive academic results.
    3. Participants will become more familiar with the ASPEN led 2GEN approach to meeting the needs of whole families for academic success.

    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.

  • Includes Credits

    Learn what considerations and campus partnerships UT Austin explored to implement a robust and successful Title IX Advisors program to meet the needs of complainants and respondents engaging in the grievance process.

    As an institution that has facilitated more than 165 formal investigations and 50 live hearings since the 2020 Title IX regulations went into effect, The University of Texas at Austin (UT Austin) developed a robust Title IX Advisors program to meet the needs of parties going through the formal grievance process, including the non-hearing eligible cases and providing advisors for the investigation stage of the process. The Title IX Advisors program is housed within the support and resources program of UT Austin’s Title IX Office.  

     To meet this need, UT Austin created partnerships leading to three separate pools of advisors: faculty advisors, general advisors, and a pro bono program through a partnership with the school of law. Representatives from other institutions have connected with UT Austin’s Title IX Office to learn more about the establishment of this program.  

     The presenters will discuss the development of the Title IX Advisors program, challenges faced, lessons learned, and plans for the future. In particular, the presenters will discuss how they worked through the considerations of establishing these partnerships with the Provost’s Office, school of law, and other offices and divisions across campus. Some key considerations will include how the advisors were selected, the training that was required of them in preparation, the compensation and/or experience that advisors receive for their role, and how the program is managed on a daily basis within the Title IX Office. 

    Learning Outcomes: 

    • Participants will learn how to devise and implement a Title IX Advisors program at their home institution. 
    • Participants will be able to identify the key considerations for establishing a Title IX Advisors program at their home institution. 

    Dr. Robert F. Leary

    Deputy Title IX Coordinator and Director of Support and Resources

    University of Texas at Austin, Title IX Office


    Robert Leary currently serves as the Deputy Title IX Coordinator for Support and Resources in the Title IX Office at The University of Texas at Austin, where he manages support and accommodations. Robert's prior professional experience includes working in student conduct at UT Austin and residence life at The University of Pennsylvania in Philadelphia, Pennsylvania and New York University Abu Dhabi. Robert has received extensive training regarding federal and state policies related to higher education, including Title IX compliance and Clery Security Reporting. Robert received his Ph.D. in Educational Leadership and Policy from The University of Texas at Austin, M.S.Ed. in Higher Education from The University of Pennsylvania and B.A. in Classics from Ohio University.

    Whitney Campbell

    Assistant Director of Support and Resources

    University of Texas at Austin, Title IX Office


    Whitney Campbell is the Assistant Director of Support and Resources in the Title IX Office at the University of Texas at Austin. She oversees support and resources case managers in providing resources and accommodations for complainants and respondents involved in the grievance process (including facilitating Title IX Advisor accommodations). Prior to working in Title IX, she worked as one of the advisors in the program. Additional professional experience includes working in student conduct at UT Austin and as a legal department operations manager in a private law firm. Whitney received her B.A. in Sociology from Westmont College.

  • MENASA Multaqas are one-hour member engagement sessions that create a space for student affairs professionals in the Middle East, North Africa and Southeast Asia area to engage and connect, and to build a culture of support, collaboration, innovation, research, and professional development.

    MENASA Multaqas are one-hour member engagement sessions that create a space for student affairs professionals in the Middle East, North Africa and Southeast Asia area to engage and connect, and to build a culture of support, collaboration, innovation, research, and professional development.

    Topics covered during the presentation will include defining empathy, superiority complex, emotional intelligence, and active listening. It will help professionals in the student life area become more aware of the needs of students and fellow employees and deal with daily interactions in a more positive way.

    Nabil Salibi

    Senior Director of the Center for Student Wellbeing

    American University of Cairo

    Nabil joined the American University in Cairo (AUC) in August 2021 as the Senior Director of the Center for Student Wellbeing (CSW). He currently oversees the 4 main functions that CSW provides, namely, Mental Health Counseling, Accessibility Services, Academic Risk Counseling and Outreach.

    Before AUC, Nabil spent 6 years at King Abdullah University of Science & Technology (KAUST) in Saudi Arabia working with a multicultural community coming from 110 nationalities. Nabil joined KAUST in 2015 as a Psychologist for the Student Counseling Services (SCS). In September 2019, he stepped into the acting manager role for SCS while continuing to provide clinical, outreach and on-call services. 

    Besides counseling, Nabil has overseen outreach programming including educational workshops, networking, and events delivered to a variety of stakeholders on campus. In addition, he chaired the Community Mental Health Committee (CMHC) which brings together mental health professionals from across university departments. He also served as a primary member on the Behavioral Intervention Team (BIT) and the Clinical Crisis Team (CCT).

    Prior to 2015, Nabil ran his own private practice in his home country of Lebanon as well as holding managerial positions at local universities, teaching psychology and sociology courses for undergraduates, and has experience with disabilities earlier in his career. 

    Nabil received his BA and MA degrees in Psychology from the American University of Beirut (AUB). In 2012, he completed a 4-year postgraduate training in Psychotherapy and is currently a Licensed Psychotherapist from the European Association of Psychotherapy (EAP). Nabil is also a Licensed Hypnotherapist from the National Guild of Hypnotists (NGH), Merrimack, USA.

    Georges Chedid (Moderator)

    Director of the Counseling Center

    American University of Kuwait

    Dr. Georges Chedid holds a PhD in neuropsychology and cognitive science from the University of Montreal. He is the Director of the Counseling Center at the American University of Kuwait. Dr. Chedid has a wealth of experience leading teams of counselors and art therapists, and training professional therapists. He showed an impact on the mental health, wellbeing, and academic success of students with disabilities and mental health disorders by providing an array of high-quality services at AUK. He plays a key role in Student Affairs by contributing effectively to the organization of events and workshops at the Art Room. Dr. Chedid is a mindful leader who encourages inclusion and diversity and continually strives to enhance the quality of life for students with disabilities and mental health issues. He effectively manages and supervises the counseling center staff, clinical operations, art and music therapy rooms, budgets, and daily operations.

  • Based on the Student Affairs Educator Certification Domains Talent Management and Leadership, this ten-product bundle gives you high-quality professional development with the convenience of on-demand. The bundle, holding over a $750 value for members, is available to you at one low cost for 365 days.

    Based on the Student Affairs Educator Certification Domains Talent Management and Leadership, this ten-product bundle gives you high-quality professional development with the convenience of on-demand. The bundle, holding over a $750 value for members, is available to you at one low cost for 365 days. Click on the title for on-demand webinars included and overview. 

    Price: 

    Member: $349

    Non-member: $599

  • Includes Credits

    Traditionally, student affairs has data dispersed across the division, which limits the use of data to inquiry about programs and services, inform improvement efforts and decision-making, and share impact stories. Come learn how your department or division can approach building a data lake to create real-time data visualizations that support inquiry, improvement, and impact.

    Heather J. Strine-Patterson, Ph.D.

    Director of Student Affairs Assessment

    Appalachian State University

    Dr. Heather Strine-Patterson is the Director of Student Affairs Assessment at Appalachian State University. She also serves as the current Editor for the Journal of Student Affairs Inquiry, Improvement, and Impact and an Ex Officio Board Member with Student Affairs Assessment Leaders (SAAL). Dr. Strine-Patterson has done numerous presentations at regional and national conferences and recently published "Assessment is a leadership process: The Multilevel assessment process" with New Directions for Student Services.

    Nearly 20 years ago, Dr. Strine-Patterson began her career as a student affairs practitioner. Five years ago, she began her full-time professional journey with student affairs assessment at Appalachian State. There, among other things, she is currently leading efforts to build a student affairs data lake that informs the division’s inquiry, improvement, and impact efforts. Dr. Strine-Patterson earned a Ph.D. in Strategic Leadership with a concentration in Postsecondary Analysis & Leadership from James Madison University. She also earned a Masters of Science in Higher Education Administration from Syracuse University, and a Bachelor of Arts in Psychology from Ohio State University.

    Ellissa Brooks Nelson, Ph.D.

    Divisional Director, Student Affairs Research and Assessment

    University of North Carolina at Charlotte

    Dr. Ellissa Brooks Nelson currently serves as the Divisional Director for Student Affairs Research and Assessment at the University of North Carolina at Charlotte. She has over 15 years of experience in program evaluation, assessment, strategic planning, data management, and educational research. She has held leadership positions within local government, higher and secondary education, and non-profit sectors. Dr. Brooks Nelson is currently leading efforts within the Division of Student Affairs in building an integrated system of Student Affairs data to inform the impact of Student Affairs on student success. She is passionate about helping student affairs program staff tell their story of program impact and to identify opportunities to better serve students.

    Dr. Brooks Nelson has achieved numerous peer-reviewed publications and has presented at state, regional, and national conferences. She is actively involved in numerous professional organizations and is currently serving as the VP of Profession Advancement on the 2023 Student Affairs Assessment Leaders Board. She received her bachelor’s degree from Appalachian State University and her master’s and Ph.D. degrees from UNC Charlotte.

    Student data has long been integrated into a university data ecosystem from admissions (e.g., demographics) and curricular experiences (e.g., course registration, G.P.A.); however, co-curricular and extracurricular experiences have generally been dispersed in different department third-party systems, spreadsheets, or paper and pen sign-in sheets. Often, the time it takes to clean, match, analyze, and visualize this dispersed data is time intensive and does not match the skills of most student affairs practitioners. This means that by the time data is visualized, it is largely done to describe the student involvement and utilization of services for yesterday’s student - not today’s student.

    Building a student affairs data lake supports an integrated data and analytics ecosystem that allows student affairs to create real-time data visualizations that are trusted and timely. This supports student affairs’ ability to inquire, improve, and share impact stories about current students. The increasing demand for fast, high-quality data has inspired the presenters to evolve their way of thinking, doing, and transforming the work of student affairs assessment by building a student affairs data lake that is a cornerstone of their practice. Come learn how your department or division can approach building a data lake to create real-time data visualizations that support inquiry, improvement, and impact.

    Learning Outcomes: 

    1. Articulate the benefit to building an integrated data system, including the types of data visualizations that can be created.
    2. Identify the key advocates and partners to build an integrated data system at any institution.
    3. Articulate the process for building a standard data collection protocol for a department and division.

    Questions? Contact NASPA Advisory Services at practices@naspa.org.

    Registered for the live webinar but unable to attend? A recording of the webinar will be available for registrants 365 days after the live webinar.

    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.

  • Includes Credits

    Assess, assess, assess! There are many competing priorities and projects that require teams to articulate what needs to be assessed, how they are assessing and why they are assessing. An assessment calendar captures these different factors to ensure your team is on track and focused on aligning assessment projects to the departmental and divisional needs. Learn the key ingredients to construct a successful assessment calendar and practice creating an assessment calendar in this session!

    Assess, assess, assess! There are many competing priorities and projects that require teams to articulate what needs to be assessed, how they are assessing and why they are assessing. An assessment calendar captures these different factors to ensure your team is on track and focused on aligning assessment projects to the departmental and divisional needs. Learn the key ingredients to construct a successful assessment calendar and practice creating an assessment calendar in this session!

    Janae’ Collier

    Associate Director

    University of Michigan


    Dr. J' currently serves as the Associate Director of the Michigan Research & Discovery Scholars program at the University of Michigan. Dr. J's earned her Ph.D. from the University of Cincinnati in Health Education, specializing in counseling and wellness in higher education and is a  and is a Certified Dave Ramsey Financial Master Coach. Dr. J' lead at Syracuse University as the Coordinator of Academic Initiatives & Assessment from 2019-2021. Beyond her contribution to higher education, Dr. J' manages her financial coaching business where she coaches individuals on defining and creating their financial peace & health in their personal life.  Dr .J's life mantra is "Accept Help. Give Hope. Welcome Happiness" .

    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™) 

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

    Guidelines for earning CE credit: 

    1 CE is awarded for attending this live session. 

    No partial credit will be rewarded. 

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

    Credit is available for attending the live session and viewing the on-demand recording. 

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

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  • Includes Credits

    In the post-pandemic era, leaders in student affairs and across higher education have been challenged to recruit and retain professional staff while maintaining our efforts to support student success. This webinar will offer participants the opportunity to hear about how division leadership worked intentionally to change the culture in their division by offering opportunities for staff to engage in critical dialogue that is resulting in improved staff morale, greater trust and tangible change.

    Paz Maya Olivérez, Ph.D.

    Vice President, Student Affairs

    California State University, San Bernardino

    An accomplished administrator and educator, Dr. Olivérez brings a wealth of higher education and California State University (CSU) experience to her role as Vice President for Student Affairs at California State University, San Bernardino (CSUB). Prior to serving as the associate vice president and dean of students, she served as the interim vice president for student affairs at Stanislaus State. Before that, she spent eight years at California State University, Dominguez Hills, where she held several administrative positions including associate vice president for student success. 

    Dr. Olivérez’s leadership experience in higher education includes oversight of programs that support student development, student engagement, and student success. During her 20 years as an educator, Dr. Olivérez has served diverse student populations throughout California and received national recognition for her innovative efforts to help students build a strong foundation for long-term educational and professional success.

    Based on the book “Creating Sustainable Careers in Student Affairs: What Ideal Worker Norms Get Wrong & How to Make it Right” by Sallee, et al. (2020), this webinar will describe how leaders in one Division of Student Affairs worked with the book’s authors to intentionally develop and deliver a 2-year long series of in-person and virtual facilitated dialogues and workshops where staff were given the opportunity to engage with the book, its authors, and each other. These dialogues and workshops allowed participants to discuss the ways in which they internalized ideal worker norms throughout their professional lives, and how this shaped their behaviors as professionals, perceived expectations by their supervisors, consequent expectations of themselves, and the real-life costs of these behaviors and expectations. Honest and unfiltered conversations involving division staff and leaders about the impact of ideal workers norms on staff, their colleagues, and the students they serve revealed that these norms led to stress, burnout, fatigue, lack of work-life balance, disengagement, poor morale, and high turnover.

    While they allowed for division leaders and staff to speak openly about how they had been feeling over the last two years and throughout much of their careers in Student Affairs, these dialogues were also cathartic as they provided a rare space for members of the division to engage in small and large group dialogue about how they were experiencing their work prior to, during, and in the aftermath of the COVID-19 pandemic. In fact, many participants expressed their appreciation to division leaders for being provided the space to discuss their experiences critically and for being given the opportunity to speak candidly about how they were feeling. However, others remained skeptical that these conversations would lead to actionable steps and tangible change that would impact their experience as workers in their respective division, on their respective campus, and/or in the field of student affairs or higher education.

    Participants in this session will have the opportunity to hear from the SSAO who worked with Dr. Sallee and her colleagues to initiate and deliver the book read and related dialogues and workshops. Those in attendance will also have the opportunity to share approaches to supporting the long-term sustainability of student affairs professionals utilized on their own campuses prior to, during, and in the aftermath of the pandemic and the degree to which these efforts impacted the culture of their divisions and their work on behalf of students. The presenter will also facilitate an interactive discussion of the challenges experienced by professionals and students in the room on their own respective campuses and how they might apply the approaches described in the session.

    Learning Outcomes: 

    1. Learn about the concept of ideal worker norms and how real & perceived manager expectations can exacerbate the fatigue, stress, and burnout often experienced by student affairs professionals responsible for supporting diverse students with complex and ever-changing needs;
    2. Learn how leaders in one Division of Student Affairs worked intentionally to change their division culture by offering opportunities for staff to engage in critical dialogue to dismantle ideal worker norms;
    3. Learn how honest dialogue involving Student Affairs leaders and staff at all levels can result in improved staff morale, greater trust and tangible change;
    4. Learn practical strategies for implementing actionable steps and tangible changes that can be made in any Division of Student Affairs to dismantle ideal worker norms and create more sustainable careers for student affairs professionals.

    Questions about the webinar? Email practices@naspa.org.

    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.

  • The CollegeAIM tool aids in dissemination of evidence-based alcohol prevention, but there is limited information on how it is used and perceived by professionals. Join Dr. Ashley Helle, Ph.D. from the University of Missouri who will review recently collected data (surveys, interviews, strategic plans) from a statewide prevention coalition regarding their perceptions and use of the CollegeAIM tool and applications of CollegeAIM in strategic planning. Recommendations for selection and implementation of evidence-based practices based on prevention professionals experiences will be provided.

    Ashley Helle, Ph.D.

    Assistant Research Professor, Clinical Psychologist

    University of Missouri-Columbia

    The CollegeAIM tool aids in dissemination of evidence-based alcohol prevention, but there is limited information on how it is used and perceived by professionals. Join Dr. Ashley Helle, Ph.D. from the University of Missouri who will review recently collected data (surveys, interviews, strategic plans) from a statewide prevention coalition regarding their perceptions and use of the CollegeAIM tool and applications of CollegeAIM in strategic planning. Recommendations for selection and implementation of evidence-based practices based on prevention professionals experiences will be provided.

  • Join us as leading researchers who have published findings related to alcohol use, mental health, & coping of “Generation Z” students on campuses, including findings related to the COVID-19 pandemic. This free webinar will identify actionable strategies for higher education professionals to support prevention with Gen-Z.

    Jason R. Kilmer, Ph.D.

    Associate Professor, Psychiatry & Behavioral Sciences; Adjunct Associate Professor, Psychology

    University of Washington

    Dr. Jason Kilmer, Ph.D., is an Associate Professor in Psychiatry and Behavioral Sciences at the University of Washington School of Medicine and an Adjunct Associate Professor in Psychology at UW. His research focuses on assessing prevention and intervention strategies for alcohol, cannabis, and other drug use among college students. With over 125 campuses nationwide, Jason has extensive experience working with various student groups, including athletes, fraternity and sorority members, and first-year students, implementing alcohol and drug prevention programs. 

    In addition to his research and teaching roles, Jason is actively involved in student affairs, delivering presentations for intercollegiate athletics and residence life. He chairs the Washington state College Coalition on Substance Misuse, Advocacy, and Prevention (CCSAP). Jason has contributed to national initiatives, such as NYU’s National College Depression Partnership, Dartmouth’s National College Health Improvement Program, and NASPA’s 360 Proof project. He played a key role in developing the National Institute on Alcohol Abuse and Alcoholism’s College Alcohol Intervention Matrix (CollegeAIM). 

    Recognized for his significant contributions, Jason received the National Prevention Network’s Award of Excellence in 2014 and the Washington State Prevention Professional Award of Excellence in 2017. His commitment to student affairs earned him the Sue Kraft Fussell Distinguished Service Award in 2017 and the 2018-2019 Research Award from NASPA’s Student Athlete Knowledge Community. Jason’s excellence in teaching was acknowledged with consecutive awards from the MEDEX Northwest Physician Assistant Training Program in 2017, 2018, and 2019.

    Sara K. Kaylor, Ed.D, RN, CNE

    The University of Alabama

    Rebecca Deason, Ph.D.

    Texas State University

    Join us as leading researchers who have published findings related to alcohol use, mental health, & coping of “Generation Z” students on campuses, including findings related to the COVID-19 pandemic. This free webinar will identify actionable strategies for higher education professionals to support prevention with Gen-Z.

  • Join NASPA and the Community College Division (CCD) in four high-content, scholarly webinars highlighting the work and support of community college students, faculty, and staff. Webinars can be purchased individually or as a package. All webinars will be recorded and available on-demand for 365 days after the live event.

    Join the NASPA Community College Division (CCD) for four 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 focused specifically on community college hot topics. This series can be purchased as a package or individually with the option to attend live or on-demand. The package option must be purchased in one transaction; single webinar transactions will not be refunded to purchase the package. All webinars are 60 minutes long, allowing Q&A. On-demand access will be available for 365 days. 

    Purchase the webinars for your professional development or host a learning opportunity for your department or team. Purchased webinars will be embedded in your Dashboard on the NASPA Online Learning Community. Prices for the webinar options are as follows: 

     Webinar Package

    $149 (member; a $316 value)

    $249 (non-member; a $716 value)

    questions, reach out to virtuallearning@naspa.org

  • President Emeritus, Timothy A Alvarez, Ph.D. will offer strategies for having crucial conversations with staff. With over 34 years of experience in Student Affairs and Presidential leadership roles in community colleges, Dr. Alvarez will share insight on having crucial and sometimes challenging conversations in the workplace, while demonstrating compassion and grace.

    Dr. Timothy Alvarez

    President Emeritus

    Otero College

    Dr. Timothy Alvarez recently retired as President Emeritus from Otero College, where he served as only the 5th president. He was relentlessly focused on student engagement, minimizing systematic barriers, equity and inclusion, undergraduate research, career readiness, and mentoring. Professionally, Dr. Alvarez provided leadership to the National Association of Student Affairs Professionals (NASPA), the Association of Land Grant Universities (APLU), and the broader community. Within NASPA, he has been a regional director, NUFP regional coordinator, state membership coordinator, regional membership coordinator, conference program co-chair, case study judge, program reviewer, and board member for the James Scott Academy.

    Dr. Alvarez also enjoys community involvement, as evidenced by his recent participation in the El Pomar Foundation, the Koshare Museum Board of Directors, the La Junta School District Advisory Council, and the La Junta Main Street Board.

    Dr. Alvarez has been married to Lori for thirty-eight years. They have three grown children, Joshua, Jason, and Tiffany, and 5 grandsons under the age of 4.

    President Emeritus, Timothy A Alvarez, Ph.D. will offer strategies for having crucial conversations with staff. With over 34 years of experience in Student Affairs and Presidential leadership roles in community colleges, Dr. Alvarez will share insight on having crucial and sometimes challenging conversations in the workplace, while demonstrating compassion and grace.

  • More data is not always the answer to improving student success. We will be exploring how existing data can be utilized to improve success, many times without the student asking for help.

    Mordecai I. Brownlee, Ed.D

    President

    Community College of Aurora


    Dr. Brownlee is an inclusive educator who proudly served as the sixth president of the Community College of Aurora. Within the first two years of his presidency, President Brownlee has already brought about significant change and improved the student success agenda at the Community College of Aurora. These successes include CCA embarking upon its first capital project in 24 years, record-breaking capital and scholarship fundraising, the hiring of CCA’s largest and most diverse faculty ranks in the college’s history, improved student completions by more than 20%.

     

    Dr. Mordecai publishes frequently, including serving as a columnist for EdSurge. He also teaches for Lamar University and the University of Charleston. Dr. Mordecai has been featured on several local, state, and national platforms including the American Association of Community Colleges Community College Journal, NASPA Leadership Exchange, EdUp Experience, EdTech Magazine, and Colorado Sentinel. In 2023, Dr. Mordecai was named 40 Under 40 by the prestigious Denver Business Journal and the Community Leader of the Year by the Aurora Chamber of Commerce. In 2022, he was featured by Diverse: Issues in Higher Education Magazine as a “New School” leader representing the next generation of college presidents.

    William J Dixon, Ed.D

    Director of Institutional Research

    Monroe Community College


    Dr. Dixon has spent twenty three years working in Institutional Research.   He holds a Doctorate of Education: Curriculum and Instruction and a Masters of Science in Clinical Psychology.  Dr. Dixon currently serves as the Director of Institutional Research at Monroe Community College in Rochester, NY where he oversees mandated reporting along with predictive analytics and the ethical use of data.  He has experience with the Virginia, Tennessee, and New York education systems and has worked closely with the Gates Foundation, Lumina Foundation, and the Aspen Institute.

    During his tenure, Dr. Dixon has overseen several initiatives including data warehousing, college accreditation, state and federal reporting, college financial audits, Banner implementation, Grants, and a number of other projects.  Dr. Dixon’s experience in multiple areas allows him to understand the vast amount of  data available and how this data can be used in different ways.  He is a champion of data training and access and believes strongly that people make the best decision possible based on the data they have, they just may not have the right dataset.

    More data is not always the answer to improving student success.  We will be exploring how existing data can be utilized to improve success, many times without the student asking for help.

  • NASPA Global Division presents the "Global Hour", an event inviting colleagues from around the globe to meet and attend an interactive presentation about global changes and shifts in Higher Education and Student Affairs. Attendees will have the chance to explore professional development resources and engagement opportunities with NASPA's global members and receive information about the professional development opportunities.

    NASPA Global Division presents the "Global Hour", an event inviting colleagues from around the globe to meet and attend an interactive presentation about global changes and shifts in Higher Education and Student Affairs. Attendees will have the chance to explore professional development resources and engagement opportunities with NASPA's global members and receive information about the professional development opportunities.

    Join us each month for a panel discussion of the NASPA/ACPA Professional Competency Areas for Student Affairs Educators. We will welcome panelists from different institutions and regions around the world to talk about the need for a common vocabulary and to discuss applying the competencies in context.

    November - Advising and Supporting 

    Omneya Badr (Moderator)

    Senior Academic Advisor

    Qatar University

    Since 2014, Omneya Badr holds the position of Senior Academic Advisor at Qatar University and was previously a faculty advisor at NYIT Bahrain. Badr holds an MBA from the University of Bath – UK, a Certificate of Business Operation from the Academy of Arts, California - USA & a BA in Business Administration from the American University in Cairo - Egypt.  In addition, she recently acquired a Diversity, Equity and Inclusion in the Workplace Certificate from the University of South Florida - USA. She gained a culturally diverse experience working for over 20 years in USA, UK, Egypt, Bahrain and Qatar. Badr is a MENASA NASPA advisory board and part of MENASA professional development committee. In 2021, she was leading of the annual conference ‘programing” committee and in 2022, she was the conference co-chair. She held teaching and academic advising positions at NYIT Bahrain, BIBF Bahrain, and Qatar University. She has consultancy and training experience with several Institutions in Bahrain and Qatar. Her research interests include cultural based academic advising, branding higher education, cross-cultural communication, and education as a soft power.

    Vinnie Mather

    Dean of Students

    Shiv Nadar Institution of Eminence

    An educationist by profession, Mrs. Vinnie Mathur is an Author, Craft Trainer, Workshop Consultant and environmentalist. Vinnie specializes in conducting best out of waste workshops, in other words converting waste into wealth in her free time. Vinnie has written various articles in leading newspaper and magazines and books. In her early career, she has been associated with St. Mary’s School & Delhi Public School, New Delhi and also worked with the Galgotias Group of Educational Institutions as Dean-Student Affairs & Clubs. Presently she heads external relations at the Office of the Vice-Chancellor, Shiv Nadar Institution of Eminence. Ms. Mathur has done her M.B.A., B.Ed. and diploma courses in Child Development & Psychology and Nursery and Primary Teachers Training. She has also written numerous books for children. Her very own popular series of Do It Yourself Craft is a big hit. She has a credit of more than 25 books.

    At Shiv Nadar University, she looks after Student Development Programmes initially which included a series of workshops, seminars etc for students on various topics. She headed student clubs of the University . She has to her credit the able organization and execution of Orienation programme, Farewells, Freshers Party, Business Fest, Club activities, Blood Donation Camps etc. Under her able guidance students have represented the University in various Inter- College Fests and competitions across the country and have brought laurels to the University. The student clubs , more than 50 under her are in various categories- Social, Cultural, Technical, Management and Sports. Theatre, Music, Dance, Technical and management clubs are a few to name.

     

     

     

    Maria del Pilar Murguia (Moderator)

    Director of Student Services

    John Cabot University

    Maria del Pilar Murguia was born in Bolivia and raised across Italy and Colombia! Her multicultural life experience allowed her to learn firsthand the challenges that living in different countries entails!  With a business background, Pilar started working in International Higher education since June 2003 at John Cabot University, Rome, Italy. The focus of her work at JCU was and is to establish and maintain an environment that supports learning, encourages a strong sense of community, and promotes student development through active engagement in university life. 

    Pilar currently directly supervises the areas of Athletics, Outdoor Education Programs, Performing Arts, Student Activities and Trips, and Student Leadership Programs (OL, OSA, Student Clubs). She is part of the board of the Crisis Management Team of her University, as well as the University strategic planning committee.

    Pilar is a certified Student Leadership Challenge practitioner, and her continued interest in intercultural leadership makes her curious about all new trends in the field. She is an active member AACUPI, NASPA, EUCA among other associations.

    Laura Smith

    Head of Student Life and Support

    Constructor University

    Over the last 22 years, Laura has worked extensively with young people from all corners of the globe as a youth worker, international programme manager and student affairs professional.  She has a deep passion for supporting young people to develop and realise their talents, especially in a global context.  Her work as an international youth work programme manager took her to Ghana, Pakistan and South Africa where she lived and worked developing reciprocal exchange programmes in partnership with youth development organisations.  Using experiential learning methodologies and through reciprocal exchange, these youth programmes enabled young people to grow, establish their identity and develop soft skills.  After a period of youth work programme management in the UK, Laura relocated to Germany with her family, where her career took a new path into Higher Education and Student Affairs.  Working as a Resident Mentor in a residence hall in Constructor University Bremen, an international private university in northern Germany, she was responsible for the development of a learning community for 260 students.  Her work included mentoring and coaching students, providing welfare crisis management support and developing programmes to help student integrate into the diverse community on campus.  In January 2023, Laura moved into a new role as the Head of Student Life and Support where she is currently responsible for the management of residential life, counselling and intercultural services and student engagement and activities.

  • We frequently hear “retention is everyone’s job,” but often, we have a small office or group of professionals championing these efforts. Presenters will explore the successes and challenges of instituting retention-based practices between academic and student affairs. Participants are encouraged to attend this presentation and learn about the efforts at Kennesaw State University while engaging in conversation about the retention climate at their institution.

    Norma Nuñez-Pacheco

    Director of Academic Advising & Retention

    Kennesaw State University

    Norma Nuñez-Pacheco(she/her) serves as the Director of Academic Advising & Retention for Owl Advising at Kennesaw State University. She is also a Doctoral candidate in College Student Affairs Administration at the University of Georgia. Her research interests include Latinx students, access, and retention strategies. Her dissertation explores the experiences of higher education professionals that support undocumented Latinx students in Georgia. 

    Madison Tigert

    Academic Advisor for College of Science and Math

    Kennesaw State University

    Madison Tigert (she/her) is an Academic Advisor in the College of Science & Mathematics at Kennesaw State University. She primarily serves Biology students, and she is passionate about mental health, student development theory, and the overall well-being of the student population. Madison holds a Bachelor of Science degree in Public Health and is currently enrolled in the Master of Educational Leadership.

    Cheree Copeland

    Career and Internship Advisor & Part-Time Instructor of Business Professionalism

    Kennesaw State University

    Cheree Copeland, a Black, first-generation, first-year doctoral student, is currently enrolled in the College Student Affairs Administration (CSAA-D) Doctoral Program at the University of Georgia. Holding a Master of Science in Education in Higher Education and Student Affairs from Indiana University Bloomington and a Bachelor of Science in Psychology from Valdosta State University, Cheree brings a wealth of academic background to her current pursuit. Cheree's professional journey has been diverse, encompassing roles in various student-focused areas across multiple states—Indiana, Maryland, Tennessee, and Georgia. Her experience spans Housing and Residence Life, New Student Orientation, Leadership Development, and Student Success, culminating in her current position as a Career and Internship Advisor for the Department of Career Planning and Development at Kennesaw State University. In this role, Cheree specifically focuses on developing Coles College of Business students. Driven by a deep passion for ensuring students undergo a transformative college experience Cheree eagerly embraces her role in fostering career development. Stepping into her position with enthusiasm, she looks forward to forging collaborative partnerships with students and contributing significantly to their personal and professional growth.


    We frequently hear “retention is everyone’s job,” but often, we have a small office or group of professionals championing these efforts. Presenters will explore the successes and challenges of instituting retention-based practices between academic and student affairs. Participants are encouraged to attend this presentation and learn about the efforts at Kennesaw State University while engaging in conversation about the retention climate at their institution.

  • The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a two-year Predominantly White Institution (PWI). The pressing issue is that PWI colleges erroneously assume that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible.

    Patrick TURNER

    Associate Vice President-Student Academic Success

    New Mexico State University

    Dr. Patrick TURNER has over 25 years of working in higher education, specializing in academic affairs, student support services, faculty development, curricula analytics, and student engagement.  Patrick serves as the Associate Vice President of Student Academic Success and Coordinator of the Men of Color Initiative at New Mexico State University. He holds a bachelor's degree in Public Administration, a master’s degree in Human Resource Development, and a doctorate in Educational Leadership-Curriculum and Instruction. The VP collaborates with the Provost, Deans, Department Heads, Student Affairs, diversity programs, two-year colleges, and local high schools to address social justice issues and educational access.  With a research focus on the first-year experience, student retention, persistence, and academic success, his work investigates institutional factors that support or act as a barrier to students' academic and social integration, particularly those from underrepresented, marginalized, and minoritized populations. Three years ago, Dr. Turner established the Men of Color Initiative at New Mexico State University, which takes an asset-based approach to developing and engaging the intersecting identities of our male students. Additionally, he leads NMSU efforts on Curricular Analytics and serves as a professional mentor for Complete College American (CCA) leadership academy for Predominantly Black and Historically Black Community Colleges (PBI/HBCU).

    The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a two-year Predominantly White Institution (PWI). The pressing issue is that PWI colleges erroneously assume that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to retaining and graduating students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration, and (c) the importance of Diversity, Equity, and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports that 25% of men of color graduate from a community college within 150 % or three years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a need for more validation, engagement, and a high attrition rate for men of color attending these institutions ( Harris & Wood, 2013 ). This can be problematic, considering that most men of color began their academic journey by attending  two-year colleges. Community and two-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, & Jenkins, 2015).

  • The Master Course is a one-year online degree course, promoted in collaboration with EucA (European University College Association) and NASPA (Student Affairs Administrators in Higher Education), that is designed to develop the necessary skills for university professional staff that support all extra-academic issues concerning university students and the development of their holistic skills on campus and in the residence halls.

    MENASA Multaqas are one-hour member engagement sessions that create a space for student affairs professionals in the Middle East, North Africa and Southeast Asia area to engage and connect, and to build a culture of support, collaboration, innovation, research, and professional development.

    The Master Course, promoted in collaboration with EucA (European University College Association) and NASPA (Student Affairs Administrators in Higher Education), intends to develop the necessary skills for university professional staff that support all extra-academic issues concerning university students and the development of their holistic skills on campus and in the residence halls. The Master Course will provide a model of interdisciplinary and multidisciplinary best practices that are useful for professional training in the field of student affairs and campus life.

    Mariagrazia Melfi

    Manager

    EucA - European university college Association

    Dr. Mariagrazia Melfi has been involved in training and developing soft skills among college students for over 20 years. Communicating, problem solving and working with others are some of her areas of expertise. She is in the Management of the Italian Colleges of Merit and responsible for managing and coordinating the educational project and cultural activities, and is responsible for the selection processes for the admission and retention of students, assisting new graduate and undergraduate students as a mentor and tutor, and is in charge of delivering and returning soft skills assessments. Since May 2019, she has become project officer of Euca (European University College Association). Since March 2022, she has been co-director of the Training of Experts in student affairs and Campus life, initiated by EucA in collaboration with LUMSA University of Rome. She is the Project Officer of international training activities for student affairs professionals and university students. 

    Georges Chedid (Moderator)

    Director of the Counseling Center

    American University of Kuwait

    Dr. Georges Chedid holds a PhD in neuropsychology and cognitive science from the University of Montreal. He is the Director of the Counseling Center at the American University of Kuwait. Dr. Chedid has a wealth of experience leading teams of counselors and art therapists, and training professional therapists. He showed an impact on the mental health, wellbeing, and academic success of students with disabilities and mental health disorders by providing an array of high-quality services at AUK. He plays a key role in Student Affairs by contributing effectively to the organization of events and workshops at the Art Room. Dr. Chedid is a mindful leader who encourages inclusion and diversity and continually strives to enhance the quality of life for students with disabilities and mental health issues. He effectively manages and supervises the counseling center staff, clinical operations, art and music therapy rooms, budgets, and daily operations.

  • Join us for an engaging webinar during NASPA's Careers in Student Affairs Month, where we will delve into the unique world of interviewing and transitioning to a student affairs role at community colleges. Discover how to effectively communicate your transferrable skills and articulate why your gifts would be an excellent fit for the community college environment. Our panelists will explore the parallels between student affairs professionals' roles at four-year and two-year institutions so attendees can learn how to showcase their experience and skills effectively. One crucial aspect of community colleges is funding, and our webinar will provide insights into the financial landscape of these institutions and valuable perspectives on governance, shedding light on the decision-making processes and structures that shape these jobs.

    Dr. Michelle Cantu-Wilson

    Trustee & Owner

    San Jacinto College & Vida Linda Consulting

    Dr. Michelle Cantu-Wilson is a trustee at San Jacinto College. She is also the owner of Vida Linda Consulting, a higher education leadership consulting firm that provides leader-focused professional development, program review services, and strategic-planning support. Dr. Cantú-Wilson currently serves on the board of Pasadena Health Center, a growing medical care provider in Southeast Houston. She also serves on the College of Education Curriculum & Instruction (EDCI) with STEM Emphasis Doctoral Program Advisory Board at the University of Houston-Clear Lake. Dr. Cantú-Wilson is a guest host of the EdUp Experience podcast, a global higher education podcast. Locally, she is a member of the Pasadena Chamber of Commerce and serves on the workforce committee. She is also a member of the Pearland Chamber of Commerce. Previously, Dr. Cantú-Wilson served as the Director of Teaching and Learning Initiatives and Special Projects at San Jacinto College. She was also a developmental education faculty member. She is the past president of the Gulf Coast Region Chapter for the Texas Association of Chicanos in Higher Education and served as the membership chair for the Houston Chapter of the Hispanic Women’s Network of Texas. Dr. Cantu-Wilson’s prior career as a K-12 campus administrator and teacher have served her well. She was a junior high assistant principal for six years and a junior high English teacher for 5 years in Pasadena ISD. Michelle holds a Doctor of Education degree in Higher Education Leadership from the University of Houston-Clear Lake, a Master’s in Administration and Supervision from the University of Houston, a Bachelor’s of Arts in English from the University of Houston, and an Associate of Arts from Ranger College in north Texas. She was born and raised in Brownsville, Texas and was the first in her family to attend college. She is married and has three amazing children.

    Richard L. Monroe, M.S.

    Student Engagement Manager

    Metropolitan Community College

    Richard Lee Monroe (he, him, his) assumed the role of Student Engagement Manager in January 2019, having previously served as the Coordinator for Campus Life & Leadership at Metropolitan Community College (MCC) from March 2017 to January 2019.  Before joining MCC, Monroe served as the Coordinator for Student Organizations at the University of Missouri - Kansas City and the Technical Operations and Marketing Manager for Missouri State University in Springfield, Missouri.  Richard has also served as an adjunct faculty member at MCC.

    A native of Carl Junction, Missouri, Monroe holds a bachelor of science in accounting with a minor in computer information systems from Missouri State University, and a master of science in student affairs in higher education (administration) from Missouri State University.  Monroe is working on his dissertation for the Ph.D. in Education, instructional design, and Technology degree from Liberty University.

    Monroe is a lifelong learner dedicated to improving higher education by providing holistic support services that give students the best opportunity to grow in their life path.  Monroe has the drive to improve and seek efficiency, which has directed him to research how higher education can better utilize and mine the available data to enhance the support systems at higher education institutions.

    Monroe is very involved and continues to serve in many capacities.  Currently, Monroe serves as a deacon and as a lead producer for the production team at his local church and is a founding father of the Theta Lambda chapter of the Pi Kappa Phi fraternity of Missouri State University.  Monroe is also a member of NASPA, Student Affairs Administrators in Higher Education, and Chi Sigma Alpha, student affairs honor society international, of Missouri State University, among other organizations.  


    Andrea Garcia Gonzalez

    Program Specialist

    Mt. San Antonio College

    Andrea Garcia Gonzalez (she/her/ella) serves as Program Specialist at Mt. San Antonio College (Walnut, CA) in the NextUp/REACH Program where she has the privilege of working with current and former foster youth in their transition into, while attending, and as they graduate from college. Additionally, Andrea oversees grant funding and programming for Life Skills, a unique component of NextUp/REACH which aims at strengthening students’ independent living skills for a more successful transition into adulthood. 

     

    A proud first-generation college graduate, Andrea has dedicated her life’s work to supporting students from all backgrounds as they strive to grow through education. Andrea has experience working in the K-12, university, and more recently, community college system, having worked for multiple campuses in the southern California region. As a new student affairs professional herself, Andrea cares about growing the pipeline of equity-minded community college professionals, which is why she sits on the board of NASPA’s Community Colleges Division as the New Professionals representative. She also supports the work of the CCD Latinx/a/o Task Force. 

     

    Andrea earned a Bachelor’s of Science in Child Studies from Santa Clara University and a Master’s of Education in Educational Counseling from the University of Southern California. She proudly claims the agriculturally rich town of Dinuba, CA as her hometown and currently lives in Ontario, CA with her husband and fur baby, Fanta.

    Tania Velazquez

    Assistant Dean of Student Affairs/College Director

    Suffolk County Community College

    A dedicated student affairs professional who has worked in both a large public university and community college. She is currently the Assistant Dean of Student Affairs/ College Director for Career Services at Suffolk County Community College. As a licensed Social Worker, Tania has functioned in various capacities in higher education ranging from working with at-risk student populations, Veterans, mental health, and career development.  Tania is a published author and experienced presenter, having presented at several local, regional and national conferences. Her research interest is on Latinx/a/o and women leadership empowerment and within the community college sector. Tania earned her AA in Liberal Arts at Suffolk County Community College, BS at SUNY at Geneseo, and an MSW with a specialization in Student Community Development at Stony Brook University.

    Derek Vergara

    Dean of Students

    Orange Coast College

    Join us for an engaging webinar during NASPA's Careers in Student Affairs Month, where we will delve into the unique world of interviewing and transitioning to a student affairs role at community colleges. Discover how to effectively communicate your transferrable skills and articulate why your gifts would be an excellent fit for the community college environment. Our panelists will explore the parallels between student affairs professionals' roles at four-year and two-year institutions so attendees can learn how to showcase their experience and skills effectively. One crucial aspect of community colleges is funding, and our webinar will provide insights into the financial landscape of these institutions and valuable perspectives on governance, shedding light on the decision-making processes and structures that shape these jobs.

  • Do you want to learn about what it is to starting your career in higher education? Look no further than to speak with members of the Graduate Associate Program (GAP). GAPs will be available to share their experiences about finding their programs, why they love higher education, and other great insights for those who are just looking to start out.

    Do you want to learn about what it is to starting your career in higher education? Look no further than to speak with members of the Graduate Associate Program (GAP). GAPs will be available to share their experiences about finding their programs, why they love higher education, and other great insights for those who are just looking to start out.

  • An introduction for new professionals and grad students into some lesser known fields of student affairs. Most people go to grad school understanding the "popular"/larger subsections of student affairs, but what about the niche spaces within our field?

    Dr. John S. Hollemon III

    Director of DEI and HBCU Initiatives

    National Association for College Admission Counseling

    Dr. Hollemon has worked in the field of Higher Education for over a decade. As a passionate educator, he has purposefully diversified his experience by working with students at each level from K-12 through college. He completed his undergraduate degree in Communication Studies, with Minors in Black Studies and Asian Studies from Randolph-Macon College. He also holds a Master’s in Executive Leadership from Liberty University and a doctorate in Healthcare Administration (Health Equity Concentration) from the Virginia University of Lynchburg. 

    Dr. Hollemon previously served as the Chief Diversity Officer & Dean of Inclusive Excellence at Hampden-Sydney College. Dr. Hollemon currently serves as the Director of DEI and HBCU Initiatives for the National Association for College Admission Counseling, where he is tasked with identifying, addressing, and accessing DEI priorities throughout the association. NACAC is an organization of more than 27,000 professionals worldwide dedicated to serving students as they pursue postsecondary education. In this role, Dr. Hollemon is unapologetically committed to engaging in community work to increase access and success in higher education for students, especially those from minoritized backgrounds. 

    Kristeena LaRoue, M.S.

    Deputy ADA Coordinator for Digital Accessibility

    University of Central Florida

    Kristeena currently serves as the Deputy ADA Coordinator for Digital Accessibility and Universal Design at the University of Central Florida. In this role, Kristeena is responsible for developing and implementing institution-wide policies, processes, and initiatives related to disability and accessibility. Kristeena previously served as the Associate Director of the Disability Resource Center and Access Technology Center at Missouri State University. Additionally, Kristeena serves as a consultant to various organizations on disability and accessibility concerns, including digital accessibility, disability culture, and accommodations. Kristeena holds leadership roles in many higher education organizations, including NASPA, AHEAD, and Florida AHEAD. Kristeena earned her M.S. in Student Affairs in Higher Education, as well as a B.S. in Psychology and a B.S. in Interpersonal Communications from Missouri State University, and is certified through the ADA Coordinator Training Certification Program. 

    Samantha Gonzalez

    Program Coordinator

    Nepantla Program

    Samantha González is a Las Vegas native, who went on to pursue a Bachelor’s Degree in Spanish and Linguistics from the University of California, Los Angeles, and a Master’s Degree in Secondary Education from Johns Hopkins University. 

    As a first generation college student, she often felt lost and conflicted by the sudden lack of cultural connections, financial barriers, and a poor sense of belonging. Reflecting back on her time as a student, she has noticed that her greatest motivators were the faculty and staff of color at her institutions that taught her that community and aspiration are the greatest resources to have when navigating the unfamiliar. Samantha hopes to provide this same guidance to the first-generation college students at Nevada State University.

    In 2021, she joined the Nepantla Program as its Program Coordinator where she recruits high school students to join Nepantla every year for its annual six-week summer bridge program. Aside from working with prospective high school students, she mentors and guides the students in the Nepantla Program by listening to their often quieted voices, celebrating their cultural wealth, and teaching them to take charge of their aspirational capital by “dreaming big and aiming high”. In her free time, Samantha finds joy in caring for her dogs, playing video games, and reading.

    Alex Koehler, M.S.

    Assistant Director of Wellness Resource Center

    Temple University

    Alex serves as the Assistant Director at Temple University's Wellness Resource Center. Her work focuses on harm reduction and education around substance use and cultivating a recovery-friendly campus, as well as supporting office operations and resources. Alex holds a bachelor's degree in Public Health from Temple University and a master's degree in Higher Education Policy & Student Affairs from West Chester University. Alex has a passion for accessible education and student wellness. She also co-chairs the NASPA New Professionals and Graduate Student Steering Committee and is a NUFP Alumna. 

    An introduction for new professionals and grad students into some lesser known fields of student affairs. Most people go to grad school understanding the "popular"/larger subsections of student affairs, but what about the niche spaces within our field?

  • First-generation college students represent a growing segment of the U.S. higher education population and a group consistently underrepresented in study abroad programming. Presenters will share successful strategies for engaging with first-generation students and promising practices for increasing their participation in study abroad.

    First-generation college students represent a growing segment of the U.S. higher education population and a group consistently underrepresented in study abroad programming (Cataldi et al., 2018; Rausch, 2017). According to the Consortium for Analysis of Student Success through International Education (CASSIE), only eight percent of first-generation students study abroad, yet those who do are more likely to graduate within six years and have higher GPAs at graduation (Bell et al., 2020).

    As U.S. higher education institutions return to offering study abroad programming, there is an opportunity for education abroad leaders to focus on educational equity by examining pathways for underrepresented students to access study abroad. Dr. Leah Mason, research lead at IIE, and Ms. Kelly Holland, vice president of institutional partnerships at AIFS Abroad, will share findings from the AIFS/IIE Global Education research report, Supporting Pathways for First-Generation Students to Study Abroad, including promising practices for all phases of a first-generation students’ study abroad experience, highlighting unique program models being implemented at U.S. higher education institutions. 

    Learning Outcomes:

    Participants will:

    • understand the benefits of study abroad for first-generation students;
    • identify funding sources that support first-generation students to study abroad; and
    • implement strategies for demystifying the study abroad application process for first-generation students.

    Leah Mason, Ed.D.

    Research Lead

    Institute of International Education

    Leah Mason, Ed.D. is research lead on IIE’s Research, Evaluation, and Learning Team. Dr. Mason leads a portfolio of multiyear research initiatives, including IIE’s Project Atlas, Global Workforce Pathways, and the Global Education Research Report series. She has more than 20 years of experience as a researcher and program administrator in international education and higher education. Dr. Mason works closely with IIE program and external clients, including the Carnegie Corporation of New York, the AIFS Foundation, U.S. Department of Education, and U.S. Agency for International Development.

    Dr. Mason has a keen interest in U.S. study abroad–elevating the experiences and voices of niche groups within study abroad, such as graduate student researchers, first-generation college students, and language learners. She is an accomplished author, including: Supporting Pathways for First-Generation Students to Study Abroad; Who’s Counting? Understanding the Landscape of Graduate Learning Overseas; and The Boren Awards: A Report of Oral Language Proficiency Gains During Academic Study Abroad: A Cumulative Report Over 15 Years and 53 Languages

    Adriana Smith

    Regional Director, University Relations

    AIFS Abroad

    Adriana Smith began her career in international education in 2016 as the assistant director of international programs at Presbyterian College in South Carolina. She studied and lived abroad in Spain (twice!) and has also volunteered abroad with UBECI (United to Benefit Ecuadorian Children International) Foundation, in Quito, Ecuador. In 2019, she published Studying Abroad for Black Women—a guide that discusses what it means to be a Black female college student studying abroad.

  • Based on the Student Affairs Educator Certification Domain, Student Learning, Development, and Success Bundle, this ten-webinar package provides professional development that encompasses the application of student learning and development theories while centering and advocating for holistic student learning, development, and success. It includes the design of programs and services that retain, develop, and move students toward completion and graduation. Click on the package title to learn more about the webinars included. Price Members: $349 Non-members: $499

    Based on the Student Affairs Educator Certification Domain, Student Learning, Development, and Success Bundle, this ten-webinar package provides professional development that encompasses the application of student learning and development theories while centering and advocating for holistic student learning, development, and success. It includes the design of programs and services that retain, develop, and move students toward completion and graduation.

    Click on the package title to learn more about the webinars included. 

    Price

    Members:  $349

    Non-members:  $599

  • This professional development session is designed to give practitioners the opportunity to discuss a model for approaching job searching as a intentional professional development vs. a one-time, sporadic task. Attendees will discuss strategies for building a professional portfolio to tell establish a brand a story, marketing yourself, and managing a job search.

    D’Najah Pendergrass Thomas (She/Her)

    Director of Placement Exchange

    NASPA

    D’Najah Pendergrass Thomas (She/Her) is a practitioner whose work is centered around organizational behavior with a focus on recruitment, professional development, and career advancement. Committed to helping organizations and communities bring about transformational change in these areas, she currently serves as director of The Placement Exchange (TPE) - a partnership of ACUHO-I and NASPA, in collaboration with NACA, NODA, ASCA, and AFA. 

    This professional development session is designed to allow practitioners to discuss a model for approaching job searching as an intentional professional development vs. a one-time, sporadic task. Attendees will discuss strategies for building a professional portfolio to establish a brand story, marketing themselves, and managing a job search.