5 Keys to Promoting Diverse Students' Sense of Belonging in College

March 31, 2015

We know that college students who feel a sense of belonging on campus are significantly more likely to adjust to higher education, stay through the first-year of college, engage in campus clubs and activities, perform well academically, and persist to graduation. (Oh, and they even become supportive alumni who give back their time and money long after graduation.)

All students want to feel cared about, respected, connected, and safe in college—this is the core essence of sense of belonging. Sense of belonging is a basic human need, sufficient to drive human behavior, and it takes on heightened importance in contexts such as college campuses where some individuals are vulnerable to social alienation or marginalization. But not all students find a sense of belonging in college and many face barriers to belonging and success.

In this webinar, Dr. Terrell Strayhorn, author of College Students’ Sense of Belonging: A Key to Educational Success presents an operational definition of belonging that participants can remember and use in their daily work with students. Core elements of his belonging theory will be summarized, especially belonging’s three dimensions. The balance of time will provide 5 key strategies for promoting belonging in college, especially for historically underrepresented students, and steps for devising actions plans for improving belonging, campus climate, and student success for all.

    After attending this webinar participants will be able to:
  • Understand the operational definition of belonging & success;
  • Identify empirically based strategies for promoting belonging in college;
  • Devise a plan of action for next steps about improving belonging, campus climate, and how it can be funded.

"5 Keys to Promoting Diverse Students' Sense of Belonging in College" Powerpoint Slides

Adapting Assessment Practices for Student Leaders

Moderators: Adam Peck and Amma Marfo
June 27, 2013

For many student affairs professionals, the responsibility of collecting assessment has been an added job for which they fear they may not have sufficient time or energy to devote. Additionally, many don’t feel expert in these methodologies. Many are far more comfortable with their role as educators in helping students develop new competencies and make new discoveries. This webinar will discuss some practical approaches to training student leaders to conduct valid programmatic and learning outcomes assessment in ways that benefit both students and the programs they care about most. Participants will also learn about how an emphasis on assessment within student programs can drive students awareness of what they are learning and create an enhanced desire to learn from their cocurricular experiences.

"Adapting Assessment Practices for Student Leaders" Recording
"Adapting Assessment Practices for Student Leaders" Powerpoint

Assessing the Effectiveness of Your Academic Advising Program

July 30, 2013

In times of shrinking resources and greater accountability in higher education, it is imperative that proponents of advising justify the claim that advising makes a difference in the lives of students. This session introduced the processes involved in the assessment of academic advising. It included rationale for assessment and definition of assessment terminology. In addition, a five-stage model for assessment was discussed. Click here for a more detailed description and information about the presenter.

"Assessing the Effectiveness" Powerpoint
View a Recording of the "Assessing the Effectiveness" Session

Emerging Identity Theories in Student Affairs Practice


Presenter: Tracy Davis, Professor in the Department of Educational and Interdisciplinary Studies at Western Illinois University and coordinator of the College Student Personnel Program
December 3, 2013

As important as theory is, in developmental practice it can cause us to focus on our own mental frames and detach us from human interaction. This is particularly problematic with regard to practice using identity theory, where listening to lived experience and negotiating the complexities of contextually-influenced, mutually-shaped, and intersectional identities is critical. This webinar will explore various identity theories with a focus on how identity is socially constructed and contextually performed. As a result of attending this program, participants will:

  • Gain an introductory understanding of several identity theories used in student affairs practice.
  • Become familiar with the Multiple Dimensions of Identity model and how identities are socially constructed and contextually performed.
  • Be able to describe several contextual influences that impact identity performance and learn several general strategies for promoting students’ learning and identity development.

"Emerging Identity Theories" Powerpoint Notes

Emotionally Intelligent Leadership 2.0 – What’s New and What Do You Do With It?

Moderators: Adam Peck and Amma Marfo
  November 12, 2013

Emotionally intelligent leadership (EIL) is a model for understanding, teaching, and enhancing student leadership development.  EIL is a framework that combines cutting-edge thinking on leadership and emotional intelligence, and the framework is easily accessible for college students. First proposed in 2008, the model has been refined based on empirical research.  This webinar provides participants with the most current definition and model of EIL, as well as recommendations for how to develop EIL in students.  Recognizing that leadership development efforts occur both in and out of the classroom, EIL is easily adopted by faculty and student affairs professionals.  Participants will learn about the roots of EIL as well as different ways to integrate EIL into campus-based student leadership development efforts. As a result of attending this program, participants will be able to:

  • Teach students about the basics of Emotionally Intelligent Leadership.
  • Integrate EIL into campus-based student leadership development efforts.
  • Define Emotionally Intelligent Leadership.
  • Identify the most current model of Emotionally Intelligent Leadership.
  • Explain the roots of Emotionally Intelligent Leadership.

"Emotionally Intelligent Leadership" Chat Transcript
"Emotionally Intelligent Leadership" Powerpoint

The Future of Student Affairs

October 23, 2013

From Massive Online Open Courses (MOOCs) to the changing demographics of our students, the higher education environment is evolving more quickly than ever. Student Affairs as an entity must adapt to these changes or quickly become irrelevant. Hear from NASPA President Kevin Kruger talk about these societal shifts and how our field must adapt. Come prepared to hear from this accomplished educator and have your questions ready.

"The Future of Student Affairs" Webinar Recording
"The Future of Student Affairs" Powerpoint

Hazing Prevention: Initiating a Campus-Wide Culture Change

December 12, 2013

Using the award-winning work of Florida State University as a model, learn how to change your campus culture around hazing. Too frequently, campus leaders become aware of the extent of campus hazing only after a crisis occurs. While hazing prevention initiatives are not new, they often fall flat because they fail to address the underlying cultural changes that must occur.

Learn how you can create a framework for a community-based, long-term, comprehensive approach to hazing prevention. An expert instructor highlights the award-winning work of Florida State University, an institution that successfully modified their underlying culture by addressing the roots of hazing activities.

Hazing Resource Packet
Presentation Materials
Additional Resources: hazingprevention.org

How Do You Support GLBT Students?

August 14, 2013

Hear best practices and stories on supporting GLBT students. This facilitated discussion included such topics as: challenges students face, effective programs, success stories, and tips, suggestions, and recommendations on how to best address various issues. This program was provided by the Association of College Unions International (ACUI) and was presented by Michal Jankowski and Sarina Loeb of California State University–Northridge.

"How Do you Support GLBT Students?" Powerpoint

Innovative Assessment Methods

April 23, 2014

This presentation  focuses on new and exciting assessment methods being used in student affairs divisions across the country. Consider methods outside of surveys and focus groups that will give you some amazing insight into the world of our students. Methods and services that will be covered include: Poll Everywhere, Google Forms, photo elicitation, sensory ethnography, and soundscapes.

"Innovative Assessment Methods" Prezi
"Innovative Assessment Methods" Presentation Notes
Google Form Tutorial

Introduction to Campus Labs: Baseline

January 15, 2014

For new Baseline users! If you current conduct surveys with programs like survey monkey this presentation is for you -- Baseline can not only do surveys, but much much more!! This beginner’s webinar will review the Baseline features and support available to help you conduct assessment: consultation, professional development, community resources, national benchmarks, online and mobile data collection, rubrics, reporting, and key performance indicators.

"Introduction to Campus Labs: Baseline" Presentation Notes

Introduction to Data Collection Methods

April 15, 2014

Do you have your goals and outcomes in mind but you aren’t sure the best way to collect the data? Review Introduction to Data Collection Method’s webinar to get an overview of the types of methods available to you and when (and when not) to use them. The powerpoint includes tools such as surveys, focus groups/interviews, rubrics, and one-minute assessments, and other data collection considerations.

"Introduction to Data Collection Methods" Presentation Notes

Introduction to Using Development Theory in Student Affairs Practice

October 18, 2013

Tracy Davis, Professor in the Department of Educational and Interdisciplinary Studies at Western Illinois University coordinator of the College Student Personnel Program, will offer an overview of theories commonly used in professional preparation programs, with a particular focus on navigating practice. Key takeaways from this session include: 1) an introductory understanding of central student development theories; 2) an exploration of the role of theory in student affairs practice and the identification of limitations and common problems of using developmental theories; and 3) an understanding of the relationship between theory and practice and how to formulate practice guided by theory. Following the one hour presentation we will engage in a group discussion of student development theory in the context of UAA.

"Introduction to Using Development Theory" Powerpoint Print-Out

Key Performance Indicator (KPI) Workshop

January 23, 2014

This workshop includes both a conceptual foundation of KPI’s and practical application for your department. This session begins with a webinar that outlines the benefits and best practices of the emerging assessment trend: the use of “key performance indicators” or “dashboard indicators.”

"Key Performance Indicator (KPI)" Powerpoint Presentation

Moving Beyond Surveys

Moderators: Vicki Wise, PhD, Mary Ann Barham
August 13, 2013

Do your students have survey burnout? Looking for additional methods to measure your student learning outcomes? Vicki L. Wise and Mary Ann Barham from Portland State University share their suggestions for encouraging student engagement in the assessment process and increasing the validity of the data collected as we do so. We want to challenge others to think more creatively about the assessment process, so that we respect the time and energies of our students and collect data that is more likely to be an accurate and more valid representation of what students’ experience, feel, and have learned. Learn what more can we do to respect our students’ voices and encourage their engagement in the assessment process, and to increase the credibility of our findings. This webinar was sponsored by the Student Affairs Assessment Leaders (SAAL) Structured Conversation Series.

"Moving Beyond Surveys" Recording
"Moving Beyond Surveys" Document

Multi Institutional Study of Leadership

February 13, 2014

As a result of attending this program, participants will:
  • Be able to identify high-impact practices that contribute to leadership development
  • Understand how high-impact practices vary by race and gender
  • Consider the ways in which practices can be developmentally sequenced to increase their effectiveness
Program Description

This webinar draws on six years of research from the Multi-Institutional Study of Leadership (MSL) to answer the question: What matters in the design and delivery of leadership development programs? The MSL is an international research program examining the influences of higher education on college student leadership development. To date more than 250 colleges and universities in five countries have participated in the study generating a dataset of more than 300,000 college students. The webinar will identify high-impact practices with strong influences on leadership capacity and efficacy, how the relative impact of these practices vary by race and gender, and ways in which educators can developmentally sequence interventions to maximize their effectiveness.

About the Presenter(s)

John currently serves as an Associate Professor in the Higher Education graduate program at Loyola University Chicago where he teaches courses on leadership, student development theory, and multiculturalism for social justice. John’s research interests focus on the influences of higher education in shaping college students’ involvement and leadership development with a specific emphasis on marginalized voices and ideas. John currently serves as the Principal Investigator for the Multi-Institutional Study of Leadership (MSL), an international research program examining the influences of higher education on socially responsible leadership and other educational outcomes (e.g., efficacy, resilience, social perspective-taking, identity development). John’s research has generated 24 printed or in press publications (e.g., refereed articles, books, and book chapters) and more than 60 presentations at national and international conferences.

Multi Institutional Study of Leadership Powerpoint

Additional Resources:
"Race and Leadership Development Among College Students: The Additive Value of Collective Racial Esteem"
"Leveraging Leadership Efficacy for College Students: Disaggregating Data to Examine Unique Predictors by Race"
"The Role of Social Perspective-Taking in Developing Students’ Leadership Capacities"

Removing Suicidal Students from Campus: The Significance of Recent Changes in Federal Policy

November 21, 2013

Should suicidal students stay on campus or should they go? If they stay, how should a school address suicidal behavior on campus? If they go, under what circumstances can they return?


The Department of Education's Office of Civil Rights (OCR) made significant changes in policy that leave colleges and universities in a catch-22 when managing suicidal students on campus or addressing requests for re-entry for students who continue to struggle with active suicidal thoughts. Remove these students from campus through a forced medical withdrawal and face an ADA lawsuit for discrimination against the student. Leave the student on campus struggling with suicidal ideations and be sued for not having the services available to adequately treat the student's medical condition. Found under Title II of the Americans with Disabilities Act (ADA), the revised regulation now deems it unlawful to involuntarily separate, suspend, or expel a student on the basis of self-harmful or suicidal behaviors.


As suicide continues to be a leading cause of death among U.S. college students age 18-24, this new regulation leaves schools and administrators struggling with some important questions regarding both institutional legal risk and student safety.         This webinar presents a variety of creative solutions that aim to reduce institutional legal risk and increase student safety. The presenters  discuss how to address suicidal and self-harm behaviors on campus through the Behavioral Intervention Team (BIT), counseling services and the student conduct office. They  also address critical dos and don'ts when working with sensitive students in crisis situations.

    Participants learn:        
  • how to address the issues of suicide, self-harm and delusional/psychotic behavior through counseling, conduct, and administrative interventions;
  • the importance of addressing behavior through case management, team meetings, and parental involvement;
  • how to pursue an involuntary medical withdrawal with a student through tuition refunds, incompletes, and housing refunds;
  • when to pursue inpatient hospital admissions, partial day treatment, and off-campus counseling referrals; and
  • how to discuss these changes with the campus community, frustrated parents, and students while respecting FERPA and privileged communication.

"Removing Suicidal Students from Campus" Powerpoint

Strategic Planning: Member Campus Perspectives

Strategic Planning can be quite a daunting task on any college campus. Many regional accrediting bodies are now requiring this type of document to help tell a campus’ story, and show a plan for potential growth of the campus in the next three, five, or ten years. There are many methods to creating a strategic plan, but where should your campus start? This session is facilitated by two Campus Labs member campuses who will discuss strategic plan development processes (both institution-wide and division-specific), challenges, successes, and planning tips.

"Strategic Planning" Document

Student Activities Programming by the Numbers

February 12, 2015

It can be very difficult to compare event attendance at a university with 30,000 students and a university with 3,000. This session will examine how we measure success in terms of student activities (social programming) and look at methods to help programmers set goals and standards in terms of programming that aligns with their school. It is not just about assessment and learning outcomes it’s about setting realistic standards for staff and students who produce events.

  • Have a better understanding of the meaningful methods to assess student activities programs in relation to institutional size
  • Introduced to an assessment model that has proven successful at three major universities
  • Gain the tools to create and implement a similar model at their home institutions
  • Examine the creation of learning outcomes for social programming in terms of both participants and producers of an event

Dr. Charles Hueber is currently the Dean of Students at Schreiner University. He has worked in higher education for over 15 years at Trinity Valley Community College, Georgia Southern University, and Stephen F. Austin State University. He has served as a speaker and consultant to a variety of universities and businesses in leadership development, customer service and social integration. He has also published numerous articles on leadership, school spirit, and marketing. His main research interest lies in social integration and its impact on college success. He has helped to develop multiple transition camp programs around the country and has long been an advocate for spirit and traditions programming.

A Synergistic Approach to Higher Education: Academic And Student Affairs

October 29, 2013

Hear from Dr. Lua Hancock, Assistant Provost for Student Success at Stetson University and Dr. Karen Boyd, Visiting Assistant Professor of Higher Education at The University of Tennessee – Knoxville, in a web-presentation that focuses on a synergistic approach to higher education and our role as integrative educators. Dr. Hancock and Dr. Boyd examine: 1) Theoretical foundations that will drive our collaborative work (including cross cultural and partnership theories); 2) Diverse institutional examples of programmatic and/or systems integration in their concepts of liberal learning through governance and structure, learning outcomes and assessment; and 3) How we can apply our theoretical and best practice based learning to our own campus climates. This is especially important as each campus is unique and cannot always approach program or systems in the same ways as others. Participants engaged in an interactive forum with cross-university partners to discuss insights, ideas, and/or action steps on the important topic of academic and student affairs partnerships. In the recent Staff Development Needs & Interest Inventory, 87% of Student Affairs staff said they are interested in building relationships between Student Affairs and Academic Affairs. “The idea is to ensure that as many aspects of the collegiate experiences as possible promote a common sense of learning outcomes-outcomes pertinent to a complex world” (Newell, p. 9, 2010).

Link to "A Synergistic Approach to Higher Education" Powerpoint Website
Link to "A Synergistic Approach to Higher Education" Activities Document Website
Link to "A Synergistic Approach to Higher Education" Webinar Recording

Tracking KPIs in Campus Labs: Baseline

January 28, 2014

A demonstration of the Baseline Performance Indicator functionality will illustrate how you can use Baseline to develop and measure performance indicators for your department.

"Tracking KPIs in Campus Labs" Powerpoint Presentation

Transformational Leadership, the Leadership Style of the Future!

November 14, 2013

In this engaging leadership session with Joshua Fredenburg - Nationally recognized speaker, author, and leadership development expert, emerging and seasoned leaders not only learn about the generational differences within our culture and society, but  also discover why transformational leadership is one of the most effective leadership styles that every leader can use in the 21st Century.

Transforming Actions and Attitudes: Leadership Trainer Jay Zarr

September 26, 2013

National leadership trainer Jay Zarr used experiential learning to share ways to: navigate change, become a more cohesive team, and pass our knowledge and experience to others..

"Mentorship Creating More" Activity Handout
"The Motivation of Change" Handout
"Courageous Fellowship" Handout
"Co-Creative Learning & Leading Community" Handout

Utilizing Data to Better Understand and Serve UAA Students

October 10, 2013

Sam Holtshouser (Callister) and Whitney Brown MAP-Works Meeting delve into the 2013 MAP-Works Fall Transition Survey data. Learn how to explore and disaggregate data and generate reports to discover unique patterns and behaviors. Discuss how these findings can be utilized as opportunities to better serve students with outreach and programming that meet their specific needs.

"Utilizing Data" Powerpoint

Writing Reports & Sharing Assessment Results

March 4, 2014

I conducted my survey, now how do I tell my story?... Sharing assessment results is a great practice to get staff and student buy-in with the assessment process, improve assessment practices, and learn from one another. Once data is collected, analysis and reporting of data are necessary to receive the full benefits of assessment efforts. This webinar examines the theoretical strategies for creating effective assessment efforts, including traditional methods of reporting and representing quantitative and qualitative data. This webinar will also illustrate tips and best practice examples for creative methods for sharing your data with various audiences moving beyond traditional reporting efforts.

Writing Reports & Sharing Assessment Results Video
Writing Reports & Sharing Assessment Results Presentation Notes