2013 NASPA Multicultural Institute

December 05 – December 07, 2013
JW Marriott - Las Vegas, Nevada

The NASPA Multicultural Institute will provide an interactive forum combining thought-provoking keynote speakers, challenging educational sessions, and opportunities for resource and idea sharing between multicultural educators across the academy including academic affairs.

Register Online


The Professional Competency Areas for Student Affairs Practitioners approved by NASPA specify that knowledge and skills related to equity, diversity, and inclusion are an expectation of all practitioners regardless of their area of specialization or positional role within the field. The NASPA Multicultural Institute is intentionally designed for student affairs practitioners and administrators to further expand their own awareness, further develop skills as a multicultural educators, and exchange best practices for supporting historically underrepresented and marginalized college student populations. Institute participants will engage in a multitude of topics related to multiculturalism, intercultural competency, cross-culturalism and social justice by focusing on race and ethnicity; sexual orientation; sex, gender, and gender identity; ability, nationality; religion and spirituality; and socioeconomic class.

The 2013 NMI will focus on the following themes:

  • Fostering multiculturalism on campus through collaborations: How can different stakeholders on campus and in the community partner together and share information to supplement multicultural efforts to improve the overall campus climate? 
  •  Immigration, undocumented students, and identity: What are the implications of immigration in higher education across various factors of identity?
  • Incorporating theory with research and practice in multicultural efforts on campus: How can we incorporate theory, narratives, research, in multicultural education, across disciplines, as it relates to underrepresented groups and identity development of students?
  • Technology as a tool for inclusion: How can media and technology be utilized to facilitate integration and understanding to create a more inclusive community? 
  • Funding and resource allocation for multicultural programming: What are some innovative ways and structures that generate  sustainable funding  for multicultural initiatives on our campuses?

Presented By


This event is most likely to influence these groups.

  • Mid-Level
  • Graduate
  • Undergraduate
  • New Professional


Let others know you are coming!


2013 NASPA Multicultural Institute Schedule

Day 1 Thu, Dec 05
8:00 a.m. - 2:30 p.m.
9:00 a.m. - 12:00 p.m.
Pre-Institute Workshops
2:00 p.m. - 2:15 p.m.
Institute Welcome and Overview
2:15 p.m. - 3:00 p.m.
Opening Keynote
3:15 p.m. - 4:30 p.m.
Concurrent Sessions
Grand A
LGBTQ Professionals and the Job Search

Danielle Aguilar, Assistant Residence Director - University of Vermont
Joshua Moon-Johnson, Director of the Resource Center for Sexual & Gender Diversity/Lesbian Gay Bisexual and Transgender Services and The Non-traditional Student Resource - University of California, Santa Barbara

LGBTQ professionals face unique challenges as they embark upon a job search. They must navigate tokenization, discriminatory state, federal, and campus policies, and isolating campus climates. The presenters will discuss geographic, campus, and political climates; resources to assist hiring officials in remaining inclusive and in compliance; and strategies to ensure LGBTQ professionals achieve success. Through interactive dialogue, discussing life-long identity development, and an empowering panel of LGBTQ professionals, administrators will gain tools to boldly move campuses beyond structured boundaries.

Diversity Offices in Student Activities: The Good, The Bad & The Ugly

Cherjanet Lenzy, Associate Director of Intercultural Programs
Brandon Hildreth, Program Coordinator for Social Justice Programs
Nadia Omar, Program Coordinator for Multicultural Programs
James Jones, Program Coordinator of International Student Programs
All Speakers are from University of Nevada, Las Vegas

As institutions cut back on budgets and merge departments, multicultural offices are landing in the realm of student activities. Because of these mergers, discrepancies are developing between the original mission of multicultural affairs and the goal of student activities. In this session we will examine the current issues multicultural officers face and explore techniques to collaborate with student activities effectively.

Combined Destinies: Whites Sharing Grief about Racism - Book Reading and Discussion

Caroline Haskell, Director of Health & Wellness Services - California State University Monterey Bay
Gary Rodriguez, Health Promotion & Prevention Specialist - California State University Monterey Bay

Co-Author/Editor Caroline Haskell will discuss her new book, Combined Destinies: Whites Sharing Grief about Racism, including selected readings and dialogue with session participants. Gary Rodriguez will address the use and application of this book with students in higher education settings. Participants will have the opportunity to look at how racism has impacted white Americans through personal stories, reflection, and discussion.

Grand D
Dem Boyz Are So Cool: Understanding cool for Black male college students

Kyle Boone, Graduate Student - Louisiana State University

The message, go to school…work really really hard…and get paid because that's cool, is laced in conversations about the “purpose” of education, however, this stance negates the historical and even contemporary implications of cultural influence and, more importantly, the intersection of race (Du Bois, 1903). For many black male college students this message is especially contradictory and damning and devalues cool to a purchasable means. This presentation will take time and discuss the cultural influence and lived experience of cool—a means to navigate these contentious cross-cultural structures—for Black male college students.

Stories of Status: Understanding Class and SES from the Student & Practitioner Perspective

Clare Cady, Human Services Resource Center Coordinator - Oregon State University
Kim McAloney, Coordinator Student Life Programs - Oregon State University

Storytelling is central to poverty culture, and an important way to understand the experiences of students from various incarnations of class and socioeconomic status. Presenters and participants will share stories of student poverty and economic emergency as a means of generating a collective, thematic voice that can inform best practices on serving students from a range of class and SES.

Grand B
Intergroup Dialogue: A Tool for Cultivating Mindfulness & Authentic Leadership Development

Ralph Gigliotti, Assistant Director of Student Development for Leadership Programs - Villanova University
Brighid Dwyer, Assistant Director of Diversity Research and Training - Villanova University
Hanna Lee, Assistant Director of the Center for Undergraduate Research & Fellowships - Villanova University

In the increasingly global society of the 21st century, higher education institutions are called to prepare students to engage with diverse people, ideas, and perspectives. Through fostering learning environments that encourage active self-reflection, dialogue, and collaboration, higher education institutions can support students to develop into confident and aware global citizens and leaders. This session showcases Villanova University's Intergroup Dialogue (IGD) program as a unique collaborative and interdisciplinary initiative for fostering multiculturalism through the integration of mindfulness and authentic leadership development.

Marquis 8
Common Reader Programs with Multicultural Themes: Benefits for Students Campuses and Communities

Kim Nehls, Executive Director - Association for the Study of Higher Education (ASHE)
Emerson Case, Professor of English - California State University, Bakersfield
Dan Giantousos, Director of Academic Transitions - Univesity of Nevada, Las Vegas

This session will provide an overview to Common Reader Programs at institutions of higher education and will focus on selecting a book with a multicultural theme. The case of Cal State – Bakersfield (CSUB) and their decade-long successful “Runner Reader” program will be highlighted. CSUB features a different multicultural book and author each year. The benefits of common readers can go beyond one book, one reader, and one campus. Multicultural common readers can be powerful programs for entire communities.

Grand E
10 Myths of Social Justice

Vernon Wall, Director Business Development - LeaderShape Inc

The term “social justice” is being used (and misused) on college and university campuses more and more these days. What exactly is social justice? What is a socially just community? What are the characteristics of a campus community committed to social justice? In this program, the 10 myths of social justice will be shared as well as an assessment that can be used to measure your campus' commitment to inclusion, equity and social justice. “Injustice anywhere is a threat to justice everywhere!”

4:45 p.m. - 6:00 p.m.
Concurrent Sessions
Grand B
Microagressions: Managing Campus Civility

Charleon Jeffries, Coordinator of Diversity Education - Penn State University

How do we handle the unspoken, often unrecognized "little things" that foster sentiments and attitudes of inequity and incivility? Microagressions speak to the attitudes, dispositions, and comments that many times lead to the devaluing of members of a community. This session will focus on recognizing, validating, and ultimately managing the display and impact of microaggressions. Based on the research of Dr. Derald Sue, we'll examine the implications of microaggressions on both workplace and learning environment.

Excelling Leaders Institute: A Strengths-Based Approach to Student Success

Tracy Adams-Peters, Director IE Student Success and Leadership Development - University of Denver
Setfani Ungphakorn Cowan, Graduate Student - University of Denver

Higher education institutions have created programs to support historically underrepresented students through college access, retention/persistence, and completion initiatives. Despite good intentions, most initiatives utilize a deficit framework conceptualizing underrepresented students as broken or academically lacking. A Strengths-based approach recognizes students as gifted and belonging in college. The purpose of this workshop is to highlight the Excelling Leaders Institute (ELI) as a Strengths-based program designed to address issues of retention and success using the strengths and talents of students.

Grand D
LEADS by Example: A collaborative approach to mentoring multicultural and first-generation students.

Shawn Washington, UMEC Program Manager - Gonzaga University
David H. Garcia, UMEC Assistant Director - Gonzaga University

This presentation will examine the Leadership, Education, Academic Development, and Success Skills (LEADS) mentoring program at Gonzaga University. This program primarily assists students of color and first-generation students in their freshman year with transitioning to rigors of higher education environment by providing necessary resources. A collaborative approach is utilized matching each freshman participant with a faculty or staff mentor, and a peer mentor. The LEADS program is rooted in three student development models/theories: Stakeholders, Academic/Social Integration, and Social Support.

Grand A
Developing Women of Color as Leaders in Higher Education

Daviree Velazquez, Assistant Director of Student Life - Loyola University Maryland
Shelva English, Assistant Director of Student Life - Loyola University Maryland

Current research has noted that women of color are absent from positional leadership, due to systemic issues such as stereotype threats and discrimination (Sanchez-Hucles and Davis, 2010). In order to interrupt systemic issues, multigenerational leadership initiatives have been implemented at several institutions for women of color. This session will highlight how a leadership initiative involving a network of women of color, grounded in research, and supported by campus collaborations creates a pathway for success.

Grand E
Building Mentoring Programs for Social Justice Leaders

Charlene Martinez, Program Director for Project Social Justice - Oregon State University

This interactive session will explore Project Social Justice, a newly designed nine-month mentoring program for Oregon State University students interested in becoming effective social change agents. The workshop will discuss how the co-curricular program went from a cross-cultural mentoring framework to a critical social justice mentoring framework after assessment and review. The goal of this roundtable is to invite feedback about the existing program, learn from best practices, and support practitioners in designing similar programs.

Undocumented Asian American Students and the Model Minority Myth

Tracy Tambascia, Associate Professor of Clinical Education - University of Southern California
Viet Bui, Master of Education Candidate, University of Southern California
Breanna Tcheng, Admissions Counselor - University of Southern California
Jonathan Wang, Assistant Director - University of Southern California

The experiences of undocumented Asian American students often go unreported and are overshadowed by other populations of undocumented students. With over a million undocumented Asian American students, this interactive session focuses on presenting the narratives of several undocumented Asian American students. Explore and discuss how the Model Minority Myth weaves itself into their experiences and how student affairs professionals and administrators can support this unique population of students.

Marquis 8
IT AIN’T ABOUT “THEM”: Exploring the Experiences of Racial and Ethnic Minorities at Predominately White Institutions

Sarah Childs, Assistant Director - The University of Vermont
Monisha Murjani, Graduate Assistant Assistant Residence Director - The University of Vermont

We will share experiences creating and facilitating a course based on racial and ethnic identity development at an extremely predominantly white institution. As professionals of color involved in diversity and social justice work, we feel that trainings and courses on diversity tend to cater more to white students. This course counters that framework. Stories, cultural capital and community history of students of color is used as a tool to empower students and acknowledge the assets they bring to their learning environment. Finally, we will share the curriculum for this course.

I Am Not My Hair...Or Am I: Exploring Professionalism of Black Men

Kevin Dougherty, Assistant Dean of Students - University of California, os Angeles
Aaron Hart, Director of Housing & Residence Life - Indiana University, Purdue University, Indianapolis
Jason Meriwether, Vice Chancellor of Enrollment Management & Student Affairs - Indiana University Southeast

When discussing professional appearance, some common questions Black men, who have long hair, have to ask are, “What do I do with my hair? Should I cut it?” The answers may be simple for some, but for a lot of Black men, the answers are difficult as this decision could dictate how far they may go in their career. While using racial identity theory as a foundation, this program will delve into experiences of Black men regarding professional appearance.

6:00 p.m. - 7:30 p.m.
Opening Reception
7:30 p.m. - 9:30 p.m.
Grand C
Movie Screening - If These Halls Could Talk

Lee Mun Wah, Founder - StirFry Seminars & Consulting, Inc.

During the hot summer of 2010, Director Lee Mun Wah brought together eleven college students to discuss what it is like on campuses across the country today. The students shared the frustration and anguish of trying to be understood and acknowledged on campus where the faculty and students are predominantly white. Their stories are starkly emotional and raw, filled with incredible tenderness, courage and pain. The issues that they challenge us to look at are equally provocative, begging to be heard and confronted. There will an opportunity for discussion directly following the screening of the movie.

Day 2 Fri, Dec 06
8:00 a.m. - 9:00 a.m.
Continental Breakfast
9:00 a.m. - 9:45 a.m.
Morning Keynote
10:00 a.m. - 12:00 p.m.
Grand A
Bias Response Team: An Instrument for Institutional Change

Damita Davis, Director of Multicultural Programs - Emmanuel College

This mini institute will lead participants through the process of forming and implementing policy and collaborating with key stakeholders to bring about institutional change. Specifically, it will highlight the process Emmanuel College-MA underwent to implement their Bias Related Incident and Hate Crime Policy and the establishment of the Bias Response Team. This session will address, how one navigates institutional politics and its challenges, gathers key allies for support and ensures community wide accountability to move towards an “anti-racist” multicultural institution.

Grand E
The World Is all around Us: Creating Multicultural Community

Lee Mun Wah, Founder - StirFry Seminars & Consulting, Inc.

When schools, businesses and communities desire to transition into a multicultural environment, what will they need to prepare themselves? What kinds of skills and cultural knowledge will they need to traverse this new population? How will they attain this level of expertise and from whom? And as we move into a global relationship, what needs to be understood and respected? How does one come to appreciate and make use of all of the differences in language, customs, and beliefs? And, most of all, how do we create an atmosphere where every member is seen and valued? These and many other questions will be answered in this dynamic interactive session about what it will take to create a truly multicultural community. Through personal stories, diversity exercises, role-play, and other experiential modalities, we will explore crucial ways to access the cultural richness inherent in our diverse leaders and communities. Develop authentic relationships by sharing/honoring spiritual, emotional and traditional differences.

Grand B
Theory Practice and Research in a Peer Dialogue Program

We live in an increasingly diverse global society. Therefore, many of us are seeking ways to help students learn to speak to one another across different social identities and experiences. This presentation will share the theory, practice, and research of one peer dialogue program. Participants will learn how to create synergistic partnerships, experience pedagogy utilized in the instruction of facilitators, and see initial data findings from a qualitative case study of the knowledge, skills and behaviors of dialogue facilitators.

Grand D
Preparing Educators to Develop A Social Justice Immersion on Their Campuses

Craig Elliott, Assistant Vice President of Enrollment and Student Services - Samuel Merritt University
Mamta Accapadi , Vice President of Student Affairs - Rollins College

Student affairs programs prepare professionals to support the success of today's college student. As the college-going population demographics diversify, student affairs practitioners must be prepared to understand the complexities of the needs of college students beyond the preparation of their unique functional area. The understanding of social justice issues and dynamics of power and privilege are critical for current and future student affairs professionals. Presenters offer insights to develop a social justice education immersion for student affairs graduate students.

Socially Just Supervision: Identity Matters

Trelawnyn Boynton, Director of Diversity and Inclusion - University of Michigan
Marcus Jackson, Associate Director of Residence Education - University of Michigan
Carl LaConte, Assistant Director/Area Coordinator - University of Michigan

This session will assist multicultural affairs practitioners in implementing social justice into supervision. Identity-based supervision research and an assessment tool will be showcased to provide foundations for this topic. Participants will gain an understanding of how to infuse multicultural competence into daily interactions with supervisees to fully engage and empower all aspects of their personal and professional identities. Via socially justice supervision, professionals are trained to best serve the diversity identities the students hold.

The Future of Social Justice Work in Higher Education & Student Affairs: Where are we headed?

Dominic Rollins, Doctoral student - University of Maryland
Jamie Washington, Faculty - Social Justice Training Institute
becky martinez, Faculty Social Justice Training Institute
Vernon Wall, Faculty - Social Justice Training Institute

There is a growing trend to publish, present, teach, and train on social justice topics. With all of the professional activity happening, where is social justice work within higher education and student affairs headed? This panel discussion highlights the trends from practitioners that consistently consult, teach, and train on social justice. Specifically, faculty from the Social Justice Training Institute will share reflections from the past 15 years of work. Participants will engage in a rich discussion about next steps in developing the future of social justice work in higher education and student affairs.

12:00 p.m. - 1:30 p.m.
1:30 p.m. - 2:45 p.m.
Concurrent Sessions
Grand A
Beyond Surviving: LGBTQ Students Navigating Race Sexual and Religious Identities

Joshua Moon Johnson, Director of LGBT Resources and The Non-traditional Student Resources - University of California, Santa Barbara

This presentation shares the stories of Christian students of color in same-sex relationships as they encountered isolation, hate crimes, distress, and then a passion for social justice. Identity becomes complex as queer students of color face their racial, religious, and sexual identities. Christian students in same-sex relationships found resources on their campuses to move beyond surviving, and this presentation will enlighten educators and equip them with resources to support queer students of color encountering hostile campuses.

Grand B
Best Practice in Leadership and Identity Development for Underrepresented Students of Color

Alta Mauro, Director of Multicultural Affairs - Wake Forest University
L. Wesley Harris Jr., Assistant Director of Multicultural Affairs - Wake Forest University

This interactive session highlights Black identity development in the context of leadership development. Presenters will (1) describe The M4 Initiative: Making Manhood Mean More, an innovative nine-week leadership and identity development program at Wake Forest University; (2) position M4 as a best practice in engagement and retention of underrepresented students of color at Predominately White Institutions; and (3) provide a framework for colleagues to use in assessing institutional readiness for similar programming.

Grand D
The Perfect Pair: Connecting Cross-cultural Engagement and Student Leadership Development

Cord McLean, Program Advisor - Texas A&M University
Theresa Survillion, Program Advisor - Texas A&M University
Cruz Ríos, Program Advisor - Texas A&M

By creating environments and experiences that promote self-reflection, intergroup dialogue, and consciousness-raising, student affairs professionals can facilitate the development of multicultural students and organizations across the three domains posited in King and Baxter Magolda's (2005) Developmental Model of Intercultural Maturity—interpersonal, intrapersonal, and cognitive. In this session, presenters will explore how student engagement and leadership can be situated in students' racial identities, and facilitate dialogue among participants around promising practices in cross-cultural engagement and leadership development.

Bridging Diversity Leadership & Engagement in Student Life

Phyllis Floro, Associate Director - Diversity Leadership & Community Engagement - University at Buffalo
Terri Budek, Assistant Director of Intercultural & Diversity Center - University at Buffalo

The University at Buffalo recently underwent significant changes within the department of Student Life. The Intercultural & Diversity Center and Center for Student Leadership & Community Engagement were brought together by way of one Associate Director charged with overseeing the two Centers. The decision was based on the close relationship of these three focus areas and UB's approach to current/future initiatives with student programming. This session will highlight the efforts that have bridged diversity, engagement and leadership education thus far.

Marquis 8
Preparing our Professionals: An Overview of the Professional Staff Social Justice Course

Amanda McLittle, Coordinator of Diversity Educaion - University of Michigan
Trey Boynton, Director of Diversity and Inclusion University Housing - University of Michigan

As diversity educators, we often focus on educating and supporting our students; however, it is just as important to prepare our professional colleagues for social justice work. Every staff member at a university has the opportunity to be a diversity educator, so we must give them the tools they need to succeed. Learn about how the University of Michigan took on this task by creating a 9-week social justice course for Division of Student Affairs professionals.

Muslim Student Identity Development Theory: Understanding Muslim Students in Higher Education

Shakeer Abdullah, Direcot - Auburn University

According to research by Cole and Ahmadi (2003), Muslims are overrepresented in colleges and universities compared to the general US population. Given the increased awareness and visibility of Muslims in the United States it is important to learn more about this emerging population on the campuses of American colleges and universities (Abdullah 2011). Based on existing theories and research, this timely theory provides insight for professionals who work with Muslim Students.

How to create a Multicultural Alumni Advisory Board on your campus

Justin Graves, Graduate Student - Virginia Tech
Latanya Walker, Director of Alumni Relations for Diversity Inclusion and Community Engagement - Virginia Tech

The Multicultural Alumni Advisory Board (MAAB) engages Virginia Tech graduates and students in university efforts to strengthen its commitment to a diverse and inclusive community. This program will discuss the formation of the VT MAAB, what a MAAB may look like on your campus, and some of the initiatives the VT MAAB has found successful to pursue. The presentation will be guided by research conducted by Feudo & Clifford (2002) on alumni chapters and clubs, Kuh (1990) on assessing academic climates and cultures, Mael & Ashforth (1992) on alumni, their alma mater, and organizational identification, and Schein's (1992) 3 levels of culture.

Grand E
At the Crossroads of Race and Sexuality: An Identity Development Framework

Stacie Taniguchi, Graduate Assistant First-Year Experience - University of West Georgia
Abrahán Monzon, Coordinator: Student Leadership Institute - California State University Fullerton

Many early student development theories focus on either race or sexuality. Students of color who also identify as part of the Queer community are left to cut and paste parts of their identity to match theories. Instead of having to choose, this presentation proposes research towards an identity development framework for Queer people of color by providing a space for a dynamic dialogue on how to confront challenges of combining race and sexuality (and other intersections) in theory and application.

3:00 p.m. - 4:15 p.m.
Panel Session
4:30 p.m. - 5:45 p.m.
Concurrent Sessions
Grand E
Planning for Success: Effectively Serving Students with Multiple Identities

Joanna Hernandez, Educational Opportunity Program Counselor - University of California, santa Barbara
Joshua Moon Johnson, Director of Lesbian G - ay Bisexual Transgender Services - University of California, Santa Barbara

Holistically serving students with complex and multiple marginalized identities is an on-going challenge. Limited budget and a focus on retention causes organizational structure to be significant in serving diverse populations. Support for students with multiple identities tend to function dualistically, primarily focusing on a single identity. This presentation will discuss the complexity in serving students with multiple identities in relation to organizational structures of services. Additionally, participants will have the opportunity to evaluate services and share challenges and successes.

Grand D
TRANSitioning: Policies and Practices

Ann Margaret Trujillo, Associate Director - The University of Texas at San Antonio
Corey James Benson, Student Development Coordinator for LGBTQIA and Veteran Programs - Texas State University

College campuses in the United States are becoming increasingly more diverse than in the past, and those who support student success and retention must respond to changing demographics and diverse needs of students. This presentation will discuss practicable ways to support students who identify as Trans*, gender diverse, or gender variant without allowing a lack of enumerated protection to impede student success. The presentation will discuss how institutions can begin implementing gender identity and expression protection policies.

Grand A
Unmasking Whiteness Connecting our Minds and our Heart through Inclusive Leadership

Niki Latino, Executive Director Academic Resources - University of Denver
Lisa Ingarfield, Director of Career Services and Student Development Graduate School of Social Work - University of Denver
Pamela Graglia, Student Engagement Coordinator - Colorado State University

This interactive session will engage participants in the different phases of the Inclusive Leadership Framework that emerged from dissertation research for White College Administrators. This framework connects the mind and the heart together as White Administrators take shared ownership and shared responsibility for creating more inclusive environments, in particular at Predominately White Institutions (PWI). This study explored the personal journey of 11 White administrators who were identified as inclusive leaders at a PWI. One overall question guided this study: how do White College Administrators describe their journey to become successful inclusive leaders at a PWI? This question was explored from the perspective of Critical Race Theory; that is, inclusive leadership for White administrators could be achieved by intentionally examining their construction of Whiteness and their personal racial identity. Narrative inquiry was used to co-construct a developmental framework based on three face-to face-interviews and two focus groups: seven participants identified as female, four as male; four were senior level and five were middle-level. An inclusive leadership framework emerged that included three overarching categories of four developmental phases, four processes that contributed to the transition between the phases, and transformative life experiences that influenced the personal growth between phases.

The Power of Attraction: Success in Minority Recruitment & Retention

Niya Blair, Assistant Dean of Students/ Director of Multicultural Center - Arkansas State University
Candence Williams, Program Coordinator - Arkansas State University

The role of attracting and retaining minority students is a collaborative effort and not just the responsibility of your Admissions Office or Multicultural Center. This engaging and interactive session will examine a proven successful initiative at Arkansas State University that connects multiple areas to minority students. Participants will also gain insight on their role in this process, its influence on campus climate, and its contribution to student success.

One Does Not Simply Walk into Mordor and Do Social Justice Training

Emelyn dela Pena, Assistant Dean of Harvard College for Student Life - Harvard University
Shaun Travers, Campus Diversity Officer and Director of LGBT Resource Center - University of California, San Diego
Edwina Welch, Campus Diversity Officer and Director of Cross-Cultural Center - University of California, San Diego

Hitting roadblocks in working with folks who care, but are tired, overwhelmed and frustrated? Join us as we share a strategy that transformed individual participants, renewed energy for social justice work, and set the stage for deeper collaborations on campus. The Building Communities for Social Justice Practice Institute combined theory, lived experience and practice into a dynamic, five-day training that increased multicultural capacity and helped participants translate their personal commitments to social justice into professional competencies.

Marquis 8
EMPOWER: A model for building a community of students of color

Delia Hom, Director of Asian American Center - Northeastern University
Robert Jose, Associate Dean for Cultural Residential and Spiritual Life - Northeastern University
Douglas Lee, Assistant Director of Asian American Center - Northeaster University
Sara Rivera, Administrative Assistant Latino Student Cultural Center - Northeastern University

This program will share some of the best practices and lessons learned from a team of student affairs professionals who designed and implemented a leadership initiative for students of color at Northeastern University. These practices will be discussed in the context of building community at a large urban research university and collaborating across departments within the vision of student affairs.

Supporting Identity Development among Multiracial Students to Increase Institutional Connectedness

Jason Meriwether, Vice Chancellor for Enrollment Management & Student Affairs - Indiana University Southeast
Brittany Hunt, Graduate Student - University of Nebraska, Lincoln

Multiracial students often arrive to college campuses facing the dilemma to associate with one racial category and disassociate with others. In some structures, self-identified multiracial students feel that adequate support is lacking on campus, which leads to lack of connection to the university, poor college experience, or attrition. This interactive and energized session will examine effective support structures for multiracial students that enhance identity development, assess the within-group campus experience, and offer strategies to open dialogue and increase institutional connectedness.

Grand B
Eliciting Dialogue: A Strategy for addressing oppressive comments

Idella Glenn, Asst. Dean for Diversity and Inclusion - Furman University
Jodi Nelson, Ofc. Of the Vice Provost for Student Affairs - Oregon State University

The more skilled we can become at listening without blame to an oppressive or offensive comment, the more readily we can become agents for change. To move the conflict forward, one person can take charge of the situation by deciding to put his own hurt aside for the moment to listen to the misinformation. In this interactive session participants will participate in exercises that will provide a practical skill which will help them become more effective in addressing oppressive comments.

Day 3 Sat, Dec 07
7:30 a.m. - 8:30 a.m.
Continental Breakfast
8:30 a.m. - 9:15 a.m.
Morning Keynote
9:30 a.m. - 10:45 a.m.
Concurrent Sessions
An Artistic Approach to Development: Allyship through Spoken Word

Domonic Rollins, Assistant Dean of Students - DePaul University

Student affairs practitioners sometimes forget that experiencing artful or cultural expressions can inspire their own development. This session uses spoken word, a rhythmic production of prose that encourages listeners to carefully reflect, to address allyship. “You Want to Be My Ally” breaks boundaries by contending with the difficult work and process of becoming an ally. This original piece paired with written reflection and guided discussion will offer participants perspective and insight on developing ally skills (i.e. advocacy, confrontation, empathy).

Grand D
Who’s in your Circle: Creating and Implementing Community for African American Women.

Tracy Stokes, Assistant Director African American Student Affairs - Northern Kentucky University

The climate for African American women at a PWI is a topic that has been explored for many years. Race and gender intersections have proven to be barriers in the success of African American Women on campuses across the country and, institutions are quickly realizing that support systems must be in place in order to ensure the success of women on their campuses. Moses, Y. (1989). The workshop will outline the implementation of academic, social, and support programs for Women in the Office of African American Student Affairs at Northern Kentucky University. Sister Circle is a program created under the Self Help Empowerment (S.H.E.) Women's Initiative designed to uplift, motivate, and build relationships among women. The session will look at goals of the program, and look to create ideas to enhance current programming. We will have an interactive “mini” planning session that will outline implementation ideas that support women on their campuses.

Engaging Asian American Students: a focus on activism

Liza Talusan, Director - Stonehill College

Asian American students are increasing in numbers in higher education, yet have our practices changed in student affairs to be culturally inclusive of leadership, activism, and student engagement? Through a critical race theory lens, we will explore the ways in which current student development theories and practices have privileged certain groups and marginalized others. With a particular focus on Asian American students, this session will inform our practices and outreach in multicultural affairs.

Grand B
Model to Engage the Masses: A Division Level Social Justice Training

Kimberly Hodges, Program Director of Social Justice & Leadership Education - University of Illinois Urbana-Champaign
Ross Wantland, Assistant Director of Diversity Education - University of Illinois Urbana-Champaign
Ronnie Kan, Assistant Director of La Casa Cultural Latina - University of Illinois Urbana-Champaign
Bernice Sanchez, Assistant Director at La Casa Cultural Latina - University of Illinois Urbana-Champaign

What do Student Affairs professionals need to know to create social change in their institution - and how can you make that a priority in your division? This session will address the development of social justice training programs for staff that are appropriate for specific institutional structures and cultures. Participants will receive the tools to understand institutional culture and its ability to embrace diversity and to create a working understanding of strategic opportunities to shape institutional policy and everyday practice.

Marquis 8
Including Disability in the Diversity Discourse: Moving Beyond Compliance

Katherine Bettes, Intercultural Specialist - The Ohio State University
Rebecca Nelson, Program Director of Human Resources; Convener BART - The Ohio State University

There is often a lack of intentionality about giving space to disability as a part of the broader diversity conversation. As a result, many of the microaggressions and environmental factors that create systemic barriers go unnoticed. This often results in members of the disability community being extemely marginalized and disconnected. Through case studies and theoretical frameworks, the presenters will help participants recognize bias, create structures for change, and develop allies. Participants will leave with a tool to create an action plan at their institution.

Grand A
Unmasking Inequality: Learn ways to embrace differences

Lisa House, Assistant Professor/Psychologist - Millersville University
Kendra Saunders, Professor/Psychologist, Millersville University

Our identities consist of the multiple ways in which individuals identify themselves and are identified by others. Our interactive workshop will help participants identify and discuss their personal dimensions of identity/diversity and their relative importance through various interactive exercises. In addition, we will discuss how we are impacted when our core dimensions of identity are not recognized or valued by others. Finally, workshop leaders will discuss how we can help create a more inclusive community by valuing our unique talents and differences.

Grand E
The Mentoring Helix: Two Way Connections Mirroring Latino Culture

Aaron Mittenberge, Assistant Director of Student Life and Leadership - Adams State University
Mary Mercer, Graduate student - Bowling Green State University

This session offers strategies to strengthen significant learning for Latino students. This presentation will provide a theoretical basis for new strategies that suggest that peer mentoring relationships are an essential means of supporting Latino students. This session will feature an interactive component that aids student affairs professionals in collaborating with admissions and academics in designing a meaningful peer mentoring intervention in their institution.

11:00 a.m. - 12:15 p.m.
Concurrent Sessions
Grand A
Social Justice Elitism: Is the Magic Island of Diversity Really Deserted

Amanda McLittle, Coordinator of Diversity Educaion - University of Michigan
Marcus Jackson, Assistant Directoy of University Housing - University of Michigan

What do we do when supervising students passionate and excited about diversity education but who isolate other students through their social justice elitism? This session will set out to answer this question by exploring why social justice elitism exists, discuss how it challenges our work, and develop skills and tips to use when supervising these challenging students.

Grand E
DACA and in-state tuition: A case study on creating change in higher education

Mei-Yen Ireland, Doctoral Candidate - The Ohio State University

This program will use the process that led to in-state tuition for DACA students in Ohio as a case study to discuss: the national and Ohio context for granting in-state tuition for DACA students, lessons learned from the Ohio case study that can be applied to other states and institutions, the complexities of implementing change in higher education with the goal of increasing access for undocumented students, and the role of student activism on policy change and undocumented students' identity.

Grand B
Unearthing Our Internalized Racism and White Dominance to Nurture Working Relationships

Cristopher Hughbanks, Coordinator Diversity Initiatives and Programs - Oregon State University
Teresita Alvarez-Cortez, Assistant Director Diversity Initiatives and Programs - Oregon State University
Christine Nguyen,Resident Director - Oregon State University

Participants will have an opportunity to examine their workplace relationships and internalized messages of racism and white dominance. We will explore how these messages prevent us from forming authentic relationships and make it difficult to form and maintain inter- and intra-group coalitions that work to end racism. The group will engage in self-reflection, critical dialogue, and strategies for creating change in our workplaces and collectives of colleagues aware of ways internalized racism and white dominance divide us.

Grand D
Living the Dream: Women of Color and Reality TV

Wilette Capers, Associate Director for Housing Residence Life & Community Standards - Clayton State University
Lakiesa Cantey Rawlinson, Associate Director for Campus Life - Clayton State University
Denielle Sims,Residence Hall Manager - Clayton State University

The degradation of College Aged Women of Color has begun to unfold right in front of our very eyes. With the surging popularity of reality television, and a targeted audience of women ages 18-49, University Administrators have begun to witness the effects of the media's portrayal of Women of Color on Institutions across America. This program highlights the key identity developments, general challenges, and lessons learned in the process of promoting positive student development for the targeted audience.

Measuring Multicultural Competence: A Behavioral Change Model for Intentional Diversity Engagement

Dr. Mailee Kue - University of Rhode Island
Mr. Melvin Wade - University of Rhode Island

Multicultural competence is an ongoing process of building awareness, knowledge and skills with the goals of understanding, respecting, learning and promoting social change for cultural groups. Measuring the impact of diversity initiatives is crucial in intentionally engaging students. Based on the transtheoretical model of behavior change, this model examines the stages through which students' progress and the dynamic process they use while engaging diversity initiatives. With over 1,000 matched pre/post assessments striding two years of diversity programming, this presentation will provide evidence-based strategies for consideration. Specifically, the workshop will highlight the development and application of a theoretically-based assessment for evaluating campus wide diversity initiatives and curriculum and demonstrate how important multicultural competence is at the individual, professional, organizational and societal levels within a range of domains.

Marquis 8
Is it [En]NUFP? Diversifying the Student Affairs Pipeline

Cobretti Williams, Coordinator of Integrity Formation Programs - Seattle University
Erica Yamamur,Associate Professor Student Development Administration Program - Seattle University
Jackie Saarenas, Graduate Assistant for Living Learning Communities - Seattle University
MJ Jones, Assistant Resident Director - Seattle University

In order to diversify student affairs graduate programs, collaboration between student affairs faculty and administration are essential. This interactive program engages participants in thoughtful dialogue about creating diversity pathways into the profession and inspires collaboration and commitment among student affairs faculty and staff to diversity in higher education.

Pre-Conference Programs & Events

All Pre-Institute workshops will occur on Thursday, December 5, 2013 from 9:00 a.m. to 12:00 p.m. and are an additional fee.

Pre-Institute Workshop #1 Let’s Get Real About Racism: Facilitating Conversations between Whites and People of Color

Thursday, December 5th • 09.00 AM – 12.00 PM

Presented by Lee Mun Wah, Director of the Color of Fear

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Though we may all desire an open conversation on diversity issues, often there is a permeating fear that it will become too emotional or disruptive, so we create ways in which to diminish the intensity and the directness. What we lose is the passion and the honesty, the trust and intimacy that only the truth and an open dialogue can offer.

In this revolutionary workshop, Let’s Get Real about Racism, we offer the kind of conversations seldom approached in most diversity experiences. We examine some of the fears and stereotypes that prevent us from having a truly open and authentic conversation with each other. We also explore what people of color can’t say and whites are afraid to ask and the reasons why.  And, in the process, we practice how to effectively and compassionately hear the answers to these questions and ways to expand the conversation through curiosity, reflection and action.

This workshop provides a forum for participants to discover conscious and unconscious ways in which racism has affected their lives. It is experientially based and designed to foster a deeper understanding and appreciation of our differences. It is about confronting some of the issues that keep us all from talking to one another about race/racism, discovering new ways to begin that conversation, creating a bridge to talk about our differences, and learning 101 ways to become culturally competent in our relationships and workplaces.

Pre-Institute Workshop #2: Shattering Mental Health-isms

Thursday, December 5th • 09.00 AM – 12.00 PM

Sponsored by the NCBI:

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Presenters: Idella Glenn, Director Multicultural Affairs and Assistant Dean for Diversity and Inclusion at Furman University/NCBI Team Leader

Jodi Nelson, Executive Assistant to the Vice Provost for Student Affairs at Oregon State University/NCBI Team Leader

Michele D. Ribeiro,Co-Chair, Counseling & Psychological Services - Diversity Committee at Oregon State University/NCBI Team Leader

This session will focus on the exploration and impact of mental illness as an issue of multiculturalism and the way in which it interfaces with the cycle of oppression. 

Current issues about mental health on college campuses will be highlighted. Group work will then provide the platform and encouragement for individuals to reach for and share their voices around mental health. Finally, participants will identify potential collaborative partners to create similar Shattering Mental Health-ism forums on their campuses!

Learning Outcomes:  

  • Participants will learn more about mental health oppression as an issue of multiculturalism.
  • Participants will explore personal reactions to the impact of mental health experiences on selves and others.
  • Participants will explore ways to normalize mental health conversations and identify partners to create mental health awareness forums.

Pre-Institute Workshop #3: “I Don’t Know What to Say”: Engaging the Intersections of Race, Sexualities, and Christianity

Thursday, December 5th • 09.00 AM – 12.00 PM

Sponsored by the SJTI

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Presenters: Rev. Dr. Jamie Washington, President, The Washington Consulting Group and Founding Faculty, Social Justice Training Institute

Dr. becky martinez, Independent Consultant

Rev. Sam Offer, Vice President of the Washington Consulting Group

Vernon Wall, Director of Business development at Leadershape

“Why do we always have to just talk about race, what about sexual orientation?” “Sexual Preference is a personal issue and should not be included in the diversity discussion because it’s a choice!” “Where am I supposed to go and be fully accepted, the Queer students don’t want me to be religious and the religious groups don’t want me to be Queer…” If you heard or felt these sentiments and are looking way to effectively engage the intersections of race, religion and sexual orientation, this session is for you. Those who serve as the champions and leaders for engaging issues of race, religion and sexualities on campuses must increase our awareness, knowledge and skills for navigating the intersections and simultaneity.  

Learning Outcomes:

  • Participants will explore to the cycle of oppression and its impact on the conversation.
  • Participants will examine the similarities and difference between racism and heterosexism.
  • Participants will be invited to explore how religion and spiritual beliefs impact their ability to navigate this conversation.
  • Participants will leave with tips for more effective engagement and community building.


Please Note: Online registration will close on Wednesday, November 27, 2013

Registration as a member is based on individual membership status. If you are employed by a college or university that is an institutional member, you can join as an individual member at the $75 rate. If your institution is NOT a member, then you will need to join at the associate affiliate rate of $242 and then you can pay the individual member rate for conference registration. This gives you the conference registration and a year of membership for less than the non-member registration fee. Visit the Membership section of the NASPA website to learn about membership types.

Register Online

Registration Fees

Registration Type Early-Bird before 10/18/2013 Regular after 10/18/2013
Full Registration
NASPA Member $395 $470
Non-Member $595 $670
NASPA Student Member $100 $155
Pre-Institute Workshops $65 $85


Tiki Ayiku
Director of Educational Programs
Email: tayiku@naspa.org
Phone: 202-265-7500 ext.1184


View Registration Policies

Group Registration:
NASPA offers discounts for attendees registering in groups of two or more individuals. To apply for this discount please contact NASPA at events@naspa.org. Please include in the email your name, the conference you're registering for, your institution name, and how many individuals you're registering. Our membership department will contact you once they've received this information.

Purchase Orders:
Purchase orders will NOT be accepted for registration. There is now a Bill Me option online if you need to submit paperwork to your accounting office to have a check cut for your registration payment. Please use that option when registering online. 

Cancellation Policy:
Refunds will be given for cancellations, received in writing by October 18, 2013, less a $50.00 processing fee. In addition, a processing fee of $50.00 per registration will be charged for credit cards declined or to change payment methods after the initial payment is processed. With prior approval, anyone registered but who cannot attend may send a substitute. Substitution information must come in writing from the registered participant. The membership status of the substitute must be the same as the registrant in order to have the same registration fee applied. Additional charges may apply if the membership status is not the same. The conference may be canceled or postponed due to unforeseen circumstances. In this case, fees will be refunded; however, NASPA will not be responsible for additional costs, charges, or expenses, including cancellation/change charges assessed by airlines, hotels, and/or travel agencies. NASPA is not responsible for weather-related travel delays or other issues in regard to personal travel and no refunds will be given due to these occurrences.

NOTE: Early-bird registration deadline is October 18, 2013. All requests for cancellation and refunds must be in writing to refund@naspa.org. Due to our food and beverage requirements, no refunds will be granted after October 18, 2013. Questions? Contact the NASPA office at 202-265-7500 or via e-mail at office@naspa.org.


We are excited to introduce you to our featured speakers for the 2013 NASPA Multicultural Institute

Marielena Hincapie

Marielena Hincapie

Executive Director, National Immigration Law Center (NILC)

Marielena Hincapié is the executive director of the National Immigration Law Center (NILC), the main organization dedicated to defending and advancing the rights of low-income immigrants in the U.S. Under her executive leadership, NILC has grown to be one of the premier immigrants’ rights organizations strategically using a combination of litigation, policy, communications, and alliance-building strategies to effect social change. Ms. Hincapié is highly respected for her legal and political strategies, and is seen as a bridge builder within the immigrant rights field as well as across broader social justice sectors.

Fully bilingual and bicultural, Ms. Hincapié serves a resource and is often interviewed by media outlets such as Univision, Telemundo, CNN en español, MSNBC, NY Times, LA Times, among others. She also is a frequent lecturer at national and international conferences addressing issues of migration, and works closely with emerging leaders in the social justice movement. Ms. Hincapié began her tenure at NILC in 2000 as a staff attorney leading the organization's labor and employment program. During that time, she successfully litigated law reform and impact litigation cases dealing with the intersection of immigration laws and employment/labor laws. She then served as NILC's director of programs from 2004 and 2008, after which she became executive director.  Before joining NILC, Ms. Hincapié worked for the Legal Aid Society of San Francisco's Employment Law Center, where she founded the Center's Immigrant Workers' Rights Project. She holds a juris doctor degree from Northeastern University School of Law, served on the American Bar Association's Commission on Immigration, and is currently a member of the Jobs with Justice Board of Directors. Ms. Hincapié immigrated as a child from Medellín, Colombia to Central Falls, RI.  She is the youngest of 10 children.


Dr. Gwen Dungy

Dr. Gwen Dungy

Executive Director, Emeritus, NASPA

An accomplished speaker, leader, and educator, Gwendolyn Jordan Dungy served as executive director of NASPA from 1995– 2012. In her capacity as a national advocate for students and student affairs in higher education, she draws on more than 40 years of experience in higher education.

Dr. Dungy’s primary interests since retirement in March 2012 have been to use her years of experience and continuous learning to deepen her understanding of leadership for change in a context of changing demographics and porous geographical boundaries. Since retirement, she has worked with colleagues in student affairs within the U.S. and internationally to review student affairs programs and services in order to increase their alignment with the mission and goals of their college or university. 

Currently, she works with NASPA on its international goals. She is a Senior Fellow at the Association of American Colleges and Universities (AAC&U) in the Office of Diversity, Equity, and Student Success. She also serves on the AAC&U Journal Advisory Board.

Dr. Dungy is the author or editor of numerous articles in higher education books, journals, and magazines. Most recently, she co-edited Building a Culture of Evidence in Student Affairs with Maggie Culp; Exceptional Senior Student Affairs Administrators' Leadership: Strategies, and Competencies for Success, along with Shannon Ellis; and a chapter in Diverse Millennials in College. She also initiated the oft-cited Learning Reconsidered: A Campus-Wide Focus on the Student Experience and was a contributing author of Learning Reconsidered II: A Practical Guide to Implementing a Campus-Wide Focus on the Student Experience. Currently, she is co-editing a publication on increasing the persistence and completion of adult learners in colleges and universities. 

Lee Mun Wah

Lee Mun Wah

Director of the Color of Fear and Executive Director , Stirfry Seminars & Consulting

Lee Mun Wah is an internationally renowned Chinese American documentary filmmaker, author, poet, Asian folkteller, educator, community therapist and master diversity trainer. For more than 25 years he was a resource specialist and counselor in the San Francisco Unified School District. He later became a consultant to private schools, working with students that had severe learning and behavioral issues.

Lee Mun Wah is now the Executive Director of Stirfry Seminars & Consulting, a diversity training company that provides educational tools and workshops on issues pertaining to cross-cultural communication and awareness, mindful facilitation, and conflict mediation techniques. Thousands of people from government and social service agencies, corporations and educational institutions have taken Lee Mun Wah’s workshops and partnered with Stirfry Seminars & Consulting on their diversity initiatives.

His first film, Stolen Ground, about the experience of Asian Americans, won honorable mention at the San Francisco International Film Festival, and his most famous film about racism, The Color of Fear, won the Gold Medal for Best Social Studies Documentary. Part Two of this film, Walking Each Other Home, won the Cindy Competition Silver Medal for Social Science. In 1995, Oprah Winfrey did a one-hourspecial on Lee Mun Wah’s life and work that was seen by over 15 million viewers internationally.

Tommy Carroll

Tommy Carroll

Student, Artist, Speaker, Northwestern University

Tommy Carroll Is a junior at Northwestern University studying journalism and International Studies. He has contributed articles to websites including All About Jazz, North by Northwestern, and the Daily Northwestern.

Tommy is also an active performing percussionist with experience in jazz, rock, Afro-Latin, and symphonic music. In addition his skateboarding videos have received nearly a million total views on youtube and other social media sites.

Recently Tommy traveled to Jinja, Uganda, for two months where he completed an internship with a micro finance organization helping local youth start their own small business. He also had the chance to play with local musicians.

Blind since the age of 2, Tommy routinely gives presentations on the importance of technology for visually impaired students and best practices for web accessibility.

You can follow Tommy on twitter @tommycarroll3


NASPA is grateful to our cooperating sponsors who help us make the Multicultural Institute a success.

JW Marriott Las Vegas Resort & Spa
221 N Rampart Blvd.
Las Vegas, NV 89145
(877) 622-3140

Experience one of the premier resorts in Las Vegas, the JW Marriott Las Vegas Resort & Spa. Our Las Vegas luxury resort is located in the heart of the Southern Nevada's most prestigious collection of golf courses, boasting 50 acres of flourishing gardens, a resort pool with waterfalls and whirlpools, a lavish spa, and eleven restaurants, from fine dining to casual. Let our exclusive Golf Concierge schedule priority rounds at TPC Las Vegas or other nearby courses, indulge in soothing therapies at Aquae Sulis, our luxurious Las Vegas Spa & Salon, enjoy on-site gaming at Rampart Casino or explore the stunning landscape of nearby Red Rock Canyon. At the end of the day you can return to our North Las Vegas resort's deluxe guest rooms and exquisite suites with spectacular views, plush bedding and tech-friendly amenities.

The JW Marriott has arranged special room rates for conference attendees, starting at $119 (not including 12% local taxes).  Reservations must be made by Wednesday, November 13, 2013.  Please make your reservations as soon as possible, as hotel blocks tend to sell out for NASPA conferences!

PLEASE NOTE: The NASPA room block at the JW Marriott Las Vegas is completely SOLD OUT.  Below is a link with alternative hotel options.  Please note that NASPA is not providing any transportation to and from the conference hotel to any other properties in the area.  Availability at the conference hotel can change at any time.  If you would like to try and reserve a room at the JW Marriott, please contact the hotel for any availability updates.  Please keep in mind, when contacting the JW Marriott, the NASPA room rate may not be available.

 Alternative Hotel Options
  • Travel

    Las Vegas is serviced by McCarran International Airport (LAS). The JW Marriott Las Vegas Resort & Spa is located approximately 15 miles from the airport.

  • Transportation

    Bell Transportation offers a convenient airport shuttle (share-a-ride) to and from the resorts/hotels on or near the Las Vegas Strip and Downtown areas.

    Information on taxi cabs can be found on the ground transportation page of the LAS website.

    On-site parking and valet parking are both complimentary at the JW Marriott Las Vegas Resort & Spa.

  • Weather

    Temperatures in Las Vegas in December are around 55 degrees F during the day and in the high 30s at night. As the Institute gets closer, please visit The Weather Channel for the most up-to-date weather information.

Additional Info

We hope that you will explore Las Vegas, when not busy with the institute or if you arrive in the city before the program begins. There are plenty of things to do and see if you are a first-time visitor or even if you have been to Las Vegas many times. The official tourism website for Las Vegas is one of many online resources available to visitors.

The dress for NASPA events is business casual.

Get in Touch with NASPA