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Small Colleges and Universities Division |
Hear About This Division/Group
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The Small Colleges and Universities Division provides leadership in higher education to promote understanding of small college and university missions, challenges, and opportunities. The Division ensures that NASPA's programmatic and policy directions appropriately respond to small institutions – defined as those enrolling less than 5,000 students – and their unique needs.
Welcome to NASPA’s Small Colleges and Universities Division. The SCU Division actively supports student affairs professionals who work at institutions with less than 5,000 students. We invite you to review the SCU website and seek ways to contribute to on-going discussions.
This year, we will continue to ensure that the small college mission is realized within NASPA’s strategic plan. In addition, the SCU Division seeks to broaden our membership base, provide professional development opportunities for mid-level managers and continue mentoring for early career professionals. We take our responsibility as educators seriously, and we invite you to be part of the NASPA small college community. We look forward to hearing from you.
Starting in late April, 2019, the NASPA Research and Policy Institute blog has been merged into the NASPA blog! Check us out there: http://www.naspa.org/about/blog
Leah Kareti, program manager for 360 Proof, understands the resource issues small colleges and universities face as they address alcohol prevention challenges for students. She has some great tips to share to help student affairs leaders at SCUs.
This guide highlights sessions, programs, and events of interest to student affairs professionals at small colleges and universities during the 2019 NASPA Annual Conference in Los Angeles, California from March 9-13, 2019. Join us!
Student affairs professionals know that students are not absent from discussions about complicated and complex problems. While they might not readily join every conversation about every heated topic, they are certainly not indifferent to them all. Prominent recognition of students discussing, and perhaps disagreeing on, difficult subjects with other students can demonstrate a sense of community that is strengthened by, rather than shaken by, conflict and difference. It only further primes students for future public engagement in a world where conflict is inevitable and the outcomes of conflict are at least in part shaped by the resilience of those involved in and affected by it.
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