Join the conversation about how to best serve our Graduate Student populations and those that come to campus with them. We hope to have conversation surrounding best practices and programming for graduate students, international graduate students, non-gender conforming graduate students, parenting graduate students and their families, including spouse/partners and children. This year’s theme, “Creating a Home for our Graduate Student Populations”, takes into consideration all aspects affecting our graduate student’s life, including the effects of the political climate on admission to U.S. universities. Our day will open with a trend-focused talk by Rena Cheskis-Gold, CEO and Founder of Demographic Perspectives, LLC, a consulting firm focused on providing data and analysis for strategy, assessment, communications, and managing change within Higher Ed and Non-Profits. A tour of Harvard University Housing, including units and common spaces, and a short reception will end the day.
Whether you're an established professional or new to the field, you have something to share with our AGAPPS community. Reflect on current issues impacting our segment of Higher Ed and consider showcasing graduate student support/programs/initiatives that have been met with particular success on your campus. Sessions should be no longer than 60 minutes and include time for questions from the audience.
For the purpose of the Social Justice and Inclusion competency area, social justice is defined as both a process and a goal that includes the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups and seeks to address issues of oppression, privilege, and power. This competency involves student affairs educators who have a sense of their own agency and social responsibility that includes others, their community, and the larger global context. Student affairs educators may incorporate social justice and inclusion competencies into their practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities.
The Advising and Supporting competency area addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through developing advising and supporting strategies that take into account self-knowledge and the needs of others, we play critical roles in advancing the holistic wellness of ourselves, our students, and our colleagues.
The Organizational and Human Resources competency area includes knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources This competency area recognizes that student affairs professionals bring personal strengths and grow as managers through challenging themselves to build new skills in the selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management fundraising, technology, crisis management, risk management and sustainable resources.
The Student Learning and Development competency area addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs and teaching practice.
Looking for tips on writing an effective NASPA proposal? See sample submissions and formatting tips in our Program Submission Guidelines.
Please contact NASPA if you have any further questions about submitting a program proposal for the 2017 NASPA Region I AGAPSS Drive-In: Creating a Home for our Graduate Student Populations.
Associate Director of Student Affairs
Email: [email protected]
As a consultant to senior policy and decision-makers in the higher education community, Rena Cheskis-Gold provides background data and research for academic, programmatic, and physical planning initiatives, new policy formulation, program assessment, and accreditation. She has worked with the offices of the President, Provost, Dean, housing, admissions, athletics, benefits, academic and alumni affairs, and library at more than twenty-five colleges and universities. She teaches and speaks regularly on many aspects of survey, demographic, and market research. Rena holds degrees in Demographic and Population Studies from the University of Illinois and Brown University.