Conference Registration is now open!
|8:30AM - 9:30AM (PST)||Welcome & Keynote Session - Henry Gee|
|9:40AM - 10:30AM (PST)||Concurrent Sessions & Community Conversations|
|10:40AM - 11:10AM (PST)||SA Speaks|
|11:10AM - 12:30PM (PST)||Grad Fair & Networking Lunch|
|12:30PM - 1:20PM (PST)||Concurrent Sessions & Community Conversations|
|1:30PM - 2:20PM (PST)||Concurrent Sessions & Community Conversations|
|2:30PM - 3:20PM (PST)||Concurrent Sessions & Community Conversations|
|3:30PM - 4:30PM (PST)||Endnote & Closing Mindfulness Activity - Angela Batista|
Concurrent Session: 9:40am - 10:30am (PST)
|Exploring the Opportunities for Your Doctoral Degree||Kandy Mink Salas, Julianna Hernandez, Aaron Jones, Piya Bose, Robert Flores||The discussions in this session will help you explore your options for doctoral work in higher education. A panel of student affairs professionals, at various stages of their doctoral journey, will share their personal narratives. Issues to be explored include: deciding when to begin; choosing a program; managing multiple priorities during doctoral work; integrating your identities into your doctoral work; how the degree can impact your career. Participants will be encouraged to ask the panelists questions during the session and resources for the pursuit of your doctoral work will be provided.|
|Financial Literacy for the New Student Affairs Professional||Kim Hamon, MyLinh Hoang||This program will focus on providing attendees with information and resources on how to transition from income made as a graduate student to a salary as a full time professional. We will be covering topics such as budgeting basics, differences between a Roth IRA/403b/401k and why they are important, how to make your money work for you such as managing savings, investing, and emergency funds, and general financial empowerment on your way to creating generational wealth.|
|Gen Z and Pluralistic Orientation: Using Data to Know Your Students||Shelby Abrahamian, Adina Corke, Dr. Dawn Person||Data is a necessary tool for student affairs professionals in understanding their student population. Assessment of skills, dispositions, and needs allows educators to meet students where they are in order to help them develop the skills necessary for success, both in the classroom and beyond. To illustrate this, facilitators will share the results of a partial replication study based on UCLA's Cooperative Institutional Research Program's measures for pluralistic orientation (the ability to operate in a diverse society) in incoming first-year students. Data such as this can help student affairs professionals redefine student success and the importance of higher education beyond the purely academic.|
|My journey into Student Affairs: A First Gen Experience||Tasmia Moosani||This session will go into depth about my student affairs journey as a first generation, low income, woman of color navigating an unfamiliar system and unfamiliar sociocultural norms. I will talk about choosing a master's program, the graduate school experience, and obtaining my first professional role in higher education. Topics such as imposter syndrome, financial burdens, family responsibilities and overcoming the struggles of being first generation will be highlighted.Participants willLearn to identify characteristics of first-generation students.Learn to recognize the common barriers first-generation students experience while pursing higher education.Learn persistence strategies linked to first-generation student success.Learn to identify different resources available to first-generation students & future student affairs professionals|
|Restoring Dignity: Enacting an Equity-Minded Approach to Leadership||Andrew Mutsalklisana, Lisa Gates||Over time, paradigms, theories, and models have sought to capture the essence of leadership. And, over the past several decades, fueled by movements such as Black Lives Matter, we have observed the dynamic and shifting meanings of leadership. Ideas about leadership have changed dramatically: from the unique and power-based qualities of individual men, to a move toward a community-centered, equity-driven approach that is demanding something very different from all of us today. Student Affairs leaders must take an active role in creating and supporting a more equitable, unified, and inclusive campus. To improve ourselves as leaders and the communities we create, we are committed to listening, engaging with empathy, advocating for antiracism, and promoting racial justice, inclusion and equity.Our outline is as follows:A New Paradigm of Leadership(defining equity mindedness)Embodied PracticeWhat Leadership Means to YOURestoring Dignity and what that feels like to YOUExpand on our Paradigm of LeadershipWrite YOUR Story(a reflection of a leadership challenge)Breakout roomsQuestions|
|Undocumented/DACA/Mixed Status students transitioning to professionals||Sharet Garcia||An opportunity to begin real conversation, asking questions and bringing awareness about the challenges of undocumented students transitioning to professionals. In this workshop I will be providing some of these conversation, questions and information that is being provided by the undocumented communities directly. We will explore the different ways that undocumented/DACA/Mixed status students can be assisted and supported. Reviewing the importance of networking and creating safe spaces.|
|Values Priorities and Growth: Considering Out-of-State Graduate School Programs||Hollyann Larson, Bobby Lith||There are hundreds of graduate programs focusing on student development, higher education, and student affairs across the nation -- why limit yourself to one state? For those who are able, pursuing graduate programs out of state may provide professional development, financial, and academic benefits. Programs out of state may also give experience working within the context of a different institution and governing structure, increasing your knowledge of higher education as a whole. Some offer competitive tuition and stipend benefits while you gain valuable professional experience. The presenters, California natives, CSU Long Beach Alumni, and currently in graduate programs out-of-state, will discuss the factors important to their graduate school searches, dealbreakers, and the benefits and challenges they have experienced in their graduate education at their respective institutions. Participants will be able to broaden their scope on potential graduate schools, ask questions about culture shock and transition, and gain resources to aid in their graduate school search.|
|Virtual Events – Meeting Students Where They're At: Expanding Access and Incorporating Identity||David Estudiante, Andrea Montoya, David Altman||The global pandemic has forced institutions to re-evaluate the way in which they interact with and engage students. Creating a virtual presence means more than transitioning pre-existing events into an online platform like Zoom. Migrating to remote settings and online engagement means supporting students in new and exciting ways. As student affairs practitioners we are duty bound to evaluate and understand how the virtual space can be utilized to support students from URM communities and incorporate identity-centered programming that supports peer connection and community building. Utilizing an intersectional framework and approach, the Enrollment Services division at Claremont Graduate University has successfully incorporated access and identity-centered programming into our virtual events for both prospective and current students. This session will promote conversation and collaborative strategies focused on building meaningful and impactful student engagement, community involvement, and a sustainable competitive advantage for student affairs professionals.|
SA Speaks - 10:40am - 11:10am (PST)
|Program Title||Presenters||Program Description|
|Practicing Self-Love as College Counselors||Reina Ferrufino||Transformational counseling sessions enables students to feel cared for, noticed, and like they matter to someone. Fundamental counseling skills must be practiced in a transformational student-counselor session: actively listening, validating, and helping break educational and systemic barriers for our students. However, if as counselors we are not engaging in self-compassion, kindness, and self-love we run the risk of interacting with our students in a more transactional form of counseling. The problem with this is that students' needs may not be properly assessed, and students might be left feeling unsupported or simply like another ID number. Counselors are agents of social change and thus, leading through kindness, and practicing self-love, is pivotal to developing a meaningful counselor-student relationship. In this session, we will explore what self-love means to you, and engage in an activity where you are able to reflect and write a thank you letter to yourself. The aim of this exercise is that you will constantly remind yourself of your own self-power, strengths, and uniqueness you have to offer.|
|Graduate Students Matter Too||Letty Trevino||Traditionally speaking, universities have seen graduate students as transitory members of their community - they come, they get their degree, and they leave. Whether or not this was accurate before, it is inaccurate now. There is a growing movement among graduate students (and professionals that support this community) that is pushing for reforming the way universities think about serving this population. The truth of the matter is that they need just as much support as their undergraduate peers, if not more support. This presentation is designed as an extended elevator pitch. Let's talk about what the barriers to education are that graduate students face and why we should be focusing on this population as a profession.|
|Theme Your Year: An Alternative to Goal Setting||Bruce Aquino||Goal setting, while helpful for some, isn't useful or appropriate for everyone.Different than setting new years resolutions, different than SMART goals, diffrent than the STAR method, different than a lot of other structured methods... "Setting a theme for your year" has worked extremely well for me as I've developed into the Student Affairs professional and more importantly the PERSON I want and aspire to be.Come learn how I've overcome; decision paralysis, making small decisions, making large life choices, and finding a direction to move in rather than an overly structured or specific goal.Theme Your Year. It has the ability to reduce anxiety, help you be more decisive, and make your milestones more memorable as you reflect on your life years in the future.|
Concurrent Sessions - 12:30pm - 1:20pm (PST)
|Program Title||Presenters||Program Description|
|A Crash Course on Working with Student Organizations||Kayla Wiechert||Come learn about the importance of clubs and organizations on college campuses, get an overview of the core components of student organization management, and discuss the challenging issues (and professional development!) that this functional area provides.This session will offer an inside look at the role of a student affairs professional in supporting recognized student organizations, a topic not often discussed at regional and annual NASPA conferences. It is meant for undergraduate or graduate students who are exploring different functional areas to get an introduction to this component of student affairs and a better understanding of a possible career path.The presenter will start with a brief review of what recognized student organizations are to define the topic. Some research and theory will be shared to help attendees understand the significant role student organizations play in satisfaction, persistence, and sense of belonging for college students. The presenter will engage attendees to share their involvement and how it impacted their college experience. The presenter will then share some fundamentals of student organization management including new organization registration, event advising, leadership development/training, budget management, advisor relationships, and recognition/awards. The session will close in a discussion around hot issues that have made headlines including diversity and inclusion, social media, free speech, and risk management. Attendees will be asked to weigh in on these issues (in breakout rooms if the size of the group allows) to share challenges, best practices with which they are familiar, and to offer insight on the future of student organizations on college campuses. There will be time at the end for questions and comments.|
|Don’t just do more do it better: Improving Student Affairs Programming with Evaluation||Melissa Burrows M.Ed, Gwen Garrison Ph.D||Student Affairs faces challenges with program improvement in multiple areas of student engagement, including residence and campus life student activities, as well as class-based programming. This workshop aims to teach you the basics of program evaluation necessary to ensure student affairs resources are adequately supporting your institution's student body and campus climate. From this workshop, participants will take with them the Logic Model process, which can be used to plan and execute evaluation efforts aimed at improving student resources and programming.|
|Experiences of Change: Moving to a Career in a California Community College.||Raymond Carlos Ed.D, Raquel Torres-Retana Ed.D||Colleagues who change careers from a four-year institution to a California Community College may find themselves in a parallel universe. This session will assist those interested in working at a California Community College but are not sure where to begin, and those who would like more exposure with the notion of working in the California Community College system. Session format will be conversational.Presenters will introduce themselves and give a brief overview of their experiences working at a four year institution and transitioning to a California Community College in Southern California.Topics to be covered include the following:Philosophy and mission of the community collegeOpen AccessShared/Participatory GovernanceCollective BargainingStructure of Student Affairs and Academic Affairs (“faculty” roles in SA)K-14 policiesHiring PracticesQuestions from the Audience will steer the conversation.|
|From Student Affairs to Activism: Creating Critical Hope in Underserved Communities||Dawn Person, Laniece Gomez, Ricardo Pitones, Richard Cuellar||This presentation will provide an opportunity for participants to gain insight into how student affairs educators can activate their activism in underserved communities. A case study of the award-winning Maywood Education Fair will be discussed featuring all the components of an effective intervention for serving underserved communities. This case study rejects the cultural deficit explanations of student failure and examines institutional structures through the concept of community cultural wealth (CCW) (Yosso, 2006). CCW as a framework enables the community to develop an empowered, self-sustaining movement toward a college-going culture. In this sense, true inspiration comes from the community. It takes an equity minded practitioner to challenge the systems of oppression and take action to disrupt inequities and outcomes (Bensimon & Malcom, 2012). Based on a graduate student practitioner's desire to give back to her community and get more students of color in college, she established a college resource fair after exploring and assessing the needs within her community. With the support and guidance of her graduate program faculty at California State University Fullerton Master of Science in Higher Education (MSHE), a partnership was developed with the City of Maywood in Southeast Los Angeles and local schools, and the College of Education at CSU Fullerton. The goal was to create a college-going culture in this predominantly Latino, largely under-resourced community. For over 12 years, this team has come to recognize the assets that exist within Latino communities, and building upon those strengths, the Fair has become an expected annual event supported by elected officials, school leaders, parents and students.|
|Navigating Post-secondary Institutions & Professional Spaces as a First-Gen Graduate Student||Marisol Vargas, Jesse Magaña, Danelle Go||The mental health of graduate students represents a critical issue across post-secondary institutions. Serving as one of the primary gateways to upward social mobility, more first-generation students are pursuing advanced degrees. However, the workload for graduate students creates more challenges for first-generation graduate students, instead of easing and supporting their transition, making it difficult to prioritize their wellbeing. As first-generation student affairs graduate students, we share our perspectives on the graduate student reality and highlight the need for greater focus on the experiences of those who share our identities. Emphasizing the struggle of navigating higher education's bureaucracy and the importance of normalizing mental health, flexibility, and community building in graduate programs.|
|Universal Design for Learning and Accessibility Services||Leobardo Barrera, Denia Guadalupe Bradshaw||A Universal Design for Learning (UDL) is more important than ever given the current virtual environment. Student affairs professionals need to be more engaging and inclusive to best serve all students. The UDL framework originally stemmed from providing educational tools for students with disabilities, however it has grown to be a research-based framework that seeks to support all students. Within our session we will discuss the Accessibility Services as a functional area, as well as how to utilize a UDL lens and approach within student affairs. The virtual environment has many positive attributes but there are also many areas and opportunities for growth. For instance: how do we make our online spaces more inclusive? Also: when we return to our in person physical spaces, how are we going to serve students with a UDL framework informed approach? This session will explore the field of working with students with disabilities and all students with intersecting backgrounds and identities in higher ed. As the current Director of Accessibility Services and a scholar practitioner expert in UDL, we hope to engage SA professionals in an engaged and content filled session.|
|What I Didn't Learn in Grad School: An Open Conversation||Melina M. Remesha, Colin Lewis, Jesse Rapport, Joseph Villegas||It's tough being a graduate assistant or new professional. You don't know what you don't know. Join us for an open conversation where we will explore a variety of topics that you may not have learned in grad school, geared towards graduate assistants or new student affairs professionals. Learn how to navigate your first year(s) as a graduate assistant or a new professional, navigate institutional politics and unspoken norms, create healthy boundaries with students and colleagues, and how to continue exploring career goals. Explore how to understand benefits and campus culture, and how to navigate the supervisor/supervisee relationship. Learn what it's really like to work in a virtual environment and how to collaborate with campus partners who have different visions for achieving a similar goal. Combined, the presenters have experience in a variety of functional areas such as student activities, leadership, strategic planning, student conduct, and orientation. Come talk with us about what it's really like and learn tips for thriving in a new position!|
|You are Enough! A panel discussion by Women Identified SA Pros on the Various Roads to Student Affairs||Monica Schnapp, Marina Hara Mantos, Jasmine Belleza, Ariela Canizal, Becca Seguancia||So you are in college, and just found out about this amazing world called Student Affairs. You think you want to pursue a career, but it can be stressful to decide what path you want to follow. Can you take a gap year? What about more than one? Do you have to do the same graduate assistantship for two years? What about 1 vs 2 year programs? Thesis, Comp Exams or Action Research? Do you have to stick to the same functional area after you graduate? Can you work on a college campus to get experience, without a Masters degree? And after you get your masters, when should you start a doctoral program? It is easy to feel like you have to follow a specific path to achieve your goals, and it can sometimes feel like taking a different direction means you are not “good enough” or that you will be looked down upon. Come meet six womenx identified Student Affairs practitioners who all hold different identities, and all took different approaches to where and when they wanted to go to school, and what functional area they wanted to pursue. Each has a different story, but they all share a passion for supporting the next generation of emerging Higher Ed professionals and they want you to know that You Are Enough!|
Concurrent Sessions - 1:30pm - 2:20pm (PST)
|Program Title||Presenters||Program Description|
|(Re)Structuring Student Affairs through Critical Feminist Theory||Suzanne Abouelnasr, Aliana Guzman||The existence of gender bias in organizational policies and practice is still prevalent in the workplace. While higher education is predominantly women lead, we're still experiencing gaps in personal development and career progression for women and especially women of color. Current research on high-achieving women in postsecondary education is focused primarily on faculty, with little study about high-achieving academic or student affairs administrators (Nicholson & Pasque, 2011, p. 85). This leaves a severe gap in higher education given that 71% of SA positions are held by women (Inside Higher Ed, 2018). This session will begin by sharing some broad information and statistics on women in the workplace; highlighting issues women face in every industry and why those issues continue to persist, despite the resources put in place by organizations to help women thrive. We will then focus the remainder of the session on re-examining Student Affairs from a critical feminist perspective, also known as FemCrit. In this session, the presenters will give an overview of FemCrit literature and studies on high-achieving women. This presentation will highlight how impostor syndrome was coined based on a study of high achieving women but lacks an intersectional focus on gender and race. The session will end with our proposed intervention and recommendations for organizations, managers, men and women. The presenters will propose an intervention that establishes a professional development workshop series that will focus on the needs of women and women of color. Nicholson and Pasque (2011) found in their study that there are three themes that supported high-achieving women to succeed, the significance of being mentored or “tapped” for leadership, leaning on mentors and support networks, and finding an individual work–life balance (p. 90). These themes, coupled with the lived and learned experiences of our presenters, will guide the praxis. Through this session we hope our audience will better understand the issues and barriers women face in higher education and feel empowered to seek mentorship, pursue professional development opportunities, and build a supportive community.Nicholson, S. E., & Pasque, P. A. (2011). Empowering Women in Higher Education and Student Affairs: Theory, Research, Narratives, and Practice from Feminist Perspectives. Stylus Publishing.|
|Best Practices in Supporting ALL Graduate Students: Asynchronous Programming for Those Hardest to Reach||Letty Trevino||Student Affairs is a field that historically has focused on supporting undergraduate education, reflecting an overarching trend in higher education administration and strategic planning. Student Affairs professionals, at best, have expressed many challenges when reaching out to and engaging graduate students and, at worst, have considered programming for this community to only be necessary for those that specialize in serving this population. Graduate education and graduate student needs are significantly more varied within one institution than the undergraduate experience at that same institution. Graduate students need the help and support of student affairs professionals from across our profession. With the lived experience of students so immensely varied, with the difference in degree objectives (masters, doctoral, professional), and with the diversity of educational goals, graduate programming is notoriously fickle. However, programming for graduate students gives us an opportunity to rethink the way we engage with a student body, which is much aligned with how we've had to pivot during the pandemic. In this session participants will walk away understanding the barriers to participation that graduate students face, strategies for addressing an extremely diverse student body with competing needs, and examples of effective asynchronous and remote outreach.|
|Elevating the Student Experience along the Admissions Life Cycle||Paige Piontkowsky, Rachel Camacho||Claremont Graduate University's Enrollment Services team has been trained to offer an extremely high level of customer service. For this reason, prospective students are familiar with a concierge experience throughout the recruitment/admissions process. However, newly enrolled students expressed disconnect between their admissions experience and how they experience beyond matriculation. To help mitigate these challenges, we brought admissions and recruitment, financial aid, and admissions operations teams together, and established a new student engagement team under one unit -the Enrollment Services Team. In bringing these unique teams under one umbrella, we've been able to implement melt prevention strategies and tracking mechanisms to help us understand student experiences at each stage of the funnel. Equally important, a heightened focus on student success has shifted how students experience being a graduate student. By placing an admissions representative and student support specialist in each academic unit, we have helped demystify the graduate school application process and increased our level of customer service. Through the implementation of the Student Engagement team and reorganization of various offices under enrollment services we have seen enrollment and student satisfaction increase across the institution.|
|Functionally Rolling Through the Functional Roles||Jillian Strong, Ken Grcich, Erin Sanborn||Step 1. You want to work in higher education.Step 2. Now what?Join an in-depth discussion with 3 SA Pros of various functional areas, roles, and experiences, to discuss the who, what, when, where, and why, of working in Student Affairs. Working in different departments with different student demographics, the facilitators have a range of answers for your questions of what it's like to work in Student Affairs.|
|Latinx/a/o Student Affairs Professionals Panel||Freddie Sánchez, Martha Enciso, Leticia Romo, Joey Leon, Ariela Canizal||This panel of talented Latinx/a/o student affairs professionals will share their trajectory in the field of student affairs and working in the various sectors of the California higher education system. The panelist will detail how they've navigated the various structures, how they've worked collaboratively with colleagues and will also discuss racial fatigue, mentorship, work-life harmony and other related topics important for Latinx/a/o incoming student affairs professionals. The panelist include Dra. Leticia Romo (Director of Student Equity and Engagement at Chaffey College), Dra. Nancy Alonzo (Senior Community Director at California State University, Northridge), Joey Leon (Assistant Director, Student Outreach & Retention Center at University of California, Irvine) and Ariela Canizal (Assistant Director for Community & Leadership Development at University of San Diego). The session will be moderated by current Latinx/a/o Knowledge Community (LKC) Co-Chair, Dra. Martha Enciso and Region VI LKC Representative and Co-Chair Elect, Dr. Freddie Sánchez.|
|Non-Positional Leadership Imposter Phenomenon-Leading Without a Title||Lesly Fuentes-Soriano, Cynthia Ramirez||In a year of such profound uncertainty, incoming student affairs professionals and even students can feel as though they have no power to effect change or demonstrate leadership in their personal and professional lives. Therefore, in this workshop, we will explore the idea of non-positional leadership, which examines leadership not based on title but rather as a result of an action. We will also explore the imposter phenomenon's impact on non-positional leadership and ways to overcome the imposter phenomenon effectively. Participants will reflect on their experiences and pinpoint the effects of non-positional leadership and imposter phenomenon on their education, personal, and career development.|
|Sliding Into Student Affairs: Transitions from Undergraduate Students to Student Affairs Professionals||Anh Pham, Nathaly Martinez, Nelly Cruz||Thinking about jumping into student affairs without grad school? Whaat? While many practitioners attend graduate school before working in the field, not all of them do. Maybe you're not ready, need a breather, or have already landed a job after graduation. Follow the journeys of three student affairs and academic affairs professionals to learn how they transitioned from undergraduate education to professional roles, confront imposter syndrome, engage in professional development, and prepared for graduate programs (both masters and doctorate) when the time was ideal for each of them.|
|Undergrad to PELSA: Surviving and Thriving in Graduate School during a Global Pandemic||Andrew Mutsalklisana, Alejandro Arellano, Paola Romo, Lesley Aguirre, Marissa Vasquez||Student Affairs graduate students will be sharing their experiences in surviving and thriving through this pandemic. Our moderator, Dr. Marissa Vasquez, will be asking our panelists a variety of questions about their experiences transitioning from their undergraduate to graduate programs. From talking about their salient identities to sharing about how COVID-19 has impacted their lives, participants will look at the panelists' unique lives!Outline of questions:How have your salient identities impacted the way you perform your work during a pandemic?What are some expectations folks had going into their program?Did the pandemic cause you to reevaluate/reassess your priorities as a scholar/ paraprofessional?How are you managing your multiple roles?How have you advocated for yourself in both school and at work?How have you coped with the current pandemic?How did you manage the impact of COVID-19 in work? School? Personal life?What does support look like through your scholar journey?What advice do you have for undergraduates interested in applying to graduate school in Student Affairs?|
Concurrent Session - 2:30pm - 3:20pm (PST)
|Program Title||Presenters||Program Description|
|All Thing NOT Being Equal: Navigating New Workspaces||Josh Eisenberg||As a new professional, coming into your first or second position in the field, navigating the culture of an institution can be difficut and overwheming. This interactive discussion will help debunk myths inherent in joining a new campus, team, and community. As a higher ed professional for over twenty years, Josh Eisenberg (Pomona College) will lead discussions focusing on three issues facing any staff in a new position: "new" vs. "inexperienced"; "busy" vs. "productive"; "autonomous" vs. "independent"; "power" vs. "influence." The presentation will balance practical advice along with peer-to-peer conversations hoping to provide attendees with a fresh framework to be successful in a new position.|
|Choosing a Graduate Program in Student Affairs||Carol Lundberg, Christina Lunceford, Jonathan O'Brien||Where and how do I go to grad school for student affairs work? This session introduces types of programs, common courses, issues to consider in terms of location, financial support, academic quality, and navigating the application process. By the end of the session, participants will have a general overview of the kinds of graduate programs that prepare students for work in student affairs, including strategies for gathering further information.|
|Do You Work in a Silo?||Selina Bustillos||As Student Affairs professionals our primary goals are to develop students, provide experiences that help them build community, and support them in their academic and professional endeavors. How is it that, as a whole, we have the same goals, yet we find ourselves working in silos within our functional areas rather than building collaborations in our institutions? Now, more than ever, it is easy to fall into silos in a virtual environment - without our regular walks around campus going to meetings or grabbing our mid-afternoon coffee, we miss out on running into colleagues often taking a moment to connect and sharing information that is important to our work and collaboration. In this session attendees will engage in an interactive activity that will shed light on the silo phenomena. Attendees will learn how they can take steps to dismantle silos and foster collaboration.|
|Essential Strategies To Address Compassion Fatigue In Student Affairs||Steven Jubert Jr., Karen Jubert||This presentation will highlight the connection between burnout and compassion fatigue in the high-touch work performed by student affairs professionals. Building on the Compassion Satisfaction-Compassion Fatigue Theory (CS-CF Theory/Model), this program will further engage participants in identifying and developing coping strategies that will aid practitioners in thriving in their professional roles.|
|Leveraging Cultural Capital in First-Generation Students During the Job Interview Process||Kara Ward, Gabriela Castaneda||Learn how exploring Yosso's (2005) Community Cultural Wealth Model can help first-generation students in the job interview process. Learning outcomes: Introduce Yosso's (2005) Community Cultural Wealth Model and the importance of challenging a deficit point of viewDemonstrate how cultural capital (aspirational, linguistic, familial, social, navigational, and resistant) can be embedded in the job interview processCreate a positive community space for first-generation students and educators to connectEncourage career services educators to think critically about the importance of identity and cultural capital in the career process|
|Navigating Ethical Decision Making for New Student Affairs Professionals using the Professional Competencies||Dr. Damien Peña||Do you ever feel conflicted when faced with an ethical dilemma in the workplace and have no idea how to proceed? Understanding the NASPA Professional Competencies and your own personal ethical framework can help you tackle this common issue. Informing yourself in ways to handle conflict and proper decision making can empower you to become a bridge builder on your campus. Come explore your KNOW-BE-DOs in this interactive presentation.|
|Re-Claiming Our Space: Celebrating Community Cultural Wealth as Queer WOC||Lesley Aguirre, Natalie Bagaporo||Re-Claiming Our Space: Celebrating Community Cultural Wealth as Queer WOC is an opportunity for queer women of color to talk story, embrace their truths, and leave with a community dedicated to the empowerment of the self. Participants will explore their identities by engaging in storytelling with small and large groups. This community dialogue will center and uplift queer women of color who are interested in or active members of the field of Student Affairs. Our conversations will be rooted in and guided by Tara J. Yosso's Cultural Wealth Model as we explore and celebrate both individual and community cultural knowledge, strength, and wealth. In discovering our personal strengths, we will build relationships that will encourage and empower us to take ownership of our full, authentic selves as we navigate the world of Higher Education and beyond.Program OutlineWelcome & Introductions (3 min)Introduction of Community Dialogue FacilitatorsIntroductions of participants via chatCommunity Guidelines (7 min)Establishing ground rules and expectations of the collectiveUtilize living and dynamic document to guide conversationsSharing Our Story (6 min)Facilitators model out story sharing and set the tone for the environmentCommunity Quilt (7 min)Attendees will contribute and co-create a community quiltTalking Story (15 min)Utilize breakout rooms for small group discussionCreate six discussion questionsDiscussion Debrief (8 min)Group takeaways, reflections, and last thoughtsConnection of Yosso's Community Cultural Wealth ModelCommunity Temperature Check & Affirmations (4 min)Check-in and affirmation sharing from group members|
|The McNair Scholars Program: A Pathway Towards the Doctorate||Monique Posadas, Noël R. Lugo, Monica Avila, Natalie Shink, Bailee Blankemeier||The Ronald E. McNair Post-Baccalaureate Achievement Program is a federal TRiO program funded by the U.S. Department of Education. While the first grants were made to 14 institutions in 1989, the program now exists in over 200 campuses nationwide. The federal regulations for McNair grants mandate that programs support underrepresented, first-generation, and low-income students who wish to attain a Ph.D. McNair Scholars participate in a range of research and scholarly activities, including completion of a "McNair thesis" underneath a CSUF faculty mentor, conference attendance and presentations, graduate school tours, on-going academic advisement, and professional development. Come learn about the elements of the program and how these support student success towards the doctorate.|
Dr. Angela E. Batista Batista is a passionate ICF trained and certified Executive and Design Coach, author, speaker, and diversity, equity and inclusion strategist. She is the Founder and CEO of Batista Consulting Services, LLC and the 2020-21 NASPA (Student Affairs Administrators in Higher Education) Board Chair. She is also the lead editor of the 2018 publication,Latinx/a/os in Higher Education: Exploring Identity, Pathways, and Success.
With nearly thirty years of leadership and professional experience, Angela is the former Vice President of Student Affairs and Institutional Diversity and Inclusion at Champlain College. She has worked in K-12 and higher education institutions across the United States and also held senior level positions at Oregon State University, the University of Southern Indiana and Mills College. She also worked at the University of Vermont and Lynn University. Angela is a former Marriage and Family Therapist and an experienced high school teacher, counselor and administrator.
Conference Chair Welcome
Before March 2020, we viewed our sense of professional security in Student Affairs across a spectrum of opportunities and challenges, with which we were familiar. Tasked to rebuild beyond the temporary scaffolding of the past year, we as student affairs professionals are the experts that will help guide our students and institutions through the conditions ahead of us. The Southern California Careers in Student Affairs Day (SCCSAD) brings a broad range of institutions together to reimagine our field’s future. While we will not meet in person, our Western Region VI and SCCSAD Committee remain dedicated to providing a virtual environment where presenter’s speakers and attendees will explore their journeys and the tools required to thrive, innovate and sustain our profession.
Co-hosted by Claremont Graduate University and Harvey Mudd College, the conference day has been designed for undergraduate students considering a career in student affairs or selecting a graduate program, graduate students entering or exploring the field, and new to mid-level professionals seeking to recalibrate and advance in their careers. It is a unique opportunity to build a local network, learn and share useful knowledge, and come together with a broad range of professionals to consider next steps for our individual careers and the field.
Quamina Carter, Assistant Vice President for Student Affairs and Dean of Students, Claremont Graduate University
Southern California Careers in Student Affairs Day
The Southern California Careers in Student Affairs Day Conference is a multifaceted event with a long history in the region and will be held virtually this year, hosted by Claremont Graduate University and Harvey Mudd College, and sponsored as a NASPA Region VI program. It seeks to promote the profession to interested individuals and to retain current professionals by meeting their career-oriented professional development needs.
The mission is achieved by addressing the needs of professionals in three phases of their careers: Prospective student affairs professionals are introduced to the breadth of the field as well as graduate preparation programs regionally. Advancing student affairs professionals will participate in sessions to explore their particular needs such as pursuing doctoral education, moving to advanced administrative positions and changing functional areas. Established student affairs professionals serve as program presenters, resume reviewers, and prospective mentors and recruiters for the profession. This program will provide a unique opportunity for undergraduate and graduate students, prospective professionals, new and mid-level professionals as well as seasoned administrators to come together to explore and learn from one another about the field of student affairs.
This conference provides the following types of offerings for learning and connection.
- Keynote and Endnote speakers
- Graduate School Fair
- Resume Review
- SA Speaks
- Educational Sessions
- Community Conversations (Topical Roundtables)
- Networking Opportunities
Registration & Rates
Online registration is now CLOSED. If you would like to register for this event please email Daniel Anzueto at email@example.com with the subject line "Registration for 2021 NASPA Region VI SCCSAD Conference"
For general questions regarding the conference. please email firstname.lastname@example.org
General Conference Registration
|NASPA Student Member||$10|
Graduate Fair Exhibitor/Sponsor Registration
|Local Colleges & Universtities (Southern California) - Sponsor Recognition||$140|
|Out of Region Colleges & Universities||$250|
Graduate Fair Registration
This year, the Southern California Careers in Student Affairs Day Graduate Fair will be held entirely online, allowing everyone to attend and recruit some of the most qualified graduate students.
We hope you'll take advantage of this graduate fair opportunity to provide prospective students with specific information about your school, meet with representatives to discuss your institution and admission information, financial aid opportunities, and other pertinent information.
To register for the graduate fair and to see more details, click the link below!
Graduate Fair Exhibitor
|Local Colleges & Universities (Southern California) - Grad Fair Exhibitor||$60|
|Out of Region Colleges & Universities||$250|