The Mental Health Focus Area supports ongoing efforts to address the mental health issues that students face. As the stigma surrounding mental health continues to dwindle, student affairs practitioners will continually be facing and adapting to new challenges. NASPA provides support for those individuals in the form of specialized conference experiences, Knowledge Communities, and extensive research on the subject.
The Culture of Respect CORE Constructs Toolkit is a suite of six guides organized around the pillars of the CORE Blueprint to supplement its implementation. The guides include downloadable resources,…Buy
Careers in Student Affairs provides a comprehensive look at being a higher education administrator. Integrating perspectives from both research and practical application, this reader-friendly book…Buy
Using the CAS Professional Standards is a practical text designed to highlight multiple ways to apply the standards and guidelines published by the Council for…Buy
Gun violence – whether rampage shootings, homicides or suicides – is a potential reality all campuses have to face. This book provides leaders in higher…Buy
This updated set of Professional Competency Areas is intended to define the broad professional knowledge, skills, and, in some cases, attitudes expected of student affairs professionals regardless of their…Buy
Helping skills are an essential component of today’s student affairs practice. On a day-to-day basis, it is student affairs professionals who often work directly with students in need of…Buy
While campus health topics such as substance use, risky sexual behaviors, depression, and violence have captured the attention of student affairs professionals, there is another health issue that has…Buy
The transition from graduate school to a full-time position in student affairs can be filled with both opportunities and challenges. In order to be successful, new professionals must understand…Buy
Catch up on this week's trending student affairs and higher ed news, including: Another higher ed bill stalled in Congress; The pros and cons of Purdue’s 7-year freeze; A federal experiment flounders; 100 top colleges vow to enroll more low-income students; At what cost wi-fi?
From slicing apples to sending texts, education professionals have drawn from a growing suite of behavioral insights to design interventions that positively influence student behavior. Nudging can take on a variety of forms that range in strength and scale, but with such an adaptable concept comes the need to prevent confusion or unintentional misuse in practice. While behavioral interventions are rightfully discussed for their potential to achieve large-scale change at low costs, it’s also worth underscoring the importance of implementing nudges with fidelity. Ethical nudges should be designed with the intention of benefitting those being nudged, and they should never be misleading, coercive, or restrictive. As illustrated in a satirical cartoon from the Behavioral Scientist magazine, a “gentle tap of good sense” falls neatly in the center of the nudge continuum, whereas “feather of statistical insignificance” and “bat of paternalistic overreach” lie on opposite ends. In this post, NASPA's Research and Policy Associate Alexa Wesley offers a few suggestions for ways student affairs professionals can strike the right balance on the nudging scale.
Despite the increasing development of bias response teams on college and university campuses, little scholarship has examined these teams and, in particular, team leaders’ approaches to understanding the role of free speech in responding to bias.
Let’s presume for a moment you are aware of students at your institution who face food or housing insecurity, have had an unexpected emergency, or contemplated dropping out or leaving mid-semester due to some financial burden they hadn’t anticipated. Considering that reality, what are three things you can do, no matter your role at an institution, to assist students in these types of situations?