Women's Leadership Institute

Sunday, 3 December, 2017 (All day) to Wednesday, 6 December, 2017 (All day)
Women's Leadership Institute Logo
December 3-6, 2017
Amelia Island, FL
 
Be a part of a special program for women seeking to become leaders in higher education administration and student affairs.
 
Coproduced by several higher education associations, this unique program will bring together administrators from across campus functions to help you:
  • Hone your leadership skills for working in a rapidly changing environment
  • Develop a better understanding of the campus as a workplace and culture
  • Share experiences with others about how campuses are adapting and adjusting to the new reality
  • Create new personal networks and networking skills to better tap the higher education community

Through presentations, small-group exercises, and discussion, you will gain a practical understanding of what it takes to be a leader on a college or university campus—both the challenges and the rewards. Examine the unique roles, skills, and relationships needed to lead as higher education faces and deals with the most challenging period in 50 years.

Schedule

The 2017 scheduled is still being finalized, but in general, please plan for the following: 

  • December 3: Registration open in the afternoon; opening keynote and reception in the late afternoon/evening 
  • December 4: Educational and general sessions throughout the day; lunch and dinner provided 
  • December 5: Educational and general sessions throughout the day; lunch provided
  • December 6: Educational and general sessions in the morning; brunch provided before departures

Registration

Click this link to Register >>

Registration includes general session and breakout sessions, program materials, an opening reception, dinner, lunches, brunch, and two continental breakfasts.

  Early (by September 22) Regular (September 23–November 25)
Member* $799 $999

Member Fee Details

The member fee listed above is extended to all members of participating associations. At the time of registration, all delegates will view the member fees. Confirmation of membership by your association will occur, and the additional $100 nonmember fee will be assessed and invoiced to you if necessary.

Cancellation Policy
Upon written request, cancellations will be issued a refund and assessed a $75 processing fee prior to the registration deadline of November 4, 2015. A $150 processing fee will be assessed for a cancellation requested after November 5. No refunds will be issued after November 25, and the full registration fee will be assessed. The entire registration fee is due at the time of registration. A $25 processing fee will be added to all registrations not paid in full by the first day of the seminar. Checks or purchase orders should be made payable to the Association of College Unions International. All registration fees will be refunded if the seminar is cancelled because of low registration. Please register as early as possible so we can plan appropriate program materials.


Lodging

Lodging is provided by the beautiful Ritz-Carlton, Amelia Island. The associations have negotiated a deeply discounted rate of $175 for this conference for either single or double occupancy. The resort offers many amenities including spa and golf. You are within a stone's throw of the beach, and the resort offers complimentary coffee and water for morning beach walkers. A fitness center is available for no charge, but the spa also offers a wonderful day pass for $25, which includes use of the newly remodeled spa pool, sauna, hot tub, relaxation room, and locker room. 

The resort is just a short drive to the 55-block historic district in Fernandina Beach. It is a quaint historic sea village with antiques, dining, novelty shops, and jewelers. 

Resort Information

Hotel reservations may be made online or by calling the reservations department at 866.763.2960. Rates are available until capacity using group name "Women's Leadership Institute 2017." 

The group rate is available for the nights of December 3, 4, and 5, with scheduled check-out on December 6 (this follows the schedule of the program). Additional nights, if available, may or may not be awarded the group rate of $175. To ensure you receive the group rate, make reservations before November 3. 

Program Design School

Tuesday, 12 September, 2017 - 09:00 to Wednesday, 13 September, 2017 - 16:00

Location: National Center for Higher Education, Washington, DC

The Leadership and Training Studio is pleased to announce a fall session of Program Design School. This two-day event in Washington, D.C. will help you write like a pro, develop curriculum with more speed and give you a process to design innovative programs.     It's time to join the Program Design School if you:  

  • Struggle writing creative curriculum year after year.

  • Need to write quickly or move past writer’s block.

  • Are trying to rehash another “values-based" course or bring life to an existing course.

  • Need a specific plan and clear steps to write consistently.

  • Need new ideas for teaching methods beyond the boring, unoriginal and overused methods.

  • Write task-related curriculum, like how to run a meeting, use Roberts Rules of Order or put together a strategic plan.

  • Write competency- or soft skills-based curriculum, like feedback, confidence or managing conflict.

  • Want to network with professionals, and leadership and education professionals from institutions and headquarters.

  • Want to learn the trends in leadership development for all types of adult learners.

  • Want to save time and money for your organization.

 Who Should Attend?
  • Leadership development educators who create programs for students

  • Professionals who oversee leadership strategies or write curriculum

  • Directors and presidents who train boards on policies, procedures and more

  • Education professionals who serve their headquarters or institutions

Join The Leadership and Training Studio for a two-day, hands-on, engaging and entertaining seminar. I will share how I wrote 90 programs in four and a half years and still have more ideas. (As a matter of fact, I have written eight new courses in three months.) You will learn how to write participant guides, facilitator guides, identify 40 learning methods and understand why you can’t write learning objectives until the end of your course! By the end of the two days, you will have a template for writing consistent and engaging material with ease.  

ACPA Compliance U Four Corners of Title IX Training - Intermediate

Friday, 20 October, 2017 (All day) to Sunday, 22 October, 2017 (All day)

 

ComplianceU Logo

 


Compliance U Four Corners of Title IX Training
20-22 October 2017
Orlando, Florida, United States

REGISTRATION OPEN! >>

Compliance U Four Corners of Title IX Training (TIX 201) is a live 2.5 day module providing intermediate (and some advanced) level instruction in the Title IX pathways. Pre-work will be completed in a hybrid format. The course is a prerequisite for all Title IX pathways including the mastery certificate. Completion of Compliance 101, TIX 101 and TIX 201 will result in the awarding of an intermediate certificate. Advanced Certificates will require the completion of additional modules.  TIX 201 is an interactive experience that addresses Title IX compliance in each of the Four Corners of Compliance. The module also addresses some critical issues arising from recent related litigation.  

Specific topics to be covered will include:

  • Coordinating responsibility under Title IX and the Clery Act

  • Coordinating Title IX responsibility with other Equal Opportunity compliance mandates such as Title VII and Disability Law

  • Managing threat assessment and Title IX responsibilities

  • Reporting issues

  • Conflict of interest issues

  • Common “traps” in Title IX coordination

  • Training and due diligence issues—faculty, staff and students

  • Common FERPA issues

  • Constructing and choosing grievance systems/interfacing those systems with existing policies

  • Core features of policies based on promising practices

  • Interfaces with law enforcement/ MOUs

  • Resources for impacted individuals, including respondents

  • “Burden of proof” and Due Process issues

  • Managing no-contact orders

  • Leading policy revision processes and identifying promising practices

  • Managing public and internal narratives

  • Staffing and supervisory issues

  • Utilizing academic resources in culture and climate work

  • Understanding “Montana Process”

  • Basics of Investigations and Report Writing/ Notifications of Outcomes

  • Advocacy issues—including “potted plants”

  • Working with “grey-space” in exiting guidance and regulations

  • Current federal administration update/ trends in state law regulation

  • Integrating primary prevention effectively into Title IX efforts

  • Lessons learned from key court cases

LEARNING OUTCOMES:

  • Develop a stronger sense of points of dynamic tension in Title IX work

  • Improve skills in Title IX administration and coordination of campus efforts

  • Understand nuances of “grievance process’ approaches and promising ‘grievance process’ practices

  • Become a stronger trainer, and trainer of trainers, in Title IX work

  • Interface compliance and educational approaches to Title IX administration

  • Establish foundations for being more proactive and preventative in Title IX work

  • Develop the knowledge and skills necessary for advanced study of Title IX and potentially mastery of the subject.

Attire

Casual or business casual attire is appropriate. We encourage each participant to bring a jacket or sweater, as meeting rooms may be chilly.

Required Materials

Your required readings include the pre-readings from TIX 101:

  • US Dept. of Education Office for Civil Rights Dear Colleague Letter (April 4, 2011)

  • US Dept. of Education Office for Civil Rights /Dept. of Justice Letter and Resolution Agreement with Univ. of Montana

  • US Dept. of Education Office for Civil Rights Letter and Resolution Agreement with SUNY

  • US Dept. of Education Office for Civil Rights Dear Colleague Letter (Retaliation) (April 24, 2013)

  • US Dept. of Education Office for Civil Rights Questions and Answers on Title IX and Sexual Violence (April 2014)

  • US Dept. of Education Office for Civil Rights Dear Colleague Letter on Title IX Coordinators (April 24, 2015)

  • US Dept. of Education Office for Civil Rights Letter to Title IX Coordinators (April 24, 2015)

 

AND….

Peter F. Lake, The Four Corners of Regulatory Compliance—Primer for American Colleges and Universities (2017)  (Primer) (included in your registration fee)

Note: please have these reading available for use during the module.

Pre-Program Reading/Assignments

Course Texts: Prior to the start of the Certificate Program, please review the Primer.

Online Resources:  Several case studies will be made available to you prior to the module. We will be working with these case studies during the module.

Preparation and Class Attendance

Attendance, and quality of attendance, are essential for successful completion of the module. This module will provide unique learning opportunities that cannot be replicated simply from notes or after-class time spent with professors. The module will not be recorded. Should you have an emergency that forces you to miss class, please contact the lead instructor as soon as possible. Quality of attendance is also a key for success. Temporary absences from class may be necessary from time to time for participants to handle pressing matters. Cell phones and similar devices should be in the silent or vibrate modes during class time.

Participants should endeavor to complete all required reading before class. Specific readings are referenced during segments of the module; these items have been provided to you via hard copy (books) or as web links/PDF documents to registered participants via Google Drive.  It is important for you to complete the pre-program assignments listed above prior to the beginning of TIX 201.  Assignments listed in the right-hand column below are the readings associated with that day’s session and should be reviewed before you the module and then briefly reviewed again the evening before the material will be discussed.

Course Topics & Readings

Assessment

The Assessement will be open book and open note. However, once the Assessment  is distributed, participants may not collaborate with any other participant or third party, or contact any Instructor.  The examination will be assessed on a scale of High Competency, Competency, Competency Emerging, and Not Competent.  To receive a certificate in the module, a student must achieve a High Competency or Competency grade on the final examination.  The examination will be released electronically at approximately 12:00 p.m. ET on Monday, October 30, 2017 and must be returned by 5:00 p.m. ET on Monday, December 4, 2017.  Students will be notified of exam results no later than 12:00 a.m. midnight ET on Monday February 19, 2018.

Should a student receive an evaluation of Competency Emerging or Not Competent, the student will be asked to resubmit the assessment upon feedback from the Lead Instructor.  The student must then receive a High Competency or Competency grade upon resubmission.  There will be only one opportunity for resubmission.

Extensions on the assessment may be given if extreme circumstances arise.  Extensions are at the sole discretion of the Lead Instructor.

 

 

 

Two Year College Drive In: Policy and Practice of Student Affairs at the Two Year College

Friday, 16 June, 2017 - 14:00

Policy & Practice of Student Affairs at the Two Year College 

Divisions of Student Affairs in community colleges currently face many challenges such as college readiness, increasing completion rates, improving the student experience, raising transfer rates, reducing time to degree, and preparing students for a rapidly changing working environment.  This one-day conference will convene local and national experts to explore policies (explicit and implicit) and practices (intentional and unintentional) that make a difference in student learning and success.  Join us to learn and network as you gather new and innovative tools that can be implemented in your Student Affairs professional practice

Join us at Borough of Manhattan Community College 199 Chambers Street New York, New York 10007

Register here! >> Keynote Speaker: Dr. Thomas Bailey Thomas Bailey is the George and Abby O'Neill Professor of Economics and Education at Teachers College, Columbia University. He is also director of the Community College Research Center (CCRC) and two National Centers funded by a grant from the Institute of Education Sciences: the Center for Analysis of Postsecondary Education and Employment (CAPSEE), established in 2011, and the Center for the Analysis of Postsecondary Readiness (CAPR), established in 2014. From 2006 to 2012, Dr. Bailey directed another IES-funded center, the National Center for Postsecondary Research (NCPR).

Dr. Bailey has been the director of the Institute on Education and the Economy at Teachers College since 1992, and in 1996 established the Community College Research Center (CCRC) with support from the Alfred P. Sloan Foundation. In June 2010, U.S. Secretary of Education Arne Duncan appointed him chair of the Committee on Measures of Student Success, which developed recommendations for community colleges to comply with completion rate disclosure requirements under the Higher Education Opportunity Act. Dr. Bailey and the CCRC won the Terry O’Banion Prize for Teaching and Learning at the annual conference for the League for Innovation in the Community College in 2013 and was also inducted as an AERA Fellow in the same year. He has been a member of the National Academy of Education since 2012.

His papers have appeared in a wide variety of education, policy-oriented and academic journals, and he has authored or co-authored several books on the employment and training of immigrants and the extent and effects of on-the-job training. Dr. Bailey is the author with Shanna Smith Jaggars and Davis Jenkins of Redesigning America’s Community Colleges: A Clearer Path to Student Success which was published by Harvard University Press in April 2015. Other books include Defending the Community College Equity Agenda (Johns Hopkins University Press, 2006), co-edited with Vanessa Morest; Working Knowledge: Work-Based Learning and Education Reform (Routledge, 2004), co-authored with Katherine Hughes and David Moore; Manufacturing Advantage (Cornell University Press, 2000), written with Eileen Appelbaum, Peter Berg, and Arne Kalleberg; and The Double Helix of Education and the Economy (IEE, 1992), co-authored with Sue Berryman. Dr. Bailey holds a PhD in labor economics from MIT.

2018 MMI Overview

Donna M. Bourassa Mid-Level Management Institute
Saturday, 6 January, 2018 - 15:00 to Wednesday, 10 January, 2018 - 12:00

Location: Chicago, IL, USA

Going into its 20th year, the Donna M. Bourassa Mid-Level Management Institute is an ACPA signature educational program for those desiring to understand their authentic leadership, strengthen their capacities and understand self and organizational dynamics in order to lead well. The Institute, named for Donna Bourassa, Ed.D. former Associate Executive Director of ACPA, is a successful professional development resource to hundreds of colleagues in the student affairs profession.

Features

  • Dynamic curriculum focused on identifying the complexities facing higher education and the student affairs profession and providing the resources to affect positive change.
  • Sessions dedicated to skill enhancement in the following areas:
    • Organizational Cultures
    • Supervision
    • Authentic Leadership
    • Multicultural Competencies
    • Leadership and Ethics
    • Communication and Difficult Dialogues
    • Politics of Everyday Work
    • Organizational and Transition Management
  • A highly interactive and engaging learning environment using a cohort model to affect personal and professional transformation.

Reception each year at the ACPA Annual Convention for all past participants.

Required Information

The first step in the process is for participants to submit an application.  The priority deadline for applications is Friday, November 10, 2017. After that, applications will only be considered if space is available. Please note: MMI reaches full capacity each year. Don’t wait until it is too late to apply! 

The Institute is designed for professionals who have been in the student affairs field for five (5) or more years. Departmental directors who have fewer than five years’ experience are also eligible to register for the Institute.

Institute Scholarships

Two merit-based $240 scholarships are available. In addition to the application form above, a letter from your immediate supervisor is also required. The supervisor's letter should include (a) how the participant will benefit from attending the Institute, and (b) what financial constraints exist which may prevent the participant's attendance. This information should also be sent to Tricia Fechter Gates in the International Office.

Deadline date to apply for a scholarship is Friday, November 10, 2017.

2017 Conference on College Men

Thursday, 8 June, 2017 (All day) to Saturday, 10 June, 2017 (All day)

CCM Logo

Host University: Washington University, St. Louis


The Conference on College Men is a collaborative event hosted by NASPA and ACPA. Scholars and practitioners will come together to address the various issues related to men and masculinities in higher education. As college men continue to explore what it means to be a man in today’s society and how their various identities intersect with their gender identity and expression, practitioners must continue to explore various support mechanisms for these students. The conference’s programs will explore evidence-based practices, innovative research, and current trends surrounding college men and masculinities.

REGISTER HERE >>

You should attend the conference if you want to:

  • Expand knowledge of current trends in gender identity research and how it relates to men and masculinity;

  • Recognize current national and international issues relevant to college men;

  • Learn the ways in which gender identity may intersect with societal expectations of what it means to be a man and how those expectations impact college men


Important Dates

  • March 24, 2017: Call For Programs Deadline
  • April 07, 2017: Notification of Program Acceptance
  • April 21, 2017: Early-Bird Registration Deadline
  • May 19, 2017: Regular Registration Deadline

Call for Programs

Announcing the CCM Call for Programs! You may submit program contributions online here. Deadline for submissions is March 24, 2017.

Registration

Registration is based on individual member status. If you are employed by a college or university that is a NASPA or ACPA institutional member, you can join as an individual member. This grants you the conference registration rate for members as well as a year of membership for less than the non-member registration fee.

  Early Bird Regular Late
ACPA/NASPA Member $425 $475 $550
Non-Member $625 $675 $750
Student Members $130 $185 $235
Pre-Conference Workshop $65 $85 $90
 

Call for Program Submissions

The call for programs will open in mid-February 2017.

The increasing need to address gender identity and expression on college campuses is more critical than ever as the understanding of what it means to be a man is continuing to change. The 2017 Conference on College Men is your opportunity to share evidence-based practices from your campus or organization, learn from leading researchers in the field, and engage with other professionals who are committed to understanding men and masculinities.

The 2017 Planning Committee knows it’s presenters like you who will make the conference an impactful event. The Planning Committee is seeking innovative and thought provoking programs from a wide range of professional functional areas. Programs which enhance and progress the understanding of men and masculinities, in either research or practice, will be considered. 

Presenters will be asked to identify the content level of their session; foundational, intermediate, or advanced. Additionally, the content advisory committee will select programs based upon their relationship to the Symposium's learning outcomes.

SIGN-UP TO REVIEW PROGRAM PROPOSALS

Our program proposal review process is critical to the success of the confernece. We encourage you to sign-up to be program reviewer.  For further instructions, contact Tricia Fechter-Gates (email).


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History

The concept of a professional conference for student affairs administrators focusing on the topic of college men was shepherded within NASPA and ACPA by Dr. Jason Laker, then vice-principal and dean of student affairs at Queen’s University in Ontario and founding chair of the NASPA Men and Masculinities Knowledge Community. The inaugural conference, then titled the Institute on College Males, was hosted by Morehouse College in May 2007. The institute theme was Creating and Achieving Successful Outcomes. The success of this first institute led NASPA and ACPA to collaborate on a second program in May 2009 hosted by the University of Pennsylvania. The third, now called, Conference on College Men was held May 22-24, 2011 at Indiana University Purdue University-Indianapolis. The fourth conference was held May 19 – 21, 2013 at Miami University in Oxford, Ohio. The fifth conference was held June18 - 20, 2015 at the University of Massachusetts, Amherst.

2017 Residential Curriculum Institute (RCI)

Residential Curriculum Institute
Sunday, 15 October, 2017 (All day) to Wednesday, 18 October, 2017 (All day)
Norman, Oklahoma, USA

Sponsored by ACPA Commissions for Housing & Residential Life and Assessment & Evaluation

2017 RCI Campus Host: University of Oklahoma Conference Overview

The 11th annual Residential Curriculum Institute (RCI) co-sponsored by ACPA’s Commission for Housing & Residential Life and Assessment & Evaluation will challenge you to rethink the practices and grounding philosophies of your residential experience.

A residential curriculum provides an alternate approach to traditional programming models that focuses on student learning outside of the classroom. A curricular model utilizes clear learning outcomes and multiple strategies to engage learners in sequenced learning that is rooted in theory, and incorporates stakeholders across campus. A residential curriculum utilizes learning goals, learning outcomes, educational strategies, and effective assessment techniques.

Traditional Programming Model vs. Curricular Model

Some differences between a traditional programming model and curricular model are:

Traditional Programming Approach             Curricular Approach

 

General topical requirements for students  

    Clearly defined goals and strategy for student     learning

Reactionary

    Professionals assess and implement plans

Group-focused experiences

    Emphasis on individual learning

Delivery relies on standalone sessions  

    Multiple strategies employed for intentional     interactions

*Adapted from ACPA RCI Plenary presentation

Through participation in ACPA RCI, you will have the opportunity to

  • view the curricular alternative to traditional programming models through showcases of multiple institutions
  • discover connections between the residential communities on your campus and your institution’s educational mission;
  • practice developing assessable learning outcomes and creation of educational resources
  • examine the impact this shift in thinking and practice has on you, your department, and students.

Sessions offered have been designed both for institutions new to the residential curriculum approach and for those with more advanced experience. Whether it is your first RCI or your seventh, you will leave inspired with new insights, new collegial connections, and new energy. We have representatives from all sizes and types of institutions who have benefited from the RCI Experience. Come and learn with us!

Demographics of institute participants (based institute evaluation data):

Team Attendance

     Years Attending RCI

Attended without a team 10.417%

      First time attendee       76.27%

Attended with two to five colleagues 67.79%

      Returning attendee       23.73%

Attended with more than six colleagues 22.03%

 

Why Send a Team?

Consistently, some of the best feedback we receive from participants is from those who attended as members of an institutional team. While individual attendance is perfectly fine, if you can bring a team, we encourage it! Time is built into the schedule to reflect, brainstorm, and begin writing a residential curriculum.

Schedule

Sunday, 15 October

 

3 – 5pm

Registration

5 – 6:00pm

Institute Welcome Reception

Monday, 16 October

 

7:30 – 8:30 am

Registration & Continental Breakfast

8:30 – 9 am

Welcome

9 – 10 am

Plenary

10 – 10:15 am

Q & A with Plenary

10:15 – 10:30 am

Break/Transition time

10:30 – Noon

Showcase by Host School

Noon – 1 pm

Lunch

1:15 – 2:15 pm

Session 1

2:15 – 2:30 pm

Break/Transition time

2:30 – 4 pm

Archological Dig

4:15 – 5 pm

Poster Presentations, Resource Fair

6 pm

Institute Reception at University of Oklahoma

Tuesday, 17 October

 

7:30 – 8:30am

Breakfast

8:30 – 10 am

Session #2:

10 – 10:15 am

Break/Transition time

10:15 – 11:45 am

Program 3

11:45 – 12:45 pm

Institute Lunch (included with registration)

12:45 – 1:45 pm

Keynote

1:45 – 2 pm

Q & A with Keynote

2:15 – 3:15 pm

Showcase 2

3:15 – 3:30 pm

Break/Transition time

3:30 – 4:30 pm

Showcase 3

4:30 – 5:30 pm

Faculty consultation

6 pm

Night on the town

Wednesday, 18 October

 

7 – 8 am

Breakfast

8 – 9 am

Session 4

9:15 – 10:15 am

Session 5

10:30 – 11:30 am

Keynote

11:30 am – Noon

Closure Experience

12 – 1 pm

Lunch

For travel purposes, the Institute begins early morning on, Monday, October 16, 2017 and ends after lunch on Wednesday, October 18, 2017. There is an optional social Sunday, October 15. We suggest that attendees arrive on Sunday and book flights that depart after 3pm on Wednesday, October 18.

Training in Restorative Justice for College Student Misconduct and Residential Life

Training in Restorative Justice for College Student Misconduct and Residential Life
Tuesday, 23 May, 2017 (All day) to Thursday, 25 May, 2017 (All day)

Held at One Dupont Circle, Washington, DC

Sessions run from 9:00am – 5:00pm each day and include lunch

Register Here >> 

$475 for ACPA members and $675 for non-members. A student discount will be available.

In this intensive training, you will gain a thorough understanding of restorative justice principles and practices, strong facilitation skills, practical information about program implementation, and the satisfaction of having participated in a powerful intellectual, emotional, and spiritually-uplifting training experience.

Open to student affairs administrators, faculty, students, and other staff interested in implementing restorative justice on their campuses.

Training Topics 

Overview of RJ

Principles  Practices: Circles, Conferences, Boards, CoSA Evidence of effectiveness Case Studies Place of RJ in campus codes of conduct Restorative justice as a global social movement

RJ Outcomes

Repairing harm Apologies Restitution Community service Rebuilding trust/safety concerns

Introduction to Facilitation

Role of facilitator Sequence of process Pre-conference preparation Post-conference support and mentoring Facilitation guide or script Ground rules Listening and reflection skills

Issues in Facilitation

Diversity and inclusion Trauma-informed care Denials of responsibility Blaming and shaming Safety concerns Secondary victimization

Identifying Harms and Needs

Material/physical harm Emotional/spiritual harm Communal/relational harm Moving from harms to needs Applications for conduct violations, residential life; bias incidents, sexual misconduct, academic integrity

Implementation

Program models Referrals Case management Marketing a program Training Policy and code revision Circle practice for community-building Restorative return from suspension

 

Michigan CPA Fall Conference

Sunday, 16 October, 2016 (All day) to Monday, 17 October, 2016 (All day)

The ACPA-Michigan Annual Conference will be a place where faculty, staff, and students in the field of Higher Education can engage, network, and share their ideas on frameworks and initiatives that are: innovative, different, creative, imaginative, inventive, conceptual, new, different, intuitive, original, transformational…you get the idea!

Join us October 16 & 17 at Wayne State University for an Out of the Box conference experience!

Learn More Here! >>

2017 Assessment Institute

Student Affairs Assessment Institute
Tuesday, 20 June, 2017 (All day) to Friday, 23 June, 2017 (All day)

Location:  Costa Mesa, California, USA

SPONSOR:

ACPA’s Student Affairs Assessment Institute, sponsored by the Commission for Assessment and Evaluation, provides a guided, curricular experience where participants can develop essential assessment knowledge and skills for their professional toolkit. The Student Affairs Assessment Institute provides a balance of instruction and hands-on experience designed to ensure attendees leave with the assessment skills and knowledge necessary to develop and execute quality assessment plans on their campuses.  

NEW FOR 2017! The 2017 Student Affairs Assessment Institute, hosted by the Commission for Assessment and Evaluation, has partnered with the Commission on Two-Year Colleges to provide a targeted experience for professionals interested in focusing on assessment in the community college setting. This specialized track will highlight specific opportunities and challenges for assessment in these settings and be led by leaders from these institutions.

The Student Affairs Assessment Institute is proud to offer three developmental tracks focused on meeting attendees’ needs (visit the Assessment Tracks for more information):

  • Program/Department track
  • Division track

REGISTER HERE!

Whether you are brand new to assessment, taking on new responsibilities in your individual unit, or charged with developing a division-wide plan for assessment, the ACPA Student Affairs Assessment Institute is the answer for your professional development needs! The Institute is focused on providing developmental assessment knowledge and may not be the best professional development opportunity for more advanced practitioners. If you are unsure whether or not the Institute may be right for you or have general questions, please contact Tricia Fechter Gates <mailto: pfechter@acpa.nche.edu>

Keynote Speaker Dr. Larry Roper he/him/his @larryroper

Larry Roper is a Professor and Interim Director of the School of Language, Culture and Society at Oregon State University, where he serves as Coordinator of the Undergraduate Social Justice minor and Coordinator of the College Student Services Administration graduate program.  Previously he served as Vice Provost for Student Affairs at Oregon State University from 1995-2014. He also served OSU for 18 months as Interim Dean of the College of Liberal Arts.  He has degrees from Heidelberg University, Bowling Green State University, and the University of Maryland. He has held numerous positions in student affairs, including Director of Housing; Associate Dean of Students; Coordinator of Multicultural Affairs; and Vice President for Student Affairs/Dean of Students.

Larry currently serves as a Commissioner with the State of Oregon’s Higher Education Coordinating Commission, on the Board of Trustees of Heidelberg University, as President of Jackson Street Youth Shelter (serving homeless and vulnerable youth).  He served a 4-year term as Editor of the ​NASPA Journal, and 6 years as a Commissioner with the Northwest Commission on Colleges and Universities.   Larry has more than 50 publications in the form of book chapters, journal articles, magazine articles, book reviews and monographs.  He writes a regular column for the ​Journal of College and Character.

He is editor of the monograph, ​Supporting and Supervising Mid-Level Professionals: Charting a Path to Success​ (2011) and co-editor of the books, ​Angst and Hope: Current Issues in Student Affairs Leadership (2016), ​Teaching For Change: The Difference, Power and Discrimination Model​ (2007).  He has also served on more than 65 thesis or dissertation committees, having chaired more than 30. 

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