NASPA has many organizations and groups that tailor your NASPA experience to your location, professional level, and institution type.
Regions & Areas provide a local home for NASPA members, offering professional development, networking and events.
KC's provide access to information and resources in a particular subject area, connecting members and facilitating the sharing of knowledge.
Divisions and Groups provide programs, services and resources around a particular area of focus, professional level or institution type, helping set the direction for NASPA's efforts in these spaces.
At the University of Arizona (UA), Early Academic Outreach’s Masculinity Initiatives works to dissect messages about gender identity by engaging young men from marginalized backgrounds in conversation about masculinity and increasing various pathways to college.
Over the past two years, the Orientation and First Year Experience Office at Cal State San Bernardino has enhanced their parent and family orientation, which has resulted in an increase in attendance.
Years ago as a director of service-learning and community engagement I worked to support faculty initiating or trying to strengthen partnerships while also building academic careers. Then I became a faculty member myself and moved up the academic leader. Along the way I have studied this issue and come up with some strategies that I think can be helpful to faculty leaders, directors of centers, provost offices, and promotion and tenure committees working to motivate and regard faculty work in this area
Navigating campus politics can be complicated for many individuals. Determining the best approaches and most effective ways to navigate campus politics helps to promote productive work environments.
In this post, Public Policy Division Region VI Representative, Stacy Heldman-Holguin, brings the student affairs perspective to the current public policy conversation. In this three-part series, you’ll learn more about what comprises public policy, why student affairs professionals should pay attention to policy issues and conversations, and how to get informed and become involved in policy conversations relevant to your field. New posts in the series will be provided on Wednesday of the next two weeks, so be sure to check back throughout the month!
Democratic dialogue and deliberation build civic capacities and consciences to tackle the highly salient and most complex wicked problems facing communities today. It rejects the expert model of technical expertise and specialization towards a truly democratic framework of accessibility and empowerment. The practice of dialogue and deliberation cultivates student abilities necessary to explore enduring and multidisciplinary questions and solve persistent public problems. Thus, the capacities necessary for productive and meaningful dialogue and deliberation—critical thinking, emphatic listening, creative problem solving, ethical leadership, collaboration, issue framing—are not only essential for sustaining a vibrant democracy, they are the best preparation for our students/citizens/graduates to be successful in the 21st century.
An important partnership to develop in preparation for an emergency event is with your campus police department. Campus police officers will be at the front line of the campus’ response to an emergency, in coordination with city/county authorities and emergency responders. If you and your office have an ongoing partnership with the campus officers, they will recognize you, know the type of assistance you can provide, and direct you to the location or task for your service. During an emergency, things may be happening quickly and the scene may be chaotic, and it is not the time to be making introductions and describing your skill sets. You also may not have on your university nametag or have your campus ID card with you, and the name/face recognition from the campus officer will be the only way to enter into the response area.
The very fact that this Convergence is happening prompts an important question: why couldn’t these heroes be student affairs professionals? Why couldn’t their example be the inauguration of new legacies for others to walk in? I am reminded of Swami Vivekananda’s opening and closing remarks at the first Parliament of the World’s Religions in 1893. Little did he know that his words would still be reverberating over a century later. In one of his final statements, he expressed gratitude that the Parliament “proved to the world that holiness, purity, and charity are not the exclusive possessions of any church in the world and that every system has produced men and women of the most exalted character” (Vivekananda, 1893). This Convergence could drive a similar stake in the ground for student affairs; a declaration that giving credence to religious, spiritual, and secular identities can serve to enhance our profession, not threaten it.