Below is a listing of ACPA 2014 Indianapolis Convention Program Handouts that were submitted by their presenters.
Entry-level student affairs staff are the profession's future and seasoned professionals must lay a strong supervisory foundation. Supervision has received little attention in the literature even though practitioners spend substantial time supervising. Although an important role, many seasoned professionals are ill prepared for this task. Using a study conducted in 2007 as a baseline, along with follow-up research, valuable supervision practices using the synergistic supervision model as noted by entry-level professionals have been identified. Implications using the framework of Bronfenbrenner’s ecology model will be offered.
A “culture of entitlement” has been gradually emerging in many sectors of society for the past several decades. Many in the campus community have to contend with the consequences of this detrimental trend on a daily basis. This session will explain how to counteract the harmful effects that having a sense of entitlement has on everyone associated with higher education.
Culture of Entitlement (PDF)
Assessment in student affairs is important for accountability and continuous improvement. Periodic evaluation to determine whether units meet the Council for the Advancement of Standards (CAS) principles is crucial. Lean six sigma (LSS) is a decision-making strategy focused on problem solving and process improvement using tools that provide a structure to add value and reduce waste. Learn how to use CAS as the framework for program review through the LSS lens as a pathway to proving our worth with data.
Today’s mainstream pornography is depicting more violent activity than ever. As nearly all college men and increasing numbers of women are watching pornography, what they view as healthy sexuality is being reinvented. Come hear what you need to know about how porn is affecting your students and your campus today.
Title IX and Cleary complaints, dear colleague letters, and media attention have put campus rape on the front burner. This gives all of us the opportunity to reinvent our approach to stopping rape before it starts. Bystander education programming has 20 years of data to demonstrate its effectiveness in decreasing rape incidents! Hear how you can expeditiously implement The Men’s and Women’s Programs to start lowering the rate of rape on your campus now.
Assessment is no longer a buzzword. It is a critical responsibility in student affairs. It is essential that we demonstrate the value of our work to stakeholders and identify opportunities for improvement. While many see the value, few of us know how to build a culture of assessment. In this session, participants will be able to articulate the culture of assessment as a system and describe an innovative, easy to implement 3x5 model to develop a culture of assessment.
As student affairs professionals we strive to meet the needs of our students. This commitment, coupled with calls of accountability, urge us to evaluate those programs and services to demonstrate the impact, and learn how to improve them. The standards developed by the Council for the Advancement of Standards in Higher Education (CAS) are valuable tools for this form of assessment. In this session participants will learn about the standards and how to use them in practice.
Learning goals should be the starting point as we develop programs and services to help our students achieve academic and personal success. But, where do you start? The Council for the Advancement of Standards (CAS) has developed a set of learning domains that can provide a framework for divisional learning goals and learning outcomes for programs and services. During this session you have an opportunity to explore those domains and identify ways in which they can be used on your campus.
Twin goals of assessment are accountability and program improvement. The CAS Standards are an essential tool for performing evaluations on your campus and can help you meet both of those goals. The standards can be used for a variety of evaluations including department review or assessing how a function is implemented across your division. During this session experienced users will provide step-by-step examples regarding how to implement different CAS standards for evaluation.
This session will help supervisors reflect on two group processes that can create positive team dynamics: decision making and problem solving. Not all decisions and problems should be decided by a group but this is one way to increase investment from team members. The pros and cons of group decision making and problem solving teams will be discussed. This session will be useful for a supervisor of a team as well as anyone who wants to improve their leadership skills.
This program explores Small's (2014) forthcoming edited volume, "Making Meaning: How Student Affairs Came to Embrace Spirituality, Faith, Religion, and Life Purpose", being published by ACPA Books and Media. Recently there has been a dramatic proliferation in research and best practices surrounding spirituality, faith, religion, and life purpose in the field. This session studies the questions that have enabled this topic to become an integral aspect of the field, and how we can build upon this success for the future.
Making Meaning Presentation (PPTX)
Managing a successful career while excelling as a parent is a challenge many women in higher education face. Concepts such as the “second shift”, are common for working mothers. Often, women must compromise career and educational goals to maintain their household. There is a need for women support groups to encourage and assist one another on their path to excelling as both a professional and a parent, while also being a role model to new professionals and students.
Student affairs practitioners are increasingly being asked to teach classes without much guidance or training offered for new instructors. This interactive session provides opportunities to observe and participate in various teaching/learning activities and to discuss preparing for teaching classes (ie: constructing learning outcomes and course syllabi). Ideas for creative assignments and course design will be shared by both attendees and presenters. Come join with others who are passionate about teaching as we share engaging pedagogical strategies and learn together.
The pipeline into the profession does not have to be accidental. In this session, results of a short survey of undergraduate student leaders will be shared. The results shaped a new undergraduate class at The University of Iowa, targeted to upper-class students investigating careers in student affairs work. The session will describe all aspects of the class: learning outcomes, assignments, campus partnerships, and what we learned in the first year.
Students leave college after their second-year (Berkner, He, & Forest, 2002). Experiences of second-year students have been appearing in publications. These studies have identified broad concerns of the second-year experience, but little is known about how the second-year experience differs for underrepresented students. This program focuses on the results from a study conducted in 2013 of the second year experience of second year students.
Providing students with strategies and tools for academic success is an increasingly important component of forging partnerships between student affairs and academic divisions. When students experience academic adjustments and challenges, mentoring and coaching strategies can enhance retention and assist them to refocus their energies. This session offers a panel describing three intervention models used to support and retain students with low academic performance. Participants will receive workbooks which will guide them through developing similar programs on their home campuses.
The term “social justice” is being used (and misused) on college and university campuses more and more these days. What exactly is social justice? What is a socially just community? What are the characteristics of a campus community committed to social justice? In this program, the 10 myths of social justice will be shared as well as an assessment that can be used to measure your campus’ commitment to inclusion, equity and social justice. “Injustice anywhere is a threat to justice everywhere!”
This poster session will discuss nationally collected data from college students (known as Corps members) who volunteer with the Jumpstart program. The research questions for this study seek to understand Corps members' face/phase of citizenship based on the work of Musil (2003) and how the program contributed to this face/phase. Jumpstart trains Corps members to utilize a research-based curriculum to focus on building preschool children’s language and literacy skills.
Jumpstart Handout (PDF)
Higher education institutions, particularly open-enrollment institutions, are struggling to deal with the influx of applicants with significant criminal history. Do students with criminal history pose a threat to our community? Is our institution equipped to address their academic and personal needs? We will discuss a model policy that balances the students academic aspirations with the institution’s commitment to safety.
Criminal History (PDF)
Let’s roll up our sleeves and talk dirty! Blue-collar “Dirty Workers” (Ashforth & Kreiner, 1999) are an important but often undervalued sub-group on university campuses. This interactive session will discuss strategies for inclusive practice gained from a critical case study of residence life custodians employed at a flagship, public university. Be prepared to explore your own potential “dirty thoughts” (social class biases) while gaining insight into the social stigma many blue-collar workers face on campus.
Dirty Talk Presentation (PPTX)
Helping students to learn more effectively and to develop the skills and habits of lifelong learning are fundamental to the work of student affairs. Student affairs educators across all functional areas can help students develop self-authorship as learners in both curricular and cocurricular settings. This interactive program draws upon several conceptual frameworks to present strategies for helping students learn through metacognition and critical reflection. Participants will be engaged through active use of the learning strategies.
To better serve students transitioning from community college to 4-year institutions, faculty and staff from UMBC and four surrounding community colleges created a partnership. In this session, we will describe the process, challenges, and benefits in establishing and maintaining the collaboration. We will share the findings of our work regarding the obstacles facing students who transfer. Attendees will have the opportunity to discuss issues facing students who transfer from/to their campuses and brainstorm strategies to assist them.
Orientation Grid (PDF)
PACC Job Description (PDF)
Relationships between student affairs professionals and faculty are seen as key to the success of collaboration (Kezar & Lester, 2009). Real and perceived differences between these two subcultures serve as a significant barrier to collaboration. Members of the two subcultures can build and nurture relationships with one another when they have a better understanding of self and of each other. Participants who join this session will learn about subcultural differences and explore their own perceptions of the “other” subculture.
Academic and student affairs approaches to community-college learner success often produce mixed results that are inconsistent with four-year college findings. This presentation focuses on social support and engagement as potentially important intervention components with two-year populations. The program summarizes findings from a collection of two-year campuses suggesting support and engagement might have a potentially important impact on success in developmental courses, orientations, disciplines like nursing, and with populations such as Native Americans. Participant discussion of practice implications will be emphasized.
Results from alumni surveys can be a crucial source of information as career service programs go about expanding their functionality and effectiveness. Examples of institutions using data from the Strategic National Arts Alumni Project (SNAAP) will be presented. In particular, this presentation will center on these topics: 1) generating materials for students seeking advice on selecting a major to align with career; 2) enhancing opportunities for pre-graduation internships; and 3) suggesting curricular improvements to better synchronize with necessary post-graduation skills.
The supervisory relationship can be the most critical and impactful interactions in the life of a professional. Yet, little is really known about the dynamics of this relationship and in particular the impact of multicultural competence in the supervisory relationship. This session will examine the complex nature of supervision with respect to the multicultural competence of the supervisor and the impact this has on the supervisee and their experience as a professional.
The “studentification” of neighborhoods can be a great source of tension between local community members and universities, and creates challenges for promoting positive town-gown relationships. This presentation will focus on how one university worked to build more positive relationships with the local community through educating its off-campus student population and fostering greater community involvement. Participants will be encouraged to share their related challenges and offer their own strategies for addressing them.
Research shows that finances, campus environment, special opportunities, and college reputation are the leading factors that affect racially underrepresented students’ college choice. Using a sample of 1,580 admitted college students of both racial and non-racial minority groups, our study identified which factors contribute to racially underrepresented student populations’ decision to reject an offer of admission to a predominantly white institution. The qualitative and quantitative results from the study suggest which factors are most influential for each racially underrepresented population.
Admitted Student Survey (PDF)
At a multidisciplinary university counseling center, clinicians with three different backgrounds in psychology, counseling, and social work reviewed and compared their respective ethical codes. The presenter will describe the differences and similarities found in the three ethical codes for APA, ACA, and NASW. They will share the challenges that they faced as they encountered ethical dilemmas within their counseling center. The presenter will also discuss how this exercise of analyzing ethical codes improved their professional collaboration and counseling services.
While most professionals in higher education have adapted data collection as part of their practice, institutions often still struggle embedding assessment into their organizational culture. The ABC framework uses Accountability, Behavior, and Communication to demonstrate how campuses are successfully building a culture of assessment. A panel of assessment professionals shares their experiences with the challenges and rewards of following the ABCs with the goals of assisting participants in identify issues, as well as solutions to overcome culture building barriers.
In this program, the presenters will discuss a technique to help graduate students and new professionals utilize ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners (2010) to see linkages between classroom and practice. Faculty members will discuss their experiences (at different institutions) studying the usefulness of a well-developed rubric to help make these important connections for emerging professionals and they will illustrate how the ACPA/NASPA Professional Competencies can be used with graduate students and new professionals.
Becoming the supervisor of professional staff is an exciting but difficult transition. We will share our experiences, discuss existing research regarding the supervision of new professionals, and report the results of two separate surveys sent to both new professionals and their supervisors. Both the presenters and participants will have an opportunity to discuss the challenges and concerns they have related to this transition. Together we will formulate strategies to effectively transition into professional staff supervision.
Hooking Up. Friends with Benefits. Abstinence. Monogamy. Student relationships come in all forms. How do we create a sexual climate with less sexual misconduct and more sexual empowerment? This program details a comprehensive campus sexual climate committee, comprised of faculty, staff and students, which develops and evaluates initiatives promoting sexual respect and tracks key metrics related to sexual climate. This program will provide an overview of concrete, evidence-based strategies to create a healthier climate at individual, environmental, and systemic levels.
Sexual Climate Presentation (PPTX)
Student Affairs work is changing. We have been asked to better demonstrate our contributions to our campuses. In turn, we have properly focused our efforts on assessment. However, we must also focus on using data to inform direction. As we reinvent our work, assessment data can be a grounding force for strategic planning processes. This session will focus on helping participants identify how to use assessment data to inform the development of divisional and departmental strategic plans.
Exercise - Downtown U (PDF)
Exercise - Service U (PDF)
This session will examine the implementation of a bias incident response team. Facilitators will review the history of bias incidents on their campus and how they aligned this initiative with the College’s mission to support a diverse community. Valuable information will be shared, such as the structure and response protocol, training curriculum, sample reports, promotional materials, and lessons learned. This session should benefit participants who are interested in starting or managing a bias incident response team at their institution.
Responding to sexual assault is a hot topic on college campuses. This program will suggest a multi-dimensional model that brings together the new components of the law under the SaVE Act, helping skills in student affairs, and ethical standards to address the issue in a way that supports overall health and wellbeing for the students and campus community. Participants will be given time to apply and critique the model as well as discuss methods of best practice during the presentation.
Mid-level student affairs professionals are a large and dedicated work force in higher education, integral to institutional missions of our college and universities. Even with their importance in the academy, mid-level leaders are seldom studied, often lack visibility, and experience high turnover rates. In this session, researchers will report on a national study that examined the career contentment of mid-level student affairs professionals. Participants will discuss implications for cultivating professional identities and strategies to retain mid-level leaders in the field.
Often considered the neglected “middle children,” sophomores face significant challenges as they shift from trying out new things to making critical decisions that will affect the rest of their college career. In this program, we will review current scholarship and the narratives of second year Latinas to understand the “sophomore slump” and how their level of developmental maturity may influence their decision-making. Participants will engage in dialogue to apply this information in their academic advising/career counseling strategies.
Drug and alcohol abuse continues to plague our campuses. Why? What can we do? Our history provides rich insights with lessons learned and challenges. This session examines over 30 years of systematic data collection on campus policies, programs, services, assessments, philosophies, and resources, including data mining by institutional demographics and per capita analyses. A six-component framework for comprehensive approaches is highlighted, with profiles of their accomplishment and gaps. Group discussion will highlight actionable strategies and specific new directions.
Campus Assessment Tool (XLSX)
Wellness and health promotion are widely discussed on our campuses. What attention, however, is provided to issues such as stress management, relationship health, mental health, and nutrition in our professional preparation programs? What needs for additional skills are identified among student affairs professionals? This session reports findings from a national survey and student affairs preparation programs, including current curricular efforts. Appropriate next steps for campus leadership are highlighted.
Initiatives to address collegiate substance abuse have incorporated a range of priorities over the past, including responsible drinking, alternative activities, abstinence, values, social norms, policy, environmental, and harm reduction. What lessons can be gleaned from prior efforts, and what changes are imperative for us today? This session highlights results from in-depth interviews with over 20 professionals involved with campus efforts for decades. Reflections, successes, challenges, new perspectives, and recommendations are highlighted. Participants will engage with “voices” from the field for meaningful applications.
Data from the 2013 National Survey of Peer Leadership provide a national portrait of peer leadership experiences (PLE), including the units sponsoring the PLEs; recruitment, training, and compensation strategies; and time commitment. Additional survey findings highlight the relationship between involvement in PLEs and students’ perceptions of gains in skill development, academic performance, and employability outcomes. Research results, student quotes, and reflection questions will ground a discussion about the application and implications of these findings for campus programs and future research.
IOWA GROW™ is a University of Iowa initiative designed to make student employment more educationally purposeful. Consistent with literature on high-impact activities (Kuh, 2008), IOWA GROW™ uses brief, structured conversations between student employees and supervisors to help students connect the skills and knowledge they’re gaining in the classroom with the work they’re doing, and vice versa - creating a seamless learning environment. This session will inform participants about how student affairs staff can convert student employment into a high-impact practice.
IOWA GROW Handout (PDF)
Atheist students often find themselves subject to ostracism, bullying, isolation, and alienation, which interferes with the learning process and may hinder healthy identity development. The Secular Safe Zone program draws techniques from several recent studies, combined with the successful LGBT safe zone model, to create safe spaces for atheist students in educational environments. This comprehensive training session will empower participants to become allies and establish Secular Safe Zones at their institutions.
Secular Safe Zone Guide (PDF)
With the frequency of college emergencies on the rise, both natural disaster related and man-made, there is not only a need, but a requirement for staff to understand their role during these situations. Oftentimes, members of the college are not fully prepared to respond appropriately and follow up on these incidents. Borough of Manhattan Community College has developed a program to prepare staff for the unexpected. The presenters will detail methods and techniques used on their campus to successfully prepare, react and respond to campus emergencies.
The Secular Safe Zone program trains and educates allies who create safe spaces in which atheist students can question, criticize, and discuss their worldview without fear of harassment or bullying. Secular Safe Zone Facilitators are empowered to provide Secular Safe Zone training to individuals within their institution and serve as mentors and guides to those allies. Participants in the Secular Safe Zone Facilitator Training must be registered as Secular Safe Zone allies at www.secularsafezone.org.
Student affairs educators are encouraged to be scholar-practitioners, but the everyday demands of work can make it difficult to engage in scholarly pursuits. This session is designed for individuals looking to develop their scholarly interests in the midst of their full-time work as practitioners. Topics of discussion include carving out time for writing, negotiating writing time with supervisor, identifying potential research opportunities and publication venues, and cultivating mentoring relationships.
Black female doctoral students must navigate the intersecting challenges of gender oppression and racism. This includes academic, environmental, financial, motivational, and social factors (Morehouse & Dawkins, 2006). These challenges affect the enrollment, persistence, and degree attainment of Black women doctoral students (Gildersleeve, Croom, & Vasquez, 2011). Using Black feminist thought (Collins, 2000) as a theoretical framework, the culture and climate experienced by Black female doctoral students and strategies to overcome these challenging environments will be discussed.
BWR Biographies (PDF)
Members of the 2015 Convention Program Team are ready to help you prepare a stellar session proposal! Come get the inside info on what the review process entails, the various program categories, the important "dos and don'ts" of proposal writing, and how to make your proposal stand-out. We want you to succeed in the proposal process as much as you do, so let's talk together about how you can put your best effort forward.
Students who identify as transgender and gender-variant can often face unique obstacles when living in residence halls. A major structural issue that leads to this is that most residence halls were designed and built to serve only two genders. Research shows that students are most successful in an environment that is inclusive and supportive of all identities. Halsell Hall strives to reduce the structural and interpersonal challenges that transgender and gender-variant students typically face through programs, trainings & outreach.
Autism Spectrum Disorders (ASD) are increasing exponentially. Administrators need to know their obligations as well as effective means to support students with ASD as part of their professional competency. Beware of the “business as usual” approach as students become more diverse. This interactive multimedia program utilizes the "Big Bang" television series to demonstrate behaviors and effective resolutions.
Suicide is the second leading cause of death among college students. The stigma associated with suicide requires intentional and purposeful education. Through this interactive program participants will learn effective intervention strategies, best practices, and how to develop a comprehensive campus plan.
As “data-driven” and “evidence-based” have become watchwords so many administrators love, and that so many practitioners and student affairs professionals love to hate, cultivating a culture of assessment at a program, unit, or department level has become an incredibly valuable tool in the field. This session will explore the development and implementation of assessment plans, focusing specifically on identifying key data points, organizing data into a cyclical plan, and utilizing data to justify program efficacy.
Within higher education, graduate students represent a population of students striving to obtain specialized knowledge in a particular subject area or field. Additionally, graduate students have different needs and expectations than traditional undergraduate students. In this interactive session, participants will explore ways to utilize the concept of self-directed learning, or the notion that adult students desire to play an active role in their learning process, as a framework for effectively working with graduate students.
This session will explore strategies for integrating the values of student affairs (e.g. holistic development, reflection, dialogue) into a classroom environment. The presenters will use their own experiences in creating and teaching a course based around Scholarly Personal Narratives (Nash, 2004) as a case study for best practices. Participants will actively engage in practical conversations about how the classroom environment can be a space for meeting the developmental learning outcomes of their particular functional areas.
HON 190 SPN Syllabus (DOC)
The Center for Student Engagement (CSE) works collaboratively with the Associated Students of the University of Nevada to educate and empower the undergraduate student voice. CSE developed a yearlong assessment plan based on eight research-based learning outcomes and the Social Change Model to support the growth of officers’ leadership skills and civic responsibility. The assessment program includes the Advisor and Officer creating and implementing an individualized action plan that focuses on selected competency areas for improvement with measurable outcomes.
Case Study (DOC)
It should come as no surprise that graduate students depend upon their assistantship supervisors for guidance and support. Many supervisors, however, have never received supervision training. As graduate students are the future of the field, we must ensure that they receive effective supervision; it is a worthwhile investment. This session will introduce a new document based upon the synergistic supervision model that includes relevant research and action suggestions for cultivating an effect supervisory relationship for GAs and their supervisors.
How can educators identify the “right measures” on which programs can realistically be held accountable? This session demonstrates a systematic approach that clarifies program intent. Participants will learn about evaluability assessment (EA) and how it generates practical program models, guides the framing of the “right evaluation questions,” and informs useable evaluation(s) that respond to the call for accountability. Real time applications of EA are shared to show how goals, objectives, intended outcomes and performance connect.
A multicultural initiative is “any type of program and/or a set of strategies that promotes skill development to better manage difference on a personal, institutional, community, or societal level” (Watt & Linley, in press). In this Extended Session, seven seasoned college educators will bring existing multicultural initiatives to life through presentations and interactive experiences. Join the presenters in a critical analysis of their multicultural initiatives, and leave this session prepared to make change on your campus.
This program provides an overview on how to write a successful grant. It highlights how securing a grant adds to your professional development, as well as to your department/institution, and provides examples of available grants. Helpful strategies to enhance your grant process are shared, including utilizing a consultant or your grant office, conducting a needs assessment, writing appropriate objectives, and incorporating collaboration into your grant. Finally, this program explores common mistakes and how to avoid them.
Intro to Grant Writing (PPTX)
In today’s American collegiate culture, there appears to an unwritten “guy code” that defines masculinity. How does a college male reinvent himself from what he knows masculinity to be, from racking up sexual conquests to starting and maintaining a mature monogamous relationship? This presentation will address the current collegiate socialized scene for men, focusing on how student affairs professionals can support this group with sex education and consent initiatives.
Do You Consent Handout (PDF)
This program provides an overview on how to effectively manage a grant and continue programming after the grant concludes. It highlights how managing a grant allows one to develop a leadership position within the institution and allows for the trial of new institutional programming. Helpful strategies to enhance your grant process are shared, such as evaluating progress, engaging stakeholders, and reporting successes and challenges. Finally, this program explores common challenges experienced and how one might avoid or address them.
Obtaining a PhD is a process filled with obstacles to traverse. As a Black man in the academy, learning to navigate these obstacles emanate with additional elements to master. This presentation explores the experiences of Black men at different stages in their journeys and how thriving during the first year was important to their stories of success. Participants will learn coping strategies, and faculty and staff who work with Black PhD students can learn ways to support their students.
Given popular claims that the U.S. is transitioning to a “postracial” era, racially-biased campus incidents (e.g., racially-themed parties, racist graffiti, noose hangings) are often used as evidence to counter such postracial beliefs. However, little is known about just how pervasive these incidents are and what might be their causes and consequences. This interactive session presents a typology of incidents with examples of several highly publicized (e.g., the Duke “racist rager”) incidents toward informing better practices in prevention and response.
ACPA’s Institute on Social Justice is a bi-annual institute that provides a space for college campus social justice educators to learn from experts in the field, as well as from one another. This program will introduce the Institute’s curriculum, look at the success and challenges of past Institutes, and look towards the 2014 Institute and beyond.
AmeriCorps has an active presence on many campuses. Members are stationed in a variety of student affairs units and can offer low-cost alternatives to regular employees when budgets are tight. The value of hosting AmeriCorps members is also significant for the individuals as this service may serve as a pathway to graduate school and careers in student affairs. In this session, we’ll share the promising practices from the University of Idaho Women’s Center and learn from two different member’s experiences.
AmeriCorps Presentation (PDF)
The Division of Student Affairs at UC Berkeley has engaged in a “Dream Big” strategic planning initiative. By the framing the project with the initial question, “Where do we want to be in 10-30 years?”, the division has embarked on an ambitious journey to define our future state. This program will describe this journey by sharing our various project objectives, such as understanding our stakeholder needs, preforming a gap analysis, designing a portfolio of strategies and crafting an implementation plan.
Facing decreased retention rates for undeclared majors, the Advising Center for Exploratory Students and the Career Development Center at IU Southeast implemented a strategic collaboration, creating a four-step “Guided Exploration Process” designed to provide a platform for self-exploration that informs students' research and decisions about majors and careers. This interactive session, including robust discussion and Q&A with the presenters, will provide an overview of the Guided Exploration Process, share data-informed successes and provide strategies to improve on this best practice.
This workshop targets graduate students transitioning to the “real world” and student affairs professionals in their first job. The workshop introduces the findings of a forthcoming book "Job One 2.0: Understanding the Next Generation of Student Affairs Professionals" (available in 2014). Topics center on the ways new professionals: assimilate campus norms, formulate their professional identity, and reconcile personal and professional beliefs with job expectations. Presenters will summarize transition issues, solicit attendees’ reactions, and discuss successful transition strategies.
With increasing job competition, career development for first-generation students, low-income students, and students of color needs to be reinvented. Since 2011, the PATHS program has provided career development services for over 200 underrepresented sophomores by engaging in individual and group experiences focused on three learning domains: Career and Graduate School Awareness, Financial Fitness, and Socially Responsible Leadership. This presentation will share how PATHS was constructed, its impact on student learning, and how universities can implement similar experiences on their campuses.
New Career Development PATHS (PPTX)
Our new students typically arrive on campus with prior drug/alcohol experience. National research with high school and college students provides insights into the cultures surrounding their substance use, including their knowledge, experiences, influences and expectations; this incorporates focus groups, expert and key informant interviews, and telephone polling. Further, collegiate efforts providing high level substance abuse approaches are reviewed. Frameworks for youth risky and positive alcohol decisions are highlighted. Recommendations for campus action aid program and policy development for healthy transitions.
Creating the conditions necessary for the professional preparation of student affairs practitioners requires an intentional approach to applying the knowledge base from the profession to the variety of roles that are expected of professionals today. This session will introduce a seamless learning centered activity. Participants will explore the three sections of the evaluation: 1) connection to mission; 2) holistic professional development including knowledge acquisition, para-professional experience, and relationships with colleagues; and 3) good practices in student affairs.
Diversity. Inclusivity. Social Justice. Multiculturalism. These buzzwords of higher education are seen and used frequently. Despite their ever-presence the operationalization of multiculturalism is seen, and not seen, at various levels. Incongruence of word and action can be a challenge as new professionals enter the work force eager to enhance social justice and multiculturalism through their work. This program will enable new professionals to enhance their competence while learning about opportunities and best practices implemented at various institutions.
ACPA’s monograph "Toward a Sustainable Future" promotes seven sustainability student outcomes: defining sustainability; relating it to one’s life and values; changing actions and consumerism; explaining interrelationships between environmental, social, and economic systems; learning change agent skills; applying sustainability in community; and demonstrating sustainability commitments in personal, professional, and social dimensions. This program presents case studies in student affairs sustainability initiatives and use of sustainability student outcomes. Additionally, it provides an innovative new approach to fostering sustainable communities on campuses.
In spring 2013, the University of Arizona faced the challenge of upholding the rights guaranteed in the First Amendment while maintaining a healthy, safe educational environment. During this interactive session participants will have the opportunity to evaluate a case study of this situation. Useful tools for analyzing and managing events involving Free Speech will be shared. Participants will leave with ideas on how to create their own campus action plan to address a First Amendment Crisis.
Although many barriers to education have been dismantled during the past fifty years, barriers to higher education still exist for students with disabilities. During primary and secondary education, students with disabilities receive accommodations by law. After graduating secondary education, students then advocate for themselves and navigate requests for accommodations. The purpose of this study is to investigate the perceptions of students with disabilities regarding their reasons for pursuing higher education. Data will provide implications for practice.
Social fads that culturally appropriate groups of people with little recognition of the larger power systems that exist have become widespread on college campuses. In this session, participants will develop the necessary skills to encourage students to have dialogues with a critical lens when absorbing the culturally appropriated messages they receive from social media. Using Critical Race Theory and intergroup dialogues as frameworks, participants will engage in an analysis of the effects social media has on college campuses.
The use of videos allows for a much wider institutional reach than counseling centers have generally attained. This program provides an overview of best practices relating to using videos as an outreach and educational tool. It will include a preview of a number of videos created by various counseling centers. Helpful strategies to enhance your video development are shared, including identifying your target audience. Additionally, the use of student advisory boards and campus community input will be addressed.
The information presented in the poster will be useful to student affairs practitioners who do spirituality-related or interfaith work but know little about atheist college students. The purpose of this research is to explore existing national data to begin to paint a picture of atheist college students. The analysis entails creating descriptive statistics focused on background characteristics, spirituality, worldview, and academic experiences of first-year college students who do not believe in God.
The UCLA Student Affairs Information and Research Office (SAIRO) developed the Conducting Assessment in Student Affairs professional development experience to build the assessment capacity among Student Affairs staff. This program will highlight key aspects of the curriculum as well as findings from a quantitative assessment of the experience. Lessons learned will be used engage participants in a discussion of how to further strengthen the capacity of student affairs organizations to conduct assessment and make strategic changes to programs and services.
This program focuses on an Intergroup Dialogue (IGD) training that was designed to address a critical need for diversity training and vital dialogue competencies among staff at UCLA. The program will highlight key aspects of the development and implementation of the training as well as findings from a qualitative assessment of the training. Lessons learned would be used to engage program participants in a discussion of how to move toward effective diversity training and competency building for Student Affairs staff.
At Rush University, 95% of our students are graduate students in healthcare fields (e.g. medical, nursing, allied health, etc). Additionally, Rush’s enrollment has grown over 80% in the last 10 years, and we have expanded our orientation programs to meet our students’ unique needs. Whether you work with law, business, or other professional graduate students, come hear how we respect the needs of our graduate student population while still meeting the needs of a new student at a new school.
Twenty years ago at the ACPA annual meeting in Indianapolis, we were asked to REINVENT our profession via the Student Learning Imperative (SLI). This session will briefly review the significance of the SLI, and the changing landscape of higher education. Participants will discuss how our field responded to the five tenants of the SLI, barriers that prevent us from focusing on learning and development, and how we may REINVENT our work to meet the needs of tomorrow’s students.
Race-based incidences on today’s college campuses are rarely the result of a single conversation or moment in time. Rather, they are influenced by collective racial history, students’ personal experiences, and racial identity. This presentation offers a way to approach conversations on race in the context of applying Critical Race Theory’s narratives and counter-narratives. We will explore the benefits and challenges of students from various racial backgrounds engaging in dialogues on race and explore students’ citizenship in a multicultural, multiracial world.
Over the past five years, the majority of state legislatures have considered new laws which would expand opportunities for those with concealed carry permits to legally carry firearms on campus and several states have passed new laws. Several courts have also heard challenges to campus policies and regulations limiting firearms on campus. This presentation will examine these legislative and court challenges nationally. Recommendations for campus policy will be offered.
This session introduces Arnett’s Emerging Adults theory, examines its approach to identity development in the context of more established theories, and compares their utility in working with college students. This session will explore results from a study investigating students’ identity development, and invite discussion. This is an excellent session for those looking for theoretical grounding in their work with students, or any who are unfamiliar with the Emerging Adults model.
This workshop targets supervisors of new student affairs professionals. The workshop introduces the findings of a forthcoming book, "Job One 2.0: Understanding the Next Generation of Student Affairs Professionals" (available in 2014). Topics center on the ways to support new professionals as they: assimilate campus norms, formulate their professional identity, and reconcile personal and professional beliefs with job expectations. Presenters will summarize transition issues, solicit attendees’ reactions, and discuss successful supervision strategies.
While employee supervision is a major responsibility for many higher education professionals, and a core competency outlined in the ACPA Professional Competencies and CAS standards, there are few opportunities for formal training or development on how to be a good supervisor and coach. This session will introduce participants to coaching as an ideal model for supervision and will share strategies and best practices for coaching in daily supervision, professional development, and performance review for professional staff members.
Barriers to Coaching (DOC)
Coaching Self Assessment (PDF)
How I Want to Be Coached (DOC)
Low Cost Recognition (DOC)
Powerful Questions (DOC)
Becoming a new professional requires the attainment of new skills, knowledge, and attitudes, which can prove to be challenging, and for some, even crippling. This dialogue will explore the real challenges experienced by three very unique student affairs professionals in various new roles. Using a co-learner model, attendees will follow each of the stories, exploring tools, strategies, and challenges of being a new professional and how to build resiliency from within.
Student Affairs educators must inspire a culture of outcomes-based assessment among constituencies. Three years ago, assessment coordinators from various departments in the Virginia Tech Division of Student Affairs came together to create Summer Assessment Camp. This interactive presentation will lead participants through the creation and evolution of Camp as greater assessment capacity has been established in the Division. Attendees will leave the session with tools and ideas to create a similar experience on their own campuses.
Countless future students are growing up outside their "home" country. Whether their family relocated for business, humanitarian work, the military, etc. - these students are formed by their international experiences from the time they were kids. What happens when they get to college? TCKs (Third Culture Kids) are a phenomenon that has been around for decades, but is swiftly growing today. The widespread unpreparedness of colleges to support these students leads to retention and developmental issues during their college years.
Within this program, we share how qualitative research methods have been adapted to develop pedagogical practices that enhance graduate student’s learning and development grounded in the assumptions and principles of the Learning Partnership Model. Moreover, we illustrate how these pedagogical choices are connected to the personal foundations and student learning and development competency areas. Educators will learn how to integrate qualitative research methods into their work with graduate students to assist students in learning more about themselves and others.
As many professionals in higher education know, the average career lifespan of someone who works in higher education is about five to six years. Presenters will discuss strategies, trends, and facilitate activities to assist new professionals in finding ways to maintain their passion for students in the face of burnout. Some of the strategies that will be discussed are reexamining personal values and connecting them to professional practices, and finding ways to celebrate the little victories without sweating the small stuff.
Field Values Activity (PDF)
Safe Space training continues to be a valued and effective tool for LGBTQ awareness on Old Dominion University's campus. However, as facilitators sought to expand the training program to faculty at distance learning sites, it became apparent that requiring an in-seat training program limited our options. Therefore, an online version was developed to accommodate all members of the community. During the session, we will review how it was developed, the utilization of Blackboard as the training tool, the transference of activities to an online version, and the overall implementation of the program.
The presenters will explore the experiences of Hmong students in higher education using data collected from a mixed methods study that transform the image of the model minority stereotype. The presenters’ self-designed online questionnaire collected cross-regional data in Minnesota, Wisconsin, and California. Participants will engage in interactive communication about the ways to better understand and assist Hmong college students. This will inform professionals that work with Hmong populations how to increase student retention as well as address issues surrounding underrepresented student groups.
Extended orientation programs are becoming more and more popular at universities and colleges across the country. Despite the popularity of these programs, little research exists on their impact on the overall student experience, but specifically student satisfaction and retention. This presentation will share results from a recent study on how one extended orientation program has positively impacted student retention from the first to second year and student satisfaction with the collegiate experience.
Retention is a primary issue in higher education. Every individual on campus has the responsibility and ability to impact student retention whether it be through making structural and budgetary decisions or interacting daily with students. Individual academic performance is directly related to overall retention. Academic performance expands beyond academic preparedness to include any factors impacting their overall well-being, such as life skills, social connections, family, finances, etc. Student affairs professionals are in a prime position to intervene with students struggling academically. This session relates to the ACPA Professional Competency areas of Advising & Helping and Student Development & Learning. As we must address the whole student in order to best impact student retention and academic success, professionals need basic advising skills covered in this session such as developing rapport, offering feedback, and providing direction. The topics covered in this session exemplify how to integrate cross-discipline concepts and theories to design a well-rounded, intentional practice. College students experience a great deal of transition as they begin college and throughout their tenure at an institution. How students respond to transition impacts their ability to be successful. Schlossberg et al. (1995) discuss four factors that influence how one copes with transition: situation, self, support, and strategies. As practitioners we must provide intentional resources with these areas to best help our students succeed, given any transition has the potential to impact academic performance. To intervene with students in academic distress, we call upon three lenses: Appreciative Inquiry, Intrusive Advising, and Motivational Interviewing. Appreciative Inquiry was originally developed by Organizational Behavior faculty and students, stemming from the assumption that there is great potential and beauty in every organization (Hammond, 1998). The four processes of the Appreciative Inquiry model (Discover, Dream, Design, Deploy) can easily be applied to interventions with students. This can be particularly helpful when students lack self-esteem and self-efficacy. Focusing on what a student is doing right can be a key factor in developing resiliency and adjusting behaviors impacting academic performance. Intrusive Advising is an academic advising technique that places the practitioner in a position to care about all affairs of the student (Varney, 2007). Professionals make continued, intentional contact with student to develop a caring and beneficial relationship. Earl (1987) states “Intrusive Advising is about getting to the heart of what is causing difficulty for a student and recommending appropriate intervention” (as cited in Varney, 2007). Although primarily used in academic advising, any student affairs professional can apply Intrusive strategies that will be furthered reviewed during the session. Lastly, Motivational Interviewing is another way to assist students with academic performance. Originally created by William R. Miller in 1983 to treat problem drinkers, Motivational Interviewing evolved overtime to be applied in a wider variety of scenarios (Miller & Rollnick, 2002). A more recent definition states Motivational Interview is “...a collaborative, person-centered form of guiding to elicit and strengthen motivation for change” (Miller & Rollnick, 2009). Utilizing concepts from Motivational Interviewing, student affairs professionals can partner with students to develop intrinsic motivation and promote behavior changes aligned with individual’s values and goals.
Intervention Handout (PDF)
Lessening religious intolerance and atheist stigmatization is a compelling reason for student affairs professionals to foster interfaith conversations that include atheists and agnostics. This session will use an excerpt from Faitheist: How an Atheist Found Common Ground with the Religious as a starting point to discuss the value of these conversations, share experiences related to interfaith conversations, and brainstorm ideas for how to foster the conversations on their own campuses.
Faitheism Handout (DOC)
Faitheism Reading (DOC)
Current budgetary conditions in higher education, require faculty and staff to do more with less. With this in mind, this session will address two institutional approaches to providing support and improving the climate for LGBT campus constituents without structural components such as dedicated staff or resource centers. The two institutional approaches examined in this session represent a mid-size public and a mid-size private religiously-affiliated institution. Participants will gain several methods for utilizing volunteers to increase campus LGBT awareness and involvement.
With passage of the Violence Against Women Reauthorization Act passed by Congress in February 2013, the requirements of The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act were greatly expanded related to sexual assault and new requirements were added related to domestic violence, dating violence, and stalking. All new policies and statistics must be included in the 2014 Annual Security Report.
Identifying and securing funding and resources within higher education can mean the difference between a program continuing or ending, or a dissertation being completed on time, if at all. Understanding how to find appropriate funding opportunities, compose grant applications, and successfully secure funding or alternative resources for research and projects is a skill that can be helpful no matter one's position. This session aims to assist graduate students and higher education / student affairs practitioners in exploring the world of grants and external funding and cultivating creative resources.
In 2008 Champlain College enhanced its professionally focused education by implementing the first ever non-credit bearing, four year, required, life-skills program for all students that is run outside of the classroom by student affairs professionals. The purpose of this presentation is to introduce a one of a kind, required life skills program and educational model designed to ensure Champlain graduates are ready for the dynamic and global professional world.
Global experiences enhance learning and challenge students’ cultural perspective, sense of self and worldview. Resident Life at the University of Maryland offered five short-term, global experience trips over three years for student staff and leaders. The trip types, service or leadership, were designed to enhance student learning in multiple areas. Presenters will share results from a comprehensive, team-based qualitative analysis to assess learning outcomes. Findings include seven learning domains relevant to student affairs units interested in establishing similar programs.
It is critical to reconfigure our priorities as leaders by making time for the development of our staff with the dual purposes of succession planning and sponsorship. With a wave of baby boomer retirements looming, leaders in student affairs must begin to plan for their replacements. We will examine the benefits to the institution, the individuals, and the profession as we explore ways to develop talent, especially women, people of color, LGBT folks, and other underrepresented groups.
We’ve all been there – workshop RSVPs 50, attendance 15. We decided to change tactics. At the Kogod School of Business we reinvented our content delivery by introducing Careerpalooza, a music festival themed career conference for decided and exploratory students. Foregoing traditional workshops (in any department) may be intimidating, but this strategy has saved time and resources, reached more students, and affected long term student development. In our session we’ll describe our program’s success, replication, and application to various populations.
Whether students enter college having decided on a major or are still exploring, the opportunity to explore their passions and areas of interest in an engaging format is a beneficial way for incoming students to kick off their college careers. This program will explore the specific experiential opportunities provided to first year students by the Career Services and First Year Experience Offices at the University of Pittsburgh during orientation designed to engage them in campus life and their career development process.
DU Day agenda SHRS final (DOC)
As universities continue to look for ways to increase access and success at their institutions, understanding the needs of low-income and first-generation college students is becoming more important. Four years ago, Purdue University changed how it approached its land-grant mission, and in doing so has seen an increase in the success of its low-income and first-generation students. This session will share the development and evolution of Purdue Promise and highlight its advising and coaching approach for supporting students.
Since fall 2011, the University of Minnesota – Twin Cities has had over 15,000 incoming first-year students take the Clifton StrengthsFinder as part of a greater Strengths-based approach to enhancing student engagement and wellbeing. Presenters will share a conceptual framework, strategies, and activities that highlight how students are encouraged to know AND apply their Top 5 talents in meaningful ways. Assessment strategies and results will also be discussed. Participants should have a general understanding of and have taken the StrengthsFinder assessment.
Recent research on college men and masculinities has illuminated the development of college males’ identity development. Using an intersectionality framework, this session will explore how non-heterosexual cisgender males in college make meaning of their multiple identities, specifically their sense of masculinities and sexuality. Participants will hear findings from this important research study as well as think critically about how to provide support to non-heterosexual male students back on their home campuses based upon the study’s implications for practice.
How do we engage off-campus, commuter, non-traditional, and graduate students with the surrounding community? Programming boards, non-traditional/commuter student services, and town-gown offices alike share this concern. The University of Northern Colorado's Office of Off-Campus Life and University Program Council collaborated to utilize these varying student groups’ interests to engage them with local businesses and downtown community through a voucher program including dinner, entertainment, and dessert. This session will be a programming how-to, including an analysis of the program’s success.
Archie Bunker, privilege checklists, article discussions- we’ve done it all in training and community building year after year. Many of these tried and true activities, though valuable, do not include a focus on experiential knowledge and individual narratives, both of which are vital to achieving equity. In this session, two presenters discuss their innovative approaches engaging residents, RAs and professional staff in creating inclusive residential communities . We focus on three alternative pedagogical tools, including intergroup dialogue, Restorative Justice, and Theatre of the Oppressed.
Are you a new professional unsure about how to support students with disabilities? If so, you’re not alone. Despite 11% of college students having disabilities, the topic is rarely covered by student affairs preparation programs. To help address this issue, we will provide an introduction to disability in higher education. Specifically, we will provide an overview of the four most prevalent categories of disabilities experienced by college students and offer practical tips you can use to support students with disabilities.
Unlike undergraduates, graduate and professional students “live” in their academic programs, and that is where mental health concerns are likely to manifest This presentation will explore partnership opportunities between academic departments and campus suicide prevention/wellness providers to effectively address the needs of graduate and professional students. Attendees will have the opportunity to learn about our campus’s experience incorporating technology into our graduate student suicide prevention efforts with the ISP [Interactive Screening Program] developed by the American Foundation for Suicide Prevention.
This presentation will focus on creating a learning centered environment in housing’s student conduct process. Using developmental theory and relevant research in the field of student learning, the presenters will provide recommendations for practice in the following areas: -Implementing student learning outcomes in conduct hearings -Measuring student learning and hearing officer effectiveness through the evaluation of one's hearing process -Integrating educational and developmental language in one's hearing notices and outcome letters.
As senior student affairs administrators (SSAAs) seek to lead effectively in higher education, some SSAAs consider spiritual resources to enhance leadership practice. Yet, empirical literature on the intersection of spirituality and leadership in higher education is relatively absent and needs to be deepened and broadened. This presentation will engage participants in a vibrant discussion about the intersection of spirituality and leadership among SSAAs while communicating the results of a recent grounded theory study on this very topic.
With the implementation of bLUeprint, Lehigh University’s Student Life Curriculum based on Baxter Magolda’s self-authorship and the Social Change Model, our office began to reconsider how we engage our 102 Resident Assistants. To further align our work with current learning-centered practices, we re-imagined how our student leadership training could promote the complex developmental capacities required for the RA position. Consequently, we re-conceptualized our training’s learning outcomes, the content of our sessions, and perhaps most importantly, the structure of training itself.
For the student affairs profession, holistic graduate student support has been largely ignored. With more students, attrition rates at 50%, fewer jobs, and variable departmental support, graduate students need our attention. In this session, presenters will describe the reinvention of their office culture to address changing graduate student needs. Attendees will learn how a holistic and relevant framework and specific programmatic efforts have been utilized to recruit and retain students, leading to successful admission, matriculation, and graduation.
This program invites graduate students and new professionals to reflect on the socialization of women in student affairs administration. As emerging professionals navigating job searches, choosing your first ACPA convention sessions, socializing with colleagues, and networking for the next opportunity…finding your way can be exhausting. This session will offer a fun, empowering, and practical approach to reflect, challenge, and deconstruct the notion that well-behaved women rarely become Dean.
Community development and student staff supervision models have grown stale with repetition and rigidity. Research outside of higher education has shown the benefits of utilizing the theory and mechanics of games (gamification) to better engage students and student staff members. With these two ideas in mind, a new model was created in an upperclass residence hall community at New York University. This presentation will examine these strategies for motivating student staff members and applying advanced techniques to creating community.
7A Partnership RA Badges (PDF)
In this presentation, the audience will learn about how college men face the intersectionality of their perceived identities and explore how identities such as gender and race/ethnicity complement and confound each other as men experience higher education. We will focus on intersections that occur between gender and race/ethnicity and how men of color experience race and masculinity, while simultaneously experiencing college life. Finally, we will form solutions sensitive to these intersecting identities of college men while encouraging active student engagement.
Have you thought about the identities that your individual student staff members possess? Have you ever thought about how Latina/o students navigate differently through these identities? This session will give you the opportunity to learn about different social identities and participate in an open dialogue about the many identities possessed by Latino/a college students. Furthermore, you will learn how to foster intentional and meaningful relationships with Latina/o college students to aid in their personal and professional development.
Literature on student departure indicates that perceptions of inclusion and marginality often influence student persistence. Furthermore, research supports the premise that multiculturally competent practitioners help to create inclusive campus environments. Using Pope, Reynolds, and Mueller’s (2004) multicultural competence framework, this presentation seeks to illuminate the similarities and incongruences that surfaced in a research project that compared multicultural competence from the lens of undergraduate students and student affairs practitioners and discusses implications for student affairs practice.
As their proportion of postsecondary enrollment continues to decline, men in higher education must also navigate rigid gender roles characterized by self-sufficiency, invulnerability, and the pursuit of power. These characteristics limit their perception of career choices and can impede their decision to seek help. This paper presents findings of a qualitative study of a diverse sample of men (n=20), age 25 to 58, who were in college beyond the traditional age (18-24). The findings propose an interpretive advising model intended for use by advisors to gather information about the needs of adult men briefly, in a non-clinical context.
Are you an obstacle to your own leadership effectiveness? This session will explore key lessons from Zen philosophical teachings and positive psychology research and apply them to student affairs leadership. Letting go of control, minimizing ego, being mindful, moving beyond duality, practicing gratitude, and cultivating a positive mindset can illuminate a path toward deeper, more impactful, and transformative learning, leading, and growing. Balancing a Western philosophical perspective with Eastern ways of being has shifted our practice.
This program will examine the best practices related to managing complex mental health issues in Higher Education. The group will discuss balancing the needs of the individual student and the safety of the campus community. In particular, intrusive FERPA complaint approaches will be explored along with, peer coaching, threat assessment/students of concerns committees, innovative housing systems, and other campus services. In addition, the findings of the initial findings mental health task force will be to examined along with some brainstorming and wisdom sharing from SSAO to SSAO.
Since the development of Campus Security Reports, the federal government has become increasingly involved in directing the policies that institutions must follow. Led by, Carol Holladay, a public policy expert, SSAOs will engage in an interactive session focused on federal policies and regulatory issues that directly impact higher education. The session will focus on major policies, their implementation, and the impact on staff and students. Participants will also gain insight about new policies and changes that may be forthcoming. Breakfast and lunch will be provided.
Assessment is becoming more critical in our work in student affairs. Our campus, UW-Eau Claire, is a Wisconsin Center for Excellence for Undergraduate Research, be we didn't consider how we as student affairs professionals could capitalize on our program. Come learn how you might replicate some of what we've learned as we began infusing undergraduate research as a part of our assessment work in student affairs.
Trans* and gender non-conforming students are becoming increasingly visible on college campuses. Our fields’ thinking about trans* and gender non-conforming students emphasizes access, inclusion, and accommodation. In this highly interactive, social justice training, we will engage the intersections of gender and racial justice work by increasing knowledge of terms and definitions, reviewing existing empirical research about trans* and gender non-conforming students, and exploring non-higher education inclusion initiatives.
Transgender 101 Access (PDF)
Gender Movement Activity (DOC)