ABOUT
NASPA – Student Affairs Administrators in Higher Education, UFV - Universidad Francisco de Vitoria and EucA – European university college Association, invite you to the fourth annual European Conference for Student Affairs and Services, held in Madrid, Spain, on 17-19 November 2022.
The ECSAS conference provides a platform for student affairs professionals, academics, researchers, and practitioners to discuss innovative programs, practices, models and trends in student affairs to advance their mission in supporting student success.
The theme of this year will be The Role of Student Affairs in a Hyper-Connected World.
In the work of supporting students, student affairs professionals have access to technology tools that advance student learning and increase digital connectivity regardless of location and distance. Our conference theme year unpacks the impact of online and virtual resources, behaviors and how both students and practitioners navigate the online world.
CALL FOR PROGRAMS
We are accepting proposal abstracts from Higher Education practitioners who wish to share their knowledge and experience by presenting a peer-delivered educational session during the conference.
Interested individuals will complete and submit a proposal form electronically that will require them to craft a detailed outline of their session, and a set of learning outcomes for participants that connect to the topics proposed (see below).
Presenters will be expected to pay registration and other related fees associated with attending the conference.
All presenters will be expected to provide an electronic PowerPoint of their presentation which will be posted on the conference website for participants to view at the conclusion of the conference.
Program submissions will be reviewed on a rolling basis. We will notify the results 2-3 days after submission.
Deadlines for submissions:
Priority Deadline: 15 September
Regular Deadline: 7 October
Please note that all accepted programs will allow presenters to register with early bird conference fee.
TOPICS
Please find below the four topics that will guide the conversations during the event.
Theme: The Role of Student Affairs in a Hyper-Connected World
In a world, where technology grows exponentially and where new realities as the metaverse appear, education needs to think about its role in what it is starting to be called the onlife world (Floridi, 2014). In this regard, Students Affairs can provide students with a set of invaluable experiences to get to know themselves, grow and mature.
01/Student Advising and Support
In Higher Education, the role of mentors has seen significant interest as it relates to supporting students and their maturity. In a post COVID-19 scenario, there are many student needs that can be addressed through different initiatives regarding advising and mentoring.
Through thoughtful mentorship and engagement, students grow in skills such as conflict management, group dynamics, and peer learning. Students learn how to support each other. In this track, we want to delve into experiences that can enlighten ways in which Students Affairs professionals can help students thrive in their university experience.
The conference planning committee invites you to submit conference program proposals that will allow attendees to:
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Address the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance.
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Facilitate reflection to make meaning from experiences with students, groups, colleagues, and others.
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Facilitate problem-solving and individual decision-making and goal-setting.
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Provide resources and tools to appropriately challenge and support students and colleagues.
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Identify support initiatives that integrate peer support from tutors, resident assistants or other senior students.
02/Students Well-Being
Institutions of Higher Education around the world are experiencing a wave of incoming students who have experienced trauma and loss due to pandemic, economic, societal, and political events. As professionals in Higher Education, how do we equip ourselves to support these students?
The conference planning committee invites you to submit conference program proposals that will allow attendees to:
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Unpack holistic student well-being and its relationship with student success in Higher Education.
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Create opportunities to define current health triggers (pandemic, economic loss) and its impact on the community.
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Define current mental health conditions (e.g. addiction, depression, substance abuse, etc.) which represent challenges to student success and well-being.
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Identify collaborative models between service practitioners (qualified mental health professionals) on campus and outside support.
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Identify successful practices and programs that support student resilience, work/study-life balance, healthy habits, community engagement, responsible use of social media and online presence or activity.
03\ Next Education Challenges
As Higher Education institutions reinvent themselves for defining the next milestones and educating young people, how can student affairs professionals contribute to support forward looking educational missions to achieve more peaceful, equitable and sustainable societies? How can we redefine our practices and what tools are useful for a new blended learning experience and ensure thus student success? How can we empower students to be positive change makers in their communities or globally?
The conference planning committee invites you to submit conference program proposals that will allow attendees to:
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Identify initiatives for new curriculum development that support students to act as change agents for a positive impact in our world or empower them as active citizens in their communities?
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Explore virtual or hybrid programming ideas, lessons learned or promising practices experimented during and after the pandemic.
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Identify initiatives or tools that develop students’ digital skills and online reputation management.
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Explore green education initiatives, including United Nations’ SDGs, that advance and scale sustainability practices at both personal and institutional levels.
04\ Student Success & Residential Life
How can student affairs work with intentionality to expand the out-of-classroom experience for all students? What are some promising practices in building a residential curriculum to ensure meaningful learning that goes beyond attendance? How to build a culture of assessment in residential life? These questions are meant to guide the discussions of news trends and challenges in student learning and engagement in residential settings.
The conference planning committee invites you to submit conference program proposals that will allow attendees to:
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Identify initiatives that increase and deepen students’ participation and engagement in educational programs on campus or residential halls.
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Identify successful practices which document learning in residential settings or informal learning programs that improve overall student success.
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Describe how involving student leaders on campus or residential halls expands student learning (e.g., tutors, orientation mentor, resident assistant, academic mentor etc.)
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Explore strategies to build intentional, inclusive and supportive learning environments and/or living-learning communities post COVID-19.
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Understand the various ways institutions document learning, both inside and outside of the classroom.
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Demonstrate how effective programs can tighten the graduate skills gap in order to improve international mobility and employability.
DRAFT AGENDA
*The agenda is based on CET
THU
17 NOV
Registrations
Welcome session
Isidro Catela. Keynote "The challenges of higher education in a hyper-connected era"
Coffee break
Concurrent sessions
Concurrent sessions
Lunch
Panel Discussion "Expanded reason, Humanities and Personal accompaniment as answers to the challenges of current higher education". With:
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María Lacalle Noriega - Professor of Philosophy of Law, Director of the Center for Family Studies &Vice Rector of Teaching Staff and Academic Planning at Francisco de Vitoria University
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José Luis Parada
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Natalia Sarrión - Coordinator of the Integral Leadership Program of the School of Government and Leadership at Francisco de Vitoria University
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Verónica Fernández Espinosa - Faculty of Education and Psychology Professor at Francisco de Vitoria University
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María José Ibáñez Ayuso - Deputy Director of the Colegio Mayor Francisco de Vitoria
Guided Tours & Cultural Life (optional):
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Madrid de las Letras. Máx. 25 PAX (English) (Separate payment required)
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Madrid de los Austrias. Máx. 25 PAX (Spanish) (Separate payment required)
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Teatro Flamenco Madrid. Máx. 30 PAX (Separate payment required)
More information, bookings and payments here
Registrations
Kevin Kruger. Keynote
Concurrent sessions
Coffee break
Workshop "Tools for Students’ Advising and Support". With:
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Natalia Sarrión - Coordinator of the Integral Leadership Program of
the School of Government and Leadership at Francisco de Vitoria University -
Pilar Rodríguez - Innovation professional of the Instituto de Acompañamiento of Francisco de Vitoria University
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María José Ibáñez Ayuso - Deputy Director of the Colegio Mayor Francisco de Vitoria
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José Carlos Villamuelas - Director of the Colegio Mayor Francisco de Vitoria
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Agustina Jutard - Head of New Projects of the Institute of Accompaniment at Francisco de Vitoria University
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Patricia Castaño - Professor and Coordinator of the subject of Skills and
Competences of the Person at Francisco de Vitoria University
Lunch
Francisco de Vitoria University Campus Tour
Concurrent sessions
Coffee break
Angela Batista. Keynote "The Reshaping of Student Affairs: Leveraging Connections and Leading with Heart During Uncertain Times"
Panel Discussion "Social responsibility, active citizenship and and ethics at higher education". With:
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Tania Alonso Sainz - Professor in the area of Theory and History of Education & member of the group on Supranational Educational Policies of the Autonomous University of Madrid.
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Gian Luca Giovannucci - EucA President
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Alfonso de Lujan Said - Social Entrepreneur
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María Cinque
Networking dinner
FRI
18 nov
SAT
19 nov
Registrations
Panel discussion with students / General Assembly EucA / Workshop NASPA
Tasio Pérez. Keynote "Promoting mental health and wellbeing from university"
Coffee break
Concurrent sessions
Closing remarks
16:00 - 18:00
09:00 - 09:30
09:30 - 10:30
10:30 - 11:30
11:30 - 12:00
12:00 -13.00
13:00 - 14:00
Cultural Program: Guided tour to Reina Sofía Museum (optional) Max. 75 PAX (Separate payment required)
09:00 - 09:30
09:30 - 10:30
10:30 - 11:30
11:30 - 12:00
12:00 - 13:30
13:30 - 14:00
14:00 - 15:00
15:00 - 16:00
16:00 - 16:30
16:30 - 17:15
17:15 - 18:00
20:30 - 22:30
08:30 - 9:30
09:30 - 10:00
10:00 - 11:00
11:00 - 11:30
11:30 - 12:30
12:30 - 13:30
13:30 - 15:00
15:00 - 16:30
18:00 - 19:30
CONCURRENT SESSIONS
Student Advising & Support
Developing Pathways to Student Engagement in High Impact Practices (HIPs)
James DeVita, Director of High Impact Pathways & Associate Professor of Higher Education, University of North Carolina at Wilmington (UNCW) - United States
One way that institutions of higher education can help to enhance student learning and skill development is through opportunities for engagement in high impact practices (HIPs). HIPs provide significant educational benefits for students who participate in them, including and especially those from demographic groups historically underserved by higher education (see https://www.aacu.org/trending-topics/high-impact). This session will focus on one institution's efforts to develop pathways to engagement in HIPs that intentionally open access for all students. We will share examples of campus-wide initiatives that target specific groups of students and findings from HIPs assessments that demonstrate student success in these initiatives.
Maximising Student Learning in International Exchange
Ramona Lewis, Master Faculty Specialist Higher Education Leadership, Western Michigan University - United States
Eric Archer, Associate Professor Higher Education Leadership, Western Michigan University - United States
Higher education emphasizes international exchange and global experiences as ways to promote student learning and global citizenship. Students now have opportunities to engage in a variety of global exchange activities including cross border exchange, study abroad, and global classrooms whether in person or virtually. The key to maximizing student learning through these global experiences is to create the space for intentional reflection and integration of what one has learned. This session will present various experiential activities to help students reflect on their learning as part of their global learning. This session is interactive with opportunity to practice the activities presented.
Using CAS Standards to Build a Campus Activities Program
Christina Witkowicki, Chief Learning Officer, LaunchPoint - United States
Kathleen Neville, Associate Professor and Program Director Educational Leadership, Springfield College - United States
Incorporating student development theory into our professional practice allows us to better understand the behaviors of students. Understanding the developmental growth students undergo also allows the professional to develop policies and structures to support student success. This session will use case studies to engage participants in understanding students and developing strategies to support their development.
Did I Leave the Stove On? Supporting Students in Stress
Denise Simpson, Associate Dean of Students, Davidson College - United States
Tourgee D. Simpson Jr., Assistant Dean of Academic Success at Winthrop University - United States
Thirty-three percent of students reported stress as a factor in lower academic performance or dropping a course (ACHA, 2018). Students present stressors in several ways - some with which we're readily familiar, others may be more subtle or even disguised as a result of personal trauma or cultural background. The goal of this presentation is to outline the ways students most commonly present stress, discuss strategies for academic and student affairs collaborative partnerships, and provide tips for supporting students in distress. Mitigating factors of stress, including cultural context and Covid-19, will be explored.
Jacobs University Peer Counseling Program – A Successful Orientation Program to Support First-year Students in their Journey
Laura Smith, Deputy Head of Student Life & Support & Resident Mentor, Jacobs University Bremen - Germany
Andres Matallana, Community Coordinator, Jacobs University Bremen - Germany
The Peer Counseling Program is aimed at ensuring a successful transition of first-year students to Jacobs University Bremen. It is rooted in each residential college, whereby peer counselors support incoming students in their college. Each first-year student receives extensive peer training and support throughout their first year of university. The training program for Peer Counselors integrates skills-based training, including event management, intercultural training, and communication skills, and it draws on all the expertise of the Student Life & Support Department. This workshop presents the general structure of the program, the activities that are carried out, and the results obtained during feedback exercises. It closes with a conversation about effective ways in which to evaluate the program's effectiveness.
Students Well-Being
The Colorful Ivory Tower: Gay Men Reveal Their Experiences in Higher Education
Darryl Holloman, Vice President for Student Affairs, Spelman College - USA
Working to unpack a student's well-being is a complex process. In efforts to support students, higher-education professionals must understand how intersectionality impacts the lives of college students today. Intersectionality involves knowledge of how social and political identities combine to dismantle different modes of discrimination and privilege within society. Building on the work of Kimberle Crenshaw, this presentation uses a life historical approach to reveal how gay men navigate educational systems. The presentation will provide student success and well-being strategies that can be applied as higher education professionals mentor, support and help students matriculate through college.
Student Experiences: Thoughts and Feelings on Campus Hot Topics
Christina Witkowicki, Chief Learning Officer, LaunchPoint - United States
How do students feel about the important campus topics such as sexual violence prevention, hazing, alcohol and drug use, mental health, and diversity, equity, and inclusion? What are their thoughts on how to address these issues within their organizations and communities? The presenter will share trends in data collected from thousands of students on their reported experiences, thoughts, and feelings regarding these issues and will promote discussion with participants to apply this information to their campus interventions.
Think Smart! Enhancing Critical Thinking Skills & Media Literacy
Pantelis Hantzaras, Coordinator of Student Life and Alumni, Perrotis College - Greece
The project "Think Smart! Enhancing Critical Thinking Skills & Media Literacy" implements a model for organically integrating critical thinking and media literacy skills as learning outcomes within Vocational Education & Training curricula. The model adopts a "critical learning approach" based on a constructivist learning theory and develops an educational toolkit to support teachers and trainers on improving critical thinking and media literacy. The toolkit is composed of a mix of teaching methodologies, content, and best didactic practices precisely tailored for this task and this target.
Research and Student Support: a match made in heaven?
Manûshân Nesari, Head of student services, UCLL University of Applied Sciences - Belgium
Eva Hendrickx, Policy officer student well-being, UCLL University of Applied Sciences - Belgium
For several years now, all first-year students of UCLL University of Applied Sciences, Belgium, have been invited to voluntarily participate in a survey that examines their mental health. These annual results provide fascinating insights into the mental health needs of our students, allowing us to adapt our policies and services accordingly. The session will share how practitioners turned the survey itself into a support tool and shows the potential added value of intensive cooperation with research departments.
Recognizing students’ worries and needs with an SMS-based support bot
Joonas Merikko, Doctoral Researcher, University of Helsinki - Finland
This workshop will introduce a novel method of proactively recognizing students' worries and needs with an SMS-based support bot. During the workshop, participants get an overview of research on novel technologies (e.g. AI, chatbots) for well-being support, get acquainted with designing scalable support chatbot scripts aimed at recognizing students' needs, and learn about the experiences and results of using a support chatbot in a university context.
Collaborating For Success: A Model for Campus Well-Being Leadership
Thaddeus Mantaro, Associate Dean, Dallas College - United States
This session presents information on collaborative and relational leadership of well-being programs. Workshop interactive components will be guided by a qualitative, collective case study of Chief Wellness Officers (CWO). It will present new ideas for the leadership of well-being programs and seek to engage participants in reflection on collaborations on their campuses. This presentation will enhance the understanding of how leaders facilitate campus well-being efforts in collaboration with others and will provide insight into the strategic, relational, and communications skills necessary for success.
Well-Being and Community Building
Elhasbia Zayou, Head of Student services, Thomas More University of applied sciences - Belgium
Lieselotte Heymans, Head of Student services, Thomas More University of applied sciences - Belgium
The workshop will show how community building is done at the Thomas More University of Applied Sciences, Belgium: welcome days from the start of the academic year, and the focus on the relationship between the well-being of students and the barriers that they experience. We aim for an inclusive approach to all our services. Prevention is the first step to reaching global goals. The workshop will show how students can count on a team of student services who provide financial and emotional support or help with other questions concerning student life.
Next Education Challenges
Intergroup Dialogue: A Pedagogical Strategy for Social Change
Adam Klager, Graduate Assistant for the Words of Engagement Intergroup Dialogue Program, University of Maryland - United States
This program will introduce participants to the core tenets of intergroup dialogue as a pedagogical model for teaching about social justice and diversity. After running through these concepts, the presenter will give a brief overview of basic facilitation skills used in intergroup dialogue. Finally, they will cover what such a program can look like in practice, using the program at the University of Maryland, College Park as an example. There will be time for questions throughout, as well as a discussion of how this pedagogical model could be applied in a European context.
Building Student Leadership Cohorts at CUNY: Helping Students Survive and Thrive
Sophia McGee, Director Intercultural Student Engagement and Dialogue, City University of New York Central Office of Student Affairs - United States
Ahmed Osman, Student Affairs Specialist, City University of New York Central Office of Student Affairs - United States
The CUNY - City University of New York, student body is diverse, with populations that are first generation in the country, and first generation to college, in addition to significant populations of Latinx, Black, and other marginalized groups. CUNY aspires to be a "transformative engine of social mobility" to the students that it serves. Based on the work of Astin and others demonstrating that participation in co-curricular student cohorts strengthens retention and belonging, CUNY's Office of Student Affairs has developed student cohort models including the Malave Leadership Fellowship, and the Interfaith Fellowship. The directors of these two programs will introduce, demonstrate curricula, and discuss outcomes for both.
The Campus/Residence Hall as Educational Ecosystem
Luca Nicolli, Direttore generale, NEST Trento - Il Faggio s.c. - Italy
The digital revolution and its swirling development are opening deep questions about the new role of human skills in work and life. The traditional educational path is not enough in such a fast, disrupting, hyper-connected world. Can a residence campus/hall reinvent itself as a living educational ecosystem, a frame of balanced extra-academic opportunities interacting with each other in a powerful equilibrium? We'd be glad to share our first experience at NEST Trento in re-thinking student hospitality as "Lab", "Chance" and "Investment" context of co-living, training, experience, and co-creation – hoping to open a fruitful dialogue and a permanent exchange of experience.
How can University Colleges of Merit contribute to promoting Europe as a partner for higher education in the world
Vincenzo Salvatore, President of Conferenza Collegi Universitari di Merito (CCUM)
As part of the European Union's efforts to attract foreign students to their universities as well as facilitate students' exchanges between European Member States and Third Party States, several initiatives have been developed. Colleges of Merit can play a significant role by facilitating the exchanges among brilliant and talented students. Further initiatives could be introduced, with EucA playing a pivotal role.
Student Success & Residential Life
Promoting Resilience: Understanding the Impact of Hope and Grit on Student Success
Holly Seirup, Professor, Hofstra University - United States
The Gallup Poll (2009) reported that hope is a stronger predictor of college grades, retention, and success than other tests. Hope is a motivational belief system that impacts the ability to set goals, while grit is defined as the passion and persistence toward reaching the goal. These are two very important constructs that were put to the test during the global pandemic. Through discussion, video vignettes, and case studies, this interactive presentation will provide an overview of the constructs of Hope and Grit, review successful interventions, and implications for Student Affairs.
What is Your Handle? The Role of Social Media in Student Learning
Sabina Uzakova, Program Coordinator for Leadership and Student Engagement, Texas A&M University at Qatar - Qatar
This workshop will explore the role and benefits of using social media (Instagram) in engaging students in campus life, helping them succeed academically and personally, as well as encouraging them to become leaders. The presenter will engage attendees in a conversation about best practices of employing social media in student affairs. The workshop will also offer information on the challenges of using social media tools and how student affairs professionals can navigate through those.
Enhancing Residential Education through the introduction of Resident Assistants and a Curricular Approach
Abigail Smith, Women's Complex Manager, American University of Sharjah - United Arab Emirates
Manal Ammagui, Residential Hall Coordinator, American University of Sharjah - United Arab Emirates
The function of resident assistants and a residential curriculum is relatively new to the Middle East. American University of Sharjah's 2020-2025 strategic plan outlines a commitment to increasing leadership experiences as well as engaging environments for students. As a result of this, in fall 2021, the Student Residential Life Department re-launched the Resident Assistant Program as well as the first iteration of the Residential Curriculum to support students moving back to campus due to eased Covid-19 restrictions. After a full year of this launch, positive results have already been identified in leadership development as well as community engagement.
Reimagining Holistic Student Success: How integrating academic and experiential learning with residential living can better prepare students for life
Baishakhi Taylor, Associate Vice Chancellor Student Affairs, New York University Abu Dhabi - United Arab Emirates
Jessica Sederquest, Chief of Staff to the Vice Chancellor, New York University Abu Dhabi - United Arab Emirates
This workshop aims to build a case that preparation for a professional work life can be central to the learning goals of a liberal arts education. These learning goals can be best achieved by integrating the academic and experiential opportunities across the four years/three years. As a newly founded global university with a liberal arts core, New York University – Abu Dhabi (NYUAD) has been able to reimagine traditional student life into a holistic model of student success. In this workshop, we hope to provide our new model as a case study of how community-based class year experiences can develop work skills while also supporting critical learning capacities. Participants in the workshop will have the opportunity to reflect on an ecosystem of support that will allow individual students to translate their experiences across the 4 years into a practical and cohesive life script.
Well-Being trough Student Engagement
Therese Löfgren, Housing Advisor, Malmö University - Sweden
Student well-being underpins every aspect of student life and plays a significant role when shaping the future of coming generations. Through cooperation between higher education institutions, we can address many of the challenges the students of today face. Student engagement builds better relationships with other students, staff, and faculty and helps the students understand the governance of their new environment, be it a new educational system or the operations of the daily life surrounding it. When students are engaged, they are focused. This doesn't just make life more manageable; it also means students are more likely to learn and grow. Research shows that people who are engaged and able to use their strengths will feel happier over the longer term. Well-being is a fundamental component of the university experience.
Reviewing Developmental Ecology to Assess Systematic Interactions and Potential Residential Life Interventions
Michael Ttappous, Residential College Director, New York University Abu Dhabi - United Arab Emirates
Awad Aljadani, Residential Life Specialist, King Abdullah University of Science and Technology - Kingdom of Saudi Arabia
This session will challenge participants to review their institution's residential environment to identify potential ecological gaps and possible subsequent interventions, through an application of Urie Bronfenbrenner's nested model of Developmental Ecology to a Higher Education setting. Reviewing the Micro, Meso, Exo, and Macro systems, we demonstrate links between ecological factors and potential areas for Student Affairs professionals to identify developmental needs; take action; and collect, review, and evaluate student feedback and data to inform response and practice.
KEYNOTES
Kevin Kruger
NASPA President
Dr. Kevin Kruger draws on more than 40 years of experience in Higher Education. Since 2012, he has served as president and CEO for NASPA – Student Affairs Administrators in Higher Education. Dr. Kruger has published and presented nationally and globally on trends in Higher Education, student success, degree-completion strategies for low-income/first-generation students, and change management and leadership in Higher Education.
Angela E. Batista
Founder & CEO, Batista Consulting Services, LLC
Dr. Angela E. Batista is a passionate certified executive Coach, author, speaker, DEI strategist, facilitator and diversity, equity, inclusion and belonging (DEIB) consultant. She is the Founder and CEO of Batista Consulting Services, LLC and the 2020-21 NASPA (Student Affairs Administrators in Higher Education) Board Chair.
</Dr. Batista is the former Vice President of Student Affairs and Institutional Diversity and Inclusion at Champlain College. She has worked in K-12 and higher education institutions across the United States and also held senior level positions at Oregon State University, the University of Southern Indiana and Mills College. She also worked at the University of Vermont and Lynn University.