Summer 2011 - NASPA

Hello Region VI Members,
Ken Kelly, Region VI Vice President
California State University, Long Beach
kkelly@csulb.edu
I hope some of you are taking a well-deserved vacation. Many of
you, like me, are meeting your institution’s
newest class.
Many issues, both positive and negative,
came out of the consolidation efforts. For
this addition of the newsletter, I would
like to focus on one of those issues.
Before I begin, I would like to state
something loud and clear…we will NOT
be revisiting consolidation. The vote is
final and we will remain a separate
association in the foreseeable future.
There is general consensus among NASPA leaders that the
NASPA/ACPA consolidation issue is dead for at least a decade – if
not forever.
However, the following bylaw amendment proposal came out of the
process that our association just completed. I believe this is an
important step forward that would recognize our associate affiliates
and graduate students.
1. The bylaw amendment proposes to expand the opportunity
to vote in NASPA President and NASPA Regional-Vice
President elections only to:
Associate Affiliates – professional staff at non-member
institutions
Graduate Students – Master’s and Doctoral students in
student affairs graduate preparation programs.
2. The designated institutional representative (voting
delegate) will continue to be the only membership
category that can vote on bylaw changes.
Kelly continued on page 2.
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SUMMER 2011
IN THIS ISSUE:
Click page number to advance
PAGE 1
� Letter from the RVP
PAGE 3
� Region VI Advisory
Board Update
PAGE 4
� 2011 Western Regional
Conference
� Region VI Membership
Update
PAGE 5
� Region VI Awards
PAGE 6
� 2012 NASPA Annual
Conference
PAGE 7
� Knowledge Communities
PAGE 8
� Volunteer Central
� MultiRacial KC
PAGE 9
� Alternative Breaks: A
Gateway to Student
Leadership
PAGE 10
� Being Faithful to the
Bottom Line
PAGE 11
� My experience at
Intenciones
PAGE 12
� 2011 Conference: From
the Eyes of a 1st yr.
Grad Student

IN THIS ISSUE:
Click page number to advance
PAGE 14
� Region VI Invades the
SEC (Region III)
PAGE 15
� National Conference
Presentation Summaries
& Reflections...
PAGE 16
� An Adventure-Filled
Vacation of Sorts: A
Grad’s 1st annual conf.
PAGE 18
� Making Meaning in Busy
Lives
� Insight from an
Undergraduate
PAGE 19
� Members on the Move
Announcements
PAGE 20
� Responding to Student
Diversity
PAGE 21
� Professional
Development: To Be or
Not To Be?
PAGE 23
� Improving Transfer
Student Success
PAGE 27
� Professional
Competencies
PAGE 32
� Asian Pacific Islanders
KC: Update
3. The expanded voting eligibility is critical to maintaining
NASPA as the leading student affairs association and
NASPA’s position of strength and leadership within the higher
education community.
4. NASPA’s future will depend on maintaining a strong and
vibrant membership base and not alienating any segment of our
membership.
5. Voting rights are considered a fundamental right in
American society. This is the right thing to do at this time in our
history and is an appropriate outcome of the failed consolidation
proposal.
6. There are no plans to re-consider the consolidation
issue. The existing slating and vetting process used by the
NASPA Board of Directors will continue to provide access and
opportunity for small college and community college candidates
for NASPA President.
7. Five of the last six NASPA Presidents were from either
small colleges or community colleges. NASPA’s commitment to
institutional diversity in all leadership positions will continue
despite the change in voting eligibility.
This is not a ploy to revisit consolidation if this bylaw amendment
proposal passes. This is only about participatory government
involving all NASPA members.
I hope you continue to have a great summer and I look forward to
seeing all of you in San Diego in November!
Ken Kelly
Region VI Vice President
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Region VI Advisory Board Update
On June 15-16th 2011, sixteen NASPA Region VI Board Members took time away from their "real
Student Affairs jobs" to engage in "strategic planning work" at the Annual Region VI Board Summer
Retreat at Mission Bay in San Diego, CA. Region VI Vice President Ken Kelly lead the two-day
meeting filled with highly-engaged discussions, recommendations for future regional improvements,
continuation of successful programs and models as well review of the Regional "Moving Forward"
survey results. In support of one of NASPA National's Goals: "To provide professional development
to our members through the creation and dissemination of high quality experiences, information and
exemplary models of practice", the retreat produced productive information and action plans for the
Region. The retreat information will be discussed with fellow board members during the August
Advisory Board Conference Call/Meeting in order to provide the best professional NASPA experience
for our regional members.
Board Member Attendees in Photo
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Back Row/ Left to
Right: Ashlea Wilson,
Natalie Schonfeld,
Kandy Mink Salas, Lea
Jarnagin, Faraah
Mullings, Marie
Minnick, Cara
Safer, Carol Menard
Fulthorp, Renee
Barnett-Terry, Josie
Ahlquist and Jeanne
Ortiz
Front Row/ Left to
Right: Henry Gee and
Ken Kelly
(Not pictured but in attendance: Rebecca Gutierrez Keeton, Sara Henry, and Kate Mueller)
Greetings Region VI!
As the summer winds down and we prepare for another academic year, please consider how you can
get involved with Region VI as a volunteer. If you have an area of interest to serve on the Region VI
Advisory Board, please email me at hgee@riohondo.edu I am soliciting interested members between
now and the end of the year and any appointments would coincide with my term as the RVP
beginning in March 2012.
Thanks for making Region VI so great!
Henry Gee
Region VI Vice President-Elect

Join us November 16 – 19 for the 2011 NASPA Western Regional Conference in San Diego at the
Hard Rock Hotel. Come together with students, faculty and professionals who are continuing to build
and shape the Anthology of the Student Affairs profession, a diverse collection of priorities, practices,
and values grounded in the learning of yesterday and today and committed to the promotion of
learning and success today and tomorrow.
Registration for ANTHOLOGY is now open!
Visit us at http://naspa2011.ucsd.edu/registration for more information and to register for the
conference. Early registration closes October 14, 2011.
Learn more at http://naspa2011.ucsd.edu, join us on Facebook (NASPA Rocks San Diego), and
follow us on Twitter (@naspaROCKSsd) to receive the latest conference updates. You can also
email us at nasparockssandiego@gmail.com.
Get ready for a truly unique conference experience as NASPA rocks San Diego in November 2011!
Region VI Membership Update
Membership Classification Count Country State Count
Associate Affiliate 84 USA AZ 242
Emeritus Affiliate 8 USA CA 1164
Faculty Affiliate 43 USA HI 39
Professional Affiliate 734 USA Other 10
Student Affiliate 396 International 9
NASPA Fellow 45
Subscribing Profit Affiliate 6
Subscribing Non Profit Member 6
Subscribing For Profit Member 6
Voting Delegate 98
Student Affiliate-Undergraduate 18
Faculty Affiliate – Subscription Upgrade 7
Professional Affiliate – Subscription Upgrade 23
Total Individual Membership: 1475
Total Institutional Membership: 98
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Region VI Awards
It’s TIME! Nominate someone for an award!
Region VI Award Deadline is: August 31, 2011
The deadline will only be extended for categories that do not
have sufficient nominees.
Here is what you need:
� Letter of nomination
� Nominee's contact Information and resume or c.v. (if it is
a program nomination, this should be a “summary of the program”
� Three (3) letters of support. The person coordinating the nomination should gather all these
materials and then go on line and submit the entire nomination on line. It works best to gather
all the letters of support and materials and submit the materials on-line at one time. You must
upload all information at the same time.
Email Dr. Rebecca Gutierrez Keeton at rgkeeton@csupomona.edu and she will remind you to send in
a nomination!
Are you curious about past award winners? Find them all online on the Region VI website
http://www.naspa.org/regions/regionvi/regawards.cfm
Here are links to past award winners, they are organized by year and by award category.
2010 Portland, OR
2009 San Jose, CA
2008 Long Beach, CA
2007 Las Vegas, NV
2006 San Francisco, CA
NASPA Western Regional Conference
Region VI Awards Presented
2005 Tucson, AZ
2004 Boise, ID
2003 San Diego, CA
2002 Boise, ID
2001 Maui, HI
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2000 Monterey, CA
1999 Monterey, CA
1998 Santa Barbara, CA
1997 Las Vegas, NV
If you have any lists of winners, prior to 1997, send them to rgkeeton@csupomona.edu and we will
keep adding to our regional archives.
Award descriptions are available at: http://www.naspa.org/regions/regionvi/regawards.cfm
Community College Professional Award
Distinguished Service to the Profession
Dorothy Keller New Professional Award
Fred Turner Award for Outstanding Service to NASPA
Innovative Program Award
Knowledge Community Achievement Award for Collaboration and Visibility
Mid-Level Student Affairs Professional Award
President's Award
Sandra Kuchler Excellence in Mentoring Award
Scott Goodnight Award for Outstanding Performance as a Dean/Vice President
Graduate Rising Star Award
Undergraduate Rising Star Award

2012 NASPA Annual Conference
Larry D. Roper, Conference Chair, Oregon State University, larry.roper@oregonstate.edu
The committee is clear on one point, we want our conference to be organized around what we
want to promote about what NASPA represents for its members, not about what we oppose regarding
Arizona’s legislative history. For us the distinction between these two foci is very important. We do
not want to have a conference that is focused on negative, eliminative energy. Instead, we want a
conference based on the future we are trying to achieve and the values we want to promote. Some
of the specific things we have lined up in this regard are: we are working with community-based
organizations in the Phoenix area to allow our members to be involved in grassroots activism (these
opportunities will be available for advance registration); we will have an art display by Claudia
Ramirez that will be exhibited throughout the conference, we will also give members the opportunity
to interact with Claudia; we will have a venue available for members to express their belief on issues
that matter to them (this will be done in a format similar to TED Talks or “This I Believe”
presentations; we are still working on attracting speakers who will directly address issues related to
the impact of SB 1050 and other legislations that affects social and educational dynamics in the state
(we have invitations out and are balancing the risks of how long we can wait for commitments), we
have already secured Consuelo Kickbush who will directly address issues related to providing
support and justice for Latino youth; the Program Committee meets in October. At this time we will
put together our invited sessions, which will be the place where we will integrate educational sessions
that can provide new perspectives to our members and engage them in exploring issues related to
Arizona and its impact on individuals and communities. When the program is unfolded it will be clear
that we have dedicated space to explore issues related to the climate in Arizona; and because the
conference is being held in the convention center, which is built on sacred ground, we will involve
members of the local indigenous community in acknowledging the significance of the space.
I can commit that the 2012 planning team is continuing to think deeply about these issues and
explore and plan activities that will allow us to offer a conference that has integrity and honors the
values of NASPA and our profession. We will continue to add program and activities that represent
what we stand for.
Thanks to all who contributed to the Winter Newsletter! We had 43
contributors from 28 different institutions! Thanks Region VI! And,
remember it’s NEVER too early to submit an article!
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Have you thought about ways you can grow personally and
professionally? Consider serving as a leader within the NASPA Region VI
Knowledge Communities. We are currently recruiting Regional KC
Representatives for Administrators in Graduate and Professional Student
Services, Alcohol and Other Drugs, Asian Pacific Islander Concerns,
Parent and Family Relations, Student Leadership Programs and
Veterans. We also have numerous Sub-Regional Representative
(Northern California, Southern California, Hawaii or Arizona)
vacancies. We hope to provide leadership opportunities for all graduate
students and professionals as Knowledge Communities are the “Gateway
to the Profession and Connection to the Association.”
The rewards for you include professional development, networking with colleagues at various
institutions, mentorship and engaging in the profession regionally and nationally. Knowledge
Communities leadership role descriptions can be viewed on the NASPA Region VI Knowledge
Communities website or at the following link: http://www.naspa.org/regions/regionvi/kc.cfm
If you know of a qualified individual who can contribute to the KCs or if you would like to selfnominate,
we invite you to submit nominations for a leadership position. Nominations can be made
by emailing Faraah Mullings at fmullings@msmc.la.edu with the following information: nominee’s
name, email, phone number and the position you are making the nomination for. Nominees will be
contacted and asked to submit a statement of intent and resume.
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NASPA is its members, and with over 12,000 of you there are numerous
opportunities to get involved! Perhaps you're interested in writing for
NASPA, helping to plan a regional professional development event, or
mentor a future student affairs professional. There is always something going
on! To assist with finding meaningful volunteer opportunities regionally,
nationally, and internationally, NASPA encourages you to visit Volunteer
Central. This resource is available to all current NASPA members by going to
http://www.naspa.org/about/volunteer.cfm.
Once logged in as a NASPA member in Volunteer Central, you will see:
Volunteer Interests. Select the boxes corresponding to those topics and groups listed below
that are of interest to you. This information will be used by NASPA in notifying you of specific
volunteer opportunities in a particular area.
Volunteer Opportunities. This page offer chances to get involved in such areas as NASPA
Regions, Knowledge Communities, and professional development events.
As your Region VI NASPA Volunteer Coordinator I encourage you to contact me with any questions
you have regarding getting involved with NASPA!
A special note to current Region VI Leadership, such as the Advisory Board members and
Knowledge Community Representatives: I encourage you to utilize this tool in your recruitment
process for open positions. The information I need to post a position include: position title, time
commitment, application deadline, position description, qualifications and your contact information for
submissions. Beyond posting & maintaining position postings at Volunteer Central, as the Region VI
Volunteer Coordinator I can also serve as a resource in the recruitment and outreach progress.
Please feel free to contact me in discussing further your volunteer needs.
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Josie Ahlquist, Region VI Volunteer Coordinator
Associate Director, Campus Recreation
Loyola Marymount University
Josie.Ahlquist@lmu.edu
310-568-6249
The MultiRacial Knowledge Community (MRKC) endeavors to be a dynamic and supportive
organization that brings multiracial and mixed-heritage issues and related research to the forefront of
higher education. The MRKC is looking for new members and sub-regional representatives to support
the expansion of awareness and knowledge. The time commitment is up to you! Dedicate as much or
as little as you have and join the newest KC! Contact Danielle Martinez at dlmartinez2@usfca.edu or
like us on facebook.

Alternative Breaks: A Gateway to Student Leadership
Joy Harkins, Cal Poly San Luis Obispo, jharkins@calpoly.edu
Alternative break programs are being institutionalized in universities across the nation with
thousands of students participating in alternative break programs each year. California Polytechnic
State University has had an Alternative Breaks program since 2006. This program was completely
implemented and initiated by students and continues to take student groups on local, national, and
international service trips throughout the academic year. The Alternative Breaks program, sponsored
by The Community Center, is an integral part of Student Life & Leadership at Cal Poly. Trips take
place during winter, spring and summer breaks and bring students into other communities to address
local, national, and international needs. The program is open to all students of all colleges and
majors.
The Alternative Breaks program was founded by a group of students who had a passion for making a
difference in New Orleans following Hurricane Katrina. Since then, it has been led by students who
were passionate about everything from engineering to sustainable farming. Previous trips have
included New Orleans (every year since 2006), New York, Jamaica, and United Arab Emirates. The
program receives limited student fee funding which supports a student assistant and marketing
materials. Participants pay for transportation, food, and lodging. Fundraising opportunities are
provided for students with limited financial resources and to supplement university funding.
The leading nonprofit in the world of alternative breaks in higher education is Break Away. It is an
organization founded in 1991 that trains and connects campuses and communities in promoting
alternative breaks. Cal Poly is one of the over 150 members of Break Away. Using Break Away
recommendations has been a big help for the Cal Poly program. Also, being a member of Break
Away provides access to other schools who are also developing programs. Cal Poly had student
leaders attend the summer conferences each year, and recently had a student attend the Break Away
Leadership Summit. Breaj Awat provides a great network to learn about strategies and specifics
through word of mouth. Also, a lot of schools blog about their experiences.
The Alternative Breaks program offers a chance to raise students’ self-awareness, supplement their
educational experience with the university, and demonstrate Cal Poly’s enthusiasm to make a
positive impact outside of the campus community. Students are immersed in another culture, which
provides the opportunity to examine social issues and reflect on their own positions of power and
privilege. Volunteer excursions give Cal Poly students a chance to make a lasting contribution and
work together to positively affect other communities.
Cal Poly students from across the university:
� Gain awareness of issues of global importance
� Engage in pre-trip and post-trip teambuilding, leadership, and reflection activities
� Identify global partners for discussion sessions, on-campus speakers and collaboration in global service
� Identify new opportunities to serve humanity from a polytechnic perspective
� Secure funding for transportation, food, and lodging
Reflection is a key component of the alternative breaks experience. Researchers and practitioners
have learned that the most effective service experiences are those that provided structured
opportunities for participants to critically reflect on their service experience.
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Harkins continued on page 10.

Alternative Breaks: A gateway to Student Leadership
Reflection provides participants an opportunity to examine and form their beliefs, values, opinions,
assumptions, and judgment; to gain a deeper understanding of themselves; and to construct their
own meaning and significance from the experience which will guide their future actions.
John Dewey and David Kolb are the most well-known behind the theory of action-reflection. And
according to Kolb, in its most basic form, reflection is asking the questions “What?” (meaning what did
they do) “So what?” and “Now what?” Every trip includes pre-trip orientation, where students get to
meet each other and learn about their location. Part of the orientation is a reflection activity, which
starts students thinking about their own values and beliefs, expectations, and assumptions. Trips also
include a re-orientation, where students reflect on their service and how they will continue to
implement what they learned and experienced into their daily lives.
The following links are informative and useful resources for developing and implementing alternative
break programs:
•Break Away – www.alternativebreaks.org
•Project on Civic Reflection – www.civicreflection.org
•U.S. Department of State - www.travel.state.gov
•Hostelling International USA - www.hiusa.org
•The International EcoTourism Society - www.ecotourism.org
Being Faithful to the Bottom Line: How Faith Based Student Groups
Support Your Work and Your Budget
Dr. Matt Calfin, Region VI Spirituality and Religion in Higher Ed KC Rep, mattcalfin@yahoo.com
In a climate of dwindling economic resources, Student Affairs leaders are challenged in
assisting their institutions in attracting, retaining, and supporting students. To assist practitioners, one
idea to consider is developing partnerships with Faith Based Student Groups (FBSG). FBSGs are
registered student organizations. They serve to support the faith needs of the campus student body.
They usually have an organization leader who may or may not be a student. After researching a
FBSG and its impact on first year college students, there are some practical takeaways that may
enhance your work without affecting your institution’s bottom line. Three such strategies are listed
below:
Develop Partnerships to Enhance Student Recruitment
Some students want to practice their faith when they enter college. FBSG are often contacted
independent of the admissions process by prospective students. These students inquire about
opportunities to express and support their faith while attending the institution. Creating effective
working relationships with these groups would enhance recruitment efforts. For instance, FBSG
leaders could share prospective student information with institutional leaders. Also, by developing this
partnership, institutional leaders will develop an understanding of the programs and services offered
by a FBSG. In return, Student Affairs professionals can describe the admissions process to the
FBSG. Information sharing is crucial for this partnership to be a success. One FBSG leader
informed me that a number of students of faith contacted him in the summer about becoming
admitted students at the institution. However, the FBSG leader did not know the university
admissions process and felt frustrated on how to help these students get connected to the institution.
Establishing relationships with FBSGs is a low-cost strategy that would enhance student recruitment.
Being Faithful to the Bottom Line continued on page 11.
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Being Faithful to the Bottom Line:
How Faith Based Student Groups support your Work and your Budget
Collaborate on Co-Curricular Programming
Knowledgeable practitioners are aware that first year students have common struggles. Student
affairs professionals create programs to address these student transition issues (e.g. time
management, help choosing a major, managing money, etc.). FBSG also create similar programs.
Often, the university and FBSG have the same goal, to create thoughtful, well-prepared and engaged
citizens. Instead of duplicating efforts, colleges should collaborate with FBSGs to develop first year
student programming.
Further, as Nancy Schlossberg’s work emphasized, first year students desire to matter is critical. My
research suggests that students involved in FBSGs found a sense of mattering. In addition, FBSGs
were helpful in alleviating worry and providing peer support. Some FBSGs have this concept of
mattering built into the activities they create. These groups provide yet another support mechanism
for students without taxing institutional resources.
Establish Successful Alumni Connections
Once students feel connected to their respective FBSG, many stay involved throughout their time at
the university and after graduation. Once again, it would behoove institutional leaders to partner with
FBSGs to enhance alumni opportunities. Alumni of these groups may even stay involved in the
groups in a mentoring capacity. In other words, the relationship with the institution continues through
the FBSG.
The above list of strategies is far from exhaustive. Nevertheless, it is clear that FBSGs make a
difference to students. Student Affairs practitioners who understand this notion will be able to support
their students and their institutions more effectively.
My experience at Intenciones (Pre-Conference Institute)
Joe Saucedo, Loyola University Water Tower Campus, jsaucedo4@luc.edu
Only a half hour into the LKC Institute and after meeting a few of the Latino professionals in
the room, I thought to myself that I had found my student affairs family. For years, I worked in
marketing and advertising managing client accounts and attended various conferences. The depth of
learning and networking from previous
experiences paled in comparison to my
experience as a student affairs graduate
student attending my first NASPA
conference.
My participation in the LKC Institute began
months before the conference when I
connected with Naddia Palacios at her office in the Chicano Latino Student Affairs division at the
Claremont Colleges in Southern California. Our shared commitment toward serving Latinos and other
underrepresented student populations prompted my joining the LKC and getting involved in Region
VI. It was thanks to her that I learned about the scholarships available for students to attend the preconference
and so I am most grateful for the chance to meet a host of inspiring, compassionate, and
dedicated activists in the national higher education community.
Saucedo continued on page 12.
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My Experience at Intenciones (Pre-Conference Institute)
Perhaps the most compelling part of the Institute was the Compadres Circle because it put me within
reach of other strong Latino men committed to advancing the interests of Latinos. I am always
fascinated by hearing about other people’s personal trajectories throughout their careers so the
opportunity to engage with established leaders and graduate students provided me valuable life
lessons. It’s rare to be among men who feel comfortable communicating and exposing their
vulnerabilities in an effort to educate one another about personal and professional development.
Prior to attending NASPA’s annual conference, I was a bit daunted by the magnitude of the
association’s membership and the sheer volume of presentations offered. However, the LKC Institute
allowed me to feel more comfortable and figure out how to best navigate the conference. Many of the
LKC’s speakers and leadership expressed how returning to LKC each year reinvigorated their
passion for advocating on behalf of their students and campuses. The genuine admiration for one
another and the amount of support by all members spoke volumes of the familia atmosphere that
everyone in the LKC is able to foster. As a recent graduate relocating to Chicago this summer, I feel
encouraged by the mentorship of other leaders in the community and motivated to become more
involved.
NASPA 2011 National Conference: From the Eyes of a First Year
Graduate Student
Ana Zavala, California State University,
Long Beach, azavala78@gmail.com
I deliberately waited to write this
reflective piece because I wanted to see what
lasting impact that my first NASPA National
Conference had on me. I was also having
trouble capturing the dynamic rush that I felt during and after my trip. I wrote up first impressions
immediately, but when I read them back they seemed so flat. Unfortunately, the impact of NASPA on
a first year graduate student goes beyond what I can put to words in a journal article submission. In
fact, it's really difficult to articulate the power, passion and inspiration that I have found in this
organization. But, I'll try.
As a first year graduate student, I was not sure what to expect from NASPA. I had dreams
(nightmares, actually) that it would be a big room full of thousands of unknown faces, and that I would
have to attempt to have seriously academic and theoretical conversations with incredibly seasoned
professionals. An introverts' ultimate nightmare! Part of it was true, there were thousands of people.
However, my experience was far from being a nightmare.
I was fortunate enough to attend the Latina/o Knowledge Community (LKC) Preconference. It was
not only an amazing experience, but a smart decision as well. It allowed me to ease in to the whole
national conference experience. It was inspiring to be in a room with such caring and motivated
professionals, graduate and doctoral students. The program for the Preconference was properly
named: Intenciones, Making Each Step Count. We took the day to reflect on what our personal
journey was, what we wanted in the future, and the various ways in which to reach these goals.
Through it all, we spoke WITH each other, creating a web of support and trust.
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Zavala continued on page 13.

NASPA 2011 National Conference: From the Eyes of a First Year Graduate Student
The LKC Compadres Circle was when the ladies got together for their own part of the conference. It
especially touched me, because what I heard from these women validated my own experiences.
These women were saying “Let me tell you my journey, and let me hear yours”. It was great to hear
so many shared experiences, common fears and the same fire to make a difference. It seems like
such a basic thing; Listening. It's incredible how much can happen when a conversation involves
truly listening to each other. I know I have taken this and integrated it into my everyday life. In
general, I renewed pride and empowerment in the richness of our culture, and the commitment to
familia. Our student affairs networks can become another aspect of our familia, it is up to us to
support and help each other.
It wasn't all business, either, which I realize is crucial to attending a national conference. There is
such a thing as “SA Overload”! Philadelphia is a beautiful city, and I took the time to explore the city.
I walked down 9 th (after eating a Philly Cheese Steak of course!), strolled through the Italian Market
and poked into some consignment shops.
We explored South Street, and got a chance
to ring the liberty bell. No, not really. But I
REALLY wanted to. I settled for a picture.
As a graduate student, I came to NASPA
feeling like I could not contribute. What
would a first year graduate student possibly
know? However, I realize that my graduate
program is doing an excellent job in helping
me to be the best student affairs professional
that I can be. I feel really good about that.
Even more importantly, I realize that I don't
have to come to the table with the right
answers, just the dedication and passion for
helping students. The power of NASPA and
the LKC Preconference is the commitment.
Everybody that I met had that spark, that
extra heart that drives them to continue to
help students, each other, and the new
professionals. I would encourage all
graduate students to consider becoming
active members of NASPA, because it really takes all the coursework that learn in your program and
makes it real. It's also a wonderful source of motivation and energy!
I think that what I am consciously aware of most from my trip is the realization that your network of
support is at your fingertips. And that is powerful. We have the tools that we need to succeed, and
you always have someone to go to for ideas, support, a pat on the back, and sometimes a good cry.
My advice for graduate students? Get involved early and fiercely. Overwhelmed? Start by getting
involved in your Region. Explore the different Knowledge Communities and attend a Drive-in
Conference. Get to know the people in your area. Be intentional about your decisions in student
affairs. Create professional twitter account and use it to explore all the amazing blog postings and
webinars that are available. The more you talk to people and get involved, the more natural and
comfortable it becomes (coming from a true introvert). NASPA is energy, and it continues to inspire
and drive me to become a better student affairs practitioner!
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Region VI Invades the SEC (Region III)
Kirk Bernal, Azusa Pacific University, kirkbernal@gmail.com
Six hours of travelling and one layover, the airplane touched down at the Gainesville Regional
Airport. I had mentally prepared for the humidity to hit me. I found myself stepping out of the airplane
and immediately breathing it in. Welcome to Florida! The excitement of interning at University of
Florida (UF) for the summer had been brewing for the weeks leading up to my arrival. Like the
humidity, it was finally real. I
intentionally chose an east
coast school to break my
comfort zone. Besides
breaking my own geographical
comfort, it was my intention to
gain knowledge of an institution
and department I had little
experience with: housing
department and a large,
Division I institution. I
successfully infiltrated the SEC!
As is my preference, I hit the
ground running. I was
immediately thrown into a
barrage of meetings and oneon-ones
to get a better
understanding of the housing operation at UF. Along with meeting with department heads of the
housing operation, I had also worked on a couple projects for the Department of Housing and
Residence Education, Graduate and Family Housing Office. One of these projects was to create an
online orientation tool for residents moving into the Graduate and Family Housing apartments. I was
looking to create this tool to help new residents digest information at their own rate and to continue
using this as a reference tool during their stay in the apartments.
I also conducted an assessment of the playground equipment at the on-campus graduate and family
apartments. This was of particular interest to the department as with ever present budget cuts, they
are looking at resources that necessitate costs in money or employee time. Also, there was little to
be found on other institutions doing something similar. I was very excited at the opportunity to use
StudentVoice to launch the survey assessing the use and knowledge of the various pieces of
playground equipment. I have not previously used StudentVoice and found this as an opportunity to
supplement my assessment experience.
Aside these two projects, I was fortunate to also sit on various committees during my tenure at UF.
These committees spanned to include a resident director search, housing appeals, resident advisor
training, and evaluating and reformulating the graduate hall director appraisals. As with other
departments on any campus, it was fascinating to see the “behind-the-scenes” look at a housing
operation. Aside from these committees, I also observed the orientation preview program, met with a
Student Activities Coordinator, the Dean of Students, Vice President of Student Affairs, and learned
about the Florida Opportunity Scholars.
14
Bernal continued on page 15.

Region VI Invades the SEC (Region III)
This Region VI representative wanted to do more than just
infiltrate ONE institution; after all, it was an invasion of the SEC! I
was able to also probe into the housing operations at Florida
State University and University of South Florida, St. Petersburg. I
also collaborated with other ACUHOI interns from University of
Central Florida, University of South Florida, University of North
Florida, Jacksonville University, and Embry-Riddle University.
These trips and collaborations allowed me to compare the
housing operations at these institutions to create a more
knowledgeable foundation of housing organization.
To the victor, come the spoils! This invasion of Florida had to
include some “riches” of the area. Gainesville is centrally located
on the edge of north and central Florida, providing a good home
base to scout the treasures of Florida. While here, I was able to
relax at Daytona Beach, attend a NASCAR race at Daytona
International Speedway, experience the green scenery along the
highways and freeways, and visit three (3) theme parks of the
Walt Disney World Resorts.
While these spoils were fun, the real spoils of this trip came as the experience of being at the
University of Florida. I know that I have a better understanding of how operations look at a similar
institution to one that I hope to work for in the near future. I hope to continue to network with the
amazing professional staff and ambitious students that I had met there. I look forward to adapting
what I have learned from this internship experience with the classroom knowledge and other
internship experiences to be an effective student affairs professional. I consider this invasion a
success!
National Conference Presentation Summaries & Reflections...
Kate Mueller, Orange Coast College, kmueller@occ.cccd.edu
One of several workshops geared toward community colleges at the NASPA 2011 conference
was “Behavioral Assessment Teams: A Community College Model.” Orange Coast College’s (Costa
Mesa, CA) Behavioral Assessment Team, or BAT, was highlighted as a model for addressing real
and perceived threats on a campus. There are moments when a student writes something, draws
something, says something, or acts in a way that causes another person serious concern. As
institutions of higher education we are past the time when we can assumedly say “oh, they were just
joking” without providing due diligence by thoroughly checking out the concern. Developing a BAT on
a campus brings collective wisdom and multiple perspectives to processes of assessing a student.
Optimal membership is 3-4 people, with a usually including dean of students, campus safety, and
mental health/counseling services. Having a BAT developed and implemented, and educating a
campus about the team and its established processes, provides a stronger possibility of keeping
behaviors from escalating into situations that cause real harm.
15
Mueller continued on page 16.

National Conference Presentation Summaries & Reflections...
Orange Coast College Threat Assessment Process
1. Notification of threat/issue received
2. If conduct is the issue, the dean of students addresses issue
3. If alleged threat represents a danger to self or others, and/or involves mental or physical health
issues, the director of health services consults.
4. The dean of students and director of health services meet with student to assess alleged
threat/issue.
5. If the threat/issue is deemed valid, the student is informed that he/she is suspended until
clearance is obtained from a mental health professional regarding safety of self and others.
6. If the student is already in the mental health system, obtain a consent form to release
information and communicate with the student’s mental health provider and family or
significant other.
7. If the student does not have a mental health provider, he/she may use the counselors at the
student health center or be
referred to community providers.
In an emergency, the county
centralized assessment team
can assess the student.
An Adventure-Filled
Vacation of Sorts:
A Graduate Student’s First NASPA Annual Conference
Carlie Monnier, California State University, Bakersfield, cmonnier14@hotmail.com
It all began with the flight vouchers (earned while on a grisly December trip from the East
Coast getting bumped from one flight to the next). They sat in a drawer in my desk, practically calling
out to me, begging to be used. I wondered, “A trip to paradise? A weekend get-away to Vegas? An
adventure in the Rockies?”
A few days later, while perusing NASPA’s website the light bulb above my head lit up. As a grad
student on a budget, I found a trip that was more than justified in taking. Yes! A weekend get-away
and adventure all rolled-in-one in…..Philly here I come! I quickly reserved my flight, found a great
deal on a hotel and started planning. I was bound for the 2011 NASPA Annual Conference in
Philadelphia, Pennsylvania.
I digress, one might not consider a trip to Philly in March to be a vacation in paradise but I would like
to share with you several important questions I asked myself when making my decision.
Is it really who you know not what you know? Well, I think it’s both but it sure does help to know
people when you’ve got the ‘what you know’ part. Where else would I have the opportunity to practice
my networking skills with hundreds (approximately 5,000 attendees) of Student Affairs Professionals
and Graduate Students? The cliché ‘practice makes perfect’ rang especially true for effectively
maneuvering the networking game. Although I don’t believe that it can ever be ‘perfect’ as it is a lifelong
endeavor; I do believe in the importance of practicing the language, the dynamics and the art of
networking in order to fully reap the benefits. As a graduate student new to the world of Higher
Education and to the conference, it was terribly intimidating at first.
Monnier continued on page 17.
16

An Adventure-Filled Vacation of Sorts: A Graduate Student’s First NASPA Annual Conference
With the help of an educational session on effective networking offered at the conference and hours
of talking with other attendees, I became more confident. I developed my skills, built my confidence
and learned how to make every conversation count and the game became easier.
I would highly recommend attending any of the conferences in establishing and/or building a
professional network of colleagues, cohorts, mentors and friends. You never know when you may
need a reference, a friend or colleague to talk to or help with getting that job you’ve got your eye on.
When it comes to searching for a job in Student Affairs, not only does the conference provide
networking opportunities in abundance, it also provides opportunities to interview directly with people
who are hiring! Would there be another trip where I would be able to receive behind-the-scenes
knowledge of the Placement Exchange? No, not unless I went to Philly! The Placement Exchange
(TPE) is job placement process that connects thousands of employers with employees. Candidates
create a profile, look for jobs and apply and interview all in a few days prior to the annual conference.
I was not in the position to be a candidate since I just began the master’s program but I did volunteer
at TPE. It was fascinating to have access and an insider’s peek at the do’s and the don’ts of the
process that you won’t find printed in a pamphlet or online. Hint; hand-written thank you cards to put
into the interviewers’ mailboxes is not as efficient or necessary as I once believed.
Speaking of receiving an insider’s perspective, if I were basking on some remote island instead of
walking the chilly and bustling streets of Philly, would I be able to receive an insider’s perspective for
not only the TPE but the world of Student Affairs as a whole? Of course not! One of the greatest
benefits of attending the conference was being able to connect one-on-one with a Student Affairs
professional as offered by the Panel of Listeners and Meal with a Mentor. I signed-up for both
programs (pre-conference) through the highly efficient matching process offered by volunteers of
NASPA who do all the coordination. Through the process of elimination, I was matched with a
professional that best fit my criteria, interests and goals and vice versa. Meeting with these two
professionals was inspiring to say the least. Through our one-on-one conversations, I listened to their
journey, how they got to where they are and where they want to be in the future. They, in turn,
listened to my own goals and aspirations. The conversations were genuine and provided me with
much insight. After meeting with both of them, I was not only inspired to pursue my own goals, but
how to achieve them starting now.
Speaking of goals, would I be able to reach the goal of learning about the latest innovations,
discussions and research in Higher Education while on a remote island vacation? No, probably not.
The goal would more likely be to remember to turn over on my beach towel but that’s another trip for
another time. But seriously, the amount of educational sessions and myriad of topics offered at the
conference made it almost painful to have to choose between one session and another. From social
media to topics on disability to how to effectively network to community college topics to technology to
legal issues to assessment to LGBTQ topics to spirituality to veterans to grants and fundraising to
doctoral program options to student activism to multiculturalism to new professional topics…..well,
you get the idea! The list was endless. For what I paid (as a student member too) for the conference,
the choices went above and beyond my expectations.
As you may already know, there are many more reasons to attend not only the annual conference but
any NASPA conference. Here are just a few of the other important reasons: Knowledge Community
socials and meetings, internationally known speakers, region receptions and meetings and all the
goings-on after the conference like exploring the area with newly made friends and members of
NASPA. In a nut shell, attending this conference was a tremendous asset to my growth as a graduate
student and a soon-to-be professional. An adventure I will gladly take again!
17

Making Meaning in Busy Lives: Learning from Adult Students
Karen Lauritsen, UCLA Extension, KLaurits@unex.ucla.edu
By examining student experience in the Design Communication Arts at UCLA Extension, the
nation’s largest not-for-profit continuing education provider, this poster considered how adult learners
continue to create meaning in their lives through creative study and coursework.
The presentation highlighted the results of a survey of students who have been enrolled in one of
three certificate programs or individual courses in Design Communication Arts within the last three
years. It also explored the methodology and function of developing personas to guide program
development, something that is commonly utilized in user experience design.
This poster highlighted what makes a program accessible and relevant to a diverse group of adult
learners, offering considerations for other learning audiences since the profile of the “typical” student
has shifted. For example, the Design Communication Arts has built an online program that has
proven effective in appealing to adult learners who usually have other personal, professional or
financial obligations in their lives. Other lessons learned from student feedback suggest
improvements for future program development.
To learn about our persona study and to view the presentation: http://bit.ly/hkFWVa
Insight from an Undergraduate
Why I Want a Career in Student Affairs
Wiliama Sanchez, NASPA Undergraduate Fellow, Whittier College ‘13
I have worked at my high school alma mater every summer with risk management in the
residence halls, trips abroad, developing a summer curriculum, and character development. I have
always enjoyed offering students support as they experience change and expand their outlook on life.
Born and raised in Hawai’i, my move to Whittier College in California threw me out of my comfort
zone and I experienced significant culture shock. I suddenly understood what my high school
students were experiencing and realized how important it is to have gatekeepers on campus to ease
student transitions.
I attended a private high school that promoted Hawaiian cultural values and with that
knowledge I feel convicted to share my culture with others. I strive to educate students, as well as
faculty and staff, about the Hawaiian culture and help unlearn the many sterotypes of what being a
"Hawaiian" is all about. I am also fascinated with learning about other cultures and using new
knowledge to educate myself and others. I am a firm believer that we need to understand where we
come from to understand were we are going.
After connecting with Whittier College’s Cultural Center and the Hawaiian Islander’s Club, I
became highly involved in event planning and transition programs for underrepresented students.
Whittier College’s Minority Caucus taught me to serve as an ally to other disenfranchised populations.
I understand what it is like to be oppressed and marginalized and I do not want others to experience
that. During my sophomore year, I began considering a career that would allow me to help others like
myself who struggled with culture shock, being away from home, and feeling out of place. My mentor,
Dr. Joy Hoffman, proposed the idea of working in student affairs.
Sanchez continued on page 19.
18

Why I Want a Career in Student Affairs
I enjoy working with students, coordinating programs, and easing student transitions so it seemed like
a perfect fit. I was recently accepted into the NASPA’s Undergraduate Fellow Program and am
excited to learn about my career options in higher education.
I have learned that student affairs professionals are educators who happen to use programs or
events as venues for learning. I am looking forward to studying on board the MV Explorer’s Semester
at Sea voyage during fall semester. The Dean of Students for the Fall 2011 voyage, Mamta Accapadi,
will be working with me to create a Social Justice curriculum. When I return to Whittier College, I will
embrace more opportunities to learn about higher education. I am excited to be in a role where I can
advocate for students from Hawai’i as well as students from other backgrounds and life experiences.
Members on the Move Announcements
Cal Poly Pomona proudly introduces Ms. Marla A. Franco as the new Associate Director of Parking &
Transportation Services. Marla comes to us with five years of prior service in the Office of Student
Life & Cultural Centers at Cal Poly Pomona. She initially served as the Coordinator of Leadership &
Student Involvement and was promoted within the department after two years and became the Senior
Coordinator of the Office of Student Life & Rose Float. Her current promotion as a manager on
campus allows her to continue developing both personally and professionally and provides her the
opportunity to utilize her experiences at this campus to support the mission of Parking &
Transportation Services. Marla is also a doctoral candidate
at Azusa Pacific University in the Higher Education
Leadership program.
Irvin D. Harrison is the new Coordinator of the Native
American Student Center at Cal Poly Pomona. Irvin is a
member of the Navajo tribe and is originally from Farmington,
NM. Prior to Cal Poly Pomona, Irvin worked as Director of the
Native American House at the University of Illinois, Urbana-
Champaign. Irvin is actively involved in the NASPA
Indigenous Peoples Knowledge Community, as well as the
University of New Mexico Alumni Board of Directors. Irvin
received his master’s degree from San Diego State
University in Postsecondary Educational Leadership, Student
Affairs. He is pursuing his Ph.D. in Higher Education
Administration at San Diego State University and Claremont
Graduate University. His research interests include Native
American Issues in Higher Education: Access, Equity, and
Retention; Identity Development; and College Student
Success.
Welcome the New University Housing Residence Life Coordinator’s at
California State Polytechnic University, Pomona
Jamica Johnson
Xander Ruiz
Chelsea Navarro
Gary Gordon
19

Responding to Student
Diversity: Understanding
Service Members and
Veterans at University of
Hawai’i at Mānoa
Dr. Lori Ideta, University of Hawai`i at
Manoa, ideta@hawaii.edu
In the Photo:
Dr. Francisco Hernandez, Vice
Chancellor for Students; Mr. K. Mark
Takai, State of Hawaii Legislator; Dr.
Amy Agbayani, Director of Student
Equity, Excellence and Diversity; Dr.
Lori Ideta, Assistant Vice Chancellor
and Dean of Students.
On April 26, 2011, an inaugural event was held at the University of Hawai’i at Mānoa (UHM)
entitled "Responding to Student Diversity: Understanding Service Members and Veterans." Our target
audience was two-fold: students who are veterans or service members; and faculty and staff who
provide support to these students. Hawai’i State Representative K. Mark Takai served as our keynote
speaker. Representative Takai is a UHM alum, former President of the UHM undergraduate student
government, and currently serves as a First Lieutenant in the Army National Guard. Also in
attendance was Mr. Gregory Jackson, Director of the Office of Veterans Services.
The conference included a plenary session presented by a doctoral student from the College of
Education on "Exploring the Needs of Student Veterans at the University of Hawai’i at Mānoa." We
organized two sessions of seven concurrent workshops and held a student veteran panel during a
hosted lunch. We also debuted the mock up for our veterans website.
Out of the nearly 100 registrants from across the UH system, 28% were students, and 19% were
veterans or service members. Evaluations of the event illustrated appreciation from the veterans for
hosting such an event and a strong desire, amongst all attendees, to repeat this event in the near
future. Participants indicated that the conference 1) helped them better understand service members
and veterans, 2) provided information about the support of student veterans at UHM, and 3) provided
information about the support of student veterans in the community. Thus, the goals for the
conference were accomplished.
Many great ideas were generated from the conference about UHM's next steps in our support of
student veterans and service members. Suggestions included: hosting another conference in the near
future, creating a new student orientation for veterans and service members to UHM, establishing a
veterans center on campus, and creating a mentor-mentee system utilizing veteran faculty and staff.
Co-sponsors included: Office of the Vice Chancellor for Students, Outreach College, Student Life and
Development, Learning Assistance Center, Diversity & Equity Initiative, Advisory Committee on
Student Veterans.
20

Professional Development: To Be or Not To Be?
Tiffany Taylor, tataylor@sfsu.edu Shimina Harris, siharris@sfsu.edu, Mary Ann Begley,
begley@sfsu.edu, San Francisco State University,
Sometimes it’s difficult in the world we work in to get a moment to think about our own
professional growth. Somewhere between check-ins & check-outs, budget meetings & payroll,
creating policies & revamping processes, we rarely get a moment to invest in our own development
and when we do, cost can often be a major concern. Professional development funds are becoming
fewer and far between and often when an institutional or departmental budget is cut, it is almost a
guarantee that professional development opportunities that exist off-campus are no longer an option.
However, that does not mean that professional development needs to go on the back burner. In fact,
it could be better than ever. Utilizing a team of professionals to develop on-campus opportunities is
easier on the institutional pocketbook and in many cases can even be more beneficial to employees
than attending a national conference. All it takes is a creative group of people to pull together a plan.
We know, we know who has the time given that our human resources are decreasing as well? No
one has the time per se, but we are hoping that you will make the time, carving out those creative
opportunities…even on a dime! Below are some strategies we have implemented in Residential Life
at SF State to ensure that professional development remains a priority:
Create Your Own Opportunities On-Campus
Creating professional development opportunities on your own campus could range from engaging
campus professionals in conversations during the lunch hour to finding low or no cost online webinars
to collaborating with other campus departments to share the cost of bringing in a local speaker.
Below are some of the ways we built our own professional development:
The Brown Bag Series
As a state institution in the midst of ongoing budget concerns, we made a commitment to provide
professional development opportunities for our professional and graduate staff. Several of the
committees in our Residential Life department were able to offer various brown bag sessions around
hot topics in Student Affairs in an effort to share articles and best practices taking place at other
institutions. These opportunities were free and only took the commitment of the facilitator to find an
article, book, or video clip to begin a discussion. It was that easy!
Low Cost Webinars
Our department also hosted several no to low cost webinars through various regional and national
associations. Many regional associations are offering free webinars to anyone interested, not just its
members! If you have worked in a different region prior to arriving at your current institution, go back
and check the regional website, or use your professional contacts, to share professional development
ideas and resources.
Utilizing Campus Resources At Home and “Abroad”
Let’s face it, conferences have become an intrinsic part of our field and we like going to them, not
only to get away from campus for a bit and to see old friends, but because they do offer excellent
interest sessions and advice from colleagues regarding hot button issues. When travel and
professional development funding is cut from the budget, getting to those conferences, especially
from the West Coast, becomes very difficult. However, we sometimes forget that there are
colleagues within the local area that we can learn from.
21
Taylor, Harris, & Begley continued on page 22.

Professional Development: To Be or Not To Be?
This spring SF State hosted the Bay Area Round Table (BART). BART originated a few years ago at
UC Berkley and has now found its “home” by rotating to a variety of campuses in the Bay area.
BART is a one-day conference where nearby university and college professionals meet on one
campus and present a series of discussion based sessions on topics of their choosing. This year,
sessions ranged from sustainability in the work place and community service, to navigating the path
of your career choices and student retention. The drive-in conference cost SF State little to nothing to
host. Those attending utilized public transportation or carpooled, and a small committee was created
on the SF State campus to help coordinate logistics, conduct the outreach to colleagues in the area,
to encourage others to present sessions, and of course create a small evaluation to help those
hoping to host the conference again continue to grow and develop an efficient one-day opportunity for
professional growth. The response and support was overwhelming; what we were able to learn from
each other, the connections made, and excitement about hosting another conference was
outstanding. With a little monetary help (under $200) from a department willing to provide a
continental style breakfast and peers on staff wanting some conference planning experience - we
were able to host a days’ worth of invaluable sessions, creating connections which will become
crucial in each of our future careers.
Student Conferences
Think you have learned all you can from student conferences? Think again. If your school is affiliated
with any regional conference (such as the National Association of College and University Residence
Halls [NACURH]), you are probably in a position to serve as an organization advisor which
coordinates students in large delegations to a variety of conferences each year. Much of your time
can be spent preparing students for their presentations and simple handling ALL the logistics it takes
to travel with a large group. However, it is important for you to utilize this already work-related
opportunity and take the time to participate in the attending or presenting at the advisor sessions or
round table discussions held at many of these conferences. It is important for you to build on your
network and take the time to participate in ways that ensure your growth as a professional.
For Those Who Do Get To Go, Share the Wealth
For the lucky few who are permitted to attend a regional or national conference, it is important to
close the loop, so to speak, as to what they learned while at the conference. Hosting post-conference
informational sessions for the rest of the staff is a great way to learn what others learned while at the
conference. Even simply providing presenter contact information can lead to further knowledge
development and discussion about topics of interest. For example, a staff member at SF State
attended the NASPA Mental Health conference this year. His attendance and subsequent
presentation of materials and contact information following the conference led to review, adjustment,
and creation of campus policies and procedures regarding response to mental health issues. By
sharing the “wealth” he was able to educate others and affect positive change within the campus
community.
Consider Alternative Funding
While this article has focused on ways to conduct inexpensive on-campus professional development,
realistically, many of us still prefer to attend regional and national conferences. Given that, lack of
resources on-campus to support attendance and travel means that you need consider other
alternatives. For example, there may be some division-wide or institutional support such as travel
grants. Speak with your direct supervisor to see what untapped opportunities for funding there may
be on campus. While it may not cover registration and travel fully, partial support is better than none
at all.
Taylor, Harris, & Begley continued on page 23.
22

Professional Development: To Be or Not To Be?
There are also a series of new professional, mid-manager, graduate, and undergraduate awards that
you can apply for, as well as research grants (see NASPA Region VI and NASPA Foundation
webpages). Furthermore, undergraduate and graduate students may be able to apply for travel
grants through student government or another student organization on-campus.
Be Your Own Driver
At the end of the day, you are in the driver’s seat where your professional development is concerned.
The suggestions provided above are just a few examples of ways to remain dedicated to professional
development with little to no funding. Creating your own opportunities for professional growth is
always the best way to go. Don’t lose sight of the fact that most often the majority of your
professional growth occurs right where you work. Every college and university campus has human
resources and a wealth of knowledge that has yet to be tapped into. We challenge you to reach out
to other Student Affairs professionals on your campus, and locally, to begin building relationships,
sharing resources, and growing together. Simply start up a conversation and see where it takes you!
Improving Transfer Student Success in STEM Majors
Spotlight on Supplemental Instruction
Steven Murray, Mark Filowitz, Martin Bonsangue, Rochelle Woods, Sean Walker,
Cathy Fernandez-Weston, Ricardo Lopez -California State University Fullerton
One of the core drivers of innovation in the U.S. is its strength in science, technology,
engineering, and mathematics-related (STEM) disciplines. Yet, in an increasingly interconnected
world, the U.S. has not been keeping pace with its economic competitors. Shifts in the international
talent pool and in America’s role in global research and development are threatening U.S.
ascendance in science and technology and, by extension, its ability to innovate. Since the 1960s,
there has been a steady drop in STEM majors, and the National Science Board (2004) has noted
“a troubling decline in the number of U.S. citizens who are training to become scientists and
engineers, whereas the number of jobs requiring science and engineering…training continues to
grow.” Casting that decline in a particularly disquieting light is the fact that significantly fewer U.S.
college students are pursuing science and engineering degrees than their counterparts in other
countries. As reported in Rising above the Gathering Storm (Committee on Prospering in the
Global Economy of the 21st Century, 2007), the U.S. ranks 20 th in the proportion of its college-age
population earning first university degrees in the natural sciences. The committee also notes that “It
is clear that an inadequate supply of scientists and engineers can be highly detrimental to the
nation’s well-being.”
A recent report from the National Research Council (Long, 2001) highlights the problem
of retaining student interest in STEM fields—the so-called leaks in the STEM pipeline. In a
survey of 4,000 ninth graders, 14% of males and 11% of females enrolled in a science track.
By the time they enrolled in college as freshmen, however, only 7% of males and 2% of
females planned to major in science; only 2% of male students and 1% of female students
ultimately earned bachelor’s degrees in science. Of those that enter college, attrition rates are
especially high among first-year students (ACT, 1992). Tinto (1987) suggests that this attrition
is more a function of what takes place after students enter college than what precedes it. In
the sciences, numerous studies have shown that introductory courses can discourage talented
students who might otherwise have pursued scientific careers (Tobias, 1990; Jarmul, 1995;
Brainard, 2007). Improving Transfer Student Success continued on page 24.
23

Improving Transfer Student Success in STEM Majors Spotlight on Supplemental Instruction
In Talking about Leaving: Why Undergraduates Leave the Sciences, Seymour and Hewitt
(1997) identified 23 factors that contributed to a student’s decision to switch out of a STEM
major. Among the most common were: 1) a lack or loss of interest in science, math and
engineering; 2) poor teaching by STEM faculty; 3) feeling overwhelmed by the fast pace of
STEM instruction; 4) the perception that STEM career options were not worth the effort required
to earn a degree; 5) inadequate advising or help with academic problems; 6) discouragement
due to low grades in early years; 7) conceptual difficulties with one or more subject areas; and
8) lack of peer study group support.
There is an especially high attrition rate among those who transfer to the university in the sciences
(Russell and Perez, 1980). Various studies of community college transfers have revealed that those
who earn higher grades in community college, enroll on a full-time basis, and take more math and
science courses are more likely to transfer to a four-year institution than those who earn lower
grades, enroll part time, and avoid math and science courses (Palmer, 1991). Students who are
more engaged with community college campus life are also more likely to transfer to four-year
schools (Palmer, 1991). The latest Community College Survey of Student Engagement (Ashburn,
2006) revealed that community colleges with better advisement systems produced significantly more
transfers to four-year institutions. Similarly, mentoring programs that help socialize students to
STEM fields and the presence and guidance of peer or faculty mentors have been shown to
positively affect retention (Brawer, 1996; Chang 2002). The Building Engineering and Science
Talent committee (BEST, 2004) noted that while < 10% of 1996-2000 U.S. citizen doctorate
recipients in science and engineering had attended two-year colleges, Native American and
Hispanic doctorate recipients in STEM fields were more likely than those of other racial/ethnic
groups to have been community college transfers (18% of Mexican American and 17% of Native
American, compared with 5% of Asian, 8% of African American, and 9% of white STEM doctorate
recipients).
In Choosing to Improve: Voices from Colleges and Universities with Better Graduation Rates, Kevin
Carey (2005) observes that institutions with unusually high graduation rates worked especially hard
at connecting students with the campus, particularly those from low-income families. Freshman
seminars, mentoring programs, and creating a supportive campus climate are some of the strategies
identified for integrating students into the college environment (Aragon, 2000, cited in Katalin, 2001).
The National Survey of Student Engagement (2005) identifies five benchmarks for engaging
students, including opportunities for active and collaborative learning, student-faculty interaction,
enriched educational experiences, and the development of a supportive campus environment. These
benchmarks can be achieved through the creation of student learning communities, the development
of rich, supportive campus learning networks and facilities, and programs that ensure a high level of
student-faculty interaction. Engagement was also stressed as a mechanism to increase the
participation of underrepresented students in STEM fields in the recommendations of the BEST
(2004) committee, which included: institutional leadership (commitment to inclusiveness across the
campus community); engaged faculty (developing student talent as a rewarded faculty outcome);
personal attention (addressing, through mentoring and tutoring, the learning needs of each student);
peer support (student interaction opportunities that build support across cohorts and allegiance to
institution, discipline and profession); bridging to the next level (institutional relationships that help
students and faculty to envision pathways to milestones and career development); and continuous
evaluation (ongoing monitoring of process and outcomes that guide program adjustments).
Improving Transfer Student Success continued on page 25.
24

Improving Transfer Student Success in STEM Majors Spotlight on Supplemental Instruction
TEST:UP is a collaborative program funded by NSF, initiated in fall 2008, among three
Hispanic Serving Institutions—California State University, Fullerton (CSUF), a four-year,
comprehensive university, and Mt. San Antonio College (Mt. SAC) and Santa Ana College
(SAC), two of CSUF's feeder two-year community colleges. All three campuses are located
within 23 miles of each other and have diverse student bodies with enrollments exceeding
27,000 students. Through TEST:UP, our collaborative program seeks to: 1) increase the
recruitment and retention of STEM majors at Mt. SAC and SAC; 2) produce more STEM
associate degrees and STEM transfers to four-year schools; 3) improve the retention and
persistence of transfers and entering freshmen majoring in STEM fields at CSUF; 4) increase
the number of students obtaining baccalaureate degrees in STEM disciplines at CSUF and
other four-year institutions.
In the third year of a five year grant, we are meeting our goals on increasing declared STEM transfers
from and STEM degrees awarded at the community colleges. Improved retention rates for STEM
transfers (and first time STEM freshmen) reflect the impact of a number of retention efforts to improve
awareness of the value of STEM careers and opportunities, including: transfer professionals and
offices on each campus specifically to work with and advise STEM students; classroom presentations
in courses populated by STEM majors; faculty-student mixers; workshops on careers and the transfer
process; a student empowerment campaign aimed at increasing study time outside of the classrooms
and laboratories; early exposure to undergraduate research; a family day to learn more about time
management and requirements for success in STEM fields in the
four-year institution; an early warning system to identify at-risk
students within the first few weeks of the semester; and numerous
social and outreach events to expose and attract students to
STEM fields. We have observed much improved passing rates
and GPA with Supplemental Instruction (SI) at all three
institutions. The impact on underrepresented minority (URM)
populations was most dramatic.
Description of SI
Targets key gateway courses for STEM majors in biology, chemistry, computer science, math.
The SI leaders in all of the disciplines attend a day-long training session led by professors from
the disciplines, most of whom have attended the U. Missouri - Kansas City SI training program.
In biology and chemistry, students in targeted SI courses have the option to attend SI sessions
that are offered twice each week. In mathematics, students sign up for the SI as a separate 1
unit course and are required to attend. SI leaders attend the professor’s lecture each day to
ensure that their SI sessions are current, and to act as a role model for students in the course.
SI leaders then meet with students at least 3 hours per week to creatively work on problems
based on that week’s lessons, using tools like the ‘Jeopardy’ game to engage students.
Students actively work on key concepts and problems resulting in increased time on task.
Impact of SI
As of Fall 2010 approximately 3500 students have participated in SI over a three year period,
including 400 at SAC and 270 at Mt. SAC funded by TEST: UP, and 2800 at CSUF. Overall
the SI passing rate approximately 82 % v. 69 % for non-SI students. The SI student group
overall outscored non-SI student group by 0.7 grade points (2.6 v. 1.9). Data on all three
campuses show significant improvements in passing rates and GPA for students attending
multiple SI sessions, as well as improved retention in their STEM major.
Improving Transfer Student Success continued on page 26.
25

Improving Transfer Student Success in STEM Majors Spotlight on Supplemental Instruction
3
2
1
0
Course GPA for
SI and non-SI Students
SI Students Non-SI Students
SI Leaders
While recruiting SI leaders takes some directed effort, our experience is that there are a number of
undergraduate students who are excited about this opportunity. An exit survey was given to the SI
leaders at the end of the semester in year 2. The purpose of this survey was to give SI leaders the
opportunity to anonymously express their experience in the program as well as to share their
observations and recommendations for future SI. The survey asked SI leaders, based on a 5-point
Likert scale, to give their level of agreement or disagreement with fifteen different statements
pertaining to SI. The survey centered on five important ideas or constructs:
a. Level of preparedness of students in the course
b. Level of effectiveness of SI on increasing student achievement
c. Level of satisfaction with the experience of being an SI leader
d. Impact on academic self-perception for SI leaders
e. Impact on career self-perception for SI leaders
Each construct was explored with at least two questions using opposite scales so as to minimize
answering bias. Of the 26 SI leaders 20 (77 %) submitted completed surveys. Results showed that
SI leaders felt that the experience was positive to very positive for them both academically and
professionally. Eighteen of the twenty students indicated that the SI gave them 'valuable classroom
teaching experience,' while 17 of the SI leaders indicated that the experience has made them become
more interested in either 'considering teaching as a career' or 'going to graduate school.' There was
some disagreement on level of satisfaction with the pay ($ 1,500 per semester, or about $10 per hr),
with mean score of 4 but a standard deviation of 1.08. SI leaders generally agreed that students in
the SI lacked basic skills for success in the course. Indeed, SI leaders regularly 'built in' practice for
these skills on their bi-weekly worksheets to help SI students strengthen these skills in the context of
problems in their mathematics, biology, or chemistry course.
Overall, the exit survey showed evidence that the experience was valued by the SI leaders and
helped give them the opportunity to view themselves as future professionals that they might otherwise
not have had as undergraduates.
Improving Transfer Student Success continued on page 27.
26

Improving Transfer Student Success in STEM Majors Spotlight on Supplemental Instruction
URM vs. Non-URM
SI impact on URM populations was most dramatic even though High School gpa’s were the same.
Course Grade of SI Participants & Non-Participants (MATH150A) in Fall 08 – Fall 10
Success Rate of SI Participants & Non-Participants (BIOL171) in Fall 08 – Fall 10
0.90
0.70
0.50
0.30
0.10
2.50
2.00
1.50
1.00
1.80
1.26
NOT
PARTICIPANT
0.61
0.36
Cal State Fullerton and its partners continue to develop improved understanding of STEM programs
and the needs of STEM students for counselors, advisers, and others on our campuses. In addition,
we are working to increase the dialogue between STEM and non-STEM faculty about STEM students
and opportunities, as well as with other persons who may work with or advise STEM students at our
institutions. We continue to develop SI materials to be shared among our participating campuses.
Professional Competencies for Student Affairs Practitioners
Dr. Ronni Sanlo, California State University, Fullerton, rsanlo@fullerton.edu
In the summer of 2010, ACPA and NASPA jointly published a set of professional competency
areas for Student Affairs practitioners, cleverly entitled ACPA and NASPA Professional Competency
Areas for Student Affairs Practitioners. This document was created by a team of professionals from
both ACPA and NASPA over a period of a couple of years, engaging in research about student affairs
and competency areas. The document was then approved by both organizations’ board of directors
and published for your use.
As your Region VI competencies wonk, I am going to share all 10 competencies with you in the
Region VI NASPA newsletter. I’ll present two in each of the next 5 issues so that you’ll have an
understanding of the purpose of each competency and how you may incorporate it into your work,
your teaching, and your professional development experience.
Professional Competencies continued on page 28.
27
2.42
2.14
PARTICIPANT
0.80
0.74
NOT PARTICIPANT PARTICIPANT
URM
Non-URM
URM
Non-URM

Professional Competencies for Student Affairs Practitioners
According to Bresciani and Todd (Bresciani, Todd, et al, 2010), the purpose for this document is to
help Student Affairs professionals define the broad set of knowledge, skills, and attitudes we expect
to see within the profession, regardless of functional areas or roles. “All student affairs professionals
should be able to demonstrate their ability to meet the basic list of outcomes under each competency
area regardless of how they entered the profession” (p. 4). In addition, if you wish to learn more
about and grow into a particular functional area, you may want to explore the learning outcomes and
skills in the various competency levels of that area.
There are three levels to each competency – basic, intermediate, advanced – “that delineate the
increasing complexity and ability that should be demonstrated by practitioners as they grow in their
professional development” (p. 4). Depending on the type of work you do, or wish to do, these areas
may flow a bit differently for you.
For a full reading of the competencies, please download ACPA and NASPA Professional
Competency Areas for Student Affairs Practitioners at
http://www.naspa.org/programs/profdev/default.cfm. NASPA has made this document available to
you at no cost.
The competencies are presented here exactly as they appear in the document. Each has a title and
a general description, then indicates the basic, intermediate, and advances skills needed to be
proficient in the competency. Each competency also has an icon associated with it which you will see
in all of NASPA’s conference programs and calls for papers and presentations. The icons will also
appear on Twitter at NASPA conferences so that you may easily identify a program within the area in
which you wish to obtain more information and understanding. It’s a great idea to know that’s
expected in each of the 10 competency areas as you determine where and what you want to do next
in Student Affairs. They may even help guide your future interviews. Good luck! and enjoy!
ADVISING AND HELPING
Description:
The Advising and Helping competency area addresses the knowledge, skills, and attitudes related to
providing counseling and advising support, direction, feedback, critique, referral, and guidance to
individuals and groups.
One should be able to:
Basic
• Exhibit active listening skills (e.g., appropriately establishing interpersonal contact,
paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupting,
clarifying).
• Establish rapport with students, groups, colleagues, and others.
• Facilitate reflection to make meaning from experience.
• Understand and use appropriate nonverbal communication.
• Strategically and simultaneously pursue multiple objectives in conversations with students.
• Facilitate problem-solving.
• Facilitate individual decision making and goal setting.
• Challenge and encourage students and colleagues effectively.
• Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and
exhibit referral skills in seeking expert assistance.
Professional Competencies continued on page 29.
28

Professional Competencies for Student Affairs Practitioners
� Identify when and with whom to implement appropriate crisis management and intervention
responses.
� Maintain an appropriate degree of confidentiality that follows applicable legal and licensing
requirements, facilitates the development of trusting relationships, and recognizes when
confidentiality should be broken to protect the student or others.
� Recognize the strengths and limitations of one’s own worldview on communication with others
(e.g., how terminology could either liberate or constrain others with different gender identities,
sexual orientations, abilities, cultural backgrounds).
� Actively seek out opportunities to expand one’s own knowledge and skills in helping students with
specific concerns (e.g., suicidal students) and as well as interfacing with specific populations
within the college student environment (e.g., student veterans).
Intermediate
• Perceive and analyze unspoken dynamics in a group setting.
• Facilitate or coach group decision making, goal setting, and process.
• Conduct individual professional development needs assessment and group
assessment of organizational needs.
• Identify patterns of behavior that signal mental health concerns.
• Manage conflict.
• Mediate differences between or among individuals and groups.
• Appropriately mentor students and staff.
• Demonstrate culturally appropriate advising, helping, coaching, and
counseling strategies.
• Initiate crises intervention responses and processes.
• Develop and implement successful prevention and outreach programs on
campus, including effective mental health publicity and marketing.
• Utilize technology (e.g., websites, social networking, video clips, podcasts) to address students’
mental health issues.
• Provide advocacy services to survivors of interpersonal violence.
• Develop and distribute accurate and helpful mental health information for students, faculty, and
staff.
• Develop avenues for student involvement in mental health promotion and de-stigmatization of
mental illness (e.g., creating student advisory councils, peer education programs, advising
student mental health organizations).
• Consult with mental health professionals as appropriate.
• Engage in research and publication of mental health issues.
Advanced
• Provide effective counseling services to individuals and groups.
• Assess responses to counseling interventions.
• Provide and arrange for the necessary training and development for staff to enhance their
advising and helping skills.
• Exercise institutional crisis intervention skills, and coordinate crisis intervention and response
processes.
• Collaborate with other campus departments and organizations as well as surrounding
community agencies and other institutions of higher education to address mental health
concerns in a comprehensive, collaborative way.
Professional Competencies continued on page 30.
29

Professional Competencies for Student Affairs Practitioners
• Provide mental health consultation to faculty, staff, and campus behavioral assessment teams.
• Provide effective posttraumatic response to campus events and situations, collaborating with
other appropriate campus departments.
• Develop liaisons with community mental health providers to ensure seamless and coordinated
care (e.g., with hospitalizations, transfer of care).
ASSESSMENT, EVALUATION, AND RESEARCH
Description:
The Assessment, Evaluation, and Research competency area (AER) focuses on the ability to use,
design, conduct, and critique qualitative and quantitative AER analyses; to manage organizations
using AER processes and the results obtained from them; and to shape the political and ethical
climate surrounding AER processes and uses on campus.
One should be able to:
Basic
• Differentiate among assessment, program review, evaluation, planning, and research and the
methodologies appropriate to each.
• Effectively articulate, interpret, and use results of AER reports and studies, including
professional literature.
• Facilitate appropriate data collection for system/department-wide assessment and evaluation
efforts using up-to-date technology and methods.
• Assess trustworthiness and other aspects of quality in qualitative studies and assess the
transferability of these findings to current work settings.
• Assess quantitative designs and analysis techniques, including factors that might lead to
measurement problems, such as those relating to sampling, validity, and reliability.
• Explain the necessity to follow institutional and divisional procedures and policies (e.g., IRB
approval, informed consent) with regard to ethical assessment, evaluation, and other research
activities.
• Explain to students and colleagues the relationship of AER processes to learning outcomes and
goals.
• Identify the political and educational sensitivity of raw and partially processed data and AER
results, handling them with appropriate confidentiality and deference to the organizational
hierarchy.
• Align program and learning outcomes with organization goals and values.
Intermediate
• Design ongoing and periodic data collection efforts such that they are sustainable, rigorous, as
unobtrusive as possible, and technologically current.
• Effectively manage, align, and guide implementation of results of AER reports and studies.
• Contribute to the understanding of colleagues, faculty, and others in the institution of the
relationship of departmental AER processes to learning outcomes and goals at the student,
department, division, and institutional levels.
• Discern and discuss the appropriate design(s) to use in AER efforts based on critical questions,
necessary data, and intended audience(s).
• Construct basic surveys and other instruments with consultation.
• Use culturally relevant and culturally appropriate terminology and methods to conduct and report
AER findings. Professional Competencies continued on page 31.
30

Professional Competencies for Student Affairs Practitioners
• Create the climate at the department level that AER are central to the department’s work and
ensure that training and skill development in these areas is valued, budgeted for, and fully
embedded in day-to-day procedures.
• Apply the concepts and procedures of qualitative research, evaluation, and assessment,
including creating appropriate sampling designs and interview protocols with consultation,
participating in analysis teams, contributing to audit trails, participating as peer de-briefer, and
using other techniques to ensure the trustworthiness of qualitative designs.
• Participate in design and analysis of quantitative AER studies, including understanding statistical
reporting that may include complex statistical methods such as multivariate techniques; and
articulating the limitations of findings imposed by the differences in practical and statistical
significance, validity, and reliability.
• Manage the implementation of institutional and professional standards for ethical AER activities.
• Prioritize program and learning outcomes with organization goals and values.
Advanced
• Effectively lead the conceptualization and design of ongoing, systematic, high-quality, databased
strategies at the institutional, divisional, and/or unit-wide level to evaluate and assess
learning, programs, services, and personnel.
• Effectively use assessment and evaluation results in determining the institution’s, the division’s,
or the unit’s accomplishment of its missions and goals, reallocation of resources, and advocacy
for more resources.
• Lead a comprehensive communication process to the campus community of the relationship of
institutional AER processes to learning outcomes and goals at the student, department, division,
and institution level.
• Lead the writing of assessment and evaluation reports and other research studies and activities
that include translation of data analyses into goals and action.
• Lead the strategic use and prioritization of budgetary and personnel resources to support highquality
program evaluation, assessment efforts, research, and planning.
• Lead, supervise, and/or collaborate with others to design and analyze qualitative studies and
evaluation, assessment, and other research activities, including assessing transferability and
trustworthiness in a sophisticated way.
• Lead, supervise, and/or collaborate with others to design and analyze quantitative studies, data
collection schemes, and other AER activities, including writing and disseminating statistical
reporting for audiences at varying levels of statistical expertise in a way that informs practice.
• Create the expectation in the institution, division, or unit that AER is central to professional
practice and ensure that training and skill development happens across the organization.
• Ensure institutional, divisional, or unit compliance with professional standards concerning ethical
AER activities.
• Facilitate the prioritization of decisions and resources to implement those decisions that are
informed by AER activities.
If you want more information about how to become proficient in the competency areas, attend (or
host!) a NASPA Drive-in on the competencies, attend Regional and Annual NASPA conferences, take
a course or attend a seminar that relates to the competency areas, and/or curl up with a good Student
Affairs book on the topic areas!
Next newsletter: Equity, Diversity, and Inclusion and Ethical Professional Practice
31

NASPA Region VI
Newsletter
Coordinator
Ashlea Wilson
California State
University, Bakersfield
661-654-2720
awilson21@csub.edu
32
APIKC
Region VI
Update:
Current and former
leadership gather
in Hilo, HI!
Several APIKC
Region VI (and
Region II)
members
convened in Hilo,
HI in April, hosted by well-known NASPA member and former
APIKC Co-chair Dr. Luoluo Hong, Vice Chancellor for Student
Affairs at the University of Hawai'i at Hilo. Sunny Lee (one of the
first Co-chairs of the APIKC), Dr. Faith Kazmi (former Region VI
APIKC Representative), Dr. Daniel Choi (former Region II APIKC
Representative) and Raja Bhattar (current National APIKC Cochair)
sailed into the Big Island aboard the MV Explorer as their last
port on the Spring 2011 voyage of Semester at Sea (SAS).
SAS is a program of the Institute for Shipboard Education which
travels to over 10 countries across the world each semester with
students, staff and faculty. "(Insert quote about SAS) sunny?"
Some of the countries we visited were: Brazil, Ghana, South Africa,
India, Vietnam and Taiwan.
Sunny Lee served as the Dean of Students for the spring voyage,
sailing around the world with over 800 college students, Life Long
Learners, staff and faculty, starting in the Bahamas and ending in
San Diego.
After being welcomed with beautiful leis and hugs, we proceeded
to a local hotspot for some delicious lunch and conversation. Dr.
Hong is a mentor with APIKC's E-Mentoring program; indeed this
was mentoring at its best, with great food, provocative conversation
and professional networking.
"It's not often that mentors and mentees can actually meet in
person. As a mentee of Dr. Hong, it's exciting to be here and have
wonderful conversations," said Raja, "Having missed the national
conference in Philadelphia, it was fun to have our own little
'conference' in Hilo!"