Free Online Learning Opportunities for Members

These online learning events are free to anyone at a member institution. Nonmember pricing is $139. If you are uncertain of your membership status, please contact us at

Panel: Interviewing as Your Most Authentic Self During the Student Affairs Job Search | January 27, 3 p.m. Eastern

The process of bringing one’s identity to job search interviews was difficult in a pre-COVID world and has become even more challenging during a time when in-person interviews rarely exist. However, this doesn’t mean that you cannot present your most authentic self to potential employers and find an employment fit that supports your identity and lived experiences. Join Dr. Natesha Smith-Isabell, Jocelyn Santana, and Zachary Lomas as they answer your questions about being open and authentic during virtual interviews and throughout the job search process. This event is catered to graduate students beginning the job search process.

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About the Panelists

Natesha Smith-Isabell, Ph.D., is a senior lecturer and RS103 director at the United States Military Academy (West Point). In her role, she facilitates the Scholar Enrichment Initiative for all first- and second-year cadets, which provides them with an opportunity for exploring/engaging undergraduate research at the academy. Additionally, she is a faculty associate of West Point’s Graduate Scholarship Program and mentors senior-level cadets in pursuit of academic scholarship and fellowship opportunities such as Rhodes, Fulbright, Lincoln Labs, STAMPS, as well as others. Dr. Smith-Isabell is a military veteran with more than 15 years of combined experience in workforce analysis, personnel management, and higher education (student affairs). She has worked in Middle Eastern, East Asian, Caribbean, and North American higher education settings as both faculty and a student affairs practitioner. Dr. Smith’s research interests are a reflection of her cultural immersion experiences and work as a student affairs administrator/faculty member. In her research, she has primarily focused on exploring the connections between organizational culture and identity development. Dr. Smith has been recognized for teaching excellence, scholarship, and was identified by NASPA as a 2020-2021 Emerging Faculty Leader. 

Jocelyn Santana has 17+ years experience in higher education. In her current role as the director for social justice education at Northern Illinois University, she is responsible for leading initiatives to support diversity, equity, and inclusion (DEI) work. She is a trained practitioner in restorative justice. In her role, Santana creates and oversees social justice education—curriculum and programming efforts to engage students, staff, faculty, and community members in examining and understanding themselves as diverse humans to actively engage in addressing social justice issues on campus and in the community. Santana is currently ABD, Ed.D in adult and higher education, and earned a Masters in adult in higher education with a focus in student affairs. Santana has also worked in student activities, minority transfer center, career services for nine years, and testing and assessment. Santana is co-leading and working on establishing a Black Lives Matter chapter in DeKalb, Illinois. The current unofficial organization has 2,000 members. In this role, Santana is actively examining how to educate the members on DEI issues and mobilize the members to action within the community. 

Zachary Lomas (he/him/his) is currently a program coordinator in the Office of Student Involvement at Rutgers University–Camden, where he advises and supports student clubs and organizations while also fostering student leadership opportunities and development.  Lomas is a 2015 graduate of Colgate University, where he earned a Bachelor of Arts in both English literature and history. He is also a 2019 graduate of Binghamton University, where he earned a Master of Science degree in student affairs administration. While at Binghamton, Lomas worked with both Late Nite Binghamton and the Multicultural Resource Center. Lomas currently serves on the ACUI Diversity, Equity, and Inclusion Program Team and has presented at both regional and annual ACUI conferences, as well as contributing to the ACUI Bulletin. Lomas identifies as a professional with disabilities and centers much of his student affairs practice on issues of accessibility and disability advocacy. 

Elliott Kimball joined UNC–Greensboro’s Office of Intercultural Engagement team in August 2016 to work with LGBTQIA+ outreach and advocacy. Kimball was formerly at UNC–Asheville, bringing more than nine years of work in higher education across areas such as residence life, fraternity and sorority affairs, sexual violence prevention and education, commuter student programs, and student engagement. Kimball holds a Bachelor of Science in communication from Appalachian State University and a master’s degree in educational leadership from the University of South Alabama. Kimball enjoys spending time with his dog, Harvey, appreciates good food, regularly binges on Netflix, and is constantly traveling to be with friends and family. At UNC–Greensboro, Kimball has been recognized with the Division of Student Affairs Team Player Award and is this year’s recipient of UNC–Greensboro’s Outstanding First-Year Student Advocate Award.

Event Management Roundtable | January 28, 1 p.m. Eastern

This roundtable discussion provides participants an opportunity to discuss event management successes and challenges in 2020, and what we can improve upon for 2021. Come share your insights and learn from your ACUI community!

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Student Community Health Ambassadors | February 10, 3 p.m. Eastern

To help stop the spread of COVID-19, a number of colleges and universities have introduced student health ambassador programs on their campuses. But what do the ambassadors actually do? How are the programs structured? What if you don’t have a budget, but want an ambassador program on your campus?   

Come learn from various coordinators about how they navigated their ambassador programs. During these unprecedented times, many of us were “learning to fly the plane as we built it,” but with a solid semester of data and feedback, we are eager to share what we learned so that others can implement these valuable lessons on their campuses.

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About the Presenters
  • Kim Celano is the associate director of the Howard Gittis Student Center at Temple University,and co-supervisor of the Student Community Health Ambassador Program, which consists of 22 ambassadors and two program interns. Celano recently began her doctoral journey at Temple, pursuing her Ed.D. in higher education. 
  • Zoe Black, Program Assistant, Health Promotion Office, University of Rochester
  • Thelma Collado, Office Manager, Campus Ministry & Social Action, Manhattan College 
  • Kendrick Daly, Residence Life Coordinator, California State University–Sacramento  
  • Andrew Wiemer, Director, Butler Center for Service & Leadership, University of Miami  
  • Lindsey Woods, Assistant Director, Butler Center for Service & Leadership, University of Miami
ACUI Together Series | February 16, Noon Eastern

In 2020, we offered networking opportunities twice a month for members. For 2021, we will continue this, with networking opportunities every other month. ACUI Together will continue to provide online space for you to meet with other ACUI members in small groups with varying formats. We hope these opportunities for networking and support will help our members continue to stay strong, healthy, and productive during the coming months.

February Registration

Upcoming ACUI Together Dates

Registration will be available for these dates at a later time.

  • April 13 
  • June 15 
  • August 17 
  • October 12 
  • December 14
Telling Our Stories | April 23, 3 p.m. Eastern

To honor GLSEN’s Day of Silence and pay tribute to the LGBTQIA story, the LGBTQ+ Community of Practice is hosting a virtual event of “Telling Our Stories.'' This storytelling experience is mirrored after a traditional educational session held at annual conferences over the years. For this session, there will be a panel who will be sharing stories; there will be time for others to share as they feel comfortable so we collectively can honor National Coming Out Day.

About the Presenters 

Dr. Clayton Kolb currently serves as the director of the Sykes Student Union and student activities at West Chester University. He received a Bachelor of Arts in social work and a Master of Science in organizational leadership from Palm Beach Atlantic University and a Doctor of Education from Grand Canyon University. Prior to work in the union, his background consists of student activities, leadership development, and firs-year experience programming. Additionally, he has served as an adjunct professor for Southern New Hampshire University since 2014 teaching organizational management and leadership courses. Within ACUI, he currently serves as the co-lead for the LGBTQ+ Community of Practice.     

Shane Farmer currently serves as the associate director of venue and technical services within campus life at Clemson University. He received his Bachelor of Arts in political science and sociology with a minor in poverty studies from Furman University and a Master of Education in college student affairs from the University of South Florida. Prior to his work at Clemson, he has worked with student organization policy and advising, programming and programming boards, and union operations and event planning. He currently serves as the co-lead for the LGBTQ+ Community of Practice.  

Diversity, Equity, and Inclusion Virtual Series

The ACUI Diversity, Equity, and Inclusion Program Team and regional inclusivity coordinators have collaborated to develop a new monthly series aimed at addressing oppression and equipping members to create more inclusive spaces on college campuses. This monthly virtual series will focus on allyship and advocacy in action. Learn from experts, reflect on your own behaviors, and connect with colleagues on these important topics.

Through participation in the series, attendees will:

  • Be able to define and conceptualize key terms pertinent to anti-racism
  • Have increased knowledge and awareness of self, identity, culture, intersectionality, power, privilege and oppression
  • Be able to learn techniques for honest, respectful dialogue about race
  • Understand institutional, systemic forces of classism, sexism, homophobia, and systemic forms of oppression that intersect with racism
DEI Series

Upcoming Series Events

The February event will be announced soon!

Upcoming Online Courses

ACUI offers online courses that allow you to obtain a badge or micro-credential to demonstrate competence in a specified skill set and receive recognition for continuing your education and advancing your career.

Traditional Courses

Traditional courses last several weeks and include both synchronous and asynchronous learning with your cohort. Courses cost $199 for members and $259 for nonmembers. The registration deadline is one week prior to start date.

Contracting (January 11–February 28)

This training will provide valuable content related to developing, negotiating, and executing contracts on behalf of a union at public and private institutions. Topics covered will include activities/events contracts, tenant agreements, facilities/service provider contracts, and banquet event orders, as well as signature authority, involving students, and mediation.

Virtual classrooms for this course will be Thursdays at 2 p.m. Eastern.

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Module topics
  • Simple contracts and contract language
  • Contract terms and language of contracts
  • Advanced contract information
  • Negotiations
  • Managing to the contract

Subject Matter Experts
  • Jason Levy, Director, Student Centers & Conferences, Temple University
  • Zane Reif, Senior Director, Purdue Memorial Union, Purdue University
  • Susan Pile, Senior Director, University Unions and Auxiliary Services, University of Michigan–Ann Arbor
Inclusive Spaces (February 1–March 28)

This training will provide valuable content concerning strategies for creating and maintaining union/student center environments that welcome, respect and honor all individuals. Topics covered will include the establishment of LGBTQA inclusive spaces, accessibility, cultural audits of art and campus icons, employment practices, programming policies.

Note that this course will break the week of the 2021 Virtual Annual Conference.

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Module Topics
  1. Foundations of design
  2. Accessible spaces
  3. LGBTQ+ and space
  4. All faiths space
  5. Cultural audits and traditions
  6. Social justice and equity
  7. Practice and policy

  • Rachel Henry, Director of Event Management and Marketing, Louisiana State University
  • Jeremy Davis, Director, Center for Student Involvement and Leadership, University of Wyoming
  • Jordy Dickey, Assistant Director of the Student Union, Baylor University
Legal Issues (February 8–April 2)

This training is designed to provide a broad overview of legal issues impacting college union and student activities professionals. Potential topics could include Freedom of Speech, Freedom of Association, and Title IX.

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Mini-courses only cost $99 and are self-paced! You have up to six months from your registration to complete a course. There are no classes or peer-to-peer interaction.

In addition to the Online Accessibility Course that is now available, ACUI will offer the following mini-courses in 2021:

  • Language of and Use of Assessment, Evaluation, and Research
  • Application of Assessment, Evaluation, and Research Frameworks
  • Data Collection and Use of Data
  • Research Ethics
  • Programming and Event Planning
  • Event Operations
  • Event Risk Management
  • Understanding of Self, Identity, and Culture
  • Institutional Awareness and Communication of Social Justice
  • Social Justice Advocacy
Online Accessibility (Ongoing)

This training covers a variety of online communication methods, and how to make each more accessible. Covered topics include websites, PDFs, e-communications, and video.

This is a mini-course that only costs $99! This is a self-paced program, has no set dates, and does not require you to connect with faculty or peers. 

Please note, this course is structured so that students can participate as part of their virtual employment.

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Course Expectations


Participants should complete the work in the week it is scheduled. Participants must reach out to the instructor of that module to request an exception.

Course Format

These courses consist of six to eight weeks of online learning. Some aspects are asynchronous (done on your own time) and some are synchronous (done as a class).

Courses includes high engagement, not only with the content, but also with your peers and faculty. Assignments and knowledge checks are included throughout the course. In addition to reading and viewing content, students will engage in class discussions through discussion boards and attend regularly scheduled virtual classroom sessions in real time. These virtual classroom sessions will be recorded for those for whom attendance is not possible.

Students who successfully complete the course will receive a certificate and digital badge.

Method of Evaluation and Grading Policy

The final grade will be based both on the assignments and participation. Participation includes completion of all aspects of the course, full participation in the discussions, and attendance or viewing of virtual classroom sessions. Faculty will grade all assignments and provide feedback.

Netiquette Expectations

It is expected that all participants actively participate in the Discussion Board and Virtual Classroom and that all participants are respectful to each other and adhere to all ACUI policies.

Program Evaluation and Feedback

You will be contacted mid-course to collect feedback on your experience with the course. You will also be able to fill out the survey at the end of the course with opinions on the program and suggestions on how we can improve going forward. Please take notes as you go through this program and share with us your perspective on how we can better serve you in future.

Prerequisite/Technical Requirements

There are no prerequisites for courses, but a computer with high-speed Internet connection will be required to submit and participate in course activities. A webcam is strongly encouraged for virtual classroom meetings.