Free Online Learning Opportunities

Safe Zone Foundations | February 5, 2 p.m. Eastern

The focus of this workshop is to provide participants with the fundamentals of awareness, history, language, and foundational tips on allying themselves with members of the LGBTQ+ community. Participants will be able to define common LGBTQ+ terminology and understand the importance of inclusive language. Focus will be placed on developing empathy and building cultural respect as we look to further develop one’s sense of self and inclusivity. This foundations workshop is the beginning step to complete the ACUI Safe Zone badge. 

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About the Presenters

Dr. Clayton Kolb currently serves as the associate director of union management within student engagement and campus life at Virginia Tech. 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 first-year experience programming. Additionally, he has served as an adjunct professor for Southern New Hampshire University since 2014m teaching organizational management and leadership courses. Within ACUI, he currently serves as the Region VI director and 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 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. 

Best Practices for Supporting International Students | February 6, Noon Eastern

This program is part of a series of flash webinars on supporting special groups of students. This session covers best practices for supporting the international students on your campus.  

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About the Presenters 

Allyson Lynch is the assistant director of international programs at the University of Massachusetts–Lowell in the Office of Multicultural Affairs and has worked with international students for six years. In her current role, she oversees all non-immigration-related programs and services to better engage international students, helping them feel welcomed on campus. Lynch administers new international student orientation, culture shock workshops, English language conversation groups, IEW programming, a buddy program connecting international students with domestic students, and cultural clubs.

Katie Goodroad was born and raised in Minnesota. She received her B.A. from Luther College in Decorah, Iowa, and her M.S. in college student affairs from Nova Southeastern University in Fort Lauderdale, Florida. Goodroad has been fortunate to study and work abroad in Tanzania, South Korea, and France. Her current role as coordinator for international orientation and outreach at Indiana University includes delivering a comprehensive orientation program for incoming international students and developing cultural and social programming for IU’s international community.

Why Lactation Suites are Important to Supporting Families | February 19, 3 p.m. Eastern

Learn about lactation suites in this partner webinar sponsored by ACUI and NACAS. Attendees will learn about lactation suites, Mamava’s mission, and the experiences a few universities have had incorporating these suites on campus. You will leave empowered and informed to make key decisions about the need for and use of lactation suites on your own campus.

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About the Presenters

Tina Young had been an event coordinator at Temple University for the past six years. She assists with planning events in the Howard Gittis Student Center as well as other locations on main campus. In her time at Temple, she noticed that there was a need for accommodations, including a lactation suite. After a year of research and a convincing proposal, Young was able to bring the first Mamava to main campus to support mother’s in the Philadelphia area.

Sharyn Martin is the director of national accounts in the Education Department of Mamava. She brings over 25 years of experience supporting higher education customers, and she joined Mamava 18 months ago. In her current role, Martin works with various areas on campus such as, auxiliary services, Title IX, human resources, student affairs, purchasing, space planning, and facilities. Martin is excited to part of the team as we continue on this journey of revolutionizing the culture of breastfeeding.

As the director of faculty affairs and executive support, Kim Wolcott oversees day-to-day operations of the dean’s Office and faculty affairs at the University of Pennsylvania School of Dental Medicine. As the dean’s chief of staff, Wolcott also works closely with the Dean, senior leadership, department chairs, and members of the faculty and staff to ensure the school’s strategic mission is implemented throughout the departments and initiatives. Prior to joining Penn Dental Medicine, Wolcott was an associate director in student life at Drexel University and managed operations for the Office of the Vice President of Student Life. Wolcott graduated from the University of Scranton and holds a master's of global and international education from Drexel University.

Dana Angioni has been with the Lee Business School at University of Nevada–Las Vegas for 10 years. She serves as the assistant director for leadership programs, academic advisor, and Nevada Global Business coordinator. In addition, Angioni is a member of the UNLV Women's Council Steering Committee and co-chair of the Family Advocacy Task Force. Angioni is a mother of two (ages 5 and 7) and nursed both of her children, for a total of six years. She is passionate about providing appropriate lactation spaces on campus and creating an environment, through family-friendly policies, for all parents to thrive.

Shellie Brattain-Mazzella is a mom of two boys and has been at the University of Nevada–Las Vegas for 20 years. She's served as a co-chair for the Family Advocacy Committee of the Women's Council for the last two years and as a steering committee member of the Women's Council for the last four. After seeing a Mamava pod in an airport on vacation, Brattain-Mazzella snapped a photo, sent it to her committee, and now has a pod in their Student Union as well as garnering additional funding for two additional pods and the support of their students and their administration to start changing the culture of the institution.


Advancing the Field through Student Insights | February 25, 1 p.m. Eastern

This online learning program will look at how we can tap into student perspectives for research, needs evaluation, levels of satisfaction, and more. This program recognizes that students are integral to how and what we do. To maintain that contact to get the constant flow of data and information we need to justify our work, this requires a strategy. Learn more and bring your own ideas in this webinar.  

As a result of attending this program, participants will know about:

  • Mining existing data sources for insights
  • Identifying approaches for measuring outcomes beyond just considering a survey
  • Data visualization and its role in understanding data to inform decision making

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About the Presenter

Timothy Salazar, Ph.D. is the director of student affairs assessment and planning at the University of Alabama. He has worked closely with the Ferguson Student Center for the past four years. In his role he has created unique assessment opportunities for many departments within the Division of Student Life, including the Ferguson Student Center, Office of Fraternity and Sorority Life, First Year Experience, Student Involvement, University Programs, and many more. His research interests are in Big Data and using data insight to drive change that improves traditionally underrepresented student outcomes in Higher Education. He has also served as a facilitator for a recent ACUI I-LEAD® Connect program.

Conference Newcomers Orientation | February 27, 3 p.m. Eastern or March 3, 10 a.m. Eastern
This webinar, presented by Conference Program Team Member Yemi Gbajobi, provides valuable information for newcomers to the ACUI Annual Conference. If this is your first time attending an Annual Conference, be sure to register for one of these webinars to get the information you need to know. Don’t miss out on all the conference has to offer. Find out what you need to know to make this a rewarding experience! 

Around the Globe Webinar Series

The Around the Globe series is a collaborative effort between ACUI, ACPA – College Student Educators International, and the International Association of Student Affairs and Services (IASAS). This series provides the opportunity for members in different countries to share how common issues and practices in student affairs are experienced in different parts of the world.

Information will be added about individual webinars as available. Additional planned topics are free speech, race and equality, gender issues, role of students, mental health, and sustainability.

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.

Courses cost $199 for members and $259 for nonmembers. The registration deadline is one week prior to start date.

Conference Services | Starts January 27

This training covers logistics and operations, tools to streamline processes, marketing for conference services, revenue models.

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Objective

Students will be able to walk a client through the process of holding a conference on campus.


Content  

  • Module 1: Foundational Knowledge of Conferences
  • Module 2: Regulatory Laws and Safety
  • Module 3: Logistics and Facilitation
  • Module 4: Marketing and Sales
  • Module 5: One-Stop Shop
  • Module 6: Technology

Course Authors

Subject Matter Experts
  • Lina Balcom, Assistant Director for Davis Center Operations & Events, University of Vermont
  • Kyle Burke, Executive Director for Student Auxiliary Services, Northeastern Illinois University
  • Cimmeron O'Conner, Director of Conference Services, Ohio State University
  • Kara Kane, Director of Conference Services, Daemen College
Faculty
  • Lina Balcom, Assistant Director for Davis Center Operations & Events, University of Vermont
  • Cimmeron O'Conner, Director of Conference Services, Ohio State University
Online Accessibility | Starts January 13

This training covers a variety of online communication methods and how to make each more accessible. Websites, PDFs, e-communications, and video are included. Unlike our other online courses, this mini-course is fully self-paced and does not include any peer-to-peer interaction or live virtual classrooms. It will also be offered at the reduced rate of $99 per person.

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Objectives

  • Learners will recognize examples of accessible and less accessible online resources
  • Learners will justify use of accessible online resources
  • Learners will create and/or revise content using best practices for accessibility
  • Learners will evaluate content for accessibility
  • Learners will use tools designed for accessibility

Content  

  • Module 1: Importance of Online Accessibility
  • Module 2: World Wide Web Consortium and Resources
  • Module 3: W3C Mastery
  • Module 4: Multimedia Accessibility
  • Module 5: Accessibility Tools
  • Module 6: Additional Resources

 


Student Development Theory | Starts January 13

This course is for student affairs professionals who seek the most recent information in student development theory for the purpose of applying these theories to practice. The purchase of a textbook may be required for this course.

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Objectives

  • Learners will explore and think critically about student development theories.
  • Learners will discuss a range theories and how those theories relate to their own lives.
  • Learners will consider the intersection of theories and other student identities, and their role in college student development.

Content

  • Module 1: Introduction to Student Development Theory
  • Module 2: Psychosocial and Cognitive-Structural Theories
  • Module 3: Social, Racial, and Cognitive-Structural Theories
  • Module 4: Sexual Identity, Gender and Gender Identity Development
  • Module 5: Disability Identity and Social Identity
  • Module 6: Self-Authorship
  • Module 7: Emerging Theories: A Return to Student Identity Development

Course Authors

Subject Matter Experts and Faculty
  • Mara Dahlgren, Director, Student Involvement & Leadership, Indiana University–Bloomington
  • Meredith Young, Events Operations Manager, Northwestern University


Find Out What to Expect from an Online Course
Attendance

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.


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.


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.