0 1 WELCOME TO OUR 2021 PARTICIPANTS

Amy Knight, Coordinator, Outdoor Program Rental Juancarlos Santisteban, LMFT, Counseling Center Center/Technical Training, Campus Recreation Karla Hughes, Administrative Specialist, Davis Student Services Andrew Crookston, Wildcat Scholars Career & Engagement Katy Paulson, Data Analyst, Student Afairs Assessment Coordinator, Wildcat Scholars

Avery Lytle, Administrative Specialist, Women’s Center Kenneth Johnson, Multicultural Retention Counselor, Center for Multicultural Excellence Cristian Gutierrez, College Access Retention Advisor, Mackenzie Glover, Learning Specialist, Learning Support DACA/Undocumented students, College Access and 1st Year Experience

Cody Brown, Advisor, Nontraditional Student Services Madeline Gassman, Violence Prevention Coordinator, Women’s Center Elise Waikart, Lab Supervisor, SAT/Computer Labs Mikayla Anderson, Administrative Specialist, Learning Support Hayley Prine, Coordinator, Outdoor Program, Adventure Rachel Middleton, Associate Web Designer, Student Afairs Program/Challenge C, Campus Recreation Marketing Ioana Vulpe, Assistant Director of Intl. Student Admission and Randi Weston, Proprietary System Support Technician, SAT Recruitment, International Student Success Center

Jacob Webster, Testing Assistant, Testing Services Robert Ameling, Assistant Director of Internships, Career Services

Jason Biggs, Academic Advisor, Student Support Services - STEM Samantha Stefan, Academic Support Centers, Davis Learning Support Center Coordinator Jessica Pleyel, Advocate, Women’s Center Savannah Evans, Administrative Specialist, Disability Services Jesus Garcia, Wildcat Scholars, Student Success Coordinator Scott Sands, Director of Learning Support, Learning Support Jodi Shupp, Administrative Associate, Vice President of Student Shawna Werner, Coordinator, Disability Services Afairs ofce

Justin Herbert, Student Wellness Program Specialist, Student Stephanie Kawamura, Coordinator, Student Support Services - Wellness STEM

William Soule, Testing Assistant, Testing Services

2 9:00-9:30 am Welcome, Information, & Orientation Dr. Brett Perozzi, Vice President of Student Afairs

9:30-9:35 am Break

9:35-10:50 am THE HISTORY OF STUDENT AFFAIRS Jason Ramirez, Associate VP & Dean of Students (University of ) Core Competency Highlighted: HISTORY, PHILOSOPHY AND VALUES This core competency area attempts to connect the history of Student Afairs to one’s current professional practice and is part of the foundation of the profession from which current and future research and practice will grow. A commitment to this competency ensures that our present and future practices are informed by an understanding of history. Learning Outcomes: Academy participants will be able to do the following: ● Understand the history and emergence of the Student Afairs profession within the context of the historical development of higher education. ● Explain the role of WSU’s Student Afairs division within the broader context of higher education. ● Understand the relevance of the history of Student Afairs to one’s current professional practice and the ongoing evolution of the Student Afairs profession.

10:50-11:00 am Break

11:00-12:15 pm STUDENT SUCCESS THROUGH A LENS FOR COLLABORATION Dr. Brett Perozzi, Vice President of Student Afairs () Dr. Ravi Krovi, Provost and Vice President of Academic Afairs (Weber State University) Core Competencies Highlighted: STUDENT AFFAIRS AS A PROFESSION, LEADERSHIP, MANAGEMENT & ADMINISTRATION This session crosses a number of competency areas. In order for student afairs professionals to be efective in our roles and responsibilities, we need to be aware of current trends in our feld and foster collaborative relationships so that we can support student success. Learning Outcomes: Academy participants will be able to do the following: ● General: ○ Articulate the shared role among Student and Academic Afairs for student success. ○ Student Afairs as a Profession ○ Keep up with current trends in the feld ○ Build collaborative relationships with other divisions of the university, especially with Academic Afairs

3 ● Leadership: ○ Help to create and support student leaders ○ Demonstrate leadership skills such as decision making, motivational skills, confict management, and accountability ○ Work productively as part of a team ● Management & Administration: ○ Understand institutional and division priorities and incorporate them into departmental operations ○ Engage in long-term and strategic planning

12:15-1:00 pm Lunch and On-Campus Social

1:00-2:15 pm STUDENT DEVELOPMENT THEORY Dr. Stephanie Santarosa, Assistant Director of Honors (Westminster College) Daniel Frentress, University Student Apartments () Core Competency Highlighted: STUDENT LEARNING AND DEVELOPMENT The Student Learning and Development competency area addressed the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student afairs practice, as well as understanding teaching and training theory and practice. Learning Outcomes: Academy participants will be able to do the following: ● Describe the value and uses of student development theory to the Student Afairs profession. ● Identify appropriate applications of Student Development theories to their current role in Student Afairs. ● Design potential programs, student interactions or training sessions using student development theory as the foundation.

2:15-2:30 pm Break

2:30-3:00 pm Refection

4 9:00-9:25 am Welcome & Ice Breaker Group Photo

9:25-9:30 am Break

9:30-10:30 am ASSESSMENT IN STUDENT AFFAIRS Savanna Grotz, Student Afairs Assessment Coordinator (Weber State University) Heather Chapman, Director of Academic Analytics (Weber State University) Core Competency Highlighted: ASSESSMENT, EVALUATION AND RESEARCH This core competency area (AER) focuses on the ability to use, design, conduct, and critique qualitative and quantitative AER analysis: to manage organizations using AER processes and the results obtained from them; and to shape the political and ethical climate surrounding AER processes. Learning Outcomes: Academy participants will be able to do the following: ● Articulate the levels of the assessment pyramid. ● Will be able to fnd institutional data about the three core metrics of enrollment, retention, and completion ● Articulate how their work ties to these metrics

10:30-10:45 am Break

10:45-12:00 pm CURRENT ISSUES IN STUDENT AFFAIRS Dr. Jessica Oyler, Assistant VP for Human Resources (Weber State University) Dr. Enrique Romo, Assistant Vice President for Student Afairs , Access and Diversity (Weber State University) Core Competency Highlighted: VARIOUS This session crosses a number of competency areas. In order for student afairs professionals to be efective in our roles and responsibilities, we need to be aware of trends and issues in our internal and external environments and how these impact our work. Learning Outcomes: Academy participants will be able to do the following: ● Gain an awareness of current national issues facing higher education and student afairs. ● Discuss the issues most relevant to Utah and Weber State University, their implications for our work, and strategies for responding.

12:00-12:45 pm Lunch and On-Campus Social

5 12:45-2:30 pm CREATING STUDENT EMPLOYABILITY IN STUDENT AFFAIRS - PANEL SESSION Moderator: Amelia Williams, Assistant Director of Programs and Career Counselor, Career Services (Weber State University) Panelists: Katie Swainston, Student Employment Coordinator, Career Services (Weber State University), Teri Bladen, Director, Campus Recreation (Weber State University), Olga Antonio, Mentor Coordinator, Access and Diversity Peer Mentor Program (Weber State University) Core Competency Highlighted: KNOWLEDGE OF STUDENTS FROM A STUDENT AFFAIRS PERSPECTIVE, LEADERSHIP This session will focus on: ● An overview of the newly NACE competencies, their value for student employment and our Division, and for student employability after college. ● A panel discussion regarding the competencies, how they are implemented in various departments, the outcomes supervisors have seen, and recommendations for other departments who would like to use a similar approach. ● Q&A from the audience Learning Outcomes: Academy participants will be able to do the following: ● Understand Career Readiness and NACE’s 8 Career Readiness Competencies ● Recognize the value of embedding Career Readiness into student employment and how it contributes to student learning, particularly for historically underserved students ● Identify how the NACE Competencies are being incorporated into student employment within Student Afairs, and ways they could easily be incorporated into the participants’ departments

2:30-3:00 pm Refection

6 THE HISTORY OF STUDENT AFFAIRS

Jason Ramirez (he/him/his) Jason Ramirez is the Associate Vice President for Student Afairs and the Dean of Students at the University of Utah. Jason is a member of the Student Afairs Leadership Team and provides supervisory oversight to the departments of Student Support & Accountability, Student Athlete Advocate, Student Leadership & Involvement, Fraternity & Sorority Life, and the Bennion Service Center. He also serves on various University committees and serves as a Deputy Title IX Coordinator. He has been with the University of Utah since Fall of 2019. Prior to joining the University of Utah, Jason has served in similar roles at Southern Utah University and Carthage College and has been working in Higher Education since 2000.

STUDENT SUCCESS THROUGH A LENS FOR COLLABORATION

Dr. Brett Perozzi (he/him/his) Brett Perozzi is Vice President for Student Afairs at Weber State University (WSU), where he has worked for 14 years. He previously served as Executive Director of Student Engagement at Arizona State University, and has worked at Indiana, Texas Tech, and Colorado State Universities, in capacities supporting student success from a collaborative perspective. Dr. Perozzi holds a Ph.D. from Indiana University and a Master’s degree from the University of Arizona, both in Higher Education Administration; with a bachelor’s degree in Education from the State University of New York. He served as a faculty member in the higher education graduate programs at Indiana, Colorado State, and Arizona State, and is the cofounder of the Higher Education Leadership program at WSU. Brett has authored dozens of publications in journals, textbooks, monographs, and book chapters. He has published three books, two on the topic of international student afairs and services, and one on student employment during college. Dr. Perozzi is an active leader with the most comprehensive student afairs professional association in the world, NASPA - Student Afairs Administrators in Higher Education, helping coordinate and shape their global agenda, by establishing a Global Advisory Board, culturally relevant educational programming abroad, and advancing intercultural understanding among those doing student afairs work globally. He has been invited to speak and present on higher education topics worldwide, and seeks to give back to the feld through his speaking, writing and research. Brett is a founding member of the International Association of Student Afairs and Services. Brett and his wife, Teri, enjoy the outdoors and take advantage of their mountain location in all seasons of the year with their Siberian Husky, Akira. They love to travel and explore the world. As a former musician Brett has played in a saxophone quartet with WSU faculty members, and seeks out musical endeavors whenever possible.

7 Dr. Ravi Krovi (he/him/his) Dr. Ravi Krovi serves as Provost and Vice President of Academic Afairs at Weber State University. In this role, he provides strategic direction and leadership in helping foster excellence in teaching and instruction, research and scholarship, student learning and community engagement at WSU’s seven degree granting colleges and the university library. He has more than twenty years of administrative experience including most recently as the Dean of the College of Business at The University of Akron in Ohio. He has served as a consultant and led executive education programs for corporations and government agencies in digital competencies, business analytics, strategic planning and technology. Krovi earned his doctoral degree in Management Information Systems and Decision Sciences and master’s degree specializations in Computer Science and Statistics from the University of Memphis, and a Bachelor of Engineering from the University of Baroda, India.

STUDENT DEVELOPMENT THEORY

Dr. Stephanie Santarosa Stephanie Santarosa serves as the Assistant Director of Honors and Fellowship Advising at Westminster College in Salt Lake City where she helps guide the student-centered, co-curricular programming in the Honors College such as the peer mentor program, frst-year programming, and advising. Stephanie holds a Ph.D. in Education with a focus on higher education, earned two M.A. degrees (in College Student Personnel and Guidance & Counseling), and has gained experience at seven diferent colleges and universities in the areas of student development, advising, residence life, and admissions. She has taught a wide range of courses at the graduate and undergraduate levels in leadership, student development, frst-year experience, and career planning. Stephanie has presented widely at national conferences on student development and is the co-author of a book chapter applying the concepts of the student development theory to higher education contexts. Stephanie enjoys living in Utah and exploring this beautiful state with her husband and four children.

8 Daniel Frentress (he/him) Daniel is an M.Ed. candidate at the University of Utah studying Educational Leadership and Policy with an emphasis in student afairs. He is also currently working as a graduate assistant there at University Student Apartments, and loves working with non-traditional student populations including students with families and international students. He just moved to Utah from the Portland Metro area this past August after graduating with a psychology degree from Oregon State University, where he also worked as a student leader in the residence halls for three years. It was that experience working in housing that inspired him to pursue a career in the realm of Student Afairs, in order to ensure that all students receive the individualized support that they need to be successful in their higher education journeys. In his spare time, Daniel enjoys going on spontaneous road trips, visiting cofee shops, and playing with his seven-month-old Pug, whose name is Spud.

ASSESSMENT IN STUDENT AFFAIRS

Savanna Grotz (she/her/hers) Savanna Grotz is the Student Afairs Assessment Coordinator at Weber State University. She completed her master’s degree at James Madison University in College Student Personnel Administration. Savanna has been working at Weber for 7 years. In her work as Assessment Coordinator, she has worked with a broad array of departments within the Division of Student Afairs on designing assessment strategies.

Heather Chapman (she/her/hers) Heather Chapman is the Director of Academic Analytics at Weber State University. She can read a spreadsheet, scatterplot, or line chart and can (usually) understand (most of) those symbols and letters that show up in a results section or statistical output. She has a passion for creating visualizations that tell a good story to people who are afraid of or uncomfortable with all that data. In her free time, she likes to read, garden, or be outside. One of her favorite activities is teaching stakeholders that “pie is for eating, not for charts and graphs.”

9 CURRENT ISSUES IN STUDENT AFFAIRS

Dr. Jessica Oyler (she/her/hers) Jessica Oyler is the Assistant VP for Human Resources at Weber State University and has worked at Weber State since 2008. She completed her PhD in Higher Education Administration at the University of Utah. She has co-authored and co-edited two books on assessment in student afairs and written one book chapter. In addition, she has presented at many national conferences and co-authored four peer-reviewed journal articles. She enjoys camping and hiking and spending time with her four kids.

Dr. Enrique Romo (he/his/him/él/they/them) Enrique Romo, Ph.D., MBA, Assistant Vice President for Student Afairs over Access and Diversity at Weber State University in Ogden, Utah provides oversight and leadership to various departments that directly support institutional core themes of access, learning and community through pre college outreach programs, transition support, community partnerships, university-wide programming, leadership development, and retention eforts to create an inclusive and welcoming co-curricular environment for all students with particular emphasis upon historically underrepresented populations.

CREATING STUDENT EMPLOYABILITY IN STUDENT AFFAIRS - PANEL

Amelia Williams (she/her/hers) - Session and Panel Moderator Amelia Williams is the Assistant Director of Programs at WSU’s Career Services, and also provides career counseling to students in the College of Arts & Humanities. She is heavily engaged in helping students identify the skills they are learning through their coursework and High Impact Educational Experiences (HIEEs) as they prepare for next-step career success. She has worked at WSU since 2004 when she started as a student employee at Disability Services, and received both her B.I.S. and Master of Education degrees from Weber. She is an adjunct instructor for various courses, and on the side provides ASL Interpreting for theatrical performances. Post-Covid, she is looking forward to spending time with family and friends, traveling, and seeing as much theatre as possible!

10 Katie Swainston (she/her/hers) - Panelist Katie was happy to return to Weber State University Career Services in August of 2020 after completing her Master of Fine Arts in Arts Administration. In her role as the Student Employment Coordinator, she infuses NACE competencies and high impact strategies throughout her work.

Teri Bladen (she/her/hers) - Panelist Teri is in her thirteenth year as the Director of Campus Recreation at Weber State University where she guides her team in creating opportunities that inspire engagement in healthy, active lifestyles. She was a frst-generation college student of lower socio-economic status when she put herself through her undergraduate (French) and Master’s (Kinesiology) degrees. Teri has over 25 years recruiting, hiring, training, supervising, evaluating and supporting student employees. At Weber State her department was one of the frst to adopt the Career Readiness Guide initiative, and has long worked with the International Student and Scholar Center to recruit international students for the Campus Rec Crew.

Olga Antonio, MSEd (she/he/hers/ella) - Panelist Olga is the Mentor Coordinator for the Access and Diversity Peer Mentor Program which focuses on college students peer to peer mentoring with particular interest in historically underrepresented students. She is also the chair for the Student Afairs Mentoring Committee which promotes and supports peer education eforts across campus through training and recognition initiatives. Olga was born in Coahuila, Mexico, and raised in Texas where she attended Baylor University and received her bachelors of science in Biology and her masters of science in education degree in Higher Education Student Afairs Administration. Olga moved to the state of Washington to work as a Resident Director where she lived and learned with students by coordinating programming, advising student leaders, supervising student staf, responding to crises and creating a sense of community for her residents. Things Olga enjoys in life include reading, watching movies, coloring, playing games, and more recently, learning to do some gardening.

11 *Pre-fection - Intention Setting

What inspired you to attend the Student Afairs Academy?

What do you hope to get out of this experience?

How can this community support you so you have a fulflling experience?

*Day 1 - 3 Minute Pause (+ share) The Three-Minute Pause provides a chance for us to stop, refect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarifcation.

- I am more aware of

- I was surprised about

- I related to

- I empathized with

12 *Day 2 - Plus Delta Chart

Plus/+ things you can celebrate, ideas you have added, Change/▲ things you would like to learn more about, work things you are already doing in your work or in your area on, where you would like to grow

Small groups - share with each other one or two things each

Day 2 - Learnings and Unlearnings What do we mean by “learning and unlearning” (an idea borrowed from Richard Bolles’ classic What Color is Your Parachute?)? The idea here is that as we grow and learn, some new ideas that come to us require not only learning, but unlearning as well. Some new ideas and information can enter into our awareness in a perfectly compatible and friendly way, and everything that was already in place previously stays put. In other cases, the new information overlaps current understandings or even directly contradicts it, requiring something to get materially edited, rearranged, or evicted altogether. Please write: ● 3 learning and unlearnings (3 ideas total - you may write more if you wish) ● 1 of each minimum (i.e. at least one learning and one unlearning)

Anything that you have learned in the process of participating in this experience. It might be a specifc bit of material included in the presentations or materials. It can also include your own realizations in the process of working your ideas through these last two days or things you came to in conversations spurred by the ideas and tools. Try to include things that are substantive to you. It is fne to include things that you are contemplating as a learning or unlearning that you may not have committed to yet. Especially in the case of unlearnings, we often need to hold an idea for a while (even months or years sometimes) before we commit to it, make it our own, and discard the old ideas. Feel free to have your writeup include your candidates for learning and unlearning, even if you remain somewhat undecided at the moment. In that case you may want to include what issues you’re pondering about the candidate idea. The whole point is to stop, take stock, and take ownership of what you’re getting by articulating it in a clear way.

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