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HPC 5410 - 101: Introduction to Student AffairsFall 2015Wednesday 8:30 – 11:20 AM RCOE 301

Dr. James Lancaster – Professor, College Student DevelopmentRoom 334-C RCOE (828) 262-6055 (O) (336) 314-0714 (C) lancasterjm@appstate.edu

Office Hours: Generally Monday – Wednesday 10 – 5, excepting classes and lunch, or, by appointment. I look forward to working with you this semester. It is important that this class be as positive and beneficial for you as possible. You and your concerns are important to me. I invite you to drop in or make an appointment, call or email me. If you have questions about the course, experience other difficulties or have need of special accommodation, your early discussion with me will reduce the possibility of later problems.

Cell phones or other electronic devices can disrupt class for everyone. Please turn off such devices if you bring them to class. If you have special circumstances, please discuss these with me. You are welcome to bring and use computers, iPads or other learning aids, so long as they are utilized as learning aids rather than social or browsing functions. However, you may not record in any fashion any class-related activity without the permission of the instructor. Course DescriptionThis class is an effort to engage you in cooperative and co-facilitated learning. Studies of learning styles have demonstrated that students various learning styles are best served when they are engaged in the process of their learning. We will therefore engage together in lectures, presentations, audio-visual and other forms designed to accomplish the following tasks: an introduction and overview of student affairs functions within institutions of higher education that emphasizes history, student affairs programming and organizational models, professional standards and ethics in professional conduct, professional associations, staffing patterns, and issues and trends in student affairs practice.

Course Goals1. To introduce students to the student affairs’ profession history & current functions,

including program development and implementation using professional standards for individual leadership as well as other resources.

2. To engage students in understanding best practices in typical student affairs functions with attention to designing, managing, and evaluating said programs, including technological applications.

3. To involve students in reflective thought and exposition concerning models of leadership, organizational management, program development, consultation and conflict resolution synthesizing theory with practice.

Course Competencies

o Understanding of common models of organization for student affairs unitso Appreciation for staffing, planning and budgeting within units studiedo Awareness of problem solving techniques and strategies common to student affairs

operations.o Initial appreciation for function of student affairs operations within the larger university.

TextsRequired

Zhang, N. (2011). Rentz’s student affairs practice in higher education (4th ed.). Springfield, IL: Charles C. Thomas.

Sandeen, A. and Barr, M. (2006). Critical Issues for Student Affairs: Challenges and Opportunities. 1st Ed. San Francisco: Jossey-Bass, Publishers.

Other readings will be assigned.

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Recommended American Psychological Association [APA]. (2001). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.On-line @ http://www.apastyle.org/index.aspx

For a short guide to APA Style, see – The Owl at Perdue. Retrieved August 9, 2013 from

http://owl.english.purdue.edu/owl/resource/560/01/

Course Requirements, Grades and Miscellaneous Information

RequirementsClass participants should keep in mind that every assignment, every discussion and every presentation focuses first on student affairs issues and their applications. Articles submitted for discussion as well as presentations should consistently seek the student affairs issues that you feel are inherent.

Attendance & Participation Classes will usually begin with a brief discussion (approximately 20 - 30 minutes) in which all class members should prepare to participate. It is therefore critical that all be on time. The general nature of this class is that of a seminar. This requires that each student be prepared to engage in dialogue about the daily topics, present and defend viewpoints as well as critique in a positive manner the ideas of others. Physical and cognitive presence is required to create this seminar environment and to succeed in this class. Each class member should read the material assigned as well as other relevant media and be prepared to present articles or dilemmas relevant to the topics of the class. Good sources for articles include The Chronicle of Higher Education, The NASPA Journal of Student Affairs Research and Practice, the Journal of College Student Development The Pavela Report, Inside Higher Education or other scholarly or professional journals/newspapers whether in-print or on-line. Your own professional dilemmas, thoughtfully framed, also are rich sources.

You are in a professional preparation program in which you are already assuming professional responsibilities. You may therefore find a conflict between class and your work assignments or other responsibilities – as in real life, these are to be resolved by you according to your judgment of the greater need – however - repeated absences or tardiness inhibit this class, your learning and our discussions and will result in a reduction in the final course grade. If you find that you will not be able to join us for a class, you should contact me by phone or e-mail with that notification. In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. The student must give notice to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class. Student requests for excused absences for religious observances must be submitted to instructors in writing no later than three weeks after the first class day of the term. You will, of course, be responsible for all assignments on time and for making up any material missed during the class. (5pts/5pts.)

Personal/Professional Assessment This is a personal statement (no more than 3 pages, in essay form), designed to be written prior to your emersion in the reading and discussion of the class. This is not a research paper; however, your written expression and quality of thought will

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be the basis for the grade. It is an early opportunity to utilize the APA style. You must cite sources if you choose to use them. It must include the following: o your current definition of and purpose for student affairs, based upon your opinions,

knowledge and perceptions and referencing a personal view of your concept of college student affairs work – what it is and does;

o your current abilities as measured against the Professional Competency Areas for Student Affairs Practitioners, found at https://www.naspa.org/images/uploads/main/Professional_Competencies.pdf ;

o your own, personal justification/philosophy of student affairs work including o basic principles that define it; o your statement of the goals, purposes and functions of a “typical” student affairs

operation; o your view of how student affairs affects the growth and development of college

students; o why student affairs is important or not to higher education institutions; o why (or why not) student affairs currently appears to be a profession for you.

(10 pts.) Due: August 26.

Present Evidence of Joining a Professional Organization Your development as a professional in student development as well as your professional networking will be enhanced by membership in a professional organization. Each class member must present evidence of membership in at least one professional organization. This evidence may be an acknowledgement or receipt from the organization, copy of e-mail acceptance or other suitable evidence. A discussion of these organizations will be scheduled early in the class to familiarize students with the variety available. (10 pts.) Due: September 16.

Critical Issue Discussions Throughout the semester, we will be engaging in a series of “Critical Issue Discussions” based upon readings from Sandeen and Barr as well as your other texts, readings and informed opinion. One group will be responsible for facilitating each of these discussions. This is not a presentation but a facilitated discussion, meaning that all members of the class are responsible for having read the text assigned and coming to class prepared to engage on key issues that the reading has suggested. These readings will generally relate to the theme of the day’s class as well. At a minimum, the facilitating group should have a list of questions or topics they wish to discuss during the session and the group members are responsible for moderating the discussion by prompting comments, managing time limits and dialoguing with others in the class. These discussions should be targeted at approximately 30 minutes although the overall schedule for the day and intensity of discussion may change this boundary. The group facilitating this discussion should provide a written, one page summary to the instructor via email consisting of critical points to be presented during the discussion – due by 5:00 pm on the day prior to the class in which the discussion is facilitated. Once graded, this summary should be emailed by the group to the rest of the class for inclusion in their notebooks. (15 pts.) Due: By 5:00 pm on day prior to the class in which discussion occurs.

Present Evidence of Maintaining a Comprehensive Collection (Notebook(s), CD, Dropbox, etc.) You will be asked to present evidence of a continuing Comprehensive Collection of documents and artifacts from this semester that will assist you in preparing you Comprehensive Product of Learning needed for review prior to graduation. Materials for this notebook minimally should include:o your name – frequently neglected;o table of contents;o a current program of study;o an initial draft of your professional resume

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o competency accomplishments and the points therein obtained from the various CPL Competencies;

o syllabi from the current course;o course notes;o handouts;o references and other resources you might find useful in future practice. Since you may be asked to keep other such records in other classes, the organization and presentation of this material may be adapted for the future but should be presented now in such a fashion as to easily illustrate how you can reference and use the resources listed above. Many students have found Dropbox to be an efficient means of conveying this information to me since I utilized Dropbox for my own files. The choice is yours.(10 pts). Due: October 28

Group Report on Student Affairs Programs Each member of the class will be assigned to a project group. The group will choose and make a study of a typical unit within Student Development at Appalachian State University, presented on the day that unit is under discussion in class. The purpose of the study is to insure that all graduate students in the CSD program have a common minimal understanding of a typical student affairs unit, as represented by ASU. You may not choose a unit in which you are working as a GA or RD. The report minimally must include the following: • the title of the unit and its place within student development at ASU • a review of CAS Standards for the area • history of the unit at ASU; • management including organization and staffing; • budget, including sources both appropriated (fee and non-fee) and earned through revenue;• the organization chart and explanation of functioning for the area and how “typical” this is in

Student Affairs organizations;• typical programming and services offered, including rational for the offering pursued;• professional associations related to the unit; • ethical and professional practice concerns arising from unit practice; • current and emerging issues and trends in the unit’s practice;• the function of this student affairs operations within the larger university.• a comparison of this unit with best practices in this type of unit nationally.

The report will involve both an oral presentation during a class period and a written paper.

The oral report minimally must involve the following: • a brief, executive summary reporting the finding of your study including the information the

authors have developed • a brief Q&A segment followed by appropriate summation by the group. • A brief response from a professional staff unit representative summarizing any comments

about the information presented.

Oral presentations will be evaluated for overall effectiveness based on content (minimally inclusion of above requirements (5 pts each) plus your demonstrated mastery of the material - 60%), format (lecture, demonstration, participatory - 10%), appropriate use of technology/handouts (10%), involvement of class (10%) and length (5%) and presence of a unit representative (5%). Oral reports, Q&A and response from the unit must not exceed 90 minutes. In fairness to all, presentations that exceed these limits are subject to reduction by one grade level for the assignment.

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The oral report and paper (approximately 10 pages) should demonstrate research in both primary and secondary sources and a synthesis of the authors, understanding of the information evolved from the course content. Please remember that the oral presentation uses the same material as the written paper but the style and citation are quite different. Unit will be assigned in the first class session. (15 pts. Oral/15 pts. Written) Due: Oral – as assigned; Paper – 5:00 pm day preceding presentation, via e-mail to: lancasterjm@appstate.edu.

Final Examination A final examination will be given, presenting a problem statement pertinent to the area of student affairs pursued in the group study. The examination will be summative and will ask the student to answer the problem, using knowledge gained through class assignments as well as the group study. (15 pts.) Due: November 11, no later than 5:00 pm via e-mail to: lancasterjm@appstate.edu

Grades

“You can, for example, never foretell what any one man will do, but you can say with precision what an average number will be up to. Individuals vary, but percentages remain constant. So says the statistician.”

Holmes to Watson & Athelny JonesThe Sign of the Four

Grades are my best effort to evaluate where you are in your understanding and in your communication of that understanding of your work in this course. Because this is a developmental and iterative process, not every grade should or does reflect perfection. While all of us hope for “perfect grades” the reality is that grades are an artificial and superficial measurement of what you know – not all of what you know but simply those things that you know and that I happen to ask of you related to this course. Good people often get grades they think are “bad”. What is a “bad” grade? Typically, if you complete all assignments satisfactorily, you are eligible for a “B”. I expect students in a graduate level program to obtain at least B’s and sometimes A’s, based on work that exceeds the “average” expectation or involves additional credit for extra effort. An occasional bad grade is likely to occur; recurrent poor grades are a more serious concern and one that I will raise with you should that time come. If a particular grade is of concern to you, feel free to discuss it with me. Know, however, that occasionally a student dissatisfied with a grade, will say to me “but I worked so hard!” This may be true, but that hard work may not demonstrate the desired product. Grades are not a measure of who you are but of what you bring to a particular inquiry on a given day.

Grading Scale

95 – 100 = A90- 94 = A-85 – 89 = B+83 – 85 = B80 – 82 = B-76 – 79 = C+73 – 75 = C70 – 72 = C-Less than 70 = F

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Written Assignments/Style Guide: All written assignments must be prepared typed and according to the Publication Manual of the American Psychological Association, sixth edition (available in the University Bookstore). Generally this style means a cover sheet with running head, header and page number, name of student and course number and double-spaced, paginated pages throughout. For non-publication purposes, an abstract is not required. EVERYTHING is double-spaced. Assignments received without this format will be returned for correction and will lose half credit.

Please note: Any assignment not turned in at the designated classroom due date & time will result in ONE letter grade reduction for each day late. Assignments not turned in with three days after the designated classroom due date & time will NOT BE ACCEPTED and result in a failing grade for the assignment.

All grading expectations listed above are subject to the instructors best judgement of individual performance on specific assignments.

IF YOU HAVE ANY PROBLEMS WITH ASSIGNMENTS &/OR DUE DATES, PLEASE CONTACT ME PRIOR TO THE DUE DATE SO POSSIBLE ACCOMMODATIONS MAY BE MADE IF NECESSARY.

Miscellaneous Information (also see University policy statements found at http://academicaffairs.appstate.edu/syllabi )

Accommodating Students with Special Learning Needs: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu). Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations. Students wishing to receive some instructional accommodation because of a documented disability should meet with the instructor to discuss accommodations. Please arrange a meeting with me at your earliest convenience.

Information and Inclement Weather: As you may know, it does snow and ice in the mountains, even in the fall!! My best source for communicating with you outside of class for inclement weather or for appointments is via e-mail. I will use the AppalNet e-mail addresses to do this. Therefore, it is important that you either use AppalNet and consult it with your questions, or link to AppalNet with your existing e-mail account. Any changes, announcements or other necessary communication outside of class will be provided through AppalNet. If there is inclement weather, consult your e-mail prior to calling the department phone or other campus resources for information about this class. If you haven’t already discovered it, Ray’s Weather Center, found at http://www.booneweather.com/ , is generally a reliable source of immediate local weather conditions.

Emergency Response Plan “The Appalachian State University Emergency Response Plan presents a proactive response designed to protect students, staff and faculty, as well as the community and our environment in case of a major emergency or disaster.” Please review this information, found at: http://www.emergency.appstate.edu/ . I strongly urge you to register with the emergency notification system, AppState-ALERT.

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The Code of Academic Integrity: Academic Integrity is the basis for every class assignment. More importantly, it is the common currency of our academic community. Without honesty, trust, respect, responsibility and fairness our common work can have no integrity. Without integrity, our work in this course and your degree as a whole is without value. All assignments, projects and written work are to be completed by you unless the assignment involves group work; in such cases, every member of the group is equally responsible for content and appropriate citation of contributions. You may not utilize materials previously submitted by other students for credit. This includes material from previous students who may have completed similar assignments. Assignments involving site visits or other experiential activities must be completed as assigned by all members of the class.

Students attending Appalachian State University agree to abide by the following Code: o Students will not lie, cheat, or steal to gain academic advantage.o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application.Please review the Academic Integrity Policy at http://studentconduct.appstate.edu/pagesmith/92 You have the right to expect me to conduct myself honorably and with attention to the values listed above. I expect no less from you. Work in this class will be accomplished individually and in small groups with appropriate attribution and citation. Please be aware of the requirements of each assignment. If you have questions about those assignments, about guidelines for their completion or about the Academic Integrity Policy in particular, please contact me. You should understand that I trust you unless and until there is reason to suspect violations of the Academic Integrity Policy. In such situations, I will pursue action under that Policy.

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Course Outline

August 19 Introduction to Course and Goals o Goals and objectives – mine and yourso Exercise: Assessing Your Understandingo Review of Professional Organizations – found at

http://studentaffairs.com/web/professionalassociations.html o Critical Issue Discussion One: Sandeen & Barr – Chapter 9 –

How Should Professional Associations Serve Student Affairs?Handout: Case Study - “Success at Any Cost?”

August 26 What is Student Affairs: History and PhilosophyReading::

o Critical Issue Discussion Two: Sandeen & Barr – Chapter 1: Foundations of Student Affairs

o Zhang – Chapter 1 - 2, pp: 12 – 62 and alsoo Student Affairs foundational documents found at

http://ul2.bgsu.edu/sahp/word/Chronology%20of%20Found%20Docs11.28.pdf

▪ “Student Personnel Point of View” 1937 & 1949▪ “The Student Learning Imperative”▪ “Principles of Good Practice” ▪ “Powerful Partnerships: A Shared Responsibility

For Learning”▪ “A Return to the Academy”

and https://www.naspa.org/about/student-affairs ▪ “A Perspective on Student Affairs” ▪ “Reasonable Expectations”

Due: Personal/Professional Assessment Paper

September 2 Organization of Programs and ServicesReading:: “Making Teams Work: The Art of Thinking Together” in Bensimon, E. & Neumann, A. (1994). Redesigning Collegiate Leadership: Teams and Teamwork in Higher Education. Baltimore, MD: Johns Hopkins University Press. Pp. 54 – 79. (Library Electronic Reserve)

o Critical Issue Discussion Three: Sandeen & Barr – Chapter 2: Where Should Student Affairs Be Placed Within the Organization…

o Carnegie Classification @ http://carnegieclassifications.iu.edu ▪ See in this site:

o Homepageo Classification Descriptions, Basic, University

Org. Charts @http://www.uncg.edu/cha/organization_charts/ andhttp://irap.appstate.edu/sites/irap.appstate.edu/files/asu_overall__org_chart__2014-2015.pdf

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andhttp://studentdev.appstate.edu/organizational-chart

o review the org chart from your undergrad institution

September 9 Panel of ProfessionalsProgram Assessment: Reading::

o Critical Issue Discussion Four: Sandeen & Barr – Chapter 7 – What is the Role of Student Affairs in Assessment?

o CAS, found at http://www.cas.edu/, especially History and About>Exploring CAS-CAS Rationale and About>Applying CAS Standards

o Professional Competency Areas for Student Affairs Practitioners http://www.myacpa.org/docs/acpa-naspa-professional-competency-areas-short-versionpdf

September 16 Ethical, Cultural and Developmental IssuesReading::

o Critical Issue Discussion Five: Sandeen & Barr – Chapter 3 – How Should Student Affairs Help Students Learn About Diversity?

o ACPA Statement of Ethical Principles found at:o http://www.myacpa.org/files/ethicalprinciplesstandardspdf o NASPA Standards of Professional Practice also found at: https://www.naspa.org/about/student-affairs/ethical-professional-practice o CAS Statement of Shared Ethical Principles @ http://www.cas.edu/ethics o The Leave No Trace Seven Principles @ http://lnt.org/learn/7-

principles Due: Evidence of Professional Membership

September 23 Group Presentation: Housing and Residence LifeReading::

o Zhang – Chapter 10, pp: 315 - 358o Welty, J. Achieving curricular results through residence halls in

Schroeder, C. and Mable, P. (1994) Realizing the educational potential of residence halls. Jossey-Bass, pp. 70 – 82 . (Library Electronic Reserve)

o Exploring Learning Communities found at http://www.evergr een.edu/washcenter/lcfaq.htm

o http://www.york.ac.uk/colleges/alcuin/ (explore college model and see Alcuin College particularly).

September 30 Group Presentation: Student Activities – Reading::

o Zhang – Chapter 11, pp: 359 – 394o ACUI @ http://www.acui.org/ o Greek Life Vision Statement – U Maryland

o http://greek.umd.edu/about-dfsl/initiatives/foundation-for-the-future- statement/ o Recreation – NIRSA @ http://www.nirsa.org/wcm/

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o Athletics - @ http://www.ncaa.org o “ The New Face of Leadership: Implications for Higher

Education ” @ http://www.nwlink.com/~donclark/leader/lead_edu.html

o Association of Outdoor Recreation and Education @ http://www.aore.org

October 7 Group Presentation: Health and Wellness IssuesReading::

o Zhang, Chapter 6, pp: 151 – 195; Chapter 13, pp: 430 - 459o ACHA - @ http://acha.org/o ACCA - @ http://www.collegecounseling.org/

October 14 Group Presentation: Student Conduct and ExpectationsReading::

o Critical Issue Discussion Six: Sandeen & Barr – Chapter 8 – Who Has Responsibility for the Lives of Students?

o Zhang, Chapter 7, pp: 196 - 244o Stoner, E. (2008). Revising your student conduct code. In

Lancaster, J. & Waryold, D. (Eds.), Student conduct practice: The complete guide for student affairs professionals (pp. 46 – 70). Sterling VA: Stylus Publishing. (Library Electronic Reserve)

o ASCA - @ http://www.theasca.org/ o CAI - @ http://www.academicintegrity.org/

October 21 Group Presentation: Group Presentation: Diversity & MulticulturalIssuesReading::

o Critical Issue Discussion Seven: Sandeen & Barr – Chapter 4 – How Can Student Affairs Attract and Retain a Diverse Staff?

o Zhang: Chapter 8, pp: 245 - 280o Cycles in US History @ http://www.timepage.org/time.htmlo Beloit College Mindset List, 2011 @

http://www.beloit.edu/mindset/2018/

October 28 Group Presentation:Enrollment Services: Including Admissions, Orientation, Financial Aid, and RegistrarsReading::

o Critical Issue Discussion Eight: Sandeen & Barr – Chapter 5 – How Do Sources of Revenue Affect Student Affairs?

o Zhang - Chapter 3, 9, 12o See Registrar’s Offices @ http://www.aacrao.org/ o Enrollment Management: @

http://www.universitybusiness.com/viewarticle.aspx?articleid=23 o See NACAC at http://www.nacacnet.org/Pages/default.aspx

Due: Evidence of Comprehensive Collection (Notebook, CD’s, Dropbox)

November 4 Group Presentation:Career Services/AdvisingReading::

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o Zhang – Chapter 4 o Emerging Issues and Trends for the Futureo Zhang, Chapter 14, pp: 460 - 470o Career Services @ http://ncda.org/aws/NCDA/pt/sp/home_page o Critical Issue Discussion Nine: Sandee & Barr – Chapter 6 -

What is the Role of Student Affairs in Non-trad.Ed. Settings?HANDOUT: Final Examination – mail out

November 11 No Class – DUE: Final Examination – by 5:00 pm via e-mail

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Annual Conference Information for 2015 - 2016

American College Personnel Association (ACPA)www.acpa.nche.eduMarch 6 - 9 Montreal, Canada

Association for Challenge Course Technology (ACCT)www.acctinfo.orgJanuary 28 - 31, Lost Pines, TX.

Association for Experiential Education (AEE)www.aee.orgOctober 22 -25 2015, Portland, OR.

Association for Experiential Education (AEE)- South East Regionalwww.aee.orgCheck Website for Conference 2016, usually April

The Association of College and University Housing Officers-International (ACUHO-I)http://www.acuho-i.orgJuly 9 - 12, Seattle, WA

Association of Outdoor Recreation and Education (AORE)www.aore.orgNov. 17, 2015 Atlanta, GA

Association for Student Conduct Administrators (ASCA)http://www.theasca.org/ February 3 - 6, 2016, St. Pete’s Beach, FL.

Campus Compact (Service Learning)www.compact.orgMarch 21- 23, 2016, Boston, MA.

The Center for Academic Integrity (CAI)http://www.academicintegrity.orgOctober 27 – 28, 2014, Southeastern Regional, Kennesaw State University, GA.February 18 - 21, 2016, International Conference, Santa Ana Pueblo, New Mexico

Coalition for Education in the Outdoorshttp://www.outdooredcoalition.org/ Association of Outdoor Recreation and Education, Portland, Oregon, Dates: TBD

National Association for Campus Activities (NACA)www.naca.org2016, Date TBALouisville, KY

National Orientation Directors Association (NODA)www.nodaweb.orgNODACOctober 24 - 27, Denver, CO.

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North Carolina College Personnel Association (NCCPA)http://www.mynccpa.org October 29 - 30, Elon University, Elon NC.

The Society for Outdoor Recreation Professionals: 2016 National Outdoor Recreation Conference http://www.outdooredcoalition.org May 16 - 20, Boise, Idaho

South Eastern Association for Housing Officers (SEAHO)http://www.seaho.org/February 23 - 26, 2016, Raleigh, NC

Southern Association for College Student Affairs (SACSA)www.sacsa.orgSACSA/NASPA Region III joint conferenceOct. 31 - Nov. 2, 2015, Greenville, SC

Student Affairs Administrators in Higher Education (NASPA)www.naspa.orgMarch 12 - 16, Indianapolis, IN

Wilderness Education Association International Conference on Outdoor Education Leadershiphttp://www.weainfo.org/2016 Conference TBA