UMBC’s Division of Student Affairs (DoSA) is rich with scholar-practitioners, and in March a group of them traveled to New Orleans for the annual NASPA conference. Many of them presented their work and dedicated their time and talents by serving on committees. UMBC’s DoSA staff contributions not only enriched the quality of the conference but also enhanced the overall experience for the more than 6,000 attendees from across the U.S., reinforcing the collaborative spirit of the NASPA community and showcasing UMBC's achievements and involvement with leading student affairs conferences.

DoSA staff representing UMBC included: Dr. Renique Kersh, vice president; Dr. James DeVita, assistant vice president for academic partnerships and high-impact experiences; Jennifer Artis, senior director, Student Belonging; Candace Doane, acting senior director, Student Engagement; Dr. Griselda Flores, director of Retriever Essentials Needs and Connections; Lesa Goodhue, acting associate director, Student Engagement; Matt Hoffman, director of the Center for Religion, Spirituality, & Pluralism; Angelina Jenkins, assistant director, The Mosaic: Center for Cultural Diversity; Ka’Lynn Ruth, community director, Residential Life; Serena Studivant, assistant director, Commuter Connections; Amery Thompson, director, Student Affairs Success Initiatives; and Ladonna Wyatt, community director, Residential Life.

Dr. Renique Kersh served on the panel, “Beyond Mentorship: An Update on One Year of Transformative Coaching.” The panel focused on the initial outcomes, lessons learned, and best practices from integrating coaching as a tool for leadership development and talent retention across multiple campuses. Dr. Kersh and fellow presenters Dr. Jose-Luis Riera, vice president for student life and interim chief diversity officer at the University of Delaware, and Dr. Adam Cebulski, CEO and founder of transform.forward. shared insights on the importance of leveraging executive coaching when building a leadership team. Dr. Kersh discussed how the strength of the executive leadership is critical to ensuring our ability to scaffold support and develop leaders at every level of the organization.  

The discussion was a follow up from the 2024 NASPA conference panel, "Beyond Mentorship: The Transformative Role of Coaching.” During that event, Drs. Kersh, Riera, and Cebulski used case studies and insights to declassify myths about coaching and its role as a potent, innovative tool for staff empowerment and growth and team dynamics, while also sharing how to budget for coaching, manage challenges, and measure for success.

Artis and Dr. Flores’ presentation, "Navigating the Madness: Embracing Change in Higher Education," showcased their extensive expertise and deep insights into the complexities of the higher education landscape. Their presentation highlighted the critical need for leaders in student affairs to adapt and thrive in an ever-evolving educational environment. The interactive session delved into effective strategies for not just managing change, but actively embracing it within higher education contexts. Drawing from a wealth of practical insights and real-world case studies, they equipped attendees with actionable tools designed to build resilience, foster innovation, and support growth during times of organizational transition. By the conclusion of their session, participants left feeling empowered and well-prepared with the skills necessary to navigate uncertainty and to drive continued success in their roles.

Artis served on the NASPA Annual Conference Engagement & Volunteers committee and the Student Affairs Series Committee, while Dr. Flores served on the First-Time Attendees Subcommittee.

Jenkins contributed to the Asian Pacific Islanders Promoting Education eXcellence (APPEX) Summit and co-led the session, “Transformative Beginnings: Reimagining Sorority and Fraternity Life New Member Education Through a Social Justice Lens,” alongside Huong Truong, a Ph.D. student at the University of Maryland, College Park. Their leadership, commitment, and insights helped participants reframe how student affairs professionals can approach identity, inclusion, and leadership within student organizations. 

Jenkins served as Asian Pacific Islanders Promoting Educational eXcellence pre-conference coordinator with the NASPA Asian Pacific Islanders Knowledge Community (APIKC) and is the 2025-27 research and scholarship coordinator for the APIKC Leadership Team.

Studivant served on the Off-Campus and Commuter Student Services Knowledge Community at the March conference. Looking ahead, she will present at the 2025 NASPA Student Success Conference in Denver this June. Her session, “Building Bridges of Belonging: Empowering Success for Commuters and Transfers,” co-presented with Thompson, will highlight innovative ways to support students often overlooked in campus belonging strategies. She will also serve on the 2026 NASPA Engagement and Volunteer Committee for the annual conference.

DoSA is proud of the continued leadership and commitment to equity, student success, and leadership development demonstrated by our colleagues!

Dr. Rae Chresfield, assistant vice president for health and wellbeing, and Zach Runge, coordinator for leadership and governance, presented at the April 4 University System of Maryland (USM) Conference, “Beyond Barriers: Access, Equity, and Student Success.” Held at UMBC, the symposium brought together USM stakeholders and campus teams to examine equity and its impact on student outcomes and to identify or further explore effective strategies and best practices that foster an environment where all students can thrive. The program included an exploration of data and demographic trends; concurrent sessions centered around student outcomes, student populations/groups, and student services/resources; institutional and cross-institutional team time; and a student panel. 

Dr. Chresfield gave two presentations. “Training Faculty and Staff to Report Student Behavior Objectively in a CARE Report” focused on how accurate and objective reporting of student behavior is essential for effectively addressing concerns through the CARE and/or BIT systems. Faculty and staff learned how to distinguish between objective and subjective language when submitting CARE reports. The session provided practical tools for identifying objective, factual observations and avoiding subjective interpretations. “By training faculty and staff to report behaviors objectively, we can ensure that all students receive the appropriate support and intervention, without the risk of bias influencing the process,” Dr Chresfield shared.  

“Empowering Non-Clinical Staff to Support Student Success” explored the vital role of non-clinical staff in managing clinical conversations to improve student access to mental health support. “Non-clinical staff—often the first point of contact—are critical in bridging the gap between students and counselors,” said Dr. Chresfield. “However, psychological jargon can create confusion regarding what constitutes a formal diagnosis and what reflects temporary discomfort, complicating these initial interactions.” The session addressed how non-clinical staff can be trained to distinguish between these nuances and respond appropriately, ensuring that students receive timely and effective care. Dr. Chresfield added that empowering non-clinical staff to navigate these conversations confidently allows institutions to reduce barriers to care, enhance access, and promote equity in support services.

Runge’s presentation, “Creating a Recovery-Friendly Campus,” focused on how faculty and staff can support students who are in recovery from or impacted by substance use disorder (SUDs). He shared insightful facts and figures as well as various ways to incorporate allyship into our work, whether it be in the classroom or other spaces where we interact with students. “Given the increasing amount of fatal substance overdoses and the party culture often associated with college life, it is imperative that higher education professionals know how to support recovery efforts,” Runge said. “By consciously considering how we engage with this student population, higher education professionals can work to create recovery-friendly campuses that not only dismantle the stigma associated with SUDs but also promote inclusivity.”