Pre-Conference Workshops

Presenter(s): Belinda Oakley, MBA (Sodexo Live); Michael LaFarr, PsyD, MBA (University of Denver); Anna Courie, DNP, RN, PHNA-BC (Clemson University)

After this session, attendees should be able to:

1. Describe key theories and models of change management relevant to health and well-being leadership.
2. Apply change management concepts to real-world challenges faced by college health and well-being executive leaders.
3. Develop strategies to engage stakeholders and respond adaptively to rapid change while maintaining long-term vision.

Presenter(s): Ryan Patel, DO, FAPA (The Ohio State University); Adam Dodge JD (EndTAB, LLC)

After this session, attendees should be able to:

1. Discuss research findings on mental health impact of unhealthy technology and unhealthy media use.
2. Describe strategies to use technology in healthy ways including healthy technology use, and mindful technology use.
3. Describe AI and student use of AI for mental health.
4. Describe various AI programs that students are using for mental health, therapy, and companionship.
5. Discuss the potential risks vs benefits (including ethical and legal considerations) of students' use of AI for mental health, therapy and companionship and guidance that clinicians can provide.

Presenter(s): David Anderson, PhD (George Mason University); Katrin Wesner-Harts, EdD, FACHA (University of North Carolina Wilmington)

After this session, attendees should be able to:

1. Discuss current facts about drugs, alcohol, and student use patterns.
2. Recognize the current state of affairs about collegiate prevention efforts within a comprehensive framework.
3. Implement quality strategic planning strategies with multiple audiences.
4. Select evidence-informed, locally appropriate strategies and resources.
5. Apply the eight core competencies for prevention professionals.

Presenter(s): Lori Dewald, EdD (Southern Illinois University-Carbondale); Faith DeNardo, PhD, CHES (Bowling Green State University); Marguerite O’Brien, MSW (Coastal Caolina University); Shari Landmark, MS (South Dakota State University)

After this session, attendees should be able to:

1. Explain the critical role of faculty and staff well-being in advancing the institution’s mission and student success.
2. Identify evidence-based best practices for promoting employee well-being in higher education settings.
3. Compare the different strategies institutions have used to promote employee well-being.
4. Discuss institutional strategies that effectively support faculty and staff well-being.
5. Create an outline for next steps to work on a plan for their own campus.

Presenter(s): Matthew Mittiga, MD and Lindsay Schotters, MPH (University of Colorado Boulder)

After this session, attendees should be able to:

1. Describe the lifecycle of a quality improvement project through the lens provided by the Model for Improvement developed by Associates in Process Improvement and endorsed by the Institute for Healthcare Improvement.
2. Create a run chart to effectively display data visually.
3. Interpret a run chart based on interpretation rules and signal identification.
4. Evaluate whether a plan, do, study, act (PDSA) cycle should be adopted, adapted, or abandoned.
5. Define a SMART aim and key driver diagram.

Presenter(s): Joy Himmel, PsyD, LPC, NCC, RN, FACHA, EMDR-C (Old Dominion University); Valerie Kiefer, DNP, APRN, ANP-BC (University of Tampa)

After this session, attendees should be able to:

1. Recognize the most common AAAHC survey deficiencies found in college health organizations.
2. Describe the root causes and risk factors associated with these deficiencies.
3. Describe corrective actions and sustainable improvements that can be implemented to address known deficiency trends.
4. Discuss strategies to enhance survey preparedness through proactive planning and staff engagement.

Presenter(s): Spencer Wong, MD, FAAFP (California State University-East Bay)

After this session, attendees should be able to:

1. Describe the principles of ultrasound physics and instrumentation relevant to point-of care use.
2. Identify appropriate clinical indications for POCUS in various settings (e.g emergency, ambulatory care, OB related, etc).
3. Acquire and interpret basic ultrasound views for common college health visits.

Presenter(s): Kathryn Jenkins, PMHNP-BC (Towson University)

After this session, attendees should be able to:

1. Describe the major classes of psychiatric medications and their general mechanisms of action.
2. Identify common indications and target symptoms for each medication class.
3. Discuss frequently encountered side effects and monitoring and management strategies.
4. Apply clinical pearls for safe prescribing and monitoring of psychiatric conditions.
5. Discuss the role of psychiatric medications as part of a comprehensive treatment plan.