2022 Workshops

Ephesians 2:10 tells us that we are God's masterpiece--that each person was created ON purpose and FOR a purpose. But if that were the case, why are there so many people who aren't living in that purpose? We all know the person/student who has all the ability but is afraid to use it, has all the talent but is wasting it, or has natural leadership but doesn't see it in themselves. How do we draw out the wonder waiting inside the students we lead and love on our campus?

Through the 3 principles of "Biggest Fan Leadership" we become “biggest fan leaders” SO THAT more people can discover and fulfill their God-given potential.

Nii Abrahams, Director of the First-Year Experience

Butler University, IN

In order for our leaders to be more effective, they need to understand their campus culture, the nonnegotiables of influence, and what they bring to the university in order to have leadership influence. 

Sarah Jobson, Associate Dean of Campus Life

Simpson University in Redding, CA

Leveraging principles from Lilo and Stitch to address the needs of underrepresented students on campus.

Isaac Barber, Director of Student Success

Huntington University, 

Emotions are strong and include a broad range of feelings (anger, joy, shame, sadness, surprise etc.) creating positive or negative experiences in the human experience. In leadership, competencies are associated with skills and trades of the job, yet research and scholars have discovered a core competency in not just a personal trait but a leadership trait - Emotional Intelligence. Emotional Intelligence involves self-awareness, self-regulation, expression, awareness of others, and communication. This workshop will explore the components of emotional intelligence from a literature review standpoint and applied practically to students in order to explore the depth of importance for their own self-awareness and internal workings and how building the core pillars of emotional intelligence can create an effective leadership trait. This will workshop will uncover the building blocks of emotional and social awareness, learning ability, development, and how understanding you helps to understand and lead others better. 

Brittany LaPorte, Residence Director & Adjunct Professor

LeTourneau University

If I were to ask you to describe what makes someone a good leader, many of you might say that good leaders are compassionate, wise, creative, strong, or any other number of positive characteristics. But, what is it that actually makes someone a leader? There are many people who are strong, but not all of them are leaders. I know many kind and compassionate people who wouldn’t necessarily be considered leaders by those around them. What is it then? The only necessary ingredient in the definition of “leader” is that you have “followers.” In other words, in order to be a leader, you must have influence. As Christians, we are called to steward this influence well, not to “Lord it over” our followers (Matt. 25-28). In this talk, I will unpack what it means to live life on the pedestal, to be the city on a hill. Rather than discarding the influence God has entrusted to us, we are admonished to use it for the good of others. When God calls you to lead, he calls you to stand out, to go before, to be visible so that others might see Him through you. We lead so that God might be made known.

Noah Huseman, Graduate Assistant to the President

Taylor University

Participants will be introduced to various academic research that has suggested a strong correlation between purposeful living and various aspects of wellbeing in young adults.  The presenter will also share results from her study, which demonstrates a coorelation between purpose and autonomous living.  Special attention will be given to particular variables that may be of interest to students attending Christian colleges.  Research findings that have suggested how to help young people move toward purpose will be considred.  Finally, participants will be given time to consider how the presented research may be relevant to them as individuals and as student leaders (So That they can continue joining God in Restorative Work). 

Michelle Steffenhagen, Teaching Partner

Bethel University

Vicarious trauma is a negative emotional response developed in response to the trauma that someone in close proximity is experiencing. Often college student leaders are in relationship with other students who have past hurt, frustrations, and even trauma. As we engage with them we often want to empathize and try to be a person of consistency for them. Although this is such a beautiful piece of the Christian culture that many of us live in, sometimes it leads to empathizing so much, so we start to carry our peer’s burden as our own. This is where vicarious trauma can happen. I want to create a workshop that can help students identify when to set good boundaries and how to implement self-care. Boundaries and self-care can look like learning how to take healthy solitude, walking through a guided journaling process, starting therapy, and finishing the stress cycle by moving their body in some way.

Christian student leaders can use this knowledge for the rest of their lives to live out healthier relationships when they know how to respond to the hardships of those around them and how that impacts them internally. Understanding vicarious trauma is applicable whether student leaders are working with residence halls where people's best and worst days are happening, international student populations going through cultural and personal changes, or ministry leaders that are helping students walk through questions of faith that come from life's circumstances. 

Sarah Hagelberger,  Graduate Assistant Hall Director

Taylor University

Ephesians 2:10 tells us that we are God's masterpiece--that each person was created ON purpose and FOR a purpose. But if that were the case, why are there so many people who aren't living in that purpose? We all know the person/student who has all the ability but is afraid to use it, has all the talent but is wasting it, or has natural leadership but doesn't see it in themselves. How do we draw out the wonder waiting inside the students we lead and love on our campus?

Through the 3 principles of "Biggest Fan Leadership" we become “biggest fan leaders” SO THAT more people can discover and fulfill their God-given potential.

Nii Abrahams, Director of the First-Year Experience

Butler University, IN

In order for our leaders to be more effective, they need to understand their campus culture, the nonnegotiables of influence, and what they bring to the university in order to have leadership influence. 

Sarah Jobson, Associate Dean of Campus Life

Simpson University in Redding, CA

Student leaders are uniquely situated to play a significant role in the foundational culture of an institution. For many, it may be one of the first experiences they have to actively participate in their own leadership journey, while also profoundly impacting their peers. As research shows, a student’s peer group is the single most potent influence on their growth and development throughout the college years. During this time of emerging adulthood, students wrestle with external influences that instruct them how to lead and what to do. These crossroads provide a unique opportunity to listen to, cultivate, and trust one’s internal voice. This session will consider Marcia Baxter Magolda’s theory of Self-Authorship as it applies to student leadership. It will go beyond Magolda’s theory to challenge students to co-author throughout their college experiences and leadership roles. We co-author a better story SO THAT we can seek the Kingdom together.

Alex Staup, Director of Student Engagement  

Lee University in 

Oh Yeah, the session about Ted Lasso! 

Applying for jobs can be extremely challenging, especially when you are unsure if your experience translates to the job you desire. This session will explore how students can navigate their student jobs, to a competitive resume during the job search.   

Isaac Barber, Director of Student Success

Huntington University, 

At different points in our lives, we all come to a dilemma of disorientation, but those moments are full of potential. Transformative leaders need to know how to navigate the disorientation of those they lead so that those moments can lead to transformation instead of discouragement. This workshop will be full of experiential learning opportunities for those who attend to learn how to shift moments of disorientation to moments of transformation SO THAT student leaders may influence others for the kingdom. 

PC Walker, Residence Director

William Jessup University, Rocklin, CA

Every year, students leave their support networks, communities, and even sociocultural resources as they sojourn into the foreign environment that is higher education. This disproportionately impacts Native American/American Indian students, students of color, homeschooled, and newcomers to the United States. As such, it is critical for student leaders and professionals serving in student development to learn ways in which we can empower these students with an environment that fosters resilience, self-efficacy, and inclusivity. In this workshop, we will explore three strategies to bridge the gap between your campus and the invaluable support found at home that will empower these students to succeed academically, socially, and spiritually. 

Ricardo Ramos, Assistant Professor & Program Director

Point Loma Nazarene University

Vicarious trauma is a negative emotional response developed in response to the trauma that someone in close proximity is experiencing. Often college student leaders are in relationship with other students who have past hurt, frustrations, and even trauma. As we engage with them we often want to empathize and try to be a person of consistency for them. Although this is such a beautiful piece of the Christian culture that many of us live in, sometimes it leads to empathizing so much, so we start to carry our peer’s burden as our own. This is where vicarious trauma can happen. I want to create a workshop that can help students identify when to set good boundaries and how to implement self-care. Boundaries and self-care can look like learning how to take healthy solitude, walking through a guided journaling process, starting therapy, and finishing the stress cycle by moving their body in some way.

Christian student leaders can use this knowledge for the rest of their lives to live out healthier relationships when they know how to respond to the hardships of those around them and how that impacts them internally. Understanding vicarious trauma is applicable whether student leaders are working with residence halls where people's best and worst days are happening, international student populations going through cultural and personal changes, or ministry leaders that are helping students walk through questions of faith that come from life's circumstances. 

Sarah Hagelberger,  Graduate Assistant Hall Director

Taylor University