Presentation Learning Outcomes
 Understand why NUFP is important and still relevant
to college campuses.
 Recognize the logistics and budgetary needs of
sustaining NUFP.
 Critically consider the pros/cons of developing a
campus-based program.
 Examine methods of evaluation and assessment.
Campus Profiles
University of California, Santa Barbara
 Suburban/College Town
 Educational Leadership and Organizations Program
 22,212 Students
 70% Receive some type of university financial aid
 Over 2,104 faculty
Old Dominion University
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Urban/Metropolitan
Higher Education/Student Affairs Program
24,500 students
50%+ Receive some type of university financial aid
Over 2,500 faculty
NUFP Review & Historical Background
 Mission
 The mission of the NASPA Undergraduate Fellows Program is to increase the
number of historically disenfranchised and underrepresented professionals in
student affairs and/or higher education, including but not limited to those of racial
and ethnic-minority background; those having a disability; and those identifying as
LGBTQ.
 Learning Outcomes
 Writing, research, and presentation skills;
 Ethical decision making skills;
 Cultural competency skills;
 Professional networking skills;
 Ability to identify and develop personal, academic, and career goals;
 Awareness and understanding of engaged citizenship and service;
 Understanding about multiple relationships to power and privilege;
 Understanding of the history, mission, and purpose of student affairs and the various
institutional types and structures within higher education; and
 Understanding of NASPA’s organization and structure.
 Campus Based Model and NASPA Program
 http://www.naspa.org/programs/nufp/resources/Handbook10-11.pdf
Resources provided by NASPA
 Mentor
 Reading
 Worksheets
http://www.naspa.org/programs/nufp/resources/mentor.cfm
 Fellow
 Readings
 Scholarships
http://www.naspa.org/programs/nufp/resources/fellow.cfm
Mentorship, Coaching & Student
Development Theory
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Mentoring is a process for the informal transmission of knowledge, social capitol and the
psychosocial support perceived by the recipient as relevant to work, career, or professional
development; mentoring entails informal communication, usually face-to-face and during a
sustained period of time, between a person who is perceived to have greater relevant knowledge,
wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé).”
Wikipedia
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Coaching Models: Most coaching approaches share some things in common: The establishment of a
relationship that's built on trust, unfeigned communication and confidentiality.
The formulation of client-based, agreed upon goals and expectations.
A deep questioning and learning dynamic in relation to people's goals. J.P. Cortes
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A mentoring community is a network of belonging. Such a community allows young adults to
consider big questions that will shape their future lives: questions of meaning, purpose and faith.
Mentoring communities also assist young adults in developing worthy dreams—imagined
possibilities that orient meaning, purpose and aspiration. A sense of vocation or calling is the
most complete and spiritual form of the dream.” Sharon Parks
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Chickering’s Vector of Development-- Developing purpose. Developing clear vocational goals,
committing to personal interests and activities and establishing strong interpersonal
commitments. Arthur Chickering
NUFP - National Model
 Student Directed
 Application Process and Online Resources
 Mentor(s) and Fellow(s)
 Summer Leadership Institute
 National Conference and NUFP Pre-Conference
 Regional Conference and Meetings
 Summer Internship Program
 Participate in Knowledge Communities
http://www.naspa.org/programs/nufp/default.cfm
NUFP - Campus Model
 Campus Directed
 Application Process and Online Resources
 Mentor(s) and Fellow(s)
 Summer Leadership Institute
 National Conference and NUFP Pre-Conference
 Regional Conference and Meetings
 Summer Internship Program
 Participate in Knowledge Communities
http://www.naspa.org/programs/nufp/default.cfm
Starting a Campus Program
 Review NUFP online
 NASPA: Parameters and Expectations
 SSAO Approval/Institutional Support
 Identify Stakeholders: for a Coordinating Committee.
 Defined Student Affairs (SA) presence on campus
 Partnership Agreements: Budget and Administrative Support
 Plan of Action: Determine scope of NUFP Activities, i.e. mentor partnerships,
internships, Summer Leadership Institute, etc.
 Mentor Selection and Training
 Marketing, Fellow Selection and Recruitment Process
 Handbook: Online NASPA Resources
 Develop Theme/Monthly topics of Interest
 Assessment Plan
Sustainability and Budgeting
 Defined Learning Outcomes
 Scope of the Campus Program (size,
organization, and structure)
 Administrative Support
 Action Plan
 Assessment
 Accountability to Funding Source
 Credibility with NUFPs,
Constituency Groups, etc.
 Institutional Buy-in
NUFP Campus-based Program
•NASPA Memberships
•Supplies (Journal, certificates, etc.)
•Regional Meetings
•Luncheon/Receptions
NASPA National or Regional
Conference
•Fellow and Mentor Registration
•NUFP Pre-Conference
•Transportation/Parking/Shuttle
•Lodging/Meals
Hosting a Summer Intern
•Room and Board
•Stipend
•Travel
The Evolving Program of NUFP
“I have some ideas that I would love to see
potentially implemented either this following year or
in the future. I see so much potential in our
program that I hope I can share with you.”
Returning NUFP 2010
Year at a Glance
 Campus Based Model
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Orientation: NASPA and NUFP campus program
Introduction to Higher Education and Student Affairs
Regional Drive Through: Careers in Student Affairs Day
Hot Topics in Student Affairs
Student Development Theory
Ethical Decision Making
Mock Interviews and Feedback
Successful Networking
Navigating Etiquette During Business Meals
Regional and/or National NASPA Conference Attendance
Student Affairs Professional Development Conference
Student Staff Divisional Event
PowerPoint, Communication and Presentation Skills
NASPA Campus Members Reception
NUFP Presentations and Evaluation
NASPA Summer Internships
NASPA Summer Leadership Institute
Year at a Glance
 Campus Based Model – Syllabus format
The Syllabus Format incorporates the Model from previous slide
 Mentor Contact
 NUFP Program Description
 Fellowship Description
 Learning Outcomes
 Course Assignments and Topics (week/month ) (defined by institution)
 Required Supplies
 Capstone Projects (defined by institution)
 NUFP Fellow Expectation
 Evaluation
 Suggestion for Success (defined by institution)
Evaluation and Assessment
NASPA/Campus Based Model
•Midyear Evaluation
•End of the Year Evaluation
•Evaluation of Conference
•Summer Institute Evaluation
•Summer Institute
•Survey (Campus-based)
Pros and Cons of starting NUFP
Cons
This is not a “canned” program
Must establish support both financial and philosophical
Need defined goals and structure for maximum results
Have to grow with your program-cater to your students
Each year needs its own attention and focus
Recognize there is a cost for this program
Identify who will lead the program
Structured vs. open ended models of delivery-new program
Maintain buy in and consistency throughout program
Students are generally hand picked-identify students and mentors for the program
Pros and Cons of starting NUFP
Pros
Allows for a formal program to feed the pipeline of Student Affairs professionals
Demonstrates the institutions commitment to Higher Education
Develops a cohort of likeminded Student Affairs professionals amongst staff
and students
Creates connections with NASPA and staff across the country
Provides diversity in your work day and working with students
Energizes you through interaction with the new generation
Keeps a pulse on student needs, trends and issues
Mentoring continues beyond participation year(s)
Connects Senior Leadership
It proves that we are more than fun and games - this is a learning opportunity
UCSB Survey
Activities that helped meet NUFP learning Outcomes
In rank order
1. NUFP Campus based program
2. NASPA Student Leadership Institute
3. NASPA Summer Internship
4. NASPA Conferences
“NUFP program and NASPA really solidified my interest in my position as an ARD. It also
gave me great insight into what it takes to be a young student affairs professional and
helped build a strong foundation for the ARD position through professional
networking and research.”
UCSB Survey (continued)
All respondents:
 Plan to enroll in a Higher Education & Student Affairs
program.
 Affirm that NUFP helped prepare them for post graduate
study.
 Plan to stay connected to fellows and mentors.
 Plan to stay involved in NASPA.
UCSB Survey (continued)
Key Student Perspectives:
“Being a part of the NUFP Program has definitely influenced my decision on continuing an education to obtain a
degree in Student Affairs. I’ve really enjoyed everything that I’ve been a part of and without this program, I
would not have had the resources (academic resources & relationships with professionals, other
fellows, & mentors) to successfully go through this process.”
”The NUFP experience challenged me to really figure out what it is that I want from a graduate program by
providing me with the resources needed to begin that search. Those professionals involved with the program
pushed all of us NUFs to look forward to grad programs and continue our education in ways that were
not overwhelming or overbearing but inspiring and challenging. Through the NUF program I developed
strong speaking skills and a good knowledge of what Student Affairs and Higher Education is as a division and
institution within itself. It also pushed me to take my academics seriously and perform at a level that
distinguished me from other undergraduate students.”
“This program has made an impact on my life as a young Student Affairs professional. It created a home away
from home and gave me insight into myself. I made some amazing friends that I look forward to seeing
every year and that I keep in touch with in-between conferences. We utilize each other as resources and
work together on projects no matter what the distance is between us. My mentors in this program have
supported me throughout my graduate application process and I know will continue supporting me as I take
each step in my Student Affairs journey. This program provided so much to me and my fellow NUFs. It is
something that will always connect us regardless of how far apart we are. Thank you to those who made
this possible, both on a national level and here at UCSB. Without them I honestly do not think I would be
where I am today.”
NUFP Achievements
UCSB Cohort
 Received scholarships to attend the National Conference
annually
 Selected for Leadership Institute annually
 Selected for Summer Internships annually
 Experience with Placement Exchange (volunteering)
 One Received NASPA Rising Star Award
NUFP Achievements
ODU Pilot Program
 Established and paired one NUFP with one mentor during
2010-11 academic year
 Established full funding for NUFP during 2010-11 academic
year to attend NASPA annual conference and ACPA
NextGen conference
 NUFP is participating in NASPA Summer Internship
Program
 Looking to support two-four students during 2011-12
academic year
References
 Chickering, A. (1993). Education and Identity. John Wiley & Sons, Inc: San Francisco.
 Cooper, D.L., et.al. (2002). Learning through supervised practice in student affairs. New
York: Routledge.
 Cortes, J.P. (2009). What-IS-coaching. http://www.what-is-coaching.com/coachingmodels.html
 Gordon, J. (2007). The energy bus. Hoboken: John Wiley & Sons, Inc.
 Parks, S. (1991). The critical years: Young adults and the search for meaning, faith and
commitment. Harper and Row: San Francisco.
 Walker, A. (1983). In search of our mother’s garden. Harcourt Brace Jovanovich,
Publishers: Orlando.
Q & A w/Panel
NUFP
 Queena Hoang
 Fred Tugas
NUFP Alumni
 Sara Blair
 Jasmine Lefever
Thank you for Attending!
Alice Walker: The absence of models…is an occupational hazard… models in
behavior, in growth of spirit and in intellect…enrich and enlarge one’s views of
existence.
Contact Information
Lupe N. Garcia
Tourgee D. Simpson, Jr.
Don Stansberry
lupe.garcia@sa.ucsb.edu
tdsimpso@odu.edu
dstansbe@odu.edu