Program Reviewer Training Land Acknowledgement pg 1 ACPA

Program Reviewer Training

Land Acknowledgement (pg. 1) ACPA – College Student Educators International is the leading comprehensive student affairs association that advances higher education and engages students for a lifetime of learning and discovery. Although serving an international audience, our membership is primarily from the United States and our offices are headquartered in Washington, D. C. at the National Center for Higher Education. Related to our mission of supporting and fostering learning through the generation and dissemination of knowledge, ACPA acknowledges the painful history of genocide in the United States for native, aboriginal, and indigenous peoples. We honor and respect the many and diverse tribal nations and peoples who were forcefully removed from, as well as those still connected to, this land. (continued)

Land Acknowledgement (pg. 2) We particularly acknowledge and recognize that the land upon which our international headquarters is located today has long served as a site of meeting and exchange amongst a number of Indigenous people, including the Accohannock, Pocomoke, Piscataway, Anacostank, Mattapanient, Nangemeick, Pamunkey, Tauxehent, Nanticoke, Chickahominy, Monacan, Mattiponi, Nansemond, Rappahannock, Ani-Stohini/Unami, and Assateague tribal nations as the original occupants of the Washington, D. C. region. ACPA strongly advocates for higher education and student affairs professionals to honor the land, the original tribal occupants, and the history of the place where you are located. Further, we have a responsibility to continually self-educate, reflect, and listen to the histories and people in our areas. Including tribal land acknowledgements in practice, and understanding and acknowledging history, is not only respectful and educational, it is the justice-oriented advocacy necessary for continuing the work of dismantling the devastating effects of settler colonialism in our society.

Reviewer Responsibilities Participate in the online Review Training to ensure understanding of evaluation tools and the review process. Support the collective growth and development of our colleagues in the field by using the Reviewer Rubric consistently and providing constructive, thoughtful, and inclusive feedback.

Knowing Yourself as a Reviewer Program proposals are matched with Reviewers based on Competency Areas and Program Topics. If you are assigned to any program proposals you believe you do not have the knowledge or experience to evaluate, or if you identify a conflict of interest, please notify the Program Team by email at conventionprograms@acpa. nche. edu

Using the Reviewer Rubric As a Reviewer, you are asked to use the Reviewer Rubric when evaluating proposals. Rubrics make assessing proposals efficient, consistent, and as objective as possible. The rubric helps standardize the evaluation process by providing presenters and reviewers with a clear understanding of what is expected.

Program Rubric Criteria Additional Criteria For Research Criteria For All Proposals Papers, Research Posters, & • Learning Outcomes Practice Posters • Relevance • Research or Practice Methods • Framework • Findings/Results & Implications • Engagement • Knowledge Synthesis & Application • Sequence • Time Allotment

Program Rubric Example: Relevance 0 1 2 3 Contains no direct Alludes to the field of Includes a direct explanation of session higher education but does explanation of session relevance to higher not make any specific relevance to higher education, Student Affairs connections between the education, Student Affairs and/or college students. session and higher and/or college students; education, Student Affairs does not specify relevance articulates relevance and/or college students. within a specific functional area or across multiple area or across functional areas; does not areas; articulates articulate relevance to a diverse range of positionalities, including social group memberships.

Program Rubric Example: Framework 0 Does not include a review of the literature or the review provided is not relevant to the proposal. 1 2 3 Includes a review of literature with clear available knowledge with relevance to the session clear relevance to the topic; does not establish session topic; establishes clear connections between the framework between the literature and any component of the presented and some and all components of the Outline of Session Presentation; the framework presented aligns with ACPA’s Equity does not align with framework presented and Inclusion Statement. ACPA’s Equity and does not align with Inclusion Statement. ACPA’s Equity and Inclusion Statement.

ACPA’s Equity and Inclusion Statement ACPA – College Student Educators International actively promotes and recognizes principles of fairness, equity, and social justice in relation to, and across, intersections of race, age, color, disability, faith, religion, ancestry, national origin, citizenship, sexual orientation, social class, economic class, ethnicity, gender identity, gender expression, and all other identities represented among our diverse membership. By appreciating the importance of inclusion, we acknowledge that the collective and individual talents, skills, and perspectives of members, constituent groups, and partners foster a culture of belonging, collaborative practice, innovation, and mutual respect. ACPA seeks to empower and engage professionals, scholars, and partners in actions that productively contribute to accomplishing the goals of our association.

Accessing the Education Service Center Log in to the ACPA 20 Reviewer Service Center (s 1. goeshow. com/acpa/annual/2020/program_team_login. cfm)

Signing in to Education Service Center Log in to the ACPA 20 Reviewer Service Center (s 1. goeshow. com/acpa/annual/2020/program_team_login. cfm)

Begin Reviewing Proposals The next page has information about the reviewer process. Select the “Please click HERE to begin reviewing proposals” link.

Programs Proposals to Review On the Review Form page, you will have a list of all the proposals you are assigned to review.

Review Form To begin reviewing a specific proposal, select “Review” next to the title.

Proposal Information A pop-up window containing all the information submitted with a proposal will come up.

Reviewer Form You may review the proposal. Below the content is the “ACPA Session Reviewer Form. ” Select the appropriate educational session type. The relevant rubric sections will be activated.

Reviewing the Proposal Each criterion requires a rating number on a scale (0 -3). Reviewers may leave comments to clarify their rating. This is an opportunity to provide constructive feedback for the coordinating presenter.

Providing Constructive Feedback Provide statements that identify the strengths and/or weaknesses of a proposal and share recommendations for what to consider in future proposals. The feedback should directly relate to the program proposal content. Remember a goal of feedback is to help strengthen those programs that are not selected this year for a future convention while helping those accepted strengthen their program for this year.

Reviewer Form Completion Assessment Summary & Required Textbox

Editing a Saved Review

Additional Resources for Reviewers ACPA’s Equity and Inclusion Statement (http: //www. myacpa. org/equity-and-inclusion-statement) ACPA’s Strategic Imperative for Racial Justice and Decolonization (http: //www. myacpa. org/sirjd) Principles of Universal Design (https: //humancentereddesign. org/index. php/inclusive-design/principles) ACPA/NASPA Professional Competency Areas for Student Affairs Educators http: //www. myacpa. org/professional-competency-areas-student-affairs-practitioners

Thank You Thank you for your time and dedication to serving the ACPA community as a program reviewer. Questions about reviewing? conventionprograms@acpa. nche. edu