2022 Conference Schedule

The 2022 Annual Conference will be held at the Marriott Philadelphia Downtown Hotel from October 8 - 12. 

2022 AUCCCD Annual Conference Important Dates

Dates subject to change

March 1: Call for Proposals Open
March 27: Call for Proposals Close
May 16: Early Registration & Hotel Reservations Open
September 16: Hotel Reservation Cut-Off Date
October 8: Pre-conference & Opening Reception
October 9 - 12: Annual Conference

2022 Conference Schedule

Times subject to change. Times are EST.

9:00a - 4:00p AUCCCD Board Meeting - Board Members Only
3:00p - 6:00p Registration for Pre-Conference Open

7:00a - 6:00p Registration/Information Desk Open
8:00a - 9:00a Continental Breakfast for Preconference Attendees
8:00a - 1:00p IACS Board of Directors Meeting
8:30a - 4:00p Pre-Conference Workshops

Full Day Sessions (8:30a - 4:00p)

  1. Surviving and Thriving as a New Director (An Elements of Excellence Program)
  2. Rocket STAR: Developing a Suicide Prevention Campaign and Training for Campus

Half Day Sessions (9:00a - 12:00p)

  1. Cultivating Well-Being Using Mindfulness Meditation
  2. A Collaborative Response by Campus Police / Security and Mental Health Professionals to Students in Crisis: Program Development and Implementation
  3. Threat Assessment on University Campuses: Core Concepts, Risk Management and Ethical Considerations

Half Day Sessions (1:00p - 4:00p)

  1. The Changing Landscape of College Mental Health as a Profession:  What's the Next Normal? (An Elements of Excellence Program)
  2. Case Studies in Assessing Risk for Violence in University Students
  3. Firearms, Means Safety, and Suicide Prevention: A Clinical Workshop

9:00a - 12:00p AUCCCD Board Meeting – Board Members Only
11:30a - 1:00p Lunch Break (on your own)
4:30p - 6:00p New Directors’ and First Time Attendees (NDFTA) Workshop - Learn More
5:00p - 6:30p IACS Wine and Cheese Reception, Open to all attendees
6:30p - 10:00p Opening Reception

7:00a - 6:00p Registration/Information Desk Open
7:00a - 8:30a Continental Breakfast 
7:00a - 5:00p Exhibits Open 
7:00a - 8:00a Worship Service
7:30a - 8:00a Meditation 
8:30a - 10:00a 1st Business Meeting
8:30a - 9:30a Partners'/Guests' Welcome & Informal Meeting
10:00a - 10:30a Break in Exhibit & Sponsor Hall
10:30a - 12:00p Opening Keynote Speaker, Alvin Alvarez, Ph.D., Towards Institutionalizing Racial Justice: A Call to Higher Education
12:00p - 1:30p Multicultural Directors’ Luncheon
12:00p - 1:30p Directors from Catholic Schools Luncheon
1:30p - 3:00p Breakout Sessions 
3:00p - 3:30p Break in Exhibit & Sponsor Hall
3:30p - 5:00p Affinity Groups
5:15p - 6:30p CCMH Meeting / Update, Open to all attendees
6:30p Group Dinners (on your own) - Submit a Group Dinner (Check out local restaurant suggestions)

  • New York State Directors Dinner (Meet in Hotel Lobby at 6:30 PM - LaScalas Fire Philly Restaurant at 7PM. 12 minute walk from hotel)
  • North Carolina Directors Dinner (Meet at Restaurant at 6:30 PM - El Vez Restaurant, 121 S. 13th Street)
  • Ohio Directors Dinner (Meet in Hotel Lobby at 6:30 PM)
  • Utah Directors Dinner (Meet in Hotel Lobby at 6:45 PM). Restaurant reservations are at Parc at 7PM.
  • Wisconsin Directors Dinner (Meet in hotel lobby at 6:30 PM)

7:00a - 12:00p Registration/Information Desk Open 
7:00a - 8:30a Continental Breakfast
7:00a - 12:00p Exhibit & Sponsor Hall Open
7:00a - 8:00a Bob McGrath Annual Fun Run and Fun Walk
7:00a - 8:30a International Directors’ Interest Breakfast
7:15a - 8:15a JCSP Meeting
7:30a - 8:00a Meditation
8:30a - 10:00a Breakout Sessions
10:00a - 10:30a Break in Exhibit & Sponsor Hall
10:30a - 12:00p AUCCCD Community Conversation, All attendees welcome and encouraged to attend
12:30p - Open Afternoon or Scheduled Tours (requires pre-registration)
6:30p Group Dinners (on your own) - Submit a Group Dinner (Check out local restaurant suggestions)

  • LGBTQ+ Dinner, (Meet in Hotel Lobby at 6:00 PM; Knock Restaurant and Bar reservation at 6:30 PM)
  • Social Worker Happy Hour (Hotel Circ Bar, 4:30 - 6:30)

7:00a - 8:30a Continental Breakfast
7:00a - 6:00p Registration/Information Desk Open
7:00a - 5:00p Exhibits
7:00a - 8:30a IACS Field Visitor Meeting
7:00a - 8:30a New Directors/First Time Attendees Informal Breakfast Meeting
7:00a - 8:15a Emeritus Directors’ Breakfast
7:30a - 8:00a Meditation
8:30a - 10:00a 2nd Business Meeting
10:00a - 10:30a Break in Exhibit & Sponsor Hall
10:30a - 12:00p Closing Keynote Speaker, Nabil El-Ghoroury, PhD, CAE, Creating a Culture of Supporting Employee Well-Being & Performance: Lessons Learned in the COVID Era
12:00p - 1:30p Women Directors' Lunch
1:30p - 3:00p Breakout Sessions 
3:00p - 3:30p Break in Exhibit & Sponsor Hall + Raffle Prizes
3:30p - 5:00p Breakout Sessions
6:30p - 10:30p Awards Program / Dinner 

7:00a - 8:30a Continental Breakfast
7:00a - 12:00p Registration/Information Desk Open
8:30a - 10:00a Breakout Sessions
10:00a - 10:30a Break 
10:30a - 12:00p Breakout Sessions


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New Director, First Time Attendee Program (NDFTA) | October 8, 2022

The New Director/First Time Attendee (NDFTA) program aims to introduce new colleagues to all that AUCCCD has to offer and to foster connections with those of us who have more experience with the organization and our conferences. At the heart of the NDFTA program are the "conference connector" pairings, where we match our NDFTAs with more "seasoned directors" for a meet-up prior to the Saturday night opening reception. Our goal is for all interested NDFTAs to receive support in navigating the AUCCCD conference. As we can all remember from when we were newbies, attending AUCCCD for the first time can often feel overwhelming. Having a more experienced colleague make introductions to other directors and provide tips on how to make the most of the conference can really make a difference. NDFTA directors may sign up for this program complimentary during the registration process. 

Preconference Workshop Descriptions | October 8, 2022

Full Day Pre-Conference Workshops (8:30 AM - 4:00 PM) | $75.00 per session

Full Day Option 1:

Surviving and Thriving as a New Director: An Introductory Leadership Institute (An Elements of Excellence Program)

This full-day Introductory Leadership Institute is designed for directors in the early stages of their directorship (new to three years) and will address leadership development and management issues. The Institute is comprised of four modules: cultivating your style and values as a leader, examining: the multiple roles of directorship, a roundtable discussion on administrative/management issues (budget, personnel, stakeholders, power dynamics, DEI practices), and a senior directors panel. The overarching goals of the Introductory Leadership Institute are to provide an opportunity for directors in the early stages of their careers to develop supportive connections with their peers and to deepen their understanding of the skills and challenges involved in leading a College/University Counseling Center.

Learning Objectives:

  • Explore and refine personal leadership styles and values in the context of being a counseling center director.
  • Analyze personal, institutional and systemic dilemmas and complexities associated with leading a counseling center.
  • Identify and clarify the multiple roles that are associated with being a director.


  • Jeffrey Ng,  Fordham University  (15,001 - 20,000)
  • Ernesto Escoto, University of Florida (45,001+)
  • Karen R. Hofman, University of Central Florida (45,001+)
  • Andrew Lee, Temple University (35,001 - 45,000)
  • Karen Singleton, Massachusetts Institute of Technology (10,001 - 15,000)
  • Erin Vlach, Columbus College of Art and Design (Under 1,500)

Full Day Option 2:

Rocket STAR: Developing a Suicide Prevention Campaign and Training for Campus

Suicide continues to be the third leading cause of death for individuals 15-24 years old (SAVE, 2021). As such, colleges and universities are faced with the responsibility to address student mental health, particularly crisis which often then warrant engagement from the Counseling Center team. Counseling Centers often work on limited resources and time, and implement internal practices to manage service delivery. This presentation and workshop is one university's grassroot efforts to redefine their service model and implement prevention tools.  What we know is that suicide is preventable. The World Health Organization identifies interventions such as early identification, assessment, management and follow up for those affected by suicidal behaviors. The S.T.A.R. campaign is a suicide prevention and mental health well-being initiative targeted to the University of Toledo community of faculty, staff, students, alumnae, parents and guardian with a dual purpose, to train individuals to actively intervene with individuals in distress and to encourage help seeking for those that need care. Attendees will receive the STAR training and engage in planning for how to implement this outreach at their own campuses. Facilitation materials and handouts will be provided to assist directors in adapting and adopting STAR at their own institution.

Learning Objectives:

  • Describe the three levels of prevention
  • Identify the 8 key aspects of S.T.A.R., the proposed suicide prevention campaign and program
  • Compile tool kit and discuss ways to implement the campaign and program at your institution with existing and collaborative resources


  • La Tasha Sullivan,  The University of Toledo  (10,001 - 15,000)
  • Amanda Jones, The University of Toledo (10,001 - 15,000)

Morning Half Day Pre-Conference Workshops (9:00 AM - 12:00 PM) | $40.00 per session

Morning Half Day Option 1:

Cultivating Well-Being Using Mindfulness Meditation

In our traditional workplace, we are challenged by meeting deadlines; expanding services; and managing crisis on different levels.  Moreover, we always want to have work and life balance, but not feeling successful at it.  This is because work and life balance is a myth.  According to Ellen Langer (2015), the problem with balance suggests that work and life are opposite and have nothing in common.  It assumes that we must always make trade-offs between work and personal/family life for example.    A more realistic approach is to have better integration between work and your personal life.  If you have a harmonious family life such as effective communication and good interpersonal relationship with your spouse and children; you will tend to have similar effective communication and good interpersonal relationship with your supervisor, colleagues, and supervisees at work.  Such integration of work and life domain is to embrace the idea that they are not separate but equally important because they all involved people, matters, and issues that we have to deal on a daily basis.  Furthermore, work and life integration promotes wellness in mind, body, and spirit.  One skill area that everyone can learn to cultivate well-being is through mindfulness meditation.

Learning Objectives:

  • Participants will learn the working concept of mindfulness meditation.
  • Participants will learn different types of mindfulness meditation exercises.
  • Participants will learn how to apply mindfulness meditation exercises in their daily life for well-being.


  • Tow Yau,  DePaul University  (20,001 - 25,000)

Morning Half Day Option 2:

A Collaborative Response by Campus Police/Security and Mental Health Professionals to Students in Crisis: Program Development and Implementation

This pre-conference will be led by counseling center directors, campus police, and counselors from universities who have embedded counselors with campus police/security personnel as campus first responders.  Law enforcement agencies across the country are facing an increase in the number and complexity of calls involving people experiencing mental health crises.  Although there are promising models in cities and counties across the country, few institutions of higher education have created meaningful solutions that address the intersection of mental health and law enforcement for students.  The national climate surrounding law enforcement and Black, Indigenous, and People of Color (BIPOC) add further complexity. Historically, BIPOC students and members of the LGBTQIA+ communities may not have had positive relationships with law enforcement and may express concerns about the police coming to their residence halls and apartments to provide support in a moment of crisis.  This can subsequently lead to a greater sense of distress and a reduced sense of safety for students with acute mental health concerns.  The purpose of this workshop is to provide a framework for institutions to develop and implement a program that provides immediate co-response by campus police/security and mental health professionals for welfare checks that impact their campus communities.

Learning Objectives:

  • Provide a framework for institutions to develop and implement a program that provides immediate co-response between campus police/security and mental health professionals for welfare checks.
  • Discuss obtaining campus buy-in, characteristics of a leadership and/or advisory team, development, logistics, structure, and roles and responsibilities of the team of professionals involved in managing the program.
  • Analyze metrics of success for program evaluation and explore ways to use data in informing appropriate program changes.


  • Ahmed Ghuman, University of Pittsburgh  (30,001 - 35,000
  • Chris Brownson, University of Texas - Austin
  • Kevin Shollenberger, Johns Hopkins University
  • Brigid Cahill, University of Rochester
  • Reina Juarez, University of California - San Diego

Morning Half Day Option 3:

Threat Assessment on University Campuses: Core Concepts, Risk Management and Ethical Considerations

The majority of colleges and universities have developed behavioral intervention and/or threat assessment teams during the past decade to identify, assess and engage students who have exhibited disruptive and/or disturbing conduct on campus. These teams often recommend and/or refer students of concern to university counseling centers for assessment and treatment. And, increasingly, practitioners report that their caseloads already include clients who may pose a threat. Many practitioners report concerns about the ethical and risk management issues associated with this type of clinical work, including concerns about the need to practice within the bounds of their competency due to lack of formal training in threat assessment.  The presentation will review some of the core concepts in threat assessment literature that are most relevant to practitioners. The majority of the presentation will focus on ten key concepts in threat assessment that are particularly relevant to practitioners: grievances, aggrieved entitlement, injustice collecting, revenge fantasies, obsessive pursuit, violent extremism, identification, hidden arsenal, leakage and last resort statements. The presentation will include definitions of these concepts, case examples, risk management strategies for practitioners as well as references to the research literature for all ten concepts.

Learning Objectives:

  • Identify key ethical issues relevant to violence risk assessment, including requirement that clinicians practice within the boundaries of their competency.
  • Develop an understanding of at least ten key concepts in the violence risk and threat assessment literatures, including pathway warning behavior, aggrieved entitlement and leakage.
  • Recognize ways that cultural factors, religion and gender are always critical aspects of violence risk assessment and may in some cases be related to both the grievance and the target of violence.


  • Gregory Lambeth,  University of Idaho  (10,001 - 15,000)

Afternoon Half Day Pre-Conference Workshops (1:00 PM - 4:00 PM) | $40.00 per session

Afternoon Half Day Option 1:

The Changing Landscape of College Mental Health as a Profession:  What's the Next Normal? (An Elements of Excellence Program)

UCC centers have undergone numerous transitions over the past several years, intensified by the COVID-19 pandemic. Staffing challenges find us competing for, and struggling to retain clinicians and incorporating remote work and work/life balance to mitigate "the great resignation." Difficulty recruiting and retaining psychologists, in particular, can jeopardize some training programs, further threatening the applicant pool of early career clinicians interested and experienced in college counseling center work.  Staff turnover often yields younger, less experienced staff with different expectations for work and work/life balance, accentuating generational differences between directors and clinical staff.  Yet, students' demand continues to increase. They want, need, and deserve more help, quicker access, and clinicians who represent their identities.  Principles of DEI for the benefit of students, staff, and the institution, are becoming more central to our work.  If this is the "next normal," the profession requires re-tooling.  This program examines how counseling centers have recently evolved, or could evolve to meet current expectations and realities.  Discussion issues may include staffing shifts, the pros and cons of engaging third-party vendors, the impact of license portability, integrating DEI throughout operations, peer support networks, triage versus treatment approaches, and preserving counseling center work as a viable career.

Learning Objectives:

  • Participants will identify at least three aspects of the changing landscape within college mental health.
  • Participants will describe some service-delivery components that may be considered integral to the "next normal" counseling center.
  • Participants will examine the obstacles and successes experienced as centers attempt to evolve to meet current expectations and realities.


  • ValaRay Irvin, Southern University and A&M College (5,001 - 7,500)
  • Dianna Abel, Weber State University (25,001 - 30,000)
  • Monroe Rayburn, The Catholic University of America (5,001 - 7,500)
  • Scott Strader, University of South Florida - Tampa (35,001 - 45,000)

Afternoon Half Day Option 2:

Case studies in assessing risk for violence in university students

This workshop illustrates a strategy for assessing student risk for violence by reviewing actual case studies of students presenting with minimal, unclear, and significant risk for violence at a university counseling center. The case studies range from students presenting at a counseling center for voluntary treatment to students undergoing a "mandated assessment" due to institutional concerns about their potential risk to others. The case studies illustrate some of the benefits and drawbacks of engaging in assessments of risk for violence. This interactive and intermediate workshop is meant for directors who already have some familiarity with the topic.

Learning Objectives:

  • Analyze case studies to learn the steps involved in assessing risk for violence in university students.
  • Describe parallels between the assessment of risk to self versus risk to others in university students.
  • Analyze the risks and benefits of engaging in assessments for risk of violence.


  • Steve Sprinkle,  University of San Diego  (7,500 - 10,000)

Afternoon Half Day Option 3:

Firearms, Means Safety, and Suicide Prevention: A Clinical Workshop

Firearms account for more than half of all deaths by suicide. Clinical and counseling interventions for suicidal crisis for students must include discussions of access to firearms and safe storage. This workshop addresses the acute problem of suicide, the concepts and science of lethal means safety, and the integration and practice of talking about access to firearms during crisis, and the cultural challenges of conversations about firearms for those at risk of suicide. Participants will practice difficult discussions to improve clinical readiness regarding discussions of gun safety and safe storage in the context of a public health approach to suicide prevention.  Conversations about firearms are difficult and rarely practiced. This workshop takes no stance on policy, advocacy, limitations, or rights regarding firearms. This training is focused on the clinical challenges inherent in discussing firearms during suicidal crisis, and approaches the conversation through the intersection of safety, cultural language, and values of those who are at risk of suicide and who have access to a weapon.

Learning Objectives:

  • Describe the theoretical and scientific underpinnings of means safety as a method of suicide prevention.
  • Practice and demonstrate directive and collaborative approaches to discussions of means safety and gun ownership.
  • Apply cultural information of gun owners to clinical interventions regarding safe storage of firearms for clients at risk of suicide.


  • Ted Bonar, Illinois School of Professional Psychology

Sunday Opening Keynote Speaker | October 9, 2022

Alvin Alvarez, Dean, College of Health and Social Sciences, San Francisco State University

Towards Institutionalizing Racial Justice: A Call to Higher Education

Dr. Alvarez shares his reflections and experiences as a Dean and psychologist in creating an initiative and work in progress - i.e., attempting to institutionalize and center racial justice into a college of approximately 5500 students, 71% of whom are students of color, and 300 faculty at a large urban, comprehensive university. The presentation challenges and critiques representational diversity as a necessary but insufficient step in academia’s racial transformation. Instead, Dr. Alvarez argues for an ongoing practice of personal and institutional reflection to dismantle the White, male supremacist values and worldviews that are infused into the policies, practices, and assumptions of White academia. Yet beyond dismantling oppression, Dr. Alvarez primarily focuses on the organizational structures, process and conditions that are needed to institutionalize and embed social and racial justice into higher education. To this end, the presentation explores the creation of a) systems of learning and unlearning about race and racism, b) systems of governance and leadership to actualize and enact racial justice and c) the role of mental health professionals in the process of creating and fostering racial justice. Lastly, Dr. Alvarez concludes with his reflections about the political, leadership, and personal struggles of this process and its opportunities for creating a racially liberatory space for students, faculty, and staff. 
  1. Understanding the distinctions between diversity, equity and inclusion
  2. Recognizing the history of systemic exclusion and privilege in higher education
  3. Defining racial justice
  4. Understanding the process and practice of institutionalizing racial justice in higher education
  5. Recognizing the centrality of psychoeducational reflection and awareness as a precursor to institutional and racial transformation
  6. Exploring the possibilities and challenges of racial transformation as an institution
  7. Honoring the strengths that mental health professionals bring to the process of racial healing and exploring opportunities for collaboration

Tuesday Closing Keynote Speaker | October 11, 2022

Nabil El-Ghoroury, PhD, CAE, Executive Therapy & Consulting

Creating a Culture of Supporting Employee Well-Being & Performance: Lessons Learned in the COVID Era

The last 2.5 years have been tumultuous, to say the least. These changes include the global shutdown at the beginning of the COVID-19 pandemic, the social justice awakening following the murder of George Floyd, and numerous economic crises, including the biggest recession since 2008, the highest inflation in at least 4 decades, and the great resignation. These crises, however, are an opportunity for leaders to reevaluate their processes. Why have we been doing things in a particular way? The pandemic and subsequent shutdown required leaders to develop new processes, which went particularly well for organizations that deliver mental health services.
Now, our ongoing management and support services for employees must continue to grow, as the remote and hybrid approaches of working require substantially more intentional practices of engagement to support employees. How can directors support their employees more effectively? In this session, attendees will learn several strategies for supporting employees for performance, including the following: attention to employees; listening skills; communication strategies; feedback techniques; recognition; and goal setting. Attendees will also learn techniques to improve employee well-being, including the following: physical movement; social connection; mindfulness; closing rituals; modeling self-care/wellness; and other techniques. The session will end on a discussion of addressing barriers to implementing both types of strategies. 
Learning objectives:
  1. Identify how disruptions are an opportunity to reevaluate processes
  2. Discover at least 3 strategies for supporting employees' well-being 
  3. Learn at least 3 strategies to help managers achieve improved performance from employees 

Monday Afternoon Tours | October 10, 2022

Tours are subject to availability and options may be modifed. If you sign up for a tour, you will receive specific communication in mid-September regarding what to expect.

Option 1: Flavors of Philly Walking Tour | $55.00/person
Length: 2.5 Hours, Approximately 1:00 - 3:30 PM EST

Eat your way through Philadelphia like a local on a 2.5-hour culinary walking tour. Follow your guide to the heart of the city and visit five distinctive eateries to sample iconic Philly favorites, such as cheesesteak, tomato pie, and soft pretzels. Make sure to save room for not one but two desserts at the Reading Terminal Market. Included: Bottled water, Food tasting, Lunch, Snacks, Local Guide.

This is a walking tour. Please expect 1-3 blocks of walking between each stop.

Option 2: Philadelphia Museum of Art Group Tickets | $50.00/person
Length: On Your Own; Shuttle will depart hotel at 1:00 PM. Museum closes at 5:00 PM
Includes transportation to/from Hotel/Museum; shuttle will loop between museum and hotel every 30 minutes. Lunch is on your own.

Purchase reduced priced tickets to the Philadelphia Museum of Art, home to 200 galleries of world-class art. View the Museum Collections.

Option 3: Mural Mile Center City Walking Tour | $30.00/person
Length: 1.5 Hours, Approximately 1:15 - 2:45 PM EST

Experience firsthand how art ignites change. Explore the world’s largest outdoor art gallery and get to know Philadelphia’s stunning mural collection on a guided tour. Get to know Mural Arts Philadelphia’s world-renowned collection on foot along the Mural Mile. Explore culturally-rich and bold Center City, getting up close and personal with murals that tell the intimate and inspiring stories of our city, its leaders, citizens, and amazing public art. You can expect to learn about approximately 20 different murals from the expert guides during this 90 minute tour.

This is a walking tour; please expect up to 1 mile of walking. Lunch is on your own. View nearby options.

Option 4: Reading Terminal Scavenger Hunt | $28.00/person
Length: 1 Hour, Approximately 2:00 - 3:00 PM EST

Join your colleagues in a highly engaging activity that will foster group work in a fun and interactive way! Explore the historic Reading Terminal Market for this sleuthing team-building adventure. At the end of the hunt the team with the most points wins. The members of the winning team will receive a sweet treat!

Lunch is on your own.

Thank you to our 2022 Conference Sponsors!

For information regarding the 2022 Annual AUCCCD Conference in Philadelphia, PA, please view our Sponsorship Packages or contact the AUCCCD Office - [email protected].











 Questions? Contact the AUCCCD Office.