Preliminary Session Listing - Join fellow college health and wellness professionals from across the country at ACHA's first-ever Virtual Annual ...
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Join fellow college health and wellness
professionals from across the country at
ACHA’s first-ever Virtual Annual Meeting!
Preliminary Session Listing
Schedule at a Glance
Week 1: ACHA Meetings Week 2: Education, Week 3: Mentoring
Table of Conetnts and Networking Exhibits, and Posters Tuesday, June 15
Open to all; registration not Open to meeting registrants
2 Schedule at a Glance required One-on-One Mentoring
Tuesday, June 8 Sessions
3 About ACHA 2021 Tuesday, June 1 8:00 am-5:00 pm (40 minute
Welcome/Keynote Session
5 Featured Speakers Orientation Materials 11:00 am-12:00 pm sessions)
7 Continuing Education • The State of ACHA Open to meeting registrants
Information • Virtual Meeting Virtual Exhibit Showcase
Orientation 12:00 pm-12:45 pm
8 General Information Wednesday, June 16
Pre-recorded to watch on- 2:15 pm-3:00 pm
9 ACHA Meetings and demand Group Mentoring Sessions
Networking Schedule
(Week 1) Virtual Posters 11:00 am-4:00 pm (60 minute
Virtual Exhibit Showcase 4:00 pm-4:45 pm sessions)
13 Live Education Session Opening Open to all
Listing (Week 2) 11:00 am-12:00 pm General Sessions
21 On-Demand Session 12:45 pm-2:15 pm
Listing (Released June 1) Meetings 3:00 pm-4:00 pm
12:15 pm-1:15 pm 4:45 pm-5:45 pm
29 ACHA Mentoring (Week 3)
1:30 pm-2:30 pm
2:45 pm-3:45 pm Wednesday, June 9
4:00 pm-5:00 pm
5:15 pm-6:15 pm Dorosin Memorial Lecture All times in
Wednesday, June 2
11:00 am-12:00 pm
Eastern Time
Virtual Exhibit Showcase
Meetings 12:00 pm-12:45 pm
11:00 am-12:00 pm
12:15 pm-1:15 pm Virtual Posters
1:30 pm-2:30 pm 1:45 pm-2:30 pm
2:45 pm-3:45 pm
4:00 pm-5:00 pm General Sessions
5:15 pm-6:15 pm 12:45 pm-1:45 pm
2:30 pm-3:30 pm
Thursday, June 3 On-Demand Education
Discussion Groups and Presidential Closing Session Sessions
Meetings 3:45 pm-4:45 pm Open to meeting registrants
11:00 am-12:00 pm
12:15 pm-1:15 pm Assembly of Released Tuesday, June 1
1:30 pm-2:30 pm Representatives
40+ On-Demand Sessions
2:45 pm-3:45 pm 5:00 pm-5:45 pm
Available in the ACHA
4:00 pm-5:00 pm Education Center
5:15 pm-6:15 pm ACHA Awards Ceremony
Pre-recorded to watch on-
6:00 pm-7:00 pm
demand; CE Credit available
2 ACHA 2021 Virtual Preliminary Session Listing
about ACHA 2021 Virtual
What’s Happening, and when?
40+ On-Demand Education Sessions: June 1 (available through June 2022)
30+ Live Education Sessions and Featured Speakers: June 8-9
Live Session Recordings: Late June 2021
Exhibit Showcase: Opens June 1, available on-demand June 1-August 31
Poster Sessions: Open June 1, available on-demand June 1-August 31
ACHA Business and Adjunct Meetings: June 1-3
Group and Individual Mentoring Sessions: June 15-16
ACHA 2021 Awards Ceremony: June 9
Live Assembly of Representatives: June 9
How do I access the virtual content?
All ACHA 2021 Virtual content will be available in the ACHA Education Center
(education.acha.org).
More details on how to access the Annual Meeting will be coming soon!
Schedule subject to change. 3
Thank you to our acha 2021 Virtual Gold sponsors
aetnastudenthealth.com
Thank you to our acha 2021 Virtual Bronze sponsor
4 ACHA 2021 Virtual Preliminary Session Listing
Featured Speakers
Keynote Address
Tuesday, June 8
11:00 am-12:00 pm
Speaker TBD
Dorosin Memorial Lecture: Reflections on Race and Medicine in the
Year of COVID-19 and Nationwide Protests
Wednesday, June 9
11:00 am-12:00 pm
The ACHA 2021 Dorosin Memorial Lecture speaker is Damon
Tweedy, MD, from Duke University School of Medicine. Dr.
Tweedy is a New York Times bestselling author and speaker with a
focus on the impact of race on the medical profession at all lev-
els. This session will cover these disparities and steps that can be
taken to address them so that university health and counseling
centers can provide services to students of all backgrounds on
campus. Additionally, Dr. Tweedy will describe how to look inten-
tionally at systems of health care and counseling and presence (or
lack of ) support for students with regard to providers of color, and
supporting the professional work done by providers of color.
Schedule subject to change. 5
Featured Speakers
An interview with dr. Fauci and The 2021 Presidential Citation
Wednesday, June 9, 3:45 pm-4:00 pm
Anthony S. Fauci, MD is director of the National Institute of
Allergy and Infectious Diseases (NIAID) at the U.S. National
Institutes of Health, where he oversees an extensive research
portfolio focused on infectious and immune-mediated
diseases. As the long-time chief of the NIAID Laboratory
of Immunoregulation, Dr. Fauci has made many seminal
contributions in basic and clinical research and is one of the
world’s most-cited biomedical scientists. He was one of the
principal architects of the President’s Emergency Plan for AIDS
Relief (PEPFAR), a program that has saved millions of lives
throughout the developing world.
In a brief pre-recorded session, Dr. Fauci will accept the
ACHA Presidential Citation for his courageous leadership and
unwavering commitment to the scientific approach in the face
of the COVID-19 pandemic. Dr. Fauci will then be interviewed
by ACHA President Kim Webb, and will speak about vaccine
acceptance and confidence, fall 2021 campus re-opening, vaccine
mandates for students, faculty and staff, and ongoing COVID
mitigation and safety approaches for the foreseeable future.
Closing Presidential Session
Wednesday, June 9
4:00 pm-4:45 pm
Anne Schuchat, MD has been Principal Deputy Director of CDC since
2015, serving as acting CDC director in 2017 and 2018. She was Direc-
tor of CDC’s National Center for Immunization and Respiratory Diseases
from 2006-2015 and Chief of the Respiratory Diseases Branch from
1998-2005. She joined CDC as an Epidemic Intelligence Service officer
in 1988. She’s been instrumental in CDC emergency responses includ-
ing the COVID-19 pandemic, the 2019 outbreak of vaping associated
lung injuries, the 2009 H1N1 influenza pandemic and the 2003 SARS
outbreak in Beijing. She collaborated on meningitis, pneumonia and
Ebola vaccine trials in West Africa and surveillance and prevention proj-
ects in South Africa.
In 2018, Dr. Schuchat retired from the Commissioned Corps of the United
States Public Health Service as Rear Admiral.
6 ACHA 2021 Virtual Preliminary Session Listing
General Meeting Information
Check here for Continuing Education Statements, which will be updated throughout
the spring. Specific credit details for individual sessions will be included in the Final
Program and posted to the website in mid-May.
Overall Purpose: In keeping with the ACHA Strategic Plan, the purpose of the ACHA Annual
Meeting is to provide high-quality education to college health professionals, students, and other
stakeholders to enhance the skills and capacities needed to advance health and build healthier
campus communities.
Target Audience: The target audience for the ACHA Annual Meeting includes college health
professionals, students, and other stakeholders.
Commercial Support: At the time of this posting, we have not received any commercial support.
Sponsor Disclosures: At the time of posting, we have received general meeting sponsorship from
Aetna, Anthem Blue Cross Blue Shield, Togetherall, UnitedHealthcare StudentResources, Wellfleet
Student and My Student Support Program.
Non Endorsement: ACHA does not endorse any products or services that are displayed or referred
to in conjunction with this activity and is not responsible for the actual presentation of content
during scientific sessions.
Successful Completion: Participants must attest that they attended the entire session and
successfully pass the post-test (with a score of 80% or higher) in order to earn credit/contact hours
and obtain a CE certificate. Further instructions will be emailed to you prior to the event.
Conflict of interest: There is no conflict of interest for anyone with the ability to control content of this
activity except:
• S. Shahzad Mustafa, MD, has disclosed that he is on speaker’s bureaus for Genentech, Regeneron, GSK,
AstraZeneca, and CSL Behring.
• Chris Adigan, MD, has disclosed that he is a speaker for Amgen and DermTec, is a consultant for for
PhotonMD and Sciton, and is a speaker, consultant, and advisory board member for Lumenis.
Expiration Date: The expiration date for continuing education credit/contact hours for all on-demand
sessions is June 1, 2022.
ACHA guards against discrimination in selecting faculty or participants for continuing education activities,
and makes every effort to maintain awareness of individual differences with respect to the following, listed
in alphabetical order: age; gender identity, including transgender; marital status; physical size; psychologi-
cal/physical/learning disability; race/ethnicity; religious, spiritual, or cultural identity; sex; sexual orientation;
socioeconomic status; veteran status. Faculty are chosen for their expertise to meet specific needs of train-
ees and their availability. Faculty and participants are not asked to identify any sensitive information and no
selection is made on the basis of the individual differences listed above.
Schedule subject to change. 7
Week 1: ACHA Meetings and Networking 8 ACHA 2021 Virtual Preliminary Session Listing
ACHA Meetings and Networking
Tuesday, June 1 2:45 pm – 3:45 pm 5:15 pm – 6:15 pm
11:00 am – 12:00 pm ACHA Committee, Coalition and Health Promotion Section New
Member Welcome
Task Force Meetings More details to come.
These meetings are for members of the
Exhibit Showcase Opening following groups. Note that coalition Nursing Section Welcome Session
More details to come. meetings are open to all members. Nurses are invited to our virtual bring-
your-own-snack gathering, where
AVP/AVCs Health & Well-Being Task participants will meet other nurses from
Force around the country who may be attend-
12:15 pm – 1:15 pm Campus Safety and Violence Coalition
ing for the first time or who are returning
to another ACHA meeting. This Welcome
to the Nursing Section, will provide an
Connected College Health Network opportunity to talk with the Nursing
ACHA Committee, Coalition and Committee Section Executive Committee in a casual
Task Force Meetings Ethnic Diversity Coalition
setting, and learn about ways you could
become involved in ACHA.
These meetings are for members of the
following groups. Note that coalition Healthy Campus Coalition Advanced Practice Clinicians New
meetings are open to all members.
Sports Medicine Coalition Member Welcome
Best Practices for Sensitive Exams
Advanced Practice Clinicians are invited
COVID-19 Task Force to our virtual bring your-own-Tea Time
gathering, where participants will meet
Ethics Committee 4:00 pm – 5:00 pm other APCs from around the country
who may be attending for the first time
Faculty & Staff Resiliency Task Force or who are returning to another ACHA
Leadership Institute Committee
Section Executive Committee meeting. This Welcome to the APC
Section will provide an opportunity
Meetings to talk with the APC Section Executive
LGBTQ+ Health Coalition These meetings are for section officers Committee in a casual setting, and learn
(and those they designate) to discuss about ways you could become involved
section business and prepare for the full in ACHA.
section meeting.
1:30 pm – 2:30 pm Administration Section Executive ACHA Committee, Coalition and
Committee Task Force Meetings
ACHA Committee, Coalition and Health Promotion Section Executive These meetings are for members of the
Task Force Meetings Committee following groups. Note that coalition
These meetings are for members of the meetings are open to all members.
following groups. Note that coalition Mental Health Section Executive
meetings are open to all members. Committee Vaccine-Preventable Diseases
Advisory Committee
ACHA-NCHA Advisory Committee Nurse Administrator Section Executive
Committee
Education Planning Committee
Nursing Section Executive Committee
Health Center Fees Task Force
Pharmacy Section Executive
Historically Black Colleges and Committee
Universities (HBCU) Coalition
Sexual Health Coalition
Travel Health Coalition
Schedule subject to change. 9ACHA Meetings and Networking
Wednesday, June 2 1:30 pm – 2:30 pm 4:00 pm – 5:00 pm
11:00 am – 12:00 pm Affiliate Executive Committee ACHA Committee, Coalition and
Meetings Task Force Meetings
These meetings are for affiliate officers These meetings are for members of the
Psychiatry Fellowship Discussion (and those they designate) to discuss following groups. Note that coalition
Group affiliate business and prepare for the full meetings are open to all members.
Connect with fellow psychiatrists and affiliate meeting.
other mental health prescribers to dis- Benchmarking Advisory Committee
cuss mutual areas of interest in providing Central College Health Association
psychiatric care to students. Executive Committee Faculty and Staff Health and Wellness
Coalition
Mid-America College Health
ACHA Committee, Coalition and Association Executive Committee
Task Force Meetings
These meetings are for members of the New England College Health 5:15 pm – 6:15 pm
following groups. Note that coalition Association Executive Committee
meetings are open to all members.
North Central College Health
Alcohol, Tobacco, and Other Drugs Association Executive Committee Section Networking
Section members are encouraged to
Coalition come together virtually to socialize.
Ohio College Health Association
Student Health Insurance/Benefits Exectuive Committee Administration Section Networking
Plans Coalition
Advanced Practice Clinicians
Full Section Meetings Networking
These meetings are for all section 2:45 pm – 3:45 pm
members to come together to hear Clinical Medicine Section Networking
about the work being done by your
section and plans for future initiatives. Affiliate Executive Committee Health Promotion Section Networking
Advanced Practice Clinicians Meetings Mental Health Section Networking
These meetings are for affiliate officers
Clinical Medicine Section (and those they designate) to discuss Nurse Administrator Section
affiliate business and prepare for the full Networking
affiliate meeting.
12:15 pm – 1:15 pm Pacific Coast College Health
Association Executive Committee
Southern College Health Association
Full Section Meetings Executive Committee
These meetings are for all section mem-
bers to come together to hear about the
work being done by your section and
plans for future initiatives.
Administration Section
Health Promotion Section
Mental Health Section
Nursing Section
Nurse Administrator Section
Pharmacy Section
10 ACHA 2021 Virtual Preliminary Session ListingACHA Meetings and Networking
Thursday, June 3 COVID-19 Task Force
Past, present and future campus response
to COVID-19 will be discussed. A review of
2:45 pm – 3:45 pm
the work of the COVID-19 Task Force will
be woven into the conversation.
Full Affiliate Meetings
11:00 am – 12:00 pm These meetings are for all affiliate mem-
Faith-Based Fellowship bers to come together to hear about the
Discussion will include topics of interest work being done by your affiliate and
College Health and Wellness to attendees from faith-based schools plans for future initiatives.
Consulting and/or individuals of faith, including
Discussion will include benefits of exter- Mid-Atlantic College Health
resources and special interest issues.
nal reviews from seasoned veterans in Association
college health. Pharmacy Section Gathering
Bring your lunch and talk with your New England College Health
Registered Dietitians Networking colleagues about current issues in college Association
Discussion will include mutual areas of health pharmacy.
interest among fellow dietitians in pro- Pacific Coast College Health
viding care to students. Gun Violence Task Force Association
Members of the task force will meet to
Strategic Planning discuss progress/status of the task force. Rocky Mountain College Health
More details to come. Association
Development of an ACHA Southern College Health Association
Clearinghouse for Sexual and
Relationship Violence Prevention and
1:30 pm – 2:30 pm
Response Resource Discussion
Drawing from previous work of task 4:00 pm – 5:00 pm
forces that created and updated the Full Affiliate Meetings
ACHA Toolkit: Addressing Sexual and These meetings are for all affiliate mem-
Relationship Violence, this discussion
addresses the next step of the creation
bers to come together to hear about the
work being done by your affiliate and
Affiliate Networking
Affiliate members are encouraged to
and development of a clearinghouse for plans for future initiatives.
come together virtually to socialize.
sexual and relationship violence preven-
tion and response resources. Participants Central College Health Association
Mid-Atlantic College Health
will engage in discussion to identify Mid-America College Health Association Networking
subcategories and associated resources.
Association
It is the intention to use what is learned New England College Health
as a framework for the development of New York State College Health Association Networking
the ACHA clearinghouse as a resource. Association
New York College Health Association
Women of Color North Central College Health Networking
More details to come.
Association
Ohio and Mid-America College Health
Travel Health Discussion Group Associations Networking
Ohio College Health Association
More details to come.
Southwest College Health Association
12:15 pm – 1:15 pm
CHWP Participant Networking
College Health and Wellness Profes-
sional (CHWP) enrollees and graduates
are invited to connect with your fellow
program participants, faculty, and CHWP
leadership.
Schedule subject to change. 11Week 2: live Education Sessions, Exhibits, and Posters 12 ACHA 2021 Virtual Preliminary Session Listing
Live Education Sessions
Tuesday, June 8 A2 An Intradepartmental Research-
Practice Partnership
A4 Developing and Implementing
White Accountability and Learning
Groups on Campus
After this session, attendees should be
able to: After this session, attendees should be
11:00 AM – 12:00 pM able to:
1. Explain the benefits of an intrade-
partmental research-practice part- 1. Define the purpose of white
Keynote Address: Stay Tuned for nership in student health. accountability groups on campus.
Updates!
2. Compare different funding opportu- 2. Discuss the need for and two beneits
nities for a student health research of white accountability groups.
office.
3. Name two resources that can be
12:00 pm – 12:45 pm 3. Discuss how to build a diverse, used to develop white accountability
innovative, interdisciplinary research groups.
team.
Exhibit Showcase Presenter(s): Marian Trattner, MSW, CHWP,
More details to come. 4. Describe the potential roles of Mariane Magjuka, EdD, MEd (Wake Forest
student researchers in the field of University); Joleen Nevers, MAEd, CHES, CSE,
collegiate health. CSES (University of Connecticut); Megan
Marks, PhD, MA, and Ashley Hinton-Moncer,
Presenter(s): Kelli Agrawal, MPH, TTS, Casey
12:45 pm – 2:15 pm Rayfield, and Ronald Berry, MD (University MPH, MS (University of Kentucky)
of Florida)
A5 Adopting the Healthy Campus
A1 Implementing a Streamlined LARC Framework: Using the Inventory to
A3 The Role of Pharmacy Benefits
Program and Managing Common Side Build Capacity
Managers in the Delivery of Pharmacy
Effects and Complications
Services After this session, attendees should be
After this session, attendees should be able to:
After this session, attendees should be
able to:
able to: 1. Discuss the components of the new
1. Discuss how a web-based LARC Healthy Campus Framework.
1. Discuss the history and current
consultation service improved LARC
role of pharmacy benefit managers 2. Describe the Healthy Campus
access and reduced appointment
(PBMs). Inventory.
barriers, while reducing the need for
in-person, phone, and telemedicine 2. Review current reimbursement 3. Identify ways to build capacity at
appointments to provide the same trends for community-based phar- their home institutions.
consultation service. macy services.
Presenter(s): Monica Webb, PhD, MPH,
2. Discuss implementation of a web- 3. Describe the financial impacts CHES (University of Florida)
based LARC consultation program of PBM practices on pharmacies,
on their campus to improve LARC patients, the healthcare system, and
access. the taxpayer.
3. Describe the key advantages, disad- 4. Identify measures currently being
vantages, and primary eligibility cri- taken to regulate PBM practices.
teria of the LARC methods relevant
to university students. 5. Identify strategies to mitigate PBM
reimbursement reduction.
4. Describe management of the most
common side effects and complica- Presenter(s): Justin Kirby, PharmD, BCACP, Recordings for all live sessions will
tions of LARC methods. NBC-HWC (Lipscomb University) be available late June 2021.
Presenter(s): Melanie Deal, MS, FNP-BC,
WHNP-BC, and Eleanore Kim, MD (University Meeting attendees will be eligible
of California, Berkeley) for CE credit from recordings if
applicable based on credit type.
Schedule subject to change. 13Live Education Sessions
Tuesday, June 8 3:00 pm – 4:00 pm B3 Means Reduction Strategies for
Suicide Prevention
After this session, attendees should be
B1 The Ball’s in Your Court:
able to:
12:45 pm – 2:15 pm (Cont.) Addressing Men’s Sexual Health
Concerns in a College Health Setting 1. Describe the rationale for means
reduction through examples of
A6 Kind Mind: Encouraging Self- After this session, attendees should be research and practice.
Compassion able to:
2. Identify means reduction strategies
After this session, attendees should be 1. Discuss certain language that may and resources for training and imple-
able to: discourage patient openness in mentation.
discussing sexual health.
1. Describe the demands placed on 3. Discuss tools for campus assessment
students that cause self-criticism. 2. List differential diagnoses for pre- and coalition building.
senting male urogenital complaints.
2. Discuss the impact that self-criticism Presenter(s): Brian Kassar, PsyD (Montana
has on positive well-being. 3. Describe current treatment recom- State University)
mendations for sexually-transmitted
3. Discuss the definition of self-com- infections (STIs) and other male
B4 Fitting Their Schedules: Best
passion and the benefits of practic- urogenital concerns.
ing self-compassion. Practices for Maximizing Efficiency at
4. Describe possible sequelae from Mass Vaccination Clinics on College
4. Describe ways to incorporate untreated infections or issues. Campuses
self-compassion into working with
students and colleagues. Presenter(s): Benjamin Silverberg, MD, MSc, After this session, attendees should be
FAAFP, FCUCM (West Virginia University) able to:
Presenter(s): Becca Rampe, PsyD (University
of North Carolina Wilmington) B2 A Mindfulness and Self- 1. Describe benefits of mass vaccina-
Compassion Program for Gender and tion clinics.
Sexual Minority Emerging Adults: 2. Identify important elements of an
Lessons Learned efficient mass vaccination clinic.
2:15 pm – 3:00 pm After this session, attendees should be 3. List strategies for implementing
able to: efficient mass vaccination efforts on
Exhibit Showcase your campus.
More details to come. 1. Discuss the health disparities faced
by gender and sexual minority (GSM) Presenter(s): Lauren Cordova, MSEd
emerging adults. (University of Pennsylvania)
2. Define minority stress.
3. Explain how learning mindfulness
meditation and self-compassion
skills might benefit GSM emerging
adults.
4. List three recommendations for
future iterations of mindfulness
programs for the GSM community.
Presenter(s): Jennifer Ahlquist, MSN, RN,
ANP-BC (Nursing Practice Corporation/
Wayne State University)
Recordings for all live sessions will
be available late June 2021.
Meeting attendees will be eligible
for CE credit from recordings if
applicable based on credit type.
14 ACHA 2021 Virtual Preliminary Session ListingLive Education Sessions
Tuesday, June 8 3. Identify steps that the RMHI task
force utilized to assist with the
assessment of campus needs.
C2 Mental Health, Burnout, and
Wellness During COVID
After this session, attendees should be
4. Name action steps that ACHA can able to:
3:00 pm – 4:00 pm (Cont.) take to increase inclusion within the
association, and decrease health 1. Define burnout.
inequities amongst college students.
B5 Nurse-Led Intervention Improves 2. Identify the impact of COVID-19 on
Cervical Cancer Screening Rates Presenter(s): Raphael Coleman, PhD, MPH provider wellness.
(Columbia University); Emily Matson, MPH,
Among Students who Present for HPV 3. Identify techniques for promoting
MCHES, CHWP (University of Minnesota);
Vaccination Sinead Younge, PhD (Morehouse College); wellness.
After this session, attendees should be and Cynthia Burwell, MS, EdD, MCHES Presenter(s): Bill Scheidler, MD (University
able to: (Norfolk State University) of North Carolina)
1. Define the extent of underutilization C3 Growth Through Change:
of cervical screening tools among
Managing and Leading During
university students.
4:00 pm – 4:45 pm Uncertain Times
2. Describe the discrepancy between
HPV vaccination and cervical cancer After this session, attendees should be
screening. Poster Showcase able to:
More details to come.
3. Compare medical provider-led to 1. Identify tools or strategies that best
nurse-led counseling/intervention fit for challenges resulting from
coupled with offering cervical cancer change.
screening appointments to increase
cervical cancer screening. 4:45 pm – 5:45 pm 2. Identify elements that challenge
leading effectively during times of
Presenter(s): Tahshann Richards, DO, MPH, change.
Robert Bernales, DO, MPH, and Siobhan C1 Adaptive Strategic Planning: Using
3. Describe how to create a manage-
Southern, RN (Columbia University) an Equity Lens to Create a Roadmap
ment plan for effectively leading
for the Future through.
B6 ACHA Racial Marginalization and After this session, attendees should be
Health Inequities Task Force Update Presenter(s): Jennifer DiPrete, MEd, CWHC,
able to: and Courtney DiPrete, MS (University of
After this session, attendees should be South Florida)
1. Discuss how to apply an equity and
able to: inclusion lens to strategic planning.
1. Describe the charge of ACHA Racial 2. Describe engaging strategic plan-
Marginalization and Health Inequi- ning activities.
ties (RMHI) task force.
3. Compare internal organizational
2. Identify steps that the RMHI task assessment approaches.
force did to assess the marginaliza-
tion of Black, Indigenous, and People Presenter(s): Bene Gatzert, MPA (University
of Color (BIPOC) folx within ACHA. of California, Berkeley)
Schedule subject to change. 15Live Education Sessions
Tuesday, June 8 C5 What’s New in Allergy
After this session, attendees should be
able to:
4:45 pm – 5:45 pm (Cont.) 1. Describe the indication for allergy Recordings for all live sessions will
Immunotherapy (AIT) and effects of be available late June 2021.
AIT.
C4 Promoting Mental Health and
2. Describe mechanism and different
Wellbeing of Students of Color: types of AIT. Meeting attendees will be eligible
Cultivating a Culture of Care, for CE credit from recordings if
Resiliency and Thriving 3. Describe safety considerations and applicable based on credit type.
management of adverse reactions.
After this session, attendees should be
able to: Presenter(s): S. Shahzad Mustafa, MD
(Rochester Regional Health System)
1. Describe specific recommendations
for colleges and universities in the C6 Inclusive Programming Toolkit:
Equity in Mental Health Framework. How Student Organizations Can Be
2. Discuss implementation of a pro- More Inclusive
gram to meet mental health needs
of students of color outside of tradi- After this session, attendees should be
tional therapy. able to:
3. Describe how to develop an action 1. Explain the importance of students
plan for supporting and promoting finding belonging on campus.
the mental health of students of 2. Identify how an inclusive program-
color on campus. ming toolkit can be used on their
Presenter(s): Kiera Walker, MA, ALC, NCC, campus.
April Coleman, MA, LPC, NCC, and Herbert Presenter(s): Carlie Deatherage, MPH, CHES
Wilkerson, MS, LPC, JSOCC (University of (University of Central Oklahoma)
Alabama at Birmingham)
16 ACHA 2021 Virtual Preliminary Session ListingLive Education Sessions
Wednesday, June 9 4. Discuss strategies for handling
feelings of impostor syndrome for
themselves and others.
D4 Engaging Peer Educators in
Delivering Evidence-Based Brief
Motivational Interventions: Innovative
Presenter(s): LeAnn Gutierrez, PhD, MBA Training Models, Benefits, and
11:00 am – 12:00 pm (Florida Atlantic University) Challenges
After this session, attendees should be
Dorosin Memorial Lecture: Reflections D2 Trauma- and Resiliency-Informed able to:
on Race and Medicine in the Year of Programming
1. Identify two evidence-based brief
COVID-19 and Nationwide Protests After this session, attendees should be motivational intervention practices in
able to: which peer educators can be trained
After this session, attendees should be
able to: and supervised.
1. Explain the impact of adverse child-
hood experiences (ACEs) and trauma 2. Describe two methods of peer
1. Describe how medical education education training focused on the
on college student health.
and the health and mental health effective delivery of evidence-based
care system perpetuate health 2. Describe the implications of ACEs brief motivational interventions.
disparities. and trauma within programming.
3. Identify two benefits and challenges
2. Discuss strategies to mitigate the 3. Discuss practical strategies to imple- associated with training peer educa-
impact of racism and bias in the aca- ment trauma and resiliency informed tors to deliver evidence-based brief
demic and health care systems programming. motivational intervention.
3. Identify barriers to underrepresented Presenter(s): Rebecca Rampe, PsyD, LP, 4. Identify two benefits of participation
minority recruitment and retention HSP-P (University of North Carolina in evidence-based peer education
in the health and mental health care Wilmington) practices to recipients of services
system. and to peer educators delivering
Speaker: Damon Tweedy, MD (Duke D3 Common Rashes in the College- services.
University School of Medicine) Age Population, Across All Skin Types Presenter(s): M. Dolores Cimini, PhD
After this session, attendees should be (University at Albany, SUNY)
able to:
D5 Examining Administrative
12:00 pm – 12:45 pm 1. Differentiate common inflammatory
and infectious skin conditions in
Principles for the Nurse Who
Transitioned from Staff to Supervisor
multiple skin types.
Exhibit Showcase 2. Identify pigmentation abnormali- After this session, attendees should be
More details to come. ties that may result from common able to:
inflammatory and infectious skin 1. Define the role of a nurse manager.
conditions.
2. Describe basic managerial strategies.
12:45 pm – 1:45 pm 3. Discuss treatment options for com-
mon inflammatory and infectious 3. Discuss approaches to routine chal-
skin conditions in multiple skin lenges of the nurse manager.
D1 Diverse Workforce Retention types.
4. Identify ways to gain current profes-
Alert: Impostor Phenomenon Warning 4. Describe long-term sequelae that sional development and leadership
After this session, attendees should be may occur from common inflamma- training.
able to: tory and infectious skin conditions in
Presenter(s): Pamela Stokes, MHCA, DNP,
multiple skin types.
RN (Oklahoma State University)
1. Discuss how to increase awareness
Presenter(s): Chris Adigun, MD (Dermatology
and understanding of Impostor
& Laser Center of Chapel Hill)
Syndrome.
2. Describe how to recognize Impostor
Syndrome experiences and out-
comes.
3. Identify the top challenges from
impostor syndrome.
Schedule subject to change. 17Live Education Sessions
Wednesday, June 9 2:30 pm – 3:30 pm E3 Combining Campus Resources
with Evidence-Based Practice to Meet
the Sexual Health Needs of Campus
E1 Hot Topics In Gastroenterology for
After this session, attendees should be
12:45 pm – 1:45 pm (Cont.) Student Health
able to:
After this session, attendees should be
able to: 1. Describe sexual health needs of the
D6 Increasing Pharmacy Efficiency campus, using various assessment
and Patient Engagement via 1. Identify alarm symptoms for patients tools and public health trends/data.
Technology who may have ulcerative colitis or 2. Explain evidence-based practices for
Crohn’s disease. sexual health education, in order to
After this session, attendees should be develop a well-rounded program.
able to: 2. Identify alarm symptoms for patients
who may have eosinophilic esoph- 3. Identify the importance of cross
1. Describe the technological needs of agitis. campus collaboration to create a
Generation Z patients. 3. Differentiate between irritable bowel healthier student body.
2. Identify areas for technology disease and inflammatory bowel Presenter(s): Jessica Doty, RN/BAN, and
enhancements. disease. Sonia Doulamis, MPH (University of North
3. Define ways to enhance care delivery. 4. Explain to patients how to treat and Dakota)
improve dyspepsia.
4. Discuss ways to reduce pharmacy
5. Describe how to work-up/treat gas- E4 Prescribing and Promoting
inefficiencies.
tritis and gastric ulcers. Expedited Partner Therapy
Presenter(s): Melvin Fenner, MBA, PhD, and
Brian Aubry, BS (The University of Illinois at Presenter(s): Benjamin Levy, MD (Sinai After this session, attendees should be
Urbana-Champaign) Health System), and Nina Gupta, MD able to:
(University of Chicago)
1. Describe how to choose an effective
and safe treatment for the sexual
E2 Sexual Diversity on Campus: partner(s) of a patient who is positive
1:45 pm – 2:30 pm Distinguishing Between Consensual for a common sexually transmitted
Sexual Behaviors from Reportable infection (STI).
Title IX
2. Describe how to effectively promote
Poster Showcase
After this session, attendees should be expedited partner therapy (EPT) to
More details to come.
able to: students, including how to utilize
EPT for treatment of their sexual
1. Identify three consensual sexual partner(s).
behaviors that are commonly con-
fused with sexual violence. 3. Describe how to navigate the legal
status of EPT in the state where the
2. List three strategies to have discus- learner is practicing and the poli-
sions with students about consensual cies surrounding EPT in their health
sexual behaviors. center.
3. Discuss when consensual sexual Presenter(s): Joanne Brown, DNP, APRN
behaviors may need to be reported (University of Kentucky); John Laury, MSN,
to Title IX. CNP (University of Pennsylvania); and
Presenter(s): Heather Eastman-Mueller, PhD, Blake Flaugher, MPH, CHES (University of
CHES, FACHA, CSES, CSE (Indiana University); California, Davis)
Sara Oswalt, PhD (University of Texas at San
Antonio); and Joleen Nevers, MAEd, CHES,
CSE, CSES (University of Connecticut)
18 ACHA 2021 Virtual Preliminary Session ListingLive Education Sessions
Wednesday, June 9 3:45 pm – 4:45 pm 5:00 pm – 5:45 pm
Preparing Thriving and Inclusive Assembly of Representatives
2:30 pm – 3:30 pm (Cont.) Campus Communities in the If you are a qualified voting member of
Aftermath of COVID-19 ACHA, plan to attend the 2021 Assembly
of Representatives and help shape the
E5 Serving Black Female Students After this session, attendees should be governance of ACHA by voting on rec-
Through Support Groups able to: ommended bylaws amendments. You’ll
also hear reports from the ACHA Interim
After this session, attendees should be 1. Discuss how to better prepare our CEO and treasurer, plus the ACHF Chair.
able to: campus communities for public In addition, the incoming ACHA Presi-
health measures and interventions dent will give an address.
1. Identify a rationale for creating needed on our campuses for the
support groups for Black female remainder of the COVID-19 pandemic
students. and in future pandemic and public
health emergencies.
2. Identify strategies for creating 6:00 pm – 7:00 pm
support groups for Black female 2. Describe how to interpret the needed
students. steps in recovery from COVID-19
through a positive lens, addressing ACHA Awards Ceremony
Presenter(s): Brandie Chandler, MS, MSW racial equality and health inequity as Come celebrate with your colleagues as
(Oklahoma State University) we move forward. we honor the 2021 Award Recipients and
Fellows.
E6 Sustaining a Quality Program Presenter(s): Anne Schuchat, MD (U.S. Centers
for Disease Control and Prevention)
During the Pandemic
After this session, attendees should be Recordings for all live sessions will
able to: be available late June 2021.
1. Describe how the pandemic has
challenged quality programs. Meeting attendees will be eligible
for CE credit from recordings if
2. Explain how the Quality & Safety
applicable based on credit type.
(Q&S) Orientation can be leveraged
for compliance and engagement.
3. Explain how Peer Chart Reviews can
continue remotely.
4. Describe how Patient Experience
surveys can be modified to allow for
newly prevalent video and phone
visits.
Presenter(s): Sandra Villafán, MLIS, RHIT
(Stanford University)
Schedule subject to change. 19On-Demand Education Session Listing 20 ACHA 2021 Virtual Preliminary Session Listing
On-Demand Education Sessions
Released June 1 R3 ACHA Task Force Summary on Best
Practices for Chaperoning Sensitive
R5 Achieving AAAHC Accreditation
for College Health
Examinations: Recommendations on
After this session, attendees should be
R1 A Multidisciplinary Approach to Policies, Guidelines, Competencies
able to:
Working with International Chinese and Patient Safety
Students Struggling with an Eating 1. Identify the steps required to start
After this session, attendees should be
Disorder the process of getting ready for
able to: accreditation.
After this session, attendees should be
1. Describe the ACHA position on key 2. Identify the eight core and applica-
able to:
components of a chaperone/sensi- ble adjunct chapters required for
1. Explain the role of the interdisci- tive exam policy. accreditation compliance.
plinary team treating students with 2. Discuss the education materials
eating disorders. 3. Identify how other schools were able
intended to help staff carry out safe, to achieve accreditation.
2. Describe eating disorder diagnoses. appropriate sensitive examinations.
Presenter(s): Joy Himmel, PsyD, MA,
3. Discuss barriers and solutions to 3. Describe reporting responsibilities BSN, LCPC, NCC, RN (Bodhi Counseling);
treating this unique population, for employees, evaluation of patient Valerie Kiefer, DNP, MS, BSN (University of
especially with non-compliant cases concerns, and appropriate escalation Connecticut)
and COVID-19 impact. of concerns within an organization.
4. Explain the importance of psycho- 4. Describe the assessment strategy R6 An Evidence-Based Case for Space:
pharmacology and dietary supple- to determine the current scope of Strategic Space Planning Using a
mental treatment. student vulnerability to inappropri- Demand Forecast Model
ate healthcare exams or provider
Presenter(s): Danielle Gonzales, PsyD, interactions. CANCELLED BY PRESENTER
NHRSP, Parissa Nili, PsyD, and Heather
Needham, MD (University of Southern Presenter(s): Susan Ernst, MD (University
California) of Michigan); Mary Landry, MD (Univer-
sity of Wisconsin-Madison); Robert Ernst,
MD (University of Michigan); Stephanie
R2 ACHA Ethical Principles and Hanenberg, MSN, FNP-C, FACHA (University
Guidelines Reviewed by the Ethics of Colorado Colorado Springs); Kim Webb,
Committee MEd, LPC, FACHA (Washington University
in St. Louis)
CANCELLED BY PRESENTER
R4 ACHA-NCHA Update
After this session, attendees should be
able to:
1. Describe new measures added to the
ACHA-NCHA III.
2. Explain reliability and validity of the
NCHA III.
3. Discuss findings from the Fall 2019,
Spring 2020, and Fall 2020 ACHA-
NCHA III implementations.
Presenter(s): Mary Hoban, PhD, MCHES
(American College Health Association); Alyssa
Lederer, PhD, MCHES (Tulane University)
Schedule subject to change. 21On-Demand Education Sessions
R7 Becoming a Trauma-Informed 2. Identify actionable goals to create a R11 Could Nutrient Inadequacy
University Healthcare System more inclusive campus environment be Driving COVID-19 Long-Hauler
3. Describe student health outcomes Symptoms?
After this session, attendees should be
able to: related to identity and orientation After this session, attendees should be
4. Discuss common errors in treatment able to:
1. Describe the impact of traumatic
and learn techniques to mitigate
experiences on the utilization of 1. Identify possible COVID-19 symp-
damage from other negative inter-
primary care, behavioral health care, toms of long-haulers in college-age
actions
academic attainment and health individuals.
disparities for a diverse university Presenter(s): Joanna Schwartz, PhD (Georgia
student population from a psycho- 2. List the most likely nutrient deficits
College and State University)
logical, social and neurobiological in college-age students based on
perspective. National Health and Nutrition Educa-
R9 Cardiac Considerations in Athletes tion Survey data.
2. Describe organizational assessments and Post COVID-19 Infection
to inform action plans for transfor- 3. Describe the overlap in symptoms
mation into a trauma-informed orga- After this session, attendees should be between common subclinical
nization, (e.g., Secondary Traumatic able to: nutrient deficiencies and COVID-19
Stress Organizational Assessment, long-hauler consequences.
1. Identify risk factors in athletes post
Trauma Informed Organizational 4. Describe the best dietary supple-
COVID infection.
Assessment). ment plan to add to treatment
2. Describe the necessary screening to recommendations.
3. Discuss how to implement Adverse resume activity safely.
Childhood Experiences Surveys Presenter(s): Joannie Dobbs, PhD, CNS
(ACEs) as a screening tool to devel- 3. Explain the research behind the (University of Hawaii, retired)
op trauma-informed and culturally recommendations for cardiac
relevant prevention and intervention screening.
R12 COVID CARE at UNF: Creating
strategies.
Presenter(s): Kyle Goerl, MD, CAQSM Health Care in a Remote Student
4. Describe “lessons learned” while (Kansas State University); Kimberly Harnon, Location
becoming trauma-informed (devel- MD (University of Washington); Bradley
opment of the TIC work group, “staff Petek, MD (Massachusetts General Hospital) After this session, attendees should be
buy-in,” organization-wide trainings, able to:
physical environment changes, TIC R10 Connected College Health
protocols and practices for service 1. Describe the details of the choice of
Network (CCHN) location and siting of an alternative
providers).
health clinic site to support students
Presenter(s): Brenda Ingram, EdD, MSW, After this session, attendees should be on campus in isolation and quarantine.
LCSW, Katie Hurley, MSW; Sarah Van Orman, able to:
MD, MMM; Grace McMahon; Deirdre Logan, 2. Explain the requirements, planning
1. Describe the data elements in the and creation of a remote clinic site
MD, FACOG, MMM; Katie Bates, MS, APCC; CCHN.
Jessica Beale, PsyD (University of Southern for students in isolation and quaran-
California) (University of Southern California) 2. Demonstrate how to utilize the tine.
CCHN to create benchmark reports. 3. Define how nursing students can
R8 Best Practices for Non-Binary 3. Discuss practical uses for CCHN- meet educational objectives for their
and Transgender Student Campus generated reports for benchmarking clinical course while providing care
Inclusivity and Mental Health Services and advocacy. in a satellite clinic on campus.
Presenter(s): Sarah Van Orman, MD, MMM 4. Discuss telehealth opportunities for
After this session, attendees should be
(University of Southern California); Mary nursing students and DNP students.
able to:
Hoban, PhD, MCHES (American College Presenter(s): Doreen Perez, DNP, MS, BSN,
1. Understand trans and nonbinary Health Association) RN-BC and Linda Connelly, PhD (University
people and the challenges that of North Florida)
subpopulation faces on college
campuses.
22 ACHA 2021 Virtual Preliminary Session ListingOn-Demand Education Sessions
R13 Developing and Implementing R15 Dietary Supplement and Herb R17 Establishing Healthy, Inclusive,
a Process for Combating Anti-Black Use Among College Students and Thriving Communities: Best
Racism in a University Healthcare Practices from Active Minds’ Healthy
After this session, attendees should be
System Campus Award Recipients
able to:
After this session, attendees should be After this session, attendees should be
1. Discuss the most popular herbal and
able to: able to:
dietary supplements used among
1. Describe how to develop a strategic college students, along with safety 1. Identify strategies to improve overall
process that meets the equity and and pharmacology of each. mental health, well-being, and stu-
inclusion needs of their organization. 2. Describe how to read and interpret a dent success based on the current
Supplement Facts Label. mental health climate.
2. Identify barriers to systemic change.
Presenter(s): Dawn Null, PhD, MS (Southern 2. Describe the relationship between
3. Describe the implementation and
Illinois University) student mental health and student
maintenance of equity and inclusion thriving/success.
efforts with sustainability in mind.
R16 Dismantling the Inherent 3. Discuss strategies institutions can
4. Explain how to frame equity and
Privilege of Self-Care implement to improve student men-
inclusion issues through a health lens. tal health.
Presenter(s): Tobirus Newby, LCSW, and After this session, attendees should be
Presenter(s): Amy Gatto, MPH (Active
Chenitria McKenzie, BS (University of able to:
Minds); Mary Ann Takemoto (California
California, Berkeley)
1. Identify three ways in which the State University Long Beach)
culture of self-care is inaccessible to
R14 Development and Utilization of oppressed communities. R18 Finstas, Sugar Babies, and
a Decision Aid to Improve Access to
2. Describe three community care Seeking Arrangements: Insights into
Care for Students Needing Psychiatric
frameworks. Student Transactional Sex
Medication
3. Identify five resources from long After this session, attendees should be
After this session, attendees should be oppressed communities (Black and able to:
able to: Indigenous peoples) which would
assist in centering the voices of 1. Define the rapidly changing land-
1. Define the typical work of the psy- scape of terms associated with
chiatrist in college health settings. oppressed communities in higher
education. college sex work.
2. Explain the basic principles of quality 2. List the negative health outcomes
improvement as demonstrated by Presenter(s): Nishelli Ahmed, MPH, CHES
(University of Connecticut); Ashleigh Hala, for students involved in sex work.
this project.
MSW, LCSW (Babson College); Raphael 3. Describe how to provide support to
3. Discuss development of a decision Coleman, PhD, MPH (Columbia University) students involved in sex work (health-
tool for referral. care, mental health resources).
Presenter(s): Michelle Romero, DO, and Sara Presenter(s): Laura Andrews, MS, NCC, Lindsey
Lee, MD (Case Western Reserve University) Parker Winslett, and Cleoanne Estrera, NP-C
(Duke University)
Schedule subject to change. 23On-Demand Education Sessions
R19 Implementing Buprenorphine/ 3. Compare the behavioral and R24 Now What: Students’ Substance
Naloxone Opioid Addiction Treatment neurocognitive consequences of sleep Use and Health Under the Influence of
in the College Health Setting restriction vs. sleep fragmentation. COVID-19
After this session, attendees should be Presenter(s): Robert Dollinger, MD (Augusta After this session, attendees should be
able to: University) able to:
1. Describe the impact of opioid R22 Key Strategies to Build and 1. Discuss the Missouri Partners in Pre-
addiction in the United States on the Sustain a Culture and Environment of vention COVID-19 Students’ Well-
young adult population. being Survey and how the results
Wellbeing
have been used.
2. List current treatment options.
After this session, attendees should be 2. Describe the difference between
3. Discuss the advantages of treating able to: students’ substance use and well-
opioid addiction on campus using a
1. Identify the best practice strategies being before and after the COVID-19
multidisciplinary approach.
for creating a culture of wellness for outbreak.
4. Describe how to formulate a pro- students, faculty and staff. 3. Describe how to apply the alcohol
tocol for MAT for opioid addiction
2. Describe the positive aspects, attri- and other drugs prevention strat-
within your campus medical ser-
butes and outcomes of implement- egies to a campus or statewide
vices.
ing a culture of wellness. coalition.
Presenter(s): Sharon Sperling-Siber, ANP-
3. Describe the areas of opportunities Presenter(s): Dong Ding, MPA, MA, Dana
BC, and Meghan McSherry, FNP-BC, APH-
for institutions of higher education Schmidt (Missouri Partners in Prevention)
BC (Columbia University)
in creating and sustaining a culture
of wellness. R25 Nutrition for Depression and
R20 Informed Decision Making
Anxiety: Practical Strategies and
Regarding Meningitis B Vaccination Presenter(s): Megan Amaya, PhD, CHES
(Ohio State University); Christy Gipson, PhD, Preliminary Study Results
After this session, attendees should be RN, CNE (The University of Texas at Tyler); After this session, attendees should be
able to: Nikki Brauer, MS, CWPM, COEE (Illinois State able to:
University); and Julie Edwards, MHA (The
1. Identify risk factors for meningitis. University of Chicago) 1. Describe research on food patterns
2. Differentiate between the available helping with depression.
meningitis vaccines. R23 Measuring Your Financial Health 2. Describe food patterns helping with
3. Describe steps to help with vaccine With Key Performance Indicators anxiety.
requirement and compliance on a
college campus. After this session, attendees should be 3. Discuss practical strategies, barriers
able to: and successes of nutritional strate-
Presenter(s): Laura Anderson, MSN, APRN, gies for mental health.
FNP-C (New England College) 1. Identify common A/R reports.
4. Identify preliminary results of a
2. Compare benchmarking to health- one-hour educational program to
R21 Is Sleep Deprivation care industry standards. improve depression and anxiety.
Affecting your Physical and Mental 3. Describe a monthly reporting plan Presenter(s): Ryan Patel, DO, FAPA (The
Performance? for your organization. Ohio State University)
After this session, attendees should be 4. Discuss how to make changes to
able to: your collections strategy based on
your reporting.
1. Identify causes of sleep fragmenta-
tion and sleep restriction as etiolo- Presenter(s): Sara Parris, MHA, CHWP,
gies of sleep deprivation. SHRM-PMQ (Iowa State University)
2. Identify the association of sleep
deprivation on a physical and psy-
chological medical condition.
24 ACHA 2021 Virtual Preliminary Session ListingOn-Demand Education Sessions
R26 One & Done: The Impact of a R28 Overcoming Barriers to R30 Promoting Faculty and Staff
Mental Health Tool Kit Distribution Implementing Dialectical Behavior Health and Wellness in a Virtual World
and How We Can Better Serve Therapy (DBT) in the University
After this session, attendees should be
Students Setting
able to:
After this session, attendees should be After this session, attendees should be
1. Describe the current state of faculty
able to: able to:
and staff health and wellness.
1. Identify potential materials to be 1. Describe key concepts of DBT. 2. Explain how the National Faculty and
included in a mental health tool kit. Staff Health Assessment can be used
2. Identify research on mental health
2. Explain the importance of customiz- concerns that can improve with DBT. to find what faculty and staff need in
ability and continuous reinforcement programs.
3. Discuss barriers and challenges to
in providing one and done campus 3. Identify creative ways that colleges
implementing DBT.
events to support mental health can provide faculty and staff health
initiatives. 4. Identify potential solutions to bar- and wellness programming.
riers and challenges encountered
3. Discuss the importance of consid- 4. Discuss ideas from the attendees for
when implementing DBT.
ering gender and first-generation faculty and staff health and wellness
college status when designing Presenter(s): Nerine Tatham, MD (Duke programming.
programming and potential tool kit University)
contents. Presenter(s): Lori Dewald, EdD, ATC, MCHES
(Walden University); Nikki Brauer, MS,
4. List programming ideas for campus R29 Pregnancy Desire Screening for CWPM, COEE (Illinois State University); Faith
events to support mental health College-Aged Students DeNardo, MPH, PhD, MCHES (Bowling Green
initiatives. State University); and Marguerite O’Brien,
After this session, attendees should be
Presenter(s): Paula Parker, EdD, CMPC, and able to: MSW (University of South Carolina)
Nicole Rushing, PhD (Campbell University)
1. Identify three current barriers to R31 Overview of Emergency
reproductive health care faced by Contraception Methods and Access
R27 Opioid Overdose Prevention and
women in college settings.
Naloxone on College Campuses
After this session, attendees should be
2. Describe why colleges/universities
After this session, attendees should be able to:
are opportune settings to discuss
able to: reproductive health goals and 1. Differentiate types of emergency Differ-
desires and connect clients to care. entiate types of EC available in the U.S.
1. Describe the rationale for opioid
overdose prevention efforts on col- 3. Describe strategies to integrate person- 2. Discuss what impacts the efficacy of EC.
lege campuses. centered reproductive health
interventions into colleges/universities 3. Identify side effects and contraindica-
2. Discuss the quantitative and qualita- tions to EC.
to improve reproductive well-being.
tive data guiding the development
and implementation of a campus- 4. Discuss key principles to imple- 4. Discuss techniques to improve EC
based opioid program. menting new reproductive health counseling skills.
interventions for women in college/ 5. Explain the difference between avail-
3. Describe the process of developing,
university settings. ability and accessibility of EC.
implementing, and evaluating an opi-
oid education and naloxone training Presenter(s): JeNeen Anderson, MPH, and Presenter(s): Sara Farjo, DO, and Amie
program on college campuses. Mackenzie Piper, MPH (Power to Decide) Ashcraft, PhD, MPH (West Virginia
4. Describe the adaptation of the opi- University)
oid overdose prevention program to
a virtual setting.
Presenter(s): Michael McNeil, EdD, CHES,
FACHA, Melanie Bernitz, MD, MPH, and Wai
Kwan (Bonnie) Li, MS (Columbia University)
Schedule subject to change. 25On-Demand Education Sessions
R32 Sailing Our SHIP through R34 Single Session Therapy: R36 The Flexible Care Model:
COVID-19: The Stanford Experience Sometimes Once is Enough Overview and Recent Updates
After this session, attendees should be After this session, attendees should be After this session, attendees should be
able to: able to: able to:
1. Describe the urgent insurance needs 1. Describe key components and strat- 1. Discuss past, present, and future
that resulted from the dispersal of egies for implementation of Single models of mental health care on
students enrolled in the university’s Session Therapy. college campuses.
insurance plan across the country
2. Describe how Single Session Therapy 2. Discuss the the pros and cons of
and world.
can be used in a university counsel- these models.
2. Explain the policy and program ing center to increase access of men-
3. Describe innovations happening
changes that were made to accom- tal health services to underserved
related to access to services and
modate students for the new plan college students.
brief treatment approaches.
year.
3. Discuss strategies to address chal-
4. Describe the Flexible Care Model of
3. Identify new possible considerations lenges that may arise during imple-
mental health for college counseling
for the medical, mental health and mentation of Single Session Therapy.
centers and suggestions for how
dental components of the insurance
Presenter(s): Summer Zapata, PsyD they were achieved that may be
plan.
(University of Southern California) used on other campuses
Presenter(s): Johanna Infantine, MA
Presenter(s): Will Meek, PhD (Minerva
(Stanford University) R35 Student Health Data on Japanese Schools at KGI)
and U.S. Colleges and Universities – A
R33 Self-Care for the Treatment of Joint Session of JUHA and ACHA R37 The Interconnection Between
Infectious Diseases: From Antihista-
After this session, attendees should be College Students’ Health and
mines to Zinc
able to: Academic Performance: What’s the
After this session, attendees should be Evidence?
able to: 1. Compare the nature of college
health services in Japan and the U.S. After this session, attendees should be
1. Describe infectious diseases that can (primarily focused on Japan) and able to:
be treated with non-prescription how the partnership between JUHA
medications. and ACHA contributes to the field of 1. Explain the importance of using evi-
college health. dence-based information in college
2. Compare non-prescription treat- health.
ment options and the clinical data 2. Describe examples of “Health Data
supporting their use. on Campus” related to infection con- 2. Summarize the current state of
trol, including measles, rubella, and research on the relationship between
3. Discuss patient counseling recom- college students’ health and their
tuberculosis.
mendations for over-the-counter academic performance.
treatment of infectious diseases. 3. Describe the “Creation of Evidence-
Based Health Checkup on Campus.” 3. Describe gaps in the literature that
Presenter(s): Lauren Biehle, PharmD, BCPS are recommended areas for future
(University of Wyoming) 4. Describe the “White Paper Data of research.
National Universities” in Japan.
4. Discuss ways of translating the research
Presenter(s): Mayumi Yamamoto, MD, PhD, findings into practice.
MBA (Gifu University); Katsumi Nakagawa,
MD, PhD, JD (Ritsumeikann University); Presenter(s): Alyssa Lederer, PhD, MPH,
Hirokazu Yokoyama, MD, PhD (Keio Univer- MCHES, Isabella Parise, MPH, Melissa
sity); Taku Iwami, MD, PhD (Kyoto University); Rosenthal, and Raquel Horlick, MLIS
Hiroshi Ishiguro, MD, PhD (Nagoya University); (Tulane University); Sara Oswalt, MPH, PhD
Kim Webb, MEd, LPC, FACHA (Washington (University of Texas at San Antonio)
University in St. Louis)
26 ACHA 2021 Virtual Preliminary Session ListingYou can also read
