2026 ACHA Annual Meeting Call for Programs

This form must be completed in one sitting. Please first prepare your Program Submission Form per the instructions on the website. SUBMIT THIS FORM ONLY ONCE. If you have additions or changes to your proposal after it has been submitted, please contact the Education Department at education@acha.org.


Forward this link to all co-presenters, Co-Presenter Bio/Disclosure Form, along with the full title of your program, immediately after submitting your program.

•    All presenters’ bio/disclosure forms MUST be received by ACHA at the time of your program submission – or immediately thereafter.

•    Program submissions are not considered complete and ready for review until all presenters’ forms have been submitted.

•    As the primary presenter, you are responsible for ensuring forms are submitted in a timely manner.


Required fields are indicated by a red asterisk“*"

 

I understand and agree to adhere to the General Policies for Presenters and Presentation Guidelines, including the proper or required content of slides. I also agree that nothing contained in my presentation infringes on ownership rights, including copyright and will share these policies with my co-presenters, if applicable.

 
 

General Information

 

The title of the proposed program should be succinct and descriptive of the content in the program. While cute titles may sound clever, they tend to detract from the professionalism of the conference and make it harder to determine what will be presented.

 

List all presenter names, including yourself, who will participate in this program. Reminder to send this link to all co-presenters to complete their bio/disclosure forms.

 
 
 

Program Design

 

Program Design Guidance


BRIEFLY describe the need and desired outcome for your program by answering the questions below. Note: This should not be a description what will be covered, but rather support why the program is needed. See Program Design Guidance for additional examples.


A. What is the problem your program will address as relates to the practice or professional setting of your intended audience? Ask yourself, what is the difference between what your intended participants currently know and are doing and what they should know or be able to do. The gap between these practices is the problem to be addressed. Your statement should be phrased as a deficit(s) in knowledge and/or skills of the intended audience that are contributing to the problem. Example: “Current guidelines recommend X, but this is not yet commonly achieved in practice because campus providers are lacking knowledge of the latest recommendations from XXX Agency.”


B. How was this problem discovered (supporting evidence)?

Reference specific data, guidelines, expert sources, etc. that support that the problem exists.


C. How will your program objectives address what participants need to know (facts, information) and/or know how to do (skills, strategies, judgments) in order to resolve the problem you’ve identified above?


Example:

Integrated care models are becoming more popular, but many campus health professionals are lacking comprehensive knowledge of the model and effective strategies for implementation. Forty-six percent of college student health centers use an integrated care model, up from 26% in 2007 (Readden, JACH, 2019), a trend that continues to grow. Through informal surveys and peer discussion via the ACHA listserv, a significant number of campus health professionals have expressed that the process of gaining buy-in, designing, and implementing an integrated care model has proven challenging and they do not feel fully prepared. This session will seek to close the knowledge gap particularly regarding change leadership, offerings available in an integrated system, technology needs, and strategies for developing an integrated culture. Participants will be better prepared to design and implement an integrated health and wellness model on their campus.

 
 
 

Learning Objectives and Content


Guidance for Developing Successful Learning Objectives


Learning objectives should:

1.    Specifically state what the learner will know or be able to do upon completion of the program, completing the sentence “After this session, attendees should be able to…”.

2.    Directly align with fulfilling the expected changes in knowledge or skills that were described in your needs statement above.

3.    Begin with a measurable verb, contain only one verb, and address only one action.


Note: If the presentation will address mental health issues, please ensure this is reflected in the learning objectives.


Selecting Verbs


Use measurable verbs from the lists below depending on if the objective’s intent is for the attendee to show a gain in knowledge (to know facts or information) or a gain in competence (to know how to do something, such as a skill or application of a strategy or judgment).


Knowledge Verbs: Define, Describe, Discuss, Distinguish, Explain, Identify, Indicate, List, Outline, Recognize, Select


Competence Verbs: Analyze, Apply, Assess, Create, Compare, Design, Develop, Evaluate, Execute, Implement, Interpret, Plan, Prepare, Use


AVOID the following verbs: Appreciate, Become aware of, Explore, Familiarize, Know/Know how, Improve, Learn, Understand

                                

 

Learning Objective #1

 

After this session, attendees should be able to:


Example: Describe three change theory models.

 
 

List the specific content that you will present for this learning objective.


Example:

•    Kotter's Model of Change

•    Transformational leadership theory

•    Lewin's change management

•    McKinsey's 7-S model, etc.

 
 

What percentage of the total session time will this objective take? (I.e., 25%, 33%, 50%).


The total of all objectives should equal 100%.

 

List all presenters (first and last name) who may contribute to this objective.

 
 

Learning Objective #2

 

After this session, attendees should be able to:


 
 

List the specific content that you will present for this learning objective.


 
 

What percentage of the total session time will this objective take? (I.e., 25%, 33%, 50%).


The total of all objectives should equal 100%.

 

List all presenters (first and last name) who may contribute to this objective.

 
 

Learning Objective #3 (optional)

 
 
 
 
 
 
 
 

Learning Objective #4 (optional):

 
 
 
 
 
 
 
 

Learning Objective #5 (Optional)

 
 
 
 
 
 
 
 

Teaching Methods*

Design the program based on how best to accomplish the learning objectives. Other than lecture and slides/visuals, which active learning strategies will be incorporated into your presentation? Select all that apply.

 

If objective uses a KNOWLEDGE verb:

 
 
 
 
 
 

If objective uses a COMPETENCE verb:

 
 
 
 
 
 
 
 

For any objective:

 
 
 
 

Provide references used to develop your program content and that support your learning objectives.


Content can be based on:


•    Peer-reviewed journal(s)/resource(s)

•    Clinical guidelines, public health practice guidelines

•    Expert or expert group resource(s) (i.e., books, articles, websites)

•    Textbooks

•    Best practices or new and emerging issues

•    Research reports


Full citations are requested, but at minimum, provide complete source titles with their publication/organization name, web url, volume no., etc., so that sources can be easily located.


Example 1:

Correct: Seaquist, E.R. (2014). Addressing the Burden of Diabetes. JAMA, 2014, Vol. 311, No. 2:62267-2268.

Incorrect: JAMA article on Diabetes


Example 2:

Correct: University of Michigan Sleep Disorders Centers, https://medicine.umich.edu/dept/sleep-disorders-centers

Incorrect: Research from Michigan on Sleep Disorders

 
 
 

Program Overview

 

Target Audience*

Who will benefit from attending this program? Select all that apply.

 
 
 
 
 
 
 
 
 
 
 
 
 
 

Select the level of experience attendees should have related to this topic to benefit from this session?

 

Description of Types of Submissions


Choose the time length most appropriate for your session’s topic, objectives, and content. Select one.

Note that we may not be able to accommodate your preference.

 

Provide a short (75 words), descriptive abstract of your presentation that will be inserted VERBATIM in conference materials. Please be concise and clear with your description. If your presentation will address original research, please specify.

 
 

Equity in Care Content Guidance


To what extent does your program address health disparities in your institution or across college health as a whole? Describe how it explores or addresses the challenges preventing optimal health outcomes for all students. These barriers may include social, economic, demographic, cultural, or geographic policies, processes, and practices.

 
 

Will your presentation include content related to pharmacology? Check yes or no and, if yes, please ensure that your objectives and content validate the pharmacology component.

 

If yes, please select the estimated percentage of session content related to pharmacology.

 
 

Primary Presenter Bio and Disclosure Form

Complete the following fields for the Primary Presenter.


Note: The Program Planning Committee will not be given presenter or co-presenter names, job titles, or institution/employer names. Please make sure you provide enough biographic and demographic information to help the committee understand your qualifications.

 
 
 

As you would list them after your name (e.g., PhD, CHES)

 

List your completed academic degree(s) and major or specialty area.


Example: PhD; Clinical Psychology

 
 

Do not abbreviate or use an acronym

 
 
 
 

Primary Presenter Qualifications

Please provide complete information in this section, as presenter qualifications factor heavily in the decision-making process of the program planners and continuing education reviewers.

 

Word count: 150 or less


As you prepare your bio statement, please do not put “See CV” or other attachment. Do not copy and paste your CV into the answer field. Consider the following when preparing your response:


  • Write in the first-person tense and do not include your name, institution, job title, or any other easily identifiable information.
  • Clearly state your content expertise related to the topic of your presentation.
  • Include relevant academic appointments, involvement in professional organizations, and/or awards/honors received.
  • Specify the number of years you’ve been working on the program initiative, topic area, or specialty.
  • Describe your involvement in implementation of research, initiative, topic area, or specialty.
  • Indicate whether you have presented on this topic before. (If you would like to submit your CV for specifics, you can upload on the online form.)


Example: I have been working as a Psychologist in our Counseling Center for five years. My dissertation was on identity development among trans students. In my current role I primarily work with trans students, and I serve as the Co-Investigator of this study. I have presented about this research on-campus and at other national conferences.


I am qualified to give this specific presentation because:

 
 
 

Check all that apply related to yourself.

 

If your area of practice is other, please specify

 
 

Check all that apply related to your institution. If you are not at an institution of higher education, please select N/A.

 

If other, please specify

 
 

Indicate below the student population of your institution. If you are not at an institution of higher education, please select N/A

 

Conflict of Interest (COI) Disclosure

 
 

Policy

ACHA is obligated to the organizations that grant us CE accreditation/approval to ensure that all educational activities are developed and presented with independence, objectivity, and scientific rigor. It is our responsibility to ensure that they are free from promotion of specific goods or services, and that they are free from actual or potential bias.


All faculty/presenters/authors/planners are required to disclose all financial relationships with any ineligible companies (defined below) that you have had over the past 24 months, regardless of the amount and regardless of whether you view the financial relationships as relevant to the education. The Program Coordinator will identify and mitigate, as appropriate, any relevant relationships and the presence or absence of relevant financial relationships for all persons in control of content will be disclosed to the participants/learners before the learner engages in the education.


Please note: The identification of financial relationships with ineligible companies does not necessarily mean that you are unable to participate in the planning and implementation of this educational activity. Rather, the accreditation standards require that relevant financial relationships are mitigated before you assume your role in this activity.

 

I have read, fully understand, and agree to adhere to the Conflict of Interest Disclosure Guidelines as outlined above and below.

 

Disclosure of Relationships

Definitions


Ineligible Company: The ACCME defines an ineligible company as any entity whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. Additional entities that are considered by ACHA to be ineligible companies include for-profit entities that develop, produce, market, or distribute products and services that promote wellness, and that provide administrative products and/or services used in student health.


Relevant Relationship, as defined by ACCME and ANCC, are relationships with an ineligible company, if the products or services of the ineligible company are related to the content of the educational activity.


Nature of the Financial Relationship: Examples of financial relationships include employee, researcher, consultant, advisor, speaker, independent contractor (including contracted research), royalties or patent beneficiary, executive role, and ownership interest. Individual stocks and stock options should be disclosed; diversified mutual funds do not need to be disclosed. Research funding from ineligible companies should be disclosed by the principal or named investigator even if that individual’s institution receives the research grant and manages the funds.


 

During the past 24 months have you had a financial, professional or personal relationship (including self-employment and sole proprietorship) with a company (as defined above).

If you have a financial relationship with a company but aren’t sure whether it fits the definition above, it’s best to check yes and include the information.

 

If you answered yes above, list the full company name(s) and the nature of the relationship(s).

 
 
 

If you've listed more than one relationship, please list which relationship has ended, if applicable.

 

Does your presentation contain information about products or services of the company?

 

If you've listed more than one company, please list which company the content is related to, if applicable.

 

Will your presentation include discussion of off-label, experimental, and/or investigational use of drugs, devices, medical procedures, or interventions?

 
 
 

By typing my name below, I am providing my electronic signature indicating that all the information entered in this Program Submission Form is accurate. I further attest that I will not promote any products, goods, or services, or bias the educational activity in any manner.

 

We are required to submit CVs when we apply for certain types of continuing education credits. If you would like to submit your CV now in order to save a step, please do so below.

Drop your files here