2025 NECHA/NYSCHA Annual Meeting Call for Programs

To Submit Your Proposal:


  1. After you have completed your proposal on the Program Submission Worksheet, cut and paste the information from the worksheet into this online form. Please note: You will need to complete this online form in one sitting.
  2. Please forward any Co-Presenters the co-presenter bio/disclosure link to complete. All co-presenters will need to complete this.
  3. All speakers are required to submit a copy of their curriculum vitae/resume (below).



Required fields are indicated by a red asterisk“*"

 

General Information

 

The title of the proposed program should reflect the content of that 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

 
 

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?

 

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 barriers that stop populations from achieving health outcomes. 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: All disclosures that are determined by the ACHA/NECHA Program Planning Committee to be relevant relationships will be shared with the participants/learners in meeting materials and prior to the start of the educational activity.

 
 
 

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

 

List your completed academic degree(s), major or specialty area, and graduation year


Example: PhD; Clinical psychology; 2000

 
 
 
 
 
 

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.

 

As you prepare your bio statement, please do not put “See CV” or other attachment. Consider the following when preparing your response:


  • 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.


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:

 
 
 

Conflict of Interest (COI) Disclosure

 

Policy

ACHA/NECHA 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. For specific examples of ineligible companies visit www.accme.org/standards


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. Individual stocks and stock options MUST be disclosed; diversified mutual funds do not need to be disclosed. Research funding from ineligible companies MUST be disclosed by the principal or named investigator even if that individual’s institution receives the research grant and manages the funds.


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.

 

1. Program Submission Worksheet* Attach your Program Submission Worksheet that includes your Primary Presenter Bio/Disclosure in Word format (not PDF). Be sure to sign and date the worksheet before submitting it.


2. Co-Presenter Bio/Disclosure Form(s)* Attach a Co-Presenter Bio/Disclosure Form for each co-presenter. The document name should begin with the presenter’s LAST NAME. The forms must be signed and dated and submitted as Word documents.


3.Curriculum vitae/resume

Drop your files here