2026 Call for Proposals
Annual Conference: October 17 - 21, 2026
The Westin Pittsburgh, Pittsburgh, PA
Deadline: April 15, 2026
AUCCCD invites proposals for sessions that promote connectedness, highlight the integration of diversity and inclusive excellence across counseling center work, and address the stress, trauma, and challenges faced by both students and counseling center staff.
Proposals that include practical strategies, program models, or lessons learned that attendees can apply at their own institutions are strongly encouraged. Proposals will be evaluated based on specific criteria, including relevancy to theme, timeliness and expertise of presenters.
Presenter Eligibility
Presenters must be current AUCCCD Members or Emeriti Members. An exception is made for pre-conference sessions only (October 17), where non-members may participate as presenters.
New / Newer Directors: AUCCCD leadership and the Programs Committee strongly encourage new and newer directors to submit proposals. Your colleagues want to learn from your experiences and the challenges you are navigating in your roles.
Presentation Formats:
Option 1: Preconference Workshop | Saturday, October 17, 2026
Non-members may present in preconference workshops.
- Half-day workshop (3 hours) - 8:30 – 11:30 AM or 1:00 – 4:00 PM
- Full-day workshop (6 hours) - 8:30 AM – 4:00 PM (includes 90 minute lunch break)
Option 2: Breakout / Concurrent Session | Sunday, October 18 - Wednesday, October 21
Date/Time Assigned by Conference Organizers
- 90-minute sessions
- Up to 4 presenters total
- AUCCCD members only
Sessions may include lectures, panels, case studies, or interactive discussions.
Submission Requirements:
In order to complete your submission, you will need the following:
Session Information:
- Session Title
- Please ensure your session title accurately reflects the content of the presentation. Many attendees select sessions based on continuing education (CE) requirements, such as ethics.
- Session Description (200 words maximum)
- One learning objective per instruction hour
Learning objectives should clearly describe:
- What participants are expected to learn
- How participants can apply this knowledge in practice or other professional contexts
Verbs to avoid when writing learning objectives:
know, understand, learn, appreciate, become aware of, become familiar with
Presenter Information:
Sessions may include a primary presenter and up to three additional presenters (maximum of four presenters total). Only the primary presenter needs to submit the proposal and serves as the primary contact for the Programs Committee.
- Presenter CV (PDF or Word upload)
- Presenter institution information (including institution enrollment size)
- Brief bio for each presenter
- Headshot for each presenter
Scholaly Citations:
Please submit three peer-reviewed references (published within the past 10 years) in APA format that support the content of your proposed session.
References may be entered directly in the submission form or uploaded as a document.
Areas of Focus:
These topic areas are intended as guidance and are not exhaustive. Proposals addressing innovative or emerging issues relevant to university and college counseling center leadership are encouraged.
Counseling / Clinical Work
- Differing service delivery models
- Models of care (embedded, integrated, hybrid)
- Treatment approaches and clinical interventions
- Diagnosis and emerging trends in treatment
- Clinical supervision and training models
- Assessing and working with clients who use AI (chatbots or other AI mental health supports)
- Use of third-party vendors or contracted services for clinical care
- Technology and innovations in service delivery
Diversity, Equity & Inclusive Excellence
- Recruiting and retaining diverse staff in a challenging hiring environment
- Reaching minoritized students through culturally relevant programming and services
- Ensuring equitable access to counseling services
- Social justice and advocacy work within a counseling center setting
- Supporting minoritized students in states or institutions with changing DEI policies or legislation
- Facilitating dialogue across differences (faith traditions, political beliefs, identity differences, etc.)
- Adapting DEI work in times of policy change or uncertainty
Ethics / Law
- Ethical challenges and case studies in counseling center practice
- Impact of legislative and policy changes on college student mental health
- HIPAA / FERPA considerations in counseling center operations
- Open Notes and implications of the Cures Act
- Artificial intelligence and its impact on clinical practice, ethics, documentation, and counseling center operations
- The role of clinicians within Behavioral Intervention Teams (BITs)
Leadership and Management Strategies
- Leading counseling centers during periods of institutional or societal uncertainty
- Budget management and resource allocation amid reduced enrollment or funding
- Staff recruitment, retention, and professional development
- Managing an intergenerational workforce and supporting early-career clinicians
- Director and leadership self-care
- Preventing and addressing staff burnout
- Structures, systems, and policies that support sustainable workloads and staff wellbeing
- Balancing staff support with operational demands of the counseling center
Mental Health Trends
- Emerging trends in college student mental health
- Suicide prevention, homicide prevention, risk assessment, and safety planning
- The evolving role of counseling center directors on campus
- Counseling center leadership as “Chief Mental Health Officer” on campus
- Health Promoting Universities: frameworks and the role of UCCs
Outreach Programming / Prevention
- Effective outreach strategies to reach the broader student population
- Prevention and early intervention initiatives
- The counseling center’s role in fostering a campus culture of care
- Innovative collaborations with campus departments or community partners to expand mental health support
- Integrating mental health promotion into counseling center missions and service delivery models
- Peer support programs, student mental health ambassadors, and other peer-led initiatives
Political Topics
- The role of counseling centers and professional associations in responding to political issues
- Navigating campus political climate and institutional pressures
- Student activism and the counseling center’s role in supporting students and campus community
Trauma
- Trauma-informed campus programming and counseling center practices
- Post-COVID trauma and adjustment concerns among college students
- Trauma recovery and post-traumatic growth
- Supporting resilience and healing after community crises
Statement of Values to Conference Presenters:
Thank you for your interest in presenting to AUCCCD members at the Annual Conference. The following information reflects AUCCCD's commitment to inclusive excellence, social justice, civility, and collegiality.
AUCCCD is an organization of members representing diverse identities (e.g., race/ethnicity, gender identity, sexual identity, religion, and other characteristics) and professional affiliations (e.g., social workers, psychiatrists, licensed professional counselors, psychologists, and others).
As professionals serving university and college students across diverse communities, presenters should avoid using disrespectful or derogatory language or images and should strive to promote respectful, inclusive dialogue.
Citation Examples:
Three peer-reviewed references (published within the past 10 years) in APA format that support the content of your proposed session. References may be entered directly in the submission form or uploaded as a document.
Three valid citations are required for continuing education approval.
Examples:
- Brown, K. W., & Ryan, R. M. (2020). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.
- Neff, K. D., Hsieh, Y., & Dejitterat, K. (2022). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263-287.
Continuing Education Guidelines
AUCCCD has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6312. Programs that do not qualify for NBCC credit are clearly identified. AUCCCD is solely responsible for all aspects of the program.
AUCCCD will be seeking approval by the National Association of Social Workers for Social Work continuing education contact hours.
AUCCCD is approved by the American Psychological Association to offer continuing education for psychologists. AUCCCD maintains responsibility for this program and its content.
AUCCCD prints the following statement from APA to have the ability to grant APA approved continuing education credits.
- All presenters must comply with the Ethical Principles of Psychologists.
- All presenters must include statements in their program that describe the accuracy and utility of the material(s) they are presenting, the basis of such statements, the limitations of the content being taught, along with the most severe and most common risks, if relevant.
- Presenters must disclose any relationship that could be construed as a conflict of interest in relation to the content they are presenting.
- Presenters agree to submit programs that:
- will build upon the foundation of a completed doctoral program in psychology
- are relevant to psychological practice, education, or science
- enable psychologists to keep pace with emerging issues and technologies
- allow psychologists to maintain, develop, and increase the competencies in order to improve services to those being treated
- enhance contributions to the profession
- respect cultural, individual and role differences including those that are based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language and socioeconomic status.
If you have questions about the 2026 Conference, please contact the AUCCCD Office.
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