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  • Screening Brief Intervention and Referral to Treatment (SBIRT) for Student Affairs
    Contains 1 Component(s) Includes a Live Web Event on 06/24/2026 at 1:00 PM (EDT)

    This course introduces Student Affairs professionals to Screening, Brief Intervention, and Referral to Treatment (SBIRT) as an evidence-based, student-centered approach to addressing substance use. Participants will build foundational knowledge of college student substance use trends and learn to administer and interpret validated screening tools for alcohol and cannabis. The course emphasizes motivational interviewing strategies that support readiness for change, student autonomy, and harm reduction. Participants will also practice creating brief, realistic action plans and making appropriate referrals to campus and community resources.

    Dates: June 1- June 24, 2026 

    Description

    This course equips Student Affairs professionals with the knowledge and practical skills needed to implement Screening, Brief Intervention, and Referral to Treatment (SBIRT) with college students. Participants will explore current research on substance use patterns among college students, including alcohol, cannabis, prescription medications, and other substances, with attention to developmental pathways and risk trajectories. The course introduces validated screening tools such as the AUDIT and CUDIT-R, with hands-on guidance for scoring, interpretation, and determining appropriate next steps.

    Grounded in the Transtheoretical Model of Change and Motivational Interviewing, the training emphasizes understanding readiness, navigating ambivalence, and responding to resistance in nonjudgmental, student-centered ways. Participants will practice core motivational interviewing skills, including open-ended questioning, reflective listening, affirmations, and eliciting change talk. The course also focuses on using the elicit–provide–elicit framework to discuss screening results and engage students in meaningful conversations about behavior change. Participants will learn how to collaborate with students to identify motivators, brainstorm solutions, and develop realistic, individualized plans of action. Finally, the course highlights the role of referrals within SBIRT, emphasizing cross-campus collaboration, appropriate boundaries, and effective connection to on- and off-campus resources.

    Learning Outcomes
    • Define Screening and Brief Intervention (SBI)
    • Describe screening tools for alcohol and cannabis
    • Demonstrate proficiency in scoring the Alcohol Use Disorder Inventory Tool (AUDIT) and the Cannabis Use Disorder Inventory Tool (CUDIT-R)
    • Describe at least 2 components of Motivational Interviewing
    • Explain the role of referrals in SBI
    • Provide an example of Elicit, Provide, Elicit
    • Provide the steps in creating a working plan with a student

    Course Prices 

    Member:             $495

    Non-member:     $595

    Live Session

    Live sessions are 60 minutes long and mandatory for successful course completion. 

    Wednesday, June 24, 2026, at 1:00 p.m.

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    Whitney O'Regan, EdD

    Director, Safety and Prevention Initiatives

    NASPA

    Whitney Platzer O’Regan, Ed.D., serves as the senior director of prevention and safety initiatives, under the Health, Safety & Well-being team at NASPA – Student Affairs Administrators in Higher Education. Dr. O’Regan received her doctorate in educational leadership and policy from Peabody College at Vanderbilt University where her doctoral research focused on student sense of belonging and engagement through a public health lens. Dr. O’Regan has over twelve years of experience working to reduce high risk substance misuse on college campuses with functional area expertise in student affairs, policy, student conduct, crisis response, peer education, and health promotion.

    Module Overview

    Week 1: Understanding Substance Use with College Students

    Understanding Substance Use with College Students provides an evidence-based overview of alcohol, cannabis, and other substance use among college students, emphasizing developmental patterns, motivations for use and non-use, risk trajectories, and implications for Student Affairs practice.

    Week 2: Understanding Change and Influencing Motivation at the Individual Level 

    Understanding Change and Influencing Motivation at the Individual Level introduces how behavior change occurs over time and equips Student Affairs professionals with motivational interviewing strategies to assess readiness, navigate ambivalence and resistance, and support student-driven change in a respectful, nonjudgmental way.

    Week 3: Screening, Brief Intervention, and Referral to Treatment

     Screening, Brief Intervention, and Referral to Treatment focuses on the practical application of SBIRT in Student Affairs, guiding participants through the use of validated screening tools, student-centered brief interventions, and appropriate referral practices to support early identification, behavior change, and connection to campus and community resources.

    Live Session: Wednesday 6/24 @ 1:00 p.m. EST

    ** Each module is one week. 

    Credit information Coming Soon. 

  • 2026 NASPA Sexual Violence Prevention and Response Virtual Summit (SVPR)
    Contains 6 Product(s)

    The 2026 NASPA Sexual Violence Prevention & Response Summit will provide campus and organizational leaders with the knowledge, tools, and strategies needed to drive meaningful, campus-wide change in sexual violence prevention and response. Featuring expert-led sessions and evidence-based practices, the summit will equip participants to advance holistic approaches that center prevention, elevate survivor support, strengthen equitable services for respondents, and embed equity, safety, and well-being into the fabric of campus life.

    Description

    The 2026 NASPA Sexual Violence Prevention & Response Summit will provide campus and organizational leaders with the knowledge, tools, and strategies needed to drive meaningful, campus-wide change in sexual violence prevention and response. Featuring expert-led sessions and evidence-based practices, the summit will equip participants to advance holistic approaches that center prevention, elevate survivor support, strengthen equitable services for respondents, and embed equity, safety, and well-being into the fabric of campus life.

    Registration Rates

    Early Registration
    01/01/2026 to 04/06/2026

    • NASPA Member: $199
    • Non-Member: $299
    • Student Member: $79

    Regular Registration
    04/07/2026 to 05/19/2026

    • NASPA Member: $299
    • Non-Member: $399
    • Student Member: $149

    Post-Event On-Demand Registration
    05/20/2026 to 05/19/2027 

    • NASPA Member: $349
    • Non-Member: $449
    • Student Member: $179

    Coming Soon

  • 2026 Civic Discourse on Campus Virtual Summit
    Contains 9 Product(s) 9 new product(s) added recently

    As colleges and universities work to support student learning and engagement amid an evolving landscape around free speech, academic freedom, and political expression, the need for thoughtful, principled approaches to civic discourse has never been greater. ​The 2026 Civic Discourse on Campus Virtual Summit brings together higher education leaders, student affairs professionals, and dialogue practitioners to explore the evolving landscape and share evidence-informed strategies for cultivating healthy campus climates.

    As colleges and universities work to support student learning and engagement amid an evolving landscape around free speech, academic freedom, and political expression, the need for thoughtful, principled approaches to civic discourse has never been greater.  The 2026 Civic Discourse on Campus Virtual Summit brings together higher education leaders, student affairs professionals, and dialogue practitioners to explore the evolving landscape and share evidence-informed strategies for cultivating healthy campus climates.

  • Building a Shared Commitment to Well-being (Spring 2026)
    Contains 18 Component(s), Includes Credits Includes a Live Web Event on 04/29/2026 at 1:00 PM (EDT)

    Designed by members of the NASPA Health, Safety, and Well-being Initiatives team, this short course is designed to guide student affairs professionals through a comprehensive understanding of holistic well-being. Focusing on fostering a shared commitment to well-being in educational environments, particularly through the integration of research-based strategies that support mental, emotional, physical, and social health, the course includes interactive discussions, reflection activities, and actionable insights aimed at enhancing campus and community engagement

    Dates: April 6 - May 1, 2026

    Description

    Designed by members of the NASPA Health, Safety, and Well-being Initiatives team, this short course is designed to guide student affairs professionals through a comprehensive understanding of holistic well-being. Focusing on fostering a shared commitment to well-being in educational environments, particularly through the integration of research-based strategies that support mental, emotional, physical, and social health, the course includes interactive discussions, reflection activities, and actionable insights aimed at enhancing campus and community engagement. Through this course, participants are encouraged to cultivate an inclusive culture that prioritizes the health and well-being of the entire campus community.

    Learning Outcomes
    1. Define the concept of well-being within the context of higher education.
    2. Analyze and apply the principles outlined in the Okanagan Charter to guide health promotion efforts in academic settings.
    3. Evaluate and integrate various health promotion models and theories to inform the design and implementation of comprehensive well-being programs.
    4. Recognize the roles and responsibilities of key team members, including administrators, faculty, staff, and student leaders, in promoting well-being on campus.
    5. Understand and apply the Collective Impact framework as a collaborative approach to addressing complex social issues within the college context.
    6. Assess and evaluate the effectiveness of well-being programs.

    Course Outline

    Section 1 - Understanding Well-being in Higher Education

    Section 2 - Roles, Collaboration, and Collective Impact on Promoting Well-being

    Section 3 - Developing a Comprehensive Well-being Strategy on Campus

    Section 4 - Cultivating a Well-being Culture

    Section 5 - Assessing and Evaluating Well-being Programs for Sustainability and Long-Term Planning

    Course Live Session Dates

    Wednesday, April 29, 2026, at 1:00 PM ET (Not recorded, mandatory attendance for CSAEd credit)

    Course Commitment and Expectations

    The course will require 1-2 hours per week with assignments, engagement, and live sessions. All participants are expected to contribute to discussions and be present during live sessions. The course requires participants to have access to a computer, wifi, and webcam. All live sessions will be via Zoom, providing presentation slides and closed captioning. 

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    Emma Spalding

    Director of Well-being Initiatives and Statewide Coalition Projects

    espalding@naspa.org

    Credit information coming soon. 

  • 2027 CLC Focus Area Virtual Information Session
    Contains 1 Component(s) Includes a Live Web Event on 04/24/2026 at 1:00 PM (EDT)

    Join us for an interactive open webinar exploring the CLC 2027 Conference Focus Area, focusing on digital transformation. This session will give some insight into how the focus area came to fruition and how this area is critical in advancing the profession. Hosted by the 2027 CLC.

    Join us for an interactive open webinar exploring the CLC 2027 Conference Focus Area, focusing on digital transformation.  This session will give some insight into how the focus area came to fruition and how this area is critical in advancing the profession. Hosted by the 2027 CLC. 

    Learning Outcomes for the Focus Area:

    1. Implement digital tools that enhance human connection while centering equity [All Levels] 

    • How can digital tools enhance connection without reinforcing inequity? ● How do we ensure AI aligns with institutional values and equity goals? 
    • How has AI freed staff for high-touch, relationship-focused work? Presenter Focus: Technology enhancing (not replacing) human connection 

    2.  Design data-informed systems and partnerships that promote transparency and inclusion [Mid-Level & Senior-Level] Key Questions: ● 

    • How can assessment, budgeting, and resource allocation become more transparent? 
    • What partnerships ensure all populations benefit from digital transformation? 
    • How do we identify and close technology/digital literacy gaps? 

    3. Develop competencies for ethical, tech-fluent, human-centered leadership [New Professional & Mid-Level] Key Questions: 

    • What competencies define ethical, tech-fluent leadership? ● How can digital storytelling advocate for marginalized experiences? 
    • How do we stay ahead of technology trends to prepare students for future work? 

    4. Cultivate practices aligning people, purpose, and technology in hybrid environments [All Levels] Key Questions: ● 

    • How do teams thrive in hybrid environments while maintaining equity? 
    • How can AI/analytics illuminate (not obscure) disparities? 
    • How can digital practices support connection instead of overload? 

    Secoya Holmes

    AVP of Event Strategy & Engagement NASPA

    NASPA

    There are no credits offered for this event. 

  • Book Launch and Conversation: In the Middle: Leading as a Mid-Level Professional in Student Affairs
    Contains 2 Component(s) Includes a Live Web Event on 04/16/2026 at 2:00 PM (EDT)

    Mid-level professionals in student affairs serve as vital connectors between senior leaders, staff, and students, yet their unique challenges are often overlooked. Join the authors of NASPA's new book In the Middle: Leading as a Mid-Level Professional in Student Affairs, as they discuss strategies for navigating institutional politics, influencing without positional authority, and sustaining professional growth. Participants will reflect on their own experiences, gain practical leadership tools, and reframe the power of leading from the middle.

    Mid-level professionals in student affairs serve as vital connectors between senior leaders, staff, and students, yet their unique challenges are often overlooked. Join the authors of NASPA's new book In the Middle: Leading as a Mid-Level Professional in Student Affairs, as they discuss strategies for navigating institutional politics, influencing without positional authority, and sustaining professional growth. Participants will reflect on their own experiences, gain practical leadership tools, and reframe the power of leading from the middle.

    Learning Outcomes:

    1. Identify common challenges and opportunities faced by mid-level professionals in student affairs 
    2. Reflect on their own professional experiences to recognize strengths, growth areas, and leadership potential 
    3. Explore approaches for influencing change without positional authority 
    4. Recognize the value of mid-level professionals in shaping organizational culture and advancing student success

    Gigi Secuban, Ed.D.

    Vice President of Inclusive Excellence and Belonging

    Montgomery College

    Dr. Gigi Secuban serves as the vice president for inclusive excellence and belonging at Montgomery College in Rockville, Maryland. She brings more than 25 years of higher education experience, including inaugural vice president roles for inclusive excellence at Texas State University and Ohio University. Previously, Secuban held leadership positions at the University of Illinois Urbana–Champaign, where she oversaw the renovation of the Bruce D. Nesbitt African American Cultural Center, and at the University of Arkansas, where she served as senior associate director for the freshman engineering program, director of the multicultural center, director of student affairs and diversity services in the College of Education and Health Professions, as well as an assistant director of undergraduate admissions. Her work centers on advancing diversity, equity, inclusion, and belonging (DEIB); promoting student success; and fostering campus environments where all individuals are valued, supported, and heard. She has led initiatives focused on cultural and resource centers, inclusive excellence planning, DEIB fundraising and branding, and campus climate assessment. Secuban earned her Doctor of Education in higher education administration, Master of Science in health science, and Bachelor of Arts in psychology—all from the University of Arkansas. A proud 32-year member of Alpha Kappa Alpha Sorority, Inc., she is a charter member of the Phi Alpha Omega Chapter in Northwest Arkansas.

    C. Spencer Platt, Ph.D.

    Associate Professor, College of Education

    University of South Carolina

    Dr. C. Spencer Platt is an associate professor of higher education administration at the University of South Carolina. He directs the Community College Leadership Alliance and previously led the university’s Center for Innovation in Higher Education. With more than 20 years of experience in student affairs, community engagement, diversity and equity, and academic affairs, Platt’s research focuses on access and excellence in education, particularly the experiences of underrepresented students, faculty, and staff at predominantly White institutions. He has secured over one million dollars in extramural funding from the National Science Foundation and the National Endowment for the Humanities. His publications include articles in numerous peer-reviewed journals and three books: Multiculturalism in Higher Education: Increasing Access and Improving Equity in the 21st Century (Information Age, 2020); Comprehensive Multicultural Education in the 21st Century: Increasing Access in the Age of Retrenchment (Information Age, 2019); and From Boyhood to Manhood: Deconstructing Black Masculinity Through a Lifespan Continuum (Peter Lang, 2015). Platt regularly presents at national and international conferences, including AERA, ASHE, the International Conference on Doctoral Education, and the International Colloquium on Black Males in Education. He earned a PhD from the University of Texas at Austin, an MS from the University of Dayton, and a BA from the University of South Carolina.

    Darryl Holloman, Ph.D.

    Vice President for Student Affairs

    Spelman College

    Darryl B. Holloman, PhD, serves as vice president for student affairs at Spelman College. He previously held leadership roles as associate vice president for student affairs and dean of students at Georgia State University and as assistant vice president for student life at Columbus State University. With more than 30 years of experience in higher education, Holloman’s career spans a broad portfolio encompassing student affairs administration, institutional governance, and faculty engagement. He has held faculty appointments at Rutgers University–Newark, the University of Arkansas at Little Rock, Columbus State University, and Georgia State University. Holloman is a published scholar with numerous articles and book chapters to his credit. His research explores how educational environments are shaped by cultural identity and difference. A frequent conference contributor, he has presented more than 80 research papers at national and international meetings, including those of NASPA–Student Affairs Administrators in Higher Education, the Association for the Study of Higher Education (ASHE), the American Educational Research Association (AERA) Divisions F and J, the Association of College Unions International, NACADA: The Global Community for Academic Advising, ACPA–College Student Educators International, and the Coalition of Urban and Metropolitan Universities.

    There are no CE credits offered for this event. 

  • Designing & Scaling First-Generation Student Support
    Contains 1 Component(s) Includes a Live Web Event on 03/19/2026 at 1:00 PM (EDT)

    This webinar will share new national findings on how institutions are designing and scaling supports for first-generation college students. Presenters will highlight programmatic and organizational structures that strengthen outcomes and sustain this work across the student lifecycle. Participants will gain practical insights informed by survey and focus group data from institutions nationwide.

    First-generation college students comprise more than half of total undergraduate enrollment nationwide, yet their six-year outcomes continue to vary significantly from their continuing-generation peers. As institutions work to close these gaps, there is a growing need to move beyond siloed programs toward scaled, institution-wide approaches that support first-generation students through degree completion.

    Drawing on findings from FirstGen Forward’s latest national landscape scan, this session will share how institutions are currently designing and scaling first-generation student support, with a focus on the nature and scope of support, as well as the programmatic and organizational structures that sustain and scale this work. Leveraging both student and practitioner perspectives, we will also explore opportunities for continuous improvement as institutions work to engage larger proportions of first-generation students across their campuses.

    Findings shared in this session are based on survey responses from 571 individuals across 411 institutions and focus group insights from 73 individuals, including students, representing 65 institutions.

    Learning Objectives

    By the end of this session, participants will be able to:

    1. Identify key considerations for designing and delivering first-generation student supports across the student lifecycle
    2. Reflect on their institution’s first-generation support ecosystem, including the nature and scope of supports and the programmatic and organizational structures that sustain them
    3. Examine the implications of program-based approaches versus intentional universal design as institutions work to scale first-generation student supports, particularly within the current sociopolitical context

    Melinda Mechur Karp, Ph.D.

    Founder & Principal

    Phase Two Advisory

    Dr. Melinda Karp, Phase Two’s founder and project lead, has extensive research and thought-partnership experience in the areas of college access, student support, and completion strategies. She is a nationally-known expert on community colleges and strategies to support low-income, first-generation, minoritized, and otherwise under-served students in and out of the classroom. Dr. Karp has authored or co-authored over 70 articles, book chapters, and working papers and 35 practitioner-focused blogs, op-eds, and practical toolkits. She served as panel chair for the Institute for Education Science’s What Works Clearinghouse Practice Guide on Effective Advising for Postsecondary Students and a reviewer for the U.S. Department of Education’s 2024 Postsecondary Success Recognition Program. She is also a member of the editorial board of the Journal of Postsecondary Student Success and a coach for the NCII Rural Guided Pathways Project.  

    Suzanne Lyons, Ph.D.

    Senior Consultant

    Phase Two Advisory

    Dr. Suzanne Lyons is a senior consultant with Phase Two Advisory, supporting their national research and practitioner learning networks related to college access, success, and holistic student support. In addition, she is an educator and systems-level social worker, with over 20 years of experience working in K-12, public and private colleges, and national non-profits, including work with The Posse Foundation, TRIO, and Promise programs. As a first-generation, low-income college graduate, Dr. Lyons has dedicated her career to focusing on policies, programs, and multi-sector partnerships across the K-20 pipeline that support college access and success. Among other publications, Dr. Lyons is co-author (with Dr. Karp) on a chapter in the Routledge Handbook on Higher Education, “Advising the whole student: Current approaches to integrating academic, career, and personal support.”  Prior to joining Phase Two, she led private and federal grants geared toward systems-level change to improve student outcomes in high schools and at Hispanic-serving community colleges. Dr. Lyons holds her Bachelor’s in Psychology & Spanish from the University of Notre Dame, her Master’s in Social Workfrom the University of Pennsylvania, and her Ph.D. in Higher & Postsecondary Education from NYU's Steinhardt School of Culture, Education, and Human Development.

  • Designing Campuses for Mental Health and Well-being (Spring 2026)
    Contains 15 Component(s), Includes Credits Includes a Live Web Event on 03/04/2026 at 1:00 PM (EST)

    This essential short course explores the crucial intersection of campus design and mental health in higher education. As we navigate an academic landscape marked by increasing mental health challenges, it’s clear that depression and other mental health concerns, compounded by academic stress, lead to negative outcomes, including higher dropout rates. This course highlights the vital role of administrators and student affairs staff in fostering a culture of wellness and understanding on their campuses. Through comprehensive insights from experts, we'll explore various mental health models, assess campus-specific needs, and develop actionable, sustainable strategies to enhance campus-wide mental health. Join us on this transformative journey to better support your students and colleagues, and to create a thriving, supportive academic environment.

    Dates: February 9 - March 6, 2026

    Description

    This essential short course explores the crucial intersection of campus design and mental health in higher education. As we navigate an academic landscape marked by increasing mental health challenges, it’s clear that depression and other mental health concerns, compounded by academic stress, lead to negative outcomes, including higher dropout rates. This course highlights the vital role of administrators and student affairs staff in fostering a culture of wellness and understanding on their college or university campuses. Through comprehensive insights from experts, we'll explore various mental health models, assess campus-specific needs, and develop actionable, sustainable strategies to enhance campus-wide mental health. Join us on this transformative journey to better support your students and colleagues, and to create a thriving, supportive academic environment.

    Learning Outcomes
    1. Demonstrate a comprehensive understanding of the multifaceted nature of mental health and well-being on college campuses, including relevant challenges, terminology, and models. 
    2. Develop the ability to assess campus-specific mental health needs through data analysis, self-study, and policy review.
    3. Understand the roles and responsibilities of various campus and community stakeholders in promoting mental health and well-being, fostering collaboration for a holistic approach.
    4. Synthesize the course content to create a campus plan that addresses mental health needs, exhibits appropriate intervention selection and adaptation, and ensures long-term sustainability for the benefit of the entire campus community.
    Course Outline

    Section 1 - Introduction: Mental Health and Well-being on the College Campus

    Section 2 - Campus Assessment and Building a Community of Care

    Section 3 - Developing and Implementing a Campus-Wide Strategy: Policies, Procedures, and Programs

    Section 4 - Strategy Evaluation and Program Sustainability

    Course Live Session Dates

    March 4, 2026       1:00 p.m. (ET)

    Course Commitment and Expectations

    The course will require 1-2 hours per week with assignments, engagement, and live sessions. All participants are expected to contribute to discussions and be present during live sessions. The course requires participants to have access to a computer, wifi, and webcam. All live sessions will be via Zoom, providing presentation slides and closed captioning. 

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    Whitney O'Regan, EdD

    Director, Safety and Prevention Initiatives

    NASPA

    Whitney Platzer O’Regan, Ed.D., serves as the senior director of prevention and safety initiatives, under the Health, Safety & Well-being team at NASPA – Student Affairs Administrators in Higher Education. Dr. O’Regan received her doctorate in educational leadership and policy from Peabody College at Vanderbilt University where her doctoral research focused on student sense of belonging and engagement through a public health lens. Dr. O’Regan has over twelve years of experience working to reduce high risk substance misuse on college campuses with functional area expertise in student affairs, policy, student conduct, crisis response, peer education, and health promotion.

    Guidelines for earning CE credit: 

    5 CSAEd Core CEs are awarded for completing this course. Completion includes viewing all recordings, attending all live sessions, and completing the Feedback Survey. 

    No partial credit will be awarded; full completion is required. 

    Participants must also complete the feedback survey in the Online Learning Community.

    To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. Once the survey is completed, your Certificate will be available in the event modules. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.

    NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.

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  • Informal Resolution Certificate (Spring 2026)
    Contains 11 Component(s), Includes Credits Includes a Live Web Event on 02/25/2026 at 11:30 AM (EST)

    Since the implementation of the 2020 Title IX regulations, the push was on for student affairs administrators from across campus to come together to determine how their institutions will meet the requirements of the new rule. A key piece of compliance comes in the form of training - for anyone who the institution designates as being responsible for conducting any informal resolution process. NASPA has partnered with Peter Lake and other experts in higher education to develop a comprehensive training tailored to any professional who has been charged with implementing informal resolutions processes.

    Dates: February 2- March 6, 2026

    Description

    Title IX regulations require training for Title IX coordinators, investigators, and decision-makers. Campuses are already implementing a wide variety of informal processes and it is vital that institutions provide proper training to use informal systems in Title IX matters.

    This 8-hour training includes three asynchronous video modules and one 4-hour live synchronous session, in which participants will engage in informal resolution practice sessions with realistic scenarios to develop core informal resolution skills. Attendance during the live session is mandatory for completion. 

    Some questions that this training considers include:

    • How should campuses ensure fair processes for both parties when utilizing informal resolution in Title IX cases? 
    • Who should be responsible for conducting informal resolution options, and what skills do these personnel need? 
    • What options do institutions have to deliver informal resolution? 
    • What are the potential benefits and challenges of different forms of informal resolution? 
    • What are the promising practices and practices to avoid? 

    Join Peter Lake and Kristine Goodwin to explore these and other issues related to conducting informal resolution in Title IX cases. Peter Lake is a higher education law and policy expert and a past professor of alternative dispute resolution. Kristine Goodwin is a former higher education administrator and trained mediator to explore these and other issues. This eight-hour training includes three asynchronous video modules and one four-hour live, required synchronous session. Participants will participate in informal resolution practice sessions with realistic scenarios to develop core informal resolution skills. 

    Live Session

    The live session for the course is mandatory for completion. Since this session is interactive with case studies and live sessions, the session will NOT be recorded. 

    February 25, 2026: 1:00 p.m.- 5:00 p.m.

    Questions? 

    Technical Issues: virtuallearning@naspa.org

    Peter Lake

    Professor of Law; Director of the Center for Excellence in Higher Education Law and Policy

    Stetson University

    Peter Lake is a professor of law, Charles A. Dana Chair, and the Director of the Center for Excellence in Higher Education Law and Policy at Stetson University College of Law. He has spent 35 years in the classroom teaching law students and served as Stetson’s interim director of Title IX compliance in 2015. He is an internationally-recognized expert on higher education law and policy. He has been quoted or referred to in hundreds of newspapers and court opinions throughout the United States. Professor Lake, an award-winning academic, has authored numerous law review articles, books, and other publications. Professor Lake is a highly sought-after speaker, and he has served as a presenter or keynote speaker at several hundred international, national, regional, and local meetings. He has trained thousands of campus personnel on student safety and other issues, including student mental health, alcohol and drug abuse, Title IX and sex discrimination, Title VI and First Amendment issues. Professor Lake is a graduate of Harvard College and Harvard Law School and serves as a Senior Higher Education Consulting Attorney at the law firm of Steptoe & Johnson PLLC, as a Consultant for the association of Governing Boards, and as a Higher Education Advisor at Windermere Consulting.

    Kristine Goodwin

    Strategic Project Manager for the President,; Attorney

    North Shore Community College; GoodWin Resolutions

    Kristine Goodwin has worked in higher education administration for over thirty years—twenty as a senior executive (dean and vice president).  She has supervised hundreds of employees in more than fourteen departments (e.g. public safety and emergency management; personal counseling; health services; career education and professional development; residence life and housing; community standards; and Title IX). Kristine has significant experience adjudicating complaints and policy violations as well as mediating disputes between and among employees (e.g. administrators, staff, and faculty), students, parents, legal representatives, and community organizations.   Kristine recently earned a Juris Doctorate at the University of Massachusetts School of Law and holds a Master’s degree in Educational Administration from the University of Massachusetts at Lowell. Kristine also studied political science and public administration as an undergraduate and worked as a mayoral aide and campaign assistant for a member of the U.S. House of Representatives.  Most recently Kristine co-taught a mediation and alternative dispute resolution workshop at the Stetson Legal Issues in Higher Education Conference. She has conducted independent legal research and has written two 40-page papers on ADR in education, health, and corporate settings.  She has completed 40-hours of mediation training in accordance with M.G.L. ch.233 § 23C with Mediation and Negotiation Services, Consulting and Training (MWI) in Boston, MA; the Intensive Negotiation Workshop at Harvard Law School’s Executive Program on Negotiation (PON); the Massachusetts Center for Legal Education (MCLE) Court Conciliation Training; and CPR Pathways Arbitration Training.  Kristine is currently advancing her practice in collaborative lawyering.

    This course includes one live virtual session on 02/25/2026 from 1:00-5:00 p.m. (EDT).

    Accessing Live Sessions: Please go to the Contents tab in the course for the live session date and time. Navigate to the section for the live virtual session. The link will be available approximately five minutes before the start of the live session. Registrants must attend the full live session to be eligible to receive the course certificate of completion. This Live Session will NOT be recorded due to interaction and content sharing. 

    Handouts: Any live session handouts are available in this section to download. Handouts correspond directly to live sessions.

    There are no credits offered for this event. 

    Module I: Facilitating Fair and Effective Informal Resolution Processes Under Title IX

    Module II: Developing Informal Processes for Your Campus

    Module III: Foundational Basics for Facilitating Resolutions

    **Each module includes an on-demand video and a learning assessment. You must complete all modules before the live session on 02/25/26. 

  • 2026 First-generation Graduate and Professional Student Symposium
    Contains 12 Component(s) Includes Multiple Live Events. The next is on 02/20/2026 at 12:30 PM (EST)

    A virtual symposium by first-generation graduate and professional students for first-generation graduate and professional students.

    The First-generation Graduate and Professional Student Symposium is a symposium by first-generation graduate and professional students for first-generation graduate and professional students.

    Join the Boston University Newbury Center, Duke University First-Generation Graduate Student Network, and The University of North Carolina at Chapel Hill Carolina Grad Student F1RSTS, along with our Cooperating Sponsor, FirstGen Forward, for our 9th annual symposium for graduate and professional students on February 20, 2026 via Zoom. Please register by February 16, 2025, at 11:59pm ET.