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.

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. 

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

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.

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. 

Credit information coming soon. 

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? 

There are no credits offered for this event. 

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

There are no CE credits offered for this event. 

Learning Outcomes for the Focus Area:

1. Assess and redesign Student Affairs models for sustainable, student-centered goals [Mid-Level & Senior-Level]

Key Questions:
● Which current models no longer serve today's students or professionals?
● How do we redesign structures collaboratively with internal campus constituencies and external partners?
● How must we rethink Student Affairs graduate preparation programs?

2. Apply change management principles to lead organizational transformation [All Levels]

Key Questions:
● How do we build team capacity for both the emotional and operational sides of change?
● How can leaders model steadiness and clarity during transition?
● What makes change readiness a teachable leadership skill?
● How do we effectively lead through conflict during periods of transformation?

3. Leverage data intelligence and operational insights for strategic decisions [All Levels]

Key Questions:
● How can collected data drive operational, staffing, and structural decisions?
● What stories does our data tell about impact, gaps, or efficiency opportunities?
● How does data strengthen institutional credibility and resource advocacy?

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

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. 

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.

Global Perspectives events are designed for Global Division members in NASPA to connect with colleagues around the world to learn about global contexts, global challenges, and global experiences and best practices.

What does a Student Affairs model look like when it stretches across borders and student populations? This session invites NASPA Global Members into an honest, practical conversation about Temple University’s Student Affairs approach across our U.S. campus, our branch campuses in Rome and Japan, and our education abroad programs.

Together, we will explore how a shared commitment to student success and belonging translates across cultures, regulatory environments and student identities. How do we support branch campus students who are fully embedded in another country? How do we care for U.S. students studying abroad who are navigating a temporary but transformative experience? What shifts in engagement, conduct, wellness and crisis response are necessary? Where do we adapt, and where do we hold firm?

The conversation will feature Jodi Bailey Accavallo, Vice President for Student Affairs; Darrien Davenport, Associate Vice President and Dean of Students; Maura Zerella from Temple Rome; Chie Kato from Temple University Japan; and Maureen Gordon, Executive Director of Education Abroad and Overseas Programs.

This session is designed as an open exchange of challenges, cultural nuance and best practices for institutions seeking to build cohesive, student centered models across global contexts.