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

Learning Outcome One: Navigate governance and compliance while preserving mission integrity

[Mid-Level & Senior-Level]

Key Questions:

• How do we maintain program integrity amid conflicting federal, state, and institutional policies?
• What ethical frameworks guide decisions when compliance and mission collide?
• How do we advocate when policies threaten student access or belonging?

Learning Outcome Two: Design strategic partnerships better positioning student affairs as institutional leaders

[All Levels]

Key Questions:

• Where are high-impact collaboration opportunities with academic affairs, institutional research, enrollment, advancement?
• How do we translate SA outcomes into language resonating with institutional priorities?
• What barriers prevent collaboration, and how do we dismantle them?

Learning Outcome Three: Develop responsive strategies meeting evolving needs of emergent student populations

[All Levels]

Key Questions:

• How do institutions identify and respond to shifting demographics?
• What evidence-based approaches serve First-gen+, post-traditional, undocumented, limited income?
• How do we scale innovations without losing culturally responsive support? 

Learning Outcome Four: Align SA strategies with institutional goals while maintaining SA expertise

[Senior-Level]

Key Questions:

• How do we demonstrate SA's contribution to institutional strategic plans?
• What does it mean to align without assimilating — strategic partners without losing identity?
• How do we communicate value to boards, legislatures, donors, and campus partners? 

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. 

Learning Outcome One: Implement digital tools that enhance human connection while centering equity

[All Levels] 

Key Questions:

• 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? 

Learning Outcome Two: 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? 

Learning Outcome Three: 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? 

Learning Outcome Four: 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

• Identify common challenges and opportunities faced by mid-level professionals in student affairs 
• Reflect on their own professional experiences to recognize strengths, growth areas, and leadership potential 
• Explore approaches for influencing change without positional authority 
• 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 Outcome One: 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?

Learning Outcome Two: 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?

Learning Outcome Three: 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?

NASPA Global Division presents the "Global Hour", an event inviting colleagues from around the globe to meet and attend an interactive presentation about global changes and shifts in Higher Education and Student Affairs. Attendees will have the chance to explore professional development resources and engagement opportunities with NASPA's global members and receive information about the professional development opportunities.

Undocumented Community College Students’ Career Aspirations in the Inland Empire Under Contemporary Immigration Policy

This session explores how undocumented community college students in California’s Inland Empire navigate career aspirations amid fear of deportation and shifting immigration policy. Grounded in Community Cultural Wealth (Yosso, 2005), the presentation challenges deficit narratives by highlighting the assets and resilience undocumented students bring to their educational and career journeys. Attendees will gain insight into how institutions can better support undocumented students in developing sustainable career pathways.

Undocumented community college students in California’s Inland Empire face unique challenges as they navigate career aspirations within a context of heightened immigration enforcement, political uncertainty, and limited access to employment opportunities. This study examines how these students persist and plan for their futures despite systemic barriers, using Yosso’s (2005) Community Cultural Wealth (CCW) framework to center their strengths rather than deficits.

Drawing on qualitative data from 20 semi-structured interviews with undocumented students (with and without DACA or other forms of work authorization), this research highlights how students mobilize aspirational, familial, social, navigational, linguistic, and resistant forms of capital to pursue career goals. Findings reveal that while fear of deportation and policy instability shape students’ decision-making, participants actively engage in strategic planning, community-building, and alternative career pathways—including entrepreneurship and informal labor—to sustain their aspirations.

Situated in a region where immigrants comprise a significant portion of the population and many undocumented individuals live in mixed-status households, this study underscores the urgency of institutional support. The findings call for community colleges to move beyond symbolic inclusion and toward structural interventions that address legal precarity, career access, and belonging.

This session will provide practitioners, educators, and policymakers with research-informed strategies to better support undocumented students’ career development and long-term success.

MENASA Majlis' are one-hour member engagement sessions that create a space for student affairs professionals in the Middle East, North Africa and Southeast Asia area to participate in an "open-door" forum for discussions, hospitality, conversations, and trainings. 

In light of the ongoing regional events, this session aims to provide a supportive space for attendees to connect and reflect. Attendees are encouraged to share their experiences and engage in open dialogue to foster a sense of community during this challenging time.