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NASPA Short Courses

NASPA offers the following online short courses. Short courses are collaborative, content-driven, facilitated courses that allow student affairs professionals to engage worldwide while building credentials and value within your organization. These courses are asynchronous and synchronous, with live sessions allowing discussion, knowledge sharing, and networking. Depending on the subject area, short courses range from four to six weeks. 

Learn more about the upcoming short courses, topics covered, and instructors for each of our online courses, and register using the links below. For additional questions, please review the Frequently Asked Questions. 

Upcoming Short Courses

  • Culture of Respect Foundations
    Contains 32 Component(s)

    Foundations is an online course that prepares current and future student affairs professionals with the tools they need to be influential allies in campus sexual violence prevention and response. The six-module course is taught by NASPA staff with expertise in social work, student affairs, public health, peer education, assessment, and violence prevention. This course is a great follow-up to the introductory Title IX/Clery Act training provided by your institution.

    We all have a role to play in addressing sexual violence on campus. We built Foundations to help student affairs professionals understand their role and contribute to their institution's strategy for addressing sexual violence. The six-module course is taught by NASPA staff with expertise in social work, student affairs, public health, peer education, assessment, and violence prevention. Thanks for joining us - we're so glad you're here!

    The course is self-paced, takes about 4 hours, and all modules must be completed in order. Within each session, you'll find the session slides and learning objectives, presenter bios, and recorded presentations. After the final session, you be asked to take a learning assessment. Once you've passed the assessment, you'll receive a certificate of completion.

    Jason Davis

    Former Assistant Director, Peer Education Initiatives and Training Programs

    NASPA - Student Affairs Administrators in Higher Education

    Experience in peer education

    Jill Dunlap, Ph.D.

    Assistant Vice President of Research, Policy, and Civic Engagement

    NASPA

    Dr. Jill Dunlap serves as the assistant vice president for policy at NASPA- Student Affairs Administrators in Higher Education.  Prior to joining NASPA, Jill worked closely with college student survivors of sexual violence for more than 14 years at three different campuses. In 2014, Jill served as a non-federal negotiator representing four years of public institutions on the VAWA negotiated rulemaking committee. Jill received her Ph.D. in political science and public administration from Northern Illinois University, where her dissertation work focused on the experiences of students impacted by sexual violence on campus.

    Sarice Greenstein

    Former Assistant Director, Culture of Respect

    Experience in HIV prevention, program evaluation

    Nancy Gonzalez Reyes (Moderator)

    EOP STEM Counselor and Academic Success Coach

    UC Santa Cruz

    Nancy Gonzalez Reyes is an EOP STEM Counselor and Academic Success Coach at UC Santa Cruz, where she supports students from diverse cultural and ethnic backgrounds in navigating their academic journeys. With seven years of experience in both K–12 and higher education, Nancy is passionate about equity, access, and student empowerment. As a first-generation college graduate and daughter of immigrant parents, she is deeply committed to breaking down systemic barriers and fostering inclusive educational environments.

    Nancy earned her B.A. in History and Education from UC Santa Cruz and recently completed her M.Ed. in Higher Education with a focus on Student Engagement at Pennsylvania State University. She strives to be a trusted resource and advocate for students, offering guidance and creating supportive spaces where they can thrive.

    Allison Tombros Korman

    Senior Director, Culture of Respect

    NASPA - Student Affairs Administrators in Higher Education

    Allison Tombros Korman, MHS is the senior director of Culture of Respect. In her role, Allison works to ensure that all higher education institutions have the resources they need to end campus sexual violence and the opportunity to learn from evidence-based research and the best practices of their colleagues. Allison brings to Culture of Respect more than fifteen years’ experience in health policy, programming, and education with an emphasis on sexual and reproductive health and rights. She has provided management, support, and technical assistance to the United States Agency for International Development (USAID) and the Centers for Disease Control and Prevention (CDC), and served as the Associate Director of Education for the Association of Reproductive Health Professionals (ARHP) in Washington, DC.

    Rachael Novick

    Coordinator, Peer Education Initiatives and Training Programs

    NASPA - Student Affairs Administrators in Higher Education

    Experience in sexual health promotion, peer education, and higher education.

  • Policy and Practice in Student Affairs
    Contains 38 Component(s)

    This short course will provide valuable insights into the intersection of public policy and higher education related to the work of Student Affairs Practitioners. The 5-week cohort model course will provide valuable insights, reflections, best practices, and conversations around timely public policy topics currently impacting colleges and universities.

    June 23-July 25, 2025

    Sponsored by the Public Policy Division,  this short course will provide valuable insights into the intersection of public policy and higher education related to the work of Student Affairs Practitioners.  The 5-week cohort model course will provide valuable insights, reflections, best practices, and conversations around timely public policy topics impacting colleges and universities.

    Learning Outcomes
    • Understand vocabulary and concepts related to higher education public policy and how these concepts appear in their campus context. 
    • Articulate how federal and state public policy impacts the work of student affairs professionals as a whole. 
    • Share comprehensive federal and state policy with other campus partners and stakeholders.
    Course Prices 

    Member:             $349 

    Non-member:     $549

    Live Session

    The five 60-minute live sessions will be held every Tuesday from 1:00 p.m. ET. 

    They are scheduled for the following dates:

    June 24, 2025 

    July 8, 2025

    July 15, 2025

    This course is synchronous and asynchronous, with one weekly live session. Depending on the content and speakers of each live session, the session may be recorded for viewing at a later date. Attendance and participation in the live session offer an opportunity to engage in activities and knowledge sharing that will add to the learning experience; participation in the live sessions are highly encouraged.

    Course Commitment and Expectations

    The course will require 3-6 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, Wi-Fi, and a webcam. All live sessions will be via Zoom, which will provide presentation slides and closed captioning. There will be no live sessions or coursework during the week of July 30- July 4, 2025. 


    This program is sponsored by the Public Policy Division (PPD). 
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    James Tyger, Ph.D.

    Assistant Vice President, Student Life | Director of Public Policy Division

    University of Florida

    With over 10 years of experience in student affairs, Dr. Tyger is passionate about creating inclusive and supportive campus communities that empower students to thrive. Currently serving as the Assistant Vice President for Student Life at the University of Florida, James oversees the Student Engagement Team, which includes the offices for Campus Engagement, Community and belonging, Sorority and fraternity Life, and Student Legal Services. 

    Dr. Tyger is a proud double Gator, having earned both a Ph.D. in Higher Education Administration and a J.D. from the University of Florida Levin College of Law. He also holds a Master of Education from Vanderbilt University and a Bachelor of Science in Human Resources Management from Virginia Tech. 

    In addition to his role at the University of Florida, Dr. Tyger is the Director-elect for the Public Policy Division of the National Association of Student Personnel Administrators (NASPA) and serves on the Virginia Tech Student Affairs Advisory Council. 

    Scott Sheehan, Ph.D.

    Director, Advising and Career Communities

    University of Rochester

    Dr. Scott Sheehan currently serves as the director of Advising and Career Communities at the Greene Center for Career Education and Connection at the University of Rochester. He is a proud alumnus of SUNY Plattsburgh, where he received a BA in History and Political Science and an MS in Student Affairs and Higher Education. Scott received his Ed.D. from the University of Rochester in Higher Education Administration. His professional interests include student well-being, the intersection of public policy and student success, and career and workforce development.  

    Scott is passionate about higher education public policy and educating others about the implications of federal and state policy development and implementation.  He is the current Director of the Public Policy Division (PPD) at NASPA and is the youngest member of the NASPA Board of Directors in the history of the organization.  Through the PPD Scott has helped create and facilitate educational opportunities for NASPA members.  These educational opportunities include panel discussions among leading thought experts in campus free speech and expression, consideration of race in the admissions process, and Title IX regulations.  During the 2024 NASPA Annual Conference, Scott led the team that created the first Public Policy Division Case Study Competition.           

    Week 1: The current landscape of Public Policy
    • Explore NASPA public policy resources and then have a panel of experts across the public policy landscape. 
    Week 2: Public Policy 101
    • Identify fundamental vocabulary and concepts related to public policy and the passage of legislation. 
    Week 3: Free Speech and Dialogue on College Campuses
    • Understand and articulate policies related to free speech and campus dialogue.
    Week 4: Navigating Public Policy Shifts - A Case Study Approach
    • Define practices and strategies for engaging students, staff, and their own campuses in comprehensive dialogue around federal and state policy shifts.
    Week 5: State & Federal Updates: Policy and Implications 
    • Participants will learn about policies related to state and federal legislation and executive orders,including but not limited to bans on DEI, Title VI, Title IX, mental health, and ???

    Continuing Education Credits

    Participants who complete the course will be eligible for Continuing Education (CE) credit in the Core Student Affairs Educator Certification (CSAEd™). 

    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.

    Guidelines for earning CE credit: 

    5 CSAEd credit is awarded for completing this course. You can receive no more than 5 credit hours in total. 

    No partial credit will be rewarded. 

    Completing the course requires attendance at all live sessions. Depending on the content and format (breakout rooms/discussion), not all live sessions will be recorded. However, all live sessions are required for completion and to receive your certificate. 

    To receive CSAEd credit, attendees must complete the Feedback Survey in the online event offering the certification. You will not be able to access the Feedback Survey until you have completed the course. 

    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.

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    NASPA's Public Policy Division was established to support the association's strategic goals and objectives and provide leadership in higher education through policy development and advocacy for students on important national issues. Major responsibilities include formulating a policy agenda for the association, developing responses to policy proposals, and helping to provide members with information concerning relevant legal, legislative, and other public policy topics. Members can get involved by marking "Public Policy Division" in their engagement preferences in their NASPA profile, and learn more through the website: https://www.naspa.org/division...

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  • Designing Campuses for Mental Health and Well-being (Spring 2025)
    Contains 15 Component(s), Includes Credits Includes a Live Web Event on 06/09/2025 at 3:00 PM (EDT)

    This short course explores the crucial intersection of campus design and mental health in higher education.

    Dates: May 5 - June 9, 2025
    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

    Monday, June 9, 2025        3:00 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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    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.

    Credit is only available for attending the live session.

    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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  • Conducting Sexual Misconduct Climate Surveys: A Step-by-Step Course
    Contains 1 Component(s) Includes a Live Web Event on 06/11/2025 at 1:00 PM (EDT)

    This course guides participants through the entire survey process step by step. It will provide a blueprint for institutions that choose to administer a survey using only “in-house” resources or minimal external assistance. This training builds a foundation for further data collection and assessment strategies, including general climate surveys and analysis of internal sexual misconduct case data.

    June 11- June 27, 2025

    In 2014, the White House Task Force to Protect Students from Sexual Assault first advised American higher education institutions to conduct regular student sexual misconduct climate surveys. The Department of Justice called these climate surveys an important tool to gather knowledge about the scope and nature of sexual harassment and violence in their communities. In the following years, climate surveys have moved from a best practice to a mandate. Not only have around a dozen states passed legislation requiring the administration of regular climate surveys, but the 2021 reauthorization of the Violence Against Women Act added a requirement for all colleges and universities to conduct a survey as well. In addition, multiple Canadian provinces and European countries have either mandated or strongly encouraged sexual misconduct climate surveys for their own institutions: this mandate to make assessment a core part of the work is taking hold across the globe.

    But in recent months, there has been a rising need for general climate surveys assessing the needs of campus communities with regards to issues intersecting with Title VI compliance. Now more than ever, it is imperative to gain a stronger understanding of the current attitudes and behaviors of your institution’s faculty, staff, and/or student populations, as well as the institutional policies and procedures that influence the level of respect for individual needs, abilities, and potential. 

     However, surveys not based on science and best practices may not accurately measure a campus community’s climate nor sexual misconduct. Universities may have both the capacity and the will to conduct meaningful climate surveys, but they might not be sure of where to start, how to conduct the survey, and what questions to ask. 

     In partnership with Rankin Climate, NASPA is providing a comprehensive course to meet that need: this course guides participants through the entire survey process step by step. This training will provide a blueprint for institutions that choose to administer a survey using only “in-house” resources or minimal external assistance, culminating in participants building their own climate assessment plan. This training builds a foundation for further data collection and assessment strategies, including general climate surveys and analysis of internal sexual misconduct case data and the programmatic assessment to measure the impact of the efforts you and your colleagues are conducting to move the needle on the indications from your overarching community survey work.

    Learning Outcomes
    • Understand how to balance legal mandates with institutional needs in conducting sexual misconduct climate surveys (SMCS).
    • Learn the best practices related to the assessment of SMCS from the research literature, specifically to (1) evaluate and select survey instrument(s), evaluate data collection and analysis strategies, and (3) reconcile data from different instruments historically used by the institution.
    • Organize information from across literature and institutions to determine the key to a successful SMCS administration at your home institution.
    • Evaluate different approaches to action planning and be able to apply the theory to data
    • Identify themes within and across survey results to develop clear action steps for immediate implementation.

    Live Sessions

    • June 11 from 1:00-3:00 (ET) 
    • June 18 from 1:00-3:00 (ET) 
    • June 25 from 1:00-3:00 (ET) 

    This course will be synchronous and asynchronous, with weekly live sessions. Depending on the content and speakers of each live session, the session may be recorded for viewing at a later date. Attendance and participation in the live session are highly encouraged, as they offer an opportunity to engage in activities and knowledge sharing that will add to the learning experience.

    Meredith M. Smith, JD, MS Ed

    Senior Vice President

    Rankin Climate

    Meredith Smith spent a decade working in Title IX and nearly two decades in higher education administration overall, serving as the Title IX Coordinator for the University of Virginia and the Assistant Provost for Title IX and Clery Compliance and the Sexual Misconduct Response/Title IX Coordinator at Tulane University. Meredith is a founding member of the Administrator Researcher Campus Climate Collaborative (ARC3) and works for the Victim Rights Law Center as a Department of Justice Violence Against Women grant consultant. She has participated in the Office on Violence Against Women roundtable on sexual violence adjudication and the American Bar Association’s recommendations on college sexual assault investigation and adjudication. She contributed a chapter to Addressing Violence Against Women on College Campuses (Temple University Press, 2017). She was also a guest editor of The Society for Public Health Education’s journal Health Education & Behavior‘s 2020 journal supplement on college sexual assault policy and prevention. She is currently serving on a National Science Foundation grant on sexual misconduct climate surveys. For her work on the Tulane Sexual Misconduct Climate Survey and subsequent culture change initiatives, she was honored with a 2019 Visionary Voice Award from the National Sexual Violence Resource Center. Meredith has a BA (magna cum laude) in English-Creative Writing from Miami University, a JD  from The Ohio State University, and a MS Ed in Administration and Policy from Northwestern University.

    Kevin Swartout, Ph.D.

    CEO and Partner

    Rankin Climate

    Kevin Swartout leads Rankin Climate, bringing deep research and academic expertise after spending more than 15 years teaching and conducting research on university campuses. Kevin received his Ph.D. from the University of North Carolina at Greensboro with a concentration in social psychology. He most recently served as a professor in the Department of Psychology at Georgia State University, earning tenure in 2017 and achieving the rank of full professor in 2020. His research focuses heavily on the influencers and psychology of decision-making. A significant portion of his work has centered on identifying and engaging distinct and diverse subpopulations.

    Susan Rankin, Ph.D.

    President

    Rankin Climate

    Dr. Susan (Sue) Rankin retired from Pennsylvania State University in 2013, where she most recently served as an Associate Professor of Education and Associate in the Center for the Study of Higher Education. Dr. Rankin has presented and published widely on the intersections of identities and the impact of sexism, genderism, racism, and heterosexism in the academy and intercollegiate athletics. Dr. Rankin has collaborated with over 200 higher education institutions to implement campus climate assessments and develop strategic plans for social justice issues. In her advocacy work, Dr. Rankin is a founding member of the Consortium of Higher Education LGBT Resource Professionals, a network of professionals doing advocacy work for LGBT people on college campuses, and the Statewide Pennsylvania Rights Coalition, a network of individuals and organizations across the Commonwealth committed to securing and defending full civil rights for LGBT individuals. 

    Jess Neumann-Kersten, Ph.D.

    Managing Director, Research

    RW Jones Agency

    Jess manages research initiatives at the RW Jones Agency and uses her years of experience in higher education administration to support clients through evidence-based practices and mixed-methods research. Jess and her team most recently developed, fielded and analyzed the inaugural State of the CDO survey and report with the National Association of Diversity Officers in Higher Education (NADOHE). She earned her Ph.D. in communication studies from the University of Denver and her bachelor’s degree in media, culture and communication, and gender and sexuality studies from New York University.

    Week One: Introduction to Climate Surveys and Planning Your Process
    • History of Campus Climate Surveys and Sexual Misconduct Climate Surveys
    • Current Legal Landscape: Who has to do it, and what do we do?
    • What We Know From Current Research About Sexual Misconduct in Higher Education
    • What to Consider When Deciding to Conduct a Survey
    • Articulating Survey Goals
    • Working Within Your Budget
    • Looking Ahead to Future Administrative Decisions
    Week Two: The Science Behind Surveys
    • Laying Out A Survey Approach: Do It Internally or Externally?
    • How to Choose a Survey Instrument
    • Switching Surveys and Reconciling Different Data
    Week Three: Administration Nuts & Bolts
    • Forming a Climate Survey Working Group
    • Customizing a Survey Without Breaking the Measurements
    • Sample Approach or Census Approach
    • Whether or Not (and How) to Submit to IRB
    • Creating a Communications/Marketing Strategy and Toolkit
    • Incentives: What Works and Maximizing Your Budget
    • Conducting Data Analysis
    • Creating Data Dashboards
    Week Four: Action and Community Engagement
    • Shifting from a Climate Survey Working Group to an Action Group
    • Overview of Public Health Strategies of Prevention and the Socio-Ecological Model
    • Synthesizing Other Institutional Data for Comparison and Context
    • Evaluating Different Approaches to Design Action Plans
    • How to Identify Your Key Findings
    • Creating Solution-Oriented Action Items to Address Key Findings
    • Sharing the Results with Your Community: How to Report Out
    • Solidify Assessment Plan for Future

  • Building a Shared Commitment to Well-being (Summer 2025)
    Contains 18 Component(s), Includes Credits Includes a Live Web Event on 07/21/2025 at 3:00 PM (EDT)

    This short course is designed to guide student affairs professionals through a comprehensive understanding of holistic well-being.

    Dates: June 16 - July 21, 2025
    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

    Monday, July 21, 2025 at 3:00 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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    Guidelines for earning CE credit: 

    4 CSAEd Core CEs are awarded for completing this course. Completion includes viewing all recordings 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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