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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.

  • Informal Resolution Certificate (Spring 2026)
    Contains 11 Component(s), Includes Credits

    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. This training program is a one-of-a-kind, hybrid online and synchronous learning experience designed to assist administrators in getting up to speed on informal resolution procedures, especially within the confines of the 2020 Title IX rules.

    Dates: February 2- March 3, 2025

    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 30 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, including the Supreme Courts of California and Massachusetts in 2018. 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, 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.

    Kristine Goodwin

    Assistant Provost

    North Shore Community College

    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.

    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 04/29/25. 

  • 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

    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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