Conferences and Continuing Education













Our Invitation to You

* Registration Now Open

The National Resource Center is pleased to now offer online courses on current topics related to the first-year experience and students in transition. Online courses are designed to come as close as possible to providing students with the same course content and opportunities for interaction with classmates and with the instructor as traditional or classroom-based courses as well as take advantage of pedagogy and teaching techniques that are not possible or uncommon in a traditional format. Our online courses will take place during a four-week or five-week period with the majority of instruction occurring in an asynchronous environment. Asynchronous instruction is neither timebound nor place-bound and does not require the simultaneous participation of all students and instructors. It utilizes toolssuch as email, threaded discussions/forums, listservs, and blog.

Participants will earn 1.5 continuing education units.

Infusing Emotional Intelligence Learning into Your First-Year Seminar and First-Year Experience Programs

Korrel Kanoy
Professor Emeritus
William Peace University

Korrel Kanoy earned her BA degree in Psychology from the University of Richmond and her doctorate degree from The University of Tennessee, Knoxville. After a 31-year career in higher education as a professor and dean of academic affairs, Korrel now works with educational institutions and faculty to promote emotional intelligence development. She has developed emotional intelligence curricula, designed strategies for graduate programs to assess the emotional intelligence of program applicants as part of the admissions process, and led numerous faculty and staff professional development sessions to teach faculty about the importance of emotional intelligence in teaching and in predicting students’ success. She also trains university faculty to use the Emotional Quotient Inventory 2.0, an assessment tool that measure emotional intelligence in graduate and undergraduate students.

During her 31-year tenure at Peace College, Korrel taught classes in developmental psychology, general psychology, research methods, and emotional intelligence, as well as publishing numerous articles in peer-reviewed journals. In addition, she earned several campus awards including Alumna Distinguished Professor, the McCormick Distinguished Teaching Award, and the Bingham Award for Excellence in Campus Leadership.

Korrel is the co-author (with Steve Stein) of The Student EQ Edge: Your Academic and Personal Success and an accompanying The Student EQ Edge: Facilitation and Activity Guide and The Student EQ Edge: Student Workbook.


Registration Deadline
Course Capacity
April 4 - April 29, 2016 Tuesday, March 22, 2016 25 Registrants $425.00


Research demonstrates the most successful college students possess higher emotional intelligence (EI) and by infusing EI learning into first-year experience programs (e.g., first-year seminar course topic, into first-year advising or first-year programming, or as a follow-up course to the first-year seminar), outcomes such as enhanced retention and graduation rates and greater academic and social success are achieved.  This course will provide an overview of relevant literature related to first-year students and EI, resources and strategies for teaching emotional intelligence skills -- including sample syllabi, activities, readings, and more -- that you will be able to use immediately, and a section on gaining buy in on your campus. 

Course Objectives

  • Participants will develop an understanding of what emotional intelligence is and how it impacts first-year student success, including retention and ultimate graduation.
  • Participants will identify various methods and strategies for enhancing first-year student learning about emotional intelligence on their campus including through the first-year seminar, advising, residence life, and more.
  • Participants will develop strategies for increasing buy-in on their campus for teaching emotional intelligence and infusing it into first-year programs.
  • Participants will design an approach (or modify an existing one) for teaching emotional intelligence on their campus.

Course Materials:

  • The Student EQ Edge:  Emotional Intelligence and Your Academic and Personal Success

  • The Student EQ Edge Facilitation and Activities Guide 

Who Are Our Veteran Students and Are We Veteran-Friendly?

David DiRamio
Associate Professor
Auburn University

David DiRamio is an associate professor of higher education administration at Auburn University. Since his first article, "From Combat to Campus," was published in 2008, Dr. DiRamio has emerged as a nationally known researcher and speaker reporting on the emerging population of student veterans in college. His scholarly works include the book "Veterans in Higher Education (2011)," which applies well-known theories and models of college student development to the contemporary phenomenon of the student veteran, and "Creating a Veteran-Friendly Campus (2009)," detailing best practices and how campus leaders can help student veterans succeed. More recent co-authored research about female college student veterans has been published in College Student Journal (2015) and forthcoming in the NASPA Journal About Women in Higher Education (in press, 2015). Dr. DiRamio received both B.S. and M.B.A. degrees from the State University of New York at Buffalo and a Ph.D. in Educational Leadership from the University of Nevada, Las Vegas. David is a U.S. Navy veteran.


Registration Deadline
Course Capacity
May 30 - June 24, 2016 Tuesday May 17, 2016 25 Registrants $425.00


In this online course we will examine the phenomenon of the veteran student in college by integrating best practices, findings from the research literature, and empirically established theories. The course is designed to inform and engage those who provide campus programs and services for veteran students, as well as others in the higher education / student affairs community (campus staff, administrators, faculty, and graduate students conducting thesis or dissertation research). Using a blend of video lectures, required readings, discussion forums, and self-assessments, the course is divided into four parts:

Course Objectives

This course is designed to support students' development of the knowledge, attitudes, and skills needed to:

  • understand the critical issues facing veteran students;

  • recognize of the psychosocial, cognitive, and identity-related concerns of veteran students who a transitioning to college and civilian life;

  • be a critical consumer of the research literature about veteran students;

  • use research to inform decisions about how to best serve the needs of veteran students;

  • be mindful and intentional when working with this unique student population;

  • understand privacy concerns and ethical considerations when working with veteran students;

  • critically examine best practices and organizational policies related to veteran students; and

  • effectively plan and resource programs and service for veteran students.