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 time bound nor place-bound and does not require the simultaneous participation of all students and instructors. It utilizes tools such as email, threaded discussions/forums, listservs, and blog.

Participants will earn 1.5 continuing education units.

Fostering First-Year Student Success

Stephanie M. Foote, Ph.D.
Director, Master of Science in First-Year Studies
Professor of Education
Department of First-Year and Transition Studies

Stephanie M. Foote, Ph.D. is the Director of the Master of Science in First-Year Studies and Professor of Education in the Department of First-Year and Transition Studies at Kennesaw State University. Prior to this, she was the administrator for academic success and first-year programs at the University of South Carolina Aiken.

Foote earned her Ph.D. from the University of South Carolina in Educational Administration-Higher Education. She is a past recipient of the NODA Outstanding Research Award for her dissertation study of semester of college and she was recently selected as the recipient of the McGraw-Hill Excellence in Teaching First-Year Seminars award.

Her current scholarly interests include self-authorship development in transfer students, the role of first-year seminars and experiential pedagogy on student engagement in the early college experience, and engagement in online learning environments. Foote is a co-principal investigator on the Fund for the Improvement of Postsecondary Education (FIPSE)-First in the World Program (FITW) grant ($3.2 million award), Strengthening bridges for student success: Increasing transfer and completion rates for underrepresented, underprepared, and low-income community and technical college students seeking four-year degrees.

Additionally, Foote is the leading author of College Students in Transition: An Annotated Bibliography, and she developed and taught the online course, Fostering First-Year Student Success for the National Resource Center for the First-Year Experience and Students in Transition annually since 2010. Foote is currently a guest co-editor of a special "Fostering Success for Students in Transition" issue of the Journal of College and Student university Housing, she currently serves on the editorial board for the Journal of Student Affairs Research and Practice (JSARP), and is the editor for the Journal of College Orientation and Transition (JCOT).

Registration Deadline
Course Capacity

September 18 - October 13, 2017

September 5, 2017 40 Registrants $425.00


This course is designed to engage participants in an exploration of the fundamental aspects of first-year student success. Drawing from multiple perspectives, participants in the course will be challenged to: a) move beyond generational characteristics to fully understand who first year students are and what issues potentially impact their success; b) apply the information generated through readings, reflective assignments, and discussion to innovate practices aimed at fostering first-year student success; and c) develop a variety of qualitative and quantitative methods that can be used to measure first-year student success.  


As a result of this online course, students will:

  • Participants will identify issues that impact the success of first-year students on their campus.

  • Participants will develop strategies and transform existing practices to encourage first-year student success.

  • Participants will understand how to use qualitative and quantitative methods to measure first-year student success.

    Textbook (required)
    Upcraft, M. L., Gardner, J. N., & Barefoot, B. O. (2005). Challenging & supporting the
    first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass.

Who are our Veteran Students and are we Veteran-Friendly?

David DiRamio
Asscociate Professor of Higher Education at Auburn University

David DiRamio, Ph.D. 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

November 13 - December 8, 2017

November 6, 2017 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:  


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;