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National Resource Center for The First-Year Experience and Students in Transition

Publications

Since its founding in 1986, the National Resource Center has published resources exploring the learning, success, and development of college students in transition, including a peer-reviewed empirical journal, newsletters, scholarly practice books, research monographs, and guides.

Our Commitment to Scholarly Publishing

We are committed to producing high-quality publications for scholars and practitioners interested in the first-year experience and students in transition. To that end, all manuscripts are subjected to editorial and peer review prior to acceptance for publication.

The core commitments that guide the larger work of the National Resource Center inform our approach as a small academic press. In particular, three of these values are central to our publishing efforts:

We believe that good practice in higher education must rely on a foundation of high-quality research. Conversely, good research draws from and informs practice. As such, the work of the National Resource Center advances and supports both scholarly practice and applied research.

We strive to create a supportive and professional environment where a diversity of viewpoints are recognized and considered in the ongoing dialogue on student transitions.

We support a climate of intellectual curiosity. We desire to provide the tools and media to pursue professional development and an ongoing process of inquiry, exploration, creativity, and discovery.

Permissions

The National Resource Center for The First-Year Experience and Students in Transition is committed to making high-quality resource materials available to higher educators around the world. Under certain circumstances, we allow limited reprints of our published materials. Requests for reprints may not exceed 10% of the content of a book or guide or more than one article from an issue of a periodical. Send a request including the complete citation of the material to be reproduced (with inclusive page numbers), the purpose for which the material is being reproduced, and the method of dissemination to nrcpubs@mailbox.sc.edu.

The First-Year Experience® is a service mark of the University of South Carolina. A license may be granted upon written request to use the term The First-Year Experience in association with educational programmatic approaches to enhance the first college year. This license is not transferable without written approval of the University of South Carolina. Send requests for permissions to Kate Lehman, Director of The National Resource Center for The First-Year Experience and Students in Transition, at kl86@mailbox.sc.edu. 

Featured Titles

Research Report 12 Cover Photo

Research Report 12: Examining the Landscape of Transfer Support: Results from the 2021 National Study of Transfer Student Initiatives

This report details the results from the 2021 National Study of Transfer Student Initiatives and is intended to provide leaders, researchers, and policymakers with a national overview of transfer-related policies, practices, and procedures as well as institutional and bureaucratic barriers to their development, coordination, and implementation. In addition, it prompts discussions for leaders and staff as they consider how transfer-related efforts may be improved to better meet the needs of students.

Research Report 13 Cover Photo

Research Report 13: Toward Peer Leadership as a High-Impact Practice: Insights from the U.S. Data in the 2023 International Survey of Peer Leaders

This report looks at peer leadership as a high-impact practice, examines the equity and access to participation in peer leadership, and explores key questions for practitioners looking to implement, refine, or assess their peer leadership programs, as well as for researchers with an interest in drawing findings of this survey for their work.

Book cover for "Rethinking Student Transitions"

Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise

This publication presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students’ experiences in transition.

 

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