Skip to Content

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


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

The National Resource Center for The First-Year Experience and Students in Transition publishes scholarly practice books, research reports, electronic newsletters, and a peer-reviewed research journal touching on a wide range of topics related to student learning, development, and success. 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:

  • A commitment to draw connections between research and practice. 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.
  • Efforts to build an inclusive network of education professionals. 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.
  • Opportunities for lifelong learning. 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.

Featured Titles 

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.

Ensuring Success for Students Who Transfer cover

Ensuring Success for Students Who Transfer: The Importance of Career and Professional Development

Transfer students face a unique set of challenges when trying to get acclimated to their new environment. In the current transfer literature, there is an absence of career development in all its forms including career resources, career advising, career coaching/counseling, professional readiness, and job search strategizing. This publication works to fill this void.

Sophomore Success Guide cover

A Faculty and Staff Guide on Supporting Sophomore Student Success

This guide is part of a series of action-oriented guides intended to blend research and practice to enhance the professional development and capacity of faculty and staff toward the ultimate goal of increasing the learning, development, transition, and success of students during their time in college or university.

Academic Recovery cover

Academic Recovery: Supporting Students on Academic Probation

This book serves as a resource for practitioners and institutional leaders. The volume presents a variety of interventions and institutional strategies for supporting the developmental and emotional needs of students on probation in the first year and beyond.




Challenge the conventional. Create the exceptional. No Limits.