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

Publish with the National Resource Center

When the National Resource Center for The First-Year Experience and Students in Transition was founded in 1986, one of its primary goals was to build a literature base on the first-year experience. We invite your collaboration in our ongoing efforts to provide high-quality resources related to the learning, development and success of college students in transition.

Contribute Your Knowledge

Throughout its history, many of the center's publications have been submission-driven, and we continue to invite high-quality manuscripts on research and practice supporting college students in transition.

If you'd like to submit a practice or research-based manuscript, learn about our publications and review the submission guidelines for each.

Our Publications

Journal of the First-Year Experience & Students in Transition

This semiannual refereed journal provides current research on the first college year and other significant student transitions. The journal's purpose is to share empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as:

  • Explorations into the academic, personal and social experiences (including outcomes related to success, learning and development) of students at a range of transition points throughout the college years. These transitions include, but are not limited to, the first college year, the transfer transition, the sophomore year, the senior year and transition out of college, and the transition to graduate work
  • Transition issues unique to specific student populations such as non-traditional, traditional, historically underrepresented, transfer, commuter or part-time
  • Explorations of faculty development, curriculum and pedagogical innovations connected to any of the transitions identified above

Submission Guidelines »

Contact the Editor: 
Dr. Forrest Lane
Phone: 936-294-4287 

E-Source for College Transitions

A complimentary electronic newsletter published three times a year providing practical strategies for supporting student learning, development and success. Articles cover a variety of topics related to student transitions, including:

  • Teaching strategies in the first college year
  • Strategies for addressing the sophomore, senior, and transfer transitions
  • Proven institutional initiatives
  • Strategies for assessing student learning, experiences, programs, and courses
  • Exploration of transition issues related to campus type
  • Alternative funding sources for curricular initiatives, programs, and services
  • Programs addressing the needs of special student populations
  • Short reviews of new and relevant print and online resources

Submission Guidelines »

Contact the Editor:
Dr. Christina Hardin

The Toolbox

The Toolbox is a bimonthly electronic newsletter providing practical strategies for improving teaching and learning. Articles on a variety of topics related to classroom instruction are welcome, including those focusing on:

  • Faculty-student relationships
  • Principles and practices of effective course design
  • Active-learning strategies for face-to-face venues
  • Applications of digital technology to face-to-face and online venues
  • Alternative strategies to assess student learning
  • Strategies and techniques for meeting the learning needs of diverse student populations

Submission Guidelines »

Contact the Editor:
Dr. Brad Garner
Phone: 765-677-2452 

Research Reports on College Transitions

The National Resource Center publishes reports of original research of national significance that require more expansive treatment than the typical journal article. These publications may contain the report of a single, large-scale study or may offer a collection of smaller research reports on a similar topic or research question (e.g., institutional research reports on outcomes related to first-year seminars). In addition to a presentation of research findings, these publications typically contain a review of the literature, which situates the current study in the context of the existing literature and research and a discussion of the implications of the results on student learning, success, and institutional practice.

Complete Submission Guidelines [pdf]

Contact the Editor: 
Dr. Tracy L. Skipper, Assistant Director for Publications
Phone: 803-777-6226

Scholarly Practice Books

The majority of our book-length publications are designed to inform practice in institutions of higher education, generally focusing on an educational or institutional structure, student subpopulation, or curricular/cocurricular innovation. These books typically begin with a discussion of the history/philosophical underpinnings of the general topic or issue. Literature reviews and reports of relevant research may be used to build a case for why a structure, student subpopulation, innovation, and so on needs our attention or to justify a particular approach to an issue. Subsequent chapters frequently provide recommendations for addressing the topic or issue from a variety of viewpoints. Typically this section also discusses the potential impact of this issue or innovation on student learning, success, or retention.

In general, scholarly practice books:

  • Examine a topic of continuing importance to professionals working in the first-year experience/students in transition field
  • Present new and significant information and observations about the topic that can inform work in a variety of educational settings
  • Offer insights derived from a solid and sufficiently broad knowledge base of theory, research, and/or practice

Complete Submission Guidelines [pdf]

Contact the Editor: 
Dr. Tracy L. Skipper, Assistant Director for Publications
Phone: 803-777-6226