NASPA is a member-centered association supporting a diverse and passionate network of 15,000 professionals and 1,200 institutions across the globe.
Whether you are looking for a transformational in-person experience, or wanting to learn and engage from where you are, NASPA has the perfect professional development for you.
As higher education continues to evolve, NASPA serves a leading role in the innovations that are shaping the future of student affairs.
Check out what's new with NASPA & the field of student affairs.
NASPA has many organizations and groups that tailor your NASPA experience to your location, professional level, and institution type.
Call for Submissions: Journal of Student Affairs Research and Practice Special Issue - The Future of Student Affairs Practice
Exciting Volunteer Opportunities With NASPA’s Journals
Call for Applications: Journal of Student Affairs Research and Practice New Professional and Graduate Student Review Board (2023-2026 Term)
Call for Applications: Journal of Student Affairs Research and Practice Editorial Board (2023-2026 Term)
Applications Invited for Executive Editor of the Journal of Student Affairs Research and Practice
Call for Applications: Journal of Student Affairs Research and Practice Editorial Board (2022-2025 Term)
Call for Applications: Journal of Student Affairs Research and Practice New Professional and Graduate Student Review Board (2022-2025 Term)
JSARP Special Issue Call for Submissions -- COVID-19 Impact on Accessibility and Success for College Students
Call for Applications: Journal of Student Affairs Research and Practice New Professional and Graduate Student Review Board (2021-2024 Term)
Call for Applications: Journal of Student Affairs Research and Practice Editorial Board (2021-2024 Term)
Call for Submissions Journal of Student Affairs Research and Practice Special Issue – Health and Wellbeing
Reflections from Crisis: A Phenomenological Study of the Texas A&M Bonfire Collapse
Standards, Standards, Standards
College Student Hazing Experiences, Attitudes, and Perceptions: Implications for Prevention
Developing Students’ Well-Being Through Integrative, Experiential Learning Courses
