Captivating Campuses: Proven Practices that Promote College Student Persistence, Engagement and Success

'Captivating Campuses: Proven Practices that Promote College Student Persistence, Engagement, and Success' is a must-read for all who work with today’s college students. In an age in which so many attend post-secondary institutions, but so few graduate on time, or graduate at all, it is imperative that we as faculty and administration do all we can to put in place effective strategies for student success. The authors have covered many useful topics and have pragmatic suggestions, culled from the best of theory and research, to assist campus personnel in investing their time and energy in developing programs that work. Additionally, they stress that the most important investment of all lies in the relational realm of education, making connections in and out of the classroom an even greater priority for all institutions.

Richard B. Holzman, Ed.D.

Senior Advisor for External Affairs, University of Massachusetts-Amherst and Springfield, MA

In an era when college students expect to be engaged at all times, Captivating Campuses: Proven Practices that Promote College Student Persistence, Engagement, and Success offers practical and research grounded strategies to ensure success. The book delves into what the college, professors, and students can do to improve engagement, what barriers exist and how to deal with them, as well as solutions to some of the more-weighty issues such as first generation college students and those for whom the expense seems overwhelming. This book offers post-secondary faculty and administration, and others interested in the field, a substantial and well-developed look at the necessary ingredients to success for the contemporary college student.

Elizabeth Jean, EdD

Professor, Van Loan School of Education, Endicott College, Beverly MA

'Captivating Campuses: Proven Practices that Promote College Student Persistence, Engagement, and Success' takes a critical look at today’s higher education students who access academics in a completely different way than ever before. Beginning with detailed descriptions of the theories of, and barriers to, engagement and then moving on to strategies and practices that enhance currently learning, there is no lack of current research to back up the suggestions. While the post-secondary student plays a prominent role within the pages of this book, the authors go to great lengths to discuss the necessity of self-care of those who teach. This book will certainly be an asset to all higher education administrators and faculty as well as those wishing to make their way to those ranks.

Judith L. Klimkiewicz, Ed.D.

Professor, American International College, Springfield, MA