"While teaching at the University of Southern California, editors Harper and Quaye challenged their doctoral students to research effective practices that promote engagement for students of a range of social identities. The result is a rich volume of scholarship on the complex and situational circumstances that impede or advance student success. Each article provides both theoretical perspective and concrete curricular and cocurricular models to enhance the college experiences of students, whatever their particular identities and contexts. Student Engagement in Higher Education is an essential text for faculty, staff, and administrators aspiring to facilitate student engagement on today's multicultural campuses." -- Diversity & Democracy, Vol. 12, No. 1, 2009
"Harper and Quaye have edited a volume that relocates the weight of student engagement by alleviating the burden generally placed upon the student as the contributing authors call for administrators and educators to embrace their share of the collective responsibility. In doing so, Harper and Quaye hope to create participation, discussion, critical thinking and action in educators and administrators considering student engagement (p. 2). This book succeeds in these goals..." -- Winston C. Thompson, Teachers College Record, January 16, 2009
"Editors Shaun R. Harper and Stephen John Quaye have assembled a talented trope of authors with experience in an array of postsecondary institutions—many as administrators, some as scholars, but all as practitioners—to share their insights into how to work effectively with diverse student populations. Each of the 16 jointly authored chapters offers a unique perspective on a particular population of students…The concrete interventions proposed in this volume will help institutions serious about engaging diverse populations foster environments that are welcoming and engaging for all students."--Jillian Kinzie, Journal of College Student Development, July/August 2009, Vol 50, No 4, pp 471-474
"This text serves as a model of good student affairs practice—modeling for students and practitioners how to apply theory and research to the development of informed practice. There is a clear acknowledgment of classical theories of student development and college impact such as environmental press, social capital, attribution theory, and Astin’s framework of student involvement."—Review of Higher Education
About the Author
Stephen John Quaye is on the faculty in the Student Affairs in Higher Education Program at Miami University.
Shaun R. Harper is on the faculty in the Graduate School of Education and Executive Director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania.