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F OSTERING
S TUDENT
S UCCESS
IN THE

C A MPUS
C OMMUNIT Y
F OSTERING
S TUDENT
S UCCESS
IN THE

C A MPUS
C OMMUNIT Y

G ARY L. K RA MER
AND A SSOCIATES
Copyright © 2007 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass
A Wiley Imprint
989 Market Street, San Francisco, CA 94103–1741 www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any
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except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without
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Library of Congress Cataloging-in-Publication Data

Kramer, Gary L., 1945-

Fostering student success in the campus community / Gary L. Kramer and Associates.
— 1st ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-933371-24-5 (cloth : alk. paper)
1. Student affairs services—United States. 2. College student development programs—
United States. 3. Universities and colleges—United States. I. Title.
LB2342.92.K73 2007
378.1’97—dc22 2007028920

Printed in the United States of America

FIRST EDITION
HB Printing 10 9 8 7 6 5 4 3 2 1
TABLE OF CONTENTS

About the Authors vii

Foreword xxv
Preface xxix
Acknowledgments xliii

PART I • Communicating Expectations

1. Knowing Today’s and Tomorrow’s Students 3
Vasti Torres

2. Creating a Student-Centered Culture 17

Jillian Kinzie and George D. Kuh

3. Aligning Expectations: A Shared Responsibility 44

Thomas E. Miller and Saul Reyes

4. Changing Student Services Through Assessment 61

John H. Schuh

5. Promoting and Sustaining Change 81

Earl H. Potter III

PART II • Connecting Services

6. Putting Students First in College Admissions and
Enrollment Management 101
Don Hossler

7. Connecting One-Stop Student Services 120

Louise M. Lonabocker and J. James Wager

8. Learning Technologies that Serve Students 145

Peter B. DeBlois and Diana G. Oblinger

v
vi Fostering Student Success in the Campus Community

9. Giving Advice that Makes a Difference 171

Wesley R. Habley and Jennifer L. Bloom

10. Planning Good Academic and Career Decisions 193

Emily E. Bullock, Robert C. Reardon, and Janet G. Lenz

PART III • Fostering Student Development

11. Learning Partnerships 217
Terry D. Piper and Rebecca A. Mills

12. Developing Students’ Search for Meaning and Purpose 236

Lois Calian Trautvetter

13. Organizing Student Services for Learning 262

Dave Porter, Joe Bagnoli, Janice Burdette Blythe, Donald Hudson,
and Deanna Sergel

14. Preparing Service Providers to Foster Student Success 302

Tom Brown and Lee Ward

15. Engaging Faculty to Foster Student Development 318

Faye Vowell

PART IV • Achieving Success

16. Intervening to Retain Students 343
Wesley R. Habley and John H. Schuh

17. Achieving Student Success in the First Year of College 369

Randy L. Swing and Tracy L. Skipper
18. Achieving Student Success in Two-Year Colleges 392
Margaret C. King and Rusty N. Fox

19. Putting Students First in the Campus Community 407

Gary L. Kramer (with Thomas J. Grites, Eric R. White, Michael A. Haynes,
Virginia N. Gordon, Michael McCauley, Wesley R. Habley, and Margaret C. King)

20. Fostering Student Success: What Really Matters? 433

Gary L. Kramer

Name Index 449

Subject Index 456
ABOUT THE AUTHORS

Joe Bagnoli, a graduate of Berea College (1988), earned an M.A. (1992) in

student personnel services for higher education from Eastern Kentucky
University and is a Phi Kappa Phi scholar. He served as director of admis-
sions and financial aid at Concord University in West Virginia before return-
ing to Berea College as director of admissions in 1997. In 2003 he was
appointed to his current position as associate provost for enrollment manage-
ment at Berea. Called on regularly to consult with colleges and universities
on enrollment-related matters, he has served on the executive council of the
Kentucky Association of Secondary and College Admission Counselors,
earning the president’s award for service to the organization in 2000 and the
human relations award in 2002. He is a member of the National Association
for College Admission Counseling and the American Association of
Collegiate Registrars and Admissions Officers.

Jennifer L. Bloom is associate professor and head of the master’s program in

student development at the University of South Carolina. She received her
bachelor’s degree (1988) from Illinois State University in physical education
teaching (K–12), her master’s degree (1990) in athletic administration from
the University of Illinois at Urbana-Champaign, and her Ed.D. (1995) in
higher education administration. She received the National Academic
Advising Association’s Outstanding Advising Administrators Award in 2005
and was elected to the organization’s board of directors (2005–2008). She has
taught a graduate-level class on academic advising at the University of Illinois
and the University of Louisville. In addition, she has presented her work at
national conferences and at college campuses on numerous topics, including
academic advising, appreciative inquiry, and higher education career paths.
She is coauthor of the book Career Aspirations and Expeditions: Advancing
Your Career in Higher Education Administration (Stipes, 2003).

vii
viii Fostering Student Success in the Campus Community

Janice Burdette Blythe has been a professional in higher education for 30 years.
She was awarded a B.S. (1972) in administrative dietetics from Eastern
Kentucky University, an M.S. (1974) in clinical nutrition from the University
of Kentucky, and a Ph.D. (1987) in animal science with an emphasis in nutri-
tion from the University of Kentucky. After serving as a clinical practitioner
for a few years, she returned to her undergraduate alma mater, teaching and
advising graduates and undergraduates for nearly a decade. For the past two
decades at Berea College, she has served as an academic department chair, a
full-time teaching faculty member in general education and human nutri-
tion, and a midlevel administrator. At Berea she has been involved exten-
sively in academic advising as an elected faculty representative in the
governance system and as chair of the executive council. She currently holds
the rank of full professor and serves as associate provost for advising and aca-
demic success. Her memberships in professional organizations include the
National Academic Advising Association and the National Association of
Student Personnel Administrators.

Tom Brown has served as an educator in academic and student affairs for 35
years and was the dean of advising services/special programs at Saint Mary’s
College of California (1977–1997). In addition to developing and adminis-
tering Saint Mary’s nationally recognized faculty-based academic advising
program, he was responsible for new-student and new-family orientation
programs; academic support and achievement (e.g., tutoring and services for
students with disabilities); and the offices for Asian Pacific American, Black,
Hispanic/Latino, and international student programs and for pre-law advis-
ing. Tom developed the High Potential Program at Saint Mary’s, which pro-
vides access and support to first-generation students from disadvantaged
backgrounds. Graduation rates for High Potential students grew to exceed
those for all other cohorts at the college. When he left Saint Mary’s, the stu-
dents and faculty established the Dean Thomas Brown Advising Award,
which is presented each year to a faculty member at the college. He has served
in numerous elected and appointed roles in the National Academic Advising
Association (NACADA), including member of the board of directors and
vice president. He cochaired the 1990 National Conference on Academic
Advising and has served since 1987 on the faculty of the NACADA
Academic Advising Summer Institute. He has presented and published
extensively on academic advising, supporting multicultural students and at-
risk cohorts, and international educational exchange. He is currently the man-
aging principal of a consulting network, Thomas Brown & Associates
 About the Authors ix

(www.tbrownassociates.com), and he has assessed, developed, or facilitated

academic advisor development programs at more than 250 colleges and uni-
versities in the United States and abroad.

Emily E. Bullock is an assistant professor in the College of Education and

Psychology at the University of Southern Mississippi. She maintains research
interests in vocational psychology and assessment, personality, career counsel-
ing and academic advising, and work environments. Her work has appeared
in the Journal of College Student Development and the NACADA Journal, and
she has presented at the National Career Development Association on issues
relevant to career and academic advising. At both the University of Southern
Mississippi and Florida State University career centers, she was employed as
a career advisor. She taught an undergraduate career development course and
plans to teach graduate-level vocational-psychology courses. She received her
bachelor’s degree in psychology and her master’s degree in counseling psy-
chology from the University of Southern Mississippi and her Ph.D. in coun-
seling psychology and school psychology from Florida State University.

Peter B. DeBlois is director of programs and media relations for EDUCAUSE,

the nonprofit association for information technology in higher education. He
coordinates member programs—including special interest constituent and
discussion groups, advisory committee volunteers, board elections, and annual
awards—and manages association press releases and media relations. Before
his work with EDUCAUSE, he was university registrar, director of registra-
tion and records, and assistant director of freshman English at Syracuse
University. He helped found the Registrars’ Summer Institute at Aspen and
the American Association of University Registrars. He has presented at con-
ferences for the American Association of Collegiate Registrars and
Admissions Officers, the Middle States Association of Collegiate Registrars
and Officers of Admission, the Conference on the Freshman Year
Experience, the College and University Machine Records Conference, and
EDUCAUSE. He holds a doctor of arts in rhetoric and composition and an
M.A. in English from Syracuse University and a B.A. from St. Lawrence
University. He has taught composition, literature, and honors seminars at
Illinois State University, the Metropolitan State College of Denver,
Onondaga Community College, and Syracuse University. He coauthored
Composition and Literature: A Rhetoric for Critical Writing (Prentice Hall,
1984), has written for EDUCAUSE Quarterly and EDUCAUSE Review, and
is responsible for the annual EDUCAUSE Current Issues Survey.
x Fostering Student Success in the Campus Community

Rusty N. Fox is vice president for student development services at Tarrant

County College’s southeast campus and is that campus’s chief student affairs
officer. Active in his profession, he presents at national and regional confer-
ences and serves as a member of the National Academic Advising Association
(NACADA) Consultants Bureau. He has been on the faculty at the
NACADA Academic Advising Summer Institute and the Academic Advising
Administrators’ Institute. As a past board member, he served twice as the asso-
ciation’s national commission chair for two-year colleges. Likewise, he is
involved in community and educational organizations and currently serves on
the board for the Martin Luther King Jr. Celebration Committee for the city
of Arlington, Texas. He served as dean of student development and director of
counseling/advising at Oklahoma City Community College and as coordina-
tor of academic advising at Brookhaven College. He holds a B.A. in speech
communications from Texas A&M University and an M.S. in counseling from
Texas A&M–Commerce, where he was named an outstanding alumnus. He is
currently a Ph.D. candidate in higher education at Capella University.

Virginia N. Gordon is assistant dean emeritus and adjunct associate professor

at the Ohio State University. She has extensive experience in teaching,
administration, advising, and counseling in higher education settings. Her
bibliography includes many books, monographs, book chapters, and journal
articles on advising administration, career counseling, working with unde-
cided students, and advisor training. She is past president of the National
Academic Advising Association (NACADA) and the founder and first direc-
tor of the National Clearinghouse on Academic Advising. Virginia has
received national acclaim and numerous awards for her contributions to the
field. NACADA named its award for outstanding contributions to the field
of academic advising the Virginia N. Gordon Award.

Thomas J. Grites has served as director of academic advising, interim director

of teacher education, interim dean of social and behavioral sciences, assistant
to the vice president for academic affairs, and currently as assistant to the
provost in his 28 years at the Richard Stockton College of New Jersey. He
currently has responsibilities related to academic orientation programming,
first-year experience efforts, the Banner Student implementation team, and
various other projects. He also teaches regularly, most recently piloting a sem-
inar course for new transfer students. He was one of the founding members
of the National Academic Advising Association (NACADA) and served as
its president for two terms. He currently serves as a senior editor of the
 About the Authors xi

NACADA Journal and regularly provides other services to the organization.

Thomas has written more than 50 journal articles, book chapters, and profes-
sional reports; he has delivered more than 70 conference presentations; and he
has conducted faculty development workshops and academic advising pro-
gram reviews on more than 100 campuses. He has served on the Absecon
Board of Education for more than 20 years. He earned his B.S. and M.S. from
Illinois State University and his Ph.D. from the University of Maryland. Both
institutions have awarded him distinguished alumni awards.

Wesley R. Habley is a principal associate and coordinator of ACT’s Office of

State Organizations. He received his B.S. in music education and M.Ed. in
student personnel from the University of Illinois at Urbana-Champaign and
his Ed.D. from Illinois State University in educational administration. Before
joining ACT, Wes directed advising programs at Illinois State University and
the University of Wisconsin–Eau Claire. His recent coauthored publications
are What Works in Student Retention? Four-Year Public Colleges (ACT, 2004)
and Academic Advising: A Comprehensive Handbook ( Jossey-Bass, 2000). He is
the author of monographs on four of ACT’s National Surveys of Academic
Advising. He contributed chapters to Developmental Academic Advising
Foundations: A College Reader and Faculty Advising Examined: Enhancing the
Potential of College Faculty as Advisors, as well as numerous journal articles and
chapters in monographs published by Jossey-Bass, the National Resource
Center for The First-Year Experience and Students in Transition, and the
National Academic Advising Association (NACADA). He is a charter mem-
ber of NACADA and has served the association in numerous roles, including
president and treasurer. He founded the NACADA Academic Advising
Summer Institute in 1987 and continues to serve on the faculty. He is the
recipient of NACADA’s awards for outstanding contributions to the field of
academic advising and service to NACADA. Wes has served as a consultant
at more than 125 colleges in the United States, Middle East, and Canada.

Michael A. Haynes is director of academic advising and interim dean of

University College at Ball State University. He received a B.A. in English
from Taylor University and an M.A. and a Ph.D. in English from Ball State
University. He is a 20-year member of the National Academic Advising
Association (NACADA) and has served on the board of the NACADA
Journal. He served as editor of Academic Advising News and was part of the
development team for a NACADA faculty advising training video. He has
xii Fostering Student Success in the Campus Community

given numerous presentations on issues related to advising and learning com-

munities at regional and national conferences.

Don Hossler is professor of educational leadership and policy studies at

Indiana University Bloomington and director of the Project on Academic
Success. He has served as the vice chancellor for enrollment services for
Indiana University Bloomington, the associate vice president for enrollment
services for the Indiana University system, the executive associate dean for the
School of Education, and chair of the Department of Educational Leadership
and Policy Studies. His areas of specialization include college choice, student
financial aid policy, enrollment management, and higher education finance.
He served in administrative positions at California Lutheran University from
1972–1981. He taught at Loyola University of Chicago from 1981–1985 and
joined the faculty at Indiana University in 1985. He has consulted with more
than 50 colleges, universities, and related educational organizations. He has
presented more than 130 scholarly papers and invited lectures in the United
States, Canada, and China and has lived in Russia and conducted research on
higher education reform there. He currently directs research funded by the
Lumina Foundation and the College Board on the topics of postsecondary
access, student transfer, and retention. He is the author or coauthor of 12
books and monographs and more than 70 articles and book chapters. He is
coeditor of the recent book Incentive-Based Budgeting Systems in Public
Universities (Edward Elgar, 2003). He has received national awards for his
research and scholarship from the American College Personnel Association
and the National Association of Student Personnel Administrators.

Donald Hudson’s career at Berea College has spanned 40 years, during which
time he has advanced to the rank of professor of technology. He has taught
courses in quality control, manufacturing, and general studies. He served as
chair of the Department of Technology for 19 years and held the position of
associate provost for advising and academic success for 3 years, during which
time he developed GST 101, Strategies for Academic Success, a course for
students on academic probation. He holds a B.S. from Berea College, an
M.A. from Eastern Kentucky University, and an Ed.D. from the University
of Missouri. He has been actively involved in the International Technology
Education Association, the Kentucky Applied Technology Education
Association, the American Society for Quality, and Phi Kappa Phi. He
received the Seabury Award, Berea’s highest recognition for teaching, and has
been recognized for excellence in advising with the Paul C. Hager Award. He
 About the Authors xiii

currently holds the William J. Hutchins Alumni Chair in Technology and

Industrial Arts.

Margaret C. King is associate dean for student development at Schenectady

County Community College in New York, where she provides leadership for
the Division of Student Affairs as one of a team of three associate deans
reporting directly to the president. In her position she directs the Academic
Advisement Center and supervises counseling and career and employment
services. Before her work at Schenectady County Community College, she
was assistant director of counseling at New Jersey’s Ocean County College.
She received her B.A. in history from Ursinus College and her M.S. and
Ed.D. from the State University of New York at Albany. A founding mem-
ber of the National Academic Advising Association (NACADA), she was
president from 1991–1993. She has been a faculty member of the Academic
Advising Summer Institute since its inception in 1987, served on the faculty
of the first Academic Advising Administrators’ Institute, and serves as a con-
sultant on academic advising and student affairs for both two- and four-year
colleges and universities. In her consulting role she has delivered numerous
keynote speeches, facilitated many workshops, and spent several days at insti-
tutions helping assess and revise services for students. Peggy was editor of the
New Directions for Community Colleges publication Academic Advising:
Organizing and Delivering Services for Student Success ( Jossey-Bass, 1993). In
addition, she has authored numerous chapters and articles on academic advis-
ing in the two-year college, on advisor training, and on organizational mod-
els and delivery systems for advising. She is a recipient of the State University
of New York Chancellor’s Award for Excellence in Professional Service, the
NACADA Award for Service to NACADA, and the NACADA Virginia N.
Gordon Award for Excellence in the Field of Advising.

Jillian Kinzie is associate director of the NSSE Institute for Effective

Educational Practice at the Indiana University Center for Postsecondary
Research. She earned her Ph.D. in higher education with a minor in women’s
studies at Indiana University Bloomington. Before that, she held a visiting fac-
ulty appointment in the Department of Higher Education and Student Affairs
at Indiana University, worked as assistant dean in the School of
Interdisciplinary Studies at the Western College Program at Miami University,
and served as an administrator in student affairs for several years. In 2001 she
was awarded a Student Choice Award for Outstanding Faculty at Indiana
University and received the Professional and Organizational Development
xiv Fostering Student Success in the Campus Community

Network’s Robert J. Menges Research Presentation Award in 2005. She has

coauthored a monograph on theories of teaching and learning and the Lumina
Foundation monograph Continuity and Change in College Choice: National
Policy, Institutional Practices and Student Decision Making. She has also con-
ducted research on women in undergraduate science and the retention of
underrepresented students. She is coauthor of Student Success in College: Creating
Conditions that Matter ( Jossey-Bass, 2005) and One Size Does Not Fit All:
Traditional and Innovative Models of Student Affairs Practice (Routledge, 2006).

Gary L. Kramer is professor of counseling psychology and special education at

Brigham Young University and research faculty for the Center for the
Improvement of Teacher Education and Schooling in the David O. McKay
School of Education. A former dean of students and director of student serv-
ices on three campuses, he received his Ph.D. from Oregon State University. A
past president of the National Academic Advising Association (NACADA)
and its editorial board, Gary has written extensively about academic advising,
assessment, student academic services, institutional improvement, and student
information systems. His research contributions have been recognized by the
National Association of Student Personnel Administrators, NACADA, IBM
Best Practices, and the National Resource Center for The First-Year Experience
and Students in Transition. Gary has published 70 referred journal articles,
book chapters, book reviews, monographs, grant proposals, ERIC articles, and
institutional reports; has published more than 50 articles and chapters in 12 dif-
ferent referred journals; has edited four monographs and two books; has
authored 10 monograph chapters and chapters in books published by Jossey-
Bass, Anker, and the Society for College and University Planning; and has
delivered more than 130 professional papers, including keynote addresses for 10
different professional organizations. He is the recipient of national and institu-
tional awards for research, distinguished service, and excellence in the field.

George D. Kuh is chancellor’s professor of higher education at Indiana

University Bloomington, where he directs the Center for Postsecondary
Research, home to the National Survey of Student Engagement and related
initiatives. A past president of the Association for the Study of Higher
Education (ASHE), George has written extensively about student engage-
ment, assessment, institutional improvement, and college and university cul-
tures and has consulted with more than 175 educational institutions and
agencies in the United States and abroad. His research contributions have
been recognized by the American College Personnel Association, the
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