Mark A. Frederick is a faculty member in the Department of Educational Leadership at Indiana State University.

Pietro A. Sasso is Assistant Professor in the Department of Educational Leadership at Southern Illinois University Edwardsville.

José Miguel Maldonado is Associate Professor in the School of Education at Monmouth University.

List of Figures - List of Tables - Mark A. Frederick/Pietro A. Sasso: Foreword - Pietro A. Sasso/Mark A. Frederick: Preface: Chapter Summaries-Use of This Text - Pietro A. Sasso/Mark A. Frederick: Dynamic Student Development Metatheodel: A Superstructure for Informing Higher Educators - Pietro A. Sasso/Shelley Price-Williams: Theoretical Foundations of the DSDM - Mark A. Frederick/Michael J. Baker/Steven C. Flowers/Will Barratt/Pietro A. Sasso: Results from the UniLOA: Outcomes Informing the DSDM - Rebekah Reysen/Phillis L. George/Suzanne M. Dugger/Kassie R. Terrell: A Holistic Approach to College Student Retention: Using a Four-Tier Student Support and Retention Model - April Herring/Jacqueline S. Hodes: A Relationship-Centered Approach to Working with Adult and Nontraditional Students - Kathie T. Erwin: Bridging the Digital Gap for Distance Learning Students - Daniel A. Bureau/James P. Barber: DSDM: Application to Fraternity and Sorority Life - Pietro A. Sasso/Mark A. Frederick/Alexis Appezzato/Brianna McCarthy: Student-Athletes: The Dumb Jock Myth - Gloria Aquino Sosa/Tracy Pascua Dea: Next Generation First Generation: Applying DSDM to Foster Student GLD - Sean Robinson: Campus-Based Mentoring for LGBTQ Student Success - Karen A. Myers/J. Mark Pousson/Madeline R. Rich: College Students with Disabilities and Their Allies - Nicole Pulliam/Carolina E. González: Experiences at the Convergence: Understanding the Intersectionality of College Student Identities - Will Barratt: The DSDM and Social Class - José Miguel Maldonado/Jason D. Kushner/Samantha Bartek/Tevis Bryant/Pietro A. Sasso: Diversity: Accounting for Culture in the DSDM - Kristen L. Tarantino/Madeline Smith: Student Leadership Programs - April Perry/Lane Perry: Transformative Learning and High Impact Practices - Needham Yancey Gulley/Carolina B. Angelo: The DSDM in the American Community College Setting - Denise Balfour Simpson/Tourgeé D. Simpson/Sara Kupferer: Student Learning at Small Colleges: Size Does Not Matter! - Kevin Majewski/Tiffany Onorato/Thea Zunick: STEM-Based Institutions and Programs - Stephanie Veltman Santarosa/Amy Aldous Bergerson: Meeting Students Where They Are: Student Success at a Large Flagship University - Antonio G. Estudillo/Griselda Flores/José Miguel Maldonado/Samantha Bartek: Latina/o-Serving Institutions - Andrew T. Arroyo/Marybeth Gasman - Toward an Afrocentric Expansion of the Dynamic Student Development Metatheodel for Black American Students - Steve Gruenert/Ryan A. Donlan/Mark A. Frederick: Domains Interrupted: The Guardian - Contributors.

The Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA). The UniLOA's current dataset consists of over 500,000 college student participants and has supported impressive findings that allow for the reconceptualization of long-held cultural artifacts and assumptions regarding the way students grow, learn, and develop (GLD) and how decision makers within postsecondary education have selected to engage the domains of student development measured by the UniLOA. This book champions a model of student success. The DSDM was developed from common factors identified in multiple theories and models within the areas of human and student development as well as empirically based theories and models of education. By first defining complementary elements within the theories and models then establishing accurate operational definitions, the planning and engagement of appropriate services, supports, interventions, and programs (SSIPs) and the active assessment of their outcomes can lead to a more effective response to current challenges faced by higher educators. As a metamodel, the DSDM reconceptualizes student success within higher education that is disruptive to the current accepted paradigm of student learning and engagement. This book is intended for faculty and staff interested in critical debate about issues in higher education and for deliberation by graduate students in college administration programs.