ABSTRACT
A dependency on sameness is no longer appropriate, as contemporary cohorts of students at colleges and universities are diff erent; the ways they experience and respond to their campuses vary. Th us, faculty and student aff airs educators must be strategic and intentional about fostering conditions that compel students to make the most of college, both inside and outside the classroom. In their 1991 book, Involving Colleges: Successful Approaches to Fostering Student Learning and Development Outside the Classroom , George D. Kuh and colleagues concluded:
Th is declaration and subsequent related perspectives guided the conceptualization and writing of the fi rst edition of our book and is the same motivation from which we draw for the second edition. Although we diff erentiate involvement from engagement later in this chapter, transforming today’s campuses into Involving Colleges for all students is very much the vision with which this work was undertaken.
