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 DSDM, as presented, is a very impressive and thorough framework that puts into words what many separate theories have articulated in a single easily applicable model. This metatheodel allows researchers and practitioners to draw conclusions on students’ experiences as it relates to behavior, cognition, and affect. These three domains affect students’ meaning making of their experience and with the DSDM and evidenced-based model, higher education is able to improve the growth, learning, and development of students.”—Matthew Varga, Assistant Professor of Counselor Education and College Student Affairs, West Georgia University

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 DSDM, as presented, is a very impressive and thorough framework that puts into words what many separate theories have articulated in a single easily applicable model. This metatheodel allows researchers and practitioners to draw conclusions on students’ experiences as it relates to behavior, cognition, and affect. These three domains affect students’ meaning making of their experience and with the DSDM and evidenced-based model, higher education is able to improve the growth, learning, and development of students.”—Matthew Varga, Assistant Professor of Counselor Education and College Student Affairs, West Georgia University

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 DSDM, as presented, is a very impressive and thorough framework that puts into words what many separate theories have articulated in a single easily applicable model. This metatheodel allows researchers and practitioners to draw conclusions on students’ experiences as it relates to behavior, cognition, and affect. These three domains affect students’ meaning making of their experience and with the DSDM and evidenced-based model, higher education is able to improve the growth, learning, and development of students.”—Matthew Varga, Assistant Professor of Counselor Education and College Student Affairs, West Georgia University