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Engaging Students Through Social Media: Evidence-Based Practices for Use in Student Affairs by Reynol Junco (review)

the concluding chapter, Gardner and Barker remind readers that engagement is not limited to undergraduate students and outline factors that help socialize graduate students to the norms and values of graduate education Student Engagement in Higher Education provides a unique assortment of chapters on various student populations. Written by experts, all of the chapters offer research-based and theory-informed strategies to engage students. The breadth of contributing authors’ backgrounds (e.g., faculty, student affairs practitioners, administrators, students) adds to the insightfulness of these strategies. In addition, several chapters model collaborative efforts between faculty and students, demonstrating how to engage students in meaningful out-of-classroom experiences. While this volume adds considerably to the higher education knowledge base, one limitation stands out: each chapter was designed to address one particular student population, making it less apparent that to best understand today’s college students, one must take into consideration students’ multiple identities and the sociocultural factors influencing their experiences (i.e. readers must read chapters in this volume in conjunction with one another). Acknowledging the inherent complexity of students’ diversity, several authors utilize intersectionality as a theoretical framework. These chapters offer the most holistic representations of today’s students, and their engagement strategies tend to be the most robust because they address students’ multiple selves. Overall, there is some redundancy with respect to the recommendations offered, further underscoring why a more intersectional approach might have been warranted. This book highlights the kinds of conversations needed on our campuses. A common theme is the suggestion that more educational and professional development opportunities are needed to learn about various student populations and the experiences that shape their engagement. The fact that so many authors— from different institutions—offer similar recommendations suggests either that such conversations are not taking place on college campuses, or that they are only marginally supported. This text provides an excellent starting point for faculty, administrators, students, and others genuinely concerned about improving the collegiate experiences of students in institutions of higher education.