Student engagement with faculty members and its relationship to learning was investigated for students of seven different racial/ ethnic groups (N = 4,501), yielding small differences by student race/ethnicity. Relationships with faculty were stronger predictors of learning than student background characteristics for all groups, but strongest for students of color.

Instead of focusing on what students lack, higher education should build on what they do well.Laurie Schreiner introduces an assessment tool that measures the complex factors that affect student success and makes practical suggestions for improving students' college experience.

The purpose of this study was to identify the attitudes and behaviors of faculty and staff that impact the success and persistence of highrisk students. Using an exploratory qualitative approach, 62 successful high-risk students from nine different colleges and universities were interviewed and asked to identify and describe someone on campus who had been most influential in their ability to persist. The 54 campus personnel who were identified by these students were interviewed twice to learn what they do to help students succeed and persist. Seven themes on how college personnel positively influence high-risk student success and persistence were identified.

This chapter synthesizes the research from positive psychology on fulfilled individuals and thriving communities with the research from higher education on student success and institutional effectiveness, in order to build a bridge from one discipline to the other. Principles from positive psychology are applied in practical ways to the daily work of faculty, staff, and administrators in four key areas: (a) teaching and learning, (b) academic advising, (c) student leadership development, and (d) promoting students' psycho logical well-being. Self-determination theory and the talent development approach are synthesized into practical applications for the teaching and learning process with an emphasis on engaged learning and strengths-based education. Specific strategies for academic advisors are outlined in order to increase the likelihood of engaged learners persisting to graduation. Authentic leadership principles are applied to student leadership development programs, with an emphasis on emotional intelligence, mindfulness, the importance of a growth mind-set, and strengths-based approaches to leadership development. Finally, positive psychology principles are applied to counseling and psychotherapy services, preventive outreach, and consultation services to the broader campus community in order to build students' psychological well-being.

Strengths-based advising is proposed as a new lens for higher education, one that enables advisors to see diverse groups of students fulfill their potential and achieve excellence. Based on research from social work, positive psychology, and the business world, this approach enables advisors to identify and build on the inherent talents students bring with them into the college and university setting, teaching students to develop and apply their strengths to new and challenging learning tasks. This explicit focus on students' natural talents builds the confidence and motivation necessary for achievement and persistence in college. We contend that this approach to advising represents a much-needed paradigm shift within higher education.