Joe A. Howell – författare

Dr. Joe A. Howell, born in Cape Girardeau, Missouri, in 1930, served as an educator in five different states and two foreign countries. His experience came from being a teacher, professor, dean, vice president, counselor, and, for eighteen years, president of Central Methodist College, in Missouri. He received his doctorates from George Peabody College, Vanderbilt University, Nashville, Tennessee. His publications in professional journals are extensive, and he has authored five books on higher education.Over the years he has given the same advice to parents and teachers. When asked how to treat a student or child, he answers, Treat them as you would like to be treated.Throughout forty years, he learned many particulars about the selecting and graduating from college. One of the factors often overlooked is the importance the entire family plays. It is not either the child or the parent, it is the entire family. A partnership, if you will, between the prospective college student and the students parents.It is this important relationship that this book is all about. All too often it takes more than the planned four years for the student to graduate from college. All too often a four-year supply of funds is not enough. All too often the reason for the delaying graduation has nothing to do with the students ability to accomplish the academic challenges.Too often it has to do with selecting the wrong college. This book is directed toward helping the family fine the match between themselves and the institution. Sound simple? Perhaps, but the statistics are clear. Only about 50 percent of all entering freshman graduate in the planned four years.Yes, the match or mismatch between family and institution goes a long way toward graduating and enjoying college.

Outlines a program of success for the liberal arts college including administrators and faculty that share a common view of what the goals of the college should be, a president with the skills to focus all contending interests on the campus on the common goals, academic integrity, a clearly defined system of values, personalization in administering, teaching and learning, the avoidance of the 'either...or' fallacy, and a commitment to a traditional liberal arts curriculum.