Student success is arguably the most important issue facing today’s higher education institutions. At any given institution, many different initiatives can be underway to address to the needs of specific types of students, or the specific problems of students. In decentralized community college environments, fragmented efforts occur more frequently in the absence of a plan to coordinate and communicate about ways to address retention issues. Communication about retention initiatives often fails to cross organizational and functional boundaries . Vital data generated by advising, tutoring, early-alert, and departmental programs, Student Information systems, and learning management systems stays trapped within organizational and data silos. The implementation of programmatic and technological interventions outside a cohesive digital engagement strategy leads to fragmentation of effort, resulting in: • Limited traction on student outcomes • Incomplete pictures of student success • Inefficient use of valuable resources • Lost opportunities for communication and collaboration among instructional and student support personnel. The next big idea, Digital Engagement, can address these issues. It involves using data and online tools to inform and motivate the entire campus community in order to underscore its student success efforts and drive change in completion outcomes. Through this coordination the efforts of advisors, faculty, student support staff, and administrators become additive. The focus on engagement — on supporting student efforts to achieve academic and learning objectives — can become the shared objective of academic affairs and student affairs. Technology can be used to support the engagement of the entire campus in student success. The key is to use technology in ways that make information accessible; decision making and communication about students more comprehensive; and interactions among the faculty, staff, and administration easier. This means finding a way for technology to bridge the organizational and structural divides of institutional units, programs, and data.