Developing self-authorship, or the internal capacity to construct one's beliefs, identity, and social relations, is crucial to successfully navigate adult life. Learning partnerships that engage collegians in interdependent relationships with educators support the transition from dependence on authority to self-authorship during college.

The dominant paradigm in the literature of college student development reflects a cognitive or psychological bias when considering the effect that college has on students. This chapter offers an alternative perspective by recognizing college as a social process and subsequently examines students' identity formation from a sociological…

This chapter describes the contribution of current research using the Weidman model of undergraduate socialization to understanding student identity development in college. It illustrates ways in which the framework can be used flexibly and adapted for studying impacts of multiple aspects of the college experience on diverse groups of students.

This chapter discusses how college students can develop democratic dispositions and a civic identity through learning how to engage in deliberative dialogue on public issues.

This chapter describes a pedagogy for enlisting international diversity on campus to "shake up" understanding of self and other in a half Asian/half American international classroom. Results from the practice are presented, along with suggestions for future adaptations in a range of settings.

This chapter briefly explores what a rite of passage is and is not, and the importance and benefits of such experiences to students, the college, and the larger society. The chapter also describes a practical set of strategies for integrating rites of passage into the campus community.

This chapter explains the meaning of meaning-making for the quarterlife generation. It describes what is called the meaning-quest--consisting of nine core meaning-making questions--and offers two examples of the pedagogy that the authors use in working with students.

This chapter provides guidelines and suggestions for assessing student development using autoethnography, a qualitative research method. Autoethnography guides students in examining the nexus between personal and professional identities, including skills, challenges, values, histories, and hopes for the future.

This chapter frames campus activism by introducing the historical movements that have been important for higher education since the 18th century to the present and exploring the connections and shared characteristics among these various movements.

Graduate student unionization efforts have made an indelible mark on the higher education milieu, as illustrated by the experiences of students who participated in this movement in recent years.

This chapter explores the ways faculty and staff work with students to support their activism as well as the way students tap faculty and staff to support their movements.

This chapter elaborates on the range of collective action tactics and organizing strategies that today's students invoke to pursue their ambitions for social change.

This chapter explores the various performances of activism by students through sound, silence, gender, and dis/ability and how these performances connect to social change efforts around issues such as human trafficking, homeless children, hunger, and children with varying abilities.

This chapter traces two decades of published research on learning outcomes related to campus activism and reports results from a speculative study considering civic outcomes from participation in campus political and war demonstrations.

This chapter synthesizes the common themes across chapters in this volume and argues that campus activists are an integral part of the higher education landscape.