In a context that is increasingly becoming more diverse, we consider it essential to promote activities to develop linguistic and cultural awareness among preservice teachers. This chapter is based on the narratives of college students who when enrolled in an English as a Second Language class participated in a project where they accompanied newly…

The socially constructed categorization of groups of people has formed perceptions that cause one to believe that being different also means being less than those representing the so-called norm. It is suggested in this chapter that we must broaden our perspectives regarding the differences among us and begin to see each person as an individual…

Access to higher education continues to expand in the United States. And, as opportunity has continued to increase, so too has the amount of diversity present throughout higher education. These trends, combined with the fundamental principles connected to the purpose of higher education, work to create culturally relevant and responsive practice.…

This chapter discusses the opportunities created by out-of-class interactions. These interactions allow for ego-engaged exchanges between students and professors.

Data from a focus group of undergraduate students confirm that students view themselves as deserving entitled treatment in higher education.

This chapter describes an assignment that immerses Millennial students in discipline-based politics and policy as a means of helping them meaningfully connect with content.

This chapter describes the process and outcomes that follow from inviting students to explore deeper aspects of themselves through digital storytelling.

This chapter provides strategies for harnessing the power of social media to better help Millennial students connect with course content.

This chapter offers strategies for engaging Millennial students in ways that affirm, rather than challenge, students' egos.

This chapter argues that the affirmation of Millennial students' egos is an essential aspect of a social justice curriculum.

Working with a model of students as citizens rather than consumers, this chapter focuses on assessment and evaluation as tools to motivate self-directed learning.

Asserting formal authority to address student incivility in the classroom is counterproductive. Rather, professors should employ teaching authority.

This chapter provides a structural architecture for reducing ego-based conflict in the college classroom.

If professors are to appropriately affirm Millennial students' egos, then those professors must understand the distinctions between ego entitlement and ego engagement.

A well-crafted syllabus can serve as an initial point of engagement for the Millennial student.