Millennial students often exhibit symptoms of imposter syndrome or a deep-seated insecurity that one is not sufficiently capable of carrying out the task at hand, often masking their anxiety of being exposed as intellectual frauds through what Pedler (2011) calls "over-compensating" or "fronting it out" (p. 90). Millennial students either study too hard to prove their ability to themselves and others or become paralyzed by inadequacy, refusing to take risks. Pedagogical prescriptions for teaching stressed, grade-obsessed millennials promote excellent assessment practices that benefit all students: professors, teaching assistants, and program administrators should write clear instructions; give structured assignments; set specific, measurable goals; create smaller assignments with lower stakes to alleviate stress; offer guidance and focus for the confused, and provide frequent feedback (McGlynn, 2005; Meister & Willyerd, 2010). Kirstie McAllum writes in this essay that although she strongly supports formative feedback which allows students to receive appropriate and focused feedback early and often, she believes current teaching practices do not well equip students to independently tackle complex tasks in educational and workplace settings. She argues that all of the above mentioned interventions l revolve around what good teachers do, rather that what students might achieve without teacher guidance. She goes so far as to say that educators have created a system that simply replaces helicopter parents with helicopter professors and that educators play a part in creating generational difference and reinforcing the trophy generation's vulnerability (Donnison, 2007). [For the other essays in this forum: (1) FORUM: Instructional Communication and Millennial Students: Scripting Knowledge and Experiences for Millennial Students (Angela M. Hosek, Scott Titsworth, EJ1102964); (2) FORUM: Instructional Communication and Millennial Students: Hoverboards and "Hovermoms": Helicopter Parents and Their Influence on Millennial Students' Rapport with Instructors (T. Kody Frey and Nicholas T. Tatum, EJ1102970); (3) FORUM: Instructional Communication and Millennial Students: "Me"llennials and the Paralysis of Choice: Reigniting the Purpose of Higher Education (Marjorie M. Buckner and Michael G. Strawser, EJ1102967 ); (4) FORUM: Instructional Communication and Millennial Students: Millennial Students in the College Classroom: Adjusting to Academic Entitlement (Zachary W. Goldman and Matthew M. Martin, EJ1102950); and (5) FORUM: Instructional Communication and Millennial Students: Teaching Communication to Emerging Adults (Paula S. Tompkins, EJ1102974). Responses include: (1) FORUM: Instructional Communication and Millennial Students: Millennials, Teaching and Learning, and the Elephant in the College Classroom (Sherwyn P. Morreale and Constance M. Staley, EJ1102955); and (2) FORUM: Instructional Communication and Millennial Students: The Power of Language: A Constitutive Response to Millennial Student Research (Kyle C. Rudick and Scott Ellison, EJ1102961).]