Intergroup dialogue (IGD), the focus of this monograph, is one of several dialogue and deliberation practices currently being used on college and university campuses in the United States. The introductory chapter introduces IGD, its historical roots, its location among similar diversity education practices, and its core components. The subsequent chapters provide readers with a detailed discussion about theory, practice, and research on intergroup dialogue as well as information needed to implement an IGD program on the college campus. Another chapter, "Educational Goals of Intergroup Dialogue," describes the three core educational goals of intergroup dialogue as a critical-dialogic practice--consciousness raising, relationship building across differences and conflict, and strengthening individual and collective capacities to promote social justice--and discusses the constitutive elements of each goal. "Design and Practice Principles in Intergroup Dialogue" presents the design elements and practice principles that guide the enactment of these goals. "Facilitating Intergroup Dialogues" builds on the previous two chapters and focuses on facilitation in intergroup dialogue. It describes the importance of co-facilitation and the role of facilitators as well as their requisite competencies and training. It also discusses the particular challenges that IGD facilitators face in their work. "Research on Outcomes and Processes of Intergroup Dialogue" reviews current research on the educational benefits of intergroup dialogue, highlighting the range of outcomes and factors that influence achieving those outcomes. It also proposes areas of further research. "Program Development, Implementation, and Institutional Impact" discusses issues to address in developing and implementing dialogue programs on college campuses as well as their institutional impact. After a brief conclusion, the monograph presents an appendix of educational resources that includes structured activities and methods to foster intergroup dialogue and learning about social identity and social inequality, as well as tools to support the training of facilitators in intergroup dialogue. (Contains 1 figure and 4 exhibits.)