This book examines the ways in which faculty and staff at the higher education level teach and communicate with their millennial students and colleagues. The contributors address how millennials' academic and non-academic interests and everyday performances within and outside of higher education influence how faculty and staff communicate with them. This book delves into how millennials can become more adaptable in their communication with others in society especially in higher education, be it from different generations, or cultures that may or may not communicate the way they do. The contributors argue that millennial culture should be carefully studied by instructors, researchers, and administrators to create a better classroom and educational experience and also improve the level of communication among these constituencies.
Mary Z. Ashlock is associate professor of communication at the University of Louisville.
Ahmet Atay is associate professor of communication and the chair of the Women’s, Gender, and Sexuality Studies Program at the College of Wooster.
Section 1: Theorizing Pedagogies of Millennial Generation
Chapter 1: Resisting the Influence of Neoliberalism on Millennial Faculty through Critical Communication Pedagogy and Critical Mentoring
Chapter 2: Let Your Self in: Mentoring from/on the Margins of Academia in the Millennial Context
Chapter 3: Academic Allies and Millennial Voices for Democratic Practice
Chapter 4: Millennial Culture and Communication Pedagogies: Mentoring Millennial Faculty for Success
Chapter 5: Communication with Millennials: Developing a Critical Consciousness and Pedagogy
Chapter 6: “An Eye Is an Eye Makes the World Colorblind”: Teaching Millennials How to Get W.O.K.E.
Chapter 7: Diversity in Millennial Generation: Diversifying Pedagogical Approaches
Section 2: Millennial Generation and Pedagogies in Action
Chapter 8: Using Rhetorical/Relational Goal Theory to Examine Millennial Students’ Academic and Relational Needs
Chapter 9: A Rhetorical Approach to Teaching and Mentoring Millennials in the Classroom
Chapter 10: Using Client Projects to Enhance Millennial Students’ Problem-Solving Skills
Chapter 11: Technology Consumption: Implications for Teaching and Learning
Chapter 12: Beyond Distraction: Using Technology to Support Communication Skills Development for Urban-Educated Millennials
Chapter 13: Digital Natives: Teaching Both Mediated and Face to Face Communication Skills in the College Classroom
Chapter 14: Small Talk is Big Talk: Guiding Millennial College Students to the Richest Form of Communication
About the Editors
About the Contributors