Millennial Culture and Communication Pedagogies

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.

• Introduction Section 1: Theorizing Pedagogies of Millennial Generation Chapter 1: Resisting the Influence of Neoliberalism on Millennial Faculty through Critical Communication Pedagogy and Critical MentoringChapter 2: Let Your Self in: Mentoring from/on the Margins of Academia in the Millennial ContextChapter 3: Academic Allies and Millennial Voices for Democratic PracticeChapter 4: Millennial Culture and Communication Pedagogies: Mentoring Millennial Faculty for SuccessChapter 5: Communication with Millennials: Developing a Critical Consciousness and PedagogyChapter 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 ClassroomChapter 10: Using Client Projects to Enhance Millennial Students’ Problem-Solving SkillsChapter 11: Technology Consumption: Implications for Teaching and LearningChapter 12: Beyond Distraction: Using Technology to Support Communication Skills Development for Urban-Educated MillennialsChapter 13: Digital Natives: Teaching Both Mediated and Face to Face Communication Skills in the College ClassroomChapter 14: Small Talk is Big Talk: Guiding Millennial College Students to the Richest Form of CommunicationIndexAbout the EditorsAbout the Contributors

Building from the premise that the Millennial Generation has experienced unprecedented global change, the essays in Millennial Generation and Pedagogy brilliantly complicate our understandings of this population of students, some of whom are now emerging faculty. Authors write from their personal experience of being a Millennial or having taught Millennial students. Anyone who has a stake in developing an intersectional approach to teaching and mentoring must read this book.