Transformative Student Experiences in Higher Education: Meeting the Needs of the 21st Century Student and Modern Workplace presents a thorough consideration of the role, use, and implications of transformative and active instructional strategies in higher education. It examines the changing landscape of higher education and serves as a foundational lens and framework for thinking through higher education from both an experiential and transformative instructional context. As instructors and administrators struggle with 21st century challenges, this seminal text serves as a companion resource that presents innovative 21st century techniques in a fair and balanced theoretical context.

Millennials and Gen Z in Popular Culture examines media and popular culture forms for and about millennials and Generation Z. In this collection, contributors articulate the need for studying cultural artifacts connected to members of these generations. Rather than focusing on each generation specifically, this collection takes an intergenerational approach, placing them in dialogue with one another by focusing on media and experiences that are geared toward both of them. Scholars of media studies, popular culture, and sociology will find this book of particular interest.

In Teaching Communication Across Disciplines for Professional Development, Civic Engagement, and Beyond, contributors discuss key topics of merging communication across disciplines, teaching and research across disciplines, communication and student identity, and directions and transformation of teaching communication across disciplines. A cross-disciplinary approach is offered as a resolution to provide an avenue for the integration of a broad education that prepares students for global citizenship and civic engagement. Ultimately, this book argues that positioning communication as a theoretically rich process of social interaction and meaning with attention to rhetorical sensitivity can expand the vision of communication across the disciplines as merely skills-based. This increased demand for communication expertise opens opportunities for exploration, growth, community development, and cross-disciplinary alliances. Scholars of communication, English, and education will find this book of particular interest.

This book builds on existing conversations surrounding millennials and media use by examining Generation Z's engagement with new media technologies and comparing it to that of millennials. Ahmet Atay and Mary Z. Ashlock have assembled this edited volume in which contributors focus on three interrelated areas: how millennials and Gen Z use new media technologies and platforms in different contexts; how they use media and what they do with it; and the relationship between the two generations and the media as media outlets attempt to use millennials and Gen Z as their targeted audience group. Through close analysis and comparison, this volume generates a richer discussion about the cultures of millennials and Gen Z and their complex relationship with media texts and platforms. Scholars of media studies, technology studies, communication, and sociology will find this book particularly useful.

Supporting the Military-Affiliated Learner: Communication Approaches to Military Pedagogy and Education challenges the academic community to 1) reevaluate how they support military-affiliated learners (MALs) and address how the military-civilian-academic divide causes disparities and barriers to MAL academic achievement and retention and 2) implement programs and develop strategies to facilitate equitable academic integration from application to graduation. With contributions from veterans, military spouses, and communication educators, this book explicate barriers that MALs face when trying to transition to, navigate, and succeed in higher education. This edited volume explores the impact of the diversity and nuances of MAL identities on their experiences in higher education; promotes military competence by providing opportunities for educators and support staff to learn about potential barriers and promote best practices for connecting with MALs and validating their lived experiences; examines how technology/computer-mediated communication may be used to facilitate community building and promote connectedness for MALs within face-to-face and digital spheres.

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.

Transformative Student Experiences in Higher Education: Meeting the Needs of the Twenty-First-Century Student and Modern Workplace presents a thorough consideration of the role, use, and implications of transformative and active instructional strategies in higher education. It examines the changing landscape of higher education and serves as a foundational lens and framework for thinking through higher education from both an experiential and transformative instructional context. As instructors and administrators struggle with twenty-first-century challenges, this seminal text serves as a companion resource that presents innovative twenty-first-century techniques in a fair and balanced theoretical context.

In From Theory to Practice: Examining Millennials Reshaping Organizational Cultures, contributors to the collection focus on several interrelated issues. They examine the ways in which the members of the millennial generation influence how we work and communicate with our millennial students, colleagues and employees. They also elaborate on how to create work-life balance for the members of the millennial generation and explore ways in which millennials can be open and responsive to others in a society who don't necessarily share the values, political views or desires of the millennial generation, nor the ways in which they prefer to communicate. This collection engages in a scholarly dialogue about millennials and how their actions within the workplace and needs within organizational cultures and everyday performances influence our communication with them. With equal importance, it addresses the question of how millennials can become more adaptable in their communication with others in society, especially within organizations with different generations, or cultures that may or may not communicate the way they do. Contributors suggest that the millennial culture should be carefully studied by employers, instructors, and researchers to create a better workplace experience, and to also improve the level of communication among different generations in the workplace.

This book examines the ways in which communicative practices influence the lives of students and faculty with disabilities in higher education. Offering their own experiences as teachers and students, the authors use qualitative research methods, mainly narrative and autoethnography, to highlight the intersections among communication, disability, diversity, and critical communication pedagogy. While embodying and emphasizing these connections, each chapter defines the notion of disability from a different point of view; summarizes the relevant literature; provides suggestions for different ways of improving the experiences of people with disabilities in higher education; promotes social change; and in some cases, promotes policy change. Overall, the volume promotes more effective, mindful, honest, and caring interaction between able-bodied and disabled individuals.

This book examines the ways in which communicative practices influence the lives of students and faculty with disabilities in higher education. Offering their own experiences as teachers and students, the authors use qualitative research methods, mainly narrative and autoethnography, to highlight the intersections among communication, disability, diversity, and critical communication pedagogy. While embodying and emphasizing these connections, each chapter defines the notion of disability from a different point of view; summarizes the relevant literature; provides suggestions for different ways of improving the experiences of people with disabilities in higher education; promotes social change; and in some cases, promotes policy change. Overall, the volume promotes more effective, mindful, honest, and caring interaction between able-bodied and disabled individuals.