In this article, Lauren S. Cardon states that what faculty see as student apathy or disengagement in the millennial generation is due to a number of factors, most of which are associated with the technological revolution. Millennial students are generally resistant to highly abstract material if not given the opportunity to reflect on its relevance. Therefore, among recommendations offered to faculty, the author suggests encouraging students to think about how they will use the skills obtained in one class in the rest of their courses, and making sure that assignments and exercises in class have value in the professional world and/or in graduate school. Cardon adds that by changing the theme of her composition course to a meta-narrative about the college experience, the students felt like valued participants in a discourse about teaching and learning and it gave them a sense of purpose that increased their engagement in the course.