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Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article-the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT-discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education. [ABSTRACT FROM AUTHOR]

Introduction Listening to the student's perspective can be more than just listening to the student's perspective on school. I want to listen to my students' lives. I want to listen [...]