Over the past three decades, American higher education has witnessed a shift in demographics which has created a more diverse student body. However, many university campuses remain unsupportive or even hostile to minority faculty and students. This anthology introduces to readers the Difference, Power, and Discrimination (DPD) Program, a 15-year-old curricular model, at Oregon State University. DPD is concerned with helping students understand the complex dynamics of difference, power, and discrimination and how these dynamics influence institutions, with the goal of empowering students to alleviate oppression and other negative outcomes. Teaching for Change addresses the needs of those who are engaged in diversity training and curricular reforms both in higher education and public schools. It will serve as a useful guide for administrators as well as teaching faculty who are interested in initiating similar programs. Following an Introduction: Difference, Power and Discrimination (DPD), Social Justice and Curricular Reform (Jun Xing and Larry Roper), this book is arranged into 5 sections. The first section is the Overview, and contains: (1) A History of Difference, Power and Discrimination at Oregon State University (Joan Gross and Janet Nishihara). Section II, "Rationale and Need" introduces the next 2 chapters: (2) Course Rationale, Criteria and Design (Lani Roberts); and (3) Difference, Power, and Discrimination: Role in the OSU Baccalaureate Core (Leslie Davis Burns). Section III, Faculty Development: The DPD Faculty Seminar, presents: (4) The DPD Seminar: A Pedagogical Model for Negotiating Difference (Barbara Paige); and (5) Teaching Teachers to Transgress: Facilitating the DPD Seminar (Susan Shaw and Annie Popkin). Section IV, Pedagogy, Curriculum Development, and Curriculum Transformation, continues with the following chapters: (6) Challenges and Rewards of Teaching DPD in a Science Curriculum (Judith Li); (7) Writing-to-Learn and Writing for Change (Janet Lockhart and Susan Shaw); (8) Difference, Power and Discrimination in Engineering Education (Michelle Bothwell and Joseph McGuire); (9) DPD and Graduate Education: Earning an Advanced Degree in a Fragmented Curriculum (Christian G. Matheis and Roni Sue); and (10) Transcending "Just Another Baccalaureate Requirement": Operationalizing the Teachings of Difference, Power and Discrimination (Yung-Yi Diana Pan). Part V, Institutional Strategies, concludes the book with the final 3 chapters: (11) Applying DPD at Other Institutions: An Incremental Additive Approach (Robert Amico); (12) Difference, Power and Responsibility at Chemeketa Community College (Maureen McGlynn); and (13) Creating, Sustaining and Transforming Difference, Power and Discrimination Programs (Larry Roper).