Birth of the Multi-potentialite:

Being undeclared in Generation Z

Shane Combs, MBA

Caroline Twachtman, M.Ed.

American Gen Z Historical Context:

Just in the last few years, the psychological and social composition of students in college has transformed.

The millennial students, whom were service-oriented and preferred to Google for information as they

viewed technology as a tool, have graduated. Now Generation Z is on our college campuses. Known for

being social-justice oriented, confident, and realistic, Generation Z students have technology more

naturally integrated into their lives, as compared to their Millennial counter-parts (Seemiller & Grace,

2017). Yet, with all this technology at their fingertips, Generation Z students’ technology literacy is

declining and their communication preferences are evolving. These students rarely answer their emails

and do not set-up the voicemail box on their cellphones. How can academic advisors reach Generation Z

students on their own level to meet their academic needs?

Being aware of the needs of Generation Z students is the first aspect of helping answer this question.

Generation Z students may be on the decline of using technology as a tool, but they still prefer to seek out

any information they need online. They prefer short and instant responses to their academic questions,

and would much rather look up the answer on YouTube than Google (Hope, 2016). Our research will look

at new and innovative ways for academic advisors to use technology to reach Generation Z students, in a

method that meets their needs and their selective attention spans.

In advising Generation Z students, context and history are vital components to be taken into consideration.

Those at the beginning end of the 1995 - 2010 time frame were alive and can recall 9/11. In fact, many of

the tail-end Generation Z students were at an age where they were starting their educational journey

when 9/11 occurred. In thinking about the traditionally-aged students, those who would have a

recollection of 9/11, have almost all graduated or are graduating from college within the next few years.

This leaves a significant portion of Generation Z who were born post 9/11, and as such live in a society that

is still suffering from and are experiencing the ramifications of an event they were not even alive for.

Generation Z students have experienced a lot of instability and constant change in their lifetime. As

aforementioned, whether they were alive to experience it or not, the United States, has ongoing

influences that trace back to 9/11. Racism and the policing of people of color is a huge social issue of

concern for Generation Z. From the Muslim Registry, to police violence, to immigration reform,

discrimination in any way shape or form is by and large against the stance of diversity, inclusion, equity,

and justice of Gen Z-ers. In addition, Generation Z has also experienced the Great Recession of 2008 and

its associated economic instability. From Virginia Tech in 2007 to the recent shooting at Marjory Stoneman

Douglas on February 14th, 2018, and the thousands incidents of gun violence in between, gun violence is a

social issue of concern for Generation Z. Campuses across the country have seen a recent increase in

student protests and initiatives aimed at getting higher education institutions to divest from fossil fuels as

climate change is also a critical issue for Generation Z. Lastly, towards the beginning of the generational

time frame, Generation Z has seen the first black person elected and re-elected to be president of the

United States.

These historical factors will help shape the structure of the psychological and social make-up of the

Generation Z student. For example, Gen Z students show less preference for working with others, while

suffering from Fear of Missing Out (FOMO) anxiety (Strong, 2016). Such paradoxical insights might foster a

review of how advisors and other staff members interact with Generation Z students. Suggested ways to

frame your advice from Mohr 2017 are: “You will need this on the

job”, “We are here to equip you to make a difference in your life

and that of others”, “I know that you don’t want to let others

down, so pay attention to this”, and “This task may be

challenging, but it can be well worth your effort.”

Finally, they prefer frequent communication in spurts rather than

lengthy communication. This is combined with their inherent

ability to over multi-task causing it to appear that they have

shorter attention spans and often making them appear

discourteous to the other generations (Seemiller & Grace, 2017).

TEACHING GENERATION Z:

The way students learn and study is changing. How can we create

positive teaching and learning experiences between Baby-

boomers/Generation X/Millennials teachers and Generation Z

learners? Consider the learner characteristics. Generation Z take

in information quickly, but also lose interest fairly fast (Cameron

& Pagnattaro, 2017). Generation Z’s use of technology has

created an expectation that technology to be intuitively

integrated into all aspects of their lives (Lewis, 2017). They are

unlikely to read textbooks or emails, and they prefer watching

short videos on YouTube. Students rely on apps and trending

pages to quickly find information when it’s needed (Hart, 2017).

Generation Z have unique attitudes about and expectations for

college. They grew up in the context of the recession, which has

made them more practical, pragmatic, and risk-averse (Finch,

2015). This generation values stability. Since the costs of

education is high, these students want their investment to pay off

(Lewis, 2017).

These students have spent all of their lives with devices, and the development of their social skills has

been affected by smartphones (Brown, 2017). The presence of technology in the lives of Gen Z may be

detrimental to their mental health (Chicca& Shellenbarger, 2018).

Recommended Techniques:

Active learning: move away from lecturing; Generation Z learns best by doing and creating (Cameron & Pagnattaro, 2017)

Materials: break into smaller chunks, create interactive online modules, use explanatory videos, games, and visually-based materials (Hart, 2017)

Embrace technology: electronic response systems, digital note-taking, digital badges, online assessments, use social media for reminders, announcements, and communication (Hart, 2017)

Generation Z speaks:

“I need a job that will come out with money, otherwise college will be a waste. I want to pick a career that is stable.” (as quoted in Finch, 2015)

“I’ve always felt like I needed to prove myself.” (as quoted in Finch, 2015)

"School is more 'Can I get through this?' rather than what I'm learning and what will benefit me in the future." (as quoted in Premack, 2018)

“Phones are crucial to our identities and lifestyle. Telling people in my generation to put our phones away is not a solution….Rather than fight it, I think the other generations are going to have to learn to let go and adapt to us.” (as quoted in Stillman, 2017)

Relevance: relate material to real life; apply to new situations (Chicca & Shellenbarger, 2018; Hart, 2017)

Collaboration: provide opportunities for interpersonal and relational skill practice (active listening, constructive criticism, respecting others’ perspectives (Chicca & Shellenbarger, 2018); plan activities with short bursts of social interactions

Feedback: provide frequent but short, concise feedback to build confidence, listen to students and respond to their feedback (Chicca & Shellenbarger, 2018)

Active Learning - Active learning includes approaches to teaching that involve students as active participants in their learning during class time (“Active Learning,” 2019). Most of these methodologies suggest activities that include some time spent working with other students, such as providing students puzzles and problems that must be solved. As they work individually or in groups to solve those problems, students engage with course content that might otherwise be presented as lectures. Other strategies for active learning include journal writing, paired discussion, case studies, role play, and team-based learning. For additional examples, review the list of interactive techniques curated by the University of South Florida’s teaching center (ATLE): https://www.usf.edu/atle/teaching/interactive-techniques.aspx (“Active Learning,” 2019). Flipped Class – The term "flipped classroom" refers to a method for delivering instruction. A "normal" class is often characterized by content delivery (lecture) during class time, and students practicing at home (homework, exercises, etc). A flipped classroom is upside down: content delivery happens at home – usually via recorded lectures seen in Canvas – and that frees up classroom time to do other things (role plays, student questions, review, scenarios, group work, etc). Effectively "flipping" the classroom means finding a way to deliver content online. The textbook solves some of the problems, but most classes still benefit from lectures. Due to student attention spans, it's usually better to "chunk" material into 10- or 15-minute segments, each one a separate lecture. (“Flipped Classroom,” 2019). To learn more about the Flipped Classroom, watch this video by Andrew Steinman: https://youtu.be/0ef8uY8AuWg

ACTIVITY DEMONSTRATED

Kahoot! is a tool for using technology to administer quizzes, discussions or surveys. It is a game based classroom response system played by the whole class in real time. Multiple-choice questions are projected on the screen. Students answer the questions with their smartphone, tablet or computer. Students get points for correctness and speed. The correct question and a scoreboard display after each question. Kahoot! Is free to use. https://kahoot.com/.

SEMINAR COURSE FOR EXPLORING MAJORS:

Students can look forward to exploring their interests, skills, values, and personal strengths with the

guidance of their instructor, who often also works on campus as an academic advisor or career counselor.

Goals: sharing information with peers, understanding purpose of college, developing habits and skills for successful college level learning (memory, note-taking, test-taking, wellness, budgeting)

Format: flipped class, online modules with videos to explain or demonstrate; visuals or infographics imbedded with text, electronic rubrics

Design: frequent feedback (quizzing, discussion boards), self-directed activities, active learning techniques, frequent group work and collaboration, variety of activities with quick pace (change quickly from activity to activity)

Assignments: meeting with advisors, writing reflections, career research, career assessments (personality, interest), Major Fair, Involvement Fair (career readiness), academic plan, e-Portfolio

NEW TECHNOLOGY:

Google Voice is a technology used by many adjunct instructors through a free Google email account that

allows you to text students while maintaining your privacy with the use of a vanity phone/text number.

• 54% of Generation Z students don’t read emails from their college

• 65% of Generation Z students dislike or only somewhat like making phone calls

• 1 in 3 send over 3,000 text messages a month • Yet, 83% of Generation Z students prefer face to face contact

versus virtual communication. This means we use text messaging to get them into our office, where we personally deliver the information we had become accustomed to emailing the Millennials.

In an era of information overload, Generation Z students have embraced the old adage of a picture is

worth a thousand words. Their messaging is increasingly more image-based, as icons, symbols, and brands

cut across language barriers and in many way cultural differences. Thus a new language has formed, the

Emoji. Bitmoji is a free app that is available for both phone and computer that integrates with Google

Voice. The app creates free customized emoji’s that look like the university staff or faculty member.

“Generation Z students are observers. They like to watch others complete tasks before applying the learning themselves.”

- See Miller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. American College Personnel Association. doi:10.1002/abc.21293

For sample tutorials we created, USF.edu/ECM

WHAT IS A NUDGE?

Nudges are small pushes in the right direction that do not require prescribed actions, but encourage

certain behaviors. When students are presented with a nudge sent from a trusted person at your

institution, they have the freedom to make their own choices with information about behaviors we know

are more strongly associated with positive persistence and graduation outcomes.

- Kuh, George D., et al. (2011) Student success in college: Creating conditions that matter. John

Wiley & Sons.

The concepts below can be used to effectively nudge a student towards behaviors that lead to positive

outcomes.

BELONGING

Students often do not feel like they belong in college. This could be because they are first generation

students or because they are struggling either academically or socially. Telling a student that other

students’ feel the same way they do and affirming that they do, indeed, belong in college can have a

powerful effect on his or her motivation to keep working hard.

- Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus

racial climate on Latino college students’ sense of belonging. Sociology of Education, 70 (324)

MATTERING

An important part of being in a community is feeling the sense that you matter to the people in the

community. If you feel like others in the community are interested and concerned about you, it can

influence your behavior within the community. It is common, especially at large institutions that students

do not feel like they matter to the community. This affects students’ sense of belonging. Even a simple

message from a faculty member expressing interest in a student’s performance in his or her class can have

a powerful effect. Telling students that their success matters to people at your college or university can

positively influence their sense of belonging at your institution and encourage behavior leading to

successful outcomes.

- Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. New

Directions for Student Services, 1989, (5–15). doi:10.1002/ss.37119894803

EMPATHY

College students need to feel professors, advisors, and others in the community understand what they are

experiencing, are proud of their accomplishments, saddened by their failures, and believe they are capable

of learning. Expressing empathy towards students will create these feelings in students and increase their

sense of belonging, mattering, connection, and self-confidence.

- Rendon, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and

student development. Innovative Higher Education, 19(1), 33-51.

GOAL SETTING

How students perceive their goals may impact whether or not they succeed. If a student’s goals for her

education are merely to achieve good grades, and appear competent and superior to her classmates, then

she may not be committed to deeply learning the material in a course; she may focus only on doing

enough to achieve a certain grade. If a student sees her primary goal as learning, then she is likely to be

more committed to gaining deep understanding of the concepts she is learning, leading to better

outcomes in future coursework. These two types of students are respectively referred to as performance-

oriented and mastery-oriented. Help students to become mastery-oriented by telling them that the goal of

college is not simply to earn good grades, but to learn new knowledge and skills that will help them

throughout life. This will lead to better outcomes for students not only in college, but also in their careers

and life.

- Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning

and achievement. Journal of educational psychology,92(3), 544.

- Eison, J. A. (1981). A new instrument for assessing students' orientations towards grades and

learning. Psychological Reports, 48, 919-924.

GROWTH MINDSET

All students face challenges during their educational journey. How students perceive those challenges can

determine whether they ultimately reach their goals. If a student believes challenges cannot be overcome,

or his abilities are fixed, he is less likely to push through the challenges he encounters along the way. If a

student believes that she can overcome challenges over time and with effort, and that her abilities are not

fixed, but can grow, she will respond resiliently when challenges arise. Telling students that the challenges

they experience can be overcome, and that with effort, their abilities will grow, can change students’

mindsets about challenges and, in turn, build resiliency.

- Yeager DS, Dweck CS. Mindsets that promote resilience: When students believe that personal

characteristics can be developed. Educational Psychologist, 47, 302-314.

NORMALIZING

Students may feel that other students do not feel or experience the same things they do. This can lead to a

sense of isolation and loss of sense of belonging and connection. A student may believe that his feelings

regarding the academically challenging nature of college are something he alone experiences. He may not

feel he fits-in socially, or that his experiences of anxiety surrounding his transition from high school to

college, or transferring from one college to another are not shared by his peers. Reassuring students that

these feelings and experiences are normal, that other students have the same feelings and experiences,

and that there is support available to them to move past these perceived roadblocks to their goals, can

reduce the stress and negative feelings getting in the way of their success. Normalizing the challenges of

college and all its transitions can encourage students to utilize the myriad support mechanisms already in

place on campus.

- Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement.

Journal of Personality & Social Psychology, 92(1), 82-96.

- Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic

and health outcomes among minority students. Science, 331(6023), 1447-1451.

WHAT DOES A NUDGE LOOK LIKE?

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