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| Date post: | 13-Jan-2016 |
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https://www.youtube.com/watch?feature=player_detailpage&v=dGCJ46vyR9o
In your mind, how have students changed in the last twenty years?
How have you dealt with that change?
Why Don't My Students Think I'm Groovy?: The New "R"s for Engaging Millennial Learners
CHRISTY PRICE DALTON STATE COLLEGE [email protected]
This new breed of students
How did you prepare for your exam? "I read parts of the chapter" "I looked over my notes the night before and reviewed
during my class that meets right before." "I looked over my notes in the car before coming to
class," "I'm going to do much better next time, now that I
bought the book."
When asked what grade they expected to earn they confidently listed an A or a B.
What makes them Millennials? They were wanted children who grew up central to their parents' sense of purpose.
Howe and Strauss (2007)
Many had a sheltered upbringing, a practice that tends to extend the students' adolescence and delay their development of independence. Twenge (2006)
They were of the first generation to be fully raised in the aftermath of the technological revolution (information has been readily available to them with the click of a mouse). This environment has driven them to be demanding educational consumers with no tolerance for delay. Twenge (2006)
They are more likely to seek wealth as opposed to meaning and purpose in life; therefore, they typically view their college education as a means to an end. They often fail to see the value of a liberal arts education. Twenge (2006)
They finds social rules less important and they have become very informal in their writing, speaking, dress, and interactions with authority figures, increasing incivility in the classroom. Twenge (2006)
What do Millennials want from their professor?
The Millennials' Ideal Professor 1. "Energetic," "enthusiastic," and "upbeat" with a "positive attitude."
2. "Open-minded" and "flexible." (Desire flexibility in assignments, course policy, and faculty interactions with them).
3. Alert as to whether students understand.
4. "Nice," "friendly," "caring," and "helpful."
5. "Approachable" and "easy to talk to." (The number one characteristic of the Millennials' ideal professor)
They seem to care more about who we are and how we interact with them, than they care about what we know. What is painfully obvious is Millennial learners' responses suggest they highly value positive interactions with their professors.
What do Millennials want from their learning experience?
The Millennials' Ideal Learning Environment
"Students know one another" and "work together in groups." This is consistent with Millennials' team orientation, interdependence, and desire for connection.
Learning is "relaxed," "enjoyable," and that awful "F" word we dread hearing... "fun"
A multimedia format is utilized, including podcasts, on-line activities, video, PowerPoint, etc.
"Real examples" that are "relevant" to their culture are used. The number one characteristic Millennial respondents desired in an ideal
learning environment was that it be: "Interactive" and "participatory."
What are characteristics of a good professor to a Millennial student?
Student Perceptions of Professors Who Are Familiar With Millennial Culture Versus Those Who Are Not
Technology familiar and connectedUse of currently relevant examples, topics, etc.Personality seriously humorous as opposed to
boringRelaxed, personable and relatable
Five new "R"s for engaging the Millennial Relevance. Millennials do not typically value information for information's sake. One of the greatest
challenges of the professoriate will be to connect course content to the current culture, and make learning outcomes and activities relevant to Millennial learners and their future.
Rationale. Unlike Boomers who were raised in a more authoritarian manner in which they more readily accept the chain of command, Millennials were raised in a non-authoritarian manner and are more likely to conform, comply, and adhere to course policies when they are provided with a rationale.
Relaxed. Millennials thrive in a less formal, more comfortable learning environment in which they can informally interact with the professor and one another.
Rapport. Millennials are extremely relational. They are more central to their parents' lives than previous generations and are used to having the adults in their lives show great interest in them. They appreciate it when professors show that same interest, and they seem to be more willing to pursue learning outcomes when we connect with them on a personal level.
Research-based methods. Millennials have grown up in an era in which they were constantly engaged. When they are not interested, their attention quickly shifts elsewhere. This research suggests Millennials prefer a variety of active learning methods, as opposed to a more traditional lecture-only format.
Conclusion
https://www.youtube.com/watch?v=3fMC-z7K0r4&feature=player_detailpage
Generation Y
The early years were marked by uncertainty.4
Significant events included events of 9 11, 2001, other threats of terrorism, globalization, a severe economic recession,1 school violence, and an outbreak of severe acute respiratory syndrome.5
A highly protected and overscheduled generation.6,7
Raised by parents who told them they were special and winners for no other reason than they are who they are.8
Core workplace values include online social connectedness, teamwork, free expression, close relationships with authority figures (as they had with parents), creativity, work-life flexibility, and use of technology.1,9
Prefers to work in groups with hands-on experiences.2,5 Enjoy trial and error.2
Do not highly value reading and listening to lectures.2
Want learning to be creative, interactive, and fun
Enjoy thinking outside the box.8
To ensure success
• Generation Y cannot be forced into the mold of past generations.
• Differences are not necessarily weaknesses. • On the basis of relevant literature, we believe
educators should focus on 4 core areas: (1) interactive teaching with technology, (2) professionalism, (3) mentoring (or parenting), and (4) communication and feedback
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