MILLENNIAL MADNESS INVADES THE CLASSROOM

Research Presentation

By

LeAnn Yantis

MILLENNIAL MADNESS

Review of the four current generations

Who is today’s millennial college student?

Who is today’s college professor?

Strategies to deal with Millennial Madness

Communication across generationsMILLENNIAL

DEFINING EVENTS Silent Generation (1925-1942): World War II; New Deal

Baby Boomers (1946-1964): Television; Assassinations; Civil Rights; Vietnam War

Generation X (1965-1981): High divorce rates; single parent families; energy crisis; women’s rights

Millennials (1982-2002): Terrorist attacks; Clinton impeachment; School shootings; Metal detectors in school; MTV

WHO IS TODAY’S PROFESSOR?

Average Age: 53 (Boomer

Optimistic & Hardworking

Wants recognition for work

Digital Immigrant

WHO IS THE MILLENNIAL STUDENT?

Ages: 13-33 Determined, Pampered,

“Special” Digital Native Helicopter parents Burdened with debt

EDUCATORS AND STUDENTS

BABY BOOMERSIndividualists

Strong Work Ethic

Competitive

Self-sufficient

Strong Sense of Responsibility

Uncomfortable with Technology

(Worley, 2011)

MILLENNIALS Self-centered

Materialistic

Diverse

Sheltered/Protected

Impatient

Technologically Advanced

Have “friends” they have never met

TEACHING MILLENNIALSThe unique learning needs of Millennial learners created the necessity for educators to think differently about their teaching and learning approach (Bailey, 2012).

Millennials receive information at a faster pace, want immediate gratification and rewards, and want to do their own thing (Black, 2010).

Experiential Learning****Self-Directed Learning****Transformation Learning

TEACHING MILLENNIALSMcCurry (2010) surveyed Millennial students about their perceived effectiveness of innovative versus traditional teaching strategies and assignments. They preferred:

1. Interactive, group focused, objective, experimental activities.

2. Increased classroom participation, collaborative projects.

3. Transformational learning theory suggests the use of imaginative problem solving, small group discussions to examine evidence, assess, reasons, and arrive at a reflective outcome (Mezirow, 1997).

TAMING THE MADNESS1. Build skills for coaching technology-driven students, help them

solve problems and develop better critical thinking skills in a web-based modality.

2. Expand technology skills for faculty in a supportive manner

3. Faculty need to educate themselves about generational differences.

4. Avoid references to “our generation”.

5. Help students focus on their learning by making learning relevant to them. Use examples and application from their generation’s culture.

TAMING THE MADNESS Allow Millennials to have a voice in the plan (assignment) and to ask

questions.

Give them options on assignments.

However still provide structure.

Define their role in the classroom.

Show them respect.

Let them get to know you – find common ground.

Assist them with career counseling.

Alan Greenspan described this generation as “irrationally exuberant”.

COMMON GROUNDThree perennial commonalities exist among all generations:

fairness

stretch

community

(Heffernan, 2011)