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CURATORS’ TEACHING SUMMIT Tac(k)tical Teaching: Strategies for Success in the Millennial Classroom

CURATORS’ TEACHING SUMMIT Tac(k)tical Teaching: Strategies for Success in the Millennial Classroom. Center for Educational Research and Teaching Innovation - CERTI. 2011Freshman Class Profile Information provided through New Student Programs PRO session surveys.

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CURATORS’ TEACHING SUMMIT Tac(k)tical Teaching: Strategies for Success in the Millennial Classroom

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  1. CURATORS’ TEACHING SUMMITTac(k)tical Teaching: Strategies for Success in the Millennial Classroom Center for Educational Research and Teaching Innovation - CERTI

  2. 2011Freshman Class ProfileInformation provided through New Student Programs PRO session surveys • 1,100 students from 32 states, 6 foreign countries • 24% first-generation college students • Average ACT of 27.78, up slightly from last three years

  3. 2011 Freshman Time Management • 19% play video games 11 or more hours per week • 91% have a computer account with a social community (FaceBook, My Space) • 95% plan to co-op or internship • 82% plan on working • 67% plan to complete a BS in four years or less

  4. 2011 Freshman Academic Expectations • 44% plan to study more than 11 hours per week • 83% studied less than 5 hours per week in high school • At the end of their first year at Missouri S&T: • 47% expect to have a GPA of 3.5 - 4.0 • 49% expect to have a GPA of 3.0 - 3.49 • therefore, 95% expect to have a GPA of 3.0 or better while only 44% plan to study more than 11 hours per week.

  5. 2011 Freshman Expectations of Faculty • 95% plan to meet with faculty outside of the classroom/lab • 63% feel faculty should be very involved in their career development while 36% feel they should be somewhat involved

  6. Millennial Learners • Born between 1984-2004 • Some general characteristics of this generation: • Sheltered • Believe that they are special (because that is what adults have told them all of their lives) • Impatient • Materialistic • Self-absorbed • Resist authoritarian paradigm of leadership (not necessarily a rejection of authority, but how it is exercised) • Overconfident • Uncomfortable with formality or rigidity • C. Price, Millennial Traits and Teaching. Retrieved from the Internet Sept. 12, 2011: http://www.drtomlifvendahl.com/Millennial%20Characturistics.pdf • Sweeney, R. (2006) Millennial Behaviors & Demographics, New Jersey Institute of Technology, University Heights, Newark, NJ, Revised December 22, 2006

  7. Issues in Learning • Lack of focus • Shorter attention spans • Desire to multi-task • Few coping skills for failure • Procrastination • Entitlement mentality • Boundary issues with faculty, other classmates • Problems in group work • Won’t easily admit need for help • Increased need for disability services

  8. Comments From Hit the Ground Running 2011Students* • About having a variety of choices: • --I like to keep my options open to stay flexible in my daily schedule. I do not like to commit to anything until the last minute. • --It all ends up, like the article states, with the person or persons making the choice at the very last possible moment so they can make sure they’ve heard every possible path they can take. • -- I don’t always want choices. • *All quotes in this and the following six slides are in response to an HGR English class assignment asking incoming freshman students to comment to the article “Millennial Behaviors and Demographics,” Richard Sweeney (2006).

  9. Comments From HGR Students • About impatience and instant gratification: • --If I don’t understand a homework problem right away, I get frustrated and rush through it, hoping it ends up being right, instead of taking the time and effort to actually sit down and figure it out. • --I also hate waiting for anything; my laptop is brand new and I find it way too slow for me. • --Whenever I take tests, I get very impatient about knowing the results, and when doing homework I get frustrated if I do not reach an answer right off the bat.

  10. Comments From HGR Students • About multi-tasking: • --I can’t think of a time where I haven’t multi-tasked while doing homework, watching TV, or even texting. • --We developed a very short attention span for other activities since we’re so used to switching from one task to the other. Consequently, we prioritize our activities based on enjoyment level. • --I find myself multi-tasking constintly (sic) while being successful while doing so. • --I dislike multitasking and find that I learn faster when I can focus all of my attention on one subject.

  11. Comments From HGR Students • About communication: • --I have more conversations through text messaging and instant messaging than I do in person. • --I want to know everything instantly. I do not like the anxiety of not instantly knowing if I am being successful at school. • --I cannot be separated from a means of communication ever. • --I cannot go anywhere without my phone.

  12. Comments From HGR Students • About how they prefer to learn: • --In most cases I cannot do my homework or study without listening to music, texting or writing people on Facebook. • --The way we learn is going to be different than past generations. Instead of reading a text book for hours, we learn best by interaction. • --I would love classes like video games. If they could make a video game that was fun over English grammar or chemistry nomenclature I think grades would dramatically increase. • --I learn better through visual/audio media education. • --I prefer doing printed work.

  13. Comments From HGR Students • Other comments : • --I especially identify with the idea that Millennials believe that they are all above average, and to be average is to be mediocre. • --We are so used to constantly being productive in one way or another that if we aren’t constantly in motion we feel like we are lagging. • --(This) article is accurate about our generation in general and doesn’t pertain as much to the students attending this school.

  14. Hit the Ground Running Survey* (n=111; 1= Disagree, 5= Fully Agree) Q3 - I am very likely to multi-task while studying or doing homework (texting, watching TV, Facebooking) Q4 – I believe I can study just as effectively while multi-tasking as I can while doing homework without other activities *112 HGR students surveyed at the end of the summer session.

  15. Hit the Ground Running Survey(n=111; 1= Disagree, 5= Fully Agree) Q3 - I give up pretty easily if I can’t figure something out right away Q4 – I know how to cope and rebound when I fail at something

  16. Hit the Ground Running Survey(n=110) Q8 – My attention span during a lecture class is approximately Less than 10 minutes 10-15 minutes 20-30 minutes 35-45 minutes More than 45 minutes

  17. Thoughts on Working With Millennials • Expectations made explicit • Boundaries and behavior modeled for them (by instructors, older students) • Consistent enforcement of policies • Structure, especially for younger students • Input into the guidelines of the class • Choices in learning experiences • Connections made between current classwork and future careers (rationale for what they are learning) • Hands-on activities; real-life applications • Regular low-stakes assessment and feedback • Early intervention and consequences • Instructors that they perceive as fair and flexible

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