Millennial Madness Invades the Classroom Different generations have always been present in the classroom and the workplace. However, because of the rapid growth of technology and its integration into our daily lives, the potential for GENERATIONAL DIFFERENCES is greater than ever before. Today’s college classroom represents three generations. There are sometimes four generations in the workplace for the first time in history. While generational struggles are not new, this new generation whom I am affectionately calling “Millennial Madness” is requiring us to take a fresh look at how we teach and how they learn. 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 generations Today’s presentation will cover a little about each generation, and what events define the generations, a look at the typical millennial college student and the typical professor. Next I will present some strategies for dealing with the Mill Madness, and close with some comments about communication across generations. Generational differences and the issue of effective learning strategies for MILL is the topic of my dissertation

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 First – ask who in the room is from each generation. Talk about the big events which defined the generation and ask them to reflect on how this might affect the students from this generation. ASK: For Baby Boomers, how do you think these defining events impact their learning or their perspective in the classroom? For Gen X? For Millennials?

Who is today’s Professor? Average Age: 53 (Boomer Optimistic & Hardworking Wants recognition for work Digital Immigrant I was surprised to find out that I am the average professor – I am 53, white, middle-class, hardworking etc. Keep in mind the characteristics of YOUR generation and how this impacts your teaching style. So if this is the description of today’s professor, let’s look at today’s MILL student.

Who is the millennial student? For traditional faculty, I would guess a large percentage of your students are millennials. Even in the AOL program, we are seeing about half and half – Gen X and Mill, with maybe one or two boomers. That dynamic has changed over the six years I have been teaching. I am now almost always the oldest person in the room. We have one night during Strategic Career management where we include a discussion of the generations. It is fascinating to observe the conversations when they are grouped by generation, then to listen to how they perceive the OTHER generations. We end with a discussion about what each generation brings to the workplace. Ages: 13-33 Determined, Pampered, “Special” Digital Native Helicopter parents Burdened with debt

Educators and Students BABY BOOMERS Individualists 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 These 2 tables show some side by side characteristics of today’s educator and today’s student. To make the situation even more interesting, it is projected that Millennials will outnumber the Boomers (they already outnumber the Xers) in 2015 making them the biggest generation in history. There are obviously significant differences between their life experiences, expectations, and technological expertise. What do we do about this? Example: Strong work ethic (professor) – self-centered student. By understanding that their self-centeredness and sense of entitlement comes from parents who hovered and told them everything they did was special, can we better understand the student? Or understanding we are self-sufficient but they are used to their lives and activities being choreographed by their parents. Can we give them choices in an assignment which allows them to showcase their unique talents? Other ideas?

Teaching Millennials The 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 Bailey proposed that the unique learning needs of this generation has created the need for us to think differently about our teaching methods and the students’ approach to learning. Because they receive info faster and want immediate gratification and rewards, we need to consider how we can help the Millennial to learn and apply the information. Let me first discuss adult learning. Four of the main learning perspectives are: experiential learning, self-directed learning, andragogy, and transformative or transformational learning. Experiential learning is when we acknowledge life experiences and in turn learn from the experience by creating meaning from the experience. When we assess AOL students’ workplace training or life experiences, we are assessing their experiences. Adults also learn through self-directed learning. They teach themselves to fix a broken appliance or learn a new skill on their own. AOL students often demonstrate this quality – they are in charge of their own learning. Parents are not making them attend school; they are finishing their education because of an internal direction or motivation. TL is similar to exper learning. Mezirow describes TL as occurring when one experiences a disorienting dilemma. By critical reflection on our assumptions, realizing inconsistencies and distortions in those assumptions, we change and learn from the process.

Teaching millennials McCurry (2010) surveyed Millennial students about their perceived effectiveness of innovative versus traditional teaching strategies and assignments. They preferred: Interactive, group focused, objective, experimental activities. Increased classroom participation, collaborative projects. 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). Another survey by Nicholas at a small private New England university, asked students about electronic resources used for assignments. Answers included websites, Wikipedia, and Google (98% used google). Asked about preferred learning course materials: Video clips 86% Mixture of activities 91% Class discussions in small groups 63% Doing group work in class 72% Prefer more frequent exams and a variety of ways to earn grades – 90%

Taming the madness Build skills for coaching technology-driven students, help them solve problems and develop better critical thinking skills in a web-based modality. Expand technology skills for faculty in a supportive manner Faculty need to educate themselves about generational differences. Avoid references to “our generation”. Help students focus on their learning by making learning relevant to them. Use examples and application from their generation’s culture. Another survey by Nicholas at a small private New England university, asked students about electronic resources used for assignments. Answers included websites, Wikipedia, and Google (98% used google). Asked about preferred learning course materials: Video clips 86% Mixture of activities 91% Class discussions in small groups 63% Doing group work in class 72% Prefer more frequent exams and a variety of ways to earn grades – 90% Studies show that these digital natives may use technology a lot, but do not necessarily understand it. They know how to access a vast amount of information but not necessarily how to evaluate the source or to dig deeper. (hence the use of Google and Wiki). Older adults have been found to have better critical thinking skills.

Alan Greenspan described this generation as “irrationally exuberant”. 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 ground fairness stretch community Three perennial commonalities exist among all generations: fairness stretch community (Heffernan, 2011)