The Millennial Compass: The Millennial Generation In The Workplace
The Millennial Generation: Implications for Teaching and Learning at Achieving the Dream Colleges
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Transcript of The Millennial Generation: Implications for Teaching and Learning at Achieving the Dream Colleges
The Millennial Generation:Implications for Teaching and Learning at Achieving the Dream Colleges
The Millennial Generation:Implications for Teaching and Learning at Achieving the Dream Colleges
Terri Manning
Bobbie EverettCheryl Roberts
Terri Manning
Bobbie EverettCheryl Roberts
A Study Funded by the Workforce Development BoardA Study Funded by the Workforce Development Board
Winter Strategies Institute - January 21-24, 2007 Achieving the Dream
Winter Strategies Institute - January 21-24, 2007 Achieving the Dream
It May Take a Village to Raise a Child, but it Takes a Society to
Raise a Generation
Economic ConditionsSocietal NormsPolitical EventsMajor Crises
Each GenerationEach Generation
• Consists of approximately a 20-year span (not all demographers and generation researchers agree on the exact start/stop dates)
• Has a unique set of values • Looks at their generation as the
standard of comparison• They are either idealistic, reactive,
civic or adaptive
The Veterans (also known as the Silent Generation or the Greatest Generation) 1925–1943 (adaptive)
The Veterans (also known as the Silent Generation or the Greatest Generation) 1925–1943 (adaptive)
Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed RewardDuty before PleasureAdherence to RulesHonor
Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed RewardDuty before PleasureAdherence to RulesHonor
The VeteransThe Veterans• Children of the Great Depression and WWII,
this generation decided not to attack the institutions created by the generation before them, but instead, as global thinkers, they chose to focus on improving and refining them so that they could be good for everyone, not just a select few.
• The overall goal was not to change the system, but to work within it.
• While economically very successful, they were also the inventors of "the midlife crises" probably because they didn't get a chance to enjoy the freedoms of their youth.
The VeteransThe VeteransImportant Events• Lindbergh Completes
First Transatlantic Flight
• Stock Market Crash• Depression• The New Deal• Social Security• Pearl Harbor• The End of WWII• FDR Dies• Korean War
Cultural Memorabilia for the VeteransCultural Memorabilia for the Veterans
• Kewpie Dolls• Mickey Mouse• Flash Gordon• Radio• Wheaties• Tarzan• Jukeboxes• Blondie• The Lone Ranger• The McCarthy Era
The Veteran Generation ChildhoodThe Veteran Generation Childhood
• Raised by the GI Generation (civic)• Large families (3-5 children)• Strong sense of extended family (same
town or home)• Grandparents in the home• Average 10-year-old spent 4-6 hours
daily with a significant adult role model• Rural society• Apprenticeship businesses and farming• Perception of the world as “safe”
The Baby Boomers 1943–1964 (the largest generation, idealist)The Baby Boomers 1943–1964 (the largest generation, idealist)
Core ValuesOptimismTeam OrientationPersonal GratificationHealth and WellnessPersonal GrowthYouthWorkInvolvement
Core ValuesOptimismTeam OrientationPersonal GratificationHealth and WellnessPersonal GrowthYouthWorkInvolvement
Baby BoomersBaby BoomersImportant Events• Rosa Parks• First Nuclear Power Plant• The Civil Rights Act• Cuban Missile Crisis• John Glen Orbits the Earth • Martin Luther King Leads March on Washington,
D.C.• President John F. Kennedy Assassination• National Organization for Women Founded• Martin Luther King Assassination • Robert F. Kennedy Assassination• Watergate• Kent State Massacre• Vietnam War
Cultural Memorabilia for Baby BoomersCultural Memorabilia for Baby Boomers• Television• The Ed Sullivan Show• Barbie Dolls• Fallout Shelters• Poodle Skirts • Pop Beads• Slinkies• TV Dinners• Hula Hoops• The Peace Sign• Laugh In
The Baby Boomer ChildhoodThe Baby Boomer Childhood• Divorce reached a low in 1960 of 9%• Families moved due to GI Bill, GI housing
and industrialization• First generation to live miles from
extended family• Family size smaller (2-3 children)• Few grandparents in the home• Moms stayed home• Dads carpooled• Children spent significant time with adult
role models• Perception of the world as “safe”
Baby-boomer Results Baby-boomer Results • Very idealistic - banned together and walked
through life as a major force in society• Generation gap occurred between them and
their parents• They weren’t friendly toward authority
figures• Did not get along with their parents and
swore they would not raise their kids like they were raised
• As adults - work an average of 55 hours per week
The Gen Xers 1965–1982The Gen Xers 1965–1982A Lost Generation… A Nomadic Generation…..Half the Size of the Baby Boom (reactive)
Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed rewardDuty before pleasureAdherence to rulesHonor
A Lost Generation… A Nomadic Generation…..Half the Size of the Baby Boom (reactive)
Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed rewardDuty before pleasureAdherence to rulesHonor
Gen X Gen X Important Events• Women’s Liberation Protests• Watergate Scandal• Energy Crisis begins• Tandy and Apple Market PCs• Mass Suicide in Jonestown• Three Mile Island• US Corporations begin Massive Layoffs• Iran Hostage Crisis• John Lennon Shot and Killed• Ronald Reagan Inaugurated• Challenger Disaster• Exxon Valdez Oil Tanker Spill
Cultural Memorabilia for Gen XCultural Memorabilia for Gen X
• The Brady Bunch• Pet Rocks• Platform Shoes• The Simpsons• Evening Soaps (Dallas and
Dynasty)• ET• Cabbage Patch Dolls• Super-hero Cartoons on TV
(He-man)
Generation XGeneration X
• This is the conscientious, extremely pragmatic, self-sufficient generation that has a ruthless focus on the bottom-line.
• Born and raised at a time when children were at the bottom of our social priorities, Gen Xers learned that they could only count on one thing - themselves. As a result, they are very "me" oriented.
• They are not active voters, nor are they deeply involved in politics in general.
The Gen X ChildhoodThe Gen X Childhood• Divorce reached an all-time high• Single-parent families became the norm• Latch-key kids were a major issue of the time• Children not as valued – looked at as a
hardship• Families spread out (miles apart)• Family size = 1.7 children (many only-
children)• Perception of the world as “unsafe”• Average 10 year old spent 14 ½ minutes a
day with a significant adult role model• Parents looked around and said – we need to
do this better
Generation Next (civic)Generation Next (civic)
The Echo Boom/Millennials…The Echo Boom/Millennials… The Millennials are almost as large as the baby boom-
some say larger - depending on how you measure them (approx. 81M).
The Millennials are the children born between 1982 and 2002 (peaked in 1990), a cohort called by various names:
Generation Y Echo Boom
Net GenerationMillennials
The Millennial ChildhoodThe Millennial Childhood
• The most monumental financial boom in history.
• Steady income growth through the 1990’s.
• Still great disparity between races.• Saw their parents lose all their
stocks and mutual funds (college funds) during the early 2000’s.
Demographic TrendsDemographic Trends
The Baby Boomers chose to become older parents in the 1980s
Gen X moms reverted back to the earlier birth-age norm, which meant that two generations were having babies.
Millennials have older largely Baby Boomer parents: Average age of mothers at birth at an all time high of 27 in 1997.
Demographic Trends, cont.Demographic Trends, cont.
Smaller families: Only children will comprise about 10% of the population.
More parental education: 1 in 4 has at least one parent with a college degree.
Kids born in the late ‘90s are the first in American history whose mothers are better educated than their fathers by a small margin.
Demographic Trends – Changing DiversityDemographic Trends – Changing Diversity Increase in Latino immigration
- Latino women tend to have a higher fertility rates than non-Latino women.
Nearly 35% of Millennials are nonwhite or Latino.
Twenty percent of this generation has at least one parent who is an immigrant.
Millennials have become the most racially and ethnically diverse generation in US History.
Safety IssuesSafety Issues
The Safest Generation• This generation was buckled up
in car seats, wore bike helmets, elbow and knee pads when skating, and were the inspiration for “Baby on Board” signs.
Seen Increases in – seat belt usage, general health status, attention
span deficit disorder
We’ve Seen a Decrease in:– mortality rates, motor vehicle accidents, violent
crime, fighting, carrying weapons to school, hours spent watching TV, drug usage
Major Influencing FactorsMajor Influencing Factors
1. Their parents2. The self-esteem movement3. The customer service movement4. Gaming and technology5. Casual communication
Parenting MillennialsParenting Millennials• This generation is being parented by well-
educated, over-involved adults who participate in “deliberate parenting.” They have outcomes in mind.
• Boomers were the first generation to be thrown out in to an unsafe world as adolescents.
• The 60’s and 70’s were very scary and many of us felt unprepared for it.
• We were naïve and didn’t have enough tools in our tool box to deal with it.
Baby Boomers as ParentsBaby Boomers as Parents• Boomers rebelled against the parenting
practices of their parents.• Strict discipline was the order
of the day for boomers.• They made conscious decisions
not to say “because I told you so” or “because I’m the parent and you’re the child.”
• Boomers became more “friendly” with their children. They wanted to have open lines of communication and a relationship with them.
Baby Boomers as ParentsBaby Boomers as Parents• They explained things to their children,
(actions, consequences, options, etc.) – they wanted them to learn to make informed decisions.
• They allowed their children to have input into family decisions, educational options and discipline issues.
• We told them “just because it is on television doesn’t mean it’s true” or “you can’t believe everything you read.”
• We wanted them to question authority.
The ResultThe Result• Millennials have become
“a master set of negotiators” who are capable of rational thought and decision-making skills at young ages.
• They will negotiate with anyone including their parents, teachers and school administrators.
• Some call this “arguing.”• Perceived as an irrational sense
of entitlement.
Helicopter ParentsHelicopter Parents• Helicopter Parent (n) A
parent who hovers over his or her children.
• Or Snowplow parent: Parents who clear the way for their children
• ……these (echo) boomers are confident, achievement-oriented and used to hovering "helicopter" parents keeping tabs on their every move. (Anthony DeBarros, "New baby boom swamps colleges," USA Today, January 2, 2003)
Helicopter Parent go to CollegeHelicopter Parent go to College• A new generation of over-involved
parents are flooding campus orientations, meddling in registration and interfering with students' dealings with professors, administrators and roommates, school officials say.
• Some of these hovering parents, whose numbers have been rising for several years, are unwittingly undermining their children's chances of success, campus administrators say. Now, universities and colleges are moving rapidly to build or expand programs aimed at helping parents strike a better balance.
Colleges Ward Off Overinvolved Parents By Sue Shellenbarger From The Wall Street Journal Online Colleges Ward Off Overinvolved Parents By Sue Shellenbarger From The Wall Street Journal Online
Baby Boomer Parents have been their Biggest CheerleadersBaby Boomer Parents have been their Biggest Cheerleaders
• Millennials expect and need praise.
• Will mistake silence for disapproval.
• Millennials expect feedback.
Parental Care in the Millennial EraParental Care in the Millennial Era
• Today’s typical family is spending more, not less, time with kids.
• Smaller families mean more time with each child.
• Fathers are spending more time with children.
• Less housework is being done.• There is a strong connection
between the social lives of parents and kids.
• They get along with their parents and share their parents’ values.
Focus on Self-esteemFocus on Self-esteem• This generation was the center
of the “self-esteem” movement.• 9,068 books were written about
self-esteem and children during the 80s and 90s (there were 485 in the 70s).
• The state of California spent millions studying the construct and published a document entitled “Toward a State of Self-esteem.”
• Yet they can’t escape the angst of adolescence – they still feel disconnected, question their existence, purpose and the meaning of life. They want to feel valued and cared about.
Focus on Customer ServiceFocus on Customer Service
• Expect access (24/7)• Expect things to work like
they are supposed to• If they don’t “that is your
problem”• They want what they have paid for• Everything comes with a toll-free
number or web address• Want a “system restore”
option in classes
Add the Impact of GamingAdd the Impact of Gaming• Gaming has impacted children
– The game endings changed based on the decisions children made (Role Playing Games [Legend of Zelda, Final Fantasy, Chronotrigger]) impacting locus of control.
– Involves a complex set of decision- making skills.
– Teaches them to take multiple pieces of data and make decisions quickly.
– Learning more closely resembles Nintendo, a trial and error approach to solving problems.
We navigated our way through…..We navigated our way through…..
They navigated their way through…..They navigated their way through…..
TechnologyTechnology• This generation has been plugged in
since they were babies.• They grew up with educational software
and computer games.• They think technology should be free.• They want and expect
services 24/7.• They do not live in an
8–5 world.• They function in an
international world.
Millennials Want to Learn
Millennials Want to Learn• With technology
• With each other• Online• In their time• In their place• Doing things that
matter (most important)
Source: Achievement and the 21st Century Learner.Source: Achievement and the 21st Century Learner.
By age 21…..By age 21…..• It is estimated that the
average child will have:– Spent 10,000 hours playing video games– Sent 200,000 emails– Spent 20,000 hours watching TV– Spent 10,000 hours on their cell phone– Spent under 5,000 hours reading
• But these are issues of income. Will a child who grows up in a low income household have these same experiences?
Source: EducauseSource: Educause
The “Information Age” MindsetThe “Information Age” Mindset• Students have never known life without
the computer. It is an assumed part of life.• The Internet is a source of research,
interactivity, and socializing (they prefer it over TV).
• Doing is more important than knowing.
• There is zero tolerance for delays.
• The infrastructure and the lecture tradition of colleges may not meet the expectations of students raised on the Internet and interactive games.
Cell Phone TechnologyCell Phone Technology• They all have cell phones and expect
to be in contact 24/7.• Not a phone – a lifestyle management
tool• Staying “connected” is essential.• Communication is a safety issue for
parents.• Communication has become
casual for students (IM, email and cell phones.
• How has this changed how they interact with faculty?
What About 1st Generation Students?What About 1st Generation Students?
• Not all students will be proficient; first-generation and students from low income or working class families may have less experience.
• Their experience with technology has been in arcades and minimally in school (poorer districts.)
• They have not had the exposure to educational uses of technology.
• We need another placement test – remedial keyboarding and technology.
• Huge digital divide between the “haves” and the “have nots” based on income levels (class).
Take a Look at a Large Urban K-12 School District
Take a Look at a Large Urban K-12 School District
2005-2006
Charlotte-Mecklenburg Schools in Charlotte, NC
District = 129,011 Students - High School Students =36,420
Number in Population Percent in Population
White 46,316 39.3%
African American 50,646 43.0%
Hispanic* 12,638 10.7%
Asian* 4,976 4.2%
Native American* 663 0.6%
Multi-racial/other 2,566 2.2%
*Other include all but White and African American. It includes 20,843 (17.7%) students.*Other include all but White and African American. It includes 20,843 (17.7%) students.
Percent At or Above Grade Level in Math by Race
Percent At or Above Grade Level in Math by Race
Math Content Areas White
AfricanAmerican
Hispanic/Latino
NativeAmerican
Algebra I(n=9,260) 88.1% 58.0% 63.5% 68.3%
Geometry(n=7,699) 79.8% 36.0% 51.5% 46.2%
Algebra II(n=6,888) 84.2% 54.5% 67.8% 50.0%
Percent At or Above Grade Level in Math by Condition
Percent At or Above Grade Level in Math by Condition
Math Content Areas Low IncomeLimited
English
Algebra I (n=9,260) 57.9% 55.0%
Geometry (n=7,699) 37.4% 41.3%
Algebra II (n=6,888) 57.2% 59.9%
Percent At or Above Grade Level in Science by Race
Percent At or Above Grade Level in Science by Race
Science Areas White
AfricanAmericans
HispanicLatino
Native American
Biology(n=7,606) 83.40% 42.50% 48.60% 43.20%
Chemistry(n=5,781) 73.80% 39.60% 50.30% 43.50%
Percent At or Above Grade Level in Science by Condition
Percent At or Above Grade Level in Science by Condition
Science Areas
Low Income
LimitedEnglish
Biology (n=7,606) 40.5% 29.1%
Chemistry (n=5,781) 40.6% 42.7%
Percent At or Above Grade Level in Social Science and English by RacePercent At or Above Grade Level in Social Science and English by Race
Social Scienceand English White
AfricanAmericans
Hispanic/Latino
NativeAmerican
Civics andEconomics(n=8,420) 78.3% 39.0% 39.1% 50.0%
US History(n=7,000) 78.6% 39.5% 52.0% 46.7%
English I(n=8,935) 94.4% 74.7% 66.1% 74.3%
All EOC Tests (n=63,702) 82.8% 49.3% 55.6% 53.7%
Percent At or Above Grade Level in Social Science and English by Condition
Percent At or Above Grade Level in Social Science and English by Condition
Social Science and English Low Income
LimitedEnglish
Civics and Economics(n=8,420) 36.1% 19.3%
US History (n=7,000) 39.1% 29.9%
English I (n=8,935) 69.4% 49.8%
All EOC Tests(n=63,702) 49.0% 41.6%
Advanced Placement and International Baccalaureate Courses
Advanced Placement and International Baccalaureate Courses
By Race#/% taking
AP/IB% completing
AP/IB
White (39.3%) 8,529 (18.4%) 74.3%
African American (43%) 2,624 (5.2%) 36.6%
Other (17.7%) 1571 (7.5%) 61.8%
Disciplinary Actions and Completions by Race
Disciplinary Actions and Completions by Race
By Race
% missing18 days or
more
% out-of-school
suspensions%
graduated
%Dropped
out
White (39.3%) 6.7% 8.4% 63.5% 12.7%
AfricanAmerican
(43%) 14.3% 37.4% 46.4% 24.8%
Other (17.7%) 9.9% 18.1% 44.2% 22.3%
K-8 End of Grade Tests in Reading/LiteracyPercent At or Above Grade Level
K-8 End of Grade Tests in Reading/LiteracyPercent At or Above Grade Level
40%
50%
60%
70%
80%
90%
100%
White
African Americans
Hispanic/ Latino
Native American
K-8 End of Grade Tests in Math Percent At or Above Grade Level
K-8 End of Grade Tests in Math Percent At or Above Grade Level
30%
40%
50%
60%
70%
80%
90%
100%
K (re
adin
ess)
1st (re
adin
ess)
2nd (re
adin
ess)
3rd (EO
G)
4th (EO
G)
5th (EO
G)
6th (EO
G)
7th (EO
G)
8th (EO
G)
White
African Americans
Hispanic/ Latino
Native American
K-8 End of Grade Tests Percent At or Above Grade Level
K-8 End of Grade Tests Percent At or Above Grade Level
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Low Income - Math
Low Income - Reading/ Lit
LEP - Math
LEP - Reading/ Lit
Once in CollegeOnce in College• Many of our students have had little
academic success in the past.• They have been functioning below grade
level since early elementary school.• Computer skills are also lower. • They come to college and we test them
using a computer.• They test into remedial courses but
don’t take them.• They enroll in courses they aren’t
prepared for.• They also take distance ed classes
(require more motivation and discipline).
It’s No Wonder They Need Remedial Courses in MathIt’s No Wonder They Need Remedial Courses in Math
Fall 2004
All students - Math Classes Number Percent
Total students 4,224
Placed into college level 549 13.0%
Placed 1 level below 968 22.9%
Placed 2 levels below 1569 37.1%
Placed 3 levels below 671 15.9%
Placed ABL 467 11.1%
Didn't take placement class 3325 90.5%
Took class placed into 350 9.5%
CPCC Students: How satisfied were you with the technical capabilities of the online course?CPCC Students: How satisfied were you with the technical capabilities of the online course?
61.3
3.61
76.9
3.76
72.8
3.8
80.6
4.06
0
10
20
30
40
50
60
70
80
90
Millennials Gen X BabyBoomers
Veterans
% satisfiedMean by Group
CPCC Students: How satisfied are you with the format in which the online course was offered?CPCC Students: How satisfied are you with the format in which the online course was offered?
60.3
3.55
68.6
3.76
71.8
3.77
75.8
3.94
0
10
20
30
40
50
60
70
80
Millennials Gen X BabyBoomers
Veterans
% satisfiedMean by Group
A Split GenerationA Split Generation
• A large portion are doing exceptionally well in school. They are reversing some downward trends. All the technology has served as supplemental educational support for this group.
• Then another group is the victim of the digital divide which shows up as early as kindergarten.
SAT Scores – a Twenty Year ReversalSAT Scores – a Twenty Year Reversal
514
518520
508
508
507
504
506
505
505
505505
505
504
499
500
500499
500
504505
507
509509
504503
494
497
500500 501501500
501502 501503
504506
508
511 511512
514 516
519
490
495
500
505
510
515
520
525
1983
1985
1987
1989
1991
1993
1995
1997
1999
2001
2003
2005
VerbalMath
Millennials Taking SATMillennials Taking SAT
Highest SAT Scores in 35 YearsHighest SAT Scores in 35 Years
SAT 2006 College-bound Seniors by Gender and Test ComponentSAT 2006 College-bound Seniors by Gender and Test Component
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
16.00%
18.00%
20.00%
200-250
250-299
300-349
350-399
400-449
450-499
501-549
550-599
600-649
650-699
700-749
750-800
Female Reading
Female Math
Female Writing
Male Reading
Male Math
Male Writing
22.1% scored over 600 on any of the three areas, 16.2% scored below 400 on any of the three areas.22.1% scored over 600 on any of the three areas, 16.2% scored below 400 on any of the three areas.
Mean SAT Scores by Race - 2006Mean SAT Scores by Race - 2006
526520 525
437423 435
453448
452
509
562
518
485
478 480
494497
498
400
420
440
460
480
500
520
540
560
580
Whi
te
African
Am
erican
Hispan
ic/ L
atin
o
Asian
Nat
ive
Amer
ican
Oth
er
Reading
Math
Writing
What Do Businesses and Colleges/ Universities Need to Know about
Today’s College Students and Graduates
What Do Businesses and Colleges/ Universities Need to Know about
Today’s College Students and Graduates
Here Come the GirlsHere Come the Girls
Boys and Their Educational ChoicesBoys and Their Educational Choices
For Every 100 Girls Who….
Number of Boys
Enroll in the gifted and talented program
94
Graduate from High School 96
Enroll in College 77
Earn an Associates Degree 67
Earn a Bachelors Degree 73
Earn a Masters Degree 62
Earn a Doctorate 92The Boys Project. http://www.boysproject.net/statistics.html
First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands)
First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands)
0
200
400
600
800
1000
1200
1400
1600
Males
Females
(45.2%)(45.2%)
(54.8%)(54.8%)
College Graduation Projections (numbers in thousands) (61% of degrees will go to
women)
College Graduation Projections (numbers in thousands) (61% of degrees will go to
women)
250
350
450
550
650
750
850
950
1050
Assoc. Degree MaleAssoc. Degree FemaleBach. Degree MaleBach. Degree Female (37.4%)(37.4%)
(62.6%)(62.6%)
(40%)(40%)
(60%)(60%)
AmbitionsAmbitions Most popular college majors:• Medicine• Education/teaching• Business and
marketing
• Engineering• Law and
politics• Computer
science Most sought after qualities in careers:
• Responsibility• Independence• Creativity
• Idealistic and committed co-workers
Most common job trends :
• Multi-taskers• Change Careers
• Seek security & benefits
• Stay with company that offers a challenge
Source: Industry Week, March, 1998.
True Multi-taskersTrue Multi-taskers• Millennials have lived programmed
lives and are already quite capable of learning several jobs simultaneously and performing them admirably.
• Millennials will change careers many times.
• Retooling and recycling their skills and talents will become common.
• To retain them, smart employers will encourage Millennials to try out different careers within the same company.
Need for Services Need for Services • It is estimated that 3 million Millennials
have been diagnosed with ADHD and have been medicated (80% are boys).
• Within student populations, the number with disabilities has jumped from 3% to 9%.– Many have had individual education plans.– Many need testing services (quiet, separate).– Need to self-advocate to teachers.– Major transition from high school to college.
Issues for Schools, Colleges and Universities in an Information AgeIssues for Schools, Colleges and Universities in an Information Age
• Plagiarism (consumer/creator blurring)
• Cheating (must define it)• Cell Phone Policies • Typing vs. Handwriting• Use of Paper MillsFrom: The Information Age Mindset: Changes in Students and Implications for Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000. From: The Information Age Mindset: Changes in Students and Implications for Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000.
2004 Research Study2004 Research Study• Central Piedmont Community College’s
Center for Applied Research was contracted to do this study by the Workforce Development Board.– Data collected January–March 2004 from the
University of NC at Charlotte, Central Piedmont Community College and Johnson C. Smith University.
Funded By:Funded By:
Some Major Themes From the StudySome Major Themes From the Study
• They like teachers who pay attention to their needs, schedules and interests.
• They like working in teams but are not given a lot of opportunity to do so.
• Their job expectations immediately out of college are not as high as previous generations (65% expect to earn 40K or less).
• They want to do meaningful work (more important than money)
Some Major ThemesSome Major Themes
• They expect to have 4–6 jobs in their lifetime.
• They expect to someday acquire the lifestyle they grew up with.
• They expect to have a 2-income family.• Security and time for family are the two
most important quality of life variables.• Think their parents did a great job and don’t
think their generation can improve family life over how their parents raised them.
How They Will Push Us…How They Will Push Us…• More independence in the workforce• Consumer-based fairness • Better technology• Enhanced professional development• Re-examine policies and procedures
(get rid of “that’s the way we’ve always done it”)
• Have more life balance• Re-establish priorities
So How Do We Work With Them?So How Do We Work With Them?• Because they have grown up in a different world,
never assume that they know certain things like:– You don’t want to talk to their mother when they are
having problems.– You don’t get points for showing up or an A for effort.– The definition of plagiarism and cheating.– It’s not appropriate to call the professor at home after
9pm.– They can’t use IM language in papers.– It’s not okay to email the professor 10 times a day.– That when they email you at 3am, you’re not sitting
on the other end waiting to respond to them.– The business office (and most others) close at 5pm.
Some Major Issues Worth Addressing
Some Major Issues Worth Addressing
• Some of them have been performing below grade level all their lives… and they may not know it (age of social promotion).
• Mild interventions are not enough.• You may be the first strict grader they
have encountered.• They are not good planners and will do
everything late if allowed.• Many are not very “hardy.” Will quit or
drop out because “it’s hard.”• They are very good consumers and will
figure out a way to stay “under the radar.”
What Should Institutions Do (In the Classroom)?
What Should Institutions Do (In the Classroom)?
• Develop policies and practices around appropriate communication (by department).
• Give them electronic access to as much as is philosophically possible.
• Draw a line on negotiations.• Give them definitions, boundaries
and rules.
What Should Institutions Do?What Should Institutions Do?
• Stop existing in an 8-5 world.• Establish prerequisites for reading and
writing intensive courses.• Force them to take developmental
courses the first semester (don’t set them up to fail).
• Look at reading level issues in science, math and gateway courses.
• Stop letting them register late, hand in late work and procrastinate.
Issues of Late Registration Issues of Late Registration • Tracked four cohorts
– Those who participated in pre-registration (in spring for fall)– Those registered one full week before fall term– Those registered by the first week of class– Those who registered during drop/add (not schedule adjusters)
Cohort Cohort Cohort Cohort
Results 1 2 3 4
Headcount 3,786 8,357 3,398 1,188
Assigned Seats 10,756 21,859 7,755 2,162
Avg. Load (courses) 2.84 2.62 2.28 1.82
No pay (% heads) 19.39% 3.64% 8.42% 14.31%
No pay (% seats) 15.95% 2.74% 7.31% 14.62%
Retention% (in-term) 75.3% 69.1% 61.2% 54.7%
Retention% (fall to spring) 66.1% 60.1% 51.6% 40.5%
Retention% (fall to fall) 46.8% 42.4% 35.4% 26.8%
% of grades A-C 67.2% 58.6% 52.3% 45.2%
What Should Institutions Do?What Should Institutions Do?
• Don’t let them take online courses if they are not tech savvy and don’t possess the motivation to complete.
• Train all faculty to detect and work with low performing students (especially in gate keeper courses).
What Should Institutions Do?What Should Institutions Do?
• Look into what is known about learning.
• Try to actively engage them.• Engage them in group-oriented
activities– Service learning– Study groups– Supplemental instruction– Learning communities
What Should Institutions Do?What Should Institutions Do?
• Create alterative ways for the low-tech students to come up to speed.– Basic keyboarding skills.– Special workshops or lab sessions on
the basics.– Help them master software that “will
do work for them.”– Get access to computers (refurbished,
community projects, grants, etc.)
One Final WordOne Final Word
• In case you're worried about what's going to become of the younger generation, it's going to grow up and start worrying about the younger generation. (Roger Allen)
Who Are They?Who Are They?• A new “Silent Generation” referred
to as Generation Z, Generation Alpha or the Homeland Generation.
• Starts mid-2000’s until about 2017 to 2020 and will be considered an artist generation:– Artists are subtle, indecisive, emotional and
compromising, often having to deal with feelings of repression and inner conflict. They grow up as over-protected children, come of age as sensitive young adults, rebel as indecisive midlife leaders and become empathic elders (like those born 1925-1942).
http://en.wikipedia.org/wiki/Strauss_and_Howehttp://en.wikipedia.org/wiki/Strauss_and_Howe
Generation ZGeneration Z• Will be raised on technology, they will not be
scared of anything, they will be open to new ideas.
• They will be into truth and loyalty and they will not be not afraid to voice their opinion.
• They will be flexible and open to change. • They will be fearless and fun.• They will be the ‘new’ hope for our own future.• Their great-grandparents belong mostly to
the Silent Generation and the Baby boomers form the core of their grandparents.
• Their parents are divided between Generation X and Generation Y. http://www.generationzbaby.com/generation-z.htmlhttp://www.generationzbaby.com/generation-z.html
For a copy of this presentation:
http://www.cpcc.edu/planning
Click on: “studies and reports”
Contact: [email protected]
For a copy of this presentation:
http://www.cpcc.edu/planning
Click on: “studies and reports”
Contact: [email protected]