Reaching & TeachingReaching & Teaching the Millennials the Millennials

One cynical Gen-Xer’s view… One cynical Gen-Xer’s view…

Stewart Brower, MLIS, AHIPStewart Brower, MLIS, AHIP

University at BuffaloUniversity at Buffalo

Health Sciences LibraryHealth Sciences Library

What is a “generation?”What is a “generation?”

A grouping of people, A grouping of people, typically by birth years, typically by birth years, that are defined by the that are defined by the historical and historical and sociological experiences sociological experiences they have shared they have shared

Howe & Strauss, Millennials RisingHowe & Strauss, Millennials Rising

Defining the GenerationsDefining the Generations

Four major generations are currently at play (war?) Four major generations are currently at play (war?) in the world of learning:in the world of learning:

Silent – born 1925-1945Silent – born 1925-1945

Boomers – born 1946-1963Boomers – born 1946-1963

Gen-Xers – born 1964-1982Gen-Xers – born 1964-1982

Millennials – born post-1982Millennials – born post-1982

Who are the Silent Generation?Who are the Silent Generation?

Described by William Manchester as "withdrawn, Described by William Manchester as "withdrawn, cautious, unimaginative, indifferent, cautious, unimaginative, indifferent, unadventurous and silent." unadventurous and silent." Stuck between the get-it-done G.I.s and the self-Stuck between the get-it-done G.I.s and the self-absorbed Boomersabsorbed BoomersDavid Foot, economist, argues that this is David Foot, economist, argues that this is actually the most successful generationactually the most successful generationFamous Silents: Famous Silents: Colin Powell, Walter Mondale, Colin Powell, Walter Mondale, Woody Allen, Martin Luther King, Jr., Sandra Day Woody Allen, Martin Luther King, Jr., Sandra Day O’Connor, Elvis PresleyO’Connor, Elvis Presley

Who are Boomers?Who are Boomers?

Defining events include the birth Defining events include the birth of television, the Civil Rights of television, the Civil Rights Movement, and fiscal prosperityMovement, and fiscal prosperityAlso deaths of President Also deaths of President Kennedy, Bobby Kennedy, and Kennedy, Bobby Kennedy, and Dr. Martin Luther King; the Dr. Martin Luther King; the Vietnam war and related protests; Vietnam war and related protests; and the Watergate scandal and the Watergate scandal Boomers value health and Boomers value health and wellness, personal growth, and wellness, personal growth, and involvementinvolvement

Who are Gen-Xers?Who are Gen-Xers?

Characterized by an economic and Characterized by an economic and psychological "survivor" mentalitypsychological "survivor" mentalityGrew up very quickly amid rising Grew up very quickly amid rising divorce rates, latchkeys, violence divorce rates, latchkeys, violence and low expectations and low expectations The Challenger explosion, AIDS, The Challenger explosion, AIDS, hostage crises, Desert Storm, Nike hostage crises, Desert Storm, Nike (“Just Do It!”)(“Just Do It!”)Independent, skeptical of authority, Independent, skeptical of authority, cautious in their commitmentscautious in their commitments

Who are Millennials? aka…Who are Millennials? aka…

1.1. MillennialsMillennials

2.2. ““Don’t Label Us”Don’t Label Us”

3.3. Generation Y (or Generation Y (or Gen Why)Gen Why)

4.4. Generation TextGeneration Text

5.5. Generation NextGeneration Next

6.6. Generation.comGeneration.com

7.7. Generation 2000Generation 2000

8.8. Echo BoomEcho Boom

9.9. Boomer BabiesBoomer Babies

10.10. Generation WiredGeneration Wired

Who are Millennials?Who are Millennials?

Result of a backlash against the “hands-off” Result of a backlash against the “hands-off” parenting of the 1970s – a protected parenting of the 1970s – a protected ((coddled?coddled?) generation) generationRaised in the 80s & 90s, Mils have only known Raised in the 80s & 90s, Mils have only known economic prosperity and opportunityeconomic prosperity and opportunityCollege-age Mils mostly children of Boomers; College-age Mils mostly children of Boomers; younger Mils mostly children of Gen-Xersyounger Mils mostly children of Gen-XersColumbine, Power Rangers, cell phones, Columbine, Power Rangers, cell phones, DVDs, Olsen Twins and 9-11DVDs, Olsen Twins and 9-11““They’re the most numerous, affluent, and They’re the most numerous, affluent, and ethnically diverse generation in American ethnically diverse generation in American history.” - Strausshistory.” - Strauss

Some Mil StatisticsSome Mil Statistics

Numbering over 80 million, the Millennials Numbering over 80 million, the Millennials outnumber the Boomer Generation by roughly outnumber the Boomer Generation by roughly 20 percent (78 million births 1980 – 99)20 percent (78 million births 1980 – 99)One Mil in five (20 %) has an immigrant parentOne Mil in five (20 %) has an immigrant parent8 Mils in 10 plan on attending college8 Mils in 10 plan on attending collegeOver the next ten years, approximately 300,000 Over the next ten years, approximately 300,000 new freshmen will enter college each yearnew freshmen will enter college each yearPew Internet defines a “young tech elite,” Pew Internet defines a “young tech elite,” averaging 22 years of age, that spends $161 a averaging 22 years of age, that spends $161 a month on information goods and servicesmonth on information goods and services

Year Millions Percent of Population

1950 47.3 31.1%

1960 64.5 35.7%

1970 69.8 34.0%

1980 63.7 28.0%

1990 64.2 25.7%

1998 69.8 25.9%

2005 ~96.4 ~32%

Americans Under 18 Years OldAmericans Under 18 Years Old

More Mil statisticsMore Mil statistics

87 percent use e-mail regularly87 percent use e-mail regularly28 percent of Mils 28 percent of Mils under 12under 12 have their own have their own cell phones (going up)cell phones (going up)Mil tweens (up to 13 years old) influence Mil tweens (up to 13 years old) influence $190 billion in purchases annually$190 billion in purchases annuallyMil teens (13 and over) influence $50 Mil teens (13 and over) influence $50 billion and spend $100 billion billion and spend $100 billion of their own of their own moneymoney$100 per teen per week$100 per teen per week on average on average

Seven Core TraitsSeven Core TraitsAs identified by Howe & Straus in As identified by Howe & Straus in

Millennials Go to CollegeMillennials Go to College::

SpecialSpecialShelteredShelteredConfidentConfident

Team-OrientedTeam-OrientedConventionalConventional

PressuredPressuredAchievingAchieving

Core Trait: SpecialCore Trait: Special

Each parent thinks their child is specialEach parent thinks their child is special

Parents are more directly involved in their Parents are more directly involved in their children’s college education than ever children’s college education than ever before (i.e. “Helicopter” Parents)before (i.e. “Helicopter” Parents)

Mils want to think that their experiences, Mils want to think that their experiences, though shared, are special and unique to though shared, are special and unique to themselvesthemselves

Core Trait: ShelteredCore Trait: Sheltered

Security, in homes and schools, has been Security, in homes and schools, has been a constant for Milsa constant for Mils

Along with physical safety, Mils anticipate Along with physical safety, Mils anticipate personal success in terms of career: high personal success in terms of career: high salaries, strong benefitssalaries, strong benefits

Technology as protector – trust-based Technology as protector – trust-based relationships built with techrelationships built with tech

Core Trait: ConfidentCore Trait: Confident

8 out of 10 Mil teens plan on attending college8 out of 10 Mil teens plan on attending collegeNinety percent of teens are “excited and happy Ninety percent of teens are “excited and happy about the future”about the future”Eighty percent anticipate making over $50K by Eighty percent anticipate making over $50K by the time they turn 30the time they turn 303 out of 5 Mil children believe they could be 3 out of 5 Mil children believe they could be President of the United StatesPresident of the United StatesConfidence in the classroom: Mils will often Confidence in the classroom: Mils will often strongly contest weak or less-than-perfect strongly contest weak or less-than-perfect gradesgrades

Core Trait: Team-OrientedCore Trait: Team-Oriented

Unlike previous generations of learners, Unlike previous generations of learners, Mils often do work in small groups and Mils often do work in small groups and have done so since kindergartenhave done so since kindergartenMils form political structures quickly and Mils form political structures quickly and divide work accordinglydivide work accordinglySometimes Mils will cover for each other’s Sometimes Mils will cover for each other’s weaknesses by doing each other’s workweaknesses by doing each other’s workThis does not, however, indicate that Mils This does not, however, indicate that Mils preferprefer group learning! group learning!

Core Trait: ConventionalCore Trait: Conventional

They “believe in Brand” – i.e. “Old Navy”They “believe in Brand” – i.e. “Old Navy”

However, they will “change brands” easily However, they will “change brands” easily to find the fit they want, including to find the fit they want, including transferring between schools (“Swirling”)transferring between schools (“Swirling”)

They want to be “regular” studentsThey want to be “regular” students

Assignments that stress “originality” may Assignments that stress “originality” may be disturbing to thembe disturbing to them

Core Trait: PressureCore Trait: Pressure

Mils are worried about their gradesMils are worried about their grades

Mils recognize that school performance Mils recognize that school performance may reflect their future success or failuremay reflect their future success or failure

The Holy Trinity: Job, Car & SchoolThe Holy Trinity: Job, Car & School

Mils highly structured and busy lifestyles Mils highly structured and busy lifestyles often add to the pressure and they will often add to the pressure and they will often try radical measures to find relief – often try radical measures to find relief – including cheating on exams or plagiarismincluding cheating on exams or plagiarism

Core Trait: AchievingCore Trait: Achieving

High expectations, demanding schedules, and High expectations, demanding schedules, and competitive parentscompetitive parentsMost Mils (60.2%) expect to earn a B average or Most Mils (60.2%) expect to earn a B average or better in collegebetter in collegeMore and more Mils are going for advanced More and more Mils are going for advanced degreesdegreesMils do not necessarily connect their goals to Mils do not necessarily connect their goals to their efforts – Clear guidance must be given to their efforts – Clear guidance must be given to Mils to help them understand the amount of work Mils to help them understand the amount of work required to achieve in higher educationrequired to achieve in higher educationThe Myth of Multitasking MillennialsThe Myth of Multitasking Millennials

Millennials and TechMillennials and Tech

Grew up on videogames, Grew up on videogames, PCs, cell phonesPCs, cell phonesHave been online a “long Have been online a “long time,” averaging between time,” averaging between five and seven yearsfive and seven yearsAssumption among Boomer Assumption among Boomer and X-er faculty that this and X-er faculty that this generation of students is generation of students is information-savvyinformation-savvy

Tech Change & Fragmentation Tech Change & Fragmentation

Accustomed to rapid technological change Accustomed to rapid technological change in communications, and have come to in communications, and have come to expect this type of change in all aspects of expect this type of change in all aspects of their livestheir lives

Postmodern conditions in which they have Postmodern conditions in which they have been raised, characterized by been raised, characterized by consumerism, superficiality, and consumerism, superficiality, and knowledge fragmentationknowledge fragmentation

Mil Learning Style PreferencesMil Learning Style Preferences

TechnologyTechnology– Comfort levels in using technology as a tool of Comfort levels in using technology as a tool of

learning are highlearning are high– Potentials for abuse are likewise high – Potentials for abuse are likewise high –

Plagiarism, for examplePlagiarism, for example– Use the web to teach things that are best Use the web to teach things that are best

learned independently and that require some learned independently and that require some degree of evaluative skilldegree of evaluative skill

Visual LearningVisual Learning– Mils grew up with sophisticated multimediaMils grew up with sophisticated multimedia– Average student retains 20 – 30 percent of Average student retains 20 – 30 percent of

what they see versus 10 percent of what they what they see versus 10 percent of what they readread

– ““Nonlinear, nonsequential” holistic modes of Nonlinear, nonsequential” holistic modes of learning learning

– Give instructions with flowcharts or graphics Give instructions with flowcharts or graphics (especially when the instructions are detailed)(especially when the instructions are detailed)

CustomizationCustomization– Think the (ugh) “Microsoft” way: pull-down Think the (ugh) “Microsoft” way: pull-down

menu vs. button bars vs. keyboard shortcutsmenu vs. button bars vs. keyboard shortcuts– Give them choicesGive them choices– Consider developing two or three different Consider developing two or three different

kinds of assignments for a course module, so kinds of assignments for a course module, so students can select the kind of assignment students can select the kind of assignment that works best for themthat works best for them

Group ActivitiesGroup Activities– Unlike previous generations of learners…Unlike previous generations of learners…– Peer-to-Peer Learning significantly enhances Peer-to-Peer Learning significantly enhances

Active Learning principles in the classroomActive Learning principles in the classroom– Can we take “Think-Pair-Share” to a new Can we take “Think-Pair-Share” to a new

level?level?– Engage the students every ten minutesEngage the students every ten minutes

The “Nintendo” FactorThe “Nintendo” Factor

How do Mils How do Mils really learn?really learn?

Trial and Error!Trial and Error!

Connectivism: The major pointsConnectivism: The major points

A new learning theory being developed by A new learning theory being developed by George Siemens: Connectivism.ca George Siemens: Connectivism.ca Learning has an end goal - namely the Learning has an end goal - namely the increased ability to "do something" increased ability to "do something" Learning is a process of connecting Learning is a process of connecting specialized nodes or information sources. specialized nodes or information sources. Learning happens in many different ways Learning happens in many different ways – Courses are not the primary conduit for – Courses are not the primary conduit for learninglearning

Subject-Centered LearningSubject-Centered Learning

Significantly different from the “Student-Significantly different from the “Student-Centered” modelCentered” modelA model supported by connectivism theoryA model supported by connectivism theoryPut the “thing” in the middlePut the “thing” in the middleEngaged, interactive, working students who Engaged, interactive, working students who consult with the instructorconsult with the instructorDissect, identify, understand, explainDissect, identify, understand, explainLet students Let students discover the connectionsdiscover the connections and report and report them back to youthem back to youExpect chaos in the classroomExpect chaos in the classroom

““Sage on the Stage” is dead…Sage on the Stage” is dead…

Use technology to teach “small stuff”Use technology to teach “small stuff”– Screencasting, blogging, podcasting Screencasting, blogging, podcasting – For online tutorials, think “quick & easy”For online tutorials, think “quick & easy”

Reserve classroom time for the “big stuff”Reserve classroom time for the “big stuff”– DiscussionsDiscussions (not just lecture) on thought-provoking (not just lecture) on thought-provoking

topics and issuestopics and issues– In-class hands-on activities linked to specific learning In-class hands-on activities linked to specific learning

objectives – Learning by doing/Case study methodsobjectives – Learning by doing/Case study methods

Evaluate and assess constantlyEvaluate and assess constantly– Courseware for quizzes and assignmentsCourseware for quizzes and assignments– ““Turningpoint” audience response systemsTurningpoint” audience response systems

““Teaching Naked…”Teaching Naked…”

Use Email to Create More Class Time Use Email to Create More Class Time

Use Online Tests to Create More Class Use Online Tests to Create More Class Time Time

Quizzes before Classes: No More Quizzes before Classes: No More Unprepared Students Unprepared Students

The Inverted Classroom The Inverted Classroom

Lectures of Wonder Lectures of Wonder

Motivate, guide, and give them the Motivate, guide, and give them the benefit of your wisdom…benefit of your wisdom…

Share in their optimism Share in their optimism

Take advantage of their comfort in using Take advantage of their comfort in using technologytechnology

Tell them plainly what you expect them to Tell them plainly what you expect them to learn and why it will benefit themlearn and why it will benefit them

Students are still motivated by their Students are still motivated by their grades, but poor grades do not necessarily grades, but poor grades do not necessarily motivate better behaviorsmotivate better behaviors

One other thing about the Mils…One other thing about the Mils…

“They will listen when faculties tell them there is a base of knowledge that [they] should have…”

“They will tend to take more of the long view, which reflects their optimism. They are prepared to lay the foundation for something that comes later.”

Q&As from Neil Howe and William Strauss, authors of Millennials Rising http://www.millennialsrising.com/qa.shtml

Thanks for Listening!Thanks for Listening!