Who are today’s students?Who are today’s students?

Millennials: Born 1982 – 2002Millennials: Born 1982 – 2002

Using the Multiple Intelligence Theories to learn aboutUsing the Multiple Intelligence Theories to learn about

Today’s High School and College Today’s High School and College Students – The Millennial Students – The Millennial GenerationGeneration

Beware of Generalizations

• Many people are born on the cusps of two Many people are born on the cusps of two generations, and many people do not fit generations, and many people do not fit their “generational type”their “generational type”

Diversity – Diversity – Opportunities and ChallengesOpportunities and Challenges

Characteristics of MillennialsCharacteristics of Millennials

• Millennials:Millennials:– identify with their parents’ valuesidentify with their parents’ values– are fascinated by new technologiesare fascinated by new technologies– 1 in 5 have at least one immigrant 1 in 5 have at least one immigrant

parentparent– gravitate toward group activitiesgravitate toward group activities

Diana Oblinger (Diana Oblinger (Understanding the New StudentsUnderstanding the New Students, , EDUCAUSE Review, July/August 2003)EDUCAUSE Review, July/August 2003)

• Millennials Gravitate Towards Millennials Gravitate Towards Group ActivitiesGroup Activities

More General Characteristics of More General Characteristics of MillennialsMillennials

• Grew up in a time of economic prosperity Grew up in a time of economic prosperity – how times have changed!– how times have changed!

• Went to “play groups” and played soccer Went to “play groups” and played soccer from the age of 3from the age of 3

• The most protected generation in terms of The most protected generation in terms of government regulations on consumer government regulations on consumer safety.safety.

• Often indulged as a result of changing Often indulged as a result of changing child-rearing practiceschild-rearing practices

• Used to being consulted in decision-making by Used to being consulted in decision-making by their parents and adults in the household.their parents and adults in the household.

• Typically strong bonds between these students Typically strong bonds between these students and their parents, particularly with their mothers, and their parents, particularly with their mothers, and they stay very connected even when they and they stay very connected even when they go away to schoolgo away to school

• Expected to excel by their parentsExpected to excel by their parents• Highly scheduled and sheltered in childhoodHighly scheduled and sheltered in childhood

• Constant social contact with friends via e-mail, Instant Constant social contact with friends via e-mail, Instant Messaging, cell phones, and video gamesMessaging, cell phones, and video games

• Digital nativesDigital natives (Prensky, 2001) (Prensky, 2001)– raised in a technological environmentraised in a technological environment– accepts that environment as the norm accepts that environment as the norm – grown up surrounded by digital devices and regularly grown up surrounded by digital devices and regularly

uses these devices to interact with other people and uses these devices to interact with other people and the outside world. the outside world.

• Adapted From Digital Native website – Adapted From Digital Native website – www.digitalnative.org/wikiwww.digitalnative.org/wiki

• Often seek information and knowledge by going Often seek information and knowledge by going on-line rather than using a textbookon-line rather than using a textbook

• Little tolerance for delays so it is important to let Little tolerance for delays so it is important to let students know when they can expect feedback students know when they can expect feedback or a response to their queriesor a response to their queries

• For many, the idea of constructing knowledge For many, the idea of constructing knowledge within a social community has lots of appeal within a social community has lots of appeal

– (Skiba & Barton (2006)(Skiba & Barton (2006)

• Tend to be conventional, accepting of Tend to be conventional, accepting of societal rules and expectationssocietal rules and expectations

– team-orientedteam-oriented

– achievement-oriented: External locus of achievement-oriented: External locus of controlcontrol

• Often Intellectually Naïve, that is, Often Intellectually Naïve, that is,

they need help determining reliable they need help determining reliable sources of informationsources of information

Millennials’ General PreferencesMillennials’ General Preferences

• Want to learn by working collaboratively Want to learn by working collaboratively

• Have a preference to learn in their own Have a preference to learn in their own time and on their own termstime and on their own terms

• Seem to appreciate structured activities Seem to appreciate structured activities that permit creativitythat permit creativity

References• Clement, M. June 24, 2009. 10 Ways to Engage Your Students on the First Day of Class, Faculty Clement, M. June 24, 2009. 10 Ways to Engage Your Students on the First Day of Class, Faculty

Focus.Focus.

• Pascarella, E. T., & Terenzini, P. T. (2005). Pascarella, E. T., & Terenzini, P. T. (2005). How college affects student. A third decade of How college affects student. A third decade of research. research. San Francisco: Jossey-Bass.San Francisco: Jossey-Bass.

• Prensky, M. (2001) Digital natives, Digital immigrants. Prensky, M. (2001) Digital natives, Digital immigrants. On the HorizonOn the Horizon. Vol. 9, No. 5: NCB . Vol. 9, No. 5: NCB University Press. University Press. www.marcprensky.com/writing/

• Smetanka, M. J. (2004, May 7). Millennial students: A new crew enlivens the “U.” The Smetanka, M. J. (2004, May 7). Millennial students: A new crew enlivens the “U.” The Minneapolis Star Tribune, p. 1.A.Minneapolis Star Tribune, p. 1.A.

• Skiba, D.J. & Baron, A.J. (2006) Skiba, D.J. & Baron, A.J. (2006) Adapting your teaching to accommodate the net generation of Adapting your teaching to accommodate the net generation of learnerslearners, , Online Journal of Issues in NursingOnline Journal of Issues in Nursing, 2006, Vol. 11, Issue 2., 2006, Vol. 11, Issue 2.

• ““The Case for Learner-Centered Education,”) The Case for Learner-Centered Education,”) http://oncourseworkshop.com/Miscellaneous018.htm

• Angelo,T.A. and Cross, K.P. (1993). Angelo,T.A. and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for Classroom Assessment Techniques: A Handbook for College TeachersCollege Teachers, Second Ed., San Francisco: Jossey-Bass, Second Ed., San Francisco: Jossey-Bass

• Astin, A.W. (1993) Astin, A.W. (1993) What Matters in College? Four Critical Years RevisitedWhat Matters in College? Four Critical Years Revisited. San Francisco: . San Francisco: Jossey-BassJossey-Bass

• Bonwell C.C. and Eison, J.A. (1991). Bonwell C.C. and Eison, J.A. (1991). Active Learning: Creating Excitement in the ClassroomActive Learning: Creating Excitement in the Classroom . . ASHE-ERIC Higher Education Report No. 1. Washington DC: George Washington Univesity ASHE-ERIC Higher Education Report No. 1. Washington DC: George Washington Univesity School of Education and Human DevelopmentSchool of Education and Human Development