Who are today’s students? Millennials: Born 1982 – 2002

Using the Multiple Intelligence Theories to learn about Today’s High School and College Students – The Millennial Generation Today’s High School and College Students – The Millennial Generation

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

Diversity – Opportunities and Challenges

Characteristics of Millennials Millennials:Millennials: –identify with their parents’ values –are fascinated by new technologies –1 in 5 have at least one immigrant parent –gravitate toward group activities Diana Oblinger (Understanding the New Students, EDUCAUSE Review, July/August 2003)

Millennials Gravitate Towards Group ActivitiesMillennials Gravitate Towards Group Activities

More General Characteristics of Millennials Grew up in a time of economic prosperity – how times have changed!Grew up in a time of economic prosperity – how times have changed! Went to “play groups” and played soccer from the age of 3Went to “play groups” and played soccer from the age of 3 The most protected generation in terms of government regulations on consumer safety.The most protected generation in terms of government regulations on consumer safety. Often indulged as a result of changing child-rearing practicesOften indulged as a result of changing child-rearing practices

Used to being consulted in decision-making by their parents and adults in the household.Used to being consulted in decision-making by their parents and adults in the household. Typically strong bonds between these students and their parents, particularly with their mothers, and they stay very connected even when they go away to schoolTypically strong bonds between these students and their parents, particularly with their mothers, and they stay very connected even when they go 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 , Instant Messaging, cell phones, and video gamesConstant social contact with friends via , Instant Messaging, cell phones, and video games Digital natives (Prensky, 2001)Digital natives (Prensky, 2001) –raised in a technological environment –accepts that environment as the norm –grown up surrounded by digital devices and regularly uses these devices to interact with other people and the outside world. Adapted From Digital Native website – From Digital Native website –

Often seek information and knowledge by going on-line rather than using a textbookOften seek information and knowledge by going on-line rather than using a textbook Little tolerance for delays so it is important to let students know when they can expect feedback or a response to their queriesLittle tolerance for delays so it is important to let students know when they can expect feedback or a response to their queries For many, the idea of constructing knowledge within a social community has lots of appealFor many, the idea of constructing knowledge within a social community has lots of appeal –(Skiba & Barton (2006)

Tend to be conventional, accepting of societal rules and expectationsTend to be conventional, accepting of societal rules and expectations –team-oriented –achievement-oriented: External locus of control Often Intellectually Naïve, that is,Often Intellectually Naïve, that is, they need help determining reliable sources of information

Millennials’ General Preferences Want to learn by working collaborativelyWant to learn by working collaboratively Have a preference to learn in their own time and on their own termsHave a preference to learn in their own time and on their own terms Seem to appreciate structured activities that permit creativitySeem to appreciate structured activities that permit creativity

References Clement, M. June 24, Ways to Engage Your Students on the First Day of Class, Faculty Focus.Clement, M. June 24, Ways to Engage Your Students on the First Day of Class, Faculty Focus. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects student. A third decade of research. San Francisco: Jossey-Bass.Pascarella, E. T., & Terenzini, P. T. (2005). How college affects student. A third decade of research. San Francisco: Jossey-Bass. Prensky, M. (2001) Digital natives, Digital immigrants. On the Horizon. Vol. 9, No. 5: NCB University Press. M. (2001) Digital natives, Digital immigrants. On the Horizon. Vol. 9, No. 5: NCB University Press. Smetanka, M. J. (2004, May 7). Millennial students: A new crew enlivens the “U.” The Minneapolis Star Tribune, p. 1.A.Smetanka, M. J. (2004, May 7). Millennial students: A new crew enlivens the “U.” The Minneapolis Star Tribune, p. 1.A. Skiba, D.J. & Baron, A.J. (2006) Adapting your teaching to accommodate the net generation of learners, Online Journal of Issues in Nursing, 2006, Vol. 11, Issue 2.Skiba, D.J. & Baron, A.J. (2006) Adapting your teaching to accommodate the net generation of learners, Online Journal of Issues in Nursing, 2006, Vol. 11, Issue 2. “The Case for Learner-Centered Education,”) Case for Learner-Centered Education,”) Angelo,T.A. and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, Second Ed., San Francisco: Jossey-BassAngelo,T.A. and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, Second Ed., San Francisco: Jossey-Bass Astin, A.W. (1993) What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-BassAstin, A.W. (1993) What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass Bonwell C.C. and Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington DC: George Washington Univesity School of Education and Human DevelopmentBonwell C.C. and Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington DC: George Washington Univesity School of Education and Human Development