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: terri.manning@cpcc.edu

For a copy of this presentation:

http://www.cpcc.edu/planning

Click on: “studies and reports”

Contact: terri.manning@cpcc.edu