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Things Were Different When I Was a Student! Helping Millennial Students Succeed in Occupational Therapy Classrooms and Fieldwork Settings
Crystal A. Gateley, PhD, OTR/L University of Missouri – Department of Occupational Therapy
Today’s college students have been described as “The Next Great Generation,” “Generation Me,” and “Generation NeXt” by recent scholars. Although there is much disagreement between researchers about the characteristics of the current generation of college students, most researchers agree that today’s college students are different from previous generations of college students in a number of ways due to the historical and sociocultural contexts they have experienced. The purpose of this literature review was to understand the learner characteristics of today’s college students, to explore recent trends and issues in occupational therapy classrooms and fieldwork settings, and to suggest implications for occupational therapy education, practice, and research.
Introduction
Comparing Views of Today’s Students
Other Key Points
• Millennial students like to know what the rules are. They will follow them and work hard (Howe & Strauss, 2003).
• Millennial students want organization and clear expectations in the college classroom because they want to know how to succeed (Howe & Strauss, 2003).
• Millennials students have been multi-taskers their entire lives and often lack professional skills such as phone and email etiquette and knowing what is / is not appropriate work attire (Howe & Nadler, 2010).
• Because they have been told repeatedly that they can be or do anything they want, Generation Me often has unrealistic expectations about entry into competitive degree programs (Twenge, 2006).
• Teacher training programs that promote provision of a positive atmosphere over correcting mistakes has resulted in a generation of college students that cannot accept criticism and who feel entitled to good grades simply for showing up to class (Twenge, 2006).
• “For most students there is a serious mismatch between what they want and what they expect from a school, and what we offer. The expectations by many students of academic success with little effort is distressing and confusing to faculty and staff….and many are troubled by the difficulty they are having helping students persist to meaningful learning outcomes, and to graduation” (Taylor, 2015, para. 3).
• Faculty should ask these questions (Gibson, 2009): • What experiences do students bring to the classroom? • What are students’ values, learning styles, and
communication styles? • What are students’ expectations about the teaching /
learning process?
• “To instill a caring attitude in the next generation of [health care professionals], they must be cared for in the classroom and clinical settings in which they learn….A key element to caring about students is to understand them and how they learn” (Earle & Myrick, 2009, p. 627). • Are we being responsive to new learning styles? • Or are we continuing to teach the way we were taught?
Methods
How Millennials Were Raised
This literature review and the subsequent analysis of student comments from course evaluations resulted in several recommendations for occupational therapy educators in both academic and fieldwork settings:
Suggestions for OT Educators – Academic Setting
Suggestions for OT Fieldwork Educators • rease competitiveness
Examples
Share time
Implications
It is clear that today’s college students exhibit a set of characteristics that distinguishes them from previous generations. Those characteristics impact students’ educational experiences in traditional and online classrooms and in fieldwork settings. By recognizing and addressing the characteristics of Millennial students, occupational therapy educators and practitioners can promote an optimal educational experience for their students.
Conclusion
Sixty-seven books, peer-reviewed articles, and other scholarly pieces were reviewed. Sources included works from the occupational therapy literature as well as medicine, nursing, and other health professions. In addition, literature from the fields of higher education, management, and human resources was explored. Finally, student comments from the author’s recent course evaluations were analyzed to determine preferred teaching-learning strategies of today’s college students.
Results
REFERENCES • Costa, D. M. (2004). The essential guide to occupational therapy fieldwork education: Resources for today’s educators and practitioners. Bethesda, MD: AOTA
Press. • Earle, V., Myrick, F., & Yonge, O. (2011). Preceptorship in the intergenerational context: An integrative review of the literature. Nurse Education Today, 31(2011),
82-87. doi: 10.1016/j.nedt.2010.04.003 • Gallup. (2010). About StrengthsQuest. Retrieved from http://www.strengthsquest.com • Gibson, S. (2009). Intergenerational communication in the classroom: Recommendations for successful student-teacher relationships. Nursing Education
Perspectives, 30(1), 37-39. • Howe, N., & Nadler, R. (2010). Millennials in the workplace: Human resource strategies for a new generation. Great Falls, VA: LifeCourse Associates. • Howe, N., & Strauss, W. (2000). Millenials rising: The next great generation. New York: Vintage Books. • Howe, N., & Strauss, W. (2003). Millennials go to college: Strategies for a new generation on campus. Washington, D.C.: American Associations of Collegiate
Registrars. • Howe, N., & Strauss, W. (2008). Millennials and K-12 education: Educational strategies for a new generation. Great Falls, VA: LifeCourse Associates. • McCready, V. (2011). Generational issues in supervision and administration. The ASHA Leader, 16(5), 12-15. • “Mutual Expectations.” (2010). Community Forum session at Wakonse Conference on College Teaching, Shelby, MI, May 27-31. • Taylor, M. (2011). Teaching Generation NeXt: Methods and techniques for today’s learners. A Collection of Papers on Self-Study and Institutional Improvement
(27th ed.). The Higher Learning Commission. Retrieved from http://www.taylorprograms.com • Taylor, M. (2015). Meet Generation NeXt: Understanding, teaching, and serving today’s students. Retrieved from http://www.taylorprograms.com • Twenge, J. M. (2006). Generation me: Why today’s young Americans are more confident, assertive, entitled – and more miserable than ever before. New York, NY:
Free Press.
• Mutual expectations activity • Student questionnaire • Getting-to-know-you activities • Values clarification activity • StrengthsQuest™ • Midterm course evaluations • Purpose statements on
assignments • Clear assignment descriptions • Grading rubrics • Reading study guide – key points
to know
• Quizzes over readings • Clear explanations about
academic integrity • Clear expectations about
attendance and professional behavior
• Consequences for absences • Allow some self-paced work • Allow in-class time for group
work • Be very clear about email
response time and honor that
• Modify any activities above • Thorough orientation process • Student handbook:
• Policies and procedures • Organizational chart • Resources relevant to setting • Ask each student to add one
resource
• Clear, written setting-specific objectives
• Formal feedback meetings • Student identifies strengths,
growth areas, and plan • FW educator identifies
strengths, growth areas, and plan
Figure 2. This child had a busy daily schedule from age 5 with multiple sports practices, Girl Scout meetings, church activities, and other community involvement nearly every week of the year. By age 13, she had accumulated 40 medals, plaques, and trophies for her “accomplishments.”
Figure 3. Of the 40 “awards” shown in Figure 2, only 13 of them (32.5%) were based on performance or achievement. The other 27 (67.5%) were awarded simply for participation.
Figure 1. From the time they were born, Millennials have been told that they are special and can be or do anything they want. Popular clothing brands foster that self-assurance with a variety of slogans.
Millennials (Howe & Nadler, 2010; Howe &
Strauss, 2000, 2003, 2008)
Generation Me (Twenge, 2006)
Generation NeXt (Taylor, 2011)
• Special
• Sheltered
• Confident
• Team-Oriented
• Conventional
• Pressured
• Achieving
• Decline in politeness, respect for authority, and general social rules
• Do not accept criticism well
• Sense of entitlement • Unrealistic
expectations • View jobs as lifestyle
options • More likely to argue • Increased depression
and anxiety
• Different • Successful • Diverse • Digital
Result of “reactive parenting”: • Parents as friends and
facilitators • Options and choices • Constant scheduling • Self-esteem
programming
Mutual Expectations Completed anonymously or in small groups: • What are your biggest concerns about being in
this program? • What characteristics do you appreciate in an
instructor? • What instructional strategies do you prefer? (Instructor should present a PowerPoint summarizing student responses followed by discussion of teaching style)
Student Questionnaire 1. Preferred name? 2. Hometown? 3. Briefly, how did you learn about OT? 4. Currently working? How much? Where? 5. Campus / community involvement? 6. Leisure activities? 7. Anything else you would like to share? Married,
children, significant other, pets? 8. One interesting or unique fact about you.
Clifton StrengthsFinder 2.0 – Talent Themes by Domain of Leadership Strength
Executing Influencing Relationship Building Strategic Thinking
Achiever Arranger
Belief Consistency Deliberative
Discipline Focus
Responsibility Restorative
Activator Command
Communication Competition Maximizer
Self-Assurance Significant
Woo (Winning Others Over)
Adaptability Developer
Connectedness Empathy Harmony Includer
Individualization Positivity Relator
Analytical Context
Futuristic Ideation
Input Intellection
Learner Strategic
AOTA / OTCAS Education Summit Crystal A. Gateley, PhD, OTR/L
Denver, CO - October 17-18, 2015 [email protected]
1
Things Were Different When I Was a Student!
Helping Millennial Students Succeed in Occupational Therapy Classrooms and Fieldwork Settings
Crystal A. Gateley, PhD, OTR/L
University of Missouri – Department of Occupational Therapy
INTRODUCTION: Today’s college students have been described as “The Next Great Generation,”
“Generation Me,” and “Generation NeXt” by recent scholars. Although there is much disagreement
between researchers about the characteristics of the current generation of college students, most
researchers agree that today’s college students are different from previous generations of college students
in a number of ways due to the historical and sociocultural contexts they have experienced. The purpose
of this literature review was to understand the learner characteristics of today’s college students, to
explore recent trends and issues in occupational therapy classrooms and fieldwork settings, and to suggest
implications for occupational therapy education, practice, and research.
METHODS: Sixty-seven books, peer-reviewed articles, and other scholarly pieces were reviewed.
Sources included works from the occupational therapy literature as well as medicine, nursing, and other
health professions. In addition, literature from the fields of higher education, management, and human
resources was explored. Finally, student comments from the author’s recent course evaluations were
analyzed to determine preferred teaching-learning strategies of today’s college students.
RESULTS: Recent scholars have very different views on the characteristics of today’s college students:
Millennials
(Howe & Strauss, 2000) Generation Me
(Twenge, 2006) Generation NeXt
(Taylor, 2005)
Special
Sheltered
Confident
Team-Oriented
Conventional
Pressured
Achieving
Decline in politeness, respect
for authority, & general
social rules
Cannot accept criticism
Sense of entitlement
Unrealistic expectations
View jobs as a lifestyle
options
More likely to argue
Increased depression &
anxiety
Appreciate structure & praise
Different
Successful
Diverse
Digital
Result of Reactive Parenting
o Parents as friends /
facilitators
o Options & choices
o Constant
programming
o Self-esteem
programming
2
Other Key Points
• Millennial students like to know what the rules are. They will follow them and work hard (Howe
& Strauss, 2003).
• Millennial students want organization and clear expectations in the college classroom because
they want to know how to succeed (Howe & Strauss, 2003).
• Millennials students have been multi-taskers their entire lives and often lack professional skills
such as phone and email etiquette and knowing what is / is not appropriate work attire (Howe &
Nadler, 2010).
• Because they have been told repeatedly that they can be or do anything they want, Generation Me
often has unrealistic expectations about entry into competitive degree programs (Twenge,
2006).
• Teacher training programs that promote provision of a positive atmosphere over correcting
mistakes has resulted in a generation of college students that cannot accept criticism and who
feel entitled to good grades simply for showing up to class (Twenge, 2006).
• “For most students there is a serious mismatch between what they want and what they expect
from a school, and what we offer. The expectations by many students of academic success with
little effort is distressing and confusing to faculty and staff….and many are troubled by the
difficulty they are having helping students persist to meaningful learning outcomes, and to
graduation” (Taylor, 2015, para. 3).
• Faculty should ask these questions (Gibson, 2009):
• What experiences do students bring to the classroom?
• What are students’ values, learning styles, and communication styles?
• What are students’ expectations about the teaching / learning process?
• “To instill a caring attitude in the next generation of [health care professionals], they must be
cared for in the classroom and clinical settings in which they learn….A key element to caring
about students is to understand them and how they learn” (Earle & Myrick, 2009, p. 627).
• Are we being responsive to new learning styles?
• Or are we continuing to teach the way we were taught?
3
IMPLICATIONS: This literature review and the subsequent analysis of student comments from course
evaluations resulted in several recommendations for occupational therapy educators in both academic and
fieldwork settings.
General Recommendations from the Literature
Millennials
(Howe & Strauss, 2000) Generation Me
(Twenge, 2006) Generation NeXt
(Taylor, 2005)
Welcoming environments
Work-life balance (flexible
scheduling)
Positive feedback
Recognition for performance
Clear expectations
Clarify plagiarism &
cheating
Technology
Straight-forward grading
Clear guidelines for
workplace attire & etiquette
Understand generational
differences
Teach self-control rather than
self-esteem
Maintain high academic &
workplace standards
Realistic career direction
Clear and direct
communication
Work harder when praised
and feel appreciated
Improve student’s future
orientation
Identify class goals
Improve understanding of
classroom expectations
Move some content learning
out of class
Create necessity to prepare
for and attend class
Increase classroom learning
activity & engagement
Sandwich approach to
feedback: Good/Bad/Good
Specific Recommendations that Students Found Beneficial
Recommendations for the Academic Setting
Mutual Expectations Activity (Anonymous or in small group discussion)
o What are your biggest concerns about being in this program?
o What characteristics do you appreciate in an instructor?
o What instructional strategies do you prefer?
o When required to do group work, what characteristics or behaviors do you appreciate in other
group members? What characteristics or behaviors do you find irritating?
o Follow-up PowerPoint with class discussion
Student Questionnaire – Voluntary – Handed out after a brief PowerPoint about instructor
o What is your hometown?
o What was your K-12 education like? (Private/public/homeschool; GED vs. high school
diploma; size of graduating class)
o Are you currently working? If so, where & how many hours per week?
o Are you currently involved in any campus or community activities / organizations?
o What kind of leisure activities do you enjoy?
o Anything you would like to share about your family or close friends? Ex: Married, children,
significant other, roommates
o One interesting or unique fact about you?
o Follow –up email to each student and/or in-class discussion about diversity of the class
4
Getting-to-Know-You Activities – During the first few class periods of the semester, students are
given a chart with each classmate’s name. They have to spend 1 to 2 minutes with each classroom to
find out: 1) Preferred name, 2) Hometown, and 3) One other thing about that student. Spend 5-10
minutes per class period until each student has interacted with every classmate.
StrengthsQuest™
o 30-minute online assessment used by 600+ schools and universities to help students, faculty,
and staff identify and develop their talents
o “After you take the Clifton StrengthsFinder, you'll receive a customized report that lists your
top five talent themes, along with action items for development and suggestions about how
you can use your talents to achieve academic, career, and personal success” (Gallup
Organization, 2012)
o Required purchase for a course, in place of a previously required textbook - $9.99 per code
Check with student support services at your campus
o Reflection paper about how the student’s top five talent themes relate to future career in
occupational therapy as well as current academic situation
o Variety of classroom activities – See website (www.strengthsquest.com)
Compare faculty talent themes to student talent themes and discuss how these
difference impact the teaching / learning process
Clifton StrengthsFinder Talent Themes by Domain of Leadership Strength
Executing Influencing Relationship Building Strategic Thinking
Achiever Activator Adaptability Analytical
Arranger Command Developer Context
Belief Communication Connectedness Futuristic
Consistency Competition Empathy Ideation
Deliberative Maximizer Harmony Input
Discipline Self-Assurance Includer Intellection
Focus Significant Individualization Learner
Responsibility Woo Positivity Strategic
Restorative (Winning Others Over) Relator
Values Clarification Activity
o List of 20 values (Ex: Love, health, faith, family, friendship, financial security, happiness,
loyalty, etc.)
Narrow it down to your Top 10, then your Top 5, then Top 3
o Anonymous tally of top 3 values in class
Follow up PowerPoint, discussion of diversity within classroom and with their future
clients
o Additional resources for similar activities:
http://www.therapistaid.com/therapy-worksheet/values-clarification
http://cbwc.ca/wp-content/uploads/2012/05/Values-Clarification.pdf
5
Midterm Course Evaluation
o Two questions
What is going well in this course?
What specific suggestions do you have for the instructor that would help you with
learning the material in this course?
o Possible methods:
Anonymous electronic – Survey Monkey, Blackboard, Canvas, etc.
Or small group discussions facilitated by another faculty member, preferably not
from your own department so students will be candid in responses
o Follow-up discussion
1 or 2 things that you can change during the current course
Recognition of suggestions that may be incorporated into future courses, but are not
feasible for the current semester
Justification of why you cannot or will not change certain aspects of teaching the
course
Purpose statement for every assignment – Why is it important and how does it relate to the
student’s future career?
o Example from an assignment on interviewing a parent:
Purpose of Assignment: While this course focuses on child development and
assessment, it is also important to understand the parents and caregivers with whom
you will be working. You need to have an understanding of the occupational profile,
routines, and responsibilities of the child’s parent or caregiver. It is critical that you
demonstrate the ability to develop a rapport with parents and caregivers because they
will have a much greater impact on the child than any direct services that you will
provide. While you as the OT have a distinct area of expertise, the parent / caregiver
will always be a greater expert on the child you are assessing.
Clear written assignment description and / or grading rubric for every assignment
Reading study guide – Key points they should know from each chapter or article; can be very
general or specific
Quizzes or reading response notecards for reading assignments & electronic postings
o Without an expectation or consequence, even your best students will not prepare for class.
Clear explanations about expectations for academic integrity
o Not just the required paragraph in the syllabus
o Activities / quizzes / examples
o Exploring campus policies on consequences
o Review in every single course
6
Clear expectations about attendance & professional behavior
o Professional attire, cell phone use, appropriate laptop use in class, email etiquette
o Chain of command when experiencing a conflict
o Specific examples of workplace policies
o Address professional behavior issues immediately
Consequences for absences
o Make-up assignment for 1st absence (research article review on topic that was missed)
Only exceptions are documented visit to doctor or funeral; family emergency on
case-by-case basis, but don’t tell students that ahead of time or you will have a flurry
of “crises”.
o Point deduction for 2nd
absence, no opportunity for make-up assignment
o Letter grade deduction for 3rd
absence
o Consider departmental policy about total number of absences
If possible, allow some assignments to be completed at own pace over the course of the semester
o Example: There are three outside assignments that must be completed for this course:
Workplace Ergonomic Assessment
Home Safety Assessment
Older Adult Interview
Because all three of these assignments require scheduling with other individuals, you get to
decide in which order you will complete the three assignments. In any order, the assignments
are due on:
June 22nd
– Assignment #1
July 6th – Assignment #2
July 20th – Assignment #3
Limit group work to in-class activities, or allow at least one class period to work on group projects
Be very clear about email response time, and honor your commitment
o I explain that, in general, I check my email Monday - Friday 8:00 – 5:00, and that evenings
and weekends are reserved for family time, but that I will return emails ASAP on the next
workday. I make exceptions if there is an upcoming exam and I anticipate several emails.
o I also explain that I expect students to check their student email account at least once daily
Monday – Friday since most instructors use that as their primary mode of communication.
o When the expectations are clear, I have never had a student complain about not responding to
emails during evening and weekend hours.
7
Recommendations for Fieldwork Settings
Modify any of the above activities
Thorough orientation process
Student handbook
o Selected policies & procedures
o Organizational chart
o Resources relevant to setting
o Ask every student to add at least one additional resource
Clear, written setting-specific weekly objectives
Formal feedback meetings
o Student-identified strengths & areas for growth
o Student-identified goals & action plan
o FW educator - identified strengths, areas for growth, goals, action plan
CONCLUSION: It is clear that today’s college students exhibit a set of characteristics that distinguishes
them from previous generations. Those characteristics impact students’ educational experiences in
traditional and online classrooms and in fieldwork settings. By recognizing and addressing the
characteristics of Millennial students, occupational therapy educators and practitioners can promote an
optimal educational experience for their students.
REFERENCES:
Carter, T. L. (2008). Millennial expectations and constructivist methodologies: Their corresponding
characteristics and alignment. Action in Teacher Education, 30(3), 3-10.
Costa, D. M. (2004). The essential guide to occupational therapy fieldwork education: Resources for
today’s educators and practitioners. Bethesda, MD: AOTA Press.
Costa, D. M. (2006). The importance of feedback. OT Practice, 11(16), 7–8.
Earle, V., Myrick, F., & Yonge, O. (2011). Preceptorship in the intergenerational context: An integrative
review of the literature. Nurse Education Today, 31(2011), 82-87. doi: 10.1016/j.nedt.2010.04.003
Elam, C., Stratton, T., & Gibson, D. D. (2007). Welcoming a new generation to college: The Millennial
students. Journal of College Admission, 195, 20-25.
Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the
intergenerational context. International Journal of Nursing Education Scholarship, 9(1), 1-23. doi:
10.1515/1548-923X.2452
Gallup. (2010). About StrengthsQuest. Retrieved from http://www.strengthsquest.com
Gibson, S. (2009). Intergenerational communication in the classroom: Recommendations for successful
student-teacher relationships. Nursing Education Perspectives, 30(1), 37-39.
Hines, T. (2009, May 29). ‘Coddling’ Millennials is the wrong approach. Chronicle of Higher Education.
Retrieved from http://chronicle.com/
Hoover, E. (2009, Oct 11). The Millennial muddle: How stereotyping students became a thriving industry
and a bundle of contradictions. Chronicle of Higher Education. Retrieved from http://chronicle.com/
8
Howe, N., & Nadler, R. (2010). Millennials in the workplace: Human resource strategies for a new
generation. Great Falls, VA: LifeCourse Associates.
Howe, N., & Strauss, W. (2000). Millenials rising: The next great generation. New York: Vintage Books.
Howe, N., & Strauss, W. (2003). Millennials go to college: Strategies for a new generation on campus.
Washington, D.C.: American Associations of Collegiate Registrars.
Howe, N., & Strauss, W. (2008). Millennials and K-12 education: Educational strategies for a new
generation. Great Falls, VA: LifeCourse Associates.
LeDuc, K. & Kotzer, A. M. (2009). Bridging the gap: A comparison of the professional nursing values of
students, new graduates, and seasoned professionals. Nursing Education Research, 30(5), 279-284.
McCready, V. (2011). Generational issues in supervision and administration. The ASHA Leader, 16(5),
12-15.
“Mutual Expectations.” (2010). Community Forum session at Wakonse Conference on College Teaching,
Shelby, MI, May 27-31.
National Center for Educational Statistics. (2002). Nontraditional undergraduates: Findings from the
condition of education 2002. Washington D.C.: U.S. Department of Education.
Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that
is no longer nontraditional. Peer Review, 13(1), 137-154.
Steefel, L. (2010). Bridges to intercultural and intergenerational learning. Creative Nursing, 16(2), 51-52.
doi: 10.1891/078-4535.16.2.51
Taylor, M. 2010. Teaching Generation NeXt: A pedagogy for today’s learners. A Collection of Papers on
Self‐Study and Institutional Improvement (26th ed.). The Higher Learning
Commission. Retrieved from www.taylorprograms.com
Taylor, M. (2011). Teaching Generation NeXt: Methods and techniques for today’s learners. A
Collection of Papers on Self‐Study and Institutional Improvement (27th ed.).The Higher Learning
Commission. Retrieved from www.taylorprograms.com
Taylor, M. (2012). Teaching Generation NeXt: Leveraging technology with today’s digital learners. A
Collection of Papers on Self‐Study and Institutional Improvement (28th ed.). The Higher Learning
Commission. Retrieved from www.taylorprograms.com
Taylor, M. (2015). Meet Generation NeXt: Understanding, teaching, and serving today’s students.
Retrieved from http://www.taylorprograms.com
Twenge, J. M. (2006). Generation Me: Why today’s young Americans are more confident, assertive,
entitled – and more miserable than ever before. New York: Free Press.
Note: Please do not copy any of these materials without permission.
