Something is said to have changed in university classrooms over the past two decades. Long serving academics describe students they are teaching today as different from previous generations of students. Strategies that have been effective for years are no longer working with the generation of children born to the Baby Boomers. Known as Generation Y, these students were born in the 1980s and 1990s and grew up with the internet. This familiarity with digital technology is attributed with giving an entire generation of students shorter attention spans, a love of multitasking and an impatience with information that does not directly apply to them (McCrindle, 2000).
Gen-Ys tend to be positive, confident, self-focused but there are two schools of thought on how to approach teaching them as undergraduates. Some, like Mark Baurerlein, argue that many of these traits lead to poor learning strategies and should be discouraged. Others accept Gen-Ys have distinctive characteristics and suggest ways of working with their preferences.
Gen-Y want their courses to make a positive impact on the world.
Students have a strong connection to social causes and want to make a difference to the world. They want to know why they should care about your course and need to be shown how it fits into the big picture. They expect the course to cater for them, not the other way around. However, they don’t want you to pretend to know everything about their generation. Mark McCrindle says they are generally sceptical and quick spot a fake. Focus on their feelings and show that you understand and respect their perspectives.
Gen-Y students have short attention spans
Marc Prensky describes Gen-Y as “digital natives” whose minds have learned to adapt to speed and thrive on it. Living in a digital environment means being adept at processing information quickly. Information in the classroom also needs to be kept short and interesting to deal with Gen-Ys’ shorter attention spans. Repeat key messages and provide learning activities that create excitement, enthusiasm and drama for students. Gen-Y doesn’t want to sit and listen; they expect learning to be active rather than passive. Susan Eisner suggests a class game show is more likely to teach Gen-Y students than traditional examinations.
Gen-Y insist that they can multitask
Gen Ys are accustomed to randomly accessed information and instead of linear thinking they are skilled at parallel processing. Ron Alsop says that today’s students have far greater access to information and they expect a more multimodal form of communication. Richard Sweeney says they are notoriously reluctant readers but happily sit down to podcasts, videos and computer games for hours at a time. Gen-Y students know how to use technology but not always to the best effect for their learning. They’re easily distracted by SMS or Facebook and willing miss lectures and class discussions for their social networking. There is also concern that they are developing bad habits from SMS and rely too heavily on computer spelling checkers. Don’t assume that they already have the appropriate writing skills just because they are at university.
Gen-Y embrace recognition and reward
Gen-Y is competitive and obsessed with grades more than learning. They are self-centred and over-confident and will need to be challenged so that they can weigh up their talents and capabilities against others. It is only through an accurate, realistic appraisal of their present capabilities that they will develop mature judgement and find ways of dealing with negative criticism. You also need to be vigilant to prevent the use of technology for cheating. Their competitive streak and ability to cheat more easily means classroom behaviours need to be monitored more closely than before.
Gen-Y are distant and disengaged from universities
Mark Bauerlein argues that very few Gen-Y students step up when given more responsibility for their learning. University teachers need to accept their role is to challenge students by providing them with regular work and guidance rather than indulging students to believing they always know best. Alsop (2008) says that Gen-Y are often challenged by ambiguity and how to figure out how to fit things together. They can struggle with courses that are not mapped out for them or don’t have clear-cut right answers. In these situations Gen-Y will tend to rely excessively on their lecturers for simple decisions and expect a high level of detailed step-by-step guidance and support.
References
Alsop, R. (2008). The trophy kinds grow up: How the millennial generation is shaking up the workplace. San Francisco: Jossey-Bass.
Bauerlein, M. (2008). The dumbest generation. New York: Jeremy. P. Tacherer/Penguin.
Eisner, S. (2004). Teaching generation Y college students-three Initiatives. Journal of College Teaching and Learning, 1 (9), 69-84.
McCrindle, M. (2009). ABC of XYZ: Understanding the global generations. Sydney: UNSW Press.
Prensky, M. (2005). Engage me or enrage me. EDUCASE Review, 40, 5, September/October, 61–64.
Sweeney, R. (2007) How the New Generation of Well-Wired Multitaskers Is Changing Campus Culture. Chronicle of Higher Education, Vol. 53 Issue 18, pB10-B15
