FFLC Worshop #1: Teaching the Millennial & Dealing with Diversity

TEACHING THE MILLENNIAL AND DEALING WITH DIVERSITY

Dr. Pamela G. Arrington Director, CETL June 12 & 13, 2018

FRESHMAN FACULTY LEARNING COMMUNITY Introductions Motivating Students to Learn FFLC Participation Requirements

WORKSHOP LEARNING OUTCOMES  Identify the five generations now on campus  Apply recent pedagogical research about understanding and teaching millennials  Identify microaggressions  Apply the Observe Think Feel Desire framework as strategy for managing microaggressions in the classroom

FIVE GENERATIONS NOW ON CAMPUSES

Silent Generation, Baby Boomers, Generation X, Millennials, and Generation Z

FIVE GENERATIONS Which generation do you identify with?

A. Baby Boomers B. Generation X C. Millennial

FIVE GENERATIONS Which generation of students do you teach?

A. Baby Boomers B. Generation X C. Millennial

SILENT GENERATION: BORN ABOUT 1925-1946.

Influences: Great Depression, World War II, the postwar boom, the GI Bill.

Traits: Job loyalty, share many values, cautious.

BABY BOOMERS: BORN 1946 TO 1964 Influences: television, assassination of President John F. Kennedy, Dr. Martin Luther King, Jr., Attorney General Robert F. Kennedy, rock’n’roll, first moonwalk, antiwar protest, birth control, sexual revolution.

Traits: dedication, face time, team spirit, strongly identify as a special generation

GENERATION X: BORN 1965 TO 1980 Influences: parental divorce, feminist movement, MTV, rise of home video games and personal computers, fall of the Soviet Union, birth of the internet.

Traits: cynical about authority, self-reliant, value autonomy, do not strongly identify as a generation

MILLENNIALS: BORN 1981 TO LATE 1994 Influences: internet era, September 11 terrorist attacks, cellphones, Facebook

Traits: value feedback, recognition, work-life balance, and teamwork (“Trophies for Everybody”); sometimes criticized as “entitled”; grew up with highly structured activities.

GENERATION Z: BORN LATE 1995 THROUGH 2012 (ENTERED COLLEGE IN 2013-2014 THROUGH TODAY) Influences: craves regular and technology-enhanced training opportunities. Looks for professional development that uses visually enhanced methods of training

Traits: thrives on opportunity. Excel when they receive guidance in how to achieve their goals.

HOW DOES GENERATION Z DIFFER FROM PAST GENERATIONS?

GEN Z IS: 1. Phigital. Gen z is the first generation to be born into a world where every physical aspect has a digital equivalent.

Accordingly, for its members the real and virtual world overlap.

2. Hyper-Custom. Gen z people are obsessed with customizing, and they cannot see why this should not be extended to job titles and career paths. More than half of them would rather write their own job description than be given a generic one.

3. Realistic. As has been pointed out, gen z has been influenced by the recession to feel lucky to have a job rather than to act as if the employer is lucky to have them. With millennials starting to move into front-line management positions, this difference in outlook will inevitably create tensions that will have to be addressed.

4. FOMO. Fittingly for a digital generation, gen z suffers terribly from a fear of missing out on anything. The welcome aspect of this is that it means they stay on top of trends and competition. But it also means that they will be constantly worrying about whether they are moving forward fast enough or in the right direction.

5. Weconomists. Having grown up with Uber, Airbnb and other examples of the shared economy, gen z will push their workplaces to break down external and internal barriers.

6. DIY. Growing up with YouTube has convinced gen z that they can do almost anything. Allied with this is a fierce independent streak that will collide with the supposedly more collaborative instincts of the preceding millennials.

7. Driven. As we have seen, the combination of growing up in recession and being told by parents that life is about winners and losers rather than just participating has made gen z eager to get on with work. Many will enter the workforce having already had side businesses, such as selling items on eBay, and they will be competitive with each other.

AMONG THE BELOIT COLLEGE STUDY’S KEY FINDINGS ABOUT THE CHARACTERISTICS OF GENERATION Z. oFiscally Frugal

oHealth conscience

oConnected

oEmbrace diversity (Individualistic)

oBrand Loyal

oVery confident

oEntrepreneurial

oVery resourceful

oTypically have support systems in place

oEnjoy multi-tasking oHave an 8 second filter to focus

HOW DOES GENERATION Z LEARN? HTTPS://NEXT.BNCOLLEGE.COM/WP-CONTENT/UPLOADS/2015/10/GEN-ZRESEARCH-REPORT-FINAL.PDF

Class Discussion

64%

Working through problems and concepts

60%

Study Guides

60%

Textbooks

56%

Test Review Sessions

52%

Working in Small Groups

49%

Homework

46%

Notes Made Available Online

38%

LEARNING PREFERENCES Learning Preferences

Generation Z: craves regular and technology-enhanced training opportunities. Looks for professional development that uses visually enhanced methods of training.

Attitudes toward Authority Generation Z: is high maintenance and wants high intensity in relationships with those in authority, as well as their peers.

Special Interests Generation Z: thrives on opportunity. Excel when they receive guidance in how to achieve their goals.

HOW DOES GENERATION Z’S FUTURE DIFFER FROM PRESENT GENERATIONS?

WHAT IS HEUTAGOGY? Heutagogy is a self-determined learning style that has focus on what the learner wants to learn & how they might learn it.

Heutagogy Fundamentals:

 7 elements: Approval, Facilitators, Choice, Agreement, Review, Assessment, & Feedback Benefits: Empowerment, Capabilities, & Open-ended responses Challenges: Facilitation, Time, Culture, & Assessment

TEACHING THE RIGHT SKILLS TO GENERATION Z…???

-Teach systems thinking.

-Teach creativity.

-Teach humanics. The understanding of a highly technical world to capture and build creativity and mental flexibility.

-Teach through experiential learning. Integrating the classroom and Real World Experience.

-Teach to encourage lifelong learning.

UNDERGRADUATE GEN Z STUDENTS & INFORMATION TECHNOLOGY

THE DIFFERENCE BETWEEN GEN Z AND MILLENNIALS IN THE WORKPLACE

DEALING WITH DIVERSITY

Silent Generation, Baby Boomers, Generation X, Millennials, and Generation Z

MICROAGGRESSIONS Indignities, slights, and insults that harm They are: oBrief oCommonplace oVerbal, behavioral, or environmental oIntentional or unintentional (Sue, D., 2007, p.271)

RESPONDING TO HOT MOMENTS When you don’t know how to organize your thoughts, use a communication framework: Open The Front Door to Communication (OTFD). Adapted from Learning Forum (2016)

Observe: Concrete, factual, and observable (not evaluative) Think: Thoughts based on observation (yours and/or theirs) Feel: Emotions- “I feel (emotion).”

Desire: Specific request or inquiries about desired outcome

OTFD PRACTICE Scenario:

Write out an OTFD in response.

Observe: Think: Feel: Desire: Practice in Pairs: Scenario 1 Scenario 2

SOURCES & RESOURCES Blaschke, L. (2012, January). Heutagogy and lifelong lerarning: A review of heutagogical practice and self-determined learning.

The International Review of Research in Open and Distance Learning, 13(1), 56-71.

Binder, D. (2014). DBR MTV Bias summary survey. Retrieved from

http://d1fqdnmgwphrky.cloudfront.net/studies/000/000/001/DBR_MTV_Bias_Survey_Executive_Summary.pdf?1398858309.

Cook, V. (2018, June 2). Engaging generation Z learners: Rethinking how we engage the digital generation. Workshop presenter at the 2018 Teaching Professor Conference, Atlanta, GA.

Learning Forum Super Camp (2016). OTFD Communication Framework. Accessed February 27, 2016. https://prezi.com/tszt1slnknpa/otfd-a-powerful-communication-technique/.

Noah, T., & Souza, T. (2018, June 1). From fear to freedom: Facilitating meaningful conversations about diversity in the college classroom. Invited preconference workshop presenter at the 2018 Teaching Professor Conference, Atlanta, GA. Sue, D. (2007). Racial microaggressions in everyday life: implications for clinical practice. American psychologist 62(4), 271.

SOURCES & RESOURCES Souza, T., Vizenor, N., Sherlip, D., & Raser, L. (2016). Transforming conflict in the classroom: Best practices for facilitating difficult dialogues and creating an inclusive communication climate. In P.M. Kellett & T. G. Matyok (Eds.), Transforming Conflict through Communication: Personal to Working Relationships pp. 373-395). Lanham, MD: Lexington Books.

Souza, T.J. (2016). Managing hot moments in the classroom: Concrete strategies for cooling down tension. In Faculty Focus Special Report: Diversity and Inclusion in the College Classroom. Magna Publications.

Sweat, A. (2018, June 1). 10 effective ways to connect with college students in large classes. Invited preconference workshop presenter at the 2018 Teaching Professor Conference, Atlanta, GA. Sweat, A. (2018, June 1). Quick “Go To” In-Class Learning Activities. Invited preconference workshop presenter at the 2018 Teaching Professor Conference, Atlanta, GA.

Taylor, M. (2012). Teaching generation NeXt: Leveraging technology with today’s digital learners. A collection of papers on selfstudy and institutional improvement, (1), 44-49. (Available as download at www.taylorprograms.com) The Beloit College Mindset List for the Class of 2021. (2018). Beloit College, WI: Beloit.

QUESTION AND ANSWER

Teaching the Millennial and Dealing with Diversity

EVALUATION Complete CETL evaluation form.

Write two to five teaching strategies you will Incorporate into your teaching edagogy as a result of today’s workshop.