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Lesson1 Overview And Intro

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  • 1. Understanding our Shared Generational Lens Module Summer Academy | 2009
  • 2. module purpose and structure:
  • 3. ground rules
  • 4. module philosophy – cultural lens: •“a metaphor for a point of view” “If you are talking from your point of view, you would talk about what you want, need or feel like. To get a person to do something, it is much better to talk from the other person's point of view.” “In conflict resolution a technique of using "I", "me", "my" language encourages the person to talk from their own point of view… Talking about your own point of view brings it upon the other person to be more understanding and cooperative.” http://en.wikipedia.org/wiki/Lens
  • 5. understanding & identifying your lens: what makes me unique? age What influences your cultural lens the most? gender • community leaders grade • teachers/instructors friends • friends geographic location • books/internet/printed media strengths • other weaknesses groups/clubs siblings hobbies activities nationality race sexual orientation movies music
  • 6. getting started: •What is a Generation? •What is Generational Identity? •What is your Generation called?
  • 7. what is a 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 • Reacts to the generation before them • Looks at their generation as the standard of comparison • Looks at the next generation skeptically: these kids today . . . . http://www.cpcc.edu/planning/studies_reports/ActiveFiles/millennial%20comm%20college.ppt
  • 8. what we hope to learn today: •Define the Millennial Generation based on leading definitions in the field of research. •Use different acronyms, abbreviations and jargon used to describe the Millennial Generation. •Brainstorm a list of stereotypes ascribed to their generation. •Identify and analyze cultural events that shape their and other generations.
  • 9. generations Birth Cohorts Approx. 20-22 years Silent Tradionalists Baby Boomer Generation X Millennials Generation 1901-1924 1943-1960 1961-1982 1983- Present 1925-1942 http://www.eiu.edu/~arc/ - Eastern Illinois U.
  • 10. millennials “A new generation is poised to seize the reins of history...the Millennials currently include 95 million young people up to 30 years of age— the biggest age cohort in U.S. history.” (Greenburg 2007)
  • 11. where does this generation live? 1.2 billion mobile youth Western Europe Where are they? 124.8 million Eastern Europe 115.3 million China, Taiwan, HK 254.6 million North East Asia 46.4 million Middle East North Africa 42.8 million Asian Pacific North America 133.9 million 99.3 million Central South Asia 219.3 million Latin America Central 146.3 million Southern Africa 60.9 million 1.24 billion mobile youth in 2009, rising to 1.5 2000 1.36bn 1.43bn 1.50bn 1.24bn billion in 2012. As a 1500 1.15bn standalone country, mobile youth would be the 1000 2nd biggest in the world, behind only 500 New Adds Total 50% live in China. By 2010, they will be number 1. 0 Asia 2008 2009 2010 2011 2012 data source mobileYouth.org 2009
  • 12. generational names
  • 13. generational random facts • Born in or after 1982-84 • Presently 80 million (largest) • The oldest entered college Fall of 2000 • Life expectancy of 75 years • 3 most popular names Males Females Michael Jennifer Jason Jessica Christopher Ashley http://www.eiu.edu/~arc/ - Eastern Illinois U.
  • 14. cultural events that shaped a generation’s experience September 11, 2001 Columbine Oklahoma City Bombing Princess Di’s death Clinton Impeachment Trial O.J. Simpson Trial Lewinsky scandal Global Climate change Racial and ethnic diversity War in Iraq Ethics and finance scandals New technology
  • 15. learning community assignments Blue Red Adam H. & Taylor’s mentor families Andre & Libbi mentor families Green Purple Tyler & Kabrina’s mentor families Adam B. & Lana Orange Chandra & Rumil’s mentor families
  • 16. learning community locations Front of Classroom Green Blue Red Agenda •Introductions of members to Learning Community •Develop and complete “Learning Community Creeds” Worksheet •Things to Consider •Additional Ground Rules •Discuss how each member learns best •Discuss who/how will Homework be handled •How will you hold your peers accountable? •How will you ensure that everyone is included? •Additional rules/Thoughts? •Brainstorm Stereotypes of your generation, write them down on the Post-It Sheets Orange Purple
  • 17. closing Learning Community Homework: Type up and email LC’s stereotypes to dgrabsch@uark.edu Individual Homework: Write at least a half page journal entry on observations you make this weekend about your generation and reflect on first class Before You Leave: Complete your “Exit Card” LC Color Name Front (lined side): Write about 3 things that learned today, and how you will apply it. Back (unlined side): What do you hope to learn from this module?