Wayne State University - Today's Student: Deciphering What's Real


Published on

Barbour, M. K. (2008, March). Today's student: Deciphering what's real. Brownbag discussion for the Office for Teaching and Learning, Wayne State University, Detroit, MI.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Don’t ask much of me, and I won’t expect much of you. Frees professors to do research and students to party or work to make money.
  • Their desire to fly made up for weaknesses in the cognitive domain.
  • Aristotle distinguished the conative from the cognitive (thinking) and affective (emotional) traits
  • Lectures have been with us for a long time. There is a reason for this. They work.
  • Lectures are enhanced by technology today, but is this enough? I don’t think so.
  • Wayne State University - Today's Student: Deciphering What's Real

    1. 1. Today’s Students:Deciphering What’s Real Michael K. Barbour Instructional Technology
    2. 2. Generational differences:the theory that people bornwithin an approximately 20year time period share acommon set of characteristicsbased upon the historicalexperiences, economic andsocial conditions,technological advances andother societal changes theyhave in common
    3. 3. Generational Boundaries• GI Generation “Greatest Generation” – Born between 1901 and 1924• Silent Generation – Born between 1925 and 1945• Baby Boomers – Born between 1946 and 1964• Generation X – Born between 1965 and 1980• Net Gen – Millennials – Gen Y – Born between 1981 and 2000
    4. 4. What influences generational differences?• Current Events• Popular Culture• Tech Innovations• Media Hype• Health Issues• Fashion• Economy• Diversity• Military Status• Parenting
    5. 5. Historical InfluencesBoomers: Gen X: Net Gen:• Civil Rights • Fall of Berlin Wall • School shootings• Sexual Revolution • Watergate • Oklahoma City• Cold War • AIDS • Internet• Space travel • Desert Storm • 9/11• Assassinations • Energy Crisis • Iraq
    6. 6. This Generation’s Numbers• 60 million - largest group since the Baby Boomers (72 million)• 3 times larger than Generation X• Teen population is growing at twice the rate of the rest of America• Made up 37% of U.S. population in 2005
    7. 7. This Generation• Echo generation
    8. 8. This Generation• Net Generation
    9. 9. This Generation• Millennials
    10. 10. This Generation• Digital Natives
    11. 11. This Generation• Neomillennials
    12. 12. “…todaysteens arerecasting theimage ofyouth fromdownbeatand alienatedto upbeatandengaged.”
    13. 13. Net Gen Characteristics: Which fit you?Gamers Digital Natives Socially Disdain Previous Conscious GenerationsHigh Expectations Spoiled Rotten Respect Value Diversity IntelligenceExpect Incomes Experiential Optimistic and Family OrientedExceeding Parents Learners PositiveCollaborative Nomadic Inclusive Have More FriendsHealthy Lifestyle Clueless Direct More LiberalAchievement Media Patriotic More ConservativeOriented ConsumerValue Balanced Multi-tasker Confident EntitledLives
    14. 14. “Todays young peoplehave been raised to aimfor the stars at a timewhen it is more difficultthan ever to get intocollege, find a good job,and afford a house.Their expectations arevery high just as theworld is becoming morecompetitive, so theres ahuge clash betweentheir expectations andreality.”
    15. 15. • In 2002, 74% of high school students admitted to cheating whereas in 1969 only 34% admitted such a failing. (p. 27)• In 1967, 86% of incoming college students said that “developing a meaningful philosophy of life” was an essential life goal whereas in 2004 only 42% of GenMe freshmen agreed. (p. 48)• In 2004, 48% of American college freshmen reported earning an A average in high school whereas in 1968 only 18% of freshmen reported being an A student in high school. (p. 63)• In the 1950s, only 12% of young teens agreed with the statement “I am an important person” whereas by the late 1980s, 80% claimed they were important. (p. 69) Jean M. Twenge
    16. 16. Where Do We Go From Here?1. It isn’t all about you2. The world needs ditch diggers too3. Help the DIWKs
    17. 17. “When asked about problems facing their generation, many millennials respond that the biggest one is the poor example that adults set for kids.” p. 36Oblinger, D. (2003). Understanding the new student.EDUCAUSE Review, 38(3), 36-42.
    18. 18. “The number onething to realize withthe Millennials isthat as a whole theyreflect much moreparentalperfectionism thanany generation inliving memory.Colleges anduniversities shouldknow that they arenot just getting akid, but they arealso getting aparent.”
    19. 19. Dotoday’sstudentsreallywant tolearn?
    20. 20. Do NetGen students care about learning?
    21. 21. • Focus on undergraduate education• 2006: 557 colleges and universities• 2005: 529 colleges and universities• 2004: 473 colleges and universities• 2003: 437 colleges and universities• 2002: 367 colleges and universities• 2001: 321 colleges and universities• 2000: 276 colleges and universities
    22. 22. NSSE results• Work expectations for students: –10-15 hrs in class –25-30 hrs studying
    23. 23. NSSE results• Work Reality: –20% study 5 hrs per week or less –25% 6-10 hrs –48% 11-30 hrs –7% > 30 hrs
    24. 24. NSSE Time On usco Acti Task uo lla ve, t i n el y k bo lea rat o n i m ac C T db rni ive ng F ee Student High faculty AcademicInteraction Challenge
    25. 25. The most “shocking” discovery isthe “non-aggression pact” betweenprofessors and students.
    26. 26. http://rateyourstudents.blogspot.com
    27. 27. What shouldwe expectour studentsto learn inthe 21 stCentury?
    28. 28. Traditional Learning Domains• Cognitive• Affective• Psychomotor
    29. 29. PsychomotorDomain Non-discursive Communication Skilled Movements Physical Activities Perceptual Skills Basic Fundamental Movement Reflex Movement
    30. 30. AffectiveDomain Characterization by Value Set Organization Valuing Responding Receiving
    31. 31. CognitiveDomain What Evaluation we say Synthesis we value AnalysisWhat Applicationweteach Comprehensionandtest Knowledge
    32. 32. Unfortunately,we have alltoo oftenneglectedtheconativedomain.
    33. 33. History of the Conative DomainOrexis: (Greek)Striving; desire;the conativeaspect of mind
    34. 34. Conative Domain• Will• Desire• Level of effort• Drive• Striving• Mental energy• Self-determination• Intention
    35. 35. Cognitive – Affective – Conative• To know • To feel • To act• Thinking • Feeling • Willing• Thought • Emotion • Volition• Epistemology • Esthetics • Ethics• Knowing • Caring • Doing
    36. 36. History of the Conative DomainAmazonsearch yieldsonly onecontemporarybook aboutthe conativedomain.
    37. 37. Let’s face it.Assessmentdriveslearning.
    38. 38. If it hasn’tbeenassessed,it hasn’tbeenlearned.
    39. 39. Colleges anduniversities areabout to be besetby a newgeneration oflearners whoseskills andexpectations derivefrom growing up onthe net.
    40. 40. The Net Gen and Technology• The Net Gen’s technical knowledge is broad, but shallow• Skills differ by academic program; deepest in engineering and business• Technical fluency does not equal maturityhttp://www.educause.edu/ir/library/pdf/ers0506/rs/ers0506w.pdf
    41. 41. Corporationsassume thattechnology iseverything tothe Net Genand beyond.
    42. 42. Two Key Points• Introducing technology alone is never enough.• Big gains in productivity come when new technologies are combined with new ways of doing business.
    43. 43. Keepingpedagogyahead oftechnologyis anongoingstruggle.
    44. 44. In my experience, this is especiallytrue in education!
    45. 45. “Lecturing stillabsorbs more thanhalf to two thirds ofvariousdepartments’teaching practices…These traditionalforms of teachingseem to have beenrelatively untouchedby the enormousinvestment intechnologies.”
    46. 46. Thank you…Michael Barbour Instructional Technology http://www.michaelbarbour.com mkbarbour@gmail.com