This document provides suggestions for connecting with and engaging Generation Z college students. It discusses adapting teaching methods to focus on structure, clarity, relevance, interaction and collaboration. Specific techniques are presented such as using a G-FAR lesson structure of goal, focus, apply, review. Other recommendations include updating syllabi, incorporating think-pair-share activities, relating content to real-world examples, and increasing opportunities for student interaction through discussion and collaborative assignments. The overall message is that small changes can improve engagement by addressing the learning preferences of today's digital native students.

2. Long Term…

3. Until we get there, small changes in your
approach can yield meaningful results.

4. BLUE:
Teaching Resource with links
Works Cited
White:
Characteristics of Millennial Students and how to apply to the classroom
Specific Collaborative Activities explained (ex: Think/Pair/Share)
PINK: LESSON PLAN AND THINK PAIR SHARE SHEET
For powerpoint, please leave your email on list
On your way out, handouts from today

5. Concrete Techniques to Connect with, Engage and
Empower Today’s
College Student

6. Spoiler Alerts!
You may do some of this already
There’s hope! Many of the ”Gen Z” characteristics are not
supported by facts
I’m struggling myself
It isn’t all about technology
Lectures have their place

7. Word Association
I say Generation Z, you say?

8. How we got here…
1946-64: Counterculture generation and Baby Boomers
1965-1980: The TV Generation & Generation X
1981-1996: Last to grow up “offline” – older Millenials & younger
millennials aka Digital Natives
1997-2005: The first to connect (Older Gen Z)
2006 – Present: The Technology Inherent (Younger Gen Z)

9. Perception – is the Generation Z glass half empty or
half full?

10. de

12. This Photo by Unknown Author is licensed under CC BY-NC-ND

13. So how can we fine tune our teaching?
Structure and Modeling
Updated Syllabus
G-FAR Lesson Restructuring
Ownership & Relevancy
Interaction and Collaboration

14. This Photo by Unknown Author is
licensed under CC BY-SA-NC
This Photo by Unknown Author is
licensed under CC BY-SA
This Photo by Unknown
Author is licensed
under CC BY-SA-NC

15. Gen Z have grown up with an emphasis on
achievement and have come to rely on clarity and
order as the means of getting where they need to
go
They also have everything “in writing” that they
can refer back to for clarification
Teachers need to overestimate the student desire
for clarity and recognize their discomfort with
loosely organized lessons and syllabi
Clarity and Structure

16. Why: admission to college doesn’t necessarily mean one is equal to
the task
HOW:
THE SYLLABUS
Rubrics
Restate the assignments on BLACKBOARD
Stick to the calendar and if you get behind, modify it &
repost/reprint
Have them take a photo of syllabus too
Avoid oral instructions at end of class “The Paper Chase”
Structure Reduces Stress

17. Why Blackboard Matters

18. Syllabus Then and Now
Go big or go small
Avoid the middle
Consider visual improvements

20. Show Rather than Tell

21. This is an example of an
A paper which is
highlighted and marked
with my comments in the
margins to explain why
the student did well
so other students can
model their work on this
example.

22. Class Structure

23. Four Step Plan: G-FAR
Adapted from Angela Provitera McGlynn, Prof. of Psychology Mercer County Community College
Follow a routine for each class that they come to expect and rely on:
G = goal Post the goal for each class on board or screen
F = Focus Focus the Students with the presentation of new material
A = Apply Apply the material or do something creative with it
R = Review Review, Conclude, Assess or Debrief

24. “Unbundle” your lessons
Mini Lecture(10-15)
(F = Focus)
Write!
(one minute paper
concept)
Summarize the most
important point you
just learned
Describe the
muddiest point,
meaning the point
that is still confusing
to you
Now it’s time for A
A = apply

25. Application (A): Layer in some
collaboration or interaction
Collaboration:
Pair up and help
each other(while
you circulate)
Class activity
To apply lesson
Case Study?
Role play?

26. THINK PAIR SHARE IS EASIER THAN YOU THINK!
No need to reinvent the wheel!
Use Google to find very specific
questions by simply inputting
“Discussion questions on (insert
your topic)
My latest instructors manual
actually has Think Pair Share
questions

27. Intercultural Communication example of the “Apply” step:
Students do a 1 minute response in notebooks answering
what is the muddiest point from today’s lesson?
Who feels they
understand the
difference? Who is
confused?
Quickly form groups of 4
(2 and 2)
Discuss and help each
other
Check in/debrief
Form groups
Hand out a case study
or scenario
that illustrates the
concepts followed
By specific questions
Let them discuss and
answer
Debrief and reinforce

28. R = Review
So let’s go over the answers you came up with in (pairs or groups) (have the
questions up and visible and write in the correct answers as each group takes a
turn answering and explaining WHY they chose the answer they did)
THE NUGGET: In one sentence, who wants to tell me WHY we did this exercise?
What do you I want you to leave here and remember and WHY does it matter?!
“Exit Pass” – Students write out what they got from the lesson or what they still
need help with and hand it to you on the way out.
R can also = REINFORCE: For extra impact – tell them you are posting the
discussion question or acitivity with the correct answers on Blackboard
It is so easy to forget this part!

29. To continue the “unbundled” concept and depending on length of class, do
another mini lecture, a one-minute paper or some other relevant activity or
think-pair-share question after…3 hour vs 75 min
Why: Gen Z-ers are action-oriented.
The mini lecture holds attention better
and they learn more when they are
actively talking about, teaching each
other and discussing the content.

30. Ownership and Relevancy

31. Why: They have grown up with a huge array of
choices, they are confident and trust their
opinions and they dislike busy work that
doesn’t relate to concrete real world goals
They believe in the WEB 2.0 world of shared
ownership
How:
1. Have the class design the rubric for an assignment,
combining their own expectations with yours
2. Personalized Learning Outcome (s)
3. Self-assessment and peer assessment when possible
4. Universal Design Assignments

33. Why: They perform better when lessons are connected to
real life rather than academics
Take the content and show how it will be used OUTSIDE of
classroom. Don’t assume they know why it matters.
Listen, relate and talk to students about your own life
especially when you can relate the CONTENT to YOUR own
experience.

34. Let’s come up with how you
can make some of your
content “relevant” beyond
the classroom!

35. INTERACTION & COLLABORATION

36. GEN Z WANTS TO INTERACT WITH YOU AND
WITH EACH OTHER
WHY?
Very comfortable with adults
Called their friends’ parents by first name
Have felt valued by adults their whole lives
Share the same interests in the internet age

37. INCREASE THE INTERACTION IN YOUR CLASSES
Why: They are multi-taskers and tech-savvy so to just sit and listen
to a talking head is not engaging enough
How to do it:
Clickers
My Kahoot Epiphany
Multimedia, always: youtube, discussion boards, blogs, TED talks,
song lyrics , sitcom clips – ENDLESS RESOURCES

38. They will have to collaborate a great deal in the real
world and they know it and they need practice!

39. Can you incorporate something unconventional and
connect it to the content?

40. Hey, There’s an APP for That!
Making friends with phones, tablets, laptops
Google Best Apps for College Teaching!

41. Moving forward…
Baby Steps – one lesson at a time
Explore the web
Ask them!
Explain what you are trying to do
Ask your colleagues
Let go…
This Photo by Unknown Author is licensed under
CC BY-NC