Wayne State University - Today's Student: Deciphering What's Real
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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.
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Wayne State University - Today's Student: Deciphering What's Real
- 1. Today’s Students: Deciphering What’s Real Michael K. Barbour Instructional Technology
- 2. Generational differences: the theory that people born within an approximately 20 year time period share a common set of characteristics based upon the historical experiences, economic and social conditions, technological advances and other societal changes they have in common
- 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. What influences generational differences? • Current Events • Popular Culture • Tech Innovations • Media Hype • Health Issues • Fashion • Economy • Diversity • Military Status • Parenting
- 5. Historical Influences Boomers: 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. 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. This Generation • Echo generation
- 8. This Generation • Net Generation
- 10. This Generation • Digital Natives
- 12. “…today's teens are recasting the image of youth from downbeat and alienated to upbeat and engaged.”
- 13. Net Gen Characteristics: Which fit you? Gamers Digital Natives Socially Disdain Previous Conscious Generations High Expectations Spoiled Rotten Respect Value Diversity Intelligence Expect Incomes Experiential Optimistic and Family Oriented Exceeding Parents Learners Positive Collaborative Nomadic Inclusive Have More Friends Healthy Lifestyle Clueless Direct More Liberal Achievement Media Patriotic More Conservative Oriented Consumer Value Balanced Multi-tasker Confident Entitled Lives
- 14. “Today's young people have been raised to aim for the stars at a time when it is more difficult than ever to get into college, find a good job, and afford a house. Their expectations are very high just as the world is becoming more competitive, so there's a huge clash between their expectations and reality.”
- 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. Where Do We Go From Here? 1. It isn’t all about you 2. The world needs ditch diggers too 3. Help the DIWKs
- 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. 36 Oblinger, D. (2003). Understanding the new student. EDUCAUSE Review, 38(3), 36-42.
- 20. “The number one thing to realize with the Millennials is that as a whole they reflect much more parental perfectionism than any generation in living memory. Colleges and universities should know that they are not just getting a kid, but they are also getting a parent.”
- 22. Do NetGen students care about learning?
- 23. • 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
- 24. NSSE results • Work expectations for students: –10-15 hrs in class –25-30 hrs studying
- 25. NSSE results • Work Reality: –20% study 5 hrs per week or less –25% 6-10 hrs –48% 11-30 hrs –7% > 30 hrs
- 26. NSSE Time On us co 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 Academic Interaction Challenge
- 27. The most “shocking” discovery is the “non-aggression pact” between professors and students.
- 29. What should we expect our students to learn in the 21 st Century?
- 30. Traditional Learning Domains • Cognitive • Affective • Psychomotor
- 31. Psychomotor Domain Non-discursive Communication Skilled Movements Physical Activities Perceptual Skills Basic Fundamental Movement Reflex Movement
- 32. Affective Domain Characterization by Value Set Organization Valuing Responding Receiving
- 33. Cognitive Domain What Evaluation we say Synthesis we value Analysis What Application we teach Comprehension and test Knowledge
- 34. Unfortunately, we have all too often neglected the conative domain.
- 35. History of the Conative Domain Orexis: (Greek) Striving; desire; the conative aspect of mind
- 36. Conative Domain • Will • Desire • Level of effort • Drive • Striving • Mental energy • Self-determination • Intention
- 37. Cognitive – Affective – Conative • To know • To feel • To act • Thinking • Feeling • Willing • Thought • Emotion • Volition • Epistemology • Esthetics • Ethics • Knowing • Caring • Doing
- 38. History of the Conative Domain Amazon search yields only one contemporary book about the conative domain.
- 40. If it hasn’t been assessed, it hasn’t been learned.
- 41. Colleges and universities are about to be beset by a new generation of learners whose skills and expectations derive from growing up on the net.
- 42. 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 maturity http://www.educause.edu/ir/library/pdf/ers0506/rs/ers0506w.pdf
- 44. Corporations assume that technology is everything to the Net Gen and beyond.
- 46. 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.
- 48. In my experience, this is especially true in education!
- 49. “Lecturing still absorbs more than half to two thirds of various departments’ teaching practices… These traditional forms of teaching seem to have been relatively untouched by the enormous investment in technologies.”
- 52. Thank you… Michael Barbour Instructional Technology http://www.michaelbarbour.com mkbarbour@gmail.com
Editor's Notes
- 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.