Objectives 1 To develop techniques to work effectively

Objectives 1. To develop techniques to work effectively with “new generation” of students 2. To use rubrics as part of your assessment plan 3. To employ techniques that promote academic integrity 1

To Maximize the Session Participate (ask questions, give opinions, express concerns) Collaborate (share ideas, work together, offer suggestions) Respect (listen to each other, respect differing opinions) Commitment (participate actively) 2

Fun (relax and enjoy our morning together) 3

The Next Generation University C ollege of the 4 North

Baby Boom Echo Generation Y Generation Nexters Digital Natives Generation Me Echo Boomers 5

Millennials 6

Table 1 Generations in Canada, 2011 Description Population Generation Age number percentage 91, 195 0. 3 3, 074, 045 9. 2 1, 444, 035 4. 3 9, 564, 210 28. 6 2, 823, 840 8. 4 9, 142, 005 27. 3 7, 337, 350 21. 9 Source: Statistics Canada, Census of Population, 2011. 1918 and before 93 years and over Parents of baby boomers (1919 to 1940) 71 to 92 years World War II generation (1941 to 1945) 66 to 70 years Baby boomers (1946 to 1965) Baby busters (1966 to 1971) 46 to 65 years 40 to 45 years Children of baby boomers (1972 to 1992) 19 to 39 years Generation Z (1993 to 2011) 18 years and less Source: Statistics Canada, Census of Population, 2011. http: //www 12. statcan. gc. ca/census-recensement/2011/as-sa/98 -311 -x/2011003/tbl 3_2 -1 -eng. cfm 7

How Millen nial are you? 8

You have waited in line for cupcakes. 9

You have taken a “selfie” while waiting in line for cupcakes 10

You “Brangelina” your couple friends 11

You can text while doing a sun salutation 12

You use “friend” as a verb. 13

You know what “YOLO” means 14

Your “daily matches” are not tennis related 15

You have used wikipedia as a primary source 16

You have a tattoo 17

You have a piercing in a place other than your earlobe 18

0 -20%: #Epic. Fail. You probably don’t know what that means. Let’s just say it’s not so swell, Daddy-o. 30 -50%: Like the Fresh Prince said, sometimes parents just don’t understand You appear to have some millennial tendencies, but it likely embarrasses people when you rap. 60 -70%: Baller, but not quite shot caller Not every millennial believes cupcakes are worth waiting in line for. At least you don’t pay for a landline anymore. 80 -100%: OMG WTF YOU ARE RIDONKS MILLENNIAL Nailed it. 19

Who are th e Millennials ? 20

1982 2004 ROUGHLY 21

Who are Millennials as students in your classes? • • Common characteristics or traits Strengths Challenges Similar or different to students of other “generations” Discuss with a partner or in a small group. Be prepared to share part of your discussion with the large group. 22

The Voice of the Active Learner 23

“The problem is my age. It relentlessly advances while the faces staring back at me in the classroom remain the same, fixed between late adolescence and early adulthood. In short, I grow old while my students do not. And the increasing gap between our ages causes me some concern, pedagogically speaking. ” - Joan Flaherty, Faculty Focus Higher Ed Teaching Strategies from Magna Publications, March 18, 2013 24

Millennials go to College (2003) Neil Howe and William Strauss 25

Seven General Characteristics of Millennials Feel that they are special Sheltered Team oriented Confident Pressured Strong desire to achieve Conventional 26

Generation Me: Why Today’s young Americans are more confident, assertive, entitled and more miserable than ever before by Jean Twenge 27

Why don’t my students think I’m groovy: The new “r”s for engaging millennial learners Christy Price 28

ENGAGEMENT 29

“ I failed a quiz because I didn’t realize he was teaching – I just thought he was talking. ” 30

Research-b ased Methods The first “R ” 31

32

Relevance The second “R” 33

A tale of two Anatomy instructors Students must learn the facts. There isn’t any other way to teach except to stand in front of them and give them those facts. The primary objective of this course is to memorize large chunks of information. Bain, K. (2004). What the Best College Teacher Do 34

A tale of two Anatomy instructors My role is to help students learn to use the information to solve medical problems. I explain how things work and attempt to clarify concepts, but we also grapple with problems and cases. Bain, K. (2004). What the Best College Teacher Do 35

Rationale Third “R” 36

37 Relaxed The Fourth “R”

Significant learning is most likely to occur within the context of a significant relationship 38

Rapport The Fifth “R ” 39

Five “R”s for the Millennial 1. Research-based teaching 2. Relevance 3. Rationale – methods & assessments 4. Relaxed learning environment 5. Rapport 40

Mc. Gill Tips for Engaging Learners VIU pages 29 -32 Brock University Teaching Methods and Strategies 41

Inside - Outside 42