The Millennial Generation:
Implications for Teaching and Learning
at Achieving the Dream Colleges
Winter Strategies Institute - January 21-24, 2007
Achieving the Dream
Terri Manning
Bobbie Everett
Cheryl Roberts
A Study Funded by the Workforce Development Board
It May Take a Village to Raise a
Child, but it Takes a Society to
Raise a Generation
Economic Conditions
Societal Norms
Political Events
Major Crises
Each 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
• Looks at their generation as the standard
of comparison
• They are either idealistic, reactive, civic or
adaptive
The Veterans (also known as the Silent
Generation or the Greatest Generation)
1925–1943 (adaptive)
Core Values
Dedication
Hard Work
Conformity
Law and Order
Patience
Delayed Reward
Duty before Pleasure
Adherence to Rules
Honor
The Veterans
• Children of the Great Depression and WWII,
this generation decided not to attack the
institutions created by the generation before
them, but instead, as global thinkers, they
chose to focus on improving and refining
them so that they could be good for
everyone, not just a select few.
• The overall goal was not to change the
system, but to work within it.
• While economically very successful, they were
also the inventors of "the midlife crises"
probably because they didn't get a chance to
enjoy the freedoms of their youth.
The Veterans
Important Events
• Lindbergh Completes
First Transatlantic Flight
• Stock Market Crash
• Depression
• The New Deal
• Social Security
• Pearl Harbor
• The End of WWII
• FDR Dies
• Korean War
Cultural Memorabilia for the
Veterans
•
•
•
•
•
•
•
•
•
•
Kewpie Dolls
Mickey Mouse
Flash Gordon
Radio
Wheaties
Tarzan
Jukeboxes
Blondie
The Lone Ranger
The McCarthy Era
The Veteran Generation
Childhood
• Raised by the GI Generation (civic)
• Large families (3-5 children)
• Strong sense of extended family (same town
or home)
• Grandparents in the home
• Average 10-year-old spent 4-6 hours daily
with a significant adult role model
• Rural society
• Apprenticeship businesses and farming
• Perception of the world as “safe”
The Baby Boomers 1943–1964
(the largest generation, idealist)
Core Values
Optimism
Team Orientation
Personal Gratification
Health and Wellness
Personal Growth
Youth
Work
Involvement
Baby Boomers
Important Events
• Rosa Parks
• First Nuclear Power Plant
• The Civil Rights Act
• Cuban Missile Crisis
• John Glen Orbits the Earth
• Martin Luther King Leads March on Washington, D.C.
• President John F. Kennedy Assassination
• National Organization for Women Founded
• Martin Luther King Assassination
• Robert F. Kennedy Assassination
• Watergate
• Kent State Massacre
• Vietnam War
Cultural Memorabilia for Baby Boomers
•
•
•
•
•
•
•
•
•
•
•
Television
The Ed Sullivan Show
Barbie Dolls
Fallout Shelters
Poodle Skirts
Pop Beads
Slinkies
TV Dinners
Hula Hoops
The Peace Sign
Laugh In
The Baby Boomer Childhood
• Divorce reached a low in 1960 of 9%
• Families moved due to GI Bill, GI housing and
industrialization
• First generation to live miles from extended
family
• Family size smaller (2-3 children)
• Few grandparents in the home
• Moms stayed home
• Dads carpooled
• Children spent significant time with adult role
models
• Perception of the world as “safe”
Baby-boomer Results
• Very idealistic - banned together and walked
through life as a major force in society
• Generation gap occurred between them and
their parents
• They weren’t friendly toward authority figures
• Did not get along with their parents and swore
they would not raise their kids like they were
raised
• As adults - work an average of 55 hours per
week
The Gen Xers 1965–1982
A Lost Generation… A Nomadic Generation…..
Half the Size of the Baby Boom (reactive)
Core Values
Dedication
Hard Work
Conformity
Law and Order
Patience
Delayed reward
Duty before pleasure
Adherence to rules
Honor
Gen X
Important Events
• Women’s Liberation Protests
• Watergate Scandal
• Energy Crisis begins
• Tandy and Apple Market PCs
• Mass Suicide in Jonestown
• Three Mile Island
• US Corporations begin Massive Layoffs
• Iran Hostage Crisis
• John Lennon Shot and Killed
• Ronald Reagan Inaugurated
• Challenger Disaster
• Exxon Valdez Oil Tanker Spill
Cultural Memorabilia for Gen X
•
•
•
•
•
The Brady Bunch
Pet Rocks
Platform Shoes
The Simpsons
Evening Soaps (Dallas and
Dynasty)
• ET
• Cabbage Patch Dolls
• Super-hero Cartoons on TV
(He-man)
Generation X
• This is the conscientious, extremely pragmatic,
self-sufficient generation that has a ruthless
focus on the bottom-line.
• Born and raised at a time when children were
at the bottom of our social priorities, Gen Xers
learned that they could only count on one thing
- themselves. As a result, they are very "me"
oriented.
• They are not active voters, nor are they deeply
involved in politics in general.
The Gen X Childhood
•
•
•
•
•
•
•
•
Divorce reached an all-time high
Single-parent families became the norm
Latch-key kids were a major issue of the time
Children not as valued – looked at as a hardship
Families spread out (miles apart)
Family size = 1.7 children (many only-children)
Perception of the world as “unsafe”
Average 10 year old spent 14 ½ minutes a day
with a significant adult role model
• Parents looked around and said – we need to do
this better
Generation Next (civic)
The Echo Boom/Millennials…
 The Millennials are almost as large as the baby boom-some say
larger - depending on how you measure them (approx. 81M).
 The Millennials are the children born between 1982 and 2002
(peaked in 1990), a cohort called by various names:
Echo Boom
Generation Y
Millennials
Net Generation
The Millennial Childhood
• The most monumental financial boom in
history.
• Steady income growth through the
1990’s.
• Still great disparity between races.
• Saw their parents lose all their stocks
and mutual funds (college funds) during
the early 2000’s.
Demographic Trends
 The Baby Boomers chose to
become older parents in the
1980s
 Gen X moms reverted back to the earlier birthage norm, which meant that two generations
were having babies.
 Millennials have older largely Baby Boomer
parents: Average age of mothers at birth at an
all time high of 27 in 1997.
Demographic Trends, cont.
 Smaller families: Only
children will comprise
about 10% of the
population.
 More parental education: 1 in 4 has at least
one parent with a college degree.
 Kids born in the late ‘90s are the first in
American history whose mothers are better
educated than their fathers by a small margin.
Demographic Trends – Changing
Diversity
 Increase in Latino immigration Latino women tend to have a
higher fertility rates than nonLatino women.
 Nearly 35% of Millennials are
nonwhite or Latino.
 Twenty percent of this generation
has at least one parent who is an
immigrant.
 Millennials have become the most
racially and ethnically diverse
generation in US History.
Safety Issues
The Safest Generation
• This generation was buckled up
in car seats, wore bike helmets,
elbow and knee pads when skating, and were the
inspiration for “Baby on Board” signs.
Seen Increases in
– seat belt usage, general health status, attention span
deficit disorder
We’ve Seen a Decrease in:
– mortality rates, motor vehicle accidents, violent crime,
fighting, carrying weapons to school, hours spent watching
TV, drug usage
Major Influencing
Factors
1.
2.
3.
4.
5.
Their parents
The self-esteem movement
The customer service movement
Gaming and technology
Casual communication
Parenting Millennials
• This generation is being parented by welleducated, over-involved adults who
participate in “deliberate
parenting.” They have
outcomes in mind.
• Boomers were the first
generation to be thrown
out in to an unsafe world
as adolescents.
• The 60’s and 70’s were very scary and many
of us felt unprepared for it.
• We were naïve and didn’t have enough tools
in our tool box to deal with it.
Baby Boomers as Parents
• Boomers rebelled against the parenting
practices of their parents.
• Strict discipline was the order
of the day for boomers.
• They made conscious decisions
not to say “because I told you
so” or “because I’m the parent
and you’re the child.”
• Boomers became more
“friendly” with their children.
They wanted to have open lines of
communication and a relationship with them.
Baby Boomers as Parents
• They explained things to their children, (actions,
consequences, options, etc.) – they wanted them to
learn to make informed decisions.
• They allowed their children to have input into family
decisions, educational options and
discipline issues.
• We told them “just because it is on
television doesn’t mean it’s true”
or “you can’t believe everything
you read.”
• We wanted them to question
authority.
The Result
• Millennials have become
“a master set of negotiators”
who are capable of rational
thought and decision-making
skills at young ages.
• They will negotiate with anyone
including their parents, teachers
and school administrators.
• Some call this “arguing.”
• Perceived as an irrational sense of
entitlement.
Helicopter Parents
• Helicopter Parent (n) A
parent who hovers over his
or her children.
• Or Snowplow parent: Parents who clear
the way for their children
• ……these (echo) boomers are confident,
achievement-oriented and used to hovering
"helicopter" parents keeping tabs on their
every move. (Anthony DeBarros, "New baby
boom swamps colleges," USA Today, January
2, 2003)
Helicopter Parent go to
College
• A new generation of over-involved
parents are flooding campus
orientations, meddling in registration
and interfering with students' dealings
with professors, administrators and
roommates, school officials say.
• Some of these hovering parents, whose numbers have
been rising for several years, are unwittingly
undermining their children's chances of success,
campus administrators say. Now, universities and
colleges are moving rapidly to build or expand programs
aimed at helping parents strike a better balance.
Colleges Ward Off Overinvolved Parents By Sue Shellenbarger
From The Wall Street Journal Online
Baby Boomer Parents have been
their Biggest Cheerleaders
• Millennials expect and
need praise.
• Will mistake silence for
disapproval.
• Millennials expect
feedback.
Parental Care in the Millennial Era
• Today’s typical family is spending more,
not less, time with kids.
• Smaller families mean
more time with each child.
• Fathers are spending more
time with children.
• Less housework is being done.
• There is a strong connection between the
social lives of parents and kids.
• They get along with their parents and
share their parents’ values.
Focus on Self-esteem
• This generation was the center
of the “self-esteem” movement.
• 9,068 books were written about
self-esteem and children during
the 80s and 90s (there were 485 in the 70s).
• The state of California spent millions studying
the construct and published a document
entitled “Toward a State of Self-esteem.”
• Yet they can’t escape the angst of adolescence
– they still feel disconnected, question their
existence, purpose and the meaning of life.
They want to feel valued and cared about.
Focus on Customer Service
• Expect access (24/7)
• Expect things to work like
they are supposed to
• If they don’t “that is your
problem”
• They want what they have paid for
• Everything comes with a toll-free
number or web address
• Want a “system restore”
option in classes
Add the Impact of Gaming
• Gaming has impacted children
– The game endings changed based
on the decisions children made
(Role Playing Games [Legend of
Zelda, Final Fantasy, Chronotrigger])
impacting locus of control.
– Involves a complex set of decisionmaking skills.
– Teaches them to take multiple
pieces of data and make decisions
quickly.
– Learning more closely resembles
Nintendo, a trial and error approach to
solving problems.
We navigated our way through…..
They navigated their way through…..
Technology
• This generation has been plugged in since
they were babies.
• They grew up with educational software and
computer games.
• They think technology should be free.
• They want and expect
services 24/7.
• They do not live in an
8–5 world.
• They function in an
international world.
Millennials Want to Learn
With technology
With each other
Online
In their time
In their place
Doing things that
matter (most
important)
Source: Achievement and the 21st Century Learner.
By age 21…..
• It is estimated that the
average child will have:
–
–
–
–
–
Spent 10,000 hours playing video games
Sent 200,000 emails
Spent 20,000 hours watching TV
Spent 10,000 hours on their cell phone
Spent under 5,000 hours reading
• But these are issues of income. Will a child
who grows up in a low income household
have these same experiences?
Source: Educause
The “Information Age” Mindset
• Students have never known life without the
computer. It is an assumed part of life.
• The Internet is a source of research,
interactivity, and socializing (they prefer it over
TV).
• Doing is more important than
knowing.
• There is zero tolerance for
delays.
• The infrastructure and the
lecture tradition of colleges
may not meet the expectations
of students raised on the Internet and
interactive games.
Cell Phone Technology
• They all have cell phones and expect
to be in contact 24/7.
• Not a phone – a lifestyle management tool
• Staying “connected” is essential.
• Communication is a safety issue for
parents.
• Communication has become
casual for students (IM, email
and cell phones.
• How has this changed how they
interact with faculty?
What About 1st Generation
Students?
• Not all students will be proficient; first-generation and
students from low income or working class families may
have less experience.
• Their experience with technology has been in arcades
and minimally in school (poorer districts.)
• They have not had the exposure to educational uses of
technology.
• We need another placement test – remedial keyboarding
and technology.
• Huge digital divide between the “haves” and the “have
nots” based on income levels (class).
Take a Look at a Large
Urban K-12 School District
2005-2006
Charlotte-Mecklenburg Schools in Charlotte, NC
District = 129,011 Students - High School Students =36,420
Number in Population
Percent in Population
White
46,316
39.3%
African American
50,646
43.0%
Hispanic*
12,638
10.7%
4,976
4.2%
Native American*
663
0.6%
Multi-racial/other
2,566
2.2%
Asian*
*Other include all but White and African American. It includes 20,843 (17.7%)
students.
Percent At or Above Grade Level in
Math by Race
Math Content
Areas
White
African
American
Hispanic/
Latino
Native
American
Algebra I
(n=9,260)
88.1%
58.0%
63.5%
68.3%
Geometry
(n=7,699)
79.8%
36.0%
51.5%
46.2%
Algebra II
(n=6,888)
84.2%
54.5%
67.8%
50.0%
Percent At or Above Grade Level in
Math by Condition
Math Content Areas Low Income
Limited English
Algebra I (n=9,260)
57.9%
55.0%
Geometry (n=7,699)
37.4%
41.3%
Algebra II (n=6,888)
57.2%
59.9%
Percent At or Above Grade Level in
Science by Race
Science
Areas
White
African
Americans
Hispanic
Latino
Native
American
Biology
(n=7,606)
83.40%
42.50%
48.60%
43.20%
Chemistry
(n=5,781)
73.80%
39.60%
50.30%
43.50%
Percent At or Above Grade Level in
Science by Condition
Science
Areas
Low
Income
Limited
English
Biology
(n=7,606)
40.5%
29.1%
Chemistry
(n=5,781)
40.6%
42.7%
Percent At or Above Grade Level in
Social Science and English by Race
Social Science
and English
African
Americans
Hispanic Native
/Latino
American
White
Civics and
Economics
(n=8,420)
78.3%
39.0%
39.1%
50.0%
US History
(n=7,000)
78.6%
39.5%
52.0%
46.7%
English I
(n=8,935)
94.4%
74.7%
66.1%
74.3%
All EOC Tests
(n=63,702)
82.8%
49.3%
55.6%
53.7%
Percent At or Above Grade Level in
Social Science and English by Condition
Social Science
and English
Low Income
Limited
English
Civics and Economics
(n=8,420)
36.1%
19.3%
US History
(n=7,000)
39.1%
29.9%
English I
(n=8,935)
69.4%
49.8%
All EOC Tests
(n=63,702)
49.0%
41.6%
Advanced Placement and
International Baccalaureate Courses
By Race
#/% taking
AP/IB
% completing
AP/IB
White
(39.3%)
8,529 (18.4%)
74.3%
African American
(43%)
2,624 (5.2%)
36.6%
Other
(17.7%)
1571 (7.5%)
61.8%
Disciplinary Actions and Completions
by Race
By Race
% missing
18 days or
more
% out-ofschool
suspensions
%
graduated
%
Dropped
out
White
(39.3%)
6.7%
8.4%
63.5%
12.7%
African
American
(43%)
14.3%
37.4%
46.4%
24.8%
Other
(17.7%)
9.9%
18.1%
44.2%
22.3%
K-8 End of Grade Tests in Reading/Literacy
Percent At or Above Grade Level
100%
90%
80%
70%
60%
White
50%
African Americans
Hispanic/Latino
Native American
st
1
K
(r
e
ad
in
es
s)
(r
ea
di
ne
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(E
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)
4
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(E
O
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)
5
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(E
O
G
)
6
th
(E
O
G
)
7
th
(E
O
G
)
8
th
(E
O
G
)
40%
K-8 End of Grade Tests in Math
100%
Percent At or Above Grade Level
90%
80%
70%
60%
White
African Americans
Hispanic/Latino
50%
40%
Native American
30%
)
)
)
)
)
)
s)
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G
G
G
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G
G
s
s
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K-8 End of Grade Tests
Percent At or Above Grade Level
90%
80%
70%
60%
50%
40%
Low Income - Math
30%
Low Income - Reading/Lit
20%
LEP - Math
10%
LEP - Reading/Lit
0%
)
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Once in College
• Many of our students have had little academic
success in the past.
• They have been functioning below grade level
since early elementary school.
• Computer skills are also lower.
• They come to college and we test them using
a computer.
• They test into remedial courses but don’t take
them.
• They enroll in courses they aren’t prepared
for.
• They also take distance ed classes (require
more motivation and discipline).
It’s No Wonder They Need
Remedial Courses in Math
Fall 2004
All students - Math Classes
Total students
Number
Percent
4,224
Placed into college level
549
13.0%
Placed 1 level below
968
22.9%
Placed 2 levels below
1569
37.1%
Placed 3 levels below
671
15.9%
Placed ABL
467
11.1%
3325
90.5%
350
9.5%
Didn't take placement class
Took class placed into
CPCC Students: How satisfied were you with the
technical capabilities of the online course?
90
80
% satisfied
Mean by Group
60
80.6
76.9
70
72.8
61.3
50
40
30
20
10
3.61
3.76
3.8
4.06
0
Millennials
Gen X
Baby
Boomers
Veterans
CPCC Students: How satisfied are you with the
format in which the online course was offered?
80
% satisfied
Mean by Group
70
68.6
60
75.8
71.8
60.3
50
40
30
20
10
3.55
3.76
3.77
3.94
0
Millennials
Gen X
Baby
Boomers
Veterans
A Split Generation
• A large portion are doing exceptionally
well in school. They are reversing some
downward trends. All the technology
has served as supplemental educational
support for this group.
• Then another group is the victim of the
digital divide which shows up as early
as kindergarten.
SAT Scores – a Twenty Year
Reversal
525
Verbal
Math
520
515
514
512
510
509
504
505 503
500
500
520
518
519
511
509
516
514
511
508
508
507
507
506
506
505
505
505
504
508
504
503
502 501
505
505
505 504
501
501
501
504
500
500
500
500
497
499
500
499
495
Millennials Taking SAT
494
490
1
98
3
1
98
5
1
98
7
1
98
9
1
99
1
1
99
3
1
Highest SAT Scores in 35 Years
99
5
1
99
7
1
99
9
2
00
1
2
00
3
2
00
5
SAT 2006 College-bound Seniors
by Gender and Test Component
20.00%
Female Reading
18.00%
Female Math
16.00%
Female Writing
14.00%
Male Reading
12.00%
Male Math
10.00%
Male Writing
8.00%
6.00%
4.00%
2.00%
0.00%
200- 250- 300- 350- 400- 450- 501- 550- 600- 650- 700- 750250 299 349 399 449 499 549 599 649 699 749 800
22.1% scored over 600 on any of the three areas, 16.2% scored
below 400 on any of the three areas.
Mean SAT Scores by Race - 2006
580
562
560
540
526
520 525
518
520
509
485
500
494
498
497
478 480
480
Reading
453
452
448
437
423 435
460
440
Math
Writing
420
th
er
O
er
ic
an
N
at
iv
e
A
m
A
si
an
ic
/L
an
H
is
p
A
fr
ic
an
A
m
W
hi
te
er
ic
an
at
in
o
400
What Do Businesses and Colleges/
Universities Need to Know about
Today’s College Students and
Graduates
Here Come the Girls
Boys and Their Educational
Choices
For Every 100 Girls Who….
Number of Boys
Enroll in the gifted and talented
program
94
Graduate from High School
96
Enroll in College
77
Earn an Associates Degree
67
Earn a Bachelors Degree
73
Earn a Masters Degree
62
Earn a Doctorate
92
The Boys Project. http://www.boysproject.net/statistics.html
First Time Freshman Enrollments by Gender
– 50 Years (numbers in thousands)
1600
(54.8%)
1400
1200
(45.2%)
1000
800
Males
Females
600
400
200
04
20
00
20
95
19
90
19
85
19
80
19
75
19
70
19
65
19
60
19
19
55
0
College Graduation Projections (numbers in
thousands) (61% of degrees will go to
women)
1050
(62.6%)
950
850
Assoc. Degree Male
Assoc. Degree Female
Bach. Degree Male
Bach. Degree Female
750
650
(37.4%)
550
(60%)
450
350
(40%)
250
6
50
20
7
60
20
8
70
20
9
80
20
0
-1
9
0
20
1
-1
0
1
20
2
-1
1
1
20
3
-1
2
1
20
4
-1
3
1
20
Ambitions
 Most
•
•
•
popular college majors:
Medicine
Education/teaching
Business and marketing
•
•
•
Engineering
Law and politics
Computer science
 Most
sought after qualities in
careers:
•
•
•
Responsibility
Independence
Creativity
 Most
•
•
Source: Industry Week, March, 1998.
•
Idealistic and
committed co-workers
common job trends :
Multi-taskers
Change Careers
•
•
Seek security & benefits
Stay with company that
offers a challenge
True Multi-taskers
• Millennials have lived programmed
lives and are already quite capable
of learning several jobs
simultaneously and performing
them admirably.
• Millennials will change careers
many times.
• Retooling and recycling their
skills and talents will become
common.
• To retain them, smart employers
will encourage Millennials to try out different careers
within the same company.
Need for Services
• It is estimated that 3 million Millennials have
been diagnosed with ADHD and have been
medicated (80% are boys).
• Within student populations, the number with
disabilities has jumped from 3% to 9%.
–
–
–
–
Many have had individual education plans.
Many need testing services (quiet, separate).
Need to self-advocate to teachers.
Major transition from high school to college.
Issues for Schools, Colleges and
Universities in an Information Age
•
•
•
•
•
Plagiarism (consumer/creator blurring)
Cheating (must define it)
Cell Phone Policies
Typing vs. Handwriting
Use of Paper Mills
From: The Information Age Mindset: Changes in Students and Implications for
Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000.
2004 Research Study
• Central Piedmont Community College’s Center for
Applied Research was contracted to do this study
by the Workforce Development Board.
– Data collected January–March 2004 from the
University of NC at Charlotte, Central Piedmont
Community College and Johnson C. Smith University.
Funded By:
Some Major Themes From the Study
• They like teachers who pay attention to
their needs, schedules and interests.
• They like working in teams but are not
given a lot of opportunity to do so.
• Their job expectations immediately out
of college are not as high as previous
generations (65% expect to earn 40K or
less).
• They want to do meaningful work
(more important than money)
Some Major Themes
• They expect to have 4–6 jobs in their lifetime.
• They expect to someday acquire the lifestyle
they grew up with.
• They expect to have a 2-income family.
• Security and time for family are the two most
important quality of life variables.
• Think their parents did a great job and don’t
think their generation can improve family life
over how their parents raised them.
How They Will Push Us…
•
•
•
•
•
More independence in the workforce
Consumer-based fairness
Better technology
Enhanced professional development
Re-examine policies and procedures
(get rid of “that’s the way we’ve always
done it”)
• Have more life balance
• Re-establish priorities
So How Do We Work With Them?
• Because they have grown up in a different world,
never assume that they know certain things like:
– You don’t want to talk to their mother when they are
having problems.
– You don’t get points for showing up or an A for effort.
– The definition of plagiarism and cheating.
– It’s not appropriate to call the professor at home after
9pm.
– They can’t use IM language in papers.
– It’s not okay to email the professor 10 times a day.
– That when they email you at 3am, you’re not sitting
on the other end waiting to respond to them.
– The business office (and most others) close at 5pm.
Some Major Issues Worth
Addressing
• Some of them have been performing below
grade level all their lives… and they may not
know it (age of social promotion).
• Mild interventions are not enough.
• You may be the first strict grader they have
encountered.
• They are not good planners and will do
everything late if allowed.
• Many are not very “hardy.” Will quit or drop
out because “it’s hard.”
• They are very good consumers and will figure
out a way to stay “under the radar.”
What Should Institutions Do (In
the Classroom)?
• Develop policies and practices around
appropriate communication (by
department).
• Give them electronic access to as much
as is philosophically possible.
• Draw a line on negotiations.
• Give them definitions, boundaries and
rules.
What Should Institutions Do?
• Stop existing in an 8-5 world.
• Establish prerequisites for reading and writing
intensive courses.
• Force them to take developmental courses
the first semester (don’t set them up to fail).
• Look at reading level issues in science, math
and gateway courses.
• Stop letting them register late, hand in late
work and procrastinate.
Issues of Late Registration
• Tracked four cohorts
–
–
–
–
Those
Those
Those
Those
who participated in pre-registration (in spring for fall)
registered one full week before fall term
registered by the first week of class
who registered during drop/add (not schedule adjusters)
Cohort
Cohort
Cohort
Cohort
1
2
3
4
3,786
8,357
3,398
1,188
10,756
21,859
7,755
2,162
2.84
2.62
2.28
1.82
No pay (% heads)
19.39%
3.64%
8.42%
14.31%
No pay (% seats)
15.95%
2.74%
7.31%
14.62%
Retention% (in-term)
75.3%
69.1%
61.2%
54.7%
Retention% (fall to spring)
66.1%
60.1%
51.6%
40.5%
Retention% (fall to fall)
46.8%
42.4%
35.4%
26.8%
% of grades A-C
67.2%
58.6%
52.3%
45.2%
Results
Headcount
Assigned Seats
Avg. Load (courses)
What Should Institutions Do?
• Don’t let them take online courses if
they are not tech savvy and don’t
possess the motivation to complete.
• Train all faculty to detect and work with
low performing students (especially in
gate keeper courses).
What Should Institutions Do?
• Look into what is known about learning.
• Try to actively engage them.
• Engage them in group-oriented
activities
– Service learning
– Study groups
– Supplemental instruction
– Learning communities
What Should Institutions Do?
• Create alterative ways for the low-tech
students to come up to speed.
– Basic keyboarding skills.
– Special workshops or lab sessions on the
basics.
– Help them master software that “will do
work for them.”
– Get access to computers (refurbished,
community projects, grants, etc.)
One Final Word
• In case you're worried about what's
going to become of the younger
generation, it's going to grow up and
start worrying about the younger
generation. (Roger Allen)
Who Are They?
• A new “Silent Generation” referred
to as Generation Z, Generation
Alpha or the Homeland Generation.
• Starts mid-2000’s until about 2017
to 2020 and will be considered an
artist generation:
– Artists are subtle, indecisive, emotional and
compromising, often having to deal with feelings of
repression and inner conflict. They grow up as overprotected children, come of age as sensitive young
adults, rebel as indecisive midlife leaders and become
empathic elders (like those born 1925-1942).
http://en.wikipedia.org/wiki/Strauss_and_Howe
Generation Z
• Will be raised on technology, they will not be
scared of anything, they will be open to new
ideas.
• They will be into truth and loyalty and they will
not be not afraid to voice their opinion.
• They will be flexible and open to change.
• They will be fearless and fun.
• They will be the ‘new’ hope for our own future.
• Their great-grandparents belong mostly to
the Silent Generation and the Baby boomers
form the core of their grandparents.
• Their parents are divided between
Generation X and Generation Y.
http://www.generationzbaby.com/generation-z.html
For a copy of this presentation:
http://www.cpcc.edu/planning
Click on: “studies and reports”
Contact:
terri.manning@cpcc.edu