Environment
of Generation
Y students
Challenges
Very different from previous generations
because of:



Heavy exposure to media
Take technology for granted
Accustomed to instant gratification
through cell phones for
communication, Internet for
information, video games for
amusement, and Facebook.com
for socializing


More skeptical of authority
More narcissistic (one study
reports 30% increase compared to
college students in 1982)
Spend less time on homework
compared to previous generations
and students from other countries
Expect rewards to be distributed
to all rather than to those who
have merited recognition for their
accomplishments
Consumerist attitudes, expect
others to cater to them rather
than vice versa



Strengths




Creative
Techno savvy, good at multitasking
Energetic, leading “executive” life
styles, constantly on the go with
activities, work, classes
Committed to volunteerism (if not
to politics)
Recommended These students sometimes respond best
teaching
to:
strategies
 Learning by doing
 Active learning, debates, role
plays, using technology
 Connections to real world and to
benefits for the students
themselves
 Individuality and flexibility, these
students react poorly to “one-size
all” teaching assignments
 Frequent feedback, students
respond better to weekly quizzes.
Source: Above material is summarized and paraphrased
from Jim Westerman, “Motivating Generation Y in the
Classroom." Teaching Excellence 18: 5 (2006-2007).
Today’s Students.
Teaching and Learning Conference 2014
Loralyn Kuechle, Residential Life,
FYRE Program Coordinator.
Thoughts from BSU Students:
When asked, what would you like your
professors to know?
“Technology is not bad”
“Must show you care about what you are
talking about”
“Why is this important to me right now?”
“We are often taught to test vs. taught to
learn, and consequently forget after test”
Students use Facebook as their “professional”
means of communication. Email is obsolete,
and Twitter is “their” social site. Consider
making a class facebook page for
announcements i.e. class cancellation.
Ideal for this generation of students:
No Textbooks – not worth the expense
Flipped courses - would love to see the “lecture
part” on their time – youtube or D2L if needed to
be secure. (added bonus of not having “rude”
student for a faculty member to get discouraged
by), and have in class guided discussions, or in
class time to do group work.
Would prefer in class discussions vs. online
chats.
Like D2L if professors make use of it.
RESOURCES:
Howe, N., & Strauss, W. (2000).
Millennials rising: The next great generation.
New York: Vintage Books.
Levine, A. & Dean, D. (2012)
Generation on a Tightrope: A portrait of today’s college student.
San Fransico, Jossey-Bass
Reeves, T. DO GENERATIONAL DIFFERENCES MATTER IN
INSTRUCTIONAL DESIGN? (power point)
http://itforum.coe.uga.edu/Paper104/ReevesITForumJan08.pdf
A Vision of Students Today youtube.com/watch?v=CMHFoxB4RfM 2007
Table on this page plus other resources
http://www.teachphilosophy101.org/Default.aspx?tabid=70
Taylor, M. Explains Generational Differences among college students
(2012) http://www.examiner.com/article/dr-mark-taylor-explainsgenerational-differences-among-college-students
Key Findings by Arthur Levine, author of Generation on a
Tightrope: A Portrait of Today's College Student
Dr. Mark Taylor explains generational differences among college students
March 8, 2012
On the Recession
 48% of campuses report increases in the number of
students temporarily dropping out for financial reasons
 67% report students are working longer hours for
financial reasons
 48% report increases in the number of students living
at home for financial reasons
 36% report students are taking fewer credits for
financial reasons
 62% of college students say the recession affected
where they went to college
 67% say the chief benefit of college is increased
earning power versus 44% in 1976
On Academics
 41% of undergraduates have average grades of A- or
higher, versus 7% in 1969
 9% have grades of C or less versus 25% in 1969
 45% have taken remedial courses
 60% say their grades understate the true quality of
their work
On Sex and Dating
 47% of undergraduates say they have had a "hook up"
or casual sex by the time they graduate
 70% of sexually active students report one partner in
the past year (17% report three or more partners)
 39% of sexually active undergraduates report never or
rarely using a condom
 37% of four-year colleges report increased interracial
dating
 55% have experienced increases in Internet or e-mail
stalking or harassment
 41% have experienced increases in cell-phone stalking
or harassment
On Social Media
 On average, undergraduates have 241 social media
friends (overwhelmingly on Facebook)
 45% of undergraduates trust the people they meet on
Facebook
 74% would comfortable with their parents seeing their
Facebook page
 62% would be comfortable with an employer seeing
their Facebook page
 A plurality say the establishment of the World Wide
Web is the key event in their lives, versus the 29%
who cite the September 11 attack and its aftermath
On Parents
 41% of undergraduates text, email, call or visit their
parents at least daily (19% three times a day or more)
 27% of undergraduates asked parents to intervene in
problems with professors or employers
 76% of colleges and universities report increases in
parent involvement and intervention
On Politics and Activism
 68% of students are not politically active or engaged
 83% believe meaningful social change cannot be
achieved through the traditional American politics
 65% were engaged in service activities in the past 12
months
On the Future
 89% of undergraduates are optimistic about their
personal futures
 35% are optimistic about the future of the country
 73% expect to be at least as well off as their parents
 79% do not expect social security to be available when
they retire
Northwood University Florida faculty and staff were recently treated to a
thought provoking presentation which cleverly highlighted the dramatic
generational differences between the college students of today and those of
years past.
The seminar presented by Dr. Mark Taylor, an educator, expert speaker and
consultant, shared the striking dissimilarities between today’s Generation
NeXt, and the past generations of X, Baby Boomer and Traditional, while
placing emphasis on individual effort, choice and responsibility.
Taylor led the audience through a mental journey back to their childhoods,
while humorously pointing out that the early ‘bumps and bruises of life’
experienced through traditional parenting may be of worth, as they play a key
role in the formation of one’s value system. He pointed out that today’s
youth may not have experienced those lessons due to the popular
‘reactionary parenting’ technique and the self-importance and
sensitivity it can create in a child while promoting a lack of
responsibility.
“For most students there is a serious mismatch between what
they want and expect from a school, and what we offer,” said
Taylor. “Many students expect academic success with little effort,
and this is distressing and confusing to faculty and staff as they
attempt to help students persist to meaningful learning outcomes,
and to graduation,” he added.
Reactionary parenting, said Taylor, defines the parent as a friend
who delivers limited consequences for the child’s actions, while
offering unearned accolades which tend to overrate the child’s
skills and abilities. Taylor relayed that this type of parenting
promotes unrealistic self-importance in the child, and can create
an impracticable view relating to their vision of the future and
their role in realizing their goals. While devoid of promoting work
ethic, loyalty and honesty, reactionary parenting is often a key
component in the unrealistic expectations that many college
graduates possess – that of high salaries, quick promotions and
moderate work hours, he stressed.
In order to ensure today’s students excel academically and
professionally, university faculty and staff must embrace students
lovingly while helping them to realize their own value and strength
through hard work, determination, ethics, and loyalty, emphasized
Taylor. In addition he shared that today’s students excel best with
experiential learning as opposed to study of the text in the classroom,
and that new sources of technology play an important role in the
dissemination of information, so it’s important that professional staff at
colleges and universities provide today’s Generation NeXt with a
‘technology rich, consumer drive culture’ in order for them to excel
academically.
Dr. Mark Taylor is recognized in the USA and Canada as an educator, expert, speaker and consultant dedicated to
helping colleges and universities better understand and serve our students for learning, development, persistence and
successful integration into the “after college” world and helping businesses and organizations to better manage the
multigenerational workplace, and to successfully bring younger workers into productive roles.
Building on over 25 years of experience in higher education, management and the helping professions, Dr. Taylor’s
has worked with over 350 schools in 42 states and provinces, made presentations at state, regional, and national
events, and consulted with business clients like 20th Century Fox, Wal-Mart, the University of Tennessee Hospital and
the U.S. Army.
Dr. Taylor holds a Bachelor’s degree in Psychology and Biology, a Master’s degree in Social Work and a Doctorate in
Counseling, all from the University of Arkansas. He was most recently the Director of Guidance Services at Arkansas
State University at Beebe where he was responsible for counseling, disability, career, testing, academic advising,
orientation, housing and residence life, student activities/ leadership, student success programming and other student
services. He left that position in January 2006 to continue his research and programs to improve educational services
to Generation NeXt, and the other students we serve, and to assist managers in the workplace. Dr. Taylor has been
licensed as a psychotherapist in Arkansas since 1981. He has also worked as a college professor and academic
administrator, medical administrator and clinical psychotherapist. His eye-opening perspectives grounded in data and
the literature, practical suggestions and humorous presentation style has made him a popular training consultant with
numerous schools, colleges and professional organizations.
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