4. Millennials
Born 1982-2002 Exceptional Technology
Skills
70-95 Million People
30% of the Population
Confident and
Optimistic
34% Minority
Self-Expressive
Open to Change
Sheltered
Pressured to Succeed
Achievement-Focused
Extrinsically Motivated
Source: “The Millennials: Confident,
Connected and Open to Change.” (2012). Pew
Research Center
Source: Howe and Strauss (2003).
“Millennials Go to College.”
5. 2012-2013 Freshman Class
4200 Students
89% In-State
19% Minority
Average GPA: 3.89
27 ACT Score
Mean Family Income: $125,000
99% Qualify for HOPE
Student qualifications are in-line with the
“Top-25” Research Universities
6. Adult and Non-Traditional Learners
More experience & prior knowledge
Intrinsically motivated
Responsibilities or challenges that can
interfere with the learning process
Adults learn differently
◦ Prefer active learning & practical application
◦ May be less comfortable with technology
Source: Bash, L. (1999). Adult learners in the academy. Indianapolis, IN: Josey-Bass.
Source: Cercone, K. (2008). Characteristics of adult learners with implications for online learning design,
AACE Journal, 16(2), 137-159.
7. Student Motivations
1. Self: 4. Method & Process
◦ Extrinsic vs. Intrinsic
◦ Encouragement and
◦ Individual and Social Praise
Factors
◦ Guided Discussion
◦ Values
5. Environment
2. Instructor: ◦ Structure
◦ Passion for Material
◦ Emotionally-literate
◦ Caring for Students
3. Content:
◦ Shared Responsibility
◦ Co-Creation of Value
Source: Williams, K.C. and Williams, C.C. (2011). Five key ingredients for improving student motivation.
Research in Higher Education Journal, (12): 1-23
8. Student Success Students who leave
Orientation UT: The Top 6 Reasons
83% thought earning As and Didn’t fit in
Bs in high school was Difficulty adjusting to UT
“Somewhat Easy”
Financial Reasons
68.5% spent less than one
Campus is too large and
hour each day on
impersonal
homework
Too far from home /
homesick
Too much pressure / stress
UT Student Survey Results
9. Conclusions
Most students will be performance-oriented
Many of the bright and more motivated
students want to “own” their education and
be involved in the decision-making
Students will likely experience a “learning
adjustment” when compared to high school
Practicing effective teaching can reach all
students
Responsibility rests with the student
12. Index of Learning Styles
Developed in 1991 by Richard Felder and
Barbara Solomon (NCSU)
44 question instrument designed to assess
preferences on the four dimensions of the
Felder -Silverman model (1988)
Designed for engineering students
14. Sensing - Intuitive
Sensing Intuitive
Like learning facts and Often prefer discovering
solving problems using possibilities and
well-established methods relationships
Tend to be patient with Like innovation NOT
details and good at repetition
memorization Tend to work faster than
Don’t like courses with sensors
no apparent connection Don’t like courses that
to the real world require a lot of
Like doing hands-on memorization
work
15. Visual - Verbal
Visual Learners Verbal Learners
Prefer explanations with Prefer
written and spoken
many charts, graphs, explanations
pictures, etc.
Have difficulty in classes
were information is
presented mostly through
lectures and written
material
16. Global - Sequential
Global Learners Sequential Learners
Tend to learn in large Tend to follow logical step
jumps, they may begin by step paths to find
slowly and then make solutions
large leaps Learn in small
May be able to solve and incremental steps
synthesize complex Make steady progress
problems Easily explain and
Can see the “big picture” analyze
but may have difficulty
explaining how they did it
17. Active - Reflective
Active Learners Reflective Learners
Learn by trying things out Learn by thinking things
Tend to like group work through
Lecture style teaching is Tend to prefer working
difficult for active learners alone
Lecture style teaching is
also hard for reflective
learners
18. Does it Really Matter?
Students have different
Teachers have different
strengths and
strengths and
preferences in the ways
preferences in the ways
in which they take in or
they present materials
process information
19. In the Conflicted Space
Students are likely to:
Be inattentive, passive learners
Become discouraged about the course
Do poorly on tests
Change majors
Professors are likely to:
Become inattentive
Become discouraged
Become hostile
Become apathetic and ineffective
20. Ask The Experts:
Please take a few minutes to think
of a question or two about teaching
or learning you would like the
students to address.
Write it on one of the index cards
in the center of your table.
21. Where Do We Go From Here?
Vary the sources of information
Vary instructional strategies
Vary evaluation/assessment methods