Millennial and netgener students implications for teaching and learning at laurier
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Millennial and Netgener Students – Implications for Teaching and Learning At Laurier. New Faculty Orientation Day September 2009. Characteristics of our Learners. Laurier’s incoming class: High achievers (incoming average is over 80%) Approximately 55% to 60% are female

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Millennial and Netgener Students – Implications for Teaching and Learning At Laurier

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Millennial and Netgener Students – Implications for Teaching and Learning At Laurier

New Faculty Orientation Day

September 2009

Characteristics of our Learners

Laurier’s incoming class:

  • High achievers (incoming average is over 80%)

  • Approximately 55% to 60% are female

  • Southwestern Ontario

  • Increasing number of new Canadians

  • Average age is 17 years old

  • 81% of first year students live in residence

  • Significant number of WLU students are highly involved in co-curricular activities

Characteristics of our Learners

  • Netgener or Ne(x)t generation students

    • Born between 1982 – 2002

    • More women

    • Students of colour

    • Different ethnicities

    • Variety of ages

  • Helicopter or Snowplow parents

    • Hovering

    • Highly involved – clear the way for their students

YouTube Video

A Vision of Students Today

Characteristics of our Learners

  • Connected

    • Facebook, MSN and other technology devices

  • Social Learners

    • Prefer teamwork, face-to-face or online learning environments, collaboration

Information-Age Mindset

  • computers aren’t technology

  • the Internet is better than TV

  • reality is no longer real

  • doing is more important than knowing

  • learning more closely resembles Nintendo than logic multi-tasking is a way of life

  • typing is preferred to handwriting

  • staying connected is essential

  • zero tolerance for delays

  • consumer and create are blurring

    Frand as cited in Oblinger, 2003

Millennial/Netgener Learning Styles

  • Technology for personal enhancement

  • Interactivity and customization

  • Digital communications

  • Trial and error mode of reasoning

  • Personal information synthesizers

  • Graphic and virtual expression

  • Personal devices for continuous connection

  • Expectation of immediate response

  • Sampling and remixing of information

Multi-tasking: What the research says!

  • “Research shows that while we can perceive two stimuli in parallel, we cannot process them simultaneously.”

  • [Additionally] “when we perform two actions simultaneously, we devote reduced resources to each one.”

  • Multi-tasking and learning are uneasy partners

  • Poldrack’s brain research is interesting on this point


    (Kaiser Media Multitasking Among American Youth, 2005,p. 4).


Supporting our Learners

  • Student Services offers a full range of resources and services:

    • Counselling Services

    • Health Services

    • Leadership, Co-op, and Community Service-Learning Centres

    • Learning Services

    • Office for Student Diversity

    • Residence Life Program

  • Student Services oversees policies and protocols

    • Academic Integrity Policies and Protocols

    • Codes of Conduct (academic and non-academic codes of conduct)

    • Judicial Affairs Council

Supporting our Learners

  • Headstart Transition Program for the incoming class

    • More than 2500 students (60%) plus parents/guardians

    • Introduction to life and learning at university

  • University Preparatory Courses

    • Triage (Math Prep Course), University 101, WriteStart

  • Orientation Week

    • Student Success Sessions

    • Academic Integrity Sessions

    • Faculty Sessions: Preparing for the Academic Term

Supporting our Learners

Time management is one of the key factors in a student’s academic success. The second factor is class attendance.

Strongly encourage your students to:

- Mark the key dates in their day-timers

- Attend a time-management workshops

- Speak to a peer academic mentor

- Seek professional support (Study Skills or Counselling Services)

Supporting our Learners

Students are more likely to seek support if it is recommended by the professor.

Encourage your students to use the support services:

- Academic Advisors, Counselling Services,

Mathematics Assistance Centre, Study Skills Centre

or Writing Centre

-Attend the drop-in hours (Math or Writing Centre)

- Attend the structured homework/review sessions (SI)

- Attend workshops such as Writing the A Paper, Writing a Multiple Choice Exam, Preparing for Exams, etc.

Supporting our Learners

Studies indicate students who are actively involved at university are more likely to be academically successful.

Encourage students to get involved!

  • Campus clubs, governance, volunteer athletics, co-op, international exchanges, teaching assistantships, etc.

  • Expands their network of supports (friends, administrators, professionals, community members, and faculty)

    Discuss “academic misconduct”

  • Why it is important

  • The consequences

  • Define what is acceptable collaboration

Supporting our Learners

Teaching Senior or Graduate Students

Encourage your students to make an appointment with the Writing Centre and encourage them to attend the workshops:

  • Seminar Presentations for Graduate Students

  • Mastering Academic Sentence Writing

  • Grading Written Work for TA’s

  • Writing the OGS, NSERC and SSHRC proposals

  • Writing the Proposal for Graduate School

Support for Faculty

Specific course support is available and can be tailored to professor and class needs:

  • In-class support

  • Workshops

  • Course design (Teaching Support Services)

  • Engagement opportunities (Community Service Learning)

Need more information

We’re here to help!

AVP: Student Services and Dean of Students:

Learning Services:

Teaching Support Services:

Thank you & wishing you a terrific year!

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