Five Generations: Preparing Multiple Generations of Learners for a Multi-Generational Workforce

First Name: Toni Last Name: Hill Department: Family Studies Campus: UNK Email: [email protected] Phone: 3088658232 Track: Pedagogy and Instructional Design Title: Associate Professor Session Type: Formal Presentation Session Title: Five Generations: Preparing Multiple Generations of Learners for a Multi-generational Workforce Availability: Anytime Presenters: 1. Olimpia Leite-Trambly, Instructional Design Specialist, University of Nebraska at Kearney, eCampus, Communications Center, Room #213, Kearney NE 68849 308.865.8503 office, 308.865.8090 fax, [email protected] 2. Sharon Obasi, Ph.D., Assistant Professor, Family Studies, Assistant Program Director, Early Childhood and Family Advocacy, University of Nebraska Kearney West Center 153, Kearney 68849-2130, Office:(308) 865-8225, email: [email protected] 3. Toni Hill, Ph.D., Associate Professor, Family Studies, Program Director, Early Childhood and Family Advocacy, University of Nebraska at Kearney, West Center, 149 W, Kearney, NE 68849-2130 Office: 308-865-8232 email: [email protected] Presentation Abstract: For the first time ever, we have five generations working simultaneously in the workforce. This diversity provides unique opportunities and challenges for employers and managers. Oftentimes before this diverse workforce enters employment, universities and colleges were charged with preparing and educating them. Unlike online teaching, traditional teaching with reading assignments and paper-pencil tests may lend itself better to educating a generationally diverse student group. Online teaching multiple generations is more challenging especially when attempting to encompass several generations of diverse learners. Instructors must consider and include both the digital native and the digital novice or digital immigrant when designing instructional and assessment material. Instructors may have a student with a dozen or more devices and another student with only one “dumb” phone. Additionally, instructors need to consider issues of accessibility and equity in designing instructional and assessment materials across multiple generations. Current research on the characteristics of the five generations of employees includes an examination of education values, communication style, and motivation across the generations. This presentation will demonstrate how instructors can use the intergenerational workforce research to effectively design an intergenerational-inclusive online course. Importance: 1. Attendees will review intergenerational workforce research as related to online learners. 2. Attendees will review research related to online learners, digital natives, and digital novices/immigrants. 3. Attendees will explore the development of an intergenerationally-inclusive online course. Suggested Audience: Faculty Presentation Needs: n/

Phonological Trends of Gendered Names in Korea and the U.S.A.

The ascription of gender based on the phonological structure of personal names has been documented independently at varying points of time in several countries. This study adds to this work by examining whether the phonology of gendered names is valid synchronically in cross-linguistic comparisons and diachronically across different decades in two linguistically different countries: Korea and the U.S.A. Two types of data were collected: (1) historical onomastic data from birth registries in the Supreme Court of Korea and the Social Security Administration in the U.S.A. from 1940 to 2020, and (2) online survey data from students in Korea and the U.S.A. The results showed a clear pattern of gendered phonology of vowels in names in the U.S.A. through the decades under review. Female names had more vowels and were more likely to end in “a”, “e”, or “i”, unlike male names. In comparison, the pattern in Korean names changed over the decades. In the earlier decades (1940–1999), there was a clear distinction between male and female names based on phonology, especially vowels “a”, “e”, and “i”. Post-2000, however, this distinction was markedly reduced.

Five Generations: Preparing Multiple Generations of Learners for a Multi-Generational Workforce

First Name: Toni Last Name: Hill Department: Family Studies Campus: UNK Email: [email protected] Phone: 3088658232 Track: Pedagogy and Instructional Design Title: Associate Professor Session Type: Formal Presentation Session Title: Five Generations: Preparing Multiple Generations of Learners for a Multi-generational Workforce Availability: Anytime Presenters: 1. Olimpia Leite-Trambly, Instructional Design Specialist, University of Nebraska at Kearney, eCampus, Communications Center, Room #213, Kearney NE 68849 308.865.8503 office, 308.865.8090 fax, [email protected] 2. Sharon Obasi, Ph.D., Assistant Professor, Family Studies, Assistant Program Director, Early Childhood and Family Advocacy, University of Nebraska Kearney West Center 153, Kearney 68849-2130, Office:(308) 865-8225, email: [email protected] 3. Toni Hill, Ph.D., Associate Professor, Family Studies, Program Director, Early Childhood and Family Advocacy, University of Nebraska at Kearney, West Center, 149 W, Kearney, NE 68849-2130 Office: 308-865-8232 email: [email protected] Presentation Abstract: For the first time ever, we have five generations working simultaneously in the workforce. This diversity provides unique opportunities and challenges for employers and managers. Oftentimes before this diverse workforce enters employment, universities and colleges were charged with preparing and educating them. Unlike online teaching, traditional teaching with reading assignments and paper-pencil tests may lend itself better to educating a generationally diverse student group. Online teaching multiple generations is more challenging especially when attempting to encompass several generations of diverse learners. Instructors must consider and include both the digital native and the digital novice or digital immigrant when designing instructional and assessment material. Instructors may have a student with a dozen or more devices and another student with only one “dumb” phone. Additionally, instructors need to consider issues of accessibility and equity in designing instructional and assessment materials across multiple generations. Current research on the characteristics of the five generations of employees includes an examination of education values, communication style, and motivation across the generations. This presentation will demonstrate how instructors can use the intergenerational workforce research to effectively design an intergenerational-inclusive online course. Importance: 1. Attendees will review intergenerational workforce research as related to online learners. 2. Attendees will review research related to online learners, digital natives, and digital novices/immigrants. 3. Attendees will explore the development of an intergenerationally-inclusive online course. Suggested Audience: Faculty Presentation Needs: n/

Educational Preparedness to Care for Transgender and Gender Diverse Adults: Perspectives of Mental Health Professionals

Ensuring that mental health professionals are appropriately trained to provide affirming and sensitive care to transgender and gender diverse (TGD) adults is one mechanism that may reduce the marginalization sometimes experienced by TGD adults in mental health contexts. In this study, mental health professionals (n = 142) completed an online survey documenting the sources and types of training received to provide TGD-sensitive care; and, shared a self-assessment of their comfort, competence, and ability to provide TGD-sensitive care. Findings revealed that the majority of the mental health professionals in the study (approximately 81%) received specific training to work with TGD clients from a variety of sources. These mental health professionals also self-reported high levels of comfort, competence, and ability to offer TGD-sensitive care which were statistically significantly associated with the number of hours of TGD-specific training they had received