Presented at Lilly conference  Designing Effective Teaching  in Bethesda, MD. Assesses characteristics associated with Gen Z students and connects them with concepts from Cognitive theory

Guberman, Daniel

Layow, Eria

English

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Purdue UniversityPurdue e-PubsIMPACT Presentations Instruction Matters: Purdue Academic CourseTransformation (IMPACT)6-2017Understanding and Motivating Generation ZStudentsDaniel GubermanPurdue UniversityEria LayowPurdue UniversityFollow this and additional works at: https://docs.lib.purdue.edu/impactpresPart of the Educational Assessment, Evaluation, and Research Commons, Educational MethodsCommons, and the Teacher Education and Professional Development CommonsThis document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu foradditional information.Recommended CitationGuberman, D. and Layow, E. (2017, June). Understanding and Motivating Generation Z Students. Lilly Conference “DesigningEffective Teaching”, Bethesda, MD.DANIEL GUBERMAN,  PH.D.ERICA LAYOW, PH.D .C E N T E R  F O R  I N S T R U C T I O N A L  E X C E L L E N C E  P U R D U E  U N I V E R S I T YUnderstanding and Motivating Generation Z StudentsSession Goals Assess characteristics associated with Generation Z Connect concepts from Cognitive theory to characteristics associated with Generation Z (Re-)Design and share a course activity, project, assignment, or assessment based on the above activitiesWho Are Gen. Z?: Think-Pair-Share Generally defined as starting with birth years in the late 1990s What have you heard/experienced? What challenges/opportunities have you found? Do they seem different than previous generations?Think-Pair-Share: Experience Responses Technologically savvy Google (heavily) – doesn’t know a world where Google didn’t exist Like to hold physical books for reading No child left behind – passed on Don’t know how to study – haven’t struggled More activist-oriented and socially engaged They feel the world is very unstable Think they are good multi-taskers Lack resilience Helicopter parentsThink-Pair-Share: Experience Responses cont. More resilient than the ones [generation/millennials] before them EntrepreneursOne Dean’s Take“We are highly interested in bringing in a speaker for a shorter workshop/series on the topic of Generation Z and the issues that come with this generation. We are seeing an increase in the sense of entitlement and a lack of adult maturity with respect to handling criticism and feedback (often handled highly defensibly)” – Dean at a large public research university How they describe themselves How they describe peers Loyal Compassionate  Thoughtful  Responsible  Determined  Open-minded Competitive Spontaneous Adventuresome CuriousGeneration Z DescriptorsSeemiller and Grace, 2016Northeastern Survey Really interested in entrepreneurship63% say it is important to learn in college72% want to be allowed to design a major 42% expect to work for themselves Lot of economic anxiety Value interpersonal interaction 15% Prefer interacting via social media rather than in personhttp://www.northeastern.edu/innovationsurvey/pdfs/Innovation_Summit_GenZ_PollRes_KeyMess.pdfTypes of motivationThree Basic Psychological Needs Amotivation Extrinsic motivationExternally regulated Introjection Identification Integration Intrinsic motivation Competence Autonomy RelatednessUnderstanding Motivation through Self-Determination TheoryAutonomy Supportive Controlling Feedback The comparison in your paper was really interesting Choice Choose groups and roles Time management Students have an hour to complete 4 components of a lab Symbols Corrections on a page in green Feedback Your paper is precisely what I wanted Choice Assigned groups and roles Time management Students have 15 minutes on each of 4 components Symbols Marking corrections with a red penAutonomy supportive vs. Controlling environment(Re-)Designing Think about some element of your teaching that you think would benefit from more highly motivated students/employees/collaborators How might you rethink this to make it more autonomy-supportive? Share with your group to further develop your ideasContact InformationDan Guberman dguberma@purdue.eduErica Layow elayow@purdue.edu

Understanding and Motivating Generation Z Students

https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1033&amp;context=impactpres

Understanding and Motivating Generation Z Students

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