From Entitlement to Engagement: Affirming Millennial Students' Egos in the Higher Education Classroom: New Directions for Teaching and Learning

From Entitlement to Engagement: Affirming Millennial Students' Egos in the Higher Education Classroom: New Directions for Teaching and Learning

Paperback New Directions for Teaching & Learning

Edited by Dave S. Knowlton, Edited by Kevin Jack Hagopian

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  • Publisher: John Wiley & Sons Inc
  • Format: Paperback | 112 pages
  • Dimensions: 150mm x 230mm x 8mm | 160g
  • Publication date: 5 November 2013
  • Publication City/Country: New York
  • ISBN 10: 1118770102
  • ISBN 13: 9781118770108
  • Illustrations note: black & white illustrations
  • Sales rank: 1,402,361

Product description

This volume addresses theories and practices surrounding theentitled, self-absorbed students called Millennials. StereotypicalMillennials are often addicted to gadgets, demand service more thaneducation, and hold narrow perspectives about themselves and thosearound them; when seen through this lens, Millennial students canunderstandably frustrate the most dedicated of professors.The contributors show how new and better educational outcomescan emerge if professors reconsider Millennials. First andforemost, many of these students simply don't fit theirstereotype. Beyond that, the authors urge faculty to questioncommonly held assumptions, showing them how to reevaluate theirpedagogical practices, relationships with students, and the normsof college classrooms. Contributors focus on practical means toachieve new and more evocative outcomes by treating Millennialstudents as serious collaborators in the learning process, therebyhelping those students to more closely identify with their owneducation. The assignments that professors give, the treatment oftopics that they broach, and the digital tools that they askstudents to employ can shift students' concerns away from anarrow focus on impersonal, technical mastery of content and towardseeing themselves as Millennial thinkers who fuse their lives withtheir learning. This is the 135th volume of this Jossey-Bass higher educationseries. New Directions for Teaching and Learning offers acomprehensive range of ideas and techniques for improving collegeteaching based on the experience of seasoned instructors and thelatest findings of educational and psychological researchers.

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Back cover copy

This volume of "New Directions for Teaching and Learning" addresses theories and practices surrounding the entitled, self-absorbed students called Millennials. Stereotypical Millennials are often addicted to gadgets, demand service more than education, and hold narrow perspectives about themselves and those around them; when seen through this lens, Millennial students can understandably frustrate the most dedicated of professors. The contributors to this volume show how new and better educational outcomes can emerge if professors reconsider Millennials. First and foremost, many of these students simply don't fit their stereotype. Beyond that, the authors urge faculty to question commonly held assumptions, showing them how to reevaluate their pedagogical practices, relationships with students, and the norms of college classrooms. Contributors focus on practical means to achieve new and more evocative outcomes by treating Millennial students as serious collaborators in the learning process, thereby helping those students to more closely identify with their own education. The assignments that professors give, the treatment of topics that they broach, and the digital tools that they ask students to employ can shift students' concerns away from a narrow focus on impersonal, technical mastery of content and toward seeing themselves as Millennial thinkers who fuse their lives with their learning.

Table of contents

EDITORS NOTES 1 Dave S. Knowlton, Kevin Jack Hagopian 1. Rethinking the Structural Architecture of the CollegeClassroom 7 Kevin Jack Hagopian For the college classroom to be effective in affi rmingMillennial students egos, professors must reconsider itspsychological and structural architecture. By adhering to achecklist of practical advice, professors can promote engagementover entitlement. 2. Navigating the Paradox of Student Ego 19 Dave S. Knowlton Student ego is multidimensional and paradoxical. Professors mustunderstand the sense of entitlement that is born of ego, butprofessors also must appreciate opportunities for meaningfulengagement that are made possible by the ego. Professors can helpstudents leverage the positive benefits of ego engagement. 3. What Students Say about Their Own Sense of Entitlement31 Darren S. Fullerton Students have a customer service mentality, believing that theydeserve to be treated as consumers. The results of a focus groupindicate that Millennial students have specifi c beliefs aboutclassroom norms, their own role as college students, andprofessors expectations. 4. The Syllabus: A Place to Engage Students Egos 37 Mark Canada The course syllabus need not be a utilitarian bore for students.Professors can craft a syllabus that has a tone, style, andconceptual unity that promote intrigue and interest. Furthermore,professors can do much early in the semester to create studentengagement with the syllabus. 5. Facilitating Class Sessions for Ego-Piercing Engagement 43 Stephen Lippmann Strategies used during class can affirm students egos. Byrequiring participation, learning students names, andinjecting class activities with ideas that elicit reactions fromstudents, professors can help the college classroom appeal morestrongly to Millennial students. 6. Immersion in Political Action: Creating Disciplinary Thinkingand Student Commitment 49 Karen Kelly Assignments that immerse students in discipline-specifi cactivities can impact Millennial students thinking. Thischapter provides a case of engaging nursing students in healthpolicy and politics. The chapter also offers implications of thecase. Those implications can help all professors effectivelyimplement discipline-specific immersive assignments. 7. Selves, Lives, and Videotape: Leveraging Self-Revelationthrough Narrative Pedagogy 55 Alison G. Reeves Narrative pedagogy can provide opportunities for Millennialstudents to meaningfully engage with course content. A digitalstorytelling case provides an evocative example of narrativepedagogy engagement. Across higher education, professors can followguidelines in this chapter to meaningfully implement narrativepedagogy. 8. Activating Ego Engagement through Social Media Integration inthe Large Lecture Hall 61 C. Michael Elavsky Because social media are ubiquitous in the lives of manyMillennial students, professors must rethink the ways that thosemedia are utilized to promote engagement both within and outside ofthe classroom. Possible drawbacks of integrating social mediashould be considered and put in their proper perspective relativeto the benefits of integrating social media into the classroom. 9. Affirming Ego through Out-of-Class Interactions: APractitioner s View 69 Heather M. Knowlton Professors can engage Millennial students at an ego level byinteracting with them outside of class. Through variousout-of-class strategies for promoting more meaningfulcommunication, professors can enhance students opportunitiesfor understanding course content, themselves, and their own rights and obligations. 10. Engaging Millennial Students in Social Justice from InitialClass Meetings to Service Learning 75 Jonathan J. Cavallero Millennial students must learn to recognize inequalities anddevelop skills that will help them work toward eliminatingdisparities and promoting equitability. Professors can enhance asocial justice agenda within their courses through their teachingapproach and assignments. Service-learning projects, in particular,can build cultural awareness and foster attitudes of helpfulness tothose who are in need. 11. From Consumers to Citizens: Student-Directed Goal Settingand Assessment 81 David R. Coon, Ingrid Walker Assessment and evaluations can motivate self-directed learningamong Millennial students. For this motivation to occur, professorsmust view students as citizens of the classroom. As citizens,students can establish their own learning goals, recognizeopportunities for higher levels of achievement, accept feedbackfrom external stakeholders, and participate in course critiques.These activities add meaning to assessment. 12. The Bruised Ego Syndrome: Its Etiology and Cure 89 Bruce W. Speck When professors depend on their formal authority, as opposed totheir pedagogical authority, they likely will fall victim to thebruised ego syndrome. When professors align themselves with currentrealities and respond to the call for a new form of classroommanagement, they will align themselves better with the needs ofMillennial students. INDEX 97