Excuse Me, Are Those Flip Flops You're Wearing?

by James Whitley
Today’s adult learners are far different from their predecessors of less than a decade ago. Almost without notice we are in the midst of a radical demographic tsunami which is altering the American landscape in everything from religion and health care, to business and education. Dubbed “Generation Why,” this powerful group in ragged jeans and flip-flops is now center-stage in the University classroom and likely challenging the system every step of the way.
The name “Generation Why” was coined by Eric Chester (Employing Generation Why: Understanding, Managing, and Motivating Your New Workforce) and is catching on as the de facto name over other previously assigned titles: Generation Y, Millennials, Echo Boomers, Nexters, and The Net Generation. Depending on which expert you consult for reference, Generation Why was born between 1978 and 1994 and consists of over 60 million Americans. To put this within context, Generation Why is three times larger than Generation X (1964–1978) and stands second only to the Baby Boomers (1946–1964) with their 72 million members.
Generation Why grew up in a time when the only constant was change. They don’t know a world without Cable TV, media stars, video games and VCRs, warp-speed technological advancements, unprecedented wealth, equal treatment, high-tech wars, political and corporate scandals, 50 percent divorce rates, cheap imports, and parents working 60 hours a week trying to give their children everything they didn’t have growing up. As a result of this seemingly uncontrollable turmoil, Generation Why is emotionally needy, very cynical, and trusts the establishment even less than those growing up in the 60s.
Mentoring and managing Generation Why can be a daunting challenge. Some educators might even be tempted to lower standards in response, but that would be a mistake. As counterintuitive as it may seem, I encourage you to throw down the gauntlet and challenge students to rise above mediocrity. Provoke their passions. Consider raising your standards and employing a teaching style which engages students where and how they learn best. Once students feel connected and engaged they are more apt to heed your call for action. To better understand this far-reaching population segment and how to manage them effectively, college facilitators and instructors should keep the following in mind:

The Learning Environment

Students need an exciting and challenging classroom environment. Lecturing for hours is ineffective. Generation Why could easily be referred to as the ADD Generation. As a result, they learn best through short and engaging 15-20 minute segments of lecture/discussion augmented by interactive activities which tie content and theory together. Students will become more aggressive learners when they understand why they are learning and then actively challenged to explore further.

Expectations and Tasks

Students need a well-defined course which clearly articulates what is expected of them at every turn. A well-defined syllabus and time spent going over expectations early on will go a very long way in assuring student satisfaction. Use your syllabus to clearly define such things as: Participation points and guidelines, late paper policies, exact assignment expectations, etc. Define everything. Generation Why doesn’t like ambiguity and will struggle when left without clear directions.

Immediate Feedback

Students need constant feedback which encourages and pushes them to do better. Timely feedback on their work and in-class kudos will help encourage them to stretch and improve. It’s a lot like the old Zig Ziglar analogy about bowling. In a good environment a bowler will execute and observe each frame to determine which pins were knocked down, modify their technique, develop strategy, practice, and have lots of fun. At the end of the 10th frame the bowler is not surprised by the final score and knows exactly how and why it was earned. Poor feedback on the other hand is akin to bowling without a running score and with a sheet hanging down in front of the pins. Frame after frame the student bowls with no idea of how many pins they’ve knocked down, where the spares are, how to improve, or even what the score is. In this second scenario the student also receives a final score, but because they were not given any feedback along the way the score is a total surprise, the entire process very frustrating, and the student is probably a worse bowler than when they started.

Constructive Feedback

Strategically employing a mix of praise and constructive feedback empowers students to excel. When a student is genuinely excited they will work hard to improve on their own and won’t need much more than a nudge and a pat on the back to keep going. Avoid cynical criticism. Even if true, nobody deserves to be belittled, in public or in private, and it oftentimes simply serves to demoralize and erode performance.

Technology and Teamwork

Generation Why is not only using technology, they are inventing it. Finding ways to use technology in the classroom engages and acknowledges them for exactly what they are—pioneers. Generation Why also grew up on teamwork as a fundamental foundation. This social environment is comfortable and productive for them.

Respect

Generation Why is very impatient. They see themselves as capable of doing anything. Consequently, they demand respect and don’t tolerate overt authority very well. Don’t mistake this for meaning you should lower classroom standards to meet some kind of artificial student demand! On the contrary, it means keeping standards high and assuming that students will rise to meet the challenge when provided with a nurturing environment. This requires establishing a good peer relationship with clear expectations and boundaries, being consistent, guiding students through a mix of public praise and constructive criticism, and letting the student have the freedom within those boundaries to explore and showcase their talents.

Challenge Assumptions

The name “Generation Why” is an excellent metaphor which aptly characterizes the overarching mindset of this group. They will challenge authority at virtually every turn until they come to trust and respect the person in charge. Take their challenge as an opportunity to lead by example and help students learn how to learn. When students test the boundaries of ideas and concepts, encourage them to explore and debate their own ideas. Rail against their challenge and you risk being perceived as irrelevant and the students will lower their efforts accordingly.

Entertainment

The role of having fun during a course cannot be overstated. Generation Why is the most entertained generation in history and they are looking for the next rush. Where bungee jumping may be an extreme sport for you, it’s old news for many in Generation Why. Mixing unpretentious openness with a dose of humor will oftentimes create a culture of learning which keeps students (and you) eagerly coming back for more.