Examining Millennial Characterizations as Guidance for Choosing Classroom Strategy Changes

Abstract

This project reports exploration of the expectations of the students in my large public Midwestern university about learning processes and their teachers. Its objective was to help ground my own reflections on whether and how the pedagogical changes proposed to accommodate the Millennial generation are appropriate for my students and for me. Data were gathered through a survey (n = 204) based on the literature and specifically focusing on claims made about the Millennial generational group. I then sought to identify additional issues and to hear the students’ own reflections on teaching and learning through three focus groups. Results indicated that some student responses to items reflecting generational characterizations were consistent with stereotypical claims, but some were not. This paper then presents my reflection about how results inform how I might proceed as I seek to support learning in my students.

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