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Millennials, students born between 1982 and 2002, represent over 75% of the undergraduate student population and are entering graduate classrooms in increasing numbers every year (NCES, 2009). It is, therefore, necessary to understand the unique characteristics this generation of students bring with them and how such characteristics may impact the graduate learning environment. This study investigates the presence of the seven commonly noted “Millennial” characteristics in graduate students and provides insight for faculty seeking to create engaging curriculums for members of this generation. Introduction Today, students in the Millennial generation make up a significant portion of the graduate student population. This demographic shift demands that instructors reflect upon pedagogy and practice to ensure the academic experience engages and contributes to the holistic development of these students. This article reviews the findings of research about the characteristics of Millennial graduate students and discusses the instructional techniques that may best suit members of this generation. Utilizing the seven prominent characteristics outlined in the literature (DeBard, 2004; Hicks & Hicks, 1999; Howe & Strauss, 2000; Huntley, 2006; & Lowery, 2004), special, sheltered, confident, conventional, team-oriented, pressured and achieving, the researchers developed a survey instrument designed to gather information about current Millennial graduate students. The results and implications of this study are shared in the paragraphs that follow. Millennial Student Characteristics Since birth, Millennials have been the focus of attention and regarded as special. “Where child Gen Xers had reason to feel like a throwaway generation whose problems older people ignored, Millennials have always felt themselves to be the focus of public attention” (Howe & Strauss, 2000, p. 174). This increase in child attention stems from a shift in public focus to “family values” coupled with smaller family sizes. The shifting of issues affecting children to the top of adult priorities both at home, in the political arena, and in the marketplace also contributes to the sense of specialness among Millennials. Parents of Millennials are more visibly protective of their offspring than other generations. According to Strauss and Howe (2006), this trend diverges from the experiences of previous generations whose youths were marked by the dismantling or complete absence of adult protectiveness. Increased awareness of crime and concern from significant national security 1 Corresponding Author: Megan Moore Gardner, mooregm@uakron.edu Moore Gardner, Ph.D. is an Assistant Professor at The University of Akron, Coyner, Ph.D. is an Associate Professor at The University of Akron, and Razek, M.A., is a doctoral Candidate at The University of Akron Effective Learning Environment 181 issues contributed to increased supervision and an obsession with security for members of this generation. Members of this generation have high levels of confidence stemming from lifetimes of being made to feel special. This generation has always known that they can do anything as long as they work hard (Coomes & DeBard, 2004; Howe & Strauss, 2000). Hicks and Hicks (1999) assert that this group has a strong self image and is confident in its abilities and skills to a point where many feel better equipped than members of preceding generations to handle issues or attain certain goals. Millennials abide by convention, and are not generally rebellious. The rebellion of this generation is back toward an “ordered center” rather than toward the “anarchic edge” (Strauss & Howe, 2006, p. 87). Millennials have a strong team orientations and tight bonds with peers. They consider group work to be a demonstration of their cooperativeness and a guarantee against the risk of individual failure (Howe & Strauss, 2000). Moreover, Millennials are, perhaps, one of the most pressured generations of all time. The high expectations placed upon Millennials by key players in their lives, results in an increased pressure to succeed (Coomes & DeBard, 2004; Howe & Strauss, 2000). Such pressure, however, is not viewed as entirely negative by Millennials as long as they are sure that their efforts are going to result in reward. Millennials, as a whole, generally demonstrate a high level of achievement (Howe & Strauss, 2000; DeBard, 2004; & Lowery, 2004). Raised in an era of immediate gratification (e.g. ATM machines, fast food, email, etc.), members of this generation expect things to happen quickly and to ultimately result in success (Huntly, 2006). Classroom Techniques The unique characteristics displayed by Millennials require graduate instructors to be prepared to work with a generation of tech-savvy, multi-taskers, who display an alarmingly short attention span and expect to “take control of their learning” (Carlson, 2005, p. A34). It is, as a result, necessary for instructors to utilize instructional methods that engage this highly expectant audience. The most common postsecondary instructional techniques offer advantages for the learning environment. However, considering the content and the characteristics of graduate students can guide faculty to select techniques most appropriate for graduate Millennials. These techniques are outlined in the paragraphs that follow. McKeachie (2006) states “The lecture is probably the oldest teaching method and still the method most widely used in universities throughout the world” (p. 57). Lecture offers one-way communication by a highly qualified individual. Lecture is a popular instructional technique because it provides an opportunity to transmit factual, foundational information in an organized, consistent way. Complimenting lecture, discussion and questioning shifts from passive to active learning, and enables learners to be engaged in the educational experience. Kasworm (2005) noted that students value their life experiences and discussion provides students with the opportunity to draw on these experiences. Likewise, group work is one of the best techniques relative to dynamics within the class (Wilson, 2004). According to Fassinger (1995), learning teams and study groups impact the emotional climate in the college classroom positively. Case studies, in 182 Academic Exchange Quarterly turn, are beneficial for advanced levels of education; and, they involve problem solving via a case or anecdote that is analyzed and evaluated by a learner or group (Rodriguez, 2004). Panel discussion provides expert points of view and the opportunity for application of theory to practice. Additionally, the panel participants offer an example of professional success beyond the graduate classroom. Moreover, demonstration is a valuable instructional technique when teaching skill-based content. Finally, technology and other media, while not techniques, play a supportive role in the instructional process. Methods The inductive method was utilized to generate a survey instrument that reflects the Millennial student characteristics commonly identified in the literature. Descriptive statistics and frequencies were utilized in order to determine the characteristics of the sample and make meaning of the data (Erlandson, Harris, Skipper, & Alen, 1993; Hinkle, Wiersma, & Jurs, 2003; Marshall & Rossman, 1995). Participants and Procedures The study, conducted in the fall of 2007 and spring of 2008, included participants from eight large state universities and one private, religiously-affiliated university. The majority of the 139 participants were graduate students in an educational leadership field, though one participating institution surveyed medical students. Analysis revealed that of the 139 participants, 35 were male and 102 were female. Additionally, two were Native American, 17 were African American, six were Asian American, 11 were Hispanic/Latino, 97 were White, and four identified as “other”. Finally, in terms of birth year, 28 participants were born in 1982, 31 were born in 1983, 36 were born in 1984, 38 were born in 1985, three were born in 1986, and one was born in 1987. Results The results revealed four of the primary characteristics, confidence, team-oriented, pressured, and achieving, may have the most significant impact on the graduate classroom. Achievement A total of 135 participants agreed that hard work should be rewarded. Additionally, 135 participants indicated that when given a task, they feel they must accomplish the goals while only 79 of those same participants agreed with the statement, Goals are set to be accomplished no matter how unrealistic they are.” 38 participants, or over 30%, disagreed with this statement, demonstrating some thought that goals must be realistic if they are to be accomplished.
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