Anita Mayer, Director WVU Undergraduate Academic Advising and McNair Scholars Program

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Kenneth Dennis
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1 Anita Mayer, Director WVU Undergraduate Academic Advising and McNair Scholars Program

2 Born from about 1980 through 2000 Grew up" during the 90s and the 00s Raised on technology, parental guidance, and a new appreciation of children 2

3 Echo Boomers, or children of Baby Boomers, Millennial is the next dominant generation of Americans Oldest just out of college; youngest in grade school Ethnically diverse sensitive to diversity 34% are Black, Hispanic, Asian, or Native American 3

4 One in four (25%) live in single parent households 3 in 4 (75%) have working mothers 1 in 5 (20%) Millennial women will choose to remain childless 4

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6 The first generation to grow up with computers in the home and school Spend1/3 of their lives on the Internet ( , chatrooms, Facebook, Myspace) Consider and instant messaging preferred forms of communication Demand quick, if not instant, gratification 6

7 I Facebook through most of my classes. I bring my laptop to class, but I m not working on class stuff. I will read 8 books this year 2300 web pages, 1281 Facebook profiles. I get 7 hours of sleep each night 1 ½ hours watching TV 3 ½ hours online listen to 2 hours of music spend 2 hours on my cell phone 3 hours in class 2 hours eating 3 hours studying. I am a multi-tasker I have to be. 7

8 Students learn best by performing some educational activity Study: Full-time college students spent 2.9 hrs. per day on educational activities High school students averaged 6.1 hrs. per day Students see college as a vacation from educational activities Public Policy Analysis of Opportunity for Postsecondary Education 8

9 Many millennials are full-time students with part-time jobs I go to my 8:30 class once in a while after receiving a $150 cell phone bill and many credit card statements, missing a class here and there is worth it. The Daily Athenaeum 9

10 Diverse and tolerant Strong dislike for racism, sexism and homophobia of any form High in volunteerism Appreciate family, country, and planet Not inclined to get involved in or engage in mainstream politics 10 University Publications California State University, Chico

11 Motivated and goal-oriented Upbeat and confident See rules differently as flexible High value for education 90% of HS seniors expect to attend college Strive to continue education throughout life University Publications California State University, Chico 11

12 Trust their parent(s) more than any other person(s) of authority Would put family first if they had to choose between having a family or a successful job More come from lower- to middle-income families and assume they will need some sort of part-time work in order to help fund their studies 12

13 Used to being supervised/watched Are accustomed to being told what the best decision is Tend to avoid owning their decisions Would often rather be told what to do Advising Millennials, Jeannine Kranzow, Ph.D. 13

14 Regard a baccalaureate degree as minimum degree necessary Bachelor s degree leads to financial stability Want to find personal satisfaction and fulfillment in work Boomer parents and society place considerable pressure on millennials to attend and succeed in college 14

15 It s an expectation set by my parents. I m not sure what I even want to be. I want to take a semester off first, but I know that I have to go to school. It is a goal my parents have set for me and I don t want to disappoint them. Maria it was never an option not to go for most of us. It has been a constant pressure our whole lives. Danielle 15

16 Millennials are used to being rewarded for attempting Trophies for everything Participation ribbons College may be a shock to students Must earn an A Grades are not given for attempts 16

17 Research has shown faculty can have a positive impact on student development. Advising is one channel through which this positive impact can occur. * On campuses across the nation, nearly all full-time faculty are expected to advise students. ** * Frost, S. H. (2000). Historical and Philosophical foundation for academic advising. In V.N. Gordon & W. R. Habley (Eds.), Academic Advising: A Comprehensive Handbook (pp. 3-17). San Francisco, CA: Jossey-Bass. Light, R. J. (2001). Making The Most of College. Cambridge, MA: Harvard University Press. ** Habley, W. R. (2000). Current Practices in Academic Advising. In V.N. Gordon & W.R. Habley (Eds.), Academic Advising: A Comprehensive Handbook (pp ). San Francisco, CA: Jossey-Bass. 17

18 Only one third of these campuses provide faculty advisor training and only one-quarter require training. Less than one third of campuses assess faculty advisor performance and explicitly include advising duties in the reward structure. Habley, W. R. (2000). Current Practices in Academic Advising. In V.N. Gordon & W.R. Habley (Eds.), Academic Advising: A Comprehensive Handbook (pp ). San Francisco, CA: Jossey-Bass. 18

19 Evidence shows a need to shift advising from simple course selection to deeper, big picture discussions. It is clear from student surveys that millennial students need and expect a deeper interaction with faculty. Finding security, developing feelings of adequacy or competence, and attaining prestige and esteem impact their retention data source WVU Foundations of Excellence student surveys,

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21 Are interactive processes Require clear communication Emphasize sensitivity to the audience Create interest through enthusiasm Create a purposeful learning environment Facilitate the learning 21

22 Are theoretical, practical, and purposeful Have long term impact Are intrinsically rewarding Are fundamentally central to helping students through the developmental processes of finding security in independence and interdependence, developing feelings of adequacy or competence, and attaining prestige and esteem 22

23 To value the learning process To apply decision-making strategies To put the college experience into perspective To set priorities and evaluate events To develop thinking and learning skills To make wise choices 23

24 What do you hope to do within your lifetime? What major or majors are you considering? Why are you considering those majors? you really like that area of study? to prepare for a career? to prepare for graduate school? not really sure? 24

25 Are there any special circumstances that we need to consider in planning your educational program? Do you have a job? Are you responsible for your family? Do you have military obligations? 25

26 What, if anything, worries you about your college career? Do you have concerns about adjusting to the university? How can we help you most? * university policies * scheduling * career guidance * problems personal, academic, health * information 26

27 The ability to chart one s course is learned Be realistic about expectations Communicate expectations (over and over) Understand and validate your purpose 27

Dr. Marla Royne Stafford, Ph.D. Department of Marketing & Supply Chain Management University of Memphis

Dr. Marla Royne Stafford, Ph.D. Department of Marketing & Supply Chain Management University of Memphis (Mis)Perceptions I am thankful for our truck drivers because without them, we would not have food