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Office of Assessment of Teaching and Learning Teaching Millennial Students

Additional Resources

Are They Really Ready to Work? Employer’s Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. (Casner-Lotto & Barrington, 2006).
To generate this report, more than 400 employers from a consortium of businesses nationwide responded to a survey that addressed the preparedness of college graduates for jobs in the real world. Respondents cited deficiencies in baccalaureates’ skills in teamwork, critical thinking, and other critical areas.

Teaching and Reading the Millennial Generation Through Media Literacy(Considine, Horton & Moorman, 2009).
In acknowledging that millennial students have unprecedented access to information, the authors cite statistics on teens’ ownership of personal media devices and use of social digital media. They argue that we must redefine media literacy and help students develop needed skills to navigate, process, and interpret new media. They cite a previously published media literacy model and provide an example of its use in teaching.

Demystifying the Millennial Student: A Reassessment in Measures of Character and Engagement in Professional Education. (DiLullo, McGee & Kriebel, 2011).
In addition to the diversity that millennials comprise as an aggregate, the authors cite empirical evidence from the fields of cognition, learning style, neurology, and psychology that question many traits attributed to millennials. DiLullo and colleagues argue that instructional design should take into account differences in student learning styles and aptitude for learning with technology, and that students must be trained and assessed in critical thinking and professional behaviors to ensure their engagement and optimal learning.

Information Behaviour of the Researcher of the Future. (Joint Information Systems Committee, 2008).
A study commissioned by the British Library and JISC to identify how the specialist researchers of the future, currently in their school or pre-school years, are likely to access and interact with digital resources in five to ten years’ time. The goal of the presentation was to help library and information services anticipate and react to any new or emerging behaviours in the most effective way.

Teaching for the Millennial Generation: Student and Teacher Perceptions of Community Building and Individual Pedagogical Techniques. (Kraus & Sears, 2008).
Research indicates that building community in the classroom through interactive learning and discussion can enhance student learning and retention. As a follow-up to those findings, Kraus and Sears examined a range of pedagogical techniques employed by 15 psychology professors.  The professors and 120 undergraduates ranked the various pedagogies for effectiveness, which yielded interesting results:  The professors ranked individual learning activities, e.g., papers and quizzes, as the most effective pedagogies, whereas students ranked group activities, e.g., discussion and sharing of personal stories from their own and the professors’ lives, as the most effective learning tools.

Educating a New Generation: Teaching Baby Boomer Faculty About Millennial Students. (Mangold, 2007).
A staff RN from the Mayo Clinic Hospital in Phoenix, AZ, Mangold provides a brief review of the literature that focuses on teaching and learning preferences in millennial nursing students and offers suggestions for nursing faculty who are typically baby boomers.

Using Newspapers to Facilitate Learning. (Mysliwiec, Shibley & Dunbar, 2004).
The authors discuss various assignments employed in general education science courses that make use of the Newspaper Readership Program at their university. Students avail themselves of free copies on campus of The New York Times, USA Today, and a local newspaper to complete journal entries, make classroom presentations, and prepare analyses. Both instructors and students report positive outcomes regarding the various activities.

Does it Matter if I Hate Teamwork? What Impacts Student Attitudes Toward Teamwork. (Pfaff & Huddleston, 2003).
The authors provide useful insights and tips, based on empirical evidence, to anticipate and avoid problems related to group activities and dynamics and promote successful teamwork among students.

Generation M2: Media in the Lives of 8-18 Year-olds. (Rideout, Foehr & Roberts, 2010).
Among other interesting findings, the 2005 publication reports that students’ use of print media (in contrast to TV, computers, or video games) is positively correlated with higher school grades. The 2010 publication corroborates that finding, and also reports changes in media use among U.S. youths from 2004-2009, including an “explosion in mobile and online media”. It also compares media usage in boys vs. girls and among Black, White and Hispanic youth.

Generation M: Media in the Lives of 8-18 Year-olds. (Roberts, Foehr & Rideout, 2005).

Generations: The History of American’s Future, 1584-2069. (Strauss & Howe, 1991).
In their first coauthored book, the authors advance the theory that American generations are cyclical and type repetitive- i.e., each generation belongs to one of four types (prophet, nomad, hero, artist) that cycle predictably through the generations. This “generational theory” has been lauded by some and disparaged by others.

Millennials Rising: The Next Great Generation. (Strauss & Howe, 2000).
The authors ascribed seven traits shared by students born between 1982-2001, a group they collectively termed “millennials” and whom they cast in the “hero” generational type. The authors’ sweeping generalizations and predictions about millennial students have been challenged (see The Millennial Muddle: How Stereotyping Students Became a Thriving Industry and a Bundle of Contradictions by Eric Hoover).

Supertaskers: Profiles in Extraordinary Multitasking Ability. (Watson & Strayer, 2010).
Based on their research involving 200 participants, the authors concluded that the “overwhelming majority of people” show significant performance decrements when asked to perform two tasks simultaneously vs. a single task.