Bridging the Generational Divide

	CONCURRENT SESSION DESCRIPTIONS
	IA TEACHING AS FACULTY WHO DID NOT GROW UP WITH TECHNOLOGY: Lessons Learned Esther Smidt, Assistant Professor, Department of Modern Languages Minnesota State University, Mankato There is a wide continuum of technological knowledge possessed by today’s digital immigrant faculty, educators who came to technology later in life. This contrasts with our students, who may range from digital immigrants to digital natives (Prensky, 2001), namely students who grew up with technology. In view of this, a question arises: How can we as digital immigrant faculty meet the needs of the technologically-diverse students in our courses? Using case study student profiles, this session investigates the definitions and characteristics of digital natives and digital immigrants and discusses solutions in real contexts to specific students, thereby enabling faculty to more specifically meet the technological needs of their students. Participants will be provided with copies of the case study student profiles and a one page handout with key points and a bibliography.
	IB STRATEGIES TO INCREASE STUDENT PREPAREDNESS FOR CLASS Hilary Ethen, Third-year Student Melissa Luedtke, Faculty Assessment Coordinator and Assistant Professor Erin Morgan, Third-year Student Karen Sorvaag, Assistant Professor Scott Sorvaag, Assistant Professor and Chair Ryan Wockenfus, Third-year Student School of Education St. Mary’s University of Minnesota Class time is valuable. In today’s world, students often don’t believe it is important to attend classes, and when they do, they often are not active learners. There are effective ways to actively involve students in class and make the most of face-to-face meetings. Technology added to outside of class work is one way to increase student engagement beyond the classroom. Providing a variety of instructional strategies in classes is another. By using both, students are accountable for class time, learning can deepen, and assessment opportunities are frequent and consistent. In this session, ideas to use technology and get students actively involved in learning will be presented. Participants will also be invited to share ideas for active learning. Back to Concurrent Sessions
	IC GENERATION Y OR GENERATION “WE”?: Interfacing with Parents of Millennials Miriam Rosalyn Diamond Coordinator of the Religion and Public Life Project The Society for Values in Higher Education Fang Du, Director of Assessment and Program Development Mount Union College Millennials often bring many things to college, not the least of which is frequent communication with their parents. Accustomed to dealing directly with students, faculty and staff can be taken aback by the extent to which these parents readily contact college personnel directly to inquire and negotiate on behalf of their offspring. In this session, we will examine the "helicopter parent" phenomenon. We will explore boundaries, privacy laws, the customer service mindset, means of fostering individual responsibility, and how parents can be tapped as valuable resources in the educational process. Participants will discuss cases of faculty/staff-parent interactions and identify principles to support responses. The participants will leave the session with guidelines and ideas to bring back to their campuses. Click here to download Miriam Diamond's bibliography of references about understanding Millennials.
	ID GOING GLOBAL: Millennial Students and the Acquisition of Global Citizenship Skills Steven Jongewaard, Professor, Department of Education Hamline University Craig Anderson, Vice Principal Hancock/Hamline University Collaborative Magnet School The acquisition of global perspectives is critical to effective 21st century citizenship. Instructors in today’s classrooms need to provide their millennial students with these global perspectives. This session explores the historical and theoretical context for a three-part, developmental model that depicts the stages involved in learning the skills of the global citizen. Participants will first trace global education from its theoretical beginnings in the late 1970s. Next, philosophical and pedagogical underpinnings of global citizenship will be explored, leading to presentation of the developmental model itself. Lastly, specific curricular materials using the three-stage model will be introduced. Participants will explore applications for their own teaching, and will experience a sample lesson based on the model. A working bibliography will be provided. Back to Concurrent Sessions
	IE USING PRIMARY SOURCES TO ENGAGE AND TEACH STUDENTS INFORMATION LITERACY Tom Steman, University Archivist St. Cloud State University Primary source materials are authentic resources that enliven learning for students and faculty while teaching information literacy skills. No matter the discipline in which an instructor teaches, primary sources offer an immediate way to connect students with research and critical thinking that appeals to them in a personal way. Come to this session and discover possible primary source assignments and resources to improve students’ information literacy skills and make learning more exciting.
	IF IN THEIR OWN WORDS: Our Millennials Speak Out on Learning Beverly Edmondson, Professor, School of Education Donna Musel, Director, Center for Academic Excellence Buena Vista University In an institution where there is a 'relentless focus on learning,' the presenters decided to ask students to tell them what faculty do to support their learning, and conversely, what they do that hinders student learning. As Director of the Center for Academic Excellence, one presenter asked students who had self-identified as having learning disabilities to video tape their responses to these questions. The other presenter, working with Institutional Researcher, collected a sample of responses to the same question from the student body at large using an anonymous, electronically delivered questionnaire. In this interactive session, the presenters will describe their method along with the somewhat surprising results. In addition, they will share their approach to using the results in faculty development efforts. Back to Concurrent Sessions
	IG REVEALING WHAT YOUR STUDENTS KNOW: Integrating Technology William O. Martin, Professor and Head, School of Education Lisa M. Montplaisir, Assistant Professor, Department of Chemistry & Molecular Biology Erika G. Offerdahl, Assistant Professor, Department of Biological Sciences North Dakota State University Formative assessment has been recognized as a critical element in teaching for conceptual development in math and science. Specifically, formative assessment has the potential to significantly impact student learning because it provides timely feedback which students and teachers pay attention to, subsequently influencing the learning activity. This session will provide ideas on how to integrate new technologies into courses for the purposes of collecting formative assessment data that will reveal student misconceptions and reasoning difficulties and empower instructors to be responsive to the needs of an increasingly diverse student population. Participants will experiment with two strategies for integrating technology that will assist them providing instruction that is responsive to student needs.
	IIA FIVE TEACHING METHODS THAT PREDICT MILLENNIAL STUDENT “EXCELLENT COURSE” RATINGS Joel Frederickson, Professor and Acting Associate Dean of Institutional Assessment and Accreditation Katherine Nevins, Professor and Acting Associate Dean for the Faculty Department of Psychology/Academic Affairs Bethel University In this interactive session participants will examine five teaching methods that significantly predict millennial students’ “Excellent Course” ratings. Ratings from IDEA course evaluations for over 400 courses were used in this analysis. The IDEA Diagnostic Course Evaluation form has students rate instructors on 20 research proven teaching methods and styles. Students also make “Excellent course” and Excellent Instructor” ratings. The 20 teaching methods were put in a regression analysis with “Excellent Course” ratings as the dependent variable. Five teaching methods were statistically significant predictors of “Excellent Course” ratings. In this interactive session participants will examine each teaching method, focusing on how instructors can enhance their effective use of each in the classroom. Back to Concurrent Sessions
	IIB THE MILLENNIAL CIRCUS: What’s Going on Under the Big Top at Your School? Kathy Antonen, Professor of English, Department of Humanities Pat Beu, Director of Retention and Teaching, Academic and Enrollment Services Alfred Boysen, Professor of English, Department of Humanities Darrell Sawyer, Director of Career Planning and Placement Sue Shirley, Professor of English, Department of Humanities South Dakota School of Mines and Technology A college campus, like the circus, is a dynamic and exciting place, with all kinds of activities playing out simultaneously in several “rings” under the “Big Top.” As faculty and student services personnel, the presenters facilitate the academic and professional activities in the rings of student life. The presentation team, representing faculty, retention, and career planning professionals, will present case studies from their experiences with engineering and science students under the Big Top at South Dakota School of Mines and Technology. In this interactive session, participants will move through the “rings” to learn about and discuss Millennial challenges at SDSMT, including transitioning to college, advising students in academic trouble, making expectations clear, dealing with difficult students, and promoting early career planning.
	IIC A DIALOGUE WITH MARC PRENSKY AND MIRIAM DIAMOND Join us for an informal conversation with our major speakers during this concurrent session. Bring your questions and comments to contribute to this discussion. Click here to download Miriam Diamond's bibliography of references about understanding Millennials. Back to Concurrent Sessions
	IID DESIGNING FOR DIGITAL NATIVES Velma Lashbrook, Assessment Consultant, Center for Leadership Studies Augsburg College What distinguishes digital natives from digital immigrants? Digital natives learn, and even think, differently. This session begins with an interactive presentation about how they learn and the digital technologies that can be used to engage them in more meaningful learning experiences. Using the World Café Conversation methodology, participants will work in groups to generate strategies for developing learning communities, motivating and informing learners, developing their critical thinking and communication skills, and designing more customized assignments and more authentic assessments. By the end of the session, participants will have a number of concrete ideas for creating learning experiences that are more relevant for this generation.
	IIE THE PROCESS OF DEVELOPING A NEW UNDERGRADUATE MAJOR FOR MILLENNIALS Dan Detzner, Professor Tabitha Grier-Reed, Assistant Professor Susan Staats, Assistant Professor Department of Postsecondary Teaching and Learning University of Minnesota-Twin Cities The Multicultural Community Engagement (MCE) major is rooted in interdisciplinary and engaged scholarship that prepares students to work for, in, and with multicultural communities locally, nationally, and internationally. With a focus on collaboration and global citizenship, MCE builds upon strengths identified as characteristic of Millennials. This presentation will describe the process of creating the MCE major including the context, politics, rationale, research, and development. Participants in this session will leave with an ecological model for conceptualizing curricular transformation and program development as well as tools for determining the level of engaged scholarship at their own institution. Back to Concurrent Sessions
	IIF “JUST ASK US—WE’RE MILLENNIALS AND WE’LL TELL YOU HOW IT IS” Beverly Edmondson, Professor, School of Education Courtney Manny, Fourth-year Student, School of Business Donna Musel, Director, Center for Academic Excellence Jake Rochlearu, Fourth-year Student, School of Business Becky Willer, Third-year Student, School of Education and School of Social Science, Philosophy and Religion Buena Vista University In this highly interactive session four students will begin by sharing their experiences in becoming good learners. Each one has figured out how to be successful and they'll tell you what they have to put into the process and what their supportive teachers do to help them. They have agreed to answer your questions and share tips and techniques that their teachers use to engage them in learning. This session is facilitated by the presentation team from *In Their Own Words: Our Millennials Speak out on Learning* in Concurrent Session I.
	IIG CLOSING THE DIGITAL DIVIDE: How Technology Serves “Good Teaching” Sarah Noonan, Associate Professor, School of Education University of St. Thomas Most workshops associated with technology begin with “tools” and neglect theories associated with good teaching. Participants will be introduced to “good teaching” theories and then review “Noonan’s Top 10” list to see how technology serves the student and the academic goals. After previewing various ideas, visiting courses online, and examining assignments using technology; participants will discuss and share ideas regarding their uses of technology. Back to Concurrent Sessions
	IIIA STUDENT MEDIA WEBSITES: Speaking the Language of Millennial Students Spencer Albers, Fourth-year Student, Department of Communication Arts Cliff Brockman, Assistant Professor, Department of Communication Arts Shawn Milliken, Fourth-year Student, Department of Communication Arts Wartburg College The Circuit is a student designed media website at Wartburg College. Included on the website are news, videos, and photos from the student newspaper and TV station, as well as “sub-websites” used by student organizations. Original content is also included. Using The Circuit as a model, participants will find ways to bridge the gap between faculty/staff and millennial students. This highly interactive session led by faculty and students from Wartburg will include a “tour” of The Circuit and background information, as well as development of specific goals and an action plan for attendees’ own institution. The Circuit was named Best Website by the Iowa College Media Association this year and is a finalist for a national Pacemaker award presented by the Associated Collegiate Press.
	IIIB BRIDGING THE DIVIDE WITH WEB-BASED APPLICATIONS James Varn, Director of Faculty Development, The Center for Teaching and Learning Mississippi Valley State University The presenter will introduce web applications that allow instructors, students, groups to work in synchronous and asynchronous environments. Using these applications, instructors can follow a group’s work from the very early stages of gathering information to the later stages of publishing this project. The instructor can even bring the students together to view each stage of a group’s activities. The presenter will demonstrate collaborative research tools and documents sites, audio/visual chat and web conferencing to multimodal forms of composition and live broadcasting. The participants will learn how these applications work and how they can use them with their students. At the end of this session, participants will receive a handout listing different applications available and videos that explain how to use them and examine their affect on ourselves and higher education. Back to Concurrent Sessions
	IIIC SHARING THE FIRE OF OUR WORK—Part I Kristi L. Pearce, Associate Vice President, Department of Academic Affairs Black Hills State University This double session utilizes a fireside chat format to engage all participants in meaningful dialog as they experience an adaptation of Leider and Shapiro’s *Claiming Your Place at the Fire* to the different stages of career development in higher education. Participants will explore the four flames of vitality: flame of identity through recalling one’s career stories, the flame of community through finding comfort with one’s place in the academy, the flame of passion by renewing one’s calling to work in higher education, and the flame of meaning by reclaiming one’s purpose in the world of work. Read the description of part II here.
	IIID MEETING MILLENNIAL ON THEIR TURF: Engagement through the Web and Blogging Eric Baxter, Instructor Barbara Looney, Adjunct Instructor Marcie Pratt, Instructor Department of Humanities Black Hills State University Three presenters offer their successful methodologies. A French and Spanish instructor, shares his phenomenal success with a class blog. The presentation covers both construction and adaptation for assignments and cultural enrichment. A Humanities instructor explains how she jettisoned textbook prescribed writing assignments in favor of activity-oriented experiences, including museum visits (both actual and virtual), listening assignments, an architectural poster, and independent, web-based film viewing. Another Spanish instructor shows how she created a semester-length research project for third year Spanish students that require each student to create a personal blog. The blogs function as individual works-in-progress as well as site resources for classmates, making the entire class interactive. Back to Concurrent Sessions
	IIIE A “GREEN PEDAGOGY” FOR SOCIAL CHANGE: The Progressive Environmental Politics of the Millennial Generation Fang Du, Director of Assessment and Program Development Mount Union College Karen Mumford, Assistant Professor, Department of Biological and Environmental Science Matt Privratsky, Third Year Student, Department of Media, Communication, and Rhetoric Hao Sun, Teaching Specialist, Department of Media, Communication, and Rhetoric University of Minnesota–Morris Research and survey data indicate that Millennials are civic-minded, politically engaged and passionate about environmental protection. These young progressives take concern for global warming and environment as a given. This session presents two case studies, one in the biology discipline and one in the media and communication discipline, in which the instructors utilize student-centered learning approaches to engage students in exploring energy diversity and making their own environmental policies. A student will showcase a video project he has developed for a class and discuss the wide application of that video project in on-line video competitions and undergraduate research seminars. Towards the end, participants will work with session organizers to outline and refine a framework for a new “green” pedagogy.
	IVA DISCUSSION BOARDS SCENARIOS: Increasing Millennial Students’ Reflection and Collaboration Christine McCoy, Assistant Professor, Department of Education Rebecca Pitkin, Assistant Professor, Department of Teacher Education Dickinson State University This session shares the experiences of two education professors who developed strategies for discussion boards to better address the needs of their student populations, millennial students. The process is applicable to multiple content areas. The audience will receive suggestions for adapting this model for grouping, various class sizes, and other web platforms (i.e. Blackboard, LiveText, and Moodle). Evidence in the form of survey feedback from students, collected over several semesters and courses, will be shared. Current research on best practices for on-line teaching will be substantiated throughout this session. The target audience is individuals interested in learning about the process, potential adaptations, and the steps involved in networking with other institutions. Back to Concurrent Sessions
	IVB ACTIVE LEARNING FOR THE 21^st CENTURY STUDENT Michele Neaton, Director, Center for Teaching and Learning Century College Learn by doing, as you explore active learning techniques to involve 21^st Century students. This session will allow faculty to share best practices as they experience simple and effective activities that can be incorporated into a regular classroom to create a vibrant learning environment that appeals to a variety of learning styles and helps students develop community. Reflection, discussion and movement are used to engage participants and make learning active and long-lasting. Come and expand your repertoire for teaching in the 21^st Century classroom.
	IVC SHARING THE FIRE OF OUR WORK—Part II Kristi L. Pearce, Associate Vice President, Department of Academic Affairs Black Hills State University The second part of this two-part session will further explore an adaptation of Leider and Shapiro’s *Claiming Your Place at the Fire* to the different stages of career development in higher education. Read the full description of the session here.
	IVD INFORMATION LITERACY FOR MILLENNIAL STUDENTS: Integrating Librarians into Classroom Experiences Kari Weaver, Information Literacy Librarian, Vogel Library Wartburg College Millennial students arrive at college with a different set of skills than previous generations, particularly when it comes to gathering and using information. To help translate these skills to an academic environment, information literacy sessions, taught by librarians, have become an increasingly important trend in higher education. Many accreditation agencies even consider information literacy programs a requirement for accreditation! This session will explain how faculty can work with librarians as partners inside and outside the classroom to better address the learning needs of millennial students. Participants will consider the perspectives of both student and the librarian in developing a complete educational experience, along with identifying partners and opportunities for growth in their own schools and classrooms.
	IVE RAPID INSTRUCTIONAL DESIGN AND MICRO LECTURES Whitney Kilgore, Director of Academic Technology College of Southern Nevada Andrew Craig Loftus, Director of Academic Technology Montgomery College Rapid Instructional Design and Micro Lectures have been featured in the Chronicle of Higher Education, but what’s all the buzz about? Join the presenters in exploring the methodology, seeing graphic organizers, and taking a look at the management tools that can be used to rapidly streamline instructional design processes. Then the tables turn and the participants are on the stage. Come and create your own micro lecture during this interactive session.
	IVF GENERATIONAL DIFFERENCES AND FACULTY: Understanding Profiles, Clash-points, and Exploring Options Maria Cuzzo, Professor of Legal Studies and Academic Advisor for Mediation/Conflict Resolution, Director, Center for Excellence in Teaching and Learning Monica Roth Day, Assistant Professor, Human Behavior and Diversity, Social Work Program University of Wisconsin-Superior This session explores generational difference profiles in the university (Veterans, Baby Boomers, Generation X and Generation Y), common clashpoints between the generations and suggestions for improving generational communication among faculty/staff. Participants will develop deeper understanding of how generational differences affect faculty/staff life and explore proactive suggestions on improving workplace life between generations. Participants will have small and large group discussion opportunities to share their own stories and experiences with generational difference. Attendees will take away numerous handouts and instruments to help diagnose and understand generational difference in their home institutions. Back to Concurrent Sessions

	PRECONFERENCE sessions *Friday, 8:00–10:30 AM—Separate registration required.*
	A EXPLORING ACADEMIC PODCASTING Chris Gehrz, Assistant Professor, Department of History Sam Mulberry, Instructor, Academic Enrichment and Support Center Bethel University This is a hands-on workshop exploring the problems and possibilities of the podcast as an instructional technology with which undergraduate students, but not always their professors, are increasingly familiar. Building from the presenters' own experiences with a variety of podcasts in the fields of history and political science (including two series regularly featured on iTunes U's History page), participants will work together in small groups to design, record, and edit their own podcasts and reflect on how they may best be delivered to students, integrated with other course components, and then evaluated. (Laptop computers with recording/editing software will be provided for the session's activities.) The workshop would be useful for professors and faculty development specialists alike, and requires no previous experience with podcasting.
	B “AREN’T YOU RETIRED?” Teaching Well In the Decade before Retirement Julie J. Larsen, Facilitator Foster Your Dreams, LLC Naurine D. Lennox, Associate Professor, Department of Social Work and Family Studies St. Olaf College John Rodden, Adjunct Professor, Department of Communication Studies University of Texas at Austin How does one move to the end of an academic career successfully as they are in or approaching the last decade of teaching? What can and should institutions do to facilitate change throughout an academic career and to encourage vitality to the day of retirement? In this workshop, participants will ask questions and discuss what can be done to shrink the gap between the older professor and “The Millennials.” John Rodden, author of The ‘L-word,’ or turning 50, will provide a framework from psychology of aging and literature. Participants will explore personal stories and create both personal and institutional plans. Each participant will receive a copy of Seasons of Change: a Journey of Self-Discovery (160 page workbook) by C.J. Bishop and J.J. Larsen.
	C VERBS THAT LAST VS. NOUNS THAT DON'T Marc Prensky, Founder & CEO Games2train A great concern among those in higher education is preserving what is important from the education of the past as we move into the rapidly-moving, technology-filled future. A useful way to address this is to think in terms of verbs and nouns. Verbs are the skills we want our students to learn and master. They include thinking critically, presenting logically, communicating, making good decisions, being rigorous, understanding context, persuading, being creative and many more. “Nouns,” on the other hand, are the tools people use to practice and do these skills. Nouns have always changed over time: memorizing to writing, papyrus to paper, quills to fountain pens, handwriting to keyboarding. Today nouns are changing extremely rapidly: PowerPoint to Flash, email to IM, MySpace to Facebook to Twitter, encyclopedias to Wikipedia, local disks to cloud, reading to watching short video, laptops to smartphones, etc. The presenter will suggest that in teaching, the focus needs to be on the verbs, which don’t change very much, and NOT on the nouns, or technologies, which change rapidly and are only a means. The presenter will argue that the goal should be that learners use, to the extent possible, the best and most up-to-date nouns (tools) to learn and perform each key verb (skill).


	CONCURRENT SESSIONS I *Friday, 1:45–3:00 PM* A. Teaching as Faculty Who Did Not Grow Up With Technology: Lessons Learned B. Strategies to Increase Student Preparedness for Class C. Generation Y or Generation "We"?: Interfacing with Parents of Millennials D. Going Global: Millennial Students and the Acquisition of Global Citizenship Skills E. Using Primary Sources to Engage and Teach Students Information Literacy F. In Their Own Words: Our Millennials Speak Our on Learning G. Revealing What Your Students Know: Integrating Technology
	CONCURRENT SESSIONS II *Friday, 3:30–4:45 AM*** A. Five Teaching Methods That Predict Millennial Student "Excellent Course" Ratings B. The Millennial Circus: What's Going on Under the Big Top at Your School? C. A Dialogue With Marc Prensky and Miriam Diamond D. Designing For Digital Natives E. The Process of Developing a New Undergraduate Major For Millennials F. "Just ask Us—We're Millennials and We'll Tell You How It Is" G. Closing the Digital Divide: How Technology Serves "Good Teaching"
	CONCURRENT SESSIONS III *Saturday, 8:00–9:15 AM* A. Students Media Websites: Speaking the Language of Millennial Students B. Bridging the Divide With Web-Based Applications C. Sharing the Fire of our Work—Part I D. Meeting Millennials on Their Turf: Engagement Through the Web and Blogging E. A "Green Pedagogy" for Social Change: The Progressive Environmental Politics of the Millennial Generation
	CONCURRENT SESSIONS IV *Saturday, 9:45–11:00 AM* A. Discussion Board Scenarios: Increasing Millennial Students' Reflection and Collaboration B. Active Learning for the 21st Century Student C. Sharing the Fire of Our Work—Part II D. Information Literacy for Millennial Students: Integrating Librarians into Classroom Experiences E. Rapid Instructional Design and Micro Lectures F. Generational Differences and Faculty: Understanding Profiles, Clash-Points, and Exploring Options

	PLANNING COMMITTEE
	Tim Barrett The Collaboration		Fang Du Mount Union College
	Brittanie Barnett Wartburg College		Russ Lee Bemidji State University
	Julie Clarkson Wartburg College		David Schodt St. Olaf College
	Andra Crull North Hennepin Community College		Ronald M. Stammen North Dakota State University

Conference Schedule

Bridging the generational divide: working

together to teach millennial students

November 13–14, 2009
Sheraton Bloomington Hotel, Bloomington, Minnesota

	Conference Schedule Preconference Sessions Opening Session Concurrent Sessions		Faculty Developers' Breakfast Session Closing Plenary Session Conference Information (Hotel, Travel, etc.) Planning Committee
Download the conference registration form!

Conference Schedule

Bridging the generational divide: working

together to teach millennial students November 13–14, 2009 Sheraton Bloomington Hotel, Bloomington, Minnesota

together to teach millennial students

November 13–14, 2009
Sheraton Bloomington Hotel, Bloomington, Minnesota