| Each year, every faculty member becomes one year | | | | discussion based on film can far beat a discussion of |
| older. However, the average age of each incoming | | | | a copied magazine article originally written back in |
| student remains the same. This presents a challenge: | | | | 1981. |
| How can we keep the communication and learning | | | | 3. "Use the Internet and Technology In Ways that |
| gap from expanding more and more as time goes | | | | Speak Their Language" |
| on? | | | | In general, less instances of distributing articles from a |
| When traveling to a foreign land, it is well-known | | | | magazine and more instances of citing article links on |
| practice to brush-up on the culture, customs, and | | | | that magazine's website is a good thing (not to |
| lingo to effectively communicate. We need to | | | | mention the environmental impact and cost-savings). |
| understand the culture, customs, and lingo of today's | | | | The words "check out this website" will probably elicit |
| student in order to effectively educate. So, who is | | | | a more positive response than the infamous "take |
| today's generation of student, and what is their | | | | one and pass it down." The Internet is the virtual |
| reality (besides watching reality TV every night?) | | | | home of this generation. They've never lived without |
| The reality is this: We've now graduated from the | | | | it. |
| MTV Generation to the A.D.D. Generation-where the | | | | Whenever possible, have students research an |
| average music video or commercial targeted at | | | | individual or company website that is discussed in |
| students change at a dizzying one frame per second, | | | | class. Beyond just articles and websites, what blogs |
| because producers know young viewers will zap | | | | within their field or subject can they participate in |
| them out otherwise. This generation has been | | | | now as students? There can be great benefits to |
| granted endless satellite channels, websites, text | | | | communication with field professionals across the |
| messages, and Ipod music choices to constantly zap | | | | world, and can even help students stay on the |
| through daily. This makes it more difficult than ever | | | | cutting edge of industry issues. Most importantly, |
| before for faculty to keep the interest and attention | | | | they might just have fun doing it. |
| of the daydreaming student. | | | | YouTube has a world of possibilities in the learning |
| And, by the way, just what are they surfing those | | | | community. Within moments, a drafting or engineering |
| endless hours on the Internet? | | | | student can view the design and construction of an |
| Statistics for Yahoo! search engine rankings were just | | | | NFL stadium using time lapse photography, while a |
| released for 2008. Can you guess who the | | | | biology student can view computer animation of |
| most-searched person was last year? Was it Barack | | | | photosynthesis. At almost every turn, any professor |
| Obama? Nope. John McCain? Nope. Someone far | | | | can add "And tonight, go to YouTube and watch the |
| more important: For the fourth year in a row, the | | | | Martin Luther King 'I Have a Dream' speech, as well |
| most searched person on the Yahoo! search engine | | | | as the 1969 landing of Apollo 11 on the moon. We'll |
| was our inspiring role-model Britney Spears. Is there | | | | discuss next class." Instead of reading about things or |
| any hope? Are we doomed?? | | | | hearing about things, students want to see things |
| Alas, here are a few great tips for faculty on how to | | | | with their own eyes, on their own computer. |
| better engage today's generation of student: | | | | Facebook and MySpace are often intimidating entities |
| 1. "Bring Cool Careers and Majors to Life" | | | | to faculty and staff. However, this is their world. So, |
| One reason why students fail or are disinterested is | | | | is there any way to capitalize the popularity of such |
| because they don't see the connection between | | | | social networking sites in a positive way within the |
| today's lesson and what they really want to do | | | | learning experience? For instance, take those young |
| someday. The more we can close that gap--to | | | | success stories previously mentioned. Chances are |
| illustrate classroom relevance to their world--the | | | | high they can also be found on Facebook and |
| better we can engage students and keep their | | | | MySpace. Why not have students visit their page to |
| interest. | | | | learn about their background and how they became |
| The prospect of getting a job and working 40+ | | | | successful so fast? Facebook now boasts more than |
| hours per week for the next 40 years doesn't | | | | 130 million active users (users who have visited in the |
| exactly breed excitement in this generation. | | | | last 30 days), and is also being used more and more |
| However, they can get excited through examples of | | | | frequently for career networking and business |
| "cool" young people in their field who are very | | | | purposes, as well. It's here to stay. |
| successful doing something they LOVE for a living. | | | | Lastly, the Google Earth tool has the potential to |
| While we mostly think of celebrities as movie stars | | | | revolutionize how we learn about geography and the |
| or athletes, there are celebrities within almost every | | | | world, and can be used as a reference for almost |
| field. For example, in the world of culinary arts, Guy | | | | any class. Marshall McLuhan coined the phrase "The |
| Fieri is a "cool" celebrity. Guy is a TV personality from | | | | medium is the message." We now have a wonderful |
| the Food Network, and spokesperson for the | | | | new set of tools and technology at our disposal to |
| restaurant chain T.G.I. Fridays. He makes food, | | | | "Wow" students with our message, and make |
| cooking, and culinary arts "cool." Josh Bernstein of the | | | | learning more effective, powerful, and fun. |
| History Channel's "Digging for the Truth" and | | | | 4. "Use Humor and Have Fun in the Classroom" |
| Discovery Channel's "Into the Unknown With Josh | | | | Certainly, the job of an educator isn't to entertain. It |
| Bernstein" makes history fun and interesting, | | | | is to educate. However: Do you remember a teacher |
| especially to those who never believed such topics | | | | who didn't just teach a class, but impacted your life? |
| were fun and interesting before. Even MSNBC | | | | Did you feel as if they could relate to you, and could |
| television personalities such as the politically branded | | | | even make you laugh? Did you have fun in their |
| Tucker Carlson, and Jim Kramer of "Mad Money" | | | | class, and look forward to attending each day? |
| (while not necessarily young anymore), do give an | | | | Zig Ziglar, one of the most successful motivational |
| alternative flair to the otherwise "boring" world of | | | | speakers in history, knew the power of incorporating |
| politics and finance. | | | | humor in his presentations. Throughout his career, Zig |
| Success stories may also include a recent alum, a | | | | would strategically place some type of wit, joke, or |
| prominent figure from the locale/state, or even a | | | | funny example every seven minutes during his |
| friend of the professor-which can also help bring | | | | presentation, no matter the audience or topic. As he |
| careers to life at the personal level. Show their | | | | studied, attention span begins to dip as time |
| picture in class. Visit their website. Share a | | | | between jokes lingered. People pay attention |
| behind-the-scenes interview of their quick road to the | | | | because they don't want to miss the next joke! |
| top. Debate their philosophies on issues. Invite them | | | | So, what if you're not that funny? Here are a few |
| to speak on campus. Continually citing young and | | | | tips: Go to Google or Google Images, and search |
| unique success stories students can relate to are | | | | under "Business humor," or "Funny Biology," or "Funny |
| important. Not only does this make learning more | | | | Advertising." Use the Google Alerts tool to tag such |
| interesting, but it just may ignite the "I wanna just | | | | phrases, so that you can receive emails when |
| be like them..." concept with our students, which can | | | | cartoons, articles, or blogs are posted on such |
| also ignite a new focus on their academic goals. | | | | phrases. This same search can also be used for |
| 2. "Find Clever Opportunities to Integrate TV/Movies | | | | YouTube clips, which has seemingly captured every |
| Pop Culture" | | | | funny moment in the history of mankind (or at least, |
| Is it important for students to understand the long | | | | their mankind). |
| history of business, psychology, leadership, etc? | | | | Keep an eye out for funny articles, or even comical |
| Absolutely! However, seeking out opportunities to | | | | things on television, that might have some direct or |
| supplement historical principles with books, movies, or | | | | even indirect relevance to the subject. Did you see |
| music of today can definitely help bring the learning | | | | something funny on Jay Leno's "Headlines" segment, |
| process to life. Cite a chapter, or even a paragraph | | | | but you didn't have your TIVO running? Simply go to |
| or quote, from a source written since 2000 by | | | | where you can retrieve any such headlines from |
| someone 30 years old or under on the topic, and | | | | previous episodes. Also, be sure to reference the |
| you'll be amazed with the attention, interest, and | | | | sarcastic hit book "Non Campus Mentis: World History |
| results. | | | | According to College Students" by Professor Anders |
| One great example is the book "Campus CEO: A | | | | Henriksson for immediate classroom comic relief. |
| Student Entrepreneur's Guide to Launching a | | | | When applicable and appropriate, allow an |
| Multi-Million Dollar Business," written by Randal Pinkett, | | | | environment where students are encouraged to have |
| a sharp young professional who was a winner on the | | | | fun in group projects or class exercises together. No |
| Donald Trump television show "The Apprentice." This | | | | one can articulate cool and funny lingo to students |
| book includes many old-age, proven business | | | | better than other students. "Make learning fun" is one |
| principles from books written 50 years prior. | | | | principle that holds true no matter the generation. |
| However, which do you think is more appealing to | | | | Teaching can be much easier when students look |
| read for today's student? Which lessons will resonate | | | | forward to coming to class. |
| more? | | | | Like anything else, these tips may not work every |
| Any reference to reality television, video games, or | | | | time, but give them a shot. |
| downloaded music for their Ipod can immediately | | | | Faculty members should challenge themselves to |
| raise their attention antennas. So, what do we mean | | | | reach out and incorporate something for today's |
| by reference? A reference can be sharing a | | | | generation of student once per week. Anything. |
| marketing article on the X-Box product, or a fresh | | | | Maybe an example from a recent movie or an |
| class case study on a company such as Apple, or a | | | | industry-related joke. Perhaps a statistics exercise in |
| statistical exercise on average the number of text | | | | text messaging. Or, possibly posting a weekly career |
| messaging characters transmitted by the average | | | | spotlight of someone under 30 who is successful |
| college student each day. Have fun with examples | | | | within the field. This could be an inventor of new |
| from their world that can be used at every turn. | | | | software, an award-winning local entrepreneur, or a |
| What movies dominated the box office this year? | | | | host of a new program on Tech TV. Students will |
| Did you see any of them? Are there any scenes | | | | pay attention, and be more inspired to learn than |
| from popular movies of the last 5 years that relate | | | | ever before. Certainly, you just might make teaching |
| to communications, or psychology, or even | | | | more fun, interesting, and enjoyable for yourself, as |
| anthropology or criminal justice? Of course! Opening a | | | | well. |