From Entitlement to Engagement

This volume addresses theories and practices surrounding theentitled, self-absorbed students called Millennials. StereotypicalMillennials are often addicted to gadgets, demand service more thaneducation, and hold narrow perspectives about themselves and thosearound them; when seen through this lens, Millennial students canunderstandably frustrate the most dedicated of professors. The contributors show how new and better educational outcomescan emerge if professors reconsider Millennials. First andforemost, many of these students simply don't fit theirstereotype. Beyond that, the authors urge faculty to questioncommonly held assumptions, showing them how to reevaluate theirpedagogical practices, relationships with students, and the normsof college classrooms. Contributors focus on practical means toachieve new and more evocative outcomes by treating Millennialstudents as serious collaborators in the learning process, therebyhelping those students to more closely identify with their owneducation. The assignments that professors give, the treatment oftopics that they broach, and the digital tools that they askstudents to employ can shift students' concerns away from anarrow focus on impersonal, technical mastery of content and towardseeing themselves as Millennial thinkers who fuse their lives withtheir learning. This is the 135th volume of this Jossey-Bass higher educationseries. New Directions for Teaching and Learning offers acomprehensive range of ideas and techniques for improving collegeteaching based on the experience of seasoned instructors and thelatest findings of educational and psychological researchers.