NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ872487
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: ERIC
ISSN: ISSN-0013-175X
Gen Y: Who They Are and How They Learn
Black, Alison
Educational Horizons, v88 n2 p92-101 Win 2010
Each generation seems to lament the characteristics of the generations that follow. Today, however, with a student population unique in traits that impact teaching and learning, differences between teacher and learner generations must be recognized, analyzed, and addressed if faculty in higher education are to meet the needs of students. In spring 2008, as part of a Faculty Leadership Pilot Program, the author interviewed a number of key administrative personnel throughout her college and attended a variety of meetings. A common concern heard was the changing nature of today's students and the growing challenges of meeting their needs. In an attempt to determine if and how students are different, the author began to consider her own teaching experiences of the past twenty years; she spoke with faculty and administration and read the growing body of literature regarding today's students. This article is a result of her findings regarding the characteristics of today's students, with a focus on how they use information and learn. Defined here as those born between the years 1981 and 2001 and numbering more than seventy-six million, college students today are proficient in technology and communicate more continually with their parents. They are often seen as the "everyone gets a trophy" (or an "A") generation. Following upon the heels of Generation X, this new generation has been called Generation Y, Gen Y, or Millennials. (Contains 2 tables.)
Pi Lambda Theta, Inc. 4101 East Third Street, Bloomington, IN 47401-5599. Tel: 800-487-3411; Fax: 812-339-3462; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A