They’ve been called the Marshmallow Millenials.
The wrapped in cotton generation.
The generation of kids who won a trophy for just showing up and who were told that they were extra special.
They were pushed and pulled into competitive travel team sports before they could tie their own shoes and have been so limited in their free time and free play that they are almost incapable of problem solving and spontaneous play let alone how to hold a face to face conversation.
They use technology to bully their peers, send naked pictures of themselves over social media and update the world by the second on their life activities.
I call foul.
This semester I was once again reminded of how awesome this generation of young adults can be.
Late last summer, a program that I developed with a colleague in industry was finally approved by all the necessary bureaucracies. We were given permission to enroll 24 students in a three-credit course that involved readings and assignments in the area of resort recreation management and which included a trip to Orlando to interface with resort property managers to gain real life experience.
I knew there would be interest in the course, but with the late notice of approval I wondered if I would be able to generate interest so late in the registration process.
It was an amazing experience for the students and for the instructor.
We ended up with 14 incredible young adults who reminded me what I love about teaching and the energy and enthusiasm of their generation.
Between the in-class work, guest speakers, technological “hook ups” with their assigned property manager, and the professional manner in which they conducted themselves, I could not have been more Penn State proud.
Most of the students in the group added the three-credit course on top of an already full course schedule. All have robust resumes with professional experience, extra-curricular activities and awards. Several had one if not two part-time jobs to support their education. The common thread for the group was a positive attitude and an eagerness to learn and to broaden one’s educational experience.
One student has spent the last six summers working at an amusement park eventually being promoted to supervisor — before he had even completed his degree. Several work in food services either on campus or downtown. One female student works two night jobs — one at the Bryce Jordan Center and another cleaning offices — to offset her education loans. Another has a full-time job that allows him to work around his class schedule.
One was a double major. Another was the president of her student society, and had received university-wide recognition for both service and academics. Others played club sports. Many had started their educations at one of Penn State’s commonwealth campuses. Most were actively involved in THON. Their individual GPAs varied but their interest in getting engaged in the learning process was consistent.
Working together with peers, industry colleagues, and the university helped to create a network that will likely continue even after graduation.
There was not a single “the dog ate my homework.” Unlike their peers at Yale, they didn’t seem to be concerned with signing a petition to limit free speech. They didn’t request a safety zone or identify any triggers of stress for which university faculty must carefully prepare lesson plans and filter their speech.
They were excited, engaged, and frankly, too busy to be concerned about anything other than getting the most out of the experience. Perhaps the key to engaging students in their university community is to engage them in learning.
Each morning during our week in Orlando, they were dressed and ready to go on-time. They were professionally dressed and conducted themselves professionally as well. At the end of the long days, I would retire to my hotel suite with a wink and a “behave yourselves.” In the morning, I heard stories about laughs at the hotel hot tub or fun at Downtown Disney as we gathered again to start the process all over again. They were in place 15 minutes early just as I had asked.
The corporate executive team and the resort property managers repeatedly stated how “impressed” they were with Penn State students and asked how they could open more opportunities to meet more students
At the end of the semester and on the night before their final presentations, my husband and I hosted the group for dinner at our house and a “celebration” of a great semester. It should come as no surprise that they were on time, extremely polite, and appreciative of a home-cooked meal when semester budgets often mean lots of ramen noodles.
I am as guilty of the next instructor of focusing on those kids who need handholding or who have been so handicapped by helicopter parents that they don’t seem to be able to take responsibility for their actions. I have been frustrated by those students who, if they focused on doing the work rather than getting out of work, seem to be wasting their time and money. I have rolled my eyes at the no shows for appointments, the outlandish excuses, and the anger at me when they aren’t happy with their eventual semester grade.
It was nice to be reminded that in that 80/20, the 80 percent can be pretty amazing.
I’ve been teaching for a long time and have seen the transformation in teaching in both how a course is delivered and the generation of students who are enrolled. Thanks to the students in RPTM 497P for reminding me why I love my job.
