College Student Journal, Sept 2000 v34 i3 p472
TEACHING GEN X & Y: AN ESSAY PART 1: ESTABLISHING ONE'S SELF IN THE CLASSROOM. (Brief Article) JOEL CHARLES SNELL.
Full Text: COPYRIGHT 2000 Project Innovation (Alabama)

This article is the first of 2 essays on teaching post-boomer college students. The first deals with presenting one self on the first day, and the second deals with teaching strategies.

What others say

Before me are nearly 85 articles describing a generation of students born from 1965 onward. Various labels are used and classrooms are now filling with students who were born in 1980 (millenneals.) For the purpose of this essay, post boomers will be collapsed into the categories of Gen X & Y. Although many students that I teach qualify for this category, there are many non-traditional students who are boomers or older.

What the literature suggests relative to this generation is overwhelmingly negative. However, as I read books, journal articles, magazines and other periodicals I recall what was said of boomers, which was far from positive. Further, I am at the tail end of the silent generation and was taught by those now labeled as the "greatest generation." If my memory is correct, we were held in low regard. My only observation about this generation is the following: they have short attention spans.

Catching their attention

My experience is based on establishing myself on the first day, not so much by dramaturgical aspects, but simply by a blizzard of paper that catches the attention of the students. I have at least 5 hand outs the first day. The print work that I provide overtly outlines every requirement and law. that both students and I must follow, but covertly "overwhelms" the "tourists" who are looking for easy classes. Those who drop the first day are filled with late registrants whom I discover are less predatory.

The Syllabus

My syllabus is nearly 20 pages and cover textbook, test requirements, tutor support, laws on plagiarism, and material explaining my teaching methods. It also deals with attendance policies, writing, math, and computer requirements. Again, those looking for a quick easy fix will be a bit unnerved by this packet. Additionally, grade distributions have been adjusted upward to fight grade inflation.

Information Page

This handout explains how to get in touch with me by fax, phone, e-mail, correspondence, cell phone and numerous other avenues. I also include a picture of myself so that they may know my name in a school of 11,500. Covertly, this documents that I am approachable and that I am available to help them with their work. On the other hand, for those who might want to use an excuse that they couldn't get a hold of me, their voices are muted.

Prospectus

This sheet describes the computer work, math, remedial, rhetoric, and core requirements. This print out illustrates in 1 page all of the material to be covered in one semester. The work looks overwhelming to "tourists" and a challenge to those students who are committed.

Contract

The students sign contracts indicating that they will abide by various rules from the first day until the final exam. Included in the contracts are promises by me that they shall not be sexually harassed and the steps that I will use to diminish this problem. I tell them the bias of the course. I promise that they do not have to believe anything in the course, but must know it. On the other hand, they promise not to bring guns and bombs to school, to leave their cell phone off, to talk at the proper time, to save their summaries and class projects until the final and related activities. All of these rules are supported by the administration and the lawyers on our faculty indicate to me that these are ultimately in a court of law not enforceable. However, I have yet to be challenged. Those who oppose these contracts choose another class. The students may not watch television or listen to cassette or CD's during their time in class. They can not sexually harass or bully each other. They can not smoke or chew and spit into a receptacle in class. I indicate to them that I would like to listen to their personal problems, but that I do not have liability insurance in case they do themselves harm or others and I am sued by others. Further, our talks are not protected by law and I may have to testify against them in a court of law. (All of this helps establish a venue where I can teach without harm. I have been stalked, a student put a "curse" on me, one student would not leave my office until the police removed him and put him in a mental hospital. One student ignited a stink bomb in my class before we were to meet. Some have nearly come to the point of fighting, (the Jerry Springer effect) so in my courses I do not talk about certain issues during a semester, but wait until the issue has blown over. My "rule of thumb" is that if Americans are killing each other over this issue, we do not talk about it during that semester.) Incidentally, students are discouraged from wearing t-shirts or sweat shirts showing couples involved in sexual copulation or having obscenities or profanities on their shirts or sweaters. On the other hand, all other social and political messages are "protected."

Any time that a student promises to do something, I get it in writing and it is dated.

Assessment test

The first day, I give a brief test on english and syntax as well as some basic concepts of my field. Later in the course, I will retest them again to see if they know more about these areas and the results are forwarded to the administration along with student evaluations.

The first day is completed. The activity listed above takes about 50 minutes.

Conclusion

This has been a discussion of a "way" to teach the latest post -boomer generations (gen x and y.) This is first in the series. The second will deal with teaching strategies. Special thank to Librarian Gary Botos for his help in finding all the articles, books, and journals describing this new generation of students. Finally, all the above is a way to deal with students the first day. What the author has discovered is that change is constant. The instructor may find their own adaptation from those suggestions listed above.

* I am describing the exceptions that make the most trouble in and out of the classroom, however, in the main, my school is well run. It has prospered from less than 200 students to 11,500 students in 30 years.

JOEL CHARLES SNELL Kirkwood College Cedar Rapids, IA. 52406-2068