Today, a vast number of first-year students come from the Millennial Generation, otherwise known as Generation Y, an age group born between 1982 and 2002. Despite myths of laziness, this generation is highly comfortable with the Internet and other technologies, thrive on quick (not too detailed) information, are multi-taskers and visual learners who prefer graphics before text such as hypertext, function best when networked, and demand instant gratification and feedback (Howe and Strauss 2000). Grasha and Yangarber-Hicks (2000) suggested that faculty are pressed with the task of integrating technology into their teaching philosophies, and that technology should be incorporated to engage the millennial first-year student as a means to learn content and support student retention.

First-year students from the Generation Y age group call for utilizing technology in ways such as online quizzes and tests that provide immediate feedback to the students on their performance, discussion boards, embedded media such as YouTube and Twitter feeds, Whiteboards, Podcasts, and automatic graded homework (Wilson 2004). If instructors do not work such strategies into their pedagogy they run the risk of student attrition.

Research suggests that Generation Y first-year students have a high attrition rate as a result of their level of expectations and enthusiasm for the college experience, which often leads to disillusionment. According to Education Dynamics’ November 2008 survey by California State University-Northridge, reasons online students drop out include financial challenges (41%), life events (32%), health issues (23%), lack of personal motivation (21%), and lack of faculty interaction (21%). Among online students who dropped out of their degree or certificate programs, 40% percent failed to seek any help or resources before abandoning their programs. Nearly half (47%) of students who dropped out did so before completing one online course.

Allen and Seaman (2007) suggested that part of the reason for online student attrition is that faculty, staff, and the strategic alignment of the college is not vested in the value and legitimacy of online learning. Allen and Seaman (2007) also suggested that colleges that have a vested interest in online education’s value and legitimacy have higher faculty engagement and less student attrition. Institutions that see online education as a “long-term strategy” are successful in student degree completion. Their study “Online Nation,” supported by the Alfred P. Sloan Foundation and based on responses from more than 2,500 colleges and universities, considered five questions important to the success of online education programs, including barriers to the adoption of online education and why institutions provide online learning. Allen and Seaman’s study provided insight into the framework and strategic alignment of online education. However, while the study uncovered statistics on faculty and administrator engagement as relating to quality and graduation rate of students, Allen and Seaman (2007) failed to reveal how generational differences contributed to student retention or attrition.

This study proposes that by incorporating flexibility, content, and community features into the first-year Generation Y online classroom instructor perceptions of student engagement may improve. Incorporating teaching and learning strategies and pedagogy that aim to listen to students needs, facilitate learning and discussion, and provide resources and access to tutoring and library services, will allow students to be more effective online learners. Access to online education alone is not enough to encourage student completion of academic degrees.

References
Allen, E. and Seaman, J. (2007). Online nation: Five years of growth in online
learning. Retrieved from Sloan Consortium (Sloan-C) web site.

Education Dynamics. Many Online Learners Never Seek Help before Dropping Out.
November 2008 Survey, California State University – Northridge.

Grasha, A., & Yangarber-Hicks, N. (2000). Integrating Teaching Styles and Learning
Styles with Instructional Technology.College Teaching, 48(1), 2-10. Retrieved from ERIC database.

Howe, N., and Strauss, W. Millennials Rising: The Next Generation. New York:
Vintage Books, 2000.

Quitadamo, I., & Brown, A. (2001). Effective Teaching Styles and Instructional
Design for Online Learning Environments. Retrieved from ERIC database.

Wilson, M. (2004). Teaching, Learning, and Millennial Students. New Directions for
Student Services, (106), 59-71. Retrieved from ERIC database

Loren Kleinman is the assistant director of Academic Support Centers-NJ at Berkeley College.

This particular learning agreement is used in the classroom, and preferably with first-year students in order to establish a pattern of regular learning behaviors, which can be applied and reflected upon throughout college.

Learning agreements can be created on the first day of class or early in the first week. The agreement should help students recognize ideas and themes within their subject matter; approach these ideas and themes in several ways; and allow them to perform their understanding of the subject matter in a range of ways (i.e. one minute summaries) (Gardener 2006).

To start setting the tone of the learning agreement, include it as a required (non-graded) component of the course. On the first day of class create a grid on the board with columns such as learning goals/objectives, tasks performed to meet the learning goals/objectives, timeframe expected to complete goals/objectives, and, finally, a column where the students can reflect upon how they know they achieved their goals.

Next, engage the students in a short discussion about some of their insecurities about college, what they hope to achieve in this particular course or at the college, and what challenges they would like to overcome (i.e. improve time management, focus on study skills, etc.). Start filling in the columns with the feedback they provide during the discussion. Use this as a way to prepare the students to start thinking in terms of their own learning agreement.

This discussion alone is a type of assessment that helps to distinguish what characteristics are most important to students’ understanding of their own learning process. Afterwards, start passing out the learning agreement sample template that students can manipulate for their own use. Please note that you can structure your agreement as you like. There are many ways to address topics you would like your students to think about. This is only a sample. I encourage you to research other forms of agreements and see which works for your needs best.

The final page of the learning agreement is the Commitment Page. This is where the student commits to their proposed plan. The instructor keeps a copy of the agreement and the original goes to the student. (Remind the students that this is a non-graded, ongoing reflective tool, and they can add or remove goals/objectives, the timeframe, and even their plans for achieving their goals.)

At the end of the course have the students review their learning agreement and complete a short memo for the instructor explaining if and how they followed their agreement. They can also comment if this was a helpful tool for them in achieving their academic goals, and if they plan on adding to their plan throughout their college years.

By incorporating this practice into classroom management, students will have the opportunity to start monitoring and reflecting on their commitment to their learning. Learning agreements also provide perspective and direction to students’ academic goals. The agreement should not be used as a way to frighten or discourage students from performing in the classroom; it should motivate them to become proprietors of their own learning.

Access a sample learning agreement template here.

Loren Kleinman is the assistant director of academic support centers at Berkeley College.

References:
Gabelnick, F., Leigh-Smith, B., MacGregor, J., & Matthews, R (2004). Learning communities:
Reforming undergraduate education. San Francisco: Jossey-Bass.
Gardner, Howard, (2006). Five Minds for the Future. Boston, MA: Harvard Business School
Press.
Gross Davis, B. (2009). Tools for teaching. San Francisco: Jossey-Bass.
Haines, C. (2004). Assessing students’ written work: Marking essays and reports. New
York: Routledge Falmer.
Instructions for Creating a Learning Agreement (2009). University of California, Berkeley
School of Social Welfare. Retrieved June 24, 2009 from
LaSere Erickson, B., Peters, C., & Weltner Strommer, D. (2006). Teaching first-year college
students. San Francisco: Jossey-Bass.
Lacoss, J. (2009). The dog ate my homework: How to deal with unprepared students. Teaching
Concerns. Retrieved May 19, 2009.
Tips for Generating a Learning Agreement (2009). St. Norbert Career Services. Retrieved June
24, 2009.