Beyond Millennials: Engaging Generation Z in Business Law Classes

• Published in: The Journal of legal studies education Vol. 34; no. 2; pp. 317 - 324
• Main Authors: Cameron, Elizabeth A, Pagnattaro, Marisa Anne
• Format: Journal Article
• Language: English
• Published: Wiley-Blackwell 2017
• Subjects: Active Learning; Age Groups; Business Administration Education; Cognitive Style; College Students; Instructional Innovation; Learner Engagement; Learning Modalities; Learning Strategies; Legal Education (Professions); Teaching Methods
• ISSN: 0896-5811
• DOI: 10.1111/jlse.12064/full

When millennial students take out cell phones in class and are typing, the first response many professors have is that the students are "not" completely engaged, when in fact students are taking notes at impressive speeds. Facing similar criticism in a workplace setting, seventeen-year-old Jonah Stillman protested, "I'm not Texting. I'm taking Notes." As with any generation, being effective at teaching is "dependent upon the interaction between the instructor's subject-matter knowledge and teaching (pedagogical) ability." Three major learning styles include: visual, auditory, and kinesthetic. If faculty can incorporate diverse learning styles throughout the semester, less students will be left behind. When teaching Gen Z students, it is worthwhile to blend techniques to create an active learning environment. This discussion describes the three major learning styles and provides classroom suggestions. By adopting diverse learning strategies (such as visual, auditory, and kinesthetic), professors increase the ability to connect Gen Z students to course content. Providing information, stimulation, and connection is the key to reaching Generation Z students. Adopting new and innovative teaching techniques inspires students' success and invigorates professors.