Incoming College Students: Who they are
From climate change, global conflicts, attacks on science and the seeming daily school and other mass shootings, to social media, misinformation, and the new world of generative artificial intelligence, students today have inherited a deeply uncertain world. It’s important that we not compare them to prior classes of students or expect that they will learn or act in the same ways. To truly support them, we have to consider what they’ve lived and learned through and how this impacts how they show up (or not) in the classroom.
We also must acknowledge where they are academically and socially, be aware of what they expect and what they don’t know to expect, and prepare to have conversations and implement practices to meet those expectations (and reduce frustration).
- A Class as a Community of Learners: Why It All Matters, addressing mutual responsibility, attendance, lateness, deadlines
- Transparent teaching and the why of everything
- Flexibility, but also clarity
- Inclusive teaching
- Accessibility, including being able to access and “do” course materials online
- Classroom for community building
- Supporting international students
What we know about students now
Characteristics and experiences
- They have lived through “lockdown,” online middle school, and mask mandates
- They are very “online” and live publicly
- They may lack social skills but they have other skills
- They experience higher levels of stress, anxiety and depression and are more attuned to their mental health
- They may lack shared belief structure but they’ve learned adaptability
- They are looking for stability, clarity and meaning
- They want to understand the value of their efforts
In their own words
- On loneliness. “I started high school on my couch in my basement… It was really lonely,” Megan Mart-Kirven, high school class of 2024
- On not wanting to be in-person. “No one wants to be in-person if they don’t have to be. . . . [unless we’re required to] be together, everyone wants to do it on FaceTime,” Riley McGeough, high school class of 2025
- But many do want to be in-person. Gen Z survey respondents overwhelmingly shared that their preferred form of communication is “in person.”
- On being hyperaware of how social media affects the brain but unable to disconnect. “I know deep down [reducing use] would be beneficial for me. I would worry less . . . and invest in . . . being present with people. But the anxiety and fear of missing out stops me from deleting social media apps,” Claire Krieger, college class of 2026
- On perseverance and overcoming. “Even though we were faced with an obstacle, we were still able to succeed. We were able to fly over all of those bad things that kept us in the house . . . and be grateful for it,” Deja Smith, high school class of 2024
- On uniting for change, in the face of despair “[We] come together for these big issues, regardless of how. . . upset [we] are. . . BLM, Ukraine, Roe v. Wade, most recently for Palestine. The way that we are able to mobilize ourselves to come together for something even in the worst of times I think is something really, really special,” Anaka Srinivas, college class of 2024.
On college readiness
- They think they’re academically prepared for college, but data suggests otherwise. 80% of high school seniors say they’re prepared for college-level work and anticipate getting B’s and higher. But an analysis of ACT college admissions test data suggests only 20% are actually prepared. Some suggest inflated grade point averages exacerbate this misalignment.
- And they don’t know how to learn. Educators say students entering college this fall (2022) have fewer study and test-taking skills, such as simple tactics like preparing note cards . . .” (Chalkbeat)
- They’ve studied for state and district tests and high grades, but not to deepen learning, solve problems, or think critically. Emphasize that it’s the learning that really counts, not the grade. Show you believe that all students in your class are capable of being successful.
- Their idea of what constitutes a reasonable amount of work is smaller. They struggle to read and write at any length other than super short and aren’t as able to synthesize information.
- They don’t know what help to ask for or how to ask for it. “They’re less communicative with professors when they need extra time to complete assignments, have difficulty staying on task, and have fewer coping mechanisms when adversity strikes.” (Chalkbeat)
- Invite the University Learning Center and Libraries to visit class and share their services.
- They haven’t developed strong social skills, etiquette or awareness. “I’ve noticed that people don’t really say thank you anymore. They cut in line or stand way too close. . . people [don’t know] how to email their professor. . . how to be polite, they talk to professors like they’re best friends.” (The Butler Collegian)