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Supporting & Motivating Gen Z

Peer Educators

Meghan Coletta, She/Her

Program Manager, First Year Programs

University of Washington

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Agenda

Context to Institution & Program
Generation Z Trends
National & UW Trends that Inform our Approach
How those Trends lead to Motivating & Supporting
Adaptations

After this presentation:

Identify one way to motivate peer educators
Identify one way to support peer educators
Identify one way to adapt these ideas �for your programs

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The University of Washington

Large Public Research Institution
Campuses in Seattle, Bothell, & Tacoma
30,000+ Undergraduates
8,000+ first year students

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Undergraduate Academic Affairs

First Year Programs
Academic Support Programs
Undergraduate Advising
Center for Experiential Learning & Diversity
Office of Merit Scholarships, Fellowships, and Awards
Undergraduate Research Program
Husky Leadership Initiative
Jumpstart

Pipeline Project
Carlson Leadership & Public Service Center
Global Opportunities
Mary Gates Endowment for Students
Office of Educational Assessment
Robinson Center
Honors Program
Dream Project

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First Year Programs

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History of FIGs at UW

Program began in 1987, 33 year history
Creating small, intentional academic learning communities within the large university setting
1987= 4 clusters to 2020= 120
2020: 145 FIG Leaders (24 Returning)
2 credit C/NC Course in Fall/Winter

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Retention

Second-year re-enrollment rates

Non-FIGs: 90.9%
FIGs: 94.1%

Six-year graduation rates

Non-FIGs: 75%
FIGs: 81.5%

Pending publishing. L Aulck, J Mathers, C Lee, G Mancinelli, A Lau, M Sun, J West. Target journal: AERA Open.

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FYP Peer

Educators

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How much does your idea of Generation Z match up with what is known about Gen Z?

https://play.kahoot.it/#/lobby?quizId=4a5bc7eb-ab95-49fa.-a692-d07643f778e9

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Dr. Cassady Glass Hastings (2019)

Return on Investment Rhetoric

Major = Career

College for All

Rise of STEM

Mental Health: Amplification & Awareness

National Trends on the First Year Experience

4 min

These are things we all know but if you look closely they are very closely aligned with the way Generation Z is changing things inside & outside of higher ed.

First, the UW can be situated among larger, national trends in higher education. I’m sure none of these come as a surprise and there are likely others we could add.

Return on Investment Rhetoric – Over the last couple years there has been an Increase in the societal rhetoric that there should be a significant return on the investment due to the high cost of a postsecondary education. Gen Z was raised by people who experience the financial/ housing crisis but still value higher education.
Major as Career- Generation Z was shaped by the recession, and they are motivated by sense of purpose, with an entrepreneurial spirit. This results in an even stronger correlation between major and career, than we have seen in past generations. They feel a pressure to decide on a major early in their college career, but many (30-80%) change their major at least once
College for All- Increasing national rhetoric on class inequality and initiatives that financially support access and completion of a postsecondary education. Our own Seattle Mayor has launched such an initiative.
Rise of STEM- Over the last decade, the number of STEM undergraduate degrees granted nationwide has steadily risen. In 2000 about one-third of all freshmen planned to study a STEM field; this proportion rose steadily to 45% by 2016 (Eagan et al. 2017).
Mental Health- Across the country universities are seeing significant increases in the numbers of students who report mental health struggles and seek services. However, this is equally a result of changes in mental health struggles as it is a result of an increased acceptance in reporting struggles. As mental health services in K-12 have also increased, there has been an increase in students who come to campus with pre-diagnosed mental health conditions.
The American College Health Association reported in 2018 that approximately 40% of undergraduates have felt severely depressed in the last year. Approximately a 20% increase from a decade ago.
However, there has also been a 20% DROP in the reported stigma about receiving mental health treatment.
These numbers parallel changes at UW.

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Dr. Cassady Glass Hastings (2019)

Strong Retention Rates

Freshman Transfer Credits

A Diverse, Global Campus

Changing Admissions Landscape

UW Trends on the First Year Experience

3 min

There are also several trends on our campus that influence the first year experience.
Entry to major not being guaranteed, embarked from our graduation & retention study, FIG study, FYE Mapping
Commons challenges, test shock, advisers for major questions, go to themselves for test strategies
Move past time management to stress management
We have enviable retention and graduation rates. More work to be done, especially with regard to the equity gaps in our retention numbers. But many universities would love to be in our position.

92% 1^st Year Retention Rate
81% 6 Year Graduation Rate

The state and K-12 education system have invested in advanced learning opportunities that prepare high school students for college and provide students with the opportunity to earn college-level credit. This has resulted in students coming to campus with an increasing number of college credits completed.

College Academic Mindset

Increased number of colleges and departments who accept students directly.

While these changes have had an overall positive effect and helped to refine communications with students about potential academic paths, it has also been over-emphasized in the student culture and resulted in an increased sense of urgency to find a major because “everyone else has it figured it.”

Not only has our student body become increasingly diverse over the past decade, but we have also strengthened our position as a globally-engaged campus and a global leader in higher education.

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What does this mean for peer educators?

In small groups, please discuss any surprises or trends that you want to inform your support or motivation in your programs?

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Use of Competencies & Goal Setting

Had FYP Specific Competencies
Now utilizing our campus partners amazing work!
fyp.washington.edu/competencies
Resume Work & Goal Setting with all Peer Educators

Return on Investment Rhetoric

Rise of STEM

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The FYP Culture

“Hi, Are you okay?”
Multiple staff member teaching team
Google Voice
Sunday Snapshots
Trained to notice their students wellness but not shoulder it
Mindfulness Practices

Mental Health: Amplification & Awareness

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Training Classes in Spring & Fall for FIG Leaders

Spring

Lesson Plans
Classroom Management
Teaching Styles
Active Learning

Fall (*They are teaching during this quarter!)

Supporting Students Wellbeing
Classroom Situations
Grading

Major = Career

Rise of STEM

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Autonomy vs Structure

Google Drive of Modules
Active Learning
Exit Tickets/ Participation
Adjusting for Student Needs

Required Assignments
Structured Timeline
Module Format

College for All

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Adaptations for Your Own Campuses

Our Unique Situation at UW
How can you adapt what your currently doing to support Gen Z learners & peer educators?

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Questions?

fyp.washington.edu/fyeprojects

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Thank you!

Please remember to submit your evaluation on Guidebook!

Reach out with any questions!

Meghan Coletta, mcoletta@uw.edu

#FYE20 www.sc.edu/fye