A Boomer and a Y’er walk into a bar…
That was just to get your attention. Being a Boomer and trying to teach automotive to Gen Y has got to be one of the most challenging and exasperating things I’ve done recently. Although these days, automobiles and trucks incorporate advanced technology these vehicles are still based on a basic mechanical motor and drivetrain. Most students develop their interest in this industry on the mechanical side of it. Although the students are quite prolific in using their cell phones, laptops, I-pads etc. they have no concept of how the technology (electronics) work. Most of them don’t want to take the time to try to learn it. Instant gratification (another problem with these young whipper snappers) is how they have grown up. Like I've read in some of these courses here, they jump in and will read the directions if they have to. That's fine unless you short out and burn up fifteen feet of wire on a new car. They feel that being able to work the laptop; I-pad etc. are enough. They don’t have the patients to sit through a learning session on ohms law, watts law or even wiring diagrams. Although this is how their knowledge will be judged in the industry. One thing we do at the beginning of every 3 week course is inform the student of our requirement to participate in a group presentation on the last day of class. This does give them some class time where they can use the internet to gather information on their topic (auto/diesel/electric related) for their presentation. Aside from that it’s hard to try to incorporate today’s technology into our classes, aside from the typical lab scope or automotive scan tool.
OK now for your joke…
A Boomer and a Y’er walk into a bar… “OWWâ€!
Ha ha ha ha ha ha… I kill me!
Dave,
this is a great example of how we have to help this generation disconnect, so to speak, from the technology & appreciate the basics of their disciplines.
Ryan Meers, Ph.D.
Unfortunately, the students are often more concerned with getting the lab sheets completed as quick as possible, without ingesting any of the information on it. It’s hard to get them to slow down and try to understand what they’re doing as opposed to just going through the motions.
Dave,
this is a great example of the results-oriented culture that we have developed. It's about the end result, rather than the process & we have to work hard to help our students slow down & appreciate & learn from the process.
Ryan Meers, Ph.D.
I think one of the most difficult things to do is motivate students to appreciate the working process and benefit from the learning experience. I like to give writing assignments and then have the students share with the class what they have learned. It helps them want to do a better job because they will have an audience instead of just handing in an assignment.
What's a bit frightening is how Boomers and Gen Xers have had their own information processing patterns affected by this "quick access" orientation. This type of impatience definitely leads to the disasters you cite, Dave. Frequent group projects and discussions are good ways to slow down speed of access, and possibly get students to consider the complexity of what they need to learn. And be sure to collect written reports of each group's findings - anything committed to writing tends to carry that contractual accountability, and one hopes would spur a deeper level of learning.
You are so right about the students trying to get the lab sheets done as quickly as possible. One of the instructors I work with tests compatencies by process in a technical test. He grades each step of the process. I find that to be a clever approach to slowing down the students.
Good post,I think the Y'ers need to do is slow down and realize all the answers are not on the lap tops and smart phones via Google.They are going to have to learn how to use a screw driver,hammer,hacksaw,cutting torch ect.Not just know what one is from looking at a picture.
BRUCE,
this is so true, the slowing down is a key part of what we need to help them do & teach them to do.
Ryan Meers, Ph.D.
I agree the process is key ---they need the foundations...of how and why things happen
