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Conference Proceeding

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Theories about Millennial students abound, but mostly they characterize collective cultural traits of the generation, like multitalking, technosavvy or narcissism. Educators turning to these theories for guidance on how to teach this generation find little help. Part of the problem is the disconnect between generational theory and learning science. This paper aims to bridge this gap and bring learning research, in particular from the subfields of intellectual development and metacognition, into the discussion, to uncover how certain social and parenting trends have affected students’ preparation for the complex cognitive demands of college learning and to suggest specific pedagogical strategies.

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