Skip to main content
SpringerLink
Log in

Training the Millennial Learner Through Experiential Evolutionary Scaffolding: Implications for Clinical Supervision in Graduate Education Programs

  • Professional Issues
  • Published:
Journal of Genetic Counseling

Abstract

They are the Millennials – Generation Y. Over the next few decades, they will be entering genetic counseling graduate training programs and the workforce. As a group, they are unlike previous youth generations in many ways, including the way they learn. Therefore, genetic counselors who teach and supervise need to understand the Millennials and explore new ways of teaching to ensure that the next cohort of genetic counselors has both skills and knowledge to represent our profession well. This paper will summarize the distinguishing traits of the Millennial generation as well as authentic learning and evolutionary scaffolding theories of learning that can enhance teaching and supervision. We will then use specific aspects of case preparation during clinical rotations to demonstrate how incorporating authentic learning theory into evolutionary scaffolding results in experiential evolutionary scaffolding, a method that potentially offers a more effective approach when teaching Millennials. We conclude with suggestions for future research.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. Although individuals in each generation take pride in their unique personalities, scholars have found general characteristics within generations. The purpose is not to stereotype, but to provide useful guidance for understanding qualities that impact interactions in academics, the workplace, and relationships.

  2. Because the focus of this manuscript is about clinical supervision, we use the term “supervisor,” recognizing that the proposed model could be applied to both supervisors and instructors.

  3. Although we respect and honor each person as a unique individual, we assume in this paper that Millennial generational characteristics will emerge in many if not most genetic counseling students. To the extent that this is not true, supervisors should adjust accordingly.

References

  • ABGC. (2010) personal communication via Lisa Amacker-North.

  • Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52–81.

    Article  CAS  PubMed  Google Scholar 

  • Benbassat, J., & Baumal, R. (2005). Enhancing self-awareness in medical students: an overview of teaching approaches. Academic Medicine: Journal of the Association of American Medical Colleges, 80(2), 156–161.

    Google Scholar 

  • Bell, B., Bareiss, R., & Beckwith, R. (1993). Sickle cell counselor: a prototype goal-based scenario for instruction in a museum environment. Journal of the Learning Sciences, 3(4), 347–386.

    Article  Google Scholar 

  • Bickhard, M. H. (2005). Functional scaffolding and self-scaffolding. New Ideas in Psychology, 23, 166–173.

    Article  Google Scholar 

  • Borders, L. D., Eubanks, S., & Callanan, N. (2006). Supervision of psychosocial skills in genetic counseling. Journal of Genetic Counseling, 15(4), 211–223.

    Article  PubMed  Google Scholar 

  • Borges, N. J., Manuel, R. S., Elam, C. L., & Jones, B. J. (2006). Comparing Millennial and Generation X medical students at one medical school. Academic Medicine, 81(6), 571–576 [PubMed: 16728812].

    Article  PubMed  Google Scholar 

  • Bruner, J. (1985). Vygotsky: A Historical and Conceptual Perspective. In Wertsch (Ed.), Culture, Communication and Cognition: Vygotskian Perspectives. Cambridge: Cambridge University Press.

    Google Scholar 

  • Carlson, A. (2002). Authentic learning: what does it really mean? Innovative Teaching Showcase, Western Washington University, http://pandora.cii.wwu.edu/showcase2001/authentic_learning.htm.

  • Carlson, S. (2005). The next generation in the classroom. The Chronicle of Higher Education, 52(7), 34–37.

    Google Scholar 

  • Chambers, P. D. (2010). Tap the unique strengths of the millennial generation. Nursing, 40(2), 48–51.

    PubMed  Google Scholar 

  • Cobcroft, R., Towers, S., Smith, J., & Bruns, A. (2006). Mobile learning in review: opportunities and challenges for learners, teachers, and institutions. In Proceedings Online Learning and Teaching (OLT) Conference 2006, Queensland University of Technology, Brisbane: 21–30.

  • Commons, M. L., & Miller, P. A. (2001). A quantitative behavioral model of developmental stage based upon hierarchical complexity theory. Behavior Analyst Today, 2(3), 222–240.

    Google Scholar 

  • Commons, M. L., Trudeau, E. J., Stein, S. A., Richards, F. A., & Krause, S. R. (1998). The existence of developmental stages as shown by the hierarchical complexity of tasks. Developmental Review, 8, 237–278.

    Article  Google Scholar 

  • Coomes, M. D., & DeBard, R. (2004). Serving the Millennial Generation: New Directions in Student Services. San Francisco: Jossey Bass.

    Google Scholar 

  • Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55(1), 5–22.

    Article  Google Scholar 

  • Davis, B. G. (1993). Tools for Teaching. San Francisco: Jossey Bass.

    Google Scholar 

  • Dickson, S. V., Chard, D. J., & Simmons, D. C. (1993). An integrated reading/writing curriculum: a focus on scaffolding. LD Forum, 18(4), 12–16.

    Google Scholar 

  • Doering, A., & Veletsianos, G. (2007). Multi-scaffolding environment: an analysis of scaffolding and its impact on cognitive load and problem-solving ability. Journal of Educational Computing Research, 37(2), 107–129.

    Article  Google Scholar 

  • Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging Research and Practice. Washington, DC: National Academy Press.

    Google Scholar 

  • Elam, C., Stratton, T., & Gibson, D. D. (2007). Welcoming a new generation to college: the millennial students. Journal of College Admission, 195, 20–25.

    Google Scholar 

  • Freeman, L. M., Trower, C. A., Tan, R. J. B., & Terkla, D. G. (2009). Comparison of attitudes between Generation X and Baby Boomer veterinary faculty and residents. Journal of Veterinarian Medical Education, 36(1), 128–134.

    Article  Google Scholar 

  • Galarneau, L. (2005). Authentic learning experiences through play: games, simulation and the construction of knowledge. Proceedings of the DiGRA Conference, Vancouver

  • Ge, X., & Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research & Development, 52(2), 5–22.

    Article  Google Scholar 

  • Gloeckler, G. (2008). The Millennials invade the B-Schools. Business Week, November, 24, 2008.

    Google Scholar 

  • Hart, G., & Nance, D. (2003). Styles of counselor supervision as perceived by supervisors and supervisees. Counselor Education and Supervision, 43, 146–158.

    Google Scholar 

  • Hendrickson, S. M., Veach, P. M., & LeRoy, B. S. (2002). A qualitative investigation of student and supervisor perceptions of live supervision in genetic counseling. Journal of Genetic Counseling, 11, 25–49.

    Article  Google Scholar 

  • Hess, A. K. (1986). Growth in supervision: Stages of supervisee and supervisor development. In F. W. Kaslow (Ed.), Supervision and Training: Models, Dilemmas, and Challenges (pp. 51–67). New York: The Haworth, Inc.

    Google Scholar 

  • Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127–143.

    Article  Google Scholar 

  • Holton, D., & Thomas, G. (2001). Mathematical interactions and their influence on learning. In D. J. Clarke (Ed.), Perspectives on Practice and Meaning in Mathematics and Science Classrooms (pp. 75–104). Dordrecht: Kluwer Academic.

    Google Scholar 

  • Howe, N. (2005). Harnessing the power of millennials. School Administrator, 62(8), 18–22.

    Google Scholar 

  • Howe, N., & Strauss, W. (2000). Millennials Rising: The Next Generation. New York: Vintage Books.

    Google Scholar 

  • Howe, N., & Strauss, W. (2007). Millennials go to College (2nd ed.). Great Falls, VA: LifeCourse Associates.

    Google Scholar 

  • Johnson, S. A., & Romanello, M. L. (2005). Generational diversity: teaching and learning approaches. Nurse Educator, 30(5), 212–216.

    Article  PubMed  Google Scholar 

  • Kennedy, A. L. (2000). Supervision for practicing genetic counselors: an overview of models. Journal of Genetic Counseling, 9, 379–397.

    Article  Google Scholar 

  • Kiesa, A., Orlowski, A. P., Levine, P., Both, D., Kirby, E. H., Lopez, M. H., & Marcelo, K. B. (2007). Millennials talk politics: a study of college student political engagement. The Center for Information & Research on CIRCLE (The Center for Information & Research on Civic Learning & Engagement.

  • Knouzi, I., Swain, M., Lapkin, S., & Brooks, L. (2010). Self-scaffolding mediated by languaging: microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20(1), 23–49.

    Article  Google Scholar 

  • Lindh, H. L., Veach, P. M., & LeRoy, B. S. (2003). A survey of clinical supervision in genetic counseling. Journal of Genetic Counseling, 12, 23–41.

    Article  Google Scholar 

  • Lombardi, M., & Oblinger, D. (2007). Authentic Learning for the 21st century: An Overview. Retrieved January, 2009 from http://www.educause.edu/ir/library/pdf/ELI3009.pdf

  • Mascolo, M. F. (2005). Change processes in development: the concept of coactive scaffolding. New Ideas in Psychology, 23, 185–196.

    Article  Google Scholar 

  • Mangold, K. (2007). Educating a new generation: teaching baby boomer faculty about millennial students. Nurse Educator, 32, 21–23.

    Article  PubMed  Google Scholar 

  • McCarthy Veach, P. M., & LeRoy, B. (2009). Student supervision: strategies for providing direction, guidance, and support. In W. R. Uhlmann, J. L. Schuette, & B. M. Yashar (Eds.), A Guide to Genetic Counseling (pp. 401–434). New York: Wiley.

    Google Scholar 

  • McElroy, R. L. (2009). Measuring intellectual behavior: the hierarchical stages of complex reasoning in executive development. Unpublished doctoral dissertation, Fielding Graduate University, Santa Barbara, CA

  • McGlynn, A. P. (2005). Teaching millennials: our newest cultural cohort. Education Digest: Essential Readings Condensed for Quick Review, 71(4), 12–16.

    Google Scholar 

  • McGlynn, A. P. (2008). Millennials in college: how do we motivate them? Education Digest, 73(6), 19–22.

    Google Scholar 

  • McKeachie, W. J. (2010). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers (12th ed.). Belmont: Wadsworth, Cengage Learning.

    Google Scholar 

  • Middelton, L. A., Peters, K. F., & Helmbold, E. A. (1997). Programmed instruction: genetics and gene therapy. Cancer Nursing, 20(2), 129–151.

    Article  CAS  PubMed  Google Scholar 

  • Monaco, M., & Martin, M. (2007). The Millennial student: a new generation of learner. Athletic Training Education Journal, 2, 42–46.

    Google Scholar 

  • Oblinger, D. (2003). Boomers, Gen-Xers, and Millennials: understanding the new students. Educause, July/August, 37–47

  • Olson, M. (2009). The “Millennials”: first year in practice. Nursing Outlook, 57(1), 10–17.

    Article  PubMed  Google Scholar 

  • Pardue, K. T., & Morgan, P. (2008). Millennials considered: a new generation, new approaches, and implications for nursing education. Nursing Education Perspectives, 29(2), 74–79.

    PubMed  Google Scholar 

  • Reid, A., & Donnai, D. (2007). New Clinical Genetics. Oxfordshire: Scion.

    Google Scholar 

  • Reiser, B. J. (2002). Why scaffolding should sometimes make tasks more difficult for learners. Proceedings of CSCL 2002, Boulder, CO.

  • Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and Conceptual Scaffolds for Scientific Inquiry in Biology Classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and Instruction: Twenty-five Years of Progress (pp. 263–305): Lawrence Erlbaum Associates.

  • Romanelli, F., & Ryan, M. (2003). A survey and review of attitudes and beliefs of Generation X pharmacy students. American Journal of Pharmaceutical Education, 67, 72–79.

    Google Scholar 

  • Renzulli, J. S., Gentry, M., & Reis, S. M. (2004). A time and a place for authentic learning. Educational Leadership, 62(1), 73–77.

    Google Scholar 

  • Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: a review of the research. Review of Educational Research, 64(4), 479–530.

    Google Scholar 

  • Rule, A. C. (2006). The components of authentic learning. Journal of Authentic Learning, 3(1), 1–10.

    Google Scholar 

  • Seymour, J. R., & Osana, H. P. (2003). Reciprocal teaching procedures and principles: two teachers' developing understanding. Teaching and Teacher Education, 19(3), 325–344.

    Article  Google Scholar 

  • Tyler, K. (2007). The tethered generation (pp. 41–46). May: HR Magazine.

    Google Scholar 

  • Tyler, K. (2008). Generation gaps: Millennials may be out of touch with the basics of workplace behavior. HR Magazine. January, 69–72.

  • Uhlmann, W. R. (2009). Thinking it all through: case preparation. In W. R. Uhlmann, J. L. Schuette, & B. M. Yashar (Eds.), A Guide to Genetic Counseling (pp. 93–131). New York: Wiley.

    Google Scholar 

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

    Google Scholar 

  • Walker, J. T., Martin, T., White, J., Elliott, R., Norwood, A., Mangum, C., et al. (2006). Generational (age) differences in nursing students’ preferences for teaching methods. Journal of Nursing Education, 45, 371–374 [PubMed: 17002084].

    PubMed  Google Scholar 

  • Weil, J. (2001). Multicultural education and genetic counseling. Clinical Genetics, 59(3), 143–149.

    Article  CAS  PubMed  Google Scholar 

  • Weston, M. (2006). Integrating generational perspectives in nursing [Electronic Version]. Online Journal of Issues in Nursing, 11(2) from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume112006/No2May06/tpc30_116073.aspx.

  • Wilson, M. E. (2004). Teaching, learning, and millennial students. New Directions for Student Services, 2004(106), 59–71.

    Article  Google Scholar 

Download references

Acknowledgements

We wish to acknowledge three groups.

We thank the graduate students, especially the Genetic Counseling Class of 2009, at the University of Utah, who first encouraged the lead author to consider the Millennials as a cohort with a different learning style.

We thank the Center for Teaching & Learning Excellence at the University of Utah, especially the Teaching Workshop Series, for the basic information about the Millennial Learner, the guidance to proceed with this paper, and the opportunity to bring the two authors together.

Finally, we thank several readers of our initial drafts. The valuable insights provided by faculty and Millennial learner graduate students, including Bonnie Baty; Saundra Buys; Katie Dunn; Caroline Liebers; and Jennifer Saam, helped us to consider and incorporate thoughts from both sides of the supervisor/student relationship. Our reviewers and editors of this Journal also provided comments that we believe make the final document stronger.

Author information

Authors and Affiliations

  1. Huntsman Cancer Institute, University of Utah, 2000 Circle of Hope, Salt Lake City, UT, USA

    Vickie L. Venne

  2. Center for Teaching & Learning Excellence (CTLE), University of Utah, 195 S. Central Campus Dr., SILL 136, Salt Lake City, UT, USA

    Darrell Coleman

Authors
  1. Vickie L. Venne
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Darrell Coleman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Darrell Coleman.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Venne, V.L., Coleman, D. Training the Millennial Learner Through Experiential Evolutionary Scaffolding: Implications for Clinical Supervision in Graduate Education Programs. J Genet Counsel 19, 554–569 (2010). https://doi.org/10.1007/s10897-010-9319-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10897-010-9319-8

Keywords

Search

Navigation