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Teaching Millennials to Engage THE Environment instead of THEIR Environment: A Pedagogical Analysis
Unformatted Document Text:  Method All 120 upper-division students enrolled in upper-division journalism classes were given media texts covering complex science or technology issues facing society to consume out of class. After engaging visual representations like Brand’s order of civilization diagram in class discussion, students engaged in verbal discussion about how the content consumed out of class applied at various levels of society. Each student was then asked to blog about his or her analysis of the voices represented in the story, the appeals to various levels of society, and the application of principles discussed in class to generate criticism. Students were then required to respond to at least two classmates’ blog entries, and to demonstrate critical analysis of their classmates’ posts. Next (after the instructor reviewed the blog activity), the class engaged in a second class discussion the following class session, in which different intellectual or analytical approaches taken by students were presented and critiqued. Through these latter discussions, Millennial students demonstrated a greater degree of critical thinking and analysis than in their initial discussions, invoking competing value systems, cultural contexts, and demonstrating recognitions of differences in ideology. Finally, the students were asked to evaluate the blogging and instructional experience with specific questions added to their course review surveys. Results The degree of difference between the initial discussion and the latter discussion in terms of grasp of scientific data, critical analysis, and application of theoretical frameworks to questions was dramatic, both in the amount of support details offered to 13

Authors: Stevens, Rick. and Crow, Deserai.
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Method
All 120 upper-division students enrolled in upper-division journalism classes 
were given media texts covering complex science or technology issues facing society to 
consume out of class. After engaging visual representations like Brand’s order of 
civilization diagram in class discussion, students engaged in verbal discussion about how 
the content consumed out of class applied at various levels of society. Each student was 
then asked to blog about his or her analysis of the voices represented in the story, the 
appeals to various levels of society, and the application of principles discussed in class to 
generate criticism. Students were then required to respond to at least two classmates’ blog 
entries, and to demonstrate critical analysis of their classmates’ posts. Next (after the 
instructor reviewed the blog activity), the class engaged in a second class discussion the 
following class session, in which different intellectual or analytical approaches taken by 
students were presented and critiqued. Through these latter discussions, Millennial 
students demonstrated a greater degree of critical thinking and analysis than in their 
initial discussions, invoking competing value systems, cultural contexts, and 
demonstrating recognitions of differences in ideology. Finally, the students were asked to 
evaluate the blogging and instructional experience with specific questions added to their 
course review surveys.
Results
The degree of difference between the initial discussion and the latter discussion in 
terms of grasp of scientific data, critical analysis, and application of theoretical 
frameworks to questions was dramatic, both in the amount of support details offered to 
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