Channing R. Ford is Dean of the Graduate School and Assistant Professor in the College of Education and Professional Studies at Jacksonville State University.Kimberly B. Garza is associate professor and Graduate Program Officer in the Auburn University Harrison College of Pharmacy’s Department of Health Outcomes Research and Policy.Lindsey E. Moseley is curricular coordinator at the Harrison College of Pharmacy at Auburn University.Emily B. Wilkins is Director for Assessment and Planning for the Division of Student Development at the University of Dayton.

As all of us in higher education continue to wrestle with the cohort effect of the COVID 19 pandemic, the role of generational theory and its emphasis on the significance of historical context feels more salient than ever. The authors provide a clear, comprehensive, and deeply empathetic dive into generational theory and the insights it offers for students and educators in the health professions. Their approach bridges theory to practice in ways that are relatable, practical, and adaptable across many different institutional and disciplinary contexts.

• AcknowledgmentsPrefaceChapter 1: Overview of Generational Theory and the Millennial GenerationChapter 2: Generation Z Enters Higher Education and How They Compare to MillennialsChapter 3: Recent Trends Impacting Higher Education Across Generations: Is Demography Destiny in Higher Education?Chapter 4: Factors that Impact Health Professions EducationChapter 5: Considerations for Teaching Millennials and Gen Zs in the ClassroomChapter 6: Assessing Competency-Based Education and Navigating Clinical/Lab Skills with Millennial and Generation Z LearnersChapter 7: Establishing Connection within Co-Curricular Experiences and the Role of Student Affairs within Higher EducationChapter 8: Creating a Team within Interprofessional Education with Multigenerational Student PopulationsChapter 9: Cultivating Professionalism and Professional Identity Formation Through Experiential LearningChapter 10: Generational Differences in the Health Professions WorkforceChapter 11: Best Practices for Navigating the Generational DividesConclusionReferencesAbout the Authors

Channing R. Ford is Dean of the Graduate School and Assistant Professor in the College of Education and Professional Studies at Jacksonville State University.Kimberly B. Garza is associate professor and Graduate Program Officer in the Auburn University Harrison College of Pharmacy’s Department of Health Outcomes Research and Policy.Lindsey E. Moseley is curricular coordinator at the Harrison College of Pharmacy at Auburn University.Emily B. Wilkins is Director for Assessment and Planning for the Division of Student Development at the University of Dayton.

As all of us in higher education continue to wrestle with the cohort effect of the COVID 19 pandemic, the role of generational theory and its emphasis on the significance of historical context feels more salient than ever. The authors provide a clear, comprehensive, and deeply empathetic dive into generational theory and the insights it offers for students and educators in the health professions. Their approach bridges theory to practice in ways that are relatable, practical, and adaptable across many different institutional and disciplinary contexts.

• AcknowledgmentsPrefaceChapter 1: Overview of Generational Theory and the Millennial GenerationChapter 2: Generation Z Enters Higher Education and How They Compare to MillennialsChapter 3: Recent Trends Impacting Higher Education Across Generations: Is Demography Destiny in Higher Education?Chapter 4: Factors that Impact Health Professions EducationChapter 5: Considerations for Teaching Millennials and Gen Zs in the ClassroomChapter 6: Assessing Competency-Based Education and Navigating Clinical/Lab Skills with Millennial and Generation Z LearnersChapter 7: Establishing Connection within Co-Curricular Experiences and the Role of Student Affairs within Higher EducationChapter 8: Creating a Team within Interprofessional Education with Multigenerational Student PopulationsChapter 9: Cultivating Professionalism and Professional Identity Formation Through Experiential LearningChapter 10: Generational Differences in the Health Professions WorkforceChapter 11: Best Practices for Navigating the Generational DividesConclusionReferencesAbout the Authors

Channing R. Ford is Dean of the Graduate School and Assistant Professor in the College of Education and Professional Studies at Jacksonville State University.Kimberly B. Garza is associate professor and Graduate Program Officer in the Auburn University Harrison College of Pharmacy’s Department of Health Outcomes Research and Policy.Lindsey E. Moseley is curricular coordinator at the Harrison College of Pharmacy at Auburn University.Emily B. Wilkins is Director for Assessment and Planning for the Division of Student Development at the University of Dayton.

As all of us in higher education continue to wrestle with the cohort effect of the COVID 19 pandemic, the role of generational theory and its emphasis on the significance of historical context feels more salient than ever. The authors provide a clear, comprehensive, and deeply empathetic dive into generational theory and the insights it offers for students and educators in the health professions. Their approach bridges theory to practice in ways that are relatable, practical, and adaptable across many different institutional and disciplinary contexts.

• AcknowledgmentsPrefaceChapter 1: Overview of Generational Theory and the Millennial GenerationChapter 2: Generation Z Enters Higher Education and How They Compare to MillennialsChapter 3: Recent Trends Impacting Higher Education Across Generations: Is Demography Destiny in Higher Education?Chapter 4: Factors that Impact Health Professions EducationChapter 5: Considerations for Teaching Millennials and Gen Zs in the ClassroomChapter 6: Assessing Competency-Based Education and Navigating Clinical/Lab Skills with Millennial and Generation Z LearnersChapter 7: Establishing Connection within Co-Curricular Experiences and the Role of Student Affairs within Higher EducationChapter 8: Creating a Team within Interprofessional Education with Multigenerational Student PopulationsChapter 9: Cultivating Professionalism and Professional Identity Formation Through Experiential LearningChapter 10: Generational Differences in the Health Professions WorkforceChapter 11: Best Practices for Navigating the Generational DividesConclusionReferencesAbout the Authors