Modal/stereo/ideal Types

It is an interesting experience - teaching where I'm at right now. Generally speaking, I really like my students. At this point, having substantial interaction with undergrads at 4 different institutions, I've developed various ideas about the modal student character at each place. These are, of course, gross generalizations.
1. My undergraduate institution: nerds who attend class consistently, do the reading, and engage their study as a hobby as much as a chore. They don't really care too much about grades but that's probably because they've never really had to. They make no bones about the fact that they're living in the realm of ideas divorced from practical concerns and applications.
2. My graduate institution: hard-working students who attend class regularly and do the work. They tend to take a more instrumental approach to studying (e.g. how much do I have to do to get an 'A?') and care a great deal about their performance. The modal student at this institution reminds me of those over-achieving, anxiety-ridden, scholar-athlete, student-council types from high school. I'm just saying that's the sense I get.
3. Lectureship 1: these students didn't seem particularly interested in being undergraduates. They were enrolled in specific programs certifying them for specific jobs and did the bare minimum. The exception was the larger number of "alternative" students who were taking my course because they were in the 50s or so and enjoy studying. I loved those students.
4. Lectureship 2: these students definitely embrace the notion that college offers an extended adolescence for drinking and hanging out with contemporaries free from the responsibilities of adulthood and the watchful eyes of parents. They think nothing of skipping class, not turning in assignments, and performing poorly on exams. Because they see this as the way a college student behaves, however, the best and most engaged students in the class are just as likely to engage in these behaviors as the worst. I find that, within bounds, I really enjoy this no-nonsense, let's-skip-the-bullshit, I'm-here-for-the-party approach to undergraduate life. I don't hear from my students about why they didn't get an 'A' but they do come by my office hours when they are interested in the material. I guess what I mean to say is that they are more genuine in their interest when interested and, therefore, more of a challenge and more rewarding to teach than other types of students because the onus is on me to grab their attention and make the material matter to them personally.