Journal of Engineering Education Transformations

Abstract

We have Generation Z students who are spontaneous and ardent, stepping into college with the dreams to graduate. Most Generation-Z has used the internet since their young age, are comfortable with technology, and have an equivalent presence on social media as that of physical. Having a short attention span, they need perspectives that matter and analyses with direction. To provide a pertinent learning space to Generation Z students, this paper proposes a model - 'Elevate-Z.' Elevate-Z has four major components: Know-Z, Interpret-Z, Incubate-Z, and Be-Z, which give it a shape of Z, determined by the breadth and depth of each element. The model encompasses an iterative process yielding results and feedback periodically. The paper also puts forth the closures derived from the Elevate-Z model. The closures discussed are on feedback, challenges, prevalent, upbeat, and comprehension. The results and discussion are presented by applying the model for four courses over a span of four years for different batches. The paper further discusses the numerous methods and by-products of the model, to name a few: hundred questions challenge, honest weekly dashboards, teaching through design way, industry challenges, problem-based learning sessions, creative minor question papers, and challenging assignments. The model's effectiveness is evaluated and presented based on the attainment of course learning outcomes, student performance, and student feedback. Generation Z students need an emphasis on design and conceptual motivation rather than flat lesson delivery. Elevate-Z serves the purpose just right.

Keywords— Elevate-Z; Generation Z; Learning Spaces; Learning Objectives; Model; Pedagogy