In efforts to bridge the gap between my generation and the emerging adults that are currently within my sphere of influence, I’ve immersed myself in great tomes of generational theory. The sport marketing course even contains a module on generational marketing since a sport organization’s fan base may extend over a broad range of age demographics. However, my personal encounters also confound this Gen X brain as one classroom experience encourages the need to hone my technological knowledge, while other occurrences unearth a need to instruct Gen Z on how to use basic internet applications and programs.

Sitting in my office this past week provided a picture-perfect example of Gen Z’s natural bent towards utilizing technology to solve a problem. In the teaching methods course, we pondered the scheduling challenge of finding mutually open times between interns, mentors, and coaches (not to mention that both interns are student athletes on fall teams), for us to conduct our regular monthly meetings. Amanda’ and Euan’s brilliant response was to wonder if we could access technology to have a virtual meeting since one school is a 30-minute road trip. It was an easy, natural solution for them where my Gen X mind is navigating the logistics of traveling to and from locations in the middle of a day where our classes are scheduled at varied times throughout. Think there is a transformational teacher in the making?

As the years pass and I become a more seasoned educator, I am discovering that the learning curve on technology seems to extend to increasingly longer periods of time. I’m not sure that I can survive the process of educating myself on one more learning management system or programs to record class presentations. This struggle might explain why Steven Aldridge has been wise enough to not inquire about my basketball stat-keeping availability. If I’m the spotter, I might mistakenly call, “JL34DR22.” (You’re not missing anything if you can’t decode that message)!

The opposite end of the spectrum I have experienced with Gen Z is that I take for granted that ALL technology is within their skill set. Instead, I’m composing step-by-step instructions on how to record a slide presentation with a voice over so they can complete a course assignment. Or they have enough word-processing experience to make a visually interesting resume with columns and color blocks rather than an all text version formatted in an unappealing layout. Navigating a proper balance can be challenging. The desire is there to speak their native tongue of being digitally aware by creating course experiences that implements familiar technology, but with a wealth of programs in existence and the rapidity of change, I’m not confident that we can remain on the same page.

On the page Engaging and Equipping Gen Z, we will explore various strategies to bridge the gap between existing and emerging generations, particularly within higher education. Personal ideas will be shared that I’ve implemented which seem to engage students including varying instructional strategies within a course, and you are encouraged to share your successes and failures. I’m especially fond of simple approaches such as adding visual images to a slide presentation since Gen Z is accustomed to visual over written. More on that topic can be found in the post Do You Speak Gen Z?

Again, hearing from colleagues’ personal experiences is so valuable in helping us to flourish as professionals and planning time is so precious that I invite you to contribute your thoughts in the comments section below.