Transforming Introductory Engineering Courses to Match GenZ Learning Styles

Recent pedagogical studies indicate that short, focused content presentations followed by interaction and assessment are more effective in teaching GenZ (ages 17-22) students. By redesigning two high enrollment lower division courses at the University of Idaho, Introduction to Computer Science and Engineering Statics, and targeting GenZ learning styles, we hoped to improve both our retake and retention rates. Since GenZ students are familiar with video technology as part their education, we had instructors record short video segments which corresponded to in-class lectures. In conjunction with the Engineering Outreach program, an office was repurposed into a small faculty recording studio where the videos could be recorded at times which could easily fit within the schedule of a faculty member. We offered short training sessions for the instructors to learn how to use the equipment. The goal was to develop a library of review modules so that if a student did not understand a particular topic which was covered in class, the student could review the video as many times as necessary to master the concept. In addition to the review modules, example problems and their solutions were also recorded to allow students to develop their problem-solving skills. During the spring 2020 semester in Engineering Statics, 51.4% of the students viewed at least one video with an average of 2.6 views per student overall. The switch to the online classes due to the pandemic shutdown had a dramatic effect, where 87% of the overall video views occurred prior to the switch and only 13% occurred after the switch. For the Introduction to Computer Science course, all students viewed at least one video with an average of 13.3 views per student. The number of videos viewed per student after the switch to online showed a slight increase relative to the fall 2019. In both classes, students reported only watching videos on topics that they found most difficult. Videos on more fundamental or more difficult topics had higher viewership. Results suggest that students were using the videos as supplemental materials and that the videos were successful in helping students master the course material.