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Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Sifting Through Gen Z Stereotypes: Using Critical Empathy to Assess Invisible Learning
Author(s): Eileen Kogl Camfield, Jamie L. Moore, John Allen
Citation: Eileen Kogl Camfield, Jamie L. Moore, John Allen, (2020) "Sifting Through Gen Z Stereotypes: Using Critical Empathy to Assess Invisible Learning," Journal of Higher Education Theory and Practice, Vol. 20, ss. 6, pp. 121-131
Article Type: Research paper
Publisher: North American Business Press
Abstract:
What narratives shape the Gen Z experience and how do these impact instructor evaluation of student work? This article explores how cultural narratives can undermine student resilience and challenges educators to reframe rigor. The piece features assessment data to describe the impact of student selfannotation to help build positive academic self-concept. Using both close analysis of a student’s selfannotations and reporting on macro-level program assessment efforts (N=65), the authors highlight the ways students developed self-regulation, metacognition, and agency. They call for critical empathy as a reflexive lens all instructors can use to disrupt stereotypes and forge more egalitarian learning spaces.
