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Generation Z is gaining popularity as the name used to refer to those born beginning in the mid to late 1990s. This is the generation that follows the Millennials, and they are just starting to arrive on college campuses. Much attention has been paid to Millennials and their impact on society, and because of this Generation Z members are often lumped together with this older cohort. But Generation Z students are unique, and universities and colleges must prepare to meet the challenges of instructing this new generation. Engineering educators in particular are being challenged to adapt to the speed of technological change. Faculty must consider how to adjust to this new environment, including the changing needs and expectations of Generation Z students. This paper explores these topics. The first section will explore the concept of a generation and describe some of the attributes associated with Generation Z. The second section will review the development of engineering education in the United States and some of the major reforms that have occurred in the past 100 years. The last section will discuss potential changes in the classroom to try and address some of the characteristics of Generation Z students.

The quest for more sustainable urban forms has added renewed vigour to urban planning, with various types of urban infill and intensification becoming increasingly popular with local authorities. These approaches seek to achieve environmental and social objectives but, despite the supposed advantages of a more consolidated urban form, infill housing as a strategy for growth management is not always well received by local residents and it remains a contentious issue. In this paper the authors report on an enquiry into neighbours' interpretations of, and responses to, infill housing in Christchurch, New Zealand.

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