Author - Catherine Dutton

2024 Volume 28 Issue 1

Family Science Review

Research Articles

Implementing a Flipped Classroom Approach in an Introductory Family Science Course

DOI: 10.26536/LUJH2788

Authors

  • Maya Autret, Montclair State University, Department of Family Science and Human Development
  • Autumn Bermea, The Ohio State University, Department of Human Sciences
  • Jacqueline Bible, Montclair State University, Department of Family Science and Human Development
  • Kristin Matera, Montclair State University, Department of Family Science and Human Development
  • Brad van Eeden-Moorefield, Montclair State University, Department of Family Science and Human Development
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What’s Missing in Introductory Family Science Textbooks? Where is the Theory, Methods, and Application?

DOI: 10.26536/AVWX9000

 

Authors

  • Robert Hughes, Jr., Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
  • Emily Young, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
  • Brianna Baymon, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
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Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course

DOI: 10.26536/OAXQ7082

Author

  • Olena Nesteruk, Department of Family Science and Human Development, Montclair State University
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Implementing Learner-Centered Teaching Strategies in Family Science

DOI: 10.26536/DZUL6421

Authors

  • Jenna C. Scott, Department of Human Development and Family Science, Florida State University
  • Cynthia B. Wilson, Department of Human Development and Family Science, Florida State University
  • Kristen H. Greene, Department of Human Development and Family Science, Florida State University
  • Nari S. Jeter, Department of Human Development and Family Science, Florida State University
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2024 Volume 28 Issue 1, Family Science Review
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2023 Volume 27 Issue 3

Family Science Review

Research Articles

Undergraduate Students’ Attitudes Toward Marriage Equality: Changes in an Introductory Family Science Course

DOI: 10.26536/ZCTL3235

Authors

  • Nikki DiGregorio, Department of Family Studies and Community Development, Towson University
  • Trent W. Maurer, School of Human Ecology, Georgia Southern University
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Developing College Student Intercultural Competence in a Childhood Diversity Course: A Pilot Study

DOI: 10.26536/UXBQ6584

Author

  • Diana Coyl-Shepherd, Department of Child Development, California State University, Chico 
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Assessing Couples Outcomes in a Student-Facilitated Marriage Enrichment Workshop

DOI: 10.26536/XFOI4761

Authors

  • Rachel Arocho, Utah Valley University
  • Joshua T. Brown, Utah Valley University
  • Aspen Jensen, Utah State University
  • Maleena Maxwell, Utah Valley University
  • Andrew Taylor, Utah Valley University
  • Latrisha Fall, Utah State University
  • David D. Law, Utah State University
  • Camile Harvey, Utah Valley University
  • Azul Martinez, Utah Valley University
  • Melanie Wolfe, Utah Valley University
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How Physicians and Their Non-Physician Professional Spouses Navigate Their Multiple Roles

DOI: 10.26536/FOOQ9778

Authors

  • Carlene O. Fider, School of Human Development and Education, Pacific Oaks College
  • Colwick M. Wilson, University of the Southern Caribbean
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An Exploratory Study of the Use of Grade Contracts in Undergraduate Family Science Courses

DOI: 10.26536/SSMA2835

Authors

  • Patrick P. Cheek, Social Science Program, University of Maine at Augusta
  • Julie DellaMattera, School of Educational Leadership, Higher Education and Human Development, University of Maine
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2023 Volume 27 Issue 3, Family Science Review
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2023 Volume 27 Issue 2

Family Science Review

Research Articles

Pathways and Barriers to Human Development and Family Science Student Engagement in Undergraduate Research

DOI: 10.26536/GRDU3914

Authors

  • Kari Morgan, Kansas State University
  • Melinda Stafford Markham, Kansas State University
  • Garrett M. Jackson, Kansas State University
  • Alexis Luinstra, Kansas State University
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Using Grade Distributions for Assessment of a Child and Family Science Program

DOI: 10.26536/ZVHK6341

Authors

  • Kathleen D. Dyer, Child and Family Science, California State University Fresno
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Values-Based Assessment and Learning Objectives: An Invited Essay in Conversation with Dyer (2023)

DOI: 10.26536/KJCD6443

Authors

  • Erin S. Lavender-Stott, School of Education, Counseling, & Human Development, South Dakota State University
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Challenges Experienced by Students during Study Abroad: Implications for Family Science Faculty

DOI: 10.26536/NOBD1239

Authors

  • Sarah Taylor, California State University, Long Beach
  • Tiffany L. Brown, California State University, Long Beach
  • Nilufer Medora, California State University, Long Beach
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Hindsight Bias in Perceptions of Sexual Assault

DOI: 10.26536/UNUJ1629

Authors

  • Trent W. Maurer, School of Human Ecology, Georgia Southern University 
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Professional Development & Reflection Articles

Student Self-Assessments and Personal Reflections after Taking a Family Life Education Methodology Course

DOI: 10.26536/UZDS9466

Authors

  • Raeann R. Hamon, Messiah University
  • Rachel R. Jones, Messiah University
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2023 Volume 27 Issue 2, Family Science Review
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2023 Volume 27 Issue 1

Family Science Review

Research Articles

The Integrative Conceptual Model: Ecological Risk and Protective Factors for East Asian Immigrant Fathers’ Psychological Well-Being in the United States

DOI: 10.26536/KKBW3017

Authors

  • Kwangman Ko, Counseling and Human Services, East Tennessee State University 
  • Sun-A Lee, Sociology, Anthropology, and Child & Family Studies, University of Louisiana 
  • Jaerim Lee, Child Development and Family Studies, Seoul National University
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A Content Analysis of Work-Family Conflict Scholarship in the United States 2010-2018

DOI: 10.26536/VWIG4282

Authors

  • Hassan Raza, Department of Childhood Education and Family Studies, Missouri State University 
  • Joseph G. Grzywacz, Florida State University
  • Brad van Eeden-Moorefield, Montclair State University
  • Miriam Linver, Montclair State University
  • Soyoung Lee, Montclair State University
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Professional Development & Reflection Articles

The Paradox of Closeness and Distance in a Family Science Interactive Video Conferencing Seminar: Lessons for Teaching in a Time of COVID-19 and Beyond

DOI: 10.26536/GLCU4159

Authors

  • Elizabeth Sharp, Human Development & Family Sciences, Texas Tech University  
  • Erika Brooks-Hurst, Human Development & Family Sciences, Texas Tech University  
  • Paulina Velez-Gomez, Human Development & Family Sciences, Texas Tech University  
  • Dan Fang, Human Development & Family Sciences, Texas Tech University  
  • Debbie Nickles, Human Development & Family Sciences, Texas Tech University  
  • Tim Oblad, Human Development & Family Sciences, Texas Tech University  
  • Andrea Parker, Human Development & Family Sciences, Texas Tech University  
  • Stabdi Samtani, Human Development & Family Sciences, Texas Tech University  
  • Shu Yuan, Human Development & Family Sciences, Texas Tech University  
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2023 Volume 27 Issue 1, Family Science Review
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How Physicians and Their Non-Physician Professional Spouses Navigate Their Multiple Roles

DOI: 10.26536/FOOQ9778

  • Carlene O. Fider, School of Human Development and Education, Pacific Oaks College
  • Colwick M. Wilson, University of the Southern Caribbean
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Abstract

Relationships that involve a physician and a non-physician professional spouse face many challenges that are similar to those experienced by dual career marriages. However, there are unique demands that are associated with physicians who are married to other professionals. One such challenge is the task of navigating their multiple familial and professional roles. This present study explores how physicians who are married to other professionals confront and navigate the complex environment that is often characteristic of work-family issues in this population. Employing an exploratory qualitative design, 34 heterosexual individuals (17 couples) completed in-depth qualitative interviews. These dyadic interviews included 10 male physicians and 7 female physicians. A multisystemic approach was employed to explore themes that emerged. One major theme, contextual appreciation of the physician's work demands, and three sub-themes: familial support, non-traditional parenting and domestic roles, and paid help, emerged. These data provide important information for the medical education of physicians with specific emphasis on navigating multiple familial and professional roles when part of dual career marriages. Findings provide implications for physician vitality/health, medical education, and continuing education with a focus on physician marriages.

2023 Volume 27 Issue 3, , ,
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Assessing Couples Outcomes in a Student-Facilitated Marriage Enrichment Workshop

DOI: 10.26536/XFOI4761

Authors

  • Rachel Arocho, Utah Valley University
  • Joshua T. Brown, Utah Valley University
  • Aspen Jensen, Utah State University
  • Maleena Maxwell, Utah Valley University
  • Andrew Taylor, Utah Valley University
  • Latrisha Fall, Utah State University
  • David D. Law, Utah State University
  • Camile Harvey, Utah Valley University
  • Azul Martinez, Utah Valley University
  • Melanie Wolfe, Utah Valley University
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Abstract

Family practitioners come from many walks of life and may include students, provided they are sufficiently prepared or supported through hands-on learning experiences. In this study, we report the outcomes of community different-sex couples who participated in a free, six-week, student-facilitated Marriage Enrichment Workshop between 2015 and 2018, offered over distance via Interactive Video Conferencing. Data from n = 39 individuals (25 couples) indicated positive change during workshop participation regarding negative interaction, commitment, and sexual and emotional intimacy. At six months post-workshop, only change in negative interaction retained significance. No significant results were reported for overall marital satisfaction, and no effects of booster sessions were detected. This workshop showed slight positive gains for couples, a favorable outcome for an experience with dual goals of providing student practice and strengthening couple relationships in the community.

2023 Volume 27 Issue 3, , ,
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An Exploratory Study of the Use of Grade Contracts in Undergraduate Family Science Courses

DOI: 10.26536/SSMA2835

Authors

  • Patrick P. Cheek, Social Science Program, University of Maine at Augusta
  • Julie DellaMattera, School of Educational Leadership, Higher Education and Human Development, University of Maine
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Abstract

Contract grading can provide an alternative to traditional grading systems. The goal of this exploratory study was to determine students’ reactions to grade contracts as well as their perceived usefulness in undergraduate courses. Contract grading is becoming more popular in higher education. Using a sample of 41 students across three undergraduate courses, data were collected on students’ perceptions of grade contracts and their utility, the degree to which students believed that grade contracts may have improved their sense of efficacy and control over their learning, and the ease with which students understood grade contracts compared to traditional grading. Students responded positively to the use of grade contracts and liked the sense of control that grade contracts provided but had difficulty understanding the more technical aspects of the contracts. Implications for instructors as well as future research are discussed.

2023 Volume 27 Issue 3, , , , , ,
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Undergraduate Students’ Attitudes Toward Marriage Equality: Changes in an Introductory Family Science Course

DOI: 10.26536/ZCTL3235

Author

  • Nikki DiGregorio, Department of Family Studies and Community Development, Towson University

  • Trent W. Maurer, School of Human Ecology, Georgia Southern University

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Abstract

This study explored undergraduate students' changes in attitudes toward marriage equality in an introductory family science course. Students enrolled in the course were exposed to teaching activities centered largely around prejudice and discrimination to examine their effectiveness in facilitating the development of more positive attitudes toward marriage quality. The results of quantitative analyses revealed that substantial numbers of students became more supportive of marriage equality over time in this course. Qualitative analyses of written open-ended student responses utilizing the constant comparative method resulted in three emergent themes: support of marriage equality, increased understanding of marriage equality, and opposition to marriage equality. Collectively, the findings of this exploratory study indicate that the teaching method utilized was effective in fostering the development of more positive attitudes toward marriage equality. Implications for future research, replication, and adaptation in other disciplines are discussed.

2023 Volume 27 Issue 3, , ,
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Developing College Student Intercultural Competence in a Childhood Diversity Course: A Pilot Study

DOI: 10.26536/UXBQ6584

Author

  • Diana Coyl-Shepherd, Department of Child Development, California State University, Chico

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Abstract

The primary aim of this study was to investigate pedagogical mechanisms that promote student understanding of diversity and intersectionality in national and global childhood experiences in order to foster openness, acceptance of diversity, and civic engagement. In this mixed-methods study, participants included 127 undergraduate students in a child development diversity (CDD) course and a control group of 63 undergraduate students in a research methods psychology (RMP) course. Students in both groups self-rated their knowledge of 18 diversity topics, their Openness to diversity, Acceptance of cultural differences, Awareness of racism and sexism, and Plans to advocate for others (OAAP variables). Quantitative results showed significant increases in CDD course groups’ knowledge of all topics from beginning to semester-end and greater knowledge compared with the RMP course control group. For CDD course students, diversity knowledge was positively and more strongly correlated with their OAAP scores. Qualitative written responses from CDD course students illustrate their perceptions of the importance of intercultural awareness and knowledge of childhood intersectionality and diversity, the effectiveness of specific content delivery methods, and how they relate to their advocacy and volunteer plans.

2023 Volume 27 Issue 3, , , ,
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The Paradox of Closeness and Distance in a Family Science Interactive Video Conferencing Seminar: Lessons for Teaching in a Time of COVID-19 and Beyond

DOI: 10.26536/GLCU4159

Authors

  • Elizabeth Sharp, Human Development & Family Sciences, Texas Tech University  
  • Erika Brooks-Hurst, Human Development & Family Sciences, Texas Tech University  
  • Paulina Velez-Gomez, Human Development & Family Sciences, Texas Tech University  
  • Dan Fang, Human Development & Family Sciences, Texas Tech University  
  • Debbie Nickles, Human Development & Family Sciences, Texas Tech University  
  • Tim Oblad, Human Development & Family Sciences, Texas Tech University  
  • Andrea Parker, Human Development & Family Sciences, Texas Tech University  
  • Stabdi Samtani, Human Development & Family Sciences, Texas Tech University  
  • Shu Yuan, Human Development & Family Sciences, Texas Tech University  
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Abstract

Technological advances have created a myriad of possibilities for university teaching, administration, and research. In particular, the internet makes it possible for teaching and meetings to occur when faculty and students are in different locations, and the use of such technologies has seen an unprecedented upsurge since the COVID-19 pandemic. In this paper, we explore a Family Science graduate seminar taught by an instructor 5000 miles away from the students (n= 7) and a teaching assistant (TA) who were in the same classroom. Using a feminist pedagogical framework, we examined students, the TA, and the instructor’s reactions, emotions, and experiences during a 15-week interactive video conferencing (IVC) seminar. Focusing on discussions in the context of IVC, we share benefits and challenges and offer recommendations for using IVC. This paper contributes to the timely dialogue about discussions and emotions in teaching synchronously online and explores the possibilities and limitations of IVC teaching.

2023 Volume 27 Issue 1, , ,
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