- 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
Note: All authors contributed equally and share first authorship.
Abstract
This paper details the redesign and implementation of an introductory Family Science and Human Development (FSHD) undergraduate course. The redesign implemented a flipped classroom approach, grounded in constructivist theory and active learning methods. A flipped classroom approach shifts traditional lecture-based classwork to an application-focused, interactive curriculum. More specifically, it shifts students from being passive learners to active, co-constructors of knowledge. Doing so deepens learning through the centering of students, along with their peers, through meaningful exchanges that help prepare them to work in the field with diverse people and families. While flipped classrooms are becoming increasingly popular, given their link to improved learning outcomes, here we seek to address a gap in the literature concerning its application within FSHD, which is well-suited for such an adaptive, flexible, and dynamic pedagogical approach. We particularly highlight our development and use of podcasts and fact sheets to replace textbooks and in-class activities that promote not only the application of content but also skill development.
