Tag - family science

Implementing Learner-Centered Teaching Strategies in Family Science

DOI: 10.26536/DZUL6421

  • 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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Abstract

Learner-Centered Teaching (LCT), as opposed to teacher-centered practices, actively engages students in the learning process. In this paper, we discuss the importance of adopting LCT strategies in family science courses to improve student learning outcomes. Family science is particularly apt for LCT because of the interpersonal focus of the discipline. To help fill an important gap in the literature, seven LCT strategies are articulated within the specific context of family science. We highlight the following seven approaches: small group activities, questioning, think-pair-share discussions, gaming, in-class writing, low-stakes quizzes, and flipped classroom design. In addition to describing the approaches, we discuss class size, adapting the techniques for online courses, and working with students who require accommodations. Finally, we share evaluation data from students that speaks to four of the seven LCT strategies. Our hope is that this paper will offer ready-made ideas that family science instructors may adopt. To conclude, we discuss implications, challenges in implementing LCT, and areas of future research.

2024 Volume 28 Issue 1, , ,
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Implementing a Flipped Classroom Approach in an Introductory Family Science Course

DOI: 10.26536/LUJH2788

  • 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.
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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.

2024 Volume 28 Issue 1, , , ,
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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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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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Family science literature has documented the benefits of studying abroad on students’ overall development. However, research has focused less on the challenges that students experience while studying abroad. This study aimed to explore the challenges family science students experienced in a semester-long study abroad program. Qualitative data were collected from 80 students participating in the Semester at Sea study abroad program. Participants responded to an open-ended survey question. Researchers used qualitative content analysis techniques to analyze data and identify common themes. Six major themes emerged from the data. Students experienced: 1) cognitive challenges; 2) social challenges; 3) academic challenges; 4) cultural challenges; 5) logistical challenges, and 6) emotional challenges. Students reported challenges across a variety of domains during the study abroad voyage. Understanding these challenges experienced by students may help family science faculty know where study abroad students can be further supported. Faculty should emphasize students’ cognitive preparations and support students in processing their experiences throughout their study abroad program. Faculty should also prepare students to return home and manage the guilt they may experience.

2023 Volume 27 Issue 2, , , ,
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Research Methods and Statistics Courses in Family Science: Instructional Practices in the Times of a Pandemic

DOI: 10.26536/WSNS2187

Author

Mamta Saxena, Ph.D. State University of New York

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Abstract

Despite the importance of scholarship in Human Development and Family Sciences, many students and professors are unenthusiastic about Research Methods and Statistics courses. This article will first, identify issues that deter optimal teaching and learning in the research methods courses and then engage in a reflective discussion of effective instructional practices in research methods and statistics courses during COVID-19.

2022 Volume 26 Issue 1, , , ,
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