Scholarship of Teaching and Learning – Family Science Association

Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course

Olena Nesteruk, Department of Family Science & Human Development, Montclair State University

Abstract

This paper describes an innovative approach to teaching about family development over the life course through an application project and assesses its effectiveness in student learning. The integration of genograms and expanded family development theory (FDT) into one project aims to provide an engaging and useful structure for the assignment and promote the inclusion of diverse families. In this assignment, students (1) create their family genogram and (2) write an accompanying paper to identify and apply the FDT stages and developmental tasks to each generation of their family. Assessment results demonstrate that this project provided students with a practical opportunity to apply theoretical course content to diverse, real-life families and helped to recognize family trends across generations. Students appreciated the hands-on learning experience and opportunity for self-reflection, which promoted engagement with course materials. Incorporating genograms and the expanding family life cycle helps to overcome the limitations of the original FDT by being inclusive of all families, thus contributing to more effective preparation of competent professionals.

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.

Tag - Scholarship of Teaching and Learning

Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course

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