Author - Symone Osieko

Le Anne E. Silvey, Sandra J. Bailey, James J. Ponzetti, Jr.

ABSTRACT: Indigenous grandparents have significant roles in the lives of grandchildren. They are integrally engaged with grandchildren because traditional ways valye and support their involvement. Despite historical trauma and ongoing marginalization of Indigenous people, the power of their culture and resiliency are strength-based assets. Understanding Indigenous culture and history can help practioners provide services to these families. This paper reviews unique characteristics of Indigenous grandparenting and makes recommendations for service providers.

Bethany Willis Hepp & Neda Moinolmolki

ABSTRACT: The numbers of foreign-born undergraduates in the United States have increased in the 21st century, yet literature exploring their perceptions of and experiences with campus communities and sense of school belonging is limited. This cross-sectional study includes self-report data from 153 foreign born undergraduates. Data were collected during the first year of the Donald J. Trump Presidential administration, a sensitive socio-historical time period for this population. Correlations between students’ sense of school belonging were calculated using variables related to discrimination and rejection, concerns about deportation, access, importance of campus space, social capital, support, and civic engagement. Analysis of variance were calculated to ascertain group differences based on immigrant status. Results indicate that macro-level sociopolitical contexts impact this population negatively, but colleges and universities may support foreign-born undergraduates by creating and maintaining safe campus spaces for peer-to-peer and peer-to-faculty interactions. Civic engagement and preventive education could be critical for promoting success. Family Science and Family Life Education programming may be particularly useful; this is discussed as implications for practice.

Mirna E. Carranza

ABSTRACT: The purpose of this paper is to re-conceptualize acculturation as a family process. Latin Americans who have settled in North America will be used as a case sample because they share the common thread of colonization and oppression. The application will be relevant to diverse groups from colonized spaces. It examines three theoretical frameworks: family systems, social psychology, and economic sociology. This reconceptualization contributes to the existing literature in five ways: (a) accounting for how immigrant experiences are shaped by the global economy, (b) highlighting the family context of migration, (c) conceptualizing the immigrant family as a dynamic system moving across time and borders, (d) providing opportunities for resource-focused research initiatives that account for complexities of the family during immigration processes, and (e) emphasizing ongoing violence and marginalization experienced by families throughout their migration journey due to being constructed as the racialized “other.”

Jennifer Greiving

ABSTRACT:

Recent educational reforms tend to focus on reading and math, possibly to the detriment of history education. As university students enroll in family perspective courses, their lack of historical knowledge may result in diminished understanding of local and global events that have affected the course of global families and human development. This study examines the connection between students’ self-reported historical knowledge and cultural competence. Self-reported measures of historical literacy and cultural competency were collected from 123 students at a Mountain West urban university campus using a quantitative questionnaire. Results show that historical literacy may play a small but statistically significant role in cultural competence. Suggestions are made for future research and curriculum direction.

Sylvia Niehuis & Shera Thomas-Jackson

ABSTRACT: Many family-science courses are devoted entirely to, or include segments on, cultural diversity. Though some experts believe that a certain amount of tension in the classroom can spur student introspection and learning, discussions that create intensely unpleasant experiences are likely to be counterproductive. Students’ learning may be impaired. Much of the available literature focuses on practical advice for instructors teaching challenging classes, and on students’ emotional reactions to the subject matter. Instructors’ emotions, which set the tone for students’ emotions, have received less attention. This paper focuses on instructors’ emotional skills and experiences in handling uncomfortable cultural diversity class discussions, including the “emotional work” involved and equitability in assignments to teach such classes. We first review published recommendations of best practices for dealing with difficult classroom situations, then present several outstanding questions. We present the latter, in part, to generate greater discussion and research on the relevant issues.

Jacki Fitzpatrick, Erin Kostina-Ritchey

ABSTRACT: This article summarizes use of a serious online game/simulation (SOGS) and assessment of students’ perceptions of the SOGS. In this teaching activity, students assume roles of resource allocators who decide which communities receive assistance during an epidemic. When the simulation ends, students see some consequences of their decisions. such as financial costs and death rates. One week after completing this SOGS, students took an anonymous survey which included open-ended short-answer essay questions. Two coders engaged in emergent content analysis of the essay responses. This analysis revealed two dimensions of positively and negatively-valenced themes. The results highlighted the value of conducting activity-specific assessments. Suggestions for future research and SOGS activities are offered.

Tammy S. Harpel, Erin Egan

ABSTRACT: The purpose of this paper is twofold. It describes the use of infant simulators to teach undergraduates about the experience of parenting. It also examines empirical evidence of the use of the infant simulator among undergraduates enrolled in parenting courses at two universities. In particular, the evaluative evidence explores lessons learned about parenting from the caregiving experience, along with the role of duration of the simulation on caregiving performance, reported caregiving difficulty, and lessons learned about parenting. Data from 261 students enrolled in undergraduate parenting classes at two universities were used for the evaluation. Qualitative findings indicated that students learned these lessons about parenthood: (1) It is demanding, (2) It requires patience, (3) A parent must be selfless, (4) Parents lose sleep, and (5) Single parenthood is difficult. Duration of the simulation was significantly associated with specific lessons. The evaluation data indicate that the simulator experience is a valuable learning tool for undergraduate students.

Raeann R. Hamon, Amanda G. Strong

ABSTRACT: This paper describes and assesses “Show me your family and I will show you mine,” an active learning technique used for engaging students with family development theory (FDT). Students draw pictures of their families at three different points in time: when they entered it, when they graduated from high school, and five years from now. After allowing time for interested students to share their drawings with the class, students are asked to reflect on a number of questions that help them apply theoretical assumptions and concepts to their own life experiences. Along with providing logistical details of the in-class activity, the authors assess the extent to which the activity helped students personally apply FDT theoretical concepts and assumptions in understanding their own families over time. Results suggest students are capable of analyzing their families at three points of time using an FDT theoretical lens and language, as well as reflecting on strengths and challenges of using the theory.

M. Elise Radina, Elizabeth A. Sharp

ABSTRACT: We continue the dialogue within Family Science about the pedagogical culture of qualitative research methods. Despite the rapidly growing enterprise of qualitative research, there has been minimal discussion in Family Science literature of content and teaching practices used in Family Science qualitative research methods courses. In response, we collected data primarily from graduate students enrolled in qualitative research methods courses and Family Science qualitative methods instructors. Using these data, we analyzed experiences and reflections of both groups. We offer recommendations for qualitative research methods in Family Science.

Meghan Dove, Bridget A. Walsh, Claudia Sanchez, Department of Family-School Partnerships Washoe County School District

ABSTRACT: As formal, nonformal, and informal educational settings work to improve participant involvement, understanding perceptions of physical and digital spaces can add insights for improving specific aspects of any educational setting. This exploratory study examines the use of the Washoe County School District [WCSD] family-friendly school assessment tools for gauging the extent to which school environments welcome families. The WCSD family-friendly school assessment tools consist of the walk-through rating scale (17 items), the website rating scale (11 items), and the phone survey (10 items). Metrics of inter-rater reliability (IRR) included percent agreements and Cohen’s kappa. Results from the walk-through rating scale and website rating scale reported good agreement. Inter-rater reliability for phone survey items was lower than for walk-through and website categories. Implications for this study focus on applicability of these tools within formal, informal, and nonformal educational settings.

Elizabeth Crouch, Lori Dickes, Jan Probst, Kevin Bennett, Thomas Walker III

ABSTRACT:

This study focused on out-of-pocket expenditures from informal caregivers providing care to friends or family members. The main objective was to identify families most at risk for out-of- pocket costs associated with caregiving. Cross-sectional data from the “Family Caregiving and Out-of-Pocket Costs 2016”, a national study fielded by the Association of American Retired Persons (AARP), were used. Descriptive analyses and regression modeling were performed, using population weights. We found that caregivers with a child or children in the household had higher odds of out-of-pocket spending than did caregivers with no children in the household (aOR 1.97; 95% CI, 1.42-2.72). A dose-response relationship was present; those with high levels of caregiving burdens were more likely to report out of pocket costs compared to caregivers with a low burden indices (aOR 2.26; 95% CI, 1.66-3.07). These findings highlight the pressing need for further policy and program development targeting informal caregivers, particularly younger caregivers.

Jeremy B. Yorgason, Brandan Wheeler, Jen D. Wong, Kevin Stott, Susanne Olsen Roper, Kimberly D. Nielson Christensen

ABSTRACT: Informed by family stress and family resilience perspectives, this study examined couples’ experiences with comorbid chronic illnesses in later life. Using data from semi-structured interviews with 28 couples coping with type 2 diabetes and osteoarthritis, we used a qualitative approach to explore stressors and resilience processes associated with comorbid chronic illnesses. Five types of stressors and four types of resilience processes were reported by couple participants. Various stressor and resilience patterns emerged, depending on comorbid illness severity. Respondents reporting high severity in diabetes and osteoarthritis demonstrated fewer resilience processes than did those whose illnesses were not severe. Although most couples exhibited some resilience processes in response to illness-related stress, resilience processes appeared less often among those with self-ratings of high diabetes and arthritis severity and more often among those whose illnesses were less severe. Future research should address buffers of severe comorbid illnesses in later life.

Robin G. Yaure, Silvia K. Bartolic,

ABSTRACT: Whether in person, fully online, or in hybrid format, teaching is a never-ending challenge. Teaching can be a joy and a head-banging experience, sometimes within the span of the same week. Many college faculty may never have had formal training as teachers and so have had to develop their expertise through trial-and-error. By employing techniques examined using the Scholarship of Teaching and Learning (SoTL) and also benefitting from the experiences of others who share what they have learned through this process, one can become an expert teacher. By using a SoTL framework, faculty can understand that their teaching methods have moved from intuition-driven to more empirically tested. This second special issue of Family Science Review that focuses on current methods of pedagogical (teaching children) and andragogical (teaching adults) contains great examples of using the scientific method to examine a variety of teaching and learning experiences in family science. It is a delightful extension of many of the wonderful presentations from the National Council on Family Relations annual conference, with many of the same authors who had presented in San Diego in 2018 and in previous years. While the topics are varied, from student perceptions of online and hybrid courses to teaching sexualization and objectification, using active reading methods, studying content delivery in a relationships course and when helping children learn about healthy eating, the theme that runs through these studies is of going beyond just reporting on clever ways of teaching. These articles share the desire to use quantitative and qualitative methods of analysis to determine how learning may best occur. By employing systematic methods of analysis, the authors of these articles show the value of what they are doing in and out of classrooms and question assumptions about the learning process.

Robin G. Yaure, Silvia K. Bartolic,

ABSTRACT: In light of the growing research on family diversity, the field of family science has yet another critical topic to explore: the implications of family structures on children’s outcomes. With family policy and laws in many countries providing the option for shared parenting, this research on how children cope in different parenting arrangements comes at a necessary and opportune time. For this special issue, shared parenting is broadly defined as a collaborative arrangement  regarding child custody where parental responsibilities for caregiving are shared by parents after divorce or separation occurs. Our first paper examines the co-parenting relationship following divorce with an emphasis on co-parenting support, overt, as well as covert conflict on child outcomes. Parental alienation is discussed in the following two papers – the first examining parental alienation in terms of contact time while the second extends this to an examination of parental alienation as a form of child abuse. The final paper in this set examines how parents make decisions about custody arrangements following divorce through an exchange theory framework.

Robin G. Yaure, Jacqueline E. Schwab

ABSTRACT: As more students in higher education institutions take online and hybrid courses, their perspectives must be taken into consideration. A study surveyed forty-five undergraduate students regarding their experiences with online and hybrid courses. An online survey assessed their reasons for taking the courses and reactions to them. Using the general inductive approach, students’ responses were examined. Students reported taking such courses to take advantage of their flexible schedules to suit work, family, and commuting commitments, fit course schedules, and reduce anxiety about in-person classes. Students reported being dissatisfied when they felt isolated from their peers and professors, did not understand course material, forgot to complete assignments on time, and had difficulty contacting instructors. Suggestions for faculty teaching online and hybrid courses include getting experience as students in an online course environment, enhancing their online “presence” in their own courses, and learning about best practices for online instruction.

Nikki DiGregorio

ABSTRACT: Accelerated developments in technology have occurred alongside an increasingly dynamic student population within higher education, serving as a catalyst for change in approaches to teaching and learning. In response to these rapid shifts, there has been increasing attention to integration of various instructional technologies into educational settings. Research has demonstrated that teachers use technology in various ways (Teo, 2009). Higher education also continues to examine different approaches to teaching and their effects on learning. Despite advances elsewhere, inquiry surrounding the intersection of teaching strategies and technology, specifically within family science, remains scarce. This study explores application of self-directed learning, media literacy, and recreational technology use in shaping intentional teaching assignments to foster learning surrounding sexualization and objectification within an upper-level family science course. Results demonstrate that students report lower body objectification scores and greater awareness of interpersonal sexual objectification after completing the course. This paper also suggests methods for using empirical evidence of best practices from the scholarship of teaching and learning (SoTL) to inform contemporary teaching of family science courses alongside rapid technological changes.

Julie K. Nelson

ABSTRACT: Reading academic material is required in virtually all university classrooms. As such, reading can present a challenge not only for reluctant or resistant students, but also for instructors who assume students have completed assigned reading before class, have understood the information, and retained it for subsequent classroom discussion. However, research has shown the majority of students do not complete the assigned reading. Rather than presenting original data, this paper re-frames pedagogical practices in family science courses using a dual-classroom model for students to engage in active learning through assigned reading. Four active reading strategies are outlined to maximize dual-classroom learning environments.

Daniel S. Hubler, Amanda L. Williams, Mark S. Adams

ABSTRACT: As online relationship education programs continue to grow in prevalence, there emerges a need for anonymous feedback that is useful for improving content and processes that program participants experience. Additionally, as micro-content is used to educate others on relationship knowledge and skills, qualitative feedback can help explore the most appropriate means of content delivery. This paper reports on qualitative feedback that was organized and coded using thematic analysis. These themes provide clear input for structuring online content for all relationship education programs, including those structured in abbreviated “micro-content” formats.

Meeshay Williams-Wheeler, Paula E. Faulkner, Odile Huchette

ABSTRACT: Although there are institutional barriers to interdisciplinary teaching in higher education, students report higher levels of cognitive though and greater knowledge of subject matter when they learn in interdisciplinary ways. This paper highlights interdepartmental collaboration for developing an undergraduate course integrating three concepts: child development, gardening, and nutrition. The course design is meant to prepare undergraduates for developmentally appropriate strategies to educate preschoolers on well-being through use of garden with edible crops. Forty-five students from various majors enrolled in the course over a 2.5-year period. Experiential learning activities included gardening activities at the University Child Development Laboratory along with tours of local farmers’ markets, the University Farm, and the Children’s Museum Edible Schoolyard. In reflective journaling, students reported on knowledge they gained in the three areas as a result of experiential gardening activities with preschoolers. The paper concludes with discussion implications of interdisciplinary course development among family science researchers and the role of gardening education in teaching health and well-being to preschoolers.

Anthony J. Ferraro, Karen Oehme, Hilary Dalton

ABSTRACT: For parents of minor children, the co-parenting relationship is often a highly salient yet volatile aspect of post-divorce life. The nature of this relationship is also dependent upon the greater social context, particularly those aspects that facilitate or constrain interactions between parents. This study evaluates four dimensions of co-parenting behaviors among a sample of recently divorced and divorcing parents (N = 396) and tests for measurement equivalence across physical custody arrangements. Item functioning was determined to be empirically similar for nonresident parents and parents with shared physical custody, so post-hoc tests were conducted comparing a combined group of these parents with a group of resident parents. Results indicated that covert conflictual behaviors falling within the exclusive control of the individual functioned similar across physical custody arrangements. Co parental support, overt forms of conflict, and covert conflict that fell outside the control of the individual differed at a mean-level. As such, there is discussion of co-parenting under particular contextual conditions and the potential impact of those conditions on child well-being.

Amy Smith, Zeynep Biringen, Jennifer J. Harman

ABSTRACT: This study examined whether discrepancies in reported court ordered parenting time and actual parenting time among families that had dissolved (i.e., divorced) was associated with the degree to which children are reported to demonstrate negative coping behaviors. It was hypothesized that (a) parents who were targets of alienating behaviors by the other parent would report having less parenting time than what the courts ordered and (b) children would engage in negative behavioral coping strategies when there were larger discrepancies between parenting time in the divorce decree versus reported parenting time. Data were gathered from surveys and audio-recorded interviews from 70 parents who reported being the targets of parental alienating behaviors. A content analysis was conducted on the interview transcripts to code for the child’s behavioral outcomes, as reported by the targeted parent. Results from this study provide information on the extent to which parenting time awarded by family courts can be in conflict with what occurs, and in reality, whether such discrepancies are associated with parent reported child functioning.

Edward Kruk

ABSTRACT: This article examines the current state of research on parental alienation, which reveals that alienation is far more common and debilitating for children and parents than was previously believed. In extreme cases, one can make the argument that parental alienation is a serious form of emotional child abuse. Careful scrutiny of key elements of parental alienation in the research literature consistently identifies two core elements of child abuse: parental alienation as a significant form of harm to children that is attributable to human action. As a form of individual child abuse, parental alienation calls for a child protection response. As a form of collective abuse, parental alienation warrants fundamental reform of the family law system in the direction of shared parenting as the foundation of family law. There is an emerging scientific consensus on prevalence, effects, and professional recognition of parental alienation as a form of child abuse. In response, the authors discuss the need for research on effectiveness of parental alienation interventions, particularly in more extreme cases. This paper argues for more quantitative and qualitative research focused on four pillars of intervention at micro and macro levels, with specific recommendations for further study of child protection responses, reunification programs, and other therapeutic approaches.

Jaimee L. Hartenstein, Melinda Stafford Markham, Kali Summers

ABSTRACT: This grounded theory study examines how parents make decisions about custody arrangements of their children following divorce. Eleven divorced parents who shared physical and legal custody of their children were interviewed. Eleven factors influenced the custody arrangement decisions of divorcing parents: former partner, children, work, new partner, use of a lawyer, role of family, parenting role, place of residence, finances, divorce, and adolescent input. Parents weighed perceived costs and rewards when determining their custody arrangements. Custody arrangement decisions involve complexities that parents face. Several factors are considered; the custody arrangement decision making process varies for families.

Robin G. Yaure, Silvia K. Bartolic

(Download the article for additional information)

Scott S. Hall

ABSTRACT: Family Science faculty interested in engaging in the scholarship of teaching and learning (SoTL) may encounter barriers at various levels of their institutions—barriers that potentially threaten success of SoTL efforts and overall career advancement. I reflect on such barriers and share data-driven conclusions to illustrate how faculty could assess and build on existing institutional resources to help transform institutional cultures that support and embrace SoTL. Results from my investigation suggest that at my university, there were relatively few explicit or perceived barriers. However, there were also few resources to foster cross-campus collaborations that could facilitate broad-based, impactful SoTL that could help attract external funding.

Victor W. Harris, Kyra C. Speegle, Dan Moen, H. Brooker, Heidi Jones Harris

ABSTRACT: Effective educators who teach “less” better often focus their pedagogy on several distinct cognitive, emotional, and behavioral skills they target in instructional settings. This case study explores teaching “less” better using the Attention, Interact, Apply and Invite (AIAI) – Fact, Think, Feel, Do (FTFD) Start-to-Finish Teaching Model. Data were collected from a diverse, multi-ethnic sample of 226 participants using face-to-face and online formats at a university in the Southeastern United States. Researchers identified major cognitive, emotional, and behavioral target skills at the beginning of four separate parenting and family development courses. The same instructor taught the courses at different times during the day, during different semesters, in synchronous and asynchronous formats. An open-ended survey assessed the top three learning outcomes to determine if participants identified instructor-targeted cognitive, emotional, and behavioral skills as the most important learning outcomes. Initial results indicate that teaching “less  better through use of the AIAI-FTFD may be effective for bringing instructor targeted skills and learners’ learning outcomes into synchrony.

Laura M. Evans

ABSTRACT: Although courses in basic research methods are standard in undergraduate social science programs, there is a dearth of research on effective research methods teaching strategies. This study used student self assessment to explore what sources of scientific information students relied on, as well as their confidence in interpreting scientific studies at the beginning and end of an introductory research methods course. Self assessments were also used to see how students learned about survey research methods. Findings suggest students are more likely to seek scientific information from academic sources, to know the definition of the word “empirical,” and to be more comfortable designing surveys at the end of a research methods course than at the beginning. Students did not find critiquing a survey particularly useful in learning about survey design, but did find the instructor’s lecture slides most useful. There is discussion of implications for using self-assessment as a research methods teaching strategy.

Sharon N. Obasi

ABSTRACT: This manuscript describes the use of real-life data obtained from the Annual Campus Security (ACS) report mandated by the Clery Act to illustrate fundamental concepts in research methods and design in Family Science. Student responses to the use of the ACS report were also assessed. Feedback indicated that using real-life data from the ACS report facilitated comprehension of fundamental concepts in research methods and design.

Diane M. Harnek Hall and Darnell J. Morris-Compton

ABSTRACT: Service learning courses provide opportunities for students to  experience human services work in the field and apply it to curricula. Learning objectives often pair experiences in the field with gaining knowledge and improving academic skills. The present study examined a model of critical thinking development from service learning that combines professional and community perspectives (Sedlak, Doheny, Panthofer, & Anaya, 2003). In a sample of 182 students at one university, a hierarchical multiple regression analysis found that service learning outcome variables had some influence on critical thinking skills after controlling for demographic and academic variables, as the model predicted. Implications of the findings support the role of service learning as a core pedagogy in family science and human services curricula.

Nicole A. Graves

ABSTRACT: The purpose of this article is to share the experience of a non tenure track college instructor who transformed the student learning experience by redesigning two face-to-face courses with service-learning components into hybrid courses based on the Multimodal Model. The author shares unique scheduling ideas along with examples from freshman direct service and senior project-based service-learning experiences.

Autumn Guin, Kimberly Allen, and Jenna K. Barnes

ABSTRACT: The personal, societal, and economic impacts of teen childbearing indicate a significant need for efforts that support young parents and their children. Despite overall downward trends in its national rate of teen pregnancy, the United States continues to have the highest teen pregnancy rate among developed Western nations. Providing research-based parent education and coaching support has proven to help young parents understand child development and safety and reduce the possibility of child abuse and neglect. This study evaluates a teen-specific parent education program, the Very Important Parents (VIP) Program. The VIP Program combines knowledge in the fields of parenting, relationships, life skills, and youth development in a year- long, technologically enhanced educational initiative for adolescent parents. Retrospective post-then-pre- surveys were used to gauge the VIP program’s impact on teen parent participants’ (N=30) knowledge, understanding, and use of skills related to successful parenting. The surveys also examined their understanding, comfort, and use of technology in relation to their roles as parents. Results indicate that teen parent participants experienced statistically significant gains in factors related to successful parenting and in the use of technology to support their parenting.

Silvia K. Bartolic, Editor

Introduction: This issue of Family Science Review represents a nice mix of teaching and substantive research  topics conducted by colleagues in the field of Family Science. In this issue, there are three teaching related articles: 1) Obtaining a “Global Lens” through International Service Learning: A Framework for Family Science Courses, 2) Using Stories to Teach Ethics in Family Science and 3) Redesigning a Family Life Education Methods Course using Experiential Learning and Interactive Videoconferencing as well as two substantive topical articles: 1) Investigating the Connection between Relationship Attitudes and Perceived Health in College Students and 2) Five Personality Types Based on Big Five: A Latent Class Analysis. This issue also debuts our first article in the Professional Development and Reflection Corner (PDRC): Survival Tips for New Family Science Professionals. These articles are but a small example of the diverse topics Family Science Professionals study. I hope you enjoy reading them as much as I did.

I also want to thank Dr. Ray Pence, Dr. Charlene VanLeeuwen, Dr. Tracy Tachiera, Dr. Debra Berke, Serena Li and Emma Russo for their respective roles in assisting with the production of this issue. I also want to extend my sincere gratitude to all of the FSR reviewers for their essential advice and suggestions which strengthen the quality of the papers published.

If you have an idea for a special issue, have questions about submitting to FSR or wish to become a reviewer, please don’t hesitate to contact me: FamSciReview@familyscienceassociation.org

Edgar C. J. Long, Katie Reck, Jeffrey J. Angera, Shelby Martin and Olivia Hartman

ABSTRACT: To strengthen academic and personal development among future professionals, scholars across academia are encouraging participation in study abroad and service learning courses. Faculty in some disciplines have combined these two pedagogical approaches as International Service Learning (ISL). The ISL approach may be particularly beneficial for Family Science students preparing to become globally oriented Certified Family Life Educator scholars (CFLEs). Based on calls from CFLEs for increased student real-world experience serving diverse, cross-cultural populations, this manuscript provides a Family Science ISL framework. Using examples from this framework, the paper discusses applicable CFLE core competencies and makes recommendations for future course replication.

Kari Morgan

ABSTRACT: The issues our students will face as practicing family science professionals are complex and require the ability to translate and apply ethical principles and guidelines. Family science faculty members are responsible for sensitizing students to situations they may face in professional practice, supporting them in developing ethical reasoning skills and awareness of moral and ethical behavior, and introducing students to the notion of ambiguity related to ethics and ethical situations (Kitchener, 1986). Addressing these goals in the classroom can be challenging. Faculty need tools to teach this critical content in meaningful, engaging, and effective ways. One pedagogical approach that can address these needs is the use of stories. This paper shares one faculty member’s experience with using stories as a means of teaching ethics in the family science classroom. Recommendations and guidelines for practice are also addressed.

David D. Law, Latrisha Fall, Rachel Arocho, Sheree Meyer and Kimra Ross

ABSTRACT: This study describes the redesign of a family life education methodology course to be consistent with andragogic principles and give geographically dispersed students a real-life experience delivering a marriage enrichment workshop to community couples in real-time via interactive videoconferencing (IVC). The process of teaching students to become effective family life educators using these principles and technologies is described, and the success of the class is evaluated. The results suggested that students felt experiential learning delivered over IVC was an effective forum for preparing to become family life educators. Results from the couples who received the workshop also supported that effective learning had taken place as students were proficient in delivering the workshop. This study is evaluated within the context of the Scholarship of Teaching and Learning and it concludes with recommendations for other teachers who may want to design similar learning experiences for their students.

Brandon K. Burr, J. Brooke Kuns and Ami M. H. Frost

ABSTRACT: Previous literature has identified a strong link associating relationship health with physical and emotional health. However, very little information examines the link between attitudes toward various relationships (i.e., marriage and cohabitation) and perceived health in college student samples. Such examinations with college age students may be particularly important because emerging adulthood can be a time of amplified risk in terms of relationships and other areas of life. As emerging adult attitudes toward relationships and relationship practices change, ongoing investigations connecting relationship attitudes and health will also be important to more effective planning of educational and intervention endeavors on college campuses. This study uses a marital horizons lens to examine the link between various attitudes toward marriage and cohabitation with health in a sample of 288 college students. Results show that relationship attitudes uniquely predict perceived health above and beyond personal demographics and socio- economic factors. A discussion of implications for practitioners and researchers is provided.

Xiaohui Li, Ping Yao, Katharine Didericksen, Juyoung Jang and David Olson

ABSTRACT: From a sample of 4,522 individuals (2,261 couples, both husbands and wives), five personality types emerged through the use of latent class analysis with data collected on the SCOPE (Social, Change, Organized, Pleasing, and Emotionally Steady) personality inventory (a Big Five assessment used by PREPARE-ENRICH couples assessment). The five personality types identified were Well-Rounded, Stable, Flexible, Unstable Organized, and Unstable Distant. Comparative analysis was conducted by comparing males versus females across the five types, clinical couples versus non-clinical couples, and the husbands versus wives as a couple for both non-clinical and clinical couples. Results revealed that males and females tended to have different types of personalities. However, there was no significant difference in personality types when comparing non-clinical and clinical couples. About one-fifth of the couples married someone with a similar personality type. No significant differences existed between the non- clinical couples and clinical couples in terms of the spouse personality similarity.

Nikki DiGregorio

ABSTRACT: Transitioning into an academic position can be challenging on a number of levels. Using examples from my first two years as an Assistant Professor of Child and Family Development in a rural town outside Savannah, Georgia, I illustrate my professional journey as a family science educator. A feminist standpoint framework (Harding, 1987; Hartsock, 1998) embedded within the overarching theme of life course theory (Bronfenbrenner, 1986; Elder, 1998; Hareven, 1987) lends itself to chronicling this process, via reflection on my experiences and those of my students in the setting of family science education. The paper ends with concrete recommendations and tips for new professionals within family science.

Leslie Koepke & Sarah Wolfgram

ABSTRACT: This paper describes the “gatekeeping process” of a family science undergraduate program developed in 2007. The intent of the process is to assess student academic readiness and personal suitability for the family science profession before internship placement. There is discussion of factors needing consideration before implementing such a process, which include faculty and university support for and student response to the assessment process. The authors provide initial data and outcomes which support continued implementation of the gatekeeping process over a seven-year period. Implications for practice, intervention, research and policy are offered, with the goal of benefiting students, protecting future clients, and upholding the family science profession.

Keywords: gatekeeper, practicum, intern, student assessment, competencies

Brandon K. Burr, J. Brooke Kuns, Anita Glee Bertram & Nathan R. Cottle

ABSTRACT: Many couples experience difficulty from relationship distress and/or divorce. Some research suggests that teaching relationship education (RE) to emerging adults before many enter long-term committed relationships can reduce relationship difficulty and promote healthy relationship behaviors. Yet, very little investigation has been conducted with RE and emerging adults. This study incorporated important concepts from the Within My Reach RE curriculum into an existing college class on marriage and comparisons were made with a class who did not receive RE on several variables. Results showed that those in the revised class showed significant gains in relationship confidence, insight, and healthy decision-making over the control class. Implications for practitioners and researchers are provided based on study findings.

Keywords: Relationship education, emerging adulthood, program evaluation

Nicole Hyndman, Charlene VanLeeuwen & Lori E. Weeks

ABSTRACT: Technology is impacting the way we teach and the way students learn. The purpose of this study was to gather information on technology choices in Family Science courses and to explore what is driving the way Family Science instructors are choosing to integrate technology in their courses. What sets our study apart is our focus on the use of technology in Family Science classrooms. The adoption of technology is often done without fully taking time to analyze why we are using it, what is accomplished through its use and what the consequences may be. Ideally instructors engage in critical reflection about what technology we are using and why and how the selected technology should facilitate learning, encourage student engagement and higher order learning outcomes.

Keywords: technology, teaching, instructors

Karen L. Doneker, Bethany Willis Hepp, Debra L. Berke & Barbara H. Settles

ABSTRACT: This paper explores the recent advent of Massive Open Online Courses (MOOCs) into distance learning and higher education. Distance education itself has been effectively employed in family science and other social science curriculums, but the web- enhanced, innovative technologies that MOOCs provide have the potential to advance family science and family life education even further. This paper will explore the challenges that MOOCs offer in regard to attrition and retention, pedagogy, academic standards and cost, as well as consider the opportunities for enhancing family science curriculums and family life education on a global scale. A process for a faculty considering whether or not the MOOC technology is appropriate for a family science department is proposed.

Keywords: MOOCS, massive open online classes, internet teaching

Debbie S. Kruenegel-Farr, Kimberly Allen, & Margaret E. Machara

ABSTRACT: Family and parent coaches work in clinical and non-clinical settings, receiving training from a variety of sources. Although family coaches are gaining in numbers, there is no standard credentialing or certification process for individuals or programs related to family coaching. The purpose of the current study was to understand training procedures and specific competencies required by programs offering training and certification in parent and/or family coaching. Qualitative information was collected regarding program standards and topics, skills gained, format and length of program, cost, theoretical perspectives, and support offered (during and after training). The primary finding was that seven training programs were quite varied with few similarities. Implications include the need for standardization of definitions as well as the creation of training standards and competencies. This study demonstrated that as the family coaching field expands, some modicum of standardization in training is necessary to ensure families receive quality coaching services.

Shannon N. Davis

ABSTRACT: This paper focuses on one possible influence of the Great Recession on family life, the expected level of support for relocation due to job opportunity. Using unique data from 116 married individuals in the United States, married couples are categorized by expectations for employment prioritization. Couples are categorized as egalitarian (reporting equal willingness to relocate in support of either spouse’s employment), traditional (reporting greater willingness to relocate in support of the husband’s employment), or non-traditional (reporting greater willingness to relocate in support of the wife’s employment). Analyses reveal significant differences in the factors correlated with being categorized as egalitarian, traditional, or non traditional. Couple history, measured as marital duration and previous career prioritization, and husband’s human capital characteristics (education and occupational prestige) are the main factors that distinguish among the couple types. The analysis provides insight into the ways couples renegotiate gender and power vis-à-vis their interaction with structural constraints.

Keywords: family relocation; career prioritization; work-family decisions

Guest Editors: Trent Maurer & David Law

This issue of Family Science Review is dedicated to The Scholarship of Teaching & Learning [SoTL] in family science. We received sixteen manuscripts for consideration for this issue, of which seven were accepted for publication (acceptance rate = 43%). These seven manuscripts make contributions to SoTL by providing rich descriptions of our current state of SoTL in family science, descriptions of teaching and learning environments, evaluation of the effectiveness of various teaching methods on student learning, and lastly, by providing visions of possibilities.

(Download the article for more information)

Trent Maurer & David Law

ABSTRACT: This is the introductory article for this special issue on the Scholarship of Teaching and Learning (SoTL) in family science. First, the article presents an overview of SoTL and its intersection with family science along with definition and conceptualization of SoTL. Next, there is explanation of different models for evaluating SoTL scholarship. Third, there is description of a typology of the scholarly questions that can be asked in SoTL. After reviewing these typologies, the article focuses on reviewing SoTL specifically in family science, documenting benefits of engaging in SoTL scholarship, and describing how family scientists are in unique positions to make meaningful contributions to SoTL. The article concludes with concrete recommendations for advancing SoTL in family science.

Keywords: Scholarship of Teaching & Learning (SoTL), Family Science

Jennifer S. Reinke, Joel A. Muraco & Trent W. Maurer

ABSTRACT: This exploratory study examines levels of support for the scholarship of teaching and learning (SoTL) at departmental and institutional levels, the presence of SoTL within the family science field, and family science scholars’ experiences with conducting SoTL research. Of the 51 family science faculty members and administrators who completed the online survey, 63% of participants indicated they had conducted SoTL research. However, departmental and institutional support varied widely. Most participants indicated uncertainty around the presence and quality of SoTL at family science-related conferences, and identified specific obstacles to conducting SoTL research. Findings underline the current state of SoTL in family science and identify new areas for future investigations. There is discussion of implications for family science faculty and administration.

Keywords: scholarship of teaching and learning, SoTL, family science

Nikki DiGregorio, Trent W. Maurer, & Swaha Pattanaik

ABSTRACT: This exploratory study examines levels of support for the scholarship of teaching and learning (SoTL) at departmental and institutional levels, the presence of SoTL within the family science field, and family science scholars’ experiences with conducting SoTL research. Of the 51 family science faculty members and administrators who completed the online survey, 63% of participants indicated they had conducted SoTL research. However, departmental and institutional support varied widely. Most participants indicated uncertainty around the presence and quality of SoTL at family science-related conferences, and identified specific obstacles to conducting SoTL research. Findings underline the current state of SoTL in family science and identify new areas for future investigations. There is discussion of implications for family science faculty and administration.

Keywords: SoTL, family science

Ted G. Futris, David G. Schramm, & Jeneé Duncan

ABSTRACT: This study evaluates the potential value of integrating a family science-focused course on strengthening couple and coparenting relationships into the training of social work students and future child welfare professionals. The 15-week graduate course offered 30 MSW students an opportunity to learn and practice relationship and marriage education (RME) skills in order to teach relevant concepts to clients and to support future integration of these skills in their careers. Evaluation data showed that students demonstrated improvements in multiple domains of knowledge and self-efficacy and applied the concepts learned with clients within six months of completing the course. Implications for future trainings, research, and the scholarship of teaching and learning are shared.

Keywords: relationship education, couples, child welfare

Scott A. Tobias & Nichole L. Huff

ABSTRACT: Research has indicated that the Scholarship of Teaching and Learning [SoTL] continues to further its integration into universities nationwide (Huber & Hutchings, 2005; O’Meara & Rice, 2005 as cited in Gurung, Ansburg, Alexander, Lawrence, & Johnson, 2005), although some fields have been more receptive than others. Studies have explored faculty members’ perceived support of SoTL at departmental and institutional levels (Gurung et al., 2008; Reinke, Muraco, & Maurer, 2016); however, inquiry pertaining to the penetration of SoTL into traditional disciplinary conferences remains scarce. The paucity of research exploring the inclusion or exclusion of SoTL sessions at professional meetings warrants further attention in an effort to advance SoTL within family science. This investigation examined historical changes in the presence of SoTL topics at The National Council on Family Relations [NCFR] annual conference from 2006-2015. Through content analyses of conference programs, researchers explored the ratio of SoTL to non-SoTL sessions, as well as the gender ratio of presenters (McKinney & Chick, 2010). Additionally, institutional Carnegie classification of presenters of SoTL sessions was recorded. Implications of findings for the growth of SoTL in family science and the broader interdisciplinary SoTL community are discussed.

Keywords: SoTL, family science

David D. Law, Sheree Meyer, & Latrisha Fall

ABSTRACT: This article describes how an introductory online family science class used concept maps and the impact of the maps on higher order learning. A concept map is a graphical tool for organizing knowledge. Concept maps show relationships between concepts in a way similar to how road maps represent locations of highways and towns. Concept mapping has also been shown to increase higher order learning. This article describes the impact of concept maps on higher order learning by comparing pre- and post-student narrative summaries of internal dynamics of families. Based upon the described methodology, results showed that concept mapping did not improve higher order learning. When outliers were removed from data, results demonstrated a small but significant improvement in higher order student learning.

Keywords: Scholarship of Teaching & Learning (SoTL), Family Science, Concept Maps

J. Mitchell Vaterlaus & Sylvia M. Asay

ABSTRACT: There are few published evaluative studies on the educational preparation of Family Life Educators. This research used principles of good practice in the Scholarship of Teaching and Learning (SoTL) in evaluation of an undergraduate Family Life Education (FLE) methods course that provided students applied experiences completing low-, medium-, and high-dosage FLE projects. Undergraduate students (n = 29) reported perceived educational outcomes from completing the FLE methods course. Researchers derived results from a qualitative priority analysis and included quantitative results for triangulation purposes. Students reported significant increases in their knowledge regarding FLE through course participation. They also reported learning processes related to collaboration in FLE, skills for planning and implementing FLE, and knowledge regarding low-, medium-, and high-dosage FLE. Discussion focuses on results in terms of consistency with learning objectives and instructional theory.

Keywords: Family Life Education, Qualitative Evaluation, Teaching

Guest Editors: Raeann R. Hamon, Ph.D., CFLE & Suzanne R. Smith, Ph.D.

Introduction: Both this and the December 2015 issue of Family Science Review are dedicated to innovative strategies for teaching family theory. When we distributed the initial call for papers for this collection, we anticipated that we would get enough manuscripts for one special issue. To our delight, we had such a great response from authors that we have enough papers for two issues. We suspected that faculty would be grateful for help, but we were particularly pleased by the number of instructors willing to share their own effective teaching strategies. Our hope is that these papers provide ideas for enlivening your own family theories classroom. In fact, we hope that these ideas will serve as a springboard for even more creative thinking about theoretical instruction.

In this issue, family science educators and scholars share a variety of approaches to teaching family theories. The first four papers, in the Research section, share evaluative data on the effectiveness of experiential activities or assignments. Those in the Teaching Pedagogy and Techniques section simply describe their strategy in detail so that it can be replicated in the classroom of others. Both offer great contributions as we try to identify and incorporate those practices which will assist students in adopting the theoretical lenses necessary to be effective family practitioners and researchers.

We want to extend our appreciation to all of the authors who graciously shared their teaching ideas. We also would like to thank Dr. Beckie Adams, Mr. Ray Pence, and Ms. Charlene VanLeeuwen for the roles that they played in assisting us with producing these special issues.

Michael R. Langlais

ABSTRACT: Theories of the family, specifically ecological systems theory, can be difficult for students to grasp, particularly when instructors only use lecture methods. The activity this article discusses proposes a personalized experiential learning activity that appeals to students with various learning styles. The activity should help all students understand and apply early models of ecological systems theory, which includes microsystem, mesosystem, exosystem, macrosystem, and chronosystem. After discussing each subsystem and bi- directional influences between individuals and the environment with students, instructors have students watch a popular YouTube video portraying family conflict or support. Students work in pairs or small groups to analyze family behavior depicted in the video, according to each ecological systems theory subsystem. Students write responses and discuss them with the class. Formal and informal evaluations conducted after using this YouTube-based approach demonstrate students’ understanding and retention of, and interest in, ecological systems theory.

Key words: ecological systems theory, experiential learning, family conflict,
family support

Kristie B. Chandler

ABSTRACT: This study compared two learning activities, a research article critique learning activity and a family science theory project involving music (referred to as the “Music Theory Project”), to determine if the learning activity is associated with increased knowledge of common family science theories. Specifically, this study examines students’ knowledge of overall subject matter content, as well as knowledge of common marriage and family theories presented during an introductory marriage and family course. Participants consisted of students enrolled in the introductory marriage and family course in a family studies degree. Findings indicate that students demonstrated increased knowledge of both overall course content knowledge and theory knowledge at a statistically significant level. However, determining exactly which learning activity had a greater impact on the learning process was not clearly identifiable.

Keywords: teaching theory, assignment effectiveness, learning activities, music

Raeann R. Hamon and Katherine S. Bull

ABSTRACT: This article describes “What Do You Have to Offer Me?,” an interactive classroom activity designed to help students encounter social exchange theory in action. During the exercise, each student selected seven cards, each containing a characteristic related to personality, physical characteristics, family history, finances, ideology, and occupation. Next, students were asked to mill around the classroom and find someone with whom they would be interested in developing a relationship based on their assigned characteristics. Once all students found partners and took their seats, students reflected on the process of the activity and its application to social exchange theory. Along with providing details on the activity, we conclude with student reflections and evaluative data on the exercise.

Keywords: teaching family theory, social exchange theory, pedagogy, relationship
formation

Daniel Perlman

ABSTRACT: This article describes a web-based comparative analysis assignment for a Human Development and Family Science theories course. Students worked in small groups, each of which studied one theoretical perspective. Then, groups used their theories to do VoiceThread-narrated analyses of child abuse cases. After presentation of VoiceThread to other groups in class, online discussion ensued; finally, students answered comparative and evaluative questions about the set of theories. This paper presents information on the assignment’s pedagogical underpinnings and its technological systems, along with step-by-step description and information about students. The paper concludes with evaluative data on the assignment and recommendations for future use. Students gave the assignment a good overall rating. The assignment appears to have fostered higher order learning objectives relevant to Bloom’s taxonomy and is generalizable to other courses with multiple perspective or choices among alternatives.

Keywords: family theory, comparative analysis, VoiceThread, blended learning

Silvia K. Bartolic, Katherine A. Lyon, Laura Sierra, and James White

ABSTRACT: We argue that a comparative approach is a pedagogically useful approach to teaching family theories. Currently, many of the most popular texts on theory use a “within” theoretical framework to present material to students (e.g., Smith & Hamon, 2012; White, Klein & Martin, 2014). The recent exception to this is Fine and Fincham’s substantive issues approach (2013). We propose a comparative approach situated between the purely substantive issue approach and the more abstract “within” frameworks approach. First, we discuss the current situation of teaching family theories based on formats of extant texts. Then we detail our proposed comparative approach. Finally, we detail two examples of how to use this comparative approach in teaching family theories.

Keywords: theory, induction, deduction, teaching

Jacki Fitzpatrick

ABSTRACT: The university campus has several life-size statues that represent individuals and dyads at various ages. The instructor conducts a walking tour with students to create hypothetical biographies for the individuals or dyads. These biographies are used as a means to explain family development (FD) theory concepts, such as stages and developmental tasks. This article notes teaching options for other educators (with or without access to sculptures).

Keywords: family development, stages, lifecycle transitions, family structures, active
learning, observation, group discussions

Jacki Fitzpatrick

ABSTRACT: This paper summarizes an activity in which students engage in a meaning-making process (via group interaction). Class discussion follows the activity, in which the instructor facilitates deconstruction of symbolic interactionism (SI) theory concepts and principles. Discussion is designed to design foster students’ abilities to identify potential links between SI theory and familial dynamics.

Keywords: Symbolic interactionism, meaning-making, group dynamics, deconstruction,
flipped classroom, class activity, andragogy

Guest Editors: Raeann R. Hamon, Ph.D., CFLE & Suzanne R. Smith, Ph.D.

Introduction: This, and the next, issue of Family Science Review are dedicated to innovative strategies for teaching family theory. While students often consider theory dry, boring, and mundane, faculty educators realize that a solid grasp of family theory is critically foundational for family science scholars, practitioners, and educators. Theory provides the lenses through which we see relationships, families and the world. Theory shapes the questions we ask, the research we conduct, our interpretations of research findings, the programs we develop, the services we offer, and the family life education we provide.
In this collection, family science educators and scholars share a variety of approaches to teaching family theories. While some share evaluative data on the effectiveness of their experiential activities or assignments, others simply describe their strategy in detail so that it can be replicated in the classroom of others. Both offer great contributions as we try to identify and incorporate those practices which will help students to adopt and apply the many theories employed by family professionals.

Bethany Willis Hepp, Michael R. Sturm, and Karen Lee Doneker

ABSTRACT: Family theory provides a critical foundation for learning in family science education, but learning about theories can be perceived as difficult and for students. Previous scholarship on strategies for teaching family theories has not included the use of music. Analysis of music could help understanding and application of theoretical content to relationships. This article presents an innovative activity for teaching family theories to major and non-major undergraduates in an introductory family science course. The activity’s goal is to engage students in a learning process that supports their abilities to make meaningful connections to the content. Results of a quasi-experimental evaluation suggest that this music activity facilitated student engagement and application. Students who participated in the exercise found family theories more meaningful to their studies and personal lives than did students who did not participate.

Keywords: teaching theory, family science, and music

Tami James Moore

ABSTRACT: This article reports on the impact of an innovative assignment within an upper-division family resource management course in a public university. Although designed to enhance understanding of dynamic and complex decision-making approaches within and among families, analysis of student writings revealed increased understanding of actual application of theory to understanding of family and consumer behavior. After completing a small group carousel activity addressing major theories within the study of families, students were assigned imaginary “family” units and worked through 11 situations. Periodically, each student met within a “community” of other students representing four very different case families. To determine the impact of this case approach, students were asked to submit reflection papers describing their experiences. Students indicated that the experiences enhanced their understanding of course concepts and their abilities to apply multiple family theories to each situation.

Keywords: theory, family resource management, family science, pedagogy

Soyoung Lee, Hassan Raza, Kaitlin Mulcahy and Rebecca Swann-Jackson

ABSTRACT: Learning and understanding theory can be challenging not only for students, but can also present an equally challenging undertaking for instructors. Teaching theory requires instructors to transmit abstract knowledge to students through innovative strategies in a learning environment that is supportive of the diversity of students’ learning experiences. This article presents a shared teaching and learning experience of an instructor and three doctoral students in an introductory Family Theories course. The teaching strategies illuminate multiple interactive, systematic, and reflective techniques offered to students to facilitate the learning experience. Students discuss their distinctive challenges and stratagems used for learning and understanding family theories through collaborative and shared learning approaches. Each student reflection highlights a particular learning trajectory leading to an application of the theory.

Keywords: family theories, teaching strategies, reflections

Paul A. Johns, Rachel L. Kreiger and Caroline M. Hurff

ABSTRACT: This paper describes Process Journal:“My Life as a Family Therapist,” an assignment used in an undergraduate marriage and family therapy survey course to facilitate learning of systems-based marriage and family therapy theories. After starting with brief discussion of the value of teaching systems-based marriage and family therapy theories to undergraduates, the authors share detailed information about course content and objectives, following with explication of assignment objectives, procedure, and rationale. The paper concludes with reflections on the assignment that include student thoughts about the task and excerpts from their journal entries.

Keywords: systems theory, marriage and family therapy, undergraduate, teaching, learning, socialization

Julie A. Zaloudek and Amanda E. Barnett

ABSTRACT: Students often find it a challenge to understand the complexity of families in society and the impact of policies on family life. They tend to oversimplify information and let assumptions and biases, rather than theories, lead them when grounding their interpretations and policy solutions. We developed a series of class activities to engage student affect and invite students to theorize about a problem (conditions of The Lakota on Pine Ridge Reservation), intentionally guiding them through increasingly informed, systematic inductive and abductive reasoning that leads to deductive application of Bronfenbrenner’s Ecological Theory. The result is that students achieve more compassionate, complex, and informed understandings of theory, families, and family policy.

Keywords: theory, teaching, family science, family policy, ecological theory, empathy, affective learn

Amanda E. Barnett and Julie A. Zaloudek

ABSTRACT: Theory, a foundation of the family science field, can be a challenging subject to teach to undergraduate students in family science. We developed a semester-long project titled the Solutions to Poverty Project to help family resource management students apply Bronfenbrenner’s (1994) ecological theory to the complex societal issue of resource disparities and poverty among individuals and families in the United States. Students develop appreciation for practical use of theory and deeper understanding of potential contributors and solutions to resource disparities that affect their personal and professional lives.

Keywords: theory, teaching, family science, family resource management, poverty

Nicole A. Graves

ABSTRACT: The lesson Applying Exchange Theory to Understand Family Decision-Making in Context has been used in an undergraduate family theories course to introduce students to the history, concepts, basic assumptions, and propositions of exchange theory. A learning activity called Daycare A, B, or C? provides students an opportunity to work in a small group setting to apply exchange theory for enhanced understanding of family decision making.

Keywords: family theory, exchange theory, teaching strategies, collaborative group work

Sharon N. Obasi and Toni L. Hill

ABSTRACT: Thorough understanding of the theoretical basis of family science is essential for practitioners. However, the teaching and study of family science theories is challenging because theory is often presented in abstract ways. This paper examines the use of comics, cartoons and sequential art as an innovative way to teach family science theory. Review of a lesson on Bronfenbrenner’s ecological systems theory as applied to child kinship care demonstrates the pedagogical usefulness of comics to teach theory in family science.

Keywords: comics, pedagogy, ecological systems theory, kinship foster care, family science

Cheryl Buehler, Shakiera T. Causey, Sara Etz Mendonca, Alia D. Henderson, Pamela Linton, Norcross and Peter D. Rehder

ABSTRACT: This paper describes an andragogical method of creating substantive conceptual models from family theories using deductive thinking. Development of this method used ideas from Bloom’s taxonomy, Piaget’s conceptualizations of accommodation, and Masterman’s descriptions of concrete ways to facilitate paradigmatic, abstract shifts in thinking. There is description of learning activities including an experience called sit and think. Illustrations of the method entail descriptions of five models based on theories: family systems (1 model), social exchange (1 model), and symbolic interaction (3 models). One of models based on symbolic interaction theory incorporated elements from critical race feminist theory. The creators of these models reflect on their learning processes and suggest recommendations for further development of the andragogical method.

Keywords: deductive theorizing, family theories, model building