2023 Volume 27 Issue 2

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 2faculty, family life education, family science, preparing professionals, study abroad

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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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Outcomes assessment in an academic family science program led to the accidental discovery of grade inflation that was causing impaction problems in upper-division major courses. The current analysis evaluates the effectiveness of a policy intervention designed to improve academic rigor in previously grade-inflated classes. The new policy required an annual grade distribution report placed in faculty personnel files in order to raise awareness of grading practices. Both before and after the policy change (2011 and 2018), we analyzed three data sources: course grade distributions, an objective, comprehensive exam for graduating seniors, and anonymous student surveys in classes. After the intervention, the percentage of As earned in classes was dramatically reduced, while performance on the comprehensive exam was dramatically improved. The number of failing grades remained constant, and student perceptions of classes in the program remained unchanged.

2023 Volume 27 Issue 2grade distributions, grade inflation, grading, higher education, program assessment

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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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This paper is in conversation with Dyer (2023). Grading and assessment are integrated elements of 21st-century higher education with many viewpoints, and the two papers are two of these perspectives. In this paper, I present a course structure that focuses on scaffolding with student empowerment, growth, and success at the forefront of the design. I also present options for program assessment that focuses on skills and competencies as outcomes. Each instructor and program should consider their own values, outcome goals, and the context of the student body and university when designing assessments.

2023 Volume 27 Issue 2career skills, grade distributions, grade inflation, grading, higher education, inclusive pedagogy, program assessment, specification grading

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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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This investigation explored hindsight bias in college students’ perceptions of sexual assault. Participants read a vignette about a man and woman who met at a party with the conditions varied across the vignettes: the alcohol use of the characters, the outcome of the vignette, and in the rape outcome, the victim’s actions after the assault. Hindsight bias was assessed using both the posttest-only method and the pretest/posttest method and for both the outcome of the vignette and post-outcome events. Results revealed significant evidence for the existence of hindsight bias with the pretest/posttest method. Additionally, results revealed some evidence for hindsight bias contamination in perceptions of vignette characters, but in ways contrary to those predicted by the Defensive Attribution Hypothesis (Shaver, 1970).

2023 Volume 27 Issue 2hindsight bias, sexual assault, vignette

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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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The senior-level capstone course, HDFS 442 Strategies of Family Life Education, in the Human Development and Family Science (HDFS) major at a small, private university in the Mid-Atlantic region meets the National Council on Family Relations’ family life education methodology content area for this Certified Family Life Educator-approved program. It also serves as the writing-intensive capstone course in the HDFS major. In addition to providing the details of the course, description, objectives, and assignments, the authors share feedback gleaned from student process papers collected at the end of the semester. Specifically, we highlight undergraduate students’ reflections on the impact of the course on revelations about themselves and their role as family life educators.

2023 Volume 27 Issue 2capstone, CFLE, family life education methodology course, scholarship of teaching and learning (SOTL), student reflections

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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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The value of high-impact practices in undergraduate higher education is well documented. However, very little is known about high-impact practices in Human Development and Family Science (HDFS) programs. The goal of this study was to explore one specific high-impact practice: undergraduate research. Specifically, our study explored the benefits and barriers of undergraduate research for HDFS students as well as the pathways HDFS students use to become involved in undergraduate research. College student identity theory served as a guide for our inquiry. Semi-structured interviews were conducted with 22 undergraduate HDFS students, 13 of whom had participated in undergraduate research and 9 who had not. Results revealed three pathways students took to participate in undergraduate research: interest in a specific research topic, connection with the researcher, and preparation for graduate school. Enhanced learning, professional skills, personal growth, and relationships with others were identified as benefits of participation in undergraduate research. Barriers to participation in research included time, lack of awareness, and feelings of fear or intimidation. Specific processes for students and faculty to overcome these barriers are suggested. It is recommended that HDFS faculty and administrators provide multiple pathways and supports for undergraduate students to become involved in research.

2023 Volume 27 Issue 2college student identity theory, high-impact practice, human development & family science, undergraduate research

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