2024 Volume 28 Issue 1

2024 Volume 28 Issue 1

Family Science Review

Research Articles

Implementing a Flipped Classroom Approach in an Introductory Family Science Course

DOI: 10.26536/LUJH2788

Authors

  • 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
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What’s Missing in Introductory Family Science Textbooks? Where is the Theory, Methods, and Application?

DOI: 10.26536/AVWX9000

 

Authors

  • Robert Hughes, Jr., Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
  • Emily Young, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
  • Brianna Baymon, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
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Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course

DOI: 10.26536/OAXQ7082

Author

  • Olena Nesteruk, Department of Family Science and Human Development, Montclair State University
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Implementing Learner-Centered Teaching Strategies in Family Science

DOI: 10.26536/DZUL6421

Authors

  • 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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2024 Volume 28 Issue 1, Family Science Review
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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.

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

DOI: 10.26536/OAXQ7082

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

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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.

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