Family Science Review

Alan Reifman, Jacki Fitzpatrick, Sylvia Niehuis, Jennifer K. Chapman, C. Rebecca Oldham, Jean Pearson Scott, Dan Fang, Shu Yuan, Miriam Lieway, Desiree N. Walisky, Leah Gregersen

ABSTRACT. Rankings of departments’ research productivity and professional accomplishments within an academic discipline can help prospective graduate students who are deciding where to apply, new professionals who are weighing job offers, and department chairs and other administrators who are assessing departments’ progress and developing strategic plans. The field of Human Development and Family Studies (HDFS) has long lacked a multifaceted ranking system based on metrics of faculty research productivity and other departmental achievements. We introduce such a system to rank the 50 Ph.D.-granting HDFS departments in North America, using faculty members’ publication and citation rates (h scores), grant receipts, and editorial-board memberships, along with departments’ success in placing their Ph.D. graduates. These measures correlated well with one another and with previous peer-expert ratings of HDFS departments. However, some departments fared better under quantitative productivity measures than they did under peer ratings, and vice-versa. We discuss pros and cons of various ranking approaches.

Amanda E. Barnett, Krysti Deines, Jamie Fredrickson, Amanda Schield, Bethany Tennison

ABSTRACT: Despite significant aging within the United States population, there is a concern that research on aging has not developed at a similar pace. In this content analysis we examine the extent to which National Council on Family Relations’ (NCFR) publications address aging and older adults’ family relationships over the last 20 years. On average, 9% of NCFR articles are on aging and family life issues with variations by year and type of publication. Most articles address the internal dynamics of older persons’ family relationships; fewer articles consider the bidirectional relationship between older persons and other social institutions. Older adults or family members are primary sources of information on aging and family ties in NCFR publications. The study proposes critical next steps toward increasing the presence of older adults and their family relationships in NCFR publications.

Amanda Savitt, Yue “Gurt” Ge

ABSTRACT: Being able to predict how families will respond to disasters, including whether they will evacuate and what factors will influence their decision, can help government officials protect people from harm. There is a great deal of literature concerning how individuals and households make these protective action decisions, but this literature largely fails to capture how differences among or between families affect decision-making. In this paper, we explore how previously disconnected bodies of literature from disciplines including emergency management, family science, transportation logistics and others, can be synthesized to address this gap in the research. Primarily using family science models, we propose an updated Protective Action Decision Model that includes previously neglected intra-family factors.

J. Mitchell Vaterlaus, Whitney Whittecar, Rebecca L. Koltz, JennieLynn Stanley

ABSTRACT: To strengthen integration of diversity issues within college courses, the authors implemented the Diversity Analysis Project (DAP) within a Gender, Race, Class, and Family Diversity course. The DAP used a book club format and integrated mainstream literature (including non-fiction and realistic fiction books) into the learning experience. Books were selected to help students apply diversity concepts more thoroughly. A qualitative evaluation approach was used for understanding experiences of the DAP for 18 students in the course. Results of the study indicated three themes: structure of the DAP, perceived learning and personal outcomes, and shared group dynamics in the group book club. Along with these themes, the authors provide an in depth case study of one participant. Future implementation of DAP and recommendations for future research are discussed.

Alyssa D. McElwain

ABSTRACT: This paper illuminates the utility of service learning in teaching family life education (FLE) methodology, discusses its challenges, and shares lessons learned using this approach. The assignment described here indicates that several major course objectives of a senior level capstone Human Development and Family Science (HDFS) course were met by completion of a FLE workshop assignment. Student reflections suggested that although the assignment was challenging, it helped them learn about FLE methodology, collaboration, and professionalism. Their reflections also illuminate areas where there is a need for additional scaffolding and for improvement in this type of assignment. Adaptations to traditional course formatting are suggested as a possible solution to the need for scaffolding during a large service learning
assignment. Overall, results indicate service learning can be an important tool for preparing students for future professional roles.

Alan Reifman, Jacki Fitzpatrick, Sylvia Niehuis, Jennifer K. Chapman, C. Rebecca Oldham, Jean Pearson Scott, Dan Fang, Shu Yuan, Miriam Lieway, Desiree N. Walisky, Leah Gregersen

ABSTRACT: This Professional Development and Reflection Corner (PDRC) article accompanies our research article on ranking Ph.D.- granting Human Development and Family Studies departments. Rankings of departments, universities, and other organizations can be helpful to many people, such as faculty members mentoring promising undergraduates on where to attend graduate school. However, there are also concerns over rating systems. One involves whether they use meaningful criteria, highly accurate data, and transparency in their methods. Another concern, coming from critical literature on “performativity,” questions whether heavy reliance on rating and ranking systems creates undesirable incentives and diminishes scholars’ intrinsic motivation. We discuss our journey to mitigate concerns over data quality and reflect on our research in light of possible unintended consequences of ratings. Finally, we offer tips and recommendations for department chairs, deans, and others considering how best to measure academic departments’ productivity and achievements.

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