Family Science Review

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.

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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

Co-Editor of Special Issue: Olena Nesteruk, Ph.D and Rebecca Adams, Ph.D., CLFE

Introduction: This Special Issue is dedicated to examining immigrant families’ dynamics across generations and over time, in the context of global migration and transnationalism. The manuscripts included in the issue explore the multidimensional experience of immigration from the perspective of family science. Reflecting the diversity of contemporary immigrants, the manuscripts selected for the issue spotlight immigrant families that represent different countries of origin, migration experiences, socioeconomic characteristics, length of residency in the host country, and varied resources and vulnerabilities. Research-based manuscripts explore changing intergenerational relationships, parenting practices, parent-child conflicts, acculturation and family adaptation, transnational migration, and immigrants’ views of home later in life.

Martha I. Zapata Roblyer, Mayra Y. Bámaca–Colbert, Sasha M. Rojas and Richard C. Cervantes

ABSTRACT: The literature on Latino families in the United States rarely has identified specific topics of parent–child conflict among families headed by parents who are immigrants or the children of immigrants. We used 16 focus groups and thematic analysis to identify seven salient topics of parent–child conflict in these families: activities of daily life, materialism, apparel, dating and sexuality, friendships, education, and use of the Spanish language. Most conflicts had normative characteristics stemming from youth’s expanding autonomy; however, parents mostly framed them in terms of cultural discrepancies. Results suggest that in some Latino families, parent–child conflict might be best understood in terms of parallel dual frames of reference, that is, the contrasting cultural frames of reference parents and children use to evaluate one another. Results suggest that family life education programs that foster knowledge of youth development among Latino parents of immigrant background, as well as interventions that help parents and children identify and bridge their dual frames of reference could benefit Latino families experiencing significant parent–child conflict.

Chinwe Onwujuba, Loren Marks and Olena Nesteruk

ABSTRACT: This study contributes to the limited literature on African immigrants in the United States, by examining the experiences of Nigerian immigrant parents. A qualitative, phenomenological approach was used to extract the meanings underlying parenting practices and attitudes related to raising children in a new environment. Based on in-depth personal interviews with 30 Nigerian immigrant parents, three themes emerged: 1) parents’ socio cultural adaptation, 2) issues of parent-child interaction, and 3) limited community support for child-rearing. This study provides a knowledge base for relevant human and social service providers to understand the motivations behind Nigerian immigrants’ parenting behaviors, so that there is neither a pathology-focused approach to this group’s practices, nor the assumption of complete assimilation into American parenting ideology and practices.

Vappu Tyyskä

ABSTRACT: Family composition and relationships may undergo significant changes upon immigration and settlement. This article approaches teen-parent relationships through the intergenerational solidarity framework, which addresses three areas of conflict and/or consensus related to (a) functional solidarity, (b) consensual solidarity, and (3) normative solidarity. Interviews took place in the Sri Lankan Tamil community in Toronto, Canada with 20 teens who talked about relationships with their parents. The study found that teens describe their intergenerational relations in positive terms, despite reported areas of conflict, which lends support to the resiliency framework. Noteworthy areas of intergenerational negotiation are (a) education, (b) cultural core values, and (c) degrees of freedom. Gender differences with regard to (b) and (c) are of interest, with daughters seen as culture bearers to whom parents allow fewer freedoms than sons receive. Cohort differences also appear because there is a relationship between one’s age at immigration and alignment of values and expectations with parents: the older the person immigrating, the more likely he or she is to have common values and expectations with parents.

Joanna Wu and Christy L. Lleras

ABSTRACT: Within the U.S., nearly all growth in the young adult population over the next forty years will come from immigrants and their U. S.-born children. Immigrant youth vary substantially in their access to family resources, which affects their ability to make a successful transition to adulthood. Utilizing data from the adolescent (2002/2004), young adult follow-up (2006) and later adult follow-up (2012) surveys of the Educational Longitudinal Study, we examined the degree to which second generation immigrant youth were rooted in family relationships and whether these relationships influenced early education and work patterns and later educational attainment. We discovered that second generation immigrant youth varied in the quality of family relationships during adolescence by gender, family and neighborhood characteristics and these relationships significantly influenced their transition to adulthood. The more embedded immigrant youth were in their families, the higher their educational achievement and attainment in early and later adulthood compared to youth with lower levels of embeddedness.

Juyoung Jang,Veronica Deenanath and Catherine A. Solheim

ABSTRACT: This study examines the influence of having family members in the U.S. on Mexican family members’ psychological distress, taking family and community contexts into consideration. Using multilevel modeling analyses of the first wave of the Mexican Family Life Survey (MxFLS-1), we examined psychological distress of Mexiccan adolescents and married adults regarding the influence of having family members in the U.S. Although having children in the U.S. increased psychological distress for married adults, having spouses in the U.S. did not show significant association with psychological distress. For Mexican adolescents, having parents or siblings in the U.S. did not affect psychological distress significantly. Living in communities with high prevalence of transnational migration was associated with increased psychological distress for married adults and for adolescents. For married adults, multilevel modeling revealed that effects of having spouses and children in the U.S. varied across communities. The same was true for Mexican adolescents who have siblings in the U.S.

Olena Nesteruk and Christine A. Price, Montclair State University

ABSTRACT: Experiences of long-term immigrants aging in their adoptive country have received limited attention from researchers. The purpose of this exploratory study was to expand our understanding of immigration over the life course, with focus on long-term immigrants in middle and later life residing in the United States. Through personal in- depth interviews with middle-aged and older women and men, we explored attachments to their native and adoptive countries, their changing views of home, and their last wishes. Participants’ views of “home” evolved from a nostalgic place of birth to a location where significant life events occurred over the life course. Immigrants in this study are “aging in place” with strong familial and social ties established over the years in the U.S. Practitioners and researchers should avoid making generalizations about isolation and marginalization of this segment of the aging immigrant population; instead, they should recognize resiliency developed as a result of coping with discontinuity and challenges of immigration.

April L. Few-Demo

ABSTRACT: This author invited essay is a response to the Hall and Mitchell manuscript, “Students’ Preference and Perceptions Regarding Instructor Self disclosure in the Classroom,” which appeared in a recent issue of Family Science Review, (2014.19, (1), 56-75). The authors’ findings indicate that Family and Child majors, as well as more conservative students, want less instructor self-disclosure and reported more negative perceptions of the instructor than non-Family and Child majors and more liberal classroom students. They discuss their content analysis of reasons students gave for their perceptions, and offer student sensitizing strategies for instructor self disclosure. Few-Demo uses feminist theory and pedagogy to offer another lens for exploring the positive and negative benefits of instructor self-disclosure. As an appendix, Few-Demo shares her syllabus insert entitled “Classroom Etiquette & Creating a Safe.”

Angela R. Taylor, Pamela B. Payne and Aryca Arizaga-Marron

ABSTRACT: Latina/o students in rural communities face unique challenges in their efforts to access higher education opportunities that lead to a four-year college degree. We describe a pilot distance degree program in which a four year research university in southern Arizona partnered with a rural community college to offer a Bachelor of Science degree in family studies and human development (FSHD) to place-bound students. This program enables students located near the community college to attend courses both on that campus and virtually at the partnering university. We address specific experiences and lessons learned in terms of the partnership required to maintain high academic standards, while being culturally responsive, and meeting the unique needs of these distance degree students.

Bridget A. Walsh and Dana A. Weiser

ABSTRACT: Students are often apprehensive about completing an upper division, introductory research methods course in Human Development and Family Studies. To allay this apprehension, the instructor developed a different method of teaching the course with the intent of lessening their stress in order to facilitate a more positive experience. Students developed and wrote research proposals in collaborative small groups. The purpose of this paper is to describe the educational context and main features of the collaborative research proposal assignment. The authors also provide student feedback on the assignment. The article concludes with a discussion of the limitations and implications of this kind of pedagogy-centered research.

David D. Law, Jerica M. Berge, Jennifer E. Johnson, Rachel R Brown, and M. Gawain Wells

ABSTRACT: This study used data from three sites (two in Utah, one in Minnesota) to test pre-post outcomes of the parent education program Love, Limits, and Latitude: A Thousand Small Moments of Parenting (LLL). A total of 162 diverse (33% African American or Native American) participants enrolled in the program and 107 participants (66%) completedm both the pre and post assessments. Data were gathered through self-report questionnaires completed by parents. An intent-to-treat analysis was conducted and statistical and clinical results are reported. Participants who completed the assessments reported clinically and statistically significant positive changes in measures of child distress, family functioning, and parenting couple functioning. These results support the utility of the LLL curriculum. Future research using a randomized controlled trial is needed to test the efficacy of the LLL parenting program.

Rebecca A. Adams and Scott S. Hall

ABSTRACT: This article discusses the pedagogical and student retention benefits of a Family Film Festival. The festival is an out-of-classroom campus activity that includes the showing of a popular full-length film, small group discussions, refreshments, and door prizes. The authors provide a detailed chronology of festival planning and discuss how Family Science students can participate in planning and implementing the festival. They author  also discuss the retention and social benefits of involving students in all stages of the Family Film Festival.

Todd Lee Goen

ABSTRACT: As scholars and practitioners seek ways to advance family science and family science programs, globalization is an important consideration. Indeed, internationalization of curricula is a current trend in higher education that merits serious consideration given increasing numbers of graduates will work in international and global contexts and/or with international and global families. Currently, few programs offer students perspectives on families that extend beyond U.S. cultural norms. This article addresses these concerns by providing faculty and administrators basic ideas for integrating international/global examples, assignments, and programs into family science curricula, emphasizing campus, community, and other resources available at minimal or reduced costs.

Steven M. Toepfer

ABSTRACT: This manuscript discusses a letters of gratitude assignment based on gratitude research and on the family strengths framework. Instructors can use this assignment in various family science courses. The assignment represents a relatively simple, cost-effective strategy to strengthen family ties and improve health in emerging adults. This paper provides information on the importance of gratitude, on academic and familial benefits of the assignment, and an explanation of the assignment.

Patricia Kain Knaub

ABSTRACT: My essay traces a fifty year journey from a high school teacher to  professor to administrator(s) to a consultant from the perspective of now being retired. Arguably it could be concluded that I had an unlikely career considering the time and place in which I grew up and was educated. The focus is on the factors influencing my personal transformation, the lessons learned along the way, and the application of those lessons to the role or roles I played.

Pamela A. Monroe

ABSTRACT: This essay chronicles an unintended journey into university teaching by a scholar who planned to engage in every kind of professional activity except teaching. I begin by locating myself within my professional and private domains and describe my early professional career including my first awkward attempts at university teaching. The hard-earned lesson that teaching is not performance but is being fully present to students while opening myself to them is shared.

Kay Pasley

ABSTRACT: Here I reflect on the teaching and mentoring aspects of my long term career as a family scientist and discuss some early experiences that framed my career and later experiences that refined my skills in these important roles. Having been privileged to work with outstanding undergraduate and graduate students during my tenure at several universities, I use their comments to summarize several key lessons learned.

Jason D. Hans

ABSTRACT: My career trajectory has been primarily shaped by an industrious work ethic, resiliency in the face of adverse circumstances, and a series of fortunate circumstances. Most important among those fortunate circumstances has been the mentorship I received from exceptional and established scholars during my undergraduate and graduate training; I have since strived to emulate those role models as I progress in my own career. This article describes the key pathways and turning points that have impacted my career as a family scientist, and describes the affirmation I have found for my career ambition through traumatic personal life experiences that have elicited introspection on the meaning of life and the importance of forming a legacy.

Joel A. Muraco, Casey J. Totenhagen, Shannon A. Corkery, Melissa A. Curran

ABSTRACT: Reflecting on our unique journeys and shared experiences as family science educators, as well as empirical and pedagogical literature, we review three salient issues that in our experiences impact family science classrooms: (1) integration of technology, (2) how experience does not equate expertise, and (3) the importance of representing diversity. For each issue, we identify potential strengths and challenges as well as offer possible solutions to challenges based on relevant literature and our own experiences. We also draw connections to how these issues relate directly to student outcomes as they pertain to our students’ preparedness to enter family science oriented fields. Ultimately, our reflections serve two purposes: (1) they allows us to critically examine what we know, uncovering multiple truths in the process and (2) they may prove helpful to other family science educators seeking to become more effective in their teaching endeavors.

J. Roberto Reyes

ABSTRACT: Ethnic identity development theory highlights the individual’s development of his/her ethnic or racial awareness as he/she is confronted with experiences of racism and social inequality (Ponterotto, Casas, Suzuki, & Alexander, 1995). In this paper, we will examine the task of teaching, through this theoretical lens and consider how issues of power and race influence this process in the classroom. In doing so, we will consider the role that the professor’s ethnic/racial identity plays in the teaching of diversity. We will explore in what ways or to what extent does race or ethnicity work for and also work against a faculty member of color in addressing diversity issues in the classroom. Finally, we will structure our analysis by considering the development of a course as a journey that has its own beginning, development and resolution.

G. Kevin Randall

ABSTRACT: Looking back over the last 20 years of co-learning with my students in the university classroom, I see some things have radically changed while others have stayed fairly constant – both for them and for me. There is no question that each year students in my marriage and family class believe “love” is a necessary precursor to one of life’s major transitions, marriage. However, as they ponder their own life course, and as I have lived mine, what “love” is by definition and how it develops may be different for individuals sharing the same age or birth cohort, necessitating at least a “love primer” for a class on close relationships. Also, what the future holds regarding a lifetime of love has become increasingly salient, as it seems to be conventional wisdom today (albeit quite the conundrum) that marriage may well be a risk factor for love. This article outlines an assignment on the definition and development of love that continues to be rated very highly by students on anonymous, end-of semester evaluations. In addition, I share some insights gleaned over the years as to how I introduce the topic and particularly how I try to help students glean pertinent information from the existing literature on love. It’s hoped readers will build upon this work and adapt it for their own classrooms.

Leslie A. Koepke and Amanda E. Barnett

ABSTRACT: Family science programs strive to graduate students who are academically and personally competent to work effectively with families; however, little has been empirically documented about how students’ academic and personal competencies are assessed and supported. Guided by Ecological Systems Theory, this study examined the gatekeeping practices of fifty undergraduate and graduate family science programs in the United States. Study findings indicated that the majority of family science programs support and assess their students’ academic competencies, whereas fewer programs address students’ personal competencies. It will be important for family science programs to consider the entire ecological system of their students to ensure their competence for future clients, institution, family science profession, and society.

Jennifer L. J. Gonyea and Melissa Scott Kozak

ABSTRACT: This paper describes how undergraduate curriculum in family science can engage with partners in the community to prepare millennial students more effectively for employment in their chosen fields. Students begin the three-course process in a Professional Development course that serves as the foundation for translating classes to the community. The process culminates in an applied internship experience that facilitates a direct transition into the workforce through improved professionalism and self- presentation skills. The scaffolding results in increased competence, confidence, and experience for students. These qualities positively impact their intentionality in the classroom and the application of knowledge in applied environments.

Yolanda T. Mitchell, Jaimee L. Hartenstein, Melinda Stafford Markham and Donte L. Bernard

ABSTRACT: As instructors of family science we understand the challenges our students face in merging the multifaceted components of our field. To this end we conducted a heuristic study examining how instructors perceive their experiences of working with portfolios. Surveys investigated instructor perspectives related to overall useability, effectiveness, and assessment capability of portfolios. Five themes emerged from the data: student buy- in, preparation for the future, formal understanding of learning, application, and portfolio completion. The Family Life Education Portfolio Template and Guide were created based on the experiences of the instructors surveyed and our observations of students’ development of portfolios. Future explorations should assess the implementation of the Family Life Education Portfolio Template, other portfolio formats, and the feasibility of the various formats for the instructor to provide feedback.

Scott S. Hall and Amy M. Mitchell

ABSTRACT: Instructors have many opportunities to disclose personal opinions on politics and controversial issues related to families and to share personal information about their relationship circumstances. The current study investigates student preferences regarding these types of disclosure in the classroom. Student major and political ideology helped distinguish students with certain preferences. Overall, students from Family and Child majors, as well as more conservative students, desired less instructor self-disclosure (especially regarding political opinions) and reported more negative perceived consequences of instructor self-disclosure. A content analysis of the reasons students gave for their preferences highlighted the importance of relevant, positive, and balanced self-disclosure. Implications for pedagogy and future research are discussed.

Victor William Harris, Tiffany Morrow, Daniel Moen, Boyd Teemant and Muthusami Kumaran

ABSTRACT: The purpose of this study was to expand existing research on the Attention, Interact, Apply, and Invite – Fact, Think, Feel, Do (AIAI-FTFD) Start-to-Finish Teaching Model to assess its effectiveness as an instructional tool for preparing Human Service and Extension (HSE) educators across instructional contexts to teach effectively. The study used qualitative data collection methods to assess and evaluate survey responses of 109 undergraduate and 16 graduate participants from two different western universities and one southern university who were exposed to the AIAI-FTFD teaching model in Human Service and Extension (HSE)-related academic courses. Participants generally indicated that the AIAI-FTFD teaching model provided multiple instructor and audience benefits such as (a) increased instructor preparation, (b) increased confidence in teaching, (c) increased teaching ability, and (d) increased learner engagement. The findings suggest that the AIAI-FTFD teaching model may be a valid/effective teaching model for HSE educators.

Bridget A. Walsh, Melissa M. Burnham, Cassie Pasley, and Robyn B. Maitoza

ABSTRACT: Flagship family journals have been analyzed for the extent of theory employment in published articles. However, there has been no exploration of frequency of theoretical references in the two leading developmental journals. Therefore, the authors analyzed articles from 2000 2010 in Child Development (N = 1174) and Developmental Psychology (N = 1075) for studies’ frequency of theory engagement. Methods of analysis, names of referenced theories, and locations of theories were recorded. Most articles did not explicitly reference theories. Although there was no difference between qualitative and quantitative research methodologies and mentions of theory, the authors coded very few articles as strictly qualitative. When articles did include reference to theory, it was part of the input (e.g., introduction, literature review) more so than the output. Names of theories that explicitly included “family” (e.g., family systems theory) rarely appeared. We conclude that developmental researchers are doing no better than their family counterparts in mentioning theory in their articles in flagship journals.

Co-Editors: Raeann R. Hamon, Ph.D., CFLE and Rebecca Adams, Ph.D., CFLE

Introduction: Welcome to this special issue of Family Science Review devoted to Advancing the Discipline of Family Science and Family Science Programs!  We were pleased with the number of submissions we received from university faculty members across the United States—so many that we will publish a second issue. Our hope is that each of the papers in this collection will offer ideas, insights, and information which can strengthen the family science discipline, as well as our academic programs in family science.

Stephen M. Gavazzi

ABSTRACT: Recent mergers and other reorganization efforts at colleges and universities across North America have generated fundamental questions about the visibility and therefore the long-term viability of certain academic  areas. This article focuses more specifically on one of those fields – family science – and centers attention on the prominence and sustainability of this particular community of scholars. The connection between leadership efforts and the present and future state of family science are discussed in light of the theory of therapeutic failure and its application to unsuccessful management and administrative activities.

James E. Deal

ABSTRACT: Programs in family science have typically been housed in interdisciplinary departments combining the study of family relationships and the study of human development. While this model fits well with the academic and applied goals of the field, it makes these programs less easy to categorize than those that follow more traditional disciplinary lines. For individuals looking to document departmental performance, then, what sources of data are available? This paper will review the sources available for documenting performance and success in family science programs, with consideration given to how well family science, as a discipline, is represented in them.

Kathleen Walker and Maureen Blankemeyer

ABSTRACT: A key challenge of family science is to help students acquire a more thorough understanding of the field and career opportunities. To date, knowledge of family science graduates’ professional experiences is primarily anecdotal. The goal of this study is to present empirical findings from an online survey completed by 216 human development and family studies (HDFS) undergraduate alumni. Most were employed in positions related to their degree or had pursued post-undergraduate education. Completion of a field experience was the only predictor of employment in an HDFS-related position. Income, fields of practice, job functions, and age groups with whom they work are reported for alumni employed in positions related to their degree. Significant differences were found between these alumni and graduates who had pursued additional education in the importance placed on areas of knowledge and skills in their current roles. Implications are discussed for family science faculty and researchers.

Sharon M. Ballard, Elizabeth B. Carroll, Eboni Baugh, Alan C. Taylor, Bryce Jorgensen, Emily Bollinger, and DeAnna Coughlin

ABSTRACT: A key challenge of family science is to help students acquire a more thorough understanding of the field and career opportunities. To date, knowledge of family science graduates’ professional experiences is primarily anecdotal. The goal of this study is to present empirical findings from an online survey completed by 216 human development and family studies (HDFS) undergraduate alumni. Most were employed in positions related to their degree or had pursued post-undergraduate education. Completion of a field experience was the only predictor of employment in an HDFS-related position. Income, fields of practice, job functions, and age groups with whom they work are reported for alumni employed in positions related to their degree. Significant differences were found between these alumni and graduates who had pursued additional education in the importance placed on areas of knowledge and skills in their current roles. Implications are discussed for family science faculty and researchers.

Paul L. Schvaneveldt, Pamela B. Payne, Daniel S. Hubler, and Chloe D. Merrill

ABSTRACT: The purpose of the current study was to explore the ratings of core competencies for undergraduate students in Family Science. Identifying the competencies which are viewed as most important is necessary to effectively prepare undergraduate students for professions or other endeavors. A sample of 113 professionals in Family Science was asked to rate the importance of undergraduate students possessing 18 differing core competencies related to Family Science. A rank order of importance was identified. Variations were also identified by gender and type of institution (i.e., teaching focused university or research focused university). Implications for curriculum, teaching pedagogies, assessment, and future research are discussed.

Christopher K. Belous, Jessica A. Topor, and Samantha G. Gorton

ABSTRACT: In this brief report, we discuss the importance of socializing undergraduate students into a mental-health focused internship program, particularly associated with a Couple and Family Therapy program. We present information on the design and implementation of the program, and also discuss some of the feedback received from alumni and how it has evolved over the semesters. Finally, we make the argument to include similar types of internship in other universities and colleges that are interested in the mentoring of undergraduate students within a mental-health graduate program.

Olena Nesteruk

ABSTRACT: Working with immigrant families in a globalized world requires a deep understanding of the multidimensional experience of immigration as it unfolds over the course of the immigrant’s life. Family science students need to be aware of the diversity of immigrants and be knowledgeable about immigrant family dynamics across generations and among diverse ethnic groups. In this paper, I share my ideas for developing and teaching an Immigrant Families course to family science students. I provide my teaching approach, course objectives, content and scope of the course, as well as examples of required readings and course assignments. My recommendations may be useful to instructors interested in introducing such a course into their family studies programs or to those who wish to incorporate information on immigrant families into existing courses in order to strengthen students’ employability and increase their cultural sensitivity as future practitioners and scholars.

Ruben P. Viramontez Anguiano, J. Roberto Reyes, Jorge M. Chavez

ABSTRACT: This study examined the adjustment experiences of immigrant Latino families in a rural Midwestern community during a time of major demographic changes, economic instability, and a sometimes hostile social and political climate. The sample consisted of 63 immigrant Latino parents who resided in North Central Indiana. Using Bronfenbrenner’s ecological model as a guide and ethnographic methodology, we explored (a) immigrants’ experiences within the social, economic, and political landscapes of their new community, and (b) the effect of these influences on immigrant adjustment. Findings demonstrated that familismo proved to be a source of social capital for the families. Other findings are discussed, as well as suggestions for working with immigrant families.

Anne-Marie Affainie-Godwyll, Joan Jurich, Beth Whitted, & Diego Espino

ABSTRACT: It has been over ten years since the Safer Choices and Reducing the Risk comprehensive sexuality programs have been evaluated with high school students. A pretest-posttest design was used to examine the effectiveness of these two programs with a 2009 sample. Three hundred and seventy-four middle school students participated in the Safer Choices program and 469 high school students participated in the Reducing the Risk program. Findings show that knowledge of pregnancy and sexually transmitted infections as well as behavioral intentions to engage in safer sex behavior significantly increased from pretest to posttest. Overall, the programs were found to be effective for males and females and the race/ethnic groups examined.

Heidi E. Stolz, Denise J. Brandon, Patricia N. E. Roberson

ABSTRACT: Teen pregnancy is associated with numerous problems for teen mothers and their children. Though annual rates of teen pregnancy have declined recently in the United States (U.S.), they still remain high compared to other industrialized nations, with the southeastern part of the U.S. having particularly high rates. Given these rates and the challenges associated with teen pregnancy, prevention and intervention programs have been developed and implemented. This study evaluated one such program – Child and Parenting Skills (CAPS) – a school-based program for pregnant and parenting high school students in a metropolitan area in Tennessee. A retrospective post then-pre design was used to assess program participants’ (N = 25) perceptions of the program and changes in (a) perceived knowledge of child health/safety, (b) parental hopefulness, and (c) self-esteem. Results indicated high levels of program satisfaction and group cohesion as well as significant increases in all three outcomes.

Heather McCollum

ABSTRACT: This study examined 374 family researchers’ perceptions of internet research methods as an appropriate alternative or additional method to traditional research. Diffusion of Innovation theory was used to guide the research. Participants answered an in-depth online survey, including open ended questions for exploratory purposes. Findings indicate that online researchers were most likely to have taken a current workshop about technology and worked with a computer mentor. Online researchers perceived greater access to supportive resources compared to researchers not using online methods. Results indicate online surveys are the most used method, although there is interest in using a variety of online methods in the future. Given the high interest and acceptance of online research methods, future scholarly work will determine how to expand the use of ORM beyond surveys and what adaptations or innovations researchers will make to ORM to best suit their needs.

Clifton E. Barber

ABSTRACT: Families are the major provider of long-term care and support for the functionally dependent elderly. The provision of this care, however, can  exact an emotional, physical, and financial toll. The National Family Caregiver Support Program (NFCSP), established in amending the Older American Act in 2000, provides grants to states and territories to fund a range of supports that assist families in caring for dependent elderly persons at home for as long as possible. A family impact analysis of NFCSP provides several lessons and implications for those who design, implement, and study family caregiving. An analysis of this legislation using the family impact lens provides evidence, albeit indirect, that support services funded under the NFCSP can reduce caregiver depression, anxiety, and stress and enables them to provide care longer, thereby avoiding or delaying the need for costly institutional care.

Cheryl Cheek

ABSTRACT: Traditionally, family science educators have had a difficult time attracting and retaining students in classes related to aging. In order to increase student engagement in a course on aging, I redesigned the course using Christensen’s Jobs-To-Be-Done perspective. Learning partners from a local care facility were enlisted, the curriculum was focused on supporting the students’ interactions with those Learning partners, and assignments were added that required students to integrate academic knowledge with real-life experience. Results of this redesign included increased skills, feelings of success, and students’ engagement. This article highlights the core principles used to redesign the course, along with difficulties encountered. These principles may be applied in various family science classes to increase student motivation.

Laura Landry Meyer & Jacqueline R. Roe

ABSTRACT: The typical college campus is filled with students who have personal and social challenges that impact their efforts to earn a college degree. Yet, in the college classroom, the focus is predominantly on teaching course content, with minimal attention to the developmental needs of students. We argue that, just as family life educators teach students to be sensitive to the ‘felt” needs of families and individuals in the community, educators should be equally sensitive to the felt needs of the college students they teach. Family science educators have the opportunity to model the integration of developmental needs through the use of intentional teaching and assessment. We describe strategies related to pedagogy and assessment that support the acquisition of knowledge and contribute to the achievement of late adolescent developmental tasks, with special attention to personal identity, autonomy, and the formation of lasting bonds with significant others. Specific examples of developmentally appropriate assignments and assessments are provided.

Amy Conley Wright

ABSTRACT: Authentic performance assessment connects active learning pedagogy with assessment of student learning. For family sciences, authentic performance assessment presents an opportunity to evaluate knowledge and skills related to working with families within the classroom context. This form of assessment can be combined with popular teaching strategies, like using family case studies, to provide application and context for course content. This article reviews the literature on authentic performance assessment and its application in the family science literature, and provides an example of an authentic performance assessment in a course on understanding and working with diverse families. The discussion provides suggestions for instructors in family science considering a shift from traditional to authentic assessment.

Scott S. Hall 

ABSTRACT: The Implicit Theories of the Marital Institution (ITMI) framework distinguishes beliefs about how fixed or malleable marriage is, and might assist in investigating how such beliefs are formed and influence premarital and marital behavior. An initial study identified two distinct ITMI among a large, unmarried sample (n = 1,490). The ITMI were differentially predicted by a variety of background factors and other marital beliefs, and also served to moderate association between parents’ marital variables and young adults’ perspectives on getting married. ITMI also moderated the association between positive beliefs about marriage and perspectives on getting married.

Jennifer L. Doty, Jodi Dworkin, and Jessica H. Connell 

ABSTRACT: In an information-based society, digital inequalities among parents have negative implications for families, yet not much is understood about how socioeconomic status is related to parents’ online activities. Based on ecological systems theory and social capital concepts, this research investigated the differences in 1,518 parents’ online activities by income, age, education, and comfort. Income was a significant predictor of frequency of information seeking activities, but not of frequency of parents’ online social activities. However, comfort with technology emerged as a more salient predictor of both types of online behavior than indicators of socio-economic status or age. This research highlights the need to study differences in parent’s digital use in context. Implications for family life educators, researchers, and policy makers are discussed.

J. Mitch Vaterlaus, Kay Bradford, Linda Skogrand and Brian J. Higginbotham 

ABSTRACT: Unprecedented public interest and government funding has been directed to promoting healthy relationships over the last two decades. Current research on relationship education (RE) for low-income and diverse populations primarily includes suggestions and ideas for successful implementation. Research-derived best practices are less common. As part of a state healthy relationship initiative, 14 Cooperative Extension agents provided RE for low-income and diverse audiences within their counties. A phenomenological approach was used to describe agents’ shared experiences in providing RE. The major themes included planning with diverse audiences in mind, implementing programming with diverse audiences, and agents’ knowledge and commitment to their communities. Results are discussed in terms of practical implications for providing RE for low-income and diverse populations.

Travis P. Searle and Paul L. Schvaneveldt

ABSTRACT: Adolescents often struggle with articulating their religious beliefs. This study proposed that identity style may explain why some adolescents have difficulty articulating their religious beliefs. A hierarchical regression analysis was conducted to predict adolescents’ ability to articulate their religious beliefs. It was found that an informational-oriented identity style, commitment to an identity style, and religiosity were positively related to adolescents’ ability to articulate their religious beliefs. Diffuse-oriented and normative-oriented identity styles were not related to adolescents’ ability to articulate their religious beliefs.

Robert S. Weisskirch and Deanne R. Pérez-Granados

ABSTRACT: Students often enter courses with prior knowledge that includes misconceptions about human development and behavior. Generally, curriculum is constructed to present research-based information that may serve to ameliorate these misconceptions. However, these misconceptions persist, which may require more direct intervention. In this study, we investigated a pedagogical approach in which students directly read and write about common misconceptions to see if this approach addresses their misconceptions and changes their understanding. In total, 75 undergraduate (Females = 64, Males = 11) students participated in the study with 34 students in the experimental group and 41 students in the control group. Using a repeated-measures ANOVA, there were few significant changes in the students’ ratings of the truthfulness of the misconceptions. Revisions to the pedagogical approach examined in this study are suggested to strengthen its effectiveness.

Jacki Fitzpatrick

ABSTRACT: The purpose of this paper is to describe the change process for an undergraduate family studies course (HDFS 3320: Contemporary Family). As the course was required for students in majors (e.g., food & nutrition, fashion & interior design) outside of the family studies field, it was necessary to increase the cross-disciplinary relevance of the course. The change process involved (a) collaboration with other faculty members, (b) responding to student feedback and (c) refining the course model so that it could be used by more than one instructor. The course was changed so that a minimum of 40% of topics directly addressed students’ major fields. The lessons learned from this course transformation might be valuable for instructors/administrators who face the demands of an evolving student population.

Boyd Teemant, Daniel Moen, and Victor Harris

ABSTRACT: Problem-Based Learning (PBL) is a good fit for pedagogy in the family sciences due to the developmental and psychological theories that overlap with key features of PBL. Vygotsky’s Zone of Proximal Development (ZPD) and “authentic problem solving” are examples of theories that explain how PBL works. These learner-centered pedagogies increase engagement and motivation by helping students learn to solve real-world problems. Furthermore, PBL has been shown to enhance professional practice and preparation for students as they enter the workforce. Examples of how instructors can apply PBL in family science college classrooms are offered. Furthermore, a graphic organizer is presented to compare and contrast similarities and differences between PBL and ZPD theories. A sample worksheet that can be used in the classroom is also included. The goal of this paper is to give instructors a sufficient understanding of PBL and plausible examples of how it might be used in the classroom.

Bridget A. Walsh, Heidi Cromer, Jenica Park and Eva L. Essa

ABSTRACT: Four collaborative learning activities were implemented in a lifespan development course. We explored 35 undergraduates’ experiences with collaborative activities designed to promote breadth and depth of students’ understanding of developmental theories. The findings of this study attest to students’ satisfaction with collaborative learning experiences. Five themes emerged from the study: Application of Theory, Learning/Teaching One Another, Personal Growth, Engagement, and Theory Acquisition. The undergraduates’ positive accounts suggest that they applied theory to practice, strengthened their own understanding of theory, experienced personal growth, and were engaged in the class as a result of the collaborative learning activities focused on developmental theories.