Implementing Learner-Centered Teaching Strategies in Family Science
- Jenna C. Scott, Department of Human Development and Family Science, Florida State University
- Cynthia B. Wilson, Department of Human Development and Family Science, Florida State University
- Kristen H. Greene, Department of Human Development and Family Science, Florida State University
- Nari S. Jeter, Department of Human Development and Family Science, Florida State University
Abstract
Learner-Centered Teaching (LCT), as opposed to teacher-centered practices, actively engages students in the learning process. In this paper, we discuss the importance of adopting LCT strategies in family science courses to improve student learning outcomes. Family science is particularly apt for LCT because of the interpersonal focus of the discipline. To help fill an important gap in the literature, seven LCT strategies are articulated within the specific context of family science. We highlight the following seven approaches: small group activities, questioning, think-pair-share discussions, gaming, in-class writing, low-stakes quizzes, and flipped classroom design. In addition to describing the approaches, we discuss class size, adapting the techniques for online courses, and working with students who require accommodations. Finally, we share evaluation data from students that speaks to four of the seven LCT strategies. Our hope is that this paper will offer ready-made ideas that family science instructors may adopt. To conclude, we discuss implications, challenges in implementing LCT, and areas of future research.
