scholarship of teaching and learning (SOTL)

Implementing Learner-Centered Teaching Strategies in Family Science

DOI: 10.26536/DZUL6421

  • Jenna C. Scott, Department of Human Development and Family Science, Florida State University
  • Cynthia B. Wilson, Department of Human Development and Family Science, Florida State University
  • Kristen H. Greene, Department of Human Development and Family Science, Florida State University
  • Nari S. Jeter, Department of Human Development and Family Science, Florida State University
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Abstract

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

2024 Volume 28 Issue 1, , ,
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An Exploratory Study of the Use of Grade Contracts in Undergraduate Family Science Courses

DOI: 10.26536/SSMA2835

Authors

  • Patrick P. Cheek, Social Science Program, University of Maine at Augusta
  • Julie DellaMattera, School of Educational Leadership, Higher Education and Human Development, University of Maine
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Abstract

Contract grading can provide an alternative to traditional grading systems. The goal of this exploratory study was to determine students’ reactions to grade contracts as well as their perceived usefulness in undergraduate courses. Contract grading is becoming more popular in higher education. Using a sample of 41 students across three undergraduate courses, data were collected on students’ perceptions of grade contracts and their utility, the degree to which students believed that grade contracts may have improved their sense of efficacy and control over their learning, and the ease with which students understood grade contracts compared to traditional grading. Students responded positively to the use of grade contracts and liked the sense of control that grade contracts provided but had difficulty understanding the more technical aspects of the contracts. Implications for instructors as well as future research are discussed.

2023 Volume 27 Issue 3, , , , , ,
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Student Self-Assessments and Personal Reflections after Taking a Family Life Education Methodology Course

DOI: 10.26536/UZDS9466

Authors

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

2023 Volume 27 Issue 2, , , ,
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The Extent of Scholarship of Teaching and Learning Published in Family Science Journals 2009-2018

DOI: 10.26536/RKRA858

Authors

  • Trent W. Maurer, School of Human Ecology, Georgia Southern University
  • Nikki DiGregorio, School of Human Ecology, Georgia Southern University 
  • Jennifer Reinke, Department of Human Development and Family Studies, Colorado State University
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Abstract

This study examined the presence of Scholarship of Teaching and Learning [SoTL] scholarship published in four refereed, disciplinary family science journals: Family Science Review, Journal of Marriage & Family, Family Relations, and Journal of Family Theory & Review from 2009-2018. Results revealed that just two percent of all articles published in these journals during the period could be classified as SoTL, though clear differences between the journals and a recent upward trend were evident.  Over 80% of the articles classified as SoTL appeared in Family Science Review.  Two-thirds of SoTL article authors were women and nearly 75% were from Carnegie Doctoral institutions.  SoTL articles generally were unfunded and not widely cited.  Findings are contextualized within the broader interdisciplinary SoTL literature.  Implications for family science scholars and the future of family science SoTL scholarship are discussed.

2022 Volume 26 Issue 2, ,
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TV Clubs as a Pedagogical Approach in an Undergraduate Adolescent Development Course: A Qualitative Evaluation During the COVID-19 Pandemic

DOI: 10.26536/UQGJ5738

Authors

Mitchell Vaterlaus, Ph.D., LMFT, Montana State University
Nicole C. Wanago, Texas Tech University
Jillian D. Martin, Montana State University

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Abstract

Using a Scholarship of Teaching and Learning (SoTL) approach, the current study evaluated use of the Adolescent Media Project (AMP) as a pedagogical approach within an undergraduate adolescent development course. The AMP divided students into smaller groups (n= 8) in relation to an adolescent-themed TV show. Students viewed the first season (or more) of the program throughout the semester. Students analyzed developmental accuracies and inaccuracies depicted in their assigned shows through completing individual written reflections, group meetings, and final individual projects. Implementation of the AMP occurred during the Spring 2020 semester, which allowed for understanding student experiences in transitioning the AMP to remote learning during the COVID-19 pandemic. A longitudinal qualitative approach was implemented with 16 randomly selected students in one course. Three themes emerged: (1) embeddedness, (2) collaboration, and (3) agency. Implications for future implementation of the AMP and active learning during the pandemic are discussed.

2022 Volume 26 Issue 1, ,
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