110-01: Cognitive and Social Presence Across Three Modes of Instruction: Exploring Instructional Strengths and Challenges

Blended learning is a cost-effective pedagogical approach that leverages the strengths of face-to-face and online instruction; however, which instructional component is effective in promoting students’ learning has not been fully examined. The purpose of this mixed methods study was to examine the effectiveness of three modes of instruction, including face-to-face, synchronous video conferencing, and discussion board, on student outcomes. Guided by the Community of Inquiry framework, we specifically investigated the levels of cognitive and social presence. The study also explored the strengths and challenges in implementing each mode of instruction. Results showed that face-to-face instruction was the best mode to promote various aspects of cognitive and social presence. Students also described specific strengths and challenges of each instructional method. Implications for practice are discussed.  

Objectives

- To compare the effectiveness of face-to-face, video conferencing, and discussion board in promoting student learning.
- To examine changes in students' interpersonal skills.
- To explore strengths and challenges of the three modes of instruction.

Keywords: education, Family Science, evaluation

110-02: Application of the DEAL Model For Critical Reflection to Promote and Assess Student Learning

Experiential learning has become increasingly popular on college campuses as a way for students to gain real-world experience with instructor guidance. However, experience does not automatically translate to learning. It is only through critical reflection on the experience that learning results. The DEAL model has been used to promote and assess student learning in applied and experiential learning approaches. This three stage critical reflection model provides students with structure and guidance to help them engage in meaningful learning. A reflective journal assignment based on the DEAL model was developed to facilitate students’ reflection and analyzed for the presence of critical thinking. Utilization of the DEAL model in family science classrooms has the potential to promote students’ critical thinking skills, better equipping them for professional practice.

Objectives

- To describe the DEAL model for Critical Reflection.
- To demonstrate how the DEAL model has been incorporated to promote and assess student learning from applied and experiential learning approaches in family science classrooms.
- To explore ways in which experiential learning approaches, such as Problem-Based Learning Simulations (PBL-S) increase critical thinking skills among students.

Keywords: Scholarship of Teaching and Learning (SoTL), Family Science, professional development

110-03: Combining Problem-Based Learning and Team-Based Learning in Family Science

Earlier studies have reviewed the theoretical effectiveness of Problem-Based Learning (PBL) in the family sciences to enhance learner outcomes and employee skills.  This study sought to advance applied research in PBL and Team-Based Learning (TBL) in family sciences by testing the effectiveness of using PBL in a structured TBL environment.  This mixed-methods, cross-sectional study evaluated student’s (n = 103) retrospective perceptions of PBL within TBL in an introductory undergraduate family science course.  Hypothesis and research questions were guided by Vygotsky’s sociohistorical theory of cognitive development (1978) and Bloom et al. (1956) taxonomy of learning.  Findings suggest that students reported significantly favorable experiences in working with teams on PBL scenarios in terms of overall experience, comprehension, critical/creative thinking, social skills, and conflict management.

Objectives

- To evaluate the effectiveness of using Problem-Based Learning scenarios and structure in an organized Team-Based Learning environment.
- To analyze quantitative and qualitative student/participant responses of the combined teaching methodology.  
- To discuss and understand the practical implications of using a combined teaching methodology.

Keywords: education, theory, applied research

110-04: Using the Global Citizenship Scale to Assess Student Cultural Learning in Study-Abroad Family Science Courses

This presentation discusses the results of using the Global Citizenship Scale (GCS) as a pre- and post-test measure for students participating in study abroad family science courses. The GCS scale measures three domains of global citizenship: social responsibility, global competence, and global civic engagement. The survey will be administered to study-abroad students at two universities. Each course will consider how learning experiences contributed to changes in students’ cultural learning, and results will be compared across the two courses to see if a service-learning component contributed to greater gains on specific dimensions of the GCS. The presentation will contribute to our understanding of how study abroad experiences can contribute to cultural learning, and how the GCS can be adapted for use for family science programs.

Objectives

- To analyze changes in students’ sense of global citizenship after participating in study abroad family science courses, one with a service-learning focus and one without. 
- To facilitate cross-program collaboration in evaluating culturally deep learning in family science study abroad programs.
- To evaluate the use of the Global Citizenship Scale (GCS) for students in family science courses and suggest future adaptations to better serve the discipline of family science.

Keywords: education, study abroad, global

110-05: Mentoring Graduate Students Within Family Science

Graduate mentoring is comprised of educational, professional, and psychosocial development; it plays a crucial role in the successful completion of graduate students’ degrees. Successful mentor relationships can increase academic satisfaction, decrease attrition, increase retention, keep graduate students on time to graduate, and have positive influences on future career goals. This paper will examine empirical literature to establish best practices for graduate mentoring within the family science field. Best practices discussed include how to successfully mentor, aspects that can create unsuccessful mentoring, how to be inclusive to all types of students, and online mentoring. Four family science theories: ecological systems, phenomenological, social exchange, and symbolic interactionism, are utilized to disseminate the best practices into the field. Implications and future research suggestions are discussed.

Objectives

- To evaluate current literature on graduate mentoring.
- To incorporate a theoretical lens in the practice of mentoring.
- To establish best practices of mentoring within the family science.

Keywords: mentoring, theory, Family Science

110-06: How do Parents Teach Their Children to Work?: A Qualitative Exploration of Chores, Employment, and Entrepreneurial Experiences

This qualitative study examines the question, “How do parents teach their children about work?”   The sample included 90 families with at least one emerging adult “child” (between 18-30 years old). It spanned two generations in eleven families, and three generations in five families.  Altogether 90 emerging adults, 17 of their parents, and 8 of their grandparents were interviewed (N = 115).  Analyses revealed three major methods for teaching children about work: (1) implementing household chores and allowances, (2) facilitating paid employment, and (3) encouraging entrepreneurial experiences. Through each of these methods, children were taught valuable financial principles. Entrepreneurial experiences specifically taught children to work hard for money, to manage earned money via budgeting and saving, and to be independent. 

Objectives

- To identify common methods parents use to teach their children to how to work.
- To illustrate the various ways parents used household chores, employment, and entrepreneurial experiences to teach about work. 
- To offer suggestions on how parents might implement household chores, employment, and entrepreneurial experiences in their own home to teach their children how to work. 

Keywords: family processes, family functioning, child(ren)