Poster Session 3: Undergraduate Students Education

Presenters: Adam Clark, Darin Knapp, Timothy Ottusch, Linda Pallock

Summary
The current study sought to understand how much students read for their Family Science (FS) course, as well as what best supports and detracts from their perceived engagement with the materials. An anonymous survey was completed by 80 participants currently in a Family Science class on their engagement with the course materials. The results found the majority of sometimes engage with the materials before class at least half the time, with students reading more for upper-division FS courses. Students report reading more prior to class when the materials are clearly integrated into the class sessions. The full results will be discussed in the presentation. These findings provide important implications to consider for how faculty integrate course materials into their classes.

Objectives
-- To understand how much students are reading for Family Science courses
-- To understand what types of materials students perceive supporting their learning the least and most
-- To evaluate barriers to students reading for Family Science courses

Subject Codes: communication, education
Population Codes: undergraduate students, Family Scientists, educators
Method and Approach Codes: educational, curriculum development, evaluation