Summary
This study explores college students’ cognitive processing regarding their exam performance. The purpose of the study is to examine how students perceive their performance on course exams based on feedback from the Study Behavior Inventory (SBI; Bliss & Mueller, 1987). Employing a qualitative analysis, this study examines student analysis of their exam performance based on feedback from the SBI. The themes that emerged in this analysis of the data were consistent with past findings related to students’ development of self-regulation regarding their academic performance, with the growing awareness that they had control over their studying and the ability to alter their academic trajectory. It is proposed that assisting students to examine their study strategies and exam performance will encourage them to self-regulate their performance in class and gain a sense of control over their academic skills.

Objectives

• To examine the development of college student academic awareness
• To use qualitative methodology to examine student perceptions of their academic skills
• QUALITATIVE RESEARCH STUDYTo apply theoretical concept of self-efficacy relating to students’ exam performance and analysis.

Subject Codes: andragogy, decision making
Population Codes: emerging/young adulthood, undergraduate students
Method and Approach Codes: qualitative methodology, scholarship of teaching and learning (SoTL)

Summary
Undergraduate family life educators in training participated in a Human Development and Family Science service-learning course, where they were trained to teach community-based youth relationship education within local high schools. This study investigates the role of reflective processes in family life educator training to promote facilitator efficacy. Four themes emerged to best indicate the role of reflective processes: recognition of academic knowledge application, relation of experience to personal life, identification of practical skills, and acknowledgment of growth through the learning process. Applied, reflective family life educator training can provide facilitators with the opportunity to gain skills, link academic knowledge and applied experiences, and develop facilitator efficacy through active learning. Implications and future directions are discussed.

Objectives

• Evaluate a collegiate family life educator course to promote practical skill development.
• Interpret the role of reflective processes in family life educator training.
• Translate findings into suggestions for applied academic experiences in undergraduate family life educator training.

Subject Codes: andragogy, education, relationships
Population Codes: Family Life Education, undergraduate students, emerging/young adulthood
Method and Approach Codes: applied research, qualitative methodology, Family Life Education

Summary
Effective feedback is one of the most important facets of strong pedagogy, providing instructors a rare chance to offer direct guidance on areas of improvement and gauge students’ level of attainment. Despite it’s importance, it is often under-utilised in higher education (Pitt & Norton, 2017) and students and instructors alike find the feedback process generally unsatisfying (Bohnacker-Bruce, 2011; 2013; Mulliner & Tucker, 2017). We know that effective feedback is goal-oriented, tangible and transparent, actionable, user-friendly, timely, ongoing and consistent (Wiggins, 2012) and that in addition to being well designed, requires capacity and needs to be valued (Henderson et al., 2019). What we know far less about is how students’ perceive feedback (Poulos, 2008) - what they pay attention to, what they ignore and why, and how feedback can be used in support of personal development beyond academic material. This gap in understanding predates the COVID-19 pandemic and obscures the actual impact of existing feedback practices, leaving instructors without the feedback they need to successfully adapt feedback in support of student learning needs. It is critical to fill this gap and cement the lessons learned in a rare period of modified instruction. The goal of this study is to explore student perspectives of feedback as well as to tease apart the specific qualities that are seen as effective. Students in a large Western public university across a variety of disciplines were invited to take part in a series of surveys to collect a general understanding of perceptions of feedback. Beginning in summer 2020, these surveys contained four areas of focus: the types and mediums of feedback students found most useful, the motivation students had for wanting to receive feedback, the qualities of feedback that best supported self-identified learning needs, and student perceptions on standards of effective feedback. Taken together, a more holistic and interdisciplinary picture of student expectations emerges, and the trends and changes in feedback expectations between modes of instructions, enables this study’s aim to inform best practices that make feedback more effective, targeted, and supportive of student needs overall.

Objectives

• Identify student perspectives and standards for effective feedback in the context of self-identified learning needs.
• Assess the differences, if any, between student perspectives and standards for effective feedback.
• Determine the aspects and delivery modes of feedback which students believe have a higher impact on personal and academic improvement

Subject Codes: andragogy, education
Population Codes: undergraduate students, educators, emerging/young adulthood
Method and Approach Codes: scholarship of teaching and learning (SoTL), pedagogy, mixed-methodology

Author: Shera Thomas-Jackson

Summary
This poster presents an art project used to synthesize research in a human sexuality course. Students in a Human Sexuality course evaluated research articles and synthesized what they learned in a creative expression. The art varied from collages to paintings to music to dancing. This poster provides an explanation of the development of the project, the project itself, and student learning outcomes on the project compared to the overall course.

Objectives

• To learn about the development of the art project assignment in a course on human sexuality.
• To learn about a student assignment that can be used in other courses.
• To learn about student outcomes of using an art project to synthesize research.

Subject Codes: education, feminism, sexuality
Population Codes: educators, undergraduate students, Family Scientists
Method and Approach Codes: educational, scholarship of teaching and learning (SoTL), curriculum development

Summary
This study sought to determine if a modified form of jigsaw learning could be effective in encouraging students in two online Family Science classes. A random sample of 50% of student assignments were coded utilizing a pattern-matching model (Yin, 2009) with Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001) to reveal the depth of student reasoning, and Fink’s (2013) model to determine types of learning used. Evidence using the taxonomy indicated the jigsaw was successful and that many performed at high levels of cognitive processing. The former class yielded a mean of 3.59 (SD=1.409) indicating an average student performance at the application level, using existing knowledge to complete the assignment. Results in Couple Relations were similar (M=3.06, SD=1.582), also indicating the application level. Coding for this class using Fink (2013) shows a strong reliance on learning by integration. Student evaluations of courses dealing specifically with group learning were also positive.

Objectives

• * To evaluate the effectiveness of a modified jigsaw group in online teaching
• To utilize theoretical triangulation to determine teaching effectiveness in online Family Science classes
• To determine student satisfaction with online learning approaches in Family Science classes

Subject Codes: education, technology, COVID-19
Population Codes: Family Scientists, undergraduate students, educators
Method and Approach Codes: case study, Family Science, mixed-methodology

Summary
Guided by the principles of Black feminist theory, this qualitative study aimed to explore what it is like for Black, first-generation college students as they combine the diverging aspects of home and school. In this qualitative methodology, 10 ethnographic interviews were used to gather data from first generation, Black, female college students who attended college in the North Eastern United States. Thematic analysis of these data produced three themes related to the experiences of Black, female, (FGCS) from their perspective. The results illuminate issues that add stress to the college experience of Black, female, first-generation, college students and should influence the development of programming to meet the needs of that population.

Objectives

• To demonstrate the understanding of Black, female first-generation college students' experiences in maintaining and preserving cultural traditions of social and financial interdependence.
• To explore the strategies adopted by Black first-generation college students to maintain and preserve cultural traditions of social and financial interdependence.
• To demonstrate and understand the experiences of Black first-generation college student’s navigation through an unfamiliar “academic, cultural environment

Subject Codes: family relations, family functioning, feminism
Population Codes: People of Color, African Americans, urban
Method and Approach Codes: Family Science, qualitative methodology, intersectionality

Author: Lili Guan

Summary
Most existing studies exploring low retention and graduate rates among first-generation college students (FGCSs) were often based on a deficit model that attributed these issues to the lack of social and cultural forms of capital. Interventions to address these issues thus focus on developing effective programs to acculturate FGCSs to the social norms of independence dominant in American universities. However, more nuanced discussions on why and how FGCSs lack social and cultural capital cannot be separated from a deeper understanding of their rich family cultures and structures including family roles and relationships. By conducting a systematic literature review, this project builds a theoretical model that consists of a systematic representation of FGCSs’ diverse family roles and the mechanisms through which these roles affect their learning.

Objectives

• To synthesize family roles that FGCSs assume in the existing literature
• To construct a theoretical model to systemically represent FGCSs’ family roles
• To identify potential mechanisms through which FGCSs’ family roles affect their learning experiences

Subject Codes: family relations, education, inclusion
Population Codes: undergraduate students, U.S., low income
Method and Approach Codes: concept/construct development, Family Science, systematic literature review

Author: Catherine C. Breneman

Summary
Teaching Family Resource Management is an "entry level" course for undergraduate family science students. Creative assignments that incorporate different media and techniques (old movies, old time radio, and an interview with an elderly person) develop the ability of students to apply course content about family theories, the decision making model, definitions of family, and access to or lack of resources. Learning about families in historical contexts helps students to recognize family strengths and resilience, understand the history of oppression, racism, and poverty in the United States and its impact on families, and to have opportunities to apply family theories. Assignment rubrics will be shared, themes of students' reflections about the assignments be presented, and barriers, challenges, and benefits to implementation will be discussed.

Objectives

• Develop familiarity with assignments for teaching family resource management using different media and a historical lens.
• Assess student comprehension of family theories, defintions, and decision making using a assignments with a historical prespective.
• Demonstrate strategies to meet the learning needs of family science students through assignment innovation.

Subject Codes: family resource management, context, resilience
Population Codes: those in poverty, Family Scientists, community or institution
Method and Approach Codes: scholarship of teaching and learning (SoTL), educational, pedagogy

Summary
Professionals and the public have varied conceptualizations of race and racism, and it is unclear what role college students at predominately White institutions (PWI) believe universities should take in instructing about race and racism. There were several events and tragedies (e.g., global pandemic, police brutality) related to race that occurred between 2017 and 2020 that may have influenced student perspectives. The current recurrent cross-sectional qualitative study compared two cohorts of college students (2017 – n = 146 and 2020 – n = 249) at a PWI regarding their personal conceptualizations of racism and ideas regarding what role the university should play in providing education about racism. All participants completed online surveys with open-ended items and 27 students (13 in 2017; 14 in 2020) completed in-depth interviews.

Objectives

• To create an understanding of students’ conceptualizations of race and racism at a predominately White institution (PWI).
• To identify the role of time on perspectives of race and racism among two cohorts (2017 and 2020) of students at a PWI.
• To understand the role students at PWI perceive that universities have in educating about race and racism.

Subject Codes: racism, race, education
Population Codes: emerging/young adulthood, undergraduate students, Caucasian/White
Method and Approach Codes: qualitative methodology