Showing papers presented at "Field and Service Robotics in 2000"

Misconceptions About the U-Shaped Curve of Marital Satisfaction Over the Life Course

Abstract: There are three misconceptions about the empirical generali. there is a cuntilinear relationship between marital satisfaction and the cycle. These misconceptions are that the generalization is based pri, cross-sectional data, the slope of the U-shaped curve is steep and change in marital satisfaction over the Iift course is primarily a changes in parenting. These misconceptions are reexamined using research. Implications forfamily Iifu educators and researchers are disc

Teaching and Learning Styles: Implications for More Effective Pedagogy

Abstract: A review of educational research identified teaching to students' learning styles as an important component of effective instruction. The evolution of temperament and learning styles was traced. Prominent paradigms of learning styles were explained, emphasizing that one's teaching style reflects one's leaming style and will not effectively reach students with dffirent Iearning styles. Three exnmples incorporating dffirent leaming sQles were presented to illustrate teaching across learning styles. Two implications of incorporating various learning styles into one's teaching which emerged from the literature were (1) improving one's students' abilities to understand Family Science concepts and (2) modeling ways for Family Science graduates to present information to their future clientele.

Incorporating a discussion of equality in couple education programs

Abstract: Many couples face changing gender roles, balancing paid work and family lift, and conflict over decision making. This paper reviews research on relationship equality that family lift educators can incorporite into existing couples education programs. Informed by feminist and gender perspectives, five aspects of equality are highlighted: consequences of inequality, benefits of equality, definitions of equality, models of equality-based relationships, and steps in developing equality. Recommendations about group facilitation, an outline of the content, and couple and group activities are provided. Clinical and empirical data document the struggles around fairness, and equity couples in heterosexual relationships encounter (Hare-Mustin, 1991: Hochschild, 1989; vannoy-Hiller & Philliber, 1989). Based on her research and observation of clients in three countries, Rabin ( 1996) states that the majoriff of heterosexual couples in the western world are experiencing the frustration, complexity, and confusion resulting from a contradictory blend of gendered role expectations and egalitarianism. She argues "that women's anger and disillusionment is the major universal dyramic underlying marital distress. women's continued attempts to make things right, their frustration at their partners' avoidance of conflicts and their increasing sense of having other options to marriage is the major predicament brought to relationship therapy" (p. 15). If a goal of premarital and couple'education is to provide couples with the perspectives and skills necessary to thrive in their relationships and avoid needing therapy to rescue their relationships, then educators are called on to address issues of gender and power (Horst & Doherty, 1995). Direct correspondence to t}Ie first author: Department of Family and Consumer Sciences, 3028 Kohrman Hall, Westem Michigan University, Kalamazoo, MI 49008 (blgqgglg-@_llmich.edg). The second author is a graduate student in the Department of Counselor Education and CounseLing Psychology at the same institution. An earlier version of this manuscript was presented at the Third Annual Conference of The Coalition for Marriage, Family and Couples Education, Washington, D. C., June 30-July 4,1999.

Couples' Beliefs in Myths about Marriage and Remarriage

Abstract: The purpose of this study was to explore what couples preparing to make the transition to marriage believe about marriage and remarriage. Onehundred couples making the transition to marriage from two Tennessee counties were surveyed. Data analyses revealed that the sample possessed beliefs in a variety of myths about maniage and remarriage. Further analyses revealed no significant gender or marital status differences in beliefs about marriage and rentarriage. Implications for future family Iifu education research and practice are discussed. There is relatively little empirical data on the transition to marriage (Holman &Li,1997; Huston, Surra, Fitzgerald & Cate, 1981; Larson, 1988). The majority of previous research exploring attitudes and beliefs about marriage has primarily included samples of college students or single adults rather than couples who are indeed in the process of making the transition to marriage (Carter & Morris, 199'l; Fine, Kurdek & Hennigen, 1992; Holman &Li, 1991 Larson, 1988; Salts, Seismore, Lindholm & Smith, 1994). The few studies (e.g., Abbott & Koopman-Boyden, 1981; Craddock, 1987) that sampled couples who were engaged or preparing for marriage indicated more research with this population is needed and would likely give a more detailed and specihc view of couples' attitudes and beliefs about marriage and partners (Holman &Li, 1997). Additionally, family life educators have been challenged to design, implemenr, and evaluate programs that address the most salient needs of newly married couples as they experience their first marriage, or a remarriage (Crosbie-Burnetr & Giles-Sims,1994; Ganong & Coleman, 1994; Holman'&Li,1997; Morris & Carter, in press; Skopin, Newman, & McKenry, 1993). Direct correspondence to the first author: The Departrnent of Behavioral & Social Sciences, Lee University, P.O. Box 3450, Cleveland, TN 37320 (DfSUSa4OeSl-SSld. The second and third authors are in the Department of Child and Family Studies, The University of Tennessee, Knoxville. The authors wish to express appreciation to Julia Malia and Bill Poppen, as well as the anonymous reviewers of this manuscript. Additionally, thanks go to The Building and Enriching Stronger Tennessee (B.E.S.T.) Families program for providing the primary funding for this study.

Critical Life Events in Women's Identity Development: Lessons for the Course in Human Development

Abstract: Teaching identity development is vital to a.thorough understanding of human development. However, little is known about identity formation in general, and women's identity formation in particular. The purpose of this article was to document experiences that two groups of women perceive as important factors shaping their identity formation, and to propose applications for teaching human development. Interview data from Avery's (1980) study of citical lifu events is used to compare college educated African American and European American women's perceptions of the events that shaped their lives and their identities. Marriage and motherhood were the most frequently cited citical events for European American women. Returning to school and racism were the most frequently cited critical events for Afican American women. The article is specifically organized and conceptualized for classroom use and includes questions to challenge students' thinking and to foster discussion' "One is not born, but rather becomes a woman"' -Simone de Beauvoir Teaching about female identity development is often a difftcult area in human development because many introductory texts derive ideas about human development from theoretical models that do not adequately take into account women's development, a feminine perspective (Belenky, Clinchy, Goldberger' & Tarule, 1986; Chodorow, 1978; Gilligan, 7911, 1982; Miller, 7976), ot ethnicity (Robinson & Ward, 1991). Instead, they view the process of female Direct correspondence to the first author: The Penn State Altoona, 3000 lvyside Park, Altoona, PA 16601 (ladl2@psu.edu). The second author is at Central Michigan University, Mount Pleasant, MI 48859, while the third author is in the Department of Family Studies, University of New Hampshire, Durham, NH 03824-3599.

Promoting Students' Intellectual Development: A Qualitative Study of Teaching Practices

Abstract: This study of teaching practices adds to the scholarship of teaching in by providing a model of classroom research. Three researcherinvestigated their teaching practices, utilizing qualitative included multiple classroorn observations as well as semi-structured students. Their analysis andfindings were grounded in afour-stage intellectual development and in Vygotslcy's theory of the zone of Several teaching practices were identified as being most ic stages of student development; some problematic practices also In addition, two barriers to intellectual development were identified: and a rule of social harmony. These findings have implications for practic e s, curriculum dev elo pment, and p o stgraduate profe s sional in family science. In addition, more classroom research in family be encouraged. INTRODUCTION AND CONCEPTUAL FRAMEWORK scientists devote considerable atlention to the scholarship ofteaching , throughjournal articles and professional presentations, including the of the Familv Science Association. The use of non-traditional as cooperative learning has been reported (Walker, 1996), and teaching to the study of families also have been described (Fisher & Day, 1990; & Poirrier, 1994). To date, there have been almost no reports of ices in family science that are grounded in classroom research, although Bun (1990) used an experimental post-test design to test the effrcacy of The study reported here is based on a systematic investigation of practices. This work seeks to advance the scholarship ofteaching ; Glassick, Huber &Maerotr, 1997). to the fint author: Departrnent of Family and Consumer Sciences, University of Box 3374, Univenity Station, Laramie, WY 82701-3374 (Esus$qtqro€dd. Thesecond departrnent, while the third author is in the Department of Early Childhmd/Elementary the sme institution. This study was supported by a Faculty GranFln-Aid from the Office of of Wyoming. Jncllectual development, teaching methods, curriculum development Family Science Review, 1.3(1.-2), July 2000 32 Family Science Review Teaching practices were the object and focus of this study, but the authors recognized thatteaching practices aregroundedin assumptions about the linkage between teaching and student intellectual development. To clarify assumptions, two guiding conceptual frameworks were needed: one to describe how teaching practices are connected to student development and another to describe students' stages of intellecfual development. To explain how teaching practicas are linked to intellectual development, vygotsky' s ( I 978) Theory of the Zone of proximal Development was chosen. Vygotsky was concerned that teaching often focuses on students' established level of development, rather than on the next higher level. He encouraged teachers to focus on the Zone of Proximal Development, which is "the distance between the actual developmental level as defined by independent problem-solving and the level of potential development as determined through problem-solving undeiadult guidance or collaboration with more capable peers." (vygotsky, 1978, p. 86) According to this theory, specific teaching practices operate as scaffolds that students can use to move fiom their actual developmental evel (where they do not need instruction) [o a new level ofthinking. This analogy ofteaching as scaffolding enables teacher-researchers to systematically study their teaching practices, to identi$/ those practices that most effectively promote development o the next higher stage of intellectual development. In addition to using vygotsky's theory of scaffolding, teacher-researchers also need a clearmodel of studentintellectual development. A number of conceptual frameworks of intellectual development in college and adulthood were examined for their usefulness to this study (Belenky, Clinchy, Goldberger & Tarule, 19g6; Chickering & Reisser, 1993; King & Kiichener, 1994; Kuhn, 1990; Magolda,1992; and Perry, 1968). Several criteria aided in determining the usefulness of a guiding framework for classroom research: a) the fiamework should have some empirical basis; b) it should be easily applied to selecting and designing instructional methods; c) it should be easy to recall in the classroom, to spontaneously assess a student's level of intellectual development; and d) it should be congruent with the authors' own social constructivist perspective. (Forfurther information on models of student intellectual development, see Quoss, Cooney & Williams, forthcoming.) Frameworks by Peny (1968) and Kuhn (1990) were combined into a composite, four-stage model, briefly described here. perry's nine-stage model (196g) has been adopted by many college instructors (Kloss, 1993), but it was judged to be too complex for easy recall. Therefore, for this study, perry's scheme was collapsed into three broad stages: Duality (either/or, right/wrong thinking); Multiplicity (existence ofdiffering perspectives is accepted); and Relativism (the uncertainty of knowledge is accepted). Kuhn's (1990) three-stage model delineates threeparadigms for thinking about knowledge, including two stages that overlap with perry's model (Absolutist and Multiplist) with a different third stage, Evaluativist, in which ideas are coordinated with evidence. Kuhn's third stage was judged to be paticularly helpful because it defines so clearly the essence of critical thinking. Adding Kuhn's Evaluativist stage to the abbreviated three-stage Perry model created a guiding fiamework that met all the criteria of usefulness. This composite model assumes that most students enter college as Absolutist thinkers. Absolutist thinkers view the professor as an authority utrose role is to pass on the facts and to provide correct answers and right theories. As sfudents develop Quoss, Williams, & Cooney/Prot into the second, Multiplist stage, kno* ledgt therefore professors are expected to cncout variety of perspectives. However, all opiruot equal in value. Onlywhen theyreach thc thrt understand the worth of evaluating, choosin standards ol logic. evidence, criteria. or pnnc Relativism, students fully accept thc unct consffucted, yet they commit to the effon to

The I-MAC Teaching Model for Beginning Family Science Instructors

Abstract: A model for effective teaching is presented to guide new instructors in famity science courses. The I-MAC Teaching Model includes: (I) Introduction, (2) Mini-Iecture, (3) Application, and (4) Conclusion. Examples of the authors' application of the model, the model's flexibility, and student evaluation of its effe ctiv ene s s are de s cribed. "Ideal teachers are those who use themselves as bridges over which they invite their students to cross; then having facilitated their crossing,joyfully collapse, encouraging them to create bridges of their own." --Nikos Kazantzakis The skill of teaching has, at times, been underappreciated in academia. lt is common for graduate students and new faculty to be given course assignments with little guidance on how to teach course material to promote optimal learning. Many make the unfortunate assumption that if a person has expertise in a particular area that such knowledge will be adequately taught to an audience of students. As we enter our fourth and sixth years, respectively, as professors, we have come to appreciate the art and skill of teaching undergraduate and graduate courses. The purpose of this paper is to share a model of teaching, the I-MAC model, to assist new family science instructors. This model has helped us organize our classes to increase the likelihood that our students will learn the course material and remain engaged with the information being presented. It has been especially applicable to family science courses because of its emphasis on cooperative learning. Students arrive in family science courses with Direct correspondence to the first author: Marriage and Family Therapy Program, School ofEducation, Univenity ofSan Diego,5998 Alcala Park, San Diego, CA 92110 (!edwald!.@3Aurd€du). Second author is in the Departrnent of Management, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061. The authors wish to thank the anonymous reviewers for their helpful comments on earlier drafts of this manuscript.