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FSHD 150: Family Stress and Coping: Multicultural Focus

Engagement, Transformation, Connection

Reflection on Instructional Change:

I implemented a number of important changes in my course so that students are more engaged, their learning is transformative, and they connect with the content they are learning.

I learned from ACUE that student engagement is essential for student learning and achievement. One way I was able to get students more engaged with the material in this asynchronous online course was by embedding questions into the pre-recorded Panopto video lecture. I admit that when I watch a video, I may get easily distracted after a few minutes, especially if I am not expected to engage with what I am watching. One way that I attempted to ensure students are attentive and engaged with what they are learning is prompting students every 5-7 minutes to complete a non-graded "trivia question". These questions will help prepare students for future assessments like quizzes or exams, which often include similar questions.

Having students engaged with the material I think would only help with preparing students to be more informed in the workplace. Several of my students in this class, and in this major, are planning to be counselors, specifically, marriage and family therapists. To transform student learning, and connect the workplace to the classroom environment, I designed an "in-class" activity where students are provided a 5-minute video of me as a client. Students are to use the principles of counseling to develop a course of action and select an appropriate treatment approach to support me as a client. A 10-minute session is then scheduled to run a mock session between me as the client and the student as a clinical counselor.

This FLC reminded me of the responsibility faculty like me now have to make learning transformative and that it has many direct and indirect connections to the workplace. In my field, where it can get theory-heavy, students crave seeing how the content connects with their future careers and how they may see themselves in the workplace. The workplace in our field of Family Studies and Human Development can vary from the office to out in the field working with youth and families.

The ACUE activities I enjoyed most were ACUE's observe and analyze videos and the demonstration videos. I do find that watching other faculty teach informs my understanding of what I can be doing and how I can redesign my teaching wherever there is a need for improvement. I think these demonstration videos go a long way and do think faculty can benefit from having access to more of these videos (if available) after completing the ACUE course.

One aha moment I had during my observe and analyze session with colleagues was that the Panopto trivia questions is still new and something worth sharing with other faculty for their future use.

Evidence of Instructional Change

Evidence of Learning
Student Mock Activity	Panopto Trivia Questions	ACUE Badge
This is an image from a video I created to use for the therapy mock session activity. Here I am as a client telling my story.	This shows an example of the Panopto trivia questions I embed into my lectures to encourage student engagement and connection to course content.	Here is the ACUE badge I received after completing the ACUE course.

Practice and Reflect on Course Alignment

DC 2 Reflection SUMM 24.docx

Course Syllabus

FSHD 150 Course Syllabus and Schedule

Faculty Bio

Faculty Bio
	I am an associate professor of family studies and human development in the Department of Family and Consumer Sciences at Sacramento State University. My scholarly interests center on issues of fatherhood, parenting, and children's development. My teaching philosophy is grounded on the belief that the information my students learn will benefit both their personal and professional development. I teach courses such as The Child in the Family, Adolescent Development, Issues in Parenting, and Family and Social Issues.

Program Sponsors
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.