FCS 523
Family Relationships Over the Life Course
Online or In Class (Withers Rm 150)
Thursdays 5:30pm – 8:10pm
Andrew O. Behnke, Ph.D., CFLE
(919) 515-9156
Luci Bearon, Ph.D., CFLE
(919) 515-9146
schedule | grading & evaluation | course requirements
Overview:
This course will apply theories and research about interpersonal relationships and family dynamics to issues facing families over the life course. Topics include concerns of young families such as marriage, family formation and parenting, family development, family dysfunction, midlife concerns such as personal-professional growth, transition to an empty nest, caring for aging parents, and later life issues such as retirement, grandparenting, late-life intimacy, family caregiving and widowhood. This course will emphasize the interplay of social, developmental and health factors in affecting change, continuity and well-being, and ways in which educators can use life course and intergenerational perspectives to assist families.
Course Objectives:
By the end of the course, the students will be able to:
- Define the primary concepts associated with the scholarly study of families over the life course;
- Describe the multiple forces which impact on the growth, development and functioning of families;
- Explain differences among families due to family history and cultural diversity, social class and gender;
- Apply life course and systems perspectives to the analysis of family problems and family strengths;
- Design family life education tools/curricula using a life course perspective;
- Critically evaluate theoretical and research articles in family studies, using a life course perspective
Required Textbooks:
The textbook for this course is:
Carter, B. & McGoldrick, M. (Eds.). (2005). The expanded family life cycle: Individual, family and social perspectives (3rd ed.). New York: Allyn & Bacon.
You may purchase either the 2nd or 3rd edition. Best prices will be available at http://www.half.ebay.com/ or amazon.com Just be sure the copy you select the correct edition. You will want to purchase this text right away since there are assigned readings from this text in the second module.
Additional readings:
Many of this course’s readings will be drawn from journals and texts, as listed at the end of this syllabus. Some readings will be available through direct links to pdf documents or to Web-based content. Readings marked with [e] are available in the library’s online e-reserve system, and can be accessed through the e-reserve link on the Vista course homepage. As of the Fall 2008 semester, the library has implemented a new more user-friendly e-reserve system. You will login at http://reserves.lib.ncsu.edu/ using your NCSU ID and Password to access the readings for FCS 523.
Note for Class Schedule:
* Dates subject to change, though the order of assigned readings will remain..
** Assignments are due by 11:59 PM on the date posted UNLESS another time is indicated.
Class Schedule:
(updated 10/27/08)
| Date * Week # |
Topic/ Instructor | Readings CM – text [E] – e-reserves |
Assignments ** |
|---|---|---|---|
| 8/21 Week 1 |
Introduction and Basic Theory (AB&LB) | Course Syllabus Life Course Week 1 |
Sign up for your Discussion leader week by 8/24 |
| 8/28 Week 2 |
Theories and Concepts
Diversity and the Family Life Course (AB) |
CM 4
Ingoldsby [E] Bengston & Allen [E] |
|
| 9/4 Week 3 |
Family Roles & Relationships Across the Life (AB & LB) | CM 9
Macmillan & Copher[E] |
|
| 9/11
Week 4 |
Becoming a Parent
(Guest lecturer: Karen DeBord) |
CM 15
AARP (hard copy to be mailed) Grandparenting: The Joys and Challenges Week 4 Poverty PPT [pdf] |
PART A- FINAL REPORT Prospectus Due 9/11 First Exam is available in Vista Assessments on 9/11 |
| 9/18
Week 5 |
How Does Poverty Play Out in a Family Over the Life Course?
(AB and Guest lecturer-Susan Jakes) |
CM 5,19 Social Class & Family PPT [pdf] |
First Exam Due 9/18 by 12 noon |
| 9/25
Week 6 |
Family Strain- Divorce, Step-parenting (AB) | CM 22, 25 | PART B- FINAL PROJECT Lit Review Due 9/25 |
| 10/2
Week 7 |
Becoming a CoupleMarriage and Intimacy
(AB and Guest- LaMonica Mitchell http://www.flcgso.com/) |
CM 14
Musik [E] Languages of Love PPT [pdf] Strengthening Families Through Healthy Marriage Initiative PPT [pdf] 8 Habits of a Successful Marriage PPT [pdf]-OR- |
|
| 10/9
Week 8 |
Fall Break | ||
| 10/16
Week 9 |
Work and Family Issues (AB, Guest Lecturer: Carolyn Bird and LB) | Han & Moen [E]
Dennis [E] NY Times article [Web] |
PART C – FINAL PROJECT Best Practices & Recommendations Due 10/16 |
| 10/23
Week 10 |
Family Resilience (AB) | Huber [E]
Daly & Beaton [E] Perry & Doherty [E] |
Second Exam is available in Vista Assessments on 10/23 |
| 10/30
Week 11 |
Media Influence and Communication over the Life Course (AB) | Rideout and Hamel [Web]
Nussbaum [E]
Cho & Cheon [E] |
Second Exam Due 10/30 by 12 noon. |
| 11/6
Week 12 |
Caring Relationships/ Intergenerational Practice (LB & AB) | CM 17, 18
Caring Relationships PPT [pdf] Still the Parent PPT [pdf] Workable Wellness PPT [pdf] |
PART D- FINAL PROJECT abstract, conclusion & appendices Due 11/7 |
| 11/13
Week 13 |
Family Relationships and Social Institutions – Life Course Perspectives (AB & LB) | CATCH UP WEEK – No Readings | |
| 11/20
Week 14 |
Global Perspectives and Emerging Issues in Family Relationships over the Life Course (AB) | Greenfield [E] Shanahan [E] |
FACT SHEET – due 11/20 |
| 11/27
Week 15 |
Thanksgiving | ||
| 12/04
Week 16 |
End of Life Issues and Family Relationships (LB & Guest lecturer: Jane Armstrong) | CM 11 | |
| 12/11
Week 17 |
Final presentations in class | FINAL PROJECT due and final presentations shared today | |
Copyrighted Materials:
This course web site contains copyrighted materials and was developed for instructional purposes to be used by graduate students in FCS 523 Department of 4-H Youth and Family & Consumer Sciences at North Carolina State University. Students currently registered in this course are permitted to print or make copies of parts of this site for their own personal use in conjunction with completing the course. Text, audio files, images or design of this web site may not otherwise be distributed or modified in any manner without the prior written permission of the instructor.
This site may also contain material by various authors that is covered under additional copyright protection. In all cases this material will be clearly cited and may not be further disseminated without the express and written permission of the legal copyright holder. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials.
Instructional Delivery Format:
This course is primarily delivered via Elluminate [http://www.elluminate.com/] a full-featured Web conferencing tool that is free to all NC State students and faculty. This delivery medium allows students to fully participate from a distance. Elluminate provides the option for two-way audio, video, and file and application sharing. Live sessions will be recorded for later viewing, as well. The course is completely synchronous, meaning each class will meet during a specified class time (5:30-8:10 Thursdays). Students may attend in person during this time (Withers Rm 150) or over their personal computer.
Dr. Behnke and Dr. Bearon prefer to have a few students in class, it makes teaching easier, but is not required. Students will also meet outside of class time to work on projects (see Team Meetings below). These synchronous methods allow for students to interact with one another and with Dr. Behnke and Dr. Bearon in real time. Students use a headset/microphone attached to a computer to be heard by the instructor and fellow classmates. These voice-canceling headsets are available to check out for the semester from Dr. Behnke. Students will need to follow a few steps to properly configure their computers to function properly with Elluminate (this is a snap). Additional information is available to help students get started with Elluminate.
Blackboard Vista Learning Management System:
While Elluminate is primarily a synchronous learning environment, the Blackboard Vista learning management system provides a set of instructional tools to facilitate learning, communication, and collaboration between an instructor and students that will most often be asynchronous in nature. Students and or the instructor do not have to be logged in at the same time. In the Vista FCS 523 course site students will find the course syllabus and links to most of the content for this class.
Vista is a password-protected learning environment, and students login using their Unity ID and Passwords to access their courses. If students ever have a problem accessing this course, contact the Help Desk at 919-515-HELP or help@ncsu.edu. Also, feel free to copy your email to the instructor so that we can be aware of any commonly occurring issues.
Browser: To access a Blackboard course it is essential to have a properly configured browser. Students can find information about the recommended browsers for Blackboard Vista and run a routine that performs a Browser Check by selecting the link on the Vista login page (http://vista.ncsu.edu). Once you ensure that you are using an acceptable browser, this exercise will help you determine if you have the proper plug-ins and settings to enable all of the tools on the site to functional properly. Instructions are provided on the Browser Check page.
Some of the course content may also require specific browser plug-ins (ie., Flash Player, Adobe Acrobat Reader) to operate. You will be advised of any content that requires a specific plug-in to be loaded on your computer and you will be directed to a site for a free download of that plugin. Links to many plug-ins are available at: http://vista.ncsu.edu/help/plugins.php
Students with Disabilities
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students, 1900 Health Center, Box 7509, NCSU. 919-515-7653. http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php
Academic Integrity:
The NCSU Student Code of Conduct covers all work done in this course.
Any suspected violations will be promptly reported. Academic dishonesty will result in an automatic failing grade for the course.
http://www2.ncsu.edu/prr/student_services/student_conduct/POL445.00.1.htm
Attendance:
Students who miss class due to excused absence should work with the instructor to make up missed work. Documentation for excused absences are required by the instructor during the following class period. http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.4.php
“Three Before Me Principle”
“Three Before Me” means that if you have a question about the course please follow this three step process: First, check out the syllabus; Second, contact a student in the class about it; Third, post a question on the class discussion board entitled “Any comments or questions?” If you do not find your answer this way feel free to contact one of your instructors (via email or phone) between 1 and 5pm Monday through Friday. When questions arise you will normally receive a notice in VISTA rather than via Email. You may not have new notices every day, but checking often will help you not miss anything. Certainly, for more personal issues email to your instructors is appropriate; you will receive a confidential response.
top | schedule | grading & evaluation | course requirements
Grading:
The total number of points you can earn for this course is 1000. You will be evaluated using an A to F plus/minus system as follows:
| A+ | = 980-1000 | C+ | = 770-790 |
| A | = 940-970 | C | = 740-760 |
| A- | = 900-930 | C- | = 700-730 |
| B+ | = 870-890 | D+ | = 670-690 |
| B | = 840-860 | D | = 640-660 |
| B- | = 800-830 | D- | = 600-630 |
| F | = 590 and below |
Please note: Late assignments are not accepted unless students have a university recognized excuse (religious holiday, death in family, medically excused absence due to illness, inclement weather.) Assignments are due by the due date otherwise the assignment will be considered late and will not be accepted.
Students will be evaluated as follows:
| Participation | ||
|---|---|---|
| Self Introduction Discussion Posting |
2%
|
|
| Attendance and Classroom Participation |
13%
|
|
| Elluminate Session Leading |
15%
|
|
|
Participation total |
30%
|
|
| Class Projects | ||
| Final Project 1- Interim submissions Parts A,B,C & D (8%) 2- Final Report (8%) 3- Creative Final Presentation (4%) |
20%
|
|
| Fact Sheet |
20%
|
|
|
Final Project Total
|
40%
|
|
| Exams | ||
| First Exam |
15%
|
|
| Second Exam |
15%
|
|
|
ExamTotal
|
30%
_______ |
|
|
100%
|
||
top | schedule | grading & evaluation | course requirements
Course Requirements:
All assignments will be turned in online in Blackboard Vista in the link entitled Assignments Dropbox. This method will help us to know exactly when things were turned in and by whom.
Participation
Self-introduction Discussion Posting: Getting to know your fellow classmates is an important part of building a “learning community” in an online course. During the first module each student is required to post a self-introduction on the Vista Discussion Board. You are encouraged to respond to the introductions of your classmates, as well. This activity is worth 2% of your final course grade.
Attendance and Classroom Participation: We encourage each student to participate actively in discussions. Students will not, however, be evaluated on the basis of the number or length of comments in class. Participation will be based on 1) your contribution to other students’ learning and 2) your willingness to assume responsibility for making the class discussion work. Participation will constitute 13% of each individual’s final grade.
Elluminate Session Leading: Each student will have an opportunity to lead the class in a discussion of the week’s assigned readings. One student will present each week , and should choose the class period for which they will serve as discussion leaders on the online sign-up sheet on the Vista course site homepage. You will create a list of 5-8 questions based on the week’s assigned readings and use these to moderate an in-class roundtable discussion about the readings over Elluminate.
Your questions should spark discussion and help to promote critical thinking skills on the part of your classmates. You may ask them to compare different aspects of the readings, to find common threads among several articles, to link to topics from prior sessions, or to suggest examples from their personal experience that apply to principles described in the readings. You must post the questions on the Discussion Board by 10:00 pm on the Tuesday night prior to their Thursday class session. This will provide time for the instructor to review the questions and to request clarifications or offer suggestions for other modifications, if necessary. You are not required to respond to these questions online, but you will need to read them ahead of time to prepare your thoughts for discussion in class.
Each presenter should develop a brief PPT presentation (about 5 slides) to guide the discussion and prepare to talk for 30 minutes to an hour. The session leading will constitute 15% of each individual’s final grade. A rubric that details the criteria on which you will be evaluated for its Elluminate Session Leading is available for your review.
Participation in class sessions and reading discussions will count for 30% of the final grade.
Class Projects
Final Project
To assure that you understand the material that has been presented to date, you will create a report for educators and interventionists focused on one family issue (divorce, grandparenting, child care, etc.) from a life-course perspective. This issue should be of high interest to you and will be written to include an introduction, a literature review of the topic of choice, a literature review of programs and interventions impacting the topic, a review of best practices for interventionists, and a conclusion. The final project will constitute 20% of each student’s grade, but will be graded in project percentage increments.
You must turn in each section of this report by the due date listed below. You will get feedback on each section about a week after having turned it in. Each subsequent section should be added to the previous and changes made to the previous section as requested by Dr. Behnke and Dr. Bearon. If you do not make changes as requested you will likely receive a poor grade. As Dr. Bearon and Dr. Behnke will likely make many changes in the version of the report which you turn in, you will need to take note of those suggestions by accepting or rejecting changes using the menus “->Tools -> Track changes -> Accept or reject changes.” Writing is an art and there is no best way to say something, but students are encouraged to use professional language and syntax.
Required Section Rough Drafts
A = Due by 9/11/2008 (worth 20 points)
B = Due by 9/25/2008 (worth 20 points)
C = Due by 10/16/2008 (worth 20 points)
D = Due by 11/7/2008 (worth 20 points)
FULL REPORT DUE BY = 12/11/2008 (worth 80 additional points)
Each final report must include the following items, in the following order:
A Title page – APA format please
D Abstract – do this last when you’re done
– 1-2 paragraphs
A Introduction & brief literature review of topic – Make a case for writing this paper – Start from a national scope and bring the topic home for the reader.
– 1-3 pages
B Literature review of programs and interventions impacting this topic – This is a very important section, just try to be simple and describe what programs have been conducted and what results they have shown.
– 4-6 pages (1-2 paragraphs for each type of program or intervention AND 2-3 paragraphs describing the commonalities and features of the successful programs in your review).
C Review of best practices and recommendations for the reader– This is the most important part of the report – Use this section to describe a few of the most important best practices for educators hoping to work in this arena. You may share real life experiences in this section to illustrate your points.
– 3-5 pages
D Conclusion – 1 paragraph
D Appendices – Other resources and e-resources pertinent to the topic
Project Grading Criteria Rubric
1. Students will write a 10-20 page report (double spaced) which will be graded on:
| CRITERIA | WHEN EVALUATED |
| Writing -Clarity (20 pts)- -Use of APA (10 pts) -Organization of materials (20 pts) Content -choice of what to include (30 pts) |
Final report (80 pts) Attention to effective writing and good selection of what to include is important for each phase of the project. However, the final points for these criteria will be awarded after the final submission of your project. This grade will also reflect how well students integrated instructor feedback and suggestions. |
| Importance and brief background lit review on topic, properly formatted title page | Part A (20 pts) |
| Quality of program and intervention lit review section | Part B (20 pts) |
| Quality of best practices and recommendations section | Part C (20 pts) |
| Quality of abstract, conclusions and appendices sections | Part D (20 pts) |
| Creative report to class -Quality of visual aids and props (10pts) -Presentation style (10pts) -Presentation performance (10pts) -Presentation content (10pts) |
PPT and class presentation (40 pts)
Students will prepare and present a 7-10 minute PowerPoint presentation of their report to the class. |
Fact Sheet Assignment
You will create a fact sheet or newsletter that discusses the same family issue as your report and discuss them across the lifecourse. The 2-4 page fact sheet should be professional quality and original in content. This project will contribute 20% to your final grade. See Course Schedule for due date.
Tips for a solid Fact Sheet:
Most publications we have found to be useful:
(1) describe an issue, or problem or challenge
(2) present research-based or clinically validated information to help the reader understand the situation in more depth or more dimensions than before
(3) explain a historical or cultural context for the situation if it helps the reader understand an emerging trend or a situation the reader has not had on his or her (or their –in the case of a couple or family) radar before
(4) provide ideas for addressing or resolving the issue, or solving the problem or challenge
(5) suggest additional reliable resources, including, for example, agencies, websites, books, articles, reference materials which have been checked by the author.
They are also:
(1) easy-to-read and understand
(2) respectful of differences in attitudes, values, experiences, lifestyles, ethnic/ religious diversity, cultural differences, generation-age differences, etc.
(3) omit jargon; may use professional language if succinctly explained
(4) designed for target audience’s reading level
(5) visually appropriate and attractive for audience in terms of font and layout and graphics
Things to avoid in writing one:
(1) telling people what they should do. You may give options and tips of what is documented to work or generally agreed upon as effective, but don’t prescribe.
(2) overuse of statistics and numerical research results
(3) inclusion of irrelevant information
(4) any information you could not stand by; this means that if someone challenged any point in the document you could go back and show them reliable sources for the information.
Fact Sheet Grading Criteria Rubric
Students will create a 2-4 page fact sheet which will be graded on:
Writing
· Clarity (30pts)
· Organization of materials (30pts)
· Formatting and visual appeal (30pts)
Content
· Choice of what to include – some content from across life course (40pts)
· Use of concise yet applicable information (20pts)
· Content appropriate for target audience (20pts)
· Quality of best practices and recommendations (30pts)
Exams
Each student will be responsible for the reading materials and will be tested twice during the semester on this content. The first exam will occur during week 5 and will cover the materials previously presented. The second exam will occur during week 11 and will cover all the materials previously discussed (Weeks 1-10). Exams will be essay and short answer, and will be held online via Blackboard VISTA due by 12 noon . See the Course Schedule for specific dates.
End-of-course Evaluations:
Online class evaluations will be available for students to complete during the last week of class the following dates and time:
- Fall Session 8 a.m. November 21 through 8 a.m. December 8
Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors.
Evaluation website: https://classeval.ncsu.edu
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://www2.acs.ncsu.edu/UPA/classeval/
