Introduction to Family Studies
Family Studies 232
Fall Semester 2008
TTH 9:35-11:00 a.m.; 9:30-10:50 a.m.
Rm. 317 Holland Hall
General Overview: This course explores family life including the sociocultural milieu in which families function, processes within the family, stages of intimate relationships, and challenges for families. Current research regarding families will be examined as well as exploring personal experience.
Instructor: Sharon E. Powell, Ph.D.
213D Holland Hall
Phone: (507) 786-3130; (612) 729-7459
Email: powell@stolaf.edu
**A word about e-mail: During the semester I check my e-mail frequently while I am at work. I check it fairly infrequently when I am at home. I usually check it last thing before I leave work at the end of the day and again when I arrive in the morning. I am very likely to NOT check it when I am home on weeknights and, maybe, weekends. If you really need to contact me during those times, give me a call- it’s not long distance!
Office hours: Monday and Wednesday: 11:00-1:00 or by appointment
Course Objectives:
- To introduce students to the prominent theories of family studies
- To examine dynamics between families and society and to examine dynamics within families
- To examine the content of challenges that families face and to investigate how families process the challenges
- To think critically about issues regarding families, family structure, family roles, and the role that families play in society
- To apply concepts learned in class to “real-life” families
Required Reading:
Text: Olson, D., DeFrain, J., & Skogrand, L. (2008). Marriages and Families: Intimacy, Diversity, and Strengths, 6th Edition. New York: McGraw-Hill.
Articles: Articles are available through the Moodle course website.
Course Format:
During class periods there will be several instructional strategies used:
(1) lecture, (2) large group discussion, and (3) small group discussion of the assigned readings, short videos, case studies, etc.
Course Requirements:
- Class participation and attendance: Attendance is expected. While daily attendance will not be taken, your absence will be noticed. An excessive number of absences will reduce your grade.
- Exams: Three exams will be given throughout the semester. Exams will be multiple choice, short answer, matching, and fill-in-the-blank. They will cover the assigned readings, class lectures, videos, class presentations and discussions. The exams are not cumulative.
- Thought Papers: Two thought papers will be assigned throughout the course of the semester. These papers are designed to help you begin to think critically about the role of families within our society. Each paper will consist of your thoughts about a topic of your choice and should be 2-3 pages maximum.
- Research/ Application Paper and Exercise: This paper will give you an introduction to ways that research and theory development can apply to practical issues in the area of family studies. A minimum of five sources will be required for your paper: one article, which will determine your topic, should be from a popular literature source (Parents Magazine, Psychology Today, etc). The other four articles must be from scholarly sources. Each article will be concisely summarized and compared and contrasted in light of theories and topics addressed in class. You will submit a 6 page maximum paper and be prepared to discuss your topic in class.
Schedule
DATE |
TOPIC |
READINGS |
ASSIGNMENT DUE |
9/04/08 |
Classes begin |
|
|
9/09/08 |
Perspectives on Intimate Relationships |
Olson et al: Chapter 1 |
|
9/11/08 |
Cultural Diversity |
Olson et al: Chapter 2 |
|
9/16/08 |
Cultural Diversity |
Olson et al: Chapter 2 |
|
9/18/08 |
Marriage and Family Dynamics/ Theory |
Olson et al: Chapter 3 |
|
9/23/08 |
Marriage and Family Dynamics/ Research |
Olson et al: Chapter 3; Appendix B (pp. A7-A12) |
|
9/25/08 |
Friendship, Intimacy, and Singlehood |
Olson et al: Chapter 9 |
|
9/30/08 |
Friendship, Intimacy, and Singlehood |
Olson et al: Chapter 9 |
Thought Paper #1 |
10/02/08 |
Dating, Mate Selection, and Living Together |
Olson et al: Chapter 10 |
|
10/07/08 |
Dating, Mate Selection, and Living Together |
Olson et al: Chapter 10 |
|
10/09/08 |
Exam 1 |
Exam 1 |
Exam 1 |
10/14/08 |
FALL BREAK |
|
|
10/16/08 |
Marriage |
Olson et al: Chapter 11 |
|
10/21/08 |
Marriage |
Olson et al: Chapter 11 |
|
10/23/08 |
Midlife & Older Couples |
Olson et al: Chapter 13 |
|
10/28/08 |
Managing Economic Resources |
Olson et al: Chapter 8 |
Thought Paper #2 |
10/30/08 |
Working Families |
Seccombe & Warner: Chapter 10 |
|
11/04/08 |
Working Families |
Seccombe & Warner: Chapter 10 |
|
11/06/08 |
Exam 2 (Sharon’s at NCFR) |
Exam 2 |
Exam 2 |
11/11/08 |
Family crisis: Poverty |
Seccombe & Warner: Ch. 11 |
|
11/13/08 |
Family crisis: Poverty |
Seccombe & Warner: Ch. 11 |
Idea and sources for Research Project |
11/18/08 |
Family crisis: Domestic violence |
Olson et al: Chapter 14 |
|
11/20/08 |
Family crisis: Substance abuse |
Olson et al: Chapter 14 |
|
11/25/08 |
Divorce |
Olson et al: Chapter 15 |
|
11/27/08 |
THANKSGIVING BREAK |
|
|
12/02/08 |
Divorce/ Life After Divorce |
Olson et al: Chapter 15 |
|
12/04/08 |
Independent work on research project (Sharon’s at MCFR) |
|
|
12/09/08 |
Strengthening Families |
Olson et al: Chapter 16 |
Research Project |
12/11/08 |
Reading Day |
|
|
12/13/08 |
FS 232 Final Exam: 9-11 |
|
|
Grading:
Assignment |
Percent of Grade |
Two Thought Papers |
20 points |
Research Project |
15 points |
Exam #1 |
20 points |
Exam #2 |
20 points |
Exam #3 |
20 points |
Participation |
5 points |
TOTAL |
100 points |
Incompletes will be given in this course only for documented emergency situations with approval of the appropriate dean of students. Course grades will be assigned in terms of the percentages listed below:
Letter Grade |
Percentage |
|
|
|
A |
93-100 |
|
C |
73-77 |
A- |
90-92 |
|
C- |
70-72 |
B+ |
88-89 |
|
D+ |
68-69 |
B |
83-87 |
|
D |
63-67 |
B- |
80-82 |
|
D- |
60-62 |
C+ |
78-79 |
|
F |
less than 60 |
Class Expectations:
Students are expected to attend every class. Attendance is not taken but your presence in class will enhance both your own and your classmates’ experience. Additionally, you (or someone) have paid a lot of money for you to take this class. You’ll get the best value by attending. Assigned readings are to be read in advance of the class for which they were assigned, and students should be prepared to engage in discussion.
In order to optimize the learning environment in this class, students are asked to honor the following:
- Be on time for class and stay until the end. We will start promptly at the designated start time and end promptly at the designated end time.
- Do not read outside material or chat during class.
- Turn cell phones and pagers off during class. If an emergency page or call is expected, set the device to “vibrate” rather than to “ring.”
- If you must enter late or leave early, do so quietly.
- “Extra credit” assignments are not given, so please do not ask.
- If class is missed, participants are responsible for obtaining missed materials and information from another class member.
- Grading Definitions:
- A: Achievement that is outstanding relative to the level necessary to meet course requirements.
- B: Achievement that is significantly above the level necessary to meet course requirements.
- C: Achievement that meets the course requirements in every respect.
- D: Achievement that is worthy of credit even though it fails to meet fully the course requirements.
- S: achievement that is satisfactory, which is equivalent to C- or better
- F: Work that was completed but at a level of achievement not worthy of credit; or work that was not completed and there was no agreement between the instructor and the student that the student would be awarded an incomplete.
- I: Assigned at the discretion of the instructor when, due to extraordinary circumstances (e.g., hospitalization) a student is prevented from completing the work of the course on time. Requires a written agreement between the instructor, the student, and the appropriate dean of students.
Disability Statement: Any student with a documented intellectual, physical or emotional disability needing academic adjustments or accommodations is requested to speak with me during the first two weeks of class. All discussions will remain confidential. Students with disabilities must also contact Ruth Bolstad (bolstadr@stolaf.edu ), Student Disability Services Specialist in the Academic Support Center (x3288) located in Room 1 of Old Main Annex.
Other Concerns: If you have other concerns that you think may affect your performance in this class, please let me know ASAP so that we can work together to find a solution.
Articles
Bauchner, E. My life as a welfare queen : Welfare as I knew it. (2005). Brain,Child, Winter, 34-41.
Coontz, S. (2004). The world historical transformation of marriage. Journal of Marriage and Family, 66, 974-979.
Driver, J., Tabares, A., Shapiro, A., Nahm, E.Y., & Gottman, J.M. (2003). Interactional patterns in marital success and failure: Gottman laboratory studies. In Froma Walsh (Ed.), Normal Family Processes: Growing Diversity and Complexity (pp. 493- 513). New York: Guilford.
Institute for American Values (2001). Hooking up, hanging out, and hoping for Mr. Right: College women on dating and mating today.
Laplante, E. (2003). The damage (not) done: Good news for children of divorce. Brain.Child, Greatest Hits Special Issue, 77-82.
Osofsky, J.D. (1999). The impact of violence on children. The Future of Children, 9, 33-49.
Qian, Z. (2005). Breaking the last taboo: Interracial marriages in America. Contexts, 4, 33-37.
