Gatekeeping in Family Science Programs

Abstract

ABSTRACT. Family science programs strive to graduate students who are academically and personally competent to work effectively with families; however, little has been empirically documented about how students' academic and personal competencies are assessed and supported. Guided by Ecological Systems Theory, this study examined the gatekeeping practices of fifty undergraduate and graduate family science programs in the United States. Study findings indicated that the majority of family science programs support and assess their students' academic competencies, whereas fewer programs address students' personal competencies. It will be important for family science programs to consider the entire ecological system of their students to ensure their competence for future clients, institution, family science profession, and society.

Values-based assessment and learning objectives: An invited essay in conversation with Dyer (2023)

“…When developing course and grading structures, acknowledging the outcome for graduates from the program may change the structure (University of California Office of the President, 2022). For example, instructors may choose to engage with alternative grading practices such as ungrading or standards grading with a transparent connection to the learning outcomes of skills and competencies (Flaherty, 2023b;Knaack, 2023;Kohn, 2002;Marchus, 2023;Stommel, 2020); or build in additional scaffolds within courses and the program to increase preparedness for professional roles (Gonyea & Kozak, 2014;Koepke & Wolfgram, 2016;Schwab et al, 2021).…”