Experiential Learning in Family Life Education Methodology: Low, Medium, and High Dosage Projects

Abstract

Background: Family Life Education Methodology (FLEM) is an integral component of the family science collegiate curriculum. Given the range of topics and that material is not immediately interesting to students, teaching FLE courses is consistently reported as difficult. Purpose: The goal of this study is to evaluate an experiential learning approach to FLEM that addresses these pedagogical issues by expanding on the low, medium, and high dosage projects as proposed by Vaterlaus and Asay. Methodology/Approach: This approach was implemented with four FLEM classes in a midsize university ( N = 120). Students completed a low, medium, and high dosage project throughout each course, and completed written evaluations after each project, which were analyzed using qualitative analysis. Findings/Conclusions: Students reported multiple benefits for each project. The low dosage project was associated with learning what FLEM is, finding, and building on passions. The medium dosage project was associated with tangible and self-learning. The high dosage project was associated with outside learning and making a difference in the community. Implications: The proposed approach utilized multiple opportunities for experiential learning that appear beneficial for student learning. Replication is needed in other collegiate contexts to validate the approach.