Online: www.bc.edu/wfnetwork E-mail: [email protected]Phone: 617-552-1708 Fax: 617- 552-9202 Online: www.bc.edu/wfnetwork E-mail: [email protected]Phone: 617-552-1708 Fax: 617- 552-9202 Teaching Work and Family Using the Sloan Work and Family Research Network Stephen Sweet Ithaca College Judi Casey Boston College 2008 National Council on Family Relations November 6, 2008 8:00-9:15pm
Teaching Work and Family Using the Sloan Work and Family Research Network
Presented by Stephen Sweet and Judi Casey at the 2008 National Council on Family Relations
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• The Alfred P. Sloan Work and Family Research Network is the premier online destination for information about work and family. The Network serves a global community interested in work and family research by providing resources and building knowledge. Current, credible, and comprehensive, the Network targets the information needs of academics and researchers, workplace practitioners, state public policy makers, and interested individuals. It’s the place to find high quality research and reports, easy-to-read summary sheets and briefs, as well as work and family topic pages – all in one location.
Where is Work-Family Being Taught?Where is Work-Family Being Taught?
Sweet, Stephen, Marcie Pitt-Catsouphes, Joshua Mumm, and Judi Casey. 2008. “Teaching Work and Family to Undergraduate Students: Catalyzing Pedagogical, Curricular, and Programmatic Innovations.” Teaching Sociology 36: 58-65
What Concepts are Emphasized in Work-Family What Concepts are Emphasized in Work-Family Course Syllabi?Course Syllabi?
Sweet, Stephen, Marcie Pitt-Catsouphes, Joshua Mumm, and Judi Casey. 2008. “Teaching Work and Family to Undergraduate Students: Catalyzing Pedagogical, Curricular, and Programmatic Innovations.” Teaching Sociology 36: 58-65
Summary of Work-Family Pedagogies Published in Teaching Sociology 1990-2006 and Teaching Work-Family
Sweet, Stephen, Marcie Pitt-Catsouphes, Joshua Mumm, and Judi Casey. 2008. “Teaching Work and Family to Undergraduate Students: Catalyzing Pedagogical, Curricular, and Programmatic Innovations.” Teaching Sociology 36: 58-65
Using the Work and Family Encyclopedia in Course Designs
• Chris Morett and Lonnie Golden use the Work and Family Encyclopedia as a primary reading in their work-family courses
From Chris Morett’s Syllabus…
Week 12 (April 1 and April 4): Service-learning reflection #3 due 4/4Private and public policies to address work family conflict: America and abroadNowicki. 2003. Family and Medical Leave Act. (W-F Encyclopedia)Pitt-Catsouphes. 2003. Family Friendly Workplace. (W-F Encyclopedia)Kelly. 2006. "Work-Family Policies: The United States in Int’l Perspective."
Week 13 (April 8 and April 11):Work and family later in life: Workers, parents, and spouses
James. 2007. Aging and Work. (W-F Encyclopedia)Logan and Spitze. 1996. “Extending the Family.”
Helping Students Frame Their Research and Analyses
Margaret Usdansky uses topics pages and Literature Database to guide student projects
From Margaret’s syllabus…..
Assignment 1, Identifying and Defining Your Topic and Main Argument: The Topics Pages on the Sloan Work-Family site are a useful source for selecting a topic and formulating a main argument. Take a look at the site before you begin. You are not limited to the topics identified by Sloan but are free to draw on them. To begin, peruse the Topics Pages or other sections of the Sloan web site to come up with ideas for your paper topic. Once you’ve identified a likely topic, search the Sloan data base or other data bases discussed in class to identify two scholarly empirical articles relevant to your topic. Avoid topics for which you have trouble identifying relevant empirical articles as you will ultimately need 10 articles for the completed paper……
• Susan Lambert assigns her students to engage in field work, interview workers, and link their analyses to case studies of workplace flexibility presented on the Sloan Work and Family Research Network