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Work and Family Teaching Modules
The Work and Family Teaching Modules were developed by the Curriculum Task Force of the Sloan Work and Family Research Network as a resource for faculty members and teachers interested in incorporating work and family issues into their class content.
The Work and Family Curriculum Modules have been developed as resources that can help:
- Further establish the work and family area of study as an academic field which has a curriculum foundation that can be adapted by faculty in a range of disciplines.
- Promote the integration of work and family content into existing courses that address topics related to work, family, or work and family.
- Encourage the development of courses that focus specifically on work and family issues.
Each of the Work and Family Curriculum Modules was designed, reviewed, and pilot-tested by the 2004-2007 Curriculum Task Force of the Sloan Work and Family Research Network.
The following individuals are Founding Members of the 2004-2007 Teaching Task Force. Each member of the task force is an accomplished academic.
- Marcie Pitt-Catsouphes, Boston College
- Ellen Ernst Kossek, Michigan State University
- Carrie Leana, University of Pittsburgh
- Shelley MacDermid, Purdue University
- Patricia Raskin, Teachers College at Columbia University
- Mary Secret, University of Kentucky
- Stephen Sweet, Ithaca College
The 2007-2008 Teaching Task Force will assess the current Teaching Modules and potentially develop additional modules. Also, the Task Force will generate new strategies for engaging students in the use of the resources available from the Sloan Work and Family Research Network.
- Lonnie Golden Ph.D., Penn State Abington
- Susan Lambert Ph.D., University of Chicago
- Chris Morett Ph.D., Fordham University
- Stephen Sweet Ph.D., Ithaca College
- Margaret Usdansky Ph.D., Syracuse University
The Work and Family Curriculum Task Force has designed each module so that the contents can be adapted for undergraduate as well as for graduate level courses offered by different academic departments.
Each Module has the following components:
- Goals and Learning Objectives
- Class Sessions
Class Lecture Topics
Teaching Notes (with corresponding PowerPoint Slides)
Suggestions for Reading Assignments
Suggestions for Class Activities and Assignments (with corresponding PowerPoint Slides)
- Module Summary
- Suggested Resources
We anticipate (and of course encourage) faculty to modify the modules so that some or all of the contents match the learning objectives for specific courses.
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