Using the Constructivist Approach in Family & Consumer Sciences

Vol. 18, No. 2
ISSN: 1546-2676

Guest Editor:
Jacquelyn W. Jensen

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Kappa Omicron Nu FORUM, Vol. 18, No. 2. 
1546-2676. Editor: Dorothy I. Mitstifer. Official publication of Kappa Omicron Nu National Honor Society. Member, Association of College Honor Societies. Copyright © 2009. Kappa Omicron Nu FORUM is a refereed, semi-annual publication serving the profession of family and consumer sciences. The opinions expressed by the authors are their own and do not necessarily reflect the policies of the society. Further information: Kappa Omicron Nu, PO Box 798, Okemos, MI 48805-0798. Telephone: (727) 940-2658 ext. 2003

Interested in submitting an article to KON FORUM? Papers are now being accepted for review.


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Kappa Omicron Nu


Last Word

Dorothy I. Mitstifer
Kappa Omicron Nu

This volume of Kappa Omicron Nu FORUM serves family and consumer sciences (FCS) teacher educators but also contributes to the overall practice of teaching. It explores active learning practices that are appropriate at all levels of education and all specializations. These authors should be applauded for examining process and product. We encourage others to share their work—their approaches and outcomes—so that we can learn from them.

Although we know that teaching is a personal activity, policies and support systems to enable quality teaching are needed to achieve that objective. In 2008, the Organization for Economic Cooperation and Development (OECD), in collaboration with 29 institutions in 20 countries, initiated a study to determine the diversity of initiatives and the different responses of institutions. The study found, among other things, that quality teaching at the university level is based upon the following basic assumptions (

  • The university’s local environment shapes the commitment to quality teaching.
  • The commitment of a university’s top leadership is necessary for success.
  • Bottom-up initiatives from faculty members establish the learning and teaching environment, provide support, and stimulate reflection—all of which contribute to quality teaching.
  • Sufficient funding and adequate facilities are available on a long-term basis.
  • Deans encourage cross-fertilization of approaches, build and support communities of practice, and nurture innovation in everyday practice in the classroom.
  • Institution polices provide a balance between technical aspects and fundamental issues raised by faculty.
  • Initiatives emphasize the role of teaching in the educational transformative process, refine the interaction between research and teaching, and nurture the culture of quality within the academic community.
  • Innovative evaluative approaches measure the impact of the institution’s support of quality teaching.
  • Teachers are aware of their responsibilities in the learning process, justifying the institutional role in fulfilling their mission.
An institution with these policies and support systems is likely to enhance teaching. Thus, the responsibility for the study and improvement of teaching practices must become a shared journey. Will you accept a role in this journey?



Kappa Omicron Nu Forum Volume 18 No. 2

Student Teaching: A Constructivist Context

Cheryl Mimbs-Johnson, University of Kentucky

Laying the Foundation for Professional Competence in Family and Consumer Sciences: A Contructivist Approach

Barbara A. Clauss, Indiana State University

An Example of Constructivism in FCS Teacher Education

Jacquelyn W. Jensen, Eastern Kentucky University
Maxine L. Rowley, Brigham Young University

Constructivist Learning Theory in an Interior Design Program

Candace Fox
Mount Vernon Nazarene University

Application of Constructivism by Students Majoring in Early Childhood Education

Jaesook L. Gilbert
Northern Kentucky University

Reflections on Using Constructivist Techniques to Teach Constructivist Teaching

Gale Smith
University of British Columbia

Last Word

Dorothy I. Mitstifer, Kappa Omicron Nu