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Fatmanur Cifci

Title: Teaching Fellow

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

HDFS 2313.421Courtship and MarriageSpring 2026
HDFS 2313.421Courtship and MarriageFall 2025 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

HDFS 2313.021Courtship and MarriageFall 2023 Syllabus SPOT
HDFS 3423.021Family, School, and CommunitySpring 2023 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Cifci, F., Chiang, J., Shen, A., Nikhat, A. (2025). Building college students’ happiness through Resilience Theory: Promotive factors. Journal of College Student Retention.
  • Cifci, F. (2024). Life-Course Perspective on Immigrant Loneliness: A Conceptual Framework for Intergenerational Loneliness Trajectories. The Family Journal. 32 (3) 371-381. SAGE Publications. https://doi.org/10.1177/10664807241235324
  • Anderson, A., Jones, K., DuBois, D., Cifci, F. (2024). A qualitative synthesis of adult mentors' cultural humility development in formal youth mentoring.. American Journal of Community Psychology. Wiley.
  • Chiang, J., Roopnarine, J., Cifci, F., Shen, A. (2024). An Exploration of Parenting Practices Among Chinese Immigrant Families in the United States: Does Perceived Normativeness Matter?. The Family Journal: Counseling and Therapy for Couples and Families. 1-8. SAGE Publications.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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