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Finding the Perfect Fit The Department Tailor Allen Martin, Ph. D. Undergraduate Coordinator Family Finding the Perfect Fit The Department Tailor Allen Martin, Ph. D. Undergraduate Coordinator Family and Consumer Sciences California State University, Northridge

Pre-Shopping – The Search • Advertise Widely – the bigger the pool the better Pre-Shopping – The Search • Advertise Widely – the bigger the pool the better • Cross Discipline Committee – everyone needs “buy in” • Phone Interview – you can weed out this way • Test Question – Some candidates do not do their homework

Trying it On “The Fitting Room” • Make sure they can pass lunch • Trying it On “The Fitting Room” • Make sure they can pass lunch • Make it a little difficult for them

The Market Negotiation • Move Quickly Once Decision is Made • Coach them to The Market Negotiation • Move Quickly Once Decision is Made • Coach them to Negotiate • Set Salary Up Front

Strategic Leadership: Best of the Best Practices Working Successfully with the Millennials Deborah Tippett, Strategic Leadership: Best of the Best Practices Working Successfully with the Millennials Deborah Tippett, Ph. D. , CFCS

Generation Years Population Age G. I. Silent 1901 -1924 1925 -1942 74. 4 mil Generation Years Population Age G. I. Silent 1901 -1924 1925 -1942 74. 4 mil 54. 9 mil 84 -107 66 -83 Baby Boomers 1943 -1960 78. 7 mil 48 -65 Gen - X 1961 -1981 93 mil 27 -47 Millennials 1982 -2002 100. 2 mil 6 -26 Howe, N. & Strauss (2000). Millennials Rising: The Next Great Generation, Vintage

Millennials 1982 -2002 Different names – different views Generation Y Me Generation Now Net Millennials 1982 -2002 Different names – different views Generation Y Me Generation Now Net Geners Gamers Echo Boomers Entitlement Generation Why We Dumbest Digital Natives Generation M Found

Personal Characteristics Millennials are positive, optimistic, caring, and healthier previous generations. Health indicators: • Personal Characteristics Millennials are positive, optimistic, caring, and healthier previous generations. Health indicators: • Lower suicide rates • Less violence • Lower teen pregnancy rates • Less smoking and substance abuse • Violent Crime rates down Source: Howe & Strauss (2007), Millennials Go To College, Life Course.

Personal Characteristics • Millennials are smarter & quicker • More tolerant of diversity • Personal Characteristics • Millennials are smarter & quicker • More tolerant of diversity • Care about justice & societal problems • Engaged in civic activity • More Confident Source: Tapscott, D. (2009), Grown Up Digital, NY: Mc-Graw-Hill.

Source: Twenge, J. (2006), Generation Me, NY: Free Press • Expect rewards for “being” Source: Twenge, J. (2006), Generation Me, NY: Free Press • Expect rewards for “being” • Obsessed with appearance, consumption • Individualistic • Confident, assertive, & miserable • Most narcissist generation

Digital Natives • Impatient – expect service 24/7 • Chat rooms, blogs, WWW • Digital Natives • Impatient – expect service 24/7 • Chat rooms, blogs, WWW • Lack of face to face contact may stunt interpersonal skills (Howe & Strauss, 2007) • Plagiarism issue in age of cut & paste (Wilson, 2004; Tapscott, 2009) • Real concern of giving away privacy (Tapscott, 2009)

Family • Many Millennials feel close to their parents • 9/11 led to rise Family • Many Millennials feel close to their parents • 9/11 led to rise in cell phone use • “Raising a Family” now most important value • Parents more involved in college life

Issues for Administrators • Parents more involved in lives of students • Students expect Issues for Administrators • Parents more involved in lives of students • Students expect service 24/7 • Upper administrators often contacted first • Students feel entitled • Conflicts may occur with different generations • Students want to change the world

Enhancing Scholarship Performance of Junior Faculty in the Department of Human Ecology Shirley Hymon-Parker, Enhancing Scholarship Performance of Junior Faculty in the Department of Human Ecology Shirley Hymon-Parker, Ph. D. University of Maryland Eastern Shore Princess Anne, MD 21853

Scholarship Performance Measured in terms of: Creative activities Grants received Publications Scholarship Performance Measured in terms of: Creative activities Grants received Publications

Grants Crucial for 1890 institutions as the primary way of obtaining funds to support Grants Crucial for 1890 institutions as the primary way of obtaining funds to support and implement creative teaching, research, and outreach activities

Partnership New/junior faculty invited to partner with chair to develop a proposal ◦ ◦ Partnership New/junior faculty invited to partner with chair to develop a proposal ◦ ◦ ◦ ◦ Prepare background write-up of current efforts Review of literature Outline approaches to addressing the issue Read RFP Meet to discuss best approaches Assist with budget preparations Complete electronic grant submission training

Success of grant partnership Past 10 years: 6 faculty partnered with chair to write Success of grant partnership Past 10 years: 6 faculty partnered with chair to write proposal 5 out of 6 awarded one grant as co-PI with chair ◦ 1 awarded a 2 nd grant as co-PI with chair, and 6 more grants (totaling $1 million) ◦ 2 awarded two additional grants as the PI Grant awards ranged from $500 -$200, 000

Success of grant partnership One faculty received tenure Two more will apply for tenure Success of grant partnership One faculty received tenure Two more will apply for tenure fall 2009 Two faculty appointments converted from lecturer to assistant professor tenure-track

Benefits 1. 2. 3. 4. Experience navigating the grants-writing process Achievement of scholarship goal Benefits 1. 2. 3. 4. Experience navigating the grants-writing process Achievement of scholarship goal when grants are awarded Attainment of grant management/budget experience Excitement over receiving 1 st grant and enthusiasm of implementing the project

Integrating CEHS Marjorie Kostelnik University of Nebraska, Lincoln Integrating CEHS Marjorie Kostelnik University of Nebraska, Lincoln

CEHS Mission ¡ CEHS is dedicated to enhancing the lives of individuals, families, schools CEHS Mission ¡ CEHS is dedicated to enhancing the lives of individuals, families, schools and communities and to strengthening the relationships among them.

Follow Through on Promise of New College Excellence Cross disciplines Systemic Collective effort Problem Follow Through on Promise of New College Excellence Cross disciplines Systemic Collective effort Problem solvers New approaches

CEHS Departments ¡ Child, Youth & Family Studies ¡ Educational Administration ¡ Educational Psychology CEHS Departments ¡ Child, Youth & Family Studies ¡ Educational Administration ¡ Educational Psychology ¡ Nutrition & Health Sciences ¡ Special Education & Communication Disorders ¡ Teaching, Learning & Teacher Education ¡ Textiles, Clothing & Design

No one approach Different strategies have yielded similar outcomes No one approach Different strategies have yielded similar outcomes

Immigration ¡ NE = Middle of Everywhere ¡ Rising Immigration Rate ¡ 155% increase Immigration ¡ NE = Middle of Everywhere ¡ Rising Immigration Rate ¡ 155% increase since 1990 ¡ ½ in Omaha/Lincoln ¡ 87 languages In Omaha Schools ¡ ½ rural ¡ Lexington declining in 1990 - 50% increase in Hispanic families by 2000 ¡ Economy tied to immigration

Immigration ¡ Interest Group ¡ Strategic Hiring ¡ RESPONSE Network ¡ Individual Work ¡ Immigration ¡ Interest Group ¡ Strategic Hiring ¡ RESPONSE Network ¡ Individual Work ¡ Collaborative Work ¡ Collective Work

International ¡ Grass roots interest in CEHS ¡ More than 90 faculty/staff involved ¡ International ¡ Grass roots interest in CEHS ¡ More than 90 faculty/staff involved ¡ Projects in 17 countries ¡ Mostly centered around individual interests ¡ Less than 5% of students

International – Strategic Planning – 4 Themes ¡ Faculty and staff prepare globally minded International – Strategic Planning – 4 Themes ¡ Faculty and staff prepare globally minded students and produce globally relevant work ¡ Students gain knowledge, skills and experience ¡ CEHS will create an environment that attracts international students, scholars, and partners ¡ CEHS will develop a visible and effective infrastructure to support international vision

Groups Contributing to Plan ¡ All 7 Departments ¡ CEHS Advising Center ¡ CEHS Groups Contributing to Plan ¡ All 7 Departments ¡ CEHS Advising Center ¡ CEHS Research Office ¡ CEHS Recruitment Team ¡ CEHS Staff Council ¡ CEHS Technology ¡ International Quilt Study Center & Museum ¡ Nebraska Center for Research on Children, Youth, Families & Schools ¡ PEARL Project ¡ UNL Extension

Methodology ¡ College has strong empirical tradition ¡ Leadership in qualitative methods ¡ Interest Methodology ¡ College has strong empirical tradition ¡ Leadership in qualitative methods ¡ Interest in mixed methods

Spire of Excellence ¡ Interest Group ¡ Supported by CEHS Research Office ¡ Seminars Spire of Excellence ¡ Interest Group ¡ Supported by CEHS Research Office ¡ Seminars ¡ Speakers ¡ Methodology Series ¡ CYFS ¡ Each Department ¡ Research Centers ¡ NE Center for Research on Children, Youth, Families & Schools ¡ Buros Institute ¡ Children at Risk

Current Focus ¡ Development of Metrics ¡ Represent Aspirations ¡ Reflect Values ¡ People Current Focus ¡ Development of Metrics ¡ Represent Aspirations ¡ Reflect Values ¡ People Care about Them ¡ Example: ¡ Passports ¡ Percentage of courses with 20% or higher international content ¡ Percentage of students, faculty and staff completing Go. NE

Strategic Leadership Best of the Best Practices Undergraduate Research Dorothy I. Mitstifer Kappa Omicron Strategic Leadership Best of the Best Practices Undergraduate Research Dorothy I. Mitstifer Kappa Omicron Nu 2009

Undergraduate Research Community for the Human Sciences 2000 Kansas State University Michigan State University Undergraduate Research Community for the Human Sciences 2000 Kansas State University Michigan State University of Maryland Eastern Shore Kappa Omicron Nu

Web. Site URL http: //www. kon. org/urc/undergrad_research. html URJHS URL http: //www. kon. org/CFP/cfp_urjhs. Web. Site URL http: //www. kon. org/urc/undergrad_research. html URJHS URL http: //www. kon. org/CFP/cfp_urjhs. html Undergraduate Research Conference http: //www. kon. org/CFP/cfp_urc. html

New Initiative in 2008 Class Projects Example from South Dakota State http: //www. kon. New Initiative in 2008 Class Projects Example from South Dakota State http: //www. kon. org/urc/v 7 a/george-d-greenpainting-evolution. html

Rubrics for Higher Education URL http: //rubrics. kon. org/ UGR Manuscripts http: //rubrics. kon. Rubrics for Higher Education URL http: //rubrics. kon. org/ UGR Manuscripts http: //rubrics. kon. org/rubric-undergraduateresearch-manuscripts. html UGR Presentations http: //rubrics. kon. org/rubric-undergraduateresearch-presentation. html

UGR Student Learning & Development Outcomes http: //rubrics. kon. org/rubric-undergraduateresearch-outcomes. html UGR Student Learning & Development Outcomes http: //rubrics. kon. org/rubric-undergraduateresearch-outcomes. html

National Developments in Undergraduate Research Study by Nina Collins, Bradley University Project by Penny National Developments in Undergraduate Research Study by Nina Collins, Bradley University Project by Penny Ralston, Florida State

Recommendations to Improve Effectiveness More opportunities for UGR Publication of UGR Research Thank You Recommendations to Improve Effectiveness More opportunities for UGR Publication of UGR Research Thank You

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Accreditation of University Family and Consumer Sciences Programs Validates quality of education in FCS Accreditation of University Family and Consumer Sciences Programs Validates quality of education in FCS units 45

Professional Assessments and Certifications Validates competency of FCS professionals 46 Professional Assessments and Certifications Validates competency of FCS professionals 46

Pre-Professional Assessment and Certification Program (Pre-PAC) Validates competency of FCS preprofessionals – students and Pre-Professional Assessment and Certification Program (Pre-PAC) Validates competency of FCS preprofessionals – students and employees 47

Why are pre-professional assessments and industry-recognized certifications so important? ØPositively viewed and supported by Why are pre-professional assessments and industry-recognized certifications so important? ØPositively viewed and supported by public, employers, and education leaders ØPromote articulation of secondary / post-secondary programs across states ØProvide recognition for students ØGive justification for funding ØContribute to program vitality, accountability, and 48 improvement

Gold Standard Assessments • Industry-driven and industry-recognized • Relevant, reliable, and rigorous • Computer-based Gold Standard Assessments • Industry-driven and industry-recognized • Relevant, reliable, and rigorous • Computer-based • Tied to national standards • Tiered cut scores 49

Pre-PAC Assessment and Certification Areas 1. Personal and Family Finance 2. Early Childhood Education Pre-PAC Assessment and Certification Areas 1. Personal and Family Finance 2. Early Childhood Education 3. Broad Field Family and Consumer Sciences 4. Education Careers 5. Nutrition 6. Interior Design 7. Fashion, Textiles and Apparel 8. Culinary Arts 9. Family Services 10. Housing 11. Food Science 12. Others based on need and feasibility 50

Personal and Family Finance Development Panel 1. John Meeks, FDIC, Raleigh NC 2. Todd Personal and Family Finance Development Panel 1. John Meeks, FDIC, Raleigh NC 2. Todd Christensen, Debt Reduction Services, Boise, ID 3. Mary Ann Campbell, Money Magic, Little Rock, AR 4. Jason Alderman, VISA U. S. A. , San Francisco, CA 5. Missy Tysinger, Wachovia Corporation, Charlotte, NC 6. William Cheeks, Jump$tart Coalition, Powder Springs, GA 7. Jeanne Hogarth, Federal Reserve Board, Washington, DC 8. Nichole Chinadle, FEFE, University of AZ, Tucson, AZ 9. Pamela Bennett, University of Central Arkansas, Conway, AR 10. Faye Griffiths-Smith, Cooperative Extension System, 11. Univ. Conn, North Haven, CT 12. Anna Goff, FCS Teacher, Farmington School District, Farmington, AR 13. Kathryn Cox, FCS Teacher, Wake County Schools, Raleigh, NC 51

Implications for Higher Education • Previous involvement of incoming students • Articulation mechanism • Implications for Higher Education • Previous involvement of incoming students • Articulation mechanism • Credit-by-exam mechanism for lower division courses • Secondary and community college students recruitment tool • Resource to guide placement of transfers and non-traditional university students 52

Web Resources Under Development http: //www. aafcs. org/prepac/ General information applicable to all products Web Resources Under Development http: //www. aafcs. org/prepac/ General information applicable to all products • Development process • General uses • Registration process • Sample questions 53

Web Resources Under Development http: //www. aafcs. org/prepac/ Comprehensive information about each assessment/certification • Web Resources Under Development http: //www. aafcs. org/prepac/ Comprehensive information about each assessment/certification • Development panel participants • Competency list • Preparation strategies and resources 54

For More Information: Contact: AAFCS Pre-PAC Staff prepac@aafcs. org 703 -706 -4600 55 For More Information: Contact: AAFCS Pre-PAC Staff [email protected] org 703 -706 -4600 55