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
• 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
• Make it a little difficult for them
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, Ph.D., CFCS
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 Geners
Gamers
Echo Boomers
Entitlement Generation
Generation Why
We
Dumbest
Digital Natives
Generation M
Found
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
•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”
•Obsessed with appearance, consumption
•Individualistic
•Confident, assertive, & miserable
•Most narcissist generation
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 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 service 24/7
•Upper administrators often contacted first
•Students feel entitled
•Conflicts may occur with different
generations
•Students want to change the world
Shirley Hymon-Parker, Ph.D.
University of Maryland Eastern Shore
Princess Anne, MD 21853
Measured in terms of:
 Creative activities
 Grants received
 Publications
Crucial for1890 institutions as the primary way
of obtaining funds to support and implement
creative teaching, research, and outreach
activities
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
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 2nd 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



One faculty received tenure
Two more will apply for tenure fall 2009
Two faculty appointments converted from
lecturer to assistant professor tenure-track
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 1st grant and
enthusiasm of implementing the project
Integrating CEHS
Marjorie Kostelnik
University of Nebraska, Lincoln
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 solvers
New
approaches
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
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
 Collaborative Work
 Collective Work
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 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 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 in mixed
methods
Spire of Excellence
 Interest Group
 Seminars
 Supported by CEHS
Research Office
 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 Care about Them
 Example:
 Passports
 Percentage of courses with 20% or higher international
content
 Percentage of students, faculty and staff completing GoNE
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
University of Maryland Eastern Shore
Kappa Omicron Nu
WebSite 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.org/urc/v7/v7a/george-d-greenpainting-evolution.html
Rubrics for Higher Education URL
http://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
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
44
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
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?
Positively viewed and supported by public,
employers, and education leaders
Promote articulation of secondary / post-secondary
programs across states
Provide recognition for students
Give justification for funding
Contribute to program vitality, accountability, and
48
improvement
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
 Personal and Family Finance
 Early Childhood Education
 Broad Field Family and Consumer Sciences
 Education Careers
 Nutrition
 Interior Design
 Fashion, Textiles and Apparel
 Culinary Arts
 Family Services
 Housing
 Food Science
Others based on need and feasibility
50
Personal and Family Finance
Development Panel










John Meeks, FDIC, Raleigh NC
Todd Christensen, Debt Reduction Services, Boise, ID
Mary Ann Campbell, Money Magic, Little Rock, AR
Jason Alderman, VISA U.S.A., San Francisco, CA
Missy Tysinger, Wachovia Corporation, Charlotte, NC
William Cheeks, Jump$tart Coalition, Powder Springs, GA
Jeanne Hogarth, Federal Reserve Board, Washington, DC
Nichole Chinadle, FEFE, University of AZ, Tucson, AZ
Pamela Bennett, University of Central Arkansas, Conway, AR
Faye Griffiths-Smith, Cooperative Extension System,
Univ. Conn, North Haven, CT
 Anna Goff, FCS Teacher, Farmington School District, Farmington, AR
 Kathryn Cox, FCS Teacher, Wake County Schools, Raleigh, NC
51
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
• Development process
• General uses
• Registration process
• Sample questions
53
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
[email protected]
703-706-4600
55
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