Loading in 2 Seconds...
Loading in 2 Seconds...
Family & Community Services Think, Value, Communicate, & Lead Faculty Learning Community. Faculty Learning Community Members
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Family & Community Services Think, Value, Communicate, & Lead Faculty Learning Community
Faculty Learning Community Members
Front row from left to right: Elizabeth Carroll, JD – Associate Professor of Child Development & Family Relations (CDFR); Sharon Ballard, PhD – Interim Chair of CDFR; Alan Taylor, PhD – Assistant Professor of CDFR
Back row from left to right: Bryce Jorgensen, PhD – Assistant Professor of CDFR; DeAnna Coughlin, MS – Teaching Instructor of CDFR; Eboni Baugh, PhD – Assistant Professor of CDFR; Emily Bollinger, MS – Teaching Instructor of CDFR
Spring 2013 CDFR 4366 students were given Duplos to build an image of what they thought an FCS graduate should look like. The students reflected on their own competencies within FCS and aligned their competencies with proficiency levels on the FCS TVCL matrix. Using the matrix to evaluate themselves during the activity empowered the students in their own learning and allowed students to make curricular connections to the whole profession.
FCS students designed & constructed bulletin boards centered around one of the four core competencies: Think, Value, Communicate, & Lead.
In response to the question “what do we want an Family Community Services (FCS) graduate to look like?”, we developed a Think, Value, Communicate, & Lead (TVCL) matrix specific for the FCS major at ECU. We mapped two Child Development and Family Relations (CDFR) courses to our matrix. We also completed a class activity where students reflected on themselves using the FCS TVCL matrix. We plan to map more CDFR courses and use student self-assessment at various stages throughout the curriculum to research the effectiveness of the FCS curriculum to prepare FCS majors with the knowledge and skills they need to be successful FCS professionals.
Child Development and Family Relations (CDFR) is a department within the College of Human Ecology (CHE) that houses four undergraduate and five graduate programs. As one of the pilot program areas with the Title III grant, an initial Think, Value, Communicate, & Lead learning matrix was constructed that encompassed all four undergraduate majors. This initial matrix was shared with the CDFR faculty and received a positive response. However, when FCS, one of the programs within CDFR started to apply the matrix, it was determined that it might be more effective to develop a program specific matrix. A CREW was formed with College STAR composed of seven faculty members of the CHE at ECU.
The matrix and input allowed FCS TVCL CREW faculty to identify gaps in the program and unnecessary overlap in course content. The process of engaging with the matrix has had the additive effect of stimulating substantive discussions, within FCS faculty, related to what students should learn and what information and methods are necessary to get them to that point. These discussions and the mapping process are leading to revisions of teaching and learning strategies and the development of assessment strategies to improve undergraduate student learning.
National Council on Family Relations. (2013). Certified Family Life Educator (CFLE) Standards & Criteria (1st ed.). Minneapolis, MN: National Council on Family Relations.
American Association of Family & Consumer Sciences Council for Accreditation. (2010). Accreditation Documents for Undergraduate Programs in Family and Consumer Sciences (2010 ed.). Alexandria, VA: American Association of Family & Consumer Sciences Council for Accreditation.
Currently the CREW is working on mapping CDFR 3290 (Theory and Practice in Family Community Services) and CDFR 4313 (Trends and Issues in Family Studies). Next, they will continue to map more courses within the program and discuss how infant-toddler specialist requirements are reflected in the matrix. Also beginning next fall semester, the CREW plans to collect data from students mapping themselves at the beginning of CDFR 2280, at the end of CDFR 4410 (Professional Seminar), and at the end of the internship. A manuscript will result from this data collection.