A grassroots effort has begun to develop a Minnesota FCS Coalition to unit Family and Consumer Sciences stakeholders in Minnesota.
The FCS Coalition will be presenting two sessions at the MAFCS Conference- February 12-13, 2010 at the Marriott Hotel in Bloomington.
Join us to learn more about the coalition and to help identify the Top TEN FACS List for Minnesota.
Session 1: Teaming to Build Our Profession: Who, What & Why?-
Friday February 12 from 2:24-3:35
Topics will include Why form a FACS Coalition, the National FCS Coalition model, issues we will be working on, research based information to be collected, communicating what is available both nationally and state wide, how to get involved.
Session 2: FCS Coalition: Identifying the Minnesota FACS TOP TEN
Saturday, February 13- 11:00-11:50 AM
The purpose of the meeting is to allow attendees to voice their concerns and help find a focus for the coalition. We will attempt to identify the TOP TEN LIST for Minnesota FACS.
For more information contact: Rachel Pederson: rachelpederson@charter.net
See you at the conference!
Friday, February 5, 2010
Thursday, February 4, 2010
WHY FACS EDUCATION IS IS URGENTLY NEEDED!!
Family and Consumer Sciences Education fills urgent needs
More than 50% of adults and 15% of children and teens are overweight. (1)
Personal bankruptcy filings have increased by more than 200% in the last 10 years. (2)
Children are not entering school ready to learn. (3)
Nearly one child in five lives in poverty (4)
Dropouts earn half the annual income as that of a high school graduate. (5)
As we all know life and work today are more complex than ever before. It’s getting harder to separate our work roles from our family life roles. Without question, success in life today involves balancing our various roles in the workplace, family and community.
FACS classes contribute to successful lives by helping students:
• Connect academic skills to real life issues
• See how their choices today affect their future
• Recognize how personal relationships and 0family life affect their productivity at work
• Explore career options in growth industries
In addition, FACS students can expand their leadership potential and develop skills for life through a national organization called Family, Career, and Community Leaders of America (FCCLA).FCCLA opportunities include:
• Student Body—a nutrition and fitness program in which FCCLA members educate their peers about the importance of eating
right, exercising, and making healthy lifestyle choices.
• Financial Fitness—a financial literacy program which helps young people learn how to make, save, and spend money wisely.
• Families First—a program to strengthen families in our society by helping students understand how families work and
teaching them skills to become strong family members.
• Power of One—a program that helps students find and use their personal power to set goals, work to achieve them, and enjoy
the results.
1. National Center for Health Statistics [NCH]. (2004) Health, United States, 2004, with Chartbook on Trends in Health of Americans. Retrieved November 23, 2005 from http://www.CDC.gov/nchs/data/hus/ hus04.pdf
2. Keown, Arthur (2004). Personal Finance. NJ: Prentice Hall.
3. Rhode Island KidsCount (2005). The National School Readiness Indicators Initiative: Making Progress for Young Children. Retrieved April 10, 2005 from http://www.GettingReady.org
4. KIDS COUNT Indicator Brief, Reducing the Child Poverty Rate. The Annie E. Casey Foundation, July 2005. Retrieved November 23, 2005 from http://www.aecf.org/kidscount/sld/ auxiliary/briefs/childpovertyupdated.pdf
5. Castellano, M; Stringfield, S.: and Stone, J.R., III. Career and Technical Education Reforms and Comprehensive School Reforms in High Schools and Community Colleges: Their Impact on Educational Outcomes for At-Risk Youth. Minnesota National Research Center for Career and Technical Education, University of Minnesota, 2001. (ED 461720) Retrieved November 23, 2005 from http:// www.eric.ed.gov/ERICDocs/data/ericdocs2/ content_storage_01/0000000b/80/0d/be/a4.pdf
More than 50% of adults and 15% of children and teens are overweight. (1)
Personal bankruptcy filings have increased by more than 200% in the last 10 years. (2)
Children are not entering school ready to learn. (3)
Nearly one child in five lives in poverty (4)
Dropouts earn half the annual income as that of a high school graduate. (5)
As we all know life and work today are more complex than ever before. It’s getting harder to separate our work roles from our family life roles. Without question, success in life today involves balancing our various roles in the workplace, family and community.
FACS classes contribute to successful lives by helping students:
• Connect academic skills to real life issues
• See how their choices today affect their future
• Recognize how personal relationships and 0family life affect their productivity at work
• Explore career options in growth industries
In addition, FACS students can expand their leadership potential and develop skills for life through a national organization called Family, Career, and Community Leaders of America (FCCLA).FCCLA opportunities include:
• Student Body—a nutrition and fitness program in which FCCLA members educate their peers about the importance of eating
right, exercising, and making healthy lifestyle choices.
• Financial Fitness—a financial literacy program which helps young people learn how to make, save, and spend money wisely.
• Families First—a program to strengthen families in our society by helping students understand how families work and
teaching them skills to become strong family members.
• Power of One—a program that helps students find and use their personal power to set goals, work to achieve them, and enjoy
the results.
1. National Center for Health Statistics [NCH]. (2004) Health, United States, 2004, with Chartbook on Trends in Health of Americans. Retrieved November 23, 2005 from http://www.CDC.gov/nchs/data/hus/ hus04.pdf
2. Keown, Arthur (2004). Personal Finance. NJ: Prentice Hall.
3. Rhode Island KidsCount (2005). The National School Readiness Indicators Initiative: Making Progress for Young Children. Retrieved April 10, 2005 from http://www.GettingReady.org
4. KIDS COUNT Indicator Brief, Reducing the Child Poverty Rate. The Annie E. Casey Foundation, July 2005. Retrieved November 23, 2005 from http://www.aecf.org/kidscount/sld/ auxiliary/briefs/childpovertyupdated.pdf
5. Castellano, M; Stringfield, S.: and Stone, J.R., III. Career and Technical Education Reforms and Comprehensive School Reforms in High Schools and Community Colleges: Their Impact on Educational Outcomes for At-Risk Youth. Minnesota National Research Center for Career and Technical Education, University of Minnesota, 2001. (ED 461720) Retrieved November 23, 2005 from http:// www.eric.ed.gov/ERICDocs/data/ericdocs2/ content_storage_01/0000000b/80/0d/be/a4.pdf
Monday, January 11, 2010
Proposal for Media Arts Licensure with Board of Teaching Meeting Jan 15
Comments by Cherry Cramer, MAFCS VP Education Co-Chair
from an article published from the MAFCS Newletter, page 15, Dec 2009.
A Media Arts endorsement is about to be proposed to the MN Board of Teaching. the U of M and the Perpich Center for the Arts have proposed Media Arts standards and a possible art endorsement for this area. The purpose of the endorsement is to assure that the process of art is taught and teachers adhere to the arts standards when teaching art.
There are layers of concern. An area of concern has been discussed by the MN FACS coalition. One is that this is both a licensure and a standard issue and local districts make the final decision to approve which credits are taught in which courses. The Board of Teaching (BOT) is concerned with licensure and does not make decisions about which teachers teach which standards. Once Licensure is approved, then it becomes an issue of highly qualitfied. Highly Qualified implies that a teacher has an art degree and has passed the Praxis test in art. When all is said and done, if a school district decides it is appropriate to teach an art credit in a FACS class, the local school board appoints the preson responsible for seeing that teacher meets the requirements of the art standard.
Another peice of the discussion centered on teaching an art process versus teaching as a vocation. A third point of discussion is the fact this proposal is about a Media Arts Standard that may be made into media Arts endorsement. At this time there are not many FACS teachers that teach media arts according to the standard as this standard just came up. But currently neither does an arts teacher or other career and technical education teacher unless they have seen the standard. This is an art standard that may or may not be taught in a FACS class some day.
It was pointed out that this tye of endorsement may limit students in the choices of how to obtain required credits. When a visual arts licensure went through a few years ago, there were not enought FACS teachers or CTE teachers that questioned what was going on and it negatively impacted FACS and CTE teacher's ability to teach a visual art standard. The proposal for media arts endoresment will be brought to the BOT meeting Jan 15 beginning at 8:30 am at the MDE Building in Roseville. http://http://www.education.state.mn.us/MDE/Teacher_Support/Board_of_Teaching/Meet_Minute_Agenda/index.html
from an article published from the MAFCS Newletter, page 15, Dec 2009.
A Media Arts endorsement is about to be proposed to the MN Board of Teaching. the U of M and the Perpich Center for the Arts have proposed Media Arts standards and a possible art endorsement for this area. The purpose of the endorsement is to assure that the process of art is taught and teachers adhere to the arts standards when teaching art.
There are layers of concern. An area of concern has been discussed by the MN FACS coalition. One is that this is both a licensure and a standard issue and local districts make the final decision to approve which credits are taught in which courses. The Board of Teaching (BOT) is concerned with licensure and does not make decisions about which teachers teach which standards. Once Licensure is approved, then it becomes an issue of highly qualitfied. Highly Qualified implies that a teacher has an art degree and has passed the Praxis test in art. When all is said and done, if a school district decides it is appropriate to teach an art credit in a FACS class, the local school board appoints the preson responsible for seeing that teacher meets the requirements of the art standard.
Another peice of the discussion centered on teaching an art process versus teaching as a vocation. A third point of discussion is the fact this proposal is about a Media Arts Standard that may be made into media Arts endorsement. At this time there are not many FACS teachers that teach media arts according to the standard as this standard just came up. But currently neither does an arts teacher or other career and technical education teacher unless they have seen the standard. This is an art standard that may or may not be taught in a FACS class some day.
It was pointed out that this tye of endorsement may limit students in the choices of how to obtain required credits. When a visual arts licensure went through a few years ago, there were not enought FACS teachers or CTE teachers that questioned what was going on and it negatively impacted FACS and CTE teacher's ability to teach a visual art standard. The proposal for media arts endoresment will be brought to the BOT meeting Jan 15 beginning at 8:30 am at the MDE Building in Roseville. http://http://www.education.state.mn.us/MDE/Teacher_Support/Board_of_Teaching/Meet_Minute_Agenda/index.html
Monday, January 4, 2010
The Minnesota FACs Coalition will present a workshop at the February MAFCS conference. Suggested titles for the presentation are; of course they would change if the intent changes and it becomes a forum.
Building a Better Coalition
Progress Through Collaboration
Leadership Through Coalition Building
Creative Collaboration and Coalition Building
Who Me? Create a Coalition!
Family Consumer Sciences and Collaboration
Creating a Dynamic Future Through Collaboration
Collaborating for Results
Collaborating for Success
Improved Influence Through Collaboration
Collaboration and Coalition: Formula for Success
Collaboration and Coalition: Formula for Strength
Collaboration and Coalition for Positive Results
Collaboration and Coalition for Professional Success
Collaboration: We all have the same goal
Building a Better Coalition
Progress Through Collaboration
Leadership Through Coalition Building
Creative Collaboration and Coalition Building
Who Me? Create a Coalition!
Family Consumer Sciences and Collaboration
Creating a Dynamic Future Through Collaboration
Collaborating for Results
Collaborating for Success
Improved Influence Through Collaboration
Collaboration and Coalition: Formula for Success
Collaboration and Coalition: Formula for Strength
Collaboration and Coalition for Positive Results
Collaboration and Coalition for Professional Success
Collaboration: We all have the same goal
Monday, November 30, 2009
Family and Consumer Sciences named as a smart career choice!
In a recent article picked up by CNN of the "10 Unusual Majors and the Jobs You Can Get With Them" By Rachel Zupek, CareerBuilder writer, Family and Consumer Sciences was listed first.
"Choosing your college major has never been so important. Although the economy may have turned around by the time you graduate, nothing is certain. You'll want to declare a major in something that you not only enjoy and that interests you, but also in something that will be come in handy when looking for a job.
While it's tempting to choose a broad major like engineering, English or communications, it behooves you to get creative; an uncommon degree could put you in a great position to find a job in an emerging, unique or specialized field."
Here are 10 uncommon (or overlooked) majors and the jobs you can get with them*:
1. Family and consumer sciences
A background in family and consumer sciences -- also known as home economics -- teaches students everything they need to know about what makes a "home." You'll become an expert in such areas as child development, family relations, consumer economics, personal finance, fashion design, housing and nutrition, which means you'll have plenty of options when it comes to starting your career.
Other majors were:
2. Linguistics-language pathologists and audiologists, translators, marketers
3. Recreation management
4. Food science
5. Packaging
6. Criminology
7. Social work
8. Urban studies
9. Natural resources
10. Gerontology
Programs of study in family and consumer sciences could help prepare students for at least 4 or 5 of these suggested career areas.
"Choosing your college major has never been so important. Although the economy may have turned around by the time you graduate, nothing is certain. You'll want to declare a major in something that you not only enjoy and that interests you, but also in something that will be come in handy when looking for a job.
While it's tempting to choose a broad major like engineering, English or communications, it behooves you to get creative; an uncommon degree could put you in a great position to find a job in an emerging, unique or specialized field."
Here are 10 uncommon (or overlooked) majors and the jobs you can get with them*:
1. Family and consumer sciences
A background in family and consumer sciences -- also known as home economics -- teaches students everything they need to know about what makes a "home." You'll become an expert in such areas as child development, family relations, consumer economics, personal finance, fashion design, housing and nutrition, which means you'll have plenty of options when it comes to starting your career.
Other majors were:
2. Linguistics-language pathologists and audiologists, translators, marketers
3. Recreation management
4. Food science
5. Packaging
6. Criminology
7. Social work
8. Urban studies
9. Natural resources
10. Gerontology
Programs of study in family and consumer sciences could help prepare students for at least 4 or 5 of these suggested career areas.
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