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“I’m New to the Profession: Now What?” Gayla Randel, KAFCS Affiliate President 2012-2013 KSDE Ed. Program Consultant—FCS

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Presentation on theme: "“I’m New to the Profession: Now What?” Gayla Randel, KAFCS Affiliate President 2012-2013 KSDE Ed. Program Consultant—FCS"— Presentation transcript:

1 “I’m New to the Profession: Now What?” Gayla Randel, KAFCS Affiliate President KSDE Ed. Program Consultant—FCS

2 To look forward, we must look back…. UAC Session--March 9,

3 The evolution of our field… 1820s—The industrialization of textiles allowed women to become shoppers and consumers. 1860’s—Land Grant Universities were founded. About this time the field related to “womens’ work” was developing. Many drafted their own curriculum/text from experience. Hence, this started the first of many conflicting views of the field… UAC Session--March 9,

4 Some felt the need to learn how to manage a home to be better able to oversee the staff, others felt that was the exact reason why it was not needed….staff will do the work. Many of the first texts/curriculum were from experience not science, hence the belief it was not quality instruction. In other examples, the art of baking was seen as value due to the ability to examine the science of the process rather than the baking of bread, others felt how can you study it without actually baking, again, the conflict of value. UAC Session--March 9,

5 At the same time, Ellen Swallow Richards Ellen lived at a time when society was changing. The industrial revolution began. Ellen was in the middle of it. UAC Session--March 9,

6 Ellen was a scientist, a philosopher. Ellen was action oriented. Ellen was a leader, trend setter and problem solver. UAC Session--March 9,

7 Ellen was a women of “firsts”. She was the first female student/graduate and teacher at MIT (Massachusetts Institute of Technology). Ellen UAC Session--March 9,

8 She addressed food safety, water quality and safe home environments through courses designed specifically for women. UAC Session--March 9,

9 The foundation of the field was on science and research… And also on the management of a household

10 And hence the two strands were at odds… Research and Science Strand Lead to the recognition of food, clothing, family relationships are fit for academic study which developed into nutrition, interior design, child development. Life Style Strand The other dreamed of efficient households. This effort gave the field it’s reputation for being irrelevant and/or not of value to the public as a whole. UAC Session--March 9,

11 The 1960’s…. Home Economics became “outdated” and a symbol of gender stereotyping…something to avoid, not model. The link to research and science was not recognized by some institutions and society in general. The “need” for such courses began to see the move from being important to being a “joke”. In actuality, the field began to once again transition to meet needs of the day through consumer education, child development, foods and nutrition and interior and textiles. UAC Session--March 9,

12 The naming of the profession… It was the last 1890’s when Ellen named this new field where science and research was applied as: Oekology, then Euthenics, then Home Ecology, then Home Economics. The field found itself changing it’s name once again in 1994 to Family and Consumer Sciences. UAC Session--March 9,

13 Family and Consumer Sciences firsts… Tied bacteriology to sanitation practices, Nutrients to health issues, Food preparation skills to nutrition, Child development to child rearing, Stressed the practical applications of the abstract, Addresses the needs of the day (a fluid profession), Promotes the process AND the knowledge through actual experiences and strategic education in processing information. Has added the career clusters revolving around meeting the essential needs of people and their environments, Once more, seeing future needs and how to address it… UAC Session--March 9,

14 Ultimately…. The problem still remains…how to value our domestic lives in relation to work for money in a country that says “family values” are important, but pushes it’s citizens to succeed financially at all costs. AND even though the U.S. appears uninterested in education related to home life (i.e. home economics) they exhibit a voracious appetite for the commodity…. (In fact Home Economics helped create this market.) UAC Session--March 9,

15 Current Issues 21 st Century Skills And Family and Consumer Sciences addresses…..

16 Personal and Family Wellness March, 1996 “Because of the rapid changes both technological and social, it is becoming less possible to operate our lives effectively using old paradigms. The learners today will be living in a society that will require its citizens to think constructively, make sound decisions, solve problems, access information and take responsibility for their own lives. The educational challenge is to build essential skills for learners in preparation for adult life” Family and Consumer Sciences identified and embedded “Process Skill” opportunities which are the fundamental activities or strategies which enable one to reach desired outcomes. UAC Session--March 9,

17 FACS Eight Process skills… 1.Cooperative learning: Working together toward a common end. 2.Decision Making: Selecting from alternatives after gathering information and weighing alternatives and consequences. 3.Problem solving: Analyzing and resolving both everyday and complex situations. (i.e. practical problems) 4.Leadership: Facilitating group interaction in order to solve problems and gain commitment to common goals. UAC Session--March 9,

18 5.Creativity: Using resources in order to produce or invent new things and ideas. 6.Critical Thinking: Reflectively deciding what to believe or what to do. 7.Goal Setting: Combining needs, wants, and values to determine desired immediate and long term achievements. 8.Management: Implementing and evaluating the use of resources (material, time, and energy) to achieve goals. UAC Session--March 9,

19 “eGauge 21 st Century skills” In 2003, the North Central Regional Educational Laboratory (US Dept of Education) developed “eGauge 21 st Century Skills” when determining needed essential workforce skills (outside of technical skills). Research identified four primary skill areas needed: 1.Digital literacy 2.Inventive thinking 3.Effective communication 4.High productivity UAC Session--March 9,

20 “Partnership for 21 st century skills” In 2007, “The Partnership” defined a framework of 21 st century teaching and learning, the newest reshaping of educational learning. 1.Creativity and Innovation 2.Critical thinking and Problem Solving 3.Communication and Collaboration 4.Information and Media Literacy 5.Flexibility/Adaptability 6.Initiative and Self-Direction 7.Social/Cultural Skills 8.Productivity/Accountability 9.Leadership/Responsibility 10.Employment/Career Development UAC Session--March 9,

21 21 st Century skills to process skills connection (direct) 1.Creativity and Innovation 2.Critical thinking and Problem Solving 3.Communication and Collaboration 4.Information and Media Literacy 5.Flexibility/Adaptability 6.Initiative and Self-Direction 7.Social/Cultural Skills 8.Productivity/Accountability 9.Leadership/Responsibility 10.Employment/Career Development UAC Session--March 9,

22 21 st Century skills to process skills connection (indirect) 1.Creativity and Innovation 2.Critical thinking and Problem Solving 3.Communication and Collaboration 4.Information and Media Literacy 5.Flexibility/Adaptability 6.Initiative and Self-Direction 7.Social/Cultural Skills 8.Productivity/Accountability 9.Leadership/ Responsibility 10.Employment/Career Development UAC Session--March 9,

23 Current Issues STEM

24 STEM is the… Integration of science, technology, engineering and mathematics together, not learned in separate silos. Teaching of concepts in projects-based learning experiences, rather than just talking about them. Application of these principles in real world applications rather than as abstract concepts. Promotion of careers in which this integrated approach is the norm. Need to develop strong “soft skills” along with the technical skills. (Soources: “Making STEM Real”, Educational Leadership, Vol. 68 No. 6 March,2011; “STEM Strategy Session”, Kansas Enrichment Network, July, 2010) UAC Session--March 9,

25 Soft skills needed by the STEM workforce… Strong math and science skills Strong verbal and written communication skills Strong teamwork skills Strong Leadership skills Creative problem-solving skills Time Management and organizational skills Ability to follow detailed directions Curiosity and imagination Experience with computers and high-tech tools The desire to learn new things every day. (Source: “STEM Edition--A Guide to Goals After Graduation”, 2010, Pg. 29 ) UAC Session--March 9,

26 FCS teachers have background in… Psychology Sociology Anthropology Philosophy Theology Administration and Management Customer and Personal Service Communications and Media Therapy and Counseling (Source: “Summary Report for —Home Economics Teachers”)www.onetonline.org UAC Session--March 9,

27 FCS… Promotes the development of soft skills through the 21 st century process skills education that directly impact STEM including : (examples) Verbal Communication —Relationship Education; FCCLA Teamwork/Leadership /Time Management —Class projects completed in teams in all courses; FCCLA Ability to follow detailed instructions —Technical reading projects, Professional Learning Experiences Creative Problem Solving —Case studies in which practical problem solving have no one answer Strong Science skills —Food Science labs; Nutrition labs Curiosity and Imagination —Early child development interactions and labs. Experience with Technology and Tools—Access to and use of a variety of FCS related industry equipment/software. UAC Session--March 9,

28 STEM with FCS applications … (examples) Interior Design Examples: Interior Designers are involved in the design of spaces which address the interactions of humans with their living environments (NASA). Universal design allowing one to remain in housing through lifespan. New technological devices to make our personal lives easier. Environmental practices. UAC Session--March 9,

29 Apparel and Textile Examples: Textile research is looking at sustainability in production and “green” processes. Textile finishes which address concerns. Kansas State University won a national competition to design a glove for the NASA program. UAC Session--March 9,

30 Food Science Examples: Human nutrition and dietetics Sensory analysis includes applications in shelf –life, product development and quality control. Food safety provides science-based solutions to problems impacting food safety (and storage). UAC Session--March 9,

31 Parenting/Child Development Examples: Early STEM learning can be successful if developmentally appropriate. Early STEM skills can be promoted through planned activities and toys. Early STEM skills can be promoted in children through educated parents. Early STEM skills can be promoted in early child care centers. UAC Session--March 9,

32 Current Issues Societal Issues

33 FCS Education as a prevention strategy: Research proves that when your personal life is in order, work life is affected. FCS Education promotes the 21 st century skills as they relate to balancing work and family. FCS Education is connected to nine career clusters and twelve pathways. UAC Session--March 9,

34 FCS Education is the only CTE department with a focus upon the Human Services pathways that address the essential needs of children and families. FCS Education promotes the healthy self of the student including financial, physical, and social health. UAC Session--March 9,

35 Current Issues… In the future

36 Issues that are developing (and there are others…) Health care legislation and consumer decisions 2014 last transition of legislation Changing demographics of the US population Minority shift to majority Multi-racial families Aging workforce/legal guardians Gender role transitions Move to Sustainable living and green technologies Resource conservation related to product development and living practices. Moving to renewable energies and transitioning living practices. Water conservation issues UAC Session--March 9,

37 Issues of Concern:

38 Need for FCS in Kansas: Students learn about Family and Consumer Sciences careers through their FCS education classes and/or 4-H program. Of the teachers who completed the May, 2011 survey, 46% have 21 or more years of experience. Three of four teachers have at least the Family and Community Service pathway in place. Kansas has 108 teachers expected to retire or leave their present positions with the next 5 years. School districts are making decisions to eliminate FCS positions (51.5 %), middle level have been hardest hit. UAC Session--March 9,

39 Other interesting facts: 85.5% state they do not have the funding needed for classroom activities, labs or teaching supplies/textbooks. 63.1% is concerned about how future funding cuts will affect their departments. 1 in 3 are concerned the department will be closed if they left the positions they have. Kansas needs 1000 FCS education teachers by The U.S. is projecting a need for 552,000 CTE teachers by /living/cb.unusual.majors.jobs_1_food-science-majors-study- consumer-sciences?_s-PM:LIVING 19/living/cb.unusual.majors.jobs_1_food-science-majors-study- consumer-sciences?_s-PM:LIVING UAC Session--March 9,

40 UAC Session--March 9,

41 Now What? Call to Action

42 Now’s the time to take action UAC is about bringing the three FCS related organizations together, we need to adopt this same model in supporting each other. Be willing to contact people to ensure FCS programming remains in schools AND part of extension work. Promote FCS careers including extension and education. Be proud of your profession. Note your personal strengths. Be consist in your message. (Walk the Talk) Step up and be a leader, in whatever way you feel fits. UAC Session--March 9,

43 UAC Session-- March 9, Be a part of the solution…become a leader.


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