Adapting to the Changing Needs of Family and Consumer Sciences Students: Instructor Perspectives During the Pandemic

2021 ◽  
Vol 113 (3) ◽  
pp. 8-17
Author(s):  
Soo Hyun Cho ◽  
Sarah Taylor ◽  
Michelle Taylor ◽  
Ryan Giffen ◽  
Cheryl Rock ◽  
...  
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Online Instruction ◽  
Basic Needs ◽  
Well Being ◽  
Family And Consumer Sciences ◽  
Lessons Learned ◽  
Body Of Knowledge ◽  
Consumer Sciences

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward.

Integrating the Family and Consumer Sciences Body of Knowledge Into Higher Education

2018 ◽  
Vol 110 (4) ◽  
pp. 49-63
Author(s):  
Wendy Reiboldt ◽  
Sue Stanley ◽  
Kitty R. Coffey ◽  
Heather M. Whaley ◽  
Ani Yazedjian ◽  
...  
Keyword(s):  
Higher Education ◽  
Family And Consumer Sciences ◽  
Body Of Knowledge ◽  
The Family ◽  
Consumer Sciences

The Family and Consumer Sciences Body of Knowledge and the Cultural Kaleidoscope: Research Opportunities and Challenges

2009 ◽  
Vol 37 (3) ◽  
pp. 266-283 ◽  
Author(s):  
S. Y. Nickols ◽  
P. A. Ralston ◽  
C. Anderson ◽  
L. Browne ◽  
G. Schroeder ◽  
...  
Keyword(s):  
Family And Consumer Sciences ◽  
Research Opportunities ◽  
Body Of Knowledge ◽  
The Family ◽  
Consumer Sciences

Professional Behavior Education in the FCS Curriculum

2019 ◽  
Vol 111 (4) ◽  
pp. 49-54
Author(s):  
Pam Towery ◽  
Miranda Schrock ◽  
Alicia Landry ◽  
Nina Roofe
Keyword(s):  
Soft Skills ◽  
Family And Consumer Sciences ◽  
Lessons Learned ◽  
Professional Behavior ◽  
Professional Behaviors ◽  
Behavior Development ◽  
Critical Skills ◽  
Consumer Sciences ◽  
Southern University ◽  
Insight Into

Undergraduate family and consumer sciences (FCS) programs help students develop skills essential to academic achievement as well as future employment and career success. Development of both hard and soft skills is part of the FCS curriculum and can include critical skills necessary to perform tasks required on the job as well as skills needed to communicate and work well with others (Professionalism, 2018). The development of professional behaviors in students begins in the classroom but the process of learning and growing, both personally and professionally, continues as students advance to complete their education. Often students participate in capstone experiences to refine appropriate professional behaviors relative to their discipline. This paper reviews the importance of professional behavior development in FCS students and offers insight into lessons learned when educators at a southern university assessed the professional behavior education in their curriculum.

scholarly journals Enhancing Mindfulness and Well-Being in Higher Education

2021 ◽  
Author(s):  
Randy K. Barker ◽  
Lori P. Tuominen ◽  
Mimi Rappley Larson ◽  
Mary E. Lee-Nichols ◽  
Gloria Eslinger ◽  
...  
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Lessons Learned ◽  
Present Moment ◽  
Vision Statements ◽  
University Of Wisconsin ◽  
Similarities And Differences ◽  
The University

AbstractThis article outlines the steps taken to establish the University of Wisconsin-Superior’s Pruitt Center for Mindfulness and Well-Being. Major historical components include: gaining momentum; securing funding; developing mission and vision statements; launching the Pruitt Center; and recounting the services, programs, and impacts achieved to date. Through outlining experiences and lessons learned, others in higher education looking to enhance the well-being of their campus communities could benefit, regardless of whether creating a center is their goal. The process and rationale for creating and adopting the PERMANENT Model of Well-Being is also provided. Comparisons are made regarding the similarities and differences between the PERMANENT Model and two existing models: the PERMA Model and the Universidad Tecmilenio Well-being in Happiness Ecosystem. Also depicted is the intention concerning: 1) describing each domain of the PERMANENT Model of Well-Being, including Present Moment Awareness, the model’s foundation; 2) the meaning behind the PERMANENT acronym, inspiring the notion of long-lasting well-being; 3) including the greater community; and 4) the model’s process of learn, experience, reflect, and repeat, a reminder that all learning takes effort and practice. This process is supported by current mindfulness and well-being research, specifically as it relates to higher education.

A Case for the Expansion of Lighting Design Education

2021 ◽  
Vol 113 (1) ◽  
pp. 56-61
Author(s):  
Shweta L. Reddy ◽  
Alyssa Humphries L. Stewart
Keyword(s):  
Energy Conservation ◽  
Interior Design ◽  
Design Education ◽  
Family And Consumer Sciences ◽  
Lighting Design ◽  
Body Of Knowledge ◽  
Design Program ◽  
The Family ◽  
Consumer Sciences ◽  
Made In

Lighting design is an essential aspect of interior design but very few universities offer students the opportunity to study lighting design in depth as part of their Council for Interior Design Accreditation (CIDA)-accredited undergraduate interior design program. This paper makes a case for including lighting design as an indispensable part of interior design education while also promoting the Family and Consumer Sciences Body of Knowledge (FCSBOK). The rapid and ongoing advancements being made in luminaire design, lighting controls, and energy conservation necessitate attention and expansion of lighting design education within interior design programs.

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

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