Articulation Agreements

• Distance education programs have separate articulation agreements
• In many states, early childhood development has a common core and statewide equivalencies. This is often a pre-major at the community college and includes general education.  The math courses are ranked in order of recommendation for transfer.
• Community colleges may be rewriting courses so that they transfer to the university.  In early childhood the community colleges want 24 hrs. to transfer.
• Community colleges offer too many classes in one field (this point made by a community college professional).
• How do we know that students are following an articulation agreement?  The student is required to bring an official copy of their transcript with the articulation agreement noted.
• General education requirements.  Although many states have statewide Gen Ed, watch for department specific requirements.  For example, in FACS, there might be a requirement for a specific psychology or sociology course in the social and behavioral sciences area.  So even if a community college student has “met general education requirements,” if they haven’t taken the correct psychology or sociology course, then they will be taking those courses at the university.
• Counselors or professional advisors visit one day per week at community colleges.  It averages out so that one university is there about once per month.  The Transfer Center schedules these visits.
• Videoconferencing might be an alternative to “live” visits if community college is too far away.  Advising could be done through the videoconferencing.  Watch that the advisor is able to access the student’s records at the community college.
• Do transfers have trouble getting into classes at the university?  Some institutions “hold” spots for freshmen and transfers.  They cap the courses, then remove the cap during the orientation period.  This makes for a smoother transition. 
• Transfer Orientation is held the end of March, so that transfers can get into classes.
• Early admission allows transfers to register by Feb. 15.
• University faculty members are located at a community college.  They must teach two courses.  They are then there to advise. These can be full or part-time positions.  This was a soft money grant.
• University advisors need to help transfers pace their course loads.  The first semester, no more than 15 hours, and maybe 12 hours would be a manageable load so that the student would do well.
• Recruitment information was printed and mailed to community colleges in the area.  Might need to call the community college to get the right name and address.  The info included program info, courses, deadlines, etc.
• Recent admissions information shows increase in Latinos in community colleges.

Keys to Collaboration

• Communicate about what community college can do for university

• Ensure that community college students represent ethnic groups of community
• Invite university faculty to present workshops and updates to community college classes
• Try to find an advocate for the community college in the faculty of university administration, faculty, or legislature
• Show university what community college students can do
• Explain job possibilities and give advantages of Family & Consumer Sciences and AAFCS to students
• Provide information about the success rate of transfer students to university recruiters
• Work with accreditation agencies to show how students meet competencies
• Work with middle and high school teachers to start recruiting young students into all programs
• Join professional organizations, such as AAFCS to meet other professionals so they understand what your program is all about
• Take students to professional activities

Core Competencies

What do we mean by core competencies?

Core Competencies:  General set of knowledge and skills that graduates should have. 

• PRAXIS II  (9 core competencies)
• Gap between PRAXIS II and AAFCS body of knowledge for accreditation
• Experience from university:  disconnect in content core PRAXIS II vs. AAFCS certification exam
• NATEFACS  -- National Standards (specific to teacher educator)
• Career and Community
• Nutrition
• Family & Child
• Consumer & Environmental
• Instructional Strategies

Core Outcomes for students

• Professionalism
• Passion for their field
• Concern for well-being and can apply their specialization:
• Food & nutrition
• Family relations
• Critical thinking
• Individuals, families, and communities
• Systemic thinking
• Acquisition & Organizational skills
• Enhance, optimize quality of life
• Optimal well-being of individuals, family, and community

We have evolved from a detailed competency-based discipline to a more holistic, integrative approach 

Graduates take away concepts such as critical thinking, capacity building, resource sustainability, etc.  (i.e.:  the common body of knowledge)

Recruitment and Retention Faculty Issues

• Research vs. Teaching Load
• Cost of Living and salary range
• Loyalty and commitment
• Tenure
• Scholarship
• Teaching
• Service
• Evaluation - All universities are struggling with how to evaluate creative efforts
• Administrative knowledge - Education Deans and Department Chairs lack information about program and what we really do and need
• Interviews and the admission processes
• early in the academic year
• interview in January/February
• Faculty needs - Develop a way to share our faculty needs

Components of Teamwork

• Honest communication and openness
• Positive attitude
• Flexibility and adaptability in dealing with change
• Prioritizing - finding out what is important
• Self-assessment and self-management
• Effective leadership – coach or facilitator
• Committees or task forces for sharing work
• Consensus building
• Respect
• Status as equals
• Focus on relationship building
• Understanding of political realities
• Diversity of ideas and team membership - intergenerational and cultural differences
• Trust
• Support for processes that contribute to effectiveness
• Shared mission, goals, and expectations
• Shared accountability, rewards, and control

For more information, contact

Amelia Brown - abrown@etsu.edu
Garlene Petersen - gpeterse@nmsu.edu