The Issue:

Can we exist as a profession in 2015 without "highly respected scholarship and research?"

Vision for the Future:

Research is very important for the present and for the future (2015). Since our teaching and outreach is based on research findings, we need to continue generating knowledge so that we will continue to have things to discuss. We envision research as the hub of a wheel, and it naturally connects to other aspects including teaching, outreach, and extension. FCS as a profession seems to be on the verge of losing that "hub" and we view collaboration as a way of bringing back or rescuing that "hub" from being lost. Collaboration should be across different types of institutions and across different disciplines.

Steps Toward Vision:

a) Establish web site

We want to first look at what currently exists on national level. Many of the larger universities are members of a national database called the Community of Science (COS), located at http://www.cos.com/. This site contains faculty interests and expertise from more than 200 institutions world wide, and lists a curriculum vitae for participating faculty members. Funding alerts from national and international agencies related to the area of a member's expertise are sent via e-mail to those who subscribe to this service. This is also a searchable database, allowing researchers to contact potential collaborative partners, however, the COS database is under-utilized: of the 2061 individuals at Iowa State University who are eligible to participate in this program, only 340 are actively involved. Additional sources include the Human Sciences Board, which is setting up a database of all currently funded projects for use on a web site. We envision building on the existing information, and possibly creating another web site that will compile existing information from various sources and improve on ease of use. Suggested information to be included on this web site:

• current research projects being done
• research interests
• issues of concern
• links to other web sites related to FCS and other institutions.

A web site with this information would allow individuals to search out other institutions that have similar projects, interests, or concerns for collaboration in present or future.

b) More research at the undergraduate level by encouraging the requirement of student research and participation into AAFCS standards for accreditation, possibly at a regional level rather than at national level of accreditation.

c) Article in HEU Newsletter of AAFCS that discusses importance of research.

Initial Actions/Follow-up Point Person(s):

Billie Collier will look at how BOHS inventory can serve as springboard for this electronic environment/web site

David Andrews will provide server space for a site through Ohio State University

The Issue:

Building partnerships between two-year associate degree granting institutions and four-year university programs to facilitate a seamless articulation;

How is higher education defined?

Development of associate degree programs within bachelor's degree programs;

Articulation from two-year to four-year institutions within family and consumer sciences;

Differing philosophies of institutions regarding students, enrollment policies and degrees.

Vision for the Future:

• Seamless articulation system within each state that enables students to move from high school to the two-year college and four-year university without barriers.
• Students will be better prepared prior to entry into college, i.e. increased literacy, math and English speaking skills.
• Be positive and proactive leaders and advocates for a unified voice within the profession.

Steps Toward Vision:

• Encourage students to become advocates for the profession by speaking positively about the profession, thus building leadership within the profession.
• Support and encourage AAFCS with a continued review of inclusion of associate degree granting institutions within the family and consumer sciences programs.
• Be more active with all institutions to facilitate student progress and become more student centered.
• Be open to other institutions and courses they offer.
• Develop agreed upon competencies at each level of instruction to support program transitions, i.e. competencies serve as building blocks for the next level of instruction.
• Celebrate diversity of differences between students, faculties, and institutions.

Initial Actions:

• Communication at all levels, i.e. sharing verbally and in writing what associate degree granting programs and bachelor level programs have to offer each other to build a strong profession.
• Participate in dialogue with AAFCS regarding expansion of membership.

Follow-up Point Person(s):

Judith Kreutzer, Ed.D., Director
jrk@fscvax.fairmont.wvnet.edu

The Issue:

The growing shortage of FCS teachers in secondary education.

Specific issues:

1) Recruitment of new students
2) Recruitment/Image within current secondary and middle school programs.
3) Communication of need/marketing
4) Teacher education models
5) Alternative methods of certification/standards of admission
6) Funding sources and grants

Vision for the Future:

Having enough certified teachers to fill open positions/keeping the programs alive.

Steps Toward Vision:

Recruitment of new students

Recruitment/Image within current secondary and middle school programs.

Communication of need/marketing

1) Innovative curricula is needed to attract students to FCS classes in middle school and high school, and to improve the image of FCS. Can be used as a vehicle to create feeder for FCS education programs. Example: Mississippi.

2) Seek support of guidance counselors:

1. Make friends with the admissions office on your campus. Ask for time to talk with guidance counselors about FCS programs and teacher need when they come to campus for programs through the admissions office.
2. Go to the state association of guidance counselors-set up an exhibit and give a talk about FCS programs and the teacher shortage.

3) Increase visibility of FCS education option within department or college. Emphasize 100% placement.

4) Use an introduction to FCS course or other introductory course or education course for non-education majors as a time to introduce the FCS education option and talk about the need for teachers and career opportunity.

5) Admissions office holds a day for undeclared majors-set up an exhibit about FCS education program as a way to attract students.

6) Request a list of all undeclared majors from the admissions office-send out flyers before pre-registration.

7) Masters degree with teaching licensure plan can be used as a positive recruitment tool.

8) Challenge FCS teachers to replace themselves before they retire. Have them submit names and ages of students for future recruitment possibilities.

9) Use FHA, 4-H, and county extension offices as a means of getting names of interested people. Go to regional and state STAR events and pass out information about your program.

10) School principals along with FCS teacher can nominate students who would be good teachers. Hold a reception for these students and their parents and provide information about your program.

11) AAFCS state districts can sponsor outstanding FCS high school senior-send program information.

12) Market to older returning students (30-40 year olds)-extension agents might be able to help with finding these potential students. Nontraditional student days might also be opportunities to reach these people.

13) Community colleges can be potential sources of FCS education students.

Alternative methods of certification/standards of admission

1) Set up a task force of universities within your state to discuss alternative delivery systems, ways to facilitate needs of students, etc.

2) If a person is a teacher's aid within a FCS classroom then the student teaching component of their program can be waived.

3) Emergency certification needs-explore ITV and web-based instruction.

4) Look at nutrition education or family life education as possible links for FCS teachers.

5) Submit proposals to state department of education for changes in certification requirements or alternative avenues for certification.

Funding sources and grants

1) Explore grants and funding sources for curriculum development, recruitment, student scholarships etc.

2) Advisory boards could be utilized as a possible source of funding.

3) Seek funding support from corporations.

4) Smarts.org is a web site with grant opportunities that might have application to some of your efforts.

Initial Actions:

Distribution of the ideas generated by this section. Possible listserv?

Follow-up Point Person(s):

Sharon Ballard

The Issue:

We need to restate or redefine the core values of our discipline/profession. Defining our values will clarify our beliefs. Out of our values come our decisions, behaviors, goals, and futures. Articulating our values will better help us chart our course, can be used to educate our students and the various audiences we need to reach.

Vision for the Future:

Our vision is to have a set of values that we can put on the walls of our academic departments and colleges and work places. The form could be a poster. The values need to be validated by the professional organization, either by the leadership at the national level or by the membership. Short of this, we would like to have the statement of our values for our own offices in order to educate our students and colleagues, and, perhaps start a grassroots movement to clarify our collective values.

Steps Toward Vision:

We hope that our national organizations, AAFCS, CAFCS, etc. will adopt this issue as a part of their program of work and within a year have an official statement of our core values. This could be accomplished by convening a group at AAFCS in Seattle to draft and validate the statement. We would like the statement of values to be placed on the AAFCS Web site.

Initial Actions:

We submit the results of our discussion as a beginning to the development of a draft. We have included all of our thoughts on the subject as they were discussed during our session. Our approach was to get everyone's ideas stated and then allow others to refine and edit our statements.

Values of Family and Consumer Sciences

We believe in:

Improving the human condition-the individual, family, and community in their different contexts in the world.

Promoting education for informed decision-making for issues related to family and consumer sciences/daily living.

The family is the basic unit of society and deserves to be preserved and supported in all its many configurations and variations.

We have a responsibility to support public policy, education, and career preparation as related to the functioning of the family.

We believe in the scientific method and other methods of inquiry as applied to problem-solving for individuals, families and communities.

We value the empowerment of colleagues at all levels of Family and Consumer Sciences in their professional duties and activities.

We believe in a foundation of liberal arts education for personal and professional development for our discipline.

We value critical and analytical thinking.

We value the economic well-being of the family.

We believe in the integration of the knowledge base from various disciplines to benefit individuals, families, and communities.

We believe in a wholistic, integrative approach to the study of factors related to the well-being of individuals, families and communities. (Please note we decided to use W in front of holistic to indicate the "whole" aspects of our discipline.)

We value a balance between generalist and specialist and celebrate the unique role as facilitator of Family and Consumer Sciences.

We believe in power of public policy and education of policy makers. We desire to partner with advocacy groups and individuals with mutual concerns.

We value collaborating, team work in assisting families and communities in solving problems.

We understand that the above needs editing, and it is offered as a starting point for discussion. We also had a wide-ranging discussion before we began to identify our values. Some of the points are listed below.

We have been busy preparing people for careers and we have forgotten our core values of serving families. We have forgotten about the holistic aspects of our discipline and basic reason for being.

Do we focus on family or the development of the individual?

In the 60s, our discipline spent a lot of time and energy on value clarification and somewhat revisited the issue in Scottsdale. However, after reviewing the Scottsdale document, we found that the closest it came to making a values statement was in the section called "The profession is concerned with."

Do member or organizations (via their leaders) determine the values? We decided the members should validate values.

We need to validate our values through data and our accomplishments and we should not be shy about taking credit for our contribution to the betterment of individuals, families and commentates.

Our statement of values should leave out the jargon for outside audiences. We may need to have 2 statements-one for those inside the profession and one for outsiders we hope to influence or work with.

Values statements are reflections of our ethical concerns.

Follow-up Point Person(s):

Alyce Blackmon, Chair
Department of Family Environmental Sciences
California State University Northridge

The Issue:

Enhanced integration of globalization into the Family and Consumer Sciences Profession.

Vision for the Future:

Prepare the next generation of professionals to be internationally/globally minded.

1. Network with FCS/other professionals worldwide.
2. Work toward increasing the number of in-field experiences in the global arena.
3. Collaborate with other units/universities to facilitate international experiences.
4. Facilitate student awareness of how globalization affects their lives.

Steps Toward Vision:

1. Begin dialoging internationally articulation agreements.
2. Publicize to students about financing international studies.
3. Begin talking to people about international opportunities (parents, staff, students, administrators, etc.)
4. Integrate global media coverage of international events into the classroom.
5. Increase tolerance, understanding, sensitivity, and awareness of globalization to all individuals (students, faculty).
6. Increase faculty awareness of global resources (people, facilities, artifacts, etc.) available on their campus and in their communities.

Initial Actions:

1. Develop an e-mail/listserv network among professionals (begin with sub-group)
2. Propose to IFHE to again consider developing a UN year theme.
3. Network with AAFCS/International Division to develop opportunities for globalization/study abroad of the profession (students/faculty).
4. Network within own university for study abroad opportunities and collaborations.
5. Network with other professionals for study abroad opportunities and collaborations.
6. Encourage all participants at AAFCS annual meeting to participate in at least one international sponsored session.

Follow-up Point Person(s):

Sue Byrd

The Issue:

How do we get AAFCS and the FCS field to accept Qualitative Research as valid, credible, research, i.e. as SCIENCE?

Vision for the Future:

This topic grew out of the dismay of seeing that "Increased acceptance of qualitative research" was rated lowest priority among the internal trends of FCS. Not surprising this happened, but lack of surprise does not mean this is still not hard to hear. This is an issue for many of those engaged in qualitative methods. Qualitative work has given us an opportunity to dialogue about the things we previously do not engage in discussion about. We have seen this happen throughout this entire summit experience.

Among issues identified to look at in the future:

* There is still resistance to accept Qual. Research as valid, i.e., "soft science" vs. "hard science."

*What can those of us engaged in qual. research do to share our work with our more quantitative oriented colleagues? i.e. for those "skeptics" still out there, educate yourself on the methods, aspects of qualitative research. Your colleagues would be happy to suggest various readings, recommendations, etc . . . .

*If FCS as a field is committed to a more integrated focus (as dialogue at this summit proved), what role does qualitative research play in that? What role can it play in getting us to get or remain connected to each other, to our constituents (students, community, faculty)?

*Where is acceptance of qual. research going as we become more issue oriented? We do need the numbers, but they don't tell people's stories. We get a rich view of family & consumer life when we engage in qualitative research.

*Often not seen as "true science" or we are "tainting the research" by being engaged with our subjects of study.

*For qual. research not to be seen with "suspicion."

Steps Toward Vision:

*We need to support our graduate students who are doing qualitative research and/or are interested in this method.

*We need to integrate qual. research methods into undergraduate classes so they are exposed to this method of inquiry.

*Qualitative methods courses within our disciplines, or at least encouragement of courses outside of discipline if the resources are not there, i.e. ethnography courses in anthropology, historical research in sociology, etc.

*We need to identify ways to support new professionals who are engaged in qualitative research.

*We need more balance of qualitative & quantitative researchers on the journal review boards.

*More qualitative research visible/published in both AAFCS journals, especially the Family & Consumer Sciences Research. We need an avenue for publishing that reaches those in the FCS profession.

*We need our tenure and promotion guidelines to incorporate guidelines that support qualitative research.

Initial Actions:

*Bring this issue forward to FCS/AAFCS Board as a meaningful area of dialogue, i.e. have the discussion be a part of these proceedings.

*A possible qualitative study done at AAFCS in Seattle about the use and attitudes of this mode of research in our departments/schools. To be able to answer the questions that include:

-Is there a place for qualitative research in your program?

-Is there a balance of qualitative and quantitative research being generated in your programs?

-Is qual. Research being taught on both the graduate and undergraduate level as a research method? If so, how is it being integrated into courses?

*Celebrate, read, and support the special issue of the research journal that is coming out on qualitative research. Hopefully, we can move beyond designating a "special issue" and seeing more qualitative research represented after this special issue comes out.

*For those who are qualitative researchers, be strong about what we believe in and engage in about this research.

Follow-up Point Person(s):

Jenny Chabot, Ohio University

The Issue:

Participation of males in Family and Consumer Sciences

Vision for the Future:

Ensure programs and environments that appeal to males.

Steps Toward Vision:

Increase number of males as faculty, students, administrators, and participants in FCS organizations.

Initial Actions:

1. Establish baseline data on male participation in programs and develop recruitment recommendations.
2. Prepare CAFCS newsletter article including present state of male participation and specific examples.
3. Explore proposal for panel of male administrators at AAFCS or CAFCS.
4. Ensure male participation in Emerging Administrators Workshop.

Follow-up Point Person(s):

Baseline data, recommendations, and newsletter: George Wise, Southwest Missouri State; and Peggy Whan, University of Arkansas
Panel: Billie Collier, Louisiana State University
Workshop: Esther Fahm, University of Wisconsin-Stout

The Issue:

How to strengthen and effectively articulate the integrative and holistic perspective of our profession:

Sub Issues

-Incorporating this perspective in resident instruction, research, and extension/outreach programming
-Identifying the cross-cutting concepts across specializations and interpreting the profession's unique perspective across programs and areas of specialization
-Interpreting to students, practicing professionals, and our many publics the uniqueness of the profession and its impact on individuals, families, and communities

Vision for the Future:

It is imperative that the family and consumer sciences profession clarify the conceptual framework (cross cutting concepts) for the profession and provide the leadership for incorporating the integrative and holistic perspective (connectedness) across areas of specializations in a learning/creating environment for resident instruction and in research and extension programming.

Steps Toward Vision:

-Build on the Scottsdale conference and other documents in identifying the cross cutting concepts that apply to all specializations
-Within institutions and organizations with interests in common with FCS: 1) identify the common problem/issue/goals; 2) make connections; and 3) think and learn together
-Involve stakeholders of the respective institutions and organizations for they can effectively articulate the importance of the integrative and holistic perspective

Second phase of the group process . . .

Group broke into separate groups to address the following:

-involvement of stakeholders in enhancing the integrative and holistic perspective: Dennis Savaiano and Joyce Miles, Conveners
-identification of the dynamic conceptual framework for the holistic and integrative perspective: Bev Crabtree and Ardyth Gillespie, Conveners
-incorporating the learning environment in developing the integrative and holistic perspective: Susan Crockett, Convener
-development of core courses: Jenny Chabot and Judy Theriot, Conveners

Initial Actions:

Two working committees were established to move forward in:

-identifying the dynamic conceptual framework for the integrative and holistic perspective for the profession-Kinsey Green, Chair; Virginia Vincenti, Merrilyn Cummings, Bev Crabtree, Sharon Nickols, Gloria Durr, Roberta Minish, and Virginia Richards; and
-developing a thinking and learning environment for continuous development of the integrative and holistic perspective of the profession-Susan Crockett, Chair; Ardyth Gillespie, Julia Miller, Gladys Vaughn, Dorothy Mitstifer, Carol Anderson, and Janet Pope

Follow-up Point Person(s):

-Beverly J. Crabtree
-Ardyth Gillespie

The Issue:

Professionals require hands-on learning to use information and knowledge to solve problems.

This reflects the premise that to understand concepts it is necessary to be able to apply the concept in the context of real life experiences.

It is essential to create experiences in which students can apply knowledge to solve problems in context. This can include policy analysis and development, global experiences, issues in professional practice (ethics), and research. These activities are structured around content and supervised reflection.

Vision for the Future:

The quality of the FCS degree is enhanced by reflective and experiential learning processes. Graduates are prepared to be fully engaged in professional practice at graduation.

Steps Toward Vision:

1. Elicit faculty involvement. This will requires new ways of thinking about curriculum. This involves more than tinkering with the internship concept; it is a transformation in learning experiences to create different skills in thinking, judgment, and integration of information and knowledge in designing solutions to contemporary issues in human services, business, education and other employment settings.

• It will involve risk taking and time intensive reconceptualization of educational experiences.
• It will reflect a variety of contextual activities - policy review and development, professional practices, research, and program development.

2. Remove barriers. Barriers to be removed include interpretation of the reward system with new learning/teaching roles, academic policies based on seat time and other aspects of the academic system, and perceptions of learning based on lecture/teaching processes currently the norm on most campuses.
3. Sell the profession on why this is important. Several things drive this model for transforming the curriculum:

• Contemporary students want assurance they have the right competencies for current employment.
• Students with those experiences will be more involved in their college experience (with teams of faculty) and will return to the program gifts of insight, support, and money.
• These experiential/outreach educational activities will provide a unique program (fill a unique niche) in the higher education marketplace using flexible learning experiences.
• Employers' expectations are that students have these skills in problem solving, policy analysis, professional practice, global perspectives, and diversity.
• Students will have unique skills, which differentiate them from related programs on campus, e.g., sociology, finance, and psychology.
• Our programs have a culture of commitment (extension and outreach) to individuals, families, and communities.

Initial Actions:

1. Get into the FCS literature information on success of similar programs that can stimulate pilot/model programs
2. Put the results on the web and/or listservs to encourage dialogue about potential collaborations
3. Encourage AAFCS to put out an RFP to facilitate model/pilot program development - Coby Simerly
4. Initiate dialogue with the Council for Accreditation relative to perceptions about the experiential/outreach learning as a major component in the undergraduate experience - Karen Craig

Follow-up Point Person(s):

Karen Craig

The Issue:

Reconfiguration of FCS Programs

Programs in FCS are being reconfigured or eliminated at a rapid rate; therefore, definitive steps need to be outlined to combat this trend.

Vision for the Future:

The profession will have a well-thought out plan for addressing reconfiguration (reorganization) of FCS programs in higher education.

Assumption: The FCS focus strengthens specializations.

Steps Toward Vision:

A. Strategies for building strong programs:

• mission of unit (& specialization) must reflect the mission of AAFCS
• Promote activities of the unit at all levels (local, state, national, international
• Strong advisory groups
• Accreditation (s) especially AAFCS
• Network with local, state, national support groups
• FCS faculty and FCS administrators (new and mature) must value AAFCS focus and mission
• Students must value AAFCS focus and mission
• University administrators must respect AAFCS focus and mission

(Consider FCS student numbers, FCS visibility and viability on campus and in community and faculty commitment)

2. Strategies for Defending programs

Fact-finding Stage:

-meet with administrators of university to clarify the proposal

-meet with faculty to inform them and to understand their position regarding the proposal

-meet with other units that will be affected by the proposal

2. Develop action plan (what should occur)
3. Action plan for retaining unit

-notify alum, advisory groups, friends, power people* (legislators, donors, alum in high places, students with familial influences)

-notify students

-communicate alternative plan to administration

*What do you want them to do and what will you provide for them?

Initial Actions:

A. AAFCS Survival Kit

-case studies of what worked and what didn't work

-clear statements of the fit of specializations in FCS (directed toward university administrators)

-statistical data on FCS units

-identify first responders group and other consultants to be used as resource persons to move unit to desired results

B. Present programs and publish articles related to this issue frequently and include in the program of work

C. Recognize this as an EMERGENCY ISSUE

D. Contact CAFCS and BOHS to assist in establishing first responders group

Follow-up Point Person(s):

Bernice Richardson, Ala. A&M University

The Issue:

Develop collaborative partnership for research between and among public/private institutions.

Vision for the Future:

Productive collaborative team of researchers from public and private institutions respectful of individual and professional boundaries.

Steps Toward Vision:

• Establish commitment to the project.
• Develop an Action Plan.
• Implement Action Plan.
• Publish and present research findings.
• Document development of collaborative research model.
• Extend model to other related disciplines.

Initial Actions:

The group members committed to follow these action steps:

• Determine research agenda.
• Establish a timeline and budget.
• Seek funding sources as needed.
• Identify project leader.
• Identify technological resource compatibility across institutions.
• Expand technological skills to engage in collaboration.

Follow-up Point Person(s):

Victoria Marie Gribschaw, S.C., Ph.D., CFCS

The Issue:

Maintaining an appropriate, effective core curriculum

The group of participants represented l8 universities, equally divided among those of sizes "under 100 majors," "from 100-200 majors," "from 200-300 majors," "from 300 to 400 majors," and "more than 500 majors."

Programs represented were located in various colleges at their universities. Two formed their own college; two were in the College of Education; two were in the College of Arts and Sciences; six were in the College of Applied Arts and Sciences; three were in the College of Human Sciences; and two were in the College of Agriculture of Agriculture and Human Sciences. Of the seventeen U.S. and one non-U.S. universities, ten are presently accredited by AAFCS. All participants reported that their program has core curriculum.

Size of the core ranged from six hrs to more than eighteen hours. Three programs reported no more than six hours. Seven programs reported a twelve-hour core, six reported from twelve to eighteen hours, and one reported more than eighteen hours.

The group identified the function of a core curriculum. They agreed on these functions:

* Establishes the family focus of the programs.
* Communicates the history and philosophy of the profession.
* Establishes commonalties of all majors.
* Is the hope for the survival of the profession.
* I important for the future of AAFCS.
* Supports the integrative nature of the profession.
* Inculturates future professionals with common values within the profession.
* Establishes bonds among professionals.
* Establishes a professional identify.
* Interprets ways each specialization meets the mission of the profession.
* Teaches team collaboration.

Vision for the Future:

A curriculum that unifies and strengthens the profession.

The group favors a core of 6-12 hours of required courses. They placed priority on the courses they see as appropriate for the core: (listed in order of priority) Family Systems, Orientation, Capstone (Integrative) Course, Family Resource Management, and Nutrition

Other courses added to the core by at least two within the group included: Consumer Education, Housing, Research Methods, Practicum, Issues, Professional and Social Skills, Clothing, Textiles, and Personal Health.

Steps Toward Vision:

The group strongly supports a common core in Family and Consumer Science Programs. They see the number of hours in the core decreasing rather than increasing. They favor the practice of requiring a core in the form of courses. However, they recognized that in larger (college) programs and in programs distributed among various departments the required core of courses may be difficult or even impossible. In those cases, they recommended that leaders consider requiring an integration of core concepts into courses. The core concepts they recommended in priority order are:

* Family systems
* Resource management
* Ethical/social responsibilities
* Nutrition, health, and wellness
* Public policy

Apart from core concepts the group identified critical skills:

* Leadership and professionalism
* Critical thinking skills
* Communication
* Technology
* Research methodology

Initial Actions:

Each leader will analyze and make decision on home campus

Follow-up Point Person(s):

Patsy Hallman, Stephen F. Austin State University

The Issue:

Methods of Sharing FCS Internet Courses.

Vision for the Future:

Establish and maintain clearinghouse for distributed delivery beginning with Family & Consumer Sciences.

(Distributed delivery includes but is not limited to web-based courses, Internet, videoconferencing, satellite courses, net-meeting, etc.)

Steps Toward Vision:

• Contact Oklahoma State University (Margaret Weber) about potential to put clearinghouse on web.
• Check FCS, ADEC, Western Governor's University, southern universities databases of web courses.
• Use listservs of other professional organizations to find out what's available in FCS.

Initial Actions:

a. Obtain information (courses) available through listservs, contact with AAFCS, NASULGC. Send this information gathered directly to Leona Hawks, Utah State U, leona@ext.usu.edu(after July 1st to leonah@ext.usu.edu) .

Volunteers to obtain information via survey on listservs:

Food/nutrition-Amelia Brown
contact to FN dept. chairs-Ellen
Textiles-Jan Hathcote
Family finance-Linda Fox
Housing-Leona Hawks
Child dev.-Chris Todd
Interior design-Adair Bowen

a. Get: Contact person (instructor for courses), university, Email address, Course name, number, credits,

b. Format: Web-based, satellite, videotapes, videoconference etc.

Determine location for clearinghouse. Consider cost and maintenance (Jan & Chris at Univ. of Georgia) including follow-up with AAFCS.

c. Finances: how to pay for the clearinghouse. After gathering information from Jan & Chris, Leona will contact council of administrators.

d. Timeline: Our volunteers, see above, make contacts to listservs within 2 weeks, by March 1st, sending one message drafted by Leona that we will all use. Responses will be sent directly to Leona.

Discussion Considerations

• How to find time and resources to develop web-courses and other distance delivery courses.
• Update on the Great Plains states 6-state collaboration, contact Virginia Moxley, Kansas State Univ, moxley@ksu.edufor web-site. A two week conference for faculty of the six universities in the Great Plains collaboration will be held in July, 1999, at Univ. of Nebraska.
• How to establish the clearinghouse
• Privacy issues of students (e.g. posting student photos)
• Beginning and ending times, following semester schedule?
• Masters programs available
• Content areas, e.g. need to find housing courses
• intellectual property rights, e.g. right, contacts & royalties
• Quality
• Standards
• Limitations, assessment of learning
• Time management issues of instructors.
• Moving independent study courses to web
• Transferring money between institutions.
• Working with textbook publishers.
• Has anyone used a company called Real to develop courses.

Follow-up Point Person(s):

Leona K. Hawks
Utah State University
leona@ext.usu.edu(leonah@ext.usu.eduafter 7/1/99)

The Issue:

Identification of allied, affiliated, and related areas for membership in honor societies.

Vision for the Future:

Membership in honor societies may be determined at each institution within guidelines set at the national level. A rationale for inclusion of majors along with faculty/administrative support must be provided to the executive director.

Steps Toward Vision:

1. Survey collegiate chapters to determine current practices and procedures.
2. Write "thought" articles for honor society publications.
3. Moderate an open forum at national meetings.

Initial Actions:

1. Executive Director
2. President and/or President-Elect
3. President and Foundation Chair

Follow-up Point Person(s):

Diane Jackman

The Issue:

Socialization of new faculty—Creating supportive work environments

Vision for the Future:

Create a process for socializing new faculty:

-Clear expectations communicated early (formalized & clear plan developed in first year, job descriptions)

-Support systems (mentors, start-up programs, phase-in &/or block teaching, shadowing, advocacy, counseling)

-Feedback on a regular basis (peer & administrative at key points in the pre-tenure process)

-Skill development/professional development resources (teaching, continuous improvement, developing synergy between roles, multi-tasking)

Steps Toward Vision:

-Identify successful models across a variety of university types

-Share successful strategies and strategies to avoid

Initial Actions:

-Post questions related to the socialization of new faculty on the CAFCS listserv

-Invite CAFCS members to share via the listserv their two most successful strategies and strategies that have not worked

Follow-up Point Person(s):

Laura Jolly

The Issue:

Do colleges and departments of FCS share the same issues given the changes in higher education?

Colleges are reorganized with new "specializations" that do not have linkages to FCS, other units have been moved and exist as separate departments without an alliance to FCS as a broad field.

In defining the mission of these units the mission appears to be broader than but related to the traditional FCS mission (e.g., solving social problems)

Are these reconceived units part of the scope of the field?

Key features of the demands on units involve accountability and quality. This is evidenced by the need for rankings and benchmarking. Note: Efforts at looking at models for benchmarking and for including Human Sciences as part of the NRC rankings are being undertaken by a self-study group from BOHS led by David Andrews.

What appears to be happening are distinctive missions for individual units which might be broader than the FCS identified focus but blend the various components of the programs.

Such changes affect alums and students in terms of identification, although students today identify with the program, not the larger scope of the field.

It was suggested that there are points in history where the experience of the past serves as a barrier to progress and that we can be too bound up in what we know to see what is not working.

What we need to know is what we can contribute to and what make sense in the 21^stCentury. The focus should be on issues that are critical, not on the mechanics of identity. There is some fear "we" may not exist and that we will lose our distinctiveness. However, the framework may be to build a new distinctiveness around how we address the emerging issues (a perspective) rather than the specific boundaries around the content or specializations within the field.

There was some sense that we do have a distinct approach to problems (e.g., systems) that will serve us well for those issues.

The framework must be one that allows for flexibility of models and structures. Institutions will be distinct and different in the latter. Whatever "works" to be able to demonstrate accountability should be respected and adapted to rather than driven by the need to conform to a common model.

In efforts such as accreditation, the focus should be on quality of program and as a mechanism to demonstrate accountability rather than the structure of the program. Core curricula should be perspective driven rather than content driven.

Whatever mechanisms we devise must recognize the differences in institution configuration.

Recognition of the inevitability of change is important. Thus a reliance on simply who we are may not be helpful, rather the focus should be on how we are positioned to meet needs and document those efforts.

We found it often difficult to define "we" in our discussions. A question that was asked was the role of various organizations regarding their role in our higher education community. Especially questioned was the role of HEU/AAFCS - even to the point of exploring whether AAFCS is the best place for accreditation or whether that should reside under another body.

We are looking for creation of a national network to see the future, recognizing that this would be organized around issues and would include "non-traditional" partners and specializations.

There was some sense that the demands on higher education will include an "ability to solve real problems in a rapid response mode." We are very well placed to respond to this demand, given our orientation and perspectives.

Technology changes likely demand a model of cooperation and strategic alliances. With that will likely come a sharpening of focus, rather than trying to cover all areas. Technology allows us to bring different expertise to students by utilizing cooperative relationships rather within single institutions. These strategic alliances cut across the large and small units and may facilitate our program delivery with limited resources. Joint degrees may be an emerging issue that needs to be addressed. Likewise technology will drive us to a global perspective with our student population as world based rather than state or local based. With this the students we train will be involved within an international sphere. Interestingly our systems perspective places us in an enviable position to accomplish this since we are based in a model of willingness to cooperate and synergy.

Vision for the Future:

We need to use issues to build our distinctiveness--if we are not relevant we will (and perhaps should) disappear.

Examples of issues that appear to be at hand include:

Managed health care
Aging
World nutrition
Tourism
E-commerce
Global business

Higher education bodies want to know what we are doing, not how we are structured-what makes us relevant, and what we have done of significance? We want to be seen as contributors to the larger society and to the university's mission.

Steps Toward Vision:

Actions:

Communicate directly with those attending about the nature of this discussion.

Use the internet to promote a discussion of what are the emerging issues that we need to be continually addressing big ideas in an environment that promotes the exploration of wild ideas and arouses curiosity rather than fear.

Need to identify a person to drive this discussion. Proposed a rotating system with a different person throwing open the discussion of the month. There was a sense that CAFCS was the best vehicle for this type of discussion since it represented all types of institutions and programs.

Initial Actions:

Laurie Stenberg Nichols volunteered to place a summary of this discussion in the newsletter and to facilitate the placement of the issues on the list serve for discussion.

Jim Moran will model a question based on this discussion that will be used for a March discussion. Leola Adams will follow up in April, Bess Haley in may and Sue Byrd in June.

Follow-up Point Person(s):

Jim Moran

The Issue:

If FAEIS conducts a placement study, what questions should be asked?

Vision for the Future:

National placement data serve the following functions

-accountability (measure of success of graduates and placement rate-useful as a benchmarking indicator)

-recruitment (provide answers to the question of "What is the demand for graduates from this program area nationally?"

-accreditation (provide comparative data for self studies prepared for regional accreditation, and accreditation by professional associations)

-profile of the field for use by career information sources.

Our challenge will be

-to develop a process that is simple enough that institutions will respond and complex enough to provide useful information

-to acculturate students to be responsive in answering inquiries about placement.

Steps Toward Vision:

1. Contact accrediting agencies to determine what placement information is expected in self study reports.
2. Use the BOHS and CAFCS listservs to request copies of currently used placement studies at member institutions including survey instruments, methodology, and response rates.
3. Recommend process to FAEIS staff within the next 12 months.

Initial Actions:

Contact institutions and accrediting agencies for information.

Plan and pilot test an instrument.

Follow-up Point Person(s):

Virginia Moxley

The Issue:

Need for undergraduate assessment.

• Frances Shipley provided a brief history of efforts that have already taken place in developing national assessment devices for FCS. Distributed and discussed "Unique Competencies Across Specialization's for FCS Test Specifications, Sept. 1998" This was the initial work of the Task Force for Revisions of AAFCS certification test; a sub-group appointed by the Council for Certification.
• Participants identified assessments they use as part of undergraduate assessment.

1. Test

2. Portfolio

3. Intern employer assessment

4. Placement data (1 yr.-5 yr.)

5. Graduation rate

6. Graduate satisfaction with program

7. Graduate's employer satisfaction survey

8. Exit interview with graduates(Focus group)

9. Senior exit survey(paper) possible follow-up survey

10. FAEIS survey expansion for student data base

11. Target items on final exam as exit data

12. Capstone courses

13. Passage rates on other professional exams.

OTHER ISSUES DISCUSSED

• Motivational strategies to encourage participation in assessment (survey cards distributed during rehearsal for graduation or survey mailed with graduation application)
• Needs assessment for non-traditional career orientation.
• Need for specialized exams.
• Entrance and exit exam for true comparison
• Limited admission in some FCS programs makes entrance testing difficult. (articulation agreements with community colleges and transfer students)
• Overarching exam with specialized content area components.

Vision for the Future:

GROUP DECIDED TO IDENTIFY TWO VISION STATEMENTS

VISION STATEMENT #1

Collaborative development of authentic assessment.

VISION STATEMENT # 2

Nationally normed exit exam for undergraduate students.

Steps Toward Vision:

VISION STATEMENT #1

Collaborative development of authentic assessment.

PROCESS:

• Network development (E-mail, share hard copies, post ideas> chat room, look into KON list service)
• Share assessment strategies
• Create new designs
• Implement
• Share results

VISION STATEMENT #2

Nationally normed exit exam for undergraduate students

PROCESS:

Identified qualities for exit exam.

• Certification exam
• Cost at a reasonable rate
• Overarching conceptual framework.
• Specialty areas in need (fashion design, nutrition, human services, consumer affairs, resource management, General FACS content, hospitality) Align with new CIP code identification.
• Overall test AAFCS score

IMPLEMENTATION:

• Electronic-if cost effective, otherwise paper and pencil.
• Cost-promote usage so costs will be lower. ($25. 00, identified as a reasonable cost per test)
• Available at each institution.
• AAFCS Council for Certification will be clearinghouse for data.
• Suggestion to use ITA competencies to build Textile & Clothing exam. Collaboration with others who have national competencies already identified.

Initial Actions:

VISION STATEMENT #1

Collaborative development of authentic assessment

See item # 3 above. Participants agreed to participate in the process that was identified. In addition Dorothy Mitstifer will look into AAFCS list service.

VISION STATEMENT #2

Nationally normed exit exam for undergraduate students

See item # 3 above. Participants encouraged to participate in June 26, 1999 meeting on "Framing a Comprehensive Vision of Assessment for FCS."

Participants agreed to participate as pilot schools for the device developed by CFC (Fall 1999/Dec. graduates)

Follow-up Point Person(s):

Frances Shipley
Teresa Muskopf

The Issue:

Recruitment and Retention of Quality and Diversity of Students in FCS Programs in Higher Education

Vision for the Future:

Develop and implement a unique FCS network for recruitment and retention of quality and diversity of students.

Steps Toward Vision:

A. Develop articulation and proficiency agreements with high schools and community colleges: Jan M. Shane.

B. Implement linkages within university/college recruitment, admissions, student support services, and other viable units affording opportunities for recruiting undecided and intra-university transfer students: Lillie B. Glover.

C. Organize and operationalize FCS Ambassadors to market FCS programs among prospective majors: Bernice Richardson.

D. Initiate attractive, interactive career information on-line via Internet using an appropriate search engine to enhance the number of hits: Esther Fahm.

E. Develop a list serve group and/or chat room for FCS professionals to share recruitment and retention information with recommendations that we proceed, collaborate, and facilitate this action with AAFCS headquarters staff as soon as possible: Lynette Olson.

F. Increase emphasis on development of distance learning course work, live interactive conferences, and other recruitment/image building virtual university innovations: Yvonne Moody.

G. Identify success stories of recruitment and retention strategies, document, and share: Joyce Rasdall and Rosa Purcell.

H. Develop and market new, attractive academic programs in FCS for the new millennium: Pat Pierson

I. Encompassed in each of the above strategies are a no. of component strategies:

-Book/other scholarships for freshmen through graduate level.

-Mailing to counselors & FCS middle and high school teachers.

-Leadership workshop for invited high school achieving students.

-Develop strong relationships with FHA advisors/FCS middle and high school teachers.

-Make early contact with FHA and 4-H students including elementary and middle schools.

-Develop materials for younger audiences in order to more effectively market FCS careers.

-Develop Career Fair with experiential activities in each FCS program.

-Develop Life Skills Day Camp ("Know It All Camp") on campus in the summer (similar to athletic and gifted/talented camps). Market camp among parents.

-Cultivate all FCS faculty concerning their commitment and interest in recruitment and retention strategies.

-Cultivate FCS faculty for nurturing and mentoring both prospective students as well as current majors.

-Network with outstanding resource persons regarding recruitment and retention issues.

-Incorporate FCS courses in general education component of students academic program.

-Recruit more university students into courses and FCS programs early (freshmen).

-Focus on the huge undecided component of the student body at the university.

-Consider: if we continue to teach and deliver FCS education as we have in the past, we'll continue to have high school teacher shortages.

-Consider multiplier effect: cultivate students/majors in class for marketing by word of mouth and via other vehicles.

-Emphasize FCS careers for their exciting value added benefits; investment in quality of life in proactive, preventionist modes); and functional consumers and families mission.

-Consider developing attractive new courses for majors and non-majors such as Business and Professional Protocol or Corporate Etiquette taught by a highly viable professor with passion for FCS, thus a strong recruiter into FCS programs.

Initial Actions:

See names above with each of the steps.

Follow-up Point Person(s):

Joyce Rasdall and Doris Sikora, Western Kentucky University

The Issue:

What and how do we structure and support leadership opportunities so that students choose to become actively involved and develop leadership abilities?

Vision for the Future:

To have student organizations and leadership activities that are deemed worth it, integral to the academic experience, enhance student ownership of career direction, and that are fun.

Steps Toward Vision:

Promote active involvement in student organizations:

-nominate students for membership in dept/school/college/univ committee positions.
-bring a friend with you.
-recognize involvement: stars on BB, annual recognition events, announce in classes.
-be an example in word and action.
-give extra credit (use a form dept/school wide for reporting, encourage all faculty to participate)
-involve students their first year in the program.
-give everyone a responsibility, everyone sign up for a committee.
-establish good communications: email, newsletters, announce in classes.
-set a time for leaders to lunch together weekly, welcome all students to join.
-dept/school/college ambassador group.
-require attendance in at least one student meeting.
-mentor first year students.
-experienced students to mentor new adult students.

Funding

-apply for dept/school/college funds.
-apply for outside grants.
-use dept travel funds for students as well as faculty.

Support/Structure

-consider needs of diverse groups (non-traditional/minority/ethnic).
-KON distance learning module.
-book program: select a book on leadership, students read over summer, discuss first week of autumn.
-annual leadership lecture.
-annual leadership training workshop/course.

Meeting Times

-college wide times (3 times a week, no classes).
-for interns-before and after internship weeks.
-after day classes, before evening classes.
-use class time for some meetings (????).
-stagger meeting times.

Service Learning

-for credit/non-credit.
-tie student organization service projects to university required service learning.

Articulate a listing/plan of dept/school/college wide leadership opportunities.

-set objectives, list activities, evaluate.
-ask students and faculty to evaluate.
-document for use in faculty reviews.

Sustain PG Student Sections

-check out chapter on student organizations in book: When Hope and Fear Collide.
-co-sponsoring PGS section by several professional organizations.
-state associations continue to sponsor student sessions.
-hold design/paper/research competitions/presentations for students.
-include career night/day with opportunities for students to talk with professionals about resumes, jobs.

Initial Actions:

Share plans and programs for student organizations and meetings.

Follow-up Point Person(s):

Penny Reighart

The Issue:

It's hard to know where you're going when you don't have a clue where you've been.

Vision for the Future:

We would like to:

• honor our past and build on our heritage.
• remember that we are continually evolving.
• learn from our history as we move into the 21st century.
• realize that our knowledge base has evolved from research and we cannot know our field until we study the literature.
• teach families, individuals, and communities to apply this knowledge to build positive lives.

Steps Toward Vision:

We hope:

• that our profession will balance focus on public policy with an equal emphasis on families, individuals, and communities.
• that we can understand that things we did in the past were right for the time that they happened even if they won't further the profession today.
• that we can stay out of a time warp while still honoring our historical leaders.

Initial Actions:

• Develop an inventory about what higher education units are doing to teach about the professional philosophy to new students and new faculty.
• Develop a collection of references about our history which can be readily available to our professionals. e.g.: Scottsdale Document, Lake Placid Proceedings, Brown & Paolucci, current accreditation and certification conceptions, etc.
• Invite leaders to write a history of the field.
• Develop a video history of the field.
• Finance a research project to obtain oral and video histories from retired and retiring administrators.
• Recommend Stage and Vincenti, Rethinking home economics: Women and the history of a profession.
• Recommend that individual units develop a living history of their institution.
• Determine to keep our leaders engaged with the profession as they retire or move into other roles, recognizing that even if they disengage, they can "re-engage." We lose so much when we lose their wisdom.

Follow-up Point Person(s):

Virginia Richards

The Issue:

Relevance and Importance of Policy Development and a Legislative Agenda to our Future

Since policy development and legislative agenda is relevant to our future:

what are we doing now?
how are we engaging in it?
how can help the profession and our institutional programs, collectively and individually?
what are the implications for units, disciplines, educational, extension and research programs now and in the future?
how to coordinate efforts, can they be coordinated?

• Confirmed that this area is important to our future, but the effort is both multifaceted and fragmented
• Many do not feel a part of development of public policy and legislative agendas, don't know what is going on or how to find out
• It is a total package with national (such as BOHS initiatives) state and local aspects, and how do these areas fit with national level
• How does it "get done"-through university initiatives which are broader, and through discipline initiatives at national (such as BOHS, AAFCS, etc), state and local professional groups, effort of individual institutions.
• State political groups are important: Washington legislation enables, and states are more often in control and being creative in use of $ for programs
• What to work on in a state-is a coalition that might be formed within a state in our discipline workable? Are there some such coalitions already formed and working in various states?
• As individuals we cannot lobby per se, but can educate and inform in many ways and with many politically important groups.
• Technology use to communicate issues and to connect with others in the state/locality as well as across states and to national groups may be a possibility.
• What issues are the ones to pursue as an entire field? Are they the valued-added, those that have community building capacity?
• What are the best media/ways of communication? AAFCS web site, CAFCS web site, BOHS web site, HEU newsletter, workshops at AAFCS meetings as part of the meeting, not pre-workshops so more can attend, specially developed list serves for particular issues are among possibilities.

Vision for the Future:

In 5 to 10 years out, where do we want to be?

• To be a coordinated force in shaping policy around specific issues, and move in alignment across "spokes groups."
• Want to be seen as a coordinated force by national governmental leaders and groups-as a source and voice for strong families, communities, and societal well-being in our discipline areas.
• To be seen as informing policy decisions through education/research

Several efforts already in place:

• BOHS/ASCOP/Barbara Stowe-building a base of contacts in Washington: issues, legislative agenda, partnerships
• AAFCS HEU-part of the national meeting as a workshop: coalitions
• Extension
• Teachers groups
• Professional groups such as ADA, etc.
• Others?

Steps Toward Vision:

Work on several fronts:

• State-legislators/staff, governor's staff
• FCS/HES/HS coalition within the state (extension, research, academic included for the institutions in state)
• National-coming together through coalitions around 1-2 initiatives agreed upon (target a few common agendas).

Possible routes all working at same time but with same issues and initiatives (for example, child care and education): NASULGC to BOHS to AESOP to the Hill; Extension, AAFCS, CAFCS, NASSFCS.

• There should be both issue consensus and outcome consensus for the 1-2 initiatives
• There should be a role of technology in this effort.

Initial Actions:

Mary Ellen Saunders of AAFCS will work on contacts to establish a coalition of our professional organizations to seek greater impact through common messages/initiatives.

Purpose of the coalition is to seek consensus on issues and outcomes so all groups are speaking on common issues through various routes.

The challenge is to obtain consensus.

Follow-up Point Person(s):

Helen Shaw

The Issue:

Explore the benefits of having a federation/coalition that would provide a united voice for the Family and Consumer Sciences/Human Ecology/Home Economics/Human Sciences profession-fiscally and politically. (Note: federation/coalition replaced an umbrella organization)

Vision for the Future:

To bring together related professional organizations who have common causes/needs/objectives that would explore and unify:

• Funding coordination
• Public policy
• Educational preparation of next generation of professionals
• Access to resources
• Professional development
• Recruitment of new professionals

Our focus would be on all organizations interested in the welfare of diverse/multicultural individuals, families, and communities.

Steps Toward Vision:

1. Assist with the implementation of initial actions.
2. Explore with other organizations the possibility of joining forces to reach our vision.

Initial Actions:

1. Prepare a recommendation and submit to the Board of Directors of AAFCS to take the lead in a exploration meeting with leaders from all the other organizations related to FCS. We recommend that this be a separate meeting not tied to any other meeting. The purpose of the meeting would be to explore common issues.
2. Explore the possibility of a joint meeting of all our professional organizations every five years.
3. Collect mission statements from all related organizations and compare their similarities.

Follow-up Point Person(s):

Marilyn R. Spiegel, Ph.D.
The Ohio State University
spiegel.1@osu.edu

The Issue:

Pressure on FCS Administrators (Chairs, Associate Deans, Deans) to successfully raise money to support the operation of academic programs

Vision for the Future:

The pressure to raise money will intensify in the 21st. century, with the possibility of 100 percent program funding from development. FCS Administrators need to be prepared to be successful fundraisers.

Steps Toward Vision:

We began by discussing the development systems on our campuses and identifying the common threads:

1. The increase in development expectations
2. Development is not listed in the position description, but is an explicitly stated responsibility
3. FCS Administrators work with a variety of groups in development: advisory boards, alumni groups, corporations, interested individuals
4. FCS Administrators work with campus development officers
5. Development is very time consuming

Next we discussed the process of development:

1. Fundraising is based on relationship development
2. It is ongoing and results are realized in the long term
3. Visibility and communication between FCS units and potential donors is critical to the success of fundraising (newsletters/bulletins, meetings with individuals and corporations during travel, networking within alumni associations, special events on campus)
4. FCS units should have a case statement and wish list with a variety of needs
5. There should be a system by which potential donors can receive a proposal for giving with a target for the gift as well as an ability to have a proposal developed to meet their target funding request

Challenges include:

1. Incorporating successful fundraising into other FCS Administrator duties
2. Working successfully with campus development officers
3. Competing with other groups for the money; competitiveness on campuses to be the top fundraiser

Initial Actions:

We perceive a need for professional development, mentoring, workshops and seminars for faculty, administrators and development officers to assist FCS professionals in effectively meeting this "unofficial" duty. These opportunities could be offered at professional association meetings as part of the program or as pre-or post-conference workshops or seminars.

Follow-up Point Person(s):

Sue Stanley

The Issue:

A course in Communication that builds on common needs of FCS majors and addresses the most important issues identified in the external trends.

Vision for the Future:

As a group, we are committed to create courses/programs that build on the holistic, integrative knowledge of FCS to assure that our graduates have basic competencies (as identified in external trend 1.1 and significant contributions of practitioners in 2015 6.1).

Steps Toward Vision:

1. Form a group to address issue and vision.
2. Share various models currently used in higher education units among members of groups to address mission.
3. Develop a model that meets mission.

Initial Actions:

1. Form group among the six persons present. Group was formed and named, Triple C's: Communication Core Course.
2. Another person (butterfly) joined the group.
3. Model was shared by Convener, Nancy Kingsbury. Plans were made for Deborah Tippett to fax syllabus to each group member with a list of all fax numbers of members. Each member agreed to fax other models to group members.
4. A list serve of e-mail addresses will be established by Barbara Bovy and further information will be sent to group members.

Further discussion among the group members of the Triple C's will follow this conference using the internet.

Follow-up Point Person(s):

Barbara Bovy, Seattle Pacific University

The Issue:

How to integrate across the teaching, research, and outreach missions.

Vision for the Future:

There will be a valuing of all three missions: teaching, research and outreach and integration across the missions.

Steps Toward Vision:

a. Develop a shared understanding of the scholarship underlining teaching, research, & outreach.

b. Develop organizational structures at the unit, college, institution, cross-institutional levels and within professional organizations to foster the integration of teaching, research and outreach.

c. Develop mechanisms to communicate models and best practices for integrating across the teaching, research, and outreach missions among disciplines, institutions and professional organizations.

Initial Actions:

1. Develop a listserv so that individuals who are interested in integrating teaching, research, and outreach can find each other and do joint planning (Johnson)

2. Conduct a survey of CAFCS/BOHS units to determine a) the portion of total effort directed toward teaching, research, and outreach; and b) identifying the various forms of outreach scholarship conducted by each institution (Cooperative Extension, Non-Extension Continuing Education, Applied Research, Consultation/Technical Assistance, Service Learning, etc.) (Todd/Johnson w/Outreach Committee of BOHS)

3. Educate ourselves. Develop proposals for two symposia for AAFCS in 2000 to a) d