Write family and consumer science application letter

ARC Program Catalog - Office of Hher Education The major in family and consumer sciences focuses on individuals, families, and communities from ecological and interdisciplinary perspectives. The purpose of the major is to help you understand the problems they face–especially those related to the basic needs of food, clothing, shelter, and relationships–and to seek solutions. Environment. World Language, Music, Family Consumer Science, and Technology. Reference letters must be received by ARC in sealed envelopes. Writing Proficiency Test WPT scores directly to ARC by the application deadline. 7.

Application letter Ear candling — a que that involves placing a lit, hollow, cone-shaped candle into the ear canal — can cause serious injury. Research shows that ear candling is ineffective at removing earwax and is also not an effective treatment for any other conditions. In fact, the que can actually push earwax deeper into the ear canal. The experts will hand over a complete guide for various sections of the application or provide the applicant with a customized admission letter. The writing help.

Family and Consumer Sciences/FCCLA Grant Opportunities. Business money economics economy commodities trade trading stocks communication communications public relations pr marketing promotion taxes tax taxation account accounting accountant budget wall street gordon gekko The major in Middle School Education at UGA prepares students to meet the academic, interpersonal, and intrapersonal needs of young adolescents while preparing for teacher certification for grades 4-8. School-based field experience is the heart of the program; students are placed in a middle-grades classroom with an experienced mentor teacher beginning in their first semester, building toward full-time student teaching in their last. The program puts special emphasis on diversity; positive learning environments; hh-poverty and non-native English speaking populations; curriculum, instruction, and assessment; family and community engagement; civic education; and policy studies. Students select one of the following emphases to prepare for certification in two content areas: 1) Language Arts and Science; 2) Language Arts and Social Studies; 3) Mathematics and Language Arts; 4) Mathematics and Science; 5) Social Studies and Mathematics; or 6) Science and Social Studies. Link to department's website Charles King, a senior majoring in middle school education, will leave a b mark on UGA and Athens when he graduates. He plans to spread his knowledge with Teach for America.“I plan to join the Teach for America 2015 Corps, where I’ll teach middle school English and social studies in metro Atlanta. It is my ultimate aspiration to open a KIPP (Knowledge Is Power Program) school of my own, serving students in low-income communities.”For more information about Charles King, click here. The Hodgson School of Music at UGA is one of the rising leaders in music schools today, boasting approximately 600 students and 65 faculty members, some of the finest facilities in the nation, and upwards of 350 public performances each year (including world-class international artists and a twice-yearly residency of the Atlanta Symphony Orchestra). The Bachelor of Arts with a major in Music is desned to allow students to study music without the focus of a particular professional major (e.g. The program provides a strong emphasis in applied music, theory, and music literature with a broad block of general education studies. Multiple performance opportunities including solo recitals and participation in both large and small ensembles are available. in Music are prepared to enter a variety of fields. PLEASE NOTE: all students wishing to enroll in the School of Music must complete an audition, separate application in addition to the UGA application, and other admission criteria available here. The degree provides a foundation for studio teaching, music business, arts administration, performance, and church music. Students also pursue graduate study in music or other disciplines that accept a general liberal arts degree for entry. Link to department's website Renowned double bassist Milton Masciadri attracts students from across the U. and around the world who come to UGA to study with him.''The beauty of music is that it allows you to communicate with people all over the world without having necessarily to speak the language of the country you are visiting. Music has taken me to all corners of the planet and allows me to enjoy my work worldwide. My career as a performer has always transplanted to my studio teaching, trying to help the students to perform and extend their performing abilities nationally and internationally. UGA has wonderful activities to take part in, but performing at the Performing Arts Center is a rewarding experience with its wonderful acoustics and desn. UGA is very fortunate to have this performance space...''For more information about Prof. Masciadri, click here.business money economics economy commodities venue communication public relations pr marketing promotion accounting performance stage manage artist label guitar music rock entertainment produce producer rap guitar funk The purpose of the Music Business Certificate at the University of Georgia is to develop business leaders for the music industry. The curriculum is desned around fundamental ss and specialized competencies, drawing together diverse and distinct areas of music and business content. Students learn from key industry experts, including artists and managers, while gaining hands-on experience from coordinating and marketing events, producing content, managing artists, and operating labels. An internship supplements courses in accounting, business fundamentals, emerging issues in the music business, entertainment law, music history, new media, and others. Students are prepared for recruitment to full-time positions in various sectors of the music industry and have gone on to jobs at Live Nation, Thirty Ters, ATO Records, The Georgia Theatre, and Warner Music . Link to department's website The Hodgson School of Music at UGA is one of the rising leaders in music schools today, boasting approximately 600 students and 65 faculty members, some of the finest facilities in the nation, and upwards of 350 public performances each year (including world-class international artists and a twice-yearly residency of the Atlanta Symphony Orchestra). The Bachelor of Music with a major in Composition requires three years of applied study on a major instrument and three years of intensive study in composition. This is supplemented by a strong foundation in theory, music literature, and applied study on a secondary instrument. Students interview with the composition faculty at the end of their first year in order to be admitted to and remain in the composition program; full acceptance to the program requires a jury before the composition faculty in which second year composition class works are presented. Recitals on the student’s major instrument are required, culminating with a composition recital that presents a multi-movement or large-form composition for an ensemble. PLEASE NOTE: all students wishing to enroll in the School of Music must complete an audition, separate application in addition to the UGA application, and other admission criteria available here. Career opportunities include composing orinal music for publication, radio broadcast, film, television, and advertising, or arranging music for various collegiate or professional performing s (e.g. marching bands, dance bands, and other professional organizations). Graduate study provides advanced training for the fields mentioned above and provides a credential for obtaining a teaching position in hher education. Link to department's website The Hodgson School of Music at UGA is one of the rising leaders in music schools today, boasting approximately 600 students and 65 faculty members, some of the finest facilities in the nation, and upwards of 350 public performances each year (including world-class international artists and a twice-yearly residency of the Atlanta Symphony Orchestra). The Bachelor of Music with a major in Music Education prepares students to teach general, choral, and instrumental to grades K-12. It provides a broad base of general studies, applied music, music theory, and music history and literature; an internship supplements course work. Students choose from one or more emphases: (1) Choral Music Education - voice or piano concentration; or (2) Instrumental Music Education - piano, band instrument, or orchestral instrument concentration. PLEASE NOTE: all students wishing to enroll in the School of Music must complete an audition, separate application in addition to the UGA application, and other admission criteria available here. Students completing the program are recommended for certification to teach music in the public school systems of Georgia. Other jobs include private studio teaching, church music, educational publishing, consulting, or music performance. The degree also provides a firm foundation for graduate study. Link to department's website The Hodgson School of Music at UGA is one of the rising leaders in music schools today, boasting approximately 600 students and 65 faculty members, some of the finest facilities in the nation, and upwards of 350 public performances each year (including world-class international artists and a twice-yearly residency of the Atlanta Symphony Orchestra). The Bachelor of Music with a major in Performance provides for maximum development of individual musicianship and the various competencies required by the contemporary performer. Students develop a strong foundation with courses in aural ss, music history, music theory, pedagogy, conducting, and others. The degree provides numerous large and small-scale ensemble and solo performance opportunities, including required third and fourth-year solo recitals. PLEASE NOTE: all students wishing to enroll in the School of Music must complete an audition, separate application in addition to the UGA application, and other admission criteria available here. Graduates are prepared for a career as a professional performer or a studio teacher. Other areas requiring hh-level performance ss include radio broadcast, television, film-making, church music programs, and professional orchestras and bands. Link to department's website Jean Martin-Williams, Professor in the Hugh Hodgson School of Music, successfully combines her passions for teaching and performing.''It is a rare individual who does not enjoy some type of music. It is fascinating to re-create a piece of music from the written score–there are many physical and cal decisions to be made, but that is just to give one the tools to be artistiy expressive in a unique way. I want my students to emerge from my studio not only with greater musical capabilities, but more awareness about how to succeed in anything they undertake and an overall confidence and joy in whatever they do. We work hard, but we also have a lot of laughs.''For more information about Dr. The Hodgson School of Music at UGA is one of the rising leaders in music schools today, boasting approximately 600 students and 65 faculty members, some of the finest facilities in the nation, and upwards of 350 public performances each year (including world-class international artists and a twice-yearly residency of the Atlanta Symphony Orchestra). The Bachelor of Music with a major in Theory is structured to provide a strong foundation in the academic study of music theory: its form and analysis, counterpoint, analytical ques, and composition. Students are admitted to the program on the basis of an interview with the music composition and theory faculty at the end of their second year of study. The degree culminates in a research project that demonstrates the student's knowledge and abilities in the field. PLEASE NOTE: all students wishing to enroll in the School of Music must complete an audition, separate application in addition to the UGA application, and other admission criteria available here. Music Theory prepares students for graduate studies in research-oriented music programs and other programs that do not require a related undergraduate major. Other available careers include studio teaching, church music, music editing and publishing, and performance. Link to department's website The Hodgson School of Music at UGA is one of the rising leaders in music schools today, boasting approximately 600 students and 65 faculty members, some of the finest facilities in the nation, and upwards of 350 public performances each year (including world-class international artists and a twice-yearly residency of the Atlanta Symphony Orchestra). The Bachelor of Music with a major in Therapy is a comprehensive study of the field of music with a strong emphasis in psychology and the social sciences to restore, maintain, or improve mental and/or physical health. It is structured to provide a foundation in the scientific application of music in rehabilitative environments through observation and participation in clinical field experience. PLEASE NOTE: all students wishing to enroll in the School of Music must complete an audition, separate application in addition to the UGA application, and other admission criteria available here. Students completing the degree are elible to become Board Certified Music Therapists after completion of a six-month internship and passing the Board Certification Examination. Employment opportunities include rehabilitative environments such as hospitals and special education programs within the framework of the public school system. Link to department's website The Native American Studies Certificate at the University of Georgia is a credential attesting to special expertise in Native American Studies. Offered through the Institute of Native American Studies (INAS), students take courses in Native American culture, literature, archaeology, law & policy, and history from several different academic departments for a total of 19 credit hours. Colloquiums, guest lecturers, UGA’s dital library of Southeastern Native American Documents, and other resources supplement student learning. Link to department's website The focus of the Natural Resources, Recreation, and Tourism (NRRT) major at the University of Georgia is to provide students with an understanding and appreciation for the management of natural resources for outdoor recreation and nature-based tourism opportunities. The curriculum is desned to help students better understand the human dimension when managing natural resources: snificant historical developments, services and programs, recreational impacts, and the importance of sustainable development. Courses are available in forestry, soils and hydrology, renewable resources, outdoor recreation, environmental interpretation, wilderness management, parks and ecotourism management, and others. Students are encouraged to pursue study abroad opportunities to build practical real-world ss and field experience. Graduates pursue employment in a variety of federal, state, and local public agencies, private aquaculture ventures, non-profits, environmental consulting firms, and educational or regional conservation organizations. Link to department's website SUSAN WILDESusan Wilde, an assistant professor in the Warnell School of Forestry and Natural Resources, views teaching, research and service as hy interrelated and complementary efforts.“Working with students and collaborators on field and laboratory research investating a neurologic disease that is ing waterfowl, eagles and other aquatic wildlife has been a major hht of my career at UGA. We now know enough to initiate some management solutions, and I got the privilege of naming the new species of cyanobacteria growing on invasive aquatic plants that is responsible for producing the novel nerve toxin. We named it Aetokthonos hydrillicola; in cyanobacterial nomenclature the genus is Greek, and the species is Latin and it translates to “eagle er, living on hydrilla.” For more information about Susan, click here. The New Media Interdisciplinary Certificate at the University of Georgia is a credential certifying student understanding of and proficiency in new media. Offered through the New Media Institute, students take dital, analytic, and communication technology courses to explore the historical, political, social, and economic dimensions of new media technologies and issues shaping emerging new media. Brown bag discussions, panels, and participation in new media events (e.g. Culmination of the certificate is a capstone project where each student prepares a new media project for real clients. This helps to ensure that each certificate graduate is an expert in the application of technology within his/her chosen profession. Link to department's website Scott Shamp, director of the New Media Institute and Professor in the Grady College of Journalism and Mass Communication, says the thing he loves about dital media is that it is always changing.''New media never sits still. People ask me when new media will finally become old media. With 300 students, there is an energy that you can just ride on. I tell them as soon as people stop devising creative new ways to help people connect..there will always be something new. Every day when I read about or learn something different about the capabilities of dital media, I can’t wait to share it with my students. The topics change every week, but dital media is such an important part of young people’s lives–they are genuinely interested in learning more.''For more information about Dr. Lindsey Cook, a senior Journalism major pursuing the New Media Certificate, is merging journalism and technology.“I was selected as one of six students for the prestious AP-Google Journalism and Technology Scholarship program, working on a project studying women in computer science and have spoken at several conferences to various journalism audiences. In addition I am co-writer of a book available on Amazon: The UGA Nutritional Sciences Program provides a comprehensive undergraduate experience to prepare students for careers in healthcare, including medicine, pharmacy, dentistry, allied-health, and nursing. By studying this integrative discipline, you fulfill pre-med requirements while learning how diet and specific nutrients influence human physiology and disease. This knowledge builds a solid foundation for careers in medicine or a related health profession. You receive specialized instruction in the roles of nutrients in supporting functions of the body and all its parts, from the whole person to the organ systems and their constituent cells. In addition to Department of Foods and Nutrition courses, students are required to take Biology, Chemistry, Biochemistry, Microbiology, and Anatomy and Physiology. Students may select major electives that fulfil prerequisites for various professional programs such as Physics, Genetics, Psychology and Kinesiology. The mission of the Nutritional Sciences faculty is to develop students who will be competitive for admission into health professional schools or other advanced degree programs. Robert Pazdro, who is an Assistant Professor of Foods and Nutrition, research addresses critical questions pertaining to the genetic basis of aging and age-related chronic diseases, such as cardiovascular disease and cancer. Pazdro was recently awarded the Faculty Mentoring Undergraduate Research Award in the UGA College of Family & Consumer Sciences. His research program addresses the genetic regulation of cellular antioxidant defense systems to identify critical genes and alleles that regulate oxidative stress-related phenotypes in disease. The Organic Agriculture Certificate at the University of Georgia provides students with the scientific foundations and practical experiences necessary to understand organic agriculture production in the southeastern United States, particularly in the state of Georgia. These studies are part of a long-term effort to better understand the genetic basis for a wide variety of chronic diseases and guide future desn of more effective clinical interventions. The program is open to undergraduate and post-baccalaureate students and includes coursework in organic gardening, agriculture, agroecology, soil & pest management, natural resources, conservation, greenhouse management, and others tailored to student interest. Students build hands-on experience at UGA's four-acre organic farm and greenhouse located in Watkinsville, GA (six miles south of Athens). All produce from the farm is donated to local not-for-profit organizations. A separate internship on an organic or sustainable agriculture farm provides additional preparation for employment upon graduation. Link to department's website The Institute for Leadership Advancement (ILA) in the Terry College of Business offers two undergraduate versions of the Certificate in Personal and Organizational Leadership to develop a new class of business and community leaders who value on-going self-development, compelling communication, organizational goals, adaptability to change, ability to create hh performing teams, and a strong business acumen. The Leadership Fellows program is for students of any major. Students obtaining this version of the certificate focus on leadership development courses and activities that enhance understanding and application of leadership principles and reinforces commitment to civic issues, service, and volunteerism. Link to department's website The Leonard Leadership Scholars Program (LLSP) is a hy selective two–year leadership development version of the certificate desned exclusively for Terry undergraduates. It provides personalized leadership training through innovative courses, enriching extra–curricular activities, and challenging service opportunities to create and sustain a strong servant–leader culture. Family and Consumer Sciences/FCCLA Grant Opportunities. a special PVSA certificate and letter from the President of the United States. and environmental awareness through writing, literacy and the promotion of. Are you looking for different ways to increase student engagement and motivation in your classroom?

How to write the leave letter for my A cover letter is a single-page letter that should be part of any job application. The only time a cover letter shouldn't be included is when a job ad clearly says not to include one. At all other times you should include a cover letter. Topics on this page include: For more about each of these steps, check out "What to include on your cover letter" on this to top of page A cover letter shouldn't be more than one page. It's only meant to be a summary of the information you put in your resume, so remember to keep things to top of page You should never use the same cover letter for different job applications. Your cover letter needs to show that you know what the job involves and what the organisation is looking for. To do this you need to be as specific as you can about your ss and qualities and how they match the job or organisation's needs. Here are three simple ways to make your cover letter as specific as possible: Try not to address your letter "To Whom It May Concern" if you can. Finding out who to address your application to takes a little bit of effort, but it's worth it. If you found the job in an ad, the ad will probably name a person to send the application to. If not, contact the employer or advertiser and ask who to send the application to. It's best to if you can, but you can also email them if you don't have a contact phone number for them. If you manage to find out the person's name, don't use their first name. Use either "Mr." or "Ms." and their last name instead. When finding out who to address your application to, you could also try to contact that person so you can ask questions that can help you match your cover letter (and resume) to the job. Questions you could ask include: The answers to these questions can give you some ideas for things to mention in your cover letter. Finding out more about a company is another good way to work out how to tailor your cover letter. Here are some tips: back to top of page Here's a list of things you should include in your cover letter. For examples of how to include these things, visit our Sample resumes and cover letters page. Put your name and contact details at the top of your cover letter. You don't have to give your postal address, but you do need to include your email and phone number. Make sure you'll be able to answer the number you give. Don't give your landline number if you're not going to be home to answer it. Your email address should create a professional impression. If you don't have a professional email address, you can make one with a free email provider. Make it simple - something like your first name and your last name is a good way to go. Under your own name and contact details you should include: If you're having trouble finding this information you can the company to ask who you should address your application to. You can also use "To Whom It May Concern", but try to only use this as a last resort. At the start of your cover letter you need to explain which job you're applying for. You can either do this on a line by itself (for example, "Re: Application for Stock Controller position") or in the opening paragraph (for example, "I am writing to apply for the recently advertised Stock Controller position.")For examples of how to do this, visit our Sample cover letters page. Your letter should include a brief summary that matches your ss and experiences to the job description. If you're answering a job ad, either the ad or the position description may provide a list of ss and experiences that are essential for doing the job. It may also provide a list of "desirable" ss and experience. Your cover letter needs to respond to all of the items on the "essential" list and as many items as possible on the "desirable" list in as short a way as possible. Remember that if you say you have a s or experience, you need to show how you've used it or how you got it (for example, if you say you've got child-minding ss, mention some jobs where you've used them). For examples of how to do this, visit our Sample cover letters page. After listing your ss and experience you should explain why these mean you're suited to the job (for example, "The combination of my interest in AFL and my experience with book-keeping makes me ideally suited for this job.")For examples of how to do this, visit our Sample cover letters page. Using the same language as people who do a particular job is a good way to convince people you're suited to the job. Getting familiar with what a company does and how it talks about itself can give you ideas about things to mention in your cover letter, and how to talk about them. For example, if there's a tool or software or s the job requires, like machining tools or cash handling, mention it in your cover letter (but make sure you mention it correctly! Visit the "Matching your cover letter to the job" section on this page for tips on finding out more about a company. Your cover letter should finish by asking the reader to read your resume. It should also ask them to contact you about an interview. Try something simple like, "I have attached a copy of my resume. It's even better to get someone else to read it and point out any mistakes or confusing things. I look forward to hearing from you about this job."For more examples of ways to finish a cover letter, visit our Sample cover letters to top of page Just as important as the things you should include on your cover letter are the things that should never be on your cover letter. People you could ask to read over your cover letter include friends, family members, your careers teacher or a careers counsellor at your university or TAFE. If you mention a company's name, make sure you get it rht. If you mention places you've worked before, make sure you get their names rht too. Don't cut and paste your resume into your cover letter. Try to re-word the information on your resume rather than just repeating it. Keep your cover letter short and let your resume tell the whole story. Try to make sure that you don't fill your cover letter with things like "I believe", "I have" and "I am". Once you've written your letter, read over it and try to take out or rewrite as many sentences that start with "I" as you can. You'll probably have more than one job application on the go at any one time. It's important, though, not to mention other job applications. You're trying to convince people you really want the job. It's hard to do that if they know you're looking for other jobs as well. Even though most people assume you're applying for more than one job at a time, it's a good idea not to act like you to top of page Sometimes you mht want to work for a particular business or organisation even though there haven't been any jobs advertised with them. Contacting a business directly to ask if there are any jobs available can show that you're motivated and enthusiastic. Even if there's no job currently available, there's a chance the business could keep your details on file and get in touch when a job does become available. A cold-ing cover letter can be written like any other cover letter, with just a few differences. It should: If you haven't heard back in a couple of weeks, it's okay to contact them again to ask for a response. You could try emailing them or ing them to discuss your letter directly. Our Cold ing cover letter template is an example of this kind of cover letter. For more information about approaching organisations and businesses directly, visit our Cold ing - What is it? to top of page Sometimes you'll be asked to send your cover letter as an email instead of a separate document. If this happens you should: For more about email cover letters, visit our Sample cover letters page and choose the email cover letter template that matches your level of to top of page Some organisations may specifiy ask you to respond to requirements of the job in a one-page cover letter instead of submitting a resume. When this happens it's important to link your experience to the job's requirements in your cover letter. How to write an application for leave of absence in school due to chicken pox

Family and Consumer Sciences Sacramento State Registrations expiring on or after July 1, 2016, cannot be renewed until the registrant has taken the law & ethics exam (APPLY/VIDEO). LAW AND ETHICS PASSING SCORE REQUIRED FOR SUBSEQUENT REGISTRATION Applicants who obtained a subsequent (2nd or 3rd) ASW, IMF, or PCCI registration anytime during 2016, must pass the California Law and Ethics Exam, in order to renew their registration in 2017. In addition, on or after January 1, 2017, applicants for subsequent ASW, IMF, or PCCI registration must pass the California Law and Ethics Exam, before a subsequent registration may be issued. As an entity of the Department of Consumer Affairs, the Board of Behavioral Sciences (Board) is responsible for consumer protection in California, through licensing and regulation of Licensed Marriage and Family Therapists (LMFT), Licensed Clinical Social Workers (LCSW), Licensed Professional Clinical Counselors (LPCC) and Licensed Educational Psychologists (LEP). The Board registers and regulates MFT Interns (IMF), Associate Clinical Social Workers (ASW), Professional Clinical Counselor Interns (PCCI) and Continuing Education Providers (through June 30, 2017). This Google translation feature is provided for informational purposes only as DCA is unable to guarantee the accuracy of this translation. Please consult a translator for accuracy if you are relying on the translation or are using this site for official business. Faculty in Family and Consumer Sciences come from diverse educational. graduation requirements for the writing intensive, and race and ethnicity categories.

UGA Career Guide - UGA Career Center - University of Georgia The focus of Family and Consumer Sciences is to enhance the ss and knowledge that will promote the well-being of individuals, families, and communities. Our programs and profession focus on individuals and families in order to achieve an optimum balance between people and their environments. The mission of Family and Consumer Sciences is to empower individuals and families to function interdependently in a global society. Fashion Merchandising and Desn: Apparel Engineer · Buyer · Clothing Desner · Fashion Coordinator · Distributor · Fashion Editor · Fashion Forecaster · Fashion Reporter · Inventory Specialist · Magazine Editor · Merchandiser · Product Analyst · Quality Control Analyst · Regional Manager · Retail Manager · Sales Representative · Stylist · cal Desner · Textile Desner · Theater Costuming · Visual Merchandiser Family Studies: Consumer and Family Resources · Community-Based Social Services · Community Education · Early Childhood Education · Family Life Educator · Family Planning · Family Support Services Provider · Government and Public Policy · Health Care and Family Wellness · Marriage and Family Enrichment · Parenting Educator · Prenatal and Maternity Services · Preschool and Adult Day Care Director · Sexuality Educator · Youth Advisor Nutrition and Foods/Dietetics Emphasis: Communications/Public Relations/Marketing · Community/Public Health Nutritionist · Degreed Nutritionist · Entrepreneur/Consultant · Food Service Manager/Hospitality · Nutrition and Health Educator · Nutrition Program Representative · University/Research Centers. Additional careers in Dietetics: Registered Dietitian · Clinical Dietetics-Hospital/Health Care Family and Consumer Sciences Education (Pre-Credential Single Subject Program): Teacher in Secondary Education (middle and hh school) · Outreach consultant in UCD Extension Services · Consultant in Home Economics careers and Technology, California State Department of Education · FHA-HERO State Advisor Minimum total units required for the BS: 120 A minimum grade of "C-" is required for all prerequisite courses within and outside the Department. Students should consult a Department advisor before choosing a concentration. Units required for Major: 51 The concentration prepares students for careers in the field of apparel, including desn, manufacturing, distribution, marketing, and consumption. The program emphasizes the contemporary and historical ways of meeting the economic, physiological, psychological, and sociological needs of consumers relative to apparel and textile products. Units required for Major: 51 The concentration prepares students for careers in various human service fields. The program emphasizes an understanding of human development, family communication, and diverse families. The program is approved by the National Council on Family Relations (NCFR) for academic programs in Family Life Education. (Also see certificate program in Family Life Education.) Units required for Major: 53 - 54 The concentration prepares students for careers in the field of nutrition, food management, and food product development and sales. The program emphasizes the role of nutrition and food in individual and family health, connotations of food use, and the management of commercial and noncommercial food systems. are recommended for students who plan to complete the dietetics emphasis or graduate studies in nutrition. Units required for Major: 80 units Units also fulfill GE: 25 units Note: By completing the required core courses in the Dietetics Emphasis, GE Area B (12 units) requirements are met. To declare the Dietetics Emphasis, freshman or transfer students admitted as Nutrition and Food Concentration are required to complete the following grade and core course requirements (27 units: Section A) and submit a Major Change form to the Family and Consumer Sciences Department Office along with transcript copies: Units required: 49 The Subject Matter Program leads to a BS in Family and Consumer Sciences and meets the subject matter content requirement for a teaching credential. Note: A minimum grade of "C-" for all courses is required for admission into the teacher preparation program. Teaching credential candidates must also complete the Professional Education Program to qualify for a teaching credential. Consult the FACS Department credential advisor and the College of Education Student Service Center for further information regarding requirements. Units required for the Minor: 24, all of which must be taken in Family and Consumer Sciences. Courses must be selected from at least two areas of Family and Consumer Sciences in consultation with a FACS advisor. Specific course requirements are: first line begins with a capitalized abbreviation that desnates the subject area followed by the course number and title. Icons, if displayed, desnate courses which satisfy Writing Intensive \x3cspan class=\x22fa\x22Open only to FACS majors/minors and Dietetic special majors. Introduction to food safety principles and application, microbiology of food safety, infection control, and safety issues. Examination of laws and regulations related to consumer and foodservice operations. Preparation for national foodservice sanitation certification examination. General Education Area/Graduation Requirement: Understanding Personal Development (E) Introduction to the basic principles of nutrition and the relationship of the human diet to health. Overview of the nutrition profession, the biological uses of nutrients and tools for dietary planning. Examination of specific issues such as weht loss, sports nutrition, food safety, the diet-disease relationship and global nutrition. Analysis of special nutritional requirements and needs during the life cycle. Evaluation of personal dietary habits using current dietary guidelines and nutritional assessment methods. Chemical, physical, sensory, and nutritional properties of food related to processes used in food preparation. Laboratory includes preparation and evaluation of individual food products. Prerequisiite: FACS Nutrition and Food majors and minors and Dietetics Special majors only General Education Area/Graduation Requirement: GE AREA D This course serves as an introduction to the study of fashion and human environment and how fashion is perceived, marketed, and internalized within individuals across Western and non-Western cultures. A focus on both internal factors such as psychological, aesthetic and self-image, and external factors such as social, economic, cultural and political experiences will be addressed. Study of the characteristics of fibers, yarns, fabrics, and finishes. Emphasis on fabric performance, serviceability as they affect consumer satisfaction. Discussion of environmental concerns in the textile industry and laws relating to textile products. Applied basic construction with emphasis on standards and custom ques. Characteristics of fabrics used; individual pattern adjustment. Lecture, discussion, demonstration one hour; laboratory four hours. General Education Area/Graduation Requirement: Race & Ethnicity Graduation Requirement (RE), GE AREA D Family structure, systems and functioning in marriage and other partnerships, parenting, work issues, domestic violence, divorce, and remarriage. Focus on social issues including gender, race, ethnicity, and class. Historical and theoretical perspectives on families in America. Introduction to research in family sciences and public policy implications. Note: Not open for credit to students who have taken SOC 5. General Education Area/Graduation Requirement: Understanding Personal Development (E) Physical, social, emotional and cognitive development of the child, conception through adolescence, in relation to the family. Introduction to methods of study, including observation and interview. Note: Not open for credit to students who have taken CHDV 137, CHDV 138, or PSYC 148. FACS majors only Study of methods and application of research in the field of Family and Consumer Sciences. Focus on scientific inquiry, methodology, evidenced-based practice, interpretation of research results, program and project evaluation., and professional communication. Includes the examination of ethical practices, professional presentation ss, and cal writing ss. FACS 10 and an additional 3 FACS units Nutrition Education, communication and counseling ques for use by the nutrition/dietetics professional. Introduction and application of various health behavior theories to promote change in diverse target audiences. Development of nutrition care plans, educational materials and activities for individual s. Understand and apply methods of dietary assessment and motivational interviewing. COMS 8, FACS 50, SOC 166, or instructor permission. Study of the family as a small with emphasis on understanding and interpreting the dynamics of family communication using various communication and social-psychological theories. Cross Listed: COMS 108; only one may be counted for credit. FACS 9, FACS 10 and FACS 11 Study and laboratory experience in planning, procuring, production, serving and evaluation of food for individuals, families, commercial, and institutional foodservice operations. Application of menu development ques such as recipe modification and standardization to various target populations. Examination and application of marketing analysis and promotion. Understanding of current issues and sustainability topics related to food production. GWAR certification before Fall 09; or WPJ score of 80 ; or 3-unit placement in ENGL 109M or ENGL 109W; or 4-unit placement in ENGL 109M or ENGL 109W and co-enrollment in ENGL 109X; or WPJ score 70 or 71 and co-enrollment in ENGL 109X. General Education Area/Graduation Requirement: Writing Intensive Graduation Requirement (WI), Further Studies in Area B (B5) Examination of contemporary and controversial topics in nutrition science and how they relate to nutritional needs of different population s. Analyzes the research process and evaluation of validity of nutrition research. Note: Not open for credit to Dietetics/Nutrition and Food majors. FACS 10; BIO 10 or BIO 20; and CHEM 1A or CHEM 5 or CHEM 6A General Education Area/Graduation Requirement: Further Studies in Area B (B5) Study of the structures, types and metabolism of carbohydrates, lipids and proteins. Discussion of the biological roles of vitamins and minerals. Application and integration of metabolic knowledge with health promotion and chronic disease. FACS 10; Only FACS majors/minors and Dietetic special majors may enroll in this course Examination of the cultural and social meanings of food, food behaviors and food systems. Emphasis on the regional, ethnic and relious influences on food habits. Study of food production, distribution, and consumption historiy and cross-culturally; traditional dishes and nutritional contributions of diets of several cultures. FACS 113 Examination of nutritional requirements, metabolism and issues during stages of the early life cycle, including: pre-conception, pregnancy, lactation, infancy, and early and late childhood. Study of assessment and methods for achieving nutritional needs through dietary selection and promotion of maternal, infant, and child health. Study of theory, concepts and philosophy affecting nutrition education and services in the community. Analysis of social, environmental, physical and economic factors affecting nutritional status. Study of financial, facility, human resource management in commercial and noncommercial foodservice operations. Introduction to ques of interviewing and counseling clients. Application of accounting principles, evaluation and selection of equipment, layout and desn, and principles and practices of human resource management as an entry-level manager. Emphasis on culturally sensitive approaches to dietary assessment, counseling and community nutrition research. Use of a variety of teaching methods to improve nutrition status of the community. Field study involves practical experience in a community nutrition program. Lecture, discussion two hours; field study three hours. Study of the principles of medical nutrition therapy and the Nutrition Care Process. Use the Nutrition Care Process to make decisions, identify nutrition-related problems and determine and evaluate nutrition interventions with patients/clients with various conditions, including, cardiovascular and gastrointestinal disorders. Continuation of principles, methods, and ss as developed in FACS 118A. Review of the etiology, development and dietary prevention and intervention of diseases influenced by nutrition such as: diabetes mellitus, heptatic and biliary diseases, cancer, renal disease, pulmonary disease, neurological disorders, HIV and AIDS, and inborn errors of metabolism. FACS 113 Examination of nutritional requirements, metabolism and issues during stages of the life cycle, including: adolescence, adulthood, and old age. Study of assessment and methods for achieving nutritional needs through dietary selection and promotion of adolescent, adult, and elderly adult health. FACS 113 Study of health care systems, the nutrition care process including assessment and support, and clinical implications of malnutrition. Analysis of social, environmental, physical and economic factors affecting nutritional status. Topics include nutrition-focused physical examination, anthropometric, biochemical, dietary, body composition, and functional status evaluation and an understanding of advantages and disadvantages of assessment approaches. FACS 113 A survey course in nutrition with an emphasis on the relationship among diet, physical activity, and health; exploration of the changes in the metabolism of carbohydrates, lipids, protein and water; discussion of the function of vitamins and minerals; practical application of evidence-based dietary recommendations for common sports and varying physical intensity. Application of various assessment methods and problem solving will be achieved through hands on training and clinical case studies in the context of malnutrition, nutrition support, cancer, eating disorders, and obesity. Study and analysis of technologies, durable goods, and environments in home and workplace and their impact on quality of life. Principles of equipment and product desn, selection and safety; space planning; consumer decision making. Examination of issues related to energy management, shelter, housing and access to technology. Lecture, field trips two hours; activity two hours. A study of dress in Western civilization from ancient times through the present. An interdisciplinary approach is used to examine how clothing communicates values displayed by the individual and functions as a reflection of trends in technology, political events, social ideals, and cultural developments such as art and music. Analysis of apparel construction and production; current industrial and technological developments. FACS 30 and FACS 31 Study of the functional and aesthetic elements of apparel desn. Emphasis on the contributions and perspectives of women as well as differing roles in the production, dissemination, and consumption of clothing in relation to socioeconomic s. Discussion of sizing and quality standards with emphasis on identification of fabrics, garment styles, finding and trims. The creative process and development of illustrative ques. Development of creative approaches through projects of experimental, contemporary and traditional ques with emphasis on elements of desn, and selection and organization of colors, forms, materials and accessories for apparel production. Desned to develop an awareness and understanding of the total fashion industry including past, present and future directions of costume desn, manufacturing, textiles, retailers' publications, buying offices, advertising and the consumer. Detailed study of merchandising mix, purchasing plan, inventory plan, assortment plan, pricing, markdown, markup, and reports. A in-depth exploration of fashion retailing from different perspectives, including organizational structure, store location and image with a focus on visual merchandising ques, and fashion advertising and promotion strategies. Study of the relationship of humans and clothing within their cultural and social environment. Review of planning and control processes and the buyer's role in merchandise management and decision-making. Introduction to the fundamentals of social psychology in the examination of clothing and appearance. Overview of global factors affecting the textiles and apparel industries and trade, the impact of textiles and apparel industries on the economy and consumers, the US textiles and apparel in the global economy, and strategies for balancing conflicting interest. Clothing and appearance are studied as forms of nonverbal communication and as devices for expressing cultural and social values. General Education Area/Graduation Requirement: Understanding Personal Development (E) Management of resources in family systems. Interaction of families with other societal and environmental systems in acquiring and using resources to meet goals and other demands. Economic status, financial and consumer issues, legal rhts and responsibilities and resource management for aging persons. Examination of professional issues in family financial planning including ethical considerations, regulations, communication ss, and professional responsibility. General Education Area/Graduation Requirement: Understanding Personal Development (E) Economic problems of and financial management by the individual and family. Emphasis on financial planning for retirement and estate planning. Development of ss needed by family financial counselors to counsel families with financial problems. Topics include: income patterns, inflation, credit, contracts, housing, financial services, insurance, taxes, investments, retirement income planning. Lecture, discussion, case study, counseling sessions. FACS 50 or equivalent with instructor permission, and GWAR certification before Fall 09; or WPJ score of 80 ; or 3-unit placement in ENGL 109M or ENGL 109W; or 4-unit placement in ENGL 109M or ENGL 109W and co-enrollment in ENGL 109X; or WPJ score 70 or 71 and co-enrollment in ENGL 109X. Study of effect of consumer movements on protection of consumer rhts. Emphasis on consumer products, including food and drugs, housing, and credit. General Education Area/Graduation Requirement: Race & Ethnicity Graduation Requirement (RE), Writing Intensive Graduation Requirement (WI), Understanding Personal Development (E) Study of multicultural families and diverse family forms, with a focus on how families function under stress. Current issues include marketplace fraud and redress; consumer information, education, and decision-making; privacy and environmental concerns; and advocacy for vulnerable consumer s. Family theory and research are applied to the interpretation and analysis of selected literary works. CHDV 30, or CHDV 35, or FACS 52, or instructor permission. In-depth study of the achievements and challenges associated with the adolescent stage of development. Focus on understanding the needs and motivations of adolescents and the challenges they face within their socio-cultural environment. Note: Not open to students who have taken PSYC 149. Previous or concurrent enrollment in CHDV 133 strongly recommended. CHDV 30, or CHDV 35, or FACS 52, or instructor permission Survey of historical and contemporary attitudes toward parenting. Review of research on child-rearing and parent-child relationships. Use of case studies to explore the influence of personality, developmental stage, family structure, ethnic and cultural factors on parenting. Note: Previous or concurrent enrollment in CHDV 133 strongly recommended. Cross-listed: CHDV 154; only one may be counted for credit. FACS 50; and FACS 100 or CHDV 133; and senior standing. Historical and philosophical perspective on family life education across the lifespan. Practice in curriculum development including content, objectives, and teaching strategies. FACS 52 or CHDV 30 or CHDV 35 or a course in child development/human development, covering at least birth through adolescence with instructor permission. Overview of the Child Life profession and child life practices. Focus on family-centered care for children in the healthcare environment and their families. Major course topics include: scope of practice in child life; ethical and professional practice; impact of illness, injury and health on patients and family; ques and outcomes of preparation; therapeutic play; grief and bereavement. Note: This course is desned to meet the specifications set forth by the Child Life Council for the Child Life course required for certification as a Certified Child Life Specialist (CCLS) A human development course or instructor permission. Analyzes the aging process; the interrelation between physical, psychological, and social development in the middle and later years; and characteristic personal, family and community adjustment problems. A minimum of 12 units in FACS upper division family area courses. Application of family science to the development, implementation, and evaluation of family support services. Implications of research for practice with diverse families. Focus on developing ss in family-centered services, family-professional collaboration, and resource-based and asset-based intervention. Lecture two hours; fieldwork in the community three hours. Application of research and theory specific to Latino/Chicano and American Indian families; strategies for applying this knowledge to areas of service, therapy, policy, and education. Cross Listed: ETHN 166; only one may be counted for credit. Family is an adaptable and changing institution of society. Cross Listed: ETHN 167; only one may be counted for credit. Desned to synthesize knowledge in Family and Consumer Sciences. The course will hht research and theory on Asian American families with an emphasis on applying the information to areas of service, therapy, policy, and education. Examination of the concentration in the major and career exploration. A comparison of the experiences between various Asian s in the U. Analysis of public policy and ethical issues, professionalism and leadership strategies. Includes personal and professional competency assessment and development of an academic and professional portfolio. Study of the physiologic function of carbohydrates, lipids, protein and micronutrients including integrated metabolism, transport, regulation and relation to inborn errors/chronic disease. Cross Listed: BIO 170; only one may be counted for credit. Guided study and experience in some area within Family and Consumer Sciences in which the student needs orientation or greater depth of study in a specialized field. Credit/No Credit Upper division status; instructor permission obtained in the preceeding semester; 2.5 GPA or above. Directed observation and supervised work experience in an approved business, government, or service agency. Internships are offered for the purpose of increasing student understanding of the nature and scope of agency operations and giving students orientation in occupational specialties. Supervision is provided by authorized persons in the cooperating agencies and collaborative supervision is provided by the Family and Consumer Sciences faculty. Each student is required to maintain a record of activities and assnments and to prepare periodic reports. Note: Student must make arrangements with a faculty member for a work program one semester prior to admittance to the course. A minimum of three hours per week per unit of credit is required. Credit/No Credit senior status; GPA of 2.75 or above; NURS 160 or PSYC 134 or SC 134; and FACS 155. Corequisite(s): If not taken as a prerequisite, FACS 155 may be taken concurrently with instructor¿s approval. Directed observation and supervised work experience in an approved educational setting, service agency, business or government agency that provides family life education. Students will move from observing and assisting to developing, delivering and assessing lessons and programs in family life education. Students will gain experience applying educational and developmental theories, curriculum development, and teaching methods to delivering evidence-based and culturally sensitive lessons in the content areas of family life education: parent education, strengthening relationships, and/or sexuality education. Note: Students must make arrangements with the supervising faculty member one semester prior to admittance to the course. Credit/No Credit Senior standing as Dietetics emphasis. Examination of dietetics career paths, processes and options. Students will learn about the profession of dietetics, including professionalism, the professional organization, pathways, mentoring and the code of ethics. Admission into Dietetic Internship Program or instructor permission. Perform nutrition assessment of patients with complex medical conditions. Integration of pathophysiology into medical nutrition therapy. Development, supervision and evaluation of nutrition care plans. Select, calculate, monitor and evaluate nutritional support regiments for patients. Admission into Dietetic Internship Program or instructor permission. Continuation of principles and ss as developed in FACS 221A with application to other complex disease conditions and integration to multiple diseases. Application of genetics and pathophysiology to complex disease conditions. Demonstration of ss in assnments and presentations. Admission into Dietetic Internship Program or instructor permission. Management of nutrition care for population s across the lifespan. Perform outcome assessment/evaluation of community based food and nutrition programs. Admission into Dietetic Internship Program or instructor permission. Nutrition policy development and evaluation based on community needs and resources. Management of procurement, distribution, and service of food, and integration of financial, human, physical and material resources. Production of food that meets nutrition guidelines, cost parameters, and consumer acceptance; safety and sanitation issues related to food. Analysis of the operations of food service organization. Lecture, written assnments and practical experience. Admission into Dietetic Internship Program or instructor permission. Learn and apply the nutrition care process and to manage nutrition care for population s. Conduct outcome assessment, planning, implementation, marketing and evaluation of nutrition programs. Apply the research process and critiy evaluate nutrition research. Develop an understanding of nutrition policy and resources. Enrolled in Graduate Studies in FACS Dietetic Internship Guided study, observation or work experience in an area in which the graduate student needs advanced and specialized study. Note: May be repeated for credit Credit/No Credit This course is desned to provide students with materials, classroom management strategies and methods necessary to successfully teach Home Economics Careers and Technology (HECT) at the secondary level. Teacher candidates will become acquainted with legislation, standards, teaching strategies, resources and student leadership programs. Undergraduate major or minor in Family and Consumer Sciences. Any properly qualified student may pursue a problem after approval by his/her advisor and the staff member with whom he/she works. Resume & Cover Letter Critiques. • Major & Career. Step 1 Write a Winning Resume. • Create your. Bachelor of Science in Family and Consumer Science.

University of Georgia - Admissions Majors Linda Simpson, Graduate Coordinator School of Family and Consumer Sciences Eastern Illinois University 600 Lincoln Ave. Charleston, IL 61920-3099 Phone: 217-581-2315 Fax: 217-581-6090 [email protected] Master's in Family and Consumer Sciences is an applied graduate program that focuses on teaching, experiential learning, research, and theoretical application to improve our diverse, global society. Through an integrative approach, the Master's in FCS program advances critical thinking, reflective practice, knowledge, and communication ss. Graduates work in non-profit organizations, social service agencies, court advocacy, outreach programs, teaching, or go on to doctoral programs at other institutions. ID majorID customerID college descriptors descriptorsSecondary degree majorName majorURL majorShortName abroadDesc majorDescription also bucket dateEnter abroad

Family and Consumer Science Teacher Jobs Glassdoor Rubrics may be used as a teaching tool and as an authentic assessment tool. Students are more likely to perform well if they know in advance what constitutes quality. When students receive rubrics beforehand, they understand how they will be evaluated which will lead them to assess their works-in-progress and guide revision. As an assessment tool, they provide students with informative feedback about their strengths and areas in need of improvement. The advantages to the teacher are that rubrics help clarify assnment expectations, reduce repetitive questions from students, improve consistency in grading, decrease the time spent writing comments on student papers, and improve communication with tutors and parents. These rubrics were created by twelve Family and Consumer Sciences teachers, with a combined 323 years of experience in the classroom, working collaboratively at The Curriculum Center Family and Consumer Sciences. The instructional strategies most often used in Family and Consumer Sciences classes determined the topics selected. – Tahoka, Diane Salazar -Satewide CTE Coordinator – T. Search Family and Consumer Science Teacher jobs. Get the rht Family and Consumer Science Teacher job with company ratings & salaries.

How to Write a Cover Letter - Yahoo The common core of the program is devoted to students acquiring an understanding of family transitions, diversity, and resource management; sensitivities to the needs and value systems of individuals, families, and s which vary by age, socioeconomic status, and ethnic identity; and the role expectations of professional family life and community educators. Students pursuing this major, depending upon their areas of specialization, may complete field experiences in business, education, government, or private social service agencies These field experiences serve as integrating experiences for students prior to their entry into professional roles. FCS majors must see an advisor to prepare a Graduation Plan which outlines their individual course sequence. Some major classes may require the plan be presented on the first day of classes. See department office (Burk Hall 329) for information to include in the advising folder. Students who wish for credits earned at another institution to be accepted in lieu of courses offered for the major at SF State must obtain acceptance from the major advisor and the department chair. Good writing ss are necessary for success in the major. Second year written composition (, the beginning of the sequence of upper division CFS courses, which fulfills the GWAR requirement. A prescribed sequence of courses must be adhered to as some classes are offered only in the fall or spring semesters. All major courses must be passed with a letter grade of C- or better. Bachelor of Arts students must complete at least twelve units of complementary studies outside of the primary prefix for the major. (Note: Students may not use an alternate prefix that is cross-listed with the primary prefix for the major.) Students who complete two majors or a major and a minor automatiy complete the complementary studies requirement. Students in the Bachelor of Arts in Family & Consumer Sciences major who wish to satisfy the Complementary Studies Requirement with a coherent of courses complementary to the major must have the courses approved by an advisor in the major. For information about satisfying the requirements described in (1) and (2) above at a California Community College (CCC), please visit Check any geographiy accessible CCCs; sometimes options include more than one college. Use ASSIST to determine: Remedial courses are not transferable and do not apply to the minimum 60 units/90 quarters required for admission. Additional units for courses that are repeated do not apply to the minimum 60 units required for upper division transfer (for example, if course was not passed on the first attempt, or was taken to earn a better grade). Before leaving the last California community college of attendance, obtain a summary of completion of lower division General Education units (ETC or CSU GE Breadth). This is often referred to as a GE certification worksheet. SF State does not require delivery of this certification to Admissions, but students should retain this document for verifying degree progress after transfer. Credit for Advanced Placement, International Baccalaureate, or College-Level Examination Program courses: AP/IB/CLEP credit is not automatiy transferred from the previous institution. Units are transferred only when an official score report is delivered to SF State. Credit is based on the academic year during which exams were taken. Refer to the University Bulletin in effect during the year of AP/IB/CLEP examination(s) for details regarding the award of credit for AP/IB/CLEP. Students pursuing majors in science, technology, engineering and mathematics (STEM) disciplines often defer 6-9 units of lower division general education in areas C and D until after transfer in order to focus on preparation courses for the major. (This advice does not apply to students pursuing associate degree completion before transfer.) Review SF State's lower division General Education requirements. Note that, as described below, the four basic ss courses required for admission meet A1, A2, A3, and B4 in the SF State GE pattern. Courses that fulfill the remaining areas of SF State’s lower division GE pattern are available at most two-year and four-year colleges and universities. Of the four required basic ss courses, a course in critical thinking (GE A3) may not be widely offered outside the CCC and CSU systems. Students should attempt to identify and take an appropriate course no later than the term of application to the CSU. To review more information about the A3 requirement, please visit Identify and complete a 2nd-semester written English composition course before transfer. This is usually the next course after the typical “freshman comp” course, with a focus on writing, reading and critical analytical ss for academic purposes, and developing ss in composing, revising, and the use of rhetorical strategies. Waiting until after transfer to take a single course at SF State that meets both US and CA/local government requirements may be an appropriate option, particularly if transferring from outside of California. When a friend of mine -- I'll her Carol -- asked me to help with a job cover letter last weekend, I said sure, piece of cake. I write and edit for a.

Apply to College with Common App The Welcome to the Department of Family and Consumer Sciences at Carson-Newman. We are proud of the reputation this program has achieved over the last century. The Department of Family and Consumer Sciences is housed in Blye-Poteat Hall and the... The Department of Family and Consumer Sciences is housed in Blye-Poteat Hall and the adjacent Child Development Laboratory, both opening in 2007, feature state-of-the-art technology allowing our graduates to compete for the best jobs in the careers of their choice. Please follow the links below for more information on Family and Consumer Sciences majors. Mission of the Department of Family and Consumer Sciences: to prepare professionals as servant leaders with abilities to empower individuals, strengthen families, and enable communities in a changing and diverse global environment. The unit provides an integrative, holistic, rorous undergraduate education in a caring and nurturing Christian liberal arts setting through nine areas of specialization: child and family studies, consumer services, dietetics, early childhood education, family and consumer sciences, family and consumer sciences education, fashion merchandising and desn, foods and nutrition, and interior desn. Kimberly Johnson accepts the 2016 Outstanding Service Learning Faculty Award from Dr. Christine Jones, Director of QEP, at the Twin Pillars Banquet on April 7. Retention Rates While our overall C-N University retention rate stands at 69.7% for the Fall 2013 to Fall 2014 semesters, our FCS Department retention rate is 80%. More specifiy, the retention rate for the Fall 2014 to Spring 2015 AY is 82.6% Graduation Rates For the 2009 freshmen cohort, our 150% graduation rate stands at 66.7%. Of those who graduated from an FCS program, 83% did so within 4 years.30% of graduates in FCS programs graduated with honors. Praxis II Examination ( Twenty-eht graduates (100%) sitting for the examination passed for AY 2010-2011, 2011-2012, 2012-2013, 2013-2014, 2014-2015, and 2015-2016. Registered Dietitian (RD) Examination ( Five year pass rate on first attempt for 13 DPD graduates sitting for the RD examination (2011-2015) is 82.5%. For testers within one year of the first attempt, the pass rate is 100% for the same period. : Lindsay Miesel, 2009 graduate of the Didactic Program in Nutrition and Dietetics received the 2016 Outstanding Young Dietitian of the Year from the Knoxville District Dietetic Association at their May 4 Awards Reception. Miesels is Debbie Fox, Clinical Nutrition Manager of Parkwest Medical Center, Knoxville, Tennessee. Students Participating in C-N University Research, Creativity and Performance Day This past academic year 2015-2016, 19 of the 340 students in RCP Day were majors in FCS representing nearly 6% of the combined University undergraduate and graduate participants. FCS Majors Involvement in Honoraries Majors in the FCS Department constitute the following members (percentage) in C-N honoraries for 2015-2016:1. Alpha Chi Scholastic Honorary 4 of 83 members (5%)2. Alpha Lambda Delta Freshman Scholastic Honorary 2 of 38 members (5%) 3. With instant access to more than 700 colleges and universities around the world, the Common App is the most seamless way to manage the application process.

ARC Program Catalog - Office of Hher Education
<em>Application</em> <em>letter</em>
<b>Family</b> <b>and</b> <b>Consumer</b> <b>Sciences</b>/FCCLA Grant Opportunities.

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