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Using technology to stay connected
by Marissa Stone, SNP Representative, Family Science Section (20112012)
April 16, 2013
We all know how important it is to make (and maintain) connections we create during conferences. Of all
the benefits we get from attending conferences, the connections made during the networking events are the
most valuable, and maintaining those ties across time and space has never been so easy.
Each generation brings about new applications to help us get and stay connected. For many of us, Twitter,
Facebook and LinkedIn are a normal part of our lives. But there are some new tools out now that may take
us beyond the level of connectivity available in these applications.
The first is a Kimtag. A Kimtag is a barcode that when scanned with a mobile device takes the user directly
to a webpage of your choice. One of the ways many conference attendees are using these Kimtags now is
to include all their social media accounts in one place making it easy for people to follow you with just one
scan! No more losing someone’s card or forgetting a user name. More importantly, no more spending
money on business cards others will lose; create Kimtags in moments instead.
The second is Vizify. Vizify is an online resume tool that allows you to create an interactive online resume of
You! Vizify is free and easy to use and provides users with an excellent tool for sharing at conferences and
even in cover letters when applying for jobs. Customize it to fit your occupation and your life. Add it to your
business card, Kimtag or signature line making it easy for others to find you.
The third is Google+ Hangouts. Hangouts are userfriendly and provide connectivity on a whole new level!
With a G+ account and a webcam you can be voicechatting with colleagues anytime, anywhere, on any
device. Talk about realtime connectivity and collaboration. With Hangouts with Extras you can share
screens, documents, videos and more. Grab your virtual donuts and take a virtual coffee break with
colleagues. G+ makes you feel like everyone is all in the same room!
Get the most from the valuable networking you engaged in with everyone you met at the NCFR 2012
conference and beyond. Connect using these tools and create a lasting impression that extends well
beyond November.
To learn more about how NCFR SNPs use technology to remain connected, just stop by any of our online
social media sites and join us! We have created several places online for you to network with the NCFR
Students and New Professionals outside of conference. Find us on Facebook at NCFR Student New
Professionals. We are looking forward to connecting with you in cyberspace!
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Using technology to stay connected
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Marissa Stone, SNP Representative, Family Science Section (2011-2012)
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April 16, 2013
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66465bdc45fc25bb8c85bf00e8ff2ef7
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SNP resources and where to find them
by Andrew Behnke, SNP Representative, NCFR Board of Directors (20112012)
April 16, 2013
Student members of NCFR have often questioned where they can learn about jobs in
their field and how they can prepare to win them. Thankfully NCFR has a number of
great places to start with resources like NCFR’s “Careers in Family Science” booklet, its
online Career Center, and its resource page for Students and New Professionals. There
are also resources created by professors and university departments from around the
US. Some of these include the career options website at Messiah College and Scott
Plunkett’s resource page, among others.
In addition to resources, university faculty and community mentors will likely be your best resources for
success after graduation. Today, more and more programs have an increased focus on connecting students
with practicebased and leadership positions with community agencies and organizations. Faculty want you
to be successful and can help you explore job opportunities that you might have never considered. Work
closely with your advisor, but don’t be afraid to seek out additional mentors at your college or in your
community that are doing something you are passionate about. The more mentors you meet or work with,
the more options and opportunities you will open for yourself.
Many students are required to participate in one or more indepth internships during their education. Be
smart about it. Research potential internships way ahead of time, make some visits, and get a feel for what
you really would like to do during your internship experience. A wellthoughtout internship opportunity can
be the springboard to great job opportunities.
In addition to these traditional resources, additional online resources are being developed every day.
People like you are creating jobs online that serve individuals and families in diverse ways. Take some time
to find out how technology and innovation can benefit families and how you might become proficient
enough with them so that you can help families. Join online communities and listservs that are resources in
areas you are interested in. These listservs will help you learn about other opportunities and potential
mentors that will aid your success.
As with everything in life, be careful not to overextend yourself. Doing too many things can make it hard for
you to excel at any one of them. No matter what you do, make sure to demonstrate your ingenuity, hard
work, and ability to communicate well. These simple resources are sure to help you win success.
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Students and New Professionals
Identifier
An unambiguous reference to the resource within a given context
snp
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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SNP resources and where to find them
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Andrew Behnke, SNP Representative, NCFR Board of Directors (2011-2012)
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April 16, 2013
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a344c62fb31a6587060ef58331fcb60e
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Current job market got you down? Try Giganomics!
by Michael R. Sturm, Jr., M.F.T., master’s candidate, Human Development and Family Studies,
University of Delaware
Ask anyone looking for work and they will concur, the current job
market is tough! Few positions coupled with an abundance of job
seekers inevitability means that some may find themselves unemployed
or underemployed. Are you a recent graduate or soon to be graduate
on the job hunt? Does the current job market have you dismayed about
finding employment that will match your education and experience? If
you answered "yes" to either of these questions, you might want to
consider "giganomics" as a way to ride out the present conditions.
"Giganomics" is a concept that was birthed in response to a tight
economy and labor market. Derived from the term "gig," giganomics
speaks to the creation of employment through the piecing together of
several "gigs." In less favorable economic climates job seekers will
often encounter fewer full time job opportunities and more requests for
parttime or contractual employees. Educational institutions have been
known for stretching their staffing dollars in the past by hiring adjunct
faculty and contractual limitedterm researchers. Although it takes creativity, social science professionals
may find a number of gigs that when woven together can provide new professionals a variety of
experiences. Additionally, giganomics can facilitate the marketing of oneself for future employment.
Possible Gigs
Training and experience in the family and social sciences is often interdisciplinary which can be beneficial
when seeking out available gigs. Gigs can be found both within and outside academia and can include
research, teaching, as well as clinical and applied opportunities depending upon your own training and
expertise. Here are a few places that social science professionals may find gigs:
Adjunct or parttime faculty teaching opportunities are available at most colleges and universities (be
sure to look into departments to which you could contribute such as anthropology, human development,
human services, sociology, social work, women's and gender studies, psychology, and education).
With the growth of online degree programs, online instructors are often needed. These positions
typically allow you to work remotely with minimal travel.
Research institutions look for parttime or limitedterm researchers to manage or assist grant projects
and research activity sponsored by the university.
Universitysponsored academic/career/ counseling centers such as centers for career development,
global education, service learning, teaching excellence, and counseling may seek individuals to run
programming and provide supportive services to students.
�Universitysponsored centers that conduct research or provide services to the community, such as a
center for families, employ a wide range of staff depending upon their focus.
Cooperative Extension offers a broad array of applied programming and services that puts research in
the areas of human development, nutrition, family life, and education into practice. Cooperative
Extension offices often seek agents and community personnel to develop and deliver such
programming.
Social/community service agencies seek professionals with the skills to effective work with individuals
and families in a number of clinical and applied capacities in settings including schools, homes, and
community clinics.
Local and state governments typically have children, youth, and family offices as well as intervention
services where a social science professional may lend their expertise in human development in such
capacities as evaluators, grant writers, and directors.
Local public school systems serve a wide range of children and thus are in need of professionals who
can facilitate and execute these activities. These systems often seek professionals in the areas of
family/ student support, curriculum, and disabilities. Substitute teaching is another gig here that may
provide flexibility when creating a multidimensional career.
Private and nonprofit organizations, which conduct research that informs education and services, can
benefit from the research experience and interests of many social science professionals.
Benefits to Giganomics
Currently, it may be difficult to see a silver lining among the gray clouds surrounding today's job climate;
however there are several benefits to using giganomics to meet your employment needs. Assembling
several gigs together to complete your work picture will undoubtedly provide you with a variety of
experiences. Since many of these positions are time limited they give you the opportunity to "try out" career
possibilities and further identify what type of work best suits you. Additionally, employment in multiple gigs
can potentially expose you to individuals who may seek employees in the future. In otherwise, giganomics
can also serves as a means for marketing oneself and networking.
Although the current job market is not ideal, many students and new professionals have received broad
training and education in the social sciences which can be transferrable to a number of employment
sectors. Thinking "out of the box" and being creative can help you weather the storm.
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Students and New Professionals
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Current job market got you down? Try Giganomics!
Creator
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Michael R. Sturm, Jr., M.F.T., master's candidate, Human Development and Family Studies, University of Delaware
Identifier
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current-job-market-got-you-down-try-giganomics
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January 26, 2011
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https://archive.ncfr.org/files/original/fca02ba7cea099cdb48d82cad25d5f93.pdf
c7c70163bbf3d18cd0fa750ef6f8121a
PDF Text
Text
SNP Resources, Strategies for Success
unlocked for Members
SNP 2014 Handbook
NCFR Student and New Professional officers, responsibilities, and activities.
SNP resources and where to find them
by Andrew Behnke, SNP Representative, NCFR Board of Directors (2011
2012)
April 16, 2013
Student members of NCFR have often questioned where they can learn
about jobs in their field and how they can prepare to win them. Thankfully,
NCFR has a number of great places to start.
Writing for a Scholarly Journal by Ron M. Sabatelli,
Ph.D, CFLE
The purpose of this essay is to offer advice on how to write for publication.
Papers giving advice on how to write articles and how to succeed at
publishing, in theory, reduce the anxieties that accompany the writing
process. Advice provides information that, in turn, makes the writing
process a little less intimidating.
Craftways: Writing & Evaluating Theory, Review &
Research Articles, by Robert Milardo, Ph.D.
Current job market got you down? Try Giganomics!
by Michael R. Sturm, Jr., M.F.T., master’s candidate, Human Development
and Family Studies, University of Delaware
Okay, you're a teaching assistant, volunteer, evening classes instructor...all
these "gigs" count on your resume
�Preparing for Your Profession
NCFR staff member Nancy Gonzalez's first career was as an academic adviser at a Big Ten
university. She spent 15 years advising students on academic and career development. In this article
she summarizes what she has learned.
Using technology to stay connected
by Marissa Stone, SNP Representative, Family Science Section (20112012)
April 16, 2013
Each generation brings about new applications to help us get and stay connected. For many of us,
Twitter, Facebook and LinkedIn are a normal part of our lives. But there are some new tools out now
that may take us beyond the level of connectivity available in these applications.
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Students and New Professionals
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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SNP Resources, Strategies for Success
Identifier
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snp-resources-strategies-success
Date
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January 25, 2011
-
https://archive.ncfr.org/files/original/adb043a49a44a5748c0e51e470315bd2.pdf
a0f1e16e1ceae77e3f1736127a0bc936
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Text
Looking for a way to get involved within NCFR?
Then getting involved in the Student/New Professional (SNP) Leadership Council is a great place to start!
The SNP Leadership Council Steering Committee is composed of the SNP Board Representatives, SNP
Conference Program Representative, SNP Affiliate Councils Representative, Student Affiliate
Representative, 12 SNP section representatives, and 20 student affiliate presidents.
What tips do current members of the SNP Leadership Council have for getting involved? Why did current
members choose to get involved? What are the perks of getting involved in the SNP Leadership Council?
Let's hear from some of the council members themselves...
"I was relatively new to NCFR and was kind of overwhelmed by the number of opportunities to get involved.
Becoming the SNP Rep for the Affiliate Councils Board was a great way to focus my efforts while meeting
student and professional members from around the country (and world!)." Amanda Williams, SNP
representative on the Affiliate Councils Board
"I attended my first NCFR conference in 2005 and immediately felt welcomed by the members of the
Feminism and Family Studies (FFS) section. After a few years of attending the conference and the FFS
section meetings, I decided that I would like the opportunity to serve the same community that welcomed
me in hopes of engaging and involving new students and professionals in this incredible network of
scholars." Russell Toomey, SNP representative, Feminism and Family Studies Section
What are some tips for getting involved in the SNP Leadership Council?
"I would highly encourage students and new professionals to attend the business meetings, where they will
meet others with similar interests, and have opportunities that will promote their professional development,
including reviewing proposals and moderating sessions." David Schramm, SNP representative, Education
and Enrichment Section
"Find something that matches your personality! If you are highly social and love meeting new people
become a conference volunteer, get involved with the program committee and newcomers' reception,
moderate workshops and presentation sessions. If you prefer more focused work with a smaller group of
people, get involved with a section and any special projects they have going (e.g. writing articles for the
NCFR Report!)" Amanda Williams, SNP representative, Affiliate Councils Board
"Don't be afraid to start conversations with established scholars in your field of study. In my experience,
they will be happy to discuss their life's work with someone who is genuinely interested in learning." Russell
Toomey, SNP representative, Feminism and Family Studies Section
"Submit a proposal to the SNP section because you will meet other SNP panelists and audience members
that way. Take advantage of the roommate system to meet other SNPs. Talk to people you don't know if
they have the SNP ribbon because chances are, they are friendly and open to networking (you can ask
something as simple as 'Is it your first time at an NCFR conference?' or 'I see you are an SNP, are you
presenting at this year's conference?')." Kelly Campbell, SNP Representative, Ethnic Minorities Section
�What are some of the perks of getting involved in the SNP Leadership
Council?
"I discovered that our section helps pay for part of my expenses for the trip to NCFR. What a perk!" David
Schramm, SNP representative, Education and Enrichment Section
"I have enjoyed learning the 'ins and outs' of what makes an organization like NCFR operate, from budgets
to use of technology and voting on bylaws, and so forth." Kelly Davis, SNP Representative, Family Policy
If you would like more information regarding the SNP Leadership Council, please contact Andrew Behnke
at andrew_behnke@ncsu.edu SNP Board Representative for 20102012. _
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Looking for a way to get involved within NCFR?
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looking-way-get-involved-within-ncfr
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February 22, 2011
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https://archive.ncfr.org/files/original/c08c3137a43a8692e91e5a98b41c5c21.pdf
032f49bff8e9499fec348ccfdd7f10fe
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SNP fall 2014 update: Women in academia — starting
a conversation
by Jennifer Doty, SNP Representative, Education and Enrichment Section
September 11, 2014
I’d like to start a conversation about worklife balance for students and
new professionals. In the last few years, shock waves have gone
through my community of grad students as we watch commentary
bounce back and forth from Sheryl Sandberg’s TED talk about the ways
that women hold themselves back. She pointed out that women are
less likely to be in leadership in any profession, even in nonprofits, and
that women have more challenges balancing family and career (no big
surprise to us family science people, right?).
I recently read the book, Do Babies Matter? Gender and Family in the
Ivory Tower by Anne Mason (2013). She reported that not only women
but also men in academia were less likely to have children compared to
those in other highpowered careers like lawyers and doctors. Women,
especially mothers, were less likely to get tenuretrack positions and
less likely to make tenure even if they get the job. Women were
underrepresented in academic administration and overrepresented in
adjunct faculty positions. So as students and new professionals, what
are we going to do about this?
In both her TED talk and her recent book, Sheryl Sandberg suggests
three ways that women can lean in rather than hold themselves back.
First, women tend to underestimate their potential and undersell their abilities compared to their male
colleagues. In the academic world, for example, women’s work is cited less than men, in part because
women cite their own work less than men do (Maliniak, Powers, Walder, 2013). So we need to be aware of
this, strategize, and reach for opportunities.
Next, make our partners really a partner. Full disclosure, I’m passionate about this in part because I’ve got
kids at home. Unequivocally, I could not do this without the support of my partner who was willing to pick up
the family, get a new job across the country, and gives me constant support while I’m in this doctoral
program. I recognize this as a privilege, and I also have had to let a lot go in terms of household
management.
Last, don’t stop investing in our careers before we have children. I recently talked with an undergraduate
scholar who had been accepted to a Ph.D. program, and she was considering not accepting because she
had a new boyfriend. I did my best to encourage her to lean in.
�Now, here’s the other side of the argument. In reaction to Sheryl’s TED talk, AnneMarie Slaughter wrote an
article in The Atlantic where she described her decision to step down from a powerful position in the Obama
administration because her son needed her. I find that courageous. Slaughter argued that we need to
respect the importance of family in our lives and make our environment more family friendly and supportive
of women’s careers and men’s family lives.
In our field, what would that mean? Here are a few ideas: mentors who are good examples of balancing
family and career demands; good health insurance; and policies that stop the clock for grad students and
new professionals when they have a child. According to Mason (2013), the average age that doctoral
students graduate is 33 for women and 35 for men. That means that if we follow the old advice to postpone
family formation (marriage or childbearing) until after tenure, biology will be working against us.
Bottom line, I agree with Mason that we are losing too many of our best and brightest. We need a
“both/and” solution: to look carefully at the ways we hold ourselves back and to work to change our
environment to make it a more familyfriendly place. And as family scientists, how can we lead the charge?
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Students and New Professionals
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Dublin Core
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SNP fall 2014 update: Women in academia
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Jennifer Doty, SNP Representative, Education and Enrichment Section
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snp-fall-2014-update-women-academia-starting-conversation
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September 11, 2014
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https://archive.ncfr.org/files/original/dc9fddb4a989a2aed47b23ba8bde3e82.pdf
ca946deb9bb476549e34df968ccd51da
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S/NP: Engaging Yourself in NCFR through Section
Membership and Involvement
Alisha M. Hardman, CFLE, S/NP Representative of the Education & Enrichment Section
Being a member of NCFR is a public expression of your commitment to
the field and to your continual professional development; however,
there is a difference between being a member of a professional
organization and being an engaged member. Engaged members are
actively involved and are integral to the wellbeing of the organization.
Becoming more involved in a national organization can be a bit
overwhelming at first. Fortunately NCFR contains sections (and focus
groups) that "are a means of increasing communication and interaction
among NCFR members of similar interests within the framework of the
larger organization" (NCFR website). Take time to familiarize yourself
with the various sections of NCFR by visiting
http://www.ncfr.org/sections and consider joining those that resonate
with your professional experiences, interests, and goals. Membership
in the sections is free if you are a member of NCFR.
Below is a list of some strategies for membership and involvement in sections. The list has been compiled
by current student and new professional section representatives and is based on their own involvement
within sections.
Be selective. "When I first joined I thought that 'more is better' but I've since realized that I'd rather be a
member of only a few sections that I can really invest time in than to be an 'in name only' member of all
of them."
Take advantage of the section listserv. "Reading listserv messages, even when they don't appear to
directly pertain to you, can be a great way to keep informed about leadingedge research, knowledge,
and practice operating in the family field. It is also an ideal avenue for soliciting advice or assistance
from experts (although be sure to do so appropriately)."
Attend section meetings. "It was not until I was elected as the S/NP representative for my section that I
attended my first section business meeting. I've since discovered that attending the section meetings
provides greater insight into the section and is a great way to meet new people who share some of your
interests."
Volunteer to lead. "I jumped in as a student to cochair a focus group called Men in Families. Serving
helped me to meet and work with the amazing people in that area of the field. These connections have
led us to learn from each other and write together from both the practitioner and the academic sides of
the field. It has been some of the best times of my life."
�Volunteer to be a conference proposal reviewer. "I have volunteered to review conference proposals for
three years now and it's a really great opportunity to gain the perspective of a reviewer which can inform
and improve your own proposals in the future. Look for a solicitation for reviewers through your sections'
listserv announcements in January and February."
Utilize the S/NP section representatives. "Feel free to contact the S/NP representatives with questions,
ideas, or interest in becoming more involved in the section or NCFR. We are here to represent and
assist students and new professionals."
Become part of the traditions. "As a member of the ethnic minority section, I have felt that the traditions
and experiences I have participated in during our meetings have deepened my commitment to NCFR
and our work in this field. I wouldn't trade it for the world."
Reach out and network. "During my first year at NCFR, I was intimidated with some of the 'big names' in
my field. My advisor suggested for me to just 'go talk to them. They won't bite.' That encouraged me to
introduce myself to a 'big name' researcher before a section meeting. I had some of the best
conversations about my work. Let your section officers know if you would like an introduction. They will
be happy to do it."
Students and new professionals are often interested in becoming more involved in professional
organizations but are sometimes unsure how to do so. Get involved in a section this year. We promise it will
help you make a lasting difference and it will make a difference in your life as well!
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snp
Text
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Title
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S/NP: Engaging Yourself in NCFR through Section Membership and Involvement
Creator
An entity primarily responsible for making the resource
Alisha M. Hardman, CFLE, S/NP Representative of the Education & Enrichment Section
Identifier
An unambiguous reference to the resource within a given context
snp-engaging-yourself-ncfr-through-section-membership-and-involvement
Date
A point or period of time associated with an event in the lifecycle of the resource
September 30, 2011
-
https://archive.ncfr.org/files/original/d77f54f0ad2ecb0318d7b399a50c008b.pdf
8dd2ad69872795244056d96b132864de
PDF Text
Text
SNP engagement: Writing, submitting, reviewing
conference proposals
by Alisha Hardman, CFLE, SNP Representative, EE Section, 20102012
December 20, 2012
Before you begin, you should:
Take advantage of information provided on the NCFR website.
Utilize the Call for Proposals which outlines criteria for proposals and
provides a very useful “Checklist for Submitting a Proposal.”
Do not procrastinate. Give yourself adequate time to prepare your
proposal.
Ask a fellow student, colleague or mentor to review your proposal
prior to submitting.
Follow the instructions provided on the Call for Proposals regarding
proposal length and elements that should be included in the
proposal.
The proposal should:
Begin with a summary of the thesis of your proposal.
Articulate a strong connection to existing research and theory.
Describe the research or practice methodology employed.
Discuss results, as well as the potential impact and implications.
Write clearly and organize logically with complete references provided.
Proposals submission
Proposals are submitted to a specific section of NCFR. Make sure that the content of your proposal is a
good fit for the interests of the section you submit to. For example, SNPs should not submit their proposals
as SNP sessions unless their proposal addresses the professional development of students and new
professionals.
Volunteer to be a Conference Proposal Reviewer
Who: Students and new professionals can serve as conference proposal reviewers!
What: Volunteer to serve as a reviewer. Each section (including the SNP section) will solicit proposal
reviewers so pay attention to the section listservs for the call for reviewers, which typically go out in
�February. If you are a member of multiple sections choose one section to review for and respond to the
reviewer request email providing the requested information.
When: Conference Proposals are due the first of March so the review process typically occurs during
the middle to end of March. You will receive an email containing a link to the proposals you are
responsible for reviewing. Reviewers are typically given a few weeks to complete the reviews, which
take only a few hours to complete.
Where: In the comfort of your own home or office! You just need a computer, internet access, and an
email address!
Why: Serving as a conference proposal reviewer is a great way to become more involved in NCFR. It is
also a great CV builder as your contribution to a professional organization shows potential employers
that you are committed to the field. Additionally, the experience of reviewing can benefit your own future
proposal submissions as you gain a better sense of what reviewers consider when they score
proposals.
How: Review and score proposals . . . reviewers will review submitted annual conference proposals via
NCFR’s online review system. A reviewer may expect to review an average of three proposals (though
this may vary). Read the abstract, use the criteria provided by NCFR to score the proposal, and enter
your score into the online system.
Skills of an effective reviewer
A good critical eye, an analytical frame of mind, familiarity with the subject, and a willingness to provide
constructive criticism are key skills necessary to produce a high caliber review.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Students and New Professionals
Identifier
An unambiguous reference to the resource within a given context
snp
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
SNP engagement: Writing, submitting, reviewing conference proposals
Creator
An entity primarily responsible for making the resource
Alisha Hardman, CFLE, SNP Representative, EE Section, 2010-2012
Identifier
An unambiguous reference to the resource within a given context
snp-engagement-writing-submitting-reviewing-conference-proposals
Date
A point or period of time associated with an event in the lifecycle of the resource
December 20, 2012
-
https://archive.ncfr.org/files/original/5a78234ca2523130b917b428b76e5a78.pdf
c78136f3c8518f08a5d278a7fd69c6bb
PDF Text
Text
SNP engagement: Tips for getting more involved with
NCFR
by Cass Dorius, SNP Conference Program Representative, 20112012,
December 20, 2012
One of the easiest ways to make NCFR your academic “home away
from home” is to become invested in the organization throughout the
year. For me, becoming involved meant volunteering to help with the
conference sessions designed for students and new professionals
(SNPs). The yearly workshops on getting into graduate school or
finding the perfect job are a great resource for students, and I wanted to
be part of the process and do some good along the way. As a new
graduate student I volunteered to chair and preside at several SNP
sessions. This gave me the chance to figure out how conference
sessions worked, as well as meet new people so the conference felt
less lonely.
Later I was asked to be a panelist for some of the workshops, which
gave me experience in presenting to a large audience. In my final year
of graduate school I ran for a national SNP position where I would have the chance to select topics for the
sessions. Being the conference program representative was an invigorating and exhausting experience that
helped me to learn invaluable skills in working with a team, meeting deadlines, and thinking outside of the
box. Whether you choose to follow a similar path or find one that works just for you, there is a place for you
at NCFR.
As the outgoing SNP Program Representative, I have had the chance to work with many amazing students
and new professionals who have chosen to invest in NCFR in nontraditional ways. One of the most
successful examples from last year’s conference was the introduction of the Gathering Place, a cyber café
and lounge where students and new professionals can meet up and hang out. The idea for this area came
after talking with several people, including a graduate student named Amanda Williams who wanted a place
for SNPs to get together informally during the conference. This met my larger goal of promoting a sense of
community among students and new professionals, as well as the suggestions from various faculty
members about training future leaders and university affiliates. With the help of NCFR staff like Charlie
Cheesebrough, Judy Shultz, and Jason Samuels, we put together all of these suggestions into one great
idea: an area that draws students in for informal lunchtime discussions on affiliate and leadership topics,
provides food and snacks for starving students, and gives free internet access. The room was a huge
success during its inaugural year (2011) and will be a fixture of future conferences. But most importantly, it
wouldn’t have happened without people sharing their ideas, even though they didn’t have an official NCFR
leadership position.
�This same type of investment can be seen throughout the conference program in 2012. The SNP sessions
are often created based on feedback from students who came up to me and said “You know what I think
would be a great…” and then tell me what they would like to see in future years. Just because you don’t
know me (or the incoming representative Ron Cox), doesn’t mean that we don’t want to talk with you about
your interests and ideas. We care about your ideas, so send an email or tweet your suggestion to
@NCFR_SNP. Whatever your method, keep your great ideas coming!
For other suggestions on how to get more involved, we asked seasoned student and new professional
representatives Marissa Stone (Family Science Section), Andrew Behnke (SNP Board Representative), and
Alisha Hardman (Education and Enrichment Section) to share their thoughts on making the most of your
time at NCFR. Alisha’s article about the proposal submission and review process is also in the winter 2012
issue of NCFR Report magazine. Articles by Andrew and Marissa will appear in the spring 2013 issue of
NCFR Report.
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Privacy Policy | Terms of Use | © 2017. All rights reserved.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Students and New Professionals
Identifier
An unambiguous reference to the resource within a given context
snp
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
SNP engagement: Tips for getting more involved with NCFR
Creator
An entity primarily responsible for making the resource
Cass Dorius, SNP Conference Program Representative, 2011-2012,
Identifier
An unambiguous reference to the resource within a given context
snp-engagement-tips-getting-more-involved-ncfr
Date
A point or period of time associated with an event in the lifecycle of the resource
December 20, 2012
-
https://archive.ncfr.org/files/original/9d226af1fe8847d40c682508376b58e0.pdf
ef472deacc0c0d72af0a687c11cb4ab4
PDF Text
Text
SNP Conference Newsletter
October 25, 2012
Read all about it! "Howto" workshops, mentoring connections, and fun
receptions especially for students and new professionals . . . you'll find
all the details and a handy schedule of events in this fall's editon of the
2012 SNP Conference Report. Follow link below.
SNP newsletter (pdf, 2.01 MB)
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Students and New Professionals
Identifier
An unambiguous reference to the resource within a given context
snp
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
SNP Conference Newsletter
Identifier
An unambiguous reference to the resource within a given context
snp-conference-newsletter
Date
A point or period of time associated with an event in the lifecycle of the resource
October 25, 2012