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NCFR Student Affiliate Council Presidents 2011
Bowling Green State University
Student Council on Family Relations
Ruben Viramontez Anguiano, Advisor
rubenv@bgsu.edu
Craig Corrigan, President - Spring 2011
ccorrig@bgsu.edu
Central Michigan University
Family Relations Council
Chris Latty, Advisor
latty1cr@cmich.edu
Kasey Stevens, President - 5/2011
steve1kc@cmich.edu
East Carolina University
Council on Family Relations
Sharon Ballard, Advisor
ballards@ecu.edu
Tory Damon, President - 4/2012
Messiah College
Council on Family Relations
Raeann Hamon, Advisor
rhamon@messiah.edu
Rachel Shenk, President - 5/2012
rachel.shenk@comcast.net
Minnesota Council on Family Relations
Student Section
Alisha Hardman, Student Section Chair, 2010
Hardm016@umn.edu
Stephen F. Austin State University
Jacks Council on Family Relations
Tara Newman, Advisor
tanewman@sfasu.edu
Jackie Viera, President – 5/2012
Texas Tech University
Tech Council on Family Relations
Elizabeth Sharp, Advisors
elizabeth.sharp@ttu.edu
Ashley Osborne, President - Spring 2011
Ashley.osborne@ttu.edu
Towson University
Student Council on Family Relations
Linda Stone, Advisor
lstone@towson.edu
Laura Tapiero, President – 6/2011
Ltapie1@students.towson.edu
University of Central Oklahoma
University Council on Family Relations
Glee Absher Bertram, Advisor
Gbertram@uco.edu
Samantha Jewell, President - Spring 2012
University of Connecticut
Council on Family Relations
Dr. Shannon Weaver, Advisor
shannon.weaver@uconn.edu
Purdue University
Council on Family Relations
Volker Thomas, Advisor
thomasv@purdue.edu
Kelsey Guthrie, President - May 2011
University of Detroit Mercy
Council on Family Relations
Libby Blume, Advisor
blumelb@udmercy.edu
Victoria Mazzola, President – 8/2012
vamazz@ameritech.net
Samford University
Council on Family Relations
Jonathan Davis, Advisor
jcdavis1@samford.edu
Jennifer Harden, President - 5/2012
Jharden1@samford.edu
University of Illinois at Urbana-Champaign
Student Council on Family Relations
Jennifer Hardesty, Advisor
hardesty@illinois.edu
Samantha Nielsen, President – 5/2012
samantha.k.nielsen@gmail.com
�NCFR Student Affiliate Council Presidents 2011
University of Maryland
Council on Family Relations
Leigh Leslie, Advisor
lleslie@umd.edu
Tiffani Stevenson, President - 5/2011
tiffinidstevenson@gmail.com
University of Missouri
Council on Family Relations
Marilyn Coleman, Advisor
colemanma@missouri.edu
Tyler Jamison, President – 5/2011
tylerjamison@mail.missouri.edu
University of Nebraska - Kearney
Council on Family Relations
Jennifer Crosswhite, Advisor
crosswhitejm@unk.edu
Blythe Wegener, President – 5/2011
wegenerbe@unk.edu
University of Wisconsin – Stevens Point
University Council on Family Relations
Sterling Wall, Advisor
Sterling.Wall@uwsp.edu
Krista Otto, President – 5/2012
kotto272@uwsp.edu
University of Wisconsin – Stout
Stout Council on Family Relations
Jeanne Rothaupt & Bob Salt, Co-advisor
rothauptj@uwstout.edu
saltb@uwstout.edu
Kimberly Schultz, President through 12/2011
schultzk@my.uwstout.edu
Weber State University
Council on Family Relations
Chloe Merrill, Advisor
Darcy Gregg & Joyce Buck co-advisors
cmerrill21@comcast.net
Josh Shaw, President – 4/2012
Joshuashaw23@gmail.com
�
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2010 Student Affiliates
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January 06, 2011
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1
NOMINATION FOR NCFR
HONOR STUDENT RECOGNITION
The National Council on Family Relations (NCFR) wishes to acknowledge the outstanding accomplishments
and academic success of family science students. By recognizing exceptional scholarship, leadership and
service in graduating undergraduate and graduate students, NCFR wishes to honor worthy recipients for their
excellence and encourage and empower them to continue to excel in and make contributions to the field of
family science. Nomination can be via self-nomination, college/university faculty member or department chair,
or via another person (employer).
ELIGIBILITY CRITERIA:
1. Honor student recognition in NCFR is an honor awarded to student members of NCFR, both
undergraduate and graduate, who have made outstanding and enduring contributions to the field of the
family science in the areas of Scholarship (3.0 Cumulative and 3.5 Major GPA or higher), Leadership,
and Community Service.
2. The applicants must have completed at least 30 credits in family specific coursework.
3. The Nominee must be a member of NCFR at the time of nomination.
APPLICATION REQUIREMENTS:
1.
Complete Application Form (page 2).
2.
Copy of current resume/vita of candidate. Be sure to delineate contributions to the field of family
science, particularly as related to scholarship (3.0 Cumulative and 3.5 Major GPA or higher), leadership
and community service.
3.
Official transcript(s). Transcripts must be inclusive of course grades for all but the last semester prior to
completion of the degree.
4.
Complete Recommendation Form (page 3) from a faculty member, department chair or employer
addressing the student's academic, leadership and community service accomplishments.
5.
A completed nomination form must be submitted by March 1 for spring term graduates, May 1 for
summer session graduates, or October 1 for fall term graduates.
Submission of a onetime, non-refundable $35.00 application fee.
6.
Please do not copy any materials back-to-back or use any staples.
PLEASE SEND THE COMPLETE APPLICATION AND RECOMMENDATION FORM TO:
National Council on Family Relations
Honors Student Recognition Program
1201 West River Parkway #200
Minneapolis, MN 55454
NCFR HONOR STUDENTS WILL RECEIVE:
1.
Graduation Stole
2.
Certificate of Recognition
3.
Recognition in the NCFR Report and at the NCFR Annual Conference
National Council on Family Relations 1201 West River Parkway #200, Mpls, MN 55454 www.ncfr.org 888-781-9331
�2
NCFR HONOR STUDENT RECOGNITION
Application Information (Please do NOT staple any pages together)
Please note: The address listed should be the address for shipping the stole and certificate.
First Name
Middle Initial
Street
City
Telephone Number
Email Address
Major
Cumulative GPA
Graduation Date
Last Name
State
Major GPA
______ Undergraduate
NCFR Member Number
Zip
_____ Graduate
Gender (circle one): M / F
Name of College/University graduating from
Are you graduating from an NCFR CFLE Academic Approved Program? (Circle one): Y / N
(A list of NCFR-approved academic programs can be found on the NCFR website at http://www.ncfr.org/cert/academic/programs/)
Nominator (if other than applicant)
Check list for complete application:
1.
2.
3.
4.
5.
6.
Completed Application Form.
Current resume/vita of candidate. Be sure to delineate contributions to the field of family science, particularly as
related to scholarship (3.0 Cumulative and 3.5 Major GPA or higher), leadership and community service. Include
dates and specific activities for each.
Official transcript(s). (Photocopy of official transcript not acceptable)
We will also accept a transcript run off by an academic advisor, signed at the bottom by the advisor, and placed in
a sealed envelope with the advisor’s signature or a department stamp across the flap.
One completed Recommendation Form from a faculty member, department chair, or employer addressing the
student's academic, leadership and community service accomplishments.
Information must be submitted by March 1, May 1 or October 1.
Submission of a one-time, non-refundable $35.00 application fee.
Send completed application to:
National Council on Family Relations
Honors Student Recognition Program
1201 West River Parkway, Suite 200
Minneapolis, MN 55454
National Council on Family Relations 1201 West River Parkway #200, Mpls, MN 55454 www.ncfr.org 888-781-9331
�3
NCFR Honors Student Recognition Recommendation Form
Name of applicant
You have been requested to provide a recommendation on behalf of the above-named applicant for the National
Council on Family Relations’ (NCFR) Honor Student Recognition. Please assist us in evaluating this
applicant’s academic, leadership and community service accomplishments.
IMPORTANT – Please seal the completed form in an envelope with your signature across the sealed portion.
Return the sealed envelope to the applicant or nominator.
What is the nature of your relationship with the applicant?
How well do you feel you know the applicant?
Very Well
Fairly Well
Not Well
How long have you known the applicant?
Please evaluate the applicant in the areas of Academic/Scholarship, Leadership, and Community Service by
circling the appropriate responses on the scale below. Additionally, provide evidence of accomplishments when
applicable.
Very
Good
Good
Evidence of accomplishments for Academic/Scholarship Accomplishments:
Fair
Poor
Very
Poor
Good
Fair
Poor
Very
Poor
Very
Good
Good
Evidence of accomplishments for Community Service Accomplishments:
Fair
Poor
Very
Poor
Print Name of Recommender
Date
Academic/Scholarship Ability
Exceptional Excellent
Very
Good
Evidence of accomplishments for Leadership Accomplishments:
Leadership Ability
Include date of specific activities
Community Service
Include date of specific activities
Signature of Recommender
Exceptional Excellent
Exceptional Excellent
Recommender’s Title/Position
National Council on Family Relations 1201 West River Parkway #200, Mpls, MN 55454 www.ncfr.org 888-781-9331
�
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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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Title
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NCFR Honors Student Recognition Program
Identifier
An unambiguous reference to the resource within a given context
ncfr-honors-student-recognition-program
Date
A point or period of time associated with an event in the lifecycle of the resource
February 24, 2011
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Students and New Professionals News
Fall 2016 Students and New Professionals (SNP) Update
by Megan Haselschwerdt, Ph.D., SNP Program Chair
September 15, 2016
The NCFR Annual Conference in November is going to be a great one for all attendees, but in my
humble opinion, it will be a really great one for Students and New Professionals (SNPs)!
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. We need to look carefully at the ways we hold ourselves
back, and to work to change our environment to make it a more family
friendly place. As family scientists, how can we lead the charge?
Spring 2014 SNP update
by Lyndal Khaw, Students and New Professionals Representative, NCFR
Board
March 28, 2014
As we grow, a major challenge has been in supporting transitions of roles
and responsibilities of SNP leaders.
Meet your Students and New Professionals
representatives
�May 23, 2013
Introducing members of the current SNP Steering Committee, including
their research interests, advice to SNPs and acknowlegement of their
mentors.
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.
SNP engagement: Writing, submitting, reviewing
conference proposals
by Alisha Hardman, CFLE, SNP Representative, EE Section, 20102012
December 20, 2012
These bullet points will walk you through what you need to know about
NCFR conference proposals.
SNP Conference Update
Conference attendance...a great experience for students
May 10, 2012
NCFR Honors GraduatesSpring 2012
April 12, 2012
Katie Davis, Indiana State University, was one of about 40 graduates who
earned NCFR honors recognition this spring. Congratulations to all these
great students for their scholarship and community involvement.
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...here are some great ideas for making the most of the experience
Join NCFR's Student/New Professional Facebook
�Establishing yourself in the family field:
transitioning from student to professional
by Alisha M. Hardman, CFLE, Student/New Professional Representative,
Education & Enrichment Section
August 31, 2011
The transition from student to new professional may be either a gradual
process or an abrupt change. However, beginning the transition from
student to new professional prior to graduation can be extremely beneficial.
Students who begin the transition to professional early display a strong
commitment to the field and may have distinct advantages following
graduation and as they begin searching for a job.
Growing a Social Network That Works for You
By Marissa Stone, M.S., CFLE Family Science Section S/NP
June 29, 2011
We have all heard about the importance of networking since we attended
our first conference. Our professors remind us to, "Network network,
network!" But what exactly is networking, and how do we maintain
connections created after the annual conference has come and gone?
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!
SNP Conference Newsletter
October 25, 2012
SNPs, don't miss these opportunities at the 2012 NCFR Annual Confernce
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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/.
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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.
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Title
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Students and New Professionals News
Identifier
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news-news
Date
A point or period of time associated with an event in the lifecycle of the resource
January 01, 2011
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880aa0cc1621548df9e55aa6b2b768ee
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Text
Establishing yourself in the family field: transitioning
from student to professional
by Alisha M. Hardman, CFLE, Student/New Professional Representative, Education &
Enrichment Section
August 31, 2011
The transition from student to new professional may be either a gradual
process or an abrupt change. However, beginning the transition from
student to new professional prior to graduation can be extremely
beneficial. Students who begin the transition to professional early
display a strong commitment to the field and may have distinct
advantages following graduation and as they begin searching for a job.
There are a number of arenas that family professionals work in,
including research, education, therapy, practice, and policy. Within
those arenas, family professionals specialize in a number of areas as
diverse as the families they serve. There are a variety of strategies that
students may employ to familiarize themselves with the extensive
diversity of careers within the field of family science.
Visit work sites of interest and talk with people in the field you are
exploring or conduct informational interviews about the family field.
Gain internship and/or volunteer experience working with populations of interest to you and with
programs serving families, individuals, and children.
Seek out research experiences (even if you do not think you are interested in conducting research).
Establishing yourself in the family field requires that you develop a sense of your own interests, strengths,
and philosophies regarding working with individuals and families. The above suggestions may be helpful in
identifying what arenas and specializations within the field are most appropriate for you. Also, pay attention
to news, policies, program initiatives, and public opinion so that you can develop your own informed
opinions about issues affecting families and children.
Becoming a member of professional organizations and participating in their activities provides one of the
best pathways professional development. Participation in professional organizations often provides a
variety of opportunities to:
Attend conferences and workshops.
Network, network, network! Take advantage of opportunities to meet professionals in the family field.
Seek out mentors (upper level graduate students, professionals, faculty members).
�Work on public speaking and presentation skills and develop written communication skills.
Accept leadership roles in clubs and professional organizations.
Build your CV and/or résumé (and keep it up to date).
Since NCFR promotes the professional development and socialization of family science professionals, it
provides many opportunities for students and new professionals to communicate with colleagues who have
similar interests. Furthermore, being an active member allows students to become involved in the
profession and network with other students and professionals in the field. Seek out opportunities to be
involved in NCFR and your local state or student affiliate. (Visit www.ncfr.org/affiliates.)
Take advantage of NCFR's many resources (such as the "Careers in Family Science" booklet) and maintain
involvement in NCFR beyond attending the conferences by volunteering to be a conference proposal
reviewer for one of the sections of NCFR or serving on the local arrangements committee when the annual
conference is being held in your city! For additional ways to become more involved or if you are interested
in running for a Student/New Professional (S/NP) Representative position within one of the NCFR sections,
contact your S/NP Representative. (Visit www.ncfr.org/snp.)
State and student affiliate councils provide an opportunity to get involved on the local level. They often host
their own conferences or events and are governed by their own boards. Involvement and leadership roles
within the affiliate councils offer a gateway into leadership opportunities in NCFR. If there is not an affiliate
council in your area or at your university, consider starting one.
Preparing to become a professional is a process, which allows students to become knowledgeable about
the family science field so that they can establish themselves in, advocate for, and contribute to the field.
However, it is important to keep in mind that membership in a professional organization or attendance at
conferences is not enough. Developing yourself into a professional requires intentional effort and
involvement in the field of family science.
References
National Council on Family Relations Careers in Family Science booklet
University of Maryland, Department of Family Studies "Careers in Family Studies: What Can I Do with this
Degree?" handout
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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
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
Establishing yourself in the family field: transitioning from student to professional
Creator
An entity primarily responsible for making the resource
Alisha M. Hardman, CFLE, Student/New Professional Representative, Education & Enrichment Section
Identifier
An unambiguous reference to the resource within a given context
establishing-yourself-family-field-transitioning-student-professional
Date
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August 30, 2011
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Growing a Social Network That Works for You
By Marissa Stone, M.S., CFLE Family Science Section S/NP
June 29, 2011
We have all heard about the importance of networking since we attended our first conference. Our
professors remind us to, "Network network, network!" But what exactly is networking, and how do
we maintain connections created after the annual conference has come and gone?
According to the Online MerriamWebster Dictionary, networking is, "The exchange of information
or services among individuals, groups, or institutions; specifically: the cultivation of productive
relationships for employment or business."
In other words, networking allows us to develop and maintain personal connections with a diverse group of
people in our niche area who may eventually be advantageous to us, our careers, and our futures. Your
social network may include past and present classmates, coworkers, bosses, and friends. It should also
include colleagues from professional associations, alumni from your university, or acquaintances you have
met via conferences or online networking services. Your network may also include family, neighbors, or
anyone else who might have a connection that could potentially lead to a career.
In fact, the old saying, "It's all about who you know," has proven true for most careerseekers, including me,
on many occasions. According to the U.S. Department of Labor, 48% of jobseekers obtain their jobs
through referrals. I can attest that networking has afforded me every job I have ever had, because the best
impression you can make on a potential employer is a wordofmouth referral delivered from those who
know you and your skill set well. When you and your areas of expertise are known in your field and by
those around you, potential employers often choose you for jobs over those who have not invested in the
expansion of their professional social circle. Why? Because they feel like they know you and their
colleagues know you.
But how can networking be maintained once we leave the annual conference and get back to the hustle
and bustle of academia? Enter online social networking. Online social networking enables users to remain
connected across time and space and it miraculously works with anyone's schedule. Using Twitter,
Facebook, LinkedIn, MySpace, Flickr, Tumblr, Delicious, Digg, Skype, Yahoo, etc., we all have the ability to
become gurus of sorts in the world of career networking. No longer do you have to be in the same room
with a member of your niche community to have a meaningful conversation. Now, those facetoface
connections established at conferences can be solidified online if you use the available online social
networking tools to your advantage.
Start with the social networking platform with which you are most comfortable. Twitter, Facebook, and
LinkedIn are some of the most popular among academics. Here are a few steps to get you started:
1. First, research each application, reading tutorials and watching videos to learn how to use it.
2. Next, create an account in each application if you do not currently have one.
�3. Then, develop a profile by adding a picture and a bit of information about your accomplishments,
career goals, and aspirations.
4. Make sure to set your privacy settings so you can maintain a secure network of friends and
colleagues.
5. Next, you want to find people with common interests and follow or friend them. Make sure to connect
with those met at the most recent conferences you have attended.
6. Always take the incentive to connect with others and never feel inferior, even if someone has more
education or experience than you.
7. Be proud of your accomplishments and realize that the transfer of information is a twoway street.
8. You may also consider starting a blog and using an RSS feed so that when you post something new it
is sent to those interested in your work.
9. Make it a habit to spend a few minutes each day posting something of interest (this can be set on
autopilot using RSS feeds) and getting involved in the online conversations.
10. Try to make every connection useful, fun, and informative. People will not maintain contact with those
who only push their own agenda.
11. Remember this is a twoway interaction, similar to connections created at conferences, so do not
forget to interact regularly with others online.
12. Finally, add your social networks to your signature line/business cards for easy access.
Experiment with the various ways to connect with others online. Use the socialnetworking tools set up for
the major conferences you attend (hashtags, Flickr feeds, URLs, etc.) in order to find new people to
connect with online. Once those connections are made, you have the opportunity to participate in
discussions and learn from the people you meet and they from you. This sharing of knowledge is one of
the most important elements of networking because professionals in the field share knowledge about their
experiences that is priceless.
Participate in online chats, realtime conversations, webinars, and Tweetups (real time meetings with other
Tweeps or Twitter users).Start and maintain dialog with others on subjects that interest you. Post comments
on blogs or other sites (always using your social networks in your signature line). Maintain contact with your
network regularly, even if it is just a brief tweet or post to say hi and ask how they are doing. Always
remember to help others when the opportunity arises. If someone needs assistance with a task in your area
of expertise, offer advice if asked and post something about it on your social networking sites so others
learn about your skill set.
Finally, be genuine with your attempts to network in the online arena the same as you are in facetoface
connections and never forget to be grateful. A simple thank you goes a long way with those who help you
and appreciation shown is remembered and often rewarded well. Above all, use online networking as
another means of legitimately getting to know people in your niche field. Many positive results will naturally
follow.
In order to learn more about how we use social media to remain connected, just stop by any of our social
media sites and join us! We have created several places for you to network with the NCFR Student/New
Professionals outside of conferences. First, you can follow us on twitter at @NCFR_SNP
(http://twitter.com/NCFR_SNP). Being a Twitter account holder yields you the opportunity to have "tweets"
sent right to your computer or phone so the information comes directly to you in real time. Similarly, you can
�jump in the conversation taking place on our new NCFR SNPs Facebook page
(http://www.facebook.com/NCFRSNP). We look forward to connecting with you in cyberspace!
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
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
Growing a Social Network That Works for You
Creator
An entity primarily responsible for making the resource
Marissa Stone, M.S., CFLE - Family Science Section S/NP
Identifier
An unambiguous reference to the resource within a given context
growing-social-network-works-you
Date
A point or period of time associated with an event in the lifecycle of the resource
June 29, 2011
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9ced67f0f4d1ea07de7e9bc738495259
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Text
Meet your Students and New Professionals
representatives
May 23, 2013
Without a doubt, NCFR is the professional home to some of the most
accomplished students and new professionals in the field. We want to
highlight these accomplishments and feature the amazing work that our
SNPs are doing. If you’d like to be featured in a future report, please
email Lyndal Khaw, SNP board representative.
To start this series, let us introduce members of the current SNP
Steering Committee, including their research interests, advice to SNPs
and acknowlegement of their mentors.
Lyndal Khaw, SNP Board Representative
Current position: Assistant Professor, Montclair State University
Education: Ph.D. in Human Development and Family Studies,
University of Illinois, 2010
My research: I study intimate partner violence (IPV), specifically on the
process of leaving abusive partners among mothers. When I began my graduate career, I noticed that a lot
of the research focused more on why women stay in abusive relationships rather than why and how they
leave. I was intrigued with understanding women's strengths and survivorship from a feminist perspective.
In my dissertation study, I used qualitative methods to understand the relational and structural changes in
family dynamics and decisionmaking as women engaged in the process of leaving.
Currently, in addition to collaborating with my grad school mentor, I am still analyzing and publishing data
from my dissertation study. My interviews yielded tons of rich contextual data! I am interested to explore the
process of leaving in other samples, such as with immigrant women.
Advice for SNPs: Seek mentors in your department, and seek them early in your graduate or professional
careers. Their advice, support, and insights are so invaluable. My mentor is the amazing Dr. Jennifer
Hardesty, and I honestly do not know if I would have survived grad school without her.
Ronald B. Cox, Jr., SNP Program Representative
Current position: Assistant Professor, Oklahoma State University
Education: Ph.D. in Marriage and Family Therapy, Michigan State University, 2007
My research: My research generally focuses on the prevention of highrisk behaviors among adolescents in
Latino families and specifically on the family and environmental processes that shape behavior and on
�translating this research into effective programs. A secondary but related area is how to strengthen causal
inferences from nonexperimental data. There is a widespread misconception in our field that longitudinal
is equal to causal. However, most studies using longitudinal data sets do not have a randomly assigned
control group, which means that their findings are based on correlations. So, I study variables linked to
Latino adolescent highrisk behaviors and the study designs that will lead to stronger causal inferences in
my findings. I became interested in Latino youth because I spent most of my adult life living in South
America, and in highrisk behaviors in youth because I have observed that family and other environmental
variables are linked to multiple negative outcomes in youth.
I am finishing a project that looks at antecedents to high school dropout rates among minority youth. In this
project we surveyed every child in the 7th grade and are following them through their senior year. Based on
some of our initial findings I am currently writing a grant to test a dropout prevention intervention. We are
also looking at crossover effects. That is, how could that intervention affect other areas such as substance
use and teen pregnancy.
Advice for SNPs: Spend a significant portion of your time systematically investigating a field of study, so
that one of your first publications is a conceptual/theoretical review or a metaanalysis of literature. These
publications are often some of the most cited and will build your career at a faster pace than separate
empirical articles. Find a mentor that is where you want to be in the next 10 years and work with that
person. My current mentor is Joe Grzywacz. Joe is an accomplished researcher with numerous NIH grants,
which is what I aspire to become.
Claire Kimberly, SNP Affiliate Councils Board Representative
Current position: Assistant Professor, University of Southern Mississippi
Education: Ph.D. in Family Sciences, University of Kentucky, 2012
My research: My research interest revolves around family communication. In particular, I enjoy looking at
topics that families either do not typically discuss or have difficulty in communicating their opinions about.
Thus my research has included an array of topics such as family finances, sexuality, marital conflict, and
grieving. My path toward doing research was unusual. I originally planned to be a marriage and family
therapist but realized that this was not a good fit for me. I continued with a master’s degree in family
sciences and had the fortunate opportunity to observe faculty members focused on research at the
University of Kentucky. The thrill of having questions and understanding how to answer them shifted my
focus to research. Before graduating from the University of Kentucky, I was honored with the 2012
Graduate Student of Distinction Award. I have also been fortunate to receive a grant from the Foundation
for the Scientific Study of Sexuality on a project entitled “Understanding Sexual SelfDisclosure.”
I have a handful of projects going on right now. My dissertation analyzing the biopsychosocial
characteristics surrounding marital conflict is currently under review. I am also coauthoring a study
examining sexual selfdisclosure that involves interviewing swingers. Other studies include looking at
virginal expectations of sexuality, influence of viewing pornography, and the impact of father’s presence to
later sexual behaviors.
Advice for SNPs: The best advice I have for students is to take up as many opportunities as you can. Do
not be afraid to ask your professors for research or teaching opportunities. Even projects that I initially
considered to be trivial have really helped me in the long run. If it were not for my mentors at the University
of Kentucky, I would not be where I am today. I particularly benefitted from the research expertise and
mentoring of Drs. Jason Hans and Ron WernerWilson.
Ironically, the advice I have for new professionals is to limit what you do. Personally I find that there is a
constant feeling that what I am doing is not enough. Even though working hard is expected, we should not
forget the value of personal and familial health.
�Sterling Wall, SNP Affiliate Councils Student Affiliate Advisor
Representative
Current position: Professor, University of Wisconsin, Stevens Point
Education: Ph.D. in Human Development and Family Studies, Auburn University, 2003
My research: My research interests originally stemmed from interest in improving marital quality. I was
interested not just in "satisfied" marriages, but "thriving" marriages. Toward that end my early research
focused on gender role attitudes, emotional intelligence, and Gottman's concept of marital friendship. Since
then my research has diverged, especially as I work with students. For example, one student is leading
intervention to Cameroon, Africa, bringing clean water to villages in need. Another studied young adults
whose parents have divorced and their attitudes towards marriage. (Were those young adults jaded against
marriage or inspired to work harder? It was the latter, by the way). But now I find my interests actually
converging, once again, on marital quality. I see an intersection that I would like to explore between the
emotional domain of marriage and male gender role attitudes (especially those that I see standing on the
other side of the road when we travel to Central America on student service learning trips) and the culture
of consumption that emphasizes valuing material things over human relationships.
I've collected data and journals from students over the last few years before, during, and after the service
learning trips I lead to Mexico, Nicaragua, and now to the Lakota Reservation in South Dakota. Their stories
are fascinating, how these experiences impact them personally. I would like to start compiling and telling
their stories to inspire others to make a difference on a global level and to understand fully the personal
benefits that accrue to those who serve.
Advice for SNPs: A tip on surviving grad school, and you just need to understand this: you “want” your
research to be in line with your major professor’s. To assume that your major professor is going to read up
on dozens of articles outside his or her current field of research/interest just to be able to mentor you is a
tall assumption Do not go AWOL. As idealistic and exciting as that sounds, it means one of two things is
going to happen. Either (a) your work will be rubber stamped, since your prof does not have expertise or
interest in your area, or (b) your advisor will shred your work, perhaps so that you feel you are getting your
money’s worth. Just know that going into it and have realistic expectations and maybe it will help to ease
some of the frustration.
At the risk of sounding trite, I am going to say that my favorite mentor has been my students. If I define a
mentor as someone who helps to open my mind to new possibilities, new ways of looking at things, new
approaches, my students have by far been the most influential in challenging, and inspiring, me to look at
all aspects of the world in new ways. May they keep questioning and pushing the edge of the envelope!
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Meet your Students and New Professionals representatives
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May 23, 2013
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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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SNP Conference Newsletter
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October 25, 2012
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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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Students and New Professionals
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SNP engagement: Tips for getting more involved with NCFR
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Cass Dorius, SNP Conference Program Representative, 2011-2012,
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December 20, 2012
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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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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 name given to the resource
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.
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SNP engagement: Writing, submitting, reviewing conference proposals
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Alisha Hardman, CFLE, SNP Representative, EE Section, 2010-2012
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snp-engagement-writing-submitting-reviewing-conference-proposals
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December 20, 2012
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https://archive.ncfr.org/files/original/dc9fddb4a989a2aed47b23ba8bde3e82.pdf
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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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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
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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
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snp-engaging-yourself-ncfr-through-section-membership-and-involvement
Date
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September 30, 2011