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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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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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A name given to the resource
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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 engagement: Writing, submitting, reviewing conference proposals
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Alisha Hardman, CFLE, SNP Representative, EE Section, 2010-2012
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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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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
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An unambiguous reference to the resource within a given context
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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/.
Title
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S/NP: Engaging Yourself in NCFR through Section Membership and Involvement
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Alisha M. Hardman, CFLE, S/NP Representative of the Education & Enrichment Section
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September 30, 2011
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https://archive.ncfr.org/files/original/034be980cfe64183c10bf93e522b6517.pdf
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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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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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A name given to the resource
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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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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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Establishing yourself in the family field: transitioning from student to professional
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Alisha M. Hardman, CFLE, Student/New Professional Representative, Education & Enrichment Section
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August 30, 2011
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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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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
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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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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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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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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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A name given to the resource
Students and New Professionals
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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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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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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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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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A name given to the resource
Students and New Professionals
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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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SNP fall 2014 update: Women in academia
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Jennifer Doty, SNP Representative, Education and Enrichment Section
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September 11, 2014
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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.
Web design by Gorton Studios
�
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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A name given to the resource
Students and New Professionals
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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/.
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
-
https://archive.ncfr.org/files/original/5fbe175c3699ef3d368cb629fa33b309.pdf
ee7141485b1bcb831bcc57689d15fb37
PDF Text
Text
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!
�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.
Web design by Gorton Studios
�
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
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Using technology to stay connected
Creator
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Marissa Stone, SNP Representative, Family Science Section (2011-2012)
Identifier
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using-technology-stay-connected
Date
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April 16, 2013
-
https://archive.ncfr.org/files/original/055a5d63b7b5328e483021a3c9a0e865.pdf
a344c62fb31a6587060ef58331fcb60e
PDF Text
Text
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.
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.
Web design by Gorton Studios
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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
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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
Date
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January 26, 2011
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https://archive.ncfr.org/files/original/da8a14c6828f9bc0c4b0491871f29f1f.pdf
595b66bd868591907e693f27a58b5dbd
PDF Text
Text
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
�
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
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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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2010 Student Affiliates
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2010-student-affiliates
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January 06, 2011