The Self-Evaluation Report for American Home Economics ...

Mississippi State University Mississippi State University

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History of the School of Human Sciences College of Agriculture and Life Sciences

2-1-1988

The Self-Evaluation Report for American Home Economics The Self-Evaluation Report for American Home Economics

Association Accreditation, Volume 3 Association Accreditation, Volume 3

Mississippi State University Department of Home Economics

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THE SELF-EVALUATION REPORT

FOR

AMERICAN HOME ECONOMICS

ASSOCIATION ACCREDIATION

The Department of Home Economics

Volume Ill

Mississippi State University

Mississippi State, Mississippi 39:62

February 1988

I

I

THE SELF-EVALUATION REPORT

FOR

AMERICAN HQME ECONOMICS

ASSOCIATION ACCREDITATION

The Department of Home Econom;cs

February 1988

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TABLE OF CONTENTS

Volume III

Appendix E

Syllabi of Core Courses

Page

HE 1403 Introduction to Gerontology................ 1

HE 1523 Art in Dress............................... 3

HE 1533 Basic Clothing Construction................ 5

HE 1701 Survey of Home Economics................... 9

HE 2 2 0 3 Foods • • • • • • • • • . • . • • • • • • • • . • • • • • • • • • • • • • • • • • 1 6

HE 2233 Meal Management............................ 20

HE 2523 Introductory Textiles...................... 25

HE 2533 Family Clothing............................ 28

HE 2813 Child Development.......................... 31 (

HE 3203 Child Health and Nutrition................. 40

HE 3213 Individual and Family Nutrition............ 42

HE 3463 Environments for Special Needs............. 45

HE 3613 Introduction to Interior Environments...... 48

HE 3623 Space Planning............................. 60

HE 3633 Household Equipment........................ 63

HE 3403/6303 Consumer Economics.................... 68

HE 4313/6313 Management of the Household........... 70

HE 5243/7243 Nutrition Throughout the Life Cycle... 73

HE 5293/7293 Purchasing Food and Equipment for In-stitutions............................ 78

HE 5423/7423 Teaching Home Economics............... 80

HE 5803/7803 The Family: A Transactional Approach.. 85

Appendix F

Field Experience/Internship

Child and Family Development........................ 96

Clothing, Textiles and Merchandising •••••••••••••••• 150

Consumer Economics •••••••••••••••••••••••••••••••••• 164

Foods, Nutrition and Dietetics •••••••••••••••••••••• 169

Horne Economics Education (Materials Furnished by College of Education) ••••••••••••••••••••••••••••••• 176

Horne Economics Extension ••••••••••••••••••••••.••••• 177

Interiors........................................... 218

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APPENDIX E

SYLLABI OF CORE COURSES

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MISSISSIPPI STATE UNIVERSITY COLLEGE OF AGRICULTURE AND HOME ECONOMICS

DEPARTMENT OF HOME ECONOMICS SYLLABUS SPRING 1987

COURSE DESCRIPTION

HE 1403. Introduction to Gerontology. (3) An introduction to the dynamics of the aging process and fields providing assistance to and care of aging persons.

INSTRUCTOR

Elizabeth Stiffler, D.Ed. Associate Professor 129 A Lloyd Ricks

Class: Lloyd Ricks Bldg. 10 Class Hrs.: 9:30- 10:45 Office Hrs.

Phone: 325-7689 32 5-29 50

TEXT Atchley, Robert. Aging: Continuity and Change. Publishing Company, 1987.

OBJECTIVES

Following the course, students will

Belmont, Cal. Wadsworth

1. Delineate the impact of special needs on society, families, and individuals

2. Describe laws affecting special needs persons. 3. Explain economic issues associated with special needs. 4. Outline signs of senescence and potentially handicapping conditions. 5. Describe strategies that families use for coping with special needs. 6. Analyze the suitability of housing, mails, shopping centers and other

buildings for use by special needs persons. 7. Assess management strategies for use with special needs persons. 8. Describe clothing adjustments for special needs. 9. Cite strategies for assisting special needs individuals with meals and

feeding. 10. Be committed to a personal wellness plan. 11. Become more tolerant, cognizant, and emphathetic of special needs of

individuals.

POLICIES AND PROCEDURES

l. Students are expected to attend class and all field trips unless they are excused for medical or personal problems.

2. Make-up exams will be given for excused absences only.

1

COURSE OUTLINE

TOPICS CHAPTERS

Jan. 15 Course Overview

Jan. 20 Pretest 1,2 22 Looking at Aging

27 Senescence 3 29 Senescence

Feb. 3 Personal Aging 4,5 5 Personal Aging 4,5 -

10 Dietary Influences and Longevity 12 Dietary Influences and Longevity

17 Vulnerability 6,7 19 Quiz

( 24 Dealing with Grief and Dying 7 26 Dealing with Grief and Dying

March 3 Relationships 9 '10' 11 5 Relationships

March 9-13 SPRING BREAK

( 17 Barrier Free Design 19 Mike White 12, 13

24 Field Trip 26 Jackson Field Trip

31 Specifications for Special Needs Housing April 2 SNH

7 Presbyterian Manor 9 Quiz

14 Medical Care 16 Medical Costs

21 Clothing 23 Book Reports

28 Book Review 30 Review

FINAL EXAM May 9, 1987 12:00 - 3:00

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COURSE DESCRIPTION


DEPARTMENT OF HOME ECONOMICS SYLLABUS FALL 1987

HE 1523. Art in Dress. (3) Three lectures. Application of principles of art in selection of clothing: physical, cultural, social, esthetic and psychological aspects of dress.

INSTRUCTOR

Gita Ramaswamy Lecturer Office LR 124 Phone: 325-2950

TEXT

Class: 214 Moore Hall Sec. 1: TTH 11:00 - 12:15 214 Mar Hall Sec, 2: TTH 9:30 - 10:45 Office Hours: M 8:00- 10:00

w 3:00 - 5:00 Or by appointment

Kefgen and Touche-Specht . . Individuality in Clothing Selection and Personal Appearance: The Macmillan Co., New York, 4th Edition. 1984.

OBJECTIVES

Upon completion of the course the students will be able to:

1. Analyze social and psychological implications of clothing.

2. Apply principals of design to clothing through effective use of elements of art.

3. Select appropriate attire, taking advantage of the best features of an individual's face and figure.

4. Describe theories on the orgin of dress.

5. Analyze role of the fashion industry on clothing selection.

6. Plan a functional wardrobe!


Lectures will suplement the textbook, suggested activities and reading assignments will also the included.

Evaluations 2 announced tests - 50 pts. each 1 unannounced test - 50 pts. Activities and Assignments - 100 pts. Mid term test - 100 pts. Total- 500 pts.

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Grading Scale 93 - 100 A 86 - 92 B 79 - 85 = c 71 - 78 = D 70 and below =F

OUTLINE

1. First Impressions 1. Clothing Communication 2. Stereliltype 3. Frame of Reference 4. Personality Traits

II. Individuality Through Dress 1. Self-Concept 2. Values and Attitudes 3. Stages of Development

III. Origin of Clothing - Basic Theories

IV. Cultural Difference 1 . Regional 2. Economics 3. Social 4. The Industry

V. The Fashion World 1. Terminology 2. Taste 3. Fashion Leaders 4. The Industry

VI. Clothing Design 1. Structural and Applied 2. Principles of Design

a. Balance b. Proportion c. Emphasis d. Rhythm e. · Unity

3. Elements of Design a. Form-Space-Shape b. Line c. Color-systems, components, psychological values, color

harmonies d. Texture

4. Fabric Design a. Type-geometric, realistic, abstract, stylized b. Arrangement of Motifs c. Selection in Relation to Clothing Design

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DEPARTMENT OF HOME ECONOMICS SYLLABUS, FALL 1987

COURSE DESCRIPTION: HE 1533. BASIC CLOTHING CONSTRUCTION. (3) One lecture. Four hours laboratory. Principles of clothing construction; problems involving fabric selection, use of commercial patterns, basic fitting.

INSTRUCTOR:

Mrs. Patricia Lindig 217 Moore Hall Phone: 325 - 3820

325 - 7704

Class: 202 Moore Hall Class Hours: M-W 8:00- 10 : 30

TTh 12:30 - 2:30

Office Hours: M-W 10:30-11:30 1:00- 2:00

TEXT: Complete Guide to Sewing. Readers Digest Association, Pleasantville, N. y.

OBJECTIVES: 1. Enable . students to develop skill in simple construct ion and

aid in understanding basic principles of good clothing construct ion.

2. Aid in selection and use of commercialpatterns, selection and use of fabrics and findings.

3. Develop skill in use and care of sewing machines and other equipment.

4. Aid students in recognizing and evaluating ready-to-wear construction characteristics which affect quality and cost.

SUPPLIES: 9" cutting shears tape measure hem gauge pins and pin cushion assorted hand needles thimble

ruler(see-thru) seam ripper good thread point turner 6" 3-7" regular zippers white tissue machine needles scotch tape 1 yd cottonlike fabric beeswax (with definite right & wrong) 2 bobbins (may buy in class) marking chalk/or marking pencil

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DEPARTMENT OF HOME ECONOMICS SYLLABUS Fall 1987

COURSE DESCRIPTION: HE 1533. Basic Clothing Construction. (3) One Lecture. Four hours laboratory. Principles of clothing construction; problems involving fabric selection, use of commercial patterns, basic fitting.

INSTRUCTOR:

Mrs. Patricia Lindig 216 Moore Hall Phone: 325-3820

Wed. Aug. 26 Mon. 31 Wed. Sept. 2

Wed. 9

Mon. 14 Wed. 16 Mon. 21 Wed. 23 Mon. 28 Wed. 30

Mon. Oct. 5 Wed. 7 Mon. 12 Wed. 14 Mon. 19 Wed. 21 Mon. 26 Wed. 28 Mon. Nov. 2 Wed. 4 Mon. 9 Wed. 11 Mon. 16 Wed. 18

Mon. 23 Wed. 25 Mon. 30 Wed. Dec. 2

Class Hours: MW 8-10:30 TTh 2:30-5:00

Office Hours: MW 10:30-11:30 1:00-2:00

Other times by appointment

TENTATIVE SCHEDULE Monday and Wednesday

Introduction. Orientation to Lab Orientation to the sewing machine Plan Project I. Terminology. Seams and Finishes. Holiday Ready-to-wear construction

Quiz. Begin project I . Project I Project I Project I Project I Complete Project I. Project will be late after 5:00 p.m. today Performance Quiz Written Quiz Plan Project II Altering Ready-to-wear Dress Construction techniques Project II Project Project Project Project Project Project Project Project

II II II II II II II II

Project late after 5:00 p.m. today will be Correct Project II Correct Project II Final Performance exam Final written exam

IF YOU NEED TO WORK AFTER CLASS HOURS IN ORDER TO COMPLETE YOUR WORK, THE LAB WILL BE OPENED BY APPOINTMENT.

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I

III. Commercial Patterns IV. Fabric

A. Selection and Preparation B. Cutting C. Marking D. Handling V. Interfacing A. Selection B. Application

VI. Construction A. Techniques:

Seams, seam finishes, stay stitching, darts, gathers and tucks, facings, collars, sleeves, cuffs,

fasteners, plackets, waistline treat-ments, fittings, hems, handsewing.

B. Evaluation of Quality Hand sewn Mass produced ready to wear Couture

EVALUATION: Grading Scale: A = 93 - 100; D = 71 - 78;

B 86 - 92; F = 0 - 70

GRADING FOR COURSE: Garments constructed 40% Samples, Pop quizzes 15% Laboratory Activities 15% Major Tests and Final 30%

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c 79 - 85

LABORATORY ACTIVITIES TO INCLUDE:

1. Construction of 2 garments using commercial patterns.

Project I is a pair of pants or shorts with a waistband. Extra details such as tabs, belt loops, and pockets require more time and should be used only by those with some previous experience. Fabric must be washable and woven. (No knits).

Project II is a dress with set-in sleeve, collar, at least 3 buttons/buttonholes in a row. The pattern may have a patch pocket or you may make a sample patch pocket. Extra details such as tabs, cuffs, inset yokes, belts, etc. require extra time and should be chosen by those who have had some previous experience. Fabric should be a woven, washable material (No Knits).

2. Construction of minimum number of samples; 2 types of zippers, pocket, facing, and collar. Seams: pinked and stitched,

edgestitched, flat fell, French, double stitched, corded selvage, serged. Hems: edgestitched, taped, fused, machine blindstitched.

POLICIES AND PROCEDURES :

Unless prevented by circumstances beyond his/her control or absent on the basis of an institutionally approved absence, a student is expected to at tend all classes. Regardless of the cause of absence, student is responsible for material covered or assigned during the absence. Excessive tardiness and absences will result in notification of parents or guardian.

Make-Up Quizzes and Tests: Weekly quizzes and pop tests cannot be made up. MAJOR quizzes must have a doctor's excuse, (for illness at time of test, death in family) or job interview that cannot be changed, or field trips for other classes. All excuses will be subject to verification). The student is responsible for getting all homework assignments from another student and all handouts missed or lost will be copied at student's expense.

The two major projects will have points deducted: 5 points first day, 2 points each schoolday thereafter. Samples will not be accepted if turned in more than 2 lab periods late. Corrections may be made on major projects or samples to improve grade for a period of one week after they are returned.

COURSE OUTLINE: I. Introduction To Clothing Construction

II. Equipment A. Small sewing supplies B. Pressing equipment C. Sewing machine D. Serger

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MISSISSIPPI STATE UNIVERRSITY COLLEGE OF AGRICULTURE AND HOME ECONOMICS

SYLLABUS, SPRING 1987

COURSE DESCRIPTION:

HE 1701. SURVEY OF HOME ECONOMICS. (1) One lecture. Introduction to the Field of Home Economics through a study of its history and the variety of professional careers available.

INSTRUCTOR:

Elizabeth Stiffler, D.Ed. Associate Professor 129 A Lloyd Ricks Phone: 325~7689

325-2950

TEXT:

Class: LR 10 Class Hours:

Sec. 1: M 12-12:50 Sec. 2: W 12-12:50 Sec. 3: F 12-12:50 Office Hours: MWF 9-11 TTH 11-12

Kendall; Elizabeth, Sproles, George. Professional Development in Home Economics. New York: McMillan Publishing Company. 1987.

OBJECTIVES:

The student will: --Have an increased awareness of the field of home economics and its

unique contribution to soci~ty. --Evaluate personal skills, interests and abilities as related to

future employment. --Identify career options, professional organizations, and career

ladders related to career options in home economics. --Begin the development of a professional philosophy, role, and

network.

EVALUATION:

Grading: Magazine Articles Quizzes, Attendance, and Participation Mid-Term Final

COURSE OUTLINE:

Friday Section 3

30i.

20i. 2'>i. 2'>i.

Aug. Sept.

26 4

11 18

Introduction and Course Overview Getting A's at MSU Welcome to Horne Economics at MSU You as a Professional

9

Chapter 1 Chapter 2,11

FORMAT FOR MAGAZINE ASSIGNMENT

Name:

Author:

Article title:

Magazine:

Date:

Pages:

Article summary:

Personal comments:

Two magazine articles are to be reviewed. One article is to be from the Journal of Home Economics and the second article is to be from a professional journal in your area of specialization. The reviews are to be typed to be 2 pages in length minimum and are to exemplify your best professional skills. The articles reviewed are to have been published within the last three years.

Dates Due:

Sept. *18 an article about careers in home economics.

Oct. * 2 an article citing the history of home economics.

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Friday Section 3

Date Topics Readings

Aug. 28 Course Overview Sept. 4 Getting A's at MSU Sept. 11 Welcome to Home Economics at MSU Chapter 10

Sept. 18 An Overview of Home Economics Chapter 7

Sept. 25 Societal Issues and Our Profession Chapter 6,11,12

Oct. 2 History of Home Economics Chapter 13 9 Midterm 16 Careers in Home Economic:s CD & CTM Chapter 8 23 FN & ID Chapter 8 30 CES Chapter 8

Nov. 6 Focus on You Chapter 1. 2. 3 13 Assertiveness Chapter 9 20 Managing Career & Family Chapter 4,5

Dec. 4 Final

TEXT: Helfin, Ruth; Pence Karen; Miller, Mary; and Weber, Joe. Careers for Professionals: New Perspectives in Home Economics. Dubuque, Iowa: Kendall/Hunt, 1984.

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COURSE OUTLINE:

Wednesday Section 2

Aug. 26 Course Overview Sept. 4 Getting A's at MSU

ll Welcome to Home Economics at MSU Chapter 10 18 An Overview of Home Economics Chapter 7 25 Societal Issues and Our Profession Chapter 6,11,12

Oct. 2 History of Home Economics Chapter 13 9 Midterm 16 Careers in Home Economics CD & CTM Chapter 8 23 FN & ID Chapter 8 30 CES Chapter 8

Nov. 6 Focus on You Chapter 1,2,3 13 Assertiveness Chapter 9 16 Managing Career & Family Chapter 4,5

Dec. 4 Final

TEXT: Helfin, Ruth; Pence Karen; Miller, Mary; and Weber, Joe . Careers for : Professionals: New Perspectives in Home Economics. Dubuque, Iowa: Kendall/Hunt, 1984.

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COURSE OUTLINE:

Monday Section 1

Aug. 31 Course Overview Sept. 14 Welcome to Home Economics at MSU Chapter 10

21 An Overview of Home Economics Chapter 7 28 Societal Issues and Our Profession Chapters 6,11,12

Oct. 5 History of Home Economics Chapters 13 12 Mid-Term 19 Careers in Home Economics CD & CTM Chapter 8 26 FN & ID Chapter 8

Nov. 2 CES Chapter 8 9 Focus on You Chapter 1 '2 '3

16 Assertiveness Chapter 9 23 Managing Career & Family Chapter 4,5

Nov. 30 Final

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POLICIES AND PROCEDURES (Continued):

VI. Late Projects: A deduction of 5 points - first day overdue. A deduction of 2 points - for each day thereafter

(Weekend counts as one day). Allowances will be made for illness or death in family.

(Will be verified)

LEARNING OPPORTUNITIES (CAREER AND SELF-HELP BOOKS:

1. Blanchard, Kenneth & Johns~n Spencer. The One-Minute Manager. 2. Bolles, Richard. The Three Boxes of Life. 3. Campbell, David. If You Don't Know Where You Are Going You'll

Wind-up Somewhere Else. 4. Carnegie, Dale. How to Win Friends and Influence People. 5. Clark, Dan. Getting High, How to Really Do It. 6. Cousens, Norman. The Healing Heart. 7. Dowl1ng, Colette. The Cinderella Complex. 8. Dyer, Wayne. Your Erroneous Zones. 9. Gardner, John. Self-Renewal.

10. Harris, Sidney. I'm Ok, You're OK. 11. Jampolsky, Gerald. Love is Letting Go of Fear. 12. · Kassorla, Irene. Go For It. 13. Lair, Jess. I Ain't Much, Baby, But I'm All I've Got. 14. Lazarus, Arnold and Fay, Allen. I Can, If I Want To. 15 . Lindgren, Henry Clay. How to Live With Yourself and Like It. 16. McGinnis, Alan. The Friendship Factor. 17 . Newman, Mildred and Berkowitz, Bernard. How to Be Your Own Best

Friend. 18. Olson, Ken. The Art of Hanging Loose in An Uptight World. 19. Peck, Scott. The Road Less Traveled. 20. Peale, Norman Vincent. The Positive Principle Today. 21. Peters, Thomas and Waterman, Robert. In Search of Excellence.

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COURSE OUTLINE (Con inued):

25 The Career Market of Tommorrow Chapter 3

Oct. 2 History of Home Economic:s Chapter 19,20 9 Mid-Term

16 Assessing Your Professional Self Chapter 10,11,12

23 Child Development and Foods & Nutrition Chapter 4,5,8

30 Clothing, Textiles and Merchandising and Interior Design Chapter 6

Nov. 6 Consumer Education and Services Chapter 7,9 13 Assertiveness Chapter 17 20 Managing Career and Family Chapter 18

Dec. 4 Final

POLICIES AND PROCEDURES:

I. Grades: A - 90 - 100 B - 80 - 89 c - 70 - 79 D - 60 - 69 F - 59 Below

II. Make up Quizes and Homework: Exams must have a doctor's excuse, (for illness at the time of the test), death in family, or job interview that cannot be changed, or field trips for other classes. All excuses will be subject to verification.

Any and all assignments student is responsible another student and all student's expense.

III. Attendance:

will not be accepted after one week. The for getting all homework assignments from handouts missed or lost will be copied at

Excessive tardiness and absences will result in notification of parents, guardian, or husband & wife.

IV. Written Work: All written assignments should be grammatically correct. References will be checked for authenticity and should be written in an accepted form. Standard size paper is required (no legal, small note, or spiral notebook paper.) Papers are to be typed.

V. Class Behavior: No food, drink, or class participation and grade.

smoking is allowed at anytime. Attitudes and are the intangibles that influence your learning

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COURSE DESCRIPTION:

HE 2203. Foods. (3) One Lecture. Four hours laboratory. Foods and the principles underlying preparation of food standard quality.

A study of products of

INSTRUCTOR:

Mrs. Carolyn Malone Class: 104 Moore Hall 105 Moore Hall Class Hrs.: TTh 8- 9:50 (lab) sec. 2 Phone: ( 0) 325 - 3820 TTH 11-12:'>0 (lab) sec. 3

(w) 32 5 - 7702 T 2- 2:50 (lee) sec. 1 Office Hrs.: M 9:00 - 10:00 a.m.

(h) 323 - 6060 T 10:00 - 11:00 a.m. w 9:00 - 10:00 a.m. TH 10:00 - 11:00 a.m. F 9:00 - 10:00 a.m.

Other hours upon request and by appointment only.

TEXT:

McWilliams. Food Fundamentals. 4th Edition. New York, New York. John Wiley and Sons. 1985.

Required Laboratory Manual: McWilliams, Margaret. Illustrated Guide to .Food Preparation. 5th Edition. Plycon Press. 1986.

OBJECTIVES:

This course is designed to help the student:

1. Identify all food items discussed in lecture and laboratory by sensory methods (taste, feel or textures and smell), and by visual observation (color, size and shape).

2. To associate appropriate and various preparation methods with food items discussed in lab and lecture.

3. To promote methods of purchasing, preparation and storage which will optimize nutrient content of food.


Laboratory Equipment Required: (1) Lab Coat or Full Covering Apron, White Color Preferred. (2) Hair net must be obtained from me.

Food Reimbursement Fee: $25.00 per student to be paid during first two weeks of semester, pay to me; make checks payable to Department of Home Economics. This fee covers cost of food consumed.

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POLICIES AND PROCEDURES (Continued):

Handout Packet Fee: $2.75 per student to be paid by second class of semester; pay to me; make checks payable to Department of Home Economics . This covers the cost of the packet, POLICIES AND PROCEDURES (Continued):

Attendance: You are expected to attend all classes meeting. A roll will be monitored in lectures and labs: a lecture is considered a meeting, and a lab is considered a meeting. MSU requires that I inform the Dean of Students if you have been absent from class 3 consecutive meetings regardless of the reason for the absence, As a courtesy to me and your fellow classmates, please allow me as much time as possible to plan for your absences since adjustments have to be made in lab assignments and food is always purchased prior to class, and schedules must always be adjusted to your absence. Non-excused absences wi 11 mean a ZERO in a lab. Excused absences are: Official school trips (advance notice to me of intent to be absent with note listing you . a trip member), death in family and · illness with excuse from doctor or infirmary.

EVALUATION:

Grading system: (1) Tests - 5 One hour tests ( 100 points each). (2) Laboratory - labs graded by written assignment. There are 16 graded labs and each will be worth 25 points each. Questions on written lab sheets will cover general information about food being cooked (such as storage, purchase forms and preparation observations about the cooking techniques and critiques of the food prepared that day), lecture information, text book assignments and laboratory performance (sanitary practices, general preparation, etc,), Late assignments will be penalized points as follows: After one class -5. After two classes -10. After thre e classes ·-15. After four classes -20. Five classes not accepted - a ZERO, regard less of an excuse. MAKE UP TEST WILL BE GIVEN FOR VALID WRITTEN EXCUSE ONLY.

Final Grade will be determined by dividing individual points earned by total points possible to determine grade percentage. Letter grades will be assigned on the following basis:

A= 92-100, B 83-91, C = 74-82, D = 65-73, F =below 65

TOPICS COVERED: Equipment and Measurement. Introduction to Nutrition. Introduction to Cooking Basics. Consumer Protection. Beverages. Seasonings. Vegetables. Fruits, Salads and Salad Dressings. Milk and Cheese. Meat, Poultry and Fish. Eggs. Cereal and Starches. Leavening Agents. Basic Batters and Doughs. Breads. Cakes, Cookies and Pastries, Crystallization.

17

Fall 1987

Tentative Schedule

Aug. 27 Sept. l

1 3 7

8 8

10 15 15 17 22

22

24 29 29

Oct. l 6 6 8 l3 l3 15 20 20

22 27 27 29

Nov. 3 3 5 10

10 12 17 17

19

TH T

T Th M T T Th T T Th T

T

Th T T Th T T Th T T Th T T

Th T T Th T T Th T

T Th T T

Th 24 T 24 T 26 & 27

Dec. 1 T 1 T

3 Th

LAB LAB

LEC LAB

LAB LEC LAB LAB LEC LAB LAB

LEC

LAB LAB LEC LAB LAB LEC LAB LAB LEC LAB LAB LEC

LAB LAB LEC LAB LAB LEC LAB LAB

LEC LAB LAB LEC

LAB LAB LEC

LAB LEC

LAB

HE 2203 Foods Carolyn Malone, Instructor

Introduction The Language of Cooking: Pre-Cooking Equipment and Measurement Introduction to Nutrition Introduction to Cooking Basics MSU Holiday (Labor Day) Consumer Protection Beverag.es B~verages (End of Material Seasoning Demonstration Vegetables

for Exam I)

Vegetables The Language of Cooking: Surface Cooking and

Oven Cooking include seasonings and EXAM I (Does not

vegetables) Fruits (Lecture) Fruits (End of Material f.or Exam Meat Demonstration (Pork) Meat, Poultry and Fish (Lecture) Meats EXAM II (Does not include meats) Milk and Cheese (Lecture) Tour of Cheese Factory Salads and Salad Dressings Milk and Cheese

II)

The Language of Cooking: Broiling and Grilling The Language of Cooking: Sma 11 App 1 iance Cooking Salads and Salad Dressings Eggs (Lecture) EXAM III (Does not include Eggs) Eggs Starches and Cereals (Lecture) Meat Demonstration (Beef) Starch and Cereal Cookery Leavening Ag~nts (Lecture) Basic Batters and Doughs (Lecture) Breads Breads Cakes, Cookies, and Pastries EXAM IV (Does not include leavening agents, basic batters and doughs, breads, cakes, cookies and pastries) Cakes Pies Crys ta lli za t ion MSU Holidays (Thanksgiving) Candy Microwave Cooking Review for Exam V EXAM V

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HE 2203 FOODS Fall 1987 C. Malone, Instructor

*Lecture and laboratory materials to be covered on each exam:

Exam I Equipment and Measurement ..•.....•• Text, Chapter 1, Handout Lab, Chapter l

Sept. 22, 1987 Introduction to Nutrition •..•...•.• Text, Chapter 18, Handout Introduction to Cooking Basics .•... Handout Consumer Protection .•••.••..•...••. Text, Chapter 17, Handout Beverages ••••••••••.............••• Text, Chapter 15

Lab, Chapter 13

Exam II Seasonings •.•••••••••••••••.•....•. Handout Vegetables ••••••••••••••••.....•••. Text, Chapter 2

Lab, Chapter 2

Oct. 6, 1987 Fruits ••••••••••••••.•........••.•• Text, Chapter 3 Lab, Chapter 3

Exam III Salads and Salad Dressings ......... Text, Chapter 4 Lab, Chapter 4

Oct. 27, 1987 Milk and Cheese ••••••••..•.••..•.•. Text, Chapter 8 Tour

Exam IV

Nov. 17, 1987

Exam V Dec. 3, 1987

Lab, Chapter 6 Meat, Poultry and Fish ..•.•.•.•.••• Text, Chapter 9

Demonstration Lab, Chapter 7

Eggs ...........•.... , ....... . ...... Text, Chapter 10 Lab, Chapter 8

Cereal and Starches •.•.....•....... Text, Chapter 7 Lab, Chapter ')

Leavening Agents ••.•.•. ~···········Text, Chapter 11 Basic Batters and Doughs ........... Text, Chapter 12 Breads ••.•••••••••••••............. Text, Chapter 13 Cakes, Cookies & Pastries .......... Text, Chapter 14

Lab, Chapter 10 & 11

Crystallization ••.••••............. Text, Chapter 6 Lab, Chapter 12

*Each student is responsible for the materials in the textbook, laboratory manual and handouts.

*

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COURSE DESCRIPTION:

HE 2233. Meal Management. (3) One-1 hour lecture: two-2 hour laboratories. Planning, preparing, and serving meals; emphasis on management of time, energy, and money in relation to feeding the family.

INSTRUCTOR:

Mrs. Carolyn Malone Class: 104 Moore Hall 105 Moore Hall F 10:00 - 10:50 Phone: (0) 325-3820 Sec. 2 Lab MW 10:00 - 11:50 a.m.

(w) 325-7702 Sec. 3 Lab MW 12:00 - 1:50 p.m. (w) 325-6060 Office Hours: M 9:00 - 10:00 a.m.

T 10:00 - 11:00 a.m. w 9:00 - 10:00 a.m. Th 10:00 - 11:00 a.m. F 9:00 - 10:00 a.m.

TEXT:

Kinder, Green and Harris, Meal Management, 6th Edition. MacMillan Publishing Company, New York. 1984.

OBJECTIVES:

1. Understand and appreciate the social, economics, and psychological aspects of food in our society.

2. Gain a working knowledge, through the laboratory experiences, of the importance of time, energy, and money management in family meal preparation.

3. Develop a skill in planning nutritionally adequate, attract! ve, and appealing menus according to accepted menu planning principles.

4. Gain a more complete understanding of the influences of budget, time available, and the wants, likes, and needs of family members on menu planning.

5. Be introduced to various types of menu planning occasions as well as other social functions.

6. To differentiate styles of meal service and table appointments appropriate for each style.

7. To gain knowledge of the selection criteria for purchasing the various food commodities and to use these criteria when purchasing foods for the laboratory use.

8. To encourage students to use appropriate, and attractive table settings and centerpieces.

20

TOPICS COVERED:

Meal Management. Meal Planning Principles. Planning Nutritional Meals. Spending Patterns for Family Meals. Efficient Use of Time. Purchasing Foods. Nutritional Labeling. Food laws and Consumer Protection. Storage of Foods After Purchasing. Etiquette of the Table. Planning Teas, Receptions and Other Occasions with Light Refreshments. Cooking with Leftovers.

JUSTIFICATION:

In today's society, time, energy, and money are resources which can be very limited at times. It is the purpose of this course to introduce the students to ways these resources can be used most efficiently in preparing attractive and nutritionally adequate family meals. Through the laboratory experience, the student develops skill in planning for and managing the preparation of family meals, using time, energy, and money in the most efficient manner.


Attendance: You are expected to attend all classes meeting. A roll will be monitored in lectures and labs; a lecture is considered a meeting, and a lab is considered a meeting. MSU requires that I inform the Dean of Students if you have been absent from class 3 consecutive meetings regardless of the reason for the absence. As a courtesy to me and your fellow classmates, please allow me as much time as possible to plan for your absences since adjustments have to be made in lab assignments and food is always purchased prior to class, and schedules must always be adjusted to your absence. Non excused absences will mean a zero in a lab. Excused absences are: Official School trips: (advance notice to me of intent to be absent with note listing you a trip member), death in family and illness with excuse from doctor or infirmary. Laboratory Attire: Every student will be required to wear a clean lab coat or full covering apron, white color preferred. A regulation hair net must be obtained from me. (Please label lab coat with your name and hang in back of food lab.) Please wash hands before starting to work in the laboratory. Food Reimbursement Fee: Each student will be assessed $25 for food cost and is due by the second class period, pay to me; make checks payable to Department of Home Economics. Handout Packet Fee: $3.50 per student to be paid by second class of semester; pay to me; make checks payable to Department of Home Economics. This covers the cost of the packet.

EVALUATION:

Grades for the course will be based on the following: 1. Test (3) 2. Laboratory Meals 3. Assignments

(a) comparative shopping (b) menu planning (c) miscellaneous

21

(

EVALUATION (Continued):

The final grade will be determined by dividing individual by total points possible to determine grade percentages. will be assigned on the following basis: A= 92-100, B = 83-91, C = 74-82, D = 65-73, F = 0-64

REFERENCE LIST:

points earned Letter grades

1. Handbook of Food Preparation, 8th Edition. American Home Economics Association, Washington, D.C. 1980,

2. Holmberg, Meal Management Today, Waveland Press, Inc. Prospect Heights, Illinois. 1985.

3. McWilliams, Fundamentals of Meal Management, Plycon Press, Fullerton, California, 1978,

4. News - United States Department of Agriculture.

22

(

I

/

HE 2233 MEAL MANAGEMENT

Textbook: Meal Management, Kinder, Green & Harris

TENTATIVE COURSE OUTLINE

Malone Fall 1987

Reading Date Assignment

Aug. 26 - .w Introduction & Orientation to Meal Management

Aug. 28 - F 31 - M

Sept" 2 - W

Meal Management Defined Meal Planning - Food Groups and Principles (Meal Management Goals: Good Nutrition and Pleasurable Eating

Meal Planning - continued, Planning the Actual Menu and Format for Menus

4 - F The Market Place & You

Oct.

7 - ~1

9 - w

11 - F 14 - M 16 - w

18 - F

21 - M

23 - w

25 - F 28 - M 30 - w

2 - F 5 - M 7 - w 9 - F

12 - ~1

14 - w

Food Laws & Consumer Protection MSU Holiday (Labor Day) Nutritional Labeling Unit Pricing & Open Date Labeling

Plan a Day's Menu & Evaluate Purchasing Meal Management Goal: Planned Spending Meal Management Goal: Controlled Use of Time The Language of Cooking: Pre-Cooking The Language of Cooking: Surface Cooking & Oven Cooking Storage of Foods After Purchasing Styles of Meal Service Setting the Table Table Decorations Review for Exam I

Exam I Plan for Practice Meal Plan for Practice Meal - Continued Waiting on the Table Preparation for Practice Meal Practice Meal

23

Chapter 1

Chapters 5 & 8

Appendix A

Chapters 3 & 9

Pp. 84-87 & 153-154

Chapters 9 & 16

Chapter 6

Chapter 7

Chapter 17

Chapter 18 & Pp. 376-377,419

Chapter 20

I

HE 2283 Meal Management Tentative Course Outline Continued:

Oct. 16 - F 19 - H

21 - w

23 - F

26 - M 28 - w 30 - F

Nov. 2 - M 4 - w 6 - F 9 - H

11 - w 13 - F

16 - M 18 - w 20 - F

23 - M 25 - w 26 - 27 30 - M

Dec. 2 - W '+ - F

Etiquette of the Table The Language of Cooking: Broiling & Grilling The Language of Cooking: Small Appliance Cooking Teas, Receptions, & Other Occasions with Light Refreshments Preparation Meal - Breakfast Low Cost Managing Buffet Meals Creatively with Leftovers & Convenience Foods Review for Exam II Preparation Meal-Breakfast - Low Cost Exam II Preparation Meal - Lunch - Moderate Cost Table Appointments Table Appointment Assignment Preparation Meal ~ Lunch - Moderate Cost Presentation of Table Appointment Assignment Preparation Meal - Dinner - Liberal Cost MSU Holidays (Thanksgiving) Preparation Meal - Dinner - Liberal Cost Exam III

24

Chapter 21

Cha·pter · 22

Chapter 19



COURSE DESCRIPTION: HE 2523. Introductory Textiles. (3) Two lectures. Two hours laboratory. A basic study of fibers, fabrics, and factors influencing selection, appearance, care and serviceability of clothing and household textiles.

INSTRUCTOR: Dr. Caroline Hill Associate Professor

Class: Office

215 Hrs:

Moore Hall TWTHF 8:30- 9:30

109 Moore - Ph: 325-3820 Class Hrs: MW 11 : 00-11 : 50 Lab: M 1:00- 2:50

Two labs taught by: (Mrs. Ramaswamy) Lab: w 1:00- :2:50 Mrs. Gita Ramaswamy Office: 129 Lloyd Ricks Phone: 3:25-2950/7696

(Mrs. Mrs.

Ramaswamy) Lab: Ramaswamy - Office

M 3:00- 4:50 Hrs.: M 8:00-11:00 w 3:00- 5:00

TEXT: Joseph, Marparn Introductory Textile Science 5th Ed. 1986.

OBJECTIVES: To develop better consumers of textile products by developing and applying an understanding of the interrelationships of fibers, yarns, fabric construction, fabric finishes and color applications for end use performance.

POLICIES AND PROCEDURES: I. Attendance: Excessive tardiness and absences will result in

notification of parents, guardian, or husband/wife. Excessive tardiness and /or absences are not accepted on the job and will not look good on any recommendation.

II. Absences: Work missed in lab must be made up as soon as possible. A research paper may be submitted at the instructors discretion, if deemed necessary by the instructor, in the place of a missed lab.

III. Late Projects -Major and Paper: 5 points - first day overdue. 2 points - for each day thereafter (weekend counts as one day). Allowances made for illness or death in family (will be verified).

IV. Make-Up Quizzes, Tests, and Homework: Weekly quizzes and pop tests cannot be made up. Major quizzes must have a doctor's excuse, (for illness at the time of test) death in family, or job interview that cannot be changed, or field trips for other classes. All excuses will be subject to verification. A comprehensive quiz will be given at the instructors convenience only one will be given near the end of the semester. Any and all homework, samples, etc~ will not be accepted after one week. The student is responsible for getting all homework assignments from another student and all handouts missed or lost will be copied at students expense.

25

V. Supplies: Students will be expected to have all materials and supplies necessary for course work. Continued absence of supplies or materials will result in the recommendation that the student drop the course.

VI. Equipment: When equipment is broken, please notify instructor. We realize that accidents happen but no class functions well without operational equipment. When equipment is broken due to carelessness, restitution will be necessary by the student;

VII. Criteria for Written Work: All written work should be correct regarding the following. Failure to comply will result in a reduct ion of grades. ( 1) Grammar: spelling, pun.ctuat ion, sentence structure; (2) References: authenticity, usage of accepted form; (3)Legibility; (4) Standard size paper, no legal, small note or spiral notebook paper permitted; (5) Major papers typed on typing paper . Any paper hand written or printed will be reduced one letter grade . Other papers handwritten must be legible or will be reduced one letter grade. Grammatical errors will result in a lowering of the grade.

VIII. Class Behavior: Courtesy dictates that only one student talk at a time. Attitudes and class participation are the intangibles that influence your learning and grade. Clock watching is not an accepted past-time. You are in a people profession therefore, get to know your classmates. Fill out names and phone numbers so that you can communicate if necessary for class notes.

EVAlUATION: Grading : A= 93-100; B = 86-92; C 79-85; D 71-78; F

Three Tests @ 12 Lab Final

OUTLINE :

August 26 - Sept.

(

Sept. 21

Sept. 23 - Oct.

Oct. 14

16

12

20% 20%

60% 20% 20%

100%

Fiber Theory and Classification Textile Fibers Natural Protein Natural Cellulose

Test - Chapter 1-7

Textile Fibers Man-made cellulose Thermoplastics Elastomenics Mineral Other fibers

Test - Chapter 18-16

26

00- 70

Oct. 19 (Mid-Term Grade Due)

Oct. 19 - Nov. ll Yarns Fabric Constructions

Weaves Knits Non-Wovens Others

Nov. 16 Test - Chapter 17-25

Nov. 18 - Dec. 2 Finishes Color Application

Dec .. ·u Final 12:00- 3:00

!

27

MISSISSIPPI STATE UNIVERSITYCOLLEGE OF AGRICULTURE AND HOME ECONOMICS


COURSE DESCRIPTION:

HE 2533. Family Clothing•· (3) Three lectures. Selection, care, storage of clothing; budgeting of wardrobes and accessories for all family members.

INSTRUCTOR:

Mrs .. Shirley Kitzman Lecturer 216 Moore Hall

TEXT:

No text required~

OBJECTIVES

Class : 214 Moore Hall Class Hrs. TTH 9:30-11:00 Office Hrs. W 10:00- 12:00 Other hours by appointment

1. To enable students to understand and evaluate · appropriate clothing for men, women and children

2. To enable students to recognize and differentiate 3. To create an awareness of legislation affecting life satisfaction of

clothing. 4. To explore clothing choices for special needs


Unless prevented by circumstance beyond his/her control or absent on the basis of an institutionally approved absence, a student is expected to at tend all classes ·. Regardless of the cause of absence, the student is responsible for material covered or assigned during the absence. Excessive absences will result in notification of parents or guardian.

Make-up Quizzes and Tests: Weekly quizzes and pop tests cannot be made up. MAJOR quizzes must have a doctor's excuse for illness at time of test. Job interviews that cannot be changed, or field trips for other classes must be approved before the day of the quiz.

The student is responsible for getting all homework assignments from another student and all handouts missed or lost will be copied at student's expense.

28

EVALUATION

Pop Quizzes, class participation Wardrobe project Comparative Shopping report Paper 4 Quizzes Final

Grading Scale

A 93 - 100 B 86 - 92 c 79 - 85 D 70 - 78

Wardrobe Project (100 Points)

100 points 100 points

50 points 200 points 400 points 150 points

In depth, wardrobe plan for a man, woman, or child covering the 4 seasons~ Typed. Chart form okay ~

Comparative Shopping Report (50 Points) Price, Quality, and availability of at least 5 garment types in the 4 different types of stores (specialty, discount, department & chain) in Starkville. Written paper -no more than 2 pages (chart will be okay).

Paper (200 Points) In depth research paper on one of the following topics:

Fabrics & Finishes Safety Health Legislation Clothing for Special Needs

Minimum length: 8 typed pages Minimum number of sources: 5 Topic must be approved by instructor before paper is begun.

TENTATIVE CLASS SCHEDULE

Jan. 12 Introduction to Course 14 Social/Psychological Aspects of Clothing 19 Social/Psychological Aspects of Clothing 21 Wardrobe Planning - Women 26 Wardrobe Planning - Women 28 Wardrobe Planning- · Men

Feb. 2 Wardrobe Planning - Children 4 Quiz Ill 9 Fibers

11 Fabrics 16 Finishes 18 Care & Maintenance of Clothing 23 Quiz 112 25 Field Trip

29

(

March 1 3 8

10 22 24 29 31

April 5

May

7 12 14 19 21 26 28

3 5 9

Buymanship Methods of Purchasing

· Speaker Safety/Health Legislation Safety/Health Legislation Quiz t/3 Consumer Rights & Responsibilities Consumer Rights & Responsibilities

Public Policy Speaker Clothing for Special Needs Clothing for Special Needs Quiz t/4 Comparative Shopping Future Trends Presentation of Papers

Review Reading Day Final Exam 8:00 - 11:00

30


HOME ECONOMICS DEPARTMENT SYLLABUS FALL 1987

COURSE DESCRIPTION: HE 2813. CHILD DEVELOPMENT. (3) (Prerequisite: PSY 1013). Two lectures. Two hours laboratory. Developmental characteristics of children with emphasis on the early years; implications for care and guidance. Observation and participation in the Child Development Center.

INSTRUCTOR: Katherine Ann Stooksbury Office 227-B Lloyd Ricks Building Office Hrs.: MW 2-3 TTH 2-4

Phone: 325-7686/2950

Class: Room 2 Lloyd Ricks Class Hrs.: MW 9:00 10:00 TTH 9:30 10:20

TEXT: Helms, Donald and Jeffery Turner: Exploring Child Behavior. Brooks/Cole Publishing Company; California 1986.

COURSE OBJECTIVES: To 'help the student to gain basic knowledge and understanding of the development of young children. Lectures, readings, and discussion will focus upon basic principles of growth, maturation and learning. Much of what we know about child development comes from systematic observation of children and from empirical studies. Each student will be expected to do guided observations and participation in the Centers' for the Study of Young Children. (19 and 25 President Circle).

INSTRUCTIONAL OBJECTIVES: Upon completion of this course, the student will: --have gained knowledge of the basic concepts and principles of growth

and development of young children.

--show awareness of the physical, intellectual, emotional and logical characteristics of children in their various stages of development.

--develop some understanding of how young children think and behave which will serve as a foundation for interacting with young children to facilitate their development.

--gain .skill in applying some of the major child development theories to early childhood education.

--discuss variables contributing to individual differences in the development of the 18 month old child through age 4.

--after participation in the Child Development Center, the student will have some knowledge of the interpersonal environment of programs for young children including common role descriptions and role relations, interactional patterns and methods of analysis.

31

INSTRUCTIONAL OBJECTIVES (Continued):

--the student will have an opportunity for self-assessment of his/her skills and interests in areas related to the direct contact with young children.

--gain some knowledge of the professional and technical discipline of Child Developmentand its fundamental professional concern for ethics in working with children and families.

--the student will be given an opportunity to develop a personal philosophy of child rearing.

--objectively observe, record, interpret and categorize observed behavior of a selected group of children.

--acquire the knowledge needed to use appropriate terminology relating to the field of Child Development.

FORMAL REQUIREMENTS:

Students are encouraged to take part in significant and active participation in class discussion. Much of the learning experiences are dependent on exchange of knowledge based on readings, creative thinking and experiences coming from all class members. Each individual should feel a responsibility to himself and to the group for contributing to this process.

1. ONE test will be given prior to the mid-term and ONE test will be given prior to the final examination. Test one and test two will be worth 175 points each.

2. A mid-term examination directed at assessing your understanding and integration of the material covered the first half of the term. The mid-term is valued at 200 points. This lectures, class discussion, required presentations.

exam wi 11 cover readings, and

class film

3. The final examination will cover the major topics AFTER the mid-term. However, the examination will be comprehensive in the sense of mastery of basic concepts and principles noted throughout the course. The final examination is valued at 300 points. A study guide will be given prior to the final.

4. Completion of 25 hours of participation in the Child Development Center. Directions for the assignments will be explained in class prior to your observation and participation time. Two points will be given for each laboratory hour. Possible 50 points.

5. Students are responsible for a Developmental Case Study of one child during the term. An outline for the case study will be given each student the first week of class. Case study due by the end of the day, December 4. (Possible points).

6. Quiz over outside reading: Dibs: In Search of Self by Virginia Axline. Date of quiz: December 2, (SOpoints).

32

COURSE OUTLINE:

Monday - Wednesday

Course Expectations and Requirements

Aug. 26

Aug. 31

Sept. 2

Sept. 7-9

Sept, 14

Sept. 16

Sept. 21

23

Sept. 28 Sept. 30

Oct. 5

7

Course Introduction Course Expectations and Requirements

Introduction to the Centers for the Study of Young Children. Class will meet at the Child Development Center - 19 President Circle; Coordinator: Mrs. Hellen Davis. Infant Toddler Center - 23 President Circle; Coordinator: Mrs. Barbara Bonner. Sign up for laboratory hours. Please bring your schedule to class.

General suggestions for participating in the laboratory schools.

Children's Play. (Class notes and

Labor Day Holiday

Theories and Application. handouts). Chapter 13 and 17

Children's Play Continued. (Directions for Case Study - see attached).

Guidance and Discipline of the Young Child . (Class notes. and handouts).

Guidance and Discipline of the Young Child continued. Slides and evaluation of specific situations. Historical Background of Child Development Chapter 3 Concepts and Theories of Development Chapter 2 TEST ~ (175 possible points) Studying Determinants of Development Observation skills related to research in the field of Child Development. Chapter 1 Continued Studying research techniques related to Child Development, (Class notes). Prenatal Development.

The World of the new born. (Prenatal Life) --Basic functions (The Neonate) --Reflexes --Sensory Capabilities --Perception --Personality and Social Relations

Chapter 4 and Chapter 5

33

COURSE OUTLINE (Continued):

Oct. 12 Principles of Development. (Class Notes) Elements of Physical and Motor Development; Text Chapter 6; Chapter 9; Chapter 14; Chapter 18

Oct. 14 MID-TERM EXAMINATION (200 points)

Nov.

19

21

Speech and language Development, Pages 245-257

Continued Speech and Language Development Class notes and educational film .

26-28 Cognitive Development Development of the Human Brain. Basic Cognitive Processes Development of Higher Cognitive

Chapter 7 Chapter 10

2

4

9 11

16

23

25 25 30

Processes . Intellectual Assessment. (Demonstration of cognitive skills by a group of children

from the Child Development Center.)


Social and Personality Development Chapter 8 Emotional Development. Chapter 11

TEST: II (175 POINTS)

Social Competence, Peer Modeling Chapter 20 The Development of Sex Roles and the Life Span Chapter 21 Moral Development, Development of Self-Concept in Young Children Early Childhood Education - Trends and Issues. Class Notes. Chapter 12 THANKSGIVING QUIZ: Dibs In Search of Self; (50 points) The Child Within the Family. (class notes) Revie w for Final Case study due by 5:00 PM (See attached outline)

Dec. 2 FINAL EX&~INATION (300 points)

I wish for you a very successful and enjoyable Fall term. Please feel free to ask questions in class and to also share experiences you have had with the children in the center. I will be more than glad to help you with questions concerning the course during my office hours. Try to relax and enjoy the children at the centers. The teachers and children look forward to having you participate in the program. It is importan t that you keep up with the assignments and take class notes. Please don't hesitate to ask questions.

34

GRADING SCALE: 900-1000 - A 800- 899 - B 700- 799 - c 600- 699 - D 599- 0 - F

Each student is responsible for signing the spiral notebook attendance record each lecture period. This same rule applies in signing in for observations and participation in the Centers for the Study of Children. Attendance is important if your goal is to obtain a high mark in the course. Lectures will clarify your text readings, but in addition the instructor will give more depth and expansion of related material beyond required text assignment. Plan ahead. It is to your benefit to have all assignments in on time. If you miss a test or examination you must bring an excuse from your physician or if you are away on field trip this must be cleared ahead of time. Each student should assume the responsibility for keeping an evaluation sheet of points earned up to date. All points should be recorded as they are received. This should give you a profile of how you are progressing in the course at any time.

35

CASE STUDY

I. General Description of the Environment

II. General Description of Child

III. Play and Creativity

IV. Physical Development

v • . Language Deve lo pmen t

VI. Intellectual Development

VII. Social Development

VIII. Emotional Development

IX. Discipline I Guidance. Coping Skills

X. General Summary Conclusions

(Specific directions to be included in your case study will be given in class as each of the above topics are studied in depth in lecture. Try to select the child you would to spend time with during the term during the first two weeks of school . )

36

I Name

Each student should assume the responsibility for keeping an evaluation sheet of points earned up to date, All points should be recorded as they are received. This should give you a profile of how you are progressing in the course at all times.

TEST l ( 17 S)

Mid-Term Exam (200)

TEST 2 (200)

FINAL EXAMINATION (300)

Laboratory Assignment: (Case Study) (SO)

Laboratory-Participation: 2S x 2 = (SO)

Quiz on Dibs in Search of Self: (SO)

Development Chart (35)

TOTAL POINTS IN COURSE: 1000

Optional Extra Credit (10)

TOTAL POINTS:

Days Absent from Lecture:

Days Absent from LAB:

Grade Scale:

900 - 1000 A 800 - 899 B 700 - 799 c 600 - 699 D S99 - = F

GRADE IN COURSE

37

I

COURSE OUTLINE: Tuesday - Thursday

Course Expectations and Requirements

Aug. 27 Course Introduction Course Expectations and Requirements

Sept. 1 Introduction to the Centers for the Study of Young Children. Class will meet at the Child Development Center - 19 President Circle; Coordinaior: Mrs. Hellen Davis. Infant Toddler Center - 23 President Circle; Coordinator: Mrs. Barbara Bonner. Sign up : for laboratory hours. Please bring your schedul~ to class.

General suggestions for participating in the laboratory schools.

Children's Play. (Class notes and

Theories and Application. handouts). Chapter 13 and 17

Sept. 3 Labor Day Holiday

· Sept. 8-10 Children's Play Continued. (Directions for Case Study- see attached).

Sept. 15 Guidance and Discipline of the Young Child (Class notes. and handouts).

Sept. 17 Guidance and Discipline of the Young Child continued. Slides and evaluation of specific situations.

Sept. 22 Historical Background of Child Development Chapter 3

24 Concepts and Theories of Development Chapter 2

Sept. 29 TEST ~ (175 possible points)

Oct. 1 Studying Determinants of Development Observations skills related to research in the field of Child Development. Chapter l

Oct, 6 Continued Studying research techniques related to Child Development. (Class notes).

Oct. 7 Prenatal Development.

2 The World of the new born. (Prenatal Life) --Basic functions (The Neonate) --Reflexes

38

COURSE OUTLINE TUESDAY AND THURSDAY (Continued):

--Sensory Capabilities --Perception --Personality and Social Relations

Chapter 4 and Chapter 5 Oct. 13 Principles of Development. (Class Notes)

Elements of Physical and Motor Development; Text Chapter 6; Chapter 9; Chapter 14; Chapter 18

Oct. 15 MID-TERM EXAMINATION (200 points)

Nov.

Dec.

20 Speech and language Development, Pages 245-257

22 Continued gpeech and Lariguage Development Class notes and educational film

27-29

3

5

10 12

17-19

24

25 26 1

Cognitive Development Development of the Human Brain. Basic Cognitive Processes Development of Higher Cognitive

Processes Intellectual Assessment. (Demonstration of cognitive skills by a group of children

from the Child Development Center.) Social and Personality Development Emotional Development.

TEST: II (175 POINTS)




Social Competence, Peer Modeling Chapter 20 The Development of Sex Roles and the Life Span Chapter 21 Moral Development, . Development of Self-Concept in Young Children Early Childhood Education - Trends and Issues. Class Notes. Chapter 12 THANKSGIVING QUIZ : Dibs In Search of Self; (50 points) The Child Within the Family. (class notes) Review for Final Case study due by 5:00 PM (See attached outline) Review

Dec. 3 FINAL EXAMINATION (300 points)

39



COURSE DESCRIPTION:

HE 3203. Child Health and Nutrition. ( 3) Three lectures. Nutrition requirements during pregnancy and lactation, and of infants and young children; birth defects from metabolic errors; related health of young children.

INSTRUCTOR:

Mrs. Carol Jones Office: 224 Lloyd Ricks Phone: 325:7689/2950

Class: LRA2 TH 11:00-12:15 Office Hrs. TH 9-11:00

w 1:00-2:00

TEXT: McWiliiams, Margaret. Nutrition for the Growing Years (4th ed.) New York: John Wiley & Sons, 1986;


Class Attendance: Upon registration, the student accepts the responsibility of attending all classes and doing any work the instructor may prescribe. When absence from class is essential, it is the responsibility of the student to make arrangements satisfactory to the instructor with regard to work missed. When possible, these arrangements should be made prior to the absence.

Late Policy: Due dates for class projects and activities will be announced on the tentative class schedule. Assignments are due during the regular class period with those turned in after the due date penalized a letter grade for each class period late. Assignments over 2 class periods late will not be accepted unless due to illness or prior permission by the instructor has been given;

Quizzes: When absence from class on a scheduled quiz date is essential, arrangements should be made with class instructor prior to the absence or if due to illness accompanied by a written doctor's exuse.

EVALUATION: Grading Scale 10 Points. Evaluation of Student Progress: Written summaries of 5 journal articles discussing key issues relating

to the health, safety or nutritional needs nf the young child. (20 Points)

Development of a weekly menu for a child care setting to include : menu fnr breakfast, lunch, afternoon snack; menu evaluations, and cost

assessment. (100 points)

Extra Credit: Organization of a file containing nutrition, health, and safety materials to be used for personal growth, as teaching materials, and for adult or parent education. (25 points)

40

Semester Quizzes Comprehensive Final Exam Evaluation of Class Projects

and Activities

COURSE OUTLINE:

I. Nutrition A. An Introduction B. Basic Concepts

II. Nutrients A. Energy Nutrients B. Vitamins C. Minerals D. Water

(200 points) (100 points)

(200 points)

III. Nutrition: A Personal Commitment A. Guides and Standards B. Assessment of the Nutrient Content of Foods C. Evaluation of Personal Dietary and Excerise

Patterns IV. Nutrition: Pregnancy and Lactation V~ Nutrition: The Infant

VI. Nutrition: The Toddler VII. Nutrition: The Preschooler

VIII. . Meal and Menu Planning A• Infants B. Toddlers C. Preschoolers

IX. Nutrition Education A. Teaching Basic Nutrient Concepts B. Curriculum Approaches

X. Child Health and Safety: An Overview

STUDENT ACTIVITIES:

Five page term paper discussing a current issue or controvers y relating to child health and nutrition; topic subject to

instructor's approval (APA editorial style required). Participation in class demonstrations of first-aid procedures for childhood emergencies. Observation and evaluation of a foods program and e ating behaviors of young children in an actual child care setting. Four activities to be prepared for both child use and class display to include: a) one activity teaching a basic nutrient concept; b) one flannel board story illustrating either a nutrition or health concept; c) one activity teaching a basic health concept; d) one bulletin board idea, coordinating with one of the above activities, teaching a nutrition or health cnncept.

41



COURSE DESCRIPTION:

HE 3213. Ind.ividual and Family Nutrition. (3) Three lectures. Fundamental princ.iples of human nutr.ition and the practical applicat.ion of this knowledge in the selection of adequate diets. (Same as FST 3213).

INSTRUCTOR: Dr. Janet McNaughton 30 Lloyd Ricks Phone: 325-2950, 325-5659

TEXT:

Class Hours: TTh 12 : 30 - 1 : 4 5

Nutrition Concepts and Controversies, E.M. Hamilton & E. Whitney.

COURSE OBJECTIVES:

1. To identify nutrients required for optimal biological functions.

2. To identify food sources for each nutrient.

3. To differentiate the processes of ingestion, digestion, absorption and utilization of foodstuff at the cellular level.

4. To help the student compare his daily intake to the recommended daily dietary intake for each nutrient.

5. To construct desirable dietary modifications during periods of life including pregnancy, adolescense; and during periods of stress including athletic training.

6. To stimulate interest in keeping the body at the proper weight level .

7. To assist the student in constructive criticism of dietary controversies.


Justification:

The body is, broadly speaking, the product of its nutrition. Therefore, it is important that the daily decision-making of this important aspect of health be properly guided and not conditioned by pseudoscientific or faddist influences. This course was designed to give any college student a background of knowledge that will help him to select an adequate diet.

42

Methods Used in Teaching to Include:

Course will be taught through lecture, discussion, work sheets~ Regular reading from the text wi 11 be assigned.

COURSE OUTLINE:

Introduction to Nutrition Carbohydrates Lipids Protein Energy Weight Control Vitamins Water Minerals Nutrient Modification During the Life Cycle

REFERENCES:

Krause, M.V. and Mahan, L.K., Food, Nutrition and Diet Therapy, Saunders, Philadelphia, PA

Journal of the American Dietetic Association

Nutrition Reviews

Nutrition Today

Goodhart, R.S. and Shils, M-.E. Modern Nutrition in Health and Disease, Lea and Febiger

Calculation of Final Grades:

The student's final grade for the semester will be based on an average of scores made on 4 exams scheduled as listed on the syllabus including a comprehensive final examination. Students are expected to take exams on regularly scheduled exam dates. All make-up exams are given at the time the final is scheduled. The percentage of the total points acquired by the student will be translated to letter grade based on the following scale:

91-100 A 81- 90 B 71- 80 c 61- 70 D Below 60 F

Absences:

The student is expected to attend class. When a student has an excused absence, it is his/her responsibility to acquire class material missed.

43

Outline:

Date

Aug; 27

Sept-. 1

Sept. 22 Requirements;

Sept. 24

Sept. 26-0ct. 20

Oct. 22

Oct. 27 Nov. 19

Nov. 24

Dec. 1-3

Dec. 10

Topics

Introduction

Carbohydrates - Definitions; Classifications; Sources; Requirements; Digestion; Utilization in Cell; Functions

Lip ids Definition; Class if ica t ion; Sources; Digestion; Utilization in Cell; Functions

EXAMINATION Ill

Go Over Exam Protein Definition; Classification; Digestion;

Deficiency; Utilization in Cell; Functions.

Energy in the Body - Energy in Food Weight Control; Energy Balance; Planning a Weight

Control Diet; Theories and Treatment of Obesity; Anorexia Nervosa~

Class Assignment

EXAMINATION 112

Go Over Exam General Functions of Vi tam ins - Classifications of Vitamins Water Soluble Vitamins - Lists of Vitamins Related to 1) Energy Release; 2) Red Blood Cell Formation., Water Soluble Vitamins: Other Specific Functions. Functions of Vitamin C and B Vitamins.

Fat Soluble Vitamins -Functions, Sources, Requirements, Utilization in Cell, Toxicity, Deficiencies.

Minerals - General Functions. List of Minerals Related to: water balance, muscle contraction, prevent ion of anemia, support of body function.

EXAMINATION 113

Go Over Exam. Water. Definition; Utilization; Sources; Balance; Requirements; Functions. Review for Final Exam.

Final Exam from 12:00- 3:00p.m.

44

MISSISSIPPI STATE UNIVERSITY COLLEGE OF AGRICULTURE AND HOME ECQNOMICS

DEPARTMENT OF HOME ECONOMICS SYLLABUS - SPRING 1988

COURSE DESCRIPTION:

HE 3463. Environments for Special Needs. (3) Laws, attitudes, conditions, specifications, and environmental issues affecting private and public spaces.

INSTRUCTOR:

Elizabeth Stiffler, D.Ed. Associate Professor 129 A Lloyd Ricks Phone: 325-7689

325-2950

TEXT:

Class: 129 Lloyd Ricks Class Hours: TTH 8:00-9:15 Office Hours: TTH 9:30-11:00

Raschko, Betty Ann. Housing Interiors for the Disabled and Elderly. New York: Van Nostrand Reinhold Company. 1982.

OBJECTIVES:

Following the course the student will:

1. Describe the elderly and disabled population. 2. Delineate the impact of special needs individuals on housing and

interiors 3. Become more tolerant, cognizant, and empathetic of special needs

individuals. 4. Analyze the suitability of housing, malls, shopping centers and other

buildings for use by special needs persons. 5. Define terms associated with environments for special needs. 6. Evaluate interior furnishings as to their adequacy for special needs

persons.


I. Grades: A - 90 - 100 B - 80 - 89 c - 70 - 79 D - 60 - 69 F - 59 Below

II. Make up Quizzes and Homework: Exams must have a doctor's excuse, (for illness at the time of the test, death in family, or job interview that cannot be changed, or field trips for other classes. All excuses will be subject to verification.

45

Any and all assignments will not be accepted after one week. The student is responsible for getting all homework assignments from another student and all handouts missed or lost will be copied at student's expense.

III. Attendance: Excessive tardiness and absences will result in notification of parents, guardian, or husband & wife.

IV. Written Work: All written assignments should be grammatically correct. References will be checked for authenticity and should be written in an accepted form. Standard size paper is required (no legal, small note, or spiral notebook paper.) Papers are to be typed.

V. Class Behavior: No food, drink, or smoking is allowed at anytime. Attitudes and class participation are the intangibles that influence your learning and grade.

VI. Late Projects: A deduction of 5 points A deduction of 2 points

first day overdue. - for each day thereafter

(weekend counts as one day). Allowances will be made for illness or death in family.

(will be verified)

EVALUATION:

Exam I 10% Exam II 10% Final 20% Quizzes 10% Design Project 30% Presentation 20%

OUTLINE:

Jan.

Feb.

12 Getting acquainted and course overview 14 Trends, Demographics, and Social Security

19 Physical Aging and Terminology 21 Psychological Aging

26 Diseases Associated with Aging 28 Wellness and Nutrition in Later Years

2 4

Housing for the Elderly an Overview Adaptations

9 Field Trips 11 EXAM

46

ix - xiii, ch. 1 handout

handout

Feb. 16 Supportive Housing 18 Field Trip - Board and Care and Congregate Living

23 Jackson Field Trip 25 Choctow Nursing Home

March 1 Housing Needs of the Disabled Chps. 4, 13 3 Anthropometries Chps. 2, 3

8 Barrier Free Design 10 EXAM

22 Project Guidelines 24 MHEA

29 Doorways, Seating Chps. 4, 5 *31 Floor Covering * Floor Plan Due Chp. 6

April 5 Color and Lighting 7 Tables and Case Goods Chp. 6

12 The Kitchen and Dining Room Chp. 7, 8 14 The Bedroom; The Bath Chp. 9, 10

19 Storage, Mechanical Systems 21 Project Presentations Chp. 11, 12

26 Project Evaluation 28 Review

May 4 Review

Final May 6, 8:00 - 11 : 00

47

MISSISSIPPI STATE UNIVERSITY . COLLEGE OF AGRICULTURE AND HOME ECONOMICS


COURSE DESCRIPTION:

HE 3613. Introduction to Interior Environments. ( 3) (Prerequisite: Art 1123 or permission of the instructor). Two lectures. Two hours laboratory. The economic: se lee t ion of appropriate and at tractive furnishings for home living; the application of basic art principles to produce pleasing home decor.

INSTRUCTORS:

Mrs. Margaret Bateman 225 Lloyd Ricks Phone: 325-2950

325-7687 Office Hours: MW 1-2 p.m.

TTH 1-3 p.m.

Ms. Margaret Moore 223 Lloyd Ricks Phone: 325-2950

325-7687 Office Hours: M 8-10:30, 3-5

w 8-10:30 Class Hours TTH 11-11:50

Appointments can be scheduled for another time.

TEXT:

Beginnings of Interior Environment by Phyllis Sloan Allen Handbook developed for class


Class Attendance:

(Lecture and lab attendance will be taken separately) . Each student will be allowed two unexcused absences from class. These will not be accepted on project due dates or scheduled test unlesss prior arangements have been made with the instructor. Only accepted excuses beyond these are a death in family, field trip for another class, or sickness with a doctor's excuse. All excuses are subject to verification.

Late Projects:

Any late projects or tests will automatically be deducted one third of possible points and ) points for each day over due date. Weekends count as individual days.

Grading Policy: Journal Lettering Mini Projects (4 at 25) Final Project Pop Test Mid term test Final Exam Miscellaneous

200 )0

100 200

50 100 200 100

1000 pts. 48


Grading Policy (Continued):

A 900 - 1000 B 800 - 899 c 700 - 799 D 600 - 699 F Below 600

Class Behavior:

No food, drink, or smoking allowed in classroom, drafting rooms, or resource room. Failure to comply will result in individual penalities.

49

Date

Aug. 27

Sept. 1 3

8 10

15

17

22 24

29

Oct 1

6 8

13 15

20 22

27

29

Nov. 3 5

10 12

17 19

24

26

Dec. 1 3

HE 3613 Introduction to Interior Environments

Lecture

discussion

Ch. 2 Ch. 4

Ch. 4 Ch. 4

Ch. 5

Ch. 5

Ch. 5 Ch. 3

Ch. 3

Ch. 6

Ch. 6 Ch. 6

Ch. 7 Ch. 7

Ch. 7 - Review TEST

Ch. 8

Ch. 8

Ch. 9 Ch. 9

Ch. 10 Ch. 11

Ch. 1 Ch. l and 2

Ch. 2 - Journals Due

Thanksgiving

Review Review

Lab

meet at same time as class, Ill lettering handout

Handout Project 111, demonstration

#1 Lettering due, work on project #1

#2 Lettering due; Project #1 due; handout project #2; drafting

#3 Lettering due; work on project #2

#4 Lettering due; Project U2 due; handout project #3

#5 Lettering due; work on project #3

Project #3 due; handout project #4

Work on project #4; Journal Checked

Project #4 due; handout final project

Work on Final

Work on Final

Work on Final

Labs will not meet

Final project due

Final Exam- Monday, December 7, 1987- 12:00- 3:00.

*May pick up final project and journal on reading day Dec. 9

50

HE 3613 Introduction to Inte-rior Environments

Project: Journal

Possible Points: 100 Date Due: Tusday, November 24, 1987

Assignment: To develop a Journal illustrating many of the topics discussed in class. The topics have been condensed and divided into six major sections. You are to find examples of each item listed in the sections. Every part of the Journal will be graded: cover, format or layout, and required examples. You will have the freedom to design and be creative in the planning of the Journal. Be sure to be neat, clean, organized, etc.

Requirements:

- Cover design - Title Page (Name & Class) - Must be hand lettered Section I - Picture or sketch each of the following houses

(typical not modern adaptations) 1, Spanish 2. English (cottage or manor) 3. Garrison 4, Cape Cod (one story or one and half story) 5. Salt Box 6. Gambrel 7, Georgian 8. Greek Revial or Federal 9, French (cottage or townhouse)

10, Victorian or Queen Anne 11. California Ranch 12. Tudor 13, Modern 14. Mobile Home 15. Solar Home 16. House you would choose for yourself

label each

find examples of the following roof styles 17, Mansard 18. Hipped 19. Gambrel 20. Gable

51

(

' /

Section 2 find pictures of the following and label

Elements A. Line

l. vertical 2. horizontal 3. curved 4. diagonal

B. Space 5. good examples of organization 6. bad example of organization

C. Texture 7, example of too much texture in a room 8. examp~e of too much pattern in a room 9. example of' good use of textures

Principles D. Proportion

10. good example 11, bad example

E. Scale 12. good example 13. bad example

F. Balance 14, symmetrical 15. asymmetrical 16. radical

G. Rhythm 17, example of repetition in a room two examples from following four (18 & 19) gradation transition opposition radiation

H. Emphasis 20, example of a focal point in a room 21. example of color as the emphasis 22. example of bad or no emphasis used 23. example of good use of emphasis

I. Harmony & Unity 24. & 25. Two examples of a theme used in a room

Section 3 find pictures of the following & label

Lighting 26. & 27, Two of fluorescent in a room 28. & 29. Two of incandescent in a room 30. ambient lighting 31. & 32. Two of Task lighting 33. & 34. Two of Accent lighting in a room 35. & 36. example of direct lighting in a room 37. & 38. Two examples of natural lighting in a room 39. example of good lighting 40. example of bad lighting

Ceilings 68. & 69. Two examples of treatment of a high ceiling 70, & 71, Two examples of treatment of a low ceiling 72. Color used to make it appear lower

52

73. Color used to make it appear higher 74, & 7), Two examples of a decorative or emphasized ceiling

Windows 76. vertical line emphasized 77, horizontal line emphasized 78, window that is purely functional 79. window that is purely decorative 80.- 86. Six examples of curtains and draperies used as

functional and decorative 87. -90. Four examples of other window treatments

Section 5

I

I

-find examples of furniture in each of the following categories (be sure to label)

91. & 92. two casual 93. & 94. two comtemporary 95. & 96. two traditional

100, -102. three examples of case pieces 103. -104, two examples of upholstered pieces 105. example of furniture used Formal 106. furniture used informal in a room 107, room with an eclectic mixture 108. room showing poor furniture arrangement 109. room showing good furniture arrangement

example of the following rooms used l) traditional & 2) contemporary (2 of each room)

llO.- lll. entrance hall or foyer 112 - 113 living room 114 - 115 den, entertainment or family room 116 - 117 bed room (master or guest) 118 - 119 child's room 120 - 121 bath room (full not a half bath) 122 - 123 study or library 124 - 12? kitchen 126 - 127 dining room (not in kitchen)

Section 6 - find examples of rooms showing the following conditions 128 - 129 room with well coordinated fabrics 130 - 131 room with poor coordinated fabrics 132 - 133 room showing formal fabrics 134 - 135 room showing informal fabrics

- show actual materials demonstrating the following conditionsinclude fabrics, paint, wallpaper, flooring, etc,, etc.

1 two different color schemes comparing masculine & feminine 2 two different color schemes comparing formal and informal 3 two color schemes comparing smooth & textured samples 4 compare samples represeenting these color schemes -5 compare schemes comparing warm & cool colors 6 two different color schemes comparing pattern for formal &

informal

53

(


Project #1 Sample Board

25 Possible Points Date due: Lab 2 Tues. Sept. 15 Lab 3 Thur. Sept. 17 Assignment:

To choose samples and supports for a fictional bathroom. This should include flooring, walls, ceiling fixtures, etc. Grading wi 11 be color coordination and the presentation of the samples &

supports.

Presentation format: - Board size wi 11 be 18' x 24"

Optional: Client Profile listed on back.

Note: All labeling must be hand lettered. letters or templates will be accepted.

54

Absolutely no pres s-on


Project #2: Bedroom

Possible Points: 25

Date Due: Lab 2 Tues. Sept. 29 Lab 3 Thurs. Oct. 1

Assignment: To use part of an existing floor plan and develop the bedroom area. This will concentrate on the furniture arrangement and selection of samples and supports. Project will include a floor plan at scale 1/4' = 1-0. Also you will include a client profile that will be attached to the back.

Note: All labeling must be hand lettered .

. 55


Project #3: Living/Den

Possible Points: 25

Date Due: Lab 2 Tues. Oct. 13 Lab 3 Thurs. Oct. 15

Assignment: To take part of an existing plan and develop the living-den area.

This wi 11 include a floor plan with furniture arrangement and complete samples and supports. Floor plan drawn at scale 1/4' = 1' - 0".

Presentation format: visual: 18 x 24 Board verbal: 3 - 5 minutes (not formal)

Optional: To include interior elevations at scale 1/4"

Note: All labeling must be hand-lettered.

56

1 - 0 11


Project #4: Kitchen/Dining

Possible Points: 25

Date Due: Lab 2 Tues. Oct. 27 Lab 3 Thurs. Oct. 29

Assignment :

To develop a kitchen and dining room from an existing plan. This will be done by making modifications in the plan or a total rennovation of the space. Project will include 1) floor plan at scale 1/4" = 1 -011

• 2) interior elevations at scale 1/4" = 1" - 0".

Presentation format: visual: 18 x 24 board (one or two) verbal: 3 - 5 minutes (informal)

Note: All labeling must be hand lettered.

57


Project: Lettering

Possible Points: (5 at 10 pts.) SO points

Date Due: Once a week for 5 consecutive weeks beginning Sept. 8 & 10 (turn in at labs)

Assignment:

You will be given a guide sheet the purpose is to develop your own style of hand lettering. You are to briefly summerize an article in

one of the many design magazines available. Remember the purpose is to develop a hand lettering style. At the bottom put your name, name of article, & magazine.

58


Project: Final - House

Possible Points: 200 pts.

Date Due: Tuesday, December 1, 1987 (during lecture)

Assignment:

To use the given floor plan and develop all furniture arrangements. This will be concentrated on the traffic patterns and the selection of samples & suports. Only minor modifications will made of the plan. Project wi 11 include l) floor plan at scale l/4 =1'-0". 2) interior elevations of kitchen at scale 1/4 =1"- 0". 3) exterior elevation of front view at scale 1/4 = l -0. 4) complete samples & supports. Also a client profile wi 11 be included on back.

Presentation format:

visual: 20 x 30 boards (as many as needed) verbal: 5 - 10 minutes (formal)

Note: All lettering must be hand-lettered.

59

(



COURSE DESCRIPTION:

HE 3623. Space Planning. (3) Two lectures. Two hours laboratory. Physical and socio-economics aspects of planning and purchasing liveable homes.

INSTRUCTOR:

Dr. June Carpenter Class: 116 Moore Hall Associate Professor Class hrs. : T 9:00 - 10:50 Lab 103 Moore Hall TH 9 : 00 - 10:40 Lee Phone: 325-3820 Office hrs.: M 8:00 - 9 : 00

T 8:00 - 9:00 w 8 : 00 - 9:00

2:00- 3:00 TH 8 : 00 - 9:00

TEXT:

Kicklighter, Clois E. Architecture Residential Drawing and Desig~, South Holland, Illinois: Goodheart-Wilc~x. 1979.

OBJECTIVES:

To aid student in analyzing his/her needs in relation to the changing nature of housing requirements. To aid student in making choices pertaining to materials used in the home and types of construction; To aid students in best utilizing the floor space that fits the family income level. To aid students in recognizing styles and characteristics of house styles. To help the student to understand the basic workings of the heating, cooling and plumbing systems of the house.

OUTLINE:

Influences of the Psycho-Social Environment Families: Size, Values, Life Cycle

Space for the Work of the Household Kitchen Planning Laundry Planning Clothing Planning

Space for Personal Hygiene Housing Types and Shapes

Single Family Houses Multi-Family Houses

Housing Heritage and Style Roofing Styles

60

Organization of the House Planning Lighting for the Home The Energy Saving Home Acquisition Variations

Housing Selection Economic Considerations Renting Owning

The Futures of Housing

EVALUATION:

A= 93-100; B = 86-92, C


Attendance:

79-85, D 71-78, F 0-70

Excessive tardiness and absences will result in notification of parents or of guardian. Make up quizzes and tests and homework: Weekly quizzes and pop tests cannot be made up. Major quizzes must have doctor's excuse (for illness at time of test), death in family, job interview that cannot be changed, or field trips for other classes. All will be verified. A comprehensive quiz will be given at the instructor's convenience. Only one will be given near end of semester. Any and all homework, samples, etc. will not be accepted after one week. Student is responsible for getting all homework assignments from another student and all handouts missed or lost will be copied at student's expense.

REFERENCES:

American ·Association of Housing Educators - Proceedings 1973, 1975. Beyer. Housing and Society, 1965. Craig and Jones. Split-Level Houses, Circular, Series C2. 5 Small Homes Council. 1950. Devlin. To Grandmother's House We Go. Faulkner and Faulkner. Inside Today's Home. 1975. Housing Educators Journal. Jones and Spies Electrical Wiring Circular, series G4.2 Small Homes Counci 1. 1964. Kappie, Kitchen Planning Standards, Circular series C'>. 3:2. Council. 1964 .

Small Homes

Kappie, Kitchen Planning Standards, Circular series C5.32 ·. Small Homes Counc U. 1965. McCullough, Laundry Areas, Circular, series C5.4 1957. Morrison, Early American Architecture. Pickering. The Homes of America. Sherwood, Homes, Today and Tomorrow. 1972.

Small Homes Council.

Sommer, Personal Space; The Behavioral Basis of Design. 1969. St. Marie, Homes are for People. 1973.

61

Space Planning Lectut·e

Tentative Outline

August 27 - Sept e mber 29

October l

October 6 - November ')

November 10 -

November 12 - December 3

December ll

Tentative Due Dates:

Housing in relationship to the famil yi.e. Family values, Family life cycle . Kitchen planning.

Test

Clothes c-are space; Bathroom planning; wiring; Lighting; Housing Heritage; ~asic Housing Design

Test

Basic Housing; Field trip; Buying the old house

~eview

Final 8:00- 11 : 00

Space Planning Lab

September 29 Architectural Features ·

October 27 Kitchen Plan

December l House Plan

62



COURSE DESCRIPTION:

HE 3633. Household Equipment. (3) Two Lectures. Two hours laboratory. Basic theories of heat, light, sound and electricity as they apply to the home; the selection, care, operation, and repair of household equipment.

INSTRUCTOR:

Dr. June Carpenter Associate Professor 103 Moore/Phone: 325-3820

TEXT:

Class: 116 Class hrs.:

Office hrs.:

Moore MF 12:00 w 12:00 M 8:00 T 8:00 w 8:00

2:00 TH 8:00

- 12: '50 sec. 1 - 1:'50 sec. 2 - 9:00 - 9:00

9:00 - 3:00 - 9:00

Peet, Louis J., Pickette, Arnold, Ketterer, 1986 Household Equipment in Residential !lesigE_, 9th Ed., New York: John Wiley and Sons, Inc:.

OBJECTIVE:

To aid the student in evaluating and selecting household equipment both small and large. To teach the student the basic principles of operating household

equipment and using all features of an appliance. To provide an opportunity for the student to prepare and present a demonstration involving the use of some piece of equipment.


Attendance: Excessive tardiness and absences will result in notification of parents/guardian. Make up quizzes and tests and homework: Weekly quizzes and pop tests cannot be made up. Major quizzes must have doctor's excuse (for illness at time of the test), death in family, or job interview that cannot be changed, or field trips--will be verified. A comprehensive quiz will be given at instructor's convenience: only one will be gi\,en near the end of semester. Any and all homework, samples, etc. will not be accepted after one week. Student is responsible for getting all homework assignments from another student and all handouts missed or lost will be copied at student's expense.

EVALUATION:

A = 93-100, B 86-92, c 79-8'5, D 71-78, F 0-70.

63

OUTLINE:

I. The Equipment Consumer Sources of appliance information, Product Safety Warranties and Guarantees, Utility Consumption Appliance Installation and Service Cost Guide Posts to Consider

II. Materials and Their Characteristics Base Materials, Finishes, Plastics, Insulation Methods of Heat Transfer

III. Kitchen Utensils and Tools Manufacturing Processes Selection of Surface Cooking Utensils Oven Utensils, Food Preparation Tools

IV . Ranges , Surface Units, and Ovens General Construction and Guidelines, The Electric Range, The Gas Range, The Electronic Range

V. Refrigerators and Freezers Refrigerators and Freezers Types Refrigeration Systems Basic Construction Features of Refrigerators and Freezers Use, Care, Maintenance of Refrigerators and Freezers Frozen Food Storage

VI. Dishwasher- Types, Construction, Principle of Operation, Use, Care, and Maintenance

VII. Disposer Basic Construction Features Use, Care and Maintenance

VIII. Trash Compactor Use, Care and Maintenance

IX. Floor Cleaning Equipment Types Basic construction of vacuum cleaners, and scrubber-polisher Use, care and maintenance of vacuum cleaners and scrubber-polisher

X. Automatic Washers Types, Basic Construction, Features, Installation and Utility Requirements Use, care and maintenance

XI. Small Electrical Appliances -General quidelines for consumer, General Use, Care & Maintenance Heating Appliances, Motor-driven appliances Personal Care Appliances

Each of the 3 types will have specific information about c onstruction, use, care and maintenance of the personal care appliances.

64

REFERENCES:

Books: Ehrenkranz and Inman. Equipment in the Home, 1976. Handbook of Household Equipme~~· American Home Economi c s Association. 1965. Mayta& Encyclop~dia of Home Laundry, 1982. Garrison and Brasher. Modern Household Equipment, 1982. Wilson. Household Equipment, Selection, and Management, 1976. Van Zante. The Microwave Oven:-1973-.--

Magazines: Consumers Report, Merchandising, Popular Science.

65

I

HE 3633 Household Equipment.

TENTATIVE SCHEDULE:

Lecture Schedule (Monday)

August 26 Introduction to Class

August 31 Introduction & Good Buymanship Principles

Sept. 14 Temperature and Heat

Sept. 2.1 Materials Used in Household Equipment

Sept. 28 Selection of Surface Cooking Utensils

·Oct. 5 Test - Selection: - Oven Cookery

12 Refrigerators and Home Freezers

19 Portable Electric Food Appliances

26 Electric Oven TERM PAPER DUE AT 12:00 NOON

·-Nov. 2 TEST - Gas Oven

9 Microwave Oven

16 Dishwasher/Waste Disposal/Compactor

23 Laundry Equipment

Nov. 30 Vacuum Cleaner/Review

-Dec. 8 EXAM 3:00 - 6:00 p .m.

LAB WILL MEET EACH WEDNESDAY.

GRADING: TEST I 100 POINTS A 700-6')1 TEST II lOO POINTS B 6')0-602 FINAL 200 POINTS c 601-')')3

BUYMANSHIP REPORTS 100 POINTS D ')')2-497 LAB 100 POINTS F 496 & BELOW

DEMONSTRATION 100 POINTS TOTAL )700 POINTS

66

HE 3633 Household Equipment.

TENTATIVE SCHEDULE:

(Lab) Wednesday

Sept. 2 Sept. 9 Sept. 16 Sept. 23 Sept . 30

Oct. 7 14 21 28

Nov. 4 11 18 25

Dec. 2

Tour of Lab, Orientation Sources of Information Name Plates & Energy Materials and Finishes Cleaning Agents

Microwave Ovens Refrigerators Portable Appliances Laundry Aids

Ranges and Human Factors Presentations Presentations Presentations

Wrap-up

67



COURSE DESCRIPTION:

HE 4303/6303. Consumer Economics. ( 3) Three lee t ure s. Economic principles as they apply to consumer situations, and the consumer's relation to the American and world economy.

INSTRUCTOR:

Dr. Kathleen Corpus 129 A Lloyd-Ricks East Phone: 325-7652 or 525-2950

Class: TTh 3:30 - 4:45 p.m. Moore 215 (sec. l)

TEXT:

Office Hours: TTh 8:30 - 9:30 2-3 p.m.

W 2-3 p.m.

Miller, Roger LeRoy. ( 1987). Economic Issues for Consumers. West Publishing Company.

New York:

OBJECTIVES:

1. To identify the economic forces affecting families as consumers. 2. To identify the family as an economic unit and become aware of the

major economic decisions made by families. 3. To discuss ways for improving and protecting the consumer in the

marketplace. 4. To apply knowledge about consumers to decision making and

financial management.

EVALUATION:

2 exams (100 points each, part objective, part short answer and essay) Thursday, September 17 Thursday, October 15

1 term project (100 points) due Thursday, November 12

1 final exam (150 points, comprehensive) Tuesday, December 8

Class Participation will be expected and recorded. Discussion and questions will be encouraged. (2 points for every class will be given except exam days for 50 points)

Total points possible 500

Five ( 5) points will be taken from the total points for every day the term paper is late except weekends. No make-up exams wi 11 be given unless the instructor is notified at least 24 hours in advance and the reason is acceptable to the instructor.

68

( WEEK

August 25

Sept. 1

Sept. 8

Sept. 15

Sept. 22

Sept. 29

Oct. 6

Oct. 13

Oct. 20

Oct. 27

Nov. 3

Nov. 10

Nov. 17

Nov. 24

Nov. 26

Dec. 1

Dec. 8

HE 4303/6303 Consumer Economics Tentative Course Outline

TOPIC

Introduction

Consumer Decision making & Information

Fraud & Consumer Protection

Wages & Employment Economics of Children

EXAM I

Food, Clothing

Durable Goods

Housing Transportation

Health Care

Insurance

EXAM II

Inflation

Consumer Debt Bankruptcy

Budgeting Class Handouts

Saving & Investing

PAPER DUE

Taxes & Govt. Services

Retirement

THANKSGIVING BREAK

Social Security Review

FINAL EXAM 12-3 p.m.

69

READING

Chap. 1

Chap. 2,3

Chap. 4,5

Chap. 6

Chap. 8,9

C h a p 10,11,12,13

Chap. 14

Chap. 15

Chap. 17

Chap. 16, 18

Chap. 7

Chap. 20

Chap. 21

Chap. 22, pp. 498-518

Chap. 22, pp. 498-518

Duncan article



COURSE DESCRIPTION:

HE 4313/6313 Management of the Household. Decision making in the organization and operation of the household as affected by family values and philosophies. resources. and socioeconomic conditions.

INSTRUCTOR:

Class: 224 Lloyd Ricks East TTH - 9:30 - 10:45

Dr. Kathleen Corpus 129 A Lloyd Ricks East 325-7652 or 325-2950 Office Hours: TTH 8:00-9:00 a.m.

2:00-3:00 p.m. W 2:00-3:00 p.m.

Other hours by appointment.

TEXT:

Deacon. R.E. & F.M. Firebaugh (1981). Family Resource Management: Principles and Applications. Boston: Allyn and Bacon. Inc.

OBJECTIVES:

1. to develop an understanding of management concepts particularly as they pertain to families.

2. to identify management situations created by varying life styles of individual and families.

3. to identify managerial differences among persons with varying lifestyles of individuals and families.

4. to discuss measurement teaching techniques involved in management concepts.


Grading: Assignment II of points % of grades

Class participation & Attendance 25 pts. 6%

Time management exercise 25 pts. 6% (due 10/13)

Money management exercise 25 pts. 6% (due 11/5) Annotated bibliography 25 pts. 6% (due 9/24)

Community resource 25 pts. 6% 'due 10/22)

70

POLICIES AND PROCEDURES (CONTINUED): Grading_: Assignment II of points % of grades

Term report 30 pts. 8% (due ll I 17)

Oral report 20 pts. 5% (due 12/1 or 12/3)

Mid term exam 100 pts. 25% (9/17/87)

Final exam (comprehensive) 125 pts. 25% (12/12/87)

400 pts. 100%

360 - 400 A 320 - 359 B 280 - 319 c 240 - 279 D 239 or less =F

Class attendance is expected and will be recorded. Discussion is encouraged. Assignments are due on the dates printed above. Five points will be aeducted for each day the assignment is late. No make-up exams will be given unless the instructor is notified in advance and the reason is acceptable.

HE 4313 Fall 1987

Tentative Course Outline

Date Conce_££ Readings

8/27-9/1 Introduction D & F Chap. 1 Historical Overview

9/3-8 Social & Management D & F Chap. 2,3 Systems

9/10-24 Family as a System D & F Chap. 4,5

9/17 Mid term exam

9/29-10/1 Resources D & F Chap. 6,7

10/6-8 Decision-Making D & F Chap. 8,9

10/13-15 Communicating D & F Chap. 10

10/20-22 Time Management D & F Chap. 11

10/27-29 Goal Setting

11/3-5 Financial Management D & F Chap. 12

71

(

Tentative Course Outline (Continued)

( 11/10-12 Space & Environment

Management D & F Chap. 13

11/17-24 Family Application D & F Chap. 14,15,16

11/27 Thanksgiving

12/1 Family Application D & F Chap. 17, 18

12/3 Summary D & F Chap. 19

12/12 Final Exam Saturday, 12-3 p.m.

72


DEPARTMENT OF HOME ECONOMICS SYLLABUS - SPRING 1988

COURSE DESCRIPTION:

HE 5L43/7L43. Nutrition Throughout the Life Cycle. (3) (Prerequisite: HE 5L33/7LL3 or consent of instructor). Three lectures. A study of the interrelationships of physiological, biochemical and sociological factors and their impact on the nutrient needs of individuals and groups at various stages of the life cycle: infancy, childhood, adolescence, adulthood and the later years.

INSTRUCTOR:

Carolyn Malone, M.S., R.D.~ L.D. Office: 105 Moore Hall (W) 3L5-38L0, 3L5-770L (H) 3L3-6060

Class: 104 Moore Hall Class Hrs.: TTH 3:30- 4:45 Office Hrs: M 9-10, T 1-L, W 9-10,

Th 1-L, F lL-1 Other Hours upon request and by appointment only

TEXT: Alford, Betty B., and Margaret L. Bogle. Nutrition During the Life Cycle. Prentice Hall, Inc., N.J., 198L.

OBJECTIVES:

1. To give the students the opportunity for gaining knowledge of the nutrient re_quirements essential in designing dietary plans for meeting the physiological needs of individuals and groups in various environments throughout the life cycle.

L.. To help students acquire the skills and knowledge necessary to translate the science of nutrition into the improvement of the nutritional status of individuals and groups at all age levels rather than application of nutritional principles in specific settings.

Topics to be covered:

1. Topics to be covered:

1. Nutrition during infancy (a) Physiological development (b) Nutritional requirements and allowances (c) Meeting nutrition needs (d) Feeding

73

L. Nutrition during childhood (a) Physiological changes and growth (b) Nutrient requirements and recommended allowances

(c) Physiological and behavioral characteristics of undernourished children

(d) Meeting nutrition needs dietary plans and implementation

3. Nutrition during adolescence (a) Social and psychological needs (b) Physiological changes (c) Nutrition requirements and recommendations (d) Nutrition-related problems (e) Meeting nutrition needs dietary plans and

implementation

4. Nutrition in the adult years (a) Social and psychological needs (b) Physiological changes (c) Nutrition requirements and recommendations (d) Reproduction, pregnancy, lactation and nutrition (e) Meeting nutrition needs dietary plans and

implementation

1. Nutrition during the later years (a) Social and psychological aspects of aging (b) Physiological changes during the aging process (c) Nutrient needs (d) Physiological and behavioral characteristics of

malnourished elderly (e) Nutrition-related problems (f) Meeting nutrition needs -dietary plans

and implementation

6. Nutritional concerns during the life cycle (a) Factors affecting food preferences:

socio-economic, cultural and ethnic (b) Physical fitness, athletics and nutritional

needs (c) Nutrition factors in weight control (d) Alcohol, caffeine, tobacco, drugs and nutritional

needs (e) Nutrition and dental health (f) Assessing nutritional status (g) Nutrition education

74


Attendance: You are expected to attend all class meetings. A roll will be monitored. M.S. U. requires that I inform the Dean of Students if you have been absent from class 3 consecutive meetings regardless of the reason for the absence. Excused absences are:· Official school trips (advance notice to me of intent to be absent with note listing you as a trip member), death in family (note from parent or guardian) and illness with excuse from doctor or infirmary.

Evaluation: Grading system: (1) Tests - 3 One hour tests (100 points each)

(2) Term Paper (100 points) (3) Comprehensive Final (100 points) (4) Miscellaneous- films, projects, professional

meetings, etc. (Various points will be assigned) MAKEUP TEST WILL BE GIVEN FOR VALID WRITTEN EXCUSE ONLY.

Final grade will be determined by dividing points earned by total points possible to determine grade percentage. Letter grades will be assigned on the following basis:

A 92-100, B = 83-91, C = 74-82, D = 65-73, F below 65

75

Nutrition Throughout the Life Cycle HE 124 3/7 243

Textbook: Nutrition During the Life Cycle, Alford and Bogle

Tentative Course Outline

Malone Spring 1988

Date Reading Assignment

Jan. 12 T Introduction

14 Th Nutrition During Infancy Chapter 2

19 T Nutrition During Infancy - Continued

21 Th Nutrition During Infancy - Continued

26 T Nutrition During Infancy - Continued

28 Th Nutrition During Infancy - Continued Film - "First Foods"

Feb . 2 T EXAM II

4 Th Nutrition During Childhood Chapter 3

9 T Nutrition During Childhood - Continued

11 Th Nutrition During Childhood - Continued

16 T Nutrition During Childhood Film "No Better Gift"

18 Th Nutrition During Adolescence Chapter 4

23 T Nutrition During Adolescence - Continued

,L') Th Nutrition During Adolescence - Continued

March 1 T Nutrition During Adolescence - Continued

3 Th EXAM II

8 T Nutrition During Adulthood Chapter 5

10 Th Nutrition During Adulthood - Continued

14-18 M.S.U. Mid Semester Holidays

L L T Nutrition and Pregnancy Chapter 5 Film II Great Expectations:

76

L.4 Th Nutrition and Pregnancy Continued Slide Set "Inside My Mom"

L.9 T Nutrition During the Later Years Chapter 6

31 Th Nutrition During the Later Years - Continued

April 5 T EXAM III

7 Th Nutrition and the Athlete Chapter 8

lL. T Work on Term Papers·

14 Th Nutrition, Alcohol and Other Drugs Chapter 10

19 T Nutrition and Dental Health Chapter 11

L.l Th Presentations of Term Papers

L.6 T Presentations of Term Papers

L.8 Th Presentations of Term Papers

May 3 T Overview of Term Papers Review for Final Exam

77



COURSE DESCRIPTION: HE 5293/7293• Purchasing Food and Equipment for Institutions; (3) (Prerequisites: HE 3274). Three lectures._. Selecting and purchasing food and equipment for institutions:.- Methods and criteria for recognizt'ng ·quality; inspecting and storing food; operating and maintaining equipment• (Same as FST 5293/7293).

INSTRUCTOR: Betty Ector, Ph·;D~

Office: 206 Dairy Science Phone: 2950/2476

Class Hours: 201 Dairy Science MWF 9:00-9:50

TEXT: Purchasing for Food Services Managers.· M~C;;, Warfel & Marion L. Cremer, McCutchan Publishing Corporation, Berkley, CA-. 1985;;

OBJECTIVES: 1. To study the institutional food market and the conditions which

affect this marketi 2. To understand the regulations which control the production of

wholesome food for consumption, 3., To study the information needed to write clear and detailed

specifications for all food commodities purchased to meet the needs of a food service organization•

4;. To study and evaluate the criteria for selecting foods including quality factors, grading, labeling, units of purchase, cost considerations, needs and uses;

5~ To study methods of purchasing and receiving; proper storage · techniques; issuing procedures and inventory systems1

6• To understand the factors which influence the selection of equipment for a food service facility~

7. To study the features of equipment and their considerations in selection and purchase of ranges, refrigeration, steam equipment, ovens, griddles, deep fat fryers, dishwashing equipment, mixers, slicers and small hand equipment •.

8. To study the basic principles for efficient layout of equipment for institutional kitchens~


Grading: Will be based on the following: 300 3 1-hour exams

78

100 - 300 Reports and Written Assignments (1) Field Trips (2) Inventory Systems and Issuing Procedures (3) Specifications and Purchasing (4) Computer Records (5) Equipment (6) Layout and Design Project

100 Final Exam (comprehensive)

(Note) - Written papers will be due at class time on the designated day' Five (5) points will be deducted from the score for every day late~

A • 90-100; B • 90-89; C • 70-79; D • 60-69; F • 59 and below

REFERENCES: Bradner, Maschal, and Carlson. Profitable Food and Beverage Operation;, Esbach, c. E. Food Service Management, 3rd Edition, Chapters 1, 2, 7, & 13-17~·

Flannigan. Kotschevar. Kotschevar, Kotschevar, Layout.

School Food Quantity Food

L. H;; Quantity L; H. and M;.E.

Purchasing Guide·.; Bright, JiB•, and L. H" Production, Planning and Management. Food and Purchasing~ Terrill~ Food Service Planning; Equipment and

NIFI, Applied Foodservice Sanitation, 3rd Edition, Chapters 4,5, & 8. NSF, Manual of Sanitation Aspects of Installation of Food Service Equipment. Spears, M,;C;, and A.-G'" Vaden, Food Service Organizations; A Managerial and Approach, Chapters 7, 14 & 16. Terrill, ~.E. Professional Food Preparation. Wilkerson, The Complete Book of Cooking Equipment• Wilkingson, Meat Buyer's Guide to Standardized Meat Cuts. West, Wood, Harger & Shugart. Food Service in Institutions~ Chapters 11 & 12.

79



COURSE DESCRIPTION:

HE 5423/7423. Teaching Home Economics. (3) Three lectures. Applications of principles and theories of learning and human development; selection, presentation, and evaluation of subject matter; and techniques for developing and implementing multimedia teaching/learning experience.

INSTRUCTOR:

Elizabeth Stiffler, D.Ed. Associate Professor 129 A Lloyd Ricks Phone: 325-7689

32 5-29 50

TEXT:

Class: 129 Lloyd Ricks Class Hours: MWF 8:00- 8:50 Office Hours: 9-11 MWF

11-12 TTH

Chamberlain, Valerie and Kelly, Joan. Creative Home Economics Instruction. New York: McGraw-Hill Book Company, 1981.

OBJECTIVES:

Upon completion of the course, the student will have the ability to: l. Describe learning theories and principles 2. Explain models of teaching/learning system design 3. Plan instruction 4. Execute instruction 5. Evaluate instruction 6. Guide learners 7. Develop good working relations with the public 8. Exhibit professionalism

Generic Competencies Met By This Course:

1. Plans instruction to achieve selected objectives. 2. Organizes instruction to take into account individual differences

among learners. 3. Obtains and uses information about the needs and progress of indi

vidual learners. 4. Obtains and uses information about the effectiveness of instruction

to revise it when necessary. 5. Uses instructional techniques, methods, and media related to the

objectives. 6. Communicates with learners. 7. Demonstrates a repertoire of teaching methods. 8. Reinforces and encourages learner involvement in instruction. 9. Demonstrates an understanding of the school subject being taught and

demonstrates its relevance. 10. Organizes time, space, materials, and equipment for instruction. ll. Demonstrates high expectations for learners' academic performance.

80

OBJECTIVES (Generic Compentencies) Continued:

12. Demonstrates enthusiasm for teaching, learning and the subject being taught.

13. Helps learners develop positive self-concept. 14. Manages classroom interactions.


GRADES:

Pop Tests Quiz 1 Quiz 2 Final Participation Pre sen tat ions Unit Total

COURSE OUTLINE:

&

10% 10% 10% 20%

10% 40% 100%

I. Models of teaching/learning A. Sources for teaching/learning system design B. Learning theories C. Characteristics of learners throughout the life cycle D. Societal and community influences E. Forming a philosophy of teaching/learning

II . Components of teaching/learning systems A. Concepts and generalizations B. Behavioral objectives C. Establishing set D. Learning experiences E. Resources F. Culmination and closure G. Evaluating growth/progress

III. Communication and interaction in helping relationships A. Motivation B~ Values Clarification C. Questioning and critical thinking D. Discussion techniques E. Group instruction F. Demonstrations G. Developing written materials

IV. Techniques for teaching/learning A. Simulated experiences B. Experiments C. Games D. Modules and individualized instruction E. Multimedia approaches

l. VCR

81

/

COURSE OUTLINE (IV) Continued:

2. Computer managed instruction 3. Computer assisted instruction 4. Traditional media design and use

F. Class studies and dramatics

V. The professional educator A. Professionalism B. Management C. Public relations D. Evaluating performance

VI. Present trends and future perspectives in educational instruction

HE 5423/7423 Daily Out line

Aug. 26 28 31

Sept. 2 4 9

11 14 16 18 21 23 25 28 30

Oct. 2 5 7

9 12 14 16

Oct. 19 21 23 26 28 30

Nov. 2 4 6 9 13 16 18

Overview and Assignments Research Findings on Teaching and Learning Research findings on Teaching and Learning Learning Throughout the Life Cycle What is Teaching - (Assure Model) Concepts and Generalizations Behavioral Objectives Behavioral Objectives, Unit Concepts Due Resources for Teaching Overview Carol Lozes, Mississippi Dairy Council Research and Curriculum Unit - Stafford Hall Resources for Teaching, Unit Objectives Due Learning Experiences (Motivation) Planning Units and Lessons Individualizing Instructions Teaching Skills (An Overview) Lesson Plan Due Questioning and Critical Thinking Video Tape Questioning Lesson: Lecturing Review Mid-Term Discussion Techniques Video Tape Discussions or Lecturing Techniqu~s Demonstration Techniques Demonstration Techniques Demonstration Techniques Video Taping Demonstration Techniques Ruth Hurt, MAP Simulation and Dramatic Techniques Video Tape - Dramatic Techniques Multimedia Techniques Computer & VCR Techniques

Games for Teaching and Learning Present a game

82

Chapter 23

Chapter l Chapter 2 Chapter 2 Chapter 16

Chapter 3,20 Chapter 4 Chapter 22 Chapter 5 Chapter 7

Chapter 8

Chapter 13

Chapter 9,10


Chapter 12

HE 1423 Daily Outline (Continued)

20 Present a game 23 Values Clarification 2) Professionalism & P.R. Chapter 18 30 Present Unit

Dec. 2 Present Unit 4 Review

REFERENCES:

Alschuler, Alfred. Values Concepts and Techniques. Washington, D.C.: National Ed. Assoc., 1982.

Bigge, Morris L. Learning Theories for Teachers. 3rd ed. New York: Harper and Row, 1976.

Dollar, Barry. Humanizing Classroom Discipline. New York : Harper and Row , 1 9 7 2 , p • 114 •

Dreikurs, Rudolf. Maintaining Sanity in the Classroom. New York: Harper and Row, 1971. p. 338.

Farnham, Diggory, Sylvia. Cognitive Processes in Education. New York: Harper and Row, 1972, p. 630 •

. Gagne, Robert. The Conditions of Learning . New York: Holt, Rinehart and Winston, 1977.

Green, John A. 141.

Teacher Made Test. New York: Harper and Row, 1963. p.

Henak, Richard. Lesson Planning for Meaningful Variety in Teaching. Washington, D.C. National Education Association, 1980.

Hernandez, David. Writing Behavioral Objectives. New York: Barnes and Noble, 1971, p. 45.

Hersh, Richard, Miller, John and Glen Fie1dings. Education. New York: Longman, Inc., 1980.

Hoover, Kenneth. A Sourcebook of Student Activities. Bacon, Inc. , 1981.

Models of Mora 1

Boston: Allyn

Howe, Michael J. Understanding School Learning~ New York: Harper and Row, 1972, p. 299.

Lathrop, Ann and Goodson, Bobby. Courseware in the Classroom. Menlo

83

REFERENCES (Continued2_:

Ogletree, Earl,, Gebauer, Patricia and Velma Uj1ake. The Unit Plan. New York: University Press of America, 1980.

Ripple, Richard E. Readings in Learning Human Abilities. Harper and Row, 1964, p. 586.

New York:

Sanders, Norris M. Classroom Questions: What Kinds. New York: Harper and Row, 1966. p. 176.

Segal, Judith, Chipman, Susan and Robert Glaser. Thinking and Learning Skills New Jersey: Lawrence Erlbaum Association, 1985.

Stewart. Marjorie, and Stiver, Wendellyn. Home Economics. Danville, Illinois: Publishers, Inc., 1973.

84

Teaching Aids and Strategies: The Interstate Printers and

(



COURSE DESCRIPTION: HE 1803/7803. The Family: A Transactional Approach. (3) Two lectures• Prerequisites: Sociology, Psychology and Junior standing. The impact of internal factors on the development of individual and family relationships throughout the life cycle;

INSTRUCTOR: Katherine Ann Stooksbury Office 227 B Lloyd Ricks Building Telephone: 325-7686/2950

TEXT:

Class: 8 Lloyd Ricks Office Hours: MW 10:00-12:00

TTH 3:00--4:00

Schulz, David. The Changing Family: Its Function and Future. Englewood Cliffs, N.J. Prentice-Hall, Inc. 1982.

(paperback) Welty, Eudora. One Writer's Beginnings. New York: Warner Books. 1984.

COURSE OBJECTIVES:

Recognizing societal influences that have direct implications on American families •

• Becoming familiar with the historical and contemporary perspectives of American families. Gaining some knowledge of families and their reciprocal relationships as affected by internal and external factors. Understanding different cultural influences on family styles. Identifying traditional and non traditional life styles and the impact on families in today's society. Acquiring knowledge of the sensitive periods and coping skills at various developmental stages in family structures•

• Studying the contributing role of Home Economics in the future of the American family.-

COURSE EVALUATION:

The student will be expected to undertake, in all parts of the course, high quality scholarship and involvement. This course is designed to promote se lf-moti vat ion. Each individual is responsible for analyzing his/her own needs and goals and directing his/her plan of attack in that direction in developing competencies. One is not competing with others in the class, promoting self-competition. This course is not designed to encnurage frustration, but intellectual curiosity for learning and increased knowledge related to American families.

85

Significant and active participation in class discussion is important. Many of the learning experiences are dependent on the exchanges of knowledge based on readings, creative thinking and experiences from all class members. Each individual should feel a responsibility to himself and to the group for contributing to this process.

At the end of the course each student should have gained increased knowledge of the major elements which constitute the present day environment for todays American families - population - resourcessocial problems - influences of technology - environmental conditions and the role of Home Economics in the families of today and the future.

FORMAL REQUIREMENTS

Grades will be based on the total number of points accumulated on the examinations, individual and group projects, and class assignments.

1. A mid-term examination directed at assessing the students understan.ding and integration of the material covered the first half of the term will be given on March 13 • This examination will cover class discussions, required readings, speakers, film presentations and discussion of field trips.

2; Final examination. This will be a comprehensive examination. Study sheets will be given out the last class meeting of the term.

3 . Participation in an individual/or group project. This project involves a review of the literature and a conceptual analysis of a current topic related to the family. Topics to be selected from list provided in the outline. This assignment requires a written detailed report of current findings related to your topic, bibliography included and a brief class presentation. In addition to a complete report presented to the instructor the class period following class presentation an abstract of your topic should be included to be placed in the reading room file for class members to review. It is recommended that this report be typed. Group report will be graded on the following area:

--content --methodology --organization --bibliography (use of current -format --documentation

references) -enthusiasm for topic

--class presentation (Sign up dates for topic presentation in outline) 4. Taped interview: Each class member will be expected to

two individuals from each of the following age ranges. Two college students Two young married couples. (wife, husband or both) Two middle age adults (one may include your parents) Two older adults (grandparents, neighbor etc.) Yourself

86

interview

Names should NOT be included in the interview• However, subjects interviewed should give age or age range. Questions to be asked are as following:

(A) What do you feel contributes for making a happy successful family in our American society?

(B) What do you feel causes the most discontent and unhappiness in our American families?

After you have completed taping all of your subjects analyze data from your tape according to the following chart.

Date Subject (male/female) Age Answers to questions (A) (B)

Turn in tape along with interview analysis. Your tape wi 11 be returned . to you at the end of the course. Date due: April 23.

~. Five research abstracts from current journals. Follow abstract format in outline. (due April 30)

6. Five non professional readings. Lay articles. Follow outline below research abstract format in course outline; (due April 30)

7. Critique Eudora Welty's book - One Writers Beginnings. Descriptive chart of individual personal characteristics.

Grandfather Grandmother Mother Father

Summary of how the values and attitudes of these family members had an affect on the author. (Class discussion and individual papers to be turned in at the beginning of class. Check outline).

8. Quiz. Brief quiz before mid-term to access comprehension of readings. All outside readings will be kept in file box in the middle room next to my office. You may come anytime during the day to read articles. PLEASE be considerate. DO NOT MARK or UNDERLINE as you read. Remember what is important to you may not be to someone else and could be distracting). Date of quiz: February 19.

87

(

January 15

20

DATE AND TOPIC OUTLINE

Course Introduction Course Expectations

The Changing Famil~

Historical Development of American Families The Family in Transition Family Needs in Today's Society

Text: Chapter 1 Additional readings: The Myth of the Declining Family (Article 1) Families in the 1980's (Article 2) What Americans Think About Their Lives and Families (Article 30

22 Understanding Families Hidden Realities: What Goes on Inside Families

(i.e. Economic Conditions etc.)

Text Chapter 2 Additional readings

How American Families are Changing (Article 4) What Ever Became of Supermom? (Article 5) How Strong is Family Life (Article 6)

27 Characteristics of Families in the United States Diversity in American Family Styles

The White Stratification System The Black Stratification System Appalachian Mountain Families Mexican-American Families (Rural and Urban Families) The New American Poverty

Text: Chapter 3 Additional Reading: Nine American Lifestyles: Values and Societal Change (Article 7).

29 Life Styles of American Families

FIELD TRIP All class members are expected to participate in going on field trips;

(Emphasis on problem solving techniques, decision making, housing arrangements and management.)

88

(

26

March 3

5

17

(

19

19 - 24

26

31 - April 2

The Family Life Cycle

TEXT: Chapter 6

Additional Readings: What Makes a Good Family (Article 18) Life Span Development and Families (Article 19) Family Fever (Article 20)

MID TERM EXAMINATION

Sensitive Periods in Family Life Predictable and Unpredictable Events in the Family Short Term and Long Term Crises in Families Stress Factors in American Families

TEXT: Chapter 9

Additional Reading: An Island of Stability - The Family (Article 21)

SPRING HOLIDAYS

Cont. Sensitive Periods in Family Life Coping Skills and Management

Text: Chapter 7 Chapter 8

Additional Readings: How Much Stress Can You Survive? (Article 22) The Great American Value Test (Article 23) Despite Pressures - The Family is Surviving (Article 24)

Readings for March 19 - 24 Family Issues Text: Chapters: 10 Divorce and Disorganization

11 Changing Sexual Attitudes and Behaviors in Families

12

Group Presentations Group (A)

Feminism and the Drive Toward Equality: Working Women (Topics to be Announced)

Field Trip: Visit to a Garment Factory. Concerns of Working Women. Factory Industrial Day Care.

Topic: Visit the

Text: Chapter 13 Environment and Population Control

Group Presentations: Topics to be Announced. Group (B)

89

7

9 - 14

16

21

23

( 28

(

30

Critique of Eudora Welty's book, One Writers Beginning. Descriptive in depth character study of grandparents, Mother and Father and the influences these family members have had on the author. (Attitudes, values etc.) Class discussion and written paper to be turned in at the beginnin~ of the class.

Group Presentations (Topics to be Announced) Group (C)

Family Life in Other Selected Countries as Compared to American Family Life

Text: Chapter 14 Classnotes

Slide - Talk Presentation: Family Life in Japan. Guest Speaker: Pastor Billow

Current Trends Related to the American Family Societal Influences on the Family

Lecture Notes: Additional Readings: Ecology of the Family (Article 24) Teenage Parenthood and Family Support (Article 21)

Home Economics and Societal Influences on the Family

Lecture Notes:

Additional Readings : A Portrait of America (Article 26) Building Strong Family Ties (Article 27)

A Look at the Future of the Family and Family Influences

Text: Chapter 16 Trends and Proposals

Impact of Technological Advances on the Family

Additional Reading:

The American Family in the Year 2000 (Article 28)

90

ABSTRACT FORMAT

Select a current professional journal for research abstract. (1985-1987)

According to the Publication Manual of the American Psychological Association an abstract is a brief summary of the content and purpose of the research study. The abstract allows readers to survey the contents of an article quickly. An abstract for a research paper should be 100-175 words~

Use the following format for writing abstracts:

Name of Research Journal and date.

Statement of the Problem.

Methodology or Procedure.

Subject/Population: (number, SES, age sex, geographic location).

Research Instrument. (Specially designed test for research project.)

How Data was Collected: (observation, questionnaire, interview, video tape, etc.)

Results: (findings)

Recommendations: (by researcher or someone critiquing the research);

Format for non research articles:

Name of Article Author Date (current 1986-1987) Publication

Give a brief summary of article and your assessment and comments to its relationship to the American Family. (100-175 words)

91

BONUS IDEAS (21 points)

Many times students ask if there are ways to obtain points in addition to class assignments. Students interested in going beyond class assignments must have permission from the instructor and declare their intent and subject area on the first class period after Spring break. A student may develop only ONE optional project~ Remember quality not quantity of work will be evaluated. Suggested ideas are as following:

1. Summarize a current book that has implications for or about families •

2. Issue paper: Issues related to families~ Topic to be approved by the instructor. Select topic and support your thinking according to recent literature and research findings. You will be responsible for only ONE side of the issue.

O~ganization: (Pro or con according to your selection and interest.)

Content: (written with justification)

Summary:

References:

3. Documented paper on how society affects families (1980-1987). You may also include any projected future speculations you may find beyond 1987.

Format for paper:

Influences in Society

1.

2.

Affects on Families .

1.

Reference/date

2.

4. Collection of slides of families doing activities together: supermarket, church, shopping centers, home etc.

). Twelve articles related to current trends in American families. Illustrate articles with pictures. Can be on poster board, or on bulletin board.

Class attendance is expected. The required readings should be completed prior to the lecture for which they are listed. A student is responsible for class lecture notes even though they may be absent from class.

All assignments are due nn stated dates. Full credit can not be given if assignments are late. Plan Ahead.

92

A student should not limit himself /herserf to the required readings. Remember the general assignments are based on the average student. To broaden ones knowledge a student should read as widely as possible from other sources as well. Suggested current books that may be of interest to you are listed below.

Not required readings. SUGGESTIONS ONLY for students who may be interested in further readings~

Casale, Anthony~ Tracking Tomorrows Trends. 1986•

Clarkes, Arthur. July 20, 2019. Life in the 21st Century. 1986.

Goodman, Ellen. Keeping in Touch. 1986.

Larson, Bob. Family Issues. 1986.

Long, Kim. American Forecaster. 1987

McDowell, Montero. Social Problems. 1986.

93

(

SUGGESTED TOPICS FOR CLASS PRESENTATION

DEMOGRAPHIC TRENDS AND FAMILIES

THE WELFARE SYSTEM AND FAMILIES

FAMILIES AND CHANGING MORES

TECHNOLOGY AND THE AMERICAN FAMILY

AFFECTS ON THE FAMILY IN A COMPUTERIZED ENVIRONMENT

THE MEDIA AND THE FAMILY (TELEVISION, MOVIES, BOOKS, PERIODICALS)

FAMILY DYSFUNCTIONS: (FAMILY VIOLENCE, ABUSE, INCEST ETC.)

THE CHANGING AMERICAN GRANDPARENT AND FAMILIES

SINGLE PARENT FAMILIES

HOUSE HUSBANDS

BALANCING WORK LIFE AND F&~ILY LIFE: PRESENT AND FUTURE TRENDS

THE SHRINKING FAMILY CIRCLE• MIDDLE AGE TO RETIREMENT

CHANGING ROLES OF WOMEN AND THE EFFECTS ON THE FAMILY

THE IMPORTANCE OF LEISURE AND FAMILIES

SOCIETAL INFLUENCES ON THE FAMILY: FADS AND FASHION

ENVIRONMENTAL INFLUENCES: (CROWDING, NOISE LEVELS, PERSONAL SPACE)

FAMILY CRISES: DEATH OF A FAMILY MEMBER

FUTURISTIC FAMILIES

INTERGENERATIONAL RELATIONSHIPS IN THE FAMILY; THE EXTENDED FAMILY

DEMOGRAPHIC TRENDS AND F&~ILIES

TECHNOLOGY: POLLUTION AND THE FAMILY

THE CURRENT STATUS OF RESEARCH AND THE FAMILY

(OTHER TOPICS WITH THE APPROVAL OF THE INSTRUCTOR)

94

STUDENT EVALUATION RECORD

RESEARCH ABSTRACTS ( 5) •••• · ••• • •• • • ; ••••••• , •••• .-. · ••••••

NON RESEARCH ARTICLES ( 5) ••••••••••• • ••••• -. ••••••••••• (current books and publications)

QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Points 50

50

50

BOOK CRITIQUE ••••••••• ~ •••••••••• ~.; ••• ; •••••• ~; •••• ~ 50 (One Writers Beginnings)

TEAM OR INDIVIDUAL IN DEPTH PROJECT; •••••• ~. ; •••• ; •••• ~ 100

MID TERM EXAMINATION •· ••••••••••• · ••• ·.; ••• , •••••• • ••• ~ ·• • • 100

FINAL EXAMINATION ••••• ~ ·• •••• · ••• ·J • -~. • ••• •• · •• ·~ · ••• ; •• ·.- ~ •• ; • 150

TAPED INTERVIEWS AND ANALYSIS • . , • · ••••••• -~ •• ·• ~ •••••• ~ •,; • 50

TOTAL POINTS

600 POSSIBLE BONUS POINTS 25

(To be approved by the instructor)

HAVE FUN AND RELAX AND ENJOY LEARNING!!

95

APPENDIX F

FIELD EXPERIENCE/INTERNSHIP

CHILD AND FAMILY DEVELOPMENT

CLOTHING, TEXTILES AND MERCHANDISING

CONSUMER ECONOMICS

FOODS, NUTRITION AND DIETETICS

HOME ECONOMICS EDUCATION

HOME ECONOMICS EXTENSION

INTERIORS

HOME ECONOMICS

CHn.D AND FAMILY DEVELOPMENT OPTION

* CHn.D LIFE IH'l"ERNSHIP

* HOMAN SERVICE AGENCY INTERNSHIP

* PRE-SCHOOL FIELD EXPERIENCE

96

I.

II.

III.

IV.

v.

VI.

VII.

VIII.

IX.

X.

XI.

XII.

XIII.

XIV.

XV.

XVI.

XVII.

XVIII.

XIX .

XX.

XXI.

Field Experience and Internships

TABLE OF CONTENTS

Letter from University mentors to students

Faculty: Child and Family Development

Option Sheets for Child and Family Development

Internships

Outline for Student Internship Handbook

Academic Goals for the Child Life Internship

Academic Goals for Family Internships

Academic Goals for Pre-School Field Experience

Agreement of Affiliation

Educational Objectives for the Child Life Internship

Format for Educational Objectives for the Child Life Internship

Ten-Week Plan Sheets

Fifth Week Evaluation Form

Tenth Week Evaluation Form

Partial List of Human Service Agencies

List of Accredited Hospitals for Child Life Internships Which Have Participated in the Internship Program at The Mississippi State University

Medical Titles

Human Anatomy

Reading List

Letter from Former Student

Appendix: Mentor Letter

97

DEPARTMENT OF HOME ECONOMICS CHILD AND FAMILY DEVELOPMKNT

STUDENT Is NAME SOC. SEC. NO. ADVISOR CONCENTRATION

FRESHMAN YEAR COURSE CR HRS GR

ART 1113 Art Appreciation OR MUE 1113 Hist. & Apprec. of Music 3

ART 1123 Design I 3 .... Biological Science with Lab 3 EN 1003 or 1103 English Comp. 3 EN 1113 English Comp. 3 HE 1701 Survey of Home Economics 1

++HE 1802 Professional Seminar 2 +HE 2803 Prenatal & Infant Development 3

HI u.s. OR World History 3 MA 1153 College Algebra 3 PSY 1013 General Psy~holog~ 3 so 1003 Intro. to Sociology 3

Total Hours 33 SOPHOMORE YEAR

COURSE CR HRS GR co 1003 Fund. of Public Speaking 3 EN Literature Elective 3 HE 2533 Family Clothing 3

.

HE 3213 Child DeveloEment I 3 HE 3213 : Indiv. & Family Nutrition 3

"I< MA Mathematics 3 ,.. Physical Science with Lab 3

so 1503 Marri age & Family 3 .,., ,.. Concentration Course 3

?: >< Concentration Course 3 Elective 3

Total Hours 33 JUNIOR YEAR

COURSE CR HRS GR Computer Course 3

HE 3623 Space Planning OR . ___ HE 3613 Intro. to Interior Environment

OR HE 3633 Household Equipment 3 "' Mathematics or Science Elective 3

PE 3113 First Aid 3 so 3213 'Intor to Soc . Research OR

COE 4103 Intro. to Counseling 3 sw 2113 Social Work OR 3

PSY 2153 Psychology of Adjustment 3 Jr/Sr Writing Course 3

"'"" Concentration Course 3 .,..,., Concentration Course 3

XX Concentration Course 3 Elective 3

Total Hours 33

98

DATE ENROLLED

COMMENTS

COMMENTS

COMMENTS

SENIOR YEAR COURSE CR HRS GR COMMENTS

HE 3203 Child Health & Ntr OR 3 HE 5243 Ntr Across the Life Span 3

HE 4050 Internship 6 HE 4303 Consumer Economics 3 HE 4801 Professional Seminar II 1

++HE 4803 Art of Parenting 3 ++HE 5803 The Family: A Trans. Approach 3 .,.,.

Concentration Course ........ Concentration Course

Elective Elective

** CONCENTRATION - Preschool EDE 3233 Children's Literature

Total Hours

EDX 4223 Psy & Ed of Ex Child & Youth HE 2203 Foods HE 3823 Designing Preschool Programs HE 3803 Nursery Day Care Procedures HE 3813 Child Development II HE 4823 Dev & Admin of Child Ser Prog

Total Hrs. - 21

** CONCENTRATION - Family CO 1053 Fund of Inter Communication OR

CO 2213 Small Group Communication EPY 1073 Psychology of Adolescence OR

PSY 4803/6803 Intro to Dev Psy PSY 4993/6993 Psychology of Aging HE 1403 Intro to Gerontology HE 3463 Env for Special Needs OR

COE 4123 Seminar HE 4813/6813 Adult Development_ HE 5813/7813 Family Interaction

Total Hrs. - 21

Adviser Approved Course ** Concentration Course

+ Offered Fall Only ++ Offered Spring Only

2-3 3 3 3

31

** CONCENTRATION - Child Life BIO 1102 Biology of Human Repro COE 4153 Facil Skill Dev OR

SW 4223 Child Welfare Serv EDX 4223 Psy & Educ of Ex Child &

Youth EPY 1073 Psy of Adolescent HE 3803 Nur Day Care Procedures HE 3833 Hospitalized Child & His

Family HE 4823 Dev & Admin of Child Ser

Prog Total Hrs. - 20

130 Hours to complete Child and Family Development Option (45 Hours University Core)

7/87

99

FACULTY: C H I L D A N D P' A M I L Y D E V E L 0 P M E N T

JEAN V. KIZER. Assistant Professor of Home Economics

EDUCATION: B.S.

M.Ed.

ADDITIONAL Ed.Psy. Early

Childhood

The Pennsylvania State University Major: Elementary Education The Pennsylvania State University Major: Individual and Family Studies

WORK IN Mississippi State University

Ed. Mississippi University for Women

PROFESSIONAL ORGANIZATIONS AND HONORARIES Northeast District Home Economics Association Mississippi Home Economics Association Mississippi Association for Children Under Six Mississippi Council on Family Relations Southern Association for Children Under Six National Association for Young Children American Home Economics Association American Association for Child Care in Hospitals Kappa Omicron Phi Gamma Sigma Delta

KATHERINE ANN STOOKSBURY. Assistant Professor of Home Economics

EDUCATION B.S. The University of Tennessee

Major: Child Development and Family Relationships

M.S. The University of Tennessee Major: Administration and Supervision in Home

Economics Child Development and Family Relationships

ADDITIONAL WORK IN: Home Economics and Educational Psychology. University of

Tennessee

PROFESSIONAL ORGANIZATION AND HONORARIES Northeast District Home Economics Association Mississippi Home Economics Association Mississippi Association for Children Under Six Mississippi Council on Family Relations Southern Association for Children Under Six National Association for Young Children American Home Economics Association American Association for Child Care in Hospitals American Association for Childhood Education International National Council for Family Relations Kappa Omicron Phi Gamma Sigma Delta Phi Delta Kappa

100

( JAN COOPER TAYLOR, Assistant Professor of Home Economics

EDUCATION B.S. M.S. Ph.D.

Murray State University-Home Economics Education University of Missouri-Child and Family Texas Woman's University-Child and Family

Major: Child and Family and Home Economics Education and English

PROFESSIONAL ORGANIZATIONS AND HONORARIES Northeast District Home Economics Association Mississippi Home Economics Association Southern Association for Children Under Six National Council on Family Relations National Association for the Education of Young CHildren American Home Economics Association Kappa Omicron Phi

101

Requirements for Participation in Field Experiences and Internships

The Child and Family Development Option offers three areas of professional concentration (Preschool. Child Life and Family).

1. An eight-week Field Experience in a preschool setting under the supervision of a Master teacher is required for the successful completion of the Preschool Concentration. Students must have an overall QPA of 2.25 and a QPA of 2.50 in Home Economics prior to the Field Experience.

2. A ten week Internship in an accredited hospital Child Life Program is required for the successful completion of the Child Life Concentration. Students must have an overall QPA of 3.00 and a QPA of 3.25 in Home Economics prior to the internship.

3. A ten-week Internship is required in a human services agency for the successful completion of the Family Concentration. Students must have an overall QPA of 2.50 and a QPA of 3.00 in Home Economics prior to the internship.

102

(

STUDENT OUTLINE FOR INTERNSHIP NOTEBOCK

I. Introductory Letter to Agency

II. Requirements A. Autobiography including a recent photograph B. Prepared ten-week plan sheets C. Twenty planned activities suitable for clients in

assigned agency

III. ·Definition of Child Life/Family Agency/Pre-School

IV. Contracts/Agreements

v.

VI.

VII.

VIII.

IX.

x.

XI.

XII.

XIII.

Insurance and Medical forms. emergency forms. CPR certification

General and Specific Objectives for Student

Personal Goals

Evaluation instructions

Mini Research Project or Independent Study Project

Logs and Reaction Papers

Reading Lists with Abstract

Terminology: Health and/or agency related

Professional ethics

XIV. Related Agency visits (Formal)

XV. Completed Diagram of Human Body

XVI. APPENDIX,: Human Service Requirements Contract Hospital Requirements Pre-school Field Experience Requirements

103

Academic Goals for the Child Life Internship

Identifying general. specific and personal educational objectives related to child life programs

Analyzing community agencies related to children and their parents

Helping .children and parents to cope with feelings related to hospitalization

Applying basic knowledge of child development to hospitalized infants. children and adolescents

Recognizing the importance of educational play experiences for the hospitalized child as a developmental need. an emotional expression. and a potential for the formation of positive association

Completing an agreement with the agency and the Child and Family Development option selected for field placement

Becoming aware of contemporary trends and recent research related to child life programs

Submitting a mini-research proposal or independent study project to be implemented and completed 'during the ten week internship (must have prior approval from the college mentor and agency supervisor)

Demonstrating appropriate age and developmental activities and experiences. based on child development knowledge. Consider the total needs of the child (physical. emotional. social. sensory motor. perceptual. cognitive). adapting activities to the child's illness or physical restraints

104

Academic Goals for Family Internships

The students should:

Acquire a knowledge of the agency where he/she is placed. This includes history. philosophy. staff hierarchy. agency resources. services. and funding

Demonstrat.e competencies needed to work in an agency serving families

Gain effective communicative and facilitative skills to work with families.

Prepare a personal growth assessment

Be aware of community resources and referral services

Understand the legal aspects of working with individuals and families in a community based agency

Participate in any in-service program. i.e. workshops. seminars. sponsored by the agency

Prepare a glossary of terms related to the agency or situation where internship is done

Complete a bibliography of available materials provided by the agency

Be prep a red to complete a demographic study of the community in which the internship is done

The means of achieving and evaluating objectives will be developed as the program is implemented.

105

Academic Goals for Pre-School Field Experience

The student should:

Study individual children and children in groups

Know the developmental levels of the children and prepare appropriate learning experiences

Be able to prepare the classroom environment to maximize learning

Develop the understanding and skills required to work with parents

Participate in any programs that are sponsored for the parent/teacher joint efforts

Apply appropriate guidance and discipline techniques

Develop a sense of humor

Study the community and its influence on the school

Be able to do both long-range and short-range curriculum planning

Demonstrate the mechanics of arranging a field trip or having a visitor in the classroom

Develop formal and informal assessment measures

Complete self-evaluation instrument

106

MISSISSIPPI STATE UNIVERSITY HOME ECONOMICS DEPARTMENT

P. 0. DRAWER HE MISSISSIPPI STATE. MISSISSIPPI 39762

AGREEMENT OF AFFILIATION

An Agreement of Affiliation entered into between Mississippi State University. student intern and

for purpose of providing a ten week internship program.

It is understood and agreed by the aforesaid parties that:

1. The student must be in good health. information card.

Provide an emergency

2. The student intern is expected to participate per day and be on call nights and weekends. necessitate the student remaining in the local the ten week period.

eight hours This will

area during

3. The student may be asked to terminate the internship and forfeit the college credit if she is judged by the University representative or the Agency staff to be involved in any behavior which would have an adverse effect on her personally. the Agency or Mississippi State University. This will include such things as drugs. alcohol. immoral sexual behavior. theft. improper communication of information or general negligence of duty.

4. Housing. meals. transportation and medical insurance are solely the responsibility of the student intern.

5. The student will submit detailed daily logs and a reaction paper on a weekly basis. The logs and reaction papers are to be submitted to the agency supervisor each Monday. A 9 X 12 stamped envelope will be provided for the supervisor to submit the material to the University mentor at his/her earliest convenience.

6. The student intern will contact three related outside agencies and arrange site visits. The results of this assignment to be included in daily logs and reaction paper.

7. The student will conduct a literature and/or mini research study on a topic of significance to the particular center and with approval of University mentor. This study is to be submitted in typed or appropriate format at the end of the ten week internship.

8. A three to five page typewritten evaluation of the experience will be submitted at the end of the ten week period. Thif must be signed by the ;.upervisor.

107

9. The Agency staff has the opportunity to request copies of any materials or projects developed by the intern during the ten week internship.

10. A complete portfolio is to be submitted to University mentor at the termination of the internship. This portfolio is the responsibility of the student intern. This portfolio must include:

a. educational objectives b. all logs and reaction papers c. final experiential evaluation d. annotated bibliography of readings e. mini-study project or paper

11. The grade will be determined by the University mentor and the Agency Supervisor on the basis of:

APPROVED:

a. meeting of established deadlines b. accomplishment of educational objectives within the

realm of possibility c. interpersonal relationships d. quality or written assignments ,e. quality and applicability of project or mini-study f. fifth week evaluation g. tenth week evaluation

APPROVED:

NAME: (Child Life Supervisor) STUDENT

TITLE

DATE

108

MENTOR: Associate Professor of Home Economics

Child and Family Development

Mississippi State University

I

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General and Specific Objectives

I. KNOWLEDGE OF THE AGENCY

A. Learn about the history of the center ~rpose of establishment 2. size when established 3. expansions since establish

ment (if"any)

B. Goals of the center 1. long term 2. short term 3. assessment of goals by staff

C. Ex~lain the Philosophy of the Ch1ld Life Program

EDUCATIONAL OBJECTIVES FOR THE CHILD .LIFE INTERNSHIP

Means of Achieving Objectives

A. Learn about the history of the center ~ading or research-city, county,

and hospital resources 2. conferences with staff members 3. ask questions about the history 4. pamphlets about the hospital

B. Goals of the center 1. reading or research-hospital

resources 2. pamphlets about the hospital 3. seek information from administra

tion, doctors, nurses, and other staff members about their own goals and those of the hospital as a whole

4. informal discussion 5. make a flow chart of goals

C. Ex~lain the Philosophy of the Ch1ld Life Program 1. discuss with Child Life

supervisor 2. discuss with Child Life staff 3. read literature related to the

philosophy of the Child Life Program at the hospital I am working

Means of Evaluating Objectives

Learn about the history of the center ~able to tell others when th1

hospital was established 2. know the size when established

.and different steps of expansion

3. be able to state the purpose ot · building this hospital

Goals of the center 1. feel comfortable in my know

ledge of the goals 2. be able to state long term and

short term goals and the purpose of the goals

3. understand the goals and know their specific purpose and aid to children and staff ·

4. have a completed and underunderstandable flow chart

Exelain the Philosophy of the Ch1ld Life Program 1. be able to explain philosophy ··

to others 2. compile information 3. implement philosophy in work

situation

General and Specific Means of Achieving Means of Evaluating Objectives Objectives . Objectives

D. Structure of the hospital D. Structure of the hospital Structure of the hosEital 1. know general layout of hospital 1. make a flow chart of the facil- 1. have completed and accurate 2. know hospital capacity ities, their location and who is flow chart

in charge 2. be able to go to each place 2. observation-walk around and notice without any trouble

facilities and their location 3. be able to give others direc-3. informal discussion with staff tions to facilities 4. inquire among staff about the 4. be able to tell others what

certain facilities and their is availab'e to them location 5. know specifically what is on

5. obtain map of hospital each floor and generally what 6. work in a variety of areas each floor is designated for

E. Hierarchl of the staff within E. Hierarch~ of the staff within Hirerarchy of the staff within the system the system the system 1. supporting 1. dO a flow chart of the staff in 1. through comparison of the jot

..... 2. medical order of ·their· importance and responsibilities of staff

..... 3. child life 2. informal · discussion with staff 2. have a completed flow chart ..... 4. specilaists and knowledgeable persons 3. be able to determine each 3. through personal contact and staff members place on the

evaluation hierarchy 4. ask questions 5. readings 6. notice staff members professional

title

F. Familiarize myself with the staff I F. Familiarize m~self with the staff F. Familiarize m~self with the staff 1. exploring and observing the center 1. be able to call staff members 2. meet and confer with the staff by name 3. make a flow chart of the staff- 2. know what each person does

who they are and their position 3. through their response to me on staff 4. arP. they glad to see me

G. Hospital Resources G. H6spital ~esources G. Hospital Resources 1. to investigate supplies, equip- 1. . to get a 11 s t from 1 ead teacher 1. to be able to identify each

ment, and resources available or supervisor one and·obtain their to Child Life worker 2. investigate locations of each cooperation

3. establish communication with each 2. to be able to discuss what I and familiarize myself with their find and be able to use and functions understand what I find out

4. explore supply room--being aware 3. have list of supplies and of materials and equipment equipment available. avail able

General and Specific Means of Achieving Means of Evaluating Objectives Objectives Objectives H. Services provided bl the center H. Services ~rovided bl the center Services ~rovided bX the center

1. admission procedures and dismissal 1. research and readings-community 1. feel comfortable in the know· a. most likely time and days and hospital resources ledge of services and how the b. length of admission process 2. observation-·look around the can be acquired and dismissal hospital 2. be able to tell someone else 3. participation about the services 4. ask questions of staff 3. have a list of all services s. informal discussions 4. know where to go for each 6. pamphlets put our by the hospital service and who to contact 7. through observation 8. ask questions of staff 9. informal discussion

I. Funding of the Center I I. Funding of the Center

r Funding of the Center

1. research and reading-hospital 1. compiled list of funding and community resources 2. feel comfortable in the know·

..... I 2. ask questions ledge of the fund's origins ..... 3 . informal discussion N 4. staff meeting 5. conferences with staff members

J. Distribution of funds I J . Distribution of funds

r Distribution of funds

1. research and readings-hospital 1. have completed and accurate resources flow chart

2. informal discussion with staff 2. feel comfortable in my know-3. flow chart of distribution ledge 4. ask questions 3. be able to tell others how

the funds are distributed

K. Hospita 1 agencies I K. Hos~ital agencies · Hos~ital a7encies 1. list and become familiar with 1. identi y the function of the

each one and their functions agencies 2. establish lines of cummunication 2. by utilization of their

with each services while doing my 3. determine their importance on . internship

terms of assisting families, the 3. accomplishment of obtaining child, and myself communication from me to the

agency i tse 1 f

.......

....... w



L. Gain insi~ht into the EOEulation with L . . Gain insight 1nto the EO~ulation with ~nom I . ~' I 6e wor~1ng whom I will be working · 1. Obtain a hospital and a personal 1. Discuss with supervisor

survey of the patients treated 2. Observe patients that are treated 2. Utilize admittance records, if as to race, socio-economic status,

possible and marital status 3. know environmental location of 3. Discuss and work with admittance

hospital personnel · 4. Familiarize myself with information 4. Confer as to duration of hospital

received from Chamber of Colllllerce stay as to environmental location of 5. Tour and observe environment aroun hospital hospital

6. Use information obtained to gain insight into working with patients

7. Obtain information -and discuss wit personnel of Chamber

II. TO RECOGNIZE MY ROLL AND FUNCTION IN TH~ AGENCY

A. Define my responsibil iUes as a Child Life worker

B. Develop rapport with fellow employees

C. Gain experience in case work as well as administrative duties

A.

B.

c.

Discuss with my supervisor; write an agreement; work under guidance

Introduce 11\YSel{ to all of 11\Y fellow employees early in my field experience· get to know their names and positions in the agency; spend breaks and any other free time with 11\Y fellow employees .to develop rapport with each of them individually; solicit their opinions and suggestions as to my role and responsibilities in the agency. Distribute 11\Y time faily;equally between the office and "in the field" . Discuss the roles of a case worker and administrator with persons functioning in those capacities and observe them on the job; compare and contrast the two roles and their respective advantages and disadvantage


Gain insight into the Eoeulation w1t~ w~om I wlll be wor~1ng 1. Compile information of

hospital survey 2. Compare hospital survey with

personal survey 3. Sulllllarize the information

acquired 4. Compile information 5. compile information

Increase my responsibilities; lessening of guidance; continous evaluation with supervisor The other employees at the agency would be helpful and oooperative towards-me, would trE me as an equal, and the overall working situation would be a ver} comfortable one if these objecti\ are accomplished

C. Present and discuss my observatic and findings with several persons in each position to determine if an accurate representation has bE obtained; I would be able to decide whether I would prefer onE or the other of these positions or some combination of the two

...... ...... ~


D. ·Request to attend meetings, staffing, conferences, seminars, etc. related to children and of interest to me wither personally or professionally


D. Keep a current listing of the dates, locations, and programs of relevant upcoming meetings; select those which I would like to attend and/or participate in; present my choices and reationales to my supervisor; if my request is granted, make definite arrangements in my schedule to allow me to take advantage of these opportunities

E. Arrange sometime each week to meet with I E. Present logs and reaction paper to Child Life supervisor on Monday of each week. Send ·logs and reaction papers to University ~enter after Child Life supervisor has read them. Ask for an evaluation conference with my Child Life supervisor at the end of four weeks and at the end of the

my supervisor to discuss my performance and my progress; contact my mentor on a regular basis for the same purpose; specifically request that both my · supervisor and mentor freely g.ive me suggestions as well as constructive criticism; request ·that my immediate supervisor share mid-term and_ final evaluations be shared with me before submitted to my mentor

F. To become aware of how the doctor I F. and nurses support the Child Life program

G. Develop ability to respond appropriatel~ G. to the death of a patient and relating to their family.

H. Professional Ethics I H.

eight week period. Ask supervisor to point out weaknesses as well as · strengths in performanr.e as well as a personal evaluation. Meet and talk to nurses and doctors. Gaining feedback on their view and expectancy of a Child Life worker. Read material .on death and dying, observe staff.

Professional Ethics 1. be professional when talking with

parents 2. not giving out information that is

the responsibility of the medical staff

3. receive information and method of approach from Child L1 fe supervi so

Means of Evaluating objectives

I will be encouraged to attend and/or participate in meetings, conferences, seminars, staffings etc . , of greatest interest to me.

I would obtain regular "feed bad from both my ·mentor and my supervisor to let me know where I stand "in terms of my performance and progress throughout my field experience.

F. To feel knowledgeable about my role as a Child Life worker and my expectancies.

G. To feel I have some competencies on how to . handle death and dying cases. Professional Ethics 1. summarize procedures so ther

will not be too much detail when talking to parents and . child

2. Becoming familiar with the feelings of both child and parents. ·

3. Discussing child's condition with parents and be reassurin

.......

....... ll1

I.

J.


Learn about illnesses, operations and injuries common among children 1. how each affects the child

emotionally and physically 2. how the parents react 3. how the child should be properly

cared for to meet both physical and emotional needs

Learn how to help children adjust to their illnesses both physically and emotionally

K. Learn to handle death and dying in a terminal illness 1. children 2. parents 3. personally

L. Learn to work with other staff members

II.

I J.


Learn about illnesses,operations and injuries common among children 1. reading and research 2. ask staff questions 3. informal discussion 4. conferences · 5. staff meetings . 6. through personal contact and· 7. journals 8. make a flow chart Learn how to help children adjust to their illnesses both physically and emotionally 1. personal contact and observation

and participation 2. informal discussions with staff 3. ask questions 4. current literature 5. reading and/or research

K. Learn to handle death and dying in a terminal illness 1. reading and research 2. current literature 3. informal discussions with staff 4. conferences 5. visitations 6. conferences 7. personal contact


I . Learn about illnesses, operation and injuries common among childr 1. comparisons 2. writing logs 3. personal assessments 4. presentations to children an

or colleagues :. 5. feel comfortable in a situat

by knowing what is going on 6. have accurate flow chart

J. Learn how to help children adjus to their illnesses both physical and emotionally 1. personal assessment 2. reactions of children,

parents and staff 3. presentations to children an

colleagues 4. feel comfortable in a

situation by knowing how to handle it

K. Learn to handle death and dying a terminal illness 1. reactions of staff, children

and parents 2. personal assessments 3. writing of logs 4. know how to handle such a

situation

L. Learn to work with other staff members IL. Learn wo work with other staff members 1. personal contact

2. observation 3. conferences 4. staff meetings 5. informal discussion

1. personal assessment 2. reactions of staff 3. writing of logs 4. feel comfortable in situation

with other staff by knowing what is going on

...... ...... 0'




III. DETERMINE THE COMPENTENCIES OF A CHILD 4IFE WORKER

A . . Learning to work with the hospitalized child

B. To sit in·on staffing of children to understand their illness

C. · To be~ome familiar with medical terminology

A. Learning to work with the hospitalized lA. child

Learning to work with the hospitalized child

1. familiarize myself with the case . itself

2. participate in the actual procedure 3. investigate case histories of past

patients if possible 4. to achieve a good working relation

ship with the parents 5. to discuss the cases with the

Child Life supervisors. B. To sit in on staffing ·of children

to understand their illness 1. to participate by asking questions 2. develop an understanding of terms

used to describe each case 3. formulate a good working

relationship with professionals

C. To become familiar with medical terminology 1. attend staffing, taking notes of

the case, effects, and prognosis of the child's illness

2. to define medical terminology colllllX)nly used and be able to utilize this knowledge while working with the professionals

3. to investigate terms not known and learn them

1. I shall .be able to recognize the problems of the child and parents concerning his stay ·

2. become aware of the abilitie! to work sucessfully with parents,.professionals, and most importantly, the child.

B. To sit in on staffing of children to understand their ilm 1. being able to define medical

terminology used during the staffing

2. discuss the case and what th1 out-come may be

3. accept my role ·as a Child li1 worker not a medical professional

C. To become familiar with medical terminology 1. to be able to explain the

term used by professionals to parents

2. being able to discuss the case (intelligently) with th1 professionals using the terminology correctly.·

......

...... -...J


D. Opportunity to work in the following areas 1. outpatient 2. staffing 3. prep-op 4. floor work 5. playroom 6. physical therapy 7. others my supervisor may suggest


D. Opportunity to work in the following areas 1. personal contact 2. reading or research 3. informal discussion 4. make a flow chart of desired

experiences ·5. conference· with supervisor and

other. Child Life staff


D. Opportunity to work in the following areas 1. personal assessment 2. have a completed and accurat

flow chart 3. be able to respond in each

situation

IV . TO GAIN SKILLS OF EFFECTIVE INTERACTION WirH PARENTS AND FAMILIES

A. Given a counseling situation I will employ appropriate listening and helping skills

B. Develop good communication between the family and myself

C. Make an effor to keep in contact with the family

D. To make family aware of proper persons to contact i f in need of assistance

E. Learn to listen when parents are talking to me

F. Become aware of the parents emotions, and how they are dealing with their child's illness

A. Work closely with supervisor to learn what to tell the family and what not to tell the family. Help person formulate questions for doctor . Mora 1 support

B. Spend time getting to know the family personally

A. Does parent seek me out again? Talk with supervisor

B. Am I becoming more comfortable in dealing with the family?

C. Periodically checking on the child and I C. his family to see how their situation

Am I able to check on the family as often as I would like? Are t counceling skills acquired adequate in dealing with the

i s developing

D. By telling them and also giving them a list of people to contact .

E. Learn to listen when parents are talking to me 1. personal contact 2. conferences wi.th parents 3. visitations of parents

F. Become aware ·of the parents emotions, and how they are dealing with their child's illness 1. through personal contact 2. through observation 3. informal discussions with parents 4. ask questions of parents 5. ask questions of staff

·situation. Follow up with social worker

D. To see if they made use of the list.

E. Learn to listen when parents are talking to me 1. personal assessment 2. reactions of parents 3. through writing of logs

F. Become aware of the parents emotions, and how they are dealing with their child's illne 1. through personal assessment 2. reac~ions of parents, childr

and staff 3. through writing logs 4. presentation to colleagues


G. Help parents deal with their emotions and adjust to their child's ill ness

H. How the parents attitude affects the ill child emotionally and physically

.......

....... 00 v. BECOME FAMILIAR WITH TREATMENT PROGRAMS

A. Identify programs available

B. Become familiar with surgerical procedures, drug therapy, x-ray, and all forms of therapy

C. Obtain an understanding of skills involved in treatment programs

D. If appropriate follow a child from admission to the hospital until he 1 eaves

E. Become·aware of scope and sequence of treatments

F. Investigate comeback rate of patients to specific treatments

G. Establish length of treatments.(time)


G. 1. informal discussions with parents 2: visitations of parents 3. reading or research 4. through personal contact 5. give them pamphlets 6. current literature

H. 1. through personal contacts 2. through observation 3. informal discussion with parents,

children and staff 4. ask children, parents and staff

questions 5. reading or research 6. current literature

I 7. conferences

R CHILDREN

A. 1. read about pro.grams 2. direct and indirect observations 3. consult Child Life supervisor

B. 1. consult professionals 2. consult with co-workers 3. read 1 i tera ture 4. observe treatments in progress

c. 1. read literature on specific diagnosis and treatments

2. interview professionals 3. observe treatment sessions

D. 1. request permission to · observe treatments in progress

E. 1. establfsh scope and sequence of treatments

2. consult therapist

I F. 3. observe treatments 1. observe

I G. 1. consult with professional 2. observe

Means Qf Evaluating Objectives

1. through writing logs 2. through personal assessment 3. reaction of parents and

children 4. feel comfortable in mY know

ledge of.how to handle such c sftuatioR

5. presentations to parents and co 11 eagues ·

1. reactions of staff, parents and chfl dren

2. feel comfortable in mY knowledge of such situations

3. presentations to parents and/ colleagues

4. through personal assessment 5. through writing logs

Name programs

List procedures of the different therapies

C. Be able to discuss skills involve with treatments

D. Write a developmental summary

explain scope and sequence of treatments

F. Be able to establish when the child should return and progress made

'G. Keep a record

......

...... \0


VI. PERSONAL GROWTH ACESSMENT

A. Personal Attitude


A. Evaluate my feelings of death, sicknessi,A. and other things I will be faced with . Name and express my fears and discuss them with my supervisors, and others.


Accept my feelings and work to not let them interfere with my work. MY sucess at talking out my fears and not making rash decisions. Keeping the child in mind .instead of my personal feelings.

B. Gain infonnation about my personal I B. Evaluate personal performance in job. R. List skills and weaknesses skills and weaknesses . 1. evaluate my effectiveness in the

Child Life program 2. Perform to expectations of my

supervisor 3. evaluate weaknesses in relating

to children and parents C. Profit from a personally satisfying IC.

experience 1. establish good relations with the

staff 2. relate well to supervisor 3. exhibit skills acquired in the

job 4. gain confidence in working in

a professional setting 5. add to previous experience and

knowledge D. Attain a more specific definition ID.

of my interests and career goals 1. be able to recognize likes and

dislikes of my job responsibilitias 2. be able to recognize whether my

job responsibilities have utilized my skills

3. be able to decide whether my interests lie in the area of working with children in a hospital setting or another area of Child Development

1. observe improvement in the children I work with

2. request frequent evaluations from supervisor

3. observe ch11 dren who do not improv disucss with Child Life supervisor

1. make list of actual progressions

2. read and compare expectations to work

3. make list of the areas where there lacked improvement

Utilize all interpersonal skills at access

C. Evaluate per-sonal feedback.

1. performing job with competence and open mind

2. establish comunication 3. apply learning from this job to

other setting 4. note accomplishments and successes 5. read relevant materials and review

new methods

1. be able to work in all parts of thdO. agency

2. be abl~ to talk to supervisor about career

3. be able to read literature about the .agency

1. request evaluations from other workers.

2. ra'te communication 3. list novel ideas and skills 4. review clients who profitted 5. record information for furthe

reference

1. send reports to menta about emotions

2. be able to list likes and dislikes of the agency

3. be sincere in expressing how I feel about the Chilo Life Internship

.... N 0

,..-


Means of Achieving Objectives I


VI I. FAMILIARIZE MYSELF WITH THE RELATED SER ICES IN THE FIELD OF CHILD LIFE

A. Become aware of community agencies A. 1. establish a line of communication A. 1. achieviog cooperation from 1. well-baby stations with agency these fad lities 2. adoption agencies 2 •. determine the location of the 2. becoming ·familiar with the 3. charities facilities facilities personally 4. case workers 3. utilize them with my work 3. establish a good working 5. child abuse centers 4. investigate what each facility has relationship with each facili 6. welfare to offer in the way of services to 7. volunteer groups the community

B. Become aware of community resources B. 1. investigate their procedures and B. 1. list procedures followed by 1. library laws and regulations the agency 2. other hospital in the community 2. formulate an open line of 2. by accomplishing a good worki 3. awareness of other community . communication through personal relationship with the agency

resource people who come into interviews 3. receive cooperation on any the hospita 1 project that may involve then

c. Become aware of community resources c . 1. pamphlets c. 1. through writing of logs 1. library 2. exhibits 2. completed and accurate flow 2. other hospitals in the community 3. visitations chart 3. awareness of other community 4. · persona 1 contact 3. personal assessment

resource people who come into 5·. study trips . 4. able to give others informati the hospital 6. informal discussion with other about resources

staff

VIII. GAINING KNOWLEDGE OF COMMUNITY RESOURCE

A. To know what health care facil i ties lA. are available in city I am working

Visit other health care facilities and lA. classify these

Have 'list of other health care facilities available in the city and their services B. To become aware of the other agenciesiB.

in the city that are child oriented Visit and contact child oriented agencies, compile a list of their serv~ces

C. To know the sources of contacts such as colunteer, special guest

D. Become aware of cultural interests in community

C. Meet volunteers, see schedule of when they come in. · Take note of what special guest have been to see the children in the past

D. 1. personal visits 2. study trips 3. informal discussion 4. ask questions 5. exhibits 6. radio, televis ion, and newspaper

B. To have visited other agencies, have list of their services

C. Have a special guest to come in and visit the children

D. 1. be able to give others infor-mation about community

2. through writing logs 3. through personal assessment 4. presentations to children and

or co 11 eagues

General and Specfffc Means of Achfevfng

I Means of Evaluating Objectives Objectives .Qhlectives

I X. TO UNDERSTAND THE LEGAL ASPECTS OF CHILD ERVI CES

A. Identify available child services A. 1. talk with Child Life supervisor lA . list services 2. consult hospital listing of

services 3. identify local services

B. Know physician's responsibility Ia. 1. consult with physican B. be able to state physician's 2. read physician's creed res pons i bil i ty 3. read hospital policy c. Become familiarized with the legal c. 1. investigate hospital policy c. general knowledge

aspects of malpractice 2. consult local and state laws 3. talk with Child Life supervisor

D. Become familiar with the legal aspects D. 1. read hospital policy ,D . through census be able to identi1 of child abuse 2. consult laws and/or a lawyer types of child abuse in the

3. consult welfare department hospital ....... I 4. talk with a case worker N 5. observe child abuse case .......

6. survey types of child abuse in

IE. the hospi ta 1

E. Investigate adoption procedures in 1. read hospital policy IE . survey the doctors the hospita 1 2. read state and local laws 3. consult with physicians 4. visit local agencies

F. Consider the legal aspects of life, IF . 1. consult local and state laws IF. come up wfth self consensus prolonged life, and death situations 2. read hospital policy 3. talk with Child Life supervisor

...... N N



X. TO LEARN THE ADMINISTRATIVE NEED TO STAR1 A CHILD LIFE PROGRAM

A. To explain the structure of a Child I A. Interview Child life Director pertain~ A. life Program ing to how programs are started, what

materials and equipment are needed.

B. To analyze the finding of a Child I B. If possible obtain a financial budget B. Life Program. of the Child life Program, note the

breakdown of expenses.

c. To establish a list of supplies c. Interview Child Life workers, discover1C. and equipment needed for a Child ing the most important supplies and Life Program. equipment to the least. What would ··

they like added .

D. To formulate an objective and goal D. From int!'!rviews from Child life· worker1D. for a Child Life Program . and from readings, formulate an

objective for a Child life ·Program


Can write and explain how programs are started and structured for future reference.

Have seen how a Child Life Program is budgeted.

Have a li~t .of supplies and . equipment needed in order of importance.

Have written objective for a Child life Program

--

··--

I+ N w

Format for Educational Objectives for Internships

TITLE PAGE

(Name of Agency)

Location

NAME ----------------------DATE ----------------------

.-.,

,_. N +:-

Gonet~l ~d Specific Objuctivos

I. (Gilnnlll Objectives cypod in Cape)

(Spac ii ic Objectiveu) A.

l< .

L.

D. •tc.

(~kip &pptcximat•ly 10 lino9 betweer. I end It)

II ,

A,

B.

c.

0. ttc.

~

Educational Objtct1V~i

______ (._ll;;;;li!ll;....:;a....;o( Coar.tc.r ) _____ _

I A. I. I ~ ..

I c.

I D.

I

I A.

I fl .

t. 2, 3. l. 2. 3. 1. i. 3. L 2. 1.

l. 1 .. 1.

~..2l...f..£h.hvicg Objoc~

<!ltc .

J,, "\ , 2 . 3.

P, , I. 2. J ,

(\. i. ... 3.

D. 1. 2. J .

A. l. 2. 3,

II .

Ht.aD.Il of EvalWi~.!l!& QbjQC C.i~

" ·.; r •

...._

i ,

,_. N lJ1

TEN WEEK PLAN SHEETS (GENERAL EDUCATIONAL OBJECTIVES-SPECIFIC OBJECTIVES-PERSONAL OBJECTIVES) w E E K MONDAY -

1 Meet with Agency supervisor to review intern-ship objectives. Finalize plans fo 10 'week · experience .

2 Log 1 - give to

supervisor

3

Log 2 - give to supervisor

4 Log 3 - give to

supervisor Plan for 1st visit to commutit agency this week .

5 Log 4 - give to

supervisor

TUESDAY WEDNESDAY THURSDAY FRIDAY . . SATURDAY

GENERAL OBJECTIV (EXAMPLE : KNOWLED J.>E OF THE AGENCY' . -

seec1f1c obJs. 1. 1. 2. 2. 3. etc. ·3. etc .

1. Proposal for term project submitted to mentor and supervisor.

<;' ) 5th week evaluation

SUNDAY

...... N

"'

TEN WEEK PLAN SHEETS (GENERAL EDUCATIONAL OOJECTIVES-SPECIFIC OBJECTIVES-PERSONAL OBJECTIVES) w E E K MONDAY -

6 Logs to supervise

7 During week 2nd community agency visit Logs to supervisor

8 Logs to supervisor

9 During week 3rd community agency visit Logs to supervisor

10 Logs to supervisot Completion of Research Project. Present copy to supervisor - send copy to mentor

TUESDAY ~IEDNESDAY THURSDAY FRIDAY SATURDAY

I

-

..

' Final evaluation Send completed in with supervisor portfolio to Univ

------

SUNDAY ~ ~

__..... , ernship rsity mentor

I I

NAME. ________________________ __

RATING SCALE FOR INTERNSHIP PARTICIPANTS : DATE. ________________________ __

KEY FOR RATING: Usually Often Rarely Never

REPORTED BY _________________ _

No opportunity to observe

FIFTH WEEK EVALUATION RAT I N G "' >, c. ... - >. c - c 4i ~ · c. ClJ

"' ClJ ClJ 0 ~ :> ... ~ > "' .... .., ClJ 0 0 :::> 0 cr:: :z: :z: u lNTERN AS A PERSON

l. Seeks suQQestions when needed. I f I :

2. Accepts and uses constructive criticism. ' ' !

3. ·Voice, quiet pleasing tone , seems to i reflect friendliness and kindness. I

4. Is unhurried, calm-not random, flurried. I

I I

5. Cooperates with supervisor and other I I

staff. j I I

! 6. Accepts share of responsibilities. i

I

7. Gives evidence of preparation for in- i

ternship responsibilities . i

8 . Gives evidence of good health and phys -iCal stamina.

9. Is resourceful in a oractical way. I 10 . Well g'roomed and dressed appropri - I ate 1 Y and comfortab 1 Y.

, 11. Shows a liking and enjoyment of

children .

INTERN AS A GROUP PARTICIP~~T I

12 . Willing to enter all types of situations I when necessarY.

13 . Aware of client ' s attempt s to solve oroblems; assists when needed .

14. Encourages clients ~ to be spontaneous by sharinq their anxieties . ·--

I

15 . Participates in their activities and I helpfully without dominatinq . I I

I

16. Prepares clients for forthcoming act i v- I

ities. I

• 17. Sets and ma i ntains 1 imi ts . i necessarl ' ' •·· -

127

>, >, 0.

~ c ~ ~ 0.

"' <1.0 <1.0 <1.0 0 ;;;:J .., ~ > "' ..... "' <1.0 0

=:l 0 0: :z:: :z:: 18 : Talks freely with clients on their

level.

II RESPECT FOR INDIVIDUAL AND FAMILIES

19 . Gives evidence of being sensi.tive to individuals and families.

20 . Avoids undesirable word techniques.

21. C~lls clients by name; individual-izes relationship .

22. Makes only promises she can keep; these she keeps.

23. Aids clients in carrying out in-terests by devising equipment.

24. Gives evidence of awareness that cl tents' needs may be more impor-tant than routine situations.

V PERSONAL RESPONSIVENESS TO INDIVIDUALS

25. Uses positive approach .

26. Gives full attention to the clients ! with whom she is working.

27 . Gives evidence of group and indi-I l vidual awareness.

I I

28. Takes time with individuals and I shows interest in them by listening

I

and responding. I I I

I : 29. Shows evidence of being responsive '

to parents (when appropriate) . I I

REMARKS : (Indicate in space provided any strengths or weaknesses which do not seem to be shown in above rating and need to be enhanced the last f i ve weeks) .

Agency Supervisor

Date Student Internsh1p

128

"' .., c <1.0

~ 0 u .. .

-

Student · Intern

MISSISSIPPI STATE UNIVERSITY COLLEGE OF AGRICULTURE

AND HOME ECONOMICS

EVALUATION FORMS

Date:

Child Life Supervisor------------ Hospital:-------------

Personal and Professional Qualities of Student Intern: Rating Scale 1. Below Average 4. Excellent

2. Average 5. No opportunity 3. Above Average to observe

PERSONAL CHARACTERISTICS (Intern as a person and group participation.)

Friend1 iness Sod a 1 Ma turi tl Emotional Maturity Grooming and Aeeearance Poise and Selr-confiaence Sense of Humor Entfius1asm Deeenaabilitl ana Prom~tness Resourcetul ness Cooeera t1 veness Acceptinq of Construct1Ve Criticism Tolerant and Cons1dera·te Tactful and Courteous Sensi t1VY to F'ee 11 ngs o70thers Exh1b1ts Good Health and Phys1cal Stamina Exh1bits Good Judgement

JOB PERFORMANCE

Regular in Attendance l-1aintains H1gh Standards of Profess1ona 1 Ethics in Regard to Children, Parents and Staff

Plans, Prepares and Utllizes Appropriate Educational Materials, Equipment, Supplies and Resources

W1llinqness to Enter All Situations Impartial in Deal inq with Children Accepts Ch1ld as He/She is Demonstrates an Understanding of Developmental · Levels of Children

Individualizes Relationships with Children

Uses a Pos1t1Ve Approach with Children Takes T1me to Really Listen to Children and Parents

Introduces New Ideas and Extends Concepts Creat1ve Approach to Job Performance Shows Evidence of Plann1nq and Follow-up

129

i

I

I

TENTH WEEK EVALUATION

2 3

i

4 5

i i I I

.

.

.

-·

..

-. - ·

JOB PERFORMANCE (CONTINUED) ·2 Shows Positive Signs of Leadership Capability and Ability to Operate on an Inde~ndent Basis

Made Goo Use of Time During the Field Experience

V1s1ted Other Related Agenc1es Volunteer.ed for Additional Responsibility During Slack Time

Integrated the Information Provided During the Initial Orientation and/or learning . Period to Facilitate Work Now in Progress

Acceetance of Feedback of Work Performance Eff~ctively Sought and Used Staff Help when Aeeroeriate

COt·1MUNICATION ABILITY

Acceptable Oral Language Usage Acceptable Wr1tten Lanquaqe Usaqe

ADDITIONAL COMMENTS :

STRENGTHS:

AREAS THAT NEED TO BE STRENGTHENED :

SIGNATURE SUPERVISOR

SIGNATURE STUDENT INTERN

130

TENTH WEEK EV~UATION

3 4 5 -

-

.

EVALUATION (CONI'INUED)

1. Did the student show signs of applying academic experiences (theory to situations which confronted her during the course of the field experience?

2. How would you describe the student's insight regarding her own needs. abilities and weaknesses?

3. Was it necessary to correct the student's professional behavior?

4. Was it necessary to correct the student's social behavior within the environment?

5. How would you summarize the student's performance and development of a professional identity while serving as a practicum student with your hospital?

6. Would you recommend this student for a position in your or a similar agency?

Strong recommendation without reservation Qualified recommendation because (please elaborate)

Unsure about providing a recommendation because

Would not provide a recommendation because

7. What specific suggestions do you have to facilitate future placements in your hospital?

8. Please give specific strengths of the student.

131

9. Please give specific weaknesses of the student.

10. What can we at the University do to better prepare our students?

11. Would you consider placement of another student in your hospital in the future?

12. Final Evaluation:

Evaluate the student intern's performance and indicate below:

(A) (B) (C) (D) (F)

Excellent Good Fair Poor Unsatisfactory

ANY OTHER COMMENTS:

132

PARTIAL LIST OF HUMAN SERVICE AGENCIES AVATI..ABLE FOR STUDENT INTERNSHIPS

HOSPITAL CHILD LIFE PROGRAMS

MENTAL RETARDATION CENTERS

SINGLE PARENT FAMILY SERVICES

BETHLEHEM CENTERS

MARCH OF DIMES

YOUTH CRISIS CENTER

MORNING STAR PREGNANCY CARE CENTER

CENTERS FOR DISADVANTAGED FAMILIES

UNITED WAY

DEAF CENTER

COOPERATIVE EXTENSION SERVICE

CHRISTIAN ACTION COMMISSION

DELTA COMMUNITY MENTAL HEALTH

WALTHALL CO. DEPT. OF CHILDREN AND YOUTH

FAMILY AND COMMUNITY SERVICES - HEALTH RELATED AND RESIDENTIAL SCHOOLS

YMCA AND YWCA

MISS. CHILDREN'S HOME

WE CARE COMMUNITY SERVICES

FAMILY DEVELOPMENT SERVICES

FAITH HAVEN

SIMS HOUSE - BATTERED WIVES

CHILD ABUSE PREVENTION CENTER

AMERICAN CANCER SOCIETY

CATHOLIC CHARITIES

WE .LOWOOD DEVELOPMENT CENT~R 133

CLAY COUNTY YOUTH SERVICES

MAGNOLIA SPEECH SCHOOL

PARENT CHILD CENTER

HOPE HOUSE - TERMINALLY ILL

PALMER HOME FOR CHILDREN

134

Partial List of Accredited Hospitals for Child Life Internships Which Have Participated in the Internship Program at

The Mississippi State University

Yale - New Haven Hospital - New Haven. Connecticut

Ochsner Foundation Hospital - New Orleans. Louisiana

Tulane Medical Center - New Orleans. Louisiana

Our Lady of The Lake - Baton Rouge. Louisiana

T. C. Thompson Childrens Hospital - Chattanooga. Tennessee

University of Tennessee Childrens Hospital - Knoxville. Tennessee

Children's Hospital of Vanderbilt University - Nashville. Tennessee

LeBonheur Childrens Hospital - Memphis. Tennessee

135

MEDICAL TITLES

1. ANESTHESIOLOGIST:

2. CARDIOLOGIST:

3. DERMATOLOGIST:

4. GASTROENTEROLOGIST:

5. GYNECOLOGIST:

6. HEMATOLOGIST:

7. NEUROLOGIST:

8. OBSTETRICIAN:

9. ORTHOPEDIST:

10. PATHOLOGIST:

11. PEDIATRICIAN:

12. RADIOLOGIST:

13. UROLOGIST:

14. ALLERGIST:

15. OPHTHALMOLOGIST:

16. PLASTIC SURGEON:

17. PHYSICAL THERAPIST:

136

/

....

137

(

(

liver

Gollblodder---'"tti

Cystic dud Hepatic bile duct

Hepatic flexure

Common bile duct --t-:~~~~~~~.wrn~:i:iflr""~~~..!,,:l._J..._Tronsverse colon Duodenum-~~~~~~

Pancreas -f-\loo~::::!'":":'~t1 ~...,-.-_,,_,

Reg ion of ileocecal valve ~1--:.~<;.....""'~io.....

Cecum -l-.:.,-~f-"""'5~A..

Verm iform appendix -/.--~...,~~

139

""'c-:F-=i:-.,_+-Duodenojejunol flexure

J.,.;~-+-t--Ciescending colon

(

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READING LIST

Anderson, Peggy. Children's Hospital. New York: Harper and Row Publishers, 1985.

Anthony, Catherine and Gary Thibodeau. Structure and Function of the Body. St. Louis: Mosby College Publishing, 1984.

Baeuf, Ann. Hospitals.

Biting Off the Bracelet: A Study of Children in University of Pennsylvania Press, 1979.

Bleck, Eugene, M.D. and Donald Noyel. Physically -Handicapped Children. New York: Grune and Stratton Publishers, 1975.

Brenner, Avis. Helping Children Cope with Stress. Toronto: D.C. Heath and Company, 1984.

Debuskey, Matthew. The Chronically Ill Child and His Family. Springfield: Charles C. Thomas Publishers, 1970.

Haller, Alex . The Hospitalized Child and His Family. Baltimore: The Johns Hopkins Press, 1967.

Hersey, Katharine. Helping Your Child Handle Stress. Washington D.C.: Acropolis Books Ltd., 1986.

Lindheim, Roslyn, Helen Glasser, and Christie Coffin. Changing Hospital Environments for Children. Massachusetts: Howard University Press, 1972.

Petrillo, Madeline, and Sanger, Sirgay . The Emotional Care of the Hospitalized CHild. Toronto: J.B. Lippencott Co., 1976.

Plank, Emma. Working with Children in Hospitals. Chicago: The Press of Western Reserve University, 1962 (classic).

Robertson, J. Young Children in Hospitals. New York: Basic Banks, Inc •• 1970.

Smith, Genevieve and Phyllis Davis. Medical Terminology. New York: John Wiley and Sons. Inc., 1981.

Thompson, Richard H. and Gene Stanford. Child Life in Hospitals: Theory and Practice. Illinois: Charles C. Thomas Publishers, 1981.

140

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PROFESSIONAL JOURNALS

Journal of Pediatrics Children Young Children Child Development Research Journal of School Health Childhood Education American Journal of pUblic Health American Journal of Orthopedics Journal of the Association for the Care of Children in Hospitals

141

LETTER WRITTEN BY A CHILD DEVELOPMENT STUDENT AFTER CHILD LIFE INTERNSHIP

Dear Students:

If you are the type of person who loves children. enjoys working intimately with them and you hold a certain sensitivity toward people. I feel that the Child Life Internship is for you.

Trainees have the opportunity to observe child Life in its entirely. to experience various facets of the hospital. to conduct activities for patients and their families. to plan educational activities. to develop and produce an independent project or study. and to gain an understanding of the needs of the families involved in the hospitalization of their child. For some trainees it is a field work experience with college credit being granted by the student 1 s institution. Others participate in order to investigate this field as a possible vocation. For myself. it was a combination of both these motivations.

Child life as a department within the Department of Pediatrics is an integral part of the hospital 1 s medical and nursing services. It operates and functions with an emphasis on the understanding of daily needs of children and their families and the value of meeting these needs in the hospital environment. The Child Life teacher seeks to provide as much comfort and security to the child as possible. Thus attempting to ease the impact of hospitalization. Through a stimulating atmosphere of educational and recreational activities. the teacher is often times able to transform hospitalization into a positive learning experience.

Let me know describe some of my personal experiences as a Child Life intern during this past summer. Usually there are 6-8 trainees for every 10 week training program. We were a smaller group. with only five girls participating in the program. We came from very diverse backgrounds and educational experiences. Two of us were from the south. Marie as an undergraduate in Early Childhood Education; and myself as a student in Child Development. Katherine from Hong Kong. had just graduated from college in the United States and was interested in exploring this type of work. Nancy. from Baltimore. had also just completed college. and would be taking over a small Child Life program in another Baltimore hospital in the fall. Rene. from Wisconsin. had had four years of elementary teaching and was interested in possible changing into the Child Life vocation.

142

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During the first three weeks of the experience. we received an overview of the Child Life Program in its entirety. Each day we visited one area of the hospital and observed the program taking place. We received mush individual attention from each of the teachers. During this introduction. we became familiar with the role of the Child Life teacher. and through observation and participation. we were able to begin to understand the unique needs of children that are hospitalized and how .to meet those needs.

My first few weeks at the hospital were very exciting with a series of new experiences everyday. During that time. I visited the Infant and Toddler floor. Psychiatric floor. Surgical floor. Medical floor. Intensive Care ' and Neurological floor. and Adolescent floor. Also. there were several out-patient areas I visited. To receive a contrast to the Child Life program at

Hospital. I visited three other hospitals in the area.

During this time. we were made to feel very much at home within the Child Life Department. We participated in all the staff meetings. listened to many speakers from various parts of the hospital. and helped with their special programs. For example. on the 4th of July. it was decided that the holiday would be celebrated with an Hawaiian luau. Starting a week before. each floor began making preparations. I helped a group of children in the Neurological floor make a large poster with an Hawaiian scene. and children on the Medical floor prepared fried bananas. The end result was indeed a unique experience. It was really exciting to participate in an event which brought together children with all types of illnesses. surgery. beds. wheelchairs. infant through teenagers. together to celebrate the 4th of July. The children wore colorful paper leis and flowers. The posters and palm trees the children had created were displayed on the walls of the play deck. Everyone feasted on fried bananas. chocolate-covered bananas. cookies. fresh pineapple. and a box lunch. One of the floors even contributed a pineapple pinta they had made. It was broken. and the contents were divided among the children. When the Hawaiian music was added. the picnic celebration was complete. Although the children had to be in the hospital over the holiday. they participated in a very unique 4th of July celebration and thoroughly enjoyed it.

At the close of the three weeks. we were able to choose the floors on which we wanted to gain a more intensive experience. Thus. the next three weeks I spent on the Infant and Toddler floor. I must say that initially I was overwhelmed by the medical terminology and hospital routine. Also. this was my first experience working with such young children. However. there have been few times in my life that I remember growing so much as in those three weeks. I grew to understand the needs of the babies and how I might fulfill tho ;e needs. I grew in >ensitivity and compassion in

143

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Page 3.

working with children and their families. I grew in my confidence and love for caring for and interacting with such young children.

I was given not only the opportunity to work with children. but also the chance to interact closely with their families. I established many close relationships with parents. and gained a feeling for hospitalization of children from their point of view. The hospital provided the unique oppor~unity to have a very wide cross section of people utilizing the hospital. There were not only many underprivileged families from the immediate vicinity. but also families from many different parts of the country and world.

The next area I visited was the Surgical floor for two weeks. Here. I had a chance to plan and direct activities for both preschool and school age children. This floor was an exciting area to be exposed to. The pace was fast. the activity level of the children usually high. with a rapid turnover of children and a high census. While I was there. many cardiac patients were on the floor. usually with their mothers "living-in" the hospital. The opportunity to observe open-heart surgery during this time gave me more of an understanding and sensitivity to these children and their parents. It also gave a me a deep respect and appreciation for the surgical staff and their ability to many times save a child's life.

On this floor. at that time. there was a high turnover of medical and nursing staff. Thus. the children were exposed to many new and strange faces. I was able to see how the Child Life teacher often becomes the only constant figure for the children in whom they can trust and be assured of some security within a very threatening environment. I also saw that play is a real therapy for these children. It · provided a distraction from the fearful environment and an outlet in which to release feelings. For many children. it was a welcomed stimulation from the confinement and sterility of their room. I saw children form closed friendships with teachers and other children in the playroom. Thus. hospitalization for many became positive learning experience.

My final week was spent on the Medical floor. Because the preschool teacher was absent that week. I was able to fill-in for her. I thoroughly enjoyed planning activities and establishing friendships with this smaller group of children. The atmosphere here was a much quieter. slower pace than on the surgical floor. There were several children on protective isolation (restricted to their rooms) for various reasons on this floor. Many of the children had long-term illnesses. such as leukemia or cystic fibrosis. During this week. I further learned how much I could give to these children and what it meant to them. Most of the children seemed to appreciate so much whatever was done to make the impact 'of hospitalization less severe and a more pleasant. growth-pr ·!ducing experience.

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Page 4.

I feel that last summer was one of the most regarding. challenging. and exciting experiences of my life. I plan to possible enter the field as a vocation. but even if this were not the case. I know that from this experience I grew in sensitivity. maturity. and understanding of people which will serve me in whatever I do in the future.

Sincerely.

(Former Student)

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COLLEGE OF AGRICULTURE AND HOME ECONOMICS

l\l::liSSISSIPPI STATE UNIVERSITY

DEPARTMENT OF HOME ECONOMICS P. 0 . DRAWER HE MISSISSIPPI STATE, MISSISSIPPI 39762-5765 (601) 325-295013820

MENTOR LETTER OF INTRODUCTION TO CHILD LIFE AND HUMAN SERVICE AGENCIES SUPERVISOR

Dear

The faculty in Home Economics. Child and Family Development. wish to express to you our sincere appreciation for · your willingness and that of your agency in providing an opportunity for to work under your supervision for the forthcoming ten week period. I will be the faculty mentor who will be working with you and · our student in relation to the internship which will be conducted for academic credit.

We recognize the importance of such opportunities for our students. since so much of what they need to learn can be gained only in such contexts as your program can provide. Our students tell us that their student practicum experience is one of the more significant aspects of their degree programs; the likelihood is that this will prove to be true in case as well.

I am enclosing a copy of our Child and Family Development option objectives so you may review our overall goals in relation to designing the training program and supervision within your agency for It is her responsibility to adhere to your policies and procedures. to seek guidance from you as appropriate. and to maximize her learning experiences within your setting. Hopefully. can have a program designed which will make her a real asset to the delivery of your services. Please provide open communication and give her constructive feedback periodically.

We are hopeful that you will be able to assist our student in the more formal appraisal of day-to-day work in your agency by completing two rating forms. was given these forms to present to you when she arrives. One is to be completed at the half-way mark of the term of work. We have found that supervisors need to share their ratings with student trainees as an instructional device. and hope that you will accept this as part of your responsibility. We will be grateful if you would complete these ratings at the appropriate junctures. and forward them to me so that assigned course grades will be in keeping with your evaluation.

------~---------will write to you followin ~ this initial

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letter to set appropriate dates to begin the internship and also she will send to you her portfolio which contains the following:

1. Autobiography 2. Health forms - including emergency forms 3. Insurance forms 4. Educational goals (contingent upon your approval) 5. Personal goals 6. Evaluation forms 7. Bibliography of readings

I hope that you .will feel free to contact me personally if anything develops in the course of the student's work which requires my attention. or if problems or questions occur in relation to the project which the student designs and wishes to pursue. I can be reached at Mississippi State University (601/325-2950). If I am not available when you call. please leave a message with the secretary so that the call may be returned.

Again. thank you for your support and cooperation in working with our student. I look forward to working with you this term.

Most sincerely.

Jean V. Kizer Katherine A. Stooksbury Assistant Professors of Child and Family Development

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lVIISSISSIPPI STATE UNIVERSITY

DEPARTMENT OF HOME ECONOMICS P. 0 . DRAWER HE MISSISSIPPI STATE, MISSISSIPPI 39762-5765 (601) 325-2950/3820

LETTER TO SUPERVISOR AT THE COMPLETION OF STUDENT'S INTERNSHIP

Dear

Thank you for the educational experience you and your staff at provided our student

this summer. I am sure this has been-an invaluable learning experience for and we are appreciative of the time and supervision which was given to her. Our students tell us that their internship experience is one of the most significant aspects of their degree program.

Your final evaluative comments along with the student's are valued highly. These comments are also useful when plans are being developed for the next student internship to enter your agency. This is one way the "new" student can gain insight into the kind of expectations your agency maintains along with their academic preparation.

I am very grateful to you for superv1s1ng these past ten weeks. Thank you again for your support and cooperation in working with our student. We value the contact we have with you as a supervisor for our students and your staff.

Most sincerely,

Jean V. Kizer Katherine A. Stooksbury Assistant Professors of Child and Family Development

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Dear Students.

DEPARTMENT OF HOME ECONOMICS P. 0. DRAWER HE MISSISSIPPI STATE, MISSISSIPPI 39762-5765 (601) 325-295013820

Hospitalization for a young child or for an adolescent patient can be a very disruptive and even traumatic experience in the process of normal growth and development. Your role during your Child Life Internship is to facilitate and enhance the child's emotional. physical. social and cognitive growth during hospitalization. Helping children express their feelings through play is the most familiar means by which children can cope with their immediate environment.

The in tern ship may be the most challenging and rewarding experience of your college career. The opportunity to practice all you have learned can be very exciting. At the same time you have the honor of being an ambassador for Mississippi State University and Child Development in Home Economics. Your attitude and performance not only reflect on you. but the school from which you come. The faculty of Child and Family Development are confident you are going to be successful and we will be supportive in every way possible. We wish you much success during your ten-week internship. Please feel free to write or call either of us if you have questions.

Our best wishes to you.

Jean Kizer. Assistant Professor of Home Economics Child and Family Development

jlp

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Katherine A. Stooksbury Assistant Professor of Home Economics Child and Family Development

FIELD EXPERIENCE/INTERNSHIP CLOTHIH;. TEXTILES AND MERCHANDISIH;

MISSISSIPPI STATE UNIVERSITY

I. Statement of Program:

The College of Agriculture and Home Economics at Mississippi State University requires a student in the Clothing, Textiles and Merchandising option to participate in either a field experiential learning situation or a formal internship before receiving his or her degree.

Field Experience

A Field Experiences encourages a student concepts and principles taught in formal situations. develop real is tic insight. and practical application of learned principles.

Internsh+p

to clarify classroom implement

An Internship provides both the employer and the student opportunities to determine professional compatibility. The student gains knowledge of the major components of the business environment, generally at the entry level, acquires realistic awareness of job requirements, and applies academic concepts and principles in a practical manner.

II. Objectives:

1. To apply theoretical knowledge and skills developed in course work into a realistic interpretation through p r a c t i c a 1 ex p e r i e n c e in a c t u a 1 r e t a i 1 I c on sum e r situations.

2. To develop an awareness of the variety of career possibilities available to a person : majoring in Home Economics with an option in Clothing, Textiles and Merchandising and the requirements of such positions.

3. To assist the student attitudes necessary for industry.

in developing professional employment within the apparel

4. To develop contacts and interaction between the student and professionals in the apparel industry.

5. To promote development of self-confidence, motivation, and business acumen.

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III. Criteria for Eligibility:

Field Experience

1. Enrolled in Clothing. Textiles and Merchandising option

2. Completion of Junior standing courses

3. 2.3 QPA

4. Approval of supervisor or screening committee

Internship

1. Enrolled in Clothing. Textiles and Merchandising option

2. Senior standing

3. 2.7 QPA

4. No grade lower than a C in the following courses:

Fashion Merchandising HE 3543

Introduction to Textiles HE 2523

Fashion Retailing HE 3553

Visual Merchandising HE 3563

Legal Environment of Business BL 1212

Economics I EC 1113

5. Approval of supervisor and screening committee

IV. Admission and Enrollment Policies and Procedures:

Field Experience

1. Written statement of intention with current grade report to supervisor and advisor beginning of Junior year.

2. At least on conference with supervisor to determine written goals and objectives prior to interviewing in the approved work places.

3. Completion of resume and interviewing evaluation at Career Placement.

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4. Evaluation and approval of supervisor and advisor to enroll in course.

5. Completion of block courses with a grade no lower than a c.

6. Signed agreement between student. employer. and supervisor prior to beginning actual work experience.

7. Six credit hours to be awarded with a letter grade upon. completion of sat is factory internship evaluation (approximately 440 actual work: hou.rs) and a one hour seminar presentation.

V. Evaluation:

Field Experience

The student will be awarded a final letter grade based on the following:

Completion of paper including assessment of objectives

Evaluation of Employer

Internship

Evaluation by employer and supervisor

Seminar Presentation

IV. Field Experience and Intern Supervisor:

Shirley H. Kitzman. Instructor Drawer HE Mississippi State University Mississippi State. MS 39762-5765 Phone: (601) 325-3829/2950

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75%

25%

60%

40%


AGRICULTURAL AND FORESTRY EXPERIMENT STATION

MISSISSIPPI STATE UNIVERSITY DEPARTMENT OF HOME ECONOMICS P. 0. DRAWER HE MISSISSIPPI STATE, MISSISSIPPI39762-5765 (601) 325-2950/3820/3602

The MSU Home Economics Department offers a Clothing. Textile and Merchandising Option with a support area of business. TO complete the requirements for a B.S. Degree in this areas. students complete a field experience or internship. THis internship is a joint effort between the University and business that presents the student with an opportunity for practical work experience during a 10-week period. As an employer. you have the opportunity to participate in and benefit from this program by allowing a student to work for you.

An intern benefits the business by being: Qualified in business with special emphasis in textiles.

behavior and fashion trends. A potential management trainee. Prepared for job responsibilities that include:

Management Fashion Buying -- Merchandising Fashion Communications Fashion Illustration and Advertising Sales and Administration

In compliance with standards of business such as punctuality. dress and relationships with customers and other employees.

The employer is not committed to hire the intern on a permanent basis. However. after the internship is completed. the intern could be a candidate for regular employment.

Through an internship. an intern gains: A practical experience in his major field. Five-six hours of college credit. A salary commensurate with the student's background and

ability.

The intern is required to: Interview with the prospective employer. Work from mid-October to December 24. Work a minimum of 400 hours for 5 hours credit. and 480 hours

for 6 hours credit.

The employer is expected to: Participate in consultation with the University Supervisor. Provide the student with experience in a variety of areas if

possible. Evaluate the student 1 s performance by means of a one page

check sheet sent to employer.

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Required background Classes Fashion Merchandising Clothing Construction Art in Dress Textiles Visual Merchandising Fashion Retailing Social/Psych Aspects

of Clothing

Include: Historic Costume Consumer Economics Economics Marketing Accounting Computer Salesmanship Business Law

For additional information contact:

Shirley Kitzman P. 0. Drawer HE Mississippi State University Mississippi State, Mississippi 39762-5765 (601) 325-3820

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FIKLD EXPERIENCE CLOTHII«;. TEXTILES AND MERCHANDISII«;

HOME ECONOMICS 3001-3006

Individual students work experiences in retail situations or in related areas. Emphasis on development of career oriented competencies associated with entry level positions.

Job duties will differ with each store. but a wide variety of experiences is most desirable. Suggestions might include sales. arranging merchandise. arranging window display. etc.

Course Credit - one to six hours credit may be earned depending on number of work hours and variety of work experiences during employment.

Hours Worked 80

160 240 320 400 480

Credits 1 2 3 4 5 6

Registration - upon receipt of your typewritten report at the end of employment. a committee of home economics faculty members will determine hours credit you may receive. Register for credit the nest session you are enrolled in school at MSU.

During the first week of employment. please inform us of your desire to obtain credit for field experience and send name of your supervisor or employer to whom you are responsible.

Send to: Field Experience Supervisor P. 0. Drawer HE Mississippi State University Mississippi State. MS 39762

A typewritten report is to be submitted immediately following your employment for field experience credit. Be observant and endeavor to make this a meaningful experience!

1. Name of store? Address? What type of store? Describe store location. Describe outside appearance of store. parking area. entry way. etc.

2. Who is owner? Manager? To whom are you responsible? How many full-time and part-time store employees? Positions or job description (duties) of employees? Are there employee benefits? If so. what?

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COMPLETE IN TRIPLICATE

MISSISSIPPI STATE UNIVERSITY HOME ECONOMICS 3001-3006

REQUEST FOR APPROVAL OF C-T-K FIELD EXPERIENCE

STUDENT ID CAMPUS ADDRESS PHOME HOME ADDRESS PHONE CLASS STANDING-INDICATE SE11E;STER _____ CUM QPA

( 2. 2 MIN~R:-:E:-:Q~U~I~RED=-:):---

El1PLOYMENT DATA:

(NAME OF STORE WHERE STUDENT Wll..L BE EMPLOYED) (PHONE) .

(ADDRESS OF STORE) (CITY) (STATE) (ZIP)

Employment Starting Date

Name of Contact Person Title: ----(Supervisor or Personnel Director)

(Address of Contact Person) (Phone)

Expecte9 Wages: Hours Work Per Week: ----Duration of Employment:

Number of Credits Anticipated: (Based on 1 credit hour per 80 hours work.) (Criteria for written report are attached.)

Expected Graduation Date:

My Professional Career Goals Are:

My Previous Work Experience (if any) Is:

SIGNATURE OF STUDENT DATE

SIGNATURE OF CTM ADVISOR DATE

SIGNATURE OF CTM FIELD EXPERIENCE SUPERVISOR DATE

( 1 COPY RETAINED BY THE STUDENT, CT!1 ADVISOR, MID CTM FIELD EXPERIENCE SUPERVISOR)

COPY OF UPDATED OPTION SHEET ATTACHED. CURRENT RESUME ATTACHED RESUHE AND INTERVIEWING EVALUATION Cot1PLETED AT MSU

CAREER SERVICES CENTER.

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3. Obtain a copy of all available business forms such as letterhead, sales forms. business card, etc. When extra copies are not available, make a note of forms used by the store.

4. Describe inside appearance of store (decoration and furnishings). Make a sketch of floor plan of store and indicate display areas. doorways, office space, sales area, etc. Does store arrangement seem efficient and functional? . Could you suggest any improvements in the arrangement? Describe use of music, etc. to create desired atmosphere.

5. Clip newspaper advertising by the store during the time employed. What other types of other advertising are done by the store (fliers. TV. radio. etc.)? Record cost of advertising per inch, per minute, etc. Do you think advertising was effective? What suggestions for improvement do you have?

6. How many window display areas? Who does them? How often changed? Types of props other than store merchandise used in displays? Do you think the window displays are effective? Do you have suggestions for improvement? Describe and/or sketch one window display used during the time of your employment.

7. What brands of ready-to-wear and accessories are carried by the store (or by one department in a large store). What are price ranges for various items such as blouses, dresses. coats, etc? According to sales, what were most popular items and sizes?

8. What type buying system is used? Is there a central buying office? Which markets are attended? How often? By whom? What other sources are used to obtain merchandise? Were there any problems with merchandise deliveries. etc?

9. What is store policy on use of charge cards such as Visa? Does the store have its own charge cards or accounts for customers? If so. what is procedure for obtaining this? Are there provisions for "teen charges or accounts"? What is the store policy regarding past due accounts? Exchange of merchandise? Return of regular and sale merchandise? What is billing procedure for store?

10. What additional services are offered by the store (craft classes, meeting rooms for civic groups. coffee rooms, short workshops, etc.)?

157

11. Explain store sales (clearance. seasonal. anniversary. etc.) that occur while there. Explain mark-down policies and markups. How long does merchandise remain on floor before it becomes a sales item? What is done with out-of-season merchandise?

12. What type customer is this store (or department in large store) designed to attract (age. income level. etc.)? Explain what efforts are made to appeal to this group.

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FIELD EXPERIENCE/INTERNSHIP CLOTHIIC. TEXTILES AND MERCHANDISING


Confidential Appraisal of Student

Student's Name

Employer or Firm's Name and Address

Date

Special Instructions: Each student's immediate superior is to--

A. Rate each quality with an "X" in the appropriate column as listed on the following page. Comparative Ratings are:

1. Exceptional - unusual. uncommon. rare 2. Above Average - superior. definitely above average 3. Average - up to a good standard 4. Below Average - slightly below average 5. Inadequate - must improve on this point no matter

how good in all other points

B. Write reasons for the 'quality ratings" in Comments Column if you care to.

UPON COMPLETION OF THIS FORM. RETURN TO:

Mrs. Shirley Kitzman Drawer HE Mississippi State University Mississippi State. MS 39762-5765 Phone (601) 325-7705/3820

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FIELD EXPERIENCE/INTERNSHIP

I. Knowledge

knowlege of subject matter 5 4 3 2 1

quality of work 5 4 3 2 1

ability to apply academic training 5 4 3 2 1 to job demands

II. Personal Qualifications

tact and courtesy 5 4 3 2 1

voice tone 5 4 3 2 1

poise 5 4 3 2 1

personal appearance/grooming 5 4 3 2 1

ambition 5 4 3 2 1

emotional maturity 5 4 3 2 1

reaction to criticism 5 4 3 2 1

sense of responsibility 5 4 3 2 1

dependability 5 4 3 2 1

cooperation 5 4 3 2 1

III. Job Performance

individual has gained knowledge 5 4 3 2 1 of inner workings of organization

handles multiple challenges 5 4 3 2 1

works well with others 5 4 3 2 1

independence in carrying out 5 4 3 2 1 instructions

reacts quickly to new situations

reliable in following inst rue t ions

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5 4 3 2 1

5 4 3 2 1

COMMENTS

shows ability to learn quickly 5 4 3 2 1

keeps constructively busy and 5 4 3 2 1 mentally alert

volume of work produced 5 4 3 2 1

IV. Work Habits

punctuality 5 4 3 2 1

attendance 5 4 3 2 1

use of time 5 4 3 2 1

emotional maturity 5 4 3 2 1

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Shirley Kitzman P. 0. Drawer HE Miss. State. MS 39762

STUDENT EVALUATION OF INTERNSHIP PROGRAM

NAME: Home Phone --------------------------------------HOME ADDRESS

DATE:

STORE:

LOCATION:

DEPARTMENT (if applicable)

STORE SUPERVISOR

Please comment (negatively & positively) on the store as an adequate place for an internship training. variety of experiences • . chance for advancement. levels of responsibility. etc.

Please comment on your store supervisor - willingness to work with you. knowledge of area. personality and attitude. etc.

162

Please comment on your internship program at the university level - was it a worthwhile course, etc.

Would you advise others to follow in this same position for an internship? Comment:

What are your future plans? Include your new address if you have graduated (or will soon) and accepted employment.

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I. Description:

CONSUMER ECONOMICS INTERNSHIP MISSISSIPPI STATE UNIVERSITY

Consumer economics positions are found in a diverse group of organizations. small businesses. corporations. federal Is tate/local government agencies. public utility companies. or nonprofit organizations or associations. The professional 1 s job responsibilities include a wide range of activities such as responding to consumer inquiries and complaints: developing consumer educa tiona! programs. information and referral services. producing promotional materials and programs. money or time managements consultation. and consumer marketing research. The specific objectives and responsibilities of an intern will vary depending on the needs and type of the organization which sponsors the internship.

II. Objectives:

1. To provide the student with practical hands-on experience in applying theoretical knowledge and skills developed in consumer economics and management coursework.

2. To increase the student's awareness and mastery of competencies through practical experience in a situation related to consumer economics.

III. A Student Should Develop:

1. A professional attitude toward motivation. responsibility. cooperation. flexibility. confidentiality. ethics. and personal development.

2. An ability to communicate effectively in and oral form with consumers. consumer media. and within the organization.

both written groups. the

3. An understanding of consumer economics or management as it relates to the organization's structure and policies.

4. Knowledge of and experience in the application of coursework to job responsibilities such as consumer inquiry and complaint handling methods. the design and development of consumer educational and informational materials and programs. and consumer research.

IV. Requirements:

1. Prior to acceptance of the internship program for credit. a written agreement including a work plan. time frame. number of hours of work. and specific objectives

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must be arranged and signed by the student, the faculty supervisor, and the company internship supervisor. THe work plan and objectives should reflect a well-rounded l ·earning experience depending on the type of organization and its needs and the needs and qualifications of the student.

2. Periodic written progress reports by the intern will be required during the internship. These progress reports will be reviewed by the faculty supervisor as agreed upon between the student and faculty supervisor.

3. Upon completion of the internship, an evaluation, either written or verbal, by the company's internship supervisor. (See attached Confidential Appraisal of Student Form).

4. Upon completion of the internship the student should submit a written summary to the faculty supervisor. The report should describe the organizations and job duties and experiences .in detail and analyze the internship experience in terms of knowledge applied and competencies gained. Visual examples of work performed should be included when appropriate.

These requirements may be adjusted if an established internship program requirements differ (e. g., National Consumer Affairs Internship Program, the Washington Center).

V. Course Credit:

One (1) credit will be awarded for every 40 hours of work up to a maximum of 6 credits in any single full or summer semester. Grade will be based on the University's per grading scale (e. g. A, B, C, etc.).

Registration for credit according to the following formula:

40 hours of work = 1 semester credit

Up to a maximum of 6 credits for a full summer of semester of internship.

The hours of credit will count as credits toward meeting the degree requirements. The internship credits may not be substituted for required course credits in the degree program. Credit will not be given for a student working a family-related job experience.

The student will enroll and pay tuition the semester during which the work experience occurs.

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Faculty Supervisor:

Dr. Kathleen Corpus Drawer HE Mississippi State University Mississippi State, MS 39762-5765 Phone (601) 325-2950

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1.

CONSUMER ECONOMICS INTERNSHIP EVALUATION SHEET ~

Job Performance

The Employee --

(!)

f-' 0

1:>1 ~ :><

~ ~ ~ f-' (!) (!) f-' G'":l 11 11 (!) 0 Ql Ql ::l 0 ()Q ()Q M' Q.. (!) (!)

"C 0 0 11

has gained knowledge of inner 5 4 3 2 1 working of organization

handles multiple challenges 5 4 3 2 1

works well with others 5 4 3 2 1

communicates well with others 5 4 3 2 1

exhibits independence in carrying 5 4 3 2 1 out instructions

reacts quickly to new situations 5 4 3 2 1

is reliable in following instruct- 5 4 3 2 1 ions

shows ability to learn quickly

keeps constructively busy and mentally alert

volume of work produced

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

2. Work Habits

punctuality

attendance

use of time

3. Knowledge

knowledge of subject matter

quality of work

ability to apply academic trainto job demands

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5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

Comments

4. Personal Qualifications Comments

tact and courtesy 5 4 3 2 1

poise 5 4 3 2 1

personal appearance/grooming 5 4 3 2 1

voice tone 5 4 3 2 1

ambition. motivation 5 4 3 2 1

constructive reaction to 5 4 3 2 1 criticism

sense of responsibility 5 4 3 2 1

dependability 5 4 3 2 1

cooperation 5 4 3 2 1

adaptability. flexibility 5 4 3 2 1

spoken communication skills 5 4 3 2 1

written communication skills 5 4 3 2 1

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BE 3001-3006 FIELD EXPERIENCE FOODS. NUTRITION AND DIETETICS OPTION


COMPUTATION OF CREDIT HOURS

HE 3001-3006 Field Experience:

12 weeks 40 hrs. = 480 hrs 6 hrs credit

10 weeks 40 hrs = 400 hrs 5 hrs credit



4 weeks 40 hrs = 160 hrs ... hrs credit


ASSIGNMENT OF GRADES

To earn an "A" in Field Experience:

1. Completion of 18 or more activities on checklist.

2. Well-written. meaningful reports.

3. Total of 45-50 points on supervisor's evaluation.

To earn a "B" in Field Experience:

1. Completion of 14-17 activities on checklist.

2. ~ell-written reports.

3. Total of 40-44 points on supervisor's evaluation.

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EVALUATION: To be completed after the summer work experience. Information will be kept confidental.

Using the following rating scale for evaluating each of the items listed:

5 - Excellent - Demonstrated trait or performed in a professional manner 90-100% of the time.

4 - Good - Demonstrated trait or performed in a professional manner 80-90% of the time.

3 - Fair Demonstrated trait or performed in a professional manner 70-80% of the time.

2- Poor- Performance below 70% level with considerable improvement needed

1 - Unsatisfactory - Performance not acceptable

1. Take the initiative in assuming responsibility. Comment:

2. Takes the initiative in completing responsibility. Comment:

3. Handled responsibilities competently. Comment:

4. Followed directions. Comment:

5. Turned out required work on time. Comment:

6. Cooperated with fellow workers. Comment:

7. Attitude toward the area of dietetics. Comment:

8. Appearance on the job. Comment:

9. Ability to work without supervision. Comment:

10. Ability to relate to other employees. patients. and professional staff. Comment:

Based on your observation of this student during this sumemr work experience. how would you evaluate her as a potential registered dietitian? (If additional space is needed. please use the back of this page.)

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( REPORTS TO BE COMPLETED BY STUDENT

1. Summary of experiences and its value to your and your future as a dietitian (3 pages long).

2. Discuss a specific experience in the area of clinical dietetics (2 pages). Ex: giving diet instruction. working with patients. writing diets. etc.

3. Discuss a specific experience in the area of administrative dietetics (2 pages). Ex: employee supervision. mgt. experiences. purchasing. etc.

These reports will be due three weeks after the starting date of school.

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...... -....! N

1.

2.

3.

4.

5.

6.

7 •

B.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

FIELD F.XPF.RJF.NCF. CllF.CKLIST

Activity 1 2

Observed a diet instruction

Assisted ~ith a diet instruction

Presented a diet instruction

Aided in calculatin~ patient diets ..

Calculated a diet

Attended staff meetings

Prepared instructional materials

Conducted in-service training

Assisted with meal preparation

Actually prepared food items

Prepared production schedule

Checked patient trays

Assisted with inventory

--Took inventory

Observed purchasing procedures

Assisted in receiving & checking in food items

Visited patients on the floor

Documented in patient's chart

(Number of times the activity ~as performed)

3 " 5 6 7 ~ 9 10

I

,,

......

....... w

Activi ~

19. Assisted with menu planning

20. Planned menus

21. Costed menus

22 . Sanitation (dishwashing)

23. Took a dietary history

24. Worked on serving line

25. Checked diets

26. Worked in supervisory capacity

Other Acitvities (please list)

FIELD EXPERIENCE I.IIECKI.TST C.ONTTNUF.n

1 ~ 2 3 -

'"'

4 5 - (, 7 R .. q ]()

..

1----

-- f-·-

·-- t-·--

DATE

TI)'(E CHART

HOURS 1-'0RKEP APPROVED

--------------~--------------------------~--------------------------------

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COLLEGE OF AGRICULTURE AND HOME ECONOMICS AGRICULTURAL AND FORESTRY EXPERIMENT STATION


Dear

DEPARTMENT OF HOME ECONOMICS P. 0. DRAWER HE MISSISSIPPI STATE, MISSISSIPPI39762-5765 (601) 325-2950/3820/3602

The Foods and Nutrition Option in the Home Economics Department at Mississippi State University is pleased that will be working under your supervision for her summer field experience. I know that her insights into the profession of dietetics will be broadened by this opportunity to work with a registered dietitian.

Since the individual is earning college credits for this work experience. I want it to be a meaningful as possible. I hope the experience will help the student gain insights as well as knowledge in the areas of administrative and clinical dietetics. In a way. she will have a "mini-internship" experience. To give you some direction. enclosed is a checklist of experiences I would hope the student will be able to complete. However. this checklist can be adapted to your facility and to the experiences it can offer the student.

A field experience packet is enclosed for your reference. The evaluation form should be completed by you at the end of the field experience and returned in the stamped. self-addressed envelope. Your cooperation is greatly appreciated.

If I can be of any assistance. please feel free to contact me at (601) 325-3820.

Sincerely.

Carolyn Malone. M.s •• R.D. Coordinator for Field Experience

CM/am

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.....

.......

"'

First 3ls -..eeks

Student Teachers

Meet once per week in groups with college supervisors and dept. coordinator (if applicable).

Possible topics to be covered.

Ho.r one should enter the school. Reinforces follo.~ing concepts: Being prcnpt in attendance, planning for instruction, learning names of students, planning for evaluation of students as well as of self, plan to be evaluated on MI'AI, role of

· college supervisor, role of school supervisor, wOO gives the grade in student teaching, procuring instructional materials, who should approve teaching plans, asking for suggestions to improve plans, evaluating p.~pil progress, gettL,g materials duplicated, :rotivating the learners, r..abtaining a "'nolesare leaning environment, visiting schools.

SI'lDENl' TE!O!I~ SEMESTER 1st 3 weeks of s.t. 2nd 3 weeks of s.t. 3rd 3 \.ICCks of s . t.

1. observes the school 1. adds classes and supervisor. continues to plan and teach 2. learns names of students 2. learns he:>..~ to 1o0rk with 3. helps indivHuals and all items covered on the small groups MrAI 4. plans to begin teaching 3. developes evaluative one class, adds classes as techniques by making tests, expertise is gained etc 5. collects materials to help4. develops skills in pupil in teaching control 6. studies the ccmrunity and 5. is evaluated by college its influence on the school supervisor and school

supervisor on Ml'AI 6. returns to campus for placement day

1. continues to plan and teach 2. is evaluated by college supervisor and school supervisor on Ml'AI

4th 3 weeks of s . t .

1. continues teaching until last week when stlrlent teacher beg ins to turn groups b.Jck to classroom teacher. 2 . continues to evaluate pupil learning 3 . visits other teachers in CaT?liJrentary settings if a?Plicable 4. visits principal's office under the direction of the school supervisor 5. is evaluated by college supervisor and school supervisor on Ml'AI 6. all canpetencies must be met at est.<Olished minirrum levels to receive .ar. "A" in stlrlent teaching 7 . ncl\es a return visit to CC.."'?US

MISSISSIPPI COOPERATIVE EXTENSION SERVICE

FIELD EXPERIENCE

FALL, 1987

177

MCES FIELD EXPERIENCE NOTEBOOK

TABLE OF CONTENTS

SUBJECT

Introduction •

Organizational Chart of the Mississippi Cooperative Extension Service • • • • • • • • • • • • • •

Administrative and Supervisory Districts of the Mississippi Cooperative Extension Service

Administrative and Specialist Staff

Some Important Milestones in the Origin and Development of the Cooperative Extension Service

Tips for Being Successful in the Cooperative Extension Service Field Experience Program

Required Written Documentation of Field Experience with the Mississippi Cooperative Extension Service

County Analysis/Needs Assessment •

A Record of Your Field Experience with the Mississippi Cooperative Extension Service • • • • • • • •

Field Experience Evaluation Form

Sample Table of Contents •

Sample Title Page

178

PAGE

3

4

5

6

25

29

30

31

33

36

37

38

3

INTRODUCTION

As a student interested in employment with the Mississippi Cooperative

Extension Service, you will be participating in one of the most important

phases of your Extension education program at Mississippi State University.

Field experience gives you an opportunity to apply what you have learned in

your professional education classes. You will participate in a wide variety

of Extension activities during your field experience program. These activities

will help you become more proficient in planning, developing, and managing

Extension programs. It will give you a first hand look at what an Extension

agent does, the problems that he/she faces and the skills needed to be success

ful as an Extension agent in the Mississippi Cooperative Extension Service.

This notebook has been prepared to assist you in organizing and docu

menting those activities in which you participate in during your field

experience. You will want to keep a daily diary of your experiences and

supplement this narrative account with pictures and supporting _information

that will clearly depict your work and learning activities. The notebook

should be kept up-to-date and be available for review by your university

supervisor.

179

....... 00 0

MISSISSIPPI COOPERATIVE EXTENSION SERVICE Organization Chart

c;~;~ ~ison I ---------I

r-- --~

lbtonsieoo ....... lion I I Specill Projectl I

Disuict Age ..

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MCES 5/81

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RESPONSIBILITIES AdniniitooU..

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181

6

C 0 0 P E R A T I V E E X T E N S I 0 N S E R V I C E

Mississippi State University and U. S. Department of Agriculture Cooperating

STATE OF msSISSIPPI Mississippi State, Mississippi

February 1, 1987

PROFESSIONAL STAFF - STATE LEVEL

ADMINISTRATIVE AND SUPERVISORY, Mississippi State, Mississippi 39762 Dr. Donald W. Zacharias, President, Drawer J Dr. R. Rodney Foil, Vice President for Agriculture, Forestry,

and Veterinary Medicine, P. 0. Box 5386 Dr . James R. Carpenter, D~rector, P. 0. Box 5446 Dr. Duane H. Tucker, Associate Director, P. 0. Box 5446 Dr. Marilynn Purdie, State Leader, Home Economics Programs, Box 5446 Dr. Danny L. Cheatham, Staff Assistant, P. 0. Box 5446

Northeast District, P. 0. Box 5446, Mississippi State, MS 39762 . Dr. John L. Peeples, Jr., District Agent Dr. John C. Wilson, District Program Leader, Agriculture Mrs. Nancy M. Critz, District Program Leader, Home Economics Dr . Jean B. Crane, District Program Leader, 4-H - Youth Development

Northwest District, P. 0. Box 68, Stoneville, MS 38776 William V. Wells, District Agent Thomas P. Nichols, District Program Leader, Agriculture Mrs. Joycelyn W. Frizell, District Program Leader, Home Economics Robert A. McNeil, District Program Leader, 4-H - Youth Development

Southeast District, 12 Plaza Drive, Suite D, Hattiesburg, MS 39401

Lex C. Mason, District Agent Dr. Elton P. Raby, Jr., District Program Leader, Agriculture Dr. Raygene C. Paige, District Program Leader, Home Economics

Southwest District, 3825 Ridgewood Road, Room 190, Jackson, MS 39211

Truitt M. Grubbs, District Agent Jimmy P. Johnson, District Program Leader, Agriculture Mrs. Ina G. Kimbrough, District Program Leader, Home Economics Creevy Harness, District Program Leader, 4-H - Youth Development

ACCOUNTING, P. 0. Box 5446, Mississippi State, MS 39762 W. Daniel Bryant, Fiscal Officer Larry C. Mann, Associate Fiscal Officer Terry L. Bridges, Assistant Fiscal Officer Mrs. Julie L. Reeves, Assistant Accountant Mrs. Janet A. Chandler, Financial and Budget Analyst

182

TELEPHONE 325-3221

325-3006 325-3036 325-2955 325-3032 325-3035

325-3362

686-9311 Ext. 266 Ext. 265 Ext . 267 Ext. 262

264-3903

982-6221

325-3510 325-3510 325-3510 325-3510 325-3510

AGRICULTURAL ECONmtiCS, P. 0. Box 5446, ~fississippi State, ~IS 39762 Dr. Robert L. Williams, Leader, Extension Agricultural Economics Dr. 0. A. Cleveland, Jr., Extension Marketing Specialist Mr. Charlie S. Forrest, Extension Marketing Specialist Dr. Tom M. Jones, Extension Economist Dr. Lennie G. Kizer, Extension Economist Dr. Robert J. Martin, Extension Economist Dr. Joseph F. Schmidt, Extension Economist Dr. Charles Walden, Extension Economist

AGRONOMY, P. 0. Box 5446, Mississippi State, MS 39762 Dr. Carl W. Jordan, Leader, Extension Agronomy Dr. Eddie R. Funderburg, Extension Agronomist Dr. D. W. Houston, Extension Agronomist Dr. E. Lamar Kimbrough, Extension Agronomist Dr. Ted C. Miller, Extension Agronomist, P. 0. Box 68

Stoneville 38776 William H. McCarty, Extension Agronomist James G. Thomas, Extension Agricultural Engineer ~lichael H. Willcutt, Extension Agricultural Engineer Karl K. Crouse, Laboratory Manager, Soil Testing

Area Agronomy Specialist, 3825 Ridgewood Rd., Room 190 Jackson 39211 (Counties: Southwest Extension District)

Area Agronomy Spec., P. 0. Box 193, Poplarville 39470 (Counties: Southeast Extension District)

Dr. Nathan V. ~lcKinney, Area Agronomy Spec., 305 Center Ridge Drive, Pontotoc 38863 (Counties: Northeast Extension District)

ANIMAL/DAIRY SCIENCE, P. 0. Box 5446, Mississippi State, MS 39762 Dr. James C. Collins, Leader, Extension Animal/Dairy Science Joe P. Baker, Jr., Extension Animal Science Specialist Dr. L. ~lyles Carpenter, Extension Dairy Science Specialist Dr. James W. Shannon, Extension Animal Science Specialist Dr. Dnt-rPll D. Johnson, Extt'nsion Rumi111111t Nutrition Specialist ~!ark A. Crenshaw, Area Swine Specialist, Route 4, Box 249,

Pontotoc Branch Experiment Station, Pontotoc 38863 (Counties: Alcorn, Chickasaw, Itawamba, Lee, Monroe, Pontotoc, Prentiss, Tippah, Tishomingo, Union)

Guy B. Springer, Area Livestock Specialist, Route 4, Box 249, Pontotoc Branch Experiment Station, Pontotoc 38863 (Counties: Alcorn, Benton, Calhoun, Chickasaw, DeSoto, Grenada, Itawamba, Lafayette, Lee, ~larshall, Monroe, Panola, Pontotoc, Prentiss, Tallahatchie, Tate, Tippah, Tishomingo, Union, Yalobusha)

Lawrence J. DeMuth, Area Livestock Specialist, 3825 Ridgewood Road, Room 190, Jackson 39211 (Counties: Southwest Extension District)

W. Blair ~!cKinley, Area Livestock Specialist, P. 0. Box 448, Laurel 39441 (Counties: Southeast Extension District)

AUDIO-VISUAL LIBRARY, (Owen Bibb Reference Room), P. 0. Box 5446, Mississippi State, MS 39762

183

7

325-2515 325-2515 325-2515 325-2515 325-2112 325-2515 325-2515 325-2515

325-3430 325-3313 325-3430 325-3430 686-9311 Ext . 271 325-3430 325-3103 325-3103 325-3313

982-6216

795-4525

489-6004

325-3515 325-3515 325-2851 325-3.515 J25-2B51

489-4621

489-4621

982-6216

425-4681

325-3361

COMMUNITY DEVELOPMENT, P. 0. Box 5446, Mississippi State, MS 39762 Dr. Larry H. Graves, Acting Leader, Community Development

Community Development Specialist Dr. Albert E. ~lyles, Community Development Specialist Dr. Arthur G. Cosby, Professor and Head, Department of Sociology,

P. 0. Drawer C

8

325-3141 325-3141 325-3141

325-2946

Center for Governmental Technology, P. 0. Box 5446, Mississippi State, MS Dr. Larry H. Graves, Associate Coordinator and Acting Leader, Community

Development

39762

325-3141 325-3141 325-3141

Edward G. Cole, III, Governmental Training Specialist Dr. William F. Coston, Governmental Training Specialist

COMPUTER APPLICATIONS AND SERVICES, P. 0. Box 5445, Mississippi State, MS Dr. Graydon ·E. Elliott, Leader, Computer Applications and Services John T. Giesemann, Computer Specialist - Agriculture

Computer Specialist - Administration Mrs. Lynn B. Wampler, Computer Specialist Mrs. Reba F. Farmer, Computer Programmer/Analyst Mrs. Brenda A. Arnsdo~ff, Computer Programmer Ms. Sandra C. Coleman, Computer Programmer Ricky L. Sessum, Computer Programmer Thomas E. White, Computer Systems Analyst

COTTON MODELING CENTER, Box 5367, ~lississippi State, ~IS 39762

39762 325-3226 325-3226 325-3226 325-3226 325-3226 325-2515 325-3226 325-3226 325-3226

Dr . George P . Mullendore, Associa~e Coordinator, Cotton Modeling Center 323-2230 Ext. 165

ENERGY EXTENSION CENTER, Box 5446, Mississippi State, MS 39762 Dr . Jack W. Carroll, Coordinator Dr. Carol M. Short, Energy Program Specialist Dr. Ronald D. Walker, Energy Education Specialist

ENTmiOLOGY/PLANT PATHOLOGY, P. 0. Box 5446, ~lississippi State, MS 39762 Dr. William F. Moore, Leader, Extension Entomology/Plant Pathology Dr. Donald J. Blasingame, Extension Plant Pathologist Dr. Jimmy L. Hamer, Pest Management Specialist

Extension Plant Pathologist Dr. Robert B. Head, Extension Entomologist Dr. James H. Jarratt, Extension Entomologist Miss Ruth Morgan, Pesticides Coordinator and

Pesticide Impact Assessment Specialist M. V. Patel, Extension Plant Pathologist Dr. ~lichael R. Williams, Extension Entomologist, Special Programs

P. 0. Box 5367, Mississippi State 39762 Dr. Joseph A. Fox, Area Extension Plant Pathologist, P. 0. Box 157,

Decatur 39327 (Counties: Southeast and Southwest Extension Districts)

Dr. Douglas M. Gaydon, Area Pest Management Specialist, 3825 Ridgewood Road, Room 190, Jackson 39211 (Counties: Southwest Extension District)

Dr. Joseph P. Harris, Area Pest Management Specialist, P. 0. Box 157 Decatur 39327 (Counties: Southeast and Southwest Extension Districts)

Frank Killebrew, Area Extension Plant Pathologist, 305 Center Ridge Drive, Pontotoc 38863 (Counties: Northeast Extension District)

184

325-3152 325-3152 325-3152

325-3370 325-3370 325-3370 325-3370 325-3370 325-3370 325-3370

325-3370 323-2330 Ext . 157

635-3642

982-6216

635-3642

489-6004

ENTmlOLOGY/PLANT PATHOLOGY (Continued) _ Dr. Milton R. Reid, Area Pest Management Specialist, P. 0. Box 68,

Stoneville 38776 (Counties: Attala, Bolivar, Carroll, Grenada,

9

Holmes, Humphreys, Issaquena, Leflore, ~lontgomery, Sharkey, Leland 686-9311 Sunflower, Washington) Ext. 263

Area Pest Management Specialist, 305 Center Ridge Drive, Pontotoc 38863 (Counties: Alcorn, Benton, Coahoma, DeSoto, Itawamba, Lafayette, Lee, Marshall, Panola, Pontotoc, Prentiss, Quitman, Tallahatchie, Tate, Tippah, Tishomingo, Tunica, Union, Yalobusha) 489-6004

FOOD AND FIBER CENTER, P. 0. Box 5446, Mississippi State, MS 39762 Dr. Joseph H. McGilberry, Manager Dr. Gladden M. Brooks, Food Technologist Dr. Virgil P. Culver, Marketing and Distribution Specialist

Industrial Engineer Dr. Charles W. Shannon, Extension Food Technologist

FORESTRY, P. 0. Box 5446, Mississippi State, MS 39762 Dr. Thomas A. ~1onaghan, Leader, Ex tens ion Forestry Robert A. Daniels, Extension Forestry Utilization Specialist Dr. Margaret Ezell, Southern Regional Computer Coordinator,

325-2160 325-2160 325-2160 325-2160 325-2160

325-3150 325-3150

University of Georgia College of Agriculture, Athens, Georgia 30602 404/542-7813

Jim Neal, Southern Regional Forester, University of Georgia Collbge of Agriculture, Athens, Georgia 30602 404/542-7813

Dr. Andrew W. Ezell, Area Extension Forester, 3825 Ridgewood Road, Room 190, Jackson 39211 (Counties: Southwest Extension District)

I. Winston Savelle, Jr., Area Extension Forester, P. 0. Box 730, Leakesville 39451 (Counties: Southeast Extension District)

Timothy A. Traugott, Area Extension Forester, 1241 Mound Street, Grenada 38901 (Counties: Northwest Extension District)

4-H - YOUTH DEVELOP~!ENT, P. 0. Box 5446, Mississippi State, MS · 39762 Dr. Charles W. Sappington, State Leader, 4-H - Youth Development Kenneth L. Cook, Staff Coordinator and 4-H - Youth Development Specialist Dr. Caroline B. Anderson, 4-H - Youth Development Specialist Isaac J. Campbell, 4-H - Youth Development Specialist Hollie Ford, Jr., 4-H- Youth Development Specialist Dr. Shirley. W. Hastings, 4-H- Youth Development Specialist Dr. Ann F. Jarratt, 4-H -Youth Development Specialist Jim L. Yonge, 4-H - Youth Development Specialist

HOME ECONOMICS, P. 0. Box 5446, Mississippi State, MS 39762 Dr. Marilynn Purdie, State Leader, Home Economics Programs Mrs. Barbara P. McLaurin, Staff Coordinator and Extension Food &

Nutrition Specialist Mrs. Norine R. Barnes, Extension Child and Family Development Specialist Mrs. Beth T. Duncan, Extension Clothing Specialist Dr. Frances C. Graham, Extension Housing Specialist Mrs. Deborah B. Harris, Extension Program Specialist for Homemakers

Clubs Mrs. Melissa J. Mixon, Extension Food & Nutrition Specialist

185

982-6221

394-2441

226-2070

325-3350 325-3350 325-3350 325-3350 325-3350 325-3350 325-3350 325-3350

325-3032

325-3080 325-3080 325-3080 325-3082

325-3080 325-3080

l

HOME ECONOMICS (Continued) Miss Beverly S. Riggs, Extension Family Economics ind Management

Specialist Mrs. Nelda U. Starks, Extension Nutrition Education Specialist Mrs. Bonita S. Bridges, Area Consumer Management Specialist,

Suite 200, St. Paul Street, Pearl 39208 (Counties: Hinds, Rankin, Warren, Yazoo)

Area Consumer Management Specialist, Suite 200, St. Paul Street, Pearl 39208 (Counties: Hinds, Madison, Rankin, Scott)

Mrs. Janet K. Lukens, Area Consumer ~!anagement Specialist, 4646 W. Beach Blvd., Suite 1-E, Biloxi 39531 (Counties: Hancock, Harrison, Jackson)

Mrs. Rosemary S. Tigrett, Area Consumer Management Specialist, 1018 N: Gloster, Suite G, Tupelo 38801 (Counties: Lee, Pontotoc, Prentiss, Union)

HORTICULTURE, P. 0. Box 5446, ~lississippi State, MS 39762 Dr. Richard H. Mullenax, Leader, Extension Horticulture and

Professor and Acting Head of Department, MSU and HAFES Dr. Milo Burnham, Extension Horticulturist Dr. Mary C. Acock, Extension Horticulturist

Extension Horticulturist John H. Braswell, Area Horticulture Specialist, P. 0. Box 193,

Poplarville 39470 (Counties: Adams, Amite, Claiborne, Covington, Forrest, Franklin, George, Greene, Hancock, Harrison, Jackson, Jefferson, Jefferson Davis, Jones, Lamar, Lawrence, Lincoln, ~!arion,

Pearl River, Perry, Pike, Stone, Walthall, Wayne, Wilkinson) James R. Davis, Area Horticulture Specialist, Courthouse, Indianola 38751

(Counties: Attala, Bolivar, Carroll, Holmes, Humphreys, Issaquena, Leflore, Montgomery, Sharkey, Sunflower, Washington)

John E. Davis, Area Horticulture Specialist, 4646 W. Beach Blvd., Suite 1-E, Biloxi 39531 (Counties: Hancock, Harrison, Jackson)

Felder Rushing, Area Horticulture Specialist, 1735 Wilson Blvd., Jackson 39204 (Counties: Hinds, Madison, Rankin)

INFORMATION AND PUBLICATIONS, P. 0. Box 5446, Mississippi State, MS 39762 Ralph J. Ballew, Leader, Extension Information Services and

Extension Editor Dr. Jimmy A. Bonner, Acting Senior Editor, Press Media and

Writer/Reporter, Print Media H. T. DeKay, Senior Editor, Media Services Robert T. Gair, Radio - TV Editor Daniel L. Gardner, Audio Visuals Editor David N. Hutto, Jr., Senior Editor, Electronic Media Barry W. Jones, Senior Editor, Press Media Ms. Karen L. Moore, News Editor George H. Taylor, Jr., Artist Mrs. Mary R. Wallace, Publications Editor John E. Wells, Writer/Reporter (Broadcast) Mrs. Nancy C. Boling, Graphics Artist Mrs. Eva A. Dorris, News Editor Artis T. Ford, Radio - TV Reporter James E. Lytle, Photographer/Darkroom Manager Mrs. Deborah M. Nettles, Graphics Illustrator Philip K. Rankin, Radio - TV Engineer

186

10

325-3082 325-3082 982-6279

982-6279

388-4710 841-2293

325-3935 325-3935 325-3935 325-3935

795-4526

887-1528

388-4710

372-4651

325-2262

325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262 325-2262

' I

I

OPERATIONS, P. 0. Box 5446, Mississippi State, MS 39762 William ~1 . Porter, Extension Operations Officer Gerald W. Weathers, Property and Supply Officer

PERSONNEL, P. 0. Box 5446, Mississippi State, MS 39762 Milburn Gardner, III, Personnel Officer William L. Henry, Associate Personnel Officer

POULTRY SCIENCE, P. 0 . Box 5188, Mississippi State, ~IS 39762 Dr . Robert L. Haynes, Leader, Extension Poultry Science and

Professor, and Acting Head of the Department, MSU and MAFES Dr. Tom W. Smith, Jr . , Associate Extension Poultry Science

Specialist and Assistant Professor, MSU and MAFES

SEA GRANT ADVISORY SERVICES, 4646 W. Beach Blvd., Suite 1-E, Biloxi, MS 39531 Dr . C. David Veal, Leader, Sea Grant Advisory Services David D. Burrage, Extension Marine Resources Specialist Ronald R. Lukens, Extension Marine Resources Assistant

SOUTHERN RURAL DEVELOPMENT CENTER, P. 0 . Box 5446, Mississippi State, MS 39762 Dr. H. Doss Brodnax, Jr., Director, Southern Rural Development Center Dr. Lionel J. Beaulieu, Rural Sociologist

(On Sabbatical from University of Florida)

STAFF DEVELOPMENT, P . 0 . Box 5446, Mississippi State, MS 39762 Dr . Ronnie L. Hartness, Leader, s·taff Development Mrs. Jean R. Reeves, Audio Visual Coordinator and Extension

Training Officer Dr . Jimmy G. Richardson, Staff Development Officer Mrs. Mary Lee Beal, Librarian, Owen Bibb Reference Room (Audio-Visual

Library)

VETERINARY MEDICINE, P. 0. Box 5446, Mississippi State, MS 39762 Dr. Clyde E. Taylor, Leader, Extension Veterinary Medicine

WILDLIFE AND FISHERIES, P. 0. Box 5446, Mississippi State, MS 39762 Dr . Thomas L. Wellborn, Jr., Leader, Extension Wildlife & Fisheries Dr . Edwin J. Jones, Extension Wildlife Specialist Martin D. Crosby, Area Extension Fisheries Specialist, P. 0. Box 142

Stoneville 38776 (Counties: Northwest Extension District and Yazoo County)

Dr. Robert M. Durborow, Area Extension Fisheries Specialist, P. 0. Box 142, Stoneville 38776 (Counties: Northwest Extension District and Yazoo County)

Dr. Peter W. Taylor, Area Extension Fisheries Specialist, P. 0 . Box 239, Belzoni 39038 (Counties: Claiborne, Copiah, Hinds, Holmes, Humphreys, Issaquena, Madison, Sharkey, Warren, Yazoo)

Greg K. Yarrow, Area Extension Wildlife & Forestry Specialist, 1018 N. Gloster, Suite G, Tupelo 38801 (Counties: Northeast Extension District)

187

11

325-2440 325-2164

325-3462 325-3462

325-3380

325-3380

388-4710 388-4710 388-4710

325-3207 325-3207

325-3366 325-3360

325-3360

325-3361

325-2283

325-3174 325-3174

686-9311 Ext. 302

686-9311 Ext. 302

247-2915

841-2293

I AREA AGENTS

Nutrition

~Irs. Bythella B. Andrews, Area Extension Home Economist, P. 0. Box 510, Magnolia 39652 (Counties: Amite, Pike)

Mrs. ~lattie W. Elam, Area Extension Home Economist, Courthouse, Indianola, MS 38751 (Counties: Sunflower, Washington)

Mrs. Pauline B. Goree, Area Extension Home Economist, P. 0. Box 2297, Tupelo, MS 38803-2297 (Counties: Lee, Pontotoc)

Mrs. Maggie W. Harris, Area Extension Home Economist, P. 0. Box 734, Vicksburg, MS 39180 (Counties: Warren, Yazoo)

Mrs. Helen H. Love, Area Extension Home Economist, 840 Highway 51 South, Hernando, MS 38632 (Counties: DeSoto, Tunica)

Mrs. Maybelle L. McClelland, Area Extension Home Economist, Drawer Z, Gulfport, MS 39501 (Counties: Harrison, Jackson)

188

12

783-5321

887-1901

842-7461

:636-5093

368-5011 Ext. 245

863-6941

COUNTY EXTENSION AGENTS

ADAMS COUNTY, 301 Liberty Road, Natchez 39120 (SW) *Charl~s D. Wells, County Agent

Mrs. Glenda H. Weaver, Extension Home Economist

Miss Mary L. Bennett, Extension 4-H - Youth Agent

ALCORN COUNTY, P. 0. Box 509, Corinth 38834 (NE) *Robert C. Wolfe, County Agent

Mrs. Jeanin~ H. Martin, Extension Home Economist

Miss Melissa L. Clanton, Extension 4-H - Youth Agent

MIITE COUNTY, P. 0. Drawer E, Liberty 39645 (SW) *William D. Craft, County Agent

Mrs. Pauline M. Alford, Extension Home Economist, P . 0. Box 373

~Irs. Gayle H. Tumey, Extension 4-H - Youth Agent, P . 0. Box 373

ATTALA COUNTY, P. 0 . Box 359, Kosciusko 39090 (NW) *Thomas K. Swoope, County Agent

Mrs. Carolyn E. Patton, Extension Home Economist, P. 0. Box 457

Mrs. Jean B. Warrington, Extension 4-H - Youth Agent, P. 0. Box 457

BENTON COUNTY, P. 0. Box 158, Ashland 38603 (NE) *Melvin J. Oatis, County Agent

Mrs. Patsilu S. Reeves, Extension Home Economist

Mrs . Annie B. Jennings, Extension 4-H - Youth Agent (multi-county assignment with Tippah County)

BOLIVAR COUNTY, P. 0. Box 1678, Cleveland 38732 (NW) *Thomas H. Love, County Agent

Mrs. Everlyn S. Johnson, Extension Home Economist, P. 0. Box 1448

Homer A. Carvan, Jr. Extension 4-H - Youth Agent

CALHOUN COUNTY, P . 0. Box 83, Calhoun City 38916 (NE) *Joe W. Goforth, County Agent

~Irs. Cynthia S. Wilson, Extension Home Economist (multi-county assignment with Webster County)

William M. Hopper, Extension 4-H - Youth Agent

189

13

445-8201

445-8202

445-8202

286-5731

287-2885

287-2885

657-8902

657-8937

657.-8937

289-5431

289-1321

289-1321

224-6722

224-6722

224-6722

843-8361

843-8371

843-8371

628-6671

628-6672

628-6671

CARROLL COUNTY, P. 0. Box 59, Carrollton 38917 (NW) *George L. Alley, III, County Agent

Mrs. Pamela R. Lee, Extension Home Economist

CHICKASAW COUNTY, P. 0. Box 511, Houston 38851 (NE) >':William ~1. Johnson, County Agent

Extension Home Economist

CHOCTAW COUNTY, P. 0. Box 370, Ackerman 39735 (NE) *Billy D. Walton, County Agent

Mrs. Patricia S. Draper, Extension Home Economist

Mrs . Janet E. Fox, Extension 4-H - Youth Agent (multi-county assignment with Webster County)

CLAIBORNE COUNTY, P. 0. Box 529, Port Gibson 39150 (SW) *Donald H. Smith, County Agent

Mrs. Henrietta C. Miller, Extension Home Economist (multi-county assignment with Jefferson County)

Extension 4-H - Youth Agent (multi-county assignment with Jefferson County)

CLARKE COUNTY, P. 0. Box 109, Quitman 39355 (SE) *Bobby M. Fulcher, County Agent

l'lrs. Nancy F. Howell, Extension Home Economist

Extension 4-H - Youth Agent (multi-county assignment with Jasper County)

CLAY COUNTY, 218 W. Broad Street, SuiteD, West Point 39773 (NE) *Perry D. Kimbrough, County Agent

Mrs. Bessie D. Johnson, Extension Home Economist

Willie S. Richardson, Extension 4-H - Youth Agent

COAHOMA COUNTY, P. 0. Box 490, Clarksdale 38614 (NW) *Charles E. Estess, Jr., County Agent

Mrs . Frances R. Lester, Extension Home Economist

Mrs. Ann F. Ruscoe, Extension 4-H - Youth Agent

COPIAH COUNTY, 122 S. Lowe Street, P. 0. Box 789, Hazlehurst 39083 (SW) *Warren D. Dievert, County Agent

Miss Georgia L. Williams, Extension Home Economist

Mrs. Deborah B. Knight, Extension 4-H - Youth Agent

190

14

237-4413

237-6926

456-4269

456-4269

285-6337

285-6337

285-6337

437-5011

437-5011

437-5011

776-3951

776-6261

776-3951

494-5371

494-5372

494-5372

627-5204

624-6303

627-5204

894-4081

894-4101

894-4081

COVINGTON COUNTY, Collins 39428 (SE) *Fred A. Baker, Jr., County Agent, P . 0. Box 1059

Mrs. Mable N. Thompson, Extension Home Economist, P. 0. Box 441

Extension 4-H - Youth Agent, P. 0~ Box 1059

DESOTO COUNTY, Agr. Office Bldg., 840 Hwy. 51 South, Hernando 38632 (NW) *John R. Blake, County Agent

Mrs . Martha B. Gatlin, Extension Home Economist

Mrs . Margie G. Sharp, Extension 4-H - Youth Agent

FORREST COUNTY, 200 . Carpenter Bldg., Hattiesburg 39401 (SE) *Malcolm L. Broome, County Agent

Joseph R. Rhea, Jr., Assistant County Agent

Mrs. Barbara S. Johnson, Extension Home Economist

Mrs. Rebecca G. Brown, Extension 4-H - Youth Agent

FRANKLIN COUNTY, P. 0. Box 368, Meadville 39653 (SW) *Alfred R. Reynolds, County Agent

Mrs. Susan B. Cummins, Extension Home Economist

Robert D. Williams, Extension 4-H - Youth Agent

GEORGE COUNTY, 204 London Street, Lucedale 39452 (SE) *George F. McNeill, County Agent

Mrs. Judith J. Edwards, Extension Home Economist (multi-county assignment with Stone County)

John L. Wesley, Extension 4-H - Youth Agent (multi-county assignment with Stone County)

GREENE COUNTY, P. 0. Box 730, Leakesville 39451 (SE) *Barry K. Wallace, County Agent

Mrs. Ruth D. Leverette, Extension Home Economist

P. Mark Gillie, Extension 4-H - Youth Agent (multi-county assignment with Perry County)

GRENADA COUNTY, 1241 ~!ound Street, Grenada 38901 (NW) *John D. Roberts, County Agent

Mrs. Carolyn B. Lott, Extension Home Economist

Extension 4-H - Youth Agent

191

15

765-8252

765-4761

765-8252

368-5011 Ext. 244

Ext. 248

Ext. 246

545-6083 545-6083

545-6083

545-6083

384-2349

384-2349

384-2349

947-4223

947-4223

947-4223

394-2702

394-2702

394-2702

226-2061

226-2061

226-2061

HANCOCK COUNTY, 725-A Dunbar Avenue, Bay St. Louis 395~0 (SE) *Liston L. Taylor, County Agent

Nrs. Darlene L. Underwood, Extension Home Economist

Daney G. Jackson, Extension 4-H - Youth Agent

HARRISON COUNTY, P . 0. Drawer Z, Gulfport 39502-0045 (SE) County Agent

**Nrs. Joyce H. O'Keefe, Extension Home Economist

Niss Rhonda D. Williams, Extension 4-H - Youth Agent Mrs . Annie F. Wilson, Extension 4-H - Youth Agent

(multi-county assignment with Jackson County)

HINDS COUNTY, 1735 Wilson Blvd., Jackson 39204 (SW) *Willie R. Bullock, County Agent

David P. Sumrall, Assistant County Agent

Mrs. Janice C. Jones, Extension Home Economist

Niss Tammy M. Gray, Extension 4-H - Youth Agent

HOLHES COUNTY, P . 0. Box 330, Lexington 39095 (NW) *Walter J. Jackson, County Agent .

Mrs. LaVerne Y. Lindsey, Extension Home Economist

C. Richard Hay, Extension 4-H Youth Agent

HUNPHREYS COUNTY, P. 0. Box 239, Belzoni 39038 (NW) *Tommy B. Taylor, County Agent

Nrs . Dorothy W. Williams, Extension Home Economist

Eddie B. Harris, Extension 4-H Youth Agent (multi-county assignment with Issaquena, Sharkey Counties)

ISSAQUENA COUNTY, Box 129, Nayersville 39113 (NW) *James A. NcPhail, County Agent

Mrs . Shirley W. Miller, Extension Home Economist (multi-county assignment with Sharkey County)

Eddie B. Harris, Extension 4-H Youth Agent (multi-county assignment with Humphreys, Sharkey Counties)

ITAWAHBA COUNTY, 201 West Main Street, Fulton 38843 (NE) *Jimmy K. Luther, County Agent

Nrs. Barbara F. Guinn, Extension Home Economist


192

16

467-5456

467-5456

467-5456

863-6941

863-6941

863-6941 863-6941

372-4651 372-4651

372-1424

372-4651

834-2795

834-2795

834-2795

247-2915

247-2916

247-2915

873-2322

873-2322

873-2322

862-3201

862-3201

862-3201

JACKSON COUNTY, P. 0. Box 1248, Pascagoula 39567 (SE) *Bonnard C. Green, Jr., County Agent

Mrs. Carleen H. Cole, Extension Home Economist

Walter E. Walker, Extension 4-H - Youth Agent Mrs . Annie F. Wilson, Extension 4-H Youth Agent

(multi-county assignment with Harrison County)

JASPER COUNTY, Ulmer Building, P. 0. Box 506, Bay Springs 39422 (SE) *Glen E. Williams, County Agent

Mrs . Elizabeth P. Wadsworth, Extension Home Economist

Extension 4-H - Youth Agent (multi-county assignment with Clarke County)

JEFFERSON COUNTY, P. 0 . Box 519, Fayette 39069 (SW) *Windell C. Carter, County Agent

Mrs. Henrietta C. Miller, Extension Home Economist (multi-county assignment with Claiborne County)

Extension 4-H - Youth Agent, (multi-county assignment with Claiborne County)

JEFFERSON DAVIS COUNTY, P. 0. Box 580, Prentiss 39474 (SE) *James P. Richmond, County Agent

Mrs . Spencena J. Hinton , Extension Home Economist

Michael J. Aden, Extension 4-H - Youth Agent

JONES COUNTY, P. 0. Box 448, Laurel 39441 (SE) *James A. Minor, County Agent

William T. Bishop, Assistant County Agent

Mrs. Dorian D. Rogers, Extension Home Economist

Mrs. Linda D. Smith, Extension 4-H - Youth Agent

KEMPER COUNTY, P . 0. Box 339, DeKalb 39328 (SE) *Perry W. Brumfield, County Agent

Extension Home Economist (multi-county assignment with Neshoba County)

Miss Ruby D. Rankin, Extension 4-H - Youth Agent

LAFAYETTE COUNTY, Route 4, Box 25, Oxford 38655 (NE) *Robert E. Rutledge, County Agent

Mrs. Freda J. Akins, Extension Home Economist

Kerry Johnson, Extension 4-H - Youth Agent

193

17

769-3047

769-3048

769-3049 769-3049

764-2314

764-2314

764-2314

786-3131

786-3131

786-3131

792-5121

792-5121

792-5121

428-5201 428-5255

428-0640

428-5255

743-2837

743-5112

743-2837

234-4451

234-4454

234-4451

LAHAR COUNTY, P. 0. Box 419, Purvis 39475 (SE) *Houston Ladner, County Agent

Nrs. Shirley W. Wiltshire, Extension Home Economist

Clayton E. Rouse, Jr., Extension 4-H- Youth Agent

LAUDERDALE COUNTY, P. 0. Box 2105, Neridian 39301 (SE) *Bobby G. Sims, County Agent

James B. Hollis, Associate County Agent

Mrs. Mary D. Welch, Extension Home Economist, P. 0. Box 1089

Mrs. Sharon S. Busler, Extension 4-H - Youth Agent

LAWRENCE COUNTY, P. 0. Box 758, ~lonticello 39654 (SW) *Theodore W. Preuss, County Agent

Nrs. Carolyn P. NcCoskey, Extension Home Economist (multi-county assignment with Walthall County)

Harvin S. Hudson, Extension 4-H - Youth Agent

LEAKE COUNTY, Carthage 39051 (SW) *Donald B. Schmidt, County Agent, P . 0 . Box 151

~Irs. Billye B. Tingle, Extension Home Economist, P. 0. Box 166

Robert C. ~Iatson, Extension 4-H - Youth Agent, P. 0. Box 151 (multi-county assignment with Neshoba County)

LEE COUNTY, P. 0. Box 2297, Tupelo 38803-2297 (NE) *Jackie L. Courson, County Agent


Mrs. Glenna M. Fennell, Extension 4-H - Youth Agent

LEFLORE COUNTY, Lock Drawer C, Greenwood 38930 (NW) *Carl G. Wilbourn, County Agent

George W. Garrison, Jr., Assistant County Agent

Mrs. Lacey Henderson, Extension Home Economist

Mrs. Linda H. Emmons, Extension 4-H - Youth Agent

LINCOLN COUNTY, P. 0. Box 889, Brookhaven 39601 (SW) *Stanford Qualls, County Agent

Mrs. Lucinda W. Dozier, Extension Home Economist

Mrs. Ellen H. Williamson, Extension 4-H - Youth Agent

194

18

794-8504 Ext. 52 794-8504 Ext. 51 794-8504 Ext. 53

482-9776 482-9776

482-9772

482-9764

587-2271

587-2271

587-2271

267-7301

267-5655

267-7301

841-9000

841-9000

841-9000

453-6803 453-6803

453-6804

453-6804

835-3460

835-3460

835-3460

LOWNDES COUNTY, P. 0. Box 1386, Columbus 39701 (NE) *Dexter S. Cochran, County Agent

Mrs. Beverly P. Lewis, Extension Home Economist

Charles R. Everett, Extension 4-H - Youth Agent .

MADISON COUNTY, P. 0. Box 112, Canton 39046 (SW) *John F. Carter, County Agent

Otis L. Davis, Assistant County Agent

Miss Judy L. Goddard, Extension Home Economist

Mrs. Mary~- Jones, Extension 4-H - Youth Agent

MARION COUNTY, Route 5, Box 72, Columbia 39429 (SE) *Frederick D. Baylis, County Agent

Mrs. Ouida S. Burkett 1 Extension Home Economist

Mrs. Betty T. Reaves, Extension 4-H - Youth Agent

MARSHALL COUNTY, 153 Market Street, Holly Springs 38635 (NE) ~Ronald L. Jones, County Agent

Mrs. Johnnye H. Pass, Extension Home Economist

Van L. Alexander, Extension 4-H - Youth Agent

MONROE COUNTY, Aberdeen 39730 (NE) *Roy D. Doss, County Agent, P . 0. Box 189

Booker T . Mims, Jr., Assistant County Agent, P . 0. Box 189

Miss Bobbie G. Miller, Extension Home Economist, P. 0. Box 73

tliss Patty E. Shaw, Extension 4-H - Youth Agent, P. 0. Box 73

HONTGOMERY COUNTY, P. 0 . Box 726, Winona 38967 (NW) *William W. Alford, County Agent


NESHOBA COUNTY, P . 0 . Box 179, Philadelphia 39350 (SE) *Ivory W. Lyles, County Agent

Extension Home Economist (multi-county assignment with Kemper County)

Robert C. Matson, Extension 4-H - Youth Agent (multi-county assignment with Leake County)

NEWTON COUNTY, Box 188, Decatur 39327 (SE) *Henry D. Morgan, County Agent

Mrs . Hartha H. Hangrum, Extension Home Economist

Allen W. McReynolds, Extension 4-H - Youth Agent

195

19

328-2111

328-2111

328-2111

859-3842 859-3842

859-2672

859-2672

736-8251

736-8251

736-8251

252-3541

252-3541

252-3541

369-4951 369-4951

369-8683

369-8683

283-4133

283-4134

656-4602

656-4011

656-4011

635-2267

635-2268

635-2267

NOXUBEE COUNTY, P. 0. Box 387, Macon 39341 (NE) *Dr. David L. Kittrell, County Agent

Mrs. Ella W. Riley, Extension Home Economist

Miss Margarette L. Meeks, Extension 4-H - Youth Agent

OKTIBBEHA COUNTY, P. 0. Box 430, Starkville 39759 (NE) *Leonard D. Glover, County Agent


Mrs . Grenell T. Rogers, Extension 4-H - Youth Agent

20

726-4326

726-5723

726-4326

323-5916

323-5916

323-5916

PANOLA COUNTY, P. 0 . Box 348, Batesville 38606 and P. 0. Box 127, Sardis 38666 (NW) *Joe S. Hensley, County Agent, Batesville 487-1725

Mrs. Gloria P. Hendrix, Extension Home Economist, Batesville

Jimmy C. McLain, Ext~nsion 4-H - Youth Agent, Sardis (multi-county assignment with Quitman County)

PEARL RIVER COUNTY, Poplarville 39470 (SE) *Billie W. Denmark, County Agent, P. 0. Box 272

Mrs. Mary D. Hough, Extension Home Economist, P . 0 . Box 152

Miss Mary N. Magee, Extension 4-H - Youth Agent, P . 0 . Box 152

PERRY COUNTY, P. 0. Box 405, New Augusta 39462 (SE) *R~ger D. Jones, County Agent

Miss Florieda K. Moody, Extension Home Economist

P. Mark Gillie, Extension 4-H - Youth Agent (multi-county assignment with Greene County)

PIKE COUNTY , P. 0. Box 510, Magnolia 39652 (SW) *Paul L. Singleton, County Agent

Mrs. Jerry L. Russell, Extension Home Economist

Mrs. Elizabeth Sadler, Extension 4-H - Youth Agent

PONTOTOC COUNTY, 171 Hwy. 15 Bypass, Pontotoc 38863 (NE) *Auther G. Chrestman, County Agent

Mrs. Louise C. Daniels , Extension Home Economist

Mrs . Martha B. Stegall, Extension 4-H - Youth Agent

196

563-9341

487-1725

795-4224

795-4352

795-4352

964-3668

964-3668

964-3668

783-5321

783-5321

783-5321

489-4631

489-4631

489-4631

PRENTISS COUNTY, P. 0. Box 130, Booneville 38829 (NE) *Clifford J. Hampton, County Agent

Mrs. Patty K. Robinson, Extension Home Economist

Stanley W. Land, Extension 4-H -Youth Agent

QUinlAN COUNTY, P. 0. Box 220, ~larks 38646 (NW) *Wiley S. Nelms, County Agent

Miss Martha R. Sartor, Extension Home Economist

Jimmy C. McLain, Extension 4-H - Youth Agent (multi-county assignment with Panola County)

RANKIN COUNTY, 105 Office Park Drive, Brandon 39042 (SW) *Barney A. Tanner, Jr., County Agent

Mrs. Sonia M. Hancock, Extension Home Economist

Robert C. Pegues, Extension 4-H - Youth Agent

SCOTT COUNTY, Forest 39074 (SW) *William 0. Goodwin, County Agent, P. 0. Drawer 1509

~!iss Beverly S. Harden, Extension Home Economist, P. 0. Box 276

Mrs . June S . Ivy, Extension 4-H - Youth Agent, P. 0. Box 276

SHARKEY COUNTY, P. 0 . Box 250, Rolling Fork 39159 (NW) *Benjamin F. Corban, Jr., County Agent

Mrs. Shirley W. Miller, Extension Home Economist (multi-county assignment with Issaquena County)

Eddie B. Harris, Extension 4-H ·Youth Agent (multi-county assignment with Humphreys, Issaquena Counties)

SIMPSON COUNTY, Route 4, Box 335-A, Mendenhall 39114 (SW) *Perry E. Lee, County Agent

Mrs. Lera H. Manley, Extension Home Economist

Mrs . Victoria W. Johnson, Extension 4-H - Youth Agent

SMITH COUNTY, P. 0. Box 127, Raleigh 39153 (SW) *Charles E. Waldrup, County Agen~

Mrs. Betty S. Tullos, Extension Home Economist


197

21

728-5631

728-5631

728-5631

326-8939

326-5521

326-5521

825-2217 Ext. 222 Ext . 213

Ext. 221

469-4241

469-4961

469-4961

873-4246

873-4246

873-4246

847-1335

847-1626

847-1626

782-4454

782-4454

782-4454

STONE COUNTY, 214 No . Critz St., Suite 3, Wiggins 39577 (SE) *George G. Weaver, County Agent

Mrs. Judith J. Edwards, Extension Home Economist (multi-county assignment with George County)

John L. Wesley , Extension 4-H - Youth Agent (multi-county assignment with George County)

=S~U~N=F~L~O~W~E~R~C~O~U~N~T~Y, Courthouse, Indianola *John H. McCaskill, County Agent

John A. Dickerson, Assistant County 164 North Church Street, Drew

38751 (NW)

Agent, 38737

~Irs. Sheryl B. ~laxwell, Extension Home Economist

Mrs . Madge D. Fisher, Extension 4-H - Youth Agent

TALLAHATCHIE COUNTY, P. 0. Box 308, Charleston 38921 (NW) *Joseph D. Varner, Jr:, County Agent

(multi-county assignment with Yalobusha County)

Mrs . Melba B. Taylor, Extension Home Economist

Mrs . Martha D. Venable, Extension 4-H - Youth Agent

TATE COUNTY, P. 0. Box 188, Senatobia· 38668 (NW) County Agent

**Mrs . Deborah W. Mullen, Extension Home Economist

Mrs . Sandra S. Slocum, Extension 4-H - Youth Agent

TIPPAH COUNTY, P. 0 . Box 280, Ripley 38663 (NE) *James F. Clarke, County Agent

Mrs. Lula W. Jamieson, Extension Home Economist, P . 0. Box 307

~Irs . Ann ie B. Jennings, Extension 4-H - Youth Agent, P. O; Box 307 (multi-county assignment with Benton County)

TISHOMINGO COUNTY, P . 0. Box 610, Iuka 38852 (NE) County Agent

**Miss Nellie R. Horton, Extension Home Economist

Mrs. Sherry C. Smith, Extension 4-H - Youth Agent

TUNICA COUNTY, P. 0. Box 1077, Tunica 38676 (NW) *Dwayne L. Wheeler, County Agent

198

22

928-5286

928-5286

928-5286

887-4601

745-8306

887-1901

887-1901

647-8746

647-8661

647-8661

562-4274

562-4274

562-4274

837-8184

837-8184

837-8184

423-3616

423-3616

423-3616

363-2911

UNION COUNTY, 112 Fairground Circle, New Albany 38652 (NE) *Edward L. McWhirter, Jr., County Agent


Mrs. Judith L. Wade, Extension 4-H - Youth Agent

WALTHALL COUNTY, 250 Ball Avenue, Tylertown 39667 (SW) *Louis L. Crawford, County Agent

Mrs. Carolyn P. McCoskey, Extension Home Economist (multi-county assignment with Lawrence County)

Miss Edith F. Carter, Extension 4-H - Youth Agent

WARREN COUNTY, P. 0. Box 351, Vicksburg 39180 (SW) *Terry D. Rector, County Agent

Miss Judith J. Pierce, Extension Home Economist, P. 0. Box 706

Mrs . Rene C. Berry, Extension 4-H - Youth Agent, P. 0 . Box 706

WASHINGTON COUNTY, P. 0. Box 915, Greenville 38701 (NW) *Arthur D. Smith , County Agent

Karl Hampton, Assistant County Agent

Extension Home Economist, P. 0. Box 176

Mrs. Carolyn H. Purnell, Extension 4-H - Youth Agent

WAYNE COUNTY, 810-A Chickasawhay Street, Waynesboro 39367 (SE) *Daniel L. Jones, County Agent

Miss Cynthia D. Fulton, Extension Home Economist

Michael H. Reed, Extension 4-H - Youth Agent

WEBSTER COUNTY, 114 Highway 9 North, Eupora 39744 (NE) *Fred W. Rose, County Agent

Mrs . Cynthia S. Wilson, Extension Home Economist (multi-county assignment with Calhoun County)

Mrs. Janet E. Fox, Extension 4-H - Youth Agent (multi-county assignment with Choctaw County)

WILKINSON COUNTY, P. 0. Box 834, Woodville 39669 (SW) *John J. Dale, Jr., County Agent

Mrs. Bettye M. Plitt, Extension Home Economist

C. W. Wilson, Jr., Extension 4-H Youth Agent

199

23

534-4146

534-5930

534-5930

876-4021

876-4021

876-4021

636-5442

636-5391

636-0182

332-0524 332-0524

334-2669

334-2669

735-2243

735-2243

735-2243

258-3971

258-3971

258-3971

888-3211

888-3211

888-3211

WINSTON COUNTY, 258 Vance Street, Louisville 39339 (NE) *Roger D. Crowder, County Agent

Mrs. Margaret T. Holman, Extension Home Economist

Francis N. Ainsworth, Jr., Extension 4-H- Youth Agent

YALOBUSHA COUNTY, P. 0. Box F, Coffeeville 38922 (NW) *Joseph D. Varner, Jr., County Agent, Coffeeville

(multi-county assignment with Tallahatchie County)

Mrs. Mamie H. Shields, Extension Home Economist, P. 0. Box 111, Water Valley

Steve Cummings, Extension 4-H - Youth Agent, Coffeeville

YAZOO COUNTY, P. 0 . Box 1068, Yazoo City 39194 (SW) *Timothy W. Pepper, County Agent

Miss Marguerite M. S~ith, Extension Home Economist

John C. Coccaro, Extension 4-H - Youth Agent

*County Leader **Acting Department Head/Acting County Leader

200

24

773-3091

773-5531

773-5531

675-2730

473-2121

675-2730

746-2453

746-2453

746-2453

25

SOME IMPORTANT MILESTONES IN THE ORIGIN

AND DEVELOPMENT OF THE COOPERATIVE EXTENSION SERVICE

MILESTONE 1: (1700-1800) This country was established as a democracy and education was conceived as an agency to guard, to cherish and to advance the welfare of the individual and those principles upon which America was founded. The general philosophy of the American way of life was that each individual had the opportunity for the most complete education for his/her own welfare.

MILESTONE 2: (Late 1700's-1860) In 1785 the first Agricultural Society was started in Philadelphia and then spread to other areas so that by 1860 there were. 941 such societies in existence. Agriculture was the leading occupation of the people of that day and its problems, successes and accomplishments were matters of discussion by these early day organizations. E~rly American Agriculture was characterized by the lack of tools and machinery--oxen were the major source of power and people depended on their own labor to supply the energy to operate early American farms.

MILESTONE 3: (1850's-1860's) From this primitive agriculture were emerging leaders who ~vere convinced that the new world needed a system of education uniquely adapted to a new country and an underdeveloped agriculture. The classical colleges of that time were largely transplants from the old country system--the curriculum consisted largely of philosophy, theology, Latin, Greek and mathematics---"As late as 1850, not a single college had a laboratory."

MILESTONE 4: (1862) The leadership in agriculture of the century following the American Revolution found its-most tangible results in the Passage of the First Morrill Act of 1862. This act created the Colleges of Agriculture and Mechanical Arts. Justin Smith Morrill, United States Senator from Vermont, was author of the First Morrill Act. There had been growing in the minds of many leaders of that day a concept of a pattern of education tailored to the nPP.ds of a pioneer people in a new world. The most frequently quoted part of the Morrill Act is: " ... to the endowment support and maintenance of at least one college (in each state) where the leading object shall be without ex-cluding other scientific and classical studies and including military tactics, to teach such branches of learning as are related to agriculture and the Mechanic Arts---to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life." Certainly the law is not limiting as to its objective or purpose. It created the Land-Grant University system placing instruction in agriculture and home economics in american higher education.

MILESTONE 5: (1862) It is of importance to note that President Lincoln in 1862 also signed The Organic Act creating the United States Department of Agriculture. This was to have a marked influence on the later legislation creating the Cooperative Agricultural Extension Service. Cabinet level status came about in 1889.

MILESTONE 6: (1887) Congress passed the Hatch Act which created the State Experiment Stations and established a cooperative relationship between U.S.D.A. and the colleges. The enactment of the Hatch Act in 1887 provided federal funds to promote research work in connection with the state colleges of agriculture. This was public "recognition of the importance of science in national economy."

201

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MILESTONE 7: (1880's-1914) Land-grant colleges extended off-campus programs to rural areas via agricultural trains, farmer clubs, farmers' institutes, homemaker groups, and boys' and girls' clubs.

MILESTONE 8: (1860-1900's) Farmers' Institutes were first founded in 1863 in Massachusetts under auspices of the State Board of Agriculture. E~phasis was placed on agriculture and homemaking. By 1903 all but six states had well established programs. They featured lay speakers and programs for women. College faculty were recruited as speakers when possible. The administration of the institutes gradually passed from state departments of agriculture to the land-grant colleges and to the Extension Service when they were organized.

MILESTONE 9: (1890) The Second Morrill Act, passed in 1890, increased the amount of Federal support to the colleges and brought into being the Negro land-grant colleges.

MILESTONE 10: (1890-1914) The work of Seaman A. Knapp was important to the establishment of the Extension Service. He was born in New York--taught in Iowa and farmed and wrote for papers; became President of Iowa State University. He joined Land Development Company in Louisiana where he conceived the demonstration idea. In Iowa he became acquainted with James Wilson and Henry Wallace, Sr., both of whom later became a Secretary of Agriculture. Employed by U.S.D.A. under Wilson, he further developed the demonstration idea. Said Knapp, "What a man hears he may doubt, what he sees he may doubt, but what he does he cannot possibly doubt."

MILESTONE 11: (1905) In 1905 a committee of the Land-Grant College Association, chaired by President Kenyon S. Butterfield of Massachusetts Agriculture College, recommended to the association that" ... a tri-partite organization that would reach the college in its three functions--as an organ of research, as an education of students and as a distributor of information to those who cannot come to college."

MILESTONE 12: (1908) President Theodore Roosevelt appointed a Country Life Commission in 1908 which recommended that "each state college should be empowered to organize, as soon as practicable, a complete Department of College Extension so managed as to reach every person on the land with both information and inspiration."

MILESTONE 13: (1908) Employment of the first "county extension agent," forming a partnership in funding and programming between state colleges and county organizations.

MILESTONE 14: (1914) In 1914, Congress passed the Smith-Lever Act creating the cooperative Agricultural Extension Service, "in order to aid in diffusing among the people of the United States useful and practical information on subjects relating to agriculture and home economics, and to encourage the application of the same."

MILESTONE 15: (1914) In 1914 the first Memorandum of Agreement was drawn between U.S.D.A. and the land-grant colleges providing the agreed-upon framework of cooperation spelling out the duties and responsibilities of each partner.

202

MILESTONE 16: (1917-1920) Cooperative Extension appointed "emergency food agents" and additional staff under the World \var I Emergency Food Act, thus demonstrating special roles for this agency in times of national and local emergencies and disasters.

MILESTONE 17: (1928) The Federal Capper-Ketchum Act was passed which provided for expansion of Cooperative Extension with $1.5 million in additional federal funds. Required 1/3 of the added funds to be matched within states. In subsequent years, full matching was required, but the formula was still based on rural population.

MILESTONE 18: (1935) The Federal Bankhead-Janes Act was passed which provided for further expansion with SR million in 1936 and $1 million additional for each of the next four years. Formula change; $980,000 was distributed equally among states; the rest," for the first time, was based on farm population rather than rural population.

MILESTONE 19: (1943-1947) Funds were provided to the states for special additional staff for World War II emergency programs.

MILESTONE 20: (1945) The Federal Bankhead-Flannagan Act was passed which further expanded Extension. For the first time, a portion (2%) of the federal appropriation was for federal administration, 4% was set aside for the Secretary for special need allocation, and the remaining 94% was distributed based on farm population.

MILESTONE 21: (1953) Congress Amended the Smith-Lever Act and consolidated nine existing acts. Provided that subsequent increases be allocated 4% to special need. 48% based on rural population, and 48 % on farm population, and subject to matching by state~. Section 3(d) was added to provide appropriations for Federal Extension staff in U.S.D.A.

MILESTONE 22: (1955) Smith-Lever Amendment was passed which set aside special funds outside the formula for the first time. Funds were to be used for benefit of disadvantaged farmers arid awarded on proposals from states.

MILESTONE 23: (1961) Section 3(d) was added to appropriations to provide $700,000 for resource and community development. Other special 3(d) programs initiated during the past 15 years included such programs as Farm Safety, Urban Gardening, Pest Management, Pesticide Impact Assessment, Energy Demonstration, and non-point Pollution.

MILESTONE 24: (1962) Smith-Lever Amendment was passed and froze distribution of current federal funds to each state. Subsequent increases to be 4% to the Federal Service and, of the remainder, 20% in equal proportions to all states, and 40% each according to rural and farm population. (Formula remains essentially the same in 1983.)

MILESTONE 25: (1965) Section 3(d) was used to provide pesticide chemical programs in Appalachia.

MILESTONE 26: (1968) Congress shifted all 3(d) special funds back to formula funding except for $1.6 million in agricultural marketing.

203

· 28

MILESTONE 27: (1969) Expanded Food and Nutrition Education Program (EFNEP) was established under section 3(d) and was expanded subsequently from $10 million in 1969 to $60.5 million by 1975.

MILESTONE 28: (1972) Passage of the Federal Rural Development Act - Title V authorized expanded work in rural communities in non-agricultural as well as agricultural fields. Funds were distributed 4% for Federal Administration, 10% for multi-state work, 20% equally divided among states, and 33% each according to rural and farm populations. In 1981, these funds were transferred into Smith-Lever formula appropriations.

Appropriation Act 1972 - 1890 land-grant colleges received earmarked funds.

MILESTONE 29: (1973) Congress provided earmarked funds for 4-H work in urban areas and for 4-H rural community development.

MILESTONE 30: (1976) Passage of the Farmer-to-Consumer Direct Marketing Act-Funded special direct marketing proposals from states.

MILESTONE 31: . (1977) Food and Agriculture Act of 1977-Refined the Rural Development Title V formula of 1972 to 4% for federal administration, 19% for farm research programs, and 77% for small farm extension programs. Also provided appropriations each fiscal year for the 1890 Land-Grant Colleges and Tuskegee Institute, an amount not less that 4% of the amount appropriated under the Smith-Lever Act.

MILESTONE 32: (1978) Passage of the Renewable Resources Extension ActAuthorized funding for extension forestry and other renewable national resources. Two million dollars were appropriated in FY 82 for the first time.

MILESTONE 33: (1981) The Agriculture and Food Act of 1981 amended the 1977 Farm Bill to increase 1890 college funding to not less that 5~% of the total Smith-Lever appropriations in 1982 and to not less than 6% in 1983 through 1985. In addition to various legislation, on several occasions through the appropriations process Congress has directed the use of Smith-Lever formula funds for specific programs, such as those for 4-H community development, small and limited resource farmers, urban programs, .and rural development.

204

TIPS FOR BEING SUCCESSFUL IN THE ( COOPERATIVE EXTENSION SERVICE FIELD EXPERIENCE PROGRAM

1. Get to know the county Extension staff and the community.

2. Be courteous and polite to the staff and clientele.

3. Be prompt and on time for work and appointments.

4. ,Dress appropriately.

5. Observe ALL policies of Cooperative Extension Service.

6. Be willing to listen and learn.

7. Ask questions.

8. Practice good communication skills in both speaking and writing.

9. Be a team member.

10. Keep good records.

11. Make a concerted effort to grow professionally.

12. Keep the Department of Agricultural and Extension Education properly informed.

205

29

I

(

REQUIRED WRITTEN DOCUMENTATION WITH THE MISSISSIPPI COOPERATIVE EXTENSION SERVICE (MCES)

Documentation of the work you complete while on field experience is quite important. Without good documencation it will be difficult to eva~uate your work. One half of your grade is determined by the evaluation of this documentation, so plan to spend an appropriate amount of time keeping good records. The other half is based on an evaluation of your work by the county Extension staff.

To help you keep good records, it is suggested that you submit the materials listed below as documentation. A three-ringed notebook is provided for your use in collecting and organizing these materials. You should organize your materials in an appropriate manner using labeled dividers.

1. Title page (example attached).

2. Table of contents (example attached).

3. County analysis/needs assessment (instructions for completing can be found in notebook).

4. Completed record of your field experience record on the form provided. Indica~e the date each experience was completed and ask one cooperating MCES agent to initial complete items (form provided).

5. Completed weekly itineraries. Mail one copy to Dr. Walter Taylor each Friday for the upcoming week. Keep a carbon copy for your notebook. (Copies of itinerary forms are included in the notebook).

6. Completed copy of your daily calendar used throughout your experience period.

7. Completed copies of a professional activity report for the experience period. (Copies of the form and code manual are available in each county office).

8. Appendix copies of all your written materials (letters, scripts and lesson plans) prepared on the completion of your experience program. Carefully identify each with a brief explanation of how and when it was used.

* Address where weekly itinerary forms should be sent is:

Dr. Walter Taylor Department of Agricultural and

Extension Education P. 0. Drawer AV Mississippi State, MS 39762

206

30

31

COUNTY ANALYSIS/NEEDS ASSESSMENT

Understanding the community in which you work is extremely impor-tant to the success of a county Extension agent. Therefore, in order to get you acquainted with the county, we have prepared a needs assess-ment exercise for your completion upon arriving in the county. Since you will be involved in both agriculture and 4-H, the assignment covers both areas. You will want to visit with the County Leader and ask him for suggestions on how you might complete this task with a minimum amount of supervision. Certainly, the county reference file will be a good starting place. You will also want to visit with all members of the county staff and ask for their input. You might want to visit with other related agencies/organizations/individuals who might have a particular position or information which might be relevant. The attached information is provided for your use in completing the assignment. I am sure that you will need to use additional shee~s of paper in compiling the needed information. Upon completion of the assignment, the materials should be placed in your field experience notebook.

207

_____________ COUNTY

4-H and AGRICULTURAL NEEDS ASSESSMENT

QUESTIONS WHICH SHOULD BE ANSWERED

1. Provide a brief narrative of socio-economic status of the county (i.e., employment, population, age, etc.)

2. Size of county: (square miles)

3. Number of farms

4. Number of acres of crop land

5. Average size of farms

32

6. Major agricultural areas (crops, livestock, etc.): (Please list along with number of acres or units.)

7. List yields of major crops or units listed above (compare with state average)

8. Identify major farm organizations in the county and provide names of key leaders who make up these organizations.

9. Identify state, federal and county agencies who provide assistance to farmers (should include their area of responsibility).

10. Identify problems/concerns for each agricultural commodity listed above. Problems should be educational oriented and specific enough to address. A minimum of three problems or concerns should be identified fc~ each commodity listed above. Provide supporting information and justification if available.

11. Identify the schools located in the county.

12. Identify the major communities along with their respective population in the county.

13. How many youth are between the ages of 8-18?

14. Identify 3-5 major problems faced by youth in the county and give supporting facts.

15. Identify youth agencies or organizations that assist with 4-H youth programming.

208

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General Planning Activities

A RECORD OF YOUR FIELD EXPERIENCES WITH THE


1. Participate in weekly county staff conference.

2. Identify the unique responsibilities of each county staff member.

3. Establish a place to work (if available) and obtain essential supplies.

4. Develop skills in regular office procedures.

5. Develop a s'chedule of activities with cooperating agent. Base the activities on your objectives and ongoing Extension events.

6. Prepare a desk calendar for training period.

7. Review county Annual Plan of Work. Note the essential components of the plan as well as reporting procedure used by agents .

8. Locate the county data kit and identify information needed in the preparation of the Annual Plan of Work. Specifically review the information about the county from Agricultural Economics and Rural Sociology publications and census data.

9. Review publication "Job Requirement, Performance Documentation and Notes for County and Area Extension Agents," as well as the documentation file .

10. Identify uniqueness of each county Extension agent position as shown in the Annual Plan of Work.

11. Identify county Extension committees, including ~embership, how they are selected, length of service, and whom they represent and how. Examples of some committees are County Extension Advisory , Home Economics, 4-H, Beef, Agronomy, Dairy, Resource Development.

12. Determine how Area Extension programs contribute to county programs.

13. Identify key county community leaders in the County Extension program.

14. Participate in available Extension professional meetings such as area conferences, workshops, and field days with the agent.

15. Analyze county efforts to modernize its programs .

Adult Programs

16. Identify the major objectives of the Extension Home Economics program and the primary means for attaining them.

17. Identify the major objectives of the Extension Agricultural program, and the primary means for attaining them.

18. Identify the major objectives of the Extension Rural Development program and the primary means for attaining them.

19. Participate in and help agents evaluate committee meetings related to adult Extension programs.

20. Help plan and teach educational activities related to adult Extension programs. These might include tours, field days, demonstrations, schools, leader trainings or other meetings.

209

33 Name

County

Date Cooperating Completed Agent's

Signature

21. Make at least two farm and home visits with agents as they counsel with persons concerning Agricultural and Home Economics problems.

Youth Problems

22. Identify the major objectives of the 4-H Youth Extension program, and the primary means for attaining them.

23. Participate in and help agents evaluate a meeting of the county 4-H Advisory Committee if the opportunity arises during the experience period.

24. Describe an innovative youth program activity in which the county is involved.

25 . Visit a 4-H leader to learn about a local 4-H program, its organization, its successes and its problems.

26 . Visit a 4-H member and his/her parents. Identify his/her present projects, activities, concerns, and plans for the future .

27 . Participate in and help evaluate a local or county 4-H club meeting. Study the club enrollment sheet and literature for the projects carried by members. Compare this club with others in the county .

*28. Help plan and conduct a major 4-H activity such as 4-H Achievement Program, Advisors' Recognition Banquet, 4-H Week, Officers' and Advisors' Conference, if the opportunity arises during the experience period.

29. Assist with planning meetings for above.

*30. Help the cooperating agent organize above meeting£-arrangements for place, resource people, supplies, equipment, teaching aids.

31. Prepare circular letter for number 28 above (do not violate penalty mailing privileges) . Submit letter to cooperating agent for editing and signature.

*32. Write before and after news article for number 28 above.· Submit the article to cooperating agent for editing prior to sending to newspaper.

*33 . Assist with the activity in number 28 above. Give presentation, lead a discussion, give a demonstration, etc.

Other Teaching Methods

*34. Prepare at least two newspaper articles on subject matter areas.

*35. Write at least two circular letters or newsletters on subject matter areas. Submit the letters to the cooperating agent for editing and signature.

*36. Prepare answers to questions received by mail. Submit answers to a cooperating agent for validation, clarification and possible mailing with his/her signature (do not violate penalty mailing privileges).

*37. Plan and conduct a radio and/or television program, if opportunity is available.

38. Answer telephone questions.

39. Assist office callers.

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34


SiRnature

Office Management and Administrative Procedures

40. Develop a working knowledge of files in the office.

41. Become familiar with bulletins available for distribution and the methods used to secure and distribute them.

42. Become familiar with resource information available in the office.

43. Learn how and why mailing lists are compiled and the procedure for revision.

44 . Learn how and why membership records are kept.

45 . Become familiar with types and functions of various office equipment.

Professional Relationships

46. Identify the relationships between Extension and a member of related groups, agencies, and organizations. Make visits to (as appropriate):

Soil Conservation District Conservationists

Agricultural Stabilization Committee Executive Director

Farmers Home Administration Supervisor

Production Credit Association County Supervisor

Farm Organization heads

Dairy Science Unit tester and artificial inseminator

County and/or City School_ Superintendent

Regional Planning Committee representative

Welfare Department representative

Health Department representative

Mental Health Department representative

Vocational Director/Agriculture teachers

Chamber of Commerce

47. Participate in and evaluate a meeting of Agricultural Workers Coordinating Council.

48. Identify the role of Area Specialist by visiting with at least one and by observing some of his/her activities.

49. Identify the role of a state specialist who may be scheduled in the county.

50. Observe relationship of the Extension agent to a civic group by accompanying him to a meeting.

51. Identify the role of the district staff and visit the district office if the opportunity arises.

52. Identify the county board of supervisors and the respective beat of district they represent.

* Very important items to complete during field experience program.

211


Sh:nature

'

Directions:

Student Cooperating County --------------County Leader Date -----------------------------

FIELD EXPERIENCE EVALUATION WITH


0 t:::

0 .,..., ~

Circle the appropriate number beside each item indicating student performance.

tt1 ~

<.; <lJ

~ 4.;

Personal Qualities

~ :::.<lJ 0 .....,

0 ~<lJ <J

"t'

36

Appearance . f1"2l 3 r'4"-sl Self control and poise Enthusiasm . Willingness to follow established procedures Reliability and dependability ....... .

Professional Qualities

Demonstrated communication skills -. Demonstrated program planning skills Demonstrated teaching skills . . . . Cooperation and professional attitude Willingness to work . . . . . . .

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

In your opinion would this student be successful as an agent with Extension?

Return this form to: Dr. Walter N. Taylor Department of Agricultural and Extension Education P. 0. Drawer AV Mississippi State, MS 39762

Signatures of all professional staff providing input on this evaluation.

212

5 5 5 5

5 5 5 5 5

Explain.

FIELD EXPERIENCE WEEKLY ITINERARY

ITINERARY NAME MONDAY><'"\ .·· ·

TUESDAY · ·

WEDNESDAY ·,,. - -

FRIDAY · · , '"1' ·. ·

SATURDAY..;,-·"''· ,. .. - · .

NAME WEEK BEGINNING

COUNTY

DESTINATION

. r,. . . , · ~ • t ' · ·· ,

APPROVED : __________________________________________ __

County Loader or OepMtment HeiKJ

213

PURPOSF

- ~ • .. J ~ ., • ~..... • .. •

( 37

Sample

TABLE OF CONTENTS

Documentation Page (or section)

County Analysis/Needs Assessment

Field Experience Record.

Weekly Itineraries

Daily Calendar .

Activity Reports

Supporting Materials

1

5

10

15

18

24

a. Letters . . . 24

b. News articles (typed draft copy and published clipping) 27

c. Scripts (radio, television and slide tape). 32

d. Lesson plans developed during experience 38

e.

f.

214

Sample Title Paze

EXTENSION FIELD EXPERIENCE DOCUMENTATION

by John G. Doe

Omaha County, Mississippi

A Report Submitted to Dr. W2lter Taylor of the

Agricultural and Extension Education Department at Mississippi State University in Partial Fulfillment

of the Course AEE 3506

Mississippi State, Mississippi May 5, 1987

215

38

I

FIELD EXPERIENCE/INTERNSHIP INTERIOR DESIGN


Student Evaluation Form

DATE:

TO: __________________________ __ POSITION:

ADDRESS:

SUBJECT: Student performance Evaluation

Will you please take a few minutes and evaluate the performance of during the time he/she worked under

----------~~~--~=---~~~ your supervision. Your frank and candid evaluation will help us determine the effectiveness of this and future student training programs.

Thank you for your assistance.

I • PERSONAL QUALIFICATIONS

A. Is the student dependable and unctual?

B. Does the student work well with others?

C. Is the student's dress and appearance appropriate?

D. Comments:

BEST 5 4 3 2

RETURN TO: Margaret Bateman. Mississippi State University. Department of Home Economics. Drawer HE. Mississippi State. MS 39762-5765

216

1

II. ATI'ITUDE TOWARD JOB

A. Is the student interested in his/her work?

B. Does the student perform his/ her work willingly?

C. Does the student accept responsibility?

D. Comments:

III. JOB PERFORMANCE

A. Does the student learn rapidly when taught a new job or skill?

B. Does the student display initiative and independent thinking?

C. How would you rate the overall quality of his/her work?

D. How would you rate the overall accuracy of his/her work?

E. Comments:

BEST 5 4 3 2 1

BEST 5 4 3 2 1

IV. GENERAL COMMENTS regarding the student's overall performance and future employment possibilities with your store:

Signature

217

TO:

FIELD EXPERIENCE/INTERNSHIP INTERIORS



DATE:

POSITION: -------------------------------ADDRESS:



----------------------------~ your superv1s1on. Your frank and candid evaluation will help us determine the effectiveness of this and future student training programs.


I. PERSONAL QUALIFICATIONS

A. Is the student dependable and punctual?



Ii. Comments:

BEST 5 4 3 2


218

1

FIELD EXPERIENCE/INTERNSHIP Hn.'ERIORS



DATE:

TO: ____________________________ __ POSITION:

ADDRESS:


Will you please take a few minutes and evaluate the performance of

------------~~--------------~ during the time he/she worked under your supervision. Your frank and candid evaluation will help us determine the effectiveness of this and future student training programs.


I. PERSONAL QUALIFICATIONS




D. Comments:

BEST 5 4 3 2


219

1

(

FIELD EXPERIENCE/INTERNSHIP INTERIORS



DATE:

TO: __________________________ __ POSITION:

ADDRESS:



your supervision. Your frank and candid evaluation. will help us determine the effectiveness of this and future student training programs.


I. PERSONAL QUALIFICATIONS BEST 5 4 3 2



c. Is the student's dress and appearance appropriate?

D. Comments:

RETURN TO: Margaret Bateman, Mississippi State University, Department of Home Economics, Drawer HE, Mississippi State, MS 39762-5765

220

1

( .

HOME ECONOMICS N T E R I·

0 R s

MISS. STATE

F A C U L T Y: I N T E R I 0 R S

MARGARET S. BATEMAN

EDUCATION B.S. University of Arkansas 1969 M.S. Mississippi University for Women 1982

PROFESSIONAL ORGANIZATIONS Interiors Design Educators Council (IDEC) Education Member of ASID American Home Economics Association (AREA) Mississippi Museum Association National Historical Trust Kappa Omicron Phi

DR. JUNE CARPENTER

EDUCATION B.S. M.Ed. Ph.D.

Auburn University 1963 Mississippi State University 1971 University of Alabama 1982

PROFESSIONAL ORGANIZATIONS American Home Economics Association (AREA) American Housing Educators Association Association of Household Equipment Educators Kappa Omicron Phi Phi Delta Kappa Gamma Sigma Delta

MARGARET MOORE

EDUCATION B.S. M.S.

Mississippi State University 1984 Florida State University 1986

PROFESSIONAL ORGANIZATIONS Associate Member of ASID Interior Design Educators Council (IDEC) American Home Economics Association (AREA)

DR. ELIZABETH STIFFLER

EDUCATION B.S. Pennsylvania State University 1963 M.Ed. Pennsylvania State University 1968 D.Ed. Pennsylvania State University 1974

PROFESSIONAL ORGANIZATIONS Interior Design Educators Council (IDEC) American Home Economics Association (AREA) Southern Gerontological Society Gamma Sigma Delta Kappa Omicron Phi Phi Upsilon Omicron Omicron Nu

222

DEPARTMENT OF HOME ECONOMICS ADDRESS LIST

Dr. Catherine R. Boyd Acting Head

3820/7703 2950/7684

Mrs. Margaret S. Bateman 2950/7688 Instructor - 225 Lloyd-Ricks

Mrs. Barbara Bonner Co-ordinator - ITC

7496

Dr. June Carpenter 3820/7701 Assoc. Prof. - 103 Moore

Dr. Kathleen M. Corpus 2950/7652 Assist. Prof. - 125A Lloyd-Ricks

Mrs. Hellen H. Davis Co-ordinator - CDC

3031

Dr. Betty Ector 2950/2476 Instructor - 206 Dairy Science

Mrs. Yvette Harps-Logan 3820/7705 Assist. Prof. - 216 Moore

Dr. Caroline Hill 3820/7700 Assoc. Prof. - 109 Moore

Mrs. Shirley Kitzman Instructor - 216 Moore

3820/7705

Mrs. Jean V. Kizer 2950/7685 Assist. Prof. - 229A Lloyd-Ricks

Mrs. Patricia Lindig Instructor - 217 Moore

3820/7704

Child Development Center 325-3031 19 Presidents Circle

223

Mrs. Antoinette W. McHann Secretary - 128 Lloyd-Ricks

2950

Dr. Janet McNaughton 3602/7697 Assoc. Prof. - 30 Lloyd-Ricks

Mrs. Carolyn W. Malone Instructor - 104 Moore

3820/7702

Ms. Margaret Moore 2950/7687 Instructor - 223 Lloyd-Ricks

Mrs. Lynn Pellum 3602/7699 Research Assistant - 34 Lloyd-Ricks

Mrs. Gita Ramaswamy 2950/7696 Instructor - 124 Lloyd-Ricks

Dr. Elizabeth Stiffler 2950/7689 Assoc. Prof. - 129 Lloyd-Ricks

Ms. Katherine Stooksbury 2950/7686 Assist. Prof. - 229B Lloyd-Ricks

Dr. Jan Cooper Taylor 2950/7690 Assist. Prof. - 230 Lloyd-Ricks

Mrs. Jean Wells Secretary - 108 Moore

Mrs. Claire Spradling Quantity Foods Lab

Infant Toddler Center 23 Presidents Circle

3820

2950/2487

325-7496

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DATES TO REMEMBER

September 23 ••••••••••••• Last day to drop a course w/out a grade

October 3 •.•••••••.•••••• Homecoming Open House 3:00-4:00 234 LR October S •••••••••••••••• Last day to apply for a degree October 19 ••••••••••••••• Progress grades due (Midterm) October 27-29 •••••••••••• Student Conextion-Atlanta Market

November S-6. 9-10 ••••••• FACULTY ADVISING FOR PREREGISTRATION November 12-13. 16-20.

23-24 ••••••••• PREREGISTRATION FOR SPRING

December 7-12 •••••••••••• EXAM WEEK

FALL 1987 EXAM SCHEDULE

Saturday. Dec. 5 ••••••••• Reading Day

Monday. Dec. 7 ••••••••••• 8:00-11:00 Classes meeting 8:00 MWF 12:00- 3:00 Classes meeting 11:00 TTH 3:00- 6:00 Classes meeting 4:00 MWF

Tuesday. Dec. 8 •••••••••• 8:00-11:00 Classes meeting 10:00 MWF 12:00- 3:00 Classes meeting 3:30 TTH 3:00- 6:00 Classes meeting 1:00 MWF

Wednesday. Dec. 9 •••••••• Reading Day

Thursday. Dec. 10 ••••••••• 8:00-11:00 Classes meeting 9:00 MWF 12:00- 3:00 Classes meeting 12:30 TTH 3:00- 6:00 Classes meeting 2:00 MWF

Friday. Dec. 11 ••••••••••• 8:00-11:00 Classes meeting 8:00 TTH 12:00- 3:00 Classes meeting 11:00 MWF 3:00- 6:00 Classes meeting 2:00 TTH

Saturday. Dec. 12 ••••••••• 8:00-11:00 Classes meeting 12:00 MWF 12:00- 3:00 Classes meeting 9:30 TTH 3:00- 6:00 Classes meeting 3:00 MWF

224

The Home Economics program at Mississippi State University is accredited by the Council for Professional Development of the American Home Economics Association. The Bachelor of Science degree in Home Economics is conferred upon completion of 128 hours of course work (including 32 hours of Home Economics courses) and meeting all other requirements of MSU. The interiors option requires 137 hours.

PROGRAM DESCRIPTION

The Interior Design program at Mississippi State University prepares a student for a professional career in the Interior Design field. As students progress through he program. they acquire visual. verbal. and written communication skills. In addition. they acquire the ability to analyze design problems and prepare design solutions.

Interior Design is often confused with Interior decoration. since interior decoration is a more familiar term. The distinct ion between the two fields encompasses both vast educational and professional practice differences. Interior Design involves interior decoration as a part of its scope. but color. texture. pattern. and furniture selection are secondary to the primary focus of problem solving.

Interior Design is practiced in two separate fields; contract space (public space) and residential. While their methodology overlaps and shares some common aspects. contract design normally requires a greater space planning framework. The program at MSU provides principles encompassing both contract and residential design. Therefore. interior projects may include the planning of offices. banks. hotels. hospitals. schools. stores. apartments. condominiums. etc.

GENERAL INFORMATION

CLASS BEHAVIOR

NO FOOD. DRINK OR SMOKING will be allowed in the classroom. resource room or the drafting rooms. The hallway at the stairs has been designated for this.

225

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CLASS ATTENDANCE

Attendance is required at all classes unless otherwise specified. Students are expected to report to class PREPARED. Any student attending class without the necessary working materials shall be counted absent for that class. A student arriving late or leaving class early without prior consent. will be counted absent for the class.

DRAFTING AND RESOURCE ROOM POLICIES

The drafting and resource rooms have recently undergone extensive cleaning and organizing. ABSOLUTELY NO FOOD. DRINK. OR SMOKING PERMITTED IN THESE AREAS AT ANY TIME! The students are responsible for cleaning up after themselves. Failure of a class to do so will result in penalties against the class. Please be considerate.

Due to increased concern for student safety. the drafting and resource rooms will be open week days from 8:00 am to 5 :00 pm. Students will not be allowed to work at night in the labs.

FIELD TRIPS

Field trips are as important as class periods. The experiences cannot be replaced by library research or reports. Field trips are very important to your learning experiences as Interiors majors.

Much planning. time. work. and effort goes into field trips for the program. The cost of field trips is part of your design education experience and needs to be planned and expected just as the cost of textbooks. drawing equipment. notebooks. etc •• etc •• etc.

LATE PROJECTS

All projects are to be turned in on schedule due dates. Failure to comply will be penalized as detailed in the course outline given at the beginning of each semester.

ALL PROJECTS ARE TO BE TURNED IN TO THE INSTRUCTOR NOT THE SECRETARY!!!

It is the student's responsibility to make arrangements with the instructor to turn in late projects. Late projects will not be accepted if left in an instructor office (without their knowledge). left in hallways. turned in to another instructors. etc.

226

I

WRITTEN REPORTS

All written assignments should be correct in regard to grammar. References will be checked for authenticity. Typed papers are required.

PORTFOLIO REVIEW

Each student will participate in two Portfolio reviews. The first will occur before entering 3000 level courses or above. This will consist of lectures, demonstrations and most importantly reviews of student ·work. Students failing to pass the reviews will not be allowed to enter the upper level courses of the program until all work is up to standards. All seniors will have their up-to-date portfolios reviewed by a faculty panel before their final semester.

INTERNSHIP

All interiors majors are required to do an internship (field experience) the summer of their Junior year. Listed below are the requirements governing a student's internship.

NOTE:

1. The student must have a QPA of 3.00 or approval of the interior design screening committee.

2. The student must be of Junior standing.

3. The student must have had HE 4663/6663 - Professional Procedures and Practices for Interior Designers.

4. The place of business offering the Internship (field experience) must meet ASID standards and approval of Interior Design Screening Committee.

5. Students will sign up for course credit for the Internship during the summer school sessions and no other classes can be taken at the same time!

Arranging of internships will occur during the spring semester BE.FORE the summer experience. Remember. everything has to be APPROVED by the Internship coordinator.

Course Credit One to six hours credit may be earned depending on the number of work hours and variety of work experiences during employment.

HOURS WORKED CREDITS 80 . .............................. 1

160 . .............................. 2 240 • ..••••••.••.•.•.•....•.••••..• 3 3 20 . •............................. 4 400 . .............................. 5 480 • ••....•.•••••.•.....•....•.••• 6

227

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ORGANIZATIONS

STUDENT ASSOCIATION OF I~ITERIOR DESIGNERS

S.A.I.D. is a student organization open to all Interiors students at Mississippi State University. It follows the guidelines established by the American Society of Interior Designers (ASID). Meetings are scheduled monthly and the day and time will be posted in Moore Hall and Lloyd-Ricks.

The purpose of S.A.I.D. is to further educate students of the various areas of interior design and related fields. Activities will include guest speakers. demonstrations. trips. etc. All students of interior design are encouraged to join by contacting the faculty advisors or the president of S.A.I.D.

Membership qualifications for S.A.I.D. are as follows: 1. Interior design student 2. Grade point average of. 2.0. 3. Approval of S.A.I.D. executive council (officers and

faculty advisors).

KAPPA OMICRON PHI

Kappa Omicron Phi is one of the three national honor societies in the field of Home Economics. It is the only Home Economics honorary located on Mississippi State's campus.

The purpose of this honorary society is to further the best interests of Home Economics by recognizing and encouraging scholastic excellence. developing leadership abilities. fostering professional activities and interests. and promoting fellowship among faculty and students of the profession.

The criteria for membership eligibility is as follows: 1. Second semester sophomore. 2. General scholarship of a grade ranking in the upper 35%

of the institution. 3. Cumulative index of not less than a B average in Home

Economics subjects. 4. Overall grade point of 3.25 and a grade point of 3.25 in

Home Economics.

HOME ECONOMICS CLUB

The Home Economics Club at Mississippi State University is for all Home Economics majors. It promotes sound management. encourages careers in Home Economics. and broadens one's knowledge in various areas. Meetings are scheduled monthly and the day and time will be posted in Moore Hall and Lloyd-Ricks. Membership includes: Membership in American Home Economics Association (AHEA). Membership in Mississippi Home Economics Association (MHEA). and invitation to attend special functions of the Home Economics Association.

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Students interested may JO~n by submitting their name to the faculty advisor. The Home Economics Club participates in various functions and activities, and awards scholarships to Home Economics majors.

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