Crouse, Joyce S., Journal of Family and Consumer Sciences
The Council for Accreditation has been busy working on two critically important initiatives that are important to AAFCS!
The AAFCS Council for Accreditation has completed and submitted its self-study in application for recognition by the Council for Higher Education Accreditation. The Association's accreditation program began in 1968 and was recognized by the Commission on Postsecondary Accreditation and subsequently by the Commission on Recognition of Postsecondary Accreditation. The Council's efforts to become recognized by CHEA will continue through 2002.
The work on the Body of Knowledge has progressed to the point where the information and decisions are now being incorporated into Standard 3 of the Accreditation Document. The Document has been revised and will be reprinted this spring with copies going to all accredited units. Following is a draft of the proposed revision to Standard 3:
STANDARD 3: PROGRAM FOUNDATIONS
Programs in family and consumer sciences prepare professionals to be competent to assume leadership roles in education, business, and the public and private sectors that focus on support of individuals, families, consumers, and communities in contemporary society. Programs are to include content to provide breadth of general education and depth of study. Also, programs are to facilitate the application of the common body of knowledge to support the process of seeking solutions to complex individual, family, consumer, and community issues.
The common body of knowledge of family and consumer sciences includes unique concepts that integrate the study of individuals, families, and communities through human systems theory and life course development. Understanding human systems theory is fundamental to addressing basic human needs and links these concepts to application. This is the core knowledge base of all graduates of family and consumer sciences programs. Graduates shall have the ability to apply these concepts to professional practice.
The unique concepts that support the common body of knowledge may include the content from the study of human/family development over the life course; resource management; wellness, food, and human nutrition; apparel and textiles, shelter, and design of the near environment. Contemporary family and consumer sciences baccalaureate programs provide options to function in society as a generalist, requiring an integrative focus using the concepts described. Additionally, professionals may function as specialists, requiring both considerable depth in one content area and the ability to integrate concepts from other areas to the development of individuals, families, consumers, and communities.
3.1 INTENT: Students understand the synergistic, integrative nature of the family and consumer sciences profession with its focus on the interrelationships among individuals, families, consumers, and communities as taught in human systems theory and life course development and students apply this understanding to the study of their areas of specialization.
3.1 (1) Faculty from each content area have input into the development of the common learning objectives for all family and consumer sciences majors.
3.1 (2) Each program offered by the unit contributes to the integrative focus.
a. Through their study of human systems theory and life course development, students understand the interaction and interrelatedness of individuals, families, consumers, and communities.
b. Students understand the dynamics of capacity building of individuals within families, communities, work environments, and other contexts.
c. Students apply knowledge from their programs of study to the issues of individuals, families, consumers, and communities in the environments in which they function to enable the wellness of those entities. …