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Newton, Marion F., Ed.Campus Child Care News, 1999.National Coalition for Campus Children's Centers, Inc.,Chicago, IL.1999-00-0046p.; Published 3 times a year. For 1998 issues, see ED 433944.

National Coalition for Campus Children's Centers, Inc., 122South Michigan Avenue, Suite 1776, Chicago, IL 60603; Tel:800-813-8207 (Toll Free); Tel: 312-431-0013; Fax:312-431-8697; e-mail: ncccc@smtp.bmai.com.Collected Works Serials (022)Campus Child Care News; v14 n1-3 Feb-Oct 1999MF01/PCO2 Plus Postage.*Campuses; Children; Colleges; *Day Care; *Day Care Centers;Early Childhood Education; Federal Legislation; FinancialSupport; Newsletters; Organizations (Groups); ProgramDescriptions*Campus Child Care; National Coalition for Campus Child CareInc; Staffing Patterns

This document is comprised of the three 1999 issues of anewsletter disseminating information on the National Coalition for CampusChild Care (NCCCC) and providing a forum for news, research, and informationconcerning campus child care centers. The February issue features program andregistration information for the 1999 NCCCC conference, describes NCCCCactivities at the NAEYC conference, and describes CAMPUS child care grantsobtained through the U.S. Department of Education. The June issue featuresarticles on critical issues in child care staffing and presents registrationinformation for the NCCCC meeting. The October issue features stories onprogram quality, the candidates for the NCCCC governing board, federal grantsreceived by colleges and universities, building a substitute teacher'sfolder, new federal legislation regarding transport of preschoolers inpassenger vans, and NCCCC presentations at the NAEYC conference. Regularfeatures include the NCCCC president's column, profiles of individual campuschild care centers, information on NCCCC activities, and job listings. (KB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Campus Child Care News, 1999

Volume 14, Number 1, February 1999Volume 14, Number 2, June 1999

Volume 14, Number 3, October 1999

Marion F. Newton, Editor

National Coalition for Campus Children'sCenters, Inc.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

C. Co'rk.

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

1

2

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

FEED 9999V L. 96 O. 9

1999 Conference to Feature Prominent Speakers

The 1999 NCCCCConference will feature threekeynote speakers who areprominent figures in the fieldof early care and education.They are listed below, withinformation about their educa-tional and professional back-ground (the topics of theirtalks are found in theKEYNOTE ADDRESSESsection, on page 3).

Marcy Whitebook was thefounding Executive Director ofthe Center for the Child CareWorkforce (previously knownas the National Center for theEarly Childhood Work Forceand the Child Care EmployeeProject) and currently serves asthe organization's Co-Director.She has a Master's Degree inEarly Childhood Educationfrom the University ofCalifornia at Berkeley, and aPh.D. in DevelopmentalStudies in Education from theUniversity of California at LosAngeles.

She worked to develop theEarly Childhood MentorProgram in California, in col-laboration with Chabot Collegein Hayward, which is nowoperating in 68 collegesthroughout the state. The pro-

NCCCC 2000in the Windy City

April 12 to 15, 2000Regal Knickerbocker

HotelChicago

Kr Mark your calendars!

For more informationcontact:

Vita Bates at(708) 974-5729 or

Bates@moraine.cc.ilus

gram is one of the first andlargest programs to linkincreased training withimproved compensation.Recently, Ms. Whitebook hasco-authored several resourcesincluding "Taking onTurnover: An Action Guide forTeachers and Directors" and"The Early ChildhoodMentoring Curriculum." Shewas also the Project Directorfor the National Child CareStaffing Study (1988, 1992,1998), "NAEYC Accreditationas a Strategy for ImprovingChild Care Quality" (1997)and "Salary Improvements in

Gems b'd airs CbyJo Copeland, President, NCCCC

I send New Year's greetings from sunny Colorado. I hopeeveryone's Spring semester is going smoothly.

I would like to thank the following NCCCC Board Membersfor their commitment and determination in getting the job donein Toronto. Gail Solit did an excellent job organizing board mem-bers to present the NCCCC-led sessions at the NAEYCConference in November. Those who stepped forward to lead indi-vidual sessions were: Gail Solit, who hosted the pre-conferencesession; Fran Roth, the One-On-One Dialogue; Todd Boressoff,the Networking Reception; and Bonnie Koch, the PanelDiscussion. The Board was very pleased with attendance at theseevents and with the amount the positive feedback about the pre-sentations. Thank you, too, to all of the campus children's centerprofessionals who attended our sessions.

I would also like to acknowledge a key member of the board:Todd Boressoff. Todd has devoted his time and energy, with con-tagious enthusiasm and excitement, to the pursuit of the CAM-PUS Child Care funds. He made it happen. Thanks Todd for all ofyour hard work!

The Board met for two full days during the NAEYCConference, to conduct NCCCC business and to continue ourStrategic Planning work. The Board and staff have made a com-mitment to the following four goals:

I. To expand opportunities for providing and exchanginginformation through the clearinghouse.

II. To increase membership in NCCCC and to expand mem-bership services.

III. To become recognized as the national voice and experts oncampus issues related to children.

Head Start: Lessons for theEarly Care and EducationField."

Janet Gonzales-Mena hasbeen a community collegeteacher, child care center direc-tor, preschool teacher, and anESL (English as a SecondLanguage) teacher. She holdsan MA in Human Develop-ment from Pacific OaksCollege in Pasadena,California. Janet has writtenbooks and articles on earlychildhood education and par-enting, including Multicultural

continued on page 2

continued on page 12

1999 Conference toFeature Prominent Speakerscontinued from page 1

Issues in Child Care, Infants. Toddlersand Caregivers (with Dianne Eyer),Foundations: Early Childhood Educationin a Diverse Society and The Child in theFamily and in the Community. She is co-producer of a video series for trainingchild care teachers called "Diversity" andhas been involved with the West EdProgram for Infant and ToddlerCaregivers.

Anita Rui Olds is the founder andDirector of the Child Care Design

Institute, a nationally recognized intensivetraining program for architects and childcare professionals. The Institute is jointlysponsored by the Harvard GraduateSchool of Design and Tufts University, andis now in its eighth year. Over the pastthree decades, through her firm, AnitaOlds and Associates, she has been apioneer in the design of innovative envi-ronments for children in such facilities aspediatric hospitals, child care centers,therapeutic and special needs settings and

others throughout the United States andabroad. Anita holds a doctorate in HumanDevelopment and Social Psychology fromHarvard University and has taught atTufts University, Wheelock College andHarvard. She is currently writing TheChild Care Design Guide: Day CareCenters that Honor the Spirit of Place andis the author of Child Health CareFacilities: Design Guidelines andLiterature Outline.

NCCCC 1999 CONFERENCE

V Bring Your Heart toSan Francisco V

"Building Bridges to the Future"

April 28 May 1, 1999

Radisson Miyako Hotel, San Francisco,California

FIVE ALL-DAY Pre-conferenceSessions offered April 28, 1999,8:00 a.m. 5:00 p.m.

Session #1Center Design and ExpansionChuck Durrett, Louis Tore lli & SarahJohnson

This presentation will focus on theimpact of design on children and teachersin child care settings. Participants will havethe opportunity to discuss key design ele-ments and hear tips on working witharchitects.

Session #2Reggio EmiliaLeah Marks

Participantswill spend the dayconsidering thepossibility of creating exemplaryprogramS- when teachers, families andcommunities work together as partners ineducation.

Session #3New Director's DayNCCCC Board Members and Emeriti

Are you a new director of a campuschild care center? Is your institution con-templating opening a child care center oncampus? Seasoned directors will sharetheir experiences and knowledge in man-aging successful child care centers.

Session #4NAEYC Validator Training

The NAEYC Validator training is forindividuals interested in becoming accredi-tation validators, and for those who needto renew their validator training. NAEYCstaff will provide the training.

Session #5Infant/Toddler IntensiveWest Ed, Laboratory for EducationalResearch & Development, Sausalito,California

Graduates of the "Program for Infant-Toddler Caregivers", developed by West Edin collaboration with the CaliforniaDepartment of Education/Child Develop-ment Division, will present a session high-lighting the important aspects of goodpractice in the group care of infants andtoddlers, and translating theory intopractice.

Nominate a Director of the YearNCCCC is once again seeking to promotecampus children's programs, reward excel-lence and publicize our field by awardingthe NCCCC Director of the Year. Weencourage you to nominate an NCCCCmember who does an excellent job as aDirector of a campus children's program.The Nomination Form and Guidelines canbe found on page 9 of the October

newsletter. The deadline for receipt ofnominations has been extended to March8, 1999. The Award will be presentedduring the annual conference in SanFrancisco in April. If you have any ques-tions, please contact Maureen Duane at(602) 965-9515 or via e-mail at mau-reen.duane@asu.edu.

24

Conference Presentation Topics* Family Friendly Center for Your

Campus

* Conflict Resolution Strategies forDirectors

* Interdisciplinary Team for OutdoorDesign

* Grant Writing

* Documentation in Staff Development

* Indoor/Outdoor Design: New andRenovation

* Environments thatlNourish and

* Creating Partnerships with Diverse * Supervising Adults: The Joys of Being aFamilies

--/1,11k

Director

qoweref Play and Humor in Our * Family Preferred Services in CampusIiILea4rship Lives Childcare

--I , \\Entering a Child's Play: Stop, Look and * Early Intervention: Training CaregiversListen \

II I* The Involvement of Men in the Lives ofrfl

IsSlies of Liability in Campus Care Young Children,( J,!/;.! ,

1 li> ./ /1 %Satings * Using,Clay;Lessons for Facilitating) I \\ , .41! roueChildcare Center and Campus: ! .1 ,i3O M,

Small! Group Work

Administrationlyyliging-Team /7 1)ft-A A ** Community C011ege & High School// tri- 11 i,I II :,---\6 Enhancing aie Language - Development PartnershipicitlIntaints an_ o ers

--!-,, 1 4 AT hr.' Brain Re-search*Brain 1)1

! i Childcare,Design t0r! r* Outreach Program to Family Childcare->!, c., ! _,., 7.-

*-Redefiningthlildare.,,ifigaNforkrdN!:!7:67'4t!,o::T--:t!XteraUctivl le TileachigLePrning Model

* InterilAionat FIrriilles!:,CinTampus!! I

* Professional Development Through

* A Temperament-Approach00(575-0

* Playgrdund Planning

* Making Board'Governance WorkA.V

* Mentor Teaching: ECE Teacher-piaAcademia

* 100 Languages of Children - Catalystfor Program Development

* Enriching Center Life and Learning:Intergenerational Approach

.Diversity

*`f'"rdviding Quality Orientation & Train-?i'snifoIr Staff and Volunteers

---,_,--Mentonng

(0.

!----.. ..._The_Inft .r.----------------------:-------1-.-BrofessionaLCre Firca'rfor Childcare.,-,..,..,

,staff:Suptrylsion7and.Assessment Administrators- ....._.-,-Ar___,_

* Getting PublishedCorpus Childcare PlanningCorfiinitt'elEries-and Don'ts

Conference at a GlanceWednesday, April 288:00 a.m. - 5:00 p.mPre-Conference Sessions3:00 6:00 p.m.Conference Registration4:30 5:30 p.m.New Member Orientation6:00 7:15 p.m. Reception7:15 8:30 p.m.Opening Ceremony, WelcomingEntertainment, Refreshments, Cash Bar

Thursday, April 297:30 a.m. 6:00 p.m.Conference Registration7:45 9:00 a.m.Breakfast with Marcy Whitebook9:15 10:30 a.m.Workshop Session I10:45 12:00 noonWorkshop Session II12:15 1:45 p.m.Lunch with Janet Gonzalez-Mena2:00 3:15 p.m.Workshop Session III3:30 4:45 p.m.Workshop Session IV6:30 p.m. Hosted Dinners

Friday, April 307:30 a.m. 12:00 noonConference Registration7:45 9:00 a.m.Breakfast with Anita Rui Olds9:15 - 10:30 a.m.Workshop Session V10:45 - 12:00 noonWorkshop Session VILunch on your own1:00 4:45 p.m.Center Tours/Sightseeing ToursAfternoon and Evening Off7:00 p.m.Ballet or Beach Blanket Babylon

Saturday, May 17:30 a.m. - 9:15 a.m.Breakfast, 2000 Conference Presentation,NCCCC Annual Meeting9:30 10:30 a.m.Plenary Session10:45 12:00 noonWorkshop Session VII12:00 noonConference Ends1:00 4:45 p.m.Sightseeing Tours

Keynote Addresses

Wednesday EveningOpening Welcome:

Jo Copeland, NCCCC PresidentCharles Reed, Chancellor,California State University System

Thursday MorningMarcy Whitebook"Staffing Issues and their Impact onQuality Child Care"

Thursday AfternoonJanet Gonzales-Mena"Staff and Parents: Culture,Conflict andCommunication in Child Care"

Friday MorningAnita Rui Olds, PhD"Miracles on Minimums:The Challenge in DesigningWholesome Environments forChild Care"

Campus ToursTour AStanford University -three centers

The Children's Center of theStanford Community(CCSC) is a non-profit,accredited parent cooperativethat serves approximately 180families of Stanford Universitystudents, staff and faculty.CCSC draws a wide range offamilies of varying racial, eth-nic and religious back-grounds. (See Center Profileon Page 5)

The Stanford ArboretumChildren's Center is a non-profit accredited child carecenter serving the needs ofapproximately 150 families ofStanford University andUCSF-Stanford Health Care.The Arboretum is committedto providing maximum sched-uling flexibility, through itsFlex Care program, to meetthe needs of families whohave diverse work and schoolschedules.

Rainbow Nursery School is atraditional half-day parentparticipatory preschool pro-gram at Stanford University.Due to its location in marriedstudent housing, and theUniversity's population of for-eign graduate students,Rainbow Nursery Schoolserves many internationalfamilies, with as many as adozen languages spoken byfamilies in the center at anyone time.

Tour BSan Francisco Stateand Pal Care

The Associated StudentsChildren's Center at SanFrancisco State University(SFSU) was designed bySpaces for Children(Tore Ili/Durrett) and DonDommer Associates. The cen-ter is licensed to serve 100children ages 4 months to 5years whose parents are stu-dents at SFSU. It also serves asan observation site for stu-dents in early childhood edu-cation through the extendedlearning department of SFSU.(Editor's note: see the June

1998 issue of Campus ChildCare News for a profile of thiscenter.)

Pal Care is a worksite childcare center for employees ofthe San Francisco airport andothers with nontraditionalwork hours. It is open from 5a.m. to midnight, 7 days perweek and is housed in reno-vated space in a formerpublic transportation officebuilding about 10 minutesaway from the airport. PalCare is licensed to serve 150children between the ages of 3months and 5 years, andschool-age children after 5p.m. and on weekends, andhas plans to increase itslicensed capacity in the com-ing year. 50% of the slots arereserved for airport and airlineemployees, and the airportsubsidizes its operation.

Tour C

Mills College HundredLanguages Exhibit and TuleElk Center

The Hundred LanguagesExhibit was conceived byLoris Malaguzzi, one of the

founders of Reggio Emilia, andhis closest coworkers as avisual documentary of theirwork in progress and its effectson children. It describes andillustrates the philosophy andpedagogy of the Reggio Emiliaapproach through photographsdepicting moments of teachingand learning; explanatoryscripts and panels (manycontaining texts of children'swords); and samples ofchildren's painting, drawings,collages and constructions.

The Tule Elk Center is astate-funded preschool pro-gram for disadvantaged chil-dren, located in the heart ofSan Francisco, which hasadopted the Reggio Emiliaphilosophy. This inner cityprogram has a fantastic playyard that was developed froma previously completely black-topped area. The Tule ElkCenter also serves a large per-centage of children with spe-cial needs.

NCCCC on the InternetVisit our web site at: http://ericps.crc.uiuc.edu/n4c/n4chome.html

We hope you will subscribe to our discussion group,CAMPUSCARE-L, and actively initiate and monitorconversations with other early childhood campus childcare professionals on a regular basis.

To subscribe to CAMPUSCARE-L, send an e-mail message to: listserv@postoffice.cso.uiuc.edu

Leave the subject line of the message blank. In the body of the message, type: subscribe CAMPUSCARE-L Your-first-nameYour-last-name in the first line of the message area and send the message. Do not add your signature. You will be notified thatyou have been added to the list and will be provided with additional information at that time. Once you have subscribed to thediscussion group, send messages that you want all list members to read to: CAMPUSCARE-L@postoffice.cso.uiuc.edu.

4 6

Center ProfileChildren's Center of the Stanford Community (CCSC)

Address695 Pampas LaneStanford, CA 94305Phone: (650) 853-3091http://www-Leland. stanford.edu/group/CCSC/

Executive DirectorTanya Swezey-Gleason

CCSC's Relationshipwith Stanford UniversityCCSC is an independent, non-profit cor-poration whose sole purpose is providinghigh quality child care for StanfordUniversity students, staff and faculty.CCSC operates under an agreement withthe University that is administered andoverseen by the Director of the Work LifeOffice. A University represen-tative fromthe Work Life Office is an ex-officioMember of the CCSC Board of Directorsand its Oversight Committee.

The University provides CCSC with rent-free space, in-kind building and groundsmaintenance, and the consulting servicesof the Child Care and ParentingCoordinator in the Work Life Office.

HistoryCCSC was founded in 1969 by a group ofStanford undergraduate women who want-ed to provide care for children 2 to 5 yearsof age. One year later a second program,Little Kids' Place, was founded at Stanfordas a drop-in center for children 9 monthsto 3 years of age.

Within 5 years both centers had grown totheir maximum enrollment of about 50children each, and they decided to joinunder one name to form what is presentlyknown as CCSC, providing care throughLittle Kids' Place (LKP) for children 9months to 3 years, and Big Kids' Place

(BKP) for children ages 3 to 5 years.Shortly thereafter, the center relocated toits current address from its previous homeat Stanford Elementary School.

In 1982, CCSC expanded to include theCraig Infant Program (CIP), that hadopened three years earlier in an apartmentin family housing on campus, to serveinfants from one to twelve months of age.CIP was incorporated under CCSC'sArticles of Incorporation, with parent andstaff representatives joining the CCSCBoard.

The demand for child care on campusincreased dramatically during the 1970s,with CCSC waiting lists growing to morethan 400 families. In recognition of thisdemand, and through the efforts of thechild care consultants and the Office of the

continued on page 6

NCCCC PUBLICATION NEWS

New Director's Day Resource Book

On Sale NowOrder from:

NCCCC122 S. Michigan Ave. Suite 1776

Chicago, IL 60603(800) 813-8207

NCCCC Members $ 15Non-Members $ 20

Hands-on, success-proven materials -available in time for your year-end

reports and next year'sstrategic plan.

ORDER TODAY!And...

Plan to attend NCCCC's 1999Pre Conference New Director's Day

SessionSan Francisco, CA

April 28, 1999

NEW DIRECTOR'S DAY

Center Profilecontinued from page 5

Dean of Student Affairs, the Universitymade funds available for the construction ofa new building (South) on Pampas Lane toadd to the services provided in the original(North) building.

EnrollmentCCSC is licensed to care for 144 childrenfrom 6 weeks to five 5 years of age, in ninedevelopmentally based classrooms (3infant rooms, 3 toddler rooms, and 3preschool rooms). An average of 185 chil-dren are enrolled each semester, given thefull and part time schedule offerings. As ofthe last census, the enrollment was com-prised of 45% graduate student families,15% UCSF-Stanford Health Services affili-ates, and 40% faculty or staff families.CCSC's classrooms and outdoor areas pro-vide ample space for vigorous play andquiet activities. Toys, books, climbingstructures, lofts, and playhouses are fea-tures of a facility that safely challenges anddelights children at all developmental lev-els. CCSC has its own children's library,

housed in a replica of the Stanford Barn,where children of all ages take part insmall-group age-appropriate early literacyactivities. CCSC has been accredited by the

National Association for the Education ofYoung Children (NAEYC) since 1988.

continued on page 8

Campus Child Care NEWS

Volume 14, Number 1 February 1999

Editor: Marion F. Newton, State University of New YorkSystem Administration, Albany, NY

Issue Editors: Fran Roth, San Jose State University, San Jose, CAGail Solit, Gallaudet University, Washington, DC

Campus Child Care News is published three times per year by the National Coalition for Campus Children's Centers, Inc.,Headquarters Office: 122 South Michigan Avenue, Suite 1776, Chicago, IL 60603, Phone (800) 813-8207 and(312) 431-0013, Fax: (312) 431-8697, E-mail ncccc@smtp.bmai.com; Government Relations Office: 515 King Street,Suite 410, Alexandria, VA 22314, Phone (703) 836-3326, Fax (703) 836-7256. Office contact: Colleen Hamby.

Views expressed or implied in NCCCC News are thoseof the authors and are not necessarily those of NCCCC.

86

Conference Information Continued

Additional EventsBallet "Tradition and Trends" is a collec-tion of three ballets: "Theme and Variations", aBalanchine Full Company masterpiece;"Slow", a charged mood piece brimming withinvention, unexpected contrast and unusualuse of space; and the "Sandpaper Ballet", aMark Morris World Premier. Limited ticketsare available for Friday night's 7:00 perfor-mance.

Beach Blanket Babylon - Kick backand enjoy Steve Silver's zany musical revuethat spoofs popular culture, featuring excel-lent singers sporting enormous hats and stun-ning visual pun costumes. In its 23rd year,Beach Blanket Babylon is presented cabaret-style. Limited tickets are available for7:00 p.m. Friday evening.

Sightseeing Tours - Available Friday orSaturday afternoon

Tour A: San Francisco City TourEnjoy the beauty of everyone's favorite city. Thetour starts with a drive along the waterfront and aview of San Francisco Bay, and features all of themajor attractions of the city of San Francisco.Pick up at the hotel at 1:15 pm. The Tour con-cludes at Fisherman's Wharf, where you canchoose to remain or be returned to the hotel.

AccommodationsThe 1999 NCCCC Conference will be

held at the Radisson Miyako Hotel in SanFrancisco, California. The Miyako offers agracious and relaxing blend of Westernand Eastern influences, and is located inJapantown, just minutes away from all thesights, sounds, and shopping that SanFrancisco has to offer.

Hotel Room Rates: (guaranteed onlythrough 3/25/99)

Single/Double: $139.00*Triple: $159.00*Quad: $179.00**(exclusive of tax and charges)

Call the reservation desk at (415) 922-3200 or (800) 333-3333 to makereservations. Please inform the front deskthat you are attending the NCCCCConference to ensure that you receive thegroup rate.

Tour B: Muir Woods and SausalitoThis tour starts with a trip across the GoldenGate Bridge, includes a stop to view SanFrancisco from Vista Point, and continues on toMuir Woods National Monument. This is thesite of a virgin forest of California CoastRedwood trees, among the oldest and tallest onearth. The village of Sausalito is the next stop,where you will have time for browsing andshopping in this picturesque artist colony nes-tled on the northern shores of San Francisco Bay.Pick up at the hotel at 1:15 pm and return thereat the conclusion of the tour.

Tour C: AlcatrazDepart on the Blue and Gold Fleet, Pier 41,Fisherman's Wharf for the world-famous FederalPenitentiary, where the likes of Al Capone,George "Machine Gun" Kelly, and Robert "TheBirdman" Stroud were held. The National ParkService provides an orientation video, selfguidedwalks, exhibits and talks on topics such asfamous escapes. An audio tour of the prison cellhouse is included. Bring a sweater and comfort-able walking shoes. You must arrive by 1:30 pmfor the 2:00 pm tour. Limited tickets available.

Air Travel, DiscountsGet to San Francico for less: CallConventions in America (CIA) at(800) 929-4242, (619) 232-4298; fax(619) 232-6497, and ask for Group #623.

You will receive 5% - 10% off the lowestapplicable fares on American Airlines, orthe lowest available fare on any other carri-er. Take an additional 5% off American ifyou purchase your ticket at least 60 daysprior to departure.

Travel window April 23 May 6, 1999.

79

ELECTIONRESULTS

The results of theelection are in!

The newly-electedofficers are:

Treasurer:Jill Uhlenberg

Secretary:Sandi Schwarm

The newly-electedmembers-at-large are:

Todd BoressoffPamela KisorBonnie Koch

Fran RothGail So lit

Please feel free tocongratulate

all of these Boardmembers.

Thank you for voting,and don't

forget to nominateyourself or a colleague for

future Board openings!(see article on page 9)

CIA Business HoursReservation hours:M-F 6:30 a.m. - 5:00 p.m./ PTVisit the CIA website: www.scitravel.com(use group #623) or E-mail: flycia@scitrav-el.com

If you call direct or use your own agency,refer to these codes: American (800)433-1790, Starfile #6949UA; Avis (800) 331-1600, AWD #J949004

All customers of CIA also receive freeflightinsurance of $100,000, and Avis Rent aCar is offering special low rates withunlimited free mileage.

Center ProfileChildren's Center of the Stanford Community (CCSC)

continued from page 6

PhilosophyCCSC believes that play is the most sig-nificant mode of learning for young chil-dren, and that child-initiated, adult-guided activities are the best suited forthe young children in our program.CCSC employs a child-centered approachto curriculum: the program evolves fromthe children's own developmental needs.Age-appropriate toys and activities areprovided, and children are free to explorein ways that match their maturing inter-ests.

CCSC provides a safe, warm, nurturingenvironment for children. The consisten-cy of daily routines and the comfortablerelationship families develop with staffmake CCSC a place for children to devel-op trust and feel secure. Emphasis isplaced on helping the children developincreasingly complex social skills andencouraging them as they become mem-bers of a larger peer group.

Staff QualificationsAll staff members must have a minimumof 12 units in Early Childhood Educationor Child Development along with anyother education in a related field. Moststaff members are working toward, orhave already completed, bachelorsdegrees. CCSC boasts a staff turnover of10% or less per year (of a 41- memberstaff). The average longevity of CCSCteaching staff is more than 7 years.CCSC encourages staff members to fur-ther their professional development in avariety of ways. Each staff member has anEducation Fund; receives professionaldays off; and participates in in-servicetraining on an annual basis. Most staffmembers are frequent participants atchildcare conferences and workshops,and several have completed advanceddegrees.

ProgramCCSC is a parent participation center.Parents participate in their children's careon a regular basis. By working in theclassrooms, mothers and fathers con-

tribute their special skills to the commu-nity, opening a whole new range of expe-riences to the children. Parents also learnfrom the Teachers, as trained childcareprofessionals, thus expanding theirunderstanding of their own children'sdevelopment. Since 1995 CCSC hasoffered a non- participation option.Nonetheless, 85% of our parents stillchoose to participate in their children'sclassrooms on a weekly basis, and reducetheir child care fees by 10%.

The unique cooperative nature of CCSCcreates a supportive community that seesfamilies through the inevitable crises ofdaily life and joins with them in celebrat-ing its joys. Parent education workshops,parent-teacher conferences, discussiongroups, potluck meals and other Center-wide events are some of the ways inwhich this community works and playstogether.

Open to students, faculty and staff mem-bers of the University, CCSC bringstogether a wide range of families. Peopleof varying racial, ethnic, national, andreligious backgrounds come together atCCSC in the shared experience of child-rearing.

FundingOur primary sources of funds are: 1) par-ent tuition payments 75%; 2) universityin-kind services 21% which includesall major maintenance to the physicalplant; 3) fundraising activities 3%.

CCSC is in the midst of a major capitalcampaign, to raise funds for the replace-ment of the North building and the reno-vation of the South building. Ground-breaking is tentatively set for Fall 1999.

OrganizationCCSC is governed by a Board ofDirectors comprised of elected parentmembers, staff representatives, and theStanford University Liaison. Five yearsago the CCSC Board of Directors adopteda specific governance model based on thework of John Carver (as described in his

8 10

book "Boards That Make a Difference"). Itis the implementation of this governancemodel and the effect it has had on the fis-cal health and organizational soundnessof the Center that made CCSC a finalistin the 1997 Chevron Award for Non-Profit Excellence. The CCSC Board ofDirectors, administration and Universityliaison have found this model to be sobeneficial to child care management thatwe are actively involved in making pre-sentations about the governance of non-profit organizations at local, state andnational conferences.

AttentionMembers!

There will be time set

aside during the NCCCC

annual meeting at the con-

ference in San Francisco

for a discussion about

affiliates. Members repre-

senting current affiliate

groups and those with

ideas about affiliates

should plan to attend. It is

scheduled after breakfast

on Saturday, May 1, 1999.

Please check the confer-

ence program for details

about the location.

Member Volunteers Neededfor Board Committeesby Jo Copeland, President and Debra Carlson, President-Elect

The Board is seeking interested membersto join them in conducting the work of theorganization. Listed below are a number ofactive committees, with a brief descriptionof each and the name and contact informa-tion for the chairpersons. Most committeework is conducted by phone, fax and e-mail contact between committee members,so your geographic location is not a factor.If you are interested in becoming moreinvolved with NCCCC, committee work isan excellent way to begin!

Clearinghouse/Research: Thiscommittee is responsible for making pub-lications available on a variety of topicspertinent to the profession and the mem-bership. It is also working to create acomprehensive database about campuschildren's centers.Chair: Sandi Schwarm,Phone: (213) 743-2446e-mail: schwarm@mizar usc. edu

Public Policy: This committee isdevoted to helping NCCCC influencepublic policy to enhance and improveprogramming for children, and tobecome the national voice for early careand education programs on higher edu-cation campuses.Chair: Todd Boressoff,Phone: (212) 346-8260e-mail:Tboressoff@aol.com

Newsletter: This committee identifiesissues and topics to be addressed in thenewsletter, and works to identify prospec-tive authors. The newsletter is dedicatedto providing the membership with infor-mation about the organization itself, andabout new developments in the field.Chair: Marion Newton,Phone: (518) 443-5249e-mail: newtonmf@ sysadm.sunyedu

Budget: This committee providesoversight of the budget preparationprocess and treasurer's duties, andworks to ensure the fiduciary responsi-bility of the organization.Chair: Marion Newton,Phone: (518) 443-5249emaiknewtonmf@sysadm.suny.edu

Director of the Year: This commit-tee solicits nominations for, reviews appli-cations from, and selects a Director of theYear.

Chair: Maureen Duane,Phone: (602) 965-9515e-mail: maureen.duane@ asu.edu

Membership: This committee worksto identify the needs of the membershipand to devise ways to meet those needs. Italso works to develop strategies toincrease the number of NCCCC members.Chair: Maureen Duane,Phone: (602) 965-9515e-mail: maureen.duane@asu.edu

Nominations: This committee isresponsible for ensuring that a sufficientlylarge and diverse group of motivated,hard-working members are nominated forpositions as board members.Chair: Lucille Oddo,Phone: (516) 632-6930e-mail: loddo@ccmail. sunysb.edu

Conference 2000: This committee isresponsible for soliciting, reviewing andselecting proposals for conference presen-ters, arranging for center tours and allother program components of the annualNCCCC conference to be held in Chicago,Illinois.Chair: Vita Bates,Phone: (708) 974-5729e-mail: bates@moraine.cc.il.us

11

NCCCC BoardMembers

PresidentJo Copeland

University of ColoradoBoulder, CO 80302

President-ElectDebra Carlson

St. Cloud State UniversitySt. Cloud, MN 56301

SecretaryJill Uhlenberg

University of Northern IowaCedar Falls, IA 50613

TreasurerBonnie Koch

Milwaukee Area Tech CollegeMilwaukee, WI 53233

Vita BatesMoraine Valley Community College

Pales Hills, IL 60465

Todd BoressoffBorough of Manhattan

Community CollegeNew York, NY 10007

Sherry ClearyUniversity of Pittsburgh

Pittsburgh, PA 15213

Maureen DuaneArizona State UniversityTempe, AZ 85287-3001

Bernice Long GarnerForest Park Community College

St. Louis, MO 63110

Marion NewtonState University of New York

System AdministrationAlbany, NY 12246

Lucille OddoState University of New YorkStony Brook, NY 11794-4000

Frances RothSan Jose State University

San Jose, CA 95112

Nancy SayreClarion UniversityBoyers, PA 16214

Sandi SchwarmUniversity of Southern California

Los Angeles, CA 90007

Gail SolitGallaudet University

Washington, DC 20002

9

Call for Nominations Reminder

Have you ever thought that you, orperhaps a colleague, would make a valu-able contribution to NCCCC as a Boardmember? Now is the time to act upon thatthought! A call has gone out to the mem-bership for individuals to fill four vacan-cies on the Board in 2000.

We are requesting nominations forindividuals to serve on the NCCCCBoard. In accordance with policy, thelength of the term will be three (3) years.If you did not receive the call for nomina-tions mailing, and would like to nominatesoemone, call Nancy Sayre at the phonenumber below immediately.

Nomination process for NCCCC Boardmembers:1. Call for nominations

a. The date by which nomination formsmust be completed and sent to theChair has been extended to March 8,1999.

b. Nominees must be current NCCCCmembers and must have attended atleast two (2) of the last four (4)annual NCCCC conferences.

c. The Chair will ask all nominees tosend a current resume and a state-ment of 150 words.

2. The Nominating Committee will sched-ule a group interview on Wednesday,April 28, 1999 at the Radisson MiyakoHotel in San Francisco, CA. Nomineesmust be present at that interview orthey cannot be considered for a Boardposition.

3. The Nominating Committee will submita slate to the NCCCC Board onWednesday after the interview beforethe first conference session onThursday morning in San Francisco.

4. Nominees will be introduced at theconference so that they will be availableto meet NCCCC members who are inattendance.

5. Ballots for elections will be mailed tothe general membership by December1, 1999 and must be returned post-marked by December 20, 1999.

6. New Board members will take office atthe conclusion of the NCCCC annualboard meetings in Chicago, IL, April12 -15, 2000.

On behalf of all of the membership,thanks for taking the time and for yourcommitment to NCCCC!

Please send nominations to:Nancy SayreClarion UniversityEarl L. Si ler Children's Learning

ComplexClarion, PA 16214Phone: (814) 226-2209Fax: (814) 226-2558E-mail: nsayre@vaxa.clarion.edu

NCCCC LOGO CONTESTCriteria:

V Logo must reflect the mission and goals of NCCCCV Logo must be reproducible for use on NCCCC brochures, letterhead, publications, signs and lapel pins

Entries in color may be submitted, but must be accompanied by a black and white copyEntries must submitted on an 8.5 x 11 sheet of paperEntrants must submit a narration (less than 100 words) describing their logo entry

Logo entries are due by Friday, April 16th and should be submitted to:Maureen Duane

Child and Family ServicesBox 873001

Tempe, AZ 85287-3001

The logo that is selected becomes the property of NCCCC, Inc. The contest winner will receive a framed print of thelogo with a letter from the president. The contest is open to anyone, and the winner will be announced at the AnnualConference in San Francisco.

10 12

NCCCC Sessions at NAEYC A SuccessPRE-CONFERENCE

NCCCC's pre-conference session atNAEYC attracted more than 60 campuschildren's center professionals on the morn-ing of November 18. Attendees learnedabout The Campus Child Care Center:Providing Appropriate, Caring and Family-centered Child Care; Supporting andEducating College Students; and Reinforc-ing the University's Mission from a panel ofNCCCC Board members. Three hours ofpresentation and discussion were distilledinto the following recommendations, whichwe share here for everyone's benefit.

Sherry Cleary, University of Pittsburghzeroed in on three areas in terms of rein-forcing the the reality that the center isintegral to the university's mission: 1) learnyour institution's mission. Memorize it;recite it until you can do so in your sleep.If you do not know what the mission ofyour college or university is, you cannotpossibly support and reinforce it; 2) figureout what you do at your children's centerthat helps your college or university, bothdirectly (eg. teaching classes on campus,serving as a practicum site, supporting goodresearch and performing public service)and indirectly (eg. recruiting and retainingfaculty, staff and students, sitting on cam-pus and community committees); and 3)figure out who on campus can help you(eg. Who does the Chancellor or Presidentmeet with regularly? How does changehappen and who is the catalyst? Find acampus mentor). Learn your campus cul-

ture, identify your strengths (ouside chil-dren and child care, too), and focus on theimportance and integrity of your program.

Jill Uhlenberg, of the University ofNorthern Iowa, identified two areas insupporting and educating college students:1) make yourself indispensible on campus:students from a wide variety of academicdisciplines acquire vital hands-on experi-ence and a wealth of experiential learningin your center. Students learn about childdevelopment, curriculum, talking withparents, supervising other people (childrenand adults), professional conduct and con-fidentiality, to name a few topics. Campuschildren's centers often have a morediverse population than the campus as awhole, providing additional opportunitiesfor experiential learning; and 2) documentand report how you serve the campus.Keep track of how many students fromwhich academic departments receive edu-cation and training in your center, howmany student parents' children areenrolled in your center, and communicatethis information to the administration.Make sure the campus knows just howindispensible you are on all levels.

Gail Solit, of Gallaudet University inWashington, DC concluded that the trickof family-centered child care is to find asuccessful balance between the needs ofthe family and the integrity of your earlychildhood program. The families our cen-ters serve are changing: more older profes-sionals are starting families in their 30s

NAEYC Panelists and E- Mail/Web SiteInformation

Dr. Jaesook Lee - National Organization of Child Development Laboratory Schools(NOCDLS), e-mail: brentmcb@staff.uiuc.edu

Karen Brackett - Council of Child Development Laboratory Administrators(CCDLA), http://www.skidmore.edu/academics/education/ecc.htm

Becky Gorton American Associate Degree Early Childhood Educators (ACCESS),http://www.accessece.org

Joan Herwig - National Association of Early Childhood Teacher Educators(NAECTE), e-mail: jherwig@ iastate.edu

Donna Hinkle - US Department of Education, National Institute on EarlyChildhood Development, http://www.ed.gov/offices/OERVECV

Joan Costley - Wheelock College Center for Career Development in Early Care andEducation, http://ericps.ed.uiuc.edu/ccdece/ cccpt.html

13

and 40s, there are grandparents raisinggrandchildren, teenage parents, foster par-ents and single parents. As families change,so do their needs. For example, on somecampuses families are requesting eveningand weekend care as they struggle to bal-ance all of the responsibilities in their lives.It is critical that directors know how to lis-ten empathetically to parents and that theystrive to understand each child within thecontext of their family. Directors must alsowork to support staff by building partner-ships between all of the adults in children'slives. Ours is a complex and changingworld and we must struggle to define bestpractices in that context.

The New Director's Day pre- conferencesession on Wednesday, April 28, in SanFrancisco will provide another opportunityfor campus children's center directors -both new and experienced - to continue toexplore these topics (see the pre-conferencesession descriptions on page 2).

PANEL PRESENTATIONOn the evening of November 20,

NCCCC hosted a panel discussion at.theNAEYC Conference. Board member BonnieKoch was the moderator. President-electDebra Carlson and six other representativesof early childhood-related organizationscame together to discuss: How do campusprograms strengthen the well-being andgrowth of young children, parents andcollege students?

During the course of the evening, atten-dees learned about each of the organiza-tions, grew to understand the similaritiesand differences between lab schools andchild care centers and heard about twoother national organizations whose workhas an impact on campus children's pro-grams. What follows is a summary of por-tions of the evening's discussion. For moreinformation about the full name and website address of each of the organizations,see the inset on this page.

NCCCC, NOCDLS, CCDLA, andACCESS, four organizations with a specificfocus on campus children's programs, allagreed that campus children's programpersonnel are involved on campus by

continued on page 12

NCCCC Sessions at NAEYC A Successcontinued from page 11

providing a place for teacher training,research and service. The differencesbetween these organizations and theirmembers is largely one of degree.

NOCDLS stresses their teacher trainingcomponent and research somewhat morethan providing care and education for chil-dren. NCCCC also stresses all three com-ponents, with the provision of child careservices being perhaps the larger focus.CCDLA, which is probably most similar toNOCDLS, focuses on university and col-lege programs in the northeastern region ofthe country only. Many members ofACCESS are community colleges, thereforethey also stress the importance of good in-service training for community-based childcare programs.

NACETE's main focus is teacher train-ing and promoting professionalism, sincetheir membership is comprised primarilyof college professors who teach future earlychildhood teachers. NAECTE also worksclosely with other organizations that areinterested in the same topics.

The National Institute of EarlyChildhood Development is a federalagency. Although it has no direct link tocampus children's programs, the depart-

ment is involved in research in the field ofearly education and development. Theyfund the National Research Center onEarly Development and recently funded aprogram on Early Reading. Most of theprojects they fund are housed on Universitycampuses. It behooves the NCCCC mem-bers to learn more about their funding andresearch opportunities. Some of the research

has been focused specifically on the import-ance of high quality care for children andthe link to later school successes.

Joan Costley from the WheelockCollege Center for Career Development inEarly Care and Education, also spokeabout the importance of high quality childcare in children's lives. Having specialized,

President's Columncontinued from page 1

IV To continue to develop the "organi-zational glue" necessary for NCCCC toexpand and grow.

We will continue the Strategic Planningprocess, including developing a realistictimeline, during our Board meetings inApril in San Francisco.

It is an exciting time to serve on theBoard of Directors. I would like to encour-age all qualified and interested members tocontact the Nominating Committee fordetails. Interviews will be held during theNCCCC Annual Conference in SanFrancisco. If you are interested in learningmore about what the Board does and inbecoming more involved with the organi-zation, but are not yet qualified or ready toseek Board membership, please considervolunteering for a Board committee. Thereis an article on page 9 with more informa-tion about the different Board committees,their Chair People, and contact information.

Please nominate an outstanding children'scenter director for the 1999 NCCCC Directorof the Year. The award will be presented to anoutstanding director at the annual confer-ence. (See announcement on page 2)

This is the last time I will write thePresident's column. My term will end at theconclusion of our conference in April. Ithas been an honor and a pleasure to serveas your President. During the past twoyears, I have worked with a professional,sensitive, and dedicated group of Boardmembers and our office staff. We havespent many hours building bridges toensure the future of the Coalition. It hastaken determination and a shared vision tomeet the challenge. The Board and I havemade decisions to the best of our ability forthe membership of our organization. I lookforward to the upcoming conference,"Building Bridges to the Future". See you inSan Francisco!

1214

trained teachers in early childhood pro-grams is one of the most critical factors ineffecting the children's progress in kinder-garten and beyond.

In various ways all of the panelistsspoke about the importance of well trainedearly childhood teachers. Campus chil-dren's programs, be they child care centersor lab schools, need to understand thiscritical message in two ways:

1) early childhood teachers who areemployed in campus children's programsmust be well trained professionals; and

2) the effect of their beliefs and actionson young children is indisputable. Earlychildhood teachers and campus children'sprogram directors also need to realize theirimportance as role models for the under-graduate and graduate students who areplaced in their campus children's programs.

The other important message made byall was the importance of linkages betweenorganizations, via web pages, electronicdiscussion groups, newsletters, positionpapers, journals, seminars and confer-ences. In this electronic age, it is so muchquicker and easier to share ideas and stayinformed about each other's work.

BIDS DUEFOR NCCCC

2001CONFERENCE

Bids to host the 2001 NCCCCconference are due April 15,1999. Interested parties shouldcontact Jo Copeland, NCCCCPresident, for a copy of the guide-lines and more information.

Jo CopelandFamily Housing Children's CenterUniversity of Colorado2202 ArapahoeBoulder, CO 80302Phone: (303) 492-1720E-mail:jcopeland@housing.colorado.edu

US Department of Education Preparesto Administer CAMPUS Child Care Grantsby Todd Boressoff, NCCCC Public Policy Chair

With the passage of the CAMPUS ChildCare Act and the first-year appropriation of$5 million, the United States Departmentof Education is moving forward quicklywith the grant-making process. CynthiaBrown has been hired as the grant admin-istrator. Cindy was the legislative advocateat the American Association of UniversityWomen who was NCCCC's keyWashington contact, and active supporter,during the campaign to get the Act passed.The Department of Education has devel-oped a timeline that targets July 1999 asthe date by which grants will be made, andestimates that applications will be availablein mid-February.

There will be several ways to obtain acopy of the funding proposal: 1) contactCindy's office at the Department ofEducation: Cynthia Brown, United StatesDepartment of Education, Office of HigherEducation Programs, 1280 Maryland Ave.SW, Rm. 600, Washington, DC 20202;phone: (202) 708-8458, fax: (202) 708-9046; e-mail: cindy_brown@ed.gov; 2)download it from the NCCCC web site(once it's available) at http://ericps.crc.uiuc.edu/n4c/ n4chome.html; 3) down-load it from the Department of Education'sweb page (Cindy's office will have theaddress, once it's available); or 4) byjoining NCCCC's listserve discussion onCAMPUSCARE-L to receive updates

(instructions for joining can be found onthe NCCCC web page and on page 4 ofthis newsletter).

If you are hearing about the CAMPUSChild Care Grant for the first time, here isa brief description of how it will work:Each college or university may apply to theDepartment of Education for an amountup to one percent of its prior year's PellGrant expenditure. Any institution with atleast $350,000 in Pell Grant expendituresis eligible. Grant funds will be available tostart up, expand or operate campus childcare programs and grants will be for fouryears. For example, if your college awarded$5 million in Pell Grant funds in the pastyear, it would be eligible to apply for up to$50,000 per year for four years for its cam-pus child care center. There are many moredetails about the grant on NCCCC's webpage; particularly helpful are the"Frequently Asked Questions" (FAQ's).

The Department of Education is alsoseeking readers for the applications. If youare interested, please send your resumeand a cover letter indicating your interestand qualifications to Cindy at the aboveaddress. The Department is planning tohave readers come to Washington, DC forseveral days (three to five) in May 1999,and they will pay for travel costs, hotel anda small stipend of $100 per day. Pleasenote that if you plan to apply for the funds,

it may make you ineligible as a reader.There may be as many as 2,500 cam-

puses interested in applying for thesefunds, and $5 million is not very muchmoney at all in that context. Therefore wemust already begin to advocate for nextyear's appropriation. The act authorizes$45 million for fiscal year 1999 and "suchsums as may be necessary for each of thefour succeeding fiscal years". Because ofthis language, we are able to pursue ouroriginal request of at least $60 million.This would ensure that all eligible campus-es receive 1% of their campus Pell Grantamount. Now is the time to begin speak-ing to your legislators about appropriatingfunds for CAMPUS Child Care in fiscalyear 2000.

Finally, I urge you to attend the 1999NCCCC conference to be held April 28May 1, 1999 in San Francisco, for whichthere is program and registration informa-tion throughout this newsletter. The con-ference will have workshop sessions offer-ing technical assistance to those applyingfor the CAMPUS Child Care funds andinformation about strategies to use as weadvocate for next year's funding. NCCCC'snewly-expanding Public Policy Committeewill also be meeting during the conferencefor the first time (see page 9 for more infor-mation about the work of that committee)so come and join us there!

First Award From Charlie Boulton Memorial Fund to be Given

A year ago we announced the establish-ment of the Charlie Boulton MemorialFund.The first Award will be made at the1999 NCCCC conference in San Franciscoin April.

Until his death in October 1997, Charliewas a committed and integral part ofNCCCC. "Old timers" in our organizationwill tell you Charlie was the "voice at theend of the telephone" when you called

NCCCC; managing the business office,answering questions and sending out in-formation. He was part elder and advisor,part cheerleader, and part informationclearinghouse. He loved getting publica-tions to the people who needed them: US!!!

The Memorial Award, a complete set ofNCCCC publications, will be given to anew campus children's center directorwhose name will be drawn each year at the

13 15

NCCCC conference. You may still donateto the fund that was set up to finance thisannual award. As the list of publicationsgrows, it will be important to keep thefund healthy for subsequent years. Senddonations to:

Charlie Boulton Memorial FundNCCCC122 S. Michigan Avenue, Suite 1776Chicago, IL 60603

NCCCC Conducts First Annual Listsery Quality ReviewIn November 1998, Board Member Jill

Uhlenberg asked CAMPUSCARE-L listseryparticipants to critique the service by ask-ing the question: "How are we doing?". Ofthe listserv's more than 200 members, twodozen or so responded. For the most part,the answer seems to be: "We are doing verywell!". Almost everyone commented on thepositive value of the electronic discussions,including such statements as:

"As a director of a child care facility on auniversity campus, I am one of a kind.There are no others on campus to testideas on, listen (with an understandingear) to the woes and wonders of ourunique calling or to get inspiration from.This web site has served all those func-tions, and more, for me." Blanche G.Wilson, Clarksville, Tennessee

"This listsery has been particularly help-ful to me ... to hear from others about howthey balance research, training and service;the way they manage their budgets; thesources of revenue for programs (includingfund raising ideas); policies for enrollment,holidays, etc." Betsy Manlove, UniversityPark, Pennsylvania

"This is the only place where those of uson campus can turn for the specific type ofinformation and assistance we need. Eventhough we are part of the larger earlychildhood profession, operating a chil-dren's center on campus has many uniqueaspects. This listsery is a really important

link for all of us." Jane Thomas, Palatine,Illinois

"I am in the process of developing achild care center on our campus... whichinvolves answering myriad questions aboutthings like liability and the operations ofcenters at other universities. The listseryhas been a very efficient way to get answersto the Board of Trustees' questions withoutconducting laborious research. THANKYOU!" Lara Osborne, Oxford, Ohio

"I have used the listsery repeatedly todo bench marking-type surveys. It alsoprovides me with valuable information on"hot issues" in the field, and with the cre-ative ways you are all working with limitedbudgets to provide the highest quality pro-grams." Leslie de Pietro, Ann Arbor;

MichiganThere was also a thread of discussion

revolving around the volume of mail par-ticipants receive and such listsery etiquetteissues as personal responses being postedto the entire listserv:

"I think the e-mail list is useful butthere is just too much volume. I look for-ward to getting the legislative updates, butabout once a month I think about unsub-scribing because I am getting so manymessages." Jamie, Washington State

"I agree with this posting (see above)very much." Tamar Meyer; Buffalo, New

York

"One thing I am often guilty of myself,is sending private communication to thewhole listsery inadvertently - the "reply"key is all too easy. If we could all make a

New Year's resolution to check whom weare sending messages to, it would help."Mary Mayshark-Stavely, Keene, New

HampshireFuture issues of this newsletter, and

postings to the listserv, will address theseelectronic etiquette issues in more detail.

And finally, a number of responsesmentioned the importance of NCCCC'sannual conference as a medium for stayingconnected to others in the world of cam-pus child care.

"This listsery is a really important linkfor all of us. For all of the same reasons,our annual conference is successful andnecessary. See you in San Francisco!" Jane

Thomas, Palatine, Illinois"I learn so much about other campuses

at the NCCCC conference and find the list-sery a great way to keep this type of learn-ing going throughout the year." MaryanneGallagher, Amherst, Massachusetts

If you would like to join the discussionon the CAMPUSCARE-L listserv, pleaserefer to the instructions for subscribing onpage 10. It's a lively place to be!

REQUESTFOR MANUSCRIPTS

NCCCC is requesting manuscripts of up to 10 pages for its series of publications on leadership. Topics to be con-sidered include: training campus student workers, scheduling field placements, advocacy on campus, creative financ-ing, meeting management, participatory decision- making, utilizing campus resources for children's programming,and evening care.

The next submission deadline is July 1, 1999.

For more information, refer to page 6 of the June 1998 issue of Campus Child Care News or contact: Dr. SandiSchwarm, Series Editor, by phone: (213) 743-2446 or e-mail: schwarm@ mizar.usc.edu.

1614

National Coalition for Campus Children's Centers Conference Registration FormName Title

Affiliation Center

Address

City State Zip Code CountryPhone (day) Phone (evening)

Fax E-mail

Special Dietary Special Access Needs

Member? yes no Membership type Individual Center Institutional Student

First time attending an NCCCC conference? How did you hear of us?or SecondAre you a new campus children's center director? less than 1 year

Registration Fees (circle those that apply) NCCCC Member

1-2 years

Non-MemberPre-Conference Session $ 75 $ 75(Includes box lunch)

1 2 3 0 4 5Conference Registration $275 $325(Postmarked on/before 3/20/99)

After 3/20/99 $305 $355

Program Presenter $190 $190

Pre-Registration will not be accepted after April 15th. Please register onsite after this date.

Center Tour (see program for description) $ 30 $ 30(Enrollment is limited to 49 people)

Please select 1st, 2nd, and 3rd choice A B C

Sightseeing Tours (see program for description)

A. April 30 p.m. May 1 p.m. 30 30B. April 30 p.m. May 1 p.m. 30 30C. April 30 p.m. May 1 p.m. 15 15

Ballet $ 54 $ 54(seating limited to 20 people)

Beach Blanket Babylon $ 34 $ 34(seating limited to 40 people)

Payment Enclosed (Make checks payable to NCCCC) Total $Registration cannot be processed without full payment. Check #

Registration CancellationsBefore March 31: 75% refundApril 1-14: 50% refundApril 15-23: 25% refundAfter April 23: no refunds will be given

Please return this registration form with your payment to:NCCCC Conference RegistrationPO Box 809288Chicago, IL 60680-9288

Please direct questions regarding the conference to the NCCCC Central Office at (312) 431-0013 or (800) 813-8207.Hotel Information: For reservations, please call direct at (415) 922-3200 or (800) 333-3333.Radisson Miyako Hotel, San FranciscoSingle or Double Room $139.00, Triple Room $159.00 (exclusive of tax and charges)

DisclaimerAll events and activities in this program brochure are subject to change or cancellation without notice.

REGISTRATION WILL BE CAPPED AT 450 - SO REGISTER EARLY TO RESERVE YOUR PLACE!

ST 91

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Exclusive partner benefits for NCCCC members.

National Coalition of Campus Children's Centers and Child Care Information Exchange have joined forces and officially become partners to support directors

and promote quality care for every child. As a member of NCCCC, a strategic partner organization, you're entitled to receive two years (12 issues) of Child

Care Information Exchange at the one-year rate of only $38, a savings of 50% percent! Plus, as an added bonus, you can save 20 percent on all your selections from

the Exchange Bookstore catalog of professional resources for directors and teachers. Watch for

news about NCCCC in future issues of Child Care Information Exchange. Good things come from great partnerships. Subscribe now and see. Use the coupon below or call (800) 221-2864 to order your subscription and catalog.

YES! Send two years of Exchange at the one-year rate of only $38. (Return this ad with your check made payable to Exchange in US funds.)

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0

The Continuing Crisis in Child Care Staffingby Marion Newton

On Thursday, April 29,1999 Marcy Whitebook,Executive Director of theCenter for the Child CareWorkforce, addressed partici-pants at the NCCCCConference in San Francisco.The following article is drawnfrom her talk and a recentlypublished article: "Child CareWorkers: High Demand, LowWages" (see end of this article).

Ms. Whitebook began hertalk by reading from the con-clusions of a study, "Windowson Child Care", in which sheparticipated in 1970. Theissues that were identified thensounded discouragingly famil-iar to us now; not much haschanged in thirty years! Shethen went on give an overviewof the current status of thechild care workforce, the vari-ous market forces that workagainst us, and the institutionalbarriers to job improvement inthe field. In the end, though,she described various modelprograms around the countrythat are working to increaseprofessionalism in the field ofchild care.

Current StatusChild care workers continue

to earn poverty-level wages (anaverage of $6.70 per hour forcenter-based teachers nation-wide), despite above-averagelevels of education. Familychild care providers earn evenless. Few child care workersreceive adequate health insur-ance coverage, despite high lev-els of exposure to illness andthe physical strains of the job.The field is relatively easy toenter yet, because of unequalaccess to training and educa-tion, poor and minority womenare most likely to stay in entry-level positions that are the

lowest paid. More than one-third of the nation's child careworkforce leaves their jobevery year usually to earnmore money elsewhere. All ofthese factors contribute to thestaffing crisis that currentlyexists.

Market ForcesThere has been a significant

influx of new public funds forchild care in the past decade,but they have not improved thequality of environments forchildren or acted to lower turn-over rates. They have only

made a bad system bigger. In a1998 Center for the Child CareWorkforce study: "WorthyWork, Unlivable Wages" (seepage 9), Ms. Whitebook,Carrolle Howes and DeborahPhillips found that programspaying the lowest wages experi-enced the greatest increase inrevenue from public subsidies.For-profit chain centers pay thelowest wages, and have experi-enced a threefold increase infunding; independent for-profitcenters, the next lowest paying,doubled their revenue.Independent, not-for-profit

continued on page 8

PaiseliclecOm ©au=Debra Carlson, President, NCCCC

As I begin my presidency, I'd like to say a heart-felt THANKYOU to Past-President Jo Copeland for her excellent leadershipthese past two years. Thank you Jo, for your long hours, dedica-tion, and vision.

You will notice that several articles in this newsletter featurethings that happened during the April 28 May 1, 1999 confer-ence in San Francisco. On behalf of the entire NCCCC Board,another resounding THANK YOU goes out to Fran Roth and theentire California committee for an excellent conference.

Newly elected officers of the board are Sandi Schwarm, secre-tary and Jill Uhlenberg, treasurer. Newly elected board members-at-large include Todd Boressoff, Fran Roth and Gail Solit whohave been re-elected to their second terms, and Pam Kisor fromCalifornia State University, Los Angeles. I am looking forward toworking on your behalf with this energetic and highly motivatedgroup of board members.

I'd like to recognize the work of two out-going board mem-bers. Bonnie Koch has resigned from the board to pursue a newcareer direction. Bonnie devoted countless hours over the years asour treasurer, and we will miss her thoughtful voice. MaureenDuane's term ended at the conclusion of the San Francisco confer-ence. We thank Maureen for her tireless work as chair of theMembership Committee and Director of the Year subcommittee,both critically important activities. Best of luck to you both,Bonnie and Maureen!

In closing, I'd like to share with you a favorite quote fromAnnie Dillard: "How we spend our days is how we spend ourlives." May we all have joyful and productive days on behalf of thechildren, families, and campus communities that we serve.

19

Newly Elected Director of the YearPatty Finstad, University of MinnesotaChild Care Center (UMCCC)

I am an exceptionally grateful andproud NCCCC member since being select-ed Director of the Year. The four othernominees are certainly deserving of thishonor as well, so I want to express myappreciation to the committee, for the dif-ficult decision-making process that theyfaced.

I am deeply indebted to the manyfriends and colleagues I have met andworked with over the years as both amember and past board member ofNCCCC. I am especially thankful to DebraCarlson, who nominated me; our friend-ship began at the 1984 NCCCC confer-ence in Seattle where we met and learnedthat we were both from colleges inMinnesota! Each year at the conference Icontinue to experience such new relation-ships; they serve to "recharge my batteries"and reaffirm the work I do on my owncampus to model the highest standards inchild care. Throughout my 17 years asdirector of UMCCC, struggling to gainrespect and resources from the campusadministration, NCCCC members haveprovided me with the courage, knowledge,opportunity and prestige I needed to per-sistently push UMCCC to the highest levelof quality (see Center Profile on page 3).

I have also continued to give back someof the wisdom and support that I received,as a board member and now as an emeriti.That is the wonderful nature of our orga-nization, that members gladly give and

receive knowledge and expertise abouthow to successfully operate our programsand tailor them to fit the special condi-tions on each of our campuses. It is fromthese strong personal and professionalrelationships that strong directors, teach-ers, leaders, mentors and advocates foryoung children are born and nurtured.

Again, I want to thank NCCCC forhonoring me this year. As I read over thecongratulatory letter from my campuspresident, I can't help but wish that everycollege president could be notified aboutthe important role that campus child carecan and should play in every institution ofhigher education. Each and every campuschildren's center director deserves suchspecial acknowledgment and thanks forthe important work they do.

Campus Child Care NEWSVolume 14, Number 2 June 1999

Editor: Marion E Newton, State University of New York SystemAdministration, Albany, NY

Issue Editors: Jill Uhlenberg, University of Northern Iowa, Cedar Falls, IALucille Oddo, State University of New York, Stony Brook, NY

Campus Child Care News is published three times per year by the NationalCoalition for Campus Children's Centers, Inc., Headquarters Office: 122 SouthMichigan Avenue, Suite 1776, Chicago, IL 60603, Phone (800) 813-8207 and(312) 431-0013, Fax: (312) 431-8697, E-mail ncccc@smtp.bmai.com;Office contact: Kari Gilles.

Views expressed or implied in NCCCC News are thoseof the authors and are not necessarily those of NCCCC.

220

First CharlieBoulton MemorialAward Made inSan Francisco

Patty Scroggins is the first win-ner of the Charlie BoultonMemorial Award. Pam Boulton,Charlie's daughter and a past presi-dent of NCCCC, selected her namefrom a list of conference attendeeswho were identified as new campuschildren's center directors (2 yearsor less on the job). Patty is theProgram Director of the West HillsCollege Child Development Center,in Coalinga, CA. She has beenawarded a complete set of NCCCCpublications.

Charlie Boulton was the manwho ran the NCCCC office formany years. He was dedicated togetting the organization's publica-tions into the hands of its members,especially those new to the field,because he understood the value ofnetworking and information shar-ing. Following his death in 1997,members of the NCCCC Board andorganization sought an appropriateway to commemorate his years ofservice to NCCCC and its mem-bers. Thus the idea for CharlieBoulton Memorial Award was born.Each year, at the NCCCC confer-ence, a new campus children's pro-gram director will be selected toreceive a complete set of the organi-zation's publications.

Congratulations Patty!

Center ProfileUniversity of Minnesota Child CareCenter (UMCCC)Address:

1600 Rollins Avenue SEMinneapolis, MN 55455Phone: (612) 627-4014Fax: (612) 627-4101E-mail: finst001@maroon.tc.umn.edu

Director:Patricia Finstad, since 1982NCCCC Board of Directors, 1987-93NCCCC Director of the Year, 1999

History:UMCCC was established in 1974 to

serve as a model of high quality child careservices for University of Minnesota stu-dents, staff and faculty, and as a researchand teacher training facility. It was origi-nally located in a renovated warehouse,more than a mile from campus, which waslicensed to serve 68 children. Until 1990UMCCC was one of three early childhoodeducation programs administered by theInstitute of Child Development in theCollege of Education. In response to anever-increasing waiting list of Universityparents (up to 400 each spring) and theneed to be more conveniently located,UMCC began to plan for expansion. In1990 the center was transferred to theOffice of Support Services and Operations,where the leadership created a very activeand productive campus child care taskforce. The task force began to make plans,not only for the UMCCC program, but todevelop two student parent cooperativechild care centers and an advocacy andadvisory program named Project HELP(Higher Education for Low-incomeParents). The UMCCC director wasauthorized to arrange funding to improveand stabilize each of these programs, andto contract with a child care resource andreferral service. In 1992, the Universityapproved $2.2 million for the constructionof a new facility that would be licensed toserve at least 155 children. In 1994, aftermajor changes in high-ranking administra-tors, UMCCC was transferred back intothe College of Education (now the Collegeof Education and Human Development),reporting directly to the Dean's office.Since then, UMCCC enjoys both therespect and the financial support of theUniversity. The center also benefits from a

Aerial view of the University of Minnesota Child Care Center.

vastly increased amount of academicinvolvement and activities, communityservice (through outreach programs) andtechnical assistance.

Facility:The new 18,500 gross square foot facil-

ity, licensed to serve 144 children, openedin September 1992. The building, whilelarge, was designed to avoid an "institu-tional" feel and to retain a somewhathome-like atmosphere. It was envisionedas a block of children's houses (or bunga-lows) around a central courtyard, with onecorridor housing administrative offices,staff lounge, kitchen, large-muscle/multi-purpose room and a flexible classroomspace. The bungalows are connected byplayfully painted streets: Infant Lane (red);Toddler Boulevard (green), and PreschoolParkway; connecting to AdministrationAvenue (yellow), Kitten Mews and FlexAlley!

Each bungalow houses two "educare"rooms and is designed to function muchlike a center of it's own, with the HeadTeacher's office in the center (or heart), it'sown thermostat and lighting controls,adult bathroom, telephone, and smallrefrigerator for children's medication and

21

personal items. Each has a foyer to facili-tate transitions such as early morning andlate afternoon merge times, wake-up after.naptime, preparing to go outside and com-ing back in. The foyers also provide visi-tors with a place from which to observe.Each bungalow also has a 9-foot by 9-foot"playcastle", which is shared between two"educare" rooms. The toddlers use it forlarge muscle activities and preschoolers fordramatic play space. Large accordiondoors allow one of the educare rooms touse this space while it is closed off to theother side. The infant "playcastle" housesa full kitchen, complete with dishwasher(which greatly helps to sanitize mouthedtoys), refrigerator, microwave, table andhigh chairs. Windows between the foyerand educare rooms, and windows in thehead teacher's offices, create the opportu-nity for constant supervision of the chil-dren by sight and sound.

The playgrounds are very spacious.Each age group (infant, toddler, preschool,and flex preschool) has a separately fencedarea with age-appropriate equipment.There is also a large common area with agarden, rock sculptures, picnic tables andan open grassy space for free-for-all run-ning! UMCCC is located on a major bus

continued on page 4

Center Profilecontinued from page 3

line and is adjacent to a large parking area,making it very convenient for parents andstaff.

Enrollment:Only University families are served,

and parent affiliation must be verified eachquarter in order for their children toremain enrolled (summer is a grace peri-od). There are still as many as 300 fami-lies on the waiting list, although manymore now make alternate arrangementswith the assistance of an individualizedresource and referral service. This serviceis available free of charge, or for a nominalfee for families earning over $50,000. Thedata collected from the R&R is vital toprogram planning as well as defense of thecurrent program profile.

UMCCC is licensed to serve 144 chil-dren between the ages of 3 months and 5years. Numbers served: 18 infants (ages 3-16 months), with maximum group size of9 and a 1:3 ratio; 54 toddlers (ages 17-35months), with maximum group size of 12for younger toddlers and a 1:4 ratio, andmaximum group size of 15 for older tod-dlers with a 1:5 ratio; and 68 preschoolers(ages 3-5 years), with maximum groupsize of 16 for younger preschoolers and a1:8 ratio, and maximum group size of 18for older preschoolers with a ratio of 1:9.There are usually more staff during lunchand naptime, including student internsand other volunteers.

One of the small classrooms is nowreserved for special events and activities. Ithouses a library collection established inmemory of a parent who was murdered asa result of domestic violence. It also pro-vides space for research activities, specialneeds teaching, winter-time rotation ofcurricula, special musical events, Legobuilding, parent meetings, and Week ofthe Young Child events.

Budget:The facility is owned and managed by

the University, which contributes all utili-ties, custodial and maintenance services. Adirect support allocation from the Collegeof Education and Human Developmentfunds about 19% of the operating budgeteach year, including the Resource andReferral service. 75% of the revenue comesfrom parent user fees. Other sources ofrevenue include: 2% Government assis-

UMCCC's logo: The Annie

tance to qualifying families, 1.5% USDA-CACFP, .5 % annual fundraising by theParent Advisory Board, and a 2% annualcarry forward. Parent fees are based on asliding scale determined by family incomelevel in relation to the State's MediumIncome (SMI) and are categorized as"high" over 125% of SMI; "middle"between 75% and 125% of SMI; "reduced"

under 75% of SMI; and "scholarship"below 40% of SMI. Fees vary by agegroup: the 1999-2000 Weekly Parent FeeRates for Infants range from $125 225;for Toddlers from $115 - 210; and forPreschoolers from $100 - 175.

Staff:Salaries and fringe benefit costs for the

43.5 FTE staff comprise 89% of the annualoperating budget. The salary levels meetthe Pay Equity standards established bythe University in response to a state man-dated Comparable Worth law that wasenacted in the mid 1980's. There are anumber of job classifications representedat UMCCC including Civil Serviceemployees (who are exempt from FairLabor Laws), AFSCME Technical andClerical unions, the Teamster's union,undergraduate and graduate students.None of the staff are faculty at theUniversity. Head Teachers are required tohave a BA or BS degree with a minimumof 18 credits in early childhood education,

4 22

plus hold a Minnesota Pre-Kindergarten Teacher certifica-tion. The University also has atraditional Laboratory NurserySchool on campus.

Two of the five Head Teachershave been at UMCCC for 22years, one for 18 years, one for12 years and one for two years.Eight Teachers have beenemployed seven or more years, ashas the Education Coordinator,while the Director and OfficeSupervisor have been with thecenter for over 17 years. Staffturnover (which has been occur-ring more frequently in the pasttwo years, due primarily tomaternity leaves and resigna-tions) is usually managed bymoving another qualifiedemployee into the vacant posi-tion. All of our AssistantTeachers, for example, meet thestate licensing qualifications forTeachers, and many of our stu-

dent workers meet the qualifications forAssistant Teacher. Staff turnover, therefore,does not normally result in too muchchange for the children.

Staff Development:Minnesota day care licensing requires

that a minimum of 2% of an employee'sannual work hours to be spent in specifictypes of in-service training: first aid (everythree years), CPR (every two years), OSHA(every year), and approved culturaldynamics training (six hours per year). Inaddition, a certain number of hours ofage-specific and non-center associatedtraining are required each year. To providetime for these training requirements, forclassroom reorganization, and quarterlycurriculum planning, UMCCC closes forsix days each year. Five of the days areplanned when classes are not in session;the sixth day occurs on a Friday inOctober for the Minnesota AEYC confer-ence. Seasoned UMCCC staff membersmake presentations on a variety of topics,while newer staff members attend sessions.All costs related to in-service training arecompletely covered by the center's budget,including time, registration fees, meals,transportation, and other related costs.UMCCC employees also benefit fromUniversity fringe benefits that offer tuition-free college courses, as long as the timedoes not interfere with an employee's work

NCCCC on the InternetVisit our web site at:http://ericps.crcaduc.edu/n4c/n4chome.html

We hope you will subscribe to our discussion group,CAMPUSCARE-L, and actively initiate and monitorconversations with other early childhood campus child careprofessionals on a regular basis.

To subscribe to CAMPUSCARE-L, send an e-mail message to:listserv@postoffice.cso.uiuc.edu

Leave the subject line of the message blank. In the body of the message,type: subscribe CAMPUSCARE-L Your-first-name Your-last-name in the firstline of the message area and send the message. Do not add your signature.You will be notified that you have been added to the list and will be providedwith additional information at that time. Once you have subscribed to thediscussion group, send messages that you want all list members to read to:CAMPUSCARE-L@postoffice.cso.uiuc.edu.

schedule. Several UMCCC staff takeadvantage of this important benefit,which supplements their staff develop-ment requirements.

Program:UMCCC has been accredited by the

National Academy of Early ChildhoodPrograms since 1987. The teaching teamspractice an "educare" model that inte-grates the best in nurturing practices withthe best in developmentally appropriateearly childhood education. RESPECT isthe fundamental ethos of UMCCC: as thetheme during facility design (respect forchildhood, children and the adults whocare for them), and incorporated into cen-ter policies, practices and goals. Because itserves a large, urban, Land-grantUniversity (39,000 students) UMCCC isexperiencing an increase in diversityamong the families it serves. Since theteaching staff does not adequately reflectthis diversity, it is even more importantthat we listen to, involve and celebrateour families as much as possible.

Director's final note:The metropolitan

areas of Minneapolisand St.Paul are cur-rently experiencing acrisis in child careemployment. Manylocal directors areanxious and frustratedthat even expensiveadvertising andincreased salaries arenot producing quali-fied candidates forteaching positions.The State Departmentof Human Services issetting a dangerousprecedent as a resultof this staff shortage,by approving vari-ances for child careprograms to operatetemporarily withouthaving to comply withthe licensing require-ments for teacherqualification.

23

in theWindy City

4113EINIEIMBETIDED

ConferenceRegistration Fees:Member rate:$275 early bird (before March15)$305 (after March 15)

Non-Member Rate:$325 early bird (before March 15)$355 (after March 15)

Teacher Day(Saturday, April 15)$100 - includes breakfast,lunch and keynote

Workshop Presenter rate(max. 2 per session):$195 - full conference$65 single day only

Conference Hotel:The Regal Knickerbocker Hotel163 East Walton PlaceChicago, Illinois

Room rates:Single or double room$147 plus tax

$20 extra person charge$20 charge for a rollaway cot

ChaFIfi.mo, C65910.750(.0

forr 2.17ort C OThltritiTy

New, Reduced Conference PresenterRegistration Fees in 2000!

At the 1999 Annual Meeting in SanFrancisco, the NCCCC Board of Directorsdecided to create special conference ratesfor workshop presenters beginning withthe 2000 Conference in Chicago. Manyprofessional organizations expect presen-ters to pay the full registration fee,although some very large organizations(such as NAEYC) do not. In order to bal-ance the financial needs of our growingorganization, and in recognition of theeconomic realities faced by many of ourmembers, NCCCC will be offering the fol-lowing registration options to a maximumof two presenters per session:

Option 1.

Full conference registration - $195

This rate will apply to presenters whoplan to attend the full conference and attendreceptions, workshops, keynote addresses,meals, etc.

Option 2

Daily conference registration - $65

This rate will apply to presenters whoseschedule does not allow them to attend theentire conference, and who plan to attendconference sessions on the day of theirpresentation only.

The presenter fees are calculated tocover the cost of food that is provided aspart of the conference program. Thesespecial rates will be available for a maxi-mum of two presenters per session, withadditional presenters required to pay theregular conference rates for members andnon-members.

Proposals for Conference Presentationsare Due

Proposals for presentations to be made at the NCCCC Conference 2000 "Chartingour Course for the 21st Century" are due June 30, 1999. The proposals should be basedon research, theory and experience that is applicable to campus children's programs. Inaddition to the usual list of topics, the conference will feature a special "focus on teach-ers" day (Saturday, April 15) with workshops and a keynote of special interest to class-room teachers.

The needs of campus children's centers are so unique, and we have so much to share.Please call or write to request a proposal form:

Vita Bates, DirectorChildren's Learning CenterMoraine Valley Community College10900 South 88th AvenuePalos Hills, IL 64065Phone: (708) 974-5729E-mail: bates@moraine.cc.il.us

6

24

Nominees for Member at LargeThe following

NCCCC memberswere interviewed inSan Francisco, andare the slate ofnominees for theDecember 1999election. In the nextissue we'll featurestatements from eachnominee, expressingwhy they areinterested in servingon the Board ofDirectors.

Denise Buthion, Oklahoma State University,Oklahoma City, OK

Brigid Cortright, Catholic University of America,Washington, DC

Gayle Dougherty, Colorado College,Colorado Springs, CO

Susan Gerrity, Aquinas College,Grand Rapids, MI

Barbara Mezzio, Mesa Community College,Mesa, AZ

Marion Newton, State University of New York SystemAdministration, Albany, NY

Ear line Powell, St. Louis Community College,Kirkwood, MO

NCCCC Board CommitteesMembers are actively encouraged to

join Board members in participating in oneor more of the following committees. TheFebruary 1999 issue of Campus ChildCare News included a description of thework of each committee and listed thecontact information for each of the chairs.You may contact any board member formore information.

ConferencesGail So lit, Board Conference

CoordinatorVita Bates, Conference 2000 ChairTodd Boressoff, Conference 2001 Chair

NewsletterMarion Newton, Editor & Chair

MembershipLucille Oddo, ChairFran RothBernice Garner, Board Member in

Charge of Affiliates

Policies and ProceduresReview/Update

Marion Newton, Chair

NominationsNancy Sayre, Chair

BudgetSherry Cleary, ChairJill UhlenbergMarion NewtonDebra Carlson

Clearinghouse/ResearchSandi Schwarm, ChairJill Uhlenberg

Public PolicyTodd Boressoff, ChairGail So litLucille OddoNancy Sayre

Ad hoc committee examining siting ofconference

Sandi SchwarmGail So litSherry ClearyMarion NewtonLucille Oddo

Ad Hoc CommitteeComprehensiveNational Campus Child Care Survey

Jill UhlenbergNancy SayreBernice GarnerPam Kisor

Ad hoc committee"Think Tank"Brainstorming

Jill UhlenbergNancy SayreSandi SchwarmMarion NewtonSherry Cleary

Central Office StaffKari Gilles, NCCCC Association

ManagerJudi Bumison, Development Officer

7 45

NCCCC BoardMembers

PresidentDebra Carlson

St. Cloud State UniversitySt. Cloud, MN 56301

Past-PresidentJo Copeland

University of ColoradoBoulder, CO 80302

SecretarySandi Schwarm

University of Southern CaliforniaLos Angeles, CA 90007

TreasurerJill Uhlenberg

University of Northern IowaCedar Falls, IA 50613

Vita BatesMoraine Valley Community College

Pales Hills, IL 60465

Todd BoressoffBorough of ManhattanCommunity CollegeNew York, NY 10007

Sherry ClearyUniversity of Pittsburgh

Pittsburgh, PA 15213

Bernice GarnerForest Park Community College

St. Louis, MO 63110

Pam KisorCalifornia State University

Los Angeles, CA 90032

Marion NewtonState University of New York

System AdministrationAlbany, NY 12246

Lucille OddoState University of New YorkStony Brook, NY 11794-4000

Frances RothSan Jose State University

San Jose, CA 95112

Nancy SayreClarion UniversityBoyers, PA 16020

Gail SolitGallaudet University

Washington, DC 20002

Continuing Crisiscontinued from page 1

centers, which pay the highest wages,experienced a 4% decrease in revenuefrom public subsidies.

The fact that the U.S. economy is prettyhealthy also works against child careemployment. Many other types of jobs paymore and teacher shortages in many ele-mentary school districts draw the mostexperienced workers from the field.Welfare reform increases the demand forchild care programs, as mothers of youngchildren are required to enter the workforce, while the push to have former wel-fare recipients work as child care providers(without adequate education and/or train-ing) further lowers the standards.

Institutional BarriersA major barrier to improving worker

salaries is that the child care system reliesprimarily on parent fees for funding.Parents' ability to pay artificiallyconstrains the ability to provide a livingwage in child care centers and family childcare homes. A low minimum wage (cou-pled with a female-dominated work forcethat historically earns less , -based on gen-der), the lack of a national health insur-anceprogram, and the absence of consistentnational program standards also con-tribute to the problem. Another limitation,unique to this workforce, is the absence oflabor unions or other professional organi-zations that represent workers needs. Thevoices of classroom-level employees arenot evident in advocacy arenas, whichtend to be dominated by program admin-istrators. Exceptions include the WorthyWage Campaign (which functions at thelocal community level), research andadvocacy by the Center for the Child CareWorkforce (which functions with limitedresources), and union-organizing drives inthe cities of Seattle, WA and Philadelphia,PA (although nascent, they are attemptingto create an industry-wide contract andemployer association).

Model ProgramsMs. Whitebook concluded her talk

with a brief overview of the following cre-ative new programs that improve childcare jobs without relying solely on parentfees:

Teacher Education and CompensationHelp (TEACH) - an educational scholar-ship and compensation initiative thatbegan in North Carolina and is now dupli-cated in six other states. Funded withstate, corporate and foundation support, ithas led to better pay and reduced turnoverfor center teaching staff and homeproviders.

U.S. Army Child Development ServicesCaregiver Plan - a system-wide programthat links training to increased compensa-tion and has resulted in dramatic reduc-tions in staff turnover. The Army pays thedifference between the cost of care andparent fees, which are based on a percent-age of family income.

Head Start Expansion and QualityImprovement Act of 1990 (reauthorized in1994 and again in 1998) - devotes signifi-cant amounts of new funds to theimprovement of services, includingincreases in staff compensation. Each pro

826

gram develops its own salary schedulewhich rewards training, tenure, a combi-nation of both, or other valued staff char-acteristics.

Mentoring programs are anotherpromising model, providing professionaldevelopment for more experienced teach-ers and creating a new step on the childcare career ladder:

California Early Childhood MentorProgram operates at 68 community col-lege sites state-wide and provides astipend (on a per-student basis) for teach-ers who complete a mentor-trainingcourse and then use their classrooms totrain student teachers, helping them makethe link between theory and experiencewith on-the-job high-quality practice.

Minnesota Child Care Apprentice/Mentor Program - apprentices (low-income women) work one-on-one withmentors (qualified center-based and familychild care providers) to complete the col-

lege credits required to meet the statelicensing requirements to be a headteacher (with 90% tuition reimburse-ment). Participating centers are required toraise the apprentice's salaries, and familychild care programs are encouraged toraise their rates.

Milwaukee Early Childhood MentorProgram - matches qualified caregivers incenters and family child care homes withproteges for one-on-one work that isstructured and enhanced via mutualenrollment in a specially designed three-credit course. This program is funded bythe Wisconsin Department of WorkforceDevelopment, serves a five county area,and gives priority to welfare recipients inwork experience or community serviceprograms. Once the program is complete,directors are required to raise the proteges'salaries, and family child care programsare encouraged to raise their rates.

Wisconsin Quality ImprovementGrants Program - provides funding forprograms who seek to improve quality by

undergoing accreditation, promotingteacher training, and increasing compensa-tion. Once programs meet a certain levelof quality, they are eligible to reapplyindefinitely for grants to augment salaries.

Compensation and RecognitionEnhances Stability (CARES) -legislationthat was introduced in California (and willbe reintroduced in 1999). If successful, itwill target two areas: 1) monetary rewardsfor family child care providers and center-based staff who meet certain educationand training qualifications and who com-mit to continuing at least 21 hours peryear of on-going professional develop-ment; and 2) providing differential reim-bursement rates and Quality ImprovementRewards to help child care programsachieve accreditation, improve staff reten-tion, and meet state-recommended com-pensation guidelines.

In ConclusionThere is a basic structural failure in the

system that the principles of a market-dri-

L

9

ven economy (supply and demand) do notcorrect. Relying solely on what parents canpay for these labor-intensive servicesensures high consumer costs and poverty-level earnings for a workforce that is 98%female and one-third women of color. AsMs. Whitebook concluded, part of being aleader is showing others that advocacy isthe way to change the status quo. Andchange it must, if we are to make much-needed progress on behalf of quality earlychildhood programs for young children.We cannot find ourselves in this sameuntenable position in another 30 years!

For more information:"Child Care Workers: High Demand,

Low Wages"; Whitebook, Marcy; Annals ofthe American Association of Political andSocial Science, May 1999

Worthy Work, Unlivable Wages: TheNational Child Care Staffing Study";Whitebook, Marcy, Carol lee Howes andDeborah Phillips, 1998

Key Decision-Makersfor CAMPUS

Program Funds

Committee on AppropriationsSubcommittee on Labor, Health and Human Services106th CongressMajority: 9/ Minority: 6John Edward Porter, Republican, IL - Chairman

RepublicansC.W. Bill Young, Florida

Henry Bonilla, Texas

Ernest J. Istook, Jr., OklahomaDan Miller, Florida

Jay Dickey, Arkansas

Roger E Wicker, Mississippi

Anne Northrup, KentuckyRandy "Duke" Cunningham, California

DemocratsDavid R. Obey, Wisconsin

Steny H. Hoyer, MarylandNancy Pelosi, California

Nita M. Lowey, New York

Rosa DeLauro, ConnecticutJesse L. Jackson, Jr., Illinois

(See article on page 10)

Funding Proposals are In!by Todd Boressoff, Public Policy Chair

As most of you know, May 6, 1999 wasD-Day (as in deadline) for the submissionof proposals for the Child Care AccessMeans Parents in School Program. Irecently spoke with Jonathan Manton ofthe Department of Education, and havethe following to report regarding the sta-tus of those proposals.

A total of 220 were submitted; fewerthan anticipated, I believe, for several rea-sons. First, the quick turnaround timecaught some campuses off guard - espe-cially when both spring vacation and theNCCCC conference occurred during thegrant-writing period. Second, on manycampuses, center directors were

expected to write the grants and manyhad no prior experience with federal grantproposals. As a result, quite a few beganthe grant process, but were unable tocomplete it in time. And third, since thiswas the first round of applications, every-one was a new applicant and there wereno examples from previous years to share.

The first stage in processing the pro-posals is a "pre-screening" to assign pointsfor the competitive priority portion of thegrant. At the same time, readers are beingselected and prepared for the task

SAMPLE LDear

This is to ask your support for $60million in appropriations

for the Child Care

Access Means Parents in School Program(CAMPUS)

of the Higher Education Act.

As you know, the programsupports low-income

parents' access topost-secondary

educationby providingquality campus-based

child care services.It authorizes

the

Secretaryof Education

to award grants to institutionsof higher

education to help

them provide this care.

Last year the membersof the House

and Senate clearly understoodthat Campus-

based childcare is aWin-Win proposition.

1) It helps student parents stay in

per

college, graduateand find jobs they keep. 2) It helps children develop, learn and

succeed.And, 3) the success

of parentsand children

leads to powerful economic

benefits forall of society.

They knewthat campus

child care serves only a small per-

centage of the need and that, though Welfare reform rightly emphasizeswork, low-

income student parents find it increasinglydifficult to obtain child care support.

Campus programs are often theironly option.

But whilethere are thousands

of eligible colleges and universities,and tens of thou-

sands of student and childreneager to learn, the present

$5 million appropriation

will provide funding for only 50 or 60 campuses,according to Department

of

Education estimates.More than 1,500 institutions

requested copies of the grant

Please show your supp

Clearly, more is needed.

ort for student parents and their

application.

children.

APPROPRIATE$60 MILLION

FOR THE CHILD CARE ACCESS MEANS PARENTS

IN SCHOOLPROGRAM.

Child care on campusmakes a difference

to me because:

Signed

Address

10

28

ahead. The readers are scheduled to beginwork on June 6th and to finish beforeJune 14th. Beginning June 14th, and forthe following two to three weeks, theDepartment of Education will be commu-nicating in more detail with campus pro-grams whose proposals earned the highestranks. Notification of awards is plannedfor early July.

The other news to report regarding theCAMPUS Program, is that Cindy Brown isno longer the contact person in the Officeof Higher Education Programs. KarenJohnson, a long-time Department ofEducation employee with lots of experi-ence reviewing federal funding proposals,replaces Cindy and her contact informa-tion is listed below

Karen JohnsonUnited States Department of EducationOffice of Higher Education Programs1280 Maryland Avenue SW, Room 600Washington, DC 20202Phone: (202) 260-8255Fax: (202) 708-9271E-mail: Karen Johnson@ed.gov

Finally, although it is an extraordinaryaccomplishment to have secured thisamount of funding in the first year of abrand new federal program, we needthe full $60 million appropriation if alleligible colleges and universities are toreceive support. Remember to keepwriting to, calling and faxing your leg-islators and, if you can, members ofthe Committee on Appropriations(see page 9). E-mail me if you needsupport materials. BE SURE TOINVITE THEM TO VISIT YOURPROGRAM. There is nothing morepersuasive than having a legislatorsee the full value and richness of acampus-based child care programin action. Let them talk with theparents and spend time with thechildren. Show them the researchon graduation rates and the long-term benefits for children and theeconomy. And remember, if wedon't receive an increased appro-priation for next year, only thosewho are selected in this roundwill be funded.

All the best, and keep up thegood work!

NCCCC Public Policy Committee Questionnaire

An important part of what NCCCC does for its members is to advocate on behalf of issues impacting on campus-based children's programs. This is the responsibility of the Public Policy Committee. To assist us in providing themost effective advocacy for campus programs, we are requesting your help in filling out this questionnaire.

Please rank the following issues:

3 = strongly agree2 = moderately agree1 = disagree.

Which of the following issues would you like to see NCCCC advocate for?

National child care fundingChild care regulationsChild care quality issuesSalariesHow to advocate for your program on campus

List and rank below other issues would you like to see us advocate on behalf of?

Other. Describe

Other. Describe

Other. Describe

Which of the following public policy services would you like to see NCCCC provide:

Background research on the effectiveness of campus based child careTools to assist us in advocating on behalf of the issues listed aboveSample lettersDescriptions of the key issuePhone numbersAssistance in facilitating campus visits by legislatorsForwarding of advocacy information from other organizations

List and rank below other public policy services would you like to see NCCCC provide:

Other. Describe

Other. Describe

Other. Describe

NCCCC enthusiastically welcomes the participation of its members on committees.If you would like to become a member of the Public Policy Committee, please contact:Todd Boressoff, NCCCC Public Policy Chair, BMCC Early Childhood Center, 199Chambers Street, New York, NY 10007. (212)346-8260. Tboressoff@aol.com

n 29

C2ilnapus Llli CO.TC NEWSNational Coalition for Campus Children's Centers122 S. Michigan Ave., Suite 1776Chicago, IL 60603

First ClassU.S. Postage

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Contact Vita Bates 708.974.5729Fax: 708.974.0974

e-mail: Bates@moraine.cc.il.us

Charting Our Coursefor the 21st Century

APRIL 13-15, 2000

3012

OCUDIBEIR 1999VOL. 14 MO. 3

The "Ten Commandments of Quality";a Primer for Campus AdministratorsBy Jane Thomas, NCCCC Emerita

In July 1999 I was thekeynote speaker at the summerinstitute of the NationalAssociation of College AuxiliaryServices (NACAS) at ColoradoState University in Fort Collins,CO. The institute's theme was:"Alternative Models to ProvidingQuality Campus Child Care"and my keynote was entitled"Quality Comes in DifferentShapes and Sizes." Jo Copeland,NCCCC Past President, and Ialso participated in a panel dis-cussion that explored differentmodels of providing high quali-ty campus child care.

The majority of participantswere campus administrators(vice presidents of finance orbusiness and presidential assis-tants) and program directors ordeans (of facilities, recreation,contracts, housing, studentdevelopment, adult learningprograms, development, mar-keting, etc.) with only a sprin-kling of early childhood facultymembers and campus children'scenter directors. Except for theearly childhood faculty and cen-ter directors, most were unfa-miliar with what constituteshigh quality child care program-ming. I was charged with moti-vating them to operate highquality centers, and helpingthem to understand their role insuch an undertaking.

The principles that I put forthI call my "ten commandments ofquality", and they form the basisof this article. They will not benew to you, as early childhoodprofessionals. The hope is thatthey will be of assistance toadministrators and others youwork with on campus, and willhelp to ensure that children's cen-ters associated with college cam-puses are of the highest quality.

Ten Commandmentsof Quality

1. The education and expe-rience of your director or coor-dinator matters. Whether youhire the individual directly, orcontract with an outsideprovider, the education ofthose who operate your centershould be specific to earlychildhood education and/orchild development. The field ofearly childhood education isdeveloping so fast that it is crit-ical to have a specialized edu-cation in order to provide adevelopmentally appropriate

program. Sociology, education-al psychology, or elementaryeducation are related, but arenot focused on the care andeducation of children frombirth through age 9. It is alsoimportant for directors to haveexperience and/or education inbusiness and personnel manage-ment, both of which are criticalto the operation of a successful,high quality program.

2. True professionals areprofessionally connected andinvolved. When you select

continued on page 4

President's ColumnBy Debra Carlson, NCCCC President

"Sometimes we get so overwhelmed by the problems of todaythat we forget the promise of tomorrow."

Hubert H. Humphrey

I hung a newspaper photo on our parent bulletin board theweek of August 9th. The uniformed LAPD officers in the photowalking with toddlers and preschoolers could have been a photoof a 'community helpers' center theme and visit. The reality how-ever was the scene of yet another act of hatred-the shooting ofcaregivers and children at the North Valley Jewish CommunityCenter in Los Angeles. We now know this shooting was carriedout by a hateful person believing some people are superior andothers deserving of annihilation.

As I challenged our center's community members, so I chal-lenge us all. In 'campus child care programs we are in a uniqueposition to teach children about tolerance and acceptance. Wemust do this daily. We MUST actively respond to discriminatorybehavior when we encounter it in our programs. In order to cre-ate early care and education programs where every child and staffmember is valued, we must help children learn to embrace andappreciate "otherness".

When you try to interrupt discriminatory behavior in yourprograms, begin by NOT ignoring it, advises Stacey York in her1998 book Big As Life. Don't let an incident pass without remark.To do so gives the message that you are in agreement with suchbehavior or attitudes, says Patricia DeRosa, in Cultural Links: AMulticultural Resource Guide.

By enhancing young children's emotional and social intelli-gence, we are truly focusing on 'the promise of tomorrow', and allthat young children bring to that promise. As teachers in a

31continued on page 11

Election News

This is the time of year when we intro-duce the candidates for the GoverningBoard of NCCCC. Each candidate haswritten briefly about why she wants toserve on the board. As you read the follow-ing statements, think about the type ofboard representation that you want - andthen be sure to vote when the ballots aremailed to you in December!

Denise Buthion, ChildDevelopment Center,Oklahoma StateUniversity, OK

I have been a memberof the NCCCC since Iaccepted the position atthe Oklahoma CityCampus Child Development Center in1993. I enjoy and support the organiza-tion's mission because it strives to bringour profession to the cutting edge of what'shappening in our field. The advocacywork we are undertaking is one of themost efficient and powerful tools we have.

The energy that comes from this group ofprofessionals is positive and encouraging,as we seek to find new ways of learning,understanding, networking, collaborating,and balancing our lives. No other groupexemplifies the true principles of earlychildhood practices like the NationalCoalition for Campus Children's Centers.If I am elected, I will bring my experienceand knowledge to this group of leadersand enhance this organization's continuedsuccess. It would be an honor and a privi-lege to serve on the board!

J. Bridgid Cortright,Children's EducationCenter, CatholicUniversity of America,D.C.

I am nominatingmyself to run for theposition of board mem-ber of NCCCC. I have been the directorof the Children's Education Center at TheCatholic University of America, for eight

San Francisco Conference Was a Successby Fran Roth, Conference Chair

NCCCC's annual conference that was held in San Francisco, April 28 to May 1,1999, was a great success! Attendance hit a new high of 323 participants and theambiance of the Radisson Miyako was so peaceful, one could almost imagine being inJapan. The lovely gardens, the deep tubs, and the accommodating staff all contributedto making it a wonderful experience.

The workshops were professional and relevant to campus centers. Most popularwere those addressing administrative issues such as staff development and conflict res-olution, and the presentations on environment design. The member forum that washeld after Saturday's breakfast was a well-received replacement for the plenary session,and will be incorporated into future conferences. It is an excellent way for the generalmembership to have their voices heard. Board members listened, and made notes of,members' concerns and ideas, and will incorporate them into long-range planning forthe Coalition.

There was a lively meeting of affiliate group members, convened by BerniceGarner, who is the Board liaison to these groups. The discussion explored ways inwhich these local groups contribute to the NCCCC's mission, ways in which NCCCCcan support the groups, and what they should be called. Notes of the proceedings willalso guide the Board's actions on behalf of these energetic, local organizations that pro-vide an effective way for members to network with others close to home. There willbe time and place set aside for other such meetings and events at future conferences,and the groups are most likely to be called Chapters.

Planning for Conference 2000 is well under way and will build on suggestionsfrom evaluations of the San Francisco conference. See you all in Chicago!

2

years, but my background includes adegree in American Government fromHarvard-Radcliffe University and a Masterof Higher Education Administration fromThe Catholic University of America.

I offer as qualifications and assets 25years in higher education, including posi-tions administering both daycare and stu-dent employment (an integral part of anydaycare operation in any college or univer-sity), and valuable experience helping toorganize and run the highly successful1997 NCCCC conference in Washington,D.C., where our center was one of threeshowcased. Have experience, will travel!

Gayle L. Dougherty,Children's Center,Colorado College, CO

I am pleased to benominated as a candidatefor the NCCCC Board.During the past eightyears as director of acampus children's center, NCCCC hasbeen an invaluable part of my experience.The organization has provided me withtremendous support, advocacy opportuni-ties, valuable resources and a wonderfulnetwork of colleagues. I particularly lookforward to assisting other directors as theylearn about the various intricacies of cam-pus child care. I strongly believe thatcampus centers must be positive modelsfor excellence and leaders in our commu-nities and in the field of early childhoodeducation.

My experience as the director of anaccredited campus program, validator forNAEYC, and involvement in many localearly childhood initiatives and programs,provide a strong background that willallow me to contribute to the organizationthat has been invaluable to my profession-al growth. Quality early education is suchan important factor in the lives of themany children and families who rely oncampus services. I believe our organiza-tion must constantly strive to meet thoseneeds and to do so in a manner thatenriches the profession as a whole.

Susan Gerrity, ChildDevelopment Center,Aquinas College, MI

I am pleased to havebeen nominated for theNCCCC board. Thisorganization has beenvery helpful to me as theDirector of the Aquinas College ChildDevelopment Center. This was a new posi-tion for me, and the workshops that Iattended at the conference in Minneapolisin 1990 increased my understanding ofthe responsibilities and challenges of beinga Director. The support I have receivedfrom the people I've met at NCCCCConferences and at State Affiliate meet-ings, and the NCCCC publications havehelped me to meet those challenges. Ihope that by being a Board Member I cangive something back to the organizationand act as a support for both new and sea-soned Directors.

As one of the original members of theMichigan CCCC, I served as the member-ship chairperson in our early develop-ment. We continue to meet as a stategroup as well as in regions, while we sup-port each other in our own growth anddevelopment as Directors and advocatesfor quality childcare on our campuses.

Barbara Mezzio,Children's Center,Mesa CommunityCollege, AZ

NCCCC has providedme with support, direc-tion and growth since Iattended my first confer-ence over ten years ago. I would like theopportunity to give back to the coalitionand its members by serving on the board.Children's centers play an important roleon college campuses and, although theirpurposes vary from service-oriented toeducation and training programs for newprofessionals, they all have in common therole of providing models for the largercommunity. As colleges and universitiesrapidly change the way they educate andserve students, it is essential that we con-tinue to work together to ensure campuschildren's programs are of the highestquality.

My leadership experiences on a collegecampus and in the early childhood com-munity will benefit the governance ofNCCCC. I have been actively involved in

and committed to NCCCC, includingalmost 10 years of active membership, reg-ular conference attendance, and co-chair-ing the 1995 conference in Phoenix. In1996 I was honored to be selected the firstNCCCC Director of the Year. My associa-tion with NCCCC has been one of the bestparts about directing a campus child carecenter and it would be a great honor toserve on the Board.

Marion F. Newton,SystemAdministration, StateUniversity of NewYork, NY

I am pleased to runfor another term on theNCCCC Board to contin-ue my involvement with the exciting andchallenging evolution of this organization.I bring a unique perspective, as the coordi-nator of a network of 52 campus children'scenters located on the 64 campuses of theState University. My experience in earlychildhood classrooms, and as a campuschildren's center director, enables me toprovide technical assistance & support toa large group of directors, who are oftenvery isolated on their campuses. In manyrespects, this is the kind of role thatNCCCC plays with its members, and it's arole that I really enjoy.

I have also really enjoyed my role aseditor of the newsletter, as it gives me aunique ability to connect with membersthroughout the country These are excitingtimes for campus child care, and for earlychildhood education in general. I look for-ward to continuing to work with thisdynamic and committed group of profes-sionals to help bring NCCCC into the 21stcentury as a vibrant and vital professionalorganization.

(IS

Earline Powell,Meramec CampusChild Care Center, St.Louis CommunityCollege, MO

I am honored to be anominee for the NCCCCboard. It would be arewarding experience to be a part of agroup that represents the highest qualitychild care programs in the nation. I

believe that much of the success of pro-grams run by our members can be attrib-uted to the research, training, advocacy

3 3 3

and support provided by NCCCC. I havebeen a member for four years, and I creditthe organization with providing me help-ful information about campus survivaltechniques and understanding campuspolitics.

I would like to assist the board in mov-ing toward a higher level of involvementwith diversity and inclusion in its mem-bership and program activities. I wouldalso like to encourage the organization toplay a major role in increasing maleinvolvement in the field. I am also inter-ested in expanding advocacy activities toinclude more parents; they could beincluded in our visits to capital hill, andwe could provide a platform for them tospeak out.

I welcome the opportunity to serve onthe NCCCC board, and know that myideas, hard work, and dedication to highquality care for children and families willbe an asset to the organization.

NCCCCon the InternetVisit our web site at:http://ericps.crc.uiuc. edu/n4c./n4chome.html

We hope you will subscribe to ourdiscussion group, CAMPUSCARE-L,and actively initiate and monitor con-versations with other early childhoodcampus child care professionals on aregular basis.

To subscribe to CAMPUSCARE-L,send an e-mail message to:listserv@postoffice.cso.uiuc.edu

Leave the subject line of the messageblank. In the body of the message,type: subscribe CAMPUSCARE-LYour-first-name Your-last-name in thefirst line of the message area and sendthe message. Do not add your signa-ture. You will be notified that youhave been added to the list and willbe provided with additional informa-tion at that time. Once you have sub-scribed to the discussion group, sendmessages that you want all list mem-bers to read to: CAMPUSCARE-L@postoffice.cso.uiuc.edu.

The "Ten Commandments of Quality";a Primer for Campus Administratorscontinued from page 1

someone to operate your center, ask whatprofessional organizations they are activelyinvolved in. NCCCC might be a stretchunless they are working on another cam-pus, but the National Association for theEducation of Young Children (NAEYC) isa must. Ask if their membership is active,if they attend conferences and make pre-sentations. If your candidate doesn't knowabout the organization, doesn't think it'simportant, or says, "I don't now but I willif I get this job," think carefully. NAEYC isthe largest (with over 100,000 members)and most highly respected early childhoodprofessional organization, and anyone inthis field should be a member. NAEYC haslocal and state affiliates in most parts ofthe country, so most members have theopportunity for involvement on a locallevel.

3. Knowledge of and commitment tocenter accreditation is a must. Statelicensing of child care facilities is requiredin most states, but these regulations onlyensure compliance with minimum levelsof health, safety and staffing standards.Center accreditation is voluntary, and con-notes quality. One of the best knownaccrediting bodies is the NationalAcademy of Early Childhood Programs,which is a division of NAEYC. It addressesquality with well-researched, nationallyaccepted criteria. I would not put my cen-ter into the hands of anyone who is notcommitted to accreditation. Be skeptical ofcandidates who are completely unawareof, or unfamiliar with, this indicator ofquality.

4. The old adage "you get what youpay for" applies to campus child care.Your center is an investment for your insti-tution: the more resources it invests, thebetter program you will have. I recentlyheard Senator Edward Kennedy mentionthe children's centers on U.S. militarybases. These programs are now among themost consistently high in quality becausethe military is providing significantamounts of money to help with the costsof operating them. Dr. Lilian Katz, a pastpresident of NAEYC and an internationallyrespected early childhood professional,says that there are two main indicators ofhigh quality: 1) good teacher salaries, and2) low turnover of teachers. The child

care industry historically has been built onthe backs of underpaid teachers. It is awell-researched fact that, in the UnitedStates, the zoo employees who sweep outanimal cages are better paid than thosewho care for human infants during themost sensitive months and years of theirdevelopment. Look at what your institu-tion pays at all levels: faculty, administra-tive assistants, secretaries, and mainte-nance workers. If you want child care cen-ter employees with associate, bachelor ormasters degrees, and significant levels ofexperience, it will be necessary to providesalaries and benefit packages that are com-parable with those of other professionalson campus.

5. "Adjunct (part-timers) disease" issweeping our colleges and universities as amoney saver. It doesn't work in a chil-dren's center. Children require consistent,loving attention from the adults who carefor them. Your center needs a core of dedi-cated full-time employees. Good, well-qualified teachers will often work for youpart-time to get your institution's name ontheir resume, or until something better isoffered to them. Teachers who are notgood, will often work part-time for you asa last resort. Don't get me wrong, all cam-pus children's centers employ part-timers,including work-study students and stu-dent interns, who are a wonderful andvital part of the staff. An experienced,qualified and stable full time staff is, how-ever, critical to the operation of a highquality children's center.

6. Multi-source funding is the key toadequately supporting your center. Youcan't operate a quality center on parentfees alone. In order to do so, you have toset your fees so high that you eliminatestudent parents, and lower income collegeemployees. To implement a sliding feescale, you need to research a variety offunding sources. Some may exist withinyour institution, from the administrativeunit that operates your center (e.g. studentactivities or the academic departments thatplace students in the center). It is alsoimportant to research federal and statefunding streams and to approach localfoundations and corporations.

7. Explore partnerships both on andoff campus. If yours is a small institution,

44

without enough resources or demand forchild care, consider pursuing partnershipswith other entities. In the Chicago area, apartnership was recently formed betweena university and an insurance company.The center will be used as a laboratoryschool for the early childhood program atthe university, and employees of the insur-ance company will have access to highquality child care for their children. Youmight also approach your local head startprogram, hospital, or a local corporation.Be resourceful in your approach.

8. You center should tie into the mis-sion of your institution every way possible.Institutions of higher education generallyhave a tripartite mission involving educa-tion, service and research. Campus chil-dren's centers assist in all three aspects ofthis mission. Students are educated inteacher training programs, the children'scenter provides student teaching opportu-nities in early childhood education andfield experiences and observation sites forstudents in other academic disciplines(e.g. medicine, nursing and dentalhygiene, child psychology, sociology,architecture, landscape design, media,etc.) Students and faculty members canuse the children's center to conductresearch projects. Children's centers alsoprovide a wide range of child care services(full-time, part-time, flex-time, weekendcare, before and after school, duringschool holidays and summer vacation) forthe children of employees, students, andthe community. Be sure to document thevariety of ways in which the children'scenter helps the college or university meetits mission.

9. Early care and education is not a turfissue. Does your campus have an existinglab school that is part of an academicdepartment? Do you also have, or willyou soon start, a second program that ismore service oriented? In a 1995 surveythat I conducted, 32% of the respondentshad more than one program on campus.Fewer than half of those reported a collab-orative working relationship. High quality,developmentally appropriate early child-hood programs serve to educate and carefor young children, regardless of their sta-tus. Collaboration is a very fruitful use oflimited campus resources.

The "Ten Commandments of Quality"; a Primer for Campus Administrators

10. If your institution decides toout-source, do not give up control of thefactors that ensure quality. Stay involvedthrough board representation and collabo-ration with your early childhood depart-ment, if you have one. Design and executea good contract that is checked carefullyby your institution's attorney to ensurethat the children's center is of high qualityand responsive to the needs of your cam-pus. It should contain an escape clause incase you decide that the provider is notmeeting your needs.

I hope that these principles will be ofassistance to you, in one way or another.

Job PostingChildren's Center DirectorDepartment of HousingUniversity of Colorado, Boulder

The Children's Center is operated bythe Department of Housing, has a maxi-mum enrollment of 180 children, andserves university students, faculty andstaff. The Children's Center Director is aprofessional-exempt, full time, twelve-month position that reports to theAssociate Director of ResidentialEducation. The Director serves on thecentral staff leadership team for theDepartment of Housing, participates oncommittees within the university, andserves as the liaison to other Universitydepartments and programs that areinvolved with the center. The Director isresponsible for: implementing a develop-mentally appropriate high quality chil-dren's program; supervising the day-today operations of the center; training,supervising and evaluating the teachingstaff, student staff, and two AssistantDirectors; maintaining center licenses andaccreditation; monitoring the administra-tive and financial functions of the center,and communicating with parents.

Minimum Requirements: Bachelor'sdegree in Early Childhood Education orrelated field and two to four years experi-ence as Director or Assistant Director of achild care center of similar size.Experience should include: responsibilityfor building & front desk operations,enrollment & food program management,budget development, knowledge of the

One of the outgrowths of NCCCC's partici-pation in the NACAS summer institute is anew collaborative relationship betweenthese two professional organizations. Withsupport and nurturing, this could mark thebeginning of an important new connectionbetween campus children's centers andother groups of campus administrators.

NACAS is having its annual conferenceNovember 14-17, 1999 in Dallas, Texasimmediately following the NAEYC confer-ence in New Orleans. I will be making apresentation, with Sherry Cleary from theNCCCC Board, about program modelsand funding ideas for campus child care.

National Association for the Education ofYoung Children Accreditation process;and experience with IBM computer sys-tems including Excel and Microsoft Wordsoftware programs. Candidates must becertified in CPR and First Aid (or be will-ing to become so) and able to meet Stateof Colorado qualifications for the Directorof a child care center.

Preferred Qualifications: A master'sdegree and experience directing a campuschildren's center.

Salary: $44,000-$46,000 annually,commensurate with experience, and a fullbenefit package.

You may want to find out who on yourcampus will be attending that conference,and encourage them to be at our work-shop. Let's cultivate this newly developingrelationship.

A preliminary conference program andregistration materials can be obtained bywriting to: NACAS, PO. Box 870,Staunton, VA, 24402-0870. Phone: (540)885-8826; Fax: (540) 885-8355; E-mail:nacas@cfw.corn; Web site: www.nacas.org.

To apply: Send a current resume, letterof application addressing qualifications,and contact information for four profes-sional references to: Children's CenterSearch Committee, Attn: RickiHernandez. 40 Hallett Hall, Boulder, CO80310. Review of applications will beginOctober 11, 1999 and continue until theposition is filled.

The University of Colorado at Boulderis committed to diversity and equality ineducation and employment.

Campus Child Care NEWSVolume 14, Number 3 October 1999

Editor: Marion F Newton, State University of New York SystemAdministration, Albany, NY

Issue Editors: Sherry Cleary, University of Pittsburgh, Pittsburg, PAJo Copeland, University of Colorado, Boulder, CO

Campus Child Care News is published three times per year by the NationalCoalition for Campus Children's Centers, Inc., Headquarters Office: 122 SouthMichigan Avenue, Suite 1776, Chicago, IL 60603, Phone (800) 813-8207 and(312) 431-0013, Fax: (312) 431-8697, E-mail ncccc@smtp.bmai.com;Office contact: Kari Gilles.

Views expressed or implied in NCCCC News are those of the authorsand are not necessarily those of NCCCC.

5 35

Eighty-seven Colleges and Universities Receive Federal GrantsBy Todd Boressoff, NCCCC Public Policy Chair

On August 16, 1999 Vice PresidentGore announced the award of $4.9 millionin grants to 87 colleges and universities tohelp more low-income student-parentsattend college by providing them withcampus-based child care services. "Noparent," he said, "should have to choosebetween taking care of their children andfurthering their education."

The grantees are from 32 states andPuerto Rico, and include 46 public and 3private four-year institutions, and 36 pub-lic and 2 private two-year institutions. Ofthe 87 awards, 46% (40) were made tocolleges and universities who are membersof the National Coalition for CampusChildren's Centers. This is a very largeproportion since only about 13% of theapproximately 3,000 colleges and univer-sities in the country were members at thetime the applications were due.

Staff at the U.S. Department ofEducation reported that most of the appli-cations were of very high quality, with thecut-off score for winning grants in themid-nineties. If more funding had beenavailable, many more campuses wouldhave been awarded grants. The staff wasalso very pleased with the work of thereaders, many of whom were NCCCCmembers. "I look forward to conductingworkshops with the grantees on the fullgrant process in the very near future," saidKaren Johnson, director of the Child CareProgram.

"Let me send my deepest and heartiestof congratulations to the grant winners,"said Debra Carlson, President of theNational Coalition for Campus Children'sCenters. "We all know how extraordinari-ly capable campus child care directors are.It is gratifying, but no surprise, to see howwell they scored in this rigorous federalgrant process."

Securing funds for the Child CareAccess Means Parents in School programwas the culmination of years of work bycampus child care advocates around thecountry. None of it would have been pos-sible, however, without the work of theoriginal Senate sponsors ChristopherDodd -CT, Olympia Snowe ME, andEdward Kennedy - MA and the originalHouse sponsor: Constance Morella - MD.

Other sponsors included Senators MaryLandrieu LA, Tim Johnson - SD, DanielInouye - HI, Thomas Daschle SD, PaulWellstone MN, and Patty Murray - WAand House representatives Nancy Johnson- CT, Joseph Kennedy II MA, MarkGreen - WI, David Price - NC, SheilaJackson-Lee TX, Lynn Woolsey - CA,Diana DeGette, CO. Many hearty thanksto each and every person who played apart in this victory for campus child care!

The Child Care Access Means Parentsin School Program enabled each college oruniversity to apply for up to one percentof the amount of its prior year Pell grantexpenditures, provided there were a mini-mum of $350,000. Grant funds are to beused to start-up, expand or operate cam-pus child care programs and recipientswill receive the awarded amount each yearfor four years.

The 87 winning colleges and universi-ties are listed below, in alphabetical orderby state. National Coalition for CampusChildren's Centers members are highlight-ed in italics.

Alabama: Auburn University, $47,860.California: San Joaquin Delta Community,$74,753; Yosemite/Medesto JuniorCollege, $41,000; University of Californiaat Los Angeles, $159,486; Hartnell

Community College, $19,034; University ofCalifornia at Santa Cruz, $55,937; HumboldtState University, $53,232; CaliforniaPolytechnic State University, $73,040;Butte-Glenn Community College, $59,535;West Hills Community College, $20,594;California State University, $118,176;California State University at Fullerton,$40,965; Long Beach City College,$97,785. Colorado: Aims CommunityCollege, $16,880; University of NorthernColorado, $31,400; Red Rocks CommunityCollege, $12,364; Florida: University ofFlorida, $122,670, Broward CommunityCollege, $94,606; Florida Gulf CoastUniversity, $10,000; Central FloridaCommunity College, $27,925; Miami-Dade Community College, $288,146;University of South Florida, $124,994.Hawaii: University of Hawaii/HonoluluCommunity College, $10,242. Iowa: DesMoines Area College, $36,075. Idaho:College of Southern Idaho, $28,821. Illinois:

63R

Chicago State University, $84,580; TritonCollege, $20,000; Southern IllinoisUniversity, Eva $110,000; Indiana:University of Southern Indiana, $28,011;

Indiana University, $10,000. Kentucky:Murray State University, $35,291;University of Louisville, $60,000; BereaCollege, $22,656. Louisiana: GramblingState University, $82,465; Maryland:Montgomery Community College, $58,045.Michigan: Grand Rapids CommunityCollege, $28,500; Wayne State University,$75,000; Michigan State University,$102,402; Lake Superior State University,$12,633. Missouri: University of Missouriat St. Louis, $33,180. Mississippi:University of Southern Mississippi,$81,790. Montana: University ofMontana, $10,300; Blackfeet CommunityCollege, $10,000; Montana StateUniversity B Northern, $17,759. NorthCarolina: University of North Carolina,$37,000. New Mexico: Northern NewMexico Community College, $14,860.Nevada: Community College of SouthernNevada, $38,000; University of Nevada atReno, $23,385. New York: Borough ofManhattan Community College/CUNY,

$201,603; Columbia University, $23,000,New York City Technical College/CUNY,

$137,000; Monroe Community College,

$64,413; University of New York atBinghamton, $56,060; Hudson Valley

Community College $36,000; SUNY Collegeat Brockport, $38,000; College of StatenIsland/CUNY, $68,741; Brooklyn

College/CUNY, $108,725; Hostos Community

College/CUNY, $81,708. Ohio: HockingCollege, $25,625; College of Mount St.Joseph, $10,000; Shawnee State University,$29,750; Oregon: Linn-Benton CommunityCollege, $22,500; Portland CommunityCollege, $46,128; University of Oregon,$53,460; Pennsylvania: Indiana Universityof Pennsylvania, $73,602; PennsylvaniaCollege of Technology, $31,200;

Northampton Community College,$16,086. Puerto Rico: ColegioUniversitario del Este, $72,402. SouthCarolina: University of South Carolina,$16,240. South Dakota: University ofSouth Dakota, $32,350. Tennessee: EastTennessee State University, $61,788;University of Tennessee, $61,000. Texas:

Austin Community College, $38,417;North Harris Montgomery CommunityCollege, $58,000; El Paso CommunityCollege, $197,000; Palo Alto College,$47,000; Southwestern Texas JuniorCollege, South Dakota, $35,378; Texas A& M University, $94,164; HoustonCommunity College System, $154,440.Virginia: Northern Virginia CommunityCollege, $50,000; Mountain Empire

MEMBER KUDOSCongratulations to Joan Barrufi,

Director of the Children's LearningCenter, and Sue Maifield, Coordinatorof the Early Childhood Program, atMcHenry Community College, inCrystal Lake, IL. They collaborated tocreate The Discovery Company; a suc-cessful summer camp program for chil-dren. The Discovery Company Projectwas the result of a collaborative effortbetween the Children's Learning Center,Continuing Education and the EarlyChildhood Education Program. Theprogram achieved the following: it pro-vided 59 kindergarten through thirdgraders from the community with a 2-week summer camp experience, and itprovided work for Children's LearningCenter teachers when the facility wasnot open. The children enrolledthrough Continuing Education and thefees charged paid the teachers salaries,supplies were purchased and the sur-plus was split 50-50: $1,000 forContinuing Education and $1,000 forthe Children's Learning Center.

Shelley Levin of OaktonCommunity College in Des Plaines, ILis chair of the NationalIntergenerational Caucus ofEarly ChildhoodProfessionals. She wasrecently invited to repre-sent the United States at aninternational conference inthe Netherlands. The con-ferees are working on mak-ing an impact on socialchange through intergener-ational programs.Although unable to make itto the Netherlands, she wasable to be part of a panel pre-

Community College, $28,000;Washington: High line CommunityCollege, $27,963. Wisconsin: Universityof Wisconsin-Stevens Point, $31,130;University of Wisconsin, $61,800;University of Wisconsin Oshkosh,$28,350. West Virginia: MarshallUniversity Research, $59,600. Wyoming:University of Wyoming, $10,000.

sentation in Topeka, KS addressing thetopic of shared-site intergenerationalprograms. She will also present theIllinois licensing regulations that shehelped to develop.

Dr. Nancy E. Sayre, Board Member,was promoted to full professor atClarion University, in Clarion, PA. Sheis a member of Clarion University'sEducation Department, Chair of theEarly Childhood Committee, andExecutive Director of the Earl R. Si lerChildren's Learning Complex.

Jane Thomas, former president ofNCCCC retired in May from her posi-tion as professor of Early ChildhoodEducation and Coordinator of theChildren's Center at William RaineyHarper College in Palatine, IL. She wasawarded Professor Emerita status. Janewas the keynote speaker and a panelistat the summer institute of the NationalAssociation of College AuxiliaryServices, at Colorado State University inFort Collins in July. The institutefocused on campus child care issues(see article on page 1).

p.-

Dr. Nancy Sayre with NCCCC President Debra Carlson andPast-President Jo Copeland at dinner during the summerBoard meetings in Chicago.

7 37

NCCCC BoardMembers

PresidentDebra Carlson

St. Cloud State UniversitySt. Cloud, MN 56301

Past-PresidentJo Copeland

University of ColoradoBoulder, CO 80302

SecretarySandi Schwarm

University of Southern CaliforniaLos Angeles, CA 90007

TreasurerJill Uhlenberg

University of Northern IowaCedar Falls, IA 50613

Vita BatesMoraine Valley Community College

Pales Hills, IL 60465

Todd BoressoffBorough of Manhattan

Community CollegeNew York, NY 10007

Sherry ClearyUniversity of PittsburghPittsburgh, PA 15213

Bernice GarnerForest Park Community College

St. Louis, MO 63110

Pam KisorCalifornia State University

Los Angeles, CA 90032

Marion NewtonState University of New York

System AdministrationAlbany, NY 12246

Lucille OddoState University of New YorkStony Brook, NY 11794-4000

Frances RothSan Jose State University

San Jose, CA 95112

Nancy SayreClarion UniversityBoyers, PA 16020

Gail SolitGallaudet University

Washington, DC 20002

NCCCC's First Three Directors of the Year Talk about Their Awards

In this issue, as we send out a request fornominations for Director of the Year, wethought it would be interesting for you toread about past recipients' experiences sincereceiving the award. Perhaps these testimo-nials will inspire you to nominate one ormore of your colleagues by filling out andreturning the form on the facing page.

1996 Director of the YearBarbara Mezzio, Mesa CommunityCollege, AZ

As a recipient of the Director of theYear Award from NCCCC, I was showeredwith special dinners, letters and cardsfrom both the internal campus and exter-nal community. I received national recog-nition from my hometown, and from othermembers of NCCCC. The campus recog-nized the award by honoring me at theEarly Childhood Luncheon which is host-ed by the President of the college everyyear. There was also a write-up in the cam-pus newspaper, and the president took itto the Maricopa Community CollegeBoard meeting for recognition. The awardhelped the college to view me as an"expert" and professional in the field ofEarly Childhood Education. Four yearslater, administrators still refer to the awardwhen acknowledging the Children'sCenter or introducing me.

Although there was so much formal

recognition, the best part of the award forme was the nomination itself and the let-ters written in support of it. They helpedme to realize that many people (parents,staff, peers, and supervisors) truly respectand value the work that we do for childrenand families. This is something that does-n't seem to come easily for children's cen-ter directors on college campuses. Theaward helps motivate me to continue thework through some of the more difficulttimes, and I feel very lucky to have been arecipient of the Director of the Year ofNCCCC.

1997 Director of the YearVita Bates, Moraine Valley CommunityCollege, IL

Without a doubt, receiving the NCCCCDirector of the Year award was the high-light of my professional career. To havebeen nominated by my peers was anhonor! Those members of the faculty andstaff that wrote letters in support of mynomination became closer and more awareof the center. The Children's LearningCenter received a lot of recognition, andour program has became a source of pridethat the president and administratorswould refer to when they announced thatthe director had received such a presti-gious award from a national organization.The college issued press releases and the

college president and board of trusteesacknowledged my work and the value ofquality child care on campus.

1998 Director of the YearSara Johnson, San Francisco StateUniversity, CA

I was so proud to hang NCCCC'sDirector of the Year award in my office.Just knowing that my peers found timetheir busy schedule to nominate me meantso much! When I returned from the con-ference, award in hand, my co-workerssurprised me with a celebration duringour retreat, and letters of appreciationcame from my campus president and col-leagues. It was another unexpected plea-sure when so many folks called to congrat-ulate me after reading about my award inChild Care Information Exchange.

Those of you who have been workingin this field since the 1970s know what arare and exhilarating feeling it is to haveone's work acknowledged and appreciated.With this recognition, I continued to lookfor ways to improve the quality of care andcare giving on our campus. I'm pleased toreport that my efforts helped improvewages for our professional staff and addedvaluable open forum meetings for parents,teachers and center administrators. Onbehalf of myself, and future award recipi-ents, thank you NCCCC.

POLICY ALERT!New Federal Regulations Prohibit the Use of Passenger Vans for the Transportation of Preschool-aged ChildrenBy Gail Solit

Many child care programs across the country use 10 -15 passenger vans to transport preschoolers to and from schools and childcare centers, especially those that provide before and after school care. As these vans need to be replaced, child care personnel willnot be allowed to buy or lease new ones for this purpose. A new federal law prohibits automobile dealers from selling or leasing 10 -15 passenger vans to schools or child care centers who use them to transport preschool-aged children. The National Highway TrafficSafety Administration (NHTSA) has determined that it is safer to transport preschool-aged children in school buses.

Though everyone in the field agrees that the most important aspect of transporting young children needs to be safety, there issome confusion and concern about the new NHTSA regulations. There is worry that child care centers will not be able to affordschool buses, and may keep their vans longer than is safe. There is concern that child care centers will not be able to find, or affordto hire, appropriately licensed drivers for school buses. These and other concerns may create problems for programs that providethis type of transportation. Ms. Lynn White, the Executive Director of the National Child Care Association, Inc. (NCCA), has takenthe lead in working with NHTSA to address these concerns and in trying to create safe, and more affordable, solutions to this issue.For more information, you can contact Ms. White at NCCA, Inc., 1016 Rosser Street, Conyers, GA 30012, or go to NCCAs web site:www.nccanet.org.

The National Highway Traffic Safety Administration has written very specific guidelines for the safe transportation of preschool-age children in school buses, which became available in February 1999. These guidelines include specifications for child safetyrestraint systems (including proper installation with safety belts) appropriate design of school bus seats, bus evacuation methodsand other recommendations. The guidelines can be found on the following web site: www.schoolbusfleet.com and should be veryhelpful for campus child care centers that use school buses to transport preschool-aged children.

8 38

NCCCC Director of the Year GuidelinesPurpose: To promote campus child care through an annual award that acknowledges an outstanding campus child care director,rewarding excellence, providing further benefit to NCCCC members and publicizing the field to institutions, professional societies andthe general public.

Description: One campus children's program director will be named the 1999 NCCCC Director of the Year. Directors receivingHonorable Mention awards will receive a letter of commendation from the NCCCC President (with a copy to the president of their insti-tution).

Award: The Director of the Year will receive the following: an engraved plaque; letter of commendation from the NCCCC President(with a copy to the president of the recipients institution); one conference admission to the next NCCCC annual conference; a pressrelease to the Chronicle of Higher Education and local media; a brief profile in the next NCCCC Newsletter.

Eligibility. Only current NCCCC members in good standing will be eligible. Current Board members and Director of the YearCommittee members are not eligible.

Timeline: Awards will be presented at the Coalition's 1999 annual conference.

Nominations: Nomination will be accepted from anyone affiliated with an institution having a campus program for children. Onlycompleted applications received by the deadline will be considered. NCCCC retains the right to reject any application and not to makeany award in a specific year. Nominations MUST include the following to be considered: 1) completed Nomination Form, 2) a mini-mum of two letters of institutional support (can include faculty, Deans, parents from the center, campus administrator, for example),and 3) one letter from the director of a children's center. One letter MUST be from a current NCCCC member.

NCCCC DIRECTOR OF THE YEAR NOMINATION FORM

Directions: Type or print clearly. Please complete the entire form, attach with letters (see Guidelines) and return to the address below.Nominations MUST be postmarked by FEBRUARY 25, 2000

NCCCC Director of the YearStony Brook Child Care ServicesBuilding C, Daniel Webster DriveStony Brook, NY 11794-4000Phone: (516) 632-6930 Fax: (516) 632-9419

Name of Director Name of Institution

Address of Institution:

Name of President of Institution:

Work Phone: Fax:

E-mail: Name of Children's Center:

Name of Nominator:

On a separate sheet of paper, address the following questions:

1) Why are you nominating this director?

2) Briefly Describe their Program.

3) What is this Director's most unique feature?

4) What evidence can you provide of the quality of this director's work?

9 39

Join NCCCC at NAEYC in New Orleans!

NCCCC members and board members will bemaking a number of presentations and hosting anumber of events during the course of theNAEYC conference. Summaries of these eventsare provided below. Come join your campuschildren's center colleagues! All sessions will beheld in the Mortal Convention center, unless oth-erwise noted.

WEDNESDAY, NOVEMBER 10Child Care Information ExchangeNetworking ReceptionLe Meridien New Orleans Hotel9:00 - 11:30 PM

Join CCIE and its co-sponsors: NCCCC,the National Child Care Association(NCCA), the Association of Work/LifeProfessionals (AWLP), and Child Care inHealth Care (CCHC) for refreshments andnetworking with your colleagues.

THURSDAY, NOVEMBER 11Making Change Work for Everyone: Re-creating Center Culture, Management,and Board GovernanceNancy Witt & Tanya SwezeyChildren's Center of the StanfordCommunity, CA10:00-11:00 AM

Change can be empowering for everyoneat all levels of Center function, but it mustbe well planned and meticulously thoughtout! This workshop will address the issuesin Center management, separation of gover-nance and staff relationships that often affectCenters or agencies with long-term staff anda long colorful history. Topics to be coveredinclude: Recognizing Problematic CenterCulture and Governance, Making theCommitment to make it Work, Strategies forChange, Models in Non-Profit Excellence,Community Building for CenterCohesiveness, Center Communication,Strategies for Bringing and Keeping Staff onBoard, Circles of Management, HelpingEveryone Find a Place, and Rules ofConduct.

The Children's Center of the StanfordCommunity was a finalist in the ChevronAward for Excellence in non-profit gover-nance. Quality governance and total centermanagement is a key ingredient to the quali-ty of services we provide families and chil-dren, and allows on-floor staff the opportu-nity to concentrate more fully on program-ming and the administrators the ability towork effectively.

Men in Early Care and Education:Emerging Issues From the Perspectivesof Male Students, Teachers, andAdministratorsMark Bittner, University ofWyoming , Laramie, WY11:30 AM - 12:30 PM

The presenter will share findings from anon-going project that supports men enrolledin teacher education programs at theUniversity of Wyoming. The men involvedin the project are at varying levels of exper-tise within the early childhood/educationfield or profession. The presenter will alsoshare ideas developed from this group to:

strengthen interdisciplinary early child-hood education programssupport men in the early childhood fieldraise awareness for the need for more menworking with young children.

Workshop participants will be asked toprovide feedback about male involvement inthe early childhood profession in their par-ticular geographic areas.

The Health of Adults Who Work inChild Care Settings: Assessing PhysicalDemands and Writing Essential JobFunctionsAnne Claffey & Rene Gratz, Universityof Wisconsin Milwaukee, WI2:30 3:30 PM

Teachers who work with very young chil-dren do a great deal of bending, lifting, andsitting on the floor or in child-size chairs,which can lead to back strain and injuries.This presentation will provide information

Calling All NAEYC PresentersERIC/EECE is interested in contacting NAEYC presenters about submitting copies oftheir presentations for possible inclusion in the ERIC database. If you can, bring twocopies with you to NAEYC and stop by Exhibitor Booth # 913 to drop them off, orsend them to: Acquisitions, ERICJEECE, Children's Research Center, University ofIllinois, 51 Gerty Dr., Champaign, IL 61820-7469. If you have questions, please callKaren Smith at (800) 583-4135, e-mail: ksmith5@uiuc.edu.

10 40

about defining job functions, including theamount of weight a child care worker needsto be able to lift when working with childrenwho need to be carried, have their diaperchanged, and lifted into highchairs, etc. Thepresenters will also discuss the ADA andother essential job functions.

One-On-One DialogueVita Bates, NCCCC Conference 2000 Chair5:30 7:00 PM

Come learn more details about NCCCC'snext annual conference "NCCCC in theWindy City: Charting our Course for the21st Century" that will be held April 12-15,2000 in Chicago, IL.

FRIDAY, NOVEMBER 12Child Care Administrative Software:Choosing Well And Choosing WiselyAccording To Your Program's UniqueNeedsMichael Kalinowski, Universityof New Hampshire8:30-9:30 AM

Administrators find themselves withincreasing numbers of children, greater fam-ily diversity, more reporting requirements,and more stress about budgets and financ-ing. Child care administrative software pack-ages may help streamline the collection andanalyses of information, so that directors arebetter able to generate reports, track childrenand families, predict both income andexpenses more precisely, and ask "what if'questions about future program, staffing,and facility modifications. This session isdesigned to help administrators determine ifsuch packages would be useful for their pro-grams, and suggest a method for determin-ing the most appropriate package.

Staging a Quality Child Care Program:an Intergenerational Team ModelDr. Sally Newman & Thomas B. Smith,University of Pennsylvania, Pittsburgh, PA;Dr. Elizabeth Larkin, University of FloridaSarasota, FL; and Shelley Levin, OaktonCommunity College, Des Plaines, IL1:30 - 3:30 PM

This session will describe a research pro-ject conducted by Dr. Newmann & Dr.Larkin that studied the complementarybehaviors of older, less trained workers andthose of more professional teachers in childcare settings. Six host sites (University ofPittsburgh, Yale University, Washburn

University, Colorado University, WheelockCollege, and Oakton Community College)each identified three local centers to partici-pate in the study. Findings of the 18-monthproject, a practitioner's manual and accom-panying video will be shared with partici-pants.

Networking ReceptionCo-sponsored by NCCCC, the NationalOrganization of Child DevelopmentLaboratory Schools (NOCDLS), theAmerican Associate Degree Early ChildhoodEducators (ACCESS), and the Council ofChild Development LaboratoryAdministrators (CCDLA)7:00 - 9:00 PM

Professors, administrators and teacherswho work at, or in conjunction with, earlycare and education campus programs willhave the opportunity to learn about eachother's professional organizations and aboutthe characteristics of laboratory schools andchild care programs on community collegeand four-year college and universitycampuses.

SATURDAY, NOVEMBER 13Managing the Many Roles of Directorsand Teachers at Campus Child CareCenters: The Complexities Of WorkingWith Children, Parents, CollegeStudents And ProfessorsNCCCC Board Members11:00 1:00 PM

In this seminar participants will learnabout the complexities of being a director ora teacher in a campus child care center. Onmost campuses, the children's center fulfillsa variety of roles including: providing highquality early childhood care and educationfor the children enrolled in the program;instructing and guiding college students;recruiting and retaining college students,staff and faculty; supporting the institution'smission; serving the larger community; andfunctioning as a campus department.Participants will learn about all of the differ-ent roles, and about the personal character-istics, skills and training that are needed tosucceed as directors and teachers in cam-pus-based children's programs.

Trusting Children: EstablishingA Truly Child Centered EarlyChildhood ClassroomTim Dunnuck, Indiana UniversityBloomington & Ellen Veselack, ChildEducational Center, La Canada, CA1:00 - 2:00 PM

This session is based on trusting children

President's Column continued from page 1

democratic society, we must be helpingchildren become kind and caring partici-pants in a world that includes everybody.Board Report

The full NCCCC Board met this sum-mer for the first time, in Chicago July 1315, 1999. This is normally an executivecommittee meeting. While the different for-mat was designed to assist us in the task ofrevising our policies and procedures, wehave come to the conclusion that a fullBoard meeting is a plus for getting the workof the organization done and we plan tocontinue with full summer Board meetings.This is a concrete example of our attain-ment of Goal IV: continuing to develop the`organizational glue' necessary for NCCCCto expand and grow. In many other waysthe board continues to strive toward ourgoals. Membership is at an all-time high of419 members. Expanded membership ser-vices include: a proposed longitudinalstudy of campus children's centers; a new

newsletter feature, the Teacher's Toolbox,included in this issue for the first time; andthe publication of the first volume in ournew Leadership Series: MaintainingStandards While Inviting Research andObservation, by Nancy K. Freeman.

Be sure to join us at the NAEYC AnnualConference in New Orleans, November 10- 13, 1999. The One-On-One Dialogue, onThursday November 11th, from 5:30 7:00p.m. will be an opportunity to hear aboutour Chicago 2000 Conference: "NCCCC inthe Windy City: Charting our Course forthe 21st Century". On Friday evening,November 12th, from 7:00 9:00 p.m.,NCCCC will be hosting a NetworkingReception. It will be co-sponsored by theNational Organization of Child Develop-ment Laboratory Schools (NOCDLS), theAmerican Associate Degree EarlyChildhood Educators (ACCESS), and theCouncil of Child Development LaboratoryAdministrators (CCDLA). On Saturday,

11 J.4

to learn through play. The presenters willdescribe how to create a rich learning envi-ronment that provides lots of choices forchildren (including lots of free choice time)and about truly child-generated curriculumthemes/topics which come from theteacher's observations of children's interestsand needs. The focus is on the learningenvironment and the themes/topics that aregenerated through the children's play.

Harnessing Computersand the InternetCarla Goble, Tulsa Community CollegeWest, OK & Anne Bomba, Universityof Mississippi1:00 2:00 PM

We have discovered that computersintimidate many early childhood educationstudents and classroom teachers. Studentsand educators in family childcare homesand centers often appear to lack the confi-dence, knowledge and experience to "har-ness" the wealth of information available tothem through the use of computers, specifi-cally the Internet. This session will use aninformal discussion format to help earlychildhood educators feel more comfortableusing computers, introduce them to theresources available online, and to teachthem how to access relevant Internet infor-mation. A handout packet with "how-to"guidelines will be given to participantsattending the session.

November 13th, from 11:00 a.m. 1:00p.m. we'll be offering a seminar focused onlearning what is needed to work successful-ly as a director or teacher in a campus childcare center. The article on page 10-11describes other NCCCC-related sessions atNAEYC.

Finally, now that our autumn programcycles are well under way, please accept myvery best wishes that you and your programhave your most exceptional year of the 20thcentury!

Mark your calendars!NCCCC 2001 will be in

New York City!

March 28 - 31, 2001

At the brand new Brooklyn Marriott

2001 an Empire StateOdyssey - Nourish Yourself

in the Big Apple!

Annual Conference April 12-15, 2000

Charting our Coursefor the 21st Century

Conference Registration Fees:Member Rate:$275 early bird (before March 15)$305 (after March 15)Non-Member Rate:$325 early bird (before March 15)$355 (after March 15)* includes 3 continental breakfasts, 1 luncheon,keynotes and workshops

2 receptions,

Teacher Day(Saturday, April 15)$90 early bird (before March 15)$100 (after March 15)* includes continental breakfast, lunch, keynote and workshops

Workshop Presenter rate(maximum 2 per session):$195 full conference$65 single day only

Hotel Information:

Regal Knickerbocker Hotel163 East Walton PlaceChicago, IL 60611

Reservations: (312) 751-8100(800) 222-8888

www. regal-hotels. com/chicago

Rates: Single or double room -$147 plus 14.9% tax$20 extra person charge$20 charge for a rollaway cot

Conference Highlights:Keynote Speakers:

Bill Ayers, University of Illinois at Chicago; BarbaraBowman, President, Erikson Institute; and Florence Munoz,Oakton Community College. Panel discussion on TheRole of Campus Centers in Preparing Teachers for the 21stCentury"Judy Helm, Consultant, Best Practices, and author will speakabout "Violence: What is it doing to our children and fami-lies and what can we do about it?"Jim May, storyteller, will speak about "Teacher MemoriesWe Hold Close to Our Heart"

Pre-conference Intensive Sessions ($75)New Director's DayThe Project ApproachAdvocating for Young ChildrenGrant WritingLeadership and AdvocacyPortfolio AssessmentImplications of Brain Research on Early Care & Education

Tours of Children's Centers ST Museums ($35)

Program Ads Available:Inside front cover $600Inside back cover $600Full Page $4501/2 page $3001/4 page $250

Please provide camera-ready copy

For More Information Contact:Kari Gilles (312) 431-0013 or (800) 813-8207Vita Bates (708) 974-5729Web site http://ericps.ed.uiuc.edu/n4c/AOL Keyword: digital city chicago

Choose from more than 80 workshop topics such as:

Public Relation Strategies that Reap Campus-wide Support for your Children's Center.The Role of Undergraduates in the Campus Lab SchoolHabits for Effective Supervision & Team BuildingIdentifying the Value of Early Childhood Education Programs: Beyond Bean-CountingInformation and Technical Assistance on the Child Care Access Means Parents in School Program/Advocacy EffortsNurturing Children and Families in Violent TimesParent Handbook and Web Site Technology Sampler and ExchangePartners in Teaching: The Early Childhood Education Department and the Campus Child Care CenterMake Your Playground Safe: Supervision Liability!The New Head Start Initiative and Its Impact on Campus Programs.Tips and Information for Writing a Successful Federal Grant Proposal 42

12

Center Profile

Scottsdale Community CollegeChild Enrichment Center

Address:9000 E. Chaparral RoadScottsdale, AZ 85256-2626Phone: (480) 423-6428Fax: (480) 423-6401

Administration:Director: Rosanne YniguezAssistant Directoraeacher: RochelleRamirez-Clark

History:The Child Enrichment Center was

founded in 1974, in a small portablebuilding on the campus of ScottsdaleCommunity College; in response toStudent Government and Adult Re-entryrequest for child care services. The pro-gram moved to a larger, renovated, tempo-rary facility on campus during the eighties.At that time, capacity was increased to 45children, three through five years of age.As a result of a successful bond election in1994, funds were appropriated to con-struct a facility designed specifically tomeet the needs of children, student/par-ents, and staff.

The center is licensed by the ArizonaDepartment of Health Services to serve101 children between the ages of two andfive. The Child Enrichment Center hasbeen accredited by the National Academyof Early Childhood Programs since 1989.The program is also monitored by the Salt

River Pima Maricopa Indian Community.

Purpose:The purpose of the Child Enrichment

Center is to provide a quality developmen-tal experience for young children twothrough five years of age. Our goal is tosupport student/parents in meeting theirchild care needs by providing a safe, stableenvironment on campus for their youngchildren. The center also serves as aresource to other programs on campus,including the Early ChildhoodDevelopment Program, Nursing Students,Dance, and Children's Literature by pro-viding observation and practicum experi-ences.

Budget:In addition to providing close to 50%

of the operating budget for the program,the college supports the center with in-

kind services. These services include useand maintenance of the facility, utilities,and custodial services. Parent tuition sup-ports the remaining costs of operating theprogram.

Schedule:The center is in operation during the

fall and spring semesters, Monday throughFriday, 7:00 a.m. - 4:00 p.m., followingthe college calendar. Demand for summerprograms and evening care are closelymonitored to determine future need.

Enrollment:Parents register each semester and must

be enrolled for credit at the college inorder to be eligible for services. Studentsare given first priority. Staff and facultymay register on a space available basis.Nine different enrollment options areavailable including morning, afternoon

The Child Enrichment Center at Scottsdale CommunityCollege, AZ

4 an

and full day sessions. Children attendtwo, three or five days a week.

Staff:The staff include a full-time director,

assistant director/teacher, a secretary,cook, six permanent teaching staff, andthree teacher assistants. Work-study stu-dents and student employees supplementthe classroom teaching staff. The directorhas a master's degree. Three of the leadteaching staff have earned bachelorsdegrees. One of the remaining two teach-ers has earned an associates degree andthe other a child development associatecredential. One of the teacher assistantshas earned an associated degree and onehas a master's degree.

Facility:The Child Enrichment Center and

Scottsdale Community College sit on theSalt River Pima Maricopa IndianReservation. The program was movedinto the new facility in May 1997.Architect Fred L. Osman, who wrotePatterns for Designing Children'sCenters, designed the facility. Center staffhad a great deal of involvement in thedesign phase and during construction.Staff also played a big role in the selec-tion of equipment and furniture.

The building has four children's play-rooms, a multi-purpose room, stafflounge, director's office, work alcove,reception area, adult resource room,kitchen, laundry room, and storagespaces. The outdoor environmentreflects the child-oriented philosophy ofthe program and has generous amountsof space. Additional storage is providedoutside and an area is designated for gar-dening. The outdoor environment is con-sidered an extension of the classroom andis highly utilized. The design of the facili-ty is interesting and colorful, whilerespecting the integrity of childhood.

Head Start Collaboration:We began a collaboration with

Maricopa County Head Start in January1999. We provide one of our classroomsto serve the children of SCC student/par-ents who qualify for Head Start Services.

The classroom is licensed by ArizonaDepartment of Health Services to serve 14children between 3 to 5 years of age. Staffin that classroom is hired by MaricopaCounty Head Start.

Philosophy:The program is based on the premise

that children need time to be children andto fully experience the richness of child-hood. The center provides a safe, warmand positive experience for each child.The program is designed to facilitatesocial/emotional growth, physical andintellectual development. Each child isnurtured and valued as an individual.

Activities and guidance are provided tohelp children develop a strong self-con-cept, cooperative play skills, verbalizationof feelings and thoughts, and acceptanceof others. We promote autonomy by

Creative Media, and computer. We advo-cate a developmental approach to learningand recognize parents as the primary edu-cators of the child.

Curriculum:The curriculum is based on develop-

mental theories and methodologies ofearly childhood education. Hands-onactivities are provided to help each childacquire the skills, knowledge and behav-iors to promote their optimum physicalsocial, emotional, and cognitive develop-ment in a multi-age setting. Activities aredevelopmentally appropriate to meet theindividual needs of each child. Emphasisis placed on celebrating culture andrespect for diversity.

Children at work in the Early Childhood Center,Borough of Manhattan Community College, NY

helping children learnhow to make choices anddevelop problem-solvingskills.

Children learn throughhands-on experiences,individual play and groupactivities. Our rooms aredivided into interest cen-ters that include: Blocks,Manipulatives, DramaticPlay Areas, Music, Science,

14 44

"MEMBERSHIP FEEDBACK ON CONFERENCE PLANING" QUESTIONNAIRE* * * ONLY ONE RESPONSE PER PERSON PLEASE * * *

The next two years of NCCCC conferences have been scheduled in Chicago (2000) and New York City (2001). The Board would like yourinput to help us decide about future locations and other considerations. Please return completed questionnaire to: Gail So lit, ChildDevelopment Center, Gallaudet University, 800 Florida Avenue NE, Washington, DC 20002.

I. ProgramBased on this and other NCCCC conferences that you've attended rate the following elements, in order of importance. You may rankmore than one element at the same level, with 5 being the highest and 1 being the lowest:

Keynote SpeakersSingle time block sessionsPlenary sessions

Full day pre-conference sessionsExtended time block sessionsAnnual Meeting

Campus/Community Center Tours Networking OpportunitiesSpecial Events (Entertainment/Theater Tickets, Hosted Dinners, etc.)Other

II. Location

Question Yes No

I am more likely to attend the conference when it is close to home.

I prefer to travel to different parts of the country.

I prefer to attend the NCCCC Conference in a resort area (e.g. Breckenridge, Hilton Head)

Is the city/location an important factor in your decision to attend NCCCC?

If so, list five cities where you'd like the conference to be held:

Would it be helpful if NCCCC conferences rotated through regions of the country(e.g. West, Mid-West, East)?

In the past, holding the conference in Washington, D.C. has allowed participants tobecome active in the national political process. Is this important to continue?

If yes, how frequently? 4 years 5 years 6 years

III. TimingA. Which month is best for you to attend the NCCC conference?

February March April MayB. The current schedule of the conference has been Wednesday evening through Saturday noon. If this were changed to Sunday noon

through Tuesday evening would it be easier or more difficult, or would it make no difference in your ability toattend?

C. How important is a Saturday overnight to your travel plans?very important somewhat important not important/applicable

IV. CostA. Recognizing that different parts of the country and different times of the year influence the cost of the conference, what range of costs

for the following components fit your annual budget?Hotel room toAir Fare toRegistration Fee to

B. How important is it to have some meals included in the registration fee?very important somewhat important not important/applicable

C. Who pays for you to attend the NCCCC Conference?the children's center an academic department personal expense other

V. More About YouA. Home state B. Name (optional)*C. Number of NCCCC conferences attended, including San Francisco:D. Number of conferences you did or plan to attend during this academic year which involved an overnight stay:E. What are the most important factors influencing your decision to attend the NCCCC conference?F What is most useful about the NCCCC conference?G. What is least useful about the NCCCC conference?H. What more are you looking for from this conference?

PLEASE COMPLETE THIS QUESTIONNAIRE ONLY ONCE.* If you complete and return this form, and include your name on it, you will be entered in a drawing to be held at the 2000 Conference inChicago. The winner will receive a special gift/prize. You do not, however, need to include your name to submit the completed form.

45

Castra?uo C :if Cr ze NEWNational Coalition for Campus Children's Centers122 S. Michigan Ave., Suite 1776Chicago, IL 60603

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Contact Vita Bates 708.974.5729Fax: 708.974.0974

e-mail: Bates@moraine.cc.iLus

46

Charting Our Coursefor the 21st Century

APRIL 12-15, 2000

16

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