Faculty LifeMap Guide / Daily Planner by Valencia College

2013-2014 Faculty lifemap guide/daily planner

STU011413-01_Faculty Guide Cover.indd 1

6/5/13 10:24 AM

2013-2014 LIFEMAP FACULTY GUIDE DAILY PLANNER

Dear Colleagues, It is our privilege to offer to you the latest edition of the LifeMap Faculty Guide. It is my hope that you will continue to find it to be a valuable tool and resource for you, as you continue your important work of helping students succeed. Valencia has earned its reputation due in no small part to the focused dedication and effort of its faculty and staff. Your emphasis on “Learning First,” and your leadership and perseverance in helping our students “Start Right,” are key to ensuring that they are successful. The tools available through LifeMap, such as those that allow our students to set educational and career goals, are invaluable resources. Without your dedication, the important work that we do here would not be possible. For that I thank each of you, and look forward to continued success! Sincerely,

Dr. Susan Ledlow

Vice President of Academic Affairs & Planning

“That’s what building a body of work is all about. It’s about the daily labor, the many individual acts, the choices large and small that add up over time, over a lifetime to a lasting legacy. It’s about not being satisfied with the latest achievement, the latest gold star, because the one thing I know about a body of work is that it’s never finished. It’s cumulative. It deepens and expands with each day you give your best”.

—Barack Obama, Arizona State Commencement Speech, 2009

Building a body of work… that is what we do. As we go about our daily routine, we must remember we are building a legacy. This legacy is not just for us, but for the students we see daily. As an educator, we are continually striving to be our best, achieving a higher understanding of our discipline. Our work is never done. The next generation of leaders is within the students we see today—those that will heal us, entertain us, protect us and lead us. They will pick up where we left off, developing new ways of understanding, learning, researching and teaching. Learning-centered philosophy has guided our practice. It has provided the framework to guide students to a life of learning; to give them the benefit of not just our skills and knowledge, but to a way of being… that of a lifelong learner. Our commitment to our profession and our understanding that our body of work is never finished. It is cumulative with every experience in the classroom or in our offices. It is these experiences that deepens our own lives.

Wishing everyone a great term,

Diana L. Ciesko, Editor 2013-2014

Table of Contents Planning-Calendar 2013/2014 Calendar Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-137 Important Dates and Deadlines Academic Calendar 2013-2014–Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138-139 Academic Calendar 2013-2014–Spring . . . . . . . . . . . . . . . . . . . . . . . . . . 140-141 Academic Calendar 2013-2014–Summer. . . . . . . . . . . . . . . . . . . . . . . . . 142-143 2014-2015 Calendar Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Classroom Connection What is LifeMap?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Educational Plan Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Life Goals Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Interpreting Your Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Career Environment Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Bloom’s Taxonomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151-153 Comparison Characteristics and Factors That Encourage Deep and Surface Approaches to Learning. . . . . . . . . . . . . . . . . . . . . . . . 154 Seven Ways to Integrate Information Literacy Instruction Into Your Course or Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155-156 Information Literary Resources for Faculty . . . . . . . . . . . . . . . . . . . . . . . 156-157 Library Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Pathways. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Walmart PRESS for Completion Grant Program. . . . . . . . . . . . . . . . . . . 160 Program Learning Outcomes Assessment: Progress & Promise. . . . . . . . 161-163 The Student Assessment of Instruction (SAI) Overview . . . . . . . . . . . . . 164 The Student Assessment of Instruction (SAI) Cycle Graphic for Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Principles and Procedures for General Education. . . . . . . . . . . . . . . . . . . 166 Program Integrity and Documentation of Online Course Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Classroom Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169-172 Web Resources & Tools for Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Quality Enhancement Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Faculty/Staff Resources Internship and Workforce Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Faculty and Instructional Development. . . . . . . . . . . . . . . . . . . . . . . . . . 177 LifeMap Certificate Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178-179 Office for Students with Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180-181 (OIT) Office of Information Technology . . . . . . . . . . . . . . . . . . . . . . . . 182-186 American Association for Women in Community Colleges. . . . . . . . . . . 187 Valencia’s Learning Day—A Day of Learning, Celebration and Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 The Office for Organizational Communication and Development. . . . . 189 The Peace and Justice Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190-191 Library Services for Faculty and Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Valencia Resources and Learning Support Services . . . . . . . . . . . . . . . . . 193-197 Recommended Study Tips We Can Share With Students. . . . . . . . . . . . 198-199 Tool Students Can Use to Optimize Learning. . . . . . . . . . . . . . . . . . . . . 199 Campus Directory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200-202

LifeMap Faculty Guide and Planner Committee Diana L. Ciesko, Editor Sonya Joseph

This LifeMap Faculty Guide and Planner is available online under Faculty Resources in Atlas. Valencia College is accredited by the Southern Association of Colleges to award the Associate of Arts, Associate of Applied Science and Associate of Science degrees. Southern Association of Colleges, 1866 Southern Lane, Decatur, Georgia 30033-4097, (404) 679-4500

THE IMPORTANCE OF LIFEMAP LifeMap is Valencia’s developmental advising system that leads students to identify, clarify and realize their academic and life goals. It is a process that gives students direction—by opening up possibilities. It is also a means for students to figure out who they are, what their talents are, and what challenges they face. The key benefit is seen as “personal direction: a way to find their own path in life and get there faster.” The mission statement of Lifemap A system of shared responsibilities between students and the college that results in social and academic integration, education and career plans, and the acquisition of study and life skills.

AUGUST 2013 S

1 2 3 PAYDAY

Laylat al-Qadr

4 5 6 7 8 9 10 Eid-al-Fitr

11 12 13 14 15 16 17 PAYDAY

18 19 20 21 22 23 24 Faculty Report

Faculty Work Day (Credit Classes Do Not Meet Collegewide)

Academic Assembly (Collegewide)

Faculty Work Day (Credit Classes Do Not Meet Collegewide)

25 26 27 28 29 30 31 Day and Evening Classes Begin

PAYDAY

Notes _____________________________________________________ 1 2 __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ For more details and any updates to this calendar, please refer to the Academic Calendar in the online official catalog.

LifeMap

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AUGUST 2013

1 2 THURSDAY 7 am _________________________

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SATURDAY

Laylat al-Qadr 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

SUNDAY

8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

LifeMap was devised as an integral part of how Valencia approaches student learning â&#x20AC;&#x201D;within and outside of the classroom. The importance of student involvement in their own education moves from one where many decisions may be made while relying heavily on advisors to one where learners take on more of an active role in decision-making.

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4 5 6 7 8 9 10

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6 7 8 9 10 11 12

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Student Guide to Navigating Their Future

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AUGUST 2013

8 9 THURSDAY 7 am _________________________

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LifeMap is a student’s guide to figuring out “what to do when” in order to complete their career and education goals. LifeMap links all of the components of Valencia (faculty, staff, courses, technology, programs, services) into a personal itinerary to help students succeed in their college experience.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

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Atlas Learning Support System is:

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2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

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3 4 5 6 7 8 9

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AUGUST 2013

15 16 THURSDAY 7 am _________________________

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Designed to support “Connection” and “Direction” • Integrated Portal • Enhance student planning (My LifeMap) and self-sufficiency • Encourage connection through on-line learning communities.

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OCTOBER

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S M T W T F S

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Key Elements to Systematic Change

19 20 MONDAY

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Memo Faculty Report ____________________________ Faculty Work Day (Credit Classes Do Not Meet ____________________________ Collegewide) ____________________________ ____________________________ ____________________________ ____________________________

Memo Faculty Work Day (Credit Classes Do Not Meet ____________________________ Collegewide) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

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2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

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1 2

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3 4 5 6 7 8 9

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AUGUST 2013

THURSDAY 7 am _________________________

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Memo Academic Assembly (Collegewide) ____________________________ Faculty Work Day (Credit Classes Do Not Meet ____________________________ Collegewide) ____________________________ ____________________________ ____________________________ ____________________________

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SUNDAY

• Focus on measurable results • Conceptual model for foundation • Look from the student perspective outward • Start with reality but design for ideal • The “whole” is more than the sum of the parts (system alignment) • How are we doing? (Feedback to stakeholders – Keep going deeper)

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Professional staff and faculty

26 27 MONDAY

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Memo Day and Evening Classes Begin ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

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2013

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AUGUST 2013

29 30 THURSDAY 7 am _________________________

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SUNDAY

Professional staff and faculty working within Student Affairs “aim to engage students through empowerment, planning and partnerships that result in successful completion of their goals.” (Mission Statement)

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VALENCIA’S MISSION AND PURPOSE Mission Valencia provides opportunities for academic, technical, and life-long learning in a collaborative culture dedicated to inquiry, results and excellence. Statutory Purpose Valencia is a publicly supported, comprehensive community college that continually identifies and addresses the changing learning needs of the communities it serves. The College provides: • Associate-degree programs that prepare learners to succeed in university studies. • Courses and services that provide learners with the right start in their college careers. • A ssociate degree, certificate, and continuing professional education programs that prepare learners for entering and progressing in the workforce. Vision Valencia is a premier learning college that transforms lives, strengthens community, and inspires individuals to excellence. Values Learning People Diversity Access Integrity

September 2013 S

College Closed

Labor Day

No Show Reporting Period

Rosh Hashana

8 9 10 11 12 13 14 No Show Reporting Period

No Show Reporting Period

Yom Kippur

PAYDAY

15 16 17 18 19 20 21 First day of Sukkot

22 23 24 25 26 27 28 Last day of Sukkot

PAYDAY

29 30 1 2 3 4 5

6 7

No Show Reporting Period, September 4â&#x20AC;&#x201C;13 Notes _____________________________________________________

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ For more details and any updates to this calendar, please refer to the Academic Calendar in the online official catalog.

We value Learning

MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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9 ___________________________

Memo College Closed ____________________________ Labor Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo No Show Reporting Period ____________________________ Rosh Hashana ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

SEPTEMBER 2013

5 6 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo No Show Reporting Period ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

No Show Reporting Period 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

SUNDAY

We value learning by committing to Valencia’s core competencies—Think, Value, Communicate and Act—and the potential of each person to learn at the highest levels of achievement for personal and professional success.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

We value People

9 10 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

SEPTEMBER 2013

12 13 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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8 ___________________________

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9 ___________________________

Memo No Show Reporting Period ____________________________ PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

Yom Kippur 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

SUNDAY

We value people by creating a caring, inclusive, and safe environment that inspires all people to achieve their goals, share their successes, and encourage others.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

We value Diversity

16 17 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

SEPTEMBER 2013

19 20 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

Memo First day of Sukkot ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

We value diversity by fostering the understanding it builds in learning relationships and appreciating the dimensions it adds to our quality of life.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

We value Access and Integrity

23 24 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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10___________________________

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11___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Last day of Sukkot ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

SEPTEMBER 2013

26 27 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

We value integrity by respecting the ideas of freedom, civic responsibility, academic honesty, personal ethics and the courage to act. We value access by reaching out to our communities, inviting and supporting all learners and partners to achieve their goals.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Student development Student Development’s purpose is to provide opportunities for students to develop personally, socially and academically by offering co-curricular and extra-curricular activities, programs and services. Co-Curricular

The Office of Student Development works with individual academic instructors and various academic departments to provide programs, events and activities that combine classroom learning experience with real world opportunities. Some examples from the past have included: • Brazilian Film Festival

development of our community. Student Development provides a variety of programs designed to engage students in health, wellness, networking, community building, and opportunities to gain life experience and explore special interests. We welcome students to visit your campus Student Development office to learn more about student involvement activities that include: • Peer Educators who educate students on health, wellness, safety issues and positive living skills.

• Math Fair • Arts in April • National Career Month Instructors and students are encouraged to work with the Office of Student Development to develop new and exciting co-curricular opportunities.

Leadership Programs

Prospective employers list leadership skills as the most critical component to success in the workplace. Student Development is pleased to provide opportunities that are designed to improve critical leadership skills such as goal setting, planning, communication, conflict resolution, time management, business etiquette, task prioritization, and more. Leadership skills are taught through involvement in the following activities: • Leadership Academy

• Valencia Volunteers helping you find opportunities for community involvement. • Service Learning combines community experience with classroom instruction. It is a great way to earn college credits while volunteering with campus and/or community organizations. • Student Clubs and Organizations providing opportunities to meet people with like-minded academic, social and emotional interests. If your students would like to learn more about joining or forming a student group on campus, contact your SGA representative or your campus Student Development Coordinator. • Orientation Team who welcome new students to Valencia by assisting with Orientation and the Information Station. • Atlas Access Lab Leaders help students with registration, financial aid and applications, LifeMap tools, and other aspects of Atlas.

• Leadership Bootcamp • Emerging Leaders Conference • Symposium

Student Empowerment

• Clubs & Organizations Students looking to further develop their leadership skills are encouraged to get involved with their Student Government Association. Student government officers are elected or appointed to their positions and serve to represent the voice of the students at Valencia College. The primary purposes of SGA include representation, advocacy and campus programming. Contact the Student Development Coordinator on your campus for more information.

Student Involvement

Activities and events are scheduled to provide the opportunity to gain the knowledge and skills to help students take charge of their future. Some of these activities include: • Start Right Convocation - Student Development partners with Learning Support to offer a program that features an opportunity to learn more about resources offered at Valencia College, hear about the RoadMap to Success Award and LifeMap benefits, and listen to inspirational speakers who can help chart a course to success.

Our departmental goal is to develop civic minded individuals, who are able to contribute to the positive growth and

Campus

Location

Phone

SD Coordinator

East

Bldg. 5 - 212

407-582-2013

Deanne Abrams

Lake Nona

Bldg. 1 - 149

407-582-7122

Jason Dodge

Osceola

Bldg. 2 - 131

407-582-4158

Nelson Sepulveda

West

Bldg. 3 - 147

407-582-1607

Lazaro Camacho

Winter Park

Bldg. 1 - 122

407-582-6889

Sunni Prevatt

OCTOBER 2013 S

1 2 3 4 5

6 7 8 9 10 11 12 Spirit Day

PAYDAY

13 14 15 16 17 18 19 Eid-al-Adha

College Night (Osceola Campus)

Faculty Work Day (Credit Classes Do Not Meet, Osceola & Lake Nona)

College Night (East Campus)

Faculty Work Day (Credit Classes Do Not Meet, West, East & Winter Park)

20 21 22 23 24 25 26 PAYDAY

27 28 29 30 31 1 2 Halloween

Notes _____________________________________________________ 3 4 __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ For more details and any updates to this calendar, please refer to the Academic Calendar in the online official catalog.

Student Development

30 1 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

OCTOBER 2013

3 4 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Student Government Associations, a wide variety of student clubs and organizations, campus activities, intramural sports, and Valencia Volunteer programs, are actively available for students who want to get involved in campus life. Opportunities are promoted through Welcome Tables, Student Success classes, club and activity fairs, Spirit Day, and advertisements on campus.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

LifeMap Student Handbook

7 8 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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10___________________________

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11___________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

OCTOBER 2013

10 11 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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Memo Spirit Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

The LifeMap Student Handbook is the “text” for LIFEMAP. It describes what LIFEMAP is, and provides self-assessments and information to guide students through Life Goals, Career Goals, Educational Plans, Building a Schedule and Academic Success Skills. A weekly calendar provides key college dates and allows students to record their assignments and academic schedule. “To Do” cues are provided each week for students according to their LIFEMAP stage.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Student Development cultivates dynamic environments that build community and enhance learning

14 15 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Eid-al-Adha ____________________________ College Night (Osceola and Lake Nona Campus) ____________________________ Faculty Work Day (Credit Classes Do Not Meet, ____________________________ Osceola & Lake Nona) ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

OCTOBER 2013

17 18 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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10___________________________

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11___________________________

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1 pm _________________________

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7 ___________________________

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9 ___________________________

Memo College Night (East, West and Winter Park Campus) ____________________________ Faculty Work Day (Credit Classes Do Not Meet, ____________________________ West, East & Winter Park) ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Student Development provides outcomeoriented, quality learning opportunities by: • providing programs, support services, and tools for learning. • fostering a sense of community on the campuses. • advocating for and empowering students. • creating opportunities for personal development and growth, leadership development, and exploration of varied interests. • encouraging civic responsibility. • building diverse, inclusive communities and modeling appreciation of difference. • leading by example; modeling behaviors.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

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21 22 23 24 25 26 27

18 19 20 21 22 23 24

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17 18 19 20 21 22 23

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28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Student Clubs and Organizations

21 22 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

OCTOBER 2013

24 25 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Valencia provides numerous club and organization opportunities to the students that can add to the classroom experience. These clubs and organizations explore studentsâ&#x20AC;&#x2122; interests and allow them to meet people and gain new leadership skills. Faculty involvement can enhance student learning and your classroom climate.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

tvca As students progress toward their degrees, they are given repeated opportunities to employ Valenciaâ&#x20AC;&#x2122;s Core Competenciesâ&#x20AC;&#x201C;THINK, VALUE, COMMUNICATE, ACT. The goal of the college is to assist students to THINK clearly, critically and creatively; to analyze, synthesize, integrate and evaluate in many domains of human life; to make reasoned VALUE judgments and responsible commitments; to COMMUNICATE with different audiences using varied means and to ACT purposefully, reflectively and responsibly. Providing leadership opportunities for students is just one way to encourage TVCA.

NOVEMBER 2013 S

Halloween

1 2

3 4 5 6 7 8 9 Muharram

Daylight Saving Time ends

PAYDAY

10 11 12 13 14 15 16 Veterans Day

17 18 19 20 21 22 23 PAYDAY

24 25 26 27 28 29 30

College Closed

First Day of Hanukkah

Thanksgiving Day

College Closed

Notes _____________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ For more details and any updates to this calendar, please refer to the Academic Calendar in the online official catalog.

Students Helping Students

28 29 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

NOVEMBER 2013

31 1 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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8 ___________________________

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Memo Halloween ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Daylight Saving Time ends 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

Atlas Access Lab student leaders work in the Atlas Access labs and assist students with the enrollment and registration process. They are trained in all aspects of Atlas and assist students with New Student Orientation, filling out the FAFSA and registering for classes. In addition, they are trained in using the LifeMap Tools and assisting with the Student Success class presentations.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Leadership Development

4 5 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Muharram ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

NOVEMBER 2013

7 8 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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10___________________________

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11___________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Leadership Programs Prospective employers list leadership skills as the most critical component to success in the workplace. Student Development is pleased to provide opportunities that are designed to improve critical leadership skills such as goal setting, planning, communication, conflict resolution, time management, business etiquette, task prioritization and more. Leadership skills are taught through involvement in the following activities: • Leadership Academy • Leadership Bootcamp • Emerging Leaders Conference • Leadership Symposium • Clubs & Organizations

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Student Leaders

11 12 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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10___________________________

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12___________________________

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Memo Veterans Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

NOVEMBER 2013

14 15 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

The Welcome Team is a group of student leaders responsible for commencement, welcome programs and assistance with promoting and organizing student activities.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Peer Educators

18 19 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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12___________________________

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7 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

NOVEMBER 2013

21 22 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

The Peer Educators is a group of student leaders responsible for health awareness activities and programs. Check out Health 101 in Atlas.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Students can learn about themselves

25 26 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo College Closed ____________________________ First Day of Hanukkah ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

NOVEMBER 2013

28 29 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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Memo College Closed ____________________________ Thanksgiving Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo College Closed ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Identify career interests through assessments that relate careers to personality, interests, skills, values and aptitudes using various assessments, such as: • Myers-Briggs Type Indicator • CHOICES Career Exploration • Career Assessment Inventory • Harrington-O’Shea Career Decision-Making System • Holland Self-Directed Search • Work Values Inventory The Career Centers provide access to these assessments.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

internships & career development services A major premise of Valencia’s educational model is that learning takes place in many different settings, both in and out of the classroom. Through the Internships and Workforce Services office, the college provides students with learning experiences that enable them to realize their full potential in work, education and everyday life. In the Campus Career Centers, students have the opportunity to explore various career options, confirm career plans, apply classroom learning to real work situations, practice and strengthen interpersonal and technical skills, and develop industry contacts. Encourage students to explore the world of work by visiting Valencia Career Centers. They can • Decide on a career or major • Discover options for careers related to a particular major • Choose a major to support career interests • Get information on important factors to consider when making a career decision.

DECEMBER 2013 S

Last Day of Hanukkah

PAYDAY

8 9 10 11 12 13 14 Day and Evening Classes End

Final Exams

Faculty Final Date to Enter Withdrawal

15 16 17 18 19 20 21 Final Exams

Term Ends

Grades Due (9 am)

Final Grades viewable in Atlas

PAYDAY College Closed

College Closed

22 23 24 25 26 27 28 College Closed

College Closed

Christmas Eve

Christmas Day

College Closed

29 30 31 1 2 3 4 College Closed

5 6

College Closed

New Year’s Eve

New Year’s Day

Students can learn about career fields

2 3 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

DECEMBER 2013

5 6 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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9 ___________________________

Memo Last Day of Hanukkah ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Day and Evening Classes End 8 am_________________________ Faculty Final Date to Enter Withdrawal 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

They can explore the world of work through a wealth of online and hard-copy resources: • Occupational Outlook Handbook • Encyclopedia of Careers • Vocational Biographies • Career Books, Videos and CD-ROMs • Career Web sites

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

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18 19 20 21 22 23 24

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17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Students can develop a plan for action

9 10 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Final Exams ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

DECEMBER 2013

THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Final Exams ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

Final Exams 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

SUNDAY

Final Exams 8 am_________________________ Term Ends 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

Based on individual assessments and a better understanding of career options, students can begin to develop an educational plan. Having a grasp of the decision-making process is a life-long skill. Through gathering information, students are more likely to select an area of study that will lead to a career.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Remind students that researching a major includes:

16 17 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Grades Due (9 am) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Final Grades viewable in Atlas ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

DECEMBER 2013

19 20 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

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10___________________________

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11___________________________

____________________________

12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ College Closed ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

College Closed 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

SUNDAY

• Understanding career options related to their major. • Identifying colleges that offer students’ major and the courses required for transfer into that major. • Encouraging students to talk with you about your experience in their career or major of interest. • Having students explore options for internships, part-time or volunteer work to gain experience in their chosen career and major. They can check out Valencia’s site: valenciacollege.edu (click on “Current Student,” and then “Workplace Learning and Placement.”) • Learning about professional associations that can enhance career preparation. • Remind students that they can develop an educational plan using My Educational Plan in Atlas - LifeMap tab.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Student commitment and implementation of educational plan

23 24 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

____________________________

10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo College Closed ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo College Closed ____________________________ Christmas Eve ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo College Closed ____________________________ Christmas Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2013

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29 30

DECEMBER 2013

26 27 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo College Closed ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

As students become more confident in their career and educational plan, they may want to continue to evaluate options and make adjustments as needed. They can access Career Centers where students can access transfer manuals, catalogs and admission guides for Florida colleges and universities. In addition there are resources for out-of-state colleges and universities. If students are transitioning to employment, Career Advisors and Career Counselors can assist with job search.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5 6

1 2 3

1 2 3 4 5 6 7

1 2 3 4 5

1 2

1 2 3 4 5 6 7

7 8 9 10 11 12 13

4 5 6 7 8 9 10

8 9 10 11 12 13 14

6 7 8 9 10 11 12

3 4 5 6 7 8 9

8 9 10 11 12 13 14

14 15 16 17 18 19 20

11 12 13 14 15 16 17

15 16 17 18 19 20 21

13 14 15 16 17 18 19

10 11 12 13 14 15 16

15 16 17 18 19 20 21

21 22 23 24 25 26 27

18 19 20 21 22 23 24

22 23 24 25 26 27 28

20 21 22 23 24 25 26

17 18 19 20 21 22 23

22 23 24 25 26 27 28

28 29 30 31

25 26 27 28 29 30 31

29 30

27 28 29 30 31

24 25 26 27 28 29 30

29 30 31

Faculty development: a comprehensive program for valenciaâ&#x20AC;&#x2122;s learning leaders Valenciaâ&#x20AC;&#x2122;s comprehensive, competency-based Faculty Development Program provides a variety of opportunities, from face-to-face seminars to online and hybrid courses. Courses are uniquely designed and facilitated by Valencia experts... your colleagues. Faculty Development seeks to support all faculty members as they expand their professional practices and examine their ongoing development in the seven Essential Competencies of a Valencia Educator. The intention of Valenciaâ&#x20AC;&#x2122;s Faculty Development Program is to engage teachers, scholars and practitioners in continuous improvement processes that result in student learning.

JANUARY 2014 S

College Closed

College Closed New Year’s Eve

1 2 3 4 College Closed

Faculty Report

New Year’s Day

Faculty Work Day (Credit Classes Do Not Meet Collegewide)

Faculty Work Day (Credit Classes Do Not Meet Collegewide) PAYDAY

5 6 7 8 9 10 11 Day and Evening Classes Begin

12 13 14 15 16 17 18 No Show Reporting Period

No Show Reporting Period

PAYDAY

19 20 21 22 23 24 25 No Show Reporting Period

No Show Reporting Period

College Closed Martin Luther King Day

26 27 28 29 30 31 1 PAYDAY

2 3

No Show Reporting Period, January 15–24 Notes _____________________________________________________

Destinations

30 31 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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8 ___________________________

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9 ___________________________

Memo College Closed ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo College Closed ____________________________ New Year’s Eve ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo College Closed ____________________________ New Year’s Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

JANUARY 2014

2 3 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

____________________________

4 ___________________________

____________________________

5 ___________________________

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6 ___________________________

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7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo Faculty Work Day (Credit Classes Do Not Meet ____________________________ Collegewide) ____________________________ PAYDAY ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

This annual professional development program brings Valencia colleagues together to explore teaching and learning innovations, challenges and solutions.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

Adjunct & Associate Faculty

6 7 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

JANUARY 2014

9 10 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Valencia’s Office of Faculty Development has a designed program for part-time and full-time, non-tenured faculty members. The intention of Valencia’s Faculty Development program is to engage teachers, scholars and practitioners in continuous improvement processes that result in student learning.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

Online Teaching & Learning

13 14 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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6 ___________________________

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7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

JANUARY 2014

16 17 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

____________________________

10___________________________

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11___________________________

____________________________

12___________________________

____________________________

1 pm _________________________

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2 ___________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

____________________________

8 ___________________________

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9 ___________________________

SATURDAY

SUNDAY

Valenciaâ&#x20AC;&#x2122;s Office of Faculty Development offers many opportunities for faculty members to explore key issues regarding teaching and learning in the web-enhanced, hybrid and online environments. Our courses are designed to meet the needs of diverse experience levels in teaching online, ranging from the novice to the experienced.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

Instructional Development

20 21 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

____________________________

9 ___________________________

Memo College Closed ____________________________ No Show Reporting Period ____________________________ Martin Luther King Day ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

JANUARY 2014

THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

____________________________

10___________________________

____________________________

11___________________________

____________________________

12___________________________

____________________________

1 pm _________________________

____________________________

2 ___________________________

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3 ___________________________

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4 ___________________________

____________________________

5 ___________________________

____________________________

6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

SATURDAY

SUNDAY

The Office of Faculty Development supports all faculty members as they develop course and curriculum experiences, in all modalities, to improve student learning. A variety of courses, programs and one-to-one consultations are available to support all faculty in a broad range of topics.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

Quality Matters and Exemplar Online Courses Program

27 28 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

____________________________

5 ___________________________

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6 ___________________________

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7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

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JANUARY 2014

30 31 THURSDAY 7 am _________________________

FRIDAY

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Quality Matters is: • A faculty-driven, peer review process • Collegial, not evaluative or judgemental • Based upon a model of continuous improvement • Centered on the student experience • Collaborative • Designed to provide specific, detailed and constructive feedback • Designed to provide feedback on course design, not course delivery

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learning technology Centers The Learning Technology Center (LTC) is a centralized technology learning and support environment where all faculty and staff members can comfortably experiment with instructional technology. We are a resource dedicated to supporting our college community to master the use and application of available technology for the enhancement of instructional and professional development. The LTC offers a multi-modal approach to training: individualized consultations (virtual or face-to-face), small group training sessions, as well as large online training courses that are consistently offered by department staff.

FEBRUARY 2014 S

PAYDAY

2 3 4 5 6 7 8 Learning Day

Faculty Work Day (Credit Classes Do Not Meet Collegewide)

9 10 11 12 13 14 15 Valentineâ&#x20AC;&#x2122;s Day PAYDAY

16 17 18 19 20 21 22 Presidents Day

23 24 25 26 27 28 1 PAYDAY

Services provided by the Learning Technology Center (LTC) staff include:

3 4 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

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FEBRUARY 2014

6 7 THURSDAY 7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Learning Day ____________________________ Faculty Work Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

• Backup support to all your Blackboard related questions. • Assistance with integrating technology into classroom practices. • Assistance in the creation of online course content and materials for hybrid, online and web-enhanced instruction.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

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Services provided by the Learning Technology Center (LTC) staff include:

10 11 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

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2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

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30 31

FEBRUARY 2014

13 14 THURSDAY 7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Valentine’s Day ____________________________ PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

• Help you develop video tutorials and training materials. • Orient new faculty on vital systems and instructional technology available at the College. • Provide support with SafeAssign, SoftChalk, Respondus, StudyMATE, MicroGrade, Exam View, TestGen, Diploma, Camtasia, Classroom Performance System (CPS) and other instructional software available at your campus.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

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Learning Technology Center staff strive to provide services that:

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Memo Presidentsâ&#x20AC;&#x2122; Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

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2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

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30 31

FEBRUARY 2014

20 21 THURSDAY 7 am _________________________

FRIDAY

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Help conceptualize and build your instructional projects. The facilities are also equipped with: • PCs, Macs, Scanners, Printers, Fax • Professional development library containing books for teaching, assessment, learning styles, EAP, educational technology and instructional design (Available at East and West LTCs).

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

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Goal of Learning Technology Centers is:

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TUESDAY WEDNESDAY

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

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2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

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FEBRUARY 2014

27 28 THURSDAY 7 am _________________________

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Our goal is to provide ongoing support and instruction for current available technologies while exploring new avenues appropriate to the instructional and administrative environment.

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A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

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The Practice of Program Assessment: Strengthening Our Capacities At the college-level we are building on the results from the prior year as we encourage effective practices emerging from the improvement plans and subsequent feedback from faculty and professional staff. These effective practices include: • Encouraging involvement in professional development courses • Supporting systematic efforts across campuses • Reaching out to adjuncts regarding involvement and impact Reference: Taken from Program Learning Outcomes Assessment: Progress & Promise (written by Laura Blasi, Director of Valencia Institutional Assessment Office 2/19/13)

MARCH 2014 S

PAYDAY

2 3 4 5 6 7 8 College Closed

College Closed

9 10 11 12 13 14 15 College Closed

PAYDAY

Daylight Saving Time starts

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30 31

Fall 2012 results of programs assessment demonstrated that:

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Memo College Closed ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

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2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

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MARCH 2014

6 7 THURSDAY 7 am _________________________

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Memo College Closed ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

College Closed 8 am_________________________ Daylight Saving Time starts 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

34% of Faculty reported they are assessing general education skills. Ten of the reports were from general education disciplines while eight were from various A.S. programs and A.A. pre-majors where skills are integrated into the majors.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

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Student interest in assessment has increased

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2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

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30 31

MARCH 2014

13 14 THURSDAY 7 am _________________________

FRIDAY

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Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Faculty and staff report that “students desire more information to assist their progress. They were thrilled to receive high marks, however, wanted more tangible information to further “technical progress.”

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

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Use of rubrics

17 18 MONDAY

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2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

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MARCH 2014

20 21 THURSDAY 7 am _________________________

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SATURDAY

SUNDAY

Faculty and staff are most often using rubrics they developed rather than externally developed instruments. As a result, new faculty development courses have been created.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

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21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

Increased need for professional development to support assessment efforts

24 25 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

MARCH 2014

27 28 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Over 25% of faculty noted they would like a professional development course, 14% requested courses to help develop rubrics, 18% wanted to know how to apply rubrics to student work and analyze findings and 18% of respondents noted interest.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

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2 3 4 5 6 7 8

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1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

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12 13 14 15 16 17 18

9 10 11 12 13 14 15

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19 20 21 22 23 24 25

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27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

Learning Partners through Faculty Development PEER Observation OF TEACHING Peer Observation of Teaching provides the opportunity for you to sit in on each otherâ&#x20AC;&#x2122;s classes, observe different teaching techniques and reflect on your own practice... then return to your own class with a fresh outlook. Peer Observation of Teaching provides a structured framework for the ongoing improvement of teaching and learning through collaboration, reflection and discussion. The process operates in the spirit of impartiality, professionalism, and peer support with the aim of enhancing the practice of participating faculty, leading to the improved quality of student learning.

APRIL 2014 S

1 2 3 4 5 Faculty Final Date to Enter Withdrawal

6 7 8 9 10 11 12 PAYDAY

13 14 15 16 17 18 19 First day of Passover

Good Friday

20 21 22 23 24 25 26 Day and Evening Classes End

Final Exams

Last day of Passover

Final Exams

PAYDAY

Easter Sunday

27 28 29 30 1 2 3 Final Exams

Term Ends

Grades Due (9 am)

Faculty Work Day (Credit Classes Do Not Meet Collegewide)

4 5 Day and Evening Classes Begin (Full and A Terms)

Final Grades viewable in Atlas

Faculty Report Due (Full and A Terms)

Faculty Work Day (Credit Classes Do Not Meet Full and A Terms)

Commencement

Faculty Work Day (Credit Classes Do Not Meet Full and A Terms)

Participant Outcomes of Learning Partners

31 1 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

APRIL 2014

3 4 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Faculty Final Date to Enter Withdrawal ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

• To examine the quality of student learning. • To discuss best practices of teaching and learning. • To develop collaboration through collegial observation and commentary. • To discover the importance of self- reflection for effective teaching. valenciacollege.edu/faculty/development/ programs/learningpartners/

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

How it Works

7 8 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

APRIL 2014

10 11 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Peer Observation of Teaching is strictly for your benefitâ&#x20AC;&#x201D;you will not be evaluated and observations will be kept confidential between participants. Peer observation is conducted with mutual trust and respect. A two-hour orientation course covers procedures and participant pairing for observations. Partners will meet for one preliminary meeting, the observations, and one debriefing meeting. Participants will receive 10 hours of professional development credit for completing the entire process. valenciacollege.edu/faculty/development/ programs/learningpartners/

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

Areas of focus may include:

14 15 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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8 ___________________________

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9 ___________________________

Memo First day of Passover ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

APRIL 2014

17 18 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Good Friday ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Day and Evening Classes End 8 am_________________________ Easter Sunday 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

• Classroom Environment • Assessment Techniques • Teaching Strategies • Curriculum Design • Inclusion and Diversity valenciacollege.edu/faculty/development/ programs/learningpartners/

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

How to Begin

21 22 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Final Exams ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Final Exams ____________________________ Last day of Passover ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Final Exams ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

100

APRIL 2014

24 25 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Final Exams ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Final Exams ____________________________ PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Faculty members interested in peer observation attend a two-hour orientation course on peer observation of teaching. The course reviews the procedure, models the debriefing process and facilitates the formation of teams for observations. To learn about upcoming opportunities, visit the course schedule on the Faculty Development website. valenciacollege.edu/faculty/development/ programs/learningpartners/

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

101

Syllabus There are many desirable features that faculty have built into their syllabus. It is important that the syllabus clearly outlines the course expectations, so students know in advance what will be expected. The syllabus acts as the â&#x20AC;&#x153;contractâ&#x20AC;? with the student for the course work that is to take place over the term. Students take multiple courses in many disciplines with a number of faculty. This makes it very important that each syllabus is clear. Each division may have its own guidelines, so be sure to inquire as to the requirements. To get off to a good start a few suggestions are to cover your attendance policy, the evaluation system for your class, and consequences of academic dishonesty. It might also prove to be helpful for students to be reminded of test taking strategies as a way to decompress anxiety.

102

MAY 2014 S

Final Exams Term Ends

Grades Due (9 am) Faculty Work Day (Credit Classes Do Not Meet Collegewide)

Final Grades viewable in Atlas

1 2 3 Faculty Report (Full and A Terms)

Faculty Work Day (Credit Classes Do Not Meet Full and A Terms)

Commencement

Faculty Work Day (Credit Classes Do Not Meet Full and A Terms)

4 5 6 7 8 9 10 Day and Evening Classes Begin (Full and A Terms)

PAYDAY

11 12 13 14 15 16 17 No Show Reporting Period

Mother’s Day

No Show Reporting Period

18 19 20 21 22 23 24 No Show Reporting Period

No Show Reporting Period

PAYDAY

25 26 27 28 29 30 31 College Closed

Memorial Day

No Show Reporting Period, May 13–22 (Full and A Terms) Notes _____________________________________________________

103

Be sure your students are aware of Valenciaâ&#x20AC;&#x2122;s class attendance policies.

28 29 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

____________________________

4 ___________________________

____________________________

5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Grades Due (9 am) ____________________________ Faculty Work Day (Credit Classes Do Not Meet ____________________________ Collegewide) ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

104

MAY 2014

1 2 THURSDAY 7 am _________________________

FRIDAY

Commencement 8 am_________________________ Faculty Work Day (Credit Classes Do Not 9 ___________________________ Meet Full and A Terms) 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Faculty Report (Full and A Terms) ____________________________ Faculty Work Day (Credit Classes Do Not Meet ____________________________ Full and A Terms) ____________________________ ____________________________ ____________________________ ____________________________

Memo Faculty Work Day (Credit Classes Do Not Meet ____________________________ Full and A Terms) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Students are expected to attend all class meetings. In the event of an absence, they should be encouraged to contact their professors as soon as possible to indicate the reason and to inquire whether make up work is possible. If absences become excessive, professors should contact the student and indicate that further absence may result in withdrawal from the course.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

105

Do your students know and understand the evaluation system used in their courses?

5 6 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

____________________________

10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

____________________________

2 ___________________________

____________________________

3 ___________________________

____________________________

4 ___________________________

____________________________

5 ___________________________

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6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo Day and Evening Classes Begin (Full and A ____________________________ Terms) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

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26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

106

MAY 2014

8 9 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

____________________________

1 pm _________________________

____________________________

2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Motherâ&#x20AC;&#x2122;s Day 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

Course evaluation procedures are required in all syllabi. Students should be encouraged to meet with their professors during the term to discuss their academic performance. Any students who believe they have been given an incorrect grade have two terms from the date the original grade was posted to appeal.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

107

Review successful test-taking strategies in classâ&#x20AC;Ś Suggest ways to reduce test anxiety and offer sample exam topics and/or questions for review.

12 13 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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3 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo No Show Reporting Period (Full and A Terms) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

108

MAY 2014

15 16 THURSDAY 7 am _________________________

FRIDAY

No Show Reporting Period 8 am_________________________ (Full and A Terms) 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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7 ___________________________

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8 ___________________________

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SATURDAY

SUNDAY

Some specific strategies students can use to reduce test anxiety include: • Use good time management techniques • Get a good night’s sleep the night before a test • Eat well and get some exercise • Learn deep breathing exercises • Practice positive self-talk

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

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21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

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109

Discuss academic dishonesty issues with your students

19 20 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

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20 21 22 23 24 25 26

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22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

110

MAY 2014

22 23 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

“All forms of academic dishonesty are prohibited. Academic dishonesty includes, but is not limited to: plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a test situation, and misuse of identification with intent to defraud or deceive.” College Policy 6HX28: (10-16)

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

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20 21 22 23 24 25 26

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21 22 23 24 25 26 27

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27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

111

It is recommended that you include a statement about the Office for Students with Disabilities, such as:

26 27 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo College Closed ____________________________ Memorial Day ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

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20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

112

MAY 2014

29 30 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

____________________________

9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Students with disabilities who qualify for academic accommodations must provide a notification from the Office for Students with Disabilities (OSD) and discuss specific needs with the instructor, preferably during the first two weeks of class. The Office for Students with Disabilities determines accommodations based on appropriate documentation of disabilities.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

113

Bloom’s taxonomy Bloom’s Taxonomy has been a critical part of the evaluative process in education for many years. In 2001, Anderson and colleagues revised the concept to reflect a mental skill or ability that can be learned to use (Anderson, 2001). The change in focus to mental skill posits that mastery is reflected when engaging in particular activities. As with the original Bloom’s model, the list goes from simple to more complex abilities. Interestingly, Anderson et al (2001) notes that through the practice of more complex skills, the learner is more apt to master the more simple skill levels. The most basic mental skill is—Remember—bringing past knowledge to the present. According to Anderson et al (2001), it is through simple memory that we are able to recognize something we have previously encountered. Recall is seen as more complex because it requires that the correct answer be generated.

114

JUNE 2014 S

PAYDAY

8 9 10 11 12 13 14 Faculty Work Day (Credit Classes Do Not Meet B Term)

Faculty Report (B Term)

15 16 17 18 19 20 21 Fatherâ&#x20AC;&#x2122;s Day

PAYDAY

Faculty Work Day (Credit Classes Do Not Meet B Term)

22 23 24 25 26 27 28 No Show Reporting Period

No Show Reporting Period

Ramadan

29 30 1 2 3 4 5 No Show Reporting Period

6 7

No Show Reporting Period

PAYDAY

No Show Reporting Period, June 24-July 3 (B Term) Notes _____________________________________________________

115

Remember and Comprehend/Understand

2 3 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

116

JUNE 2014

5 6 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Remember is bringing past knowledge to the present. According to Anderson et al (2001), this is the most basic mental skill. It is through simple memory that we are able to recognize something that we have previously encountered. Recall is seen as more complex because it requires that the correct answer be generated. Comprehend/Understand - requires one to grasp the meaning. This skill requires that learners will express information or concepts in their own words (Anderson, 2011) and can summarize new information, recognizing how it is the same or different from other information.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

117

Applyâ&#x20AC;&#x201D;using knowledge/skills to bring about desired result

9 10 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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12___________________________

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1 pm _________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

118

JUNE 2014

12 13 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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6 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Faculty Work Day (Credit Classes Do Not Meet ____________________________ B term) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Father’s Day 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

This concept requires the previous two —remembering and comprehending—to integrate that information in practice.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

119

Analyzeâ&#x20AC;&#x201D;breaking the whole into parts

16 17 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo Faculty Work Day (Credit Classes Do Not Meet ____________________________ B Term) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

120

JUNE 2014

19 20 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Analysis provides the opportunity to learn more through breaking down information into components and then realizing how those parts not only relate to each other, but the overall purpose as it relates to the whole (Anderson, 2001).

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

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20 21 22 23 24 25 26

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28 29 30

26 27 28 29 30 31

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28 29 30 31

121

Evaluate and Create/Synthesize

23 24 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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10___________________________

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12___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo No Show Reporting Period (B Terms) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

122

JUNE 2014

26 27 THURSDAY 7 am _________________________

FRIDAY

No Show Reporting Period (B Terms) 8 am_________________________ Ramadan begins 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

7 am _________________________

____________________________

8 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

____________________________

4 ___________________________

____________________________

5 ___________________________

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6 ___________________________

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7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

SATURDAY

SUNDAY

No Show Reporting Period (B Terms) 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

Evaluate—determine worth based on criteriawhen evaluating, the learner must understand what is being judged and by what criteria. Create/Synthesize—develop something new/ bring elements together in a new way-this relates to something new to the learner.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

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12 13 14 15 16 17 18

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17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

123

online classes As we continue to grow the number of classes in which we integrate technology as part of our course and/or develop fully online classes, it is critical to remember the importance of building community within the online platform. There are many ways to accomplish this, but one way that helps bring the class together is using threaded discussions. Guidelines for practicing the art of threaded discussions online have been developed by many experts. Many faculty at Valencia College have outlined a few practices that serve as a good platform.

124

JULY 2014 S

1 2 3 4 5 No Show Reporting Period

No Show Reporting Period

College Closed

Independence Day PAYDAY

6 7 8 9 10 11 12

13 14 15 16 17 18 19 PAYDAY

20 21 22 23 24 25 26 Laylat al-Qadr

27 28 29 30 31 1 2 Eid-al-Fitr

Final Exams, Term Ends, Day and Evening

Classes End (Full and B Terms)

3 4

Faculty Work Day (Credit Classes Do Not Meet Full and B Terms)

Grades Due (All Terms)

Faculty Work Day (Credit Classes Do Not Meet B Term)

Final Grades viewable in Atlas PAYDAY

125

Maintain consistency

30 1 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

126

JULY 2014

3 4 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo PAYDAY ____________________________ College Closed ____________________________ Independence Day ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

• Regular pattern for deadlines. Keeping deadlines on the same day of the week throughout the course helps students establish a routine, much like going to class on certain days. • Deadlines are included in discussion titles. For example: “Discussion 3 Due 10/16 and 10/18”. (“While this means I edit topic titles each term to correct dates, I find that posting deadlines in titles helps increase my completion rate.”) (Roberta Vandermast)

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

127

Topics that evaluate, rather than regurgitate

7 8 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

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8 ___________________________

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9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo No Show Reporting Period (B Term) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

128

JULY 2014

10 11 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

____________________________

4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

____________________________

8 ___________________________

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9 ___________________________

SATURDAY

No Show Reporting Period (B Term) 8 am_________________________ 9 ___________________________ 10 __________________________ 11 ___________________________ 12 __________________________ 1 pm _________________________ 2 ___________________________ 3 ___________________________ 4 ___________________________ 5 ___________________________ 6 ___________________________

SUNDAY

“Topics are designed to let students express their opinions and ideas about what we are studying versus setting up scenarios where they are more likely to cut and paste responses. So, keep discussion topics personal, by asking something like “Which movement in modernism do you find confusing? What makes it confusing to you?” (Roberta Vandermast)

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

129

Use a rubric

14 15 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

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8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

130

JULY 2014

17 18 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

____________________________

11___________________________

____________________________

12___________________________

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1 pm _________________________

____________________________

2 ___________________________

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3 ___________________________

____________________________

4 ___________________________

____________________________

5 ___________________________

____________________________

6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo PAYDAY ____________________________ No Show Reporting Period (B Term) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Grading discussions from a rubric makes expectations clear to students. Content: Posting integrates information from text, reading materials, videos, etc. demonstrating understanding, not regurgitation. Responses are focused. Quality: Information clearly relates to the main topic. It includes several supporting details and/or examples. Quantity: All aspects of the prompt are addressed and all questions answered with at least 3 sentences about each. The initial response requires one full page. Response to classmate needs to add to discussion. Mechanics: Proofread and run Spell Check before you submit. You also need to cite within your work for any ideas/thoughts/ words that are not your own. In addition, list your reference at the end of your discussion. Feel free to go beyond your text when answering. (Ciesko)

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

131

Give students the opportunity to practice

21 22 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

____________________________

10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

____________________________

6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

132

JULY 2014

24 25 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

____________________________

10___________________________

____________________________

11___________________________

____________________________

12___________________________

____________________________

1 pm _________________________

____________________________

2 ___________________________

____________________________

3 ___________________________

____________________________

4 ___________________________

____________________________

5 ___________________________

____________________________

6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo Laylat al-Qadr ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

Provide students with a “practice” discussion where the points are reduced as a way to provide an opportunity for them to learn how to use discussions without the risk of high point loss. Also, be sure to be present in the course. Provide timely feedback and demonstrate your own commitment to the discussion work.

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

133

Are students ready for online classes?

28 29 MONDAY

TUESDAY WEDNESDAY

7 am _________________________

____________________________

8 ___________________________

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9 ___________________________

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10___________________________

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11___________________________

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12___________________________

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1 pm _________________________

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2 ___________________________

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3 ___________________________

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4 ___________________________

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5 ___________________________

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6 ___________________________

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7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Final Exams, Term Ends, Day and Evening ____________________________ Classes End (Full and B Terms) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Memo Faculty Work Day (Credit Classes Do Not Meet ____________________________ Full and B Terms) ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

7 am _________________________ ____________________________

2014

JANU ARY

FE B R U AR Y

MA R C H

A PRIL

MAY

J UN E

S M T W T F S

1 2 3 4

1 2 3 4 5

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

6 7 8 9 10 11 12

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

13 14 15 16 17 18 19

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

20 21 22 23 24 25 26

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

23 24 25 26 27 28 29

27 28 29 30

25 26 27 28 29 30 31

29 30

30 31

134

JULY 2014

31 1 THURSDAY 7 am _________________________

FRIDAY

7 am _________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

____________________________

10___________________________

____________________________

11___________________________

____________________________

12___________________________

____________________________

1 pm _________________________

____________________________

2 ___________________________

____________________________

3 ___________________________

____________________________

4 ___________________________

____________________________

5 ___________________________

____________________________

6 ___________________________

____________________________

7 ___________________________

____________________________

8 ___________________________

____________________________

9 ___________________________

Memo Grades Due (9 am All Terms) ____________________________ Faculty Work Day (Credit Classes Do Not Meet ____________________________ B Term) ____________________________ ____________________________ ____________________________ ____________________________

Memo Final Grades viewable in Atlas ____________________________ PAYDAY ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

SATURDAY

SUNDAY

If students are unsure if they are ready for an online class, ask them the following: • Can you organize time well, even when managing multiple demands? • Do you have good reading and writing skills? • Do you use the Internet, e-mail and word processing software regularly? • Can you spend 10-15 hours a week on each class? • Do you enjoy working independently? Source: SUNY Orange Community College

JU LY

A U GU ST

SE PT E MBER

OCTOBER

N OVEM BER

DECEM BER

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4 5 6

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

7 8 9 10 11 12 13

5 6 7 8 9 10 11

2 3 4 5 6 7 8

7 8 9 10 11 12 13

1 2 3 4 5 6

13 14 15 16 17 18 19

10 11 12 13 14 15 16

14 15 16 17 18 19 20

12 13 14 15 16 17 18

9 10 11 12 13 14 15

14 15 16 17 18 19 20

20 21 22 23 24 25 26

17 18 19 20 21 22 23

21 22 23 24 25 26 27

19 20 21 22 23 24 25

16 17 18 19 20 21 22

21 22 23 24 25 26 27

27 28 29 30 31

24 25 26 27 28 29 30

28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

28 29 30 31

135

online teaching & learning Valencia’s Office of Faculty and Instructional Development offers many opportunities for faculty members to explore key issues regarding teaching and learning in the web-enhanced, hybrid and online environments. Our courses are designed to meet the needs of diverse experience levels in teaching online, ranging from the novice to the experienced. These courses and programs support faculty members in developing a framework of best practice strategies for engaging, instructing, supporting and communicating with students in the online environment. Our courses involve the following topics: • Characteristics and unique needs of the online learner • Learning styles and diversity in an online class • Formative and summative assessment techniques • Strategies for promoting academic integrity • Strategies for engaging the online learner • Online and hybrid course design and delivery • Strategies for communication and interaction • Current legal issues • Universal design for learning • Building online learning communities • Facilitating online discussions • Integration of learning technologies

136

AUGUST 2014 S

Final Exams, Term Ends, Day and Evening Classes End (Full and B Terms)

Faculty Work Day (Credit Classes Do Not Meet Full and B Terms)

Grades Due (9 am All Terms)

Faculty Work Day (Credit Classes Do Not Meet B Term)

1 2 Final Grades viewable in Atlas PAYDAY

3 4 5 6 7 8 9

10 11 12 13 14 15 16 PAYDAY

17 18 19 20 21 22 23

24 25 26 27 28 29 30 PAYDAY

137

138

May 21

May 24

Advanced Registration Begins New Students

Open Registration Begins New and Returning Students

July 19

July 26

Aug 9

Aug 16

Aug 16 May 13 - Aug 16

Aug 17

Aug 20

Aug 21

Aug 22

Aug 26

Financial Aid Priority Deadline For Upcoming Term* (1st Full Friday)*

Application Priority Deadline Baccalaureate Degree

Application Priority Deadline Associates Degree

Fourth Attempt Appeal Deadline

Suspension Readmission Request Deadline

Financial Aid SAP Appeal Priority Deadline

Fee Payment Deadline: FRIDAY (5 p.m.) Deadline for Registration Period**

Late Registration Begins - Fees Assessed With Initial Enrollment

Faculty Report

Senior Citizen and State Employee Registration Begins

Academic Assembly (Collegewide)

Assisted Registration Begins

Aug 26

Aug 21

Aug 17

Aug 16 May 13 - Aug 16

Aug 16

Aug 9

July 26

July 19

June 3 July 8

May 24

May 21

May 13

1st 6 Weeks H1

Oct 17

Oct 18

Oct 17

Aug 16 May 13 - Aug 16

Aug 16

Aug 9

July 26

July 19

June 3 July 8

May 24

May 21

May 13

2nd 6 Weeks H2

*Must meet all eligibility criteria including verification and transcript evaluation. **After this payment deadline, fees are due each Tuesday and Thursday until the Drop/Refund Deadline.

Final Fee Payment

June 3 July 8

Student Out of Country Student In Country

International Student Application Deadline

May 13

Advanced Registration Begins Returning Students

Full Term 1

Aug 26

Aug 21

Aug 17

Aug 16 May 13 - Aug 16

Aug 16

Aug 9

July 26

July 19

June 3 July 8

May 24

May 21

May 13

1st 8 Weeks TWJ

Sept 26

Oct 2

Sept 27

Aug 16 May 13 - Aug 16

Aug 16

Aug 9

July 26

July 19

June 3 July 8

May 25

May 21

May 13

2nd 8 Weeks TWK

Any revisions to this calendar made during the year will be found in the Academic Calendar in the official online catalog.

Aug 26

Aug 21

Aug 17

Aug 16 May 13 - Aug 16

Aug 16

Aug 9

July 26

July 19

June 3 July 8

May 25

May 21

May 13

1st 4 Weeks TR1

Academic Calendar 2013-2014 • Important College Calendar Dates • FALL

Sept 26

Oct 2

Sept 27

Aug 16 May 13 - Aug 16

Aug 16

Aug 9

July 26

July 19

June 3 July 8

May 25

May 21

May 13

2nd 4 Weeks TR2

Oct 31

Nov 6

Nov 1

Aug 16 May 13 - Aug 16

Aug 16

Aug 9

July 26

July 19

June 3 July 8

May 25

May 21

May 13

3rd 4 Weeks TR3

Sept 19

Sept 23

Sept 20

Aug 16 May 13 - Aug 16

Aug 16

Aug 9

July 26

July 19

June 3 July 8

May 25

May 21

May 13

Middle 8 Weeks-LSC

139

Sept 3

Sept 4–13

Sept 13

Oct 15 Oct 17

Oct 10

Nov 1

Drop/Refund Deadline (11:59 p.m.)

Faculty No-Show Reporting Period

Graduation Application Deadline

College Night - Osceola Campus East Campus

Spirit Day

Withdrawal Deadline “W” Grade (11:59 p.m.)

Veteran’s Affairs Deferral Deadline

*Final Exams are scheduled for the last class period for these parts of term.

Oct 17

Dec 17

Sept 2, Nov 27–29, Dec 20–Jan 1

Dec 17

Dec 16 (9 a.m.)

College Closed (Credit Classes Do Not Meet)

Dec 17

Dec 16 (9 a.m.)

Dec 15* Dec 15*

Oct 15

Dec 17

Dec 16 (9 a.m.)

Nov 4* Nov 4*

Dec 15

LCM

Nov 15

Oct 10

Oct 15 Oct 17

Sept 13

Oct 9–18

Oct 8

Oct 2

Dec 17

Dec 16 (9 a.m.)

Sept 30

Sept 30*

Sept 30

LCM

Sept 20

Oct 15 Oct 17

Sept 13

Sept 4–13

Sept 3

Aug 26

2nd 10 Weeks 1st 5 Weeks TWK TR1

Faculty Work Day (Credit Classes Do Not Meet) West, East and Winter Park

Final Grades Viewable in Atlas

Dec 16 (9 a.m.)

Dec 15* Dec 15*

Nov 4

LCM

Oct 11

Oct 10

Oct 15 Oct 17

Sept 13

Sept 4–13

Sept 3

Aug 26

1st 10 Weeks TWJ

Aug 20–23, Dec 16

Dec 17

Grades Due (Faculty Submission Deadline)

Oct 18*

Dec 15

LCM

Nov 29

Oct 15 Oct 17

Sept 13

Oct 26–4

Oct 25

Oct 19

2nd 8 Weeks H2

Faculty Work Day (Credit Classes Do Not Meet) Osceola and Lake Nona

Dec 16 (9 a.m.)

Term Ends

Oct 18

LCM

Sept 27

Oct 10

Oct 15 Oct 17

Sept 13

Sept 4–13

Sept 3

Aug 26

1st 8 Weeks H1

Faculty Work Day (Credit Classes Do Not Meet) Collegewide

Dec 9–15

Dec 15

Final Exams

Dec 8

Sept 3

Change of Major & Credit to Audit Deadline

Dec 8

Aug 26

Full Cost of Instruction Appeal Deadline

Day and Evening Classes End

Aug 26

Proof of Florida Residency Deadline

Faculty Final Date to Enter Withdrawal

Aug 26

Day & Evening Classes Begin (First Day of Classes for Each Term)

Full Term 1

Any revisions to this calendar made during the year will be found in the Academic Calendar in the official online catalog.

Academic Calendar 2013-2014 • Important College Calendar Dates • FALL

Dec 17

Dec 16 (9 a.m.)

Nov 5*

Nov 5

LCM

Oct 25

Oct 10

Oct 15 Oct 17

Sept 13

Oct 9–18

Oct 8

Oct 2

2nd 5 Weeks TR2

Dec 17

Dec 16 (9 a.m.)

Dec 15*

Dec 15

LCM

Dec 6

Oct 15 Oct 17

Sept 13

Nov 13–22

Nov 12

Nov 6

3rd 5 Weeks TR3

Dec 17

Dec 16 (9 a.m.)

Nov 17*

Nov 17

LCM

Nov 1

Oct 10

Oct 15 Oct 17

Sept 13

Oct 1–10

Sept 30

Sept 23

Middle 8 Weeks-LSC

140

Oct 29

Nov 1

Advanced Registration Begins New Students

Open Registration Begins New and Returning Students

Nov 15

Dec 6

Nov 8

Dec 13 Oct 21–Dec 13

Dec 13

Jan 2

Dec 14

Jan 2

Jan 6

Financial Aid Priority Deadline For Upcoming Term*

Application Priority Deadline Associates Degree

Application Priority Deadline Baccalaureate Degree

Fee Payment Deadline: FRIDAY (5 p.m.) Deadline for Registration Period**

Fourth Attempt Appeal Deadline

Suspension Readmission Request Deadline

Financial Aid SAP Appeal Priority Deadline

Late Registration Begins - Fees Assessed With Initial Enrollment

Faculty Report

Senior Citizen and State Employee Registration Begins

Assisted Registration Begins

Jan 6

Jan 2

Dec 14

Jan 2

Dec 13

Dec 13 Oct 21–Dec 13

Nov 8

Dec 6

Nov 15

Sept 30 Nov 15

Nov 1

Oct 29

Oct 21

1st 6 Weeks H1

Feb 21

Feb 27

Feb 21

Jan 2

Dec 13

Dec 13 Oct 21–Dec 13

Nov 8

Dec 6

Nov 15

Sept 30 Nov 15

Nov 1

Oct 29

Oct 21

2nd 6 Weeks H2

*Must meet all eligibility criteria including verification and transcript evaluation. **After this payment deadline, fees are due each Tuesday and Thursday until the Drop/Refund Deadline.

Final Fee Payment

Sept 30 Nov 15

Student Out of Country Student In Country

International Student Application Deadline

Oct 21

Advanced Registration Begins Returning Students

Full Term 1

Jan 6

Jan 2

Dec 14

Jan 2

Dec 13

Dec 13 Oct 21–Dec 13

Nov 8

Dec 6

Nov 15

Sept 30 Nov 15

Nov 1

Oct 29

Oct 21

1st 8 Weeks TWJ

Feb 7

Feb 10

Feb 7

Feb 8

Jan 2

Dec 13

Dec 13 Oct 21–Dec 13

Nov 8

Dec 6

Nov 15

Sept 30 Nov 15

Nov 1

Oct 29

Oct 21

2nd 8 Weeks TWK

Any revisions to this calendar made during the year will be found in the Academic Calendar in the official online catalog.

Jan 6

Jan 2

Dec 14

Jan 2

Dec 13

Dec 13 Oct 21–Dec 13

Nov 8

Dec 6

Nov 15

Sept 30 Nov 15

Nov 1

Oct 29

Oct 21

1st 4 Weeks TR1

Feb 7

Feb 10

Feb 7

Jan 2

Dec 13

Dec 13 Oct 21–Dec 13

Nov 8

Dec 6

Nov 15

Sept 30 Nov 15

Nov 1

Oct 29

Oct 21

2nd 4 Weeks TR2

Academic Calendar 2013-2014 • Important College Calendar Dates • SPRING

Mar 21

Mar 24

Mar 21

Jan 2

Dec 13

Dec 13 Oct 21–Dec 13

Nov 8

Dec 6

Nov 15

Sept 30 Nov 15

Nov 1

Oct 29

Oct 21

3rd 4 Weeks TR3

Jan 17

Jan 21

Jan 17

Jan 2

Dec 13

Dec 13 Oct 21–Dec 13

Nov 8

Dec 6

Nov 15

Sept 30 Nov 15

Nov 1

Oct 29

Oct 21

Middle 8 Weeks-LSC

141

Jan 14

Jan 15–24

Jan 17

Feb 7

Mar 21

Apr 3

Mar 21

Apr 20

Apr 21–27

Apr 27

Apr 28 (9 a.m.)

Apr 29

May 3

Drop/Refund Deadline (11:59 p.m.)

Faculty No-Show Reporting Period

Graduation Application Deadline

Learning Day

Withdrawal Deadline “W” Grade (11:59 p.m.)

Faculty Final Date to Enter Withdrawal

Veteran’s Affairs Deferral Deadline

Day and Evening Classes End

Final Exams

Term Ends

Grades Due (Faculty Submission Deadline)

Final Grades Viewable in Atlas

Commencement

Apr 29

Apr 28 (9 a.m.)

Feb 26

LCM

Feb 7

Jan 17

Jan 15–24

Jan 14

Apr 29

Apr 28 (9 a.m.)

Apr 27

LCM

Apr 11

Jan 17

Mar 13–22

Mar 12

Feb 27

Apr 29

Apr 28 (9 a.m.)

Mar 23

LCM

Feb 21

Feb 7

Jan 17

Jan 15–24

Jan 14

Jan 6

*Final Exams are scheduled for the last class period for these parts of term.

Jan 2-3, Feb 7, Apr 28

Jan 14

Change of Major & Credit to Audit Deadline

Jan 6

1st 10 Weeks TWJ

Jan 20, Mar 3-9

Jan 6

Full Cost of Instruction Appeal Deadline

Feb 27

2nd 8 Weeks H2

College Closed (Credit Classes Do Not Meet)

Jan 6

Proof of Florida Residency Deadline

Jan 6

1st 8 Weeks H1

Faculty Work Day (Credit Classes Do Not Meet) Collegewide

Jan 6

Day & Evening Classes Begin (First Day of Classes for Each Term)

Full Term 1

Apr 29

Apr 28 (9 a.m.)

Apr 27

LCM

Apr 4

Jan 17

Feb 18–27

Feb 17

Feb 10

Apr 29

Apr 28 (9 a.m.)

Feb 9

LCM

Jan 31

Feb 7

Jan 17

Jan 15–24

Jan 14

Jan 6

2nd 10 Weeks 1st 5 Weeks TWK TR1

Any revisions to this calendar made during the year will be found in the Academic Calendar in the official online catalog.

Apr 29

Apr 28 (9 a.m.)

Mar 23

LCM

Mar 15

Jan 17

Feb 18–27

Feb 17

Feb 10

2nd 5 Weeks TR2

Academic Calendar 2013-2014 • Important College Calendar Dates • SPRING

Apr 29

Apr 28 (9 a.m.)

Apr 27

LCM

Apr 18

Jan 17

Apr 1–10

Mar 31

Mar 24

3rd 5 Weeks TR3

Apr 29

Apr 28 (9 a.m.)

Mar 24

Mar 23

LCM

Feb 28

Feb 7

Jan 17

Jan 28–3

Jan 27

Jan 21

Middle 8 Weeks-LSC

142

Feb 18

Feb 21

Advanced Registration Begins New Students

Open Registration Begins New and Returning Students

Apr 4

Apr 25

Apr 14

Apr 25 Feb 10–Apr 25

Apr 25

May 2

Apr 26

May 1

May 5

Financial Aid Priority Deadline For Upcoming Term*

Application Priority Deadline Associates Degree

Application Priority Deadline Baccalaureate Degree

Fee Payment Deadline: FRIDAY (5 p.m.) Deadline for Registration Period**

Fourth Attempt Appeal Deadline

Suspension Readmission Request Deadline

Financial Aid SAP Appeal Priority Deadline

Late Registration Begins - Fees Assessed With Initial Enrollment

Faculty Report

Senior Citizen and State Employee Registration Begins

Assisted Registration Begins

May 5

May 1

Apr 26

May 2

Apr 25

Apr 25 Feb 10–Apr 25

Apr 14

Apr 25

Apr 4

Feb 14 Apr 11

Feb 21

Feb 18

Feb 10

1st 6 Weeks H1

Jun 13

Jun 7

Jun 14

Jun 13

May 2

Apr 25

Apr 25 Feb 10–Apr 25

Apr 14

Jun 6

Apr 4

Feb 14 Apr 11

Feb 21

Feb 18

Feb 10

2nd 6 Weeks H2

*Must meet all eligibility criteria including verification and transcript evaluation. **After this payment deadline, fees are due each Tuesday and Thursday until the Drop/Refund Deadline.

Final Fee Payment

Feb 14 Apr 11

Student Out of Country Student In Country

International Student Application Deadline

Feb 10

Advanced Registration Begins Returning Students

Full Term 1

May 5

May 1

Apr 26

May 2

Apr 25

Apr 25 Feb 10–Apr 25

Apr 14

Apr 25

Apr 4

Feb 14 Apr 11

Feb 21

Feb 18

Feb 10

1st 8 Weeks TWJ

Any revisions to this calendar made during the year will be found in the Academic Calendar in the official online catalog.

May 29

Jun 3

May 31

May 29

May 2

Apr 25

Apr 25 Feb 10–Apr 25

Apr 14

May 23

Apr 4

Feb 14 Apr 11

Feb 21

Feb 18

Feb 10

2nd 8 Weeks TWK

May 5

May 1

Apr 26

May 2

Apr 25

Apr 25 Feb 10–Apr 25

Apr 14

Apr 24

Apr 4

Feb 14 Apr 11

Feb 21

Feb 18

Feb 10

1st 4 Weeks TR1

Academic Calendar 2013-2014 • Important College Calendar Dates • SUMMER

May 29

Jun 3

May 31

May 29

May 2

Apr 25

Apr 25 Feb 10–Apr 25

Apr 14

May 23

Apr 4

Feb 14 Apr 11

Feb 21

Feb 18

Feb 10

2nd 4 Weeks TR2

Jun 26

Jul 1

Jun 28

Jun 26

May 2

Apr 25

Apr 25 Feb 10–Apr 25

Apr 14

Jun 20

Apr 4

Feb 14 Apr 11

Feb 21

Feb 18

Feb 10

3rd 4 Weeks TR3

143

May 5

May 12

May 13–22

May 16

LCM

Jun 27

Jul 7

Jul 29

Jul 31

Aug 1

Proof of Florida Residency Deadline

Full Cost of Instruction Appeal Deadline

Change of Major & Credit to Audit Deadline

Drop/Refund Deadline (11:59 p.m.)

Faculty No-Show Reporting Period

Graduation Application Deadline

Faculty Final Date to Enter Withdrawal

Withdrawal Deadline “W” Grade (11:59 p.m.)

Veteran’s Affairs Deferral Deadline)

Day and Evening Classes End

Final Exams

Term Ends

Grades Due (Faculty Submission Deadline)

Final Grades Viewable in Atlas

Aug 1

Jul 31

Jun 16

May 30

LCM

May 16

May 13–22

May 12

May 5

1st 8 Weeks H1

*Final Exams are scheduled for the last class period for these parts of term.

College Closed (Credit Classes Do Not Meet)

Faculty Work Day (Credit Classes Do Not Meet) Collegewide

May 5

Day & Evening Classes Begin (First Day of Classes for Each Term)

Full Term 1

Aug 1

Jul 31

Jul 1

Jul 13

LCM

May 16

May 13–22

May 12

May 5

1st 10 Weeks TWJ

May 26, July 4

July 31 (Summer B term)

July 30 (Summer Full and B terms)

June 13, 16 (Summer B term)

June 17 (Summer A term)

May 1-3 (Summer Full and A terms)

Aug 1

Jul 31

Jul 29

Jul 18

LCM

May 16

Jun 24–Jul 3

Jun 23

Jun 17

2nd 8 Weeks H2

Any revisions to this calendar made during the year will be found in the Academic Calendar in the official online catalog.

Aug 1

Jul 31

Jul 29

Jul 11

LCM

May 16

Jun 10–19

Jun 9

Jun 3

2nd 10 Weeks TWK

Aug 1

Jul 31

Jun 2

May 23

LCM

May 16

May 13–22

May 12

May 5

1st 5 Weeks TR1

Academic Calendar 2013-2014 • Important College Calendar Dates • SUMMER

Aug 1

Jul 31

Jun 30

Jun 20

LCM

May 16

Jun 10–19

Jun 9

Jun 3

2nd 5 Weeks TR2

Aug 1

Jul 31

Jul 29

Jul 18

LCM

May 16

Jul 8–19

Jul 7

Jul 1

3rd 5 Weeks TR3

2014 Calendar Year

2015 Calendar Year

JANUARY 2014

FEBRUARY 2014

JANUARY 2015

FEBRUARY 2015

S M T W T F S

1 2 3 4

1 2 3

1 2 3 4 5 6 7

5 6 7 8 9 10 11

2 3 4 5 6 7 8

4 5 6 7 8 9 10

8 9 10 11 12 13 14

12 13 14 15 16 17 18

9 10 11 12 13 14 15

11 12 13 14 15 16 17

15 16 17 18 19 20 21

19 20 21 22 23 24 25

16 17 18 19 20 21 22

18 19 20 21 22 23 24

22 23 24 25 26 27 28

26 27 28 29 30 31

23 24 25 26 27 28

25 26 27 28 29 30 31

MARCH 2014

APRIL 2014

MARCH 2015

APRIL 2015

S M T W T F S

1 2 3 4 5

1 2 3 4 5 6 7

1 2 3 4

2 3 4 5 6 7 8

6 7 8 9 10 11 12

8 9 10 11 12 13 14

5 6 7 8 9 10 11

9 10 11 12 13 14 15

13 14 15 16 17 18 19

15 16 17 18 19 20 21

12 13 14 15 16 17 18

16 17 18 19 20 21 22

20 21 22 23 24 25 26

22 23 24 25 26 27 28

19 20 21 22 23 24 25

23 24 25 26 27 28 29

27 28 29 30

29 30 31

26 27 28 29 30

30 31

MAY 2014

JUNE 2014

MAY 2015

JUNE 2015

S M T W T F S

1 2 3

1 2 3 4 5 6 7

1 2

4 5 6 7 8 9 10

8 9 10 11 12 13 14

3 4 5 6 7 8 9

7 8 9 10 11 12 13

11 12 13 14 15 16 17

15 16 17 18 19 20 21

10 11 12 13 14 15 16

14 15 16 17 18 19 20

18 19 20 21 22 23 24

22 23 24 25 26 27 28

17 18 19 20 21 22 23

21 22 23 24 25 26 27

25 26 27 28 29 30 31

29 30

24 25 26 27 28 29 30

28 29 30

1 2 3 4 5 6

JULY 2014

AUGUST 2014

JULY 2015

AUGUST 2015

S M T W T F S

1 2 3 4 5

1 2

1 2 3 4

6 7 8 9 10 11 12

3 4 5 6 7 8 9

5 6 7 8 9 10 11

2 3 4 5 6 7 8

13 14 15 16 17 18 19

10 11 12 13 14 15 16

12 13 14 15 16 17 18

9 10 11 12 13 14 15

20 21 22 23 24 25 26

17 18 19 20 21 22 23

19 20 21 22 23 24 25

16 17 18 19 20 21 22

27 28 29 30 31

24 25 26 27 28 29 30

26 27 28 29 30 31

23 24 25 26 27 28 29

30 31

SEPTEMBER 2014

OCTOBER 2014

SEPTEMBER 2015

OCTOBER 2015

S M T W T F S

1 2 3 4 5 6

1 2 3 4

1 2 3 4 5

1 2 3

7 8 9 10 11 12 13

5 6 7 8 9 10 11

6 7 8 9 10 11 12

4 5 6 7 8 9 10

14 15 16 17 18 19 20

12 13 14 15 16 17 18

13 14 15 16 17 18 19

11 12 13 14 15 16 17

21 22 23 24 25 26 27

19 20 21 22 23 24 25

20 21 22 23 24 25 26

18 19 20 21 22 23 24

28 29 30

26 27 28 29 30 31

27 28 29 30

25 26 27 28 29 30 31

NOVEMBER 2014

DECEMBER 2014

NOVEMBER 2015

DECEMBER 2015

S M T W T F S

1 2 3 4 5 6

1 2 3 4 5 6 7

1 2 3 4 5

2 3 4 5 6 7 8

7 8 9 10 11 12 13

8 9 10 11 12 13 14

6 7 8 9 10 11 12

9 10 11 12 13 14 15

14 15 16 17 18 19 20

15 16 17 18 19 20 21

13 14 15 16 17 18 19

16 17 18 19 20 21 22

21 22 23 24 25 26 27

22 23 24 25 26 27 28

20 21 22 23 24 25 26

23 24 25 26 27 28 29

28 29 30 31

29 30

27 28 29 30 31

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Classroom Connection

“ The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.” —Anatole France (1844–1924) The Crime of Sylvestre Bonnard

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What is LifeMap? LifeMap is Valencia’s developmental advising system that focuses on current students to identify, clarify and realize their academic and life goals. It is a process that gives students direction-by opening up possibilities. It is also a means for students to figure out who they are, what their talents are and what challenges they face. The key benefit is seen as personal direction: a way to find their own path in life and get there faster. LifeMap points the way to resources that will help students find their own path–both Valencia resources and life resources like faculty, family, friends, employers, etc. In essence, LifeMap becomes a template for accomplishing any life goal. • W hile students have heard of LifeMap, the real issue is helping them understand that it’s not a pre-packaged thing or product. The word “LifeMap” itself tends to put it in a box—the LifeMap signage breaks out of the narrow interpretation to help students achieve a greater depth of understanding of the process of planning that LifeMap encompasses. • One way to envision LifeMap is to think of it as something students define for themselves. Every point of contact a student has with Valencia–courses, fellow students, professors, advisors, programs and services–are resources that help students plan for and reach their goal. It’s up to the students to decide which ones they need and to make the most of them.

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Educational Plan Assessment Helping students create a pathâ&#x20AC;&#x201D;use this assessment in class to guide students in thinking about their educational goals. Part 1: Of the statements below, check off those that apply to you and fill in the blanks where you can. q 1. I know what level of education/degree(s) is/are needed to be successful in my career choice. q 2. I know I need to major in ____________________ at a university to be successful in my career. q 3. I know ____________________ (college or university) offers my chosen major. q 4. I know that the ____________________ degree option at Valencia is the best choice to prepare for a major in ____________________ at the university level. 5. I have researched which common prerequisite courses are needed to enter the university q at junior standing. 6. I know I will have ____________________ elective credits to complete after I finish my q common course prerequisites. 7. I have researched which elective courses would be best for my career choice. q q 8. I plan to participate in the following activities to help me achieve my true academic potential: Part 2: For any of the statements above that you were unable to check off, review the corresponding suggestion below for help in planning your education. 1. You can learn what educational level is needed for a particular career by visiting The Career Center on any campus or by researching the specific job title in My Career Planner in Atlas. 2. To determine which major you should pursue for a particular career title, you can visit the Career Center, review the requirements listed in the want ads or job applications, discuss it with faculty/staff members, or talk to a professional who works in that career field. 3. You can find out if a particular major is offered at any of the state colleges or universities in Florida by visiting flvc.org. To learn about private or out-of-state colleges, you can search the individual college catalogs online. Visit the Career Center for additional assistance. 4. You can research Valenciaâ&#x20AC;&#x2122;s degree options in the college catalog, specific program sheets or at valenciacollege.edu/programs. If you need additional assistance, please visit the Student Services Office on any campus. 5. Common course prerequisites can be found in the transfer plan and pre-major listings in the Valencia catalog, at flvc.org and within the university catalogs under the specific degree requirements. 6. You can determine the number of electives you will need by completing a My Education Plan and/or a Degree Audit in Atlas. 7. You can research which elective courses to take by talking with a professional in the field, your faculty members, academic advisors/counselors and/or a career center advisor/counselor. 8. Valencia offers many support activities such as tutoring, supplemental learning, co-curricular activities and many more options listed in this handbook and the college catalog. Remember, if you cannot find the help you need, just ask someone. 147

Life Goals Assessment Below is an example of what we can provide students as a Life Goals Assessment: What do you want to achieve? (In some categories, more than one response may apply.) Lifestyle (Socio-economic status) ___ Upper middle class to wealthy (live in the best part of town, buy whatever I want, whenever I want) ___ Middle class (live in a nice house, pay all bills and save money for future, send children to college, travel) ___ Working class (live in a decent house, pay all bills) Relationships ___ A satisfying and committed relationship ___ Have children ___ Maintain good family relationships (parents, siblings, etc.) ___ The love and admiration of many friends ___ A few good friends Spirituality/Social Consciousness ___ Be an active member of my spiritual community ___ Have a personal definition of the meaning of life ___ Practice a satisfying religious faith ___ Religion/spirituality is not important to me ___ Make a personal contribution to society (outside of my job) ___ Serve as a community/national/international leader

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Personal ___ Good health; physical activity/exercise ___ A healthy and attractive appearance ___ Flexibility and freedom ___ Complete self-confidence Work ___ A challenging and rewarding career ___ A job where I can leave responsibilities behind when I leave work ___ National or international fame ___ Freedom within my work setting ___ Work in an office setting ___ Work in a variety of physical locations, some outdoors ___ Flexible work hours ___ A stable job where continued employment is not at risk ___ A n entrepreneurial job where I can create my own future Education ___ A degree I can complete in 2-3 years, attending full-time ___ A degree I can complete in 4-5 years ___ A degree that requires graduate study ___ A degree that requires high levels of math and science ___ A degree that requires high levels of reading and writing

Interpreting Your Responses Lifestyle In general, higher paying jobs require more education, more risk, and/or more dedication to work. High-paying, “stable” jobs usually require graduate school and job commitment that continues after work hours and on weekends. Similarly, the business entrepreneur who makes “big bucks” typically took a lot of risk on his/her own and spent a lot of time and energy to start and build his/her business. Relationships The balance of work and family commitments is the major issue for modern-day adults. Magazines and self-help books abound on “how to have it all.” The truth is that each of us has only 24 hours a day and we have to make choices on how to allocate our time. People who choose to stay single and/or not have children generally have more time to devote to their career, work, or leisure activities. Family commitments to parents and others are also important to consider when thinking about job commitment and your geographical flexibility. Spirituality/Socially Conscious These values also involve the amount of time and personal energy that you want to have to devote to them. Your commitment to a particular community, the kind of community, and social ties may also determine your flexibility in moving to other parts of the state, country or world. Personal Your commitment to personal health is both a time commitment and a willingness to sacrifice health or physical fitness for other priorities in life. Your emphasis on personal attractiveness may be related to your career or work interests. Work Beyond the specific skills and interests needed for different careers, jobs vary as to the work setting, responsibilities that continue after the work day, geographical flexibility required, amount of risk or change in the profession, and amount of freedom associated with work hours or where the work is done. Education The amount and type of education you will need is closely tied to the career that you seek. Most careers have a required level of education to get started and then expect higher levels of education for career advancement. In general, more education is also related to higher salaries, although that is not always the case. Through education, you can also discover career opportunities that you didn’t know existed when you started.

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Career Environment Assessment Review the following list of work environment values and circle those that are most important to you. Working with others

Work directly with individuals or groups

Working with things

Designing, repairing or managing products

Helping others Providing assistance or support to individual people Impact on society

Providing services or information that has a direct impact on society and the community

Working alone Working independently on solo projects Competition

Working in a competitive work environment or industry, competing with co-workers or other businesses

Creativity

Freedom to create, design and develop your own ideas

Working in an office setting

Having your own designated workspace indoors

Working outdoors

Daily work is outside of the office setting

Traveling

Traveling nationally or internationally 3-5 times per month

Working from 9-5

Standard workday structure

Supervision

Direct responsibility for others

Routine

Structured workday with minimal change or variation

Advancement High Salary

Clear opportunities for future career advancement

Awarded monetarily for good work

Personal recognition Variety

Recognition and fame are key benefits to a job well done

Work offers a wide range of duties and skills

Now, list your top three work environment values and describe how these values match your career choice. 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ How can you bring more of these values into your daily work life? How can you develop these values into your life outside of work?

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Bloom’s Taxonomy Bloom’s Taxonomy came about as a result of a committee of psychologists headed by Benjamin Bloom in 1956. Three areas were identified as key domains. • The cognitive - knowledge based domain, consisting of six levels • The affective - attitudinal based domain, consisting of five levels, and • The psychomotor - skills based domain, consisting of six levels. The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place. • Knowledge: Recall data or information. • Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. • Application: Use a concept in a new situation or unprompted use of an abstraction. • A nalysis: Separates material or concepts into component parts so that its organizational structure may be understood. • Synthesis: Builds a structure or pattern from diverse elements. • Evaluation: Make judgments about the value of ideas or materials. The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex: • Receiving Phenomena: Awareness, willingness to hear, demonstrating selected attention. • Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. • Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. • Organization: Organizes values into priorities by comparing and contrasting different values, resolving conflicts between them, and creating a unique value system. • Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex: • Perception: The ability to use sensory cues to guide motor activity. • Set: Readiness to act. It includes mental, physical and emotional sets. • Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. (Continued on Next Page) 151

• Mechanism: Learned responses are habitual and movements are performed with proficiency. • Complex Overt Response: Skillful performance of motor acts involving proficient, complex movement patterns. • Adaptation: Skills are well-developed patterns can be modified as needed. • Origination: Creating new movement patterns; learning outcomes are creative. The revised Bloom’s Taxonomy developed by Anderson et al (2001) considered metacognition to better reflect 21st century students and faculty. The group represented “cognitive psychologists, curriculum theorists, and instructional researchers and testing/assessment specialists “(Anderson, & Krathwohl, 2001, p. xxviii). The new terms are defined as: • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. • Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing and explaining. • Applying: Carrying out or using a procedure through executing, or implementing. • A nalyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing and attributing. • Evaluating: Making judgments based on criteria and standards through checking and critiquing. • Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. (Anderson & Krathwohl, 2001, pp. 67-68) References: Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives: Complete edition, New York: Longman. Anderson, L.W. (Ed.), Krathwohl, D.R.(Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E. Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman. Forehand, M. (2005). Bloom’s taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 8, 2013, from http://projects.coe.uga.edu/epltt/.

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representative words for each level Remember

Understand

Apply

Analyze

Evaluate

Create

Describe

Explain

Complete

Compare Contrast

Justify

Plan

Name

Compare

Use

Examine

Assess

Invest

Find

Discuss

Examine

Explain

Prioritize

Compose

List

Predict

Illustrate

Identify

Recommend

Design

Relate

Outline

Classify

Categorize

Rate

Construct

Write

Restate

Solve

Investigate

Decide Choose

Imagine

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Comparison characteristics and factors that encourage Deep and Surface Approaches to learning Deep Learning

Surface Learning

Definition:

Examining new facts and ideas critically, tying them into existing cognitive structures and making numerous links between ideas.

Accepting new facts and ideas uncritically and attempting to store them as isolated, unconnected items.

Characteristics

Looking for meaning.

Relying on rote learning.

Focusing on the central argument or concepts needed to solve a problem. Interacting actively.

Focusing on outward signs and the formulas needed to solve a problem.

Distinguishing between argument and evidence. Making connections between different modules. Relating new and previous knowledge. Linking course content to real life.

Receiving information passively. Failing to distinguish principles from examples. Treating parts of modules and programs as separate. Not recognizing new material as building on previous work. Seeing course content simply as material to be learned for the exam.

Encouraged by Students

Having an intrinsic curiosity in the subject.

Studying a degree for the qualification and not being interested in the subject.

Being determined to do well and mentally engaging when doing academic work.

Not focusing on academic areas, but emphasizing others (e.g., social, sport).

Having the appropriate background knowledge for a sound foundation. Having time to pursue interests through good time management. Positive experience of education leading to confidence in ability to understand and succeed.

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Lacking background knowledge necessary to understanding material. Not enough time / too high a workload. Cynical view of education, believing that factual recall is what is required. High anxiety.

Seven ways to integrate Information Literacy Instruction into your course or program Embedded Librarian What is it? Most often used in an online course setting, this involves providing a librarian with access to your Blackboard course. The librarian makes regular appearances in the course, can facilitate discussions, answer questions, and sometimes even contribute library-related assignments to the course. Pros: Students and faculty develop a strong working relationship with the librarian. The librarian is deeply aware of and may be able to anticipate studentsâ&#x20AC;&#x2122; needs in the course. Provides ongoing opportunities to teach, reinforce and assess information literacy concepts. Cons: This method is time-intensive. A librarian may only be able to embed in a few sections per semester. Librarian as LinC Success Coach What is it? If you are teaching a LinC (Learning in Community) course, a librarian can serve as a success coach, supporting both courses and helping students navigate. In practice, this functions similarly to an embedded librarian experience in the classroom. See the Learning in Community web site (valenciacollege.edu/linc/) for more information. Pros and Cons are similar to Embedded Librarian (above). Library Instruction Session / Virtual Library Instruction What is it? A one-time instruction session about the length of a single class meeting. Virtual library instruction can be conducted via GoToMeeting or similar software for online students. The librarian and faculty member confer beforehand and collaborate on a lesson plan that is tailored to the assignment. Pros: Dedicating a class period to library instruction sends a strong message to students about the essential role of research skills in your field. The librarian can provide active learning opportunities and effectively cover a basic set of concepts and skills. Cons: A one-shot session may not be enough time to convey all the needed information or to go in-depth into certain concepts. There is usually limited opportunity for a summative evaluation of student learning. There may not be a class period to spare for a session. Librarian Visit / Librarian Chat Session What is it? A quick, 5-10 minute visit to your classroom by a librarian. Best if you have a smart classroom. The librarian can briefly demonstrate how to connect to the library, locate a required resource, and contact the library for further information. In an online class this could be a onetime, synchronous Q&A chat session or a single facilitated discussion on your discussion board. Pros: This may be a good option if you do not have enough class time for a full-length session. It introduces students to a specific person so that they may be more apt to contact the librarian. Cons: Not enough time to convey information literacy concepts. This method relies on students following-up by contacting the librarian independently.

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Customized LibGuide What is it? This is a customized guide to library resources supporting your course or assignment. It can include live links, instructions, tutorials, images and more. A faculty member can have administrative access to edit and contribute content to the LibGuide. See libguides. valenciacollege.edu for examples. Pros: Can provide a large amount of content in a form that is easy to access. Students can return to it over and over as needed. Provides instruction in a passive form, much like a digital textbook. Can be used with or without a live instruction session. A permanent resource that can simply be updated from semester to semester. Cons: Since this method is not active, it relies on the student to access, use the guide and follow up with questions. Online Tutorial What is it? A recorded audiovisual presentation or a self-paced learning module. Recorded sessions are usually created using Camtasia and include screenshots of actual searches. A video of the librarianâ&#x20AC;&#x2122;s presentation can also be embedded. A self-paced module might be created using SoftChalk or similar software, which could include learning activities and quizzes. Pros: Can provide a large amount of content in a form that is easy to access. Students can return to it over and over as needed. Can involve some active learning opportunities. The length can be customized from a few minutes to a full class session. Cons: Relies on the student to access, view the tutorial and follow up with questions. May be time-intensive to create and update. Student Services Skillshop What is it? Librarians offer various Skillshops focusing on Information Literacy concepts through the Student Services Skillshop program. Students can attend voluntarily, but faculty may consider offering extra credit for attendance. Pros: Students can attend on their own time; can offer an interactive, workshop-style session. It also introduces students to a specific person so that they may be more apt to contact the librarian. Cons: Due to the open invitation, Skillshops are not generally tailored to the needs of one course or program.

Check your campus for availability of these services.

Information Literacy Resources for Faculty The following resources may be helpful in building an information literacy assessment plan. An Essential Partner: The Librarianâ&#x20AC;&#x2122;s Role in Student Learning Assessment www.learningoutcomeassessment.org/documents/LibraryLO_000.pdf (NILOA Occasional Paper No. 14.) This paper by Debra Gilchrist and Megan Oakleaf (2012, April), reports on ways that librarians and teaching faculty can partner to both facilitate and assess student learning. All Together Now: Getting Faculty, Administrators, and Staff Engaged in Information Literacy Assessment meganoakleaf.info/portaljuly2011.pdf This article by Megan Oakleaf, Michelle S. Millet and Leah Kraus presents a case study of an information literacy assessment program at Trinity University. 156

Perceptions of Libraries, 2010: Context and Community www.oclc.org/reports/2010perceptions.htm This report from OCLC (Online Computer Library Center) explores students’ information-seeking behaviors and perceptions. A valuable resource for any faculty member interested in getting inside students’ heads when it comes to research. Project Information Literacy projectinfolit.org/ A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on how college students seek and use information. Information Fluency (UCF) www.if.ucf.edu UCF’s QEP project focusing on Information Fluency, a somewhat broader concept that incorporates Information Literacy. Association of College and Research Libraries (ACRL) Standards Information Literacy Competency Standards for Higher Education (January 2000) www.ala.org/acrl/standards/informationliteracycompetency Information Literacy Competency Standards for Journalism Students and Professionals (October 2011) www.ala.org/acrl/files/standards/il_journalism.pdf Information Literacy Standards for Anthropology and Sociology Students (January 2008) www.ala.org/acrl/standards/anthro_soc_standards Information Literacy Standards for Science and Technology (June 2006) www.ala.org/acrl/standards/infolitscitech Psychology Information Literacy Standards (June 2010) www.ala.org/acrl/standards/psych_info_lit Political Science Research Competency Guidelines (July 2008) www.ala.org/acrl/files/standards/PoliSciGuide.pdf Information Literacy Standards for Teacher Education (May 2011) www.ala.org/acrl/files/standards/ilstandards_te.pdf Draft Information Literacy Rubric (2008) – Valencia College valenciacollege.edu/library/documents/ILRubricFall08.pdf Collaboratively developed by Valencia faculty, Destination 2008.

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Library Instruction Library instruction is available on all campuses. Each campus offers a range of training. Some entail a library tour and demonstration of appropriate and relevant databases. Other campus librarians offer more detailed instruction based on your needs. Contact your librarian to find out what is available. Making the Most of Your Library Instruction Session Librarians offer a variety of hands-on library instruction options for you and your students. Options include tailored research instruction based on class assignments and curriculum, and special topic workshops aimed at teaching specific skills, such as website evaluation. The overall goal of all library instruction classes is to develop information literate students. You can partner with the librarian to help make this happen. Create the most effective library instruction session for your students by following these guidelines: Point of Need Instruction: Timing is key: students will be more engaged and will retain more of what they learn if the library instruction section is directly connected to a current class assignment or project. Library instruction that is designed around your specific course objectives provides a context for students and gives them a stake in what is being taught. The most effective library instruction sessions occur when students have already chosen research topics and have a clear understanding of the requirements of their assignment. Please plan your session date to best meet your studentsâ&#x20AC;&#x2122; point of need. Scheduling: Contact a librarian at least two weeks in advance to schedule a library instruction session in order to provide us with sufficient time to prepare a class to meet your needs. The instruction classroom books quickly, so reserving your session well in advance increases your chances of getting your desired date and time. Copy of Assignment: Provide the librarian teaching your class with a copy of the class assignment and/or syllabus in advance, preferably at the time you schedule the instruction. Include any specific skills or resources you would like covered during the instruction session. This will help the librarian prepare for the class, create appropriate sample searches, determine the best resources to use, etc. We do spend time preparing for your class; please let us know as soon as possible if the assignment or topics have changed. Participation: Instructors are required to be present during the instruction session or must arrange for a substitute. Instructors who are engaged in the library session not only help the librarian but also communicate to their students that what is being taught is important.

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PATHWAYS In October 2012, Valencia’s West Campus launched PATHWAYS – a West Campus grant focused on increasing student persistence, completion and transfer. PATHWAYS is a $1.88 million Title III grant with a special focus on business and pre-nursing students on West Campus. This grant, funded by the U.S. Department of Education will fund a wide range of initiatives aimed at increasing student persistence, graduation, and transfer. Pathways will expand and improve advising services and related technology tools, as well as faculty and staff resources, to more fully meet the needs of the pre-nursing and business transfer students. Strategies embedded in this project include: • The development and implementation of expanded advising to pre-nursing students, as well as business students preparing for bachelor’s degrees. • The creation of a spectrum of student interventions, including a transition orientation. • The implementation of new educational planning software to improve the student’s experience with MyEducationPlan. • Faculty development and engagement designed to increase integration of LifeMap concepts and tools into the classroom (across disciplines), through the LifeMap Certificate. • Minor renovations and upgrades to the Center for Teaching/Learning Innovation on West Campus. PATHWAYS is a collaborate endeavor, linking West Campus faculty, Student Affairs and administrators in initiatives with the goal of helping students make informed choices about their academic pathways. For more information: Project Director: Catharine Penfold Navarro, PhD, cpenfoldnavarro@valenciacollege.edu Pathways Career Program Advisor for Business Transfer Students: Ayanna Collins, acollins31@valenciacollege.edu Pathways Administrative Assistant: Teresa Aplin, taplin1@valenciacollege.edu

PATHWAYS :: Objectives Objective 1: 5% increase from baseline for targeted students enrolled in their first year who complete and persist to second year Objective 2: 5% increase of targeted students who graduate within four years and transfer with necessary transcript requirements of university

Objective 3: 5% increased graduation rates within four years for targeted students as measured by Valencia College Strategic Indicators Report Objective 4: 90% of faculty earning LifeMap certificate integrate developmental advising curriculum into their courses across disciplines as measured by survey of faculty 159

Walmart PRESS for Completion Grant Program The Challenge Nationwide, while great strides have been made at community colleges for student success, the proportion of faculty (including adjunct faculty) and student services personnel deeply engaged in the work is modest compared to the total number of faculty and staff at the colleges. Further, the reform work has not yet eliminated the disconnections between academic departments and student services that limit vital collaboration. The Solution Achieving the Dream Leader colleges, known for their commitment to student-centered evidence-based reforms and outstanding increases in student outcomes, were deemed a most ideal network of colleges for testing and expanding innovative faculty and staff engagement strategies. Through a competitive grant program funded by the Walmart Foundation and administered by Achieving the Dream, 15 of 50 eligible Achieving the Dream Leader colleges were selected in June 2012, to participate in the Walmart PRESS (Persistence, Retention and Student Success) for Completion grant program. The grant includes a 27-month process during which the selected colleges will receive technical assistance and support from Achieving the Dream. In addition, each selected college has agreed to serve as a peer coach and be active in the learning community among the other 175+ colleges in the larger Achieving the Dream National Reform network. Ultimately, at least 100,000 students stand to benefit directly, and 3.75 million indirectly, from this grant program. From the ATD website www.achievingthedream.org/initiatives/PRESS Persistence, Retention, Engagement and Student Success Building on the work of Achieving the Dream, Developmental Education Initiative, Foundations of Excellence self-study and campus-based planning, the PRESS for Completion grant will incorporate and broaden engagement among faculty and staff to improve student learning and success during the first year of enrollment at Valencia. From the campus plans that were developed last year, there emerged a desire to discuss the college’s student success strategy and the current Student Success courses. The College seeks to explore ways of expanding the Student Success courses and the student success/college-readiness skills they contain to an even greater number of students collegewide. To reach its goal, the College needs to engage in a process that will allow a comprehensive college-wide plan to emerge from the meaningful intersection of the campus plans. The discussion may consider: • How to create the right conditions (curricular and co-curricular) to ensure student learning success in the first year. • How to design a systemic approach to integrating LifeMap College Success Skills into the first year experience. • How to design a common student experience/introduction to Valencia which is focused on student success. • How to renew and expand the commitment to “direction and connection” while exploring emerging big ideas of navigation and purpose. 160

Program Learning Outcomes Assessment: Progress & Promise 1. In response to the need for more structured conversations related to learning outcomes assessment across campuses deans are interacting with program assessment leaders on a regular basis and engaging them on the substance of their outcomes assessment work; this work is on-going. 2. The faculty and staff members are developing additional ways to improve the quality of the plans; the current members of the Learning Assessment Committee (LAC) have a subcommittee which is developing a rubric for the review of outcomes assessment plans for use in fall 2013. 3. We are looking forward to changes specific to general education in the upcoming academic year and we expect to revise and strengthen this assessment as a result of these changes in the summer of 2013 aligning this work within the annual assessment cycle. The Annual Cycle of Program Learning Outcomes Assessment The cycle of assessment at Valencia College has grown since 2003 and today is marked by several key events. At the beginning of the school year after Academic Assembly, faculty and staff members are invited to meet and to discuss their assessment plans for the year. They use the â&#x20AC;&#x153;start of the cycleâ&#x20AC;? form to provide an update and to document the steps they are taking for that academic year to implement their assessment plans. Each program creates and follows its own plan with the goal of meeting on Assessment Day in May to discuss their findings and to develop their improvement plans. The annual cycle for 2012-2013 is shown in the following graphic. 1. Academic Assembly Day & Fall Term Activities

3. Assessment Day (May)

Individual Consultations Office of Assessment

Faculty Development Courses

2. The National Assessment Conference (Feb.)

Content analysis drawing from: Miles, M.B. and Huberman, A.M. (1994). Qualitative data analysis: A sourcebook of new methods, 2nd Ed. Thousand Oaks, CA: Sage Publications and Patton, M.Q. (1990). Qualitative Evaluation and Research Methods, 2nd Ed. Newbury Park, CA: Sage Publications.

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Background on the Program Learning Outcomes Assessment Process The annual assessment cycle has been developing since our prior SACS reaffirmation in 2003, as we went from collegewide competencies to program-specific student learning outcomes in 2005. With this change came a shift away from a concentration on course-level learning outcomes. We moved from course-specific contributions to specific college competencies then toward course and disciplinary contributions to program-level competencies. This approach arose through an intentional partnership between Academic Affairs and Student Affairs seeking to assess curricular and co-curricular contributions to learning outcomes. The work of the faculty and staff members on the Learning Assessment Committee (LAC) made the growth of Assessment Day possible, as their work supported outcomes articulation and assessment activities across the college. None of this would have happened without an intentional partnership between Learning Assessment and Faculty Development. The summer activities of the Destinations program was one way that faculty and professional staff members first found a venue to develop plans and implement them—and from that arose Assessment Day. Brief Timeline of Program Assessment Milestones 2003 SACS Reaffirmation 2005 Shift toward Program-Specific Outcomes 2009 Outcomes Alignment First Documented 2010 Assessment Plans Developing with Peer Review Template 2011 Annual Assessment Cycle with 95% Participation 2012 Improvement Plans Created and Implemented 2013 Development Quality Rubric for Assessment Plans The Impact: What Faculty and Staff Members are Learning Overall the impact of the outcomes assessment can be seen as faculty and staff members learn about their students, their programs and each other. The comments that follow were written by faculty members in their reports and in related survey responses.

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About the Students Enrolled in Their Programs • Students have learned the [importance of] effective communication skills. • They have gained confidence in gathering information and relaying it properly. • They need a lot of opportunities to practice MLA formatting. • They need significant work with instructors on proper use of source material • Reading comprehension is a challenge. • They desire for more information to assist their progress. They were thrilled to receive high marks, however, wanted more tangible information to further technical progress.

About the Faculty and Staff Teaching in Their Programs • Faculty development is key to implementing an effective assessment. • They [colleagues] are dedicated and willing to help improve the program. • Different faculty structure assignments differently. • Not everyone considers the same competencies critical. • There may be some resistance/difficulty to implement a uniform assignment. • Faculty who do not teach courses at the end of the program are unfamiliar with what is being assessed at the end, especially new faculty.

About Their Programs • We need to share good ideas more often. • Faculty willingness to try new methods is very gratifying! • Our program needs to implement a uniform assignment. • We need to work harder at teaching our students skills that they need. • Everyone applied the rubric differently and the assignment was presented differently. • Will need to help the students in the interview process. • We need to consider the possibility that students will have to be able to read at college level before taking our courses. • We have many common concerns across the program and if organized conversations can be had, we can improve it for everyone. The Promise of Program Assessment As a result of faculty and staff requests, we have created a number of new faculty development workshops including: • LOBP3331 Program Outcomes Assessment: Developing Meaningful Assessment Plans • LOBP3332 Program Outcomes Assessment: Models and Strategies that Work • ASMT3220 Implementing Rubrics for Program Assessment Information provided by Laura Blasi, Ph.D., Director – Valencia Institutional Assessment Office

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The Student Assessment of Instruction (SAI) Overview Each term students complete the Student Assessment of Instruction (SAI) online through CoursEval—this is Valencia College’s course evaluation survey, allowing students to provide feedback related to their experiences in our classes. Students are able to take this survey on their computers, mobile phones, or iPads, while faculty can use their logins to check response rates as the survey is in progress. Student reminders are sent every five days directly from the Valencia Institutional Assessment office. Faculty members also receive email updates showing their response rates. Students take the survey online, this does not have to be done in class, and there is no limit on the amount of time they may take. The survey closes when the term ends and the reports are released after grades are posted. Once a survey is closed, faculty can use reporting tools to analyze their results and to run comparative reports. Faculty and students can login online using these links: • Faculty: tiny.cc/faculty_sai • Student: tiny.cc/student_sai The assessment provides an opportunity to help students to develop standards and expectations regarding their own educational experiences. When faculty members ask for student participation, they let students know that their opinions will be heard and they encourage a collaborative course experience. Faculty members can remind their students that it is important—in this way they collaborate on course improvement. Consider sharing an example of how the results have been used. Most often students report that they are reluctant to take it because they do not want it to impact their grades – let them know it is anonymous. In the summer of 2012, the Faculty Council convened to gather examples from other institutions and to request feedback from our students via an online survey which received over 1,300 responses. You can read the report, login, download the calendar of administration dates and find more information on the Valencia Institutional Assessment Website— www.valenciacollege.edu/via [click on the SAI tab on the left.] A workshop focused on learning about the SAI and its reporting tools is available through Faculty Development (ASMT 3222 Strengthening Teaching and Learning through the Results of Your Student Assessment of Instruction.) Faculty members should talk to their deans with any questions regarding the use of the survey in their discipline or department. For more information about the SAI or the CoursEval reporting tools, please contact Laura Blasi, Director of Institutional Assessment, at lblasi@valenciacollege.edu. Information provided by Laura Blasi, Director of Institutional Assessment

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The Student Assessment of Instruction (SAI) Cycle Graphic for Students

Students receive invitations by Email for each classâ&#x20AC;&#x201D;with regular reminders.

Instructors use the feedback to strengthen teaching working with deans, faculty developers, and colleagues combined with other sources of data if possible.

Instructors communicate the importance and the impact of past survey results.

Once exams end and grades are submitted, instructors receive Emails with report access (no student names.)

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Principles and Procedures for General Education Principles: Courses within the General Education Program will: 1. be able to meet the A.A. and A.S. degree requirements; 2. significantly contribute to Valenciaâ&#x20AC;&#x2122;s general education outcomes; 3. not narrowly focus on those skills, techniques and procedures specific to a particular occupation or profession; 4. be transferable for all programs; 5. contribute significantly to breadth of knowledge. Procedures: In keeping with SACS Comprehensive Standard 3.4.10, the institution places primary responsibility for the content, quality and effectiveness of the curriculum with its faculty, the Curriculum Committee will serve as the eligible voters for changes to the General Education program. However, effective collaboration and communication will be a part of all General Education decisions made at the college. 1. W hen deciding course additions to or deletions from the General Education program, the discipline-specific voter eligibility list will serve as a means of communication and collaboration. 2. In matters which relate to major changes across the five General Education areas, there will be communication from the faculty Co-Chair of the Curriculum Committee to all tenured and tenure-track faculty at the college. This communication will include the proposed change, the timetable for decision-making, access to resources for decision input, identification of opportunities to provide input, and required date of response. The Issue of Breadth: In order to ensure consistency with decisions regarding the addition of courses to the General Education program, the following questions will be addressed: 1. Does the course contribute significantly to satisfying the General Education Outcomes? (Yes) 2. Does this course, when added to the General Education program, satisfy the mission of Valencia College. (Yes) 3. Is this course specific to a particular faculty member? (No) 4. Does this course focus on a specific occupation? (No) 5. Will this course, if added, be transferable to upper division programs? (Yes) 6. Does this course have prerequisites that are not General Education courses? (No) valenciacollege.edu/curriculumcommittee/GeneralEducation.cfm

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Program Integrity and Documentation of Online Course Attendance Background On October 29, 2010, the Department of Education (ED) published final regulations in the Federal Register on a collection of 14 topics known as “Program Integrity Issues.” These final rules aim to strengthen the integrity of the federal financial aid (Title IV) programs. The new rules primarily impact schools, both financial aid professionals and their colleagues, with other campus administrative responsibilities, including faculty members. One new rule concerns “documenting attendance.” Beginning July 1, 2011, these new rules revise the definition of “academically-related activity,” to document attendance, excluding some of the currently acceptable examples - CFR 668.16(E), (l). All institutions participating in Title IV programs are required to be in compliance with the new regulations and could be subject to heavy fines or lose their participation agreement to offer financial aid to their students. While attendance in face-to-face and many hybrid courses is easily documented, it is the attendance of online courses (and hybrid courses that do not meet within the no-show period) that need to be addressed. The Department of Education has made it clear that simply logging into an online or hybrid course does not constitute attendance as an “academically-related activity.” Procedure In order to certify that a student is actively attending an online course or hybrid course that does not meet face-to-face within the no-show period, all faculty members are responsible for documenting attendance by requiring students to participate in at least one of the following “academically-related activities” during the no-show period. These activities must take place in the Valencia-hosted learning management system (Blackboard) or in Atlas email. 1. Require students to submit an online assignment. 2. Require students to take an online assessment. 3. Require students to participate in an online discussion about academic matters. 4. Require students to complete an online interactive tutorial or computer-assisted instruction that is trackable. 5. Require students to initiate contact with the faculty member to ask a question about the academic subject studied in the course. Faculty members must report any students who do not engage in an “academically-related activity” during the first week of class by entering a “W” in the Final Grades function in Atlas during the “No-Show” period. (Continued on Next Page) 167

Records Retention Academically-related Activities Documented in Atlas Academic records shall be maintained by the faculty member and the Division Office. Records will be kept for a period of at least three years. Activities Documented in the Valencia-hosted Learning Management System (Blackboard) and Academic records will be maintained by the Office of Information Technology. Records will be kept on the live Valencia-hosted production server for a period of one year, plus one semester. After which time, all sections will be individually backed up, placed in secure storage and removed from the production server.

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Classroom Management Establishing a Positive Classroom Climate and Tips for Handling Student Disruptions Faculty have the professional responsibility to treat students with dignity, understanding and respect. Students are also expected to demonstrate appropriate behavior toward other members of the college community. Faculty can help by taking proactive steps to ensure that students are aware of the instructor’s expectations for classroom behavior. Standards of appropriate classroom behavior should be included in the class syllabus and should be discussed with students at the first class meeting. Communicating these standards within the syllabus will promote student retention by preventing confusion and misinterpretation of conduct expected by the instructor. It will also provide the basis for disciplinary action, should it become necessary. What constitutes disruption? Disruption as applied to the academic setting means behavior that a faculty member would view as interfering with normal academic functions. Examples include, but are not limited to the following: • Persistently speaking without being recognized • Interrupting other speakers • Behavior that distracts the class from the subject matter of discussion • Behavior that interferes with the instructor’s ability to carry out the educational process • In extreme cases, physical threats, harassing behavior or personal insults • Refusal to comply with direction from faculty or instructional assistants Disruptive students in an academic setting hinder the academic process and negatively impact student learning. Disruptive student conduct is prohibited by Valencia College’s Student Code of Conduct policy (10-03), which includes a specific section on standards for classroom conduct. valenciacollege.edu/policies

Recognizing Behaviors of Concern

The Distressed Student Generally, the behavior of the distressed student causes us concern for the personal wellbeing of that student, rather than creating a worry for his/her impact on ourselves or on the classroom. Signs of a student in distress may include the following: • Excessive procrastination and very poorly prepared work, especially if inconsistent with previous work • Infrequent class attendance with little or no work completed • Dependency (e.g., the student who hangs around or makes excessive appointments during office hours) • Listlessness, lack of energy, or frequently falling asleep in class • Marked changes in personal hygiene • Appearing overly nervous, tense or tearful • Repeated request for special consideration (e.g., deadline extensions) • Report of sexual or physical assault or the recent death of a friend or family member (Continued on Next Page) 169

Tips for dealing with the distressed student • Speak with the student privately and confidentially. Document all conversations. • Let the student know that you are aware that he/she may be feeling down, and that you would like to help. • Encourage the student to seek help by meeting with a counselor in Student Services. You may want to offer to let the student call for an appointment from your office, or you may want to walk with the student to the Student Services office. • Do not promise absolute confidentiality when speaking with the student. If he/she discloses thoughts of suicide or doing harm to others, you should report this to a counselor in Student Services. • Refer the student to BayCare Counseling services. This is a private and confidential counseling service that provides short-term assistance to credit students. There is no cost to the student for the telephone call and initial counseling. Students enrolled in credit courses should call: 1-800-878-5470. • Consult with your academic dean about how to address the situation and use college procedures and resources to support the student and you. • Call or come to the Student Services office to speak with a counselor for consultation and assistance if the student shares other information that is of concern to you. The office phone numbers are East Campus-Ext. 2377; West Campus-Ext. 1344; Osceola Campus-Ext. 4141; and Winter Park Campus-Ext. 6908, Lake Nona Campus-Ext. 7102. The Disturbed Student The behavior of the disturbed student often makes those around him/her feel vaguely uncomfortable. Generally, we feel as though the disturbed student is behaving irrationally or out of sync with the reality that we perceive. Signs of a disturbed student may include the following: • Impaired speech and disjointed thoughts • Emotional responses that may be incongruent and/or inappropriate • Expressed suicidal thoughts (e.g., referring to suicide as a current option) • Self-mutilating behaviors, including cutting or burning of one’s self • Frequent or high levels of irritable or abrasive behavior • Inability to make decisions despite your repeated efforts to clarify or encourage • Bizarre behavior that is obviously inappropriate for the situation (e.g., talking to something/ someone that is not present) • Report of sexual or physical assault, or the recent death of a friend or family member • Suspicious and/or paranoid thoughts • Written assignments that focus on themes suggesting self-harm or harm to others Tips for dealing with the disturbed student • If there is no immediate threat, speak with the student privately. Document all conversations. • Express your concern for his/her behavior, and set appropriate limits for him/her interactions with you in and out of the classroom. • It is generally not helpful to argue with the student or try to convince his/her of his/her irrationality. It is also generally not helpful to “play along” and reinforce any delusions. • It may be helpful to acknowledge the student’s feelings without supporting the misperception ( e.g., “I understand that you think you are hearing voices, but I cannot hear them, and I believe you are safe.”) • Document each incident of inappropriate behavior. 170

• Consult with your academic dean about how to address the situation and use college procedures and resources to support the student and you. • Do not promise absolute confidentiality when speaking with the student. If he/she discloses thoughts of suicide or doing harm to others, you should report this to a counselor in Student Services. • Contact a counselor in Student Services for consultation and assistance in responding to the student. • If the student is disruptive in class, he/she may be asked to leave the classroom for the remainder of the period. In such a case, the faculty member should contact the Dean of Students’ office for further instructions regarding the student’s potential return to the classroom. • If you wish to remove the student for longer than the remainder of the class period, you must contact the Dean of Students to file the appropriate forms so that the incident can be addressed through the process outlined in the Student Code of Conduct. • The Deans of Students are East Campus-Joe Sarrubbo, Ext. 2377; Osceola Campus-Jillian Szentmiklosi, Ext. 4141; West Campus-Linda Herlocker, Ext. 1344; Winter Park CampusCheryl Robinson, Ext. 6908; and Lake Nona-Mike Bosley, Ext. 7111. The Disruptive Student The behavior of the disruptive student may or may not include elements of disturbed behavior but always negatively impacts those around him/her. The disruptive student makes it difficult for routine work or teaching to take place. Behaviors that may be considered disruptive include the following: • Behavior that persistently interferes with effective class management, including an inability to comply with the directives of the instructor • Frequent or high levels of irritable, unruly, abrasive, or aggressive behavior, including argumentative questioning or monopolizing of classroom discussion • Bizarre behavior that is obviously inappropriate for the situation (e.g., talking to something/ someone that is not present) Tips for dealing with the disruptive student • Avoid escalating the situation; speak calmly and with concern. Avoid physical contact. • If there is no immediate threat, speak with the student privately and confidentially. Document all conversations. • Express your concern for his/her behavior, and set appropriate limits for his/her interactions with you in and out of the classroom. • Document each incident of inappropriate behavior and any witnesses to each incident. • Do not promise absolute confidentiality when speaking with the student. If he/she discloses thoughts of suicide or doing harm to others, you should report this to a counselor in Student Services. • If the student is disruptive in class, he/she may be asked to leave the classroom for the remainder of the period. In such a case, the faculty member should contact the Dean of Students’ office for further instructions regarding the student’s potential return to the classroom. (Continued on Next Page) 171

• If the student is uncooperative in leaving the classroom, contact Security from a campus phone or your cell phone. Do not delay assistance by calling the Student Services office. Your first call should be to Security. • If the student poses an immediate danger to others, you may choose to dismiss the class while waiting for Security intervention. Use good judgment to protect your safety and the safety of others. • If you wish to remove the student for longer than the remainder of the class period, you must contact the Dean of Students to file the appropriate forms so that the incident can be addressed through the process outlined in the Student Code of Conduct. You cannot remove a student for an extended period of time without making a referral to the Dean of Students. • Notify your academic dean of the incident as soon as it is reasonable to do so. The Dangerous Student The behavior of the dangerous student threatens the health and well-being of those around him/ her. Behaviors that may be considered dangerous to self or others include the following: • Expression of suicidal thoughts, threats, or the making of suicidal gestures with specifics on how and when he/she would complete the act • Self-mutilating behaviors, including cutting or burning of one’s self • Specific threats of physical harm to others • Carrying or brandishing a weapon • Intimidating behavior, including inappropriate touching and/or standing too close to others, harassment or stalking. Adapted from: Linn Benton Community College’s: How to Help a Student in Distress: an LBCC Guide for Faculty and Staff, and East Tennessee State University’s—Teaching Troubled Students After the Virginia Tech Shooting Tips for dealing with the dangerous student: • Contact Security: East Campus - 407-582-2000 or after hours 407-277-0332 Lake Nona - 407-582-7000 or after hours 407-932-2625 West Campus - 407-582-1000 or after hours 407-582-1030 Osceola Campus - 407-582-2000 or after hours 407-932-2625 Winter Park Campus - 407-582-6000 or after hours 407-277-0332 • Do not delay by calling Student Services for assistance. Your first call should be to Security. • Avoid escalating the situation; speak calmly and with concern. Avoid physical contact. • If the student poses an immediate danger to others, you may choose to dismiss the class while waiting for Security intervention. • Use good judgment to protect your safety and the safety of others. Do not attempt to keep the perpetrator from leaving the classroom. Document the incident including any witnesses that were present. • Notify your academic dean of the incident as soon as it is reasonable to do so.

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WEB RESOURCES & TOOLS FOR FACULTY Establishing a Web Presence – There are four options for faculty wishing to establish a web presence at Valencia. They range from a simple web page, to full online course functionality. Our Instructional Design Team can assist you in determining what is right for you. Web Tool

Secure Login

Knowledge of HTML

Syllabus/ Office Hours

Course Materials

Discussion Board

Chat Feature

Assessment Submission

Faculty Front Door

Beginner

Yes

Faculty Web Page

Advanced

Yes

Atlas; My Course Page

Yes

Beginner

Yes

Limited

Yes

Blackboard Course

Yes

Beginner

Yes

Gradebook Tools – Just as there are many options for establishing a Web presence, there are also many options to electronically manage your gradebook. We can assist you with utilizing the following primary tools: Gradebook Tools

Secure Login

Flexibility of Grading

Knowledge of Functions

Student Accessibility

MS Excel

Advanced

Intermediate/Advanced

Printable

Blackboard

Yes

Advanced

Intermediate/Advanced

Online

Respondus – Free up classroom time by using online formative and summative assessments through Blackboard. Also, these files can be used to create StudyMate games and activities. Studymate – Create fact cards, flash cards, fill in the blank, matching, crosswords, quizzes, challenges, glossaries and other activities to supplement classroom activities outside the classroom. Softchalk – This application allows you to create interactive units of content using images, audio/ video/media, interactive self-check questions, learning games and activities that can be added to a Faculty FrontDoor site or a Backboard course. Video Content – There are additional video resources that can be used or created to help demonstrate concepts to your students. We can even help you develop your own video presentations to supplement your courses. Reusable Content – Learning Object Repositories are a very popular way to obtain ready-to-use content to integrate in your courses. You can find assessments, lesson plans, e-textbooks, videos, and animations to build/supplement your course within the showcased repositories. iTunes University – Valencia has its own content on iTunes University. Faculty can publish audio (podcasts) and video (vodcasts) to a private site in which students can access and review material. It allows students to publish their own podcasts to your site as well!

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QUALITY ENHANCEMENT PLAN Over the past ten years Valencia has been continually engaged in national, grant-related projects focused on improving student learning/success. These projects have included Achieving the Dream, Foundations of Excellence, and the Developmental Education Initiative. The impetus for our next college-wide project focused on student learning/success is not coming from a national grant, but from our regional accrediting body—the Southern Association of Colleges and Schools (SACS)—which is required to reaffirm the college’s accreditation every ten years. Our next reaffirmation is in 2014. The reaffirmation process includes the development of a Quality Enhancement Plan (QEP)—a broad based, college-wide change initiative focused on student learning or the conditions that impact student learning. Valencia’s QEP needs to be articulated by August 2013. The QEP is the centerpiece of the reaffirmation process and will be implemented over the course of 5 years beginning in the Fall of 2013 or Spring of 2014. Beginning in the Spring of 2012, faculty, staff and students entered into an exploration phase working toward identifying Valencia’s next Big Idea. A series of reading circle discussions, meetings, and brainstorming sessions led to four emerging themes—Student Purpose, Student Learning, Student Navigation and the New Student Experience. During the Fall of 2012, a total of 14 groups (approximately 280 faculty and staff) across the college met to further explore and unpack each theme as it related to Valencia and its students. The recurring proposition within the Big Idea Groups (BIGs) was that Valencia students need a coordinated first year experience to guide them toward the successful completion of their first 15 college-level credits at Valencia. The result of the BIGs and a post-SACS conference discussion among the college’s senior team, faculty leadership, and QEP leadership led to the creation of a vision statement for a proposed New Student Experience (NSE); in order for a new Valencia student to navigate the college experience successfully, it requires access to mandatory/universal career and academic advising, an extended orientation, integrated student success skills, and the development of an educational plan. A series of feedback sessions hosted across the College during the months of February and March led to a gathering at the Criminal Justice Institute of nearly 130 Valencia faculty and staff on March 22, 2013. This summit was an open, collaborative, decision making forum at which the general vision and outcome for Valencia’s proposed Quality Enhancement Plan (QEP) was reviewed, discussed and voted on. The plan was approved by an overwhelming majority of those gathered—122 people voted, 111 voted to move forward (green cards), 11 people expressed caution/concern with the plan (yellow card), and 0 people rejected the plan (red card). For more details on the NSE, please visit: QEP—The Next Big Idea to Guide Our Work into the Future. If you have questions about the QEP, please contact any of the faculty leaders for this work (Christina Hardin - Osceola Campus; John Niss - Winter Park Campus; Jamy Chulak - West Campus; Ed Holmes - East Campus and representing Counselors college-wide). If you have questions about the SACS reaffirmation process, please contact Kurt Ewen, Assistant Vice President for Institutional Effectiveness and Planning.

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FACULTY RESOURCES

“ The character of a man is known from his conversations.” — Menander (342–292 BC)

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internship and workforCe services Reasons Why You Should Become a Faculty Internship Supervisor • It is an excellent way to stay abreast of the changing trends in your field • Intern employers often serve as guest speakers or sites for field trips • You can customized your level of internship involvement based on your course load; many faculty supervisors mentor approximately two to four students per term • You have the satisfaction of knowing you assisted a student in clarifying his/her career choice by serving as a sounding board during the internship experience Faculty Internship Supervisors’ Testimonials Jamie Chesler, Business Professor—Osceola Campus The old adage suggests that, “It isn’t what you know, but who you know.” This used to be correct, but now it is requires both what you know and who you know. Over 60% of Impact Group (I provide career consulting services through this company) clients report they landed their next career opportunity through networking. Internship programs can be conducive to networking. Having an abundance of potential references when you are applying for jobs is critical. Internship programs can provide a pool of resources such as coworkers, supervisors, professors, mentors, etc., who can vouch for good work ethic, character and skills. Adrienne Mathews, Political Science faculty and Democracy Commitment Project Coordinator College Wide—West Campus Increasingly colleges and universities have shifted the focus from the GPA of a transfer student to the accomplishments and service in which the student has engaged. At Valencia College, the Internship Department provides numerous opportunities for students to become civically engaged through internships at all levels of government. Please encourage your students to inquire about the many opportunities available to them through the Internship office. For more information, contact Barbara Frazier, Director of Internship and Placement at: 407-582-3328 or bfrazier@valenciacolleg.edu

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Faculty and Instructional Development Faculty Development: A Comprehensive Program for Valencia’s Learning Leaders Are you interested in enhancing your practice, developing new and innovative strategies, and improving your students’ learning? How about learning from your colleagues and sharing your expertise in a collaborative community within your campus, discipline or division? Valencia’s comprehensive, competency-based Faculty Development Program provides a variety of opportunities, from face-to-face seminars to online and hybrid courses. Courses are uniquely designed and facilitated by Valencia experts... your colleagues. Faculty Development seeks to support all faculty members as they expand their professional practices and examine their ongoing development in the seven Essential Competencies of a Valencia Educator. The intention of Valencia’s Faculty Development Program is to engage teachers, scholars and practitioners in continuous improvement processes that result in student learning.

For more information about Faculty Development courses and programs, visit: valenciacollege.edu/facultydevelopment Visit a member of the Faculty and Instructional Development team on your campus in the Center for Teaching/Learning Innovation.

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LifeMap Certificate Program The LifeMap Certificate Program is designed to support all faculty members, full-time and parttime, as they expand their knowledge and integration of LifeMap and College Success Skills with the goal of enhanced student learning. To attain this certification, faculty will complete 38 hours of foundational courses and 4 hours of elective courses. LifeMap: Essential Competency of a Valencia Educator Valencia educators will design learning opportunities that promote student life skills development while enhancing discipline learning. Through intentional inclusion of growth-promoting strategies, instructors, counselors and librarians will facilitate the students’ reflection, knowledge, and appreciation for self and others; gradual assumption of responsibility for making informed decisions; and formulation and execution of their educational, career, and life plans. As a result, students can transfer those life skills to continued learning and planning in their academic, personal, and professional endeavors. In demonstration of this Essential Competency, the faculty member will: • Help students to continue clarifying and developing purpose (attention to life, career, education goals) • Help students assume responsibility for making informed academic decisions (e.g., degree requirements, transfer ( options, financial aid, etc.) • Help students develop academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.) • Help students identify where academic behaviors can be adapted as life skills (e.g., library search skills, decision making, (communication skills, scientific understanding, etc.) • Establish student and faculty contact that contributes to students’ academic, personal and professional growth • Seek out struggling students and identify options through dialog (and appropriate referrals) • Employ electronic tools to aid student contact (e.g., Atlas, MyPortfolio, Blackboard, Ask-ALibrarian, email, etc.) Learning Outcomes Include: 1. Faculty members will apply the principles of LifeMap, one of the Essential Competencies of a Valencia Educator, to improve their practice. 2. F aculty members will integrate LifeMap and College Success Skills into their current practice. 3. Faculty members will engage in continuous improvement processes, through the completion of an infusion project, with the goal of enhanced student learning. 4. F aculty members will develop professional relationships throughout the division, campus and college. 5. Faculty members will contribute to an evolving community of peers focused on reflection, innovation and enhanced student learning.

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FOUNDATION COURSES (38 HOURS) Course

Hours

LFMP3340 6 LFMP3341 6 LFMP3344 6 LFMP3346 20

Title

Conceptual Frameworks of LifeMap* (To be completed first) Advising is Teaching* (Prerequisite – LFMP3340) Infusing College Success Skills LifeMap Certificate Capstone* (Prerequisites – LFMP3340, LFMP3341, LFMP3344 and a minimum of 4 hours in optional courses below)

* The Foundational Courses must be taken in a specific sequence and have required prerequisites. OPTIONAL COURSES (a minimum of 4 HOURS) Course

INDV3257 INDV3258 LCTS1117 LCTS2221 LCTS3215 LCTS3216 LCTS3217 LCTS3218 LFMP1151 LFMP3345 LOBP3230

Hours

10 10 20 10 Variable 10 2 2 Variable 4 10

Title

Creating LinC Pairs: Part I Creating LinC Pairs: Part II Reading and Writing: Strategies for YOUR Course Impacting Student Motivation Step by Step: Faculty Development for SLS1122 Supplemental Learning to Enhance Student Learning College Survival Skills: Faculty Development for SLS1101 Personal Development: Faculty Development for SLS1201 LifeMap Reading Circle (topics vary from year to year) Learning Support Services on Your Campus Thinking Things Through: Critical Thinking Theory and Practice

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Office for Students with Disabilities A full Faculty Resource Guide is provided at valenciacollege.edu/osd/ FacultyStaffResources.cfm Mission Statement The Office for Students with Disabilities (OSD) is committed to the fulfillment of equal educational opportunity and full inclusion for students with disabilities. Purpose The OSD exists to determine reasonable and appropriate accommodations for qualified students with documented disabilities, to assist students in self-advocacy, to educate the Valencia community about disabilities, and to ensure compliance with the ADA, ADAAA and Section 504. Reasonable Accommodations A reasonable accommodation is a modification or adjustment to any course, program, service, activity or facility that enables a qualified student with a disability to have equal opportunity. An equal opportunity means an opportunity to attain the same level of performance or to enjoy equal benefits and privileges as are available to a similarly-situated student without a disability. To determine reasonable accommodations, the Office for Students with Disabilities may seek information from appropriate college personnel regarding the essential standards for courses, programs, services, activities and facilities. The college is obligated to make a reasonable accommodation only to the known limitations of an otherwise qualified student with a documented disability and such that it does not modify an essential standard. Students and the practitioners directly involved in assessing the individual studentâ&#x20AC;&#x2122;s disability may provide recommendations for accommodations. Final determination of reasonable accommodations is primarily the responsibility of the Office for Students with Disabilities and will be listed on the Notification to Instructor (NTI) form. Notification to Instructors Students register with the Office for Students with Disabilities by submitting appropriate documentation of a qualifying disability. They are then issued a document called the Notice to Instructor (NTI). Each semester, the student is issued a NTI listing the appropriate accommodations for the course. The NTI is generally issued directly to the student to be delivered to the professor. No accommodations are required unless the student follows this procedure. Faculty may receive communication directly from the OSD in the event that the studentâ&#x20AC;&#x2122;s disability will impact the manner of instructional delivery. Responsibilities The OSD, the students and the faculty all share a role in the success of students by partnering with one another to achieve our mission and objectives.

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The OSD has the responsibility to: • evaluate students based on their abilities and not their disabilities • determine the appropriateness of disability documentation and to assist the student in procuring that documentation • determine eligibility for accommodations on a case-by-case basis • provide or arrange reasonable accommodations, academic adjustments, and/or auxiliary aids and services for students with disabilities in courses, programs, activities and facilities • provide the Notification to Instructor (NTI) to the student upon request • maintain the college’s academic, conduct and technical standards • maintain appropriate confidentiality of records and communication • communicate and liaison (when needed) with faculty, staff and students • collaborate with the faculty member and the student to provide appropriate advising and support Students have the responsibility to: • identify as an individual with a disability when an accommodation is necessary • provide appropriate documentation of the disability and how it limits participation in courses, programs, services, activities and facilities • follow the OSD procedures to request accommodations in a timely manner • present a Notification to Instructors (NTI) form each term to professors • meet and discuss accommodation needs with faculty • reserve distraction-reduced testing room, if eligible • notify OSD if accommodations are not effective • meet qualifications and maintain essential institutional standards for courses, programs, services, activities and facilities • meet and abide by the college’s academic, conduct and technical standards Faculty have the responsibility to: • use a syllabus statement as suggested in this guide to ensure all students are aware of OSD services • consider incorporating principles of Universal Design for Learning in your teaching, to ensure that learning is accessible to all • provide accommodations listed on the NTI; meet with the student to further discuss the accommodations; contact the OSD if unsure about the request or if there are issues with accommodations • submit exams requiring conversion to alternate format by using the on-line Testing Center Referral form, located in Atlas under the Faculty Tab in the Faculty Tools section (exams should be submitted at least 72 business hours prior to the first available test day) • provide all course materials requiring conversion to alternate format as soon as possible to the OSD; students with disabilities should receive their handouts at the same time it is provided to other students • respect the student’s right to privacy and do not identify him/her to the class or discuss disability matters in public settings • consider the student’s disability and their access to the class materials, method of exam and on-line learning materials

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(OIT) Office of Information Technology Valencia’s Office of Information Technology are tasked with providing a Unified Digital Campus, an environment in which people, process, and technology interact seamlessly to strengthen institutional performance through improved constituent services, increased accountability, and better educational experiences. Technology Support Services Technology Support Services will employ technology to create, communicate, and apply knowledge that facilitates learning, and supports the mission and goals of OIT and Valencia College. • Provides Help Desk and Desktop support to ensure a reliable, robust and secure technology support environment for staff and faculty at Valencia College • Maintains current standards for hardware and software applications and provide centralized purchasing to ensure a balanced innovation, manageability and use of college resources • Evaluates current resources through careful planning and stewardship • Manages software licenses, and maintains an inventory of programs that reside on the network. Valencia has saved thousands of dollars by consolidating individual user licenses into college-wide licenses. Additionally, the college has Adobe CLP licenses which provides discounted volume pricing. For information on college-wide licensing, please go to: valenciacollege.edu/oit/tss/computerlab/. For more information visit Technology Support Services at valenciacollege.edu/oit/ Service Desk The OIT Service Desk is responsible for ensuring accurate and timely technology support and problem resolution to internal and external customers. They are also responsible for resolving complex and everyday service requests relating to PC, web services, server operations, college enterprise resource system and hardware and software problems and malfunctions; interacting and consulting with clients to manage client satisfaction; providing guidance, assistance, and followup on client inquiries, and assisting in the implementation of desktop hardware and software. Hours: Monday - Friday – 7 a.m. to 6 p.m. Phone: 407-582-5555 Email: OITHelp@valenciacollege.edu FAQs: answers.valenciacollege.edu Campus Technology Services Campus Technology Services is responsible for providing technology support at the local campus level. They are responsible for computer maintenance and repair and reports to and assigned by the Service Desk. They provide audiovisual support and acts as the primary liaison between the campuses and the other areas of the Office of Information Technology. Additionally they coordinate all student computer labs and computer classrooms campus-wide. • We provide leadership, while interfacing and assisting and academic technology support personnel with gathering, investigating, and evaluating information. This is useful to assist with developing and recommending best practices, for academic labs and classroom technology support college-wide.

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• Lab Technology and Services identifies, consolidates, acquires and deploys vendor supplied upgrades as approved, to augment the operation of technology labs and classrooms. • We also monitor the use of equipment by students and other users, and report any service, safety, or security issues, as discovered to the appropriate staff. Software Licensing Technology Refresh The Technology Refresh Program in the Office of Information Technology is responsible for maintaining appropriate lifecycles of existing computers at Valencia College. • Maintain inventory of all Valencia computers to include location, user, and hardware information • Use inventory to address highest priority computer replacement needs at Valencia • Oversee procurement, delivery and installation of new computers to ensure the College needs are met • Coordinate the re-use/disposal of older computers that are replaced via the Technology Refresh Program Network and Infrastructure Services Networking and Infrastructure Services area of the Office of Information Technology is responsible for ongoing operational support, maintenance and development of Valencia’s IT infrastructure, network applications and telecommunications. • If you are trying to contact a Valencia employee from outside the college, you may dial 407299-5000, followed by the four-digit extension or you may call directly by dialing 407-582and then the 4 digit extension number. If you are calling from a Valencia phone, just dial the person’s four-digit extension at the tone. For more information please visit: valenciacollege. edu/oit/networking/telecomm/ Web & Portal Services Web & Portal services builds and maintains Web & Portal sites for the college departments. We also maintain Atlas, which is the college’s portal and are responsible for maintenance, support and development of the college’s Internet presence. • Web space is available for faculty and adjuncts. The Web team has designed a place on the Valencia website for faculty to maintain a Web presence. It is called “Faculty Frontdoor.” This is a user friendly, form-based application that allow faculty to post announcements, syllabi, documents, images and even video. • If you have anything you would like to add or change on the college website, please send your information and suggestions to the Web & Portal Services team via the OIT Service Desk at 407-582-5555.

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Learning Technology Services Learning Technology Services is comprised of three primary service areas: Instructional Design Services, Valencia Productions and Classroom Technology Services. Our primary focus is the support of innovation to assure quality application of instructional technologies for faculty and students at Valencia. • Empowering faculty to effectively implement technology tools for excellence in teaching and learning • Providing our patrons with cutting-edge technology to support teaching and learning to create a community of workers with 21st century skills • Simplifying the use of technology for faculty and students (quality and efficiency over quantity) • Implementing an inclusive approach to diverse skill levels and learning styles • Increasing student access to multi-modal academic options Instructional Design Services The instructional design team is charged with assisting faculty in identifying and integrating technology tools for excellence in a learning-centered academic environment. Beyond offering faculty training, our team facilitates the development and design of web-enhanced, hybrid and online courses in accordance with Quality Matters standards. We assist faculty in designing learning environments addressing multiple learning styles and best practices for student engagement and authentic assessment.

• Course Design Support • Faculty and Staff Development • Blackboard help desk support for faculty/students • Onsite and virtual faculty consults on design and instructional technology use • House latest instructional technology tools purchased by the college.

Phone Location

East Campus Lake Nona Campus Osceola Campus West Campus Winter Park Campus

407-582-2382 407-582-1956 407-582-4837 407-582-5423 407-582-1956

4-133F 1-330B 4-126 6-236B 1-126

Online Courses Help Desk Technical support is a critical component to the success of online course programs. To ensure the success of faculty and students engaged in this environment, free dial-in help desk support will be provided 24/7 for technical and application support. Web-based access is also available via live chat, FAQ technical knowledge base and email support. The current procedure for contacting the Online Help Desk can be found by clicking on the “Technical Support” link found on the college’s Online Courses entry page under “Valencia Online Support and Resources”.

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Valencia Productions Valencia Productions provides support to faculty wishing to enhance their courses with multimedia and instructional video. Our team will help you determine the right tools to support your educational objectives and walk you through the process of creating materials for your classes. â&#x20AC;˘ Production of online course video introductions and instructional video presentations â&#x20AC;˘ Streaming media enhancements for online courses Classroom Technology Services Classroom Technology Services provides a teaching and learning environment enhanced by stateof-the-art technology via the Smart TiER (Technology Enhanced Room) Classrooms at Valencia College. Faculty members are provided a stable and reliable teaching environment that is fully supported and maintained by the Office of Information Technology. Students are provided an enhanced learning opportunity through the incorporation of various instructional media into the regular classroom lecture. You may contact the manager of Classroom Technology Services for Smart TiER Classroom planning, building and customization requests. Please contact your Campus Technology Services for training on how to use these classrooms. To learn more about the rooms available at each campus, how to receive training on effective utilization of those rooms and other important information, please visit: valenciacollege.edu/oit/tss/cts

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Centers for Teaching/Learning Innovation A place where faculty learning, collaboration, innovation and scholarship contribute to the greater success of our students, faculty and our community. East Campus Building 4, Room 133 (407) 582-2297

West Campus Building 6, Room 326A (407) 582-1051

Lake Nona Campus Building 1, Room 344 (407) 582-4812

Winter Park Campus Room 130 (407) 582-6919

Osceola Campus Building 1, Room 116 (407) 582-4812

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american association for women in community colleges The American Association for Women in Community College (AAWCC) is committed

to equity and excellence in education and employment for women in community, junior, state, and technical colleges. The organization provides professional development, leadership training, networking, and workforce excellence opportunities for students, faculty, and staff. As part of this commitment, the Valencia Chapter of AAWCC offers an annual scholarship to female Valencia students.

To join the Valencia Chapter of AAWCC, please complete a membership application and send to Sherri Dixon at mail code DTC-1. As a member, you have the opportunity to participate in numerous events throughout the year, sponsored by AAWCC. Visit the following website for more information and an application. valenciacollege.edu/AAWCC/

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Valencia’s Learning Day—A Day of Learning, Celebration and Service Created from a desire to bring all full-time faculty and staff together for a collective planning session, Valencia’s first “Learning Day,” referred to as Planning Day 1, took place on September 28, 2001, and was designed to kick-start the college’s strategic planning process and provide a college-wide team building day. For this inaugural event, a keynote address started the morning activities and was followed by roundtable discussions. This marked the first time in Valencia’s history that all full-time employees met in one place, and would eventually become known as Big Meeting—our annual, strategic planning day. The following year, Learning Day transitioned into a separate, community learning event, where over 1,000 employees gathered to focus on Valencia’s learning-centered mission. Thus the day was renamed, “Learning Day.” The focus and format of Learning Day has evolved over the years. While the emphasis is always on learning in its various forms, for the first time this year, awards and recognitions were added to celebrate years of service milestones, retiring employees, and college-wide excellence. Held off campus at the Wyndham Orlando Resort, Learning Day 2013 featured a morning welcome message from Paola Santos, student government president at the Lake Nona Campus, who thanked employees for believing in her and her fellow students. A deeply personal and inspirational presentation by keynote speaker, Chef Jeff Henderson was a highlight of the morning. Jeff’s presentation, titled “From the Streets to the Stove,” chronicled his path to success after experiencing difficulties as a child and young adult. Jeff called on all Valencia employees to look for each student’s gift and help channel that into success. Employee stories of their Valencia experiences were shared via video and interspersed within the 5, 10, 15 and 20 years of service recognitions. Grapevine, NISOD, Roueche, and Energy Hero/Energy Champion award winners, as well as this year’s sabbatical recipients, were also congratulated. Since its inception, Learning Day has demonstrated Valencia’s commitment to learning and building our college community. By opening the day to all faculty and staff (and closing the campuses so that all can participate), providing options for classroom learning or community service, and recognizing workplace excellence and years of service, all employees can be inspired and celebrate each other and the work that made us “best in the nation” (Aspen Institute). Valencia’s Learning Day is an annual event that takes place in February. Go to www.valenciacollege.edu/learningday for more information and pictures from past events. February 7, 2014 is our next Learning Day.

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The Office for Organizational Communication and Development Whether you’ve read The Juice or Faculty Insight email newsletters, clicked to “read more” in The Grove, or registered for a professional development class in the EDGE, you’ve experienced one or several of the new communication and development tools offered by the Office for Organizational Communication and Development (OOCD). Responding to our third strategic goal, “Invest in Each Other,” OOCD was initially created in August 2010, to address the challenges of managing communication in a diverse, multi-campus college, and support the growth and development of the college’s biggest investment and asset: our employees. Shortly thereafter, in the summer of 2011, OOCD was reorganized to include employment, new employee onboarding, college events, and employee relations. Housed in Human Resources, OOCD now includes five integrated units: organizational communication (led by Chara Young); employee development (led by Jenny Charriez); employment and onboarding (led by Jennifer Page); employee relations (led by Michelle Sever), and conferencing and college events (led by Becky Gallup). All units within OOCD work together to: • Recruit and onboard new employees (using Valencia Forward, our new orientation program) • Provide professional development (via Valencia EDGE) • Support performance management and assist with employee concerns • Facilitate conferences (i.e. Learning Assessment), and events (like Learning Day) • Ensure that employees have access to important information and updates OOCD strives toward creating optimal conditions for student learning by ensuring our colleagues are informed, well-prepared, and equipped with the tools to serve. You will continue to see new approaches to core functions ranging from the college’s employee recruitment process to professional development programming (Valencia EDGE). We encourage you to stay informed and connected by reading the weekly, college-wide e-newsletter (The Juice), and your monthly Faculty Insight e-newsletter, for updates specifically for faculty. If you have questions about our office, or need assistance with one of the areas we support, contact Amy Bosley, Interim Vice President, Human Resources and Diversity, at abosley@valenciacollege.edu or at extension 8255.

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The Peace and Justice Initiative How we treat each other Our Practice of Respect and Nonviolence 1. C reate a hospitable and accountable community. We all arrive in isolation and need the generosity of friendly welcomes. Bring all of yourself to the work in this community. Welcome others to this place and this work, and presume that you are welcomed as well. Hospitality is the essence of restoring community. 2. L isten deeply. Listen intently to what is said; listen to the feelings beneath the words. Strive to achieve a balance between listening and reflecting, speaking and acting. 3. Create an advice free zone. Replace advice with curiosity as we work together for peace and justice. Each of us is here to discover our own truths. We are not here to set someone else straight, to “fix” what we perceive as broken in another member of the group. 4. P ractice asking honest and open questions. A great question is ambiguous, personal and provokes anxiety. 5. Give space for unpopular answers. Answer questions honestly even if the answer seems unpopular. Be present to listen not debate, correct or interpret. 6. R espect silence. Silence is a rare gift in our busy world. After someone has spoken, take time to reflect without immediately filling the space with words. This applies to the speaker, as well— be comfortable leaving your words to resound in the silence, without refining or elaborating on what you have said. 7. S uspend judgment. Set aside your judgments. By creating a space between judgments and reactions, we can listen to the other, and to ourselves, more fully. 8. I dentify assumptions. Our assumptions are usually invisible to us, yet they undergird our worldview. By identifying our assumptions, we can then set them aside and open our viewpoints to greater possibilities. 9. Speak your truth. You are invited to say what is in your heart, trusting that your voice will be heard and your contribution respected. Own your truth by remembering to speak only for yourself. Using the first person “I” rather than “you” or “everyone” clearly communicates the personal nature of your expression.

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10. W hen things get difficult, turn to wonder. If you find yourself disagreeing with another, becoming judgmental, or shutting down in defense, try turning to wonder: “I wonder what brought her to this place?” “I wonder what my reaction teaches me?” “I wonder what he’s feeling right now?” 11. Practice slowing down. Simply the speed of modern life can cause violent damage to the soul. By intentionally practicing slowing down we strengthen our ability to extend non-violence to others—and to ourselves. 12. A ll voices have value. Hold these moments when a person speaks as precious, because these are the moments when a person is willing to stand for something, trust the group and offer something he or she sees as valuable. 13. Maintain confidentiality. Create a safe space by respecting the confidential nature and content of discussions held in the group. Allow what is said in the group to remain there. Prepared by the Peace and Justice Initiative with considerable help from the works of Peter Block, Parker Palmer, the Dialogue Group and the Center for Renewal and Wholeness in Higher Education.

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LIBRARY Services for faculty and staff

Request for New Materials If budgets allow, a request for new materials may be made. Please allow time for materials to be acquired and processed. Turn-around time depends on item availability and budget status. You can also make use of interlibrary loan services. For â&#x20AC;&#x153;rushâ&#x20AC;? items, please contact your campus librarian. Your needed materials may be more quickly obtainable by borrowing through Interlibrary Loan, either from other Florida Community College libraries or from other libraries throughout and outside the state. Your campus librarian will be happy to assist you in this process. http://valenciacollege.edu/library/requestnewmat.cfm

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VALENCIA RESOURCES AND LEARNING SUPPORT SERVICES

Libraries Each campus library provides a variety of books, pamphlets and audiovisual materials that support course-related research and other learning needs. Also, each campus provides computer workstations with access to the Internet and more than 120 online databases. You may use and check out materials at any campus. Librarians and other qualified staff can assist you with research for course assignments, reference documentation, library instruction, interlibrary loan and technologies. For additional information, including hours of operation, visit: valenciacollege.edu/library. Tutoring Valencia offers tutorial assistance in a wide variety of subjects. Tutoring is free to students; however, it is restricted to academic courses in which they are currently enrolled. Please refer to the information below for a complete description of services on each campus. The Valencia Directory can provide further information regarding hours of service.

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Learning Support Centers East Campus • The Academic Success Center (ASC) (Bldg. 4, Room 101) houses all of the learning support services listed below. Note: Services are available to students at no cost; however, a current Valencia ID is required for most services. • The ASC Tutoring and Information Desk provides tutoring support and learning materials for students (e.g., calculators, headsets). No appointment is necessary for tutoring services. Walk-in assistance is provided for the following subjects: Accounting, Anatomy and Physiology, Biology, Business, Chemistry, Computers, Economics, Education, Humanities, Microbiology, Music, Office Systems, Psychology, Physics, Sign Language, Speech and Technology. Additionally, the Tutoring Center is currently offering selected Education, Science and Humanities course workshops. These workshop sessions can maximize retention and greater understanding of course material. For specific walk-in times/subjects and workshop information, visit our website at valenciacollege.edu/east/academicsuccess/tutoring. For more Tutoring Center information, including employment as a Valencia tutor, visit the Academic Success Center Information Desk located on the first floor of Bldg. 4 or call the desk at (407) 582-2540. • The Testing Center provides make-up tests, testing for students who need accommodations, state exams and PERT testing on Saturdays. • The Communications Center provides writing support for all disciplines. Writing consultants work with students on a walk-in basis and provide feedback about the strengths and weaknesses of students’ academic writing. Software for English for Academic Purposes (EAP) lab work, and for many reading and writing courses, is also available, as are PERT reviews for reading and sentence skills. • The Math Support Center provides help for all levels of math and consists of two separate areas called the SPA (Specialized Preparatory Area) and the MSC (Math Support Center). - The Specialized Preparatory Area (SPA) assists students with math skills and helps them prepare for the prep competency exam. - The Math Support Center (MSC) assists students with all college-level math skills. Both areas do PERT reviews and workshops. • Language Labs (Foreign Language and EAP) provide support to foreign language and EAP students and faculty. The labs are used as a learning space for classes, as well as for students completing homework and individual lab work. The labs provide software focusing on the development of foreign language and English proficiency. Open lab hours are available. • The Student Computer Center has more than 130 personal computers equipped with Microsoft Office 2010 programs such as Word, Excel, PowerPoint, Access and Publisher. Most online applications used at Valencia including Blackboard, Atlas, Compass and MyMathLab are accessible as well. The Computer Center staff provides class presentations on the use of PowerPoint, formatting Word for MLA and Blackboard basics. Printers and scanners are also available. Printing is on a pay-for-print basis using a print card which can be purchased for $1 from vending machines in the lab. (The same card is used on most campuses.)

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Lake Nona Campus â&#x20AC;˘ Tutoring (Bldg. 1, Room 230) is offered on a walk-in basis for all math, English, reading, and science courses; general education, business, and economics tutoring is also available. Prospective students taking the PERT entrance exam are also encouraged to review in the tutoring center. Additionally, students have the opportunity to attend various math and science workshops to further their understanding of specific concepts and topics. For specific hours and subjects, we encourage you to visit our website at valenciacollege.edu/lakenona/LNCTutoring.cfm. â&#x20AC;˘ Open Access Computer Lab (Bldg. 1, Room, 236) offers computers for students to do homework, online research, access their online course(s), work on projects or browse the internet. A print and copy station is also made available to students. Since the lab has open access, students can access it any time the campus is open.

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Osceola Campus • The Language Lab (Bldg. 3, Room 103) serves students in English for Academic Purposes, Spanish and Portuguese courses. In order to ensure student success in language courses, this lab offers computer applications and personal assistance from qualified staff. For specific hours please call (407) 582-4250 or visit valenciacollege.edu/osceola/mainlab/language.cfm. • The Learning Center (LC) (Bldg. 3, Room 100) is the primary academic support area for Osceola students. The LC houses the Writing Center, Tutoring Center and an open computer area, which includes the Communication Labs and Math Labs. For specific hours call (407) 582-4146 or visit valenciacollege.edu/osceola/learningcenter. • The Math Depot (Bldg. 4, Room 142) provides alternative learning resources to help students understand a concept via online resources, math manipulatives, study sessions and one-on-one help from our staff. Also, help is available for the Beginning Algebra State Exam by providing additional resources to help you study. While the Math Depot is geared toward developmental math courses, no one who needs help is turned away. For more information, call (407) 582-4856 or visit valenciacollege.edu/osceola/math/mathdepot.cfm. West Campus •M ath Center (7-240) The Tutoring Center is located inside the Math Center in Building 7, room 240. Walk-in tutoring is available for mathematics. Student can make up to 3, one-hour appointments for a variety of other subjects including, Anatomy and Physiology, EAP, French, Spanish, Portuguese, Accounting, Physics, Biology I and II, Chemistry I and II, and Organic Chemistry I and II. On Walk-In Wednesday, no appointment is needed for any subject. Texas Instrument graphing calculators, math text books, and solution manuals can be checked out. Contact 407-582-1633 for assistance in the Tutoring Center. - Math Open Lab is where students can complete their required labs for MAT 0018C Developmental Math I, MAT 0028C Developmental Math II, MAT 0022C Developmental Math Combined and MAT l033C Intermediate Algebra. Contact 407-582-1720 or 407-582-1780 for assistance in the Math Open Lab. - Math Connections provides a collaborative study area for Developmental Math I, Developmental Math II, Developmental Math Combined and Intermediate Algebra where students can experience a Full Learning Cycle, Watch One! Do one! And Teach One! Contact 407-582-5629 for assistance in Math Connections. - Hands-On-Math Room is a classroom for active learning of Developmental Math I and II math skills and concepts utilizing manipulatives. This is a great experience for the kinetics learner. Contact 407-582-5408 for assistance with Hands-on-Math. Group study rooms can be booked at the front desk. They are available to students, staff and faculty for meetings and study sessions. Postsecondary Education Readiness Test (PERT) review sessions are scheduled throughout each term to prepare for these tests. • Communications Center (5-155) Open Lab houses 108 computers, books, CDs, DVDs, and print materials for students enrolled in Developmental Reading, English, or EAP courses to use to complete their required labs for those courses. - Writing Center is open to all Valencia students and offers 30-minute appointments with qualified English, Reading, Speech, and EAP instructors for one-on-one assistance with writing assignments, reading, grammar, and speech. - EAP Speech/Foreign Language Lab houses 14 computers with special audio recording and playback equipment and is available to students enrolled in EAP speech or foreign language classes.

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-V ideo Speech Lab is available by appointment to speech students and faculty. It is equipped with a computer, video camera, projector, screen, and whiteboard so students may record their speeches and presentations in front of their own audience. A group study room is available by appointment to students and faculty for workshops, group peer-tutoring sessions, SL sessions and group study sessions. Contact 407-582-1812 for the front desk in the Communications Center. • Testing Center 11-142 West Campus Testing Center is available to students for online exams, make-up exams arranged with a professor, special testing accommodations through the Office of Students with Disabilities (OSD), limited administering of the Postsecondary Education Readiness Test (PERT), and group end of course assessment. Contact 407-582-5369 for assistance in the Testing Center. Winter Park Campus • The Math Support Center (Room 138) Designed primarily for developmental math students, although college-level math students are also invited and welcomed. Provides a comfortable and caring environment in which students may prepare for tests and exams, complete homework assignments and engage in group study. To facilitate such activities, the Math Support Center offers individualized tutoring from professional support personnel and also provides solutions manuals, video-taped lectures and software programs—all of which correspond to current Valencia mathematics books. For more information, call (407) 582-6912. • The Communications Student Support Center (CSSC) (Room 136) is designed to help foster a community of academic excellence and shared responsibility between faculty and students. It assists students in the development of reading, writing, speech, study and critical thinking skills. For students enrolled in developmental-level reading and English classes, the CSSC provides one-on-one assistance in such areas as reading comprehension, grammar and sentence skills and paragraph and essay development. Students may also work on their instructorassigned lab materials in the CSSC. The CSSC offers computer-based tutorials, worksheets and workshops. For more information, call (407) 582-6818. • The Library (Room 140) offers an open computer lab to currently enrolled Valencia students. The computers may be used to type papers, search references and databases, conduct Internet searches, access your Atlas account and check e-mail. In addition to computers, the library offers resources to assist with learning needs. It also offers a quiet study room for students to work uninterruptedly. For more information, call (407) 582-6814.

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recommended STUDY TIPS we can share with students Concentration Aids • Select a quiet location to study. • Select a comfortable environment (not too hot/cold or dark/bright). • Focus on one thing at a time. • Arrange your work space so that your eyes aren’t drawn to other jobs that need to be done. • Be reasonable with the demands you put on your attention span. • Know that emotional distress reduces your ability to concentrate.

• Understand that drugs (alcohol, caffeine, nicotine, sleeping or diet pills) alter your ability to concentrate. • Recognize that lack of sleep is a major reason for poor concentration. • Know your most productive time of day and plan to do the “high energy” tasks at that time.

Academic Anxiety: Keeping Calm Prepare well in advance. Keep up day to day if you can, but don’t judge yourself harshly if you don’t. Avoid last-minute cramming. Don’t go without sleep the night before (though four or five hours may be enough). Stop studying an hour or so before the test, and relax and compose yourself. Know the time and place of the test and what you need to bring. Be on time, neither too early nor too late, with books or supplies. Don’t rush. Don’t talk about the test with classmates immediately beforehand if you know it raises your anxiety level. To do so may nourish group paranoia. Review the test and plan your approach. Ascertain point values per part, time limits for each section and which question you’ll start with. Don’t hesitate to ask for clarification from the professor or proctor if you have questions about directions or procedures; otherwise, anxiety may start to build up because you aren’t sure what you are expected to do. Develop an aggressive, yet realistic attitude. Approach the test vigorously determined that you will do your best, but also accept the limits of what you know at the moment. Don’t blame yourself for what you don’t know. Activity reduces anxiety. If you go blank and can’t think of anything to write, go on to another question or another part of the test. On an essay, jot down anything you can recall on scratch paper to stimulate your memory and get your mind working. 198

Relax yourself physically during the test if you notice that you are not thinking well or are tense. Pause, lay your test aside and take several slow, deep breaths. Concentrate on your breathing. Do this if you notice that you are worrying excessively about one problem, not reading carefully or forgetting information you know. Pay attention to the test, not to yourself or others. Don’t waste time worrying, doubting yourself, wondering how other people are doing or blaming yourself. Don’t worry about what you should have done; pay attention to what you can do. Speak with a counselor if you continue having test anxiety after applying the suggestions above. Identify assignments other than tests that may make you anxious. Some classes will require individual speeches or group presentations, for example, and those events can also make you anticipate a negative outcome. Most of the strategies here can help you with those assignments, too.

tools students can use to Optimize Learning Reflect on what you have learned. Start a journal, write in it every day and use the materials learned in your classes to continue the learning process. The more you apply what you have learned to your life, the more relevant the material will become to you, and the easier it will be to learn.

My Portfolio My Portfolio, located under the My LifeMap tab in Atlas, is a Web-based portfolio that allows you to save examples of your academic work, request review and feedback from faculty, create a public resumé of your achievements and link your work to goals that you have set in My Career Planner. Keep your best writing assignments and other academic work here so you can easily show examples of your best academic performances. This will be useful to you as you prepare university, scholarship, and employment applications; write a resumé, or prepare for a job interview. Don’t forget to visit the Career Center for resumé writing and job interview tips.

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Campus Directory Office/Campus

Location

Phone Extension

Academic Success Center East Communication Center EAP Lab Foreign Language Lab Math Center Student Computer Center Testing Center Tutoring Center

4-101 4-120 4-105 4-104 4-102B 4-101 4-122 4-101

2704 2795 2098 2841 2775 2431 2704 2540

Audiovisual Services East West Winter Park

4-102C 6-104C 1-200

2419 1488 6819

Audiovisual Booking Osceola 2-105 4150 Answer Center/Financial Aid East 5-211 2207 Lake Nona 1-1-149 7184 * Osceola 2-150 4143 * West HSB 105 1507 Winter Park 1-210 6841 Alumni Relations DTC DTC-1 3417, 3426 Assessment East 5-237 2770 Lake Nona 1-1-206 7419 Osceola 4-248 4860 West SSB-235 1101 Winter Park 1-104 6005 Atlas Access Labs East Lake Nona * Osceola West Winter Park Business Office East * Osceola West Winter Park

5-213 1-147 2-130 SSB-142 1-217 5-214 2-155 SSB-101 1-206

2019 7101 4134 1105 6012 2708 4130 1200 6009

Fax Extension

4280

Office/Campus

Campus Administration East Lake Nona Osceola West Winter Park Campus Store East Lake Nona Osceola West Winter Park The Career Center East * Osceola West Winter Park

Location

Fax Extension

3-108 1-302 2-255 1-211 1-244

2256 7100 4101 1280 6874, 6870

5-120 1-135 4-103 1-142, 2-121 1-101

2573, 2569 7103 4160, 4161 1471, 1166 1771, 1165 6811

5-230 2-140 SSB-206 1-214

2621 4858 1912 6170

2259 4897 1464 6912

Computer Equipment Servicing/Repairs West 10-102

5555

Learning Technology Center (Faculty) East 4-133 Lake Nona 1-344 West 6-326A, 6-326B

2472 7108 1792

Curriculum Development: Teaching and Learning College-wide Coordinator, Faculty Development College-wide 4-133 2416

5531

8905

Dental Hygiene Clinic West AHS-126A 1305 Food Service East Bldg. 5 2575 Lake Nona 1-137 Osceola Bldg. D 4162 West Bldg. 2 1193 Winter Park - Vending Machines in Student Lounge Foundation Downtown Center

101

3150

3156

Honors Program West

3-136

1980

1671

Honors Program Resource Centers East 4-117 Osceola 4-206 West 6-201B *These locations will change this year. Please check the website for up-to-date information. 200

Phone Extension

Campus Directory Office/Campus

Location

Phone Extension

* Human Resources and Diversity Criminal Justice Institute Credentialing Employment Insurance Reception Desk CJI-209 Records Processing Retirement Vice President for Human Resources Workersâ&#x20AC;&#x2122; Comp/Family Medical Leave

8080 8002 8038 8033 8031 8045 8088 8028

International Student Services East 5-217 West SSB-146A

2220 1996

Internship and Placement Services East 5-230 * Osceola 2-263 West SSB-206

8050 8079 8079 8050 8050 8049 8077 8049

2037, 2726 4196, 4832 1035

Institutional Research West 10-205 1612 Valencia EDGE College-wide 6-102 8232 Library East Academic Success Center 4-101 Audiovisual Services 4-103B 4-102C Circulation 4-201 Director 4-212 Instructional Technologies Coordinator 4-117 Library 4-201 Computer Lab 4-201 Library Computer Lab 4-201 Reference Desk Learning Technology Center 4-133 Other 4-212 Reference 4-212 Reserves 4-201 Student Computer Center 4-122 Lake Nona Campus Library 1-330 Computer Lab 1-236

Fax Extension

2704, 2337 2419 2424, 2422 2459 2467

2424 2459

2456 2425 2467 2456 2459 2430

1821

Office/Campus

Location

2-105 4-202 4-214 4-202 4-202

Osceola Audiovisual Booking Circulation Manager Reference Reserve Desk

Phone Extension

West Aquisitions and Technical Services 6-327 Audiovisual Services 6-104 Circulation 6-101 Computer Lab (student) 6-101 Director 6-327A Interlibrary Loan 6-104B Library Instruction 6-201 Library Offices 6-327 Reference Information 6-201 Reserves 6-103 Teaching and Learning Center (Faculty and Staff ) 6-326 Faculty Developmental Center 6-326A Winter Park Campus Library

1-140

Office of Information Technology Help Desk 10-102

8914

Office for Students with Disabilities East 5-216 Lake Nona 1-149 * Osceola 2-140A West SSB-102 Winter Park 1-212 Campus President East and Winter Park 3-108 on East Osceola and Lake Nona 2-255 on Osceola West 1-211 Executive Dean Lake Nona Winter Park

1-302C 244F

Fax Extension

4150 4154 4156 4154 4155

4280 4280 4156 4155 4280

1270 1488 1574 1646 1210 1451 1432 1210 1432 1243

1686

1792 1051

6814,

6014

5555

5531

2229 7102 4167 1523 6887 2256 4101 1370

2621 4858 1912

7007 6801

7107 7105

*These locations will change this year. Please check the website for up-to-date information. 201

Office/Campus

Security Services Downtown Center Security East Campus Supervisor Decals, Lost and Found General Information/ Escorts Security After Hours Lake Nona Security Osceola * Security Security After Hours

Location

Lobby Desk

Phone Extension

Fax Extension

3000

5-220 5-220

2000, 2689 2000, 2689

2251 2251

5-220 5-220

2000, 2689 0332

2251 2251

Tutoring Services East Lake Nona Osceola West University of Central Florida West Osceola Veterans Affairs East * Osceola West Winter Park

1-150

7000

Port L Port L

4000 4009 4000 321-689-3543

Sand Lake Center Security West Campus Supervisor SSB-170 Chief of Securityâ&#x20AC;&#x201C; College-wide SSB-170 Decals, Lost and Found SSB-170 General Information SSB-170 Security After Hours SSB-170

Office/Campus

1863

1000, 1448 1000, 1448 1000, 1448 1030

1863 1863 1863 1863

Student Development East Lake Nona * Osceola West Winter Park Student Services East Lake Nona * Osceola West Winter Park

5-212 1-147 2-131 3-147 1-122

2313 7101 4158 1607 6956, 6915

5-210 1-149 2-140 SSB-110 1-203

2310 7134 4204 1339, 1343 6885, 6908

Testing Center East Lake Nona Osceola West Winter Park

4-122 1-206 4-248 11-142 1-104

2704 7104 4149 1323 6086

6841

8916 4892 1939 6005

*These locations will change this year. Please check the website for up-to-date information. 202

4-101 1-230 4-122 7-240 11-104 4-234

5-210 2-140 SSB-112 1-203

Word Processing/Copy Centers East 1-255 West 1-251

6750

1000, 1448

Location

Phone Extension

Fax Extension

2540 7109, 7222 4146, 4155 1633 5500 4190

5503 4859

2607 4807, 4808 1248 6892

2258 1266

8920 1403

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Valencia College provides equal opportunity for employment and educational opportunities to all, without regard to race, ethnicity, color, national origin, age, religion, disability, marital status, gender, genetic information, sexual orientation and any other factor protected under applicable federal state, and local civil rights laws, rules and regulations. Contact the Office of Human Resources and Diversity at 407-582-8090 for information.

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