Academic Program Options What educational options are available at IVCC? Okay, now that you know how to get started here at IVCC, what about academic program options? At IVCC, you can choose from five different degrees and a variety of certificate programs. If you want to transfer to a four-year college or university, you will pursue either an Associate in Arts (A. A.) degree, an Associate in Science (A. S.) degree, or an Associate in Engineering Science (A. E. S.) degree. These three degrees are called transfer degrees. If you want to learn a professional skill that will result in immediate employment after IVCC, you will pursue either an Associate of Applied Science (A. A. S.) degree or a certificate program. Another degree option available to you is the Associate in General Studies (A. G. S.) degree. This degree is individualized to meet the needs and interests of the student. It allows for the combination of both transfer and career courses. While not intended to be a transfer degree, the A. G. S. degree recognizes completion of two years of college. back | home | next
View full slide show




Important Legal Information for Adolescents and Parents According to Iowa law, a minor (an individual younger than 18 years) may seek medical care for the following without the permission or knowledge of his parents: • Substance abuse treatment; • Sexually Transmitted Infection(STI) testing and treatment; • HIV testing – if test is positive, Iowa law requires parent notification; • Contraceptive care and counseling, including emergency contraception; and Even though teenagers young • Blood donation if 17and years of age or adults can receive these treatments older. without their parent’s knowledge, it is important to remember parents are a key part of all aspects of your life. We encourage parents and teens to be open and honest with each other when it comes to health care decisions. It is important for teens to know that if they are covered by their parents’ medical insurance and want it to cover their treatment, they will need to consent to their medical records being shared – possibly even with parents. A minor may also consent for evaluation and treatment in a medical emergency or following a sexual assault. However, treatment information can not be kept confidential from parents. Bill of Rights for Teens and Young Adults • The things you tell us in confidence will be kept private. • We will speak and write respectfully about your teen and family. • We will honor your privacy. YOU HAVE THE RIGHT TO: Emotional Support • Care that respects your teen’s growth and development. • We will consider all of your teen’s interests and needs, not just those related to illness or disability. Respect and Personal Dignity • You are important. We want to get to know you. • We will tell you who we are, and we will call you by your name. We will take time to listen to you. • We will honor your privacy. Care that Supports You and Your Family • All teens are different. We want to learn what is important to you and your family. Information You Can Understand • We will explain things to you. We will speak in ways you can understand. You can ask about what is happening to you and why. Care that Respects Your Need to Grow and Learn • We will consider all your interests and needs, not just those related to your illness or disability. Make Choices and Decisions • Your ideas and feelings about how you want to be cared for are important. • You can tell us how we can help you feel more comfortable. • You can tell us how you want to take part in your care. • You can make choices whenever possible like when and where you YOU HAVE THE RIGHT TO: receive your treatments. Bill of Rights for Parents Respect and Personal Dignity • You and your teen will be treated with courtesy and respect. Make Decisions About Your Teen’s Care • We will work in partnership with you and your teen to make decisions about his care. • You can ask for a second opinion from another healthcare provider. Family Responsibilities YOU HAVE THE RESPONSIBILITY TO: Provide Information • You have important information about your teen’s health. We need to know about symptoms, treatments, medicines, and other illnesses. • You should tell us what you want for your child. It is important for you to tell us how you want to take part in your teen’s care. • You should tell us if you don’t understand something about your teen’s care. • If you are not satisfied with your teen’s care, please tell us. Provide Appropriate Care • You and the other members of the health care team work together to plan your teen’s care. • You are responsible for doing the things you agreed to do in this plan
View full slide show




Replay    QoE measurement  Old way: QoE = Server + Network  Modern way: QoE = Servers + Network + Browser Browsers are smart  Parallelism on multiple connections  JavaScript execution can trigger additional queries  Rendering introduces delays in resource access  Caching and pre-fetching HTTP replay cannot approximate real Web browser access to resources 0.25s 0.25s 0.06s 1.02s 0.67s 0.90s 1.19s 0.14s 0.97s 1.13s 0.70s 0.28s 0.27s 0.12s 3.86s 1.88s Total network time GET /wiki/page 1 Analyze page GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET combined.min.css jquery-ui.css main-ltr.css commonPrint.css shared.css flaggedrevs.css Common.css wikibits.js jquery.min.js ajax.js mwsuggest.js plugins...js Print.css Vector.css raw&gen=css ClickTracking.js Vector...js js&useskin WikiTable.css CommonsTicker.css flaggedrevs.js Infobox.css Messagebox.css Hoverbox.css Autocount.css toc.css Multilingual.css mediawiki_88x31.png 2 Rendering + JavaScript GET GET GET GET GET GET GET GET GET ExtraTools.js Navigation.js NavigationTabs.js Displaytitle.js RandomBook.js Edittools.js EditToolbar.js BookSearch.js MediaWikiCommon.css 3 Rendering + JavaScript GET GET GET GET GET GET GET GET GET GET GET 4 GET GET GET GET GET GET page-base.png page-fade.png border.png 1.png external-link.png bullet-icon.png user-icon.png tab-break.png tab-current.png tab-normal-fade.png search-fade.png Rendering search-ltr.png arrow-down.png wiki.png portal-break.png portal-break.png arrow-right.png generate page send files send files mBenchLab – [email protected] BROWSERS MATTER FOR QOE? send files send files + 2.21s total rendering time 6
View full slide show




Frequently Asked Questions Q: Are there tutors available if I have trouble with any of my classes, especially math? A: Yes, the Peer Tutoring Center, located in CRC-D, offers free tutoring to all IVCC students in almost all subject areas. Call 815-2240479 to arrange your tutoring session. Q: How can I be certain my classes will transfer to a four-year college or university? A: Our Counselors can assist you with selecting the right courses. The Counseling Center, located in E-201, also has transfer guide sheets from most Illinois four-year colleges. Q: Do I buy or rent my textbooks? A: You can buy textbooks from the IVCC bookstore located in the Main Building C, to the right of the Lobby. Some textbooks may be available for rental. Q: I have a disability. Where can I receive reasonable accommodations? A: The Disability Services Office at IVCC assists students in achieving success in their college classes. At IVCC, professional staff and faculty, along with many academic and adaptive support services, are available to help students meet their individual special needs. For more information, contact Special Needs Coordinators: Tina Hardy 815-224-0284 or Judy Mika 815-224-0350. back | home | next
View full slide show




The Most Important Policies Every Student Must Know! The 2.0 Graduation Policy Want to graduate? First, You Must Apply For Graduation. Pick up the “Intent to Graduate” form in the Office of Admissions/Records and submit it by the deadline below: Semester Month of Graduation Intent Form Due Summer Graduation August July 1 Fall Graduation December October 1 Spring Graduation May February There is no computer in the sky that automatically knows you have completed all your coursework since programs of study change from year to year. Secondly, there are several requirements for graduation. One that we’d like for you to especially be aware of is the 2.0 Graduation Policy. You must have successfully completed all required courses for the Associate and/or Certificate desired and have the required minimum cumulative grade point average of 2.0. Further, you must have taken at least 16 hours of academic coursework at IVCC to graduate with an Associate Degree from IVCC, and/or you must have completed at IVCC at least 25% of the coursework required of your certificate program to graduate from IVCC. In doubt about CGPA? See the “Your GPA section” of this orientation! back | home | next
View full slide show




Getting Started – First things first! How do you become a student at Illinois Valley Community College? 1. Submit an application for admission. If you have not submitted an application, you can begin the process on-line. Go to http://www.ivcc.edu/apply/ for more information. 2. Complete placement testing. If your ACT English sub score is a 21 or higher, ACT Reading sub score is a 23 or higher and ACT Math sub score is a 22 or higher you are exempt from placement testing. Scores of 24 and 26 in Math will also allow for placement in higher levels of math coursework. If your scores are less than indicated above you may be required to take all or portions of the IVCC placement tests. Individuals will also need to complete a Basic Computer Skills Assessment when taking Placement Tests. For more information go to http://www.ivcc.edu/assessment/placement_test.html. 3. Apply for Financial Aid. 4. Complete this orientation. 5. Meet with a Counselor to schedule your classes and register. Now on with the orientation! back | home | next
View full slide show




Frequently Asked Questions Q: I took a class in high school and received college credit for it. What do I do about that? A: IVCC courses are transferable to other colleges and universities, but subject to the course acceptance policies of the transfer college. You are encouraged to meet with an IVCC Counselor to explore transfer issues, particularly to the University of Illinois and to private or out-of-state colleges. Our courses that are offered at your high school meet the IVCC General Education requirements, as well as those requirements established by the statewide Illinois Articulation Initiative (IAI). Q: Where can I go for help to improve my test taking, writing and study skills? A: Visit our Writing Center located in CRC-D or call 815-224-0335 for free service to those who need assistance with the writing process.Assistant to improve academic skills is available through the Reading, Writing and Study Skills Lab, located in B-201. The lab offers a variety of courses in Reading, English and Study Skills. Most courses are one credit hour, are pass/fail, and can be started at any time during the semester. For further information, contact Jennifer Bubb at 815-224-0277. back | home | next
View full slide show




REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
View full slide show




Uniform Revenue Accounting System Overview Special Transfer Revenue Classes SUTRA Special Transfer Revenue Classes that will reduce cash from the Income Fund Offset Fund (34512) vs. from the Collection Fund (344-xx) 19380* – Transfer From/To OAP will automatically reduce revenue class 12818 19383* – Transfer From/To Summer Session will automatically reduce rev class 12813 19385 – Transfer From/To Tuition Overflow will automatically reduce rev class 12815 IFR Special Transfer Revenue Classes that will reduce cash from the Income Fund Offset Fund (34512) vs. from the Collection Fund (344-XX) 18181* – Transfer From/To Fees will automatically reduce revenue class 12835 18182* – Transfer From/To Grad/Prof Fees will automatically reduce rev class 12834 IFR Special Transfer Revenue Classes that will reduce cash from the Dormitory Fund (33000) vs. from the Collection Fund (344-XX) 18189 * – Transfer From/To DIFR will automatically reduce revenue class 12989 Note campuses should no longer be using these special transfer revenue classes. The amounts collected for summer session, OAP and IFR fees can be put directly into these funds in the first instance by using the new revenue classes created back in 2012 (19303 – 19306 and 18140) 15
View full slide show