For more information, visit http://rwc.sdes.ucf.edu/programs/outdoor-adventure/trips
]]>Blood Drives at UCF a group of students, faculty, and staff working together to save lives and foster a culture of blood donorship on campus. We'd love for you to join us!
Thank you for making a difference!
Follow us on Facebook and Twitter - /BloodDrivesUCF
]]>Prefer to schedule an appointment with a peer mentor? Schedule one here: https://calendly.com/iacepeeradvising
]]>Yvette Cummings Arendt states: “My studio practice thematically explores child abuse, adolescence and maternal struggles. My abuse happened as a child; now as the mother of three young girls I confront these memories from multiple perspectives. The work presents a moment of transition between the abuses of the past, the joys and fears of present life, and the challenges that await my daughters.”
Silent Lines will include large-scale paintings, an ongoing small-scale painting series, and a mixed-media installation to provide a platform to facilitate discussions of empowerment for sexual assault survivors in the era of the #metoo movement.
Yvette Cummings Arendt received her Masters of Fine Arts degree from the University of Cincinnati’s School of Design, Art, Architecture, and Planning. Currently, she is an Assistant Professor at Coastal Carolina University in Conway, South Carolina. Her work has been exhibited in multiple group and solo exhibitions throughout the South and Midwest, has been featured in the Contemporary South at Visual Art Exchange in Raleigh, NC and was recently the recipient of the 701 CCA Prize 2016 for South Carolina artists under 40. More Information
Exhibition Dates: Jan. 10-Feb. 14
Opening Reception: Thursday, Jan. 10 from 5-7 p.m. RSVP
Artist Talk: Friday, Jan. 11 at 10 a.m.
* Title III – Part A (Strengthening Institutions Program)
* Title III – Part F (HSI STEM and Articulation Programs)
* Title V – Part A (Developing Hispanic Serving Institutions Program)
* Title V – Part B (Promoting Post baccalaureate for Hispanic Americans)
In addition to submission logistics, we will discuss the SERVING aspect of being a federally recognized Hispanic/Minority Serving Institution and describe the design principles that guide this work. Attendees will also have the opportunity to share their ideas for potential institution-wide projects.
Presented by:
Dr. Cyndia M. Muñiz, Assistant Director of Hispanic Initiatives (HSI Lead)
Office of Diversity and Inclusion
Joshua Roney, Associate Director of Research Programs
Office of Research
More information can be found at diversity.ucf.edu > HSI.
Additional questions should be directed to HSI@ucf.edu.
]]>The event takes places at the CFHLA Student Lounge at Rosen College of Hospitality Management, second floor.
]]>
Module 1
Course number: DIV285
Wednesday, January 23 from 1:00pm-3:00pm
Facilitator: Rachel Luce-Hitt
Location: Barbara Ying Center, Room 140
Module 2
Course number: DIV286
Wednesday, January 30 from 1:00pm-3:00pm
Facilitator: Rachel Luce-Hitt
Location: Barbara Ying Center, Room 140
Module 3
Course number: DIV287
Wednesday, February 6 from 1:00pm-3:00pm
Facilitator: Rachel Luce-Hitt
Location: Barbara Ying Center, Room 140
Module 4
Course number: DIV288
Wednesday, February 13 from 1:00pm-3:00pm
Facilitator: Rachel Luce-Hitt
Location: Barbara Ying Center, Room 140
This four-module program is designed as an introductory overview series of workshops to provoke thought with respect to diversity in general, and more specifically, with respect to several important dimensions of diversity. Participants must attend all four modules to receive a completion certificate.
Modules
This activity is for students with at least an intermediate level of French, and native speakers are welcome. It is offered every other Wednesday. The activity lasts for one hour, but feel free to stop by for as much time as you want and bring your coffee!
Dates and location:
January 23
February 6
February 20
March 6
March 27
April 10
Wednesday, February 6th from 2:00 pm - 3:00 pm
Student Union Room 223
]]>
Session 1
Course number: DIV393
Tuesday, January 29 from 3:00pm-4:30pm
Facilitator: Transfer and Transition Services
Location: TBD
Wednesday, February 6 from 3:00pm-4:30pm
Facilitator: Transfer and Transition Services
Location: TBD
Session 1 will introduce participants to the transfer student population and discuss what makes them diverse. Attendees will also reflect on assumptions and stereotypes associated with the transfer student experience, distinguishing fact from fiction. This is the first session in the Transfer Advocate Certificate Series.
Session 2
Course number: DIV394
Tuesday, February 19 from 3:00pm-4:30pm
Facilitator: Transfer and Transition Services
Location: BA1 Room 107
Wednesday, February 27 from 3:00pm-4:30pm
Facilitator: Transfer and Transition Services
Location: TBD
Session 2 will further detail the unique experience of transfer students. Attendees will interact with UCF transfer students as well their faculty and staff counterparts at our partner institutions. Participants will start to explore how their professional role interacts with transfer students and how they may be positively and/or negatively impacting the transfer student experience. This is the second session in the Transfer Advocate Certificate Series. You must complete Session One prior to participating in this session.
Session 3
Course number: DIV419
Tuesday, March 5 from 3:00pm-4:30pm
Facilitator: Transfer and Transition Services
Location: BA1 Room 107
Wednesday, March 13 from 3:00pm-4:30pm
Facilitator: Transfer and Transition Services
Location: TBD
During session 3 attendees will acquire the knowledge and skills necessary to advocate for the transfer student population. Participants will learn about resources available to UCF prospective and current transfer students, understand what it means to be an advocate, and engage in active discussion with their colleagues in order to develop a plan to positively impact the transfer student experience, moving forward. This is the third and final session in the Transfer Advocate Certificate Series. You must complete Sessions One and Two prior to participating in this session.
]]>
No need to arrive on time; come and go as you please.
These sessions are a safe place for students to grow intellectually and to develop their study strategies to pass the GKT.
I recommend students to take a pretest on the English Language Skill's (ELS) competencies, Reading, or Writing (in whichever subset they will be needing assistance) in any FTCE GKT workbook, before coming to the Small Group Session. I suggest REA workbook for ELS, because it provides a breakdown of the three competencies (1. Knowledge of Language Structure; 2. Knowledge of Vocabulary Application; and 3. Knowledge of Standard English Convention) within the test, thus giving the students an evaluation and starting point for studying. The "rules" of the ELS can be found in the FTCE GKT workbooks OR the Blue Book of Grammar and Punctuation by Jane Straus (highly recommended by Dawn Scott).
Once the pre-test is complete, the students will have questions that they may ask during this session. Students are encouraged to work with a partner to talk through incorrect answers and find solutions as to WHY their answers were incorrect. (Bring your laptop for Google searches - great for discovery learning!)
Students are also able to work on and ask questions regarding strategies to pass the reading and writing portion of the GKT. Students will learn how to read and write effectively to pass the GKT... Bring in an essay for me to critique and take advantage of these free sessions!
Helpful websites and titles of test prep books will be shared and handouts provided.
The purpose of this workshop is to help candidates prepare effectively for the General Knowledge Test. These sessions will help direct the students’ focus on relevant material for review.
]]>Popular films and video games featuring beloved characters such as Indiana Jones and Lara Croft frequently portray archaeologists engaged in poor professional practices. While such depictions may inspire interest in the field, they do little to show what archaeologists actually do and how they do it. However, multimedia accounts of archaeology have improved in recent years as archaeologists have increasingly become engaged in multimedia projects.
This lecture will provide an overview of the state-of-the-art in digital storytelling as well as describe specific multimedia initiatives being deployed by Dr. Tiffany Earley-Spadoni in her active field project, the Vayot Dzor Fortress Landscapes Project, in Armenia.
]]>Students must register for all workshops through their myUCF Student Center under Graduate Students then Pathways to Success.
]]>Students must register for all workshops through their myUCF Student Center under Graduate Students then Pathways to Success. After registering in myUCF, students will receive an email with a link to participate in the online session.
Please note: Students will receive a link to participate upon registration in myUCF.
]]>