Dr. Kyle Perkins

1

• Welcome
• Dr. Kyle Perkins
• Associate Dean

2

• Introductions and Agenda
• Dr. Kyle Perkins
• Associate Dean, College Education

3
AGENDA

• Overview of College Departments___________________
  ______Dr. Lynne Miller Dr. Laura Dinehart
  
• Graduate Studies__________________________________
  _____Dr. Tom Reio
• Student Advising _________________________________
  ______Maria Rosado
• Access to Library Resources and Library
  Resources_________________________________________
  ____Adis Beesting
• Clinical Experiences______________________________
  ______Dr. Judith Cohen 
• TaskStream________________________________________
  ___ Jeanette Martin
• Administrative Functions, Grants, and Community
  Engagement________________________________________
  __Dr. Deborah Hasson
• FIUs Strategic Plan and Performance
  Metrics______________Dr. Delia C. Garcia
• Handling Difficult Students_______________________
  ______Karen Jones Dr. Tony
  Delgado
• Disability Resource Services______________________
  _______Stephen Loynaz 
• Counseling and Psychological Services_____________
  _______Wendy X. Ordonez
• Technology________________________________________
  ___Pierre Schoepp
• COEs Adjunct Committee___________________________
  ___Dr. Flavia Iuspa
• Adjunct Handbook__________________________________
  __Dr. Kyle Perkins

4
Overview of College Departments

• Leadership and Professional Studies
• Dr. Laura Dinehart
• Chair, College Education
• Teaching and Learning
• Dr. Lynne Miller
• Chair, College Education

5
Office of Graduate Studies (OGS)

• OGS serves to support the College of Education
  (COE) graduate programs in collaboration with
  faculty, administrators, and the COE Doctoral
  Policies Committee

6

Meet the OGS
Personnel

• Associate Dean
• of Graduate Studies
• Dr. Thomas Reio
• Office Coordinator
• Caprila Almeida

• Coordinator of Academic
• Support Services
• Suzanne Barcenas
• Dissertation Coordinator
• Dr. Linda Bliss

7
The Role of OGS

• Assist with processes pertaining to graduate
  students and faculty, such as
• Doctoral admissions
• Graduate assistantships
• Candidacy examinations
• Thesis and dissertations
• Panther degree audits
• Time-to-degree
• Graduation certifications

8
The Role of OGS Continued

• Process graduate student forms
• Change of grades - accessible via grade rosters
• Provide Resources for graduate students and
  faculty
• Frequently Asked Questions at education.fiu.edu/og
  s/FAQ.html

9
Contact OGS

• Location Ziff Education Building
• (ZEB) 310
• Phone [phone]
• Fax [phone]
• Email almeidac_at_fiu.edu
• (Office Coordinator)
• Website http//education.fiu.edu/ogs/

10

• Academic Advising Center

11

• Academic Advising Center
• 2,980 active undergraduate students
• 2630 On-campus students
• 350 fully online students
• Assigned advisors
• Early Alerts

12

• Library Resources
• Adis Beesting, Associate Librarian

13
Office of Clinical Experiences

• E. Judith Cohen, Ed.D., Director
• cohenj_at_fiu.edu
• Mary Ann Gonzalez, Coordinator
• gonzalma_at_fiu.edu
• Monica Rivas, Program Assistant
• rivasm_at_fiu.edu
• ZEB 230, 305-348-2082

14
Office of Clinical Experiences

• Student Teaching
• Mary Ann Gonzalez
• Arranges all ST placements with local school
  districts and out-of-area requests
• Orders supplies and maintains budget accounts
• Evaluates all ST applications
• Maintains ST database
• Maintains BCPS website for all placements

• Field Placements
• Monica Rivas
• Coordinates and maintains all field experience
  paperwork
• Prepares and updates school site records
• Processes Certificate of Participation forms
• Maintains security clearance information
• Assists with ST issues

15
What we do . . .

• Provide a welcoming atmosphere for all students
  and faculty in the COE
• Provide information regarding policies and
  procedures related to all field placements and
  student teaching
• Arrange all placements and assist students with
  questions and concerns related to student
  teaching and field placements

16
Student Teaching

• Review and process applications for all majors in
  COE
• Secure placements for selected majors
• Elementary Education/ESOL
• Early Childhood Education/ESOL
• Exceptional Student Education/ESOL
• Process contracts for review
• M-DCPS, Center for Professional Learning (CPL)
• BCPS, Professional Learning Continuing
  Education
• Coordinate COE Writing Seminar
• Conduct orientation meetings for all candidates
  prior to and during Student Teaching

17
Student Teaching

• Update Student Teaching Handbook to reflect
  current standards, practices, and requirements
  (e.g., COE Conceptual Framework, FEAPs, InTASC
  Standards, Florida Standards, ESOL Reading
  Competencies, and TaskStream policies)
• Prepare Certificate of Participation for
  Cooperating Teachers
• Coordinate FIU Supervisor assignments
• Plan and conduct FIU Supervisor meetings
• Update COE website with ST information
• Maintain and update website for Broward County
  placements

18
Student Teaching Applications

• Fall Semester
• ALL MAJORS
• Application due February 1st
• Paperwork due March 1st
• Spring Semester
• ALL MAJORS
• Application due June 1st
• Paperwork due July 1st

19
Field Placements

• Send message and agreement form (electronically)
  to principals in all Miami-Dade County Public
  Schools, Charter Schools, and selected private
  schools each semester to arrange placements for
  field experiences
• Prepare post list of participating schools
• Approve students for Broward County placements,
  and maintain BCPS website
• Assist students with individual placements and
  required paperwork
• Provide attendance logs for TaskStream process
• Coordinate field placements with program faculty
• Maintain documentation for all student placements
  

20
Field Placement Courses

• Professional Studies Core
• EDF 1005 and EDF 2085
• 15 hours / course
• required (state mandate)
• Upper Division
• Selected Program Courses
• 5 - 20 hours / course
• see attached list for specific courses and
  corresponding field hours

21
Security Clearance Issues

• Maintain a system of assuring security clearance
  compliance for all students, faculty, and
  adjuncts working in Miami-Dade, Broward, or
  Monroe County public and private schools
• Provide procedures and paperwork for
  fingerprinting process to all students
• Attend district meetings and work with district
  personnel regarding fingerprinting and clearance
  issues

22
Security Clearance Information

• Miami-Dade County
• 99.00 (money order)
• Picture ID
• Social security card
• Service Provider Input Document
• Security clearance card provided by our office
  (valid for 5 years)
• Broward County
• 75.00 initially 25.00 annual renewal
• Online registration details in ZEB 230
• Badge will be issued by district

23
Additional Responsibilities (JC)

• Teach EEX 4240 / 5259
• Literacy in Special Education
• Provide PD for local schools
• Represent COE in the community by attending
  events at local public and private schools

24
Questions, Suggestions, Comments???

• Please let us know how we may assist you
  regarding Student Teaching and Field Experiences.
• Thank you so much for your attention and time. ?
• Judy, Mary Ann, and Monica

25
TaskStream Ms. Jeanette Martin Coordinator of
Assessment and Accreditation martinje_at_fiu.edu 305-
348-3655, ZEB 211 tstream_at_fiu.edu http//www.tasks
tream.com
26
Overview

• What is TaskStream?
• Taskstream Faculty Instructions
• Taskstream Student Instructions
• Turnitin Feature
• QuickScore Feature
• Contact Information

27
What is TaskStream?

• TaskStream offers the College of Education a
  stable and powerful set of tools to support
  collection and analysis of student outcomes in
  all of our programs.
• It also offers students a personalized space to
  submit assignments and to use their best work for
  building an online portfolio.

28
What is TaskStream? (cont.)

• TaskStream is used to evaluate student outcome as
  part of accreditation.
• TaskStream is used to assist students in the
  collection, preservation, organization,
  evaluation, and dissemination of activities,
  assignments, evidences and reflections that are
  associated with competencies and standards
  throughout their teacher education program.
• It is needed in order to receive program approval
  from the FDOE for its teacher preparation program
  and accreditation from The National Council of
  Accreditation of Teacher Education (NCATE) and
  the Southern Accreditation of Colleges and
  Schools (SACS).

29
Faculty Instructions

• Step-by-Step instructions and Resource Documents
  for Faculty/Adjuncts can be found
• Faculty Instruction Pages

30
Turnitin Feature

• Author work submitted to TaskStream can be sent
  to Turnitin (an external vendor) for originality
  reporting (a.k.a., plagiarism detection).
• All submitted student work has a Turnitin
  Originality Report generated for attachments,
  text areas, and forms.

31
Turnitin Feature, continued

• Turnitin has a disclaimer that Originality
  Reports can take up to 24 hours to generate.
  However, Turnitin is usually able to process the
  files much faster than that, usually within a few
  minutes after Author submission.
• Originality Reports can only be generated for
  work submitted AFTER the feature is enabled.
• Evaluators can view the Originality Reports after
  the work has been submitted by the Author.
• There are 3 view options available for Authors.

32
Accessing Originality Reports

• To view Originality Reports
• Click into the DRF Program.
• In the Search for Individual to Evaluate or
  Search for Multiple People, click Continue.
• Locate an Author and from the work area, click
  View Edit.
• Click the Originality Report tab. The button is
  available once a valid report has been generated.
• The Originality Report page loads.

33
Originality Reports
1- Originality Tab 2-Originality Score (ranges
from 0-100) 3- Full Report Allows faculty to
get a complete report of the sources that the
student copied. It allows for quotes and
References to be omitted from Originality Score.
It is also Printable.
1
3
34
QuickScore Feature

• TaskStream has launched a new feature, called
  QuickScore, for streamlining the scoring process
  that enables Evaluators to score a number of
  Authors from one interface.
• With this enhancement, Evaluators can now skip
  Authors in the list during a given scoring
  session. Evaluators will not see the skipped
  Authors names until the next time the Evaluator
  logs in.

35
Steps for Using QuickScore
Step 1
36
Steps for Using QuickScore, cont.
Step 2
37
Steps for Using QuickScore, cont.
Step 3
2
38
TaskStream Classroom Presentations

• The Taskstream Office Staff is available to hold
  in-class presentations to assist students with
  Taskstream uploads and answer any questions.
• Presentations usually last no longer than 15 to
  20 minutes.
• To set up a presentation contact the office at
  martinje_at_fiu.edu.

39
Frequently Asked Questions

• Who needs a TaskStream account?
• Every student taking at least one class in the
  COE needs to subscribe for an account.
• When and where can students purchase TaskStream?
• Students can purchase TaskStream directly online
  at the TaskStream website http//www.taskstream.c
  om
• How much does TaskStream cost?
• 1 semester 5 months (25)
• 1 year account (42)
• 2 year account (69)
• 3 year account (91)
• 4 year account (105)
• 5 year account (119)
• 6 year account (129)

40
FAQs, cont.

• 4. What can I do to reset my password?
• Passwords can be changed under My Accounts.
• What do I do if I forget my password?
• You can retrieve a forgotten password by clicking
  on the forgot password? option on the
  TaskStream homepage.
• What do I do if I forget my username?
• To retrieve your username you will need to
  contact TaskStream directly at 1-800-311-5656.
• 7. What if a student only takes one course in
  the COE? Do they need to subscribe to
  TaskStream?
• Yes, all students taking at least 1 credit in the
  COE have to have a TaskStream account for the
  duration of that course.

41
Contact Information

• If you need further assistance with TaskStream,
  please contact
• COE TaskStream Office
• Jeanette Martin 305-348-3655, ZEB 211
• martinje_at_fiu.edu
• tstream_at_fiu.edu

42

• Administrative Functions, Grants, and Community
  Engagement
• Dr. Deborah Hasson
• Associate Dean, College Education

43

• Administrative Staff
• Budget/Finance
• Ricky del Valle 305-348-6550
• Human Resources
• Alejandra Garcia 305-348-1726
• Technology
• Pierre Schoepp 305-348-6311
• Andres Cantillo
  305-348-6305/1962
• Hotline - 305-348-2499

44

• FIUs Strategic Plan and Performance Metrics
• Dean Delia C. Garcia, College of Education

45

• Handling Difficult Students
• Karen Jones, Assistant Director Conduct and
  Conflict Resolution
• Dr. Tony Delgado, Ombudsman and Assistant Dean of
  Students

46
Office of Student Conduct and Conflict Resolution
(SCCR)

• Adjudicate student conduct cases Student Code of
  Conduct
• Admissions Clearance Process
• Training and workshops (e.g. Conflict Resolution,
  Ethics Community Standards)

47
Why you might hear from SCCR

• Follow up on an incident you might have reported
• Email communication regarding a student(s) in
  your class
• Two students in your class my have a no contact
  order and we can not move one to another section.
  Students should sit as far away from each other
  and not assigned into the same work group
• A student is placed on interim suspension or
  suspension. Student is not allowed to
  participate in class (in person or on-line)

48
Disruptive Conduct Student Code of Conduct

• (c) Disruptive Conduct
• 2. Behavior that substantially and materially
  disrupts, disturbs, impairs, interferes with or
  obstructs the orderly conduct, processes, and
  functions of the classroom or laboratory and/or
  immediate surrounding areas. This includes
  interfering with the academic mission of the
  University or individual classroom or interfering
  with a faculty member or instructors role to
  carry out the normal academic or educational
  functions of his/her classroom laboratory and/or
  immediate surrounding areas.

49
Addressing Disruptions

• Outline expectations from the very beginning and
  include these in your syllabus
• Try to handle the situation to the best of your
  ability
• Clarify and remind students about expectations of
  being in your class
• Identify the behavior that is causing the
  disruption
• Address the student in a follow up after class
  and clarify what behavior is required in the
  future to be successful
• Ask for assistance or guidance from your
  department chair on addressing issues
• If necessary, ask the student to leave the class
• If the student continues to disrupt the class or
  you feel there is a threat, use the emergency
  phone to call FIUPD at 7-2626 or 7-5911

50
If You Need to Report an Incident

• Document an Incident Report with the Office of
  Student Conduct and Conflict Resolution
• http//conduct.fiu.edu Click on Report for our
  online Incident Report Form
• Be as specific as possible about the incident and
  other incidents that may have happened. Indicate
  if you have tried to follow up during prior
  incidents.
• You may be contacted for additional information
  and in rare cases may be asked to participate in
  the student conduct process. Your help will
  assist us in holding students accountable for
  their behavior.

51
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52
Office of Student Conduct Conflict Resolution

• Modesto Maidique Campus GC 311
• 305-348-3939
• conduct.fiu.edu

53
Consultation and Campus Resources

• Contact us if you have any questions, each
  situation is unique and we will work with you to
  figure out a course of action
• Dean of Students/Behavioral Intervention Team
  Dr. Cathy Akens 348-2797
• University Police for emergency situations
  348-2626 or 348-5911
• Victim Empowerment Program- 348-2277
• Disability Resource Center
• Guide to Dealing with Troubled and Disruptive
  Students also on conduct.fiu.edu
• Faculty/Staff Emergency Guide Red Folder

54
PanthersCare.fiu.edu
55
Effective Collaboration Assisting Students with
a Disability

• Disability Resource Center

56
MMC Campus

• Disability Resource CenterModesto Madique
  CampusGC 190Miami, Florida 33199Voice (305)
  348-3532TTY [phone]Fax (305)
  348-3850 We offer Video Relay Service (VRS)
• drc.fiu.edu Email drcupgl_at_fiu.edu

57
BBC Campus

• Disability Resource Center
• Biscayne Bay CampusWUC 1313000 NE 151 St.North
  Miami, Florida 33181Voice 305 919-5345TTY 305
  919-5390Fax [phone]
• drc.fiu.eduEmail drcbbc_at_fiu.edu

58
Some of the Disabilities that the DRC Serves

• Learning Disabilities Reading, Math, Disorder of
  Written Expression
• Developmental Disorders (i.e. Autism/Aspergers/
  PDD)
• Visual Impairments
• Hearing Impairments
• Psychological Depression, Bipolar, Anxiety
  Disorder, Panic Attacks, Obsessive-Compulsive
  Disorder, Schizophrenia.
• Alcoholism/Drug Addiction- Must have attended a
  treatment program.
• Health/Pain Related Disabilities-Arthritis,
  Chronic Fatigue, Lupus, Sickle Cell Anemia,
  Diabetes, AIDS, Cancer, Asthma, Carpal Tunnel.
• Traumatic Brain Injury
• Temporary- broken arms, etc.

59
2010-2011 DRC student profile
60
PRESENTATION GOALS

1. To understand how we process information.
2. To recognize learning styles.
3. To develop strategies that make learning easier
   and tutoring more effective.
4. To gain insight concerning other disabilities and
   to learn how to help appropriately
5. Etiquette Tips

61
PROCESSING INFORMATION

• VISUAL PROCESSING
• AUDITORY PROCESSSING

62
VISUAL AND AUDITORY PROCESSING

• Lead to cognition

63
BUT TOUCH AND MOVEMENT

• Also lead to cognition

64
Understanding the Learning Process

• Input
• Short term memory
• Working memory
• Long term memory
• Storage
• Retrieval
• output

65
Input

• This is the students ability to receive your
  message.
• Letters and words might get mixed up, reading
  might be slow, spelling and math calculation can
  be very difficult.
• With an auditory processing problem, sometimes
  what you say is not what is heard. You need to
  make sure your message is getting in.

66
Short Term and Working Memory

• Short term Lasts only for few minutes. Student
  with a disorder that affects short term memory
  will get the message, but will lose it soon
  afterwards and will need to hear it again.
• Working memory is a longer period of time when a
  student is processing the information and trying
  to understand what the tutor or Instructor is
  saying.

67
Long term memory, storage, and retrieval

• With long term memory a student is able to retain
  the information until needed.
• Long term storage is where the student files the
  information
• Retrieval is the method the student uses to
  retrieve the memory during the test.
• STORAGE AND RETRIEVAL ARE THE POINTS WHEN
  STRATEGIES BECOME VERY IMPORTANT TO THE STUDENT

68
Retrieval Its like finding the right string to
grab onto! Get hold of the string, pull, and the
rest will follow!!!
69
Output

• Remembering the information
• Taking the test
• Writing the paper
• Discussing in class
• Answering questions correctly

70
Using Strategies to Enhance Learning Styles of
VAT/K

• Visual
• Auditory
• Tactile/kinesthetic

71
Visual

• Use lots of colors colored paper, markers, index
  cards, sticky notes.
• Highlight students class notes, text, and study
  materials that you prepared as a tutor.
• Divide each chapter into different colors.
• Put extra white space between problems.
• Use easy to read pens/pencils.
• Print if you have terrible handwriting.
• Use silly pictures next to problem as a reminder.

72
Auditory

• Use various tones when you lecture.
• Create simple/silly rhymes.
• Use mnemonics to help remember
• Limit information to no more than 4 or 5 chunks
  of material at time.
• Make certain the student is looking at you when
  you speak.
• Allow students to digitally record information
  for use later when reviewing their notes,
  especially things like vocabulary words and
  meanings.
• Have the student repeat information back to you.

73
Tactile/kinesthetic

• Have the student do the work at a white board,
  chalkboard, or paper chart.
• Standing, writing, talking and thinking are all
  happening at once.
• Have the student duplicate what you put on paper.
• Use hands on activities to replicate the concept
  you are tutoring or teaching.

74
Visual impairments

• Some students have total lack of vision, others
  have partial vision.
• Use the CCTV machines when appropriate.
• Some students prefer to use JAWS to read the
  computer screen to them.
• Use heavy black markers and large lettering when
  appropriate.
• Talk clearly and directly to the student.
• Understand if the student has visual points of
  reference. Students who were born blind may not
  have same mental images as you do.

75
Hearing impairments

• Some students have hearing aids, some students
  use FM systems, and other students will use
  interpreters and sign language.
• Always speak directly to the student, not to the
  interpreter.
• Question the student often to make sure that the
  information you think is going in is, in fact,
  truly the same information.
• Speak clearly and repeat as necessary.

76
Emotional, psychological, ADHD, etc.

• Help the students stay focused and on task. Use
  strategies like color highlights or digital
  recorder.
• Do not criticize the students who may get easily
  frustrated or angry.
• Listen with a positive, non-defensive reaction,
  but DO NOT GIVE ADVICE.
• Give students a short break if they are losing
  the ability to concentrate.
• Try a different seating arrangement.
• Change the subject matter (if student agrees) to
  something less aggravating for a while.
• Use concrete and descriptive language and narrow
  down options or scope of projects whenever
  possible.
• Set boundaries and class rules

77
Aspergers vs. Autism

• ASD is one of the five developmental disabilities
  known as pervasive development Disorder (PDD)
• Aspergerss Syndrome, Pervasive Development
  disorder, Not otherwise Specified (Pdd-NOS),
  Autism, Childhood Disintegrative Disorder (CDD),
  and Retts Disorder.
• The number of persons with ASD has been growing
  in the past decade, and current estimates suggest
  that as many as one child in every 150 born today
  will be diagnosed with ASD.

78
Guidelines for working with ASD students

• Be explicit in expectations for assignments and
  class rules
• Be concrete with dates so the student can make
  decisions about dropping when possible
• Create flexibility so students can have
  alternative assignments available
• Consider using multiple instructional mediums
• Offer information on new activities to minimize
  fears of unknown
• Opportunity for practice and repetition
• Utilize token economies

79
Physically or medically impaired

• Student may get easily tired, so watch for signs
  of fatigue.
• Students may have pain that causes them to lose
  concentration. You may need to provide a better
  seating arrangement.
• Medication may be slowing down processing, so be
  patient and make sure student can give you back
  the information completely.
• Do not touch wheelchairs while speaking to the
  student. You are invading their personal space.

80
When tutoring remember the following procedures

• Make eye contact

81
When tutoring remember the following procedures

• Watch the student for signs of confusion

82
When tutoring remember the following procedures

• Make certain the student can repeat back what you
  just taught
• Allow the student to be active let student write
  on the board, do the problem on paper, handle any
  manipulative materials you may use some students
  may be verytactile learners.

83
When tutoring remember the following procedures

• Give the student a closer look at the material
  you just explained.

84
When tutoring remember the following procedures

• Break down the steps

85
When tutoring remember the following procedures

• Give the student enough time to process

86
When tutoring remember the following procedures

• Ask questions to the student

87
and finally

• Can the student repeat the information aloud?

88
Etiquette Tips

• General
• Put the person first. Say person with a
  disability rather than a disabled person.
• Avoid outdated terms like handicapped or
  crippled.
• Do not assume someone with a disability needs
  help. The best thing to do is to ask if he/she
  needs assistance.
• Wheelchair
• Do not lean or rest on someone's wheelchair. It
  is considered personal space.
• If the service counter is too high for a
  wheelchair user to see over, step around the
  counter to provide service.
• Have a clipboard handy if filling out forms is
  necessary
• Service Animals
• Do not feed, pet, or speak to the animal. This
  dog is working and does not need to be
  distracted.
• If the person has a guide dog, walk on the side
  opposite the dog.
• Warn the person of any impending obstacles if the
  person is visually impaired.

89
Etiquette Tips

• Blind/Visually Impaired
• Identify yourself and your title before you begin
  your conversation.
• Do not grab the persons arm. Offer your arm or
  elbow to guide the individual.
• Make sure the person is left in a comfortable
  spot when you need to leave - not in the middle
  of a large room but along the wall or near a
  door.
• Deaf/Hearing Impaired
• When speaking with the student who has an
  interpreter (sign language), make eye contact
  with the student not the interpreter.
• Speak clearly but in a normal tone in case the
  person is reading your lips.
• If communicating in writing, keep the message as
  uncomplicated as possible.

90
Etiquette Tips

• Seizure
• Clear obstacles that may cause bodily harm.
• If you feel someones life is in immediate danger
  due to any seizure or other health-related
  problem, use your own judgment and call 911.
• Be aware the certain lights (strobe lights) or
  high pitched alarm sounds can trigger seizures
  in some people.
• Provide a referral to DRC so that the person gets
  proper accommodations as needed.

91
THANK YOU

• It is what we think we already know that prevents
  us from learning. Claude Bernard
• QUESTIONS?

92
BBC Campus

• Disability Resource Center
• Biscayne Bay CampusWUC 1313000 NE 151 St.North
  Miami, Florida 33181Voice 305 919-5345TTY 305
  919-5390Fax [phone]
• drc.fiu.eduEmail drcbbc_at_fiu.edu

93
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94
Follow us on
FIU Counseling _at_FIUCounseling
_at_fiu_vep
305 348 CAPS (2277) CAPS.FIU.EDU
95
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96
How to Contact CAPS

• Modesto Maidique Campus SHC 270
• Biscayne Bay Campus WUC 320
• Take the FREE shuttle to MMC from EC

305 348 CAPS (2277) CAPS.FIU.EDU
97
CAPS Services

• FREE
• CONFIDENTIAL
• PROVIDED BY MENTAL HEALTH PROFESSIONALS
• YOU CAN JUST WALK IN!

98
CAPS Services Contd.

• Individual, Couples Group Counseling
• Short term psychotherapy that addresses concerns
  such as self-esteem issues, anxiety, depression,
  grief bereavement, stress management,
  relationship issues, lifestyle choices and more.
• Consultation, Evaluation Referrals
• To appropriate community agencies for eating
  disorders, substance abuse/dependence, and family
  therapy.
• Testing
• Neuropsychological, educational, ADHD,
  personality.
• Medication Management
• We have a psychiatrist on staff!

99
CAPS Services Contd.

• Victim Empowerment Program
• Confidential assistance to FIU students who have
  been victimized through threatened or actual
  violence
• Assistance with problems such as sexual assault,
  relationship violence and stalking
• SERVICES
• Our staff will explain choices
• Staff can help identify needs and options
• Staff can accompany students who need medical
  services
• Staff can help during the healing process
• Staff can help with safety planning and much
  more
• Based on students individual needs

100
What Else Do We Do?

• Outreach
• Workshops/Presentations
• Victim empowerment presentations
• Stress management workshops
• Mental Health workshops
• Other presentations
• Request at caps.fiu.edu under outreach tab
• For giveaways/flyers for students request at
  caps.fiu.edu

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Office of Technology

• FIU COLLEGE OF EDUCATION

New Employee Orientation Fall 2015
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Our IT Staff

• Pierre Schoepp, Director
• Email schoepp_at_fiu.edu
• Phone [phone]
• Andres Cantillo, IT Generalist II
• Email Acantill_at_fiu.edu
• Phone [phone]
• Daniel Jimenez Faride Godoy COE IT Helpdesk
• Phone [phone]

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Contacting the COE Helpdesk

• By Phone 24/7/365
• 305-348-2499
• By Email24/7/365
• Coesupport_at_fiu.edu
• On the Web
• education.fiu.edu/Technology

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FIU Email

• All official communication is done exclusively
  via FIU E-mail. ALL Employee are assigned an FIU
  email automatically. Your e-mail address MUST be
  listed in the syllabus of every course you teach.
• On the Web http//Mail.fiu.edu
• In your Office Click on Start gt All Programs gt
  Microsoft Office gt Outlook
• Setting up your Apple or Android phone
• Go to https//it.fiu.edu/projects/transition-fiuma
  il-office-365/supporting-docs/

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• OneDrive for Business is FIUs cloud storage
  solution for all Faculty Staff. You no longer
  need to carry USB flash drive on campus. The
  storage capacity is currently set at 1TB but soon
  to be unlimited.
• You must first activate OneDrive for Business in
  order to begin using it. You can do this by
  logging in to Outlook Web App at mail.fiu.edu and
  clicking the OneDrive button in the top
  navigation menu. After a short provisioning
  process, your OneDrive for Business library will
  be available.

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OneDrive FOR BUSINESS (Microsoft)
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FIU WIRELESS ACCESS

• FIU_SECUREWiFi is an encrypted and secure
  connection to the Internet.
• Select  FIU_SECUREWiFi  from the list of networks
  on your device
• Enter your FIU credentials (Username is the first
  part of your email eg., roary001)
• Accept any certificates if prompted.

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MICROSOFT OFFICE (Windows Mac)

• Full, installed Office applications Word, Excel,
  PowerPoint, Outlook, Publisher, and OneNote on up
  to 5 PCs or Macs per user. Log-in with your FIU
  username and password at freeoffice.fiu.edu and
  download your FREE Office today.

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Resetting your voice mail PIN

• When you reset your voice mail password or PIN,
  the server generates a temporary PIN and sends it
  in an email message to your Microsoft Exchange
  Server account Inbox. After you receive the
  temporary PIN, use it to log on to your mailbox,
  and then change the temporary PIN to a PIN of
  your choice.
• On the web, go to Mail.fiu.edu and log in with
  your credentials
• From the top right navigation bar, select
  Settings gt Options.
• In the left pane, select General gt Voice mail.
• Click on Reset PIN link
• You will now receive a new temporary PIN by
  email. Call your voice mail number with the
  access number in the email and enter your new PIN
  at the prompt. You may need to wait up to 15
  minutes for the change to take effect.
•  

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Computer Labs

• Dell Windows Labs
• Located in ZEB 163 165
• 22 seats in each (44 total)
• Apple MAC OS X 10.10.2 Lab
• Located in ZEB 130
• 22 Seats
• All our labs can be reserved for class. Call
  [phone] to place your request

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Equipment Available

• 4 carts of 30 iPads and iPad mini. See
  http//education.fiu.edu/technology/ipadcarts.html
  for list of Apps installed.
• 64 Smart Response XE Clickers
• 63 Smart Response PE Clickers
• 150 iClickers (5 carry bags with wheels of 30, 1
  receiver per bag
• One (1) SMART Table interactive learning center
  on wheels.  
• 5 Dell Projectors

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Equipment Available

• Please make a formal email request to
   coesupport_at_fiu.edu with the day, time of class,
  and which cart or by phone (call 305-348-2499) at
  least 48 hours before your intended use of the
  technology and to also check the availability of
  the equipment. iPad carts can also be checked out
  for an extended period of time for your students
  to take the units home, we will require each
  student to fill out the "iPad Lending Form".
• Calendar is available at http//education.fiu.edu/
  technology/ipadcarts.html

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Equipment Available (cont.)
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COE Syllabi Website

• Instructors are REQUIRED to upload their course
  syllabi within the first week of class on our
  syllabi repository server. To upload the
  documents, please follow the instructions below
• a) Go to http//coe-syllabi.fiu.edu and Sign in
  at the top right corner of the page with your FIU
  email address and password (ie. johndoe_at_fiu.edu)
• b) Click on the Semester (i.e. FALL 2015 in this
  case)
• c) Click on your Name, you might need to click on
  the Right Arrow ( gt) to the second page (if your
  name if missing, please call me at the number
  below)
• d) Click on Add Document and upload your latest
  Syllabus. We recommend that you name the file
  starting with the Class Number (ie EDF XXX_etc)
• You can now include the link (http//coe-syllabi.f
  iu.edu) on your syllabus. Students can also
  easily find this website by going to
  Education.fiu.edu and select Current Students
  in the top menu and click Course Syllabi. If
  you encounter any issues, please call by phone
  [phone], or email at coesupport_at_fiu.edu

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Panther Tech Computer Store

• Your On-Campus Resource For
• discounted computers, tablets, software
• accessories for cell phones tablets
• computer repair upgrades
• payroll deduction available for all purchases
  over 500.
• Monday - Thursday 830am - 500pmFriday 830am -
  500pm
• Phone (305) FIU-TECH (305-348-8324)
• https//panthertech.fiu.edu/
• Located in the Graham Center across from Jamba
  Juice

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• Adjunct Committee
• Dr. Flavia Iuspa
• COEs Adjunct Committee Chair

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• Adjunct Handbook
• Kyle Perkins
• Associate Dean

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Questions and Answers
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