Equal Access for Education at LBCC

Everyone needs help at some point in their lives. At LBCC you can get that help. Check out the Center for Accessibility Resources if you feel that you may need  accommodations for a disability.

                                       

The Center for Accessibility Resources (CFAR), formerly known as the Disability Services Office, is a program run by Carol Raymundo at Linn-Benton Community College. It's located at Red Cedar Hall, room 105. 

As soon as you know you are going to attend college and feel you may need some help in being successful, you can contact CFAR. There you will meet with Raymundo, and work together to see if you qualify for accommodations, with or without documented proof. This is an individualized program in which they consider all your needs.

What they do is work on a case-by-case base. If a student doesn't have documentation but can clearly identify where their learning is impacted, they then can try some accommodations. That's according to the National Disability of Higher Education guidelines. 

They also have a Support Lab, where you can test in a quiet atmosphere. 

CFAR has so far this year (2014-2015)  accommodated over 682 students with over 1,103 accommodations, and that was only four weeks into the Winter Term. This number grows thoughout the year.

Students who may need some accommodations, first need to plan ahead, making sure they know how they are going to attend college, and how they are going to pay for it. Students should have already taken their placement tests.

Students then can either go in person or apply online at www.linnbenton.edu/cfar, to get started with requesting accommodations. Then they meet with Raymundo and see what accommodations are available.

CFAR has many accommodations, such as accessible formats, classroom/lab accommodations, curriculum accommodations, testing accommodations and for the deaf/hard of hearing.

Raymundo works with  students to see what accommodations are needed, then they put the plan together and try different things for  students. 

CFAR also provides accommodations to students who may not be able to keep up. It could be that you just need a chair because your back hurts, or it could be you need someone to read for you because you can't read. They accommodate from the smallest things, to the biggest things.

Raymundo said, “Center for Accessibility Resources isn't a scary place. We hope students feel comfortable coming here. We want to make sure that if they have questions, they are able to ask them, and feel like they can.”

Changing the name to CFAR was a consideration, not a requirement, she said. This was done so students would feel more comfortable in asking for accommodations.

CFAR has the Support Lab located at RCH, room 114. Once students receive their accommodations, they can get started with scheduling their tests. Jennifer Walker will be there to set appointments for them.

Students will get their syllabus on their first day, which is where they can find all their test dates. This is what you will use to schedule your tests.

Walker said, “It is very important that you start scheduling your test the first week of school, especially finals, because the testing area fills up fast.”

The Support Lab has quiet with no distractions cubicles. There are two types of cubicles, one that has desks facing the door with a window, and one without a window so that there are no distractions.

Students must first be registered with CFAR for quiet testing, and then students must fill out the form that states what accommodations they intend to use.

Once the appointment has been set, students will give the form to their instructor. The instructor will fill their part out and take the test to the lab before the date set to test.

Walker said, “Anyone can use the Support Lab. You don’t have to have accommodations. If you just want a place to get away from the stressful college atmosphere, come here, use the computers, go on Facebook, play a game, just take a break. Just not during finals week, because they are full.” 

                                                   At a Glance

What: Center for Accessibility Resources at LBCC 
When: As soon as you know you are going to attend college 
Who: Carol Raymundo, Coordinator for CFAR  

Where: Red Cedar Hall, room105, or online at www.linnbenton.edu/cfar 
Why: To have equal access for education. So if you need any help in learning, contact  Raymundo at CFAR or go online.

Jennifer Walker

Carol Raymundo

Support Lab

Media Blog, Forum Post # 3

         Topic 1: SPJ Code Of Ethics

1. The aspect of the code I feel is the most important is to Minimize Harm. "Ethical journalism treats sources, subjects, colleagues and members of the public as human beings deserving of respect."
2. I chose Minimizing Harm as the most important because I believe that showing compassion for the story and its subjects is very important.  I agree that being a journalist does not give you a license for arrogance or undue intrusiveness. I think weighing the consequences of what you are reporting against the public's right to know is an extremely important balancing act that a journalist must constantly walk. I also have witnessed trial by the public, before any jury trial has taken place, due to biased reporting, and I don't think that is fair or ethical, even if unintentional.  Another vital piece of reporting is to update any previously reported information as it comes in.  This keeps the public aware of any breaking situations, as well as long term information. 

                  An example of why Minimizing Harm is so very important is the case of Officer Darren Wilson shooting suspect Michael Brown in the town of Ferguson, Missouri.  This case was heavily covered by reporters across the nation.  Some reported without bias, while others seemed to have forgotten the journalism code of ethics.  There was public outrage pouring in from all sides of this case.  There were reporters who stayed true to only facts while others reported from opinion based facts.
                 One case of reporting without considering harm to the subject was The New York Times reporter, Julie Bosman, publicized the home address of Officer Darren Wilson.  This could have caused that man harm to the point of loosing his life, or that of his family.  Thankfully, that did not happen.  However, he did resign from the police force and moved his family else where.
               
                  This type of reporting is what makes Minimizing Harm the most important aspect of the code to me.  The previously mentioned story could have had a much more tragic consequence.



    Topic 2: Story #2  UPDATE

1. The topic I am reporting on is  The Center for Accessibility Resources.

     2.  I am writing about who qualifies for these services, where you go to apply for services, and how you know if you qualify; also, who makes the decision, what services are offered, and when you should apply for services. I am going to include why using these services can help you succeed at Linn-Benton Community College.

     3. My three sources are :

                          1.  Carol Raymundo - Head of Center for Accessibility Resources (CAR)

                          2.  Jennifer Walker - Support Lab for CAR

                          3. www.linnbenton.edu/cfar

     4.  My five questions are:

                          1. Why would someone need to use the CAR?

                          2. What is the purpose of applying for accommodations?

                          3. When should someone apply for services so that accommodations are in place before they attend the first term of school.

                          4. Where would someone go to apply for services?

                          5. Who is in charge of making the decisions on who is eligible for accommodations through CAR?

Media Blog Forum #2

Topic #1:Biggest Challenge-Working on my First New Story.

1.  My biggest challenge doing my first news story was the interviewing.
2. What I will do different on my next story is not wait as long to write it. I will put all the facts together faster and start a rough draft right away.
3. My experience with interviewing was nerve racking.  I learned that if you let the person interviewing just talk chances are, they'll answer all your questions before you ask them. Next time I will try to get the interview at least a week before the deadline.

Topic #2: Edna--Reading the 1st and second chapters in The Corpse Had a Familiar Face.

1. The thing I found most interesting is that the cops love her, even though she was a pain in their ass, they respected her relentless pursuit of the truth.  She never gave up. My favorite phrase of the beginning of the book was; "The face of Miami changes so quickly, but the dead stayed that way.I feel haunted by the restless souls of those whose killers walk free.  Somebody owes them." This strikes me so, because I think this is probably her driving force. The reason she never stopped.
2. The tip I picked up from Edna was to ask questions.  She asked so many questions from who they were to what their cat's name was.  She wanted to know everything about them, what really made them who they were in life.  That way she could give them a proper send off.  By asking endless questions you're bound to find the information you're looking for, this enables you to gather the facts that you need to write a well informed piece.

Whats Cooking Behind the Scenes of the Commons Cafeteria at LBCC?

Have you ever been to the Commons Cafeteria or the Santiam Restaurant at LBCC?

This is a place where the Culinary Arts students are cooking up something great!  It is located just upstairs, in the Calapooia Center, right here on the Albany campus. It is the Linn-Benton Community College program run by Todd Ketterman.  Ketterman is the department chair of the program.

Students come here to attain a two-year associate degree. Then they are ready to jump
 into the workforce afterward or go on to their bachelor's.

At LBCC our students spend about 85 percent of their time in the lab (the restaurant) cooking and 15 percent in a classroom. This is a hands-on and interactive program.

The program accepts up to 45 students per year.  They break them down into three groups. In their first year, the groups are bakery, hot kitchen and a third group that is broken down into sub groups. Half the students spend their time in the "fine dining" where they learn the front of the house aspect and the other half spend their time in the pantry (cold kitchen).

These groups are a cohort mix. The first term the students start in one group. These groups rotate through each position for the first year.  Everyone has a chance to be in each area their first year.

The first year is where the students will learn how to use the equipment and theories behind what they are doing.  They learn to manage the stress of the environment and work together as a team in a fast-paced industry.

The students learn how to read recipes and how to follow then accurately. They also learn how to tell if the products they use are fresh. Also, how to know what products are available during what season they are in.

The students learn how to use all of the equipment in the kitchen. They will be trained on how to read temperatures. They will be taught the proper storage of all foods and at what temperatures bacteria grows.  

The second year of the program is where the more advanced classes take place.  All of the students and Ketterman work together to come up with a new menu almost every day.

They base their menus on what season it is. They want to use the freshest, most local products they can.  They build the menu and put it together. They also build it on what skills the students need to be learning and focusing on. There is a lot of thought that goes into the menu.

 You can find their menu on Facebook as well as in the Commuter weekly. This is the LBCC newspaper.

The restaurant industry is booming right now, with a huge demand for chefs.  The program  at LBCC readies these student to jump right in with their creativity and fresh ideas that will be able to give dated menus a new look.

You can find out more about this program on the LBCC website. There you will find all the information you will need to start your new career.

Ketterman started at LBCC in 2009. Ketterman came here from Spring Hill Country Club. That is where he set up their food and beverage program.  Ketterman spent over eight years there as their executive chef.

Before that, Ketterman attended Western Culinary Institution in 1991.  It is now known as Le Cordon Bleu.   Ketterman said, "LBCC class sizes are smaller than Le Cordon Bleu, and it is a little less than half the tuition." Ketterman also said, "At LBCC the students have more one on one with the instructors."

 Cherrie Wellens at the Commons Cafeteria said, "We are devoted to customer satisfaction."  Wellens has worked at the Commons for five years on the front lines. You see her friendly face as you pay for your food.

Wellens has watched many new students come into the program all the way until they graduate. Wellens said, "I  believe that our students are well prepared for the workforce when they move on from the LBCC program."
                             
                                                At a Glance

                                    

What: The Culinary Arts Program.

Where: At LBCC on the second floor of the Calapooia Center 

When: Every fall a new class starts

Students earn a two-year associate degree

For more information: Todd Ketterman (Kettert@linnbenton.edu)

Program website: www.linnbenton.edu/culinary-arts                                                                                 

Cherrie Wellens

Todd Ketterman

My First Post

My First Blog

           

        Topic#1: About Me 

          I'm a new blogger and I would like to introduce myself, my name is Carol and I am taking Journalism at Linn-Benton Community College. I am in pursuit of my degree and a new career in writing. My hope is to one day be a freelance writer; write about things that I have an interest in. I also one day would love to write a book about my life, this is so my grandson will know everything about me. I have been going to college for four terms now. When I first started here at LBCC I was not sure what I wanted to study, then I took my first writing class and I knew. Writing is what I love to do. I am taking news reporting and writing as the first of many classes in journalism. I'm hoping this can head me in a new direction in the work force.



Topic#2: Class Glossary

Attribution -- This is where you must always cite your sources. You would tell your readers where you got your information from. Example: When I have had to write a research essay, and had to use facts, I would have to give the resources that I used for the information I am relaying to you. i.e.,( give credit to the one that did all the work). As a person reporting any kind of information to the public or anyone reading what you wrote,you must always say where you received your information from. (CLC)

 Topic#3: Story #1

      My first news story is going to be on the hard work behind the scenes in the Commons kitchen.

       The sources I will be using for this story are, Chad Pope or Todd Ketterman, and the students that work there, as well as maybe even some of the customers.

             The five questions I intend to ask /answer about my story subject:

         

1. Who picks the menu?
2. Do the students do all the work?
3. Is this part of their training for their degree program? 
4. How long do the students work here?
5. How do you decide who does what?