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Academic Calendar Dates Academic calendars can be found by visiting InsideCOD and scrolling down on the left-hand side of the page.

Our Services Testing Center Locations The Testing Center provides testing services for students, faculty and community members. Testing Centers are located on the College of DuPage Glen Ellyn main campus and at all of the COD Centers. Glen Ellyn/main campus Testing Center 425 Fawell Blvd. | Berg Instructional Center (BIC), Room 2A06/2A08 | Glen Ellyn, IL 60137 | (630) 942-2400 Carol Stream COD Center 500 Kuhn Road | Carol Stream, IL 60188 | (630) 942-4900 | (not all tests offered at this location; call for details) Westmont COD Center 650 Pasquinelli Dr. | Westmont, IL 60559 | (630) 942-4850 | (not all tests offered at this location; call for details) Addison COD Center 301 S. Swift Road - Door 12 | Addison, IL 60101 | (630) 942-4650 | (not all tests offered at this location; call for details) Naperville COD Center 1223 Rickert Drive | Naperville, IL 60540 | (630) 942-4750 | (not all tests offered at this location; call for details) Virtual Testing Center The College of DuPage’s Virtual Testing Center (VTC) provides an opportunity for eligible students to take proctored tests remotely for certain courses. Testing Services Information Packet for Instructors Learn More

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Student-to-Student Engagement in the Classroom Creating opportunities for students to connect with one another in the classroom fosters a sense of community and also lays groundwork for developing communication skills that are essential for future coursework and the professional world. Below are ideas from fellow adjunct faculty members that you may already be doing or enjoy trying out. Since my course was a hybrid format due to COVID restrictions, I found a great online tool, called Padlet , which I used throughout the course as a weekly assignment for self-reflection. Each student posted their thoughts on how they felt their clinical week was going, and had the chance to read and respond to their peers posts. The sharing of self-reflection and self-assessment of one's own progress, I believe truly helped the students to feel connected as a cohort, and provided a group activity space to unify individual learning experiences "as a whole" and celebrate their growth of knowledge and skills. -Susan Alliss, PTA, BA, CSCS, Clinical Education Coordinator/Instructor, Physical Therapist Assistant Program At the beginning of the term each student shares 1 book, 1 song, 1 TV show, podcast et al they think each other should know - then by midterms they share with the student their post-thoughts. They quickly find 'shared' connections they didn't think they had initially, even with the group share list.... -Sue Lafferty, PhD, Adjunct Faculty, Humanities I enjoy promoting student-student engagement at the beginning of the semester by having students interview one another and then presenting their partner to the class. This works well in both virtual and face-to-face environments. I also try to model Kagan Strategies in class, such as Think-Pair-Share. This allows students to learn different cooperative working strategies while practicing them with a partner. -Megan Wilson, Ph.D., Adjunct Faculty, Education I do many large group and small group activities, but perhaps my favorite activity is an exercise that teaches them the mindset for analytical writing. I split students up into groups where they analyze all the elements of four famous artworks to analyze meaning, the focal point, relationship to color, the lack thereof, placement, historical context, the message it provides, and if this image provides closure to the audience. This enables students to see how all of the pieces come together to form the whole. This helps to break down the process of analyzing their writing topics. Are they going to analyze a film, social issue, historical event, a poem, short stories, video game, television series, a sports team, etc.? What prevents all the parts coming together to make meaning of the topic? What works well to make all the parts come together that create success in the topic they are analyzing? This activity is fun and highly engaging! -Fonda Ginsburg, Adjunct Faculty, English Competitions. I use simulations where the students compete against one another. Some students really thrive. -Jason Reid, Adjunct Faculty, Business I’m a big believer in games as a teaching tool precisely because they force students to interact with each other, so I use them whenever possible. -Neal Heatherly, Adjunct Faculty, Speech Communication Having a little time left over during a VCM class to talk about interests or current events was a way to get students engaged. Break out rooms also worked. For online, I like to post a discussion board as a get-to-know-you board. -Dr. Katherine Cable, Adjunct Faculty, Anatomy and Physiology What I just discovered recently is to show past student success with a variety of students both male and female and different ethnic groups so students can identify. I give recommendations to students and they keep in touch and share their success stories. -Bob Burrows, Adjunct Faculty, Computer and Information Science I like to use media sources to engage students. For example, in Spanish class we may watch a fun music video and discuss not only the lyrics, but topics related to that particular artist's culture, etc. -Jessica L. Rangel, M.S., M.S.Ed, M.A., Adjunct Faculty, Spanish Thanks to everyone who shared ideas during Teacher Appreciation Week. We’d love to hear from others about how you create community and encourage students to collaborate with one another. Email us at oafs@cod.edu

What is Th e 4 C onnections (COD Connects) ? Simply put it is a w ay to create rapport and connect with your students, and increase overall engagement. Each cohort is four weeks in length and features a weekly synchronous session held on Tuesdays at Noon. Can't make a session? No worries! Each one is rec or ded for our convenience. N ot able to sign up for the spring session? More cohorts will be offered in the Summer and Fall 2024 semesters. All College of DuPage adjunct faculty are strongly encouraged to take a 4 Connections (COD Connects) course. All adjunct faculty will receive a stipend upon successful completion and all full time faculty will receive four professional development hours upon successful completion. Mor e information about the 4 Connections can be found on the COD Teaching Guides Sign Up Today!

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The Adjunct Times May 2022

Practicing Paradox by Kate Szetela, Manager, Adjunct Faculty Support Last month’s Art of the Brief Time Out was devoted to discipline. What happens when we commit to a new habit or practice that takes discipline and we find ourselves struggling or not following through? This is a perfect time to practice paradox. For those that participated in a 4 Connections cohort, your familiar with the practice paradox concept of simultaneously providing structure and flexibility to our students. Just like when students take on a new course, when we take on a new habit or practice discipline, it is helpful to afford ourselves some grace when we don’t meet our expectations. Sometimes it is adjusting our intentions or goals, or merely to start again fresh the next day without carrying guilt or judgement about what has passed. The curious paradox is that when I accept myself just as I am, than I can change. -Carl Rogers

The Adjunct Times April 2022

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Access and Accommodations Fall 2022 Updates As a reminder, Faculty are required by law to implement the accommodations listed on a student’s Letter of Accommodation. Please reach out to the Center for Access and Accommodations if you need support in doing so or would like to propose an alternative method for meeting the student’s needs. Students are provided with an electronic Letter of Accommodation and they are instructed to forward that letter/email to their instructor at the start of term. Letters of Accommodation state the term for which they are applicable near the top, but as always, the Center will be available for consult about or verification of accommodations. If a student attempts to inform you of their accommodations in a different way, or casually mentions having a disability or needing an accommodation - please ask them to forward you their Letter of Accommodation. If a student doesn’t have one, refer them back to the Center for Access and Accommodations immediately. Students can request accommodations and submit their documentation by going to www.cod.edu/access and clicking on the green box labeled: “complete form to request accommodations.” It is very important that any time a student mentions that they need you to adjust something because of an illness, injury, medical condition (including COVID-19), or disability that they be referred to The Center for Access and Accommodations as soon as possible. Please do NOT ask for or accept medical documentation from a student. In reference to COVID-19, do NOT ask for vaccination status or a vaccine card from a student. The Center for Access and Accommodations should be the ONLY entity on campus that accepts private health information for the purpose of accommodating a student in a course. Denying or determining an adjustment or modification without referring the student to our office is a violation of federal law. Please visit our Team Site on the inside.cod.edu portal for additional resources.