Dr. David Sumner, Director (x2389), TJ Day Hall 321
Services to Student Writers:
The Writing Center matches student writers with trained student readers in a collaborative effort to help writers make progress on a particular writing assignment. Discussion forms the heart of this consulting process and most writers benefit from more than one consultation per writing assignment. When writers come to the writing center early in the writing process, the discussion focuses on understanding the assignment itself, brainstorming, freewriting, or other ways to begin work. When writers bring a rough draft, the consultation typically focuses on that draft—on what it makes clear, on what it might lack—and especially on how the writer might revise.
The Writing Center assumes that because college writing assignments require ambitious and independent thought (almost always about content new to the writer), all writers need to see what their words communicate, and all writers benefit from being asked to explain their thought and their writing purposes. Writing Center consultations do sometimes focus on what the publication process identifies as copy-editing—i.e., error identification and remedy. In these consultations (as in all others), writer and writing assistant work together to identify possible problems and understand various revision options. As in other types of publication, such a consultation can only occur late in the writing process, after the paper is already clear and well organized. At that time, writing assistants can help students explore grammar and usage issues. But because all work in the Writing Center is collaborative, writing assistants will never simply proofread or correct.
Unfortunately, Writing Center consultations cannot work miracles of transformation; they cannot turn sow's ears into silk purses. Writing well is the result of hard intellectual work practiced in many and various writing activities. What the Writing Center does is make available a unique setting in which student writers can understand and extend their own thinking as they work to make that thought cogent and successful on the page.
The Writing Center welcomes writers from all disciplines, first year through graduation. Writers concerned about particular writing assignments are especially encouraged to plan multiple writing center consultations as an important part of their learning process. Writers are welcome to make an appointment or to just drop in.
Services to Faculty:
In consultation with the Director of Writing, faculty are encouraged to consider building Writing Center consultations into their writing assignments, either as requirements, or as options for extra credit. In addition, if students are having particular trouble with writing, a writing contract can be set up which will pair a particular student with a particular writing assistant. If such a service is needed, please contact the Director of Writing.
Location and Schedule:
The Writing Center is located in TJ Day Hall 321 and, starting the 3rd week in the semester, is open Sun-Thurs., 3:30-5:30 and 6:30-8:30. There are also writing assistants in the Library Sun-Thurs. from 8-10.
Dr. Brenda DeVore Marshall, Director (ext. 2290; firstname.lastname@example.org)
Services to Student Speakers:
The Speaking Center partners student speakers with trained student speakers and listeners in a collaborative effort to help speakers make progress on a particular speaking assignment and improve general oral communication skills. Volunteer peer tutors work with students one-on-one and with small groups of students focused on preparation of group projects.
Discussion based consultations focus on speech content, presentation skills, and group process. In these interactions, speaker and speaking assistant work together to identify possible problems and understand multiple revision options of the speech content and delivery style. Speaking assistants will never simply write a speech, correct the written version of a speech text, or dictate presentation techniques.
The Speaking Center welcomes speakers from all disciplines and stages of their academic careers. Speakers may make appointments in advance or drop in during scheduled hours.
Services to Faculty:
Faculty are encouraged to consider building Speaking Center consultations into their oral presentation assignments, either as requirements or as options for extra credit. The Speaking Center notifies faculty when students have completed speaking center consultations. We encourage faculty members interested in discussing plans for speaking assignments to contact Brenda DeVore Marshall or Jackson Miller.
Location and Schedule:
The Speaking Center is located in Room 184 in Nicholson Library. Hours of operation will be announced each semester. You may find additional information regarding the Speaking Center by contacting the Department of Theatre and Communication Arts (x2290 or x2802), by e-mailing email@example.com, or by visiting <http://www.linfield.edu/tca/communication-arts-program/speaking-center.html>.
The Online and Continuing Education Program provides an opportunity for working adults to obtain a Linfield bachelor's degree. Students may earn majors in Accounting, Business Information Systems, International Business, and Management. An RN to BSN program is open to registered nurses with active RN licenses. All required courses in the accounting, management, and nursing majors are online. Weekend and evening courses are offered in Bend, McMinnville, Portland, and Salem. There are advisors to assist students with course planning. Courses are scheduled fall, winter, spring, and summer. Class schedules can be obtained upon request from the OCE office (x2447) and online at www.linfield.edu/dce.
Summer Field-Based Courses
OCE offers a variety of field-based courses for credit. Some require two days of classroom work and five days of travel. Every other summer a course to a destination outside of the United States is scheduled to fulfill the study abroad requirement for International Business majors.
Summer Session at Linfield, administered through Online and Continuing Education, is a ten-week term. Many of the courses offered meet Linfield Curriculum requirements and many are offered online. The summer class schedule is available in April. On-campus students need advisor approval to register for OCE classes. Contact the OCE office (x2447) for more information.
|Fall and Spring Semester|
|Monday-Thursday||7:30 am- 1:00 am|
|Friday||7:30 am- 6:00 pm|
|Saturday||10:00 am-6:00 pm|
|Sunday||Noon- 1:00 am|
|This schedule varies during vacation periods. Call the circulation desk (x2261) for more details.|
|Monday-Thursday||7:30 am-9:30 pm|
|Friday||7:30 am-6:00 pm|
|Saturday||10:00 am-5:00 pm|
|Sunday||Noon- 9:30 pm|
|The library will be closed during the following days:|
|Thanksgiving Break||Sat & Sun, Nove 17 & Nov 18; Thurs-Sat, Nov 22-24|
|End of Fall Semester||Sat & Sun, Dec 15 & 16; Sat & Sun, Dec 22, 23; Tues-Tues, Dec 25-Jan1|
|End of January Term||Sat & Sun, Feb 2 & 3; Sat & Sun, Feb 9 & 10|
|Spring Break||Sat & Sun, Mar 23 & 24; Sat, Mar 30|
|Books and most media materials||4 weeks|
|Government documents||4 weeks|
|Microfilms||In-Library use only|
|Newspapers and Periodicals||In-Library use only|
|Reference materials||In-Library use only|
|Reserve materials||On-line, 2 hours, 4 hours, 1 day, or 3 days|
|Summit borrowing item||Loan periods vary|
|ILL items||Loan periods vary|
|Overdue Fines and Replacement Costs:|
|Books, ILL and EMS materials||$0.25 per item per day|
|Government documents||$0.25 per item per day|
|Overdue Summit Item||$0.50 per item per day for the first 10 days; $1 per day for the next 15 days|
|Reserve Materials||$1.00 per item per hour (hourly reserve)|
|Lost Item (Linfield and ILL)||$75|
|Lost Summit Item||$95|
Melrose 010, (503) 883-2733
In a collaborative effort with faculty, the Linfield Center for the NW, Student Affairs, and the campus community, Career Development is the primary resource for the career planning and exploration process for Linfield students.
Services available to students:
Individual counseling and consultation for career planning and exploration, decisions about majors and careers, graduate school applications, resumes and cover letters, networking and marketing yourself
Programming focused on job search techniques, resume writing and getting into graduate school
An annual fall internship fair and spring career and graduate school fair. This job and graduate fair features summer jobs, internships, entry-level career positions and graduate schools
Internships, job shadows and informational interview opportunities with alumni and other professionals
Resources are available in the Career Hub (Malthus Hall) and online, including current books, magazines, electronic media, and computer programs with career, job search, internship and community service opportunities and graduate school information
Connecting with us:
Initial consultation and resume critiques are available in most cases from 9 am – 4:30 pm, Monday – Friday on a walk-in basis. Individualized appointments can also be made in-person in Malthus Hall, by e-mail (firstname.lastname@example.org) or by phone (503.883.2733).
For more information about these and other Career Development programming and services, including job, community service and internship listings, visit our website: www.linfield.edu/career.
Career Development Staff:
Michael J. Hampton, Director - x2442 or email@example.com
Kristi Mackay, Assistant Director - x2606 or firstname.lastname@example.org
Noemi Flores, Office Coordinator – x2784 or email@example.com
Riley 301, (503) 883-2636
Students can visit the office M-F, 8am-5pm, to explore resources and learn about opportunities to get involved in the McMinnville community and beyond. Walk-in hours for individual appointments are available every afternoon.
Services and opportunities available to students:
Individual and group consultations for: identifying and connecting to community-based organizations; exploring community service and service-learning opportunities; planning volunteer projects; learning about social and environmental justice issues; applying for post-graduate service opportunities and more.
Facilitated community service programming including alternative spring break service immersions, national days of service, RISE mentoring program, and other ongoing service activities throughout the year.
Student leadership opportunities and training including Change Corps, First CLAS, project leader orientation, workshops, and more.
Sponsored programming to increase awareness of social and environmental justice issues including Hunger and Homelessness Awareness Week and other educational panels.
An online volunteer opportunities database.
Annual DIVE Fair co-sponsored with Career Development.
A resource library that includes current books and materials on community service, student leadership, international volunteering, and post-graduate service opportunities such as AmeriCorps and Peace Corps.
For more information about these and other services and programs, schedule of events, and online opportunities database, visit our website: www.linfield.edu/serve and like us on Facebook at https://www.facebook.com/LinfieldChange
Community Engagement & Service Staff:
Director - x2636
AmeriCorps VISTA Student Engagement Coordinator – x2326
AmeriCorps Mentoring Program Coordinator – x2239
Walker Hall 103 (503) 883-2784
Students are encouraged to schedule counseling appointments by calling the department secretary at x2784, or coming in person to Walker 103. Walk-in or same day counseling appointments may be available but are limited by counselors' schedules and client load. Emergencies are seen on a priority basis.
Services available to students:
Short-term individual and group counseling for developmental concerns such as homesickness, problems with others, learning effective interpersonal and communication skills, sexual identity questions and developing one's own identity separate from family
Short-term counseling for psychological concerns such as depression and low self-esteem, grief, recovering from traumatic incidents, eating disorders, anxiety and substance abuse
Consultation with students, staff, friends, family members
Training of Residence Life staff, academic advisors, etc.
Campus workshops and presentations to residence halls, athletic teams, fraternities/sororities, etc.
Dawn Williamson, MSW, LCSW/Counselor - x2445; firstname.lastname@example.org
Trainees, Masters of Social Work students from Portland State University
Trainees, Psy.D. students in Clinical Psychology from George Fox University
Confidentiality: Information disclosed in the counseling relationship is confidential within the limits set by state and federal statutes and professional ethics. No information may be released without a written release of information form signed by the client. This includes requests for information from professors, parents, coaches, etc.
Cheri White, Program Director, 503-883-2444
Betsy Pacheco, Coordinator, 503-883-2678
Students may come to you and disclose that they previously received academic assistance during high school. They may refer to a specific disability, or may reference an "IEP" or a "504 Plan" (individualized education plan); other students may find they do not have the necessary academic skills to be successful and may feel frustrated, embarrassed or defeated. This would be a good time to share information about Learning Support Services. Attached is a list of typical services provided to students with and without documented disabilities.
For students with documented learning, physical and / or psychological disabilities, it is important to keep a few things in mind. In public K-12 schools it is the school's responsibility to seek out students in need of support services. Once in college, however, students must self-disclose (or self-identify) and request to receive academic adjustments for their disability. Some students may not be aware that they need to request services, or to whom they should speak. Please refer them to LSS.
If a student has already met with and requested services from LSS and is in your class, you will receive a letter from LSS verifying this and explaining the specific needs of the student. When the student approaches you with this letter, we encourage you to take the opportunity to discuss with the student what strategies have previously been successful and what specific concerns the student may have about your course. Especially as a Colloquium advisor, there will be occasions, based on a student's specific documentation, when you will receive recommendations about a student's schedule or course load. Please contact the LSS office if you have questions regarding these recommendations. These recommendations may be in conjunction with, or in addition to, requirements related to provisional admission.
All students are welcome to request tutorial assistance, attend study skills workshops, enroll in the Learning Skills class (IDST 010) or schedule appointments with the LSS staff to discuss any learning skills challenges or other related concerns that may impede their academic success. Peer tutors provide free assistance through course, small group and individual tutoring. Please contact the LSS Coordinator for more information.
You are encouraged to refer students to LSS and to consult with staff members about student concerns. We are a resource for you, the faculty member, as much as for the student. It's easiest to phone or email and then we can schedule a convenient time to meet and discuss concerns.
For more information about LSS, visit our website:
Checklist for Academic Adjustments and Services for Students with Diagnosed Disabilities
Reduced-distraction testing environment: provided to students in accordance to their documented disability. Two rooms are available in Melrose 020 suite; both have surveillance monitors to protect the testing integrity.
Extended time for taking tests: again, in accordance with the student's documentation. Students who receive this service usually require 150-200% extended time. "Unlimited" time is not appropriate. Proctoring usually provided in Melrose 020.
Note Takers: for students with writing, processing and / or attention difficulties, peer note takers are often appropriate. LSS hires students enrolled in the class, usually with a minimum cum. GPA of 3.0 and who have work study/campus employment eligibility. Students in need are given copies of these notes and a master copy is kept on file in LSS. Often it is helpful if the professor can refer potential note takers to LSS, but as this is a service that must be put in place as soon as possible after the request is made, experienced note takers are sometimes hired to expedite the process without specific professor recommendation. Professors are notified about the existence and identity of note takers.
Test Reader/Test Scribe: occasionally a student requires a scribe or reader to complete an exam. This service is only provided by professional staff members.
Texts in Alternative Format: some students require texts in enlarged, audio, or adapted format (Kurzweil or other software). We request your assistance in early identification of materials to be used, so that the appropriate format can be made.
Captioned Films: some students, usually those who experience hearing loss, may need to have the English captions activated when films are shown. In the event that a film was produced before 1990, transcriptions can be produced by LSS; however, this necessitates at least two weeks prior notice.
Priority Registration: in rare cases, LSS may assist a student in priority registration when, in accordance with the student's documented disability, there is a need to secure interpretive services or to provide an accessible schedule. Advisors will be consulted during this process.
Other Services: students may need ASL interpreting, transcription of lectures, preferred seating, wheel chair accessibility, presence of a service animal, or other services arranged or coordinated through LSS. These types of assistance are less common and you will be notified in advance if a student enrolled in your class is in need of this type of assistance
Checklist of Services Available: For ALL Students
Weekly Appointments: with staff members to discuss skills development, institutional culture, and collaboration with counseling and other support staff. Students who have been provisionally admitted may be required to attend regular meetings and those placed on probation may be encouraged to attend. This type of consultation can be particularly helpful for first generation, non-traditional, and culturally diverse students.
Tutoring: large and small group tutoring, as well as limited individual tutoring can be arranged through LSS. Tutors must have a 3.0 minimum cumulative GPA, A/B in course to be tutored, recommendation of a faculty member, and a work study/campus employment award. Students in need may receive between 2-5 hours of tutoring/week. This does not take the place of attending class regularly or meeting with their professor.
Study Skills Presentations: interactive presentations focused on study skills development and refinements are presented throughout the year and at the request of particular student groups (athletic teams, Greek organizations, clubs, etc.). Topics covered include: test taking strategies, note taking tips, time management, learning styles and more effective reading strategies.
Learning Skills class (IDST 010): focuses on developing student study skills and techniques. Some provisionally admitted students are required to enroll. One credit (S/U).
Referrals: sometimes students meet with LSS when they would be better or jointly served by other members of the Linfield community (counseling, student health services, academic advising, the registrar's office, etc.). We provide a friendly "hand-over" to the appropriate office, while maintaining a support relationship.
Residence Life Staff
The Residence Life Staff consists of students and professionals who help all residents build a community founded upon respect. The Residence Life program provides a unique educational opportunity to assist in students' development. The specific members are:
Some roommates becomes very good friends, choosing to socialize and study together. Others become friends but spend time outside the room with different social groups. Still others do not become friends but accept each other as roommates and live compatibly together for the year. Remember that you will meet many students other thank your roommate. In addition to your hallmates, you will make friends through classes, sports, work and other student activities. ?Living together in one room, especially if you have never had a roommate before (or lately,) requires work! The type of relationship you develop with your roommate depends in part on your expectations of the relationship, as well as on how effectively you communicate those expectations to your roommate from the very beginning. ?As you think about your roommate and how you hope to interact (regardless of how well or little you may know him/her,) both of you should consider the following:
Review the Student Code of Conduct and the Guide to Living at Linfield. ?The Residence Life program uses a Roommate Agreement as a tool to help you and your roommate open up communication about your roommate relationship. Both you and your roommate are expected to fill the form out together through a face-to-face discussion. Your RAs are there as resources to help you through the Agreement if needed. On your Roommate Agreement, you will indicate your preferences regarding sleep study and social time. As you adjust to life at Linfield College, you may find that these preferences change. Be open with your roommate, communicating your needs; be responsive to your roommate, recognizing that s/he is changing, too. Expect the best! ?The communication skills you can develop in an effective roommate relationship are among the most valuable skills you will gain at college for your personal and professional life. The happiest of roommates will experience conflict at times. The key to success at those times is for roommates to communicate with each other – with the assistance of a staff member as necessary – about how to reach a resolution that is satisfactory to both roommates.
Your RA is available to assist with any roommate conflicts. In most cases, you will be required to follow a process to work through any conflicts. It is our goal that you will learn valuable communication and conflict resolution skills during this process. We will work with you to help make this a successful process. If this process is not successful, a move may occur. There are no room changes during certain parts of the semester.
The procedure below will be used for changing rooms or apartment:
Riley 301, (503) 883-2574
Purpose: The mission of Multicultural Programs is to support the academic mission of the University by enhancing the educational, personal, cultural, and social development of students with a special emphasis toward the unique needs of students of color, historically underrepresented and marginalized student populations. Multicultural Programs acknowledges, celebrates, and promotes the diverse cultural experiences of each member of the college community and strives to build collaborative relationships, advocate for and promote social justice
Services: The purpose of the office is accomplished through individual student advising and collaboration with other Linfield offices, faculty and staff. Other services of the office include educational programming as well as advice and support services to multicultural student clubs and organizations. The office also plans a wide range of educational programs that promote and encourage an appreciation and understanding of cultural diversity.
If multicultural students are having a difficult time adjusting to Linfield, please contact (or have the student contact) Jason Rodriquez, the Director of the Multicultural Programs, at x2574 or email@example.com.