In addition to submitting the required exam schedule card, students may also schedule examinations online.
Students who are eligible for course notes as a reasonable accommodation will have this designation on the accommodation letter. Students must request a note-taker using the online note-taker request form, which notifies the Center for Disability Resources that a note-taker is being requested for a specific course. Once a request is received, the Center for Disability Resources will email the faculty member asking him/her to seek a volunteer note-taker for the course.
Priority registration occurs on the first day of the registration period. Eligibility for priority registration is determined on a case-by-case basis during the initial interview between a student with a documented disability and the director of disability resources and is based on the need for this accommodation.
Concussion Return-to-Learn Policy
The College currently offers “provisional or temporary” accommodations for individuals who have impairments that are short-term in nature—generally six months or fewer (such as a broken arm or concussion). Such accommodations are accessed by the Center for Disability Resources in collaboration with medical professionals (i.e. athletic trainers, physical therapists, and physicians) and are based on supporting documentation and recommendations.
The College’s Attendance Policy holds that regular attendance at all courses is essential to academic success, and it is the student’s responsibility to attend class and to be accountable for all work missed in the event of being absent from class. Individual faculty members determine specific class attendance policies.
When deemed necessary, adjustments and accommodations are outlined in a letter from the Center for Disability Resources as “Temporary Academic Accommodations” and students are responsible to communicate the necessary accommodations to individual professors. Temporary accommodations may be provided for physical and cognitive rest. The student is responsible for any work missed and arrangements for make-up work must be in co- operation with course professors. During this process, students are encouraged to speak with each professor to determine course specific requirements that may be postponed or excused (i.e. postponed exams, extra time for project/assignment completion, reduced reading assignments). Students are also responsible for meeting with the director of disability resources on a weekly basis during the usage of temporary accommodations.
When the concussed student experiences prolonged cognitive difficulties and symptoms beyond the 2nd week post-injury, the student should consider implications that may hinder the successful completion of coursework. Students are encouraged to meet with his or her academic advisor and the assistant dean of academic success to consider options if coursework missed becomes too onerous to make up.
The Center for Disability Resources can be reached at 717-867-6028.
The Office of Intercultural Affairs
The Office of Intercultural Affairs & Inclusive Programs (OIA) provides leadership and direction for the development of educational, cultural, and social programs that enhance intercultural understanding of the Lebanon Valley community while fostering the College’s mission to develop students who think critically and creatively across boundaries; who solve complex problems; who communicate effectively; and who value differences among human beings.
The Office of Intercultural Affairs & Inclusive Programs facilitates a wide range of activities that promote and foster an appreciation of peoples, cultures, and perspectives. The OIA partners with student organizations, academic departments, administrative offices, and community groups to educate the Lebanon Valley community on the importance of diversity based on race, ethnicity, gender, sexual orientation, socio-economic status, physical and mental ability, religion, culture, and age.
Mosaic Mentor Program
The Mosaic Mentor Program is a student leadership program that assists the Office of Intercultural Affairs and the College in creating a positive, supportive, and welcoming environment for incoming and transfer students from African/African American, Latino, Asian, and Native American (ALANA) descent, the Lebanon Valley Educational Partnership (LVEP), Milton Hershey Students (MHS), international countries, and LGBTQ+ identifying students.
Mentors are expected to participate in leadership training prior to the start of the year, provide peer activities during the year, and assist the Intercultural Affairs and Admission offices with ALANA student recruitment initiatives.
Social Justice Institute
During winter break, the Office of Intercultural Affairs sponsors a three-day intensive leadership training on social justice. Featuring modules focused on the theoretical concepts of social justice, the institute includes an overnight trip to an urban center where students conduct ser- vice at various social justice and non-profit agencies. After completion of the institute, participants are invited to join The Pallas Society, a campus-based honor society for social justice.
The Pallas Society
The Pallas Society is a campus based honor society established at LVC on April 19, 2009. It seeks to affirm as well as promote openness and inclusiveness among all people. The Pallas Society is a network of students, institute faculty, and staff at LVC who exemplify inclusive excellence by fostering an environment of advocacy, support, and awareness within the realms of social justice. Furthermore, in the spirit of the Pallas Society’s commitment to these ideals, inductees into this honor society must demonstrate significant achievement as well as commitment to serving as examples and advocates of leadership, civic agency, equity and inclusion.
The Bridge Program is a two-day, pre-orientation program geared at providing incoming ALANA (African American, Latino, Asian, and Native American) and multiracial students with a jump-start on college life. The program combines peer mentoring, residential living, academic success, and leadership development to assist students in making a successful transition to college and the LVC community.
Women’s Services and Gender Resource Center (WSGRC)
The Women’s Services and Gender Resource Center recognizes that college-aged women face more than just academic issues, including issues of an emotional, developmental, spiritual, and physical nature. The goal of the center is to provide a place where all genders are informed, healthy, empowered, and safe by providing a supportive atmosphere that advocates for the elimination of inequities based on gender. The WSGRC is located at 118 College Avenue.
Center for Global Education
LVC offers a variety of exciting semester-long and short-term study-abroad programs. All programs ensure a cultural immersion experience for students, with several programs offering a language-enhancement opportunity. All courses offered fulfill LVC credits. LVC programs are located in Argentina, Australia, China, Dominican Republic, England, France, Germany, Greece, Northern Ireland, Italy, New Zealand, and Spain. Look for new sites to be offered during future semesters.
Students wanting to study off campus but wishing to remain within the United States can choose internship programs in Philadelphia and Washington, D.C.
With a few exceptions, students attending one of the LVC semester-long programs keep all financial aid and scholarships. Further information is available at the Center for Global Education Office in the Center for Global Education, at ext. 6076, or via email at firstname.lastname@example.org
An integral part of the Academic Success Program, the Center for Writing and Tutoring Resources is a free service for all undergraduate students at Lebanon Valley College. Peer Tutors, successful students themselves, are dedicated to helping students understand course material and study more effectively. Tutors help students identify problem areas and explore solutions. Available in most subject areas, Peer Tutors assist students one-on-one, in small groups, called Study Pods or in larger groups for exam review sessions. This offers students the opportunity to improve their academic performance and to succeed. Peer Tutors are committed to providing exceptional service in a professional and timely manner. Once a student submits a tutor request, a Peer Tutor will contact the student, usually within 48 hours. For more information about the Center for Writing and Tutoring Resources, please visit www.lvc.edu/peer-tutoring/index.aspx
or contact the coordinator of the Center for Writing and Tutoring Resources at email@example.com
To help students achieve success in writing, there are also writing tutors available in most subject areas. Tutors are available during drop-in hours, Monday through Thursday, 6–10 p.m., or by individual appointment.
Appointments are recommended at least 48 hours in advance. You can make an appointment by filling out an online tutor request at www.lvc.edu/writing-center
. All of the writing tutors must meet a G.P.A. requirement, submit an approved writing sample, and provide two references. After they are hired, tutors participate in ongoing training sessions focusing on writing strategies, communication skills, and the tutoring process.